 |
 |
Greetings! The Library is putting out a call for lesson plan proposals for the Library of Congress Experience (LCE). Twelve proposals will be selected for development. 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. Happy Holidays- Elizabeth Ridgway Director, Educational Outreach AMF '98 Library of Congress Experience 2009 Lesson Plan Project INTRODUCTION 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. APPLICATION PROCESS 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 learning • 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 recommended) • 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 LESSON PLANS 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 http://myloc.gov/Education/LessonPlans/Pages/default.aspx For an example of a Primary Source Set, see http://memory.loc.gov/learn/community/cc_flight_kit.php 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 highly recommended). ● 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 check-in. (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. OVERVIEW Background 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 discovery. 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.” Scope 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 plans. ● Review final drafts and field test reports and provide feedback and direction. ● Edit final drafts and work with the Library’s Web Services to publish them. Subcontracted Teachers will: • Design, draft, develop and write a lesson plan around a specific object/topic. • Incorporate feedback from Library staff on a draft of the lesson plan. • Field-test their lesson plan in their classroom, following TPS lesson piloting procedures. • Incorporate results and feedback from field-tests and Library staff. • 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 planning project. • Create a Primary Source Set as part of the lesson (optional, but preferred). • Participate in an online forum throughout the project, with weekly check-in (required). Timeline • 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] SUGGESTED TOPICS Areas of need and ideas for inspiration: Topics • Anything prior to 1876 (esp. the American Revolution) • Westward Expansion (incl. settlement of the Ohio Valley) • Spanish-American War • Transportation • Environment • Math (ideas: symmetry, scale, rotation; what features make a building what it is; square footage of people’s homes, by eras, country, etc.) • Women • Authors (individual) – their diaries, their writings, their lives • 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 place) Skill Development • 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 1-3 • Using the Library’s guides http://memory.loc.gov/learn/educators/handouts/index.html • Understanding how primary sources can be manipulated o examples: S.F. Earthquake fakery o the need to look at more than one primary source Elementary Level • 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 REQUIREMENTS 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 Sources Program. • 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 periods. 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 concepts: 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 accomplish. o How the creator tried to get their message across or achieve their purpose. 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. Specific Requirements • 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 of Congress • The final lesson will be structured in a standard TPS lesson plan format • 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 Object List http://myloc.gov/Exhibitions/EarlyAmericas/Pages/ObjectList.aspx Creating the United States http://myloc.gov/Exhibitions/creatingtheus Object List http://myloc.gov/Exhibitions/creatingtheus/Pages/ObjectList.aspx Thomas Jefferson’s Library http://myloc.gov/Exhibitions/jeffersonslibrary Object List http://myloc.gov/Exhibitions/jeffersonslibrary/Pages/ObjectList.aspx 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 APPLICATION GUIDELINES 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 following information: 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 date: (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 following information: 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 accomplish.) D. Objectives (E.g., “After completing the lesson students will be able to…”) 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 lesson exemplifies. 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) http://www.mcrel.org/standards-benchmarks/ 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 extensions.) 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 used M. Additional Resources Used (Identify any key resources that will be used to obtain background knowledge for the lesson or to engage in extension activities.) N. Description of Procedure (Describe how the lesson will be implemented; a bulleted list is acceptable. Do not write out the actual procedure.) 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.