Quincy University -- TPS
|About TPS at QU||Workshops/
Funded by a grant from the Library of Congress, the Teaching with Primary Sources (TPS) program at Quincy University provides free CPDU professional development opportunities for K-12 in-service and pre-service educators on accessing and implementing within their curriculum the millions of primary source items digitized on the Library of Congress Web site.
The TPS program at Quincy University provides FREE professional development training (includes PD Hours) to K-12 inservice and preservice educators in west central Illinois. Graduate Credit is available at a reduced tuition rate.
Basic TPS Series:
SUMMER 2017 (JUNE)
Schools and school districts* (both public and private) with at least 5 teachers interested in participating can schedule FREE on-site training at their school.
*Free Onsite Training available to schools in any of the following counties: Adams, Brown, Cass, Fulton, Hancock, Henderson, Henry, Knox, Logan, Mason, McDonough, Menard, Mercer, Morgan, Peoria, Pike, Rock Island, Sangamon, Schuyler, Scott, Stark, Tazewell, and Warren
Advanced One-Day or Two-Day TPS Courses/Workshops:
Industrial Revolution: From Agriculture to Manufacturing (Moline/Peoria): Sat, Feb 25 & Mar 4
Industrial Revolution: John Deere & Moline (Moline): Sat, Feb 25
Industrial Revolution: Catepillar & Peoria (Peoria): Sat, Mar 4
Black Hawk State Park: Hauberg Indian Museum and Local CCC Projects (Moline): Sat, Apr 22
Ulysses S. Grant (Springfield/St. Louis): Sat, May 6
Advanced Week-long TPS Course/Workshops:
Slave vs. Free: Divided by the Mighty River
The TPS Journal is an online publication created by the Library of Congress Educational Outreach Division in collaboration with the TPS Educational Consortium.
Published quarterly, each issue focuses on pedagogical approaches to teaching with Library of Congress digitized primary sources in K-12 classrooms. The TPS Journal Editorial Board and Library staff peer review all content submitted by TPS Consortium members and their partners.
Current TPS Journal
|Veterans History Project||Learning activities||Primary Source Sets|
As part of the TPS at QU program, educators and students are prepared for conducting oral history interviews with U.S. Veterans who have served our country in any of the military conflicts.
Check out the Veterans Interviews from the Quincy Veterans History Project.
In celebration of the 10th Anniversary of the Veterans History Project at the Library of Congress, Quincy University has been recognized as a Founding Partner for their their participation with the Quincy Veterans History Project. The recognition was reported by WGEM.
These sample learning activities are highlighted in the current TPS Journal
Sourcing a Document: The First Thanksgiving
This activity introduces students to the importance of source information in the analysis of primary sources. Although assessments are often thought of as tools for accountability, this History Assessment of Thinking (HAT) can be used as an activity for learning. Students complete a HAT about the reliability of a painting of the First Thanksgiving to introduce the idea that it is crucial to consider a source’s date. After students complete the HAT, they examine a rubric that includes links to a range of sample student responses. After students discuss the elements an exemplary response, students will have an opportunity to revise their answers to explain why the gap in time between the painting and Thanksgiving make it a less reliable source.
Historical Narrative: The Civil Rights Movement
This activity should be used after students have studied the Civil Rights Movement. This History Assessment of Thinking (HAT) asks student to analyze two primary documents to demonstrate their understanding of the Civil Rights Movement. Document A is a 1936 letter from the Eleanor Roosevelt to Walter White, executive secretary of the NAACP. Document B is a 1957 letter from Daisy Bates, a NAACP representative in Arkansas, to Executive Secretary Roy Wilkins. The assessment draws on students' knowledge of the Civil Rights Movement but in a way that gauges more than just the recall of facts and dates. Students must show that they have a broad understanding of how the Civil Rights Movement unfolded and that they can actively use historical information to place the two documents in context. Students then examine the HAT’s rubric and sample responses to evaluate their own work. This activity will provide feedback to teachers and students about students’ knowledge of the basic narrative of the Civil Rights Movement (e.g., do students understand that lynching peaked around the turn of the 20th century and had been virtually eradicated by the time of school desegregation in the 1950s?).
Discover the steamboats the cruised the United States waters
Check out the past monthly Primary Source Sets.