Library of Congress Webquest

Grand Valley State University Susan Laninga Summer 2012

As a result of participating in this Web uest! pre"service teachers#college students $ill have a $or%ing %no$ledge of the Library &f 'ongress $eb site( )hey $ill be able to navigate the site and access the materials and resources that $ill support teaching of the *ichigan Grade Level 'ontent Standards for Social Studies and the 'ommon 'ore State Standards for +nglish Language Arts( )he intent is that students $ill use these primary sources to create engaging and content"rich lessons and units for their future students(
&vervie$# *aterials#,istorical -ac%ground#L&' .esources#Standards# /rocedures#+valuation#.ubric#,andouts#+0tension

Overview
&b1ectives

Back to Navigation Bar

.ecommended time frame Grade level 'urriculum fit *aterials

Students $ill 2nvestigate the Library of 'ongress $eb site! completing the $eb uest provided( +0plore the various collections and genres represented by the resources of the L&'( 3evelop an activity that uses a site on the L&' site and aligns $ith the *ichigan GL'+s( 1 4 2 hours +lementary /re"service teachers 4 University level 5 4 6 Social Studies! GL'+s7 +nglish Language Arts! ''SS7 )echnology standards for *ichigan +ducation $$$(loc(gov 'omputer 2nternet connection *ichigan Grade Level 'ontent +0pectations 8GL'+s9! grades 5"6 'ommon 'ore State Standards
Back to Navigation Bar

Procedures
1( ALL SS):0; students $ill do this /reparation activity 4 See page ; for the electronic ans$er template( )urn in hardcopy of that page( 2( 'hoose < of the 10

Preparation activity: everyone $ill do this one( Go to http=##educatione0tras(com# &n the right side of this site is a lin% to many Library of 'ongress lesson plans created by teachers! and using the primary sources available at L&'( 'lic% on that lin% and e0plore the lesson plans you find there( )ell a title 1 )eaching $ith /rimary Sources 2llinois State University

activities to complete( :( 3o one of the t$o +valuation activities( >( 3o the t$o reflection uestions( <( ?ou may choose to do the +0tension later if it fits your unit( .ead paragraph to the right=

of one that loo%s interesting from each= +arly +lementary! *ichigan! <th grade! and from the 2ntermediate tab 8> titles9( ?ou may include one of these lessons as a part of your unit if it fits your expectations(

Go to $$$(loc(gov( )his is the home page for the Library of 'ongress( )his $eb uest $ill ta%e you on a 1ourney through the site and you $ill investigate many primary resources that you can use to ma%e your lessons more interesting and engaging for your future students@ You will come back to this page to begin each Activity described below. 8Activities one and t$o are related to= GL'+ <" U:(2(2 3escribe the importance of Valley Aorge! -attle of Saratoga and -attle of ?or%to$n in the American .evolution(9 Activity One: 2n the center of the page under 'ollection ,ighlights are s uares that ta%e you into the collections( 'lic% on American *emory( 2n the Search bo0 at the top! type in Valley Aorge( )he first entry is BAt Valley Aorge(C 'lic% on that and Vie$ the te0t! then Listen to the original speech 8about : minutes9( Write one sentence telling the gist of the speech and $hy it $ould be effective for 6th graders to both listen to and read the $ords of this speech( Activity Two: After reading and listening to the speech in Activity &ne! you $ill e0plore another $ay to get into the Library of 'ongress to find specific information on Valley Aorge( Go to Google and type in DGoogle Advanced Search(E )ype in Valley Aorge under BAind pages $ith these $ords=C then scroll do$n to B)hen narro$ your results byC and type in loc(gov in the DsiteE bo0( Aind BValley Aorge 1FFF( Gen( Washington and Lafayette visiting theGC After loo%ing at this lithograph! describe in a sentence the importance of Valley Forge( Aind a $ay to ans$er that uestion for either of the other t$o places#events= -attle of ?or%to$n or -attle of 2 )eaching $ith /rimary Sources 2llinois State University

Saratoga( ?ou may go into the site either or both of the t$o $ays in these first t$o activities( Activity T ree: 8related to <"U2(:(2 3escribe the daily life of people living in the He$ +ngland! *iddle! and Southern colonies(9 Arom the home page of the L&'! $$$(loc(gov! clic% on the s uare called /rints and /hotographs( )ype in 'olonial life in the search bo0( See I2! B/hotocopies of original historical printsGcolonial life(C 'lic% on the Group of images( -ased on these pictures! $hat do you see and $hat could you say about life in colonial America in three sentencesJ Activity !our: 8related to >"G>(0(1 Use a case study or story about migration $ithin or to the United States to identify push and pull factors K$hy they left! $hy they cameL that influenced the migration( AH3 >",:(0(F Use case studies or stories to describe the ideas and actions of individuals involved in the Underground .. in *2 and in the Great La%es region(9 )o the right of the s uares! there is a section called B+specially forGC 'lic% on 5ids and Aamilies! then the circle labeled Local Legacies( &n the US map! clic% on the state of *ichigan( &n the list! clic% on Underground .. Activity in SW *ichigan( .ead the paragraph( &n a map of *ichigan! locate and label the *2 locations 83etroit! Horth -errien! Vandalia! 'ass 'ounty9 mentioned in the paragraph( Activity !ive: 8)his activity addresses the idea of chronology and that events have happened in the past( 2t could be used for building this concept $ith 5"2 students! supporting the ,2(0(1 GL'+s(9 Scroll to the bottom of the ,ome page and find the +0plore and 3iscover section( 'lic% on )oday in ,istory! read about this day in history! then clic% on the $ord Archives( )ype in your birthdate 8month and date9 under number 2( What : important things happened on your special dayJ What are the primary sources the museum has for eachJ 2f there are less than : events on your birthday! choose events from the day before or after( Activity "i#: 8)his one relates to GL'+s in both <th and : )eaching $ith /rimary Sources 2llinois State University

6th grades KU:(:L! the forming of ideas and $riting of the US 'onstitution(9 )o the right of the s uares! there is a section called B+specially forGC 'lic% on )eachers! then 'lassroom *aterials! /rimary Source sets( )a%e a loo% at the set on the 'onstitution( List : documents that you could use in this set( Activity "even: )his one relates to <th and 6th grades! supporting those concepts of African"American ,istory= <"U2(2(1!2!and: 4 the )riangle )rade! <"U1(>(> " the 'olumbian +0change! < 4 U1(>(> " the 'onvergence of +uropean! American 2ndian! and Africans in Horth America! and 6 4 U>(:(2 4 the Abolitionist movement(9 Arom the $$$(loc(gov home page! scroll to the bottom and find .ead(gov( 'lic% on that bo0( &n the left side! clic% on -oo%lists( Under the topic of African"American ,istory! ho$ many boo%s for teens might you discoverJ What are the topics#categories under $hich they are arrangedJ Activity $ig t: 'onnected to 5 4 '2(0(1 2dentify our countryEs flag as an important symbol of the United States! and 1 4 '2(0(2 2dentify important symbols of the United States of America 8e(g(! Statue of Liberty! Uncle Sam! White ,ouse! -ald +agle9( Go to Google and type in DGoogle Advanced Search(E )ype in 8separately9 each of the symbols of the United States= DAlag!E DStatue of Liberty!E DUncle Sam!E DWhite ,ouse!E D-ald +agleE under BAind pages $ith these $ords=C then scroll do$n to B)hen narro$ your results byC and type in Dloc(govE in the DsiteE bo0( 'hoose one image for each symbol and copy and paste that image onto a table( 2nclude the citation for each one( 8See the table handout(9 Activity Nine: )his activity is related to U< 4 :(1(2 the causes and effects of the Stamp Act! -oston )ea /arty! the 2ntolerable Act! and -oston *assacre( Go to the Hational Archives site= http=##$$$(archives(gov#education#lessons#$or% sheets# and do$nload the /oster Analysis > )eaching $ith /rimary Sources 2llinois State University

Wor%sheet( )hen go to loc(gov and clic% on /hotos and /rints( )ype BStamp ActC in the Search feature and ta%e a close loo% at numbers >!M!6! and 10( 'hoose one to analyNe( 2nclude this analysis in your pac%et to turn in(

$va%uation & c oose one of t e fo%%owing:

Back to Navigation Bar

A' Students in SS):0; $ill create an Activity similar to the ones above that $ill help others investigate other parts of the L&' $eb site or other resources not investigated here( )hey $ill lin% the Activity to one or more Grade Level 'ontent +0pectations( &. B' Students in SS):0; $ill go to the Hational Archives lin%= http=##$$$(archives(gov#education#lessons#$or%sheets# and then use one of the analysis sheets to analyNe a resource from the Library of 'ongress( )hey $ill have to sho$ $hich Social Studies Grade Level 'ontent +0pectations that resource $ould support(

$#tension (c oice for your )nit*

Back to Navigation Bar

Students in SS):0; $ill include primary source materials and resources from the Library of 'ongress in their final pro1ect for the course and#or use the materials in their Weebly 8+lectronic /ortfolios9 and#or their 2ntegrated Literacy Assignment 82LA9 2A their unit plan aligns to the materials contained here(

<

)eaching $ith /rimary Sources 2llinois State University

Answer " eet for ""T+,- "tudents (.andouts*

Back to Navigation Bar

Answer " eet for LOC Activities Activity Humber 4 83o the /reparation 2nsert $or% electronically on this side= activity! then choose < of the numbered activities( 3o the +valuation and the .eflection(9 /reparation 4 +ducation +0tras (all +arly +lementary 4 Your Community: SST30 students will complete this one! Then and Now 8> titles 4 see right9 *ichigan 4 Pioneer Life n !ichigan <th grade 4 "hose #ide s t$ Political Cartoon %nalysis of The #tamp %ct of &'() 2ntermediate 4 *uccaneers: Pirates "ho Pillaged+ Plundered+ and *ecame the #courge of the #e,en #eas Activity &ne "rite one sentence telling the gist of the speech and why it would be effecti,e for -th graders to both listen to and read the words of this speech. 'hamp 'lar% gives a speech about $hat occurred at Valley Aorge and ho$ it $as the most heroic! yet most pathetic chapter of the American Army( )his $ould be effective for 6th graders to both listen to and read because they $ould gain a better understanding of ho$ a speech should sound and be delivered to a group of people( -y listening to the speech! students can really hear the emotion behind the speech rather than 1ust reading the $ords on a page( )his also supports the GL'+ because it demonstrates the importance of Valley Aorge( Activity )$o Activity )hree *ased on these pictures+ what do you see and what could you say about life in colonial %merica in three sentences$ M )eaching $ith /rimary Sources 2llinois State University

-ased on these photographs! life in colonial America had a lot of interaction $ith 2ndian tribes( 2t appears that people around this time spent a lot of time on ships and used them to deliver resources and see% out ne$ places( A lot of time on land $as spent creating homes and communities $ith different resources that they could find( Activity Aour Activity Aive "hat / important things happened on your special day$ "hat are the primary sources the museum has for each$ f there are less than / e,ents on your birthday+ choose e,ents from the day before or after. Ouly 1>th $vent /0: Hovelist &$en Wister $as born on this day in 16M0 in Germanto$n! /A( ,is 1;02 novel! The Virginian! helped create the myth of the American 'o$boy( )he novel introduced themes no$ standard to the American Western( /rimary Sources= /hotograph titled B'o$boy on 'attle .anch near Spur! )e0as(C .ussell Lee! photographer! *ay 1;:;( /hotograph of a hat! nec%erchief! and boots ta%en by Alfred ,arrell in &ctober 1;60( )ypical attire of an American 'o$boy( Ouly 1<th $vent /1: Oohn O( /ershing dies on this date in 1;>6( ,e $as a military commander $hose career earned him the title General of the Armies of the US( ,e $as the first general a$arded this title since George Washington( /rimary Source= /hotograph of Oohn O( /ershing! General! U(S(A! )heodor ,orydcNa%! photographer! circa 1;20"1;<0( BArom the -attlefields of AranceC recording" General /ershingEs patriotic message recorded at American Aield head uarters during the battle of /icardy and Alanders in 1;16( F )eaching $ith /rimary Sources 2llinois State University

Activity Si0

Ouly 1Mth $vent /+: &n this day in 1F;0! the .esidence Act $as signed into la$( )his act stipulated that the president select a site on the /otomac .iver as the permanent capital of the US follo$ing a 10 year temporary residence in /hiladelphia( /rimary Source= photo titled B/lan of the 'ity 2ntended for the /ermanent Seat of the GovernmentC by /ierre 'harles LE+nfant( *anuscript map on paper! 1F;1( Ta0e a loo0 at the set on the Constitution. List / documents that you could use in this set. "/hiladelphia map $ith State ,ouse! 1F<2 "'onstitution $ith WashingtonEs hand$ritten notes! 1F6F "Songsheet" )he 'onstitution@ 1nder the topic of %frican2%merican 3istory+ how many boo0s for teens might you disco,er$ "hat are the topics4categories under which they are arranged$ )here are around 11 African American ,istory boo%s for teens listed( Some of the topics#categories under $hich they are arranged include= Slavery! )he African" American +0perience! and Arederic% 3ouglass(

Activity Seven

Activity +ight= )itles of the $or% on the left side! pictures on the right( Alag of U(S(= Statue of Liberty= -ald +agle= Uncle Sam= White ,ouse= Activity Hine= +valuation 'hoice= A or -

-" Analysis sheet attached at the end GL'+= < 4 U:(l(< Use the 3eclaration of 2ndependence to e0plain $hy the colonists 6 )eaching $ith /rimary Sources 2llinois State University

$anted to separate from Great -ritain and $hy they believed they had the right to do so( 'itation of photograph#political cartoon= La 5estruction de la statue royale a Nou,elle Yorc0+ 5ie 6erstorung der 0onglichen bild saule 6u Neu Yorc0. ,and" colored etching( /aris= 'heN -asset! ca( 1FFM( /rints and /hotographs 3ivision! Library of 'ongress 8:F9 K3igital 23I ppmsca"1F<21L )his political cartoon could be used as an introduction to learning about the events leading up to the 3eclaration of 2ndependence and the reaction of the colonists $hen the independence from Great -ritain $as announced( .eflection 4 1( What is the most valuable ta%e"a$ay you have gained by learning about the resources at the Library of 'ongressJ 2 really en1oyed ta%ing the time to loo% around at the many resources that the Library of 'ongress has to offer for both teachers and students( /rimary sources are very important $hen teaching Social Studies because they give students a first"hand loo% into $hat happened in that particular time period( )hey sho$ students that $hat they are studying did actually happen( /rimary sources are a great $ay to %eep students engaged and interested in the topic at hand( ?ou can find 1ust about anything that you may need for a social studies lesson on this $ebsite and 2 $ill definitely be ta%ing advantage of these resources $hen 2 am a teacher@ 2( What is the value of studying history using primary source documentsJ As stated above! primary source documents sho$ students that $hat they are studying did actually happen( Seeing old photographs! original documents! and hearing speeches that $ere given helps ma%e history real and $ill definitely %eep students interested and engaged throughout the lesson( 2 believe that every great history lesson should include primary source documents in one $ay or another(

)eaching $ith /rimary Sources 2llinois State University

2ubrics
Back to Navigation Bar

+ach Activity in this $eb uest is accomplished as the student moves through it( At the end! there $ill be a $ritten reflection on $hat the students have learned about the Library of 'ongress! the value of using primary sources to teach history! and one Activity they create to support one of the GL'+s( 3nstructions: Students in SS):0; $ill create an Activity similar to the ones in the Web uest that $ill help others investigate other parts of the L&' $eb site or other resources or content not investigated already( )hey $ill align the Activity to one or more Grade Level 'ontent +0pectations(

$%e4ents Activity navigability Hovelty of L&' location! grade level content area! or resource type GL'+ alignment

Proficient (5 points* Activity easily ta%es the participant to a resource in the Library of 'ongress site( Activity uses a L&' location! grade level content area! and resource type not used in the original 10 activities( Activity is directly aligned to a Grade Level 'ontent +0pectation 8although it may not support the $hole GL'+9 Location of L&' resource is correctly cited

Adequate (1 points* H#A

)nsatisfactory (, points* Activity does not lead participant to a L&' resource( L&' location! grade level content area! or resource type not used in the original 10 activities( Activity is not aligned to a Grade Level 'ontent +0pectation Location of L&' resource is incorrectly cited

Activity uses a L&' location! grade level content area! or resource type not used in the original 10 activities( Activity is related to a Grade Level 'ontent +0pectation H#A

'itation

O2

10

)eaching $ith /rimary Sources 2llinois State University

Students in SS):0; $ill go to the Hational Archives lin%= http=##$$$(archives(gov#education#lessons#$or%sheets# and! using one of the analysis sheets! discover and analyNe a resource from the Library of 'ongress( )hey $ill have to sho$ $hich Social Studies Grade Level 'ontent +0pectations that resource $ould support( $%e4ents Analysis sheet Proficient (5 points* Analysis sheet is correctly completed! using a resource from the L&' Location of L&' resource is correctly cited Activity is directly aligned to a Grade Level 'ontent +0pectation 8although it may not support the $hole GL'+9 Adequate (1 points* H#A )nsatisfactory (, points* Analysis sheet is incorrectly completed! using a resource from the L&' Location of L&' resource is incorrectly cited Activity is not aligned to a Grade Level 'ontent +0pectation

'itation

H#A

GL'+ alignment

Activity is related to a Grade Level 'ontent +0pectation

)he follo$ing section of the Unit plan .ubric for the course as a $hole 8GVSU" SS):0;9 $ill evaluate the L&' portion of the final Unit /lan pro1ect 7if the student chooses to include it and it fits the unit they are producing9( +lements 3istinguished 812 4 1: /roficient 810 4 11 /rogressing 86 4 ; Unsatisfactory 80 4 F 8100 points points9 points9 points9 points9 total possible for Unit plan9 8I<9 4 *aterials and *aterials and *aterials and *aterials and *aterials and resources! including a resources! including resources! including resources! including resources variety of print and a variety of print and print and electronic print and electronic 1: points electronic technology electronic technology and technology and possible and integrated literacy technology and integrated literacy integrated literacy components! trade integrated literacy components! trade components! trade boo%s! $eb sites! components! trade boo%s! $eb sites! boo%s! $eb sites! realia! simulations! boo%s! $eb sites! realia! simulations! realia! simulations! and any $or%sheets realia! simulations! and any $or%sheets and any $or%sheets needed to teach each and any $or%sheets needed to teach each needed to teach each lesson in the unit are needed to teach each lesson in the unit are lesson in the unit are fully developed and lesson in the unit are lac%ing variety in missing or not represented in the represented in the their depth and supportive of the final pro1ect( final pro1ect( number( unit content(

11

)eaching $ith /rimary Sources 2llinois State University

Pri4ary 2esources fro4 t e Library of Congress

Back to Navigation Bar

)he follo$ing images are samples of the ones that support each of the Activities in this $eb uest( 2mage 3escription 'itation /ermanent U.L )his is an .eproduction of sound http=##memory(loc(gov#c audio disc= analog! F6 rpm7 gi"bin# uery#rJ recording of 10 in( from the private ammem#nfor=Pfield83 Spea%er of the collection of Guy &'23QPrange8;00000 ,ouse 'hamp Golterman! and $ith >1Q;00000>299 'lar%! the cooperation of spea%ing at the '-S"Sony .ecords dedication of a and the .ecording memorial to 2ndustry Association the soldiers of America( $ho suffered at Valley Aorge( )his is a L'"USRM2"61; 8bS$ ,aas! /( Valley Forge+ picture of film copy neg(9 &'''. 8en. "ashington Washington and Lafayette ,isiting and his troops the suffering part of the at Valley army( 16>:( Library of Aorge( 'ongress! Washington 3('( Web( 22 Oune 2012( http=##$$$(loc(gov#pict ures#item#200MM;1<F:# /hoto of print sho$ing colonial uilting bee( L'"USRM1"1;: 8bS$ film copy neg(9 Library of 'ongress /rints and /hotographs 3ivision Washington! 3('( 20<>0 USA Photocopies of original historical prints and reproductions+ mainly from the Library of Congress collections+ relating to the settlement of the %merican colonies and to colonial life( Library of 'ongress /rints and /hotographs 3ivision Washington! 3('( 20<>0 USA( Web( 22 Oune 2012( http=##$$$(loc(gov#pict ures#item#2002F2<2M;#

12

)eaching $ith /rimary Sources 2llinois State University

)his is a photo /hotograph ta%en from 3oNier! -ill( The of the 'arriage The Local Legacies Carriage 3ouse in ,ouse in pro1ect of the Library Vandalia+ !ichigan( Vandalia! of 'ongress! courtesy 2000( Web( 22 Oune *ichigan! that of .epresentative Ared 2012( served as a Upton! *2 3istrict M( http=##lc$eb2(loc(gov#di haven for glib#legacies#*2#20000 runa$ay :1>F(html slaves( Photo: *ill 5o6ier Arom ,istory /hotograph of Sitting -arry! 3avid A( #itting )oday! Oune -ull( *ull( 166<( photograph( 2<! 2012( )his Library of 'ongress is the /rints and /hotographs anniversary of 3ivision Washington! the event 3('( 20<>0 USA! popularly Washington 3('( http://hdl.loc.gov/loc. called pnp/cph.3c11147 B'usterEs Last Stand!C Oune 2<! 16FM( )his is a pdf of /3A of a 'hart found Oefferson! )homas( the chart in /rimary Source sets Chart of #tate Votes on )homas on the 'onstitution in the 1nited #tates Oefferson used )eacher resources( Constitution( 1F66( Art( to %eep trac% Library of 'ongress of the votes to /rints and /hotographs be cast for 3ivision Washington! accepting the 3('( 20<>0 USA! U(S( Washington 3('( 'onstitution( http=##memory(loc(gov#c gi"bin#ampageJ coll2dTmt11SfileHame Tmt11page010(dbSrec HumTMF6 )his is a logo that accompanies one of the topics included in the African American section of the )een boo%s /hoto about the Voices from the 3ays of Slavery pro1ect( Aormer slaves tell their stories! 1;:2 " 1;F<( 3ryton! )homas A( Contraband of "ar: #la,es of the 9ebel 8eneral( *ay! 16M2( Art( Library of 'ongress /rints and /hotographs 3ivision Washington! 3('( 20<>0 USA!

1:

)eaching $ith /rimary Sources 2llinois State University

available in .ead(gov(

Washington 3('( http=##memory(loc(gov#a mmem#collections#voic es#

n,itation to the inauguration of the #tatue of Liberty+ with picture of #tatue of Liberty and shields( +ngraving( Library of 'ongress /rints and /hotographs 3ivision Washington! 3('( 20<>0 USA! Washington 3('( /rint sho$s a /ublished in= )he -radford! William( This s%ull and American .evolution is the place to affix the crossbones in dra$ings and prints7 stamp( 1FM<( Woodcut( representation a chec%list of 1FM<" Library of 'ongress of the official 1F;0 graphics in the *icroform .eading stamp re uired Library of 'ongress # .oom! Washington by the Stamp 'ompiled by 3onald 3('( Act of 1FM<! an ,( 'ress$ell! $ith a e0ample of fore$ord by Sinclair ho$ the ,( ,itchings( colonists Washington= KAor sale protested the by the Supt( of 3ocs(! BStamp ActC of U(S( Govt( /rint( &ff(L! the -ritish 1;F<! no( M1;( government( http=##lc$eb2(loc(gov#s )hey are ervice#pnp#cph#:a<000 sho$ing their 0#:a<2000#:a<2200#:a disdain for the <22;6r(1pg fact that they have to adhere to it(

)his is an +ngraving invitation to L'"USRM2"6MMM; the 8bS$ film copy neg(9 inauguration of http=##lc$eb2(loc(gov#s the Statue of ervice#pnp#cph#:b:000 Liberty 0#:b::000#:b::100#: b::1<:U1<0p0(1pg

1>

)eaching $ith /rimary Sources 2llinois State University

.istorica% Background
Back to Navigation Bar

*ichiganEs 5 4 6 Grade Level 'ontent +0pectations have been developed using an e0panding environments model! meaning that in 5indergarten the content is more ego"centric and each succeeding year the focus moves out$ard to include others! the community! the $ider metropolitan areas! the state! country! and the $orld= 5 4 Living and Wor%ing )ogether 1 " Living and Wor%ing )ogether in Aamilies and Schools 2 " Living and Wor%ing )ogether in 'ommunities : 4 ,istory of *ichigan 8through statehood9 > 4 ,istory of *ichigan 8-eyond statehood9 < 4 U(S( ,istory /re"'olumbian through development of the -ill of .ights M 4 Western ,emisphere and World ,istory through +ra > F 4 +astern ,emisphere and World ,istory through +ra > 6 4 U(S( ,istory 2deological roots of the 'onstitution through the .ise of 2ndustry Within each grade the e0pectation is that students $ill use primary sources( )his enables them to ma%e in uiries and e0perience history as historians( Specific collections and locations of the L&' included in this study are= /reparation activity 4 +0plore the lesson plans at the +ducation +0tras site( Activity 1 4 'ollection highlights= American *emory 7audio : speech; Activity 2 4 Google Advanced Search 7lithograph; Activity : 4 'ollection highlights= /rints and /hotographs 7images; Activity > 4 +specially forG5ids and Aamilies 7Local Legacies pro<ect+ photo; Activity < 4 +0plore and 3iscover= )oday in ,istory 7,aried primary sources; Activity M 4 +specially for )eachers! 'lassroom *aterials 7Primary #ource set on the Constitution; Activity F 4 +0plore .ead(gov 7*oo0lists on %frican2%merican 3istory; Activity 6 4 Use Google Advanced Search function to find various symbols of the US( 7will ,ary 2 photos+ prints+ artifacts+ etc.; Activity ; 4 +0plore the Hational Archive Site and the 3ocument Analysis tools! the /hotos and /rints section of the American ,istory collection 7photo; +valuation 4 'reate an activity of your o$n &. complete one of the analysis sheets provided