Please review all course requirements carefully. You may download the syllabus (PDF), or view it below.

Summer 2017 Institute Dates

  • Open Session 1: June 19-23, 2017
  • Open Session 2: June 26-30, 2017
  • Open Session 3: July 10-14, 2017
  • Science, Technology, and Engineering: July 17-21, 2017
  • World War I Focus: July 31-August 4, 2017
  • Note: All participants in Library of Congress Summer Institute are welcome to enroll in the credit option for 3 graduate credits in history. The focus will be building and implementing a lesson using primary sources.

Instructors

Dr. Kelly Schrum, Director of Educational Projects at CHNM and Associate Professor in the Higher Education Program at George Mason University, and Nate Sleeter, Digital Teaching and Learning Specialist at CHNM and doctoral candidate in the History, are co-instructors for this course.

Teaching with Primary Sources Syllabus 2017

3 Graduate Credits

Instructors: Kelly Schrum and Nate Sleeter

Center for History and New Media
4400 University Drive, MSN 1E7
Fairfax, VA, 22030-4444


Participants in Teaching with Primary Sources who enroll to earn 3 graduate credits in history from George Mason University will learn exciting new methods for teaching with primary sources in workshops held at the Library of Congress. Participants will learn various teaching strategies for using primary sources in the classroom and how to access these sources from the Library of Congress. After the workshops, teachers will be able to facilitate primary-source based activities that will enable students to be engaged, think critically and to construct historical knowledge.

Concepts and Skills

Assignments

Prior to workshop

During Workshop

After Workshop

Course Schedule

Monday [date varies]

Learners will:

The day includes time to connect personally with primary sources and activate both prior knowledge and new ideas about how to teach with primary sources; define professional goals and expectations for the Institute; analyze a photograph from the Library’s collections; learn strategies for using the Library’s Primary Source Analysis Tool; understand the differences between observations and inferences; consider the differences between primary and secondary sources; and learn about the resources available at www.loc.gov/teachers.

Read:

Tuesday [date varies]

Learners will:

This day includes time to analyze a map; apply visible thinking strategies and ways to incorporate visible thinking into teaching practice; assess criteria for selecting primary sources to use in instruction; visit with Library of Congress subject matter experts to build understanding about the Library’s collections; search for and access primary sources from the Library of Congress; and begin to develop a primary source activity plan that integrates the use of digitized primary sources to help students engage in learning, develop critical thinking skills, and construct knowledge.

Read:

Wednesday [date varies]

Learners will:

This day includes time to analyze a set of primary sources and apply historical thinking strategies; review professional development tools on the Library’s Teachers page and brainstorm ideas for sharing with other educators; analyze a set of primary sources and consider strategies for identifying different perspectives and building content knowledge; facilitate a primary source analysis with grade-level peers; conduct independent research in the Library’s collections and continue working on the primary source activity plan.

Read:

Thursday [date varies]

Learners will:

This day includes time to explore strategies to help students engage in learning, develop critical thinking skills, and construct knowledge; consider how primary source analysis supports the inquiry process and can be used effectively in lessons alongside secondary texts; create sample student products; share primary source activity plans with grade-level peers and solicit feedback; conduct independent research in the Library’s collections and continue working on the primary source activity plan.

Friday [date varies]

Learners will:

This last day includes time to share and give feedback about primary source activity plans to the entire group through a gallery walk-and-talk activity; evaluate the strengths of the Institute content; and discuss next steps for completing the Institute’s requirements.

August 30, 2017: Draft Primary Source Project Plan due to Nate Sleeter (copy to Kelly Schrum )
Draft must include relevant primary sources (maximum of three) and a description of how the plan engages students, builds critical thinking skills and constructs knowledge as well as what will happen in the activity and how student learning will be assessed.

October 7, 2017: Revised Primary Source Project Plan due to Nate Sleeter (copy to Kelly Schrum )

November 10, 2017: Teach Primary Source Project Plan by this date.

December 2, 2017: Completed Assignments Due **Please note: all materials are to be submitted digitally

Primary Source Project Plan Overview

Description

Participants will develop a Primary Source Project Plan that will be taught in the classroom before November 14, 2017. Participants will develop strategies and identify Library of Congress resources that will enable students to:

Participants will present their project outline on the final day of the Teacher Institute, explaining how the plan engages students, builds critical thinking skills, and constructs knowledge as well as what will happen in the activity and how student learning will be assessed.

Guidelines