CONNECTING TO GLOBAL ISSUES

WITH PRIMARY SOURCES USING

TPS EDUCATIONAL GRANTS

Presented byTina Storer - Pacific Northwest National Resource Center on CanadaMichelle Pearson - History ColoradoMarianne Kenney - Denver Public Schools

94th Annual National Council for the Social Studies ConferenceNovember 21, 2014 – 2:05-3PM – Room 111John B. Hynes Veterans Memorial Convention Center900 Boylston Street, Boston

GRANT COLLABORATORS

 THE SOURCE: LIBRARY OF CONGRESS (LOC) 

The LOC collaborates with school districts, universities, libraries, and foundations to help teachers use the Library's vast collection of digitized primary sources to enrich their classroom instruction. The LOC has two types of institutional partners: 1) TPS educational consortium members (28 members in 17 states: CA, CO,

FL, ID, IL, IN, LA, MA, MT, NY, NC, OR, PA, TN, VA, WA, and WY); and 2) regional grantees (eg: the PNW NRC of Canada).

 THE GRANTOR: THE TEACHING WITH PRIMARY SOURCES PROGRAM (TPS) 

TPS works with colleges and other educational organizations to deliver professional development programs that help teachers use the LOC’s rich reservoir of digitized primary source materials to design challenging, high-quality instruction via workshops, online and graduate courses, and mentoring that meet the same goals as the professional development offered in Washington, DC at the Library of Congress.

[NB: IT COULD BE YOUR LOGO HERE]

 

THE EXAMPLE: THE PACIFIC NORTHWEST NRC ON CANADA at WWU/UW (K-12 STUDY CANADA) 

Since 1988, the US Department of Education has designated the Center for Canadian-American Studies at Western Washington University (WWU) and the Canadian Studies Center at the University of Washington (UW) as a National Resource Center (NRC) on Canada in recognition of their leading role as centers of excellence on Canada in the United States. K-12 STUDY CANADA is the hallmark of their vital outreach to encourage inclusion of Canada in American curricula.

LOC GRANTS TPS REGIONAL GRANTEES

The LOC awards grants under the TPS Regional Program to: school districts, universities, cultural institutions, library systems and other educational organizations who wish to incorporate TPS materials and methods into their existing education and professional development programs for pre and in-service teachers, librarians, media specialists and other K-12 educators.

Regional grantees receive grants of up to $20,000 to incorporate TPS methods and materials into existing programs for teachers.

To date, school districts, libraries, educational associations and cultural institutions in 43 states and the District of Columbia have used the TPS Regional program to strengthen their professional development for teachers.

REGIONAL CENTERS

Western RegionCoordinator: Peggy O’Neill-JonesMetropolitan State University of Denver

Midwest RegionCoordinator: Richard SatchwellIllinois State University

Eastern RegionCoordinator: Barbara KirbyWaynesburg University

Contact your Regional Coordinator if interested in applying for a grant. There are three regional coordinators who manage the grant program on behalf of the LOC.

To access TPS Regional websites, visit: http://www.loc.gov/teachers/tps/regional/contacts.html

THE GRANT-GETTING PROCESS http://www.loc.gov/teachers/tps/regional/granting.html

Requesting a Grant

The TPS Regional program accepts proposals on a rolling basis for projects lasting up to 18 months. Before applying, please review the website for your region and submit a Notice of Intent. The regional coordinator will help you determine if your idea falls within funding guidelines. If not

awarded, they will still offer advice and assistance to incorporate TPS methods and materials. TPS Regional Coordinators make granting decisions within six weeks of submission.

Granting Criteria Accesses geographic areas and populations not currently served by TPS Consortium

members; Project scope is impressive and likely to help teachers achieve TPS Level I learning

objectives; Professional development activities and partnerships proposed are worthwhile; Proposed use of TPS content within their PD programs for teachers is sustainable; Project displays sound planning, recruitment, implementation, evaluation and resource

allocation.

Evaluating Grant Applications Successful applications include a thorough description of the project, its audience

and content, supported by a timeline of activities, a budget, and narrative. Evaluators also look for management supports and sustainability plans.

TPS LEVELS OF LEARNING http://loc.gov/teachers/tps/about/professional.html

Level IParticipants gain strategies for using primary sources to help students engage in learning, develop critical thinking skills and build content knowledge.

Level IIParticipants evaluate, create and teach topic-specific, content-informed lessons that integrate primary sources from the Library of Congress and exemplify effective instructional practices.

Level IIIExperienced educators advocate the use of primary sources and help disseminate the ideas, methods and products of the TPS program.

PAST GRANT-WINNING PROJECTS

Regional Grantees have used grant funds to undertake “Tier 1” projects such as:  including a TPS focus in current curriculum

Example 1: A university in Kentucky modified its undergraduate and graduate teaching methods courses to include use of LOC primary sources.

Example 2: Museums have combined LOC digitized primary sources with their own collections to offer teachers greater context, depth and access as they create lesson plans.

  creating new TPS-based teaching materials

Example 1: A historical society created teaching materials and curriculum units based on primary sources from their own collection as well as from “From Slavery to Freedom”, an LOC collection. Later, they offered a PD program that showed teachers how to use the units effectively.

Example 2: Schools of education have used regional grants to pay faculty to update their teaching methods courses to include LOC digitized collections and TPS pedagogy.

  or conducting a TPS workshop or course.

Example 1: a Board of Cooperative Education Services in New York used a regional grant to offer TPS workshops as part of their professional development program for school media specialists and librarians.

Example 2: A school district in Alaska included a TPS workshop in its annual professional development program which showed teachers working under a Teaching American History grant how to navigate www.loc.gov and strengthen their use of digitized primary sources.

“TIER 2” PROJECT PROPOSAL THE PNW NRC ON CANADA

Archives on the Arctic: Connecting to Global Issues with Primary Sources

Project Rationale – It is vital that today’s students learn about current and future concerns via appropriate historical inquiry. Engaging students with primary source documents to explore global issues relating to the Arctic is an exemplary way to do so. This project will bring together experts to train an audience of teachers about Arctic realities using TPS instruction methods and LOC resources. Past participants of the STUDY CANADA Summer Institute with outreach experience will be invited.

  Project Goals - This initiative “marries” K-12 STUDY CANADA and TPS Program goals for expanding

outreach within the western U.S. by using archival materials that connect to important global issues.

Project Objectives are to post newly-developed curricula on both TPS Western Region and K-12 STUDY CANADA websites and establish a strong network of teachers who will not only use the knowledge and skills for their own classrooms but also perform additional outreach on behalf of both TPS and the Pacific Northwest NRC on Canada.

Expected Outcomes – A solid cadre of social studies educators in the American West will serve as TPS Program and K-12 STUDY CANADA Teacher Associates and new curricula and outreach will extend learning impacts across the western U.S.

THE INVITE…

Pacific Northwest NRC on Canada

A SPECIAL INVITATION

JUST FOR YOU!

Archives on the Arctic:

Connecting to Global Issues with Primary Sources

In order to meet global challenges being faced in the circumpolar north, it is vital that today’s students learn more about issues at play in the Arctic.

You are one of approximately twenty educators from fifteen western states invited to learn about the complex historical, cultural, environmental and geo-political issues of the Far North while also discovering a rich reservoir of digitized primary source materials and instructional tools for actively engaging students in historical inquiry. Some key details are provided below but a more detailed invitation is attached as well as other information that you will find helpful.

Title: Archives on the Arctic: Connecting to Global Issues with Primary Sources What: Professional Development Workshop for Social Studies/Science Teachers When: Monday, June 24 - Wednesday, June 26, 2013 Where: Metropolitan State University of Denver (downtown Denver, CO) Registration Cost: No Charge (includes classroom instruction, 2 nights lodging, most meals, and $100-$500 travel award)

If able to participate, please complete the registration form and mail/fax it back to me ASAP since a second round of invitations to others may follow.

Enclosures: Invite, Agenda, Registration Form, Curriculum Guide, Hotel Info

IMPORTANT DETAILS

Project Description

Approximately 20 social studies and science educators with an outstanding record of regional outreach in the western U.S. will participate in a 2-½ day P.D. program with instruction by NRC/TPS Program Staff so that participants will:  Earn 16 clock hours while learning from the following workshop sessions:

“A History of the Inuit in Canada and the Circumpolar North”

“Climate Change as a Human Rights Issue in the Arctic”

“Using the LOC Website and Resources”

“Primary Source Strategies”

“International Relations and Indigenous Diplomacies in the Arctic”

“Curriculum Design and Development ”

“Advanced LOC Resources & Teacher Associate Program”   Become part of a professional network of outreach specialists in the Western U.S.  Return home with ready-to-go lesson plans (such as an Annotated Resource Set on the Arctic);

Design new primary source-based curricula for posting online;

Offer presentations related to NRC and TPS resources to educators in their school, district, or state.

IMPORTANT DETAILS

Grant Allowances The $20,000 award allowed free registration for the 2-1/2 day program, including:

classroom sessions on the Metropolitan State University of Denver (MSUD) campus 2 nights’ shared lodging at the nearby Spring Hill Suites Downtown Denver (w/ breakfast & Internet) 2 lunches and 2 dinners travel awards of $100-$500 (dependent on distance traveled) - provided by check on arrival at the

reception/orientation session.

 Project Evaluation and Impact

An online TPS evaluation (specific info re LOC standards/objectives gathered by the regional team); A paper evaluation incorporated NRC measures to assess the quality of the training experience,

usefulness for classroom teaching, and recommendations for future collaborative outreach projects. To strengthen participants’ roles as Teacher Associates, follow-up communication by TPS and the

NRC was performed and is ongoing.

Sharing Outcomes

A final report on the grant project was submitted to the TPS Western Region (and later to the US Department of Education as part of the NRC’s outreach reporting protocol).

Announcements were included in TPS and K-12 STUDY CANADA electronic newsletters in the fall. Curricula submitted by participants, once jointly approved, was posted online at http://

www.k12studycanada.org/arctic_lesson_plans.html

PROJECT TIMELINE

Project Timeline

3-1/2 months for planning 2-1/2 days for workshop implementation 6 months’ follow-up (though outcomes notably stretch far beyond the

project’s conclusion) A “Final Report” to TPS Western Region was submitted 2-1/2 months after

the workshop Project Timeline Key:

Planning, Invitations, Contracts, Hotel/Transportation, Travel

Welcome Reception (Registration and Distribution of Stipends)

Workshop Implementation

Evaluation and Curriculum Design & Submissions and Ongoing Dissemination of Project via Online Posting and Outreach Presentations

Project Report (Sept 15, 2013) and Participant Follow-Up

MAR

APR MAY JUN

Jun 24

Jun 25

Jun 26

JULY AUG SEPT OCT NOV DEC

Curricula development and ongoing dissemination. Report & ongoing e-news connections.

NOTE: Grantees must submit brief financial and program reports on a quarterly basis. Funds are disbursed upon submission of appropriate documentation of expenditures.

PUTTING A FACE ON SUCCESS

Michelle Pearson, TPS Teacher Associate (standing center-left), provides instruction as some of the program’s teacher-participants research LOC and

WDL primary sources about Canada’s Arctic.

REFERENCES

Library of Congress Teacher Page:  http://www.loc.gov/teachers

TPS Western Region:  http://www.msudenver.edu/tps

TPS Inquiry and 21st-Century Learning Wiki: https://tpsi21.pbworks.com/w/page/45287424/TPSI21

K-12 STUDY CANADA / Pacific Northwest National Resource Center on Canada: www.k12studycanada.org

Note: The “TPSI21” wiki is used to:1) explore various tech tools that can be integrated into teaching and

learning with primary sources.  All are Web-based and free for educators to use.  

2) access mobile learning tools using iPads & the Waldseemuller World Map.

3) provide educators with links to useful resources, toolkits, maps, models, worksheets, etc., for teaching and learning with digital primary sources—including those available from the Library of Congress, National Archives, Partnership for 21st Century Skills, and the National History Day program.

4) share detailed information about the Stripling Model of Inquiry so that educators can better understand why the inquiry process is a pedagogically-preferred approach to teaching.