In this lesson from Teaching with Primary Sources from the Library of Congress “American Memory” Collection, students will explore how the events of September 11 have impacted America. Using Library of Congress primary resources, students will analyze how the terrorist attacks of September 11, 2001, have changed American domestic and international policies and the of attitudes of individual Americans. The lesson culminates in students creating a 10-15 minute retrospective radio news story weaving in a variety of interviews and viewpoints based around a theme of their choice. Handouts, rubric, and links included in the 18 page pdf.

In this activity, students learn to talk about their abilities using modal verbs. Students work individually and try to guess if their partner can or can't do the activities listed on their worksheet. When they have finished, students ask their partner if they have the ability to do the listed activities. For each statement, students have guessed correctly, they receive one point. Students then come to the front of the class and tell the other students about their partner.

In this lesson from Teaching with Primary Sources from the Library of Congress “American Memory” Collection, students will explore how the Coca-Cola Company has created many print and television advertisements that reflect the historical mood of the time. In this lesson, students will examine both print and video advertisements from 1949-1999 and analyze the media for its message, artistic tools, and connections to historical time periods. The final product asks students to develop a print or video advertisement for a modern day product. Their product should reflect some aspect of the social, economic or political climate of today.

This imaginative activity will teach your students ways to use the modal verbs of ability and possibility to talk about places and situations. For this activity, students work in pairs. Each pair is handed a place or situation to describe. The pairs create five sentences by using the modal verbs of ability and possibility to depict the place/situation on their card. Once all the students have completed their sentences, pairs present their sentences to the class. The other students in the class try to guess the places or situations described.

This resource supports English language development for English language learners. This activity allows students to explore word relationships. Students are introduced to a list of adjectives and they work in competitive groups to come up with opposites for each word. Students keep track of the opposites given on a worksheet. Students complete the activity by writing sentences with the new words used and then switching sentences with other students to create sentence opposites. Students will listen, speak, read, and write in this lesson.

Students learn what the term database means. Students lean to access and use database in different formats. They will also learn how to collect data and how to search/query for data effectively.

In this lesson from Teaching with Primary Sources from the Library of Congress “American Memory” Collection, students will explore the American public’s response to the Vietnam War through the prism of members of the entertainment industry. In groups, they will examine primary sources from both side of the controversy, as well as draw connections between media and conflicts of the present day. Students will explore how the films and music of the time reflected viewpoints of American society, culminating in writing their own protest song or letter to the editor.

In this lesson from Teaching with Primary Sources from the Library of Congress “American Memory” Collection, students will explore how the events of September 11 have impacted America. Students will begin by looking at the Witness and Response Exhibition, record observations onto a graphic organizer, discuss possible causes and effects of these attacks, and learn about the USA Patriot Act, and its controversies. Finally, students will respond to a critical response prompt, discussing individual rights and liberties v. national security and the common good.

This activity supports English language development for English language learners. This activity introduces students to opinions and debate. Students work in groups to prepare arguments for a topic. Students present their arguments and comment on the arguments of the opposition group. Students use the language of opinion to express agreement and disagreement. Students listen, speak, read, and write in this lesson.

This resource supports English language development for English language learners. This activity helps students to express theuir opinions on various subjects. Students complete a survey individually and in partners. Students must give reasons to support their answers as well. After all the surveys are completed, students get together in small groups and attempt to describe the views of the entire class in written statements. Students will listen, speak, read, and write in this lesson.

n this lesson utilizing the “American Memory” section of the Library of Congress, students will use primary sources from the Library of Congress website along with other documents to explore the complicated issues surrounding the Equal Rights Amendment. Students will be able to recall events of the Woman’s Rights Movement (1960’s – 1970’s), as well as identify possible results if the amendment had passed. As a final assessment, students will compose an essay about whether women should be drafted into the military.

This guessing game teaches students how to use modal verbs of possibility and certainty in an authentic situation. The teacher places some everyday objects behind a screen at the front of the class. The class members are then separated into two teams. One volunteer operates one of the objects behind the screen. The teams take it in turns to guess what they think the object could be. Each time a team makes a guess, they use a modal verb of possibility by saying "It could/may/might be a ..." If a team is very certain what the object is, the team uses a modal verb of certainty by saying "It must be a ..." Teams have points added and subtracted for right and wrong answers.

In this lesson from Teaching with Primary Sources from the Library of Congress “American Memory” Collection, students will focus on the women’s suffrage movement during the Progressive Era. Students will focus on leaders such as Alice Paul Lucy Burns, Carrie Chapman Catt, and Woodrow Wilson. Students will analyze various primary sources leading up to the equal suffrage amendment, analyze political cartoons illustrating differing viewpoints on Women’s Suffrage, and interpret and discuss pictures, political cartoons, and newspaper headlines to gather conclusions about women’s political plight during this era. As a final assessment, students will use a variety of sources to write a newspaper editorial on the justification of equal suffrage.

In this lesson from Teaching with Primary Sources from the Library of Congress “American Memory” Collection, students will be able to identify primary sources, recall events of the Woman’s Suffragist Movement (1910 – 1920), and identify where, when, and why the suffrage movement began. Students will be able to explain changing social conditions and the ideas of equality that led to the beginning of the woman suffrage movement, as well as identify individual subjects who campaigned for suffrage rights. Additionally, students will be able to describe and compare effective methods used by suffragists in the national movement and how they have affected current events.