PRIMARY SOURCE COLLECTION TOOL: Paste a copy of the primary source in the first box, its title and
URL in the second, the lesson strategy and inquiry
questions you will design for these primary sources, and in the final column, how that strategy and these sources will work together.
The topic you will teach:
Thumbnail photo Title and Permanent URL
Title: Washington before Yorktown
URL:
https://www.loc.gov/resource/ds.00123/
Title: Forcing Slavery Down the Throat of a Freesoiler
URL: https://www.loc.gov/resource/lprbscsm.scsm0326/
Title: Stock watering hole almost completely covered by
shifting topsoil. Cimarron County, Oklahoma
URL: https://www.loc.gov/resource/cph.3c29097/
Your name:
How will you incorporate these
sources into your lesson? How will
the primary source enrich your
teaching of the topic?
I will use this photo before a unit
on the American Revolution to
show students how every
American was involved in fighting
for its independence.
This will enrich the teaching of the
American Revolution because
students will see that the President
was even involved in the
battlefield.
I will use this as an introduction to
the Civil War to show the differing
opinions of the country at this
time.
I hope this allows students to
understand that the country was
discussing the idea of slavery from
all points of view.
I will use this photo as part of a
primary source investigation of the
Dust Bowl and Great Depression.
This photo will specifically enrich
my teaching of the topic because
students will see the climatic
changes of the Dust Bowl and
understand that humans were not
the only ones effected by this.
What inquiry questions can you use
with these sources?
What is the mood of this photo and
how do you think it inspired
Americans during this time?
Why is it important that
Washington is fighting for this
cause?
What is the purpose of this photo?
What do you think the author
believed about slavery?
What is the importance of the
details of the “platform” the
politicians are standing on?
How do you think this effected the
start of the Civil War?
What concerns you about this
photo?
How can you tell this photo may
have been taken during the Dust
Bowl?
How do you think farmers
recovered from this kind of issue?
Title: [Women immersing bouchon assemblies for hand
grenades in Vatudrip to prevent rust, Gorham
Manufacturing Co., Providence, Rhode Island, during
World War I]
URL: https://www.loc.gov/resource/cph.3c16444/
Title: The evening herald., May 06, 1919, Section Two,
Page Two, Image 8
URL:
https://chroniclingamerica.loc.gov/lccn/sn92070582/1919- would enrich the lesson because
05-06/ed-1/seq-8/
Title: Are they equal in the eyes of the law?
URL:
https://www.loc.gov/resource/ihas.200200841.0/?sp=1
I would use this during a WWI unit,
likely in the middle of it after some
primary knowledge about the war
has been obtained.
This would enrich students’
learning because they can visually
see the changing role of women as
well as the changing style of
warfare to be more destructive.
I would also use this during a WWI
unit and have students read the
poems to understand different
perspectives of the war. This
students will be able to understand
how Americans felt about the war
and the tole it took out of society.
I would use the poster and lyrics
from this song during a WWI unit
to transition into Segregation Era
to show students how white
Americans felt about having
African Americans fighting
overseas.
Why do these assembly lines exist
for this war?
Why is it important to see women
working in factories?
How will this change the role of
women after the war?
How do the poems reflect a
changing style of war?
What is the overall tone of the
poems?
Do you believe the poems represent
how Americans felt about the war?
Why is it important to have African
Americans fighting on the front
lines?
What is the message behind this
song?
Why do you think this song was
written?
Title: Remember! The flag of liberty--Support it! Buy U.S.
government bonds, 3rd Liberty Loan / / Heywood Strasser
& Voigt Litho. Co., N.Y.
URL: https://www.loc.gov/resource/cph.3g09560/
Title: WOMAN SUFFRAGE JAIL CELL
URL: http://www.loc.gov/pictures/resource/hec.09980/
I would use this to discuss
government propaganda and its
importance. I would also help the
students understand how war
changes a country’s economy. This
would enrich the lesson because it
would show the students how the
government wants its people to
support the war.
This photo could start out a unit on
Women’s Suffrage. This enriches
the lesson because students can
directly see the punishment a
woman could face for fighting for
their rights.
What do you think the goal of this
propaganda is?
Why is this an effective form of
propaganda?
What is surprising about this photo?
What does it say about the women
who fought for their right to vote?
Why do we study the Women’s
Suffrage Movement?