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Where Credit is Due - Published Version
Content Topic:
U.S. History, Civil War, documenting sources, copyright, property rights
As part of a unit on the Civil War, students have been asked to explore the Library of Congress’s digital resources for images to augment their multi-media presentation. They have previously chosen their topic and reviewed subject and keyword searching. Now they will learn how to properly cite images from the Library of Congress’s collection.
Collaboration Potential:
Social Studies teacher
Total Estimated Time:
80 minutes
Suggested Number Of Sessions:
  • Where Credit is Due PowerPoint (SM1_CreditDue)
  • Library of Congress Digital Resource Guided Practice sheet (SM2_CreditDue)
  • Smartboard or projector
Instruction / Activities:

Direct instruction:

Have a slide show of sample images from the Library of Congress’ collection of Civil War images playing (  *The images should all include a photo credit citation.  Explain to students that these are some of the many resources they will have the opportunity to explore and use for their project, but before they explore today they will need to learn how to create a proper photo credit citation.


Present how to identify the five photo credit essentials: Title, photographer, date, source and Library of Congress reproduction number using the “Where Credit is Due” PowerPoint presentation (SM1_CreditDue). Review the 5 necessary components of a photo credit citation (the class should be able to name them.) before distributing the resource practice sheet.


Modeling and guided practice:

Distribute worksheet. Model a sample search on the Smart Board and fill out a sample worksheet together.  Allow students to explore the image section of their Civil War Internet Resource Pathfinder to explore the Library of Congress’s collection.  (Activate prior knowledge by reminding them how to perform subject searches).


Independent practice:

Students will locate and record their image selections using the digital resource worksheet.  Both the classroom teacher and TL should circulate around the room and answer student questions while students work individually on their resource collecting


Sharing and reflection:

As the period draws to a close, have students pair up and review each other's resource sheets for completeness. Digital resource sheets will then be collected by their teacher to be placed in the student’s research folders for later use.

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Presented By: Ana Canino-Fluit
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