plan on using this image to replicate Cynthia's "human timeline" activity to create a US/VA History review for the 11th grade state standadized test (SOL) using only primary sources from the LOC website. This activity will require students to use their knowledge of understanding primary sources to identifiy events in US history and analyze documents to piece together the material they learned throughout the school year leading up to the state test. This activity also helps students practice analyzing primary sources including charts, graphs, pictures, quotes, etc. which are tested on the state SOL. There are a number of ways to conduct this activity, but here are a few examples:

1) Since there will be a lot of documents (from the conception of America to present day) you could break the images up into time periods or themes and ask students to identify and order them. Then, each group can share their resources.

2) The whole class can work together like we did to identify and order the events (this would require a lot of time and brain power).

3) Introduce a set number of images each class period to add to the timelime--this can be posted around the room continuously over the course of your entire review period.

This inquiry provides students the opportunity to analyze the attitudes and beliefs of different time periods using Treaties made between the Territory of Washington and Native American tribes. Students will investigate the intentions behind the treaties of 1854-1855 to determine if the ideals were met or not.  Then they will look into how Native Americans used the treaties in 1960-70’s to establish themselves as different from Washington State citizens and as a way to remain “Indian.”  This inquiry is meant to challenge students to analyze the intentions of documents and to predict how they could be seen or used in the future. Students will need to have a solid background on native American cultures and traditions as well as an understanding of manifest destiny to accurately comprehend the results of the treaties recommendations are written below on how this might be done and focusses. The unit will come to a close when students write an argumentative essay using evidence and counterargument to address how documents can be used differently throughout time. 

Buffalo Bill's Wild West Show image. Strategies include: Shout It Out, Primary Source Analysis, Bingo, or Quick-write.

When we teach World War One, we start with a small regional conflict in the Balkans, but don’t stay there. Quickly we show the interactions between alliance members, the interconnection of multiple theaters of conflict, and the implications of a truly global war. This short framework might be helpful in persuading that we should do the same when we teach the global American Revolutionary War.

Students will use primary sources to answer questions about the colonization of the new world and the effects of European imperialism on development in Africa and Asia. 

In this assignment, students will use primary and secondary sources, including images, to study the use and framing of violence by Black Revolutionaries. The goal of this assignment is to have students to use the images and documents to consider how race and other factors shape Western views on Black Revolutionaries.

Suggestions for unit or lesson plans that can be incorporated into social studies, history, and other middle- and high-school courses with a civic component. The suggestions are focused on the selection and close reading of sources, and aimed at encouraging students to think about why sources are valid and relevant, as well as how to use them as they think about and discuss civic issues.

This resource contains excerpts from two primary sources, "Tecumseh's Speech to the Osages" and "Tenskwatawa’s Vision", with accompanying critical questions. 

For this assignment, the student will select an historical issue from the first half of U.S. history (pre-history to 1877) to analyze in a paper using primary sources. 

As a hook to a lesson on the Stock Market Crash of 1929, 5th grade students will analyze five items: two political cartoons, one photograph, one sound excerpt, and one newspaper. Students will use the Primary Source Analysis tool to record observations, reflections and questions of these five items.

This assignment asks students to engage with different primary sources and perspectives to understand political change in the Gold Coast between World War II and 1950. Through close readings of documents, students can recognize how historical events, in this case, the experience of the Second World War and the Accra riots of 1948, transformed what was politically possible in the context of the Gold Coast. Students should see that national independence and the establishment of Ghana as a nation state were far from inevitable in the late 1940s as different actors, on the ground in the Gold Coast and from the vantage of the colonial government, negotiated changing expectations and aspirations.

The primary sources in this set can
be used for inquiry-based learning exercises
and projects. Each document falls under the
umbrella topic of voter education, and students
are encouraged to annotate in the margins in order
to support the development of document analysis
and critical thinking skills. Suggested projects that
make use of this set’s primary sources are also
included for the educator as a springboard for
research-based projects.

I would use this image as an introduction to my lesson on Nixon.  I think it would grab the attention of students who maybe don't know much about Nixon and the Watergate scandal.  So I think showing it and then having discussions on why Nixon is on the poster, why has he not been apprehended, etc.

The following unit offers multiple entry points into developing an understanding of media literacy. The unit framework and primary sources can be integrated into classrooms of grades 4-12. Each lesson has student objectives that can be accomplished within 40 minute periods over the course of several weeks. A midpoint writing assessment, whole class capstone debate, and final independent writing assessment are included. Support materials are integrated into the lessons, and the primary source document pages can be found at the end of the unit guide.

I will be using this illustration to gather my students in whole & small grooup discussions relating to becoming more of a "participatory citizen" in the U.S. society. While using the PSA, I am attempting to develop critical thinking skills and get my students to reflect on moments when they were asked "well, what are you going to do about it" and "emancipation" and develop their own questions. I also believe that the both the photo and psa can how stimulate Problem-based learning: getting my students to think about how they can active citizens rather than passive citizen. Finally, to get my students to think about becoming inventors.