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John Smith "General History of Virginia"

Chicago citation style:

Smith, John, and Jay I. Kislak Reference Collection. The generall historie of Virginia, New England & the Summer Isles: together with The true travels, adventures and observations, and A sea grammar. Glasgow: J. MacLehose ; New York: Macmillan, 1907. Pdf. https://www.loc.gov/item/75320262/.

6 - 8 Art/Music Social Studies/History 9 - 12 .

Chicago citation style:

Smith, John, and William Hole. Virginia. [London, 1624] Map. https://www.loc.gov/item/99446115/.

a story we read in class.  Images and stories of Pocahontas and John Smith are discussed and shared.  Often the boys know of Disney's Pocahontas (youtube link to trailer).  Less frequently they know about the movie New World( movie trailer youtube).  When John Smith is captured by Native Americans is a story is Smith's work as well as both movies.  

It is great to use as a discussion starter and comparison for the boys.  Also we can speak of author's or historian's intent for sharing the story.

Four immigrants and their belongings, on a dock, looking out over the water; view from behind

Four Immigrants and Their Belongings, on a Dock, Looking Out Over the Water; View from Behind. Oct. 30. Photograph. Retrieved from the Library of Congress, <www.loc.gov/item/97501668/>.

I teach an American Literature course, and we begin the year talking about the immigrant experience. I can imagine several different ways to work with this image. We could begin by talking about its formal properties: how the subjects are facing away, the paucity of their possessions, the lack of clear background. It might be interesting to connect these figures thematically to some of the novels they chose for summer reading. Students could also select a particular figure and write a brief narrative contextualizing this moment from his or her perspective.

Source: www.loc.gov/pictures/item/00650593

Walt Whitman is the Father of Free Verse Poetry. I link poetry to all of my novel units, and often use free verse. I could clearly see using this link to Whitman to write free verse, list poetry for To Kill a Mockingbird. "Song of Myself" is a great, specific poem link; in it, Whitman lists all the things he sees as he walks through the busy streets of his city. My students could do a list poem for their town or for a character from the novel. For instance, my students could write a list, free verse poem from Scout's perspective on the day of the trial, when all of the people are passing the Finches' house.

 I love the variety of perspectives of the same scene and the contrast (scratchboard). Time is slowed down here. Inspiration for my graphic novel project.

Drooker, Eric, Artist. Everyman Wanders Outside in the Rain, Without an Umbrella, Surrounded by People With Umbrellas. , None. [Between 1985 and 1992] Photograph. https://www.loc.gov/item/2008676213/.

For older children (7-8) who need extra time to solidify letter sounds due to dyslexia, a study of historic alphabet books can add new dimension to  what can otherwise become dull review. 

https://www.loc.gov/item/28015757/

Greenaway, K., Frederick Warne, P. & Katherine Golden Bitting Collection On Gastronomy. (1900) A Apple Pie. [London ; New York: F. Warne] [Pdf] Retrieved from the Library of Congress, https://www.loc.gov/item/85211404/.

https://www.loc.gov/resource/cph.3g05965/

https://www.loc.gov/resource/cph.3g05965/

My primary resource image is about the dog that no one can take, that is an older dog that needs extra care and has health issues. What happens to that dog?

https://www.congress.gov/bill/113th-congress/house-bill/5893

Ansel Adams Act - Declares that it is contrary to U.S. public policy to prohibit or restrict photography in public spaces, whether for private, news media, or commercial use.

I would like to discuss this act in my high school photography class as we discuss the legalities/ethics of photography and how it intersects with the law. 

It would be great to include other legislation and look at specific case studies that were sited in each case. I find that discussions around copyright and fair use are quite rich for debate in my classroom.  

https://www.loc.gov/item/2001705685/

Woman wearing court dress and Indian jewelry. India, None. [Between 1890 and 1923] Photograph. https://www.loc.gov/item/2001705685/.

I chose this image because I teach Metal Arts, and am always looking for ways to incorporate works of antiquity.  It would be interesting to use the Primary Source Analysis Tool and have students investigate the image without prior knowledge.  There are so many shapes and textures to investigate and describe and incorporate into a new work.

My primary resource image is about the elderly dog that has health issues and behavior issues, such as bathroom problems. This is the dog that is a lot of work and that everyone does not want. So, they contact friends and family, but no one can take a dog with so many issues. I remember seeing a news clip for a hotel for elderly dogs. Who takes the dog that needs extra care? I myself have adopted an older dog with bathroom issues and I love my adopted dog so much. However, what happens to all the dogs out there that need extra care and are older dogs and are put up for adoption? I would like to have my high school art students create a graphic novel using cartoon strips that relate to a social issue of their choosing. My students could incorporate language arts and primary resources into their Art projects using the Library of Congress website.

Elizabeth Jones:

[Young boys harassing the Horace Baker family, the first African American family to move into the all white Delmar Village neighborhood of Folcroft, Pennsylvania]

• Digital ID: (digital file from b&w film copy neg.) cph 3c22636 http://hdl.loc.gov/loc.pnp/cph.3c22636

I could use this photograph with my ninth graders before we read To Kill a Mockingbird. I spend a good bit of time establishing the history and culture of our country in the 1930s, especially in terms of racial segregation and prejudice. I think that I would project the picture on the large screen and ask the students to write a short narrative about what they think is happening. I would ask them to look at the boys' faces and to address the emotion that they see. I would also ask them to write the words that they think are being spoken. After they have written their short narratives and we discuss them, I will explain the context of what is happening. Then, I will ask them where they think the photograph was taken. I think that they will be very surprised to find that the photograph was taken in  Pennsylvania. Because most of my students think of racism as more of a southern issue, I think this will be a good exercise to realize the extent of the hostility in so many parts of our country.