1) Chronological Thinking
Taking the Long View, 1851-1991, contains panoramas from all fifty states. Students can use the photographs to study the history of their state. Students might research and compare land development, industry, agriculture, and housing in their region one hundred years ago and today. Students can also use the collection to create a "then and now" museum of photographs from the collection and from current newspapers.
2) Historical Comprehension
Students can use the collection to imagine what life was like in turn-of-the-century America. Teachers can guide students in a discussion of what aspects of life they can learn about from the photos. How did people work? Where did people live? What did people do for fun? What was difficult about living a hundred years ago? What might have been easier? What were the effects of industrialization on the American landscape?
For example, have students look at Hester Street, a turn-of-the-century market in New York, as well as a City market of Los Angeles and The Horses Market in South Omaha, Nebraska. How do these markets compare with the places where we buy and sell goods today?
Search on employment, commercial streets, and specific types of industry such as lumber, petroleum, paper, and steel to find photographs related to work. Search on dwellings, markets, schools, games, and amusement for images which show daily life of the period.
3) Historical Research Capabilities
Students may use the collection to research local history. They can assemble a set of panoramic images to create an exhibit or report on their region in an earlier time period. Students might analyze parts of a single panorama and research related resources to explain the elements in a photograph.
Visit the special presentation, Seeing Change Over Time: Duluth, Minnesota, 1870-1913 as an example of an exhibit. Browse the Place Index to help locate a specific place to research.
4) Historical Issue Analysis and Decision Making
In the decades surrounding 1900, Americans were faced with choices about how to develop land and use resources. New technologies were available to exploit resources to an extent never seen before. It was also during this time that national parks were established. Students might consider the history of American attitudes toward developing and utilizing natural resources and use this history as a context for studying present day issues of conservation. Students might look at the Evolution of the Conservation Movement, 1850-1920 Collection Connection to further explore these ideas.
Search on mountains, waterfalls, national parks, oil, mines, canals, dams, and railroad to see images showing different uses of the land.