Teaching Notes

"The State Normal School summer session students of 1921 pose together outside. In the background left is Weatherly Hall and right is Hames Hall. (circa 1921); Anyone who has additional descriptive information for this image is urged to contact the Houston Cole Library Technical Services Dept. at digcollections@jsu.edu or 256.782.5761."

Teaching Notes

I would use this article along with the image of farm children on their homemade merry-go-round. 

playgrounds playground safety

Teaching Notes

Still stereographic image: A timber was impaled through a fourteen inch oak tree by the force of the 1883 tornado. The tornado struck Rochester in the early evening of Aug. 21, 1883.

Ideas for use.

The photo has potential multidisciplinary uses. At its initial level it shows the impact of strong wind during a tornado .  It could be an introduction to  studying of weather and natural disasters.   Students would view the photo and ask questions about how and why the timber got in the try. The first week in May Minnesota schools have a required tornado drill. The photo could be used to help explain why the drills are required. While a tornado could till cause this damage; improved weather study and weather warnings lead to fewer deaths and serious injuries.  

The photo also relates strongly to Minnesota and Local History in S.E. Minnesota. 21 people were killed during the tornado. After the tornado the Drs. William  and WW Mayo along with sisters of St. Francis worked to care for the victims. Within a few years the Sisters had opened St. Mary’s Hospital and the Mayos founded Mayo Clinic. The photo could also be used to introduce the history of Rochester—how one tornado eventually led to a medical partnership with world wide impact and to a rapidly growing and changing city.  6 - 8 9 - 12 Social Studies/History   Science Local History Tornados Weather Rochester Minnesota

Teaching Notes

Here's a photo to add for an exercise of now and then contrasting on summer recreations.  This water hazard looks a little much to me!

3 - 5 Social Studies/History golf recreation

Teaching Notes

• Bilingual Education/ESL What are you noticing?/What are you thinking?/What are you wondering?
• How do the lyrics of Bathing in the Surf support what you are seeing in the image Surf Bathing?
• How did people use the ocean in the past?
• How does this compare with the way we use the ocean today?
• Find an image of a beach from today.  Compare and contrast the images.  Which beach scene would you like to be in? Pre K - 2 3 - 5 6 - 8 9 - 12 Beach scene surf ocean beach English/Language Arts Social Studies/History

Teaching Notes

• What are you noticing?/What are you thinking?/What are you wondering?
• Compare and contrast with the image Surf Bathing.  How do these lyrics support what you are seeing in the photograph Surf Bathing?
• What are the lyrics telling you about visiting the beach?  How does that compare with our ideas about visiting the beach today?
• If a song were to be written about visiting the beach today what might those lyrics be?
• Write a song about visiting the beach today. Pre K - 2 3 - 5 6 - 8 9 - 12 Social Studies/History English/Language Arts beach surf ocean summer

Teaching Notes

Bilingual Education/ESL -Teaching strategies: 

• What are you noticing?/What are you thinking?/What are you wondering?
• Close reading of the images
• Compare and contrast images and newspaper text
• How has our use of the ocean for recreation changed over time?
• How do the newspaper accounts support what you are seeing in the images? 

  Evening Bulletin., July 17, 1908 3:30 Edition, page 7, Image 7

  Lewiston Evening Teller., June 12, 1908, Page 3, Image 3

• How do people use the ocean?
• Pre K - 2 3 - 5 6 - 8 9 - 12 English/Language Arts Social Studies/History beach surf surfing waves surfboard

Teaching Notes

-Teaching strategies: 

• What are you noticing?/What are you thinking?/What are you wondering?
• Close reading of the images
• Compare and contrast this newspaper text with image Surf Riders
• How has our use of the ocean for recreation changed over time?
• How do the newspaper accounts support what you are seeing in the image Surf Riders?
• How do people use the ocean in the past? How do people use the ocean today?
• Pre K - 2 3 - 5 6 - 8 9 - 12 English/Language Arts Social Studies/History surf surfing beach summer surfboard

Teaching Notes

Strategies:

• What are you noticing?/What are you thinking?/What are you wondering?
• Close reading of the images
• Compare and contrast this newspaper text with image Surf Riders
• How has our use of the ocean for recreation changed over time?
• How do the newspaper accounts support what you are seeing in the image Surf Riders?
• How do people use the ocean in the past? How do people use the ocean today?
• 3 - 5 6 - 8 9 - 12 surf surfing beach Hawaii

Teaching Notes

Bilingual Education/ESL Strategies:

• What are you noticing?/What are you thinking?/What are you wondering?
• Close reading of the images
• Compare and contrast this image with image Surf Riders
• How has our use of the ocean for recreation changed over time?
• How do people use the ocean in the past? How do people use the ocean today?
• Pre K - 2 3 - 5 6 - 8 9 - 12 surf surfing california surfboard

Teaching Notes

As a kid growing up on a farm, my summers were filled with lots of inventive, "homemade" play. My older brother enjoyed making pipe bombs, and he ended up an Army colonel. My twin brother had his own science lab in a chicken house, and he became a physician. Me? I read a lot and played the piano. I became a librarian! 

I would consider using this image to start a discussion about playgrounds and equipment, possibly in a physical education class. Students could research playgrounds and perhaps even design playground equipment. I've been seeing articles recently about the importance of recess and play for child development, as well as a return to play spaces that haven't fallen victim to safety regulations. (See "The Overprotected Kid" article here in the album.)

playgrounds free play playground safety

Teaching Notes

Arranged by the Jacksonville State Teachers College administration for the entertainment of the students, a street dance was held outside the front of Bibb Graves Hall in July 1943. The committee responsible for special entertainments was headed by Maude Luttrell. The dance drew a large crowd of students and men from Fort McClellan in Anniston for square dancing, group singing, table games, and round dancing. (July 1943); Anyone who has additional descriptive information for this image is urged to contact the Houston Cole Library Technical Services Dept. at digcollections@jsu.edu or 256.782.5761.

Teaching Notes

Do kids still work in fields in the summer? Where? How have their jobs changed/stayed the same? If this boy worked all summer, how much would he earn by the end of summer? How do your summer chores or jobs compare or contrast to this image? Where does your food come from? Are you removed or close to your food sources?

Teaching Notes

Where does your food come from? Who grows or produces your food?  Are you removed from your food sources or close to your food sources? Have you been to a county or state fair during the summer? What do you see in this picture? What questions do you have? How does your summer compare or contrast to this image?

Teaching Notes

How do your summer chores and projects compare or contrast to this image? Where does your food come from? Who grows or produces your food?  Are you removed from your food sources or close to your food sources? Have you been to a county or state fair during the summer? What is happening in this picture? What questions do you have? 

Teaching Notes

Blueberry picking for me is a pleasurable summer pastime, a sharp contrast to the long hours required of migrant laborers and even children over the years.

I am planning a short back-to-school teacher PD session (one hour in length) that would provide an overview of Library of Congress resources. This would be similar to the excellent presentation Library of Congress 101 for Teachers given by  Cheryl Lederle during the 2016 LOC Online Conference.

As an activity for my PD session, I am thinking of asking teachers to bring ahead of time a photo from their summer vacation.  After being introduced to Library of Congress resources, teachers could do some exploration and add their findings to a Google Doc titled “Summer Then & Now” which is available at http://tinyurl.com/SummerThenNowTPS 

The Google Doc (to be expanded as teachers input their material) allows for juxtaposition of historical & contemporary photos. There is also a “Learn More” section for noting supplemental resources.

I would be grateful for feedback from TPS Teacher Members both on the Google Doc and how to structure such a PD session.

If you have a similar recent workshop agenda to share, that would also be appreciated.  Mary Johnson recently shared resources for TPS workshop/presentations, linking to the materials provided by the TPS Northern Virginia Partnership.

Thanks for your help!

Berry picking   Blueberries   Professional Development   Teacher workshops

Teaching Notes

This image goes along with the berry picking photograph, looking at summer activities then & now.  In 2018, I now opt for ‘freezer jam’ which still uses the delicious blueberries that I’m lucky enough to pick from two carefully cultivated bushes :-)

Here is the teaching strategy which goes along with the berry picking and jam making Album additions.

I am planning a short back-to-school teacher PD session (one hour in length) that would provide an overview of Library of Congress resources. This would be similar to the excellent presentation Library of Congress 101 for Teachers given by Cheryl Lederle during the 2016 LOC Online Conference.

As an activity for my PD session, I am thinking of asking teachers to bring ahead of time a photo from their summer vacation.  After being introduced to Library of Congress resources, teachers could do some exploration and add their findings to a Google Doc titled “Summer Then & Now” which is available at http://tinyurl.com/SummerThenNowTPS 

The Google Doc (to be expanded as teachers input their material) allows for juxtaposition of historical & contemporary photos. There is also a “Learn More” section for noting supplemental resources.

I would be grateful for feedback from TPS Teacher Members both on the Google Doc and how to structure such a PD session.

If you have a similar recent workshop agenda to share, that would also be appreciated.

Thanks again for your help!

Jams & Jellies   Professional Development   Teaching Strategies

Teaching Notes

Use video as entry media to challenge students to formulate questions, research and produce their own media on the National Park story.

You’ll be asking  students to tell the story of the changing experiences over time in visits to National Parks.  Provide students with these guidelines which they will use to research and explore the topic. In determining the change over time of summer National Park visits students will investigate using the following structure and then create multimodal media to share their findings.

1. Generate questions around the primary source images
2. Follow the research
3. Pursue perspectives
4. Validate sources
5. Create multimodal media to tell the story

Summer is often a time when many American take the opportunity to go Camping.  And popular places to camp or visit are America’s National Parks. Both historically and today the National Parks have been a draw for summer travel but summer travel park visits today differ in many ways from parks visits in the past.  

Access individual photos and lesson in this Google Doc

National Parks Summer Campling Travel Posters high school   bestof  

Teaching Notes

I would use pictures of home canned goods from the 30's, 70, and my basement 2018, to talk about how many students have home canned goods. I would ask them to talk to family members about the practice of canning food from a family garden in their youth.  I would talk about food now, how it travels hundreds of miles to get to our grocery stores.   Science 6 - 8 food nutrician

Teaching Notes

Wonderful sampling of photos from the Picture This blog of the Library of Congress, with links to still more. Use these photos in conjunction with the outstanding 4-H and county fair-related questions proposed by Carrie Veatch right here in this album. Some of these images also fit with the home canning resources and teaching ideas shared in this album by  Susan Allen and in Susan's separate "Summer is for growing and preserving" album.

state fairs county fairs

Teaching Notes

Have students read the advertisement to find out more about why corn was planted here.

Teaching Notes

(9th street beach)

Teaching Notes

Boat stand, rescue board, and lifeguard stand

Teaching Notes

This is how summer was in the late 1800s. 

Teaching Notes

Beach view

Teaching Notes

Think about the water cycle and watersheds.  Also about ecosystems along waterways.

Teaching Notes

Teach about segregation in public spaces in the 1930's and 40's

Teaching Notes

Coastal boat on rails with horse team

Teaching Notes

Found good image on loc site

Teaching Notes

Change in farming. 

Find 10 ways farming corn has changed

Teaching Notes

Camping in Yellowstone National Park.   Comparing historic photos and narratives.  What's the same? What's changed?

Connect this with the National Park Service website for Yellowstone https://www.nps.gov/yell/learn/photosmultimedia/index.htm    (They have a sound library.)

Could also extend by including the book    "The Camping Trip that Changed America: Theodore Roosevelt, John Muir, and Our National Parks" by Barb Rosenstock.  The book is is about Yosemite.

Pre K - 2 3 - 5 6 - 8 English/Language Arts Social Studies/History

Teaching Notes

Here are my notes on all the resources I would use to learn about "corn"

I also learned you must use WORD and not Pages to download.

Teaching Notes

This newspaper from 1868 recounts an unexpected encounter with a snake on a student's summer vacation.  It might be used as a guided reading activity with fifth graders at the beginning of the year, in preparation for an independent writing assignment recounting something that happened over their summer vacation.  The story can be found in the third column from the right.

3 - 5 6 - 8 English/Language Arts guided reading writing reading strategies

Teaching Notes

Article in right hand side of paper.  "Two Free Trips".  

Contextual background - public automobiles were not allowed in Yellowstone National Park until August 1915.  Prior to that "touring cars" and wagons were available from costly enterprises.  

https://www.nps.gov/yell/learn/historyculture/historicroads.htm

3 - 5 6 - 8 9 - 12 English/Language Arts Library Social Studies/History Yellowstone National Park Camping Auto Camping

Teaching Notes

Oral interview summary: Describes old-fashioned way of canning and factory work. Reminisces about loading  pickles from one area and taking them to packers. The 2nd  summer he became a briner. That required coordination and trying to  to the beat machine. The factory was near gas tanks (probably wouldn’t be allowed now). He  left the job because he always smelled like a pickle  and lost out on dates

Note: I chose this audio interview because it is unique and a bit quirky. Students would apply listening skills and try to imagine what the place looked like and listen for unfamiliar vocabulary words.  It could be an introduction to work, work safety and a discussion about what jobs young people have in the summer now.  

6 - 8 9 - 12 Social Studies/History Vocational/Technical Training Literacy Listening skills

Teaching Notes

This might go well with a now and then compare and contrast exercise on "at the beach"

Pre K - 2 3 - 5 English/Language Arts Social Studies/History English/Language Arts beaches