Not Just Flyover Country: Exploring Kansas History through Primary Sources
This project conducted a four-day workshop to train middle school and high school social studies/history teachers on best practices for incorporating primary sources into their classrooms. The training focused on active learning, inquiry-based teaching strategies while covering both pedagogical and historical content. The Kansas Studies Institute at Johnson Community College collaborated with the Kansas Historical Society to help participants learn more about Kansas during crucial times in history such as Statehood, Civil War, Settlement, Populism/Progressivism, World Wars, Dust Bow,l and the Farm Workers’ Movement. This project reinforced project-based, active learning pedagogy by having participants research, develop, and present a primary source lesson.
Contact: Farrell Jenab
Project History Methods
This project was awarded to Kansas State University to instruct pre-service history and elementary teachers in the use of primary sources from the digital archives of the Library of Congress. After attending six workshops, participants integrated primary source research into a lesson or unit plan.
Project History Lab
This award has been provided to the Kansas State University which provided a week-long seminar to in-service history educators. This project helped teachers gain insight into professional historical research, develop pedagogical models of implementing historical inquiry into instruction, and learn enhanced methods of teaching with primary sources. Participants developed a lesson plan utilizing primary sources from the digital archives of the Library of Congress.
Contact: Brad Burenheide
Teaching with Primary Sources +Teaching Secondary Social Studies Methods = Better Prepared Teachers in the Social Studies Classroom
This project was awarded to Emporia State University in order to restructure curriculum for two secondary social science methods courses. These courses were modified to incorporate Teaching with Primary Sources materials and instruction on the effective use of primary sources. Students in Introduction to Teaching Secondary Social Studies were given the opportunity to compile primary sources for each discipline they taught and created mini lessons. Students in Teaching Secondary and Middle Level Social Studies Methodsparticipated in a workshop that provides TPS information to help them prepare better primary source lesson plans. The students were required to implement their newly gained knowledge of the use of primary sources during their student teaching experience by preparing and utilizing at least one lesson plan that incorporates primary sources.
“There’s No Place Like Home”
This project awarded to Emporia State University enabled middle and high school teachers to identify and utilize primary sources that are close to home. The 3-½ day workshop began at the historic home of William Allen White where participants engaged in a scavenger hunt of primary and secondary sources. Throughout the rest of the workshop, participants examined the four phases of the instructional cycle for teaching with primary sources and integrated this cycle into two lesson plans. These newly created lesson plans were incorporated into the teachers’ classrooms when they returned to school in the fall.
Using the Multiple Intelligences to Teach Primary Sources
This project awarded to Emporia State University demonstrated how the theory of multiple intelligences can be used as the framework for creating primary source lesson plans and activities. Teachers attended a four-day workshop where they learned how to use the Library of Congress website, reviewed the theory of multiple intelligences, and participated in multiple intelligences-based demonstrations and activities that can be used to teach primary sources. Afterwards, teachers implemented their own primary sources lessons for multiple intelligences and reflected on these activities.
Using Primary Sources to Meet State Social Studies and Literacy Standards
This grant, which was awarded to Emporia State Universit y , was a collaborative project with Kansas Council for the Social Studies (KCSS). The main goal of this four-day workshop was to teach the participants how to navigate the Library of Congress website to find the multitude of primary sources and teacher resources they provide for teachers and students. It was also to demonstrate a variety of research-based strategies that teachers and media specialists can use when planning primary source lessons to meet state curriculum standards. Participants used this knowledge to create lesson plans that were shared with fellow workshop participants and will be posted on the KCSS website.
Contact: Darla Mallein
Thinking Historically Through the 1930s
This project targeting American history teachers and media specialists was awarded to the Educational Services and Staff Development Association of Central Kansas (ESSDACK). This project focused specifically on the Dust Bowl and Great Depression in the state of Kansas. One of the main goals of the project was to increase teacher mastery of significant people, events, issues, and ideas of American and Kansas history. In addition to content mastery, teachers were instructed on finding primary sources and using them to increase student historical thinking and content knowledge. Each participant created a lesson plan to was be used in the classroom and shared on the project website. Also, project staff and participants presented project outcomes at the Kansas Council for the Social Studies and the Kansas Council for History Education conferences.
Contact: Glenn Wiebe
It's Elementary: Professional Development for K–6 Teachers in Kansas
The Kansas Historical Society received this award to plan and organize a four-day workshop to train twenty K–6 teachers to navigate the Library of Congress website, learn how to interpret primary sources, be able to incorporate primary sources into their instruction, and develop grade-appropriate lessons that integrate primary sources in a meaningful way. Participants were encouraged to conduct presentations within their schools to introduce other educators to the Library's resources.
Contact: Mary Madden
Teaching with Primary Sources: Using the Resources of the Library of Congress
This project, awarded to Shawnee Missions School District (SMSD), trained 25 teachers and media specialists to find and use the digital primary sources from the Library of Congress. The participants assisted the PIs in training other educators from the Unified School District 512 and they presented lessons at the Primary Sources Conference during the fall of 2011. The overall goal of this project was to provide sustainable professional development to SMSD teachers, gifted education teachers and media specialists, and K–8 teachers that address the above goals and promote teaching with primary sources in order to impact student achievement and the development of higher-order thinking skills.
Primary Sources and the Library of Congress: Building Capacity for Literacy in History/Social Studies
This project worked with 6–12 social studies/history classroom teachers and library media staff and focused on how to effectively implement primary sources into their classroom instruction. Participants developed lessons that promote student inquiry by posing a critical question that students must answer by analyzing and interpreting the sources that are part of the lesson. As a result of this project, the Shawnee Mission School District now has a group of educators capable of mentoring other educators in the use of primary sources, navigating the Library of Congress’ website, and developing primary sources lessons.
Contact: Deborah Brown
It’s Elementary: Using Primary Sources and the Library of Congress is as Easy as 1, 2, 3!
This project provided K–2 and grades 3–5 teachers in the USD #253 school district in Emporia, Kansas the opportunity to participate in two sets of three-day workshops during which they focused on defining primary sources, navigating the Library of Congress website, and finding primary sources to meet their grade-level standards and curriculum goals. The workshop leader modeled how to use the Library of Congress analysis tools as well as several primary source strategies for analyzing images and documents. Teacher participants were required to create two lesson plans that not only included Library of Congress resources, but also met state curriculum standards and district requirements. The lesson plans will be posted on the district website so other teachers in the district can access lessons on primary sources for their specific grade level. Teacher participants will share lesson plans and strategies with colleagues during grade-level professional learning communities meetings. Teacher participants were able to attend an optional “make and take” day where they could print classroom sets of primary sources and/or other supplemental materials needed to teach the lessons they had created.
Contact: Vicki Schweinler