Library of Congress on Youtube

I just discovered LoC on Youtube.  Here is their channel
http://www.youtube.com/libraryofcongress#p/a

This will be a good channel to visit when seeking easy access to the early Edison films, which enriches any discussion of early 19th century America.



Also available are Law and the Library, videos of presentaions and debates on a variety of issues.   Lately I have been thinking of  a way to organize in a searchable way videos I encounter on the web.  I use Delicious tags, but am looking for  a different access point.

Application

If video does not play please try this link
http://vimeo.com/11225469

or this link http://www.teachertube.com/members/viewVideo.php?video_id=176285&title=Library_of_Congress_application

Lewis Carroll scrapbook

Lewis Carrolls' Scrapbook  at the Library of Congress is an original scrapbook that was kept by Charles Lutwidge Dodgson

Edward Wakeling in his essay on the scrapbook says "This scrapbook, however, provides another important source of information on Lewis Carroll. The contents are primarily press clippings collected and pasted into the scrapbook, selected personally by Lewis Carroll, and therefore, telling us something about his interests and collecting habits."

Standards  California English-Language Arts

2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They analyze the
organizational patterns, arguments, and positions advanced. ...In grades nine and ten,
students make substantial progress toward this goal.
Structural Features of Informational Materials

2.5  Extend ideas presented in primary or secondary sources through original analysis,
evaluation, and elaboration.

Lesson Ideas:

1. 
   

   Use this scrapbook to gain an understanding of Lewis Carrol- and his time in history.

   • Why did he choose this paricular material to be kept; 

   • Can you see any patterns of 1855-72 this scrapbook was kept? See timeline http://international.loc.gov/intldl/carrollhtml/lctime.html  for historical context.

     
     

Industrialization

Standard: California History/Social Studies: grade 11

8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.

Lesson Idea:
An introduction to industrialization.Using primary sources, students explore primary documents from US history to gain an understanding of the tremendous changes brought about by industrialization of agriculture, transportation, and manufacturing.
Resources: Presentation below and LoC primary sources teaching tools found here
http://www.loc.gov/teachers/usingprimarysources/



Industrialization

Found Poetry and Magnetic Printer Sheets

I have used this idea several times, with great success.  AT a LoC seminar held in San Jose I attended several years ago (Song of America tour)  I was presented with a great idea. - use primary sources as a foundation for found peotyry.  That seminar took some excerpts from Walt Whitman Civil War dairies, transcribed a few, and allowed attendees to cut words from entires and form found poetry.  I took this idea one step further, and prineted transcribed words on magnetic sheet.  I then cut words from sheet and allow students to form their own poetry on a magnetic bulletin board..  I also print a facsilile of the primary source for students to examine. Here are some of the primary sources I have used

1. 
   
   
   General Douglas MacArthurFarewell Address to Congress

 

http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field%28DOCID+@lit%28mcc/034%29%29
transcription at http://www.americanrhetoric.com/speeches/douglasmacarthurfarewelladdress.htm 

2.Letter, Benedict Arnold to George Washington pleading for mercy for his wife, 25 September 1780.

 http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field%28DOCID+@lit%28mcc/054%29%29
transcription at http://memory.loc.gov/ammem/today/oct02.html

3.Letter, Franklin D. Roosevelt to J. Robert Oppenheimer thanking the physicist and his colleagues for their ongoing secret atomic research, 29 June 1943.

http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field%28DOCID+@lit%28mcc/083%29%29

Clarity of meaning and Andrew Jackson's Impeachment

Standard English–Language Arts Content Standards for California Public Schools
Reading GRADES ELEVEN AND TWELVE Structural Features of Informational Materials
2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization,
hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.
2. .4 Make warranted and reasonable assertions about the author’s arguments by using
elements of the text to defend and clarify interpretations.

Lesson Idea- Have students read Historic Background on the Impeachment and Trial of President Andrew Johnson. Senator Moril of Maine made a motion that was eventually agreed to that allowed a senator, if he wished to include in the record his written opinion Included in the proceedings of the trial . These opinions are indicated and linked to below.

• Have students read and critically analyze these opinions, especially considering patterns of organizations, repetition of main ideas, syntax and word choice.
• Compare and contrast main ideas, syntax and word choice found in an opinion for impeachment with one against.

LOC Resources
The Impeachment Trial of President Andrew Johnson
Mr. Buckalew ... 510 for acquittal
Mr. Cattell ... 523 guilty
Mr. Davis ... 438 for acquittal
Mr. Doolittle ... 515 for acquittal ( shorter)
Mr. Edmunds ... 424 guilty
Mr. Ferry ... 451 guilty
Mr. Fessenden ... 452 for acquittal ( last part interesting)
Mr. Frelinghuysen ... 520 guilty ( notice use of Lincoln)
Mr. Grimes ... 420 for acquittal ( just the facts)
Mr. Harlan ... 435 guilty
Mr. Henderson ... 516 for acquital (future will look with amazement)
Mr. Hendricks ... 490
Mr. Howard ... 500
Mr. Howe ... 492
Mr. Johnson ... 428
Mr. Morrill, of Maine ... 480
Mr. Morrill, of Vermont ... 474
Mr. Patterson, of New Hampshire ... 507
Mr. Pomeroy ... 478
Mr. Sherman ... 446
Mr. Stewart ... 433
Mr. Sumner ... 463
Mr. Tipton ... 488
Mr. Trumbull ... 417
Mr. Van Winkle ... 431
Mr. Vickers ... 461
Mr. Williams ... 457
Mr. Wilson ... 460
Mr. Yates ... 484
A Century of Lawmaking for a New Nation: U.S. Congressional Documents and Debates, 1774 - 1875
Congressional Globe, 40th Congress, 2nd Session

www.flickr.com

This is a Flickr badge showing public items from jtracylibrarian tagged with AJ. Make your own badge here.

Pullman Porters

Another ready made  lesson collection

http://www.loc.gov/rr/news/topics/pullman.html
Standard
8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
.5.
Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).
6.
Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.

Lesson Idea

Explain zoom box and search feature.
Using the primary source of newspaper articles written at the era being studied, students read the found articles (Sample or their own search) , looking for specific evidence  of urbanization, industrialization, working conditions.  Was the labor movement inevitable?

Dance Instruction Manuals

These dance manuals fascinate me in their ability to bring a little of the past actually to life. Here is a great resource, 75video clips "arranged by historical period, ...demonstrating specific dances or movements."
http://memory.loc.gov/ammem/dihtml/divideos.html#vc032

Classroom idea:
1) Enhance students understanding of historical time period being studied by using these videos to learn a dance.
2) Compare and contrast dances in history. What changed? why?...

Literary Response to the Spanish American War

Literary Response to the Spanish American War
http://www.loc.gov/rr/hispanic/1898/literature.html

Standards
California English/Language Arts.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature
that reflect and enhance their studies of history and social science.

b. Relate literary works and authors to the major themes and issues of their eras.
c. Evaluate the philosophical, political, religious, ethical, and social influences of the
historical period that shaped the characters, plots, and settings.

Classroom ideas:
1. The 3 authors listed in the USA response,
Stephen Crane
Mark Twain
Walt Whitman
are also associated with the American Civil War. Does their response differ between wars?

2.  Essay assignment:
Before reading the entires above, have students write their expection of  the attitudes/opinions of each author.  Require evidence  found in the author's main works to support and develop  their conclusion.  Thenhave students read the entries above.  Poll the class and discuss.

From Territory to Statehood

http://www.loc.gov/rr/news/topics/FTTSNorthernWest.html
Many times, Library of Congress has ready made material for a teacher just waiting to be used.  Here I found and interesting  collection that would allow students  to gain an understanding of the  historical context  of the media in the granting of statehood to Northern Western states.

Standard:
California History-Social Studies Grade Twelve
12.8 Students evaluate and take and defend positions on the influence of the media on American political life.

Lesson Idea
1. Explain thesearch and zoom box  feature of  this tool

Have students use gathered Sample articles  or their own searches to gather and study articles written before the granting of statehood.  Students should consider tone, bias, choice of facts presented in the articles studied.  Did media have influence in granting of statehood?

The American Colony in Jerusalem

The American Colony in Jerusalem http://www.loc.gov/exhibits/americancolony/amcolony-overview.html

This collection presents students with a rich overview and history of establishing a community, striving for utopia, philanthropic work, and mixing cultures.

Lesson idea -
1) Students studying utopian literature could benefit from an examination of the process, difficulties and successes shown here..

"Bringing to life some of the Library's most exciting and historically significant materials through Webcasts offering the personal insights of the staff who know them best--and online conversations in which you are invited to join"
http://www.loc.gov/rr/program/journey/

These webcasts could be a great introduction to a unit of study. I especially like the webcast transcript!

For example:
Ann Hoog on Pearl Harbor Oral Histories, Library of Congress, American Folklife Center webcast gives students access to a couple man on street interviews after Pearl Harbor ( which are amazing resources) and gives insight on how historians gather information. A great way to introduce Pearl Harbor , especially if student is expected to do their own research.

Standard English–Language Arts Content Standards for California Public Schools - Literary Response and Analysis grades 11 and 12
Literary Criticism
3.8 Analyze the clarity and consistency of political assumptions in a selection of literary
works or essays on a topic (e.g., suffrage, women’s role in organized labor). (Political
approach)
http://memory.loc.gov/ammem/ndlpcoop/moahtml/snchome.html

Lesson idea
Have students choose a controversial issue form United Sates history in the 19th century, and choose three articles form three different periodicals to compare and analyze the political assumptions of the authors.

Advertising Food - past and present

Standard :Health Education Content Standards for California
Public Schools Standard 2: Analyzing Influences
2.1.N Evaluate internal and external influences that affect food choices.

Lesson Idea:

1. Students will view unfamiliar historical advertising in the presentation and look for what the advertisement claims, in both text and visually, the food offers. With what positives ( or negatives) does the advertisement associate the food ?
2. This chart of Food Advertising Strategies from Canada's Media Awareness Network gives students some possible ideas to consider.
3. After students analyze advertising influences of these historical ads, ask them to bring in one or two current advertisements that influence reader/viewers. in the same manner.
   

• 
  

Advertising History

View more presentations from joant.

Qualifications

View more presentations from joant.