Troy University was awarded this grant to familiarize teachers with the breadth and organization of the Library of Congress digital primary sources. After a number of activities to understand the value of primary sources in instruction, participants created inquiry-based learning experiences. This project utilized the train-the-trainer model to reach each in-service region in Alabama. Teacher trainers advocated the use of primary sources and helped disseminate the effective methods and instructional strategies for teaching with Library of Congress primary sources.
This award was granted to Troy University to provide pre-service elementary education teachers with hands-on experience using Library of Congress resources. Participants conducted an oral history project and created a photo story using primary sources from the Library of Congress. They also designed an interdisciplinary lesson plan to be utilized in their field placement, incorporating their research and assessments of historical thinking. Lesson plans were submitted to Alabama Learning Exchange (ALEX) for publication on their website.
This grant allowed ;Troy University ;to build upon teachers’ content knowledge of civics, government, and economics by integrating pedagogical skills, specifically how to integrate primary sources into the ;We the People(WTP) curriculum. The teachers were trained in how to conduct a simulated congressional hearing; likewise, they learned how to create lessons from WTP texts that incorporated primary sources from the Library of Congress. These lessons were supplemented by iPods that were used to create podcasts. In the fall, the group of teachers went to Troy University to participate in a simulated congressional hearing. These hearings were recorded and posted on Facebook, as well as the lessons that were created earlier in the training so as to provide a networking opportunity and a repository of lesson plans for teachers.
Contact:Dr. Ruth Busby
The goal of this project, awarded to ;Alabama Center for Law and Civic Education, was to have twenty-five educators attend three days of intensive professional development that included information on how to teach with primary sources, how to integrate primary sources into instruction (especially WTP), lectures by scholarly presenters, participation in a simulated congressional hearing, and lesson plan development incorporating Library of Congress primary sources into the WTP curriculum. The project directly impacted twenty-five educators and approximately 2,500 students. Additionally, lessons developed during and at the conclusion of the professional development utilized primary sources and were posted on the ACLCE website and likewise submitted to the Alabama Learning Exchange (ALEX) for publication. In addition to the dissemination of the lessons, this project will be presented at the state and national level.
Contact: Kerri J. Williamson
This project focused on high expectations, opportunities to learn and be on task, a safe and orderly environment, and frequent monitoring of student progress. Thirty social studies teachers from the ten lowest-performing middle schools (grades 6,7, and 8) in Mobile County Public School System (MCPSS) were trained to develop interactive, student-centered, inquiry-oriented instruction that integrated reading and effective use of Library of Congress primary sources in social studies. The professional development included techniques for increasing student engagement, a significant barrier to success at the middle school level. A teacher leader from each school was identified from the trained social studies teachers to serve as an instructional coach for teachers as they learn new strategies for teaching. School improvement specialists and administrators were also involved in this professional development to offer an additional layer of instructional support. Teacher leaders then offered professional development workshops for other teachers in their region following this year-long project, providing sustainability beyond initial grant funding.
Contact: Todd Stork
The goal of this project was to provide extensive professional development on the Level I Teaching with Primary Sources Program objectives to both teacher candidates and their cooperating teachers. The professional development for the in-service teachers provided an opportunity for them to be able to mentor and support the pre service teachers to work in their classrooms and integrate primary sources into their instruction.
This project engaged teacher candidates in face-to-face training with facilitators from the Teaching with Primary Sources Midwest Region and Alabama Archives and History Museum of Mobile. Additional instruction was provided to teacher candidates through professional development videos on integrating primary sources from the Library of Congress. Teacher candidates’ knowledge of using primary sources was strengthened while visiting the History Museum of Mobile where they engaged in primary source-based teacher activities developed by the director of education. A workshop by the Alabama Archives introduced students to the extensive primary sources available both online and at the Archives, provided them with examples of lesson plans created using primary sources, and engaged them in activities using primary sources.
Contact:Dr. Susan Santoli
This project built on the initiative that promoted an innovative pedagogical framework and infrastructure (seesites.google.com/site/beyondwords2point0/). This project used field-tested learning strategies and the power of interactive Web 2.0 technologies to promote inquiry-based, wise practice approaches for improving student outcomes through primary sources. This project introduced Teaching with Primary Sources Level I objectives and resources to social studies teachers from existing university partnership schools. Participating teachers were expected to inform their colleagues on the use of the digital primary sources from the Library of Congress. This project piloted procedures for offering asynchronous, online professional development centered on primary source instruction and support for teachers.
Contact: Dr. Cory Callahan