Using primary sources, the Constitutional Democracy Project will hold a series of professional development sessions. Participants will create lesson plans that explore the place of the LGBTQ+ equality movement in American history, milestones for the LGBTQ+ community, and court cases that secured civil rights for LGBTQ+ people. The content created will help meet the Illinois LGBTQ history mandate.
Contact: Tristan Kirvin
This project awarded to the Abraham Lincoln Presidential Library and Museum invites twenty-one K–12 and preservice social studies educators to join the APLM for an exciting immersion into the world of historians and the archives. During a workshop, they will use the Library of Congress’s primary sources and classroom materials to examine the role of the historian as well as the methods and skills they use to reconstruct the past. Participants will also create effective, primary source-based instructional opportunities for students.
Contact: Heather Nice
In this project, the National College of Education (NCE) at National Louis University (NLU) is offering professional learning experiences for pre- and in-service teachers. Five NCE faculty members will work collaboratively with two STEM teachers to develop two types of curricular modules. The first set of modules provides an overview of how to leverage visually dominant primary sources to work effectively with CLD students in STEM. These modules will be integrated into the science, math, and ESL methods courses. The second set of modules offers professional development for 15 in-service STEM teachers (Grades 4–8) from Chicago Public Schools with substantial CLD student populations. These modules focus on integrating digital visual literacy, TPS, and CLD strategies for teaching and learning STEM.
Contact: Xiaoning Chen
This project awarded to Illinois State University hosted a TPS workshop about the use of discipline-based art education to teach critical views of women’s history in elementary class settings. The project also resulted in the development of a website containing a searchable database of lessons.
Contact: Tom Lucey
The Educating with Evidence en Español project was built upon previous funding from the Library of Congress that supported the development of English-language assessments with primary sources. This project by the Regional Office of Education #9 expanded this focus to include English Language Learners (ELLs) and Spanish Language Learners (SLLs) at Southern Illinois University as well as regional, state, and national Two-Way Immersion education programs in PreK–12 schools. For this reason, primary sources from Latin American history and 3D-printed artifacts from an archaeological dig in northern Peru were the key components of the sources participating educators used for curriculum development.
Contact: Grant Miller
A variety of TPS programming as delivered to social studies educators from Grades K–12 in the Chicago suburbs. The programs included the full three-level TPS curriculum, conference presentations, and collaborations with local scholars and educational groups. This work helped ensure the sustainability of the Library's resources and TPS methods in the Chicagoland area.
Contact: Dave Bates
The University's social science faculty, experienced classroom teachers from Grades K–12, and pre-service candidates were brought together to discuss, collaborate, develop, and reflect on inquiry-based lessons that utilized digital primary sources from the Library of Congress. Along with classroom teachers, five faculty members representing different social sciences created online learning modules that were used by teacher candidates enrolled in the course, "Social Studies Methods for the Secondary Classroom." All participants were introduced to strategies for analyzing, interpreting, drawing inferences, and teaching with primary sources.
Contact: Brian Kahn