Below are descriptions and information for all grants awarded in the state of California.
San Francisco State University
Contact: Dr. Brad Fogo – Project Director
Grant awarded December 6, 2018
San Francisco State University’s project will build and deliver a series of professional development workshops for both pre-service and in-service teachers in the Bay Area. These workshops will train teachers how to develop and teach visual literacy lessons using resources and strategies from the Library of Congress. The project will feature a series of four curriculum and instructional classes for pre-service teachers and three professional development workshops for in-service teachers. Both groups will participate in model visual inquiry lessons and have structured opportunities to practice and receive feedback on using teaching strategies. In addition, Dr. Fogo will observe teachers using program materials and strategies with their classroom students. This project is well designed to support both novice and experienced teachers in using an inquiry-based approach and a literacy focused curriculum.
University of California, Berkeley College Writing Programs
Contact: Dr. Patricia Steenland – College Writing Programs
Grant awarded March 15, 2018
UC Berkeley requires all beginning students to complete two Reading and Composition courses through their campus-wide Discovery Experience. These courses are designed to give undergraduate students the skills necessary for critical analysis and research at the university level. Many beginning students at Cal come from backgrounds where they may be the first in their family to go to college, or may be the children of immigrants, or immigrants themselves. The courses have been developed to support beginning college students and to empower them to see themselves as agents of independent inquiry.
While the use of secondary sources has been a part of the students’ research projects, Dr. Patricia Steenland plans to raise the bar by integrating the use of primary sources from the Library of Congress into the course curriculum. Dr. Steenland will also work closely with librarians at the Bancroft Library who have developed instructional modules for teaching media literacy to beginning students. The larger vision is for participating instructors and librarians to share best practices with other instructors and to ultimately disseminate the pilot project across campus. Guided by the central idea that “… developing the capacity to inquire, discover, and create is the core purpose of an undergraduate program,” the College Writing Programs are uniquely situated to draw upon the resources of Teaching with Primary Sources to fulfill this goal.
Kodály Center for Music Education at Holy Names University
Contact: Anne Laskey – Director
Grant awarded April 16, 2018
The Kodály Center offers seminars and introductory classes, summer courses for professional development, and academic year certificate and degree programs for musicians and music educators. In 1984, the Holy Names University Collection of American Folk Songs for Teaching was recognized as a folk song archive by the American Folklife Center of the Library of Congress. The collection builds on the principles of prominent Hungarian composer and music educator, Zoltán Kodály, that children become connected to their communities and the wider world by hearing and singing the traditional folk songs of their own culture. The collection features more than 520 songs from primary sources, most of which are not currently available on the Library’s website. Since very few songs have been collected from the Western United States, a key objective of this regional grant is to add over 100 new songs from the American West to the collection.
This project will serve classroom teachers and music specialists by providing original folk songs on The American Folk Song Collection website which express the cultural and historical heritage of the diverse communities living in the Western United States. Grant Coordinators Anne Laskey and Gail Needleman will research, select, transcribe, analyze, and provide background information for each new song added to the collection. They will work with music educators to ensure that these songs are accessible via the website and available for classroom use. The Western Region welcomes the opportunity to apply the instructional strategies of Teaching with Primary Sources to the realm of music education and to play a role in preserving the priceless folk songs of the American West.
Imperial County Office of Education
Grant awarded January 14, 2016
The Imperial County Office of Education is located in a rural desert community of the southeastern most part of California. It provides educational services to 17 school districts in one of the most economically distressed regions in the US. Through their TPS regional grant, ICOE improved the quality of learning in the Imperial County through a broad dissemination of primary sources from the Library of Congress. Their professional development plan initially included working with two different cohorts of teachers; twenty secondary teachers and twenty elementary teachers. To fully leverage the power of TPS, the Western region coordinated with TPS-UC Davis, the UC-Irvine History Project, and the Stanford History Education Group. Dr. Nicole Gilbertson with the UC-Irvine History Project facilitated two full-day trainings for the first cohort of secondary teachers and Grant Coordinator Tracy Canalez followed-up by coordinating five Professional Learning Community (PLC) sessions. This model was replicated for the elementary cohort. Grant leaders exceeded their goal by serving 85 educators. Teachers designed lessons which integrated primary sources into their instruction and created videos of their lesson or student project. They were also asked to work with one of their colleagues to expand the use of primary sources across the county. As Tracy Canalez summarized, “We will continue to use the TPS website with the existing professional development that we have with districts. It is because of the grant opportunity that I have been able to learn and implement this into my regular practice with teachers that I serve… Teachers are becoming increasingly more confident in their ability to design lessons around inquiry.”
El Dorado County Office of Education
Contacts: Kevin Tierney – Coordinator of Professional Development
The El Dorado County Office of Education (EDCOE), located in Placerville, CA, provides leadership and services to 15 surrounding school districts. The publication of the new California History/Social Sciences Framework has provided the impetus to put History/Social Sciences back in the forefront of the state educational agenda. Through their TPS regional grant, EDCOE plans to leverage this opportunity to bring the districts together in a cooperative and collaborative Community of Practice (COP), identified as the Project to Integrate Primary Sources (PIPS). The PIPS COP will be comprised of 18 History/Social Science teacher leaders representing grades K-12 countywide. Their goal will be developing relevant unit plans to be shared throughout the districts with a focus on effectively integrating primary source documents into student-centered historical inquiry. The Western Region will coordinate with TPS-UC Davis program to provide the initial training. To promote sustainability, Community Coordinator Kevin Tierney, will schedule school site visits throughout the county to educate teachers about the PIPS website and help steer the county’s history/social science instruction toward best practice.
Institute for Curriculum Services (ICS)
Grant awarded November 12, 2015
ICS is a national initiative of the San Francisco-based Jewish Community Relations Council (JCRC) and the Jewish Council for Public Affairs (JCPA). ICS works with partners across the U.S. to provide professional development to teachers on topics related to Judaism and Israel. ICS used their TPS regional grant to plan and implement the new workshop “Teaching the Arab-Israeli Conflict.” This 10-hour professional development event was held at Portland State University on June 28-30, 2016 for 23 teacher leaders from Oregon, Washington, and California. A main focus of the grant was to use primary sources to build an educational climate that is historically accurate and politically neutral. As Grant Coordinator reported, “Participants indicated a high level of engagement, learning, and motivation for implementing new resources and strategies in their classrooms as well as sharing what they have learned with others.” Based on the post-workshop evaluation, participants increased their ability to navigate the Library of Congress website and felt empowered to infuse their instruction with the Library’s resources.
Upon completion of the summer institute, teachers returned to their social studies classrooms equipped to deliver rigorous, standards-based instruction and guide their students in the analysis of primary sources from multiple perspectives. These best practices will enable teachers and students to learn about the origins of Arab Nationalism and Zionism, and discuss the complex Arab-Israeli conflict from an academic perspective.
California History-Social Science Project
The Western Regional Center partnered with TPS-UC Davis to facilitate sub-grants in California and extend the reach of TPS to previously un-served parts of the state. All participants became a part of the TPS network and were registered for the CHSSP network. The following four grants were part of a pilot project in collaboration with CHSSP and TPS at University of California Davis.
Grant awarded July 12, 2013
A fourth collaborative venture brought together the resources of the San Diego County Office of Education (SDCOE), the University of California, Irvine History Project (UCI HP), the California History-Social Science Project (CHSSP) and the TPS Western Region. This regional grant provided TPS professional development to teachers throughout San Diego County in grades K through five on March 5 and March 12, 2014. Participants were asked to complete a lesson template that required a historically relevant investigation question and a set of primary sources with complementary analysis tools.
After the workshop, teachers expressed confidence about independent loc.gov exploration as a result of a guided scavenger hunt and workshop time devoted to searching the Library’s digital archives and teachers resources. As one teacher commented, “Learning about the resources (on the Library of Congress) was wonderful as well, but I love that this workshop also showed us how to implement these great sources.” SDCOE has plans to work closely with local school districts to help their teachers develop standards-based, Common Core aligned lessons. The inclusion of primary sources will be at the core of this work with history-social science teachers.
Butte County Office of Education
Grant awarded July 8, 2013
In a third collaborative venture, a TPS workshop was presented to 32 teachers in Butte County on February 7, 2013. The training was presented by Letty Kraus, Program Coordinator for History Project at UC Davis. A highlight of the workshop was the interaction between participants and the three teacher leaders that grant funding allowed Letty to bring with her. This allowed for more direct instruction and peer-to-peer interaction. As one teacher reported,
"The activities that involved analyzing and interacting with primary documents were most effective for me. The analyzing activities were instructed effectively and in a manner that seemed easy to incorporate in my classroom."
For Butte County teachers and administrators, this was a rare opportunity to bring discipline-specific training to a school district that does not usually have access to history professional development.
San Joaquin Office of Education
Grant awarded August 9, 2012
Western Region funding allowed the San Joaquin County Office of Education to provide discipline-specific training to teachers, librarians, and paraprofessionals from 3 remote eastern counties; Amador, Tuolumne, and Calaveras. These rural counties are comprised of many small school districts and serve over 11,000 students. They are typically only able to offer discipline-specific professional development when they are able to tap into outside funding resources. The workshop was conducted on September 22, 2012 and addressed all seven goals of the TPS Level I program. During the workshop, participants were specifically trained in developing historically relevant investigation questions to frame their lessons. They also provided critical feedback of lesson questions in grade level groups.
Mendocino Office of Education
Grant awarded February 7, 2012
The CHSSP collaborated with the Mendocino Office of Education to provide a Level I workshop for teachers and librarians. Through training teachers in the process of historical investigation, a discipline-specific model of inquiry base learning, all goals of the TPS Level I program were met. The workshop was held on March 29 and April 18, 2012.
Grant awarded June 26, 2012
Densho's mission is to preserve the testimonies of Japanese Americans who were unjustly incarcerated during World War II before their memories are extinguished. Densho offers these irreplaceable firsthand accounts, coupled with historical images and teacher resources, to explore principles of democracy and promote equal justice for all. Through a TPS Western Regional grant, Densho integrated the rich resources of the Library of Congress with its own digital archives to create professional development for middle and high school teachers. Teachers engaged in historical thinking about the Japanese American WW II experience by analyzing primary sources and discussing how this can inform thinking about current events. In addition to their home base in Seattle (Washington), Densho offered TPS workshops in Los Angeles (California), Portland (Oregon) and Honolulu (Hawaii).
The first workshop was held in Los Angeles at the Japanese American National Museum for a group of 33 teachers. Workshop participants appreciated the tight integration of pedagogy with the primary sources about the World War II incarceration of Japanese Americans. In the words of Tom Ikeda, "Working with TPS changed the way we trained teachers. We added more resources from the Library of Congress website and spent time exploring the richness of loc.gov with workshop participants." Densho plans to create an online course to reach a larger national audience of educators based on the work done for the TPS workshops.
*Multiple States Served