Middle school and high school social studies/history teachers were trained on best practices for incorporating primary sources into their classrooms during a four-day workshop. The training focused on active learning, inquiry-based teaching strategies while covering both pedagogical and historical content.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. This project reinforced project-based, active learning pedagogy by having participants research, develop, and present a primary source lesson.
Contact: Farrell Jenab
Kansas State University
Pre-service history and elementary teachers at the Kansas State University were instructed 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.
A week-long seminar helped in-service history 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
This project, awarded to Emporia State University, modified the curriculum for two secondary social science methods courses to incorporate TPS materials and instruction on the effective use of primary sources. Students in Introduction to Teaching Secondary Social Studies compiled primary sources for each discipline they taught and created mini-lessons. Students in Teaching Secondary- and Middle-Level Social Studies Methods learned how to prepare better primary source lesson plans. The students implemented their newly gained knowledge during their student teaching experience by utilizing at least one lesson plan that incorporated primary sources.
Middle and high school teachers identified and utilized primary sources close to home during a 3-½ day workshop. Participants engaged in a scavenger hunt of primary and secondary sources at the historic home of William Allen White. They 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.
Teachers attended a four-day workshop in which they learned 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. Afterward, teachers implemented their own primary sources lessons for multiple intelligences and reflected on these activities.
In collaboration with the Kansas Council for the Social Studies (KCSS), Emporia State University held a four-day workshop that taught participants how to navigate the Library of Congress website for primary sources and teacher resources. A variety of research-based strategies using primary source lessons were demonstrated so teachers and media specialists can meet state curriculum standards. Participants used this knowledge to create lesson plans that will be posted on the KCSS website so they can be shared with other workshop participants.
Contact: Darla Mallein
This project, awarded to the Educational Services and Staff Development Association of Central Kansas (ESSDACK), was intended for American history teachers and media specialists. The content mastery of these educators was increased, especially with regard to the Dust Bowl and Great Depression in the state of Kansas. Teachers were instructed on finding and using primary sources to increase student historical thinking and content knowledge. Each participant created a lesson plan that was 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
During a four-day workshop by the Kansas Historical Society, twenty K–6 teachers were trained to navigate the Libary of Congress, as well as interpret and incorporate primary sources into their instruction. Participants were encouraged to conduct presentations within their schools to introduce other educators to the Library's resources.
Contact: Mary Madden
Twenty-five teachers and media specialists were trained in finding and using digital primary sources from the Library of Congress. Participants assisted principal investigators in training Unified School District 512 educators and presented lessons at the Primary Sources Conference. This project provided sustainable professional development to SMSD teachers, gifted education teachers, media specialists, and K–8 teachers in promoting teaching with primary sources to impact student achievement and develop higher-order thinking skills.
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
USD #253 teachers from K–5 in Emporia, Kansas participated in two sets of three-day workshops about navigating the Library of Congress website and finding primary sources to curriculum goals. The workshop leader modeled how to use the Library's analysis tools as well as several primary source strategies for analyzing images and documents. Teacher participants created two lesson plans (that were posted later on the district website to allow to others
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