This document describes strategies for using children's literature and primary sources together to enhance student learning. It provides examples of connecting books to historical events and Library of Congress resources. The key strategies are to use books as hooks to engage students in history, connect literature to informational texts and primary sources from the Library of Congress website, and develop inquiry-based activities for students.
Distance Programming for Adults: Wolfner Library’s Experiment in Book Clubs b...Amy C. Nickless
In May, 2016, Wolfner Talking Book and Braille Library began offering book clubs by conference call to its patrons
statewide. A great deal of thought and planning went into the process of creating a workable program that consists
of three different monthly book clubs. Learn about the challenges Wolfner Library staff faced to create this successful
program, ranging from the methods for conducting the book clubs to determining criteria for book selection, and how
the process could be applied to create programming and bridge a gap in service for your library’s homebound patrons.
Biography: Dr Catherine Sly has taught in NSW Department of Education high schools and has been a writer, editor and consultant for the School Libraries division of the NSW Department of Education. Her recent PhD thesis investigated graphic novels from a narratological perspective.
Abstract: Quality graphic novels can be as challenging and complex as written texts. While the predominantly visual format of graphic novels may readily capture students’ attention, guidance from teacher librarians and teachers can be invaluable in cultivating and refining the skills necessary to probe the depth and richness of these publications.
Attendees will learn how to guide students to discover this richness as well as how to identify specific techniques used by the creators of graphic novels. A close investigation of two selected graphic novels will operate as examples to provide the necessary signposts for teachers to become more confident in the reading, processing, critical analysis and evaluation of graphic novels.
In this Q&A slide deck, NSHSS Member Rania Kadavil discusses her inspiration for writing the book "The Voice of Thunder" and the process she went through to get her book published.
Guest lecture presentation for Prof Yukari Amos’ course on Equity, Culture, and Anti-Bias (Winter Quarter 2019) at Central Washington University, US A.
Part 2 of Book Backdrops..... This is a shell of a presentation I just gave At University of Southern Illinois in Edwardsville, ILL. E-mail me at gpetri@gmail.com if you would like a booksist and other handouts.
Distance Programming for Adults: Wolfner Library’s Experiment in Book Clubs b...Amy C. Nickless
In May, 2016, Wolfner Talking Book and Braille Library began offering book clubs by conference call to its patrons
statewide. A great deal of thought and planning went into the process of creating a workable program that consists
of three different monthly book clubs. Learn about the challenges Wolfner Library staff faced to create this successful
program, ranging from the methods for conducting the book clubs to determining criteria for book selection, and how
the process could be applied to create programming and bridge a gap in service for your library’s homebound patrons.
Biography: Dr Catherine Sly has taught in NSW Department of Education high schools and has been a writer, editor and consultant for the School Libraries division of the NSW Department of Education. Her recent PhD thesis investigated graphic novels from a narratological perspective.
Abstract: Quality graphic novels can be as challenging and complex as written texts. While the predominantly visual format of graphic novels may readily capture students’ attention, guidance from teacher librarians and teachers can be invaluable in cultivating and refining the skills necessary to probe the depth and richness of these publications.
Attendees will learn how to guide students to discover this richness as well as how to identify specific techniques used by the creators of graphic novels. A close investigation of two selected graphic novels will operate as examples to provide the necessary signposts for teachers to become more confident in the reading, processing, critical analysis and evaluation of graphic novels.
In this Q&A slide deck, NSHSS Member Rania Kadavil discusses her inspiration for writing the book "The Voice of Thunder" and the process she went through to get her book published.
Guest lecture presentation for Prof Yukari Amos’ course on Equity, Culture, and Anti-Bias (Winter Quarter 2019) at Central Washington University, US A.
Part 2 of Book Backdrops..... This is a shell of a presentation I just gave At University of Southern Illinois in Edwardsville, ILL. E-mail me at gpetri@gmail.com if you would like a booksist and other handouts.
Library Observation Essay
Digital Libraries Essay
My Experience To The Library
Library Essay
Public Libraries Essay
Selection for Libraries Essay
Library Reflection
For the most selective young adult readers finding a new book to read can be very difficult. However, this program compiles tons of sources for teens to check out in order to discover his or her perfect book!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
00 bookbackdropssill1
1. Book Backdrops: Empower Learning With
Literature and Primary Sources
Book Backdrops: Empower Learning With
Literature and Primary Sources
Gail Petri, Primary Source Consultant gail.petri@gmail.com
2. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
3. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
Gail Petri
gail.petri@gmail.com
What you’ll learn!
• Use books as hooks to spark students' reading enthusiasm
and historical understanding!
• Learn strategies for connecting award-winning literature -
picture books, historical fiction, biography and non-fiction
- with Library of Congress free online resources.
• Examples of informational texts will be included to
illustrate the connection with common core standards.
Southern Illinois U. Edwardsville, IL
4. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
Primary Source
Connections are all
around you!
Example:
Visit to Maine –
Castine Island in
the background.
5. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
6. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
7. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
8. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
9. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
10. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
11. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
12. Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
13. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
14. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
15. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
16. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
17. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
18. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
19. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
20. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
21. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
22. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
23. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
24. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
25. Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
Primary sources are the raw
materials of history ….
original documents and
objects which were created at
the time under study.
26. Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
Why teach with primary sources?
ENGAGE students
Develop CRITICAL THINKING skills
CONSTRUCT their own knowledge
27. Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
Why teach with history through
literature?
One of the great lessons of history is that perspective matters. So before I start
kids searching out details of battles or other events in the past, I want to play
with perspective a bit, using picture books to get my point across that there's
more than one way to look at a thing.
Carol Otis Hurst, Carol Hurst’s Children Literature Site
Teachers know these novels focus a rich, human lens on a sometimes abstract
topic. The stories and the lives of historical characters help readers see the
details of everyday life that are not incorporated into textbooks.
Cathy Beck, “Historical Fiction: Teaching Tool or Literary Experience”,
Language Arts, July 2000
28. Why NOT
combine
them both!
Literature +
Primary Sources =
Memorable,
Meaningful,
Fun
Learning!
Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
29. Common Core Connections?
Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
http://www.loc.gov/teachers/tps/journal/common_core/article.html
30. Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
31. 158 million
items
838 miles of
bookshelves
470 languages
15,000 items
arrive daily
12,000 items
added to the
collection daily
24.6+ million
items online
1.7 million
visitors
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
32. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
http://www.loc.gov/teachers/professionaldevelopment/tpsdirect/pdplanbuilder/
Leaving Evidence
of Our Lives
33. Book Activity…
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
34. Try a Photo Analysis Activity
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
35. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
36. Create a set of images for observation...
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
37. What do you SEE? THINK? WONDER?
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
38. Study the people and objects…
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
39. Is the picture posed?
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
40. What do you observe in the background?
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
41. What do you notice first?
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
42. What details do you see?
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
43. ALL were photographed by
Lewis Hine.
MOST of them depict
children.
ONE shows a child
at work.
ALL were photographed
in Baltimore, Maryland
ALL relate to the
strawberry picking industry.
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
44. The National Child Labor Committee Collection
contains 5000 Lewis Hine photographs.
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
45. Do you want your students to learn
more about child labor?
READ a book and make CONNECTIONS
to primary sources.
“Yes, I want to learn
but I can’t when I work
all the time.”
Fursen Owens 12 years
old. Can’t read. Don’t
know ABCs. Been in
mills 4 years. LH
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
46. The girl in this
Lewis Hine photograph…
…to write this
historical fiction book
about child labor in America.
…inspired
Elizabeth Winthrop
Book
Hook
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
47. Winthrop, Elizabeth. “Searching for Addie: The Story behind a
Famous Photograph.”
Social Education 70 (4), 174-177.
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
48. Read a picture book
about mill life in
Lowell, MA in the
1800s.
Book
Hook
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
49. A Sampling of LOC Resources:
The Lowell Offering
(1841 periodical review)
The Lowell Offering
(1844 periodical opinion letter)
Among Lowell Mill Girls (1881 article)
The Lowell Offering (1890 article)
Lucy Larcom: A New England Girl
(1890 book review)
A Forgotten Industrial Experiment
(1898 article)
Read 19th century periodical articles
written about factory life in Lowell…
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
50. Work began at five o’clock on summer mornings, and at
daylight in the winter. Breakfast was eaten by lamplight,
during the cold weather; in summer, an interval of half
an hour was allowed for it, between seven and eight
o’clock. The time given for the noon meal was from a
half to three quarters of an hour. The only hours of
leisure were from half past seven or eight to ten in the
evening, the mills closing a little earlier on Saturdays. It
was an imperative regulation that lights should be out at
ten. During those two evening hours, when it was too
cold for the girls to sit in their own rooms, the dining-
room was used as a sitting-room, where they gathered
around the tables, and sewed, and read, and wrote, and
studied. (p.599)
Larcom, Lucy. “Among Lowell Mill Girls: A Reminiscence.”
The Atlantic Monthly. 48 (289) 593-612.
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
51. Teaching Strategy: Create a Wordle at www.wordle.net
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
52. Help your students to…
…become hooked on history!
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
53. Try this PSI Activity
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
54. Item 1
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
55. Item 2
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
56. Item 3
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
57. Item 4
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
58. Item 5
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
59. Item 6
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
60. Item 7
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
61. Can you identify
the person, place
or event these
items have in
common?
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
62. Bildner, Phil. Twenty-One Elephants. NY: Simon and Schuster, 2004.
Prince, April Jones. Twenty-One Elephants and Still Standing. NY: Houghton-Mifflin, 2005.
Two books to hook your students…
Book
Hooks
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
63. Online you’ll find more than 24.6
million digitized items…
• Images
• Documents
• Maps
• Sound files
• Movies
• Sheet music
• Webcasts
• And more…
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
64. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
65. Click and explore for much more….
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
66. Dive in and get started…
…strategies for success
• Know your standards
• Know your content
• Select quality literature
• Find diverse primary sources
• Connect across curriculum
• Develop engaging activities
• Collaborate with colleagues
• Share your successes
• Have fun!
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
67. …use inquiry techniques
READ:
While reading, compile a list of dates,
people and events that might have primary
source connections. (Tip - use post-its.)
INVESTIGATE:
Search across www.loc.gov for primary
source items that connect with your book.
(Tip - jot down your findings on a tracking
sheet.)
SHARE:
Share your findings with the class. Discuss
how the primary sources you found
increased your understanding of the book.
QUESTION:
What else would you like to learn? Ask
more questions. Look for more answers.
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
68. …use Teachers Page resources
to guide you…
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
69. Now…on to more books…
Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
70. Adapt ready-made lessons…
Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
71. Dig for your own treasures…
…or use these titles as starters…
Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
72. Travel with Columbus….
Summary: Written in journal format by
a twelve-year-old ship’s boy, the
entries describe Columbus' first
voyage of discovery.
Setting: Canary Islands, Atlantic
Ocean, 1492 .
A Sampling of LOC Resources:
1492: An Ongoing Voyage
Images of Christopher Columbus
Today in History (October 12)
Columbus’ Coat of Arms
Christopher Columbus Saw Land
A Letter of Christopher Columbus
Schlein, Miriam. Illustrated by Tom Newsom. I sailed with Columbus. Illustrated by
Tom Newsom. NY: HarperCollins Publishers, 1991.
Book
Hook
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
73. Online exhibitions
are filled with
primary sources….
Book of Privileges
Columbus Coat of Arms
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
74. Teaching Strategy: Choose a
specific date in the
Today in History archives….
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
75. Don’t miss the Image Lists…
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
76. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
77. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
78. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
79. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
80. Teaching Strategy: Have students compare and
contrast illustrations created by different artists.
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
81. Teaching Strategy: Use the Analyzing Photographs and
Prints Teacher’s Guide to help formulate guiding questions.
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
82. Explore a picture book
from the
another viewpoint…
Learn facts from
a non-fiction title…
Yolen, Jane. Encounter. San Diego: Harcourt Brace Jovanovich, 1992.
Sis, Peter. Follow the Dream. NY: Knopf, 1991.
Book
Hook
Book
Hook
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
84. Pirate connections….
Summary: Describes life aboard a pirate
ship and provides information about
famous pirates in history and literature.
Setting: 17th, 18th centuries
A sampling of LOC Resources:
Buccaneers of America (Interactive book)
The Dying Words of Capt. Robert Kidd
(Songsheet)
"An act further to protect the commerce and s
” (1810 law)
Pirate of the Isles (Songsheet)
Thompson, Julie. A Pirate’s Life for Me. Watertown, MA: Charlesbridge, 1996.
Book
Hook
Bok Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBok Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
85. Teaching Strategy: Have students turn the pages, translate
the text, zoom into images and listen to audio.
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
86. Colonial Settlement/Holidays….
Summary: Describes how the colonists
aboard the Mayflower founded New
Plymouth and celebrated their first harvest
with a feast of thanksgiving.
Setting: 17th century, Massachusetts
A sampling of LOC Resources:
The Pilgrims Landing at Plymouth Rock
(America’s Library)
Thanksgiving Presentation with timeline)
Thanksgiving (Exhibition)
1782 Proclamation on Thanksgiving Observati
(George Washington Papers)
Thanksgiving (Primary Source Set)
George, Jean Craighead. The First Thanksgiving. NY: Philomel Books, 1993.
Book
Hook
Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
87. Teaching Strategy: Download items from a
primary source set to explore with your class.
Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
88. Experience the Revolution….
Summary: Colonel Henry Knox and his
younger brother Will, both of the Continental
Army, become frustrated with the British
blockade of Boston and decide to attempt to
move 183 cannons from Fort Ticonderoga,
over 300 miles of mountainous wilderness, to
defend the besieged city. .
Setting: Boston, Fort Ticonderoga, 1775-
1776
A Sampling of LOC Resources:
The seat of war in New England (1775 map)
A Map of Ticonderoga (1777 map)
Timeline: American Revolution
Pictorial Americana: The Revolution
Music, Theater & Dance : Yankee Doodle
Reit, Seymour. Guns for General Washington. San Diego: Harcourt Brace Jovanovich, 1990.
Book
Hook
Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
89. Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
90. Read Washington’s letter to Knox…
Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
91. Zoom into a Revolutionary War map…
Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
92. Read lyrics and listen to songs of the time…
Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
93. Learn more about American heroes from
the Colonial Period…
…in a picture book
A Sampling of LOC Resources:
John Hancock (America’s Library)
Paul Revere (America’s Library)
George Washington (America’s Library)
Ben Franklin (Exhibition)
Smith, Lane. John, Paul, George and Ben. New York: Hyperion, 2006
Book
Hook
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
94. Read a non-fiction book for more facts:
McCullough, David. 1776. New York: Simon and Schuster, 2005.
Strum, Richard. Henry Knox: Washington’s Artilleryman. Stockton, NJ: Ottn, 2006.
Book
Hook
Book
Hook
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
95. Teaching Strategy: Create a treasure chest of primary
sources on a theme.
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
96. Teaching Idea: Have students create a primary
source alphabet book.
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
97. Teaching Idea: Use an alphabet book as the basis
for student research.
Teaching Idea: Visit
the author’s Web site
for additional teaching
ideas.
Book
Hook
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
98. Lewis and Clark…
Summary: This novel in verse highlights letters
and thoughts of Jefferson, the Corps of
Discovery, Sacagawea and Lewis’s
Newfoundland dog Seaman as they travel on
their expedition to seek a water route to the
Pacific.
Setting: North America, 1803 – 1819
A Sampling of LOC Resources:
Lewis and Clark (Themed Resources)
Fill Up the Canvas (Presentation)
Rivers, Edens, Empires (Exhibition)
The Thomas Jefferson Papers
Map Collections: Discovery and Exploration
Wolf, Allan. New Found Land: A Novel. Cambridge, MA: Candlewick, 2004.
Book
Hook
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
99. Jefferson’s cipherJefferson’s letter to Congress 1805 map
Follow
their
trail..
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
100. View the online exhibition…
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
101. Cruzatte: Captain Lewis, this is the grand chief, Un-ton-gar Sar-bar,
which means Buffle Noir.
Drouillard: In English, Black Buffalo.
Cruzatte: And this chief calls himself Tor-to-hon-gar.
Drouillard: The Partisan.
I think it wise to use French between the two of us, Pierre,
while together we attempt to translate from Sioux to English.
Cruzatte: I agree, my friend.
With your knowledge of hand signs
and my small knowledge of Sioux,
we will act as one voice.
(p.191 - Meeting with the Teton Sioux)
Teaching Strategy: Use text
selections to create Readers
Theater scripts.
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
102. Links to LOC Resources:
Lewis and Clark Journal
Map of Trail
Interactive Expedition (Flash)
Lewis and Clark Virtual Tour
Meriwether Lewis Portrait
William Clark Portrait
Sue F. Williamson – Media, PA – Gifted Support Gr. 1-5 – July 26, 2007 (LOC Summer Institute)
Book Summary: Recounts the story of the Lewis and
Clark Expedition to explore the unchartered western
wilderness, placing it in its historical context.
Setting: 1804 -1806 from the Missouri River to the
Pacific Ocean and back.
Teaching Idea: Organize a study group. Create
and share book connections with your colleagues.
Book
Hook
Book Backdrops: Inquiry Learning With Literature and Library of Congress Primary SourcesBook Backdrops: Inquiry Learning With Literature and Library of Congress Primary Sources
103. Try another PSI activity…
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
104. Item 1
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
105. Item 2
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
106. Item 3
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
107. Item 4
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
108. Item 5
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
109. Item 6
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
110. Item 7
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
111. An 1887 map of Maine…
A photograph by the water…
A 1903 newspaper article…
3 old baseball cards…
New York Polo Grounds drawing…
1 baseball card of a NY pitcher…
What common thread connects
these primary sources?
A second map…
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
112. Louis Sockalexis
(2008 Elementary Winner) Wise, Bill. Louis Sockalexis: Native American Baseball Pioneer.
Illustrated by Bill Farnsworth. NY: Lee and Low Books, 2007.
Summary: A biography of Penobscot
Indian Louis Sockalexis, who pursued his
childhood love of baseball and eventually
joined the Major Leagues where he faced
racism and discrimination with humility
and courage as the first Native American
to play professional baseball. Winner of
the 2008 Carter G. Woodson award.
(American Memory Collection) Baseball Cards, 1887-1914
(Teachers Page) Baseball Themed Resources
(Teachers Page) Baseball Primary Source Set
Teachers Page) Native American Themed Resources
Book
Hook
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
113. Teaching Idea: America’s Library has many stories about
famous Americans that can “hook” students on biographies.
Book
Hook
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
114. Teaching Strategy: Explore the National Book Festival
Teacher/Kids Page for author resources
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
116. Check out the Teacher’s Site…
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
117. Access LOC Primary Sources for each era…
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
118. Sample template developed for
Library of Congress Teacher Institute
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
119. Now for a little stretch!
Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
120. Book Backdrops: Empower Learning With Literature and Primary SourcesBook Backdrops: Empower Learning With Literature and Primary Sources
Editor's Notes
American falls from goat island
Two weeks ago in Maine
The fort
Penobscot River and Bay, with the operations of the English fleet, under Sir George Collyer, against the division of Massachusetts troops acting against Fort Castine, August 1779; with full soundings up to the present site of Bangor.
American falls from goat island
Rebus – art of making money
Saturday afternoon outside of a Negro store and barbershop in Union Point, Greene County, Georgia
American falls from goat island
Jack Gantos grew up in the small Pennsylvania town of Norvelt – a town created during the depression by the US government as a model community intended to increase the standard of living of laid-off coal miners. It was renamed “Norvelt" in 1937 in honor of First Lady Eleanor Roosevelt and her interest in the project.
The HABS/HAER Collection offers photos and historical background of this town. Dead End in Norvelt is the winner of the 2012 Newbery Medal for the year's best contribution to children's literature and the Scott O'Dell Award for Historical Fiction! For ages 10 and up.
Read aloud
A "Reader" in cigar factory, Tampa, Fla. He reads books and newspapers at top of his voice all day long. This is all the education many of these workers receive. He is paid by them and they select what he shall read. Location: Tampa, Florida.
Six-year old Henry and three-year old Hilda, beet workers on a Wisconsin farm. See Hine Report, Wisconsin Sugar Beet, July 1915. Location: Wisconsin.
Six-year old Henry and three-year old Hilda, beet workers on a Wisconsin farm. See Hine Report, Wisconsin Sugar Beet, July 1915. Location: Wisconsin.
Six-year old Henry and three-year old Hilda, beet workers on a Wisconsin farm. See Hine Report, Wisconsin Sugar Beet, July 1915. Location: Wisconsin.