This award granted to St. Norbert College created a 30-hour summer institute to meet the needs for professional development programs for social studies teachers specifically in the use of teaching with primary sources—with an inquiry-based approach (C3 framework). Participants engaged in activities to learn how geographic themes and primary sources can be incorporated into any type of social studies lesson, and to guide them through the vast collections available on the Library of Congress’ website. The target audience for this project was U.S. History teachers and social studies teachers in grades 6 through 12.
Contact: Mark Bockenhauer
This award has been granted to the University of Wisconsin-Whitewater to modify the secondary social studies teacher education curriculum to incorporate the use of Library of Congress primary sources into instruction. Students integrated primary sources into an inquiry-based lesson or unit plan. This plan was used during the student teaching semester and the students was encouraged to present their work at the Great Lakes Regional Annual Social Studies Conference and to develop a website to showcase their work and share their lesson plans with other pre-service and practicing teachers.
Contact: James Hartwick
This award was granted to the University of Wisconsin-Whitewater to explore the use of primary source materials during the curriculum design process in the elementary and middle grades social studies methods course. Pre-service elementary and middle teachers engaged in activities such as reflection papers on the use of primary sources, interviews with in-service social studies teachers about their curriculum decisions and their use of primary and secondary sources, and textbook analysis of specific issues (e.g., women’s rights, treatment of race, labor unions, etc.). The goal of this project was to better develop students’ abilities to integrate primary sources into their instructional units.
Contact: Edric Johnson
This award given to the University of Wisconsin-Madison utilized the train-the-trainer model to teach in-service middle and high school teachers to develop and implement multi-day lessons using primary sources. A cadre of eight teachers was instructed in the use of the Library of Congress archives and components of quality lessons. These teachers then developed, field-tested and revised lessons which incorporate primary sources. The cadre of teachers will provide professional development sessions with other teachers in their schools to share their knowledge of the use of LOC sources and the integration of primary sources into instruction. The lessons developed by the cadre will be shared online.
The University of Wisconsin-Madison has been awarded in order to modify the course content of the secondary social studies teacher education program. Social Studies faculty and staff created a framework for the best use of technology in instruction and developed a unit for the social studies methods course that teaches pre-service teachers about Library of Congress primary sources. The goal of this project was to ensure that pre-service teachers were able to effectively use primary sources and new technology in the classroom. Students created a lesson plan that is to be implemented during student teaching experiences and shared online. The guide to technology use, framework for lessons with primary sources, and sample lessons will also be shared online with pre-service and in-service teachers and teacher educators.
Contact: Diana Hess
This award has been awarded to Lakeland College. Pre-service teachers were instructed on the use of the Library of Congress archives and the importance of the use of primary sources in the classroom. Students located primary sources to complement the new Wisconsin fourth grade textbook. Students compiled resources that were distributed in a bound document to principals of elementary schools in the Sheboygan, Wisconsin area.
Contact: Eileen Hilke
This project challenged pre-service teachers in the history instruction program in the Department of Educational Studies at the University of Wisconsin-La Crosse to think in new ways about the meaningful integration of primary source evidence into history instruction. Students planned a unit of study using primary sources from the American Memory Collections. The units ranged from home front topics such as rationing and the labor of women to Pearl Harbor, the Japanese-American internment, the Women's Army Corps, the war in the Philippines, and wartime propaganda. The Principal Investigator looks forward to following these students during their student teaching experience to see if they integrate the use of primary sources into their instruction.
This project builds on the strong relationship between National History Day and the Library of Congress to engage young historians in historical research through the interpretation of primary sources. The University of Wisconsin-La Crosse partnered with the Washburn Academy to conduct a professional development workshop for teachers and media specialists during the summer of 2008. Teachers developed a primary source lesson plan and integrated that lesson into their instruction during the 2008–09 school year. It is hopeful that the results of this effort will be reflected in the quality of National History Day projects presented at the regional and state competitions held in the spring of 2009.
Contact: Gregory Wegner
This grant, awarded to Wisconsin Council for the Social Studies, provided professional development opportunities to social studies teachers within the state of Wisconsin on the use of the Library of Congress (LOC) archives to prepare students for 21st-century learning. In social studies, this includes developing students who are more creative, better communicators, thoughtful problem solvers, effective collaborators, and efficient technology users. This seminar included the framework for 21st-century skills and examples from LOC projects that assisted teachers in understanding what this framework means for classroom teachers.
Contact: Beth Ratway
A grant was awarded to Elkhorn Area School District to train their teachers and library media specialists on how to teach with primary source documents in a newly updated social studies curriculum. Each level—elementary, middle, and high school groups—posted at least four lessons for their level on a shared drive so that other teachers within the district can access them. A staff member was recruited to become a primary source trainer for the district and will train 20 other teachers. The goals of this project were to develop a general awareness of the Library of Congress’ digital collections, locate and use these sources efficiently and effectively, be able to discern the value of each primary source, examine history as a discipline, and to build community.
Contact: Cathy Pomaranski