I. Introduction (5 minutes)

American Memory-based activities for students in the late elementary and middle school grades need much structure and guidance. In addition, much of an adolescent’s world is visually oriented. Much of their free time is consumed with television and video games. Therefore, it is useful to arrange lessons around visual representations of history in order to hook the students’ attention.

To search collections effectively, students need to have a grasp of common search terms and methods. Activities should be detailed and easy to follow. Graphic organizers, hands-on lessons, and opportunities to be creative will help keep students engaged in learning.

II. Searching American Memory with younger age groups (30 minutes)

1. Discuss search strategies that have worked in the past with elementary and middle school students.

2. Complete the Vocabulary Development Activity and learn key search vocabulary and usage.

III. Becoming an investigative reporter (45 minutes)

1. When looking at photographs or other visual items, it is important to assess a range of variables. The pictures should not just be taken at face value. The forms and structures, interpretations, perspective, and background knowledge should all be combined to formulate an educated deduction on what the picture represents. At a higher level, these same ideas can be applied to text.

2. In pairs, take an objective look at a photograph from Selected Civil War Photographs, 1861-1865.

   • James River, Va. Sailors on deck of U.S.S. Monitor; cookstove at left
   • Gettysburg, Pa. Dead Confederate soldiers in "the devil's den"
   • Cumberland Landing, Va. Group of "contrabands" at Foller's house
   • Keedysville, Md., vicinity. Confederate wounded at Smith's Barn, with Dr. Anson Hurd, 14th Indiana Volunteers, in attendance
   Follow this examination with a subjective view, noting how the photograph makes you feel, etc. Now think of all the background knowledge you already have about the topic. Finally, combine all of these ideas together to come to a deeper understanding about the photograph. Use the Photograph Analysis Guide.

3. Share your findings with the group. Get together with another pair who had the same photograph and briefly compare/contrast your deductions.

4. Look at The Mathew Brady Bunch: Civil War Newspapers project on the Learning Page. Go to the Student Project Outline to see how students can become investigative reporters using photograph analysis skills. Learn how, with research, photograph analysis can be used to write a news article.

5. Discuss how this technique can be used in the classroom. How can this method of analysis be used with other primary sources such as oral histories and documents?

IV. Using visuals to identify different experiences in history (30 minutes)

1. Identify how prejudice exists at many levels in today’s world. What is prejudice? What different types of prejudice are there? What are some examples of prejudice in society and within one’s own life? Why does prejudice exist? Does it have to exist?

2. Complete the African-American Odyssey Activity in pairs. Each group should look at a different time period in African-American history. Be sure to look closely at many of the items in the section before determining those that best represent that era in African-American history.

3. Present findings to the group. Discuss the different types of visual items and the impact that they have in representing the African-American experience.

4. Look at the big picture. Based on the experience in the African-American Odyssey exhibit, think of how visuals shape people’s understanding and interpretations of other events in history. What events come to mind?

5. Several American Memory collections are comprised of primarily visual items (see Collection Finder: Original Format: Photos & Prints). Take a quick search through the collections and see if you can come up with at least three collections related to a teaching area which would be appropriate for this activity.

V. Closure and Reflection (10 minutes)

1. Students learn best when they have an active role in the learning process. By becoming researchers, students can construct their own knowledge. Students become the question askers, not only the question answerers.

2. Questions:

   • When does a student truly become a researcher? Does it just happen?
   • What skills must students master in order to be effective, successful researchers?
   • What must teachers do to facilitate this learning?