>> Welcome to today's episode of our online
office hours from the Library of Congress.
Our focus today is on Law Day, which
is actually tomorrow Friday, May 1st.
We're glad you're joining
us live or by recording.
As a reminder, these informal
sessions are shorts.
There'll be a 20-minute demonstration,
and the sessions are being recorded.
You'll have the opportunity to talk to
each other and the presenters via chat;
so let's get started using the chat.
Tell us your name, where you're joining us from,
and what and whom you teach,
if that is appropriate?
As I mentioned earlier, today's
episode is celebrating Law Day.
Discover how the Library of Congress resources
can effectively support law-related education.
Learn what the law library has to offer and
hear resource tips to use in the classroom
from the library's civics
teacher and resident, Jen Rydell.
She is joined by Anna Price from the Library
of Congress law library, and we have several
of our learning and innovation office
colleagues on chat available to answer questions
and to serve you the URLs from our speakers.
So without further delay, I will hand the
mic over to our first presenter, Jen Rydell.
>> Really excited to be with all of you today.
Thank you for joining us, whether it's live or
you get to hear us a little bit later recorded.
So we want to encourage people to think
about using primary sources in conjunction
with Supreme Court cases, and if there's
somebody on the fence why you would want
to use a Supreme Court case as a primary source,
I want to give you a couple incentives or tips
and think about the court cases represent
what's happening in a moment in time in history,
and they're excellent ways to
teach not just legal concepts
or constitutional ideas but moments in time.
Another compelling reason that I'd really
love people to think about court cases
and infuse those in their teaching is that
they're narratives and they're stories,
and all of us humans are wired for
stories and students are no different,
whether they're a younger age or older in
secondary, they really seem to gravitate
to stories that illustrate time periods
and constitutional ideals
and how law has been tested.
So I'd really want to encourage you
again how you could use court cases
and affiliated resources to really
enrich students' understandings.
I'm going to talk about three different ways
you might use Library of Congress resources.
So the first one we're going to
talk about is if you were teaching,
I opted for Scott versus Sandford, which is
usually referred to as the Dred Scott case
of 1857, and this case we know, for most of
this, is really at the tip of the iceberg
of the United States entering
into the Civil War.
And while tragic, it's an excellent one to teach
about judicial interpretations, citizenship,
and that historical moment, and
that's what I want to focus on.
While we know that the case ruled, the
Supreme Court ruled against Dred Scott,
we also know that it represented
the tension occurring in the nation.
So you see here these two images, which
I believe we're putting the information
in the chat box, are both taken from
Chronicling America, and on the left
and Chronicling America actually has a library
resource guide that's entitled Leading Canvas,
and you can see curated newspaper
articles that are really effective
to show the multiple viewpoints on slavery.
So you have the one on the left, Squatter
Sovereign, that is supporting the southern view
of retaining slavery, and on the right
there you have an anti-slavery bugle article
that is basically saying that they are committed
as abolitionists to rid America of slavery.
So using those I think really helps
broaden students' understanding
of the Dred Scott case in historical moment.
This image here is taking from, as you
can see, we have primary source sets
on the library's teacher's page, and these
are sets of curated and gathered images
in different primary source formats
that can help students understand
an event or a series of events.
This here is an image drawn by Theodore Kaufman,
and he drew this and if you can see in the back,
you have presumably those that are trying
to keep slavery and they are attacking.
There's guns, they're holding muskets,
and they are pointing them these gentlemen
that are African American, and presumably
some think they might be slaves,
whether or not they're free men, and so
you can pick from a variety of images,
both maps and manuscripts and
letters and newspaper articles,
to give students a pretty broad view of
why the Dred Scott case was so significant,
not just tragic for African Americans,
but why was it significant on the eve
of the Civil War in that historical moment?
So the next thing beyond just thinking about how
to use a variety of primary sources to enrich
and expand, and actually I want to add here we,
in conjunction with all the rich resources
we have, the library has a teaching
with primary sources grant program, and
one of the regional grants was they had,
street law worked with the
Department of Education in Maryland
and they wrote case summaries on historical
cases, including Dred Scott and five others,
for the Maryland U.S. history
8th grade teaching objectives.
So those are, I'd really recommend; they're
free and using the street law case summaries
that are historic in nature combined with the
richness of many of the resources we have,
I think, makes for some pretty awesome
learning opportunities for kids.
The next thing I'd like to
highlight that I really,
I never knew about until I
had this position this year,
and this is the Drawing Justice exhibition.
This can be accessed online, and what this is,
this demonstrates a variety
of different cartoonists.
It's a collection of courtroom illustrations
drawn by artists who work for a variety
of newspapers and TV stations during
a whole litany of pretty famous cases,
and I'll show you in the next slide, the exhibit
offers several categories to choose from.
And to me, this seems pretty rich for what
students might be able to do with this.
So as you can see here, there's a
variety of categories, and I'll highlight
in just a moment the significant landmark
cases, but when you play around with this,
these trial categories could be nice portals for
students into a moment of time of a court case
that was sensational perhaps or important
in the constitutional or legal principal
that it established, or perhaps
the controversy that it engendered.
I could see prompting kids to
analyze these images and then maybe
if they dug a little deeper and
researched the cases in their entirety,
perhaps they themselves draw what they
believed would represent and image or a moment
from the case from their research.
So when we go a little deeper
and look at, I'm in the,
I highlighted the significant
landmark cases right here.
You at the top here, you could there's a satire
case, which some of you might know is Hustler
versus Jerry Falwell, and then you have, on
the right, a case that I want to highlight
and that's Furman versus Georgia.
Furman versus Georgia, for anyone that might
teach a law and society class or civics
or even U.S. history, is one of two
significant cases in the 70s that dealt
with the death penalty, and what's I thought
awesome about these particular cases is,
and this isn't from all the exhibition items;
they happen to have not just the courtroom
illustration, which is rich to draw from
and analyze and we have a, I want to mention,
the teaching with primary sources resources
for teachers on our page has a primary
source analysis guide that you could use
to help prompt students in
analyzing these particular images
and to pull out what they might represent.
Underlying transaction when you look
at these, in addition to the richness
of these courtroom illustrations, you'll see
there, there's some primary source documents
and in particular, the one on the right of
the death penalty; that was actually a memo
that was written by Supreme Court
Justice William O. Douglas on a case
as to why he was against the death penalty.
And if you go further in our collection,
which it's not highlighted here,
there's also another image that
I just have to tell you about.
He received a letter from a woman who was quite
angry about his position on the death penalty,
and it has floral stationary and she
wrote to him and this is the quote:
"in addition to the prose I say to the
almighty God daily, the earnest believe
that the next victim of the scene, for
whom you have such unmitigated compassion,
will be the person nearest and dearest to you."
I can only imagine kids just going
nuts reading that and thinking wow,
a Supreme Court Justice was sent what seems to
be a proper and appropriate letter by a citizen,
when in fact it's sentiment
is the complete opposite.
So I encourage you
to, you and your students, to consider
how could you dig into this exhibition
and take it many directions, both
with law, social studies in general,
civics, U.S. history, and even art.
I think that this would be a nice venue into
art projects, and then this third thing I wanted
to highlight that I think would be useful
for teaching legal concepts would be just
to use the Library of Congress
basic search engine.
And so what you see here is an image that I
did this search and I searched for due process,
and I left it when the search box
says everything; so I didn't limit it.
What you can there with the screenshot is that
the first two things that came up were images,
and one, in fact, is an image that I
ended up getting really enthralled with
and wrote a blog post that we
published today on due process.
And you can see there it's the Puck Magazine,
which was a satirical magazine published
in the 1900s, and there's a lot of rich
imagery and content that can be used
in a variety of ways in secondary classrooms.
So to highlight that, what I recommended
and I think you can access right now
as we're speaking, in our blog today is to take
students through an analysis of this image.
This has so many different angles you
can go with in terms of legal analysis.
You can look at; you can prompt
the students of who is the woman?
What does she represent?
What symbols is she holding that would
help us understand what she represents?
Why is she riding on a snail?
You might also encourage students, then, to
think well, that's all in the foreground.
What's in the background?
What is that building in the back?
What does it say on it?
You might also ask students, as I've indicated
there, to think about what's on those rocks?
Well, if for of you, depending on
how you're viewing this to tell you,
written on those rocks are the words
"certificate of beyond a reasonable doubt,
change of venue, injunction, and appeals."
All facets of our legal system that have to
do with the overarching theme of due process,
and I would think that those would be
rich just from analysis of this image
where students could start analyzing
those and figure out what they mean,
how they've been applied, and
perhaps find some court cases
where they've been interpreted
in different ways.
So at this point, I have given you maybe
a fire hose of legal ideas to infuse
within the classroom with primary
sources, but I'm excited to turn it
over to Anna Price and hear
what she has for you.
>> Thanks, Jen.
I'm going to toss the ball to Hannah
and give her a second to get setup.
So Anna, just accept and then go up
to share and then, yup, you've got it.
Thank you.
>> All right, okay thank you both so much.
Okay, so my name is Anna Price, and I'm a legal
reference librarian at the Library of Congress.
I'm here to compliment Jen's
presentation and give you a brief overview
of some things that the law library offers.
So I'll be going through some of
our online resources pretty quickly,
but we're going to have a long Q&A
session, and I'll be happy to go
into greater detail when we get to that point.
So to start off, I was asked to give
a little information about myself
since my librarianship is pretty unique.
I have not always been a librarian.
I used to practice law.
I was a trial lawyer in Washington
State about five years
where I primarily represented injured people,
if like medical malpractice, auto accidents.
I also did some civil rights
litigation and employment law.
I worked mostly at the trial court level, but I
also have some appellate practice under my belt,
including arguing before the
Ninth Circuit Court of Appeals,
but then here after about five years
I decided I didn't want to fight
with people for a living anymore.
So I decided to think about my next career step,
and librarianship came to mind pretty easily
because its component parts are shared
with the law, at least the parts of law
that I really enjoyed like research,
writing, helping people, and problem solving.
So I moved to D.C. and started
volunteering in libraries.
Eventually, I was running a municipal
public law library in Virginia,
but I've been at the Library
of Congress now for one year.
So enough about me; let's go ahead and
talk about the Law Library of Congress.
So a little bit of background; the
law library is almost 200 years old.
It was originally created by law to serve
the legal reference needs of all branches
of the federal government, and
we continue to do that today.
Although, now we also assist
members of the public.
We have the largest legal collection in the
world, totaling almost three million volumes,
and some of these include primary source
materials from all over the world.
Over half of our collection
is foreign law materials.
We also have rare books and rare
materials, Supreme Court records and briefs,
a microphone collection, and when we're
open, the law library reading room is open
to the public and we have 30,000
volumes in our public sets.
Over [inaudible] of our materials are in
closed stacks that are accessible only
to library staff or patrons upon request.
So the law library has a really easy URL
to remember; it's law.gov and it has a ton
of information on this page, but
I'll highlight just a few key things.
At the top of the screen, you'll see
a button that says "Ask a Librarian,"
and this is where you can submit
online reference questions.
On the left, we've highlighted a couple of
links that might be useful to you as educators.
So you'll find digitized materials here,
reports that we've drafted for Congress,
and guides on [inaudible] our collections.
On the right, you'll see
our contact information.
I need to note that right now
we're not answering our public line
but are directing people to submit
inquiries through "Ask a Librarian."
At the bottom of the screen, you'll see
a link to the guide to law [inaudible].
This is a portal with over 9,000 books to
legal resources, and even though we're part
of the federal government, we don't
just have American federal law;
we have links to state law resources,
foreign legal information, and
Indigenous people materials.
If you keep scrolling down,
you'll see even more information.
We do have a blog in [inaudible],
and we have a blog team
that publishes multiple posts each week.
On the right, you'll see a link
to the legal research institute,
and this is a brand new feature
as of just a few days ago.
I'll touch on that in a little more
detail later in the presentation.
At the bottom, there's a link
to a listing of our databases,
and we're going to take a
closer look at that right now.
So here's the listing of our
databases and e-resources.
You'll find links to legal research
databases organized by topic,
a description of their contents,
and their accessibility.
So while a lot of our databases are
subscription resources that you can access only
from our site, this list includes resources
that are freely available to anyone as long
as you have an internet connection.
I think it still worth; I think it's worthwhile
to visit this page to see if it's available.
The law library also publishes
live guides or research guides.
We now have 26 guides on different topics,
but we're creating new guides all the time.
If you're not familiar with research guides,
these are curated and organized collections
of resources on a specific topic and
they're also called subject guides.
Coming back to Jen's presentation, if a
patron came to me and wanted to know more
about the Dred Scott decision, I would probably
direct them to the guides that I've highlighted
on the right: How to Find Free Case
Law Online, U.S. Supreme Court Records
and Briefs, and Federal Statutes.
And kind of on a practical note, I will
say that I use this resource all the time.
Law is such an expansive topic.
It's impossible to memorize everything.
It's really nice to have so much information
on a topic consolidated into one source.
It's a real time saver.
So I mentioned earlier that the library has
digitized collections, and for the law library
to be for mostly primary source legal materials,
such as old versions of the U.S. code,
which is where legislation passed by Congress
is organized and United States treaties.
But looking back again to Jen's presentation,
I would director a researcher who wanted
to know more about the Dred Scott case to
U.S. Reports, and for those of you unfamiliar,
U.S. Reports is the official publisher of
legal appeals from the U.S. Supreme Court,
and we have digitized and fully searchable
copies available on law.gov from 1754 to 2004,
and you can either browse U.S. Reports
by volume, authoring justice, or topic,
or you can do a search for cases
in keyword, like I've done here.
So I entered part of the case
name into the search box,
and the first result was the opinion.
If you are doing this kind of search and
look through to where it says U.S. Reports
like Scott v. Sandford, you can go ahead
and download the entire opinion
from the Supreme Court.
And you can also search for terms on
legal topics like Medicaid or copyright.
Like I said, these materials are fully
searchable, including the entire text.
So you don't just have to research by case name.
So moving on to the Legal Research Institute.
Like I mentioned, this site went live only a
few days ago and it has an assortment of links
to online legal resources that I've
touched on, including the Guide
to Law Online in our digitized collections.
So it's a really good place to start if
you want to just get a quick introduction
to what law.gov provides, but law.gov
itself can be kind of overwhelming.
I would say that the Legal Research
Institute is a little more streamlined,
but it also directs visitors to
information about our webinars.
For example, we started a series of webinars on
a lot of foreign and comparative legal issues
like Brexit and the global response to the
Coronavirus, but we also have a section
on the Legal Institute Page about
American legal topics and webinars.
Some upcoming webinars are
listed on the slide here.
I'll be leading the Orientation to Law
Library Collections webinar on May 13th,
which is a 45-minute version
of what I've covered today,
and eventually we will have
recordings of past webinars as well,
but those need to be processed
before they can be put online.
So I hope you take some time to
look at our upcoming offerings.
These webinars are free and open to
the public, although we do request
that you pre-register online through Eventbrite.
So like I promised at the beginning,
we went through law.gov really quickly.
There's so much information on the site that
it's impossible to get through in a day,
let alone ten minutes, but here are some
links to popular collections and publications
that we'll continue to keep updating.
Feel free to look at some of collections
and let me know if you have questions
about our resources during the Q&A,
and that about covers it for me.
Here's some of our contact information as well.
I'm happy to answer any questions.
>> Thank you, Anna.
Excuse me, and thank you Jen.
That was absolutely fantastic,
and I just have to commend you.
You did it all in 20 minutes, so bravo.
So I actually have a question for Jen, and so as
Anna started speaking, she talked about her road
to the Library of Congress
and becoming a law librarian.
You mentioned you're a teacher in residency.
Can you tell us a little bit about
your journey and coming to the library?
>> Oh, thanks Kathy.
I, about a year ago, saw some a
friend from Washington State posted
on his Facebook page somebody needs to apply for
this teacher in residence position and I guess
that somebody was me, and what really affected
me was that I have both my degrees in history,
but my love, if I could teach something
all day long, it would be civics
and especially law-related education but
that doesn't usually get to be the case.
So I realized that the ability to combine
U.S. history and history in general along
with civics, since they were, you
were looking for a civics teacher
and resident was kind of a dream come true.
So I felt like I needed to apply and see
where it would take me, and
it has taken me many paths.
I had no idea; I still don't know what I don't
know about the library, but I know a lot more
and I know a lot of how I
will highlight these resources
for teachers and how I will, I already know.
I've been my head's been spinning since I
found out what my classes are for next year.
So I've already been trying to think
how I will use what I've learned
and the resources I've interacted with
and the organizations I've interacted
with that the library partners with.
So I got here in a happenstance way, but I'm
hoping it was for a higher and a better purpose.
>> Thank you, Jen.
I really appreciate that background.
So I'm going to open it up to the audience.
If you have any questions you can
feel free to put them into the chat.
I put in a link that 3:30 today there is
another webinar event that is sponsored
between the law library and
ABA to celebrate Law Day.
It's at 3:30 and I put the link into the
Eventbrite where you can register for the event,
and from a meeting I was at earlier today,
I can tell you there are over 1,000 people
that have responded to the registration.
So if you are interested in continuing
the conversation at 3:30 today,
you might want to look at that event.
We will stay here and answer any questions.
I actually have one for Anna.
I have a question about what- Not really
interacting with the law library myself
in the research that I do, what are
some of the questions that you get
through Ask a Librarian or
through the reference desk?
>> Oh, wow.
They really run the gamut.
Thinking of some recent interesting ones lately,
just within a couple of days of each other,
for example, one person wanted to do kind
of a legal genealogical, so
a legal genealogical quest.
His grandfather or great grandfather had
argued before the U.S. Supreme Court,
and he wanted to know about finding
the whole argument transcript
or just anything that listed
his relative's name.
So I directed him to some
Supreme Court resources,
and then a couple days later I was
working on a request from somebody
who was doing a project related to
the Dead Kennedys, the punk rock band,
and wanted to know more about
obscenity laws in the United States.
So that's just a really brief sampling, but it
just I think those two examples demonstrate how,
you know how broad the law is,
how much it touches people,
and just the variety of questions that we get.
>> Yeah, that definitely runs
the gamut; really interesting.
My next question is for Jen.
You talk about using the law
cases with your students.
What is their reactions?
Can you tell us a little bit about what the
takeaways are for your students in terms
of their new understandings
in working with the law?
>> The way that I've been able to do it
over the years has, it seems to work,
and what I mean by that is
I'll even give you an example.
A year or two ago, we'd my students were all
getting sick, and so I didn't have enough people
to do the traditional mock trial we were
going to do and I said to the kids okay,
let's do a moot court, which would
be just recruiting oral arguments.
And I let them, I actually let them into
street law and said you can pick the case
or I can pick the case, and because it was
a current ongoing case that happened to be
about the travel ban with
the Trump Administration,
and I have a pretty overwhelmingly liberal
bunch of kids, but I have a few kids that come
from conservative backgrounds
and it was amazing.
These are not kids that would probably
describe themselves as academic,
but once they got into the fact pattern
of the case and understood what parts
of the Constitution were at play and what parts
of federal law, and they developed their cases
and we had our petitioner and our respondent.
They really get into it because then you
have kids that act as the Supreme Court
and they field, they throw questions to both
sides, and I know for a fact those kids remember
that experience and what they learned in
terms of principals, legal principals,
and listening to one another, and thinking
on their feet in critical thinking far more
than if they just read something
and memorized it.
So I really, I'm not, this isn't speaking to
me; this is speaking to the strategy of using
in engaging ways and simulations
with court cases.
I've never seen a court case simulation, as
long as you put the time and energy into it,
not work and not make kids really invested
in it, and they usually clamor for more.
>> Thanks, Jen.
That is, that's really helpful.
I know it's hard to imagine.
I mean, let me put it this way; I think that
one of the things that we get from our teachers
and residents is a glimpse into
what is happening in classrooms,
and I think that what teachers are going
through right now is so incredibly challenging.
Have you talked with some of your colleagues
about how they are approaching teaching civics
and teaching law at this time when they are
really shut out of their schools and having
to teach on with new media; how they're
able to continue teaching civics?
>> I think that's a really good
question, and I'll speak to civics
because that's really my world, but what
I'm seeing both in my home district,
Bellingham School District in Washington
State, and I just sat on an ICivics phone call
or webinar last night with
teachers from around the country.
What I'm hearing right now in this moment
in time is that people are in varying states
of just surviving, of trying to find resources
for their students, and the younger the students
for civic instruction, the harder it
is to find things that are relevant
to give the students in an
asynchronous environment.
So that's a real struggle right now, but this
is kudos to anyone listening that's affiliated
with an organization that is providing
ready-to-go materials for teachers
because those teachers, that is
a lifeline for them right now.
If they know that the organization is-
>> Jen, we actually lost your audio.
>> How about then?
>> I can hear you, Jen.
>> Okay, I'm sorry everyone.
I don't know; Anna or Anna I'm still on?
>> Yeah, I can hear you.
>> Okay, so bottom line what I'd
like to tell people listening is
that teachers I think right now are surviving
to whenever the end of their school year is,
whether that be soon or later into the summer.
If I think what we're going to see is that as
different regions open their schools,
perhaps in a gradual basis in the fall,
we're going to see teachers have a bit of
breathing room this summer and they're going
to try to be a little more strategic.
It's not that they're not being strategic now,
but they're flying the plane while building it,
and I think with sometime in the summer, even
though they should have it off, they won't;
they'll be thinking how to
put their classes together.
People are going to be looking to organizations
of what do they have that's high quality
that they can put in various tech
platforms for their students.
And so while teachers' needs and students'
needs are all across the landscape right now,
I think people are reactive and we're going
to see a shift to being proactive knowing
that we need to plan if there might
be another round of us having to deal
with the virus and what that means.
>> Hi, this is Danna [phonetic].
I'm wondering if Kathy may have
lost your audio; so I'm sliding in.
I'm Danna Doll.
I'm an educational resource specialist here
at the library, and I'm hoping that members
of the audience have additional questions for
Jen and Anna regarding what they're doing,
regarding other tips or teaching
civics and law in the classroom.
>> I will ask, I'll ask one.
If you have one desire of what you want
people to get out of today's presentation,
what would it be for both of you?
>> Do I mind if I jump in, Jen?
>> Go for it.
>> Okay, so I think that what I want people
to know is even though libraries are shut
down everywhere, we are still
doing our best to remain connected.
We are available through Ask a
Librarian, and I really encourage people
who have legal reference
questions to contact us,
and also look at some educational opportunities
through the Legal Research
Institute, for example.
If you want to learn more about legal
research and how to do your own research,
whether it's for a case you're
working on or just out of curiosity,
there are resources available and
we really encourage you to use them
and we're here to help you use them.
>> I think I would add to that, that if
there's one thing I could have anyone here,
particularly those that might not have
used court cases in their classrooms,
or maybe if they have they've stuck to
more of the excerpts of the actual case,
which there's nothing wrong with that.
There's nothing wrong with using case
summaries and having kids read those and think
about what they represent, but if I could
push the envelope and encourage people
to think how can you broaden the
understanding of that case in situate it
in a historical moment through interaction
with primary sources that give a variety
of narratives and viewpoints, and
hopefully as we keep digging deeper
in primary source offerings, we can
also find narratives and viewpoints
that represent traditionally marginalized groups
that haven't been part of telling the story
of the historical moments of these cases.
And so that would be my hope is that
you just start dabbling and playing
with some primary sources that can really
enrich students' understanding of the cases
that we need to teach them about
so they can have a grounding
of American history and legal concepts.
>> That's a great answer,
both of you, thank you.
Other questions from the attendees?
>> This is Cheryl and this is just
pure sort of idle curiosity, but Anna,
I'd be really interested to know what surprised
you the most when you changed work settings
and professions because I'm always curious
what people discover when they switch careers?
>> Oh.
I guess on a very personal note, I learned
a lot more about work/life balance.
I mean, so many of the rumors you hear about
how hard it is to be an attorney are true.
It's really hard to leave work at
the office, and I still have a kind
of workaholic mentality as it is.
So I have to kind of temper that a lot
of the time with the work I do now,
but just you know finding a profession with good
work/life balance was really important to me
and also just the collegiality of the
librarians has been really eye opening.
And there are good attorneys
out there, don't get me wrong,
but librarianship is just we're
all so into helping one another
that it's constantly heartwarming.
>> Anna, I want to add about
all you librarian types;
anyone listening thinking I've never
asked a law librarian a question
or even a reference librarian through the
Library of Congress or even a local library.
Everyone I've interacted with at the library, in
reading rooms, or I field them a question just
through e-mail; they never met me face
to face, has bent over backwards to try
to help me access the resources
that I was looking for,
and I've been really, really impressed.
People criticize the federal government, but
you're not going to hear that out of my mouth
when we talk about the Library of
Congress and the people that work in it.
I think Anna is completely right; people
are very collegial and seek to really work
with each other to create
the best product possible.
>> Thank you for that, Jen.
This is Kathy again.
Sorry, I had some technical issues, and
I want to thank Danna for stepping in,
and I'm not sure that you all talked about this,
but we do have a recording of another webinar
that Jen delivered for us on civics, and it's
an hour-long program and I just pasted the URL
of where you can get access to the recording of
that, if you are looking for more on from Jen
on teaching civics in the classroom.
And Anna mentioned that they do their
web-based events, and she provided the slide
with the information for some of that, the
45-minute version of the nine minute version
that she did for us today, thank you.
And so I highly encourage you
to take a look at that as well.
So I want to thank everyone for coming today.
We will be here to answer any questions that
you may want to send in in the next few minutes.
Otherwise, this concludes our program.
I want to thank our presenters.
I want to thank Jen Rydell for sharing
all of this with us, and for Anna Price
in letting us know a little
bit more about the law library.
And again, it is just the tip of the iceberg.
So we encourage you to go check out their
resources and to stay tuned for our next slate
of programming with the online office hours.
We are here every Tuesday and Thursday
2pm to 3pm, and our next week episodes;
give me one second to bring that up.
Next week, on Tuesday, we're going to
be exploring veteran's history projects
with Monica Mohendra [phonetic] from
our VPH, the Veteran's History Project
through the American Folklife Center.
So that's going to be a great program in taking
a look at the resources that are available
for educators through VHP, and next Thursday
at 2:00, we're going to be taking a closer look
at digitized materials through
the manuscripts division
and the manuscripts collections on loc.gov.
So Tuesday VHP Thursday is going
to be manuscripts and that will be,
the recordings will be posted to our office
hours page as soon as they are processed.
I want again thank our attendees and I
want to thank our presenters and I want
to encourage you, if you want to continue
celebrating Law Day, to definitely check
out what is happening at
3:30 with the law library
and ABA with the Eventbrite
link that I served up.
So thank you everyone and I
will see you next Tuesday.