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Book clubs, Compare and contrast, Informational text, Primary source analysis, Reading strategies, Visual literacy

ELA Standard

4.9Diii. (D) recognize characteristics and structures of informational text, including: (iii) organizational patterns such as compare and contrast.

Social Studies standard

4.8A. Describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams.

NCTE Standard 2

Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

Instructional Design

Start a primary source lesson with the questions above, and the first one will guide the discussion:
- How does this photo show industry, invention, fear, and hope?
- Why would a wall be a priority for a city with the most economic prosperity of the time period?
- What kinds of people would be doing work here around 1915 after a hurricane?
Turn students loose to Google: Galveston, 1900, and Sea Wall. Ask students to build out a list of words and ideas associated with that city, that time period, and that object.
Then, return to the photo and ask:
- What is missing from this photo?
- How is this photo related to the ideas you found in your research?
- How does this photo show both economic growth and economic failure? (Pair this question with their research.)
Now ask students to locate the current population of Galveston. Have them keep a list from the last 8–10 years. Ask them to track whether it has gone up or down.
Pairing this photograph with a novel setting that is similar helps the reader make a more visual connection.
Use this photo to pair with an informational text. Any of the I Survived . . . series by Lauren Tarshis offer a strong historical fiction/informational text. These novels are fiction, but the research lends itself to informational, too. All novels below could be used in small-group book clubs, or they could be chosen for independent reading. While there is a Galveston 1900 book, some others that could be used for a strong compare/contrast include:
- I Survived the Great Molasses Flood (1919)
- I Survived the San Francisco Earthquake (1906)
- I Survived the Wellington Avalanche (1910)

Tags:

Alternative or Complementary Primary Sources

Smith, Albert E., Vitagraph Company of America, Thomas A. Edison, Inc., and Paper Print Collection. “Panoramic view of Tremont Hotel, Galveston.” Library of Congress video, 1:10. 1900. https://www.loc.gov/item/00694277/.

Subject/Topic:

Geography, history, social studies, Journalism

Tug and barge. Inner ship channel

Lesson By

Kelly E. Tumy

Citation

Lee, Russell. Tug and barge. Inner ship channel, port of Houston, Texas. 1939. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2017784580/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 3, Grade 4, Grade 5

Describe How Students Will Engage with the Source

Students will examine this photograph for items they can identify. They will then move that discussion to how two or more items are connected in this photo. It will allow them to develop an understanding of the connective nature of the Houston Ship Channel.

Historical/Community Context for the Primary Source

This Houston Ship Channel was developed with a grant from the US government after the 1900 hurricane that destroyed Galveston and parts of Houston, Texas.

Source: https://www.asce.org/about-civil-engineering/history-and-heritage/historic-landmarks/houston-ship-channel

Instructional Focus Question(s) for Discussion

What first catches your attention in the photo?
What year do you think this was taken?
What items can you connect in the photo?
What is this place and where do you think it is located?

Standards Connection (State)

Standards Connections

Compare and contrast, Cross-curricular, Poetry, Primary source analysis, Visual literacy

ELA Standard

4.9B. Explain figurative language such as simile, metaphor, and personification that the poet uses to create images.

Social Studies Standard

4.8B. Explain reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities.

NCTE Standard 8

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Instructional Design

Open the lesson with the instructional questions. Don’t reveal the title and date. Once students have made some strong guesses and observations, give them the title and the date.
- Added information: In 1909, Harris County citizens formed a navigation district (an autonomous governmental body charged with supervising the port) and issued bonds to fund half the cost of dredging the channel. The US Congress provided matching funds.
Ask students how this channel could help the following areas of life in the US:
- Food distribution
- Gasoline shipping
- Exports and imports
This channel was the first of its kind in 1919 when the city of Houston began construction, much like we had never walked on the moon before. Using “First Men on the Moon” by J. Partick Lewis as a connective poem, compare the channel and what it can do in comparison to the effect of the first moon landing explained in the poem.
Discuss how the poet is using imagery to create a real picture in the reader’s mind.
- NCTE has a resource on J. Patrick Lewis and his poetry for this connection in an open-access article from Language Arts journal. https://cdn.ncte.org/nctefiles/about/awards/lewis.pdf
Have students do more research either on the ship channel or on another outstanding contribution to the Texas economy. Use “First Men on the Moon” as a mentor text and have students write their own poem.

Tags:

Alternative or Complementary Primary Sources

Lee, Russell. Oil refinery on the bank of the ship channel. Port of Houston, Texas. 1939. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2017784534/.

Subject/Topic:

Geography, history, social studies, Government, law, politics

Claims growing out of Houston Race Riot

Lesson By

Kelly E. Tumy

Citation

United States Senate Committee on Claims, Earle Bradford Mayfield, and United States Senate. Claims growing out of Houston Riot. February 3, 1925 — Ordered to be printed. Washington, DC: U.S. Government Printing Office, 1925. https://www.loc.gov/item/2024782384/.

Source Type

Newspapers

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

There are 26 items in this series from the US Senate (the 68^th Congress). Have small groups of students read each page and ask questions about the information there, paying close attention to keep paragraphs together from page to page.

Historical/Community Context for the Primary Source

The Houston Race Riot of 1917 occurred when a Black regiment from Illinois stationed at Camp Logan was ordered to stand guard during construction. Camp Logan was located northwest of modern-day Houston.

Source: https://www.tshaonline.org/handbook/entries/houston-riot-of-1917

Instructional Focus Question(s) for Discussion

Why is there a difference of $250 and $2500?
What event is this legal paper discussing?
What governing body is overseeing these claims?
What do they mean by “claims”?

Standards Connection (State)

Standards Connections

Compare and contrast, Historical fiction, Primary source analysis, Read-aloud, Visual literacy

ELA Standard

7.6B. Write responses that demonstrate understanding of texts, including comparing sources within and across genres.

Social Studies Standard

7.19A. Differentiate between, locate, and use valid primary and secondary sources such as technology; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about Texas.

NCTE Standard 11

Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Instructional Design

Begin this lesson with a read-aloud from Carol Boston Weatherford’s Unspeakable: The Tulsa Race Massacre. The first four double-page spreads set up the frontier town of Tulsa, Oklahoma. Ask students to make comparisons to the city of Houston in 1917. How are they similar? How are they different?
Next, ask students to do a quick internet search for the following terms/places:
- Camp Logan (Texas)
- Ellington Field (Texas)
- World War I
- United States Infantry
- Segregation
Compare information across groups and create a gallery walk of the information to share with the whole class. Have students walk around to get context for the primary source they are about to read.
Pass out the one page of the primary source from the Library of Congress and pair it with the front page of The Houston Press on the day after the riot. What new information do students now have? What else does it make them wonder?
Finish reading Unspeakable: The Tulsa Race Massacre and make connections between the two events.
- Who was involved?
- Why did each event happen?
- What does the author of the children’s book do that the Congress/Senate report does not?
- How would an author go about researching historical events like this?
Have students locate another historical children’s book and research the story behind the fictional telling of that event.

Tags:

Alternative or Complementary Primary Sources

Note. Page 1 of this source below details how some members of the 24^th Infantry are still imprisoned (in 1923) in Leavenworth, Kansas, for their role in the Houston Race Riot.

The Appeal (Saint Paul, Minn. ; Minneapolis, Minn. ; Chicago, Ill.), October 20, 1923. 1923. Newspaper. Library of Congress Chronicling America. https://www.loc.gov/item/sn83016810/1923-10-20/ed-1/.

Subject/Topic:

Geography, history, social studies, Government, law, politics

Abraham Lincoln papers: Series 1

Lesson By

Kelly E. Tumy

Citation

Lincoln, Abraham. Abraham Lincoln papers: Series 1. General Correspondence. 1833–1916: Abraham Lincoln to Congress, January 12, 1948 (Speech regarding Mexican War). 1848. Manuscript. Library of Congress Manuscript Division. https://www.loc.gov/item/mal0007400/.

Source Type

Books and Other Printed Texts Manuscripts

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

First, students need to attempt to read page 1 of the correspondence. What words do they recognize? What can they read? When do they think it was written and in what context? We want students to have a productive struggle with a letter/speech written in a different time period. While there are 40 pages in the source, teachers can look at the translation and choose the most appropriate pages to pair with instruction.

Historical/Community Context for the Primary Source

When Abraham Lincoln was a first-term congressman, he gave a speech requesting President Polk to submit evidence to Congress that the land on which the initial battle occurred was, indeed, American territory. The House never acted on Lincoln’s resolutions. Lincoln felt the annexation of Mexico (now Texas) was not pursued legally.

Source: https://teachingamericanhistory.org/document/speech-on-the-war-with-mexico/

Instructional Focus Question(s) for Discussion

What words can you read?
Why do you think Abraham Lincoln wrote this?
What is the topic of this letter?

Standards Connection (State)

Standards Connections

ELA Standard

7.6E. Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.

Social Studies Standard

7.3B. Explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis.

Informational text, Letter writing, Primary source analysis, Research skills, Texas annexation

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

Instructional Design

Students will read through the source, engaging first with the script-written one and then by comparing the letter to the translation PDF, both of which you can download from the Library of Congress site above.
Students can practice different annotation skills with this source.
How did their translation differ from the official one? Why do they think the transcribers made some of the mistakes they did?
Pair this source with an online American History site that gives even more context to the letters: TeachingAmericanHistory.org. This site extends the ideas and offers some informational texts in relation to the letters and speeches from the Library of Congress.
- This site uses footnotes. Use this as an opportunity to show why authors would use footnotes.
- Encourage students to further research information in the footnotes.
Pairing this letter with any of the Seeds of America Trilogy: Chains, Forge, or Ashes. This will allow students to make comparisons between two different times of conflict in the US. Laurie Halse Anderson’s work is fiction, but the research of the time period is impeccable. Students can write a letter from main characters Isabel to Ruth or vice versa, paying close attention to the language used at the time and referencing different historical events.
Students could then add footnotes to their letters, marking where the different pieces of historical references came from for the reader. This would combine letter writing (correspondence), research, and cross-curricular instruction.

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Alternative or Complementary Primary Sources

Robinson, Henry R. Houston, Santa Anna, and Cos. 1836. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2008661295/.

Subject/Topic:

Government, law, politics, Language, literature, folklore

The Mississippi enterprise

Lesson By

LaWanda Williams

Citation

The Mississippi Enterprise (Jackson, Miss.), February 26, 1944 (Mississippi’s Negro History Week Edition). 1944. Newspaper. Library of Congress Chronicling America. https://www.loc.gov/item/sn87065258/1944-02-26/ed-1/.

Source Type

Newspapers

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

To begin the lesson, ask students what they notice about the photo. Why are the individuals all the same? Ask what the photo demonstrates about the role of African Americans in World War II. Students will see that soldiers from Texas were part of the Tuskegee Airmen. What challenges would these men face on and off of the military base in Texas during this time? How did the actions of these brave men help future young men?

Historical/Community Context for the Primary Source

During the early 20^th century in Texas, most African Americans picked cotton and worked for sharecroppers. Yet African Americans played a major role in World War II, opening the door to more rights by demonstrating strength, pride, and determination despite obstacles.

Source: https://www.loc.gov/item/sn87065258/1944-02-26/ed-1/

Source: : https://www.loc.gov/item/sn87065258/1944-02-26/ed-1/

Instructional Focus Question(s) for Discussion

How does this article reflect the efforts of African Americans to serve in the military during a time of segregation?
What do you notice about the men in the picture on the first page?
Why do you think they are on the front page?
Where is this newspaper from?
1. Extension Question: How did African Americans’ military service during WWII (including cadet experiences) build momentum for later civil rights efforts?

Standards Connection (State)

Standards Connections

Geography, history, social studies, Language, literature, folklore, Photographs, prints, posters

ELA Standard

7.6B. Write responses that demonstrate understanding of texts, including comparing sources within and across genres.

Social Studies Standard

7.6A. Identify significant individuals, events, and issues, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on American Indians, the buffalo soldiers, and Quanah Parker.

NCTE Standard 2

Instructional Design

Engage: Students will record responses in their notebooks.
- What they notice (visual details: setting, clothing)
- What they wonder (questions about)
Students will engage in a Think-Pair-Share to answer three of the following questions. Students will write responses in their notebooks.
- How does the setting help you understand their occupation?
- How do you think the cadets feel being the first to train for this occupation in segregated Texas?
- What does their posture say about their confidence?
- How do you think segregation and discrimination impacted these military men and their families?
The following links provide different and complimentary contexts for African American service in WW II. Divide students into groups and ask them how this article adds to their understanding and present their findings to the class.
- Negro Lieutenant Receives Wings This photo shows a sister pinning wings on her brother. The siblings are both in the military. Why is this significant?
- Luther Mc Ilwain This article provides a brief glimpse into the experience of an African American bombardier/navigator during World War II. Information is provided about his experience in applying for the army, his training, and life. After reading, students will determine what his life says about perseverance and leadership.
- Stewart B. Fulbright A former captain and Tuskegee airman details his experiences as an African American pilot during segregation. Students will be able to see how segregation and discrimination impacted these brave men.
Students will conduct research with a partner to determine the following: Why has the name of what Black people are called in the United States changed from colored to negro to African American?

Tags:

Nonfiction article, Notebook, Primary source analysis, Research, Think-Pair-Share, Visual literacy

Alternative or Complementary Primary Sources

The Dayton Forum (Dayton, Ohio), December 17, 1943. 1943. Newspaper. Library of Congress Chronicling America. https://www.loc.gov/item/sn84024234/1943-12-17/ed-1/.

Subject/Topic:

Jack Johnson, full-length portrait

Lesson By

LaWanda Williams

Citation

Jack Johnson, full-length portrait, standing facing front, wearing boxing shorts and boxing gloves. ca. 1910. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/93511535/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

The lesson will begin with teachers asking students what they observe about the photo. What does his expression and posture say about his character? Students will write short answers to: How does Johnson’s pose demonstrate pride? How might this image have challenged stereotypes at this time in history? Students will be reminded to reflect on attitudes about African Americans in the early 1900s. At the conclusion of the lesson, students will be able to determine how Johnson’s overcoming challenges in boxing led to success for other Blacks.

Historical/Community Context for the Primary Source

Jack Johnson is the first African American heavyweight boxer. He was born in 1878 Texas during the time of segregation and Jim Crow laws, and he won the heavyweight title at a time when Blacks had no rights.

Source: https://www.loc.gov/item/93511535/

Source: : https://www.loc.gov/item/93511535/

Instructional Focus Question(s) for Discussion

Why do you think a Black boxer is featured as the content of the photographic postcard?
What do you notice about his stance?
Why is there a shadow behind him?
Do you think the shadow is significant? Why or why not?
What can you say about his facial features?
1. Extension Questions: In what ways might this postcard image have shaped how the public perceived Johnson—not just as an athlete but as a cultural figure? How might media images of athletes today play a similar role?

Standards Connection (State)

Standards Connections

Geography, history, social studies, Sports, recreation, leisure

ELA Standard

7.6I. Response. Reflect on and adjust responses as new evidence is presented.

Social Studies Standard

7.7D. History. Describe and compare the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements such as James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White.

NCTE Standard 5

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Instructional Design

Students will begin the lesson by viewing the photo silently for 30 seconds and jot down their first thoughts.
- What do you see?
- What do you wonder?
- Why might this photo be controversial?
  - Students will then share findings with a partner before sharing as a whole-class discussion.
Using their notebooks, students will answer and discuss the following question: Can the image be a form of protest? Explain.
A brief reading or video on Jack Johnson will be used to show the racial climate of the time.
Students will write a journal entry from the perspective of a young Black student answering the following: How did Jack Johnson’s image disrupt the racial norms of his time?
Students will create two captions for the image, one written for 1910 and the other for 2025.
Students will conduct a Gallery Walk with quotes, images, and newspaper articles of the time. Students will rotate to different stations, adding sticky notes with questions, inferences, and reactions to the walk. This activity culminates with a class discussion on the question, Why was Jack Johnson seen as a controversial figure during this time?
Students will conduct a Think-Pair-Share utilizing the questions below:
- How does Jack Johnson’s story relate to the later Civil Rights Movement?
- How does Jack Johnson’s life story demonstrate how African Americans were denied basic rights?
- In what ways did Jack Johnson use his status to challenge the rules of his time?
This PBS site provides an article and video of Jack Johnson. Students will get a better view of Jack Johnson and his challenges. There is also a picture with Johnson and his wife. The site will provide background and insight on Johnson’s life.
A few discussion prompts:
- Jack Johnson’s image was more than boxing, it was . . .?
- How do photos and media shape our understanding of people then and now?
- How did Jack Johnson’s success challenge the status quo of early 20^th-century America?
- Why would the photo be controversial?
- How can athletes influence change in society?
- What athletes have influenced societal changes (e.g., Muhammad Ali, Serena Williams, or Colin Kaepernick)?

Tags:

Gallery walk, Graphic organizer, Journal entry, Notebook, Primary source analysis, Sentence stems, Sticky notes, Visual literacy

Alternative or Complementary Primary Sources

The Ogden Standard (Ogden City, Utah), July 4, 1910. 1910. Newspaper. Library of Congress Chronicling America. https://www.loc.gov/item/sn85058398/1910-07-04/ed-1/.

“Jack Johnson vs. James Jeffries: Topics in Chronicling America.” Library of Congress Research Guides. Accessed 9 July 2025. https://guides.loc.gov/chronicling-america-johnson-vs-jeffries.

Subject/Topic:

Signal Mountain

Lesson By

LaWanda Williams

Citation

Gandara, J. F. Signal Mountain. ca. 1927. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2006686279/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

In a class discussion, ask students what features they notice about the mountain and its surroundings. Ask where mountains are located—because many will not know Texas has mountains. Ask which features of the mountain suggest how it would impact travel, communication, and housing.

Historical/Community Context for the Primary Source

Signal Mountain located in West Texas likely received its name because it was used by native peoples, the military, and ranchers to send signals. It is the highest point in Texas.

Source: https://www.loc.gov/resource/cph.3c36886/

Instructional Focus Question(s) for Discussion

What features stand out most in the image?
What does this image suggest about life in or near the mountain?
What colors, shapes, or textures do you see?
1. How might modern technology (drones, satellite imagery, social media) change the way Signal Mountain would be documented today compared to 1927?
2. How did Signal Mountain serve as a landmark and a communication tool in early 20^th-century Texas?
3. What other natural landmarks were used as communication tools?

Standards Connection (State)

Standards Connections

Geography, history, social studies, Photography

ELA Standard

7.5F. Comprehension. Make inferences and use evidence to support understanding.

Social Studies Standard

7.8A. Geography. Locate and compare the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions.

NCTE Standard 5

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Instructional Design

Opening discussion question: Why would this mountain be important to early settlers and the military?
Students will do a Think-Pair-Share to answer: What challenges might people have faced while living or traveling through the area?
Students create a journal entry from the perspective of a cowboy or a mail carrier and include the following in their response:
- The significance of seeing Signal Mountain
- The terrain of Texas and how it has affected their journey
- Animals, people, and weather they run into across their journey
Students will then trade journal entries and make revision comments based on the list above before revising and submitting a final copy.
Lesson conclusion/exit ticket: How has modern technology eliminated the need for landmarks like Signal Mountain? What do you think a modern need for Signal Mountain is today?
Follow up research can include:
- Examine another geographic landmark of Texas to compare how each impacted life in the early 20^th-century and today.
- Students will include the name of the landform, how it impacts people's ability to live, trade, or communicate, and is it still important today.
- Do they see a connection to any story/poem they have read throughout the year?
Additional resources for this lesson include:
- Texas Through Time provides key information on the mountain along with color photos. It explains the limestone formation and how it is the highest point in Texas.
- Signal Mountain is located in Guadalupe Mountains National Park. This brief article from the Texas State Historical Association provides a history lesson on the mountain that includes the formation, what lives on the mountain, and how it was used.

Tags:

Expository, Geographic landmarks, Group work, Primary source analysis, Research, Trade journal entry, Visual literacy

Alternative or Complementary Primary Sources

Middleton, Wallace & Co. Guadalupe Mountains, near El Paso, Texas, viewed from the east / Middleton, Wallace & Co., Cincinnati, O. 1856. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/90705838.

Subject/Topic:

The Bull-dogger

Lesson By

LaWanda Williams

Citation

Ritchey Lith. Corp. "The Bull-dogger" / Ritchey Lith. Corp. 1923. Print. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/92500459/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

Begin by asking students: What details do you notice first? What can you infer about Bill Pickett's job? What can the image tell us about the role of African Americans in the South? Students will discover how Bill Pickett impacted history then and now.

Historical/Community Context for the Primary Source

Bill Pickett was born in Texas to enslaved parents. He invented a popular rodeo sport that is still popular today.

Source: https://www.loc.gov/item/92500459/

Source: : https://www.loc.gov/item/92500459/

Instructional Focus Question(s) for Discussion

Why do you think a Black cowboy is listed?
What do you notice about the way he is standing?
What do you notice in the background?
1. Extension Question: How did Bill Pickett’s invention of bulldogging change rodeo and entertainment both in Texas and nationally?

Standards Connection (State)

Standards Connections

Compare and contrast, Primary source analysis, Questioning strategies, Timeline, Visual literacy

ELA Standard

7.6B. Response. Write responses that demonstrate understanding of texts, including comparing sources within and across genres.

Social Studies Standard

7.18B. Culture. Describe how people from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture.

NCTE Standard 7

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Instructional Design

Engage
- What do you notice about the gentleman’s clothing?
- What is his occupation?
Students write a response to:
- Why might the image be important to Texas history?
- Students will share with a classmate before sharing as a class.
Students create a timeline of Pickett's life to determine challenges he faced during the time period.
Students write a brief response about how Bill Pickett influenced rodeos. They will use text evidence from the research they did on Pickett’s life and the time period. Ask students to keep track of their research in an electronic document so they can go back to reference it and pull evidence from those sites.
Compare/contrast Bill Pickett to another Texas figure through poetry, drama, or any other genre students choose.
Additional resources for this lesson include:
- The Oklahoma Historical Society offers insight on Bill Pickett’s life, along with black-and-white pictures that provide evidence of his success.
- Texas State Historical Association provides a brief biography of Bill Pickett’s life.
- The great bulldogger provides a glimpse into how Pickett’s innovation saved a man’s life when that man was still a child. It also shows some of the cultural norms of speaking and behavior of the time.

Tags:

Alternative or Complementary Primary Sources

Highsmith, Carol M. Artist Lisa Perry's statue honoring W. M. "Bill" Pickett in the Stockyards District of Fort Worth, Texas. 2014. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2014632904/.

Subject/Topic:

The Astrodome, Houston, Texas

Lesson By

LaWanda Williams

Citation

Highsmith, Carol M. The Astrodome, Houston, Texas. Between 1980 and 2006. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2011632374/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

Begin the lesson by asking students, Do buildings say something about a city? Students will then be provided with a visual of the Astrodome to analyze the structure of the building. Some students will be familiar with the building while it may be new for others not familiar with the city of Houston. Students will determine how and why the Astrodome impacted the city.

Historical/Community Context for the Primary Source

The Astrodome symbolized a time of growth and innovation for Houston during the 1960s. The stadium served as more than just a sports arena.

Source: https://www.loc.gov/item/2011633917/

Source: : https://www.loc.gov/item/2011633917/

Instructional Focus Question(s) for Discussion

What is the first thing you notice in the picture?
What object can you identify?
Extension Questions:
1. Imagine you are visiting the Astrodome in the 1980s. How would your experience then be different from visiting today’s stadiums?
2. Why do you think this picture was taken?

Standards Connection (State)

Standards Connections

ELA Standard

7.6E. Response. Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.

Social Studies Standard

7.11B. Economics. Explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas.

Compare and contrast, Diary entry, Primary source analysis, Research skills, Visual literacy

Instructional Design

Engage with visual:
- What do you notice about the photo?
- What do you wonder about the people who used this place?
- Why was the Astrodome such a big deal in the 1960s and 1970s?
Students research why the Astrodome is known as “The Eighth Wonder of the World” and examine their research with the following questions in mind:
- Why was the facility built?
- What was its original purpose?
- How many sports teams have played here? Why is that significant?
- What other notable events were held here, and what is their significance to the city of Houston?
- How did the building of this structure emphasize that Houston was considered a “Space Age City”?
Students will use a visual of the Astrodome and supporting documents to answer: How does this photo reflect changes in technology, society, or entertainment?
Write a diary entry as someone attending the rodeo in the Astrodome for the first time.
Compare and contrast the Astrodome and NRG Stadium.
Create a one-page document with important facts about the impact the Astrodome had on Houston and the surrounding communities. Students must explain why it is important and provide evidence.
Additional resources for this lesson:
- Texas State Historical Association provides background information on the Astrodome. Students will be able to determine how it influenced the city of Houston.
- The Society for American Baseball Research highlights the background of the stadium and details about many events hosted at the Astrodome. Students will be able to see the flexibility of the stadium.
- The East Texas History site provides insight on how the Astrodome helped desegregate Houston. Before the stadium ever opened, there was a plan in place.
- https://savingplaces.org/places/the-astrodome

Tags:

Alternative or Complementary Primary Sources

Highsmith, Carol M. Aerial view of Houston, Texas, with the Astrodome in the foreground. Between 1980 and 2006. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2011633619/.

Subject/Topic:

Dr Pepper advertising mural

Lesson By

LaWanda Williams

Citation

Highsmith, Carol M. Dr Pepper advertising mural, Dublin, Texas. 2014. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2015631058/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

Begin by asking students about their favorite soda and have a class discussion. Dr Pepper will be introduced as a Texas-born soda. Students will begin analyzing a wall mural from Dr Pepper. What does the mural make you think about the time period Dr Pepper was invented? Students will determine how one man’s discovery led to a worldwide phenomenon.

Historical/Community Context for the Primary Source

Dr Pepper was created in a Waco pharmacy to re-create the smell of the surrounding soda fountains. Dr Pepper was the first soda.

Source: https://drpeppermuseum.com/history/

Source: : https://drpeppermuseum.com/history/

Instructional Focus Question(s) for Discussion

Why do you think it reads “10, 2, 4”? What does that refer to?
What do you notice about the colors of the mural?
What does the phrase “Drink a Bite to Eat” mean?
How is this different from current Dr Pepper advertising?
Why might someone paint an advertisement as a mural on a building?

Standards Connection (State)

Standards Connections

Advertisement, Compare and contrast, Notebook, Primary source analysis, Visual literacy

ELA Standard

7.9C. Author’s purpose and craft. Analyze the author’s use of print and graphic features to achieve specific purposes.

Social Studies Standard

7.20A. Social studies skills. Differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about Texas.

NCTE Standard 7

Instructional Design

Engage students first with questions:
- What do you notice on the mural?
- What do you wonder about the mural?
- What other Texas-born brands or cultural items represent Texas or your community today? Why are they important?
  - Students will discuss their findings as a class after answering questions.
Students create an ad for Dr Pepper.
Compare and contrast old ads to today’s commercials.
Why was Dr Pepper considered innovative?
How did Dr Pepper represent Texas in a positive manner?
Students will create a community mural.
- As a class, students will brainstorm a mural that represents their own school or town.
- Sketch a draft as a group project, tying literacy (slogans/words) with visuals.
In small groups, students will answer the following questions:
- What appeal techniques are used in the advertisement?
- How does the design of the sign represent the time period when Dr Pepper was created?
- In what ways do brands like Dr Pepper become part of a community’s or nation’s historical and cultural story?
Other resources include:
The University of Texas article provides background about the formation of Dr Pepper.
The Dr Pepper story shows a visual of the original Dr Pepper bottles that depict the times everyone should enjoy the soda. Students will create a brief advertisement for the soda to entice others to make a purchase.
The Dr Pepper museum offers a look back in history, showing original photographs and historical information.

Tags:

Alternative or Complementary Primary Sources

Highsmith, Carol M. The Dr Pepper Museum in Waco, Texas. 2014. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2015630507/.

Subject/Topic:

The Cave Without a Name

Lesson By

LaWanda Williams

Citation

Highsmith, Carol M. The Cave Without a Name. That's not a description; it's the actual name of these caverns near Boerne, Texas. 2014. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2015630267/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

Introduce the lesson by projecting the visual and ask what students notice, wonder, and infer. Students will be introduced to the natural Texas landmark to determine importance and to see how it has impacted the community. Students will guess what region of Texas the cave is located in and should explain why they have made that guess.

Historical/Community Context for the Primary Source

“Cave Without a Name” was named by a student in Boerne, Texas, in the 1940s. The cave has served several purposes such as a place for concerts.

Source: https://www.loc.gov/item/2014632413/

Source: : https://www.loc.gov/item/2014632413/

Instructional Focus Question(s) for Discussion

What mood or emotion does the view of the cave evoke?
Who would have used this cave in the 1800s? The early 1900s?
How could a military organization use this cave?
How could families traveling across the country use this cave?
What impact could this cave have on the surrounding community?

Standards Connection (State)

Standards Connections

ELA Standard

7.5E. Comprehension. Make connections to personal experiences, ideas in other texts, and society.

Social Studies Standard

7.8A. Geography. locate and compare the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions.

Geography, history, social studies, Pop culture

Instructional Design

Engage
- What they notice (visual details: formations, lighting, space)
- What they wonder (questions about how the cave formed, its use, or name)
- What they can infer (how this place is valued or interpreted in Texas culture)
Students will answer some of the following questions in their journal and discuss as a class. Think-Pair-Share is another option for answering questions.
- What does the lighting in the photo suggest about the atmosphere inside the cave?
- How does the title “Cave Without a Name” affect how you view this place?
- Why do you think the photographer chose this angle or composition?
- What do you think this photo was meant to show or communicate?
- What emotions or reactions does the photo create in you?
- How do photographs improve our understanding and appreciation of natural landmarks?
- In what ways can a natural landmark like the Cave Without a Name shape a community’s economy, culture, and identity over time?
Students complete a Gallery Walk viewing other natural Texas landmarks to make and record observations at each stop. Students will leave sticky notes with their observations (Big Bend, Palo Duro Canyon, Enchanted Rock, etc.) and connect to one of the regions of Texas studies in their social studies class.
Students create a travel brochure for the cave, including facts and descriptive language as well as current photos of these landmarks.
Students could connect this visual and the other regions studied to a variety of novels that feature Texas geography including: Holes by Louis Sachar; Omega Morales and the Legend of La Lechuza by Laekan Zea Kemp; and Midnight on Strange Street by K. E. Ormsbee.
Additional resources for this lesson include:
- The city of Boerne site has fun facts about the cave, along with the opportunity to listen to a narration by the sibling of the student who discovered the cave.
- https://www.texasspeleologicalsurvey.org/showcaves/tsscwan.php provides a map of the cave, along with its interesting history. It also has the size, discovery information, and life forms of the cave.
- https://www.tshaonline.org/handbook/entries/cave-without-a-name lists a brief description of the cave and discusses the types of formations found in the cave.
- https://www.up.edu/portlandmagazine/2025-winter/without-a-name.html Travelers from around the globe and country have written about the cave as well.

Tags:

Gallery walk, Graphic organizer, Journals, Novel groups, Primary source analysis, Visual literacy

Alternative or Complementary Primary Sources

Highsmith, Carol M. Formations in the "Cave Without a Name," located near Boerne in Kendall County, Texas. 2014. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2014632413/.

Subject/Topic:

Barbara Jordan, Congresswoman, 1972–1978

Lesson By

LaWanda Williams

Citation

Gotfryd, Bernard. Barbara Jordan, Congresswoman, 1972–78. Between 1972 and 1978. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2020731393/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

Students view a portrait of Barbara Jordan to determine what they know about this person and what they can tell by her demeanor in the photograph. Students will determine why she is significant in the world of Texas politics and will link her to key events in Texas and national history. Students will make assumptions about what her voice sounds like just based on the picture and will reflect on this initial idea once they hear her speeches.

Historical/Community Context for the Primary Source

Barbara Jordan was born and raised in the historically Black neighborhood of Fifth Ward in Houston, Texas. She rose from humble beginnings to be the first Southern Black Woman in the House of Representatives and the first African American woman elected to the Texas Senate since Reconstruction.

Source: https://www.c-span.org/program/public-affairs-event/radio-former-representative-barbara-jordan-1976-keynote-speech/449741

Source: : https://www.c-span.org/program/public-affairs-event/radio-former-representative-barbara-jordan-1976-keynote-speech/449741

Instructional Focus Question(s) for Discussion

What do you notice about Barbara Jordan’s body language?
Why do you think this photo is significant in Texas history?
What can you say about Barbara Jordan’s facial expression?
What does the photo tell you about Barbara Jordan as a leader?
Extension Questions: How does seeing this photo today differ from how people felt when it was taken? How might this image reinforce or challenge stereotypes of politicians, particularly Black women, in the 1970s?

Standards Connection (State)

Standards Connections

Government, law, politics, Journalism/news, advertising, Photographs, prints, posters

ELA Standard

7.9C. Author's purpose and craft. Analyze the author’s use of print and graphic features to achieve specific purposes.

Social Studies Standard

7.17B. Citizenship. Identify the contributions of Texas leaders such as Lawrence Sullivan “Sul” Ross, John Nance Garner (“Cactus Jack”), James A. Baker III, Henry B. González, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.

NCTE Standard 4

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Instructional Design

Preview key elements of Barbara Jordan’s life so students have context for her impact.
- Biography This site provides a breakdown of Barbara Jordan’s life. She is also pictured in the article.
- Her voice and eloquence were as powerful as was her belief in the constitution. Her voice was a distinct feature and was itself an impact factor.
- Her time as a professor at Lyndon B. Johnson School of Public Affairs demonstrates the impact she had on others. The site has visuals and testimonies of former students.
Students will analyze a primary visual source to observe and note what they see about her posture, attire, facial expression, and setting. Discuss as a class after students complete questions.
- What do you notice?
- What questions do you have?
- Who do you think she is?
- What does the photo/speech tell you about Barbara Jordan’s beliefs and roles in history?
Students will complete a Think-Pair-Share to answer the following questions.
- How did Barbara Jordan’s life as a child shape her public role?
- How might her words influence others?
- Why do you think she carried the Constitution all the time?
Students create a timeline of Barbara Jordan’s accomplishments.
Students write a speech opposing a school rule.

Tags:

Biography, Literary analysis, Primary source analysis, Speech analysis, Think-Pair-Share, Timeline, Visual literacy

Alternative or Complementary Primary Sources

Leffler, Warren K. Keynote address by Representative Barbara Jordan, Democratic National Convention, July 12, 1976. 1976. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2002712192/.

Subject/Topic:

The Enchanted Rock State National Area

Lesson By

LaWanda Williams

Citation

Highsmith, Carol M. The Enchanted Rock State Natural Area, near Fredericksburg in Texas Hill County is one of Texans' favorite hiking areas. Between 1980 and 2006. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2011632495/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Historical/Community Context for the Primary Source

Enchanted Rock has been a site of cultural significance for Native peoples of Texas. “Enchanted Rock has fascinated humans for thousands of years. As a result, it has inspired many stories that endure today. Most of these are rooted in fancy rather than fact. Tonkawa Indians thought that ghost fires flickered on top of the dome. The odd creaking and groaning coming from the dome frightened them. But don’t worry! Geologists say that the dome creaks and groans as temperatures change. As for the ghost fires, the rock glitters on clear nights after rain. Scientists think the glittering is reflections from collected water or wet feldspar” (Texas Parks and Wildlife).

Source: https://tpwd.texas.gov/state-parks/enchanted-rock/history

Source: : https://tpwd.texas.gov/state-parks/enchanted-rock/history

Instructional Focus Question(s) for Discussion

Why might Enchanted Rock be considered a favorite hiking place for Texans?
What do you notice while looking at the rock?
Which area of Texas do think this is located in and why?
Extension Questions: What responsibility do people have to protect natural landmarks like Enchanted Rock?

Standards Connection (State)

Standards Connections

Geography, history, social studies, Language, literature, folklore, Manuscripts

ELA Standard

7.6E. Response. Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.

Social Studies Standard

7.8B: Geography. Locate and compare places of importance in Texas in terms of physical and human characteristics such as major cities, waterways, natural and historic landmarks, political and cultural regions, and local points of interest.

NCTE Standard 12

Students use spoken, written, and visual language to accomplish their purposes (e.g., for learning, persuasion, and exchange of information).

Instructional Design

The Texas State Historical Association provides information on the legends of the rock.
The Texas Parks and Wildlife site pulls the reader into the article by explaining how the enormous rock was formed. The giant dome has been around for many, many years.
Students will engage in a guided Think-Pair-Share to note details about the terrain, vegetation, time, and human interaction in their journal or notebook.
- What features do you notice about the rock?
- What might people do here, now and long ago?
- What mood does the landscape create/evoke? Why?
Students will engage in a Think-Pair-Share and answer in their journals/notebooks before sharing.
- How does tourism from the cave impact jobs?
- How can preserving Enchanted Rock inspire a community to care for other natural resources?
- How do landmarks like Enchanted Rock shape the cultural and historical identity of a community?
- How might Native peoples’ views on natural landmarks be different from those of settlers and tourists?
Students should use imagery and figurative language to describe Enchanted Rock as if they were a first-time visitor.
Groups create a poster advertising a conservation event at Enchanted Rock that encourages tourism and educates visitors while also promoting conservation.
In their notebooks, students write a descriptive poem or short narrative from the perspective of a first-time visitor, using vivid imagery and sensory language.
Write a letter to the local government, explaining why the Enchanted Rock should continue to be preserved and promoted.

Tags:

Figurative language, Imagery, Journals, Letter writing, Poster, Primary source analysis, Think-Pair-Share, Visual literacy

Alternative or Complementary Primary Sources

Rock, James L, and W. I. Smith. Southern and western Texas guide for 1878. St. Louis: A. H. Granger, 1878. https://www.loc.gov/item/rc01002566/.

Subject/Topic:

The Chicago Whip

Lesson By

LaWanda Williams

Citation

The Chicago Whip (Chicago, Ill.), October 7, 1922. 1922. Newspaper. Library of Congress Chronicling America. https://www.loc.gov/item/sn86056950/1922-10-07/ed-1/.

Source Type

Newspapers

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

To begin the lesson, students will pair up to analyze the photo. What message does her posture, clothing, and airplane convey? Then share a brief excerpt from the article to provide context on her lectures. Students should reflect on how she broke gender and racial barriers to fly. Students record responses in their journal to share in a discussion.

Historical/Community Context for the Primary Source

During the time of Bessie Coleman’s success, she had to overcome many obstacles. Despite the odds stacked against her, she was able to become successful in a field she loved until tragedy struck.

Source: https://www.loc.gov/item/sn86056950/1922-10-07/ed-1/

Source: : https://www.loc.gov/item/sn86056950/1922-10-07/ed-1/

Instructional Focus Question(s) for Discussion

Why would the newspaper choose to include the photo and not just words?
What messages do her posture, clothing, and airplane convey?
1. Extension Question: How did Bessie Coleman’s accomplishments challenge both racial and gender stereotypes of the 1920s?

Standards Connection (State)

Standards Connections

ELA standard

7.6C. Response. Use text evidence to support an appropriate response.

Social Studies Standard

7.6A. History. Identify significant individuals, events, and issues, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on American Indians, the buffalo soldiers, and Quanah Parker.

Character study, Historical research, Notebook, Primary source analysis, Three-column chart, Visual literacy

Instructional Design

Bessie Coleman was first and foremost a Texan, albeit an often omitted one from history and literature instruction. She was born in Atlanta, Texas, in 1892, and later her family moved to Waxahachie, Texas, where she spent her early childhood before moving to Chicago and eventually becoming the world’s first Black woman aviator. Students should take some time to research her early life in Texas and discover what made her love aviation.
The Women's History Biography of Bessie Coleman provides a glimpse of Coleman’s early life while explaining her journey to become an aviator. A brief video is included. Students will be able to discover some of the barriers Bessie Coleman faced.
Students will analyze the photo and complete a three-column chart about what they see, think, and wonder. Use the following questions to guide learner explorations.
- What does the photo say about the early 20^th century?
- What new information do you now have that you didn’t before? What does Bessie Coleman’s journey from Texas, to Chicago, to France reveal about her character?
- What barriers did Bessie Coleman overcome to become a pilot?
- Why is Bessie Coleman’s story of courage significant to Texas and US history?
- Why is Bessie Coleman’s bravery significant to women’s history?
- If you were Bessie Coleman in the photo, what would you be thinking?
- What lessons can be learned from Bessie Coleman’s determination?
- Explain how Bessie Coleman broke barriers to inspire others today.
- Students should explain the meaning of Bessie Coleman’s quote, “The air is the only place free from prejudices.”
Additional resources for this lesson include:
- The National Air and Space Museum also provides background on Bessie Coleman’s life. Information about Coleman’s impact on others is included. Students will read about her courageous actions.

Tags:

Alternative or Complementary Primary Sources

The Omaha Guide (Omaha, Neb.), June 15, 1935. 1935. Newspaper. Library of Congress Chronicling America. https://www.loc.gov/item/sn93062828/1935-06-15/ed-1/.

Subject/Topic:

Geography, history, social studies, Language, literature, folklore

Whaler Makah

Lesson By

Dr. Katie Wolff

Citation

Whaler — Makah. ca. 1915. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2003670921/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 9, Grade 10, Grade 11, Grade 12

Describe How Students Will Engage with the Source

This lesson features a Makah hunter carrying his traditional tools and offers students multiple sources for the investigation of Indigenous traditional hunting tools and practices. Students should have some base background knowledge of hunting, though the range may vary widely based on group, region, and community culture. Before beginning this lesson, the teacher should activate this background knowledge in the students through a freewrite on hunting and fishing and what students already know about modern-day hunting and traditional hunting. Have groups discuss what they know about hunting, if they know friends or family who hunt or fish, and what they may have learned in other classes about how hunting has changed over the years. It may be beneficial to discuss how technology impacts hunting and fishing and how advances can make hunting and fishing look different over time.

Historical/Community Context for the Primary Source

Native American peoples had many ways of getting food, the techniques usually depended on their tribe and area. The methods include hunting, trapping, fishing, gathering, and farming. Primarily, the males would go out to hunt, and the women would then clean the animal, prepare it for cooking, storing, and for other resources. With all animals, aboriginal people would use the animal for not only food but for things like clothing, weapons, tools, and other useful objects.

Source: https://tribaltradeco.com/blogs/teachings/cultural-traditions-of-native-american-hunting-and-gathering?srsltid=AfmBOopj0DbqLUGxi9FzxY7TVPD96PEpr0HPWws6czOTo-DJfAS7CMxC

Source: : https://tribaltradeco.com/blogs/teachings/cultural-traditions-of-native-american-hunting-and-gathering?srsltid=AfmBOopj0DbqLUGxi9FzxY7TVPD96PEpr0HPWws6czOTo-DJfAS7CMxC

Instructional Focus Question(s) for Discussion

What are some Indigenous traditional hunting, fishing, and gathering practices and tools?
How has technology impacted these traditional hunting, fishing, and gathering practices?
1. How do Indigenous tribes use traditional hunting, fishing, and gathering practices today?
2. Why do Indigenous tribes continue to practice traditional hunting, fishing, and gathering?
Extension Questions: What is one tribe’s traditional hunting, fishing, and gathering practices and tools? How have these changed over time?

Standards Connection (State)

Standards Connections

Group work, Native American, Presentation, Primary source analysis, Think-Pair-Share, Visual literacy

ELA Standard

S&L. 11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Social Studies Standard

H2.11-12.5. Evaluate the ethics of current and future uses of technology based on how technology has shaped history.

NCTE Standard 12

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Instructional Design

Begin the lesson by projecting the source photo to the class and have students freewrite about what they see, think, and wonder. After writing, students pair and share with volunteers sharing for their partners what they discussed.
Introduce the project to students, that they will be viewing videos about traditional Indigenous hunting, fishing, and gathering practices in groups, and then presenting the information to the class in order to have an academic discussion about these practices and how they have changed over time.
The videos: How Inuit Catch Seals with Traditional Weapons; Navajo Hunting and Snow Bath; Indigenous Fishing, Hunting and Harvesting
Viewing and presenting the information in these videos may be completed in several ways. Groups may be assigned one to view and present to the class, or they may each view all the videos and present the information to the class.
After presentations, students will have a panel discussion on the topic of Indigenous hunting, fishing, and gathering practices and how these have been impacted by technology over time. Depending on the size of the class, teachers may choose to do several panel discussions on different subtopics.
For the panel, teachers select some students to be on the panel while the other students in the class will be attending and asking questions of the panel members.
Extension Activity: Students choose one tribe to research specific hunting, fishing, and gathering practices.

Tags:

Alternative or Complementary Primary Sources

Native Australians hunting. ca. 1919. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2006688404/.

Subject/Topic:

Geography, history, social studies, Photographs, prints, posters, Photography

Makah Indian basket weavers

Lesson By

Dr. Katie Wolff

Citation

Curtis, Asahel. Makah Indian basket weavers. ca. 1910–ca. 1911. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/92513271/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

Most middle school students should have some understanding that handmade baskets and basketry are important to many Native American tribes across the United States, both for cultural and practical purposes. I would introduce the lesson by brainstorming with students different purposes of baskets for Native American communities, focusing on both historical uses and functional uses today. This lesson provides many opportunities for collaboration, especially with an art or CTE class, as students may do the research on basketry in their ELA class and learn some basket-weaving techniques in their art or CTE classes.

Historical/Community Context for the Primary Source

Makah women have a tradition of basketry since time immemorial. They use grasses, tree bark, or roots to make a variety of baskets and mats for various uses. Some Makah baskets are so tightly woven that they are watertight. Today, the tradition is carried on by both women and men.

Source: https://mohai.org/collections-and-research/search/item/1955.970.470/-%23.14/?searchQuery=Northwest%20Coast%20Native%20Peoples&Bros_&modules%5B0%5D=item&modules%5B1%5D=collections&modules%5B2%5D=library

Source: : https://mohai.org/collections-and-research/search/item/1955.970.470/-%23.14/?searchQuery=Northwest%20Coast%20Native%20Peoples&Bros_&modules%5B0%5D=item&modules%5B1%5D=collections&modules%5B2%5D=library

Instructional Focus Question(s) for Discussion

What are the women in the picture doing?
What materials are they using? How do you know?
What might have been the purpose of their activity?

Standards Connection (State)

Standards Connections

Art and architecture , Arts and culture, Photographs, prints, posters, Photography

ELA Standards

ELA.W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Social Studies Standards

E2.6-8.3. Analyze the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present.

NCTE Standard 7

Instructional Design

Questions to consider during the lesson: What ways does the Makah tribe use baskets?
- How has the use of baskets and basket weaving changed over time?
- What is the significance of basket weaving to the Makah tribe?
- Extension Questions: How is Makah basket weaving different from basket weaving in other tribes? Why might that be?
Project the image of the Makah basket weavers so students may write what they see, think, and wonder about the image and basketry in general.
Students pair/share to discuss what they wrote about the picture.
Students research Makah baskets and basketry online to create an infographic about the topic and how the Makah have adapted/changed their basket uses and techniques over time. Piktochart and Canva are possible platforms that create clean, professional-looking infographics.
Some websites students may find useful are the following:
Extended Activity: Coordinate with the art or CTE classes to have students design and/or create a woven basket of their own.

Tags:

Art project, Group work, Primary source analysis, Research, Visual literacy

Alternative or Complementary Primary Sources

Native women weaving baskets, Sitka, Alaska. ca. 1897. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2007678562/.

Subject/Topic:

The king of the seas

Lesson By

Dr. Katie Wolff

Citation

Curtis, Asahel. The king of the seas in the hands of the Makahs, Neah Bay(?), Washington. ca. 1910–ca. 1911. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/93506022/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 9, Grade 10, Grade 11, Grade 12

Describe How Students Will Engage with the Source

This lesson is predominantly focused on Native American tribal treaties with the United States government. Depending on the regional location of students, they may or may not have background knowledge of tribes, reservations, and treaties. Most high school students should know the general history of how treaties were the way the US government negotiated the cessation of land and provision of services to Native American tribes.

To begin the lesson, I would have students brainstorm what they know about treaties and what they know about their local tribes’ treaties and the rights and provisions in them. It may be useful to view the video by NPR Why Treaties Matter. Students may also research local tribes’ treaties. Additional resources and links to treaties can be found at the Library of Congress research guide on Native American law.

Historical/Community Context for the Primary Source

Whaling is central to Makah culture, deeply tied to spiritual rituals, ceremonies, and traditional art forms like songs, dances, and basketry. It provides purpose, discipline, and essential resources for the community. The Makah tribe explicitly preserved their right to hunt whales in the 1855 Treaty of Neah Bay.

Source: https://makah.com/makah-tribal-info/whaling/

Source: : https://makah.com/makah-tribal-info/whaling/

Instructional Focus Question(s) for Discussion

What animal is on the beach?
What are the community members doing? What can you infer about their thoughts and feelings? Why?

Standards Connection (State)

Standards Connections

Arts and culture, Geography, history, social studies, Government, law, politics, Language, literature, folklore

ELA Standard

ELA IT.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.

Social Studies Standard

C4.11-12.2. Analyze and evaluate ways of influencing local, state, and national governments and international organizations to establish or preserve individual rights and/or promote the common good.

NCTE Standard 9

Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

Instructional Design

Questions to consider throughout the lesson: Why are treaties important to both Native Americans and the US government?
- What are the rights and provisions found in treaties?
- Why does honoring treaties benefit Native American tribes?
- Extension Questions: Why are reserved rights and provisions in treaties controversial? How are these controversies resolved?
Students begin by reading the information the Makah tribe has about whaling on their website. Students could read in groups or in partners and take notes on what they find interesting, what questions they have, and why whaling is important to the Makah tribe.
Project the source photo and have students discuss. What do they notice about the photo? What do they wonder?
Read Article 4 of the Treaty of Neah Bay 1855. Highlight where it talks about whaling specifically.
In groups, students research Makah whaling on the International Whaling Commission's website. After the introduction, there are five sections of information. Each group may be assigned a different section to read and present.
Groups present the information from their research to the class, either live or in an online format. Infographics made online or posters made in class should accompany group presentations. Students viewing the presentations should take notes.
Students write a composition answering the focus question: Why are treaties important to both Native Americans and the US government?
Extension Activity: View the documentary Fish War with the class. Students continue extensive research on treaties and reserved rights for a longer research paper.

Tags:

Group work, History, Primary source analysis, Research Project, Visual literacy

Alternative or Complementary Primary Sources

Curtis, Asahel. Makah Indian whalers landing whales at Neah Bay, Washington. ca. 1910–ca. 1911. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/93506001/.

Subject/Topic:

Light House Joe, an old Makah

Lesson By

Dr. Katie Wolff

Citation

Curtis, Asahel. Light House Joe, an old Makah Indian, holding a pole, by boat, on beach, at Neah Bay(?), Washington. ca. 1910–ca. 1911. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/94501684/.

Source Type

Photographs and Prints

Suggested Grade Band: Grade 6, Grade 7, Grade 8

Describe How Students Will Engage with the Source

Begin by introducing the Olympic Peninsula in Washington State, including the geography, by projecting a map and photos and asking students what they imagine the coastline to look like and what the hazards of a coastline like this might be. The National Park Service has some introductory resources on the ONP coastal geology, which may be helpful.

Brainstorm with students what life is like for people who live in this rural area currently and what it may have been like 100 or more years ago. This could be a Think-Pair-Share activity. There are also several good resources on the Indigenous people of the Olympic Peninsula, including this video by NOAA that is narrated by a tribal elder, Maria Pascua.

Historical/Community Context for the Primary Source

The Makah—or qʷidiččaq (“people who live by the rocks and seagulls”)—have occupied a large coastal and inland territory in what is now Neah Bay for thousands of years, relying on a marine-based economy with expertise in canoe building, whaling, sealing, fishing, and foraging. European contact in the late 1700s brought disease and population loss, culminating in the 1855 Treaty of Neah Bay, where the tribe ceded land but retained rights to hunt whales, hunt fish, and gather. Today, the Makah continue to have a marine-based economy and thriving cultural history.

Source: https://makah.com/makah-tribal-info/about-history/

Source: : https://makah.com/makah-tribal-info/about-history/

Instructional Focus Question(s) for Discussion

What does the picture show about life on the Makah reservation in 1870?
1. What is the purpose of the canoe? What about the tools in the picture?
2. How might the ocean have impacted life for Light House Joe?

Standards Connection (State)

Standards Connections