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

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.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

State of Michigan Learning Standards (Professiona Standards for Michigan !eachers"

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#$ S%B&'C! M(!!') *NOWL'+,'-B(S' .N ,'N')(L (N+ L.B')(L '+%C(!.ON An understanding and appreciation of general and 1 )eaching $ith /rimary Sources 2llinois State University

liberal arts including +nglish! literature! humanities! social sciences! mathematics! natural or physical sciences! and the arts! and the ability to: g( Understand technology and its use for gathering! processing! evaluating! analy;ing! and communicating ideas and information7 i( Understand the constitutions and histories of the United States and *ichigan7 /$ C%)).C%L() (N+ P'+(,O,.C(L CON!'N! *NOWL'+,' (L.,N'+ W.!0 S!(!' )'SO%)C'S 5no$ledge of sub1ect matter and pedagogy $ith reference to the *'< and other state sponsored resources! for consistent and e uitable learning in *ichigan schools! including the ability to: a( 3esign and implement instruction aligned $ith the *'<! Universal +ducation Vision and /rinciples! and the *ichigan +ducational )echnology Standards7 b( 'reate learning environments that promote critical and higher order thin%ing s%ills! foster the ac uisition of deep %no$ledge! and provide connections beyond the classrooms to promote substantive conversation and clear structured $riting among teachers and learners regarding sub1ect matter ac uisition7 c( ,elp each student to learn ho$ to safely and responsibly access and use resources to become a discerning independent learner and problem solver 8e(g(! print materials! information technology! assistive technology97 d( 3esign instruction so that students are engaged in actively integrating and transferring %no$ledge across the curriculum7 e( +ngage students in activities that demonstrate the purpose and function of sub1ect matter to ma%e connections to the $orld beyond the classroom and enhance the relationship and relevance to a global society7 f( +valuate! adapt! and modify instructional strategies! technologies! and other educational resources to enhance the learning of each student7 and g( +mbrace teaching through appropriate and creative activities utili;ing instructional techni ues that are supported by current research( 2 )eaching $ith /rimary Sources 2llinois State University

1$ !'C0NOLO,2 OP')(!.ONS (N+ CONC'P!S Use of technological tools! operations! and concepts to enhance learning3 personal#professional productivity! and communication! including the ability to: a( n#a b( Successfully complete and reflect upon collaborative online learning e0periences7 c( 3emonstrate an understanding of and the ability to create an online learning e0perience! and demonstrate continued gro$th in %no$ledge of technology operations! resource evaluation for uality! ob1ectivity! and reliability and concepts including strategies for teaching and learning in an online environment7 d( /lan! design! and evaluate effective technology" enhanced learning environments and e0periences aligned $ith *ichigan=s 'ontent Standards and Grade Level 'ontent +0pectations and *ichigan +ducational )echnology Standards for each student7 e( 2mplement curriculum plans that include effective technology"enhanced methods and strategies to ma0imi;e student learning7 f( n#a g( Use technology to engage in ongoing professional development! practice! productivity! communication! and life"long learning(

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 activities to complete( >( 3o one of the t$o +valuation activities( A( 3o the t$o reflection uestions( @( Bou may choose to do the +0tension later if it fits your unit(

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Pre4aration activity5 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 of one that loo%s interesting from each: +arly +lementary! *ichigan! @th grade! and from the 2ntermediate tab 8A titles9( Bou may include one of these lessons as a part of your unit if it fits your expectations(

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)eaching $ith /rimary Sources 2llinois State University

.ead paragraph to the right:

Go to $$$(loc(gov( )his is the home page for the Library of 'ongress( )his $eb uest $ill ta%e you on a 1ourney through the site and you $ill investigate many primary resources that you can use to ma%e your lessons more interesting and engaging for your future studentsC You will come back to this page to begin each Activity described below. 8Activities one and t$o are related to: GL'+ @" U>(2(2 3escribe the importance of Valley <orge! -attle of Saratoga and -attle of Bor%to$n in the American .evolution(9 (ctivity One5 2n the center of the page under 'ollection ,ighlights are s uares that ta%e you into the collections( 'lic% on American *emory( 2n the Search bo0 at the top! type in Valley <orge( )he first entry is DAt Valley <orge(E 'lic% on that and Vie$ the te0t! then Listen to the original speech 8about > minutes9( Write one sentence telling the gist of the speech and $hy it $ould be effective for 6th graders to both listen to and read the $ords of this speech( (ctivity !wo5 After reading and listening to the speech in Activity &ne! you $ill e0plore another $ay to get into the Library of 'ongress to find specific information on Valley <orge( Go to Google and type in FGoogle Advanced Search(= )ype in Valley <orge under D<ind pages $ith these $ords:E then scroll do$n to D)hen narro$ your results byE and type in loc(gov in the Fsite= bo0( <ind DValley <orge 1GGG( Gen( Washington and Lafayette visiting theHE After loo%ing at this lithograph! describe in a sentence the importance of Valley Forge( <ind a $ay to ans$er that uestion for either of the other t$o places#events: -attle of Bor%to$n or -attle of Saratoga( Bou may go into the site either or both of the t$o $ays in these first t$o activities( (ctivity !hree5 8related to @"U2(>(2 3escribe the daily life of people living in the Ie$ +ngland! *iddle! and Southern colonies(9 <rom the home page of the L&'! $$$(loc(gov! clic% on the s uare called /rints and /hotographs( A )eaching $ith /rimary Sources 2llinois State University

)ype in 'olonial life in the search bo0( See J2! D/hotocopies of original historical printsHcolonial life(E '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 sentencesK (ctivity 6our5 8related to A"GA(0(1 Use a case study or story about migration $ithin or to the United States to identify push and pull factors L$hy they left! $hy they cameM that influenced the migration( AI3 A",>(0(G 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 D+specially forHE 'lic% on 5ids and <amilies! 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! Iorth -errien! Vandalia! 'ass 'ounty9 mentioned in the paragraph( (ctivity 6ive5 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 dayK What are the primary sources the museum has for eachK 2f there are less than > events on your birthday! choose events from the day before or after( (ctivity Si75 8)his one relates to GL'+s in both @th and 6th grades LU>(>M! the forming of ideas and $riting of the US 'onstitution(9 )o the right of the s uares! there is a section called D+specially forHE '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( @ )eaching $ith /rimary Sources 2llinois State University

(ctivity Seven5 )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(A(A " the 'olumbian +0change! @ 4 U1(A(A " the 'onvergence of +uropean! American 2ndian! and Africans in Iorth America! and 6 4 UA(>(2 4 the Abolitionist movement(9 <rom the $$$(loc(gov home page! scroll to the bottom and find .ead(gov( 'lic% on that bo0( &n the left side! clic% on -oo%lists( Under the topic of African"American ,istory! ho$ many boo%s for teens might you discoverK What are the topics#categories under $hich they are arrangedK (ctivity 'ight5 'onnected to 5 4 '2(0(1 2dentify our country=s flag as an important symbol of the United States! and 1 4 '2(0(2 2dentify important symbols of the United States of America 8e(g(! Statue of Liberty! Uncle Sam! White ,ouse! -ald +agle9( Go to Google and type in FGoogle Advanced Search(= )ype in 8separately9 each of the symbols of the United States: F<lag!= FStatue of Liberty!= FUncle Sam!= FWhite ,ouse!= F-ald +agle= under D<ind pages $ith these $ords:E then scroll do$n to D)hen narro$ your results byE and type in Floc(gov= in the Fsite= bo0( 'hoose one image for each symbol and copy and paste that image onto a table( 2nclude the citation for each one( 8See the table handout(9 (ctivity Nine5 )his activity is related to U@ 4 >(1(2 the causes and effects of the Stamp Act! -oston )ea /arty! the 2ntolerable Act! and -oston *assacre( Go to the Iational Archives site: http:##$$$(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 DStamp ActE in the Search feature and ta%e a close loo% at numbers A!N!6! and 10( 'hoose one to analy;e( 2nclude this analysis in your pac%et to turn in(

'va uation 8 choose one of the fo owing5

N

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($ 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 Iational Archives lin%: http:##$$$(archives(gov#education#lessons#$or%sheets# and then use one of the analysis sheets to analy;e a resource from the Library of 'ongress( )hey $ill have to sho$ $hich Social Studies Grade Level 'ontent +0pectations that resource $ould support(

'7tension (choice for your %nit"

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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 2< their unit plan aligns to the materials contained here(

)eaching $ith /rimary Sources 2llinois State University

0istorica Background
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*ichigan=s 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 <amilies and Schools 2 " Living and Wor%ing )ogether in 'ommunities > 4 ,istory of *ichigan 8through statehood9 A 4 ,istory of *ichigan 8-eyond statehood9 @ 4 U(S( ,istory /re"'olumbian through development of the -ill of .ights N 4 Western ,emisphere and World ,istory through +ra A G 4 +astern ,emisphere and World ,istory through +ra A 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 speech) Activity 2 4 Google Advanced Search (lithograph) Activity > 4 'ollection highlights: /rints and /hotographs (images) Activity A 4 +specially forH5ids and <amilies (Local Legacies project, photo) Activity @ 4 +0plore and 3iscover: )oday in ,istory (varied primary sources) Activity N 4 +specially for )eachers! 'lassroom *aterials (Primary ource set on the !onstitution) Activity G 4 +0plore .ead(gov ("oo#lists on $frican%$merican &istory) Activity 6 4 Use Google Advanced Search function to find various symbols of the US( ('ill vary % photos, prints, artifacts, etc() Activity ? 4 +0plore the Iational Archive Site and the 3ocument Analysis tools! the /hotos and /rints section of the American ,istory collection (photo) +valuation 4 'reate an activity of your o$n &. complete one of the analysis sheets provided(

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0andouts
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Activity Iumber 4 83o the /reparation activity! then choose @ of the numbered activities( 3o the +valuation and the .eflection(9 /reparation 4 +ducation +0tras (all SST30 students will complete this one! 8A titles 4 see right9

(nswer Sheet for LOC (ctivities 2nsert $or% electronically on this side:

+arly +lementary 4 !eaching with Pri9ary Sources /rd ,rade3 http:##$$$(educatione0tras(com#locO20pdfs#1>O20*ichigan O20StudiesO20LessonO20/lan(pdf *ichigan 4 Pioneer ife in Michigan in the #:/;<s /rd ,rade http:##$$$(educatione0tras(com#locO20pdfs#5athyO20,ribar O20mainO20lessonO20plan(pdf @th grade 4 !he Sta94 (ct5 Cause and 'ffect =th ,rade http:##educatione0tras(com#L&'O20pdfsO202012#Wayne O20'ounty#WayneO20'ountyO20Ie$#),+O20S)A*/ O20A')O20'AUS+O20AI3O20+<<+')(pdf 2ntermediate 8 !he (frican S ave !rade5 ( +ifferent Pers4ective Gth P 6th grade http:##educatione0tras(com#L&'O20pdfs O202012#Livonia#A;ureSarandriaL&'(pdf

Activity &ne

Activity )$o

)he speech $as to remember ho$ heroic Valley <orge $as and that it needs to be remembered because of all the bravery that $ent on in the encampment( )here $as a memorial arch being displayed during speech it seemed( 2t is good for students to hear and read te0t because listening is not al$ays the best and reading isn=t either( 2t $as nice to have both and read along $ith it( Valley <orge 4 2t=s important because the military men had to endure a lot of suffering( 2t $as $inter and it seemed they did not have necessities of living( -attle of Bor%to$n" 2t $as the last battle in the American .evolution and it ended in America=s favorC -attle of Saratoga" 2t $as a significant battle because it $as the turning point for the American .evolution( 2t $as $hen the <rench $ere finally persuaded to help the American=s $ith military aid( ? )eaching $ith /rimary Sources 2llinois State University

Activity )hree

<rom the pictures it loo%s li%e colonial life in America $as rough( 2t $as the beginning of life that $e have today so there $ere massacre#battles! pilgrims landing! family $as important it seemed and more( 2t seems that early life differs from ho$ life is today for most Americans( April 1Ath is my birthday $hich happened to be the day that Lincoln $as assassinated by Qohn -ooth in <ord=s theater( ,e $as the first US president to be assassinated( <rederic% 3ouglass delivered speech about Lincoln and African Americans freedom( Lastly! the )itanic sun% as $ellC )here are several sources for Lincolns assassination : http:##memory(loc(gov#ammem#alhtml#alrel(html <rederic% 3ouglass )hey didn=t have much on 3ouglass http:##memory(loc(gov#cgi"bin# uery#rK ammem#murraybib:Rfield8IU*-+.SRband8lcrbmrpSt0c1299 )itanic http:##$$$(loc(gov#rr#program#bib#titanic#)itanic(html 2n total there are 11 boo%s under the African American heading( )here are three subheading: )he African"American +0perience! Slavery! <rederic% 3ouglass

Activity <our Activity <ive

Activity Si0 Activity Seven

Activity +ight: )itles of the $or% on the left side! pictures on the right( <lag of U(S(: Statue of Liberty: -ald +agle: Uncle Sam: White ,ouse: Activity Iine: +valuation 'hoice: A or .eflection 4 1( What is the most valuable ta%e"a$ay you have gained by learning about the resources at the Library of 'ongressK )he most important ta%e a$ay is that there is so many helpful resources that are super easy to find( 2f you are not positive about a certain event in history you $ill most li%ely be able to easily find it $ith this resource( 2t has a variety of resources too such as speeches! boo%s! articles! photos and much more( 10 )eaching $ith /rimary Sources 2llinois State University

2( What is the value of studying history using primary source documentsK Sometimes it is important to read something that has not been edited or changed( When something is ra$ it is sometimes the best( 2t is cool to thin% that for the first activity 2 listened and read the e0act speech made about Valley <orge that happened years agoC

)ubrics
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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( .nstructions5 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(

' e9ents Activity navigability Iovelty of L&' location! grade level content area! or resource type GL'+ alignment

Proficient (> 4oints" 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

(dequate (? 4oints" I#A

%nsatisfactory (; 4oints" 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 I#A

'itation

11

)eaching $ith /rimary Sources 2llinois State University

O)

Students in SS)>0? $ill go to the Iational Archives lin%: http:##$$$(archives(gov#education#lessons#$or%sheets# and! using one of the analysis sheets! discover and analy;e a resource from the Library of 'ongress( )hey $ill have to sho$ $hich Social Studies Grade Level 'ontent +0pectations that resource $ould support( ' e9ents Analysis sheet Proficient (> 4oints" 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 (dequate (? 4oints" I#A %nsatisfactory (; 4oints" 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

I#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 producing9( +lements 3istinguished 812 4 1> /roficient 810 4 11 /rogressing 86 4 ? Unsatisfactory 80 4 G 8100 points points9 points9 points9 points9 total possible for Unit plan9 8J@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 12 )eaching $ith /rimary Sources 2llinois State University

boo%s! $eb sites! realia! simulations! and any $or%sheets needed to teach each lesson in the unit are fully developed and represented in the final pro1ect(

components! trade boo%s! $eb sites! realia! simulations! and any $or%sheets needed to teach each lesson in the unit are represented in the final pro1ect(

boo%s! $eb sites! realia! simulations! and any $or%sheets needed to teach each lesson in the unit are lac%ing variety in their depth and number(

boo%s! $eb sites! realia! simulations! and any $or%sheets needed to teach each lesson in the unit are missing or not supportive of the unit content(

Pri9ary )esources fro9 the 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 sound http:##memory(loc(gov#c audio disc: analog! G6 rpm7 gi"bin# uery#rK recording of 10 in( from the private ammem#nfor:Rfield83 Spea%er of the collection of Guy &'23SRrange8?00000 ,ouse 'hamp Golterman! and $ith A1S?00000A299 '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( $ho suffered at Valley <orge( )his is a L'"USTN2"61? 8bP$ ,aas! /( Valley Forge, picture of film copy neg(9 )***( +en( ,ashington Washington and Lafayette visiting and his troops the suffering part of the at Valley army( 16A>( Library of <orge( 'ongress! Washington 3('( Web( 22 Qune 2012( http:##$$$(loc(gov#pict ures#item#200NN?1@G># /hoto of print sho$ing colonial uilting bee( L'"USTN1"1?> 8bP$ film copy neg(9 Library of 'ongress /rints and /hotographs 3ivision Washington! 3('( 20@A0 USA 1> Photocopies of original historical prints and reproductions, mainly from the Library of !ongress collections, relating to the settlement of the $merican colonies and

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to colonial life( Library of 'ongress /rints and /hotographs 3ivision Washington! 3('( 20@A0 USA( Web( 22 Qune 2012( http:##$$$(loc(gov#pict ures#item#2002G2@2N?# )his is a photo /hotograph ta%en from 3o;ier! -ill( 0he of the 'arriage 0he Local Legacies !arriage &ouse in ,ouse in pro1ect of the Library Vandalia, 1ichigan( Vandalia! of 'ongress! courtesy 2000( Web( 22 Qune *ichigan! that of .epresentative <red 2012( served as a Upton! *2 3istrict N( http:##lc$eb2(loc(gov#di haven for glib#legacies#*2#20000 runa$ay >1AG(html slaves( Photo"ill .o/ier <rom ,istory /hotograph of Sitting -arry! 3avid <( itting )oday! Qune -ull( "ull( 166@( photograph( 2@! 2012( )his Library of 'ongress is the /rints and /hotographs anniversary of 3ivision Washington! the event 3('( 20@A0 USA! popularly Washington 3('( http://hdl.loc.gov/loc. called pnp/cph.3c11147 D'uster=s Last Stand!E Qune 2@! 16GN( )his is a pdf of /3< of a 'hart found Qefferson! )homas( the chart in /rimary Source sets !hart of tate Votes on )homas on the 'onstitution in the 2nited tates Qefferson used )eacher resources( !onstitution( 1G66( Art( to %eep trac% Library of 'ongress of the votes to /rints and /hotographs be cast for 3ivision Washington! accepting the 3('( 20@A0 USA! U(S( Washington 3('( 'onstitution( http:##memory(loc(gov#c gi"bin#ampageK coll2dUmt11PfileIame Umt11page010(dbPrec IumUNG6 1A

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)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(

/hoto about the Voices from the 3ays of Slavery pro1ect( <ormer slaves tell their stories! 1?>2 " 1?G@(

3ryton! )homas <( !ontraband of ,arlaves of the 3ebel +eneral( *ay! 16N2( Art( Library of 'ongress /rints and /hotographs 3ivision Washington! 3('( 20@A0 USA! Washington 3('( http:##memory(loc(gov#a mmem#collections#voic es#

4nvitation to the inauguration of the tatue of Liberty, 'ith picture of tatue of Liberty and shields( +ngraving( Library of 'ongress /rints and /hotographs 3ivision Washington! 3('( 20@A0 USA! Washington 3('( /rint sho$s a /ublished in: )he -radford! William( 0his s%ull and American .evolution is the place to affix the crossbones in dra$ings and prints7 stamp( 1GN@( Woodcut( representation a chec%list of 1GN@" Library of 'ongress of the official 1G?0 graphics in the *icroform .eading stamp re uired Library of 'ongress # .oom! Washington by the Stamp 'ompiled by 3onald 3('( Act of 1GN@! an ,( 'ress$ell! $ith a e0ample of fore$ord by Sinclair ho$ the ,( ,itchings( colonists Washington: L<or sale protested the by the Supt( of 3ocs(! DStamp ActE of U(S( Govt( /rint( &ff(M! the -ritish 1?G@! no( N1?( 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 1@ )eaching $ith /rimary Sources 2llinois State University

)his is an +ngraving invitation to L'"USTN2"6NNN? the 8bP$ 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@>V1@0p0(1pg

to it(

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)eaching $ith /rimary Sources 2llinois State University