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

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&b1ectives

.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
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1( ALL SS):0; students $ill do this /reparation

Preparation activity: everyone $ill do this one( Go to http<##educatione0tras(com# 1 Teaching with Primary Sources Illinois State University

activity 4 See page ; for the electronic ans$er template( )urn in hardcopy of that page( 2( 'hoose = of the 10 activities to complete( :( 3o one of the t$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<

&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 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 2 Teaching with Primary Sources Illinois State University

$ords<C then scroll do$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 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 3 Teaching with Primary Sources Illinois State University

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 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 4 Teaching with Primary Sources Illinois State University

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 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:

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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%sh eets# 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*

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Students in SS):0; $ill include primary source 5 Teaching with Primary Sources Illinois State University

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(

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

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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 /our Co00unity: T en and Now SST30 students will complete this one! *ichigan 4 Pioneer Life 1n 2ic igan 8> titles 4 see right9
=th grade 4 .itting .istory Wit Pri0ary "ources )sing t e A0erican 3evo%utionary War (4567* 2ntermediate 4 Buccaneers: Pirates W o Pi%%aged8 P%undered8 and Beca0e t e "courge of t e "even "eas

Teaching with Primary Sources Illinois State University

Activity &ne

)his is a speech that is reflecting upon the -attle at Valley Aorge( 2t praises as $ell as condemns the actions that $ere ta%en there( 2t ta%es place $ell after the battle and seems to tal% a significant amount about George Washington and $hat his actions at this battle means for the future( )his is a good thing that 6th graders could connect $ith because it is an e0cellent e0ample of an important figure in history tal%ing about the history of our country and having the audio $ith the te0t $ould help them to connect $ith the te0t( Valley Aorge from this lithograph appears to be important because it $as a turning point in the revolutionary $ar( 'olonial life $as difficult and involved a lot of dealings $ith the hardships of nature and that of dealing $ith the Hative Americans( ,o$ever in their free time colonials did en1oy having high tea outdoors and going to church a( &n "epte0ber 94! 1=;=! 3on Ouan de &PateQs petition and contract for the con uest of He$ *e0ico $as presented to LuRs de Velasco! the viceroy of Hueva ViNcaya( b( After many delays! &Pate finally began the e0pedition in 1=;6 $ith appro0imately 200 men! accompanied by their families and servants( )he e0pedition crossed the .io Grande at +l /aso and split up into smaller groups to search for treasure c( )he nationQs first daily ne$spaper! the Pennsylvania Packet and

Activity )$o

Activity )hree

Activity Aour Activity Aive

Teaching with Primary Sources Illinois State University

Daily Advertiser! began publication on "epte0ber 94! 1F6>(

Activity Si0

a( 'oolidge Speech on the 3uty of Government b( Scene from the signing of the 'onstitution c( OeffersonEs notes on the 'onstitution(

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 -

B' )he GL'+ that can be attributed to $ith the analysis of this picture is U(:(: 'reating He$ Government8s9 and a He$ 'onstitution( With specific attention to$ards U(:(:(:

.eflection 4 1( What is the most valuable ta%e"a$ay you have gained by learning about the resources at the Library of 'ongressJ )he Library of 'ongress is an outstanding resource that has a great number of /rimary documents that can be used by educators( 2t is ho$ever the instructors responsibility to ta%e advantage of those resources and formulate them into a cohesive lesson( 2( What is the value of studying history using primary source documentsJ When a person studies history through primary source documents they have a direct lin% to $hat $as going on in the past and can form a more direct relationship to the time period from $hich the document comes from( )his $ould be beneficial to students because the greater a connection $e can help them form to the past the more they $ill learn about it and the greater their success $ill be $ith the material( 8 Teaching with Primary Sources Illinois State University

3ubrics
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+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( 1nstructions: 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(

$%e0ents Activity navigability Hovelty of L&' location! grade level content area! or resource type GL'+ alignment

Proficient (7 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 (9 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

Teaching with Primary Sources Illinois State University

O3

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( $%e0ents Analysis sheet Proficient (7 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 (9 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 (if the student chooses to include it and it fits the unit they are producing 9( +lements 3istinguished 812 4 /roficient 810 4 11 /rogressing 86 4 ; Unsatisfactory 80 4 8100 points 1: points9 points9 points9 F total points9 possible for Unit plan9 8I=9 4 *aterials and *aterials and *aterials and *aterials and *aterials resources! including resources! resources! resources! and a variety of print and including a variety including print and including print and resources electronic of print and electronic electronic 1: points technology and electronic technology and technology and possible 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 and any 1! Teaching with Primary Sources Illinois State University

needed to teach each lesson in the unit are fully developed and represented in the final pro1ect(

and any $or%sheets needed to teach each lesson in the unit are represented in the final pro1ect(

$or%sheets needed to teach each lesson in the unit are lac%ing variety in their depth and number(

$or%sheets needed to teach each lesson in the unit are missing or not supportive of the unit content(

Pri0ary 3esources fro0 t e Library of Congress

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)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 http<##memory(loc(gov audio sound disc< analog! #cgi"bin# uery#rJ recording of F6 rpm7 10 in( from ammem#nfor<Sfield8 Spea%er of the private collection 3&'23TSrange8;00 the ,ouse of Guy Golterman! 000>1T;00000>299 'hamp 'lar%! and $ith the spea%ing at cooperation of '-S" the Sony .ecords and dedication of the .ecording a memorial to 2ndustry Association the soldiers of America( $ho suffered at Valley Aorge( )his is a L'"USUM2"61; ,aas! /( Valley picture of 8bV$ film copy neg(9 Forge, 1 ! "en! Washington #ashington and and his $afayette visiting the troops at suffering part of the Valley Aorge( army( 16>:( Library of 'ongress! Washington 3('( Web( 22 Oune 2012( http<##$$$(loc(gov#pic tures#item#200MM;1=F :#

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Teaching with Primary Sources Illinois State University

/hoto of print sho$ing colonial uilting bee(

L'"USUM1"1;: 8bV$ 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 $ibrary of %ongress collections, relating to the settlement of the American colonies and to colonial life( Library of 'ongress /rints and /hotographs 3ivision Washington! 3('( 20=>0 USA( Web( 22 Oune 2012( http<##$$$(loc(gov#pic tures#item#2002F2=2M ;# 3oNier! -ill( )he %arriage *ouse in Vandalia, +ichigan( 2000( Web( 22 Oune 2012( http<##lc$eb2(loc(gov# diglib#legacies#*2#200 00:1>F(html

)his is a photo of the 'arriage ,ouse in Vandalia! *ichigan! that served as a haven for runa$ay slaves( Photo& 'ill Do(ier Arom ,istory )oday! Oune 2=! 2012( )his is the anniversary of the event popularly called B'usterEs Last Stand!C Oune 2=! 16FM(

/hotograph ta%en from )he $ocal $egacies pro1ect of the Library of 'ongress! courtesy of .epresentative Ared Upton! *2 3istrict M(

/hotograph of Sitting -ull(

-arry! 3avid A( ,itting 'ull( 166=( photograph( Library of 'ongress /rints and /hotographs 3ivision Washington! 3('( 20=>0 USA! Washington 3('(
http<##hdl(loc(gov#loc(pnp#c ph(:c111>F

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Teaching with Primary Sources Illinois State University

)his is a pdf of the chart )homas Oefferson used to %eep trac% of the votes to be cast for accepting the U(S( 'onstitution(

/3A of a 'hart found in /rimary Source sets on the 'onstitution in )eacher resources(

Oefferson! )homas( %hart of ,tate Votes on the -nited ,tates %onstitution( 1F66( Art( Library of 'ongress /rints and /hotographs 3ivision Washington! 3('( 20=>0 USA! Washington 3('( http<##memory(loc(gov #cgi"bin#ampageJ coll2dWmt11VfileHame Wmt11page010(dbVre cHumWMF6 3ryton! )homas A( %ontraband of #ar& ,laves of the .ebel "eneral( *ay! 16M2( Art( Library of 'ongress /rints and /hotographs 3ivision Washington! 3('( 20=>0 USA! Washington 3('( http<##memory(loc(gov #ammem#collections#v oices#

)his is a logo that accompanies one of the topics included in the African American section of the )een boo%s available in .ead(gov( )his is an invitation to the inauguration of the Statue of Liberty

/hoto about the Voices from the 3ays of Slavery pro1ect( Aormer slaves tell their stories! 1;:2 " 1;F=(

+ngraving /nvitation to the L'"USUM2"6MMM; inauguration of the 8bV$ film copy neg(9 ,tatue of $iberty, 0ith http<##lc$eb2(loc(gov picture of ,tatue of #service#pnp#cph#:b $iberty and shields( :0000#:b::000#:b: +ngraving( Library of :100#:b::1=:X1=0p 'ongress /rints and 0(1pg /hotographs 3ivision Washington! 3('( 20=>0 USA! Washington 3('(

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Teaching with Primary Sources Illinois State University

/rint sho$s a s%ull and crossbones representatio n of the official stamp re uired by the Stamp Act of 1FM=! an e0ample of ho$ the colonists protested the BStamp ActC of the -ritish government( )hey are sho$ing their disdain for the fact that they have to adhere to it(

/ublished in< )he American .evolution in dra$ings and prints7 a chec%list of 1FM=" 1F;0 graphics in the Library of 'ongress # 'ompiled by 3onald ,( 'ress$ell! $ith a fore$ord by Sinclair ,( ,itchings( Washington< KAor sale by the Supt( of 3ocs(! U(S( Govt( /rint( &ff(L! 1;F=! no( M1;( http<##lc$eb2(loc(gov #service#pnp#cph#:a =0000#:a=2000#:a= 2200#:a=22;6r(1pg

-radford! William( )his is the place to affix the stamp( 1FM=( Woodcut( Library of 'ongress *icroform .eading .oom! Washington 3('(

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Teaching with Primary Sources Illinois State University

.istorica% Background
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*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 $ill use primary sources( )his enables them to ma%e in uiries and e0perience history as historians( Specific collections and locations of the L&' included in this study are< /reparation activity 4 +0plore the lesson plans at the +ducation +0tras site( Activity 1 4 'ollection highlights< American *emory (audio 1 speech2 Activity 2 4 Google Advanced Search (lithograph2 Activity : 4 'ollection highlights< /rints and /hotographs (images2 Activity > 4 +specially forG5ids and Aamilies ($ocal $egacies pro3ect, photo2 Activity = 4 +0plore and 3iscover< )oday in ,istory (varied primary sources2 Activity M 4 +specially for )eachers! 'lassroom *aterials (Primary ,ource set on the %onstitution2 Activity F 4 +0plore .ead(gov ('ooklists on African4American *istory2 Activity 6 4 Use Google Advanced Search function to find various symbols of the US( (0ill vary 4 photos, prints, artifacts, etc!2 Activity ; 4 +0plore the Hational Archive Site and the 3ocument Analysis tools! the /hotos and /rints section of the American ,istory collection (photo2 +valuation 4 'reate an activity of your o$n &. complete one of the analysis sheets provided