The Library of Congress

The Mathew Brady Bunch

Teacher's Guide

The Civil War was the first American war thoroughly caught on film. Mathew Brady and his group of photographers captured many images of this divisive war, ranging from portraits to battle scenes. Due to the technology of the time, many of the scenes in the photographs were manipulated by the photographers. By viewing and analyzing these photographs, students can gain an understanding of the events of the Civil War and how photographers and journalists can shape the public's attitude regarding certain events.

Using Selected Civil War Photographs 1861-1865, students will combine historical information with modern resources. Students will learn to analyze photographs, conduct research based on primary documents, and write newspaper articles from the perspective of the Civil War era. Students will then learn HTML and will convert their articles into web pages.

This project is meant to be incorporated into a broad unit on the Civil War. The project will work best if it is started in the latter part of the unit. That way, students will have some background knowledge about the events of the war.

Teachers should make themselves familiar with the Selected Civil War Photographs 1861-1865 website, including all background information links found on the main page.

Teachers should also make themselves familiar with the Teacher Materials created for use with this project.

In addition to the specific procedures found below, teachers may benefit from reading the Student Project Outline, which gives an overview of the project in clear, concise terms.

Have the following materials ready before each activity:

Activity One: Activity Two: Activity Three: Activity Four: Activity Five: Activity Six: Activity Seven: Teacher Evaluation:

Student Project Outline Photographic Analysis form, sample photographs Photographic Analysis, disks Research Guide How to Write a News Article, Peer Editing Guide HTML Template, disks Self Assessment & Peer Evaluation Final Evaluation

Procedure

Activity One - Overview (1 day or less -- Classroom)

Introduce students to the project using the Student Project Outline. Review objectives, guidelines, and project timelines.

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Activity Two - Photographic analysis (1 day -- Classroom)

Before class, photocopy Photographic Analysis form, one for each student. Print out four photographs from Selected Civil War Photographs 1861-1865. Also try to use different types of scenes. For example you may choose the following photographs (click on thumbnail for larger image):

• 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

1. Distribute a Photographic Analysis form to each student.
2. Discuss the form, perhaps using a present day photo as an example.
3. Give each student a copy of one of the four photographs chosen and copied.
4. Have students make observations and deductions independently
5. Have students get into four groups, based on their photographs.
6. Students should share their observations and deductions, comparing them to other group members who analyzed the same photograph.

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Activity Three - Civil War photograph selection and analysis of specific photo (2 days -- Internet Research Lab)

Before class, bookmark Selected Civil War Photographs, 1861-1865 or link to your home page, and photocopy the Photographic Analysis form for students.

Technology Tip #1

Day One

1. Introduce the American Memory collections to students, focusing on Selected Civil War Photographs, 1861-1865.
2. Demonstrate the three methods of searching Civil War Photographs collection, with immediate hands-on follow-up by students.
• Search by Keyword
• Browse by Subject
• Browse by Year (using timeline)
3. Have students complete the two exercises found in Does the Camera Ever Lie? The Case of the Confused Identity and the Case of the Moved Body.

Day Two

1. Students search the collection for a photograph, using search strategies of their choosing. This photograph will be the focus the news article, so encourage students to explore the collection carefully. Have each student print out a copy of the selected photograph.
2. Students should also copy the photograph to their disk or the network:
   • With the cursor on top of the photograph, depress the mouse button (right button on PC mouse).
   • Click on "Save Image As".
   • Give image a name and save it to disk or network.
3. Hand out a blank copy of the Photographic Analysis form to each student.
4. For homework, have students analyze their selected photographs using the same steps used in class.
5. Remind students to take care in brainstorming questions they have about their photographs. These questions will form the basis for their research investigations.

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Activity Four - Research (2 or 3 days -- Internet Research Lab/Library)

Photocopy the Research Guide for each student. Students should bring their photograph and their completed photographic analysis form with them to the library.

1. Have students take out their photographs and completed Photographic Analysis forms.
2. Draw students' attention to the questions they brainstormed at the bottom of the form and instruct them to start their research based on these questions.
3. Conduct mini-lessons, as needed, on Media Center resources and Internet search strategies.
4. Pass out copies of the Research Guide. Students should take notes based on their research investigation on this form. Remind the students that they will need to create a "Works Cited" list as part of their project.

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Activity Five - Writing (2 days -- English Classroom -- Social Studies Classroom if teaming arrangement is not available)

This activity should take place after research is completed and does not take place on concurrent days. Students will need their photograph, completed photographic analysis form and completed research guide.

Before class, photocopy How to Write a News Article for students, for use on Day One. Photocopy the Peer Editing Guide for students, for use on Day Two.

Day One

1. Pass out copies of How to Write a News Article.
2. Review the assignment with the students, including guidelines, objectives and drafting timeline.
3. If time permits, students can begin drafting.

Day Two

1. Have students take out the rough drafts of their news articles.
2. Pair up students and have them switch papers.
3. Pass out a copy of the Peer Editing Guide to each student.
4. Have students read and edit each other's articles following the guidelines on the Peer Editing Guide.
5. Students should then revise their news articles.

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Activity Six - Creating a web page

Before the lesson, photocopy the HTML Template for students, and have disks or space on your network available for saving.

Technology Tip #2

1. Pass out disks with students' photographs.
2. Have each student take out the final drafts of their articles.
3. Using the HTML Template, have each student create a web page that incorporates the selected Civil War photograph and corresponding newspaper article text.
4. Students should save their pages following the filename structure in Technology Tip #1.
5. Ask your school's webmaster to upload the student web pages and graphics to the school web server.

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Activity Seven - Self Assessment & Peer Evaluation (1 day -- Internet Research Lab)

This lesson can only occur after the web pages have been uploaded by your webmaster. Prior to the lesson, print out the Self Assessment & Peer Evaluation and copy for students.

1. Pass out the Self Assessment & Peer Evaluation.
2. Have students view their project on the web and complete the self assessment portion of the form.
3. Have students view the projects completed by their classmates and complete the peer evaluation part of the form.

Top of Page

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Evaluation and Extension

Students and instructors will evaluate work process and product throughout this investigation. Custom rubrics will be used for the photographic analysis activities, the research process, and the final product (article). A Final Evaluation is available for teachers to use when evaluating students' final products from the Civil War Newspapers investigation.

Students will build on the skills developed during this project by using the photographic analysis techniques applied to other online primary sources throughout the year. For example, students may analyze photographs from other American Memory collections, such as America from the Great Depression to World War II: Photographs from the FSA and OWI, ca. 1935-1945 or Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920.

Teachers may choose to have more advanced students apply their photographic analysis skills to text sources such as George Washington Papers at the Library of Congress, 1741-1799 or American Life Histories: Manuscripts from the Federal Writers' Project, 1936-1940.

For a complete listing of the collections, be sure to use the Browse by Topic or List all collections page.