I think sources such as Leutze's Washington Crossing the Delaware or John Trumbull's Declaration of Independence (https://youtu.be/DT0qNAYJQWU) have to be taught as both primary and secondary sources as Sue Wise suggests. In other words collective memory and historiography have to be embedded in our course.
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I have some more suggestions:
Capitol Rotunda paintings: https://www.aoc.gov/historic-rotunda-paintings
Letter to My Old Master (1865): https://www.smithsonianmag.com/smart-news/free-mans-1865-letter-his-form...
NAACP Flag: "A Man Was Lynched Yesterday": https://www.nytimes.com/2016/07/15/us/artist-flag-protests-lynching-by-p...
Lynching photographs / postcards: http://www.americanlynching.com/photos-old.htm
Are these images being used (as primary sources) to study the time period in which they were created? Washington Crossing the Delaware, for example, was created in 1851 by an artist who did not witness--nor live during the time of--the actual event. It is a depiction of events from the past by someone who did not witness, nor live during that time.
What a great list!
I would include
JFK's speech on Civil Rights
(1963) Malcolm X, “Message to the Grassroots”
Excerpts from Betty Friedan's discussion on the problem that has no name
I just did a search for Margaret Sanger and she fell out of frameworks apparently? There are powerful readings of women who cried for birth control because they couldn't feed the children they had!