This project, awarded to ESSDACK (Educational Services and Staff Development Association of Central Kansas), was designed to increase the ability of thirty middle school-level teachers in rural Kansas school districts to integrate culturally inclusive literature alongside social studies content. Project objectives focused on delivering professional learning activities that highlighted Library of Congress materials, developed the effective use of primary sources, built teacher efficacy in culturally inclusive lesson design and delivery, and supported the ability of teachers to find and select culturally relevant, grade-level appropriate literature. Throughout the project, participants developed, finalized, and submitted their lesson plan designs.
This project awarded to ESSDACK (Educational Services and Staff Development Association of Central Kansas) 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 the Great Depression in Kansas. Teachers were instructed on finding and using primary sources to increase students' 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 (KCSS) and the Kansas Council for History Education (KCHE) conferences.
Contact: Glenn Wiebe
This project, awarded to the William Allen White Community Partnership, targeted social studies and English language arts teachers in grades K–5 from the Emporia Public Schools and beyond. Participants were divided into two groups (grades K–2 and grades 3–5) for three days of face-to-face workshops with an optional fourth day for completing or creating any hands-on materials they weren't able to finish during the previous workshop days. As a result, each participant developed at least one hands-on primary source lesson plan and supplemental materials. The lessons were sent to the Kansas Council for the Social Studies (KCSS) and the Kansas Council for History Education (KCHE) to be posted on their websites.
Contact: Katie Buckman
This project conducted a four-day workshop for training middle school and high school teachers of social studies and history about best practices for incorporating primary sources into their classrooms. The training focused on active learning and inquiry-based teaching strategies while covering both pedagogical and historical content. The Johnson Community College, Kansas Studies Institute 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-based lesson.
Contact: Farrell Jenab
Emporia USD 253 teachers from grades K–5 participated in two sets of three-day workshops about navigating the Library of Congress website and finding primary sources to complement 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 (which were posted later on the district website for others to access) that included resources from the Library and met state curriculum and district standards. Teacher participants shared lesson plans and strategies with colleagues during grade-level professional learning community meetings. Teacher participants were able to attend an optional “make and take” day where they could print classroom sets of primary sources or other supplemental materials needed to teach the lessons they created.
Contact: Vicki Schweinler
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 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 could meet state curriculum standards. Participants used this knowledge to create lesson plans that were posted on the KCSS website to be shared with other workshop participants.
Teachers attended a four-day workshop run by Emporia State University in which 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. Afterward, teachers implemented their own primary sources lessons for multiple intelligences and reflected on these activities.
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 the Introduction to Teaching Secondary Social Studies course compiled primary sources for each discipline they taught and created mini-lessons. Students in the Teaching Secondary and Middle-Level Social Studies Methods course learned how to prepare better primary source-based 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.
This project by Emporia State University enabled middle and high school teachers to identify and utilize primary sources that are close to home. Participants engaged in a scavenger hunt for primary and secondary sources at the historic home of William Allen White. For the remainder 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 implemented into the teachers’ classrooms when they returned to school in the fall.
Contact: Darla Mallein
During a four-day workshop by the Kansas Historical Society, teachers in grades K–6 were trained to navigate the Library of Congress, as well as interpret and incorporate primary sources into their instruction. Participants were encouraged to conduct presentations at their schools to introduce other educators to the Library's resources.
Contact: Mary Madden
This project worked with social studies and history teachers in grades 6–12 and library media staff on how to effectively implement primary sources into their classroom instruction. Participants developed lessons that promoted 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 USD 512 now has a group of educators capable of mentoring other educators in the use of primary sources, navigating the Library of Congress online, and developing primary sources lessons.
Teachers and media specialists were trained in finding and using digital primary sources from the Library of Congress. Participants assisted principal investigators in training Shawnee Mission USD 512 educators and presented lessons at the Primary Sources Conference. This project provided sustainable professional development to Shawnee Mission School District teachers in grades K–6, gifted education teachers, and media specialists for promoting teaching with primary sources to impact student achievement and develop higher-order thinking skills.
Contact: Deborah Brown
This project, awarded to Kansas State University, 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.
This project, awarded to Kansas State University, instructed pre-service history and elementary school teachers on 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.
Contact: Brad Burenheide