1. Library of Congress Teaching with Primary Sources Crystel Dunn
The Library of Congress has over 19 million items in its collection and receives approximately 10,000 items per day. The LOC has begun a major effort to make their materials accessible to the general public. The Library of Congress has revamped their website and created links for teachers to free classroom materials, historical documents and lesson plans.

2. Collection Highlights loc.gov
American Memory Collection
Prints and Photographs
Historic Newspapers
Performing Arts
Veteran’s History
Sound Recordings
Film
Maps
Manuscripts
The LOC site includes a variety of materials including prints and photographs, maps, sound recordings and film.

3.
Benefits of using primary sources in the classroom:
Establish a learner-centered environment
Help students to develop inquiry and communication skills to foster both active and reflective learning
Encourage student assessment of process and content of learning
For teachers, using primary sources offers many benefits. A learner-center environment is created while students further develop their inquiry skills. Analyzing primary sources also allows students the opportunity for self-assessment of their learning process.

4. Teaching with Primary Sources
From the LOC teacher’s site:
Click:
Classroom Materials
Primary Source Sets
Many primary sources have been grouped into sets to facilitate lesson planning. To access these sets from the LOC teacher site click Classroom Materials then click Primary Source Sets.

5. Primary Source Sets
Allow students to analyze materials from the time under study.
Primary Source Sets include primary sources, a teacher guide which will provide background information on a topic, analysis tools and guides, and state curriculum standards. The periods covered by the Primary Source sets range from The Age or Exploration through The Great Depression into modern-day Veteran’s Stories.

6. Primary Source Analysis Tool www. loc
Primary Source Analysis Tool
Analysis may be done on any type of primary source.
Analysis process should be modeled for students and done frequently for the best results.
Analysis process is recursive.
Included in each Primary Source Set is a tool that students will use to increase their understanding of the primary sources called the Primary Source Analysis Tool. Your students will need for you to model this process initially. However, with practice, they will eventually be able to analyze primary sources on their own.

7. Primary Source Analysis Tool
This is a general Primary Source Analysis Tool. This form may be used to analyze any primary source. Other types of analysis tools are available at the site for primary sources such as manuscripts, maps, political cartoons and sound recordings.

8. Start by selecting the Primary Source(s) that your students will analyze and provide each student with their own copy of a blank Primary Source Analysis Tool. A teacher’s guide has been created to help you through this process. Initially it may be helpful to share the guide with your students either by projecting it for the class or giving copies of the teacher’s guide to each student to use while completing the analysis. Students will be most successful if they complete this process first as a class then in small groups with their peers. Allow students to work with each other before asking them to analyze a primary source on their own. Remind your students that there is no correct order for filling out this form.

9. In the OBSERVE section of the analysis tool encourage students to write down only those items they see in the primary source. Students should not write any reflections in the OBSERVE column. Only items that can be physically seen should be noted in the OBSERVE column.

10. In the REFLECT section students should begin to formulate hypotheses about the primary source. Students should be encouraged to answer questions about the story behind the primary source. Often times once students begin to write answers in this section they will observe items they did not notice in the beginning. Encourage students to write new observations in the OBSERVE section.

11. In the QUESTION section of the Primary Source Analysis Tool students should write questions about those things in the primary source that are still not clear to them.

12. In the FURTHER INVESTIGATION section encourage students write down questions that will lead to learning more details about the primary source.

13. Follow-up Activity Ideas
Beginning: Write a brief description of the map in their own words.
Intermediate: Study three or more maps of a city or state during different time periods. Arrange them in chronological order. Discuss clues to the correct sequence.
Advanced: Search for maps of a city or state of different time periods. Then compile a list of changes over time and other differences and similarities between the maps.
Once students have completed this activity with several sources have them complete extension activities based upon their ability level. In the example shown here students are given an extension activity after analyzing an ancient world map.

14. Veterans History Project
Another initiative created by LOC is the Veteran’s History Project. Students are encouraged to act as historians by recording the stories of Veteran’s within their community. LOC will send field kits directly to teachers and students with all of the materials needed to document their personal stories.

15. myloc.gov Allows you to: Customize your LOC experience
Collect your favorite exhibit items and store them there
LOC’s Knowledge Quest
Allows you to:
Another feature of the LOC site is called myloc.gov. By creating a login and password you may use this link to collect and store your favorite LOC primary source images. Using myloc.gov could be a way to build your own primary source sets to use throughout the school year.
Image from the
Herblock Gallery

16. Contact Information
Crystel Dunn
For further information contact Crystel Dunn, Phone: or

17. Primary Source Analysis Tool
Blank Primary Source Analysis Tool for photocopying