This collection uses primary sources to explore the golden age of musical theatre on Broadway. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

A comic scene representing two New York city political factions, the Whigs and the radical Democrats (or "Loco Focos"), as scuffling newsboys. The scene takes place before the half-built Customs House, where several newsboys and a black chimney sweep are gathered watching a scrap involving a ragged youth selling "loco foco" matches and another newsboy. The match-seller raises his fist and threatens, "Oh! you d---d Whiggy." The latter, striking him, "I'll loco poke you." On the left three of the newsboys hold Democratic newspapers the "New York Evening Post" and the "New Era," and a copy of radical reformer Frances ("Fanny") Wright's lectures. One says, with a sidelong glance at the unfortunate match-seller, "I told him he had better not fight." The chimney sweep taunts them, "Does Fanny know you're out?" On the right, a second group of newsboys, holding copies of Whig journals, the "Transcript, Morning Courier and New York Enquirer, Gazette," and the "Evening Star," cheer on the winning fighter.|Printed & publd. by H.R. Robinson, 52 Cortlandt, 11 1/2 Wall, & 38 Chatham St. N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 46.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1836-21.

In this lesson students will use information from articles about microorganisms and their prior knowledge to identify both the positive and negative aspects of microorganisms.

In this lesson, students will be able to view and analyze both good and bad interview techniques. The learners are people who's education may have been interrupted for various reasons. The lesson will provide practical exercises on using the techniques presented. Learners will be exposed to proper and improper interview techniques.

Learn about the lives of gorillas born in captivity in this video segment from Nature.

An allegorical design on the cover of a piano-music composition dedicated to the newly elected Democratic governor of Massachusetts, Marcus Morton. The illustration's central motif is based on the state seal, showing an Indian warrior and a star on a shield, draped with the state and United States flags. (Oddly, the Indian's head is obscured by the flags, and weeds grow up around the shield--perhaps an editorial comment on the artist's part.) On a streamer is the state motto "Ense petit placidam [sub libe]rtate quietem" (With the sword she seeks peace under liberty). In the distance the state house (on the right) and the governor's mansion are visible. The image is framed by two columns and a plinth made up wholly of type ornaments and printed in red ink.|Entered . . . 1839 by Henry Prentiss.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1839-14.

A sheet music cover illustrated with an allegorical vignette incorporating the arms of the state of South Carolina. The quickstep was composed by Geo. F. Cole for the Washington Light Infantry and dedicated by the troop to the Savannah Republican Blues, Chatham Artillery, Georgia Hussars, and Volunteer Guards and to the Columbia Richland Rifle Corps and Governors Guards. According to the text it was "played on the Occasion of the reception of the above Companies in Charleston Feb 22nd 1850." The vignette features an arch, "Constitution," resting on three columns labeled "Wisdom," "Justice," and "Moderation." The arch stands in the shadow of a palmetto, South Carolina being known as the Palmetto State. In the left background is a mountainous landscape with a viaduct crossed by a locomotive. On the right, a farmer ploughs his field and ships sail on the water.|Entered . . . 1850 by Wm. Hall & Son. |Lith. of Wm. Endicott & Co. N.Y.|Music composed by Geo. F. Cole for the Washington Light Infantry; published by George F. Cole, Charleston, S.C.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1850-1.

A dramatic prison scene, intended to contrast the clemency of New York's Whig governor William H. Seward with the vindictiveness of the Democrat-controlled New York City prison administration. In the interior of the Halls of Justice, popularly known as "the Tombs," a grim jailer stands blocking the approach of a Catholic priest toward a small cell, saying "You can't Enter." The priest, holding a crucifix and rosary beads, presents a paper marked "Admit the Bearer. W H Seward" and replies, "Here is my authority from Govr. Seward for admission. I shall now see the wretched man." Meanwhile, in his cell, the "wretched man"--actually, convicted murderer John Caldwell Colt--kneels in prayer, a Bible beside him. He implores, "Must I die without seeing my Priest? How cruel to prevent me from making My peace with my God!" The print may be based on an actual incident. Interestingly, though, in the closing months of his administration Seward refused to pardon Colt, despite considerable political pressure to do so. Colt cheated the hangman by taking his own life on the day of his scheduled execution.|Signed with monogram: HD (Henry Dacre?).|Title appears as it is written on the item.|Weitenkampf, p. 70.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1842-1.

An illustrated sheet music cover, for a march celebrating the election of Silas Wright as governor of New York. Wright, a popular and influential Democrat and Van Buren ally, was elected in November 1844. The march is dedicated to the new governor by its composer Oliver J. Shaw. The cover is adorned with an elaborately drawn arms of the state of New York. A shield shows the rising sun over a landscape with canal barges; below is the state motto "Excelsior." The shield is flanked by two classical figures: Justice (left) with scales and sword, and Hope holding an anchor and a scythe symbolizing agriculture. Above is an eagle holding arrows, olive branches, and a streamer reading "E Pluribus Unum" and below are olive and oak branches.|Entered . . . 1844 by Wm. H. Oakes.|For sale by E.H. Wade, 197 Washington St.|Thayer & Co's Lith. Boston.|The Library's copy of the music-sheet was deposited for copyright on December 24, 1844.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1844-49.

A satire on Andrew Jackson's "Kitchen Cabinet," the pejorative name given his informal circle of close advisors. The print appeared during the heated controversy incited by Jackson's discontinuation of federal deposits to the Bank of the United States. In the President's September 1833 message to his formal cabinet, announcing this measure he claimed sole "responsibility" for this decision. Many regardless attributed the move to the machinations of Van Buren and other figures of the "Kitchen" group. "The Government," is shown as a cart, driven by a figure made up of kitchen implements, and drawn by an ass with Jackson's head, who is in turn led by the ear by Martin Van Buren. The cart is marked "K.C." probably standing for Kitchen Cabinet, and bears an emblem composed of a broad-brimmed hat, riding crop, sword, Jackson's eyeglasses, and a cauldron. The same cauldron, inscribed with the word "unit," appears as the mid-section of the driver. (The cryptic term "unit" figures in an earlier cartoon -- again with reference to Jackson's cabinet -- Edward W. Clay's ".00001. The Value of a Unit," no. 1831-1). Into the cart a black man pours a bucket of waste, apparently from the public privvy in the background, marked "Public Accomodation / Place of Deposit" on the right.|Entered . . . 1834 by Endicott & Swett . . . New-York.|Hassan Straightshanks (David Claypool Johnston?) Del.|The title suggests that the print was to have been the first in a series, although no further numbers have been recorded. It was by the same artist, pseudonymed "Hassan Strightshanks," as "The Grand National Caravan Moving East" (no. 1833-11) and "The Grand Fantastical Parade. . ." (no. 1833-12). The Library's impression was deposited for copyright on April 7, 1834.|Title appears as it is written on the item.|Murrell, p. 124.|Weitenkampf, p. 35.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1834-12.

A satire on the New Jersey gubernatorial campaign of 1844, centering on a major issue of the race--extension of the Camden and Amboy Railroad. The Whig candidate, New Jersey native Charles C. Stratton, campaigned on a platform opposing the powerful railroad interests of the state. The Democratic candidate, Pennsylvania-born John R. Thomson, was a stockholder in the railroad and a vigorous advocate of internal improvements. The artist portrays Thomson as a reckless pawn of "young Hyson" (possibly a railroad magnate?) and the railroad as a burden on the people of the state. Thomson (here "Thompson") rides a steam train along a stretch of track laid over the backs of the people. The track ahead is unfinished--a fact noted by a man on the locomotive's front platform. Heedless of this, Captain Thomson stands atop one of the cars waving a militia cap (a symbol of his Jacksonian alignment) and shouting, "Fire up Green! Fire! I say that devilish Whig brigand Stratton is almost there--Stir up!--Put on the Steam or our man is lost--O my Country! O!!! 'For thee I wave my Sword on high / For thee I live--For thee I die' Go ahead! Burst! I'd sooner smash than not be first." Whig ally and fellow railroad advocate James S. Green feeds the engine's boiler, complaining, "T'is decreed by my Master, the Captain, that there shall be more Fire--but I fear I never shall be Chancellor." Another man asks Thomson, "How long shall we go on this tack, Captain? It is almost time to have the Engine reversed." The train pulls "Young Hyson" who rides in an oriental rickshaw-like vehicle. Ahead is a tall staff flying an American flag and a "Clay and Frelinghuysen" streamer. Further on, Stratton's horse-drawn coach approaches a crowd gathered around a small house. On a hill nearby is a large house with a cupola, possibly the governor's residence. A man in the crowd calls out, "Here they are! Three cheers for Governor Stratton the "Jersey bred Jerseymen."" The coach's driver announces, "We've distanced the Rail Road machinery this time." In the foreground a farmer at the reins of a simple wooden wagon full of produce calls out to two gentlemen in a stylish coach nearby, "Hurrah for Clay--for Frelinghuysen for Stratton--and for all who go for men of my Condition: Hurrah I say you men with your men Servants there!" One of the gentlemen says to the other, "Egad my friend, Thompson will find the backs of the people a very unsafe Foundation for a Rail Road. I had rather trust to Stratton's Old Jersey Waggon off yonder." His driver comments ironically, "I have no faith in the common people--they have no respect for rank--Thompson degrades himself by condescending to be their Governor." The print may have been conceived as part of a series, given that it is marked "No. 4," although no related prints have been recorded.|Entered . . . 1844 by H.R. Robinson.|Lith. & publ. by H.R. Robinson, 142 Nassau St & 112 Broadway N. York|Title appears as it is written on the item.|Weitenkampf, p. 83.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1844-48.

In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

This inquiry by Ryan Theodoriches, Evergreen Public Schools, is based on the C3 Framework inquiry arc. The inquiry leads students through an investigation of the decision by the federal government of the United States to honor Christopher Columbus with a federal holiday as well as efforts to challenge the view that Columbus should be revered as a national hero.

In this module, students read, discuss, and analyze literary and informational texts, focusing on how authors use word choice and rhetoric to develop ideas, and advance their points of view and purposes. The texts in this module represent varied voices, experiences, and perspectives, but are united by their shared exploration of the effects of prejudice and oppression on identity construction. Each of the module texts is a complex work with multiple central ideas and claims that complement the central ideas and claims of other texts in the module. All four module texts offer rich opportunities to analyze authorial engagement with past and present struggles against oppression, as well as how an author’s rhetoric or word choices strengthen the power and persuasiveness of the text.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In Module 11.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 11.1 and 12.2, students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which will serve as the early foundation of what will ultimately become a written research-based argument paper. The research-based argument paper synthesizes and articulates several claims using valid reasoning and relevant and sufficient evidence to support the claims. Students read and analyze sources to surface potential problem-based questions for research, and develop and strengthen their writing by revising and editing.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students read, discuss, and analyze literary texts, focusing on the authors’ choices in developing and relating textual elements such as character development, point of view, and central ideas while also considering how a text’s structure conveys meaning and creates aesthetic impact. Additionally, students learn and practice narrative writing techniques as they examine the techniques of the authors whose stories students analyze in the module.|

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

This unit is to explore the influence of an author's life on his or her work through the analysis of American Short Stories.

Image source: "Writing" by Ramdlon at https://pixabay.com/en/writer-writing-paper-letter-author-605764/Unit Overview: The Writers on Writing Unit engages students in reading, analyzing, and creating literacy narratives, or stories about learning to read and write. The unit begins by asking students to view and read literacy narratives, and to analyze author’s literacy narratives through annotation, discussion, and writing a formal analysis essay. As students go through the narratives, they are asked to analyze author technique and purpose, paying close attention to style, syntax, and organization in preparation for writing their own authentic literacy narratives and ultimately creating digital storytelling projects about those narratives. By the end of this unit, students will have composed analysis writing, creative nonfiction, and multimedia stories. They will have had the ability to select certain reading assignments, to work in groups and with partners to brainstorm, edit, and revise, and they will have had guided writing lessons on composing strong sentences. Day 2 Overview:  These plans are for Day 2 of the Writers on Writing Unit. On Day 2, students focus on strong sentences and paragraphs, beginning with student rewriting of mentor sentences, and culminating in analysis of a basic vs. elaborate paragraph from a literacy narrative. Students discuss how description improves meaning in narratives, and look at successful authors to prepare for their own work.Source Citation:  Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave. Boston: Anti-Slavery Office, 1849.

Image source: "Writing" by Ramdlon at https://pixabay.com/en/writer-writing-paper-letter-author-605764/Unit Overview: The Writers on Writing Unit engages students in reading, analyzing, and creating literacy narratives, or stories about learning to read and write. The unit begins by asking students to view and read literacy narratives, and to analyze author’s literacy narratives through annotation, discussion, and writing a formal analysis essay. As students go through the narratives, they are asked to analyze author technique and purpose, paying close attention to style, syntax, and organization in preparation for writing their own authentic literacy narratives and ultimately creating digital storytelling projects about those narratives. By the end of this unit, students will have composed analysis writing, creative nonfiction, and multimedia stories. They will have had the ability to select certain reading assignments, to work in groups and with partners to brainstorm, edit, and revise, and they will have had guided writing lessons on composing strong sentences.