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September in History with the Library of Congress

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

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.

September highlights include the life of Jonathan Chapman, commonly known as Johnny Appleseed (introductory; advanced) and John Smith’s presidency of the Jamestown settlement (introductory; advanced), as well as milestones related to:

The Built Environment

  • September 4, 1846: Architect and city planner Daniel H. Burnham was born in New York (introductory; advanced);


  • September 9, 1739: Twenty slaves in South Carolina began the Stono Rebellion (introductory; advanced);
Harvard University, Hanes Photo Company, 1910
Harvard University, Hanes Photo Company, 1910


  • September 14, 1638: Clergyman John Harvard died, leaving his library and a portion of his estate to a local college later named Harvard College in his honor (introductory; advanced);
Mary Church Terrell
Mary Church Terrell

Women’s History

  • September 23, 1863: Mary Church Terrell, educator and political activist, was born (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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