https://caspercollege.cvlcollections.org/files/original/915d9d4aa7dff61ddff8b9e730aec2cd.pdf 00a8b2b095fc412eae37ee1167028180 PDF Text Text 1 The general structure of the introductory one-shot lesson outline is highly applicable to the Charles "Chuck" Morrison Photographs and Papers at the Casper College Western History Center. This collection is actually an ideal teaching example because it embodies the principles of archival organization and the complexity of provenance. Here's how the three main sections of the outline align perfectly with the Chuck Morrison Collection: I. Introduction: Archives & Provenance (10 minutes) The Morrison collection is a perfect case study for explaining provenance and the archivist's role because Chuck Morrison had multiple, distinct professional identities: ● ● ● ● ● Photographer: For the Casper Star-Tribune newspaper and the City of Casper. State Representative: Correspondence and papers related to his legislative work. Historian/Writer: Historical stories and articles he wrote. WWII Veteran: Letters, credentials, awards, and photographs from his service. Teaching Strategy: You can pose the question: "If a librarian cataloged this, they might put his materials into categories like Wyoming Politics, Journalism, and World War II. Why does the archivist keep them all together under the name Charles 'Chuck' Morrison?" The answer—provenance—shows that his life connects all these disparate records. II. Finding Aids & Access Strategies (15 minutes) The collection's structure directly demonstrates the need for finding aids over simple keyword searches. ● ● The Aggregation Problem: The collection is extensive, covering dates from the 1920s to the 1990s, and includes various formats (photographs, negatives, letters, legislative papers). Students will immediately grasp that searching for a single photo in this massive collection is impossible. Hands-on Tutorial: Students can be directed to the digital finding aid (as referenced in the search results) to navigate the series and sub-series, such as: ○ Personal and Professional Papers ○ Photographic Prints and Negatives ○ Specific boxes, like "Box 5: Historical Events-Legislature and Politics" Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �2 ● Skill Focus: This teaches students how to use the creator's life and the collection's organization (provenance and original order) as their primary search tools instead of relying on subject headings. III. Source Analysis & Interpretation (20 minutes) The diversity of the Morrison collection provides excellent material for the hands-on analysis activity. ● ● Variety of Sources: You can select disparate items to highlight different contexts: 1. A professional photograph from the Star-Tribune (Source Analysis: What was his professional bias/purpose?). 2. A personal letter written home during WWII (Source Analysis: What does this reveal about his state of mind or the historical event that a published history book cannot?). 3. A legislative document or correspondence (Source Analysis: What does this reveal about state politics in Wyoming in the 1960s?). Primary Source Literacy: Using one item (like a photo of Lyndon B. Johnson's visit to Casper) allows the class to critically analyze who took the picture, for what purpose, and how that context affects their interpretation of the event. In short, the Charles "Chuck" Morrison Photographs and Papers is an ideal, locally relevant collection to demonstrate all the key concepts of archival research in an introductory one-shot lesson. IV. Conclusion (5 minutes) Quick review and take-away information provided to students reinforcing the following learning objectives: LO 1: Understanding Archival Structure (The "What" and "Where") ● LO 1.1 (Defining Archives): Students will be able to differentiate between a library's organization (by subject/author) and an archive's organization (by provenance and original order) after analyzing the various materials within the Morrison Collection. LO 2: Critical Primary Source Analysis (The "How" and "Why") ● Critical Primary Source Analysis is only assessed in a formative manner during the oneshot. LO 3: Research and Access Strategies (The "Next Step") Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �3 ● LO 3.1 (Translating Topic): Students will be able to translate a general research topic (e.g., "Wyoming during World War II") into relevant archival search terms focused on people, organizations, and events likely to have created records within the Western History Center. ● LO 3.2 (Responsible Access): Students will be able to identify the necessary steps and procedures for accessing and responsibly handling unique archival materials in the reading room, demonstrating an understanding of the archivist's role as a preserver. Collecting Assessment ● Assessment will be collected by the teaching archivist via an exit ticket in concluding the lesson. Learning Outcomes Specific learning objectives for the introductory archival lesson using the Charles "Chuck" Morrison Photographs and Papers, categorized by the three main sections of the lesson outline: Learning Objectives for the Archival One-Shot LO 1: Understanding Archival Structure (The "What" and "Where") ● LO 1.1 (Defining Archives): Students will be able to differentiate between a library's organization (by subject/author) and an archive's organization (by provenance and original order) after analyzing the various materials within the Morrison Collection. ● LO 1.2 (Using Finding Aids): Students will be able to navigate a basic archival finding aid (specifically the Morrison Collection's structure) to locate the relevant series and container list for a given research topic, demonstrating that they must search by the creator's context rather than item keywords. LO 2: Critical Primary Source Analysis (The "How" and "Why") ● LO 2.1 (Contextual Analysis): Given a single primary source item from the Morrison Collection (e.g., a photograph, a letter, or a legislative note), students Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �4 will be able to articulate the who, what, when, where, and why of its creation, recognizing the inherent bias and purpose of the document. ● LO 2.2 (Source Evaluation): Students will be able to evaluate the strengths and limitations of different Morrison source formats (e.g., a personal diary entry versus a newspaper photograph) as historical evidence for a specific research question. LO 3: Research and Access Strategies (The "Next Step") ● LO 3.1 (Translating Topic): Students will be able to translate a general research topic (e.g., "Wyoming during World War II") into relevant archival search terms focused on people, organizations, and events likely to have created records within the Western History Center. ● LO 3.2 (Responsible Access): Students will be able to identify the necessary steps and procedures for accessing and responsibly handling unique archival materials in the reading room, demonstrating an understanding of the archivist's role as a preserver. Optional Incorporation of Secondary Sources Addressing the use of secondary sources in relation to the Charles "Chuck" Morrison Photographs and Papers could focus on how published materials contextualize and interpret the primary archival evidence. Here is a specific learning objective that bridges primary and secondary sources: Learning Objective: Bridging Primary and Secondary Sources • LO 4.1 (Contextual Integration): Students will be able to identify and justify the need to use secondary sources (e.g., published histories of the Casper StarTribune, Wyoming political analyses, or biographies of local figures) to provide historical context and interpretive frameworks for the unique primary evidence found within the Charles "Chuck" Morrison Photographs and Papers. This objective ensures students understand that the archival material rarely "speaks for itself." They must use secondary sources to: Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �5 1. Contextualize Morrison's life and work (e.g., learning about Casper in the 1950s). 2. Verify facts or identities found in the unique papers (e.g., confirming a political event mentioned in his letters). 3. Interpret the significance of the primary evidence within the broader historical narrative. These objectives are measurable and directly align with college-level expectations for research literacy and critical thinking. References Charles "Chuck" Morrison Photographs and Papers, NCA 01.v.1998.01 WyCaC US. Casper College Archives and Special Collections (Western History Center). Google. (2025). Gemini (2.5 Pro) [Large Language Model]. https://gemini.google.com/app/6bb70a9b6b40fe61?utm_source=app_launcher&utm_me dium=owned&utm_campaign=base_all Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chuck Morrison One-shot Primary Source Literacy Lesson Outline Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/vocab/InC-EDU/1.0/">http://rightsstatements.org/vocab/InC-EDU/1.0/</a> Date Created Date of creation of the resource. 2025-11-11 Description An account of the resource Lesson outline for a 50-minute one-shot lesson for a Casper College course to learn primary source literacy skills with an optional section on the incorporation of secondary sources. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Hanz Olson Language A language of the resource ENG Format The file format, physical medium, or dimensions of the resource PDF Extent The size or duration of the resource. 5 pages