Teaching Notes

This is a Library of Congress' crowdsourced digital archive of images documenting people's experiences during the COVID-19 pandemic.

Try this- Connecting with Primary Sources activity (adapted from LOC PD) Students will browse this digital archive and follow the following procedure:

• Ask students to select one image that appeals to them
• Ask students to take a close look at their selection. Tell them to make notes that identify details of special interest and what engaged them, such as prior knowledge, personal experience, or thoughts or feelings triggered by the selection.
• Ask students to look for possible connections between their image and that of another student. Share details and connections in pairs.
• Have students share their observations from their image, and the connections to their partner's image.
• Ask students to discuss how analyzing this image can help them determine 1) historical context when the image was created, 2) the perspectives being expressed in the image, and 3) any experiential connections they can make to this image as it relates to historical significance.
• Students can also formulate questions about the image for future research and inquiry activities.

Teaching Notes

We are thrilled to showcase the final Exhibit and student work that evolved from   Katherine Perrotta 's  application of Historical Empathy to the Covid 19 Pandemic. This album was just the beginning!  If you explore the links to the Exhibit's Virtual Tour, the Student Book of reflections and essays and the Slide Show of the the actual Exhibit panels, you will see how powerful primary sources and historical empathy inquiry strategies can be for a group of secondary students and their community.

I see this exhibit not only as a record of one TPS project but also a model for other student groups to complete their own historical empathy community based project about a topic of local significance.

The virtual tour is an amazing testimony to student leadership and scholarship abilities at the secondary level. The Student Book gave me a glimpse into the working minds of these outstanding young people as well as an appreciation for the methods Katherine Perrotta used to help them "think like historians".  The slide show provided a visual walk past the exhibit panels designed by students. 

Check it out and let us know if you find ways to duplicate or use these sources and strategies! 

Teaching Notes

The Atlanta History Center launched its initiative for people to donate archival materials to document and preserve the COVID-19 pandemic in the greater Atlanta metropolitan area, which includes more than five counties in Georgia. Included in these counties is Fulton County, where the students who will work on this project reside.

Try this adapted Leaving Evidence activity (meant for teacher PD). First, ask students to brainstorm a list of how they leave evidence of their lives behind within a 24-hour period (i.e., taking pictures, posting on social media, etc.). Next, have students choose an image from the ATL History Center Coronavirus Collective website. As students analyze their chosen image, have them respond to these adapted questions:

Teaching Notes

The Atlanta History Center launched its initiative for people to donate archival materials to document and preserve the COVID-19 pandemic in the greater Atlanta metropolitan area, which includes more than five counties in Georgia. Included in these counties is Fulton County, where the students who will work on this project reside.

Try this adapted Leaving Evidence activity (meant for teacher PD). First, ask students to brainstorm a list of how they leave evidence of their lives behind within a 24-hour period (i.e., taking pictures, posting on social media, etc.). Next, have students choose an image from the ATL History Center Coronavirus Collective website. As students analyze their chosen image, have them respond to these adapted questions:

Teaching Notes

The Atlanta History Center launched its initiative for people to donate archival materials to document and preserve the COVID-19 pandemic in the greater Atlanta metropolitan area, which includes more than five counties in Georgia. Included in these counties is Fulton County, where the students who will work on this project reside.

Try this adapted Leaving Evidence activity (meant for teacher PD). First, ask students to brainstorm a list of how they leave evidence of their lives behind within a 24-hour period (i.e., taking pictures, posting on social media, etc.). Next, have students choose an image from the ATL History Center Coronavirus Collective website. As students analyze their chosen image, have them respond to these adapted questions:

Teaching Notes

The Atlanta History Center launched its initiative for people to donate archival materials to document and preserve the COVID-19 pandemic in the greater Atlanta metropolitan area, which includes more than five counties in Georgia. Included in these counties is Fulton County, where the students who will work on this project reside.

Try this adapted Leaving Evidence activity (meant for teacher PD). First, ask students to brainstorm a list of how they leave evidence of their lives behind within a 24-hour period (i.e., taking pictures, posting on social media, etc.). Next, have students choose an image from the ATL History Center Coronavirus Collective website. As students analyze their chosen image, have them respond to these adapted questions:

Teaching Notes

Teaching Notes

This digital archive provided by the Library of Congress includes posters, photographs, memes, and other images documenting public policy messages during the COVID-19 pandemic.

Try the Question Formation Technique (QFT)- Have students choose an image from the LOC Poster Collection. Students will analyze the image and engage in the following procedure:

• Establish community norms (i.e., ask any question, no judgment and bullying etc); can you follow these rules?
• Students will ask questions about the chosen image that align with the focus of the compelling question for this curriculum, "should times of uncertainty be documented for the historic record?"
• Have students write down their question and identify which are closed and open-ended questions
• Students must choose 3 of their most important questions to prioritize when analyzing their image (i.e., helps solve a problem, conduct research, etc.)
• Students make an action plan for how they can find answers to their priority questions
• Students share their rationale for choosing the priority questions, and their action plan
• Students individually reflect on what they learned, and how they learned it.

Teaching Notes

This digital archive provided by the Library of Congress includes posters, photographs, memes, and other images documenting public policy messages during the COVID-19 pandemic.

Try the Question Formation Technique (QFT)- Have students choose an image from the LOC Poster Collection. Students will analyze the image and engage in the following procedure:

• Establish community norms (i.e., ask any question, no judgment and bullying etc); can you follow these rules?
• Students will ask questions about the chosen image that align with the focus of the compelling question for this curriculum, "should times of uncertainty be documented for the historic record?"
• Have students write down their question and identify which are closed and open-ended questions
• Students must choose 3 of their most important questions to prioritize when analyzing their image (i.e., helps solve a problem, conduct research, etc.)
• Students make an action plan for how they can find answers to their priority questions
• Students share their rationale for choosing the priority questions, and their action plan
• Students individually reflect on what they learned, and how they learned it.

Teaching Notes

This digital archive provided by the Library of Congress includes posters, photographs, memes, and other images documenting public policy messages during the COVID-19 pandemic.

Try the Question Formation Technique (QFT)- Have students choose an image from the LOC Poster Collection. Students will analyze the image and engage in the following procedure:

• Establish community norms (i.e., ask any question, no judgment and bullying etc); can you follow these rules?
• Students will ask questions about the chosen image that align with the focus of the compelling question for this curriculum, "should times of uncertainty be documented for the historic record?"
• Have students write down their question and identify which are closed and open-ended questions
• Students must choose 3 of their most important questions to prioritize when analyzing their image (i.e., helps solve a problem, conduct research, etc.)
• Students make an action plan for how they can find answers to their priority questions
• Students share their rationale for choosing the priority questions, and their action plan
• Students individually reflect on what they learned, and how they learned it.

Teaching Notes

This is a Library of Congress' crowdsourced digital archive of images documenting people's experiences during the COVID-19 pandemic.

Try this- Connecting with Primary Sources activity (adapted from LOC PD) Students will browse this digital archive and follow the following procedure:

• Ask students to select one image that appeals to them
• Ask students to take a close look at their selection. Tell them to make notes that identify details of special interest and what engaged them, such as prior knowledge, personal experience, or thoughts or feelings triggered by the selection.
• Ask students to look for possible connections between their image and that of another student. Share details and connections in pairs.
• Have students share their observations from their image, and the connections to their partner's image.
• Ask students to discuss how analyzing this image can help them determine 1) historical context when the image was created, 2) the perspectives being expressed in the image, and 3) any experiential connections they can make to this image as it relates to historical significance.
• Students can also formulate questions about the image for future research and inquiry activities.

Teaching Notes

This is a COVID-19 testing site that opened in Johns Creek, Georgia (Fulton County) in April 2020 at the corner of Jones Bridge Rd and Sargent Rd where a Rite Aid store used to be (at this time empty)   covid-19    testing  

Try the Zoom In technique- show snippets of this image for students to analyze. Ask students questions such as, "what do they see?", "Who do you see?" "What are people doing?" "Where might this photo been taken?" Once each piece of the photograph  is examined, show the entire image. Ask students to consider 1) historical context of this image, 2) what perspectives may be observed in this photo, and 3) how their reflections or experiences during the pandemic may connect to the historical significance of this photo.

Teaching Notes

This is a Library of Congress' crowdsourced digital archive of images documenting people's experiences during the COVID-19 pandemic.

Try this- Connecting with Primary Sources activity (adapted from LOC PD) Students will browse this digital archive and follow the following procedure:

• Ask students to select one image that appeals to them
• Ask students to take a close look at their selection. Tell them to make notes that identify details of special interest and what engaged them, such as prior knowledge, personal experience, or thoughts or feelings triggered by the selection.
• Ask students to look for possible connections between their image and that of another student. Share details and connections in pairs.
• Have students share their observations from their image, and the connections to their partner's image.
• Ask students to discuss how analyzing this image can help them determine 1) historical context when the image was created, 2) the perspectives being expressed in the image, and 3) any experiential connections they can make to this image as it relates to historical significance.
• Students can also formulate questions about the image for future research and inquiry activities.

Teaching Notes

This is a Library of Congress' crowdsourced digital archive of images documenting people's experiences during the COVID-19 pandemic.

Try this- Connecting with Primary Sources activity (adapted from LOC PD) Students will browse this digital archive and follow the following procedure:

• Ask students to select one image that appeals to them
• Ask students to take a close look at their selection. Tell them to make notes that identify details of special interest and what engaged them, such as prior knowledge, personal experience, or thoughts or feelings triggered by the selection.
• Ask students to look for possible connections between their image and that of another student. Share details and connections in pairs.
• Have students share their observations from their image, and the connections to their partner's image.
• Ask students to discuss how analyzing this image can help them determine 1) historical context when the image was created, 2) the perspectives being expressed in the image, and 3) any experiential connections they can make to this image as it relates to historical significance.
• Students can also formulate questions about the image for future research and inquiry activities.
   

Teaching Notes

This is a Library of Congress' crowdsourced digital archive of images documenting people's experiences during the COVID-19 pandemic.

Try this- Connecting with Primary Sources activity (adapted from LOC PD) Students will browse this digital archive and follow the following procedure:

• Ask students to select one image that appeals to them
• Ask students to take a close look at their selection. Tell them to make notes that identify details of special interest and what engaged them, such as prior knowledge, personal experience, or thoughts or feelings triggered by the selection.
• Ask students to look for possible connections between their image and that of another student. Share details and connections in pairs.
• Have students share their observations from their image, and the connections to their partner's image.
• Ask students to discuss how analyzing this image can help them determine 1) historical context when the image was created, 2) the perspectives being expressed in the image, and 3) any experiential connections they can make to this image as it relates to historical significance.
• Students can also formulate questions about the image for future research and inquiry activities.
   

Teaching Notes

This Library of Congress site contains paintings and drawings by Toni Lane depicting life and experiences during the COVID-19 pandemic.

Try the Historical Thinking Chart from Stanford University's Reading Like Historian Program

• Ask students to choose an image from the Toni Lane collection.
• Students will review the questions column in the Historical Thinking Chart and try to answer as many questions as they can about the image (sourcing, contextualization, corroboration, and close reading). 
• Next, students will explain whether they can make any personal connections to the historical context and perspectives shared in the image. Also ask students to write down any additional questions they have about this source with regard to whether times of uncertainty like the COVID-19 pandemic should be documented for the historical record.

Teaching Notes

This Library of Congress site contains paintings and drawings by Toni Lane depicting life and experiences during the COVID-19 pandemic.

Try the Historical Thinking Chart from Stanford University's Reading Like Historian Program

• Ask students to choose an image from the Toni Lane collection.
• Students will review the questions column in the Historical Thinking Chart and try to answer as many questions as they can about the image (sourcing, contextualization, corroboration, and close reading). 
• Next, students will explain whether they can make any personal connections to the historical context and perspectives shared in the image. Also ask students to write down any additional questions they have about this source with regard to whether times of uncertainty like the COVID-19 pandemic should be documented for the historical record.

Teaching Notes

This photo by Camilo J. Vergara documents the COVID-19 pandemic in New York City when it was the epicenter of the viral outbreak in 2020.

Try the Analyzing Photograph activity from the LOC TPS PD (adapted)

• Ask students to choose a photograph from the Vergara collection. 
• Students will record their observations, reflections, and questions about their chosen photograph in a three-column chart (worksheet or on large chart paper).
• Students will share their observations and record what others might notice.
• After sharing, students can further their investigation by reviewing will their questions about their photograph and choose which ones they can conduct research to find answers about the historical context, perspectives, and significance of these images to the historical record about COVID-19

Teaching Notes

This photo by Camilo J. Vergara documents the COVID-19 pandemic in New York City when it was the epicenter of the viral outbreak in 2020.

Try the Analyzing Photograph activity from the LOC TPS PD (adapted)

• Ask students to choose a photograph from the Vergara collection. 
• Students will record their observations, reflections, and questions about their chosen photograph in a three-column chart (worksheet or on large chart paper).
• Students will share their observations and record what others might notice.
• After sharing, students can further their investigation by reviewing will their questions about their photograph and choose which ones they can conduct research to find answers about the historical context, perspectives, and significance of these images to the historical record about COVID-19

Teaching Notes

This photo by Camilo J. Vergara documents the COVID-19 pandemic in New York City when it was the epicenter of the viral outbreak in 2020.

Try the Analyzing Photograph activity from the LOC TPS PD (adapted)

• Ask students to choose a photograph from the Vergara collection. 
• Students will record their observations, reflections, and questions about their chosen photograph in a three-column chart (worksheet or on large chart paper).
• Students will share their observations and record what others might notice.
• After sharing, students can further their investigation by reviewing will their questions about their photograph and choose which ones they can conduct research to find answers about the historical context, perspectives, and significance of these images to the historical record about COVID-19

Teaching Notes

This photo by Camilo J. Vergara documents the COVID-19 pandemic in New York City when it was the epicenter of the viral outbreak in 2020.

Try the Analyzing Photograph activity from the LOC TPS PD (adapted)

• Ask students to choose a photograph from the Vergara collection. 
• Students will record their observations, reflections, and questions about their chosen photograph in a three-column chart (worksheet or on large chart paper).
• Students will share their observations and record what others might notice.
• After sharing, students can further their investigation by reviewing will their questions about their photograph and choose which ones they can conduct research to find answers about the historical context, perspectives, and significance of these images to the historical record about COVID-19

Try the Analyzing Photograph activity from the LOC TPS PD (adapted)

• Ask students to choose a photograph from the Vergara collection. 
• Students will record their observations, reflections, and questions about their chosen photograph in a three-column chart (worksheet or on large chart paper).
• Students will share their observations and record what others might notice.
• After sharing, students can further their investigation by reviewing will their questions about their photograph and choose which ones they can conduct research to find answers about the historical context, perspectives, and significance of these images to the historical record about COVID-19