In this three-day workshop by the Minnesota Council for the Social Studies, representatives from all 17 Midwestern state councils for the social studies received professional development centered on the trends, barriers, and best practices for primary source instruction. Summit participants collaborated and created a project template that was adapted for audiences in their states. Follow-up sessions took place for participating leaders at national meetings of the National Council for the Social Studies.
Contact: Jessica Ellison
This project at the University of Minnesota Learning Technologies Media Lab included sessions on primary source instruction, geography, and history content that enabled teachers to develop inquiry-based lessons and geospatial resources using the online resources from the Library of Congress website. The workshops focused on six major components of study: document-based inquiry and geospatial lessons, maps as primary sources, standards-based lessons, tutorials and peer reviews, the use of software for geospatial for examining maps, and field trips to the Minnesota Historical Society Library, the John R. Borchert Map Library, and James Ford Bell Library at the University of Minnesota.
Contact: Aaron Doering
This project at Winona State University incorporated six workshops where twenty in-service teachers from Minnesota and Wisconsin learned to use written, visual and aural sources from the Library of Congress Teaching with Primary Sources website as a means to create powerful social studies lessons for students in grades 5–12. This project empowered in-service and pre-service teachers to integrate written, visual, and aural primary sources into their classroom instruction for the purpose of enriching students' historical thinking and imagination.
Contact: James Schul
The Minnesota Historical Society conducted a two-day workshop for Minnesota teachers. Sessions were presented by Minnesota History Day staff, Minnesota Historical Society, and University of Minnesota faculty. Each participant created a primary source set for use in their classroom. These workshops helped promote a history education community in Minnesota and provided opportunities for hands-on learning and discussion among peers.
Contact: Sarah Aschbrenner
A grant was awarded to the Minnesota Historical Society. The National History Day and Teacher Education staff provided three day-long workshops for educators across the state of Minnesota. The goals of these workshops were to familiarize teachers with Library of Congress and Minnesota Historical Society collections, aid educators in identifying the parallels between national, state, and local history, help teachers meet Minnesota state standards, and provide teachers with classroom-ready primary source materials. The workshops were intended to promote the National History Day program as an effective means to engage students in the use of primary source materials.
Contact: Jessica Ellison
This project was awarded to the Minnesota Historical Society. The National History Day (NHD) and Teacher Education (TED) staff collaborated to provide three day-long workshops for educators across the state of Minnesota. The goals of these workshops were to familiarize teachers with the Library of Congress and collections from the Minnesota Historical Society. In addition, trainers assisted teachers in drawing parallels between national, state, and local history. This collaboration helped teachers meet Minnesota state standards and provided teachers with classroom-ready primary source materials. The workshops promoted the National History Day program as an effective means to engage students in the use of primary source materials.
Contact: Tim Hoogland
St Cloud State University and the Upper Midwest Council for History of Education focused on improving and expanding primary source instruction in classrooms in Minnesota. This project worked with history teachers to expand their use of inquiry-based instruction and created opportunities for mentoring and peer review for both pre-service and in-service teachers. The following goals were reached: 1) Develop a three-day institute for in-service and pre-service history teachers, promoted to the history community in Minnesota, 2) Conduct the institute in the summer of 2012 for a maximum of 30 teachers, including sessions on primary source instruction, inquiry-based instruction, mentoring, individual research time, and peer review, and 3) Disseminate teachers’ experiences and final products through the MNCHE website and individual presentations at teachers’ schools, districts or pre-service classes.
Contact: Matt Moore
The Department of Geography of Macalester College, the Minnesota Alliance for Geographic Education (MAGE) and the Minnesota Council for History Education (MNCHE) held a summer institute at Macalester College on July 23–26, 2012. The institute focused on using maps in the Library of Congress’ digital archive as primary documents in inquiry-based lessons that enabled students to master selected benchmarks in the new Minnesota Graduation Requirements for Social Studies. MAGE and MNCHE are collaboratives of K–16 educators who advocate geographic and historical literacy for all teachers and students. The new Minnesota Graduation Requirements for Social Studies require schools to develop a three-year integrated course of study that consists of Minnesota Studies (6th grade), United States Studies (7th grade), and World Studies (8th grade). These new standards challenge social studies teachers to find ways to combine the teaching of geography and history. One of the major inter-disciplinary intersections in these courses was the analysis of maps and urban panoramic views. The standards contain a benchmark specifically focused on the analysis of historic maps as primary documents. This summer institute brought together map specialists and master teachers who provided a rich learning and creative experience for 30 teachers interested in developing new curriculum by using maps as primary documents. Participating teachers created a map-based lesson focused on specific benchmarks in the new interdisciplinary courses. The lessons were professionally edited and posted on the websites of both organizations.
Contact: David Lanegran