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February in History with the Library of Congress

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This post was written by Uhuru Flemming of the Library of Congress.

To my valentine, if you'll be my partner I'll always be true and save the best dances for no one but you. 1919
To my valentine, if you’ll be my partner I’ll always be true and save the best dances for no one but you. 1919

Many teachers like to include mini-lessons or bell-ringers about “this day in history.” The Library of Congress offers two resources that recount what happened on a particular day using the Library’s collections of digitized primary sources: Jump Back in Time (introductory) and Today in History (advanced). Choose the one that best matches your students’ reading levels to build both content knowledge and research skills with primary sources in context.

The signing of the Treaty of Amity and Commerce and of Alliance between France and the United States. Charles Mills
The signing of the Treaty of Amity and Commerce and of Alliance between France and the United States. Charles Mills

February highlights include the origins of Valentine’s Day (introductory; advanced) and the signing of the Treaty of Amity and Commerce and the Treaty of Alliance (introductory; advanced), as well as milestones related to:

The Arts

  • February 7, 1867: Laura Elizabeth Ingalls, author of the Little House series was born (introductory; advanced),
  • February 10, 1927: Lyric soprano Leontyne Price was born in Mississippi (introductory; advanced),
  • February 13, 1914: The American Society of Composers, Authors, and Publishers (ASCAP) was founded (introductory; advanced),
  • February 27, 1807: Poet Henry Wadsworth Longfellow was born in Portland, Maine (introductory; advanced);


  • February 3, 1880: Theodore Roosevelt wrote in his diary about his “sweet life” (introductory; advanced),
  • February 21, 1972: President Richard Nixon arrived in China for an eight-day official visit (introductory; advanced).

To engage your students immediately, distribute or display one primary source from an entry and invite them to jot down a single detail they notice and then share. To draw your students deeper into analyzing the primary sources, ask them to record observations, reflections and questions on the Library’s primary source analysis tool. Anne Savage offers tips in the Blog Round-Up: Using the Primary Source Analysis Tool.

Students can also:

  • Compare a secondary source account, such as a textbook explanation, to a primary source account. What can be learned from each? What cannot be learned from each? What questions do students have?
  • Consider how a series of primary sources support or challenge information and understanding on a particular topic. Ask students to refine or revise conclusions based on their study of each subsequent primary source.
  • Use the list of additional resources at the end of each Today in History entry to search for additional primary sources.

Some of our favorite ideas for using these resources came in the comments reacting to Primary Sources Every Day from the Library of Congress. Let us know how you use them!

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