Level I | Level II | Level III | Academic Courses | PD Activities 

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. 

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. TPS Program Levels.

Register for TPS courses here: http://tps.waynesburg.edu/upcoming-pd-events

Level I Offerings 

2015 Fall Institue - Online Agenda 

2015 Sping Institute - Online  Agenda

2014 Fall Institute - Southpointe Campus Agenda

2014 Summer Institute - Main Campus Agenda

2013 Fall Institute - Southpointe Campus

2013 Summer Institute - Main Campus

2013 Spring Institute - North Hills Campus

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
Teaching with Primary Sources Level I

2012 Summer Institute - Southpointe Campus
Teaching with Primary Sources Level I

2012 Spring Institute - North Hills Campus
Teaching with Primary Sources Level I
Nellie Bly Thematic Resource Set

2012 Spring Institute - Main Campus
Teaching with Primary Sources Level I

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 I 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 - Southpointe Campus
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. Dr. Coffman's PowerPoint Presentation Bibliographic Organizer

Voices from the Days of Slavery
Topic-specific 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. Dr. Trapp's PowerPoint Presentation

American Innovators
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 I Institute will work for you.

Library of Congress Videoconferencing Sessions
The Spy Map and George Washington
The Internet: Fact or Fiction Web Site Evaluation Strategies
Gathering Your Community's Stories
Copyright

Fall Institute 2009: TPS Direct Level I
Held on the Waynesburg University Main 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. This institute introduced The Library of Congress Teaching with Primary Sources program professional development tools that let 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.

Mining Memories
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.

Digging Deeper
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.

Mapping Memories
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
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
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
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.

Level II Offerings

Designing C3 Inquiries with Library of Congress Political Cartoons
This online interactive class for middle and high school teachers and librarians combines the Library of Congress Herblock Cartoon Exhibit: Pointing their Pens and the C3 Inquiry Design Model to create ready-to-go visually-based inquiries leading to civic action. Participants will: analyze political cartoons using the Library of Congress Analysis Tool and the SCIM-C strategy; explore ways to support student generated questions for National History Day research projects; and design a classroom-ready inquiry using Library of Congress political cartoons and the C3 IDM Blueprint. Participant Projects and Workshop Content

Oral History as Inquiry into the Long Civil Rights Movement
This in depth inquiry focuses on The Long Civil Rights Movement content and topics through the voices of ordinary people found in the oral history collections at the Library of Congress Folk Life Center. Educators who take this online class analyze twelve featured oral histories and develop historically informed interview questions to use in a live interview with a person who experienced the Long Civil Rights Movement. This live interview is recorded on StoryCorps.me and archived at the Library of Congress. We also examine best practices for conducting and archiving oral history interviews using resources from the Library of Congress Veterans History Project and recommendations from the Oral History Association for using oral history in the classroom. As a final project, participants develop their own inquiry plans that follow an Inquiry Design Model based on the C3 Framework and uses featured sources from the Library of Congress. Participant Projects and Workshop Content

STEM: Using Primary Sources to Address Science, Technology, Engineering and Math (STEM) Across the Curriculum
The Library of Congress contains historically significant technical documents that can be used to promote science, technology, engineering and mathematics into the classroom. Throughout this workshop participants will investigate the changing nature of science and technology and how they affect society. Participants will explore how to use primary source analysis in their classrooms to decipher evidence of technological advancements. 
Spring 2016 Agenda
Spring 2015 Agenda

National History Day Resources at the Library of Congress
This in-depth professional development course targets teachers and librarians who mentor the secondary students who participate in the nationwide highly regarded annual academic program, National History Day (NHD). Each time the course is offered, facilitators select new content and activities, focusing on the upcoming year's NHD theme. Participants gain skills and experience identifying primary sources from loc.gov and utilizing them to support inquiry learning and engage in the thinking process that historians use when attempting to answer historical questions. Each participating teacher creates, teaches, and evaluates a NHD topic-specific, inquiry-based, content-informed lesson that utilizes primary sources from the Library of Congress and exemplifies effective instructional practices including the C3 Framework Inquiry Arc.
Participant Projects and Workshop Content

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 the TPS program at Waynesburg University and other TPS Eastern Region participants. Participants Projects

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. Participants Projects

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.
WebQuest examples for student use created by TPS at Waynesburg University participants utilizing Library of Congress primary source documents.
March 2015 Agenda
March 2014 Agenda

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.

Oral History
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.
Oral History Project "Windows on Waynesburg" designed and implemented by Central Greene School District Teacher Andi Buchanan.

Visual Literacy
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.

Digital Storytelling
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.
Digital Storytelling Project "Friendship Village" that focuses on Memories of World War II

Level III Offerings

TPS Level III: Coaches Academy for Teachers
This six-week course for K-12 teachers and supports the development of leadership skills and knowledge. Through sample activities, peer discussions, and independent reading from a variety of professional organizations, participants gain a basic understanding of adult learning theory, peer coaching strategies, and facilitation techniques. The course prepares teacher leaders to guide educational colleagues to effectively use digitized primary sources from the Library of Congress to better support student learning. As a culminating project, participants design a strategy and plan to coach colleagues at their schools.
Spring 2016 Agenda
Spring 2015 Agenda

TPS Level III: Coaches Academy for Librarians
Develop valuable skills and information to share with your school community—become your school's TPS Coach! Coaches Academy for Librarians is a FREE online professional development course designed by and facilitated by librarian and TPS educational consultant, Jennifer Hanson, to help you develop the skills and knowledge you need to lead teachers in your school to use Library of Congress digitized sources effectively across the curriculum.
Spring 2015 Agenda
Fall 2014 Agenda
Spring 2014 Agenda


Content created and featured in partnership with the TPS program does not indicate an endorsement by the Library of Congress. Website Images Bibliographic Information