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TPS at Waynesburg provides free professional development and classroom materials for K-12 educators and pre-service teachers that support the effective use of primary sources and TPS-related materials from the Library's vast digital collections.
Workshop offerings vary in length, historical topic focus, and grade level applicability. Many workshops build on skills learned in previous ones and each workshop is classified as Level I, Level II, or Level III. It is generally recommended that participants complete at least twelve hours of Level I before enrolling in Level II programming. Participants of Level III workshops must have completed Level I and Level II TPS training and have the approval of the facilitator.
Professional development activities under the Teaching with Primary Sources program progress along three program levels. K-12 educators have the option of taking workshops and courses, offered by TPS Consortium members, under all or some of these levels, depending on their interests.
Teachers become familiar with the breadth and organization of the Library of Congress' digital primary sources, understand their value in instruction and create basic inquiry-based learning experiences.
2013 Spring Institute - North Hills Campus
TPS and PA Common Core
Common Core focuses on student literacy, critical thinking, and depth of knowledge. TPS equips teachers with methods and tools to address this critical need. Participants learn to use the free digital Library of Congress teaching resources and build skills to address the newly adopted PA Common Core State Standards. Engage in model learning activities, collaborate with colleagues, and design an activity for your classroom.
2013 TPS Librarian Day
Specifically designed for school librarians whose roles include serving as instructional coaches and instructional partners in their schools. Resources and activities focus on the use of the Library’s primary sources to address instructional shifts necessary to meet the Pennsylvania Common Core State Standards, including: linking primary sources to literature; analyzing texts for deeper meaning; making literature more relevant; and promoting inquiry-based learning.
2012 Fall Institute - Main Campus
2012 Summer Institute - Southpointe Campus
2012 Spring Institute - Main Campus
2011 Fall Institute
Teaching with Primary Sources Level I introduces K-16 educators to the digital Library of Congress teaching resources and builds teaching skills necessary for leading students through the inquiry process to support historical thinking and writing skills. Participants become familiar with the breadth and organization of the Library’s digitized collections of primary sources, understand their value in instruction and discover strategies for applying inquiry-based learning experiences in their own classrooms. Teachers and librarians engage in model learning activities and collaborate with colleagues in pairs and small groups. TPS Level 1 is conducted in a computer lab and an adjacent seminar room, utilizing both print and online resources. 12-15 PDE Act 48 Activity Hours will be earned by completing this course.
2011 Summer Institute: Civil War
Explore the digital collections of the Library of Congress and engage with fellow educators to examine the issues and realities of the American Civil War from multiple perspectives. Analysis of photos, maps, manuscripts, and music will provide insight into the time period as viewed through the eyes of slaves, Unionists, Confederates, soldiers, and nursemaids.
Women and Media: A History through Primary Sources
Resources and information useful in utilizing Library of Congress resources for the study of Women’s History, with a special emphasis on media representations of and by women, was the focus of this workshop. Dr. Elesha Coffman, assistant professor of history at Waynesburg University, presented and facilitated the activities. Following Dr. Coffman’s overview of the history of feminism in the United States, small group discussions focused on the analysis of primary sources from the Library of Congress’ online collections, such as "Women of Protest" and "Women Come to the Front," and ready-to-implement classroom activities were sampled.
2011 Dr. Coffman's Powerpoint Presentation
Voices from the Days of Slavery
A topic-specific Level I Teaching with Primary Sources (TPS) professional development workshop held at Waynesburg University main campus. The workshop provides participants with Library of Congress resources and information that they will find useful in utilizing the Library’s resources for the study of African American History, with a special emphasis on the documented oral histories of former slaves. Dr. Joonna Trapp, associate professor of English and chair of the Waynesburg University Department of English, presents "God Struck Me Dead: Rethinking the Conversion Narratives from the WPA." Dr. Trapp was recently selected as one of only 26 individuals to participate in the "Slave Narratives" seminar at Yale University.
A three-day hands-on workshop provides the opportunity to explore the Library’s online primary source collections and build teaching skills necessary for leading your students to become more visually literate and develop critical thinking skills. Whether this is your first time exploring the Library of Congress or you would like to refresh skills learned in previous workshops, this TPS Level 1 Institute will work for you.
Library of Congress Videoconferencing Sessions
Fall Institute 2009: TPS Direct Level 1
A workshop held on the Waynesburg University Campus for K-12 in-service teachers during the fall of 2009. We met for four hours on four evenings for a total of 16 face-to-face lab hours. These workshops introduced TPS Direct a new professional development tool that lets educators plan, customize, and deliver high-quality professional development to their colleagues using the PD curriculum from the Library of Congress.
Discovering Primary Sources Online
This is an online version of six professional development workshops sponsored by the Waynesburg University Teaching with Primary Sources program staff. Participants work independently and receive feedback from peers and the instructor via internal class email and discussion board postings. Participants meet weekly. Participants will become familiar with the breadth and organization of the digital primary source archives at the Library of Congress, understand their value in instruction and create an inquiry-based learning experience.
Introduction to the Library of Congress
Primary source documents will be defined in general and examples of specific Library of Congress primary source documents will be presented. After a demonstration of the resources for families, students and teachers at the Library of Congress Web Site, participants will have time to explore loc.gov on their own computer desktop. During a final reflection activity, participants will determine the value of integrating primary source documents into their own teaching and learning environment.
Just as the Western Pennsylvania Miner in the 1890’s located and retrieved valuable coal nuggets, this workshop will focus on search strategies and technology skills to enable teachers to "mine" the archives at loc.gov for primary source documents that match their curriculum and standards. Model learning activities will be used to establish a connection between the document and the teacher/learner. Participants will work in small groups to evaluate these model activities in terms of Best Instructional Practices found in the theory of Differentiated Instruction.
Participants in this workshop will dig deeper for more creative and critical thinking about primary source documents at the Library of Congress. Graphic organizers to facilitate the analysis of audio, visual and text primary documents both objectively and subjectively will be used for small group examination and interpretation. Participants will experience model learning activities based on Best Instructional Practices found in the theory of Teaching for Understanding.
The focus of this workshop is the effective exploration and analysis of maps as a means of understanding culture, interpreting local history, and making connections between the social perspectives of the past and those of the present. The Library of Congress’ Panoramic Maps Collection, 1847-1929 is used, as well as a collection of local maps to demonstrate another way to use primary source documents in Teaching for Understanding. Participants will collaborate with a partner to design an original lesson using one of the maps found in the Library of Congress digital archives.
My Day in History
This workshop, based on the model developed by the Barat University TPS program, takes teacher participants through a model lesson they can use with their students in grades 3-6. My Day in History incorporates the "Today in History" feature of the Library of Congress, connecting teachers with an online resource that will enable students to explore historical events. Students are naturally looking for connections between themselves and what they are learning. This project connects students to historical events that happened on their birthdays, helping them to recognize that each person is part of and contributes to the ongoing American memory. This model lesson is an exceptional example of Differentiated Instruction meeting the needs of diverse learners by providing a variety of options in content, process and product.
Sights and Sounds of the Civil War
This workshop is a model lesson for students in grades 6-12 that integrates a timeline of major events of the Civil War with period song sheets. The teacher participants will complete sample sorting and analysis activities with these historical documents to understand the various opinions and points of view held by people at that time. This visual and auditory lesson is a good example of Teaching for Understanding. Activities are included that both develop and demonstrate students' understanding of the understanding goals by requiring them to use what they know in new ways.
The Illustrated Gettysburg Address
This workshop is a model lesson, based on the professional development module by the same name at California University of Pennsylvania’s TPS program, is designed for use with students in grades 4-8 and uses historic photographs from the Library of Congress to illustrate the ideals spoken of in the Gettysburg Address. This technology-based lesson is a good example of Differentiated Instruction. Activities are included that modify the content normally taught. In this lesson, content becomes abstract and shifts from facts to concepts and inter-relationships between factors.
MyLOC is your passport to experience the virtual treasures at the Library of Congress. You will collect primary source documents, turn the pages of rare manuscripts, interact with priceless artifacts, and explore inquiry based learning activities. You will explore multi-media ways to transmit our cultural heritage to the next generation of students.
American Memory is an online archive of over 100 collections of rare and unique items important to America’s heritage. The collections contain more than 11 million primary source documents, photographs, films, and recordings that reflect the collective American memory. This workshop is designed to help educators use the American Memory Collections to teach history and culture. It offers tips and tricks, definitions and rationale for using primary sources, activities, discussions, lesson plans and suggestions for using the collections in classroom curriculum.
Visual Literacy is defined as the ability to understand communications composed of visual images as well as being able to use visual imagery to communicate to others. It is important that students learn to recognize and understand the often-complex messages of photographic images. This workshop will use primary source images from the Library of Congress to develop observational and critical thinking skills. These photographic artifacts from the past are authentic and will humanize the study of history.
Teachers evaluate, create and teach topic-specific, content-informed lessons that integrate primary sources from the Library of Congress and exemplify effective instructional practices.
National History Day Resources at the Library of Congress
Participants gain skills and experience identifying primary sources from loc.gov and utilizing them to support inquiry learning. SCIM-C (Summarize, Contextualize, Infer, Monitor, and Corroborate), a specific inquiry process developed by David Hicks at Virginia Tech University, is applied to theme-based digitized primary sources available through loc.gov. The SCIM-C model provides scaffolded support to engage the thinking process that historians use when attempting to answer historical questions. Participating teachers are prepared to coach students in finding and interpreting Library of Congress primary sources for use in National History Day projects and other applications.
The New Deal and the 21st Century
This topic-specific workshop providing participants with Library of Congress content about the Great Depression and The New Deal including webcasts, exhibitions, and primary source sets. Educators will use this content to create lesson plans or units of study that follow the Stripling Inquiry Cycle of Learning. In the final stages of this cycle, learners will apply their understanding of the New Deal in the 1930s to government solutions to economic and social problems in the USA today. Although the content will be national in scope, participants will be encouraged to apply that content to local and state primary sources related to the New Deal. These lessons will be taught and evaluated by the authors, their peers and the TPS staff. During the workshop, participants will be given time to reflect on the impact of primary source instruction on student learning. The lesson plans and reflections will be shared in a public online wiki format. This workshop is an ongoing collaborative project sponsored by Waynesburg University and other TPS Eastern Region participants.
Our Story: His and Hers
Examines the "lens" through which history is taught. Though often-times students are taught about American history from the perspective of the Founding Fathers, others may have seen events differently. Our Story provides participants with opportunities to experience activities designed to support the development of historical thinking, critical analysis and evaluation skills through an exploration of primary source materials. Using this knowledge and skill, participants will design a lesson to be implemented in their own classrooms. Choosing a topic from existing classroom curriculum, each participant will develop a complete lesson that investigates the female perspective of the chosen topic and ensures that both male and female perspectives are equally represented. Additional foci may include racial, cultural and ethnic diversity. Dr. Christine Woyshner (Temple University) has written extensively on women's history in the K-12 curriculum and serves as content expert.
Developing Best Practices
Participants will learn techniques appropriate for incorporating primary source activities into classroom curriculum through the development and evaluation of subject-specific lessons. This course enables graduates of Level 1 TPS* courses to examine various pedagogies effective for incorporating primary source documents into the classroom and evaluate, create and teach subject-specific, standards-based learning experiences that integrate primary sources from the Library of Congress’ online collections. Participant observations and research will add to the ongoing discussion regarding best practices for teaching with primary sources. This course will run for seven weeks and exemplify instructional best practices.
WebQuesting At The Library of Congress
WebQuests have become a popular form of guided inquiry using web resources. The goal of a WebQuest is to provide students with authentic problem solving activities using web-based resources. This "WebQuest About WebQuests" was designed for the teacher who wants to learn how to use the WebQuest Model and Library of Congress documents to teach higher order thinking skills in their own classroom. After completing the activities in this WebQuest, the participant will design their own WebQuest using templates provided. Participants will also be able to explain what a WebQuest is and how to apply this additional best instructional practices model to their own classroom.
Documenting history by capturing the spoken word is the focus of this workshop. Participants will examine oral history projects archived at the Library of Congress to discover ways to apply the historian’s tools to local issues and traditions. Participants will learn questioning techniques and become familiar with ways to locate primary source documents to authenticate the oral history. Teachers will collaborate to complete a local oral history project to be used as a classroom example in introducing students to the process of documenting local cultural traditions. Developed in keeping with the best instructional practices used in Teaching for Understanding, this workshop requires participants to identify a theme or generative topic for their oral history project. A generative topic is central or universal and will have multiple connecting points to students’ interests and experiences. For example, an oral history project may focus on childhood games, family traditions, or War.
The Visual Literacy workshop gives participants the tools to analyze period photographs and other documents in order to explore both the historical significance of the document and to glean information about the context in which it was produced. Participants will compare subjective notions about the documents with the opinions of others. Teachers will develop a visual literacy experience to take the students in their classrooms beyond the surface of historical artifacts. This workshop follows the guidelines of Differentiated Instruction by requiring higher levels of thinking such as the study of methods of inquiry and procedures used by expert historians.
It's No Laughing Matter
It's No Laughing Matter provides participants the opportunity to explore and analyze political cartoons within historical contexts and identify elements which make the medium useful and informative. They will evaluate the effectiveness of a given cartoon and propose alternative ways of communicating the artist’s idea. Participants will design learning experiences to lead students in the creation of thought provoking cartoons that communicate the students’ political views. This workshop is an example of Differentiated Instruction. The process for learning was modified to promote creativity and higher level cognitive skills, and to encourage productive use and management of the knowledge the students have mastered.
This is a project-based workshop in which participants use Library of Congress resources to connect community stories to the national and world scene. Participants learn digital photography skills as they complete the project and learn ways to support students in actively synthesizing information from primary source documents. Digital Storytelling is another example of Teaching for Understanding. It enables students to find value in their own backyard and gives them a voice in the digital age.
Experienced teachers advocate the use of primary sources and help disseminate the ideas, methods and products of the Teaching with Primary Sources program.
Ambassadors in the Field
This professional development course will equip you to lead other education professionals to the online primary sources available through the Library of Congress. Check out lessons created by fellow TPS participants. Develop ways to spread the word about how primary source documents can be used to develop critical thinking skills. Learn how you can earn bonuses by leading others to the Library of Congress digital resources.
WebQuesting at the Library of Congress Online Version
The online version of this workshop was originally intended for advanced participants. As it evolved it was obvious that the synchronous and asynchronous formats for chat room and discussion board provided many more opportunities for mentoring, self and peer evaluation, and collaborative project building. Both advanced and beginning participants can benefit from this workshop because of the mentoring components. At the end of the six week online course, participants meet face to face with each other and share their projects and reflect on the learning experience. Three months after the workshop ends, a seminar is conducted to collaboratively write an article for publication in an educational journal describing WebQuests as one of the effective practices for using primary sources in instruction. This workshop uses the WebQuesting Model originally developed by Bernie Dodge and refined by Tom March.
Content created and featured in partnership with the TPS program does not indicate an endorsement by the Library of Congress.