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&#13;
The photographs in this collection are in a specific order, starting off with records before being organized by place. The first five photos were taken on Omaha Beach. The next three photos were taken in France, followed by two photos taken in or related to Germany. The last three photos are miscellaneous photos that did not have identification.  </text>
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&#13;
Normandy France&#13;
June 8, 1944&#13;
[Illegible]&#13;
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landing^at Pont De Hoe.The other Ranger companies were right on target.

Through Normandy to St. Malo where I was wounded September 8,1944 in the arm.
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oc^r'/j
ilo took st. Malo and want on to Germany .Near Eschweiler,Germany ja mortar fragment
sent me to the hospital in England.After am 8 month stay in the hospital

was

re-assigned on limited service to the Ninth Engineer Command of the Ninth Air Force.

�</text>
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&#13;
The photographs in this collection are in a specific order, starting off with records before being organized by place. The first five photos were taken on Omaha Beach. The next three photos were taken in France, followed by two photos taken in or related to Germany. The last three photos are miscellaneous photos that did not have identification.  </text>
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                    <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 &amp; 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 &amp; 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 &amp; 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&amp;utm_me
dium=owned&amp;utm_campaign=base_all

Casper College Goodstein Foundation Library Western History Center
125 College Drive, Casper, WY 82601

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A good view of the beach from one point from the bluff, the tank in the foreground never got ashore. underwater obstacles can be seen all along the shore line.</text>
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&#13;
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&#13;
Omaha Beach again, very quiet just now, this was taken on top of a tank I was riding on. Up the hill side from the beach.</text>
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&#13;
The photographs in this collection are in a specific order, starting off with records before being organized by place. The first five photos were taken on Omaha Beach. The next three photos were taken in France, followed by two photos taken in or related to Germany. The last three photos are miscellaneous photos that did not have identification.  </text>
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&#13;
Engineers on Omaha trying to get things going so they can build the first strip to evacuate the wounded. Jerries long range shells keep them moving.</text>
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RATION CARD-E TO
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No.

Date issued

'NameM®rris

X9il5

arles M.ASN 373561100 _

— Signature -

APO3L26_ ,

Organization 202a4.:

Signature Unit C.Q^

r

c«pt., OMP

A7

�Anyone apprehended reselling, trading
or bartering merchandise to unauthorized

persons as covered by AR 210-65 will

forfeit all rights to exchange piivileges
and will be dealt with under appropriate

article of war.

I

L

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                  <text>Photographs and records of Charles "Chuck" Morrison during his service in the army during WWII.  These photographs and records appear to date between 1943 to 1945 and were added to this digital repository as an archival exhibition being planned for the 2025 Casper College Galleries, Libraries, Archives and Museums exhibition in the Visual Arts Alumni Association Art Gallery.&#13;
&#13;
The photographs in this collection are in a specific order, starting off with records before being organized by place. The first five photos were taken on Omaha Beach. The next three photos were taken in France, followed by two photos taken in or related to Germany. The last three photos are miscellaneous photos that did not have identification.  </text>
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