Street Law, Inc.
Contact: Cathy Ruffing – Senior Director, Teacher Professional Development Programs and Curriculum
Email: [email protected]
Website: https://www.streetlaw.org/
Grant awarded December 9, 2019
Street Law is a nonpartisan, nonprofit organization with over 45 years of experience developing programs that educate people about law and government. Through this TPS regional grant, they will work with the Arizona Department of Education to develop inquiry activities featuring Library of Congress primary sources relevant to landmark Supreme Court cases. Street Law will conduct professional development trainings both in person and online to share these materials with teachers across Arizona. Once the materials have been piloted and finalized, they will be widely available at no cost on Street Law’s website and the Landmark Cases website, maintained along with the Supreme Court Historical Society. The ultimate aim of this project is to improve students’ ability to interpret the use of primary sources relating to landmark Supreme Court cases in order to develop claims; answer historical and political questions; construct opinions, explanations, or arguments; and evaluate the relevance of information and usefulness of a source.
Arizona Geographic Alliance
Contact: Gale Ekiss – Co-Coordinator
Email: [email protected]
Website: http://geoalliance.asu.edu/azga_site
Grant awarded May 5, 2015
The Arizona Geographic Alliance (AzGA) was founded in 1992 as part of a national network of state geography alliances sponsored by the National Geographic Society. AzGA currently has over 4,500 members and more than 160 teachers in its Teacher Consultant leadership cadre. The AzGA is part of a collaboration of four Western state geographic alliances (AZ, CO, NV, and OR) to promote geographic thinking and develop new tools for interpreting primary sources using a geographic lens. Through their TPS Western Region grant, “Interpreting Primary Sources Using a Graphical Lens,” the AzGA partnered with the Arizona Council for the Social Studies (ACCS) to present a 2 ½ day workshop in June 2015 for preservice and in-service teachers. Teachers developed an Annotated Resource Set (ARS) using the newly developed geographic tools for analyzing primary sources from the Library of Congress.
The ARSs are posted on the AzGA website http://geoalliance.asu.edu/geolens and will be shared at the local, state, and national levels. The grant supported presentations at three national conferences and also resulted in seven school district workshops impacting over 100 teachers with an estimated reach of 8,400 students. As Gale Ekiss reported,
“In anticipation of new social studies standards eventually being developed in Arizona, it is imperative to have teachers using a geographic lens so the standards build good spatial thinking skills and geographic knowledge.”
Flagstaff Unified School District
Contact: Dr. Linda Sargent Wood – Associate Professor of History, Northern Arizona University; Project Director, Northern Arizona History Academy TAH Grant
Email: [email protected]
Website: http://teacherscholarcollaboration.wordpress.com
Grant awarded April 16, 2014
This TPS project brought teachers and scholars together in Santa Fe, New Mexico on April 25-27, 2014 for a Symposium of Southwest Migration History.
Together, the participants explored the history of migration in the Southwest and developed teaching activities using Library of Congress primary sources. While the scholars presented their research, the teachers demonstrated drafts of their lessons that had been created prior to the symposium and based upon the scholars’ work. The teachers then collaborated with the scholars, mentors and TPS experts, to refine the lessons for middle and high school students. Dr. Sargent-Wood observed a dynamic interchange that contributed to the creation of rich, inquiry-driven lessons based on current research and historical work, relevant for adolescents, and aligned with Common Core standards. According to Dr. Sargent-Wood, “I honestly think that out of all the history education that I have been involved in for the past fifteen years, that this Symposium was the highlight.”
The project culminated in the presentation of three scholarly panels at the 2014 Western History Association Conference in October. The TPS Western Region developed evaluation surveys for the audience and interviewed the group of K-12 teachers involved in the panel presentations. Across the board, they were very enthusiastic about the Teacher/Scholar Model and its impact on their teaching. They described gains in their teaching methods and in student engagement.
Teachers also felt that the opportunity to work closely with scholars was professionally enriching. The scholars were equally enthusiastic about the process and expressed the desire to be involved again. As summarized by Linda Sargent-Wood,
“I think the teacher scholar model is amazingly effective and rich for both secondary school teachers and university teachers. All benefit in a multitude of ways in historical understanding and pedagogical practices… I have truly enjoyed and appreciated the collaboration in multiple ways!”
Northern Arizona University
Contact: Dr. Linda Sargent Wood – Associate Professor of History, Northern Arizona University; Project Director, Northern Arizona History Academy TAH Grant
Email: [email protected]
Website: http://nau.edu
Grant awarded March 9, 2011
This grant built on the work of previous TPS grants in Arizona and took the study of primary sources to the next level. The main focus was to train teachers and students to employ inquiry into their learning process, so that they were able to grow in their historical thinking and 21st century skills. This was accomplished in a variety of methodologies including: methods courses for history majors at NAU, professional development workshops for in-service teachers and integrating TPS into new graduate courses through NAU’s Teaching American History grant.
The dual inquiry teaching and learning model, developed by the TPS team at Metropolitan State University of Denver, the Library of Congress’s Western Regional Center, integrates new research in teaching and learning history with 21st century critical thinking skills. In July 2011, a pivotal 3-day workshop was presented to 24 in-service teachers by Dr. Sargent-Wood and a team of Western Region experts. As one Flagstaff teacher said,
“I’m realizing that the inquiry process is not as much about technique as it is about a paradigm shift in the way that we think about learning and teaching.”
Through the leadership of Dr. Sargent-Wood, NAU will continue to revise and substantiate their pre-service training to weave in more Common Core instruction with TPS and the inquiry learning model.
Arizona Geographic Alliance
Contact: Gale Ekiss – Co-coordinator, Arizona Geographic Alliance
Email: [email protected]
Website: http://geoalliance.asu.edu/azga_site
Grant awarded November 7, 2008
This grant provided the opportunity for TPS to pilot a new model of dissemination by having the teacher leaders who had been trained during the January 2009 workshops offer TPS presentations during the Alliance Summer Geographic Institute in June and July 2009. This grant was completed as of October 30, 2009 with a total of 117 educators reached and 39 Annotated Resource Sets completed. Fifty-three teachers, representing 30 school districts, completed at a one-day TPS workshop held on June 26, 2009 in conjunction with the Summer Geography Institute. Fourteen geography teachers included primary sources in their lesson plans which were presented to Alliance Teacher Consultants on July 10, 2009. An additional 52 pre-service teachers were reached through Social Studies methods classes. It is estimated that the potential impact of this one grant was over 7,900 students.
Northern Arizona University
Contact: Dr. Brian Collier – Department of History, Northern Arizona University
Email: [email protected]
Website: http://nau.edu
Grant awarded December 4, 2008
Northern Arizona University (NAU) effectively used the funding from this grant to organize and implement a two-day workshop for social studies and history teachers as well as faculty in northern Arizona, including several Native American communities. Teachers were required to develop active learning lessons using Library of Congress resources and share their lessons on a listserv. This grant was completed during the second quarter of 2009 with a total of 38 educators reached. A six-month follow-up survey showed that teachers were using the LOC website, at least 2-3 more primary sources and 2-3 new teaching methods than before the TPS workshop. Through this grant, teachers of Navajo, Hopi and Hualapai students were reached.
Northern Arizona University
Contact: Carol Warren – Social Studies Specialist, Arizona Department of Education
Email: [email protected]
Website: http://www.azed.gov
Grant awarded November 20, 2008
The funding from these two grants was used to organize and implement a two-day workshop for Arizona district social studies curriculum specialists and state-wide technology project specialists located in and around the Phoenix area. Carol Warren, Arizona Department of Education, worked closely with Elizabeth Hinde at Arizona State University to coordinate these workshops and develop a cadre of trained educators able to disseminate TPS throughout the state. These grants served as a model of a well-coordinated, state-wide effort and led to a sustained TPS impact throughout Arizona.
Grant activity inside Maricopa County was completed as of October 30, 2009 with a total of 322 educators reached through 13 district-level trainings and 2 additional trainings for AP American History teachers. Grant activity outside Maricopa County was also completed as of October 30, 2009 with a total of 119 educators reached through numerous county trainings. Several completed Annotated Resource Sets have been completed and disseminated.
Arizona State University
Contact: Dr. Elizabeth R. Hinde – The Center for Civic Education and Leadership; College of Teacher Education and Leadership, Arizona State University
Email: [email protected]
Website: http://www.adu.edu
Grant awarded November 7, 2008
Arizona State University implemented a TPS workshop for social studies and history methods instructors as part of a coordinated approach to increase the use of historical resources in classrooms across Arizona. Elizabeth Hinde of the Center for Civic Education and Leadership, College of Teacher Education and Leadership at ASU worked closely with a network of other partners to bring a well-coordinated TPS outreach to Arizona. This grant was completed during the second quarter of 2009 with a total of 162 educators reached. Additional outcomes included the integration of TPS into secondary methods class syllabi and the on-going use of a curriculum guide containing primary sources developed by an ASU librarian, Capirotada Curriculum Guide.