Cassey Jones SST 309-03 Answer Sheet for LOC Activities Preparation Education Extras (all Early Elementary

ry SST309 students will complete this one) Your Community: Then and Now (4 titles see right) Michigan Train To Midnight: !A Journey on the Underground Railroad 5th grade Declaring Independence: !Fighting With Words (1776) Intermediate The African Slave Trade: A Different Perspective Activity Three Based on the picture, life in colonial America seemed to be filled with conflict. There appears to be quite a bit of traveling happening as well. There seems to be strong animosity between the Indians and the settlers. Women did quilting and spinning, while men were involved in conflict.

Activity Four

Teaching with Primary Sources Illinois State University

Cassey Jones SST 309-03 Activity Five There were only two for the day before and one for the day after, so I used events from different days. September 8th 1900: Hurricane winds estimated at speeds of up to 120 miles per hour ripped across the Texas coastline of the Gulf of Mexico, killing more than 6,000 people and decimating the city of Galveston. (Panoramic photographs) 1903: The American Federation of Labor granted a charter to the Quarry Workers International Union of North America, headquartered in Barre, Vermont. (Panoramic photographs, manuscript from Federal Writers Project) September 9th 1739: The Stono Rebellion, the largest slave uprising in the British mainland colonies prior to the American Revolution, began. (Nat Turners Insurrection, Photographs) 1) Broadside of Bill of Rights 2) Constitution with Washingtons handwritten notes, 1787 3) Scene from signing of the Constitution

Activity Six

Activity Eight: Titles of the work on the left side, pictures on the right. Flag of U.S.: Library of Congress. Retrieved February 23, 2014, from http://www.loc.gov/loc/lcib/11078/detail/ photo01.html

Teaching with Primary Sources Illinois State University

Cassey Jones SST 309-03 Statue of Liberty: Library of Congress. Retrieved February 23, 2014, from http://www.loc.gov/rr/european/imsk/ slovakia.html

Bald Eagle: Library of Congress. Retrieved February 23, 2014, from http://www.loc.gov/pictures/resource/ ggbain.36537/

Uncle Sam: Library of Congress. Retrieved February 23, 2014, from http://www.loc.gov/rr/business/BERA/ issue15/issue15_main.html

Teaching with Primary Sources Illinois State University

Cassey Jones SST 309-03 White House: Library of Congress. Retrieved February 23, 2014, from http://www.loc.gov/pictures/resource/npcc. 19925/

Evaluation Choice: A

Linked to 5-UI.3.1 Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, southern Africa). (National Geography Standard 1, p.144) From the home page of the LOC, www.loc.gov, click on the square called Maps. Scroll down until along the left side you see the gray box titled, Locations. Click on More locations. The left side lists Locations 1-33. Scroll down and click on Africa. Select the first map, titled, Africa, dated 1998. Print out the map. Identify northern Africa, western Africa, central Africa, eastern Africa, and southern Africa. Circle and label each area.

Reflection 1. What is the most valuable take-away you have gained by learning about the resources at the Library of Congress? I feel as if any questions I have about history can be answered here. The abundance of primary source documents will be instrumental is developing not only my knowledge of history, but my future students as well. This website makes me feel far more confident about my future teaching social studies. 2. What is the value of studying history using primary source documents? Primary source documents are as close to an actual event in history that we can get. They must be analyzed and interpreted, which helps develop students critical thinking and reasoning. Primary source documents help to place our minds back in the time we are studying. Teaching with Primary Sources Illinois State University