33 10 9812 https://caspercollege.cvlcollections.org/files/original/c8c5d01610ebcc434c36900bd8cf0802.jpg 277d17de9fb853b3d9114efb896d18b9 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 Bruce H. Thompson and Connie F. Bryant Casper Fire Department Photographs Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Date Created Date of creation of the resource. ca. 1913 Description An account of the resource This collection consists of 17 early twentieth century digitized glass plate negatives of the Casper Fire Department. The Fire Department and its crew are photographed on the streets of Casper and in and around their station and fire trucks. These digitized glass plate negatives have been added to this collection in no particular order. In addition to these, researchers will find other early photographs of Casper in the other series of the Bruce H. Thompson and Connie F. Bryant Collection. Type The nature or genre of the resource Image Is Part Of A related resource in which the described resource is physically or logically included. Series 4: Casper Fire Department, NCA_01v.2003.01_04. Bruce H. Thompson and Connie F. Bryant Collection, NCA 01.v.2003.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA_01.v.2003.01_04 Format The file format, physical medium, or dimensions of the resource JPG Extent The size or duration of the resource. 22.3 (17 files, 1 DIP folder) megabytes Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Glass plate negative 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 Photograph of Fireman's Exhibition in Casper, Wyoming Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Description An account of the resource Digitized glass plate negative of a Fireman's Exhibition in Casper, Wyoming. The Department's fire truck and crew are photographed on Center Street in front of the Millinery with the Court House building in the distance. Type The nature or genre of the resource Image Is Part Of A related resource in which the described resource is physically or logically included. Series 4: Casper Fire Department, NCA_01v.2003.01_04. Bruce H. Thompson and Connie F. Bryant Collection, NCA 01.v.2003.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA_01.v.2003.01_04_03 Format The file format, physical medium, or dimensions of the resource JPG Subject The topic of the resource Casper (Wyo.) -- History https://caspercollege.cvlcollections.org/files/original/619f647a93afbab12c88ced41721de73.jpg 8bb8833af57d4c5d597fe8abc7f5f122 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 Bruce H. Thompson and Connie F. Bryant Casper Fire Department Photographs Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Date Created Date of creation of the resource. ca. 1913 Description An account of the resource This collection consists of 17 early twentieth century digitized glass plate negatives of the Casper Fire Department. The Fire Department and its crew are photographed on the streets of Casper and in and around their station and fire trucks. These digitized glass plate negatives have been added to this collection in no particular order. In addition to these, researchers will find other early photographs of Casper in the other series of the Bruce H. Thompson and Connie F. Bryant Collection. Type The nature or genre of the resource Image Is Part Of A related resource in which the described resource is physically or logically included. Series 4: Casper Fire Department, NCA_01v.2003.01_04. Bruce H. Thompson and Connie F. Bryant Collection, NCA 01.v.2003.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA_01.v.2003.01_04 Format The file format, physical medium, or dimensions of the resource JPG Extent The size or duration of the resource. 22.3 (17 files, 1 DIP folder) megabytes Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Glass plate negative 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 Photograph of Fireman's Exhibition in Casper, Wyoming Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Description An account of the resource Digitized glass plate negative of a Fireman's Exhibition in Casper, Wyoming. The Department's fire truck and crew are photographed on Center Street in front of the Millinery with the Court House building in the distance. Type The nature or genre of the resource Image Is Part Of A related resource in which the described resource is physically or logically included. Series 4: Casper Fire Department, NCA_01v.2003.01_04. Bruce H. Thompson and Connie F. Bryant Collection, NCA 01.v.2003.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA_01.v.2003.01_04_02 Format The file format, physical medium, or dimensions of the resource JPG Subject The topic of the resource Casper (Wyo.) -- History https://caspercollege.cvlcollections.org/files/original/45fbdd5d586667f8490dc502f973b904.jpg 586b9f145f00584d57c2639fe675150e 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 Bruce H. Thompson and Connie F. Bryant Casper Fire Department Photographs Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Date Created Date of creation of the resource. ca. 1913 Description An account of the resource This collection consists of 17 early twentieth century digitized glass plate negatives of the Casper Fire Department. The Fire Department and its crew are photographed on the streets of Casper and in and around their station and fire trucks. These digitized glass plate negatives have been added to this collection in no particular order. In addition to these, researchers will find other early photographs of Casper in the other series of the Bruce H. Thompson and Connie F. Bryant Collection. Type The nature or genre of the resource Image Is Part Of A related resource in which the described resource is physically or logically included. Series 4: Casper Fire Department, NCA_01v.2003.01_04. Bruce H. Thompson and Connie F. Bryant Collection, NCA 01.v.2003.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA_01.v.2003.01_04 Format The file format, physical medium, or dimensions of the resource JPG Extent The size or duration of the resource. 22.3 (17 files, 1 DIP folder) megabytes Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Glass plate negative 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 Casper Fire Department in street parade Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Description An account of the resource Photograph of the Casper Fire Department in a street parade. The department's fire truck, crew, and equipment trailers are pictured driving and walking by the Natrona County Tribune building. Type The nature or genre of the resource Image Is Part Of A related resource in which the described resource is physically or logically included. Series 4: Casper Fire Department, NCA_01v.2003.01_04. Bruce H. Thompson and Connie F. Bryant Collection, NCA 01.v.2003.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA_01.v.2003.01_04_01 Format The file format, physical medium, or dimensions of the resource JPG Subject The topic of the resource Casper (Wyo.) -- History 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 https://caspercollege.cvlcollections.org/files/original/55b18222b89bf3d3d13f450375ab862f.pdf a448c27fd130e4376e3a2d50ea72a1a9 PDF Text Text 1 “The Contextualized Life: Triangulating the Chuck Morrison Papers" project directly supports several core Casper College ISLOs, primarily focusing on advanced research, critical thinking, and formal communication. Here is a breakdown of how the project components align with essential lifelong learning skills and common ISLO categories: Alignment with ISLOs (History Major Focus) ISLO Category How the Assignment Meets the Outcome Relevant Project Part The student must formulate an original historical argument (thesis) by synthesizing complex, often Critical Thinking & Part 1 (Thesis), conflicting, primary sources. They must analyze the Problem Solving Part 2 (Analysis) context behind the records (e.g., political motives, social anxieties) rather than just describing them. Information Literacy & Research This is the core skill. The student must navigate nonPart 1 digital primary source collections, use finding aids, (Mapping), Part select sources based on relevance and quality, and 2 (Source adhere to rigorous academic citation standards Selection) (archival and secondary). Effective Communication (Written) The requirement for a 3-5-page formal, scholarly essay demands mastery of advanced academic writing. Students must structure a lengthy, evidence- Part 3 (Final based argument logically, persuasively, and with Essay) impeccable clarity, adhering to required style guides (e.g., Chicago). By focusing on a local figure (Morrison) who Part 2 Historical & Global operated on a state level (Wyoming State (Contextual Awareness Representative), the student gains insight into how Analysis) national and global events (like the mid-20th century Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �2 ISLO Category How the Assignment Meets the Outcome Relevant Project Part economic shifts or WWII) manifested at the local level. On Secondary Sources Supporting Use of the Primary The Charles "Chuck" Morrison Photographs and Papers are rich in content, spanning political, journalistic, military, and local history from roughly the 1920s through the mid1900s. To properly analyze and contextualize these primary sources, a student requires secondary sources that provide background information across these themes. Here is a breakdown of the types of secondary sources that would support the collection's use and understanding: 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/30ca229f60e659e3?utm_source=app_launcher&ut m_medium=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 “The Contextualized Life: Triangulating the Chuck Morrison Photographs and Papers" 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. 2025-11-09 Description An account of the resource “The Contextualized Life: Triangulating the Chuck Morrison Photographs and Papers" project directly supports several core Casper College ISLOs, primarily focusing on advanced research, critical thinking, and formal communication through the use of primary and secondary sources. Type The nature or genre of the resource Text Language A language of the resource ENG https://caspercollege.cvlcollections.org/files/original/007aeb76c118628afe91cfa3dc2ad951.pdf 570b96cb16099b2df1663b481a98897f PDF Text Text 1 Potential Media Communication class project designed to leverage the Charles "Chuck" Morrison Photographs and Papers to teach lifelong learning and professional communication skills. Project: "Uncovering the Casper Context: Then and Now" Goal and ISLO Alignment The assignment challenges students to act as historical communicators, synthesizing archival research (Morrison Photos and Papers) with contemporary context to create a compelling, publicly-facing piece of media. This directly supports the ISLOs of Critical Thinking, Effective Communication, and Information Literacy. Part 1: Archival Research & Critical Analysis (Information Literacy) • Task: Students select one major subject documented in the Morrison Collection (e.g., a specific Casper political event, the New York Oil Company, a documented building/landmark, or the Cole Creek Wreck). • Lifelong Learning Skill: Mastery of Specialized Information Retrieval. Students must navigate the finding aid, access the original primary sources, and use secondary sources (as previously discussed) to establish the provenance, context, and potential bias of their chosen Morrison records (photographs, papers, or both). • Deliverable: A Research Brief (internal document) summarizing the archival materials and their historical context, including proper archival citations. Part 2: Contemporary Interpretation & Ethical Communication (Critical Thinking) • Task: Students research the contemporary status of their chosen subject. o • Example: If they chose an oil company, how has the industry changed in Casper? If they chose a landmark, what is its current status or function? Lifelong Learning Skill: Embracing Complexity and Ambiguity. Students must identify the "gap" between Morrison's historical record and the current reality. They will critically analyze the narrative shifts over time and determine the most ethical and accurate way to frame the historical information for a modern audience. Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �2 • Deliverable: A Messaging Strategy Outline (e.g., a PR/Comm plan) detailing the target audience (e.g., current Casper College students, local residents, Wyoming history buffs) and the core message that bridges the historical context with the present day. Part 3: Media Creation (Effective Communication) • Task: Students create one of the following communication products: 1. A Feature Article: A 750-1000 word historical feature for the Chinook or a local magazine, using at least two Morrison photographs (with required reproduction permissions and credit lines) and quoting/referencing two textual primary sources. 2. A Short Video/Podcast Segment: A 2-3 minute piece (e.g., a social media reel or podcast episode) that visually or verbally contrasts Morrison's historical images with modern-day footage/interviews, focusing on the chosen subject's legacy. • Lifelong Learning Skill: Effective Communication of Complex Ideas & Professional Agility. This final stage requires students to translate dense archival information into engaging, accessible public media, forcing them to adapt their communication style to meet professional standards and channel constraints. This assignment provides students with a transferable ePortfolio piece and reinforces the idea that history is a dynamic, living narrative that requires continuous, critical interpretation. 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 "Uncovering the Casper Context: Then and Now" 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. 2025-11-09 Description An account of the resource Potential Media Communication class project designed to leverage the Charles "Chuck" Morrison Photographs and Papers to teach lifelong learning and professional communication skills. 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 ENGL https://caspercollege.cvlcollections.org/files/original/9c50040245ca05f2cea5731c84cf83a2.pdf 98c7edef8f7c25214e9fe520ffd21e26 PDF Text Text 1 Project: The Postcard Perspective: Image, Message, and the Material Culture of Casper Areas of Project Focus: Historical Methods, Public History, Visual Communication Analysis, Archival Research. Goal To analyze a historical Casper photograph or postcard as a form of strategic communication and material culture, using the Charles "Chuck" Morrison Photographs and Papers to provide the necessary historical context, challenge its idealized message, and interpret its cultural purpose. Part 1: Source Selection and Contextual Mapping (Information Literacy) Task A: Thematic Selection Students must choose one central theme documented by Charles "Chuck" Morrison and connect it to a historical Casper photograph or postcard with the support of an archivist. Possible Themes from Morrison's Records: 1. Casper's Industry: (e.g., Oil refineries, New York Oil Company) 2. Casper's Civic Architecture/Landmarks: (e.g., Downtown buildings, City Hall, Demorest Home) 3. Transportation/Events: (e.g., the Cole Creek Wreck, Kevin Dye rescue operation, Teton National Park elk problem and other photographs, or general trains/travel) 4. Wyoming Politics: (e.g., State Legislature or a political figure's local office) Task B: Postcard and Archival Selection 1. Postcard (The "Idealized Front"): Select a postcard that visually represents the chosen theme (e.g., a pristine view of a refinery, an image of the state capitol, or a scenic view of a public building). 2. Morrison's Papers (The "Hidden Back"): Identify and pull three to five specific archival items from the Morrison Papers that relate to the postcard's subject but offer a less idealized, contextual, or contradictory view (e.g., a photo of the same Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �2 refinery during a strike, political correspondence discussing the building's maintenance issues, or records detailing a transportation disaster). 3. Corroborating Source (The "Official Narrative"): Identify one contemporary source (e.g., a Casper Star-Tribune article, a government document, or a business record from a corroborating collection) that was contemporaneous with the postcard's creation. Deliverable for Part 1: Contextual Mapping Document • A high-resolution image of the selected postcard. • A brief (250-word) description of the postcard's visual message (What is it selling?). • Archival citations for the 3-5 Morrison sources and the 1 corroborating source, along with a brief explanation of how each archival piece contextualizes or complicates the postcard's visual narrative. Part 2: Synthesis (Critical Thinking & Effective Communication) The following components can be selected for a focused synthesis of a Postcard Perspective: Image, Message, and Material Culture of Casper project. 1. The Rhetoric of the Front: Analyze the visual and textual rhetoric of the postcard. What did the postcard producer/publisher want the recipient to think about Casper? How does the image employ techniques like cropping, lighting, or idealized composition to create a specific message? 2. The Contextual Reality: Introduce the evidence from the Morrison Papers. How do these private or professional records (the "Hidden Back") reveal the actual economic, political, or social conditions that the postcard (the "Idealized Front") deliberately ignored or simplified? 3. Material Culture and Memory: Interpret the postcard as a piece of material culture and public history. What does its existence and its message tell us about what the community chose to remember or chose to promote about itself in that specific historical moment? 4. Lifelong Learning Reflection: Conclude with a section reflecting on how the constraints of media (the tiny space on the postcard) influence historical understanding and how archival research is necessary to deconstruct strategic messaging—a skill critical for navigating information in modern life. Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �3 • Full academic citations (e.g., Chicago Manual of Style) for all primary and secondary sources. Lifelong Learning Skills Reinforced Skill How the Assignment Reinforces It Critical Evaluation Students must actively deconstruct the postcard's selective, often propagandistic, message using primary source evidence. Information Literacy The required integration of three distinct types of primary sources (visual postcard, private archival papers, and public news/records) demands advanced source triangulation. By reading the personal context in Morrison's papers, students gain Historical Empathy insight into the human experiences (e.g., economic stress, political conflict) that existed beneath the postcard's glossy surface. Communication & Synthesis Students must translate raw archival data into a coherent, structured, and persuasive historical argument. 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 "Postcard Perspectives: Image, Message, and the Material Culture of Casper" 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. 2025-11-09 Description An account of the resource Postcard Perspectives: Image, Message, and the Material Culture of Casper is a potential project that incorporates use of the Chuck Morrison Photographs and Papers as a project idea for Media Communication Majors. 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 https://caspercollege.cvlcollections.org/files/original/fcec205041087c92b5c68d9c769eaefb.pdf 455cc6a2e72f3866e4e99615c1e77a60 PDF Text Text 1 Learning how to access and use the Charles "Chuck" Morrison Photographs and Papers goes far beyond immediate academic goals; it cultivates critical skills and mindsets that are fundamental to lifelong learning and active citizenship. Here’s how engaging with this specific archival collection supports key aspects of lifelong learning: Intellectual Curiosity and Information Literacy The ability to seek out, evaluate, and use complex information is the core of lifelong learning. • Mastery of Specialized Information Retrieval (Beyond Google): Learning to navigate a finding aid, read a container list, and request archival materials teaches students that not all information is digitized or searchable via common search engines. This provides mastery of specialized information literacy—the skill of finding unique, original, and potentially non-indexed evidence—a valuable asset in any field that requires deep research. • Critical Evaluation of Source Reliability: Students learn to distinguish between primary and secondary sources and to critically evaluate the context, purpose, and bias of original records. In an age of pervasive disinformation, the ability to interrogate a source's provenance and authenticity (Why was this created? Who kept it? What was its purpose?) is an essential, high-level skill for lifelong intellectual engagement. • Embracing Complexity and Ambiguity: Archival materials are often messy, incomplete, and contradictory (e.g., a formal photo versus a critical letter).1 Using the Morrison Papers teaches students to be comfortable with historical ambiguity and to resist simplistic narratives, fostering the lifelong intellectual habit of accepting nuance and complexity in problem-solving. Civic Engagement and Historical Empathy Lifelong learning includes continuous growth as an informed and engaged member of the community.2 Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �2 • Understanding Local and Institutional History: By researching a local figure like Morrison, students connect abstract historical events (e.g., WWII, state politics) to their immediate community, fostering a sense of place and an understanding of local civic processes. This knowledge is essential for informed participation in local politics and community affairs throughout their lives. • Developing Historical Empathy: Reading Morrison’s personal WWII correspondence or records related to local tragedies cultivates the ability to see the world through the eyes of people from different times and contexts. This practice of historical empathy enhances critical thinking, improves communication, and is essential for navigating diverse perspectives in professional and personal life.3 • Recognizing the Value of Documentation: The process reinforces the understanding that records matter. Students learn that personal and organizational papers are the foundation of collective memory, encouraging them to think about how they document their own lives, careers, and community involvement—a strategic aspect of managing one's own legacy. Practical Skills for Professional Agility The process of archival research supports transferable professional skills valued in virtually every career. • Problem-Solving and Project Management: Archival research is inherently a problem-solving exercise that requires self-directed project management. Students must define a question, strategize how to use the finding aid, request materials, manage time in the reading room, and synthesize findings—all critical skills for continuous professional development. • Effective Communication of Complex Ideas: Communicating findings from the Morrison Papers—whether in an academic paper or a journalistic piece for a student newspaper—requires students to translate raw data into clear, compelling narratives. This skill of synthesizing and communicating complex, evidence-based ideas is a cornerstone of professional success and continuous learning. References Charles "Chuck" Morrison Photographs and Papers, NCA 01.v.1998.01 WyCaC US. Casper Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �3 College Archives and Special Collections (Western History Center). Google. (2025). Gemini (2.5 Pro) [Large Language Model]. https://gemini.google.com/app/30ca229f60e659e3?utm_source=app_launcher&ut m_medium=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 and Lifelong Learning Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC-EDU/1.0/ Description An account of the resource This document goes over how accessing and using the Chuck Morrison Photographs and Papers can cultivate lifelong learning. 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 Extent The size or duration of the resource. 3 pages https://caspercollege.cvlcollections.org/files/original/5bde63aa73a55a028b64fbbcf9e11725.pdf 21b54704a083049207b966e910f506c6 PDF Text Text 1 Experiential Learning & Curriculum Mapping The Charles "Chuck" Morrison Photographs and Papers collection would provide an exceptional foundation for a college student gaining experiential learning as an archives correspondent for a student newspaper like Casper College's student newspaper, the Chinook, as well as being able to see real examples of its use in Oil City News and other publications or media productions. Morrison’s background as a professional photographer and writer for the Casper StarTribune makes his collection an ideal case study for student journalism, directly connecting archival research to journalistic output. Experiential Learning Skills Gained The collection’s multi-faceted content allows a student correspondent to practice skills directly applicable to real-world publishing: 1. Source Identification and Selection (The Reporter’s Eye) • Skill: Developing an eye for newsworthy archival content. • Morrison Collection Application: The student must move beyond general historical interest to find content that is relevant to a current college or community topic. For example, the student could search through the "Political Papers Series" for historical comments on state legislation that is currently being debated, or use a photograph of an old community building to contrast with current construction. • Journalistic Output: Writing short "From the Archives" segments, selecting a historical photograph for a feature article, or providing historical context for contemporary news. 2. Rights and Reproduction Management (The Publisher’s Responsibility) • Skill: Understanding copyright, publication rights, and citation ethics—a critical professional skill. • Morrison Collection Application: The student would learn to navigate the collection's access and rights statements (e.g., how the repository is making materials created by Morrison available but observing publication policies until a Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �2 certain date). They must formally request, cite, and obtain permission for reproduction, simulating the real-world process of using copyrighted material in a publication. • Journalistic Output: Producing a legally and ethically sound, fully cited photograph or document for the Oil City News or another student publication. 3. Multimodal Content Creation (Visual and Textual Storytelling) • Skill: Synthesizing disparate primary source types (photos, letters, official documents) into a cohesive narrative. • Morrison Collection Application: The student can combine Morrison’s professional photographs with his personal WWII correspondence or his District Court correspondence to tell a rich, layered human story about a historical event or figure. This simulates the integration of visuals and text common in modern newspaper feature writing. • Journalistic Output: Creating a multimedia story package that includes a scanned document, an analyzed photo, and original text written by the student correspondent. 4. Community and Institutional Documentation • Skill: Recognizing the role of the press in documenting local and institutional history. • Morrison Collection Application: Since Morrison documented many facets of Casper and the surrounding area (e.g., New York Oil Company, local politics, community life), the student correspondent uses the archives to connect the student experience to the larger community history. The student can use Morrison's records of earlier Casper College events or faculty (if present) to write stories about the college's legacy for the student body. By actively working with the collection, the student transitions from a passive history consumer to an active creator of historical content for a public audience, achieving the core goal of experiential learning. Media and Strategic Communications Use of the Charles "Chuck" Morrison Photographs and Papers would strongly support students in the Media Communication and Strategic Communication Program at Casper College, as it provides real-world historical context and practical material for key Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �3 assignments, directly addressing several of the college's Individual Student Learning Outcomes (ISLOs). Morrison’s background as a local journalist/photographer and politician makes the collection a perfect bridge between historical research and contemporary communication practices. Programmatic Support: Media and Strategic Communication The collection provides material and context relevant to both emphasis areas: Media Communication Emphasis Students in Media Communication need to develop skills in journalism, writing, multimedia production, and photography. • Journalistic Analysis: Students can analyze Morrison's news photographs and accompanying articles or photo bylines for the Casper Star-Tribune to study historical photojournalism ethics, framing, and narrative construction. • Media Context: The collection provides original primary sources for writing historical feature articles or producing multimedia projects (print, video, web) about Wyoming's political or community history, offering content for the Chinook student newspaper or class portfolios. • Photography: Students can study Morrison’s original prints and negatives to understand historical photographic techniques and the evolution of visual media, connecting to courses like Intro to Photography. Strategic Communication Emphasis Students in Strategic Communication focus on public relations, advertising, and reputation management. • Reputation and Messaging: Morrison's dual role as a public figure (State Representative) and a media professional provides a complex case study in personal and institutional reputation. Students can compare his political messaging (e.g., in speeches or official papers) with his personal correspondence to analyze authenticity and image management. • Historical Public Relations: Students can analyze records related to the Cole Creek Wreck or the New York Oil Company to study how local institutions Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �4 managed crises and maintained public trust in the mid-20th century. This provides tangible examples for assignments on crisis communication and historical PR campaigns. Alignment with Casper College ISLOs The use of this archive specifically addresses multiple Individual Student Learning Outcomes (ISLOs) at Casper College, fostering a holistic educational experience: • Demonstrate Effective Communication: o • Solve Problems Using Critical Thinking and Creativity: o • Support: Working with primary sources requires students to evaluate conflicting evidence (Morrison’s public versus private papers), fill historical gaps using contextual knowledge, and creatively interpret visual material to develop a compelling narrative or solve a communication challenge. Demonstrate Knowledge of Diverse Cultures and Historical Perspectives: o • Support: Students must translate complex, often messy archival evidence (handwritten notes, cryptic memos) into clear, concise journalistic or strategic communication outputs (e.g., a news story, a historical brief, or a PR analysis report). This demonstrates proficiency in adapting written and oral communication for different professional audiences. Support: The collection includes records documenting various facets of Wyoming life (political, economic, social). By analyzing these, students gain a deeper, nuanced understanding of local history and culture, avoiding simplistic historical assumptions and embracing diverse perspectives (e.g., understanding the life of a WWI veteran through his personal letters). Use Information to Conduct Research (Information Literacy): o Support: This is a direct ISLO application. Students learn to effectively navigate the archival finding aid and container list to retrieve specific primary sources, demonstrating advanced information literacy skills beyond simple database searching. They also learn to properly cite and attribute original sources, ensuring academic and journalistic integrity. On Secondary Sources Supporting Use of the Primary Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �5 The Charles "Chuck" Morrison Photographs and Papers are rich in content, spanning political, journalistic, military, and local history from roughly the 1920s through the mid1900s. To properly analyze and contextualize these primary sources, a student requires secondary sources that provide background information across these themes. Here is a breakdown of the types of secondary sources that would support the collection's use and understanding: Historical Context: Casper and Wyoming History (1920s–1970s) These sources establish the environment in which Morrison lived, worked, and served, providing essential context for his political papers and photographs. • • Local and Regional Histories: o Comprehensive Casper Histories: Books like Irving Garbutt’s History of Casper and Natrona County or the various volumes of the "Casper Chronicles" (published by groups like the Zonta Club or the Cadoma Foundation) provide timelines, major events, and institutional histories.1 They help identify the people, places, and organizations Morrison documented. o Wyoming State History: T. A. Larson’s History of Wyoming is the definitive academic overview, providing context for state politics, industry (oil, ranching), and demographic shifts that shaped Morrison's political service. Specific Event and Industry Histories: o Oil Industry in Casper: Secondary sources on the history of the oil industry's boom and bust cycles in the mid-20th century would contextualize Morrison’s business-related papers and the economic backdrop of his political decisions. o Transportation History: Secondary accounts of major events like the Cole Creek Wreck (if those exist, they would be highly specific) or broader histories of the railroad in Central Wyoming would provide essential details for analyzing the primary source material related to that disaster. o The Rescue Mission for Kevin Dye on Casper Mountain (likelihood of support high): The Morrison collection is known to contain documentation related to the high-profile 1971 search for nine-year-old Kevin Dye, who was lost on Casper Mountain. As the collection holds records from a Casper Star-Tribune photographer and local public figure, this major community event is well-represented. Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �6 Relevance for Media & Strategic Communication Program Strategic Communication Media Communication Supported Documentation & Learning Crisis Communication and Public Trust. Students can analyze the records (which include photographs of the rescue team's arrival and potentially articles/clippings) as a case study in mid-century crisis communication. They can assess how local agencies (police, rescue groups, National Guard) strategically managed public information, coordinated messaging, and maintained community trust during the intense, prolonged search. Breaking News Photojournalism. The images offer a primary source view of how a local news photographer (Morrison) covered a human-interest emergency. Students can analyze the ethical choices made in photographing the search, the mood captured, and how the visuals shaped the community's emotional investment in the story. Media and Photojournalism Context Since a large part of the collection is tied to Morrison's work for the Casper Star-Tribune, these sources provide the professional framework. • History of the Casper Star-Tribune: Any historical article or book detailing the newspaper's ownership, political leanings, key editors, and its overall role in Casper during the decades Morrison worked there is critical. This context helps students analyze bias and editorial decisions in his photography and writing. • History of Photojournalism: Academic texts on 20th-century American photojournalism would help students understand the conventions of the era (e.g., flash photography techniques, photo layout, and the ethical standards of news photography), allowing for a deeper visual analysis of Morrison’s images. Political and Institutional Context These sources are vital for understanding Morrison's time as a State Representative and his involvement in WWII. • Wyoming Legislative History: o Wyoming Blue Books: These official publications (often found at the Wyoming State Archives) contain lists of legislators, committee assignments, and Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �7 sometimes historical overviews of sessions, which would identify the specific years, sessions, and committees in which Morrison served. o • Academic Articles/Books on Wyoming Politics (1930s–1950s): Secondary sources detailing the impact of the Great Depression and the New Deal in Wyoming would contextualize his political votes and correspondence. (The Wyoming Almanac and articles from Annals of Wyoming are great places to start.) Casper Army Air Base / WWII Homefront: o Secondary sources detailing the history of the Casper Army Air Base and the broader WWII home front experience in Natrona County are necessary to contextualize Morrison's WWII-related correspondence and photographs, especially for students studying military history or home front life. The combination of these secondary sources provides the scholarly framework necessary to move beyond mere description of the primary sources to their informed interpretation and analysis. An Exceptional Anchor Collection The Charles "Chuck" Morrison Photographs and Papers is an exceptional anchor collection because it touches on so many aspects of mid-20th century Casper history: journalism, local politics, industry (oil), and major events. College-level students (especially those in Media Communication, Strategic Communication, and History) can gain significant value by using the collection to corroborate, contextualize, and expand upon the Morrison materials: Corroboration and Context: Media and Journalism These collections provide a direct institutional and public-facing counterpart to Morrison's private papers and professional photographs. • Casper Star-Tribune Photographs and Negatives: o Relation to Morrison: Morrison worked for the Casper Star-Tribune. This collection is critical for direct comparison. o Student Use: Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �8 ▪ • Media/Strategic Comm: Students can compare Morrison's personal photographic style and chosen subjects (in his collection) to the published photos in the newspaper's archives. They can analyze how the newspaper's editors selected, cropped, and captioned his work, which is a key exercise in understanding journalistic control and strategic communication messaging. Casper Star-Tribune Print and Microfilm: o Relation to Morrison: Provides the actual published newspaper issues from the time Morrison was active. o Student Use: Essential for contextualization. If Morrison's papers mention a political fight or community event, students can read the corresponding front pages to understand the public mood, the newspaper's official stance, and the depth of coverage. Expansion and Context: Casper College and Local Institutional History These records provide context for the local community and the institution hosting the collection. For instance, Morrison was an emergency contact for the Wyoming Mountaineers at Casper College and was friends with past instructors like Norman Weiss. • Casper College Archives (General Institutional Records): o o Student Use: ▪ • Relation to Morrison: Morrison was a prominent local figure; his collection may contain occasional photos or references to the college. Media/Strategic Comm: Students can analyze historical college records (meeting minutes, official statements) to see how the institution's public image and strategic messaging evolved over time, potentially contrasting it with how local journalists like Morrison covered the college. Casper College Yearbooks (Thunderbird): o Relation to Morrison: Provides the popular, student-level view of the college during Morrison’s lifetime. o Student Use: Provides a pop culture and social history perspective. Students can compare the formal photographs of Casper College faculty and buildings in Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �9 Morrison’s collection with the student-created content and captions in the yearbooks for a multi-layered view of campus life. • Dana Van Burgh Casper Buildings Project, Downtown Casper Photographs, or collections Morrison himself researched and used like the Bruce H. Thompson and Connie Bryant Collection: o Relation to Morrison: Morrison's photos are part of a larger visual record of Casper. These collections provide different angles and time periods. o Student Use: Enables students to conduct a comprehensive visual survey of Casper's urban development, industry, and main streets, comparing Morrison's professional photojournalistic view with the perspectives of other local photographers or community organizations. 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/30ca229f60e659e3?utm_source=app_launcher&ut m_medium=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 Experiential Learning and Curriculum Mapping 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. 2025-11-09 Description An account of the resource This document goes over how the Charles "Chuck" Morrison Photographs and Papers can support experiential learning and potential opportunities to map use of the collection to areas of study in Communications and History. 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 Extent The size or duration of the resource. 9 pages https://caspercollege.cvlcollections.org/files/original/1164ed13b868a7632c9b4698ca86cf4e.pdf 884a952d5c7cb892d3f36ca4aaa402bd PDF Text Text 1 Critical Analysis Skills (Interrogation of the Source) These skills focus on directly engaging with the content and form of the records to extract meaning and assess reliability. • Multimodal Source Evaluation: Students learn to analyze both textual and visual evidence. o • Interrogating Bias and Perspective: By analyzing Morrison’s different roles (journalist/photographer vs. politician), students learn to critically evaluate perspective. o • They can ask: Was the photo intended for a newspaper audience (public) or a family album (private)? Did his political affiliations influence what he chose to photograph or document? This teaches them to assess the purpose and audience of a source to determine its reliability and objectivity. Contextualization and Historical Empathy: Handling original WWII correspondence or papers documenting the Cole Creek Wreck forces students to situate the material within the broader historical, social, and cultural context of 20th-century Wyoming. o • They must apply visual literacy skills to the photographs (e.g., identifying framing, composition, subject placement, and cropping) while simultaneously applying textual analysis skills to the political papers and personal letters. This teaches them to draw comparisons and note contradictions between media formats (e.g., how a public photo of a politician compares to his private written correspondence). This requires using secondary knowledge to understand the source's creation and fosters historical empathy—the ability to understand past people on their own terms, without imposing modern values. Identifying Silences and Gaps: Students must recognize what is missing from the collection. o If Morrison's political papers heavily focus on one issue, students must ask: What voices are excluded? Whose perspective is not documented? This addresses the critical PSL skill of understanding archival silence and the power dynamics inherent in the historical record. Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �2 Archival Research Strategy Skills (Finding and Accessing) Working with the physical collection and its finding aid develops practical research skills distinct from library database searching. • Interpreting Archival Description (DACS): Students must use the collection's finding aid, which is organized according to the DACS principles discussed earlier (provenance, multi-level description). o This teaches them how to navigate a hierarchical structure (fonds, series, file) to locate specific items, a skill essential for any archival research. • Developing Flexible Search Strategies: Since archival descriptions are broad (listing folders, not every item), students learn to read between the lines of the inventory and use their knowledge of the creator to anticipate where relevant material might be located. For example, knowing he was a State Rep, they can prioritize the "Political Papers" series. • Handling and Materiality: Being in a reading room requires students to follow protocols for handling fragile materials and originals (gloves, pencils only, correct supports). o This direct, physical interaction develops an appreciation for the materiality of history (e.g., the texture of old paper, the degradation of an old photo negative), reinforcing that the object itself carries meaning. Use and Incorporation Skills (Synthesis and Argumentation) These skills are applied outside the reading room but are wholly dependent on the preceding steps. • Synthesis of Multi-Format Evidence: Students must synthesize information from disparate formats—a photograph of a political rally, a typed legislative bill, and a handwritten personal letter—to build a single, cohesive historical argument about a topic like Casper's post-WWII development. • Evidential Support: Students learn how to use primary sources as direct evidence to support their claims, differentiating between quoting/transcribing written text and describing/analyzing a visual image. Casper College Goodstein Foundation Library Western History Center 125 College Drive, Casper, WY 82601 �3 Proper Citation: The final step involves learning to create accurate archival citations, which must include the specific box, folder, series, and collection title (e.g., Charles "Chuck" Morrison Photographs and Papers, Western History Center, Casper College), demonstrating an understanding of the chain of custody and intellectual property. References 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/30ca229f60e659e3?utm_source=app_launcher&ut m_medium=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 Analysis and Archival Research Skills for Chuck Morrison Description An account of the resource The analysis and research skills in this document focus on directly engaging with the content and form of the records to extract meaning and assess reliability. Creator An entity primarily responsible for making the resource Hanz Olson Language A language of the resource ENG Extent The size or duration of the resource. 3 pages