The Library of Congress now bids farewell to its own rock star ambassador to the K-12 education community: our 2010-2011 Teacher in Residence, Sara Suiter.
Part of the power of teaching with primary sources comes from their immediacy—eyewitness accounts of historic events can have an emotional impact that secondary sources might lack. This is especially true of primary sources relating to the terrorist attacks of September 11, 2001.
What’s the most frustrating part of teaching with primary sources? They’re often incomplete and have little context. What’s the most rewarding part of teaching with primary sources? They’re often incomplete and have little context.
The good news is that the Library of Congress is working to make its digitized resources accessible and useful to all teachers, no matter what classroom technology they have available. And with millions of digitized items, it is important to select primary sources that are high quality.
How can five typewritten pieces of paper provide a glimpse into the mind of a great writer?
Have you or your students ever sent letters or care packages to soldiers overseas? The practice isn’t new.
Challenge your students to seek out the other side of the story — select primary sources that represent multiple perspectives.
As the tenth anniversary of the September 11 attacks draws near, we’d like to hear from any educator who has used the Library’s materials to teach about this topic.
When the nation’s financial future was at its darkest, some exceptional artists used color and design to spread the word about programs that could help.
If I say “monument to Abraham Lincoln,” what comes to mind? You might think first of the famous Lincoln Memorial, which has a prominent place on the National Mall in Washington and is featured on the back of the five dollar bill. But there are many other statues that pay tribute to the sixteenth president of the United States, each in their own way.