>> From the Library of Congress in Washington DC. >> We are considered the lab. So, you're going to be doing a lot of hands on work. Ok, this group here, we're going to be focused on finding the different incidences of our draft riot lesson on a current map of today. As you know, many of the streets, the names were changed and many of the places are not on the map today. So, your'e going to do some investigation at this table and you're going to be using your magnifying glasses. Maybe you need them to see some of the smaller details on some of these maps. I've provided you with some references, old and new, to see if you can place those draft riot incidents on a current map of today. So, now you know, when we use the smart board and we want to move something, we touch it and we drag it. Oh, it's not dragging. Touch it and we drag it over to wherever we think the area is. Now, when the people made this map, they knew what they were doing and they had all the special places in red because red shows up. So that we can tell the difference between our places and their places, what I'm going to have you do is bring the incident to where you think it belongs, take one of the other colored markers. Let's stick with one color. Let's try blue. We'll circle it and use a pointer to indicate where you think the incident took place. >> [Kids talking] >> You found it, good. Which one do you think you have? >> The attack on the arch. >> Attack on the arch. Ok, hold on. >> We use the Library of Congress site extensively. I love the map section, the map collection is excellent. So, lots of research, lots of planning, pre-lessons, you know, having the children introduce them to the inquiry process. And getting them to understand how to look at maps and why changes occur. And just the questioning, the investigation and having them question themselves, reflecting upon their learning and coming away with wanting to learn more. So, if we're prepared and we come in and we're excited about the topic, we're loaded and ready to go, the children are always interested and excited and they're ready to perform. They really get into it. >> Ok. Now, let's look at your last... >> Well, what I saw happening in that learning experience was that students were starting to make connections to what they know about life in New York City to the current New York City. >> Do you have an answer for us, Yvonne? >> I was wondering and then I found out that the city might change the name of the street according to the time period. And I have an example of Vanderwater. If you listen to it, it sounds old. So you know it will be from a time period back then. >> The next step, the next logical step is to go to the wonderings stage and I think they were set up for that because students do naturally wonder when they have a chance to get in and analyze primary sources and to then connect their questions that they form to implications for today to what do we see, what remnants of the draft riots do we see in the way that these neighborhoods are today. >> This has been a presentation of the Library of Congress. Visit us at loc.gov.