The Library is putting out a call for lesson plan proposals for the
Library of Congress Experience (LCE). Twelve proposals will be selected
Below, you will find project information, requirements, suggested
topics, and application and proposal guidelines.
Submissions must be received no later than midnight, January 19, 2009.
As noted below, Cindy Rich of Eastern Illinois University will be
coordinating the administration of the project, and all submissions
should be sent directly to her. Those teachers who are selected to
develop a lesson plan, and who meet all requirements and submit all
deliverables by the due date, will receive a $2,500 stipend.
We hope you will consider applying. The LCE 2009 Lesson Plan Project is
a great opportunity for you to introduce other educators around the
globe to the excitement of teaching and learning with Library of
Congress primary sources.
Director, Educational Outreach
Library of Congress Experience
2009 Lesson Plan Project
From the Library of Congress:
The Library of Congress is looking for twelve teachers in Grades 1-12 to
develop and field-test lesson plans and primary source sets for the
educational component of the Library of Congress Experience. This is an
opportunity for experienced teachers to introduce other educators around
the globe to the excitement of teaching and learning with primary
sources from the Library.
Teachers apply by submitting a PROPOSAL OVERVIEW and APPLICATION COVER
SHEET by January 19, 2009 (See Application Guidelines on Page 5, below).
Teachers must meet the following requirements in order to apply:
• Have attended an American Memory Fellows Institute, Library of
Congress Advanced Summer Institute, Teaching with Primary Sources Level
II Program, and/or Teaching American History Institute.
• Are currently teaching in the classroom (social studies,
history, language arts, etc.), or teaching in a school library media
center, in 1st through 12th grade.
• Have experience using primary sources to engage students,
promote critical thinking and deepen their students' content knowledge.
A review panel of LOC staff will select applicants to develop lessons
based primarily upon:
• use of effective practices in primary source teaching and
• appropriate and authentic use of the Library’s primary sources
• level of inclusion of inquiry-based activities and strategies
• inclusion of a Primary Source Set (not required, but strongly
• alignment with one of the “Suggested Topics” identified by the
LOC (see page 3 below)
• number of submissions per topic, subject, and grade level
• completeness of the application
The 12 lesson plans will be based around primary source objects from
across the LOC collections, and will also incorporate at least one
object from the Library of Congress Experience online exhibitions on
myloc.gov or the Art & Architecture section of myloc.gov. At least 75%
of the lesson plans selected will also include Primary Source Sets.
For examples of lessons, see
For an example of a Primary Source Set, see
In brief, selected teachers will do the following:
● Design, develop and write a lesson plan.
● Develop a Primary Source Set and Teacher’s Guide (not required, but
● Field-test their lesson plan in their classroom, following TPS
lesson piloting procedures.
● Field test one other lesson created under this project.
● Incorporate feedback from field-tests and Library staff.
● Complete and submit a final lesson.
● Participate in an online forum throughout the project, with weekly
(See the REQUIREMENTS section on Page 4 for detailed requirements for
the lesson plan.)
Timeline and Deliverables:
● Application Process – Prior to midnight, January 19, 2009, submit
teacher information and proposal
● January 30, 2009 - Announcement of selected teachers.
● March 9, 2009 – First draft of lesson plan due (including Primary
Source Set, if applicable)
● Mid March, 2009 – Drafts shared with project participants and peer
field test assignments provided
● May 10, 2009 – Field test report is due for own lesson and for
assigned peer lesson.
● May 30, 2009 – Final Draft Due
The Library will authorize stipends of $2,500 per selected teacher for
completion of deliverables, including the delivery of a field-tested,
final lesson plan by the final due date.
The educational programming of the Library’s “Library of Congress
Experience” (LCE) is designed to help the Library’s online and onsite
visitors create a critically aware long-term personal relationship with
the Library and its collections.
The components of this program bring K-12 students and their teachers
into close contact with primary source objects from the Library’s
collections, and provide them with the skills and techniques needed to
critically analyze these objects. By doing so, the LCE helps build a
future audience for the Library that not only understands the
institution and its collections, but that has the critical-thinking and
information literacy skills needed for a lifetime of exploration and
Standards-based lesson plans, a key component of the program, provide
teachers with a framework for quickly and easily integrating the
Library's unique collections and vast educational content into the
classroom, by guiding their students through the analysis of primary
sources, with critical thinking extension activities. The lesson plans
provide teachers new to the Library with a positive experience by being
designed for ease-of-use and a high probability of first-time success in
the classroom, in order to inspire them to “come back for more.”
The Library will:
● Select the teachers for lesson plan development.
● Review lesson plan drafts and provide feedback to teachers.
● Provide other direction as needed as teachers develop lesson
● Review final drafts and field test reports and provide feedback
● Edit final drafts and work with the Library’s Web Services to
Subcontracted Teachers will:
• Design, draft, develop and write a lesson plan around a specific
• Incorporate feedback from Library staff on a draft of the lesson
• Field-test their lesson plan in their classroom, following TPS
lesson piloting procedures.
• Incorporate results and feedback from field-tests and Library
• Complete a final lesson and submit the lesson plan for
publishing on the Library’s Web site.
• Field test one other lesson created during this LCE lesson
• Create a Primary Source Set as part of the lesson (optional, but
• Participate in an online forum throughout the project, with
weekly check-in (required).
• Lesson plan proposal and application submitted by midnight,
January 19, 2008.
• A rough draft of the lesson plan no later than March 9, 2009.
• A report on results of the field test by May 10, 2009.
• A brief report describing the results of the field test of
another lesson by May 10, 2009.
• The final draft of the lesson, incorporating Library staff
feedback and results from the field tests, by May 30, 2009.
For additional information:
Contact Cindy Rich at [log in to unmask]
Areas of need and ideas for inspiration:
• Anything prior to 1876 (esp. the American Revolution)
• Westward Expansion (incl. settlement of the Ohio Valley)
• Spanish-American War
• Math (ideas: symmetry, scale, rotation; what features make a
building what it is; square footage of people’s homes, by eras, country,
• Authors (individual) – their diaries, their writings, their
• Maps, geography (different kinds of maps; how/why geography
determines how a city develops
• Science (e.g., household technology; logical American Memory
collections of Morse, Edison, Bell and Wrights)
• Technology - changes over time
• The creative process (creators’ thinking/working process, etc.)
• Individual creators
• Interior Design (the interiors of buildings across time or
• Grade 1-3 skills that lead to effective primary source analysis
o observation/listening skills
o creating questions; asking good questions
o idea - perhaps update ideas from “What do you see” for Grades
• Using the Library’s guides
• Understanding how primary sources can be manipulated
o examples: S.F. Earthquake fakery
o the need to look at more than one primary source
• There is a critical need for Grade 1-3 lessons and activities
• Idea- Different housing across regions, etc. (sod houses,
tents, brick, etc.)
• Idea - Clothing (Why do people dress the way they do? Across
cultures, eras, places)
Use of Specific Library Resources
• Using the new digital newspapers collections
• Using the Flickr Project
• Using International collections
• Using Lincoln-related collections
• Using Census Maps
General Requirements for the Lesson Plan
• The lesson plan will incorporate best practices for teaching
with primary sources, as defined by the Library’s Teaching with Primary
• The lesson plan will demonstrate for teachers (including
teachers new to teaching with primary sources):
o How easy and effective teaching with primary sources can be.
o The usefulness of the Library’s online resources for teachers.
o The value of using historic resources from the Library’s
collections and curatorial expertise.
• The lesson plan should provide strategies for helping students:
o Understand the significance of historical objects and the ideas
they represent in their historical context and their relevance today.
o Gain an understanding of cultural attitudes or historical
o Understand how objects or collections tell stories and reveal
the creative process.
o Engage in critical thinking and other high-order skills
• The lesson plan will focus on one or more of these or similar
o The fact that an object was created to communicate a message or
to fulfill a specific purpose.
o What an object might have been meant to communicate or
o How the creator tried to get their message across or achieve
o The worldview or personal circumstances of the object’s creator.
o The object’s possible audience.
o What made this object happen? What were the circumstances that
brought it into being?
• The lesson will help teachers and students understand that the
close observation of historical objects and documents can provide a
unique sense of the reality and complexity of the past and an
understanding of the lives of the people who shaped history, while
promoting critical thinking and other higher-order skills.
• The core of the lesson will be the analysis of primary sources
from www.loc.gov and/or myloc.gov
• The lessons will assume that teachers are fairly (if not
completely) unfamiliar with using primary sources and with the Library
• The final lesson will be structured in a standard TPS lesson
• All lessons will include AT LEAST ONE ITEM from the Library of
Congress Experience online exhibitions on myloc.gov or the Art &
Architecture section of myloc.gov. To view possibilities visit:
Art and Architecture http://myloc.gov/ExhibitSpaces
Exploring the Early Americas http://myloc.gov/Exhibitions/EarlyAmericas
Creating the United States http://myloc.gov/Exhibitions/creatingtheus
Thomas Jefferson’s Library
NOTE: At least 75% of the proposals selected will also include a Primary
Source Set with Teacher’s Guide
The lessons will be correlated to national teaching standards (McREL)
• Lessons will have a duration of no longer than 3 class sessions,
of approximately 50 minutes each
• Multiple-session lessons must be modular so that a teacher can
easily teach a one-session version
• Lessons should require simple preparation
• Lessons must include extension opportunities (ideas for
additional activities) for using the Primary Source Set and/or for
delving further into the Library’s online collections
• The lessons will incorporate curator show-and-tell multimedia
materials, if available
• Lessons will not include links to non-LOC sources (in unusual
circumstances, permission may be granted)
Library of Congress Experience
2009 Lesson Plan Project
To submit a lesson for consideration in the 2009 Lesson Plan Project
please complete an APPLICATION COVER SHEET and PROPOSAL OVERVIEW and
submit both documents electronically to [log in to unmask] no later than 12
midnight PST on January 19, 2009.
1. An APPLICATION COVER SHEET saved as LASTNAME_Info.doc with the
A. Lesson Plan Title
B. Your Name as Designer
C. Subject and Grade Level Designer is currently teaching
D. School Name, City and State
E. Email Address
F. HOME Address
G. Teaching with Primary Sources Program affiliation, if any, with
(Ex. Attended workshops with TPS through XYZ University, 2007 and 2008)
H. Program(s) you have successfully completed, if any, with date:
(American Memory Institute, Library of Congress Summer Institute or
Advanced Institute, Adventure of the American Mind Institute, Teaching
American History Institute, TPS Ambassador Fellows Program)
2. A PROPOSAL OVERVIEW saved as LASTNAME_Proposal.doc including the
A. Lesson Plan Title
B. Lesson Overview (Describe the learning activities - what students
will do. The core of the lesson must consist of students analyzing one
or more primary sources.)
C. Goal of the Lesson (Provide a broad statement of what the lesson will
D. Objectives (E.g., “After completing the lesson students will be able
E. Investigative Question(s) (When Appropriate; investigative questions
provide focus and challenge specific to an inquiry-based learning
experience; relate directly to the goal and objectives; and invite
emerging/changing answers throughout investigation. They provide key
“entry points” to focus student learning.)
F. Primary Source Learning Practices.
1. Indicate what analysis methods and tools students will use.
2. Describe how students will be engaged in inquiry-based learning.
3. Explain which effective practices in the use of primary sources the
G. Time (Probable number of class periods - no more than 3)
H. Recommended Grade Range (within 1-3, 4-8 or 9-12 grade ranges.)
I. Subject/Sub-subject (The subject where the content of the Lesson Plan
is taught; e.g., Arts, Counseling, Foreign Languages, Language Arts,
Math, Science, Social Studies, etc.)
J. American Memory Era
• Three Worlds Meet, Beginnings to 1620
• Colonization and Settlement, 1585-1763
• The American Revolution, 1763-1783
• The New Nation, 1783-1815
• National Expansion and Reform, 1815-1860
• Civil War and Reconstruction, 1861-1877
• Rise of Industrial America, 1876-1900
• Progressive Era to New Era, 1900-1929
• Great Depression/World War II, 1929-1945
• Postwar United States, 1945-1968
K. Standards addressed (National, from McREL)
L. Materials Used (The focus of the lesson may be on primary sources
from any collections on www.loc.gov; in addition, at least one primary
source from myloc.gov must be used in the main lesson or in the
1. Describe the Primary Source Set, if you are proposing one –
identify theme, purpose, etc.
2. List 3 examples of the primary source(s) on which the lesson
will focus, and rationale for inclusion. (titles and permanent URLs)
3. List 1 primary source from myloc.gov that will be used in the
lesson (title and permanent URL)
4. Provide names or descriptions of analysis tool(s) that will be
M. Additional Resources Used (Identify any key resources that will be
used to obtain background knowledge for the lesson or to engage in
N. Description of Procedure (Describe how the lesson will be
implemented; a bulleted list is acceptable. Do not write out the actual
O. Extensions (Briefly identify any other activities that you would like
to include that demonstrate the extension of this lesson plan in other
content areas and/or for differing ability levels or needs.)
P. Evaluation (Briefly comment on how the teacher will evaluate student
learning and performance.)
Applicants will be notified through email of decisions made by the
committee no later than January 30, 2009.