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Chronological Reasoning and Causation

Evaluating Primary Sources: Photographs and Prints

  • Documents in this Activity:
  • Historical Eras:

    Turn of the Century and WWI (1890 - 1930)

  • Thinking Skill:

    Historical Comprehension

  • Grade Level:

    Lower Elementary
    Upper Elementary

  • Topics:

    Transportation

  • Primary Source Types:

    Photograph

  • Regions:

    Long Island
    New York State
    United States

  • Creator:

    NYS Archives Partnership Trust Education Team

  1. Load Modes of Transportation, New York Public Library, New York City, 1916 in Main Image Viewer

Suggested Teaching Instructions

Title: Evaluating Primary Sources: Photographs and Prints

The activity can be completed using the questions offered in the activity, or by having the students study the document and create their own questions.

 Overview: Using the primary source Modes of Transportation, New York Public Library, New York City, 1916 students will learn how to think like an historian. Teachers will guide students through the analysis of a primary source image. 

Goal: Introduce students to the concept of historical thinking and primary source evaluation. 

 Objectives: 

  • Students will use a primary source image to learn how to think like a historian. 

  • Students will be able to describe what they see in the image and critically think about the image.

Investigative (Compelling) Question: What does it mean to think like a historian/evaluate images? 

 Time Required

  • 1 -40 minute class period (add more time as needed based on student needs)

Recommended Grade Range

  • Early Elementary 

Subject: Social Studies

Standards: 

  • 2.6 Identifying continuities and changes over time can help understand historical developments. 

    • 2.6a Continuities and changes over time in communities can be described using historical thinking, vocabulary, and tools such as time lines.

 Credits: Melissa McBride


PREPARATION 

Materials Used: 

PROCEDURE

Description of Procedure: 

  • Connect: Introduce vocabulary: transportation, trolley, bus, etc., vocabulary should be guided by your students background knowledge. 

  • Wonder: Show students the Modes of Transportation image. Ask students what they notice about the photo. Using the LOC document, ask the “Observe” questions: 

    • Describe what you see. 

    • What do you notice first? 

    • What people and objects are shown? 

    • How are they arranged? 

    • What is the physical setting? 

    •  What other details can you see? 

Keep a list of what they notice. Ask the students what questions they have after seeing the image. 

  • Investigate: Using the LOC and the Stanford documents have the students investigate the photo. Pick questions from the documents that are suited to your particular lesson and your students. Some questions to consider that have broad use:

    • What was different then? The same?

    • When do you think the image was made?

    • What can you learn from this image?

    • What/Who is missing?

  • Construct: Show students the questions they had during the “Observe” phase. Ask them to discuss with a partner and see if they can answer the questions. Bring class back together and discuss the answers to their original questions. 

  • Express: If we were to recreate this image today, what would be the same? Different? Have students draw a picture of what they think this scene would look like today. 

  • Reflect: Ask students to come up with a list of three things that they learned about studying primary source images. What things must an historian do when looking at images like these?

 Extensions Ask your family if they have any historical images. Bring to school for show and tell. 

EVALUATION

 Evaluation: Teachers will observe and assess formatively. Students should be able to give examples of what historians look for when looking at primary source images.