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This virtual inquiry was adapted from a Library of Congress TPS Starter Activity found in the Teacher Blog. https://blogs.loc.gov/teachers/

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Group #2  K-R
Brian Kish, Allison Kreiter,  Katie Meaney, Jane Mills, Miriam Morgenstern, Jennifer Porter

1.  Click on the image to view enlargement for analysis. Once the image is open, click on Open in New Window to enlarge further. A second click will enlarge even more.
2.  Click on the + sign below to Add your comment to this column using the question prompts below to Observe and Reflect about the primary source.  Write your name at the beginning of your comment in the Title text box.
3.  OBSERVE (See)  What do you  notice? (dates, places, names, and edits)
4.  REFLECT (Think)  Why do you think Langston Hughes made those edits? Did you see any shifts in the poet's attitude toward Booker T.?

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Group #3  R-W
Kat Rejsek, Erin Shackel, Kate Sprague-Hicks,  Beth Toren, Christine Tyler, Bryn Walker, William Williams III.
1.  Click on the image to view enlargement for analysis. Once the image is open, click on Open in New Window to enlarge further. A second click will enlarge even more.
2.  Click on the + sign below to Add your comment to this column using the question prompts below to Observe and Reflect about the primary source.  Write your name at the beginning of your comment in the Title text box.
3.  OBSERVE (See)  What do you  notice? (dates, places, names, and edits)
4.  REFLECT (Think)  Why do you think Langston Hughes made those edits? Did you see any shifts in the poet's attitude toward Booker T.?

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The Library of Congress Analysis Tool has multiple formats.  All formats use the basic formula of Observe (See) - Reflect (Think) - Question (Wonder).  For this activity, we used the format for Manuscripts which customizes the questions for analyzing a manuscript. The generic teachers guide may be used for any primary source.  A blank student worksheet is available to download.

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Booker Taliaferro Washington April 5, 1856 - November 14, 1915

Tuskegee Institute - Opened July 4, 1881

Atlanta Compromise Speech by Booker T. 1895

Langston Hughes - February 1, 1902 - 1967

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Black American joker : an inexhaustible collection of minstrels' and end-men's amusing answers--bluffs and bouncers--comic catches ...Chicago: T.S. Denison, Publisher, 1897.
https://www.loc.gov/item/91899021/

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The Debate between Booker T. Washington and W.E.B. Dubois

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The Debate between Booker T. Washington and W.E.B. Dubois

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https://www.pbs.org/wgbh/frontline/article/debate-w-e-b-du-bois-and-booker-t-washington/

The Atlanta Compromise
https://blogs.loc.gov/teachers/2011/07/booker-t-washington-and-the-atlanta-compromise/

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About This Program | Teachers | Programs | Library of Congress

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The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching.

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TPS Eastern Region Waynesburg University

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TPS Eastern Region Waynesburg University

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Join our mailing list!

The Teaching with Primary Sources (TPS) Eastern Region program at Waynesburg University supports K-12 education by offering free professional development and resources to educators across the Eastern Region.

The mission of the Library of Congress Teaching with Primary Sources program is to build awareness of the Library's educational initiatives, provide content that promotes the effective educational use of the Library's resources, and offer access to and promote sustained use of the Library's educational resources.

The Library achieves this mission through collaborations between the Library and the K-12 educational community across the United States. The program contributes to the quality of education by helping teachers use the Library's digitized primary sources to engage students, develop their critical thinking skills, and construct knowledge. Learn more about the Library's TPS program and other resources available to teachers via the Teachers Page.

Hundreds of organizations from all 50 states, the District of Columbia, and the U.S. Territories have enhanced their programming for educators through the TPS Regional program.

School districts, universities, cultural institutions, library systems, and other educational organizations may apply for grants of up to $20,000 to incorporate TPS materials and methods into existing education and professional development programs for pre- and in-service teachers, librarians, and other K-12 educators.

The TPS Eastern Region provides free online professional learning to familiarize prospective project leaders with Library of Congress TPS Program content and the tools necessary to launch TPS professional learning for grant participants.

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Questions? Get the answers here: FAQ's

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Content created and featured in partnership with the TPS program does not indicate an endorsement by the Library of Congress.
Citations for TPS Eastern Region Publications

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Teaching with Primary Sources (TPS) Eastern Region

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Join our mailing list! The Teaching with Primary Sources (TPS) Eastern Region program at Waynesburg University supports K-12 education by offering free professional development and resources to educators across the Eastern Region.

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Reflection: His underlined words look like they are alliteration

Observation: I see that he put rhyming words to the right

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Observe: His edits change negatives to positives--"not" to "surely" for example.  He also puts head before heart.
Reflect: seems to shift a focus to the importance of education and development of the mind. The "not" to "surely" definitely changes the tone.  I don't know his motives but it provides more agency for sure.

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Group #1  A-J
Kristin Andris, Heather Ashe, Kelley Brown, Cynthia DeLeon, Cathlin Goulding, Monica Johnson

1.  Click on the image to view enlargement for analysis. Once the image is open, click on Open in New Window to enlarge further. A second click will enlarge even more.
2.  Click on the + sign below to Add your comment to this column using the question prompts below to Observe and Reflect about the primary source.  Write your name at the beginning of your comment in the Title text box.
3.  OBSERVE (See)  What do you  notice? (dates, places, names, and edits)
4.  REFLECT (Think)  Why do you think Langston Hughes made those edits? Did you see any shifts in the poet's attitude toward Booker T.?

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Observe: I notice his emphasis on Booker T. Washington being a "practical man." There was a place name + date, "Alabama in '85." I also see a lot of language around "training" and "making."

Reflect: The edits are around forefronting "head" instead of "heart." I think Hughes is trying to ironically show us that the head was the least vested part of creating these schools and programs for Black Americans...

I don't shift any shift in attitude towards Booker T. Washington, other than trying to shade him a bit more!

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Edits include tension between the perspective of the poem, (you vs. he vs. omitted subject)

Curious about what "being a far-sighted practical man" has replaced

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it is interesting that he switched head & heart so that head came first... this seems to focus on education/knowledge rather than emotions

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I found it interesting that he changed the comment on the joker  to "be" as opposed to "stay". feels more active.
mention of Alabama too.

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edits appear in different formats, pencil, ink... appears to have come back to it more than once or twice

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Dates May 1941, "85, 2nd draft, rhyming words down the side, added Tuskegee

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replacing longer phrases with fewer words

the old laborious way we had to make changes with a typewriter

removing words that aren't present or meaningful/urgent - removed "since"

need to consider the voice - observer and then it is Booker T. speaking?

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he made several edits in pencil and with the writer its interesting he listed off the words to the right to rhyme

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-The date of the poem is June 1, 1941
-Several revisions are visible on the document. These revisions appear to be mostly typed

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Booker T., Tuskegee,  Alabama, '85. I am cannot read what is said before the edits so not sure how to respond

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I became fascinated with the word order and his changes in word order. It feels like I'm in a writing class and I am studying the process of writing. But I just realized I was looking at a different draft!!! :)

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He made changes for rhyme and meter.

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Katie Meaney: I was curious about what the first draft looked like, in terms of edits. So I did a quick comparison of the two, to see what happened over time. 

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Katie Meaney: I was curious about what the first draft looked like, in terms of edits. So I did a quick comparison of the two, to see what happened over time. 

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On this second draft, I was immediately drawn to the rhyme key in the upper right (whoops!) corner. It's working like a cognitive support.

I was also interested in the different ways to edit, e.g. in pencil and through the typewriter, which suggests edits over time.

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It doesn't look like they had whiteout back then

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He changed "stay" alive to "be" alive. That change seems to reflect the thought of that he was lucky to be alive in the first place. 

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He changed "stay" alive to "be" alive. That change seems to reflect the thought of that he was lucky to be alive in the first place. 

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We can see a bit of the creative process with the listing of rhyming words on the right, written out by hand, which can sometimes be a useful way to get past a section of written lyric. There are more handwritten edits in this draft than the others.

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Groups 1-2-3

1. Review what your classmates discovered when they analyzed the first 3 drafts of Ballad.

2. Read this final draft of the poem.

3. What questions do you have for  further investigation?

4. What question would you like to ask Langston Hughes about his  poem?