NEBRASKA
Nebraska Wesleyan University
Building Teacher Leadership for Full Inclusion of Underrepresented and Marginalized Groups in the Social Studies Curriculum using TPS Resources
This joint project by Nebraska Wesleyan University with Lincoln Public Schools involved a dozen secondary social studies teachers who implemented inquiry-based lesson plans centered on the stories of traditionally marginalized and underrepresented groups. Additionally, the cohort participated in ongoing professional development, revised lesson plans, and led workshops on best practices.
Contact: Kevin Bower, Jaci Kellison
Integrating Library of Congress Digital Resources for Historical Thinking in a 1:1 Classroom Environment
This project, awarded to Nebraska Wesleyan University, made it possible for the university to work with Lincoln Public Schools' history, geography, civics, and government and politics teachers and helped them integrate Library of Congress resources into a 1:1 learning environment. The project conducted two week-long summer workshops for teachers.
Contact: Kevin Bower
Lincoln Public Schools
Building Teacher Leadership for Full Inclusion of Underrepresented and Marginalized Groups in the Social Studies Curriculum using TPS Resources
This joint project by Lincoln Public Schools with Nebraska Wesleyan University involved a dozen secondary social studies teachers who implemented inquiry-based lesson plans centered on the stories of traditionally marginalized and underrepresented groups. Additionally, the cohort participated in ongoing professional development, revised lesson plans, and led workshops on best practices.
Contact: Jaci Kellison, Kevin Bower
Connecting History Instruction with Primary Sources (CHIPS)
This grant, awarded to Lincoln Public Schools, focused on integrating digital resources from the Library of Congress into their districtwide initiative to implement historical thinking in all social studies classrooms in grades K–12. This was accomplished by making the Library's digital resources the core of three separate professional development courses offered to teachers during the summer. The district’s evaluation specialist conducted research during the fall to measure the use of the Library of Congress's resources and assess the efficacy of the pedagogical tools teachers utilized to deliver the content.
Contact: J.P. Caruso
Nebraska Department of Education
Utilizing Library of Congress Digital Resources to Teach About Historical Controversies
This project by the Nebraska Department of Education was a statewide effort that trained a cohort of teachers from every Educational Service Unit in Nebraska to demonstrate how primary sources support discussions of controversial topics. Participants created primary source lessons that helped students connect the Library of Congress's primary source documents to service-learning opportunities.
Contact: Harris Payne
Professional Development Grant for Teachers in Nebraska
This grant, awarded to the Nebraska Department of Education, was one of the multi-state projects submitted by members of the Social Studies Assessment, Curriculum, and Instruction collaborative of the Council of Chief State School Officers (CCSSO). It was designed to provide several one-day professional development workshops to social studies teachers. The participants were introduced to the framework of 21st-century learning and the use of resources from the Library of Congress. Participants gained hands-on experience in creating documentaries using Microsoft Moviemaker and Digital Docs in a Box. Each participant also developed and implemented a lesson plan that incorporated newly developed knowledge and skills.
Contact: Larry Starr
University of Nebraska Board of Regents & University of Nebraska Omaha
Managing Collections Course Workshop
The curriculum for the University of Nebraska Omaha (UNO) Managing Collections course was modified to include a Teaching with Primary Sources component. Candidates developed a topic, primary source set, source analysis, and final project that was presented in a school library environment for grades K–12. The UNO Library Science Education Program candidates became familiar with the breadth and organization of digital primary sources from the Library of Congress, understood their instructional value, and increased instructional use of the Library’s resources with K–12 students through inquiry-based learning experiences.
Contact: Bridgett Kratt