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Posted by: Danna Bell
Using the Library's Primary Source Analysis Tool and a set of primary sources, teachers can introduce students to Hollerith's electric tabulating machine.
Posted in: Development of the Industrial United States (1877-1914), Science Technology and Math
Posted by: Danna Bell
Why is something funny? Comedy stories can often be a reflection of an aspect of society. These simple narratives often present us with a funny scenario while social commentary lies underneath.
Posted in: Culture and Folklife, Development of the Industrial United States (1877-1914), Fine and Performing Arts
Posted by: Stephen Wesson
In the November/December 2015 issue of Social Education, the journal of the National Council for the Social Studies, our “Sources and Strategies” article focused on analyzing newspapers from the presidential election of 1912, an unusual contest at an unusual time.
Posted in: Development of the Industrial United States (1877-1914), Government and Law, Industrial United States, World Wars and the Great Depression (1914-1945), News and Events
Posted by: Danna Bell
Viewing a film in class is a commitment of time and technology. Teachers want students to be active viewers, but most are more familiar with passively viewing film and video. How can teachers present film in a way that students are more likely to analyze its content? What aspects of viewing film may be beneficial to consider before analysis?
Posted in: Development of the Industrial United States (1877-1914), Teaching Strategies
Posted by: Danna Bell
Throughout history, humans have sought out substances to color, coat, and cover dwellings, objects, and bodies. Modern inorganic pigments and dyes joined natural and organic substances used by the ancients. The properties of one substance, lead white, once made it the pigment of choice in white paint. However, the toxicity of lead contributed to a public health crisis.
Posted in: Contemporary United States (1945-present), Development of the Industrial United States (1877-1914), Science Technology and Math
Posted by: Danna Bell
Film can be challenging to work with in the classroom. There must be a convenient way to show it to students. It takes a specific amount of time to view, and students often gain from multiple viewings. The benefits of analyzing a film in class must be worth the time spent with these resources.
Posted in: Culture and Folklife, Development of the Industrial United States (1877-1914), Lesson Ideas
Posted by: Danna Bell
An item in the collections that I love because I think it is both beautiful and intriguing is this poster for P.T Barnum & Co's Greatest Show on Earth.
Posted in: Development of the Industrial United States (1877-1914), Science Technology and Math
Posted by: Danna Bell
The Library of Congress has the locks of many famous and not so famous Americans within its collections. To me, hair is so personal and individual--literally, a part of you--that you can really imagine a living, breathing person attached to it rather than a historical figure
Posted in: Culture and Folklife, Development of the Industrial United States (1877-1914)
Posted by: Danna Bell
I like the photo because it reminds me of the phrase "Back to the salt mines."
Posted in: Development of the Industrial United States (1877-1914), Science Technology and Math