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Look back.

See further. New ways to reach your students using original materials from the Library of Congress

Seeing the past clearly reveals new possibilities. A case in point: Teaching with Primary Sources from the Library of Congress can give classroom topics a deeper, richer meaning for your students. We show teachers with vision how to make that happen. Go ahead. Look back. And see further. On the cover: 2






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Images from the Library of Congress 1. Image credit – Title: Portrait of Louis Armstrong, Carnegie Hall, New York, NY; Creator: Gottlieb, William P. 1917 - photographer; Date created: April 1947; Part of: William P. Gottlieb Collection, Library of Congress; Call Number: LC-GLB23- 0015 (Image also on p. 2) 2. Image credit – Title: Poet at Work: Walt Whitman Notebooks 1850s-1860s; Notebook LC #80; Part of the Thomas Biggs Harned Walt Whitman Collection, Library of Congress. (Image also on p. 3) 3. Image credit – Title: Katherine Dunham in the ballet L’Ag’Ya, which premiered in 1938 [photograph]; Part of: Selections from the Katherine Dunham Collection at the Library of Congress, Performing Arts Encyclopedia. (Image also on p. 1)

4. Image credit – Title: Scott Joplin’s new rag [Instrumental parts]; Composer: Joplin, Scott, 1868-1917; Arranger: Anderson, Hilding; Place of Publication/ Creation: New York; Published/Created: 1912; Publisher: Jos. W. Stern & Co.; Part of the Library of Congress Performing Arts Encyclopedia; Call Number: M1350.J 5. Image credit – Creator: Lee, Russell, 1903-1986, photographer; date created: 1942; Part of: Farm Security Administration - Office of War Information Photograph Collection, Library of Congress; Call Number: LC-USW3- 001881-D [P&P] (Image also on p. 4) 6. Image credit – Creator: Lee, Russell, 1903-1986, photographer; date created: 1940; Part of: Farm Security Administration - Office of War Information Photograph Collection (Library of Congress); Call Number: LC-USF33- 012906-M1 [P&P] (Image also on p. 5) Images from UArts 7. Photo by Steve Belkowitz (Image also on p. 5) 8. Photo by Ryan Brandenberg (Image also on p. 1) 9. Photo by Ryan Brandenberg (Image also on p. 4) 10. Photo by Ryan Brandenberg (Image also on p. 3) 11. Photo by Ryan Brandenberg (Image also on p. 2)

Content featured in partnership with the Library of Congress Teaching with Primary Sources program does not indicate an endorsement of all or any additional content provided by the partner organization.


Primary sources.

A teaching tool like no other. The term “primary sources” refers to the original, raw materials of history created by authors, artists and observers of their age and preserved in the vast — and now digitized — archives of the Library of Congress. This is the past unfiltered by historians of a later time and undisturbed by interpretations, opinions and analysis. What you see and read in the Library’s digital archives is the past, first hand. Original manuscripts, music compositions, scripts, photographs, artwork and accounts written by the actual eyewitnesses to history and participants in the events that shaped our world. The artifacts that shine in the Library of Congress form a mosaic of incredible instructional power. But it is raw power, and the teachers who want to use it well need thoughtful instruction on how to present it to their students. That is precisely what the educational courses at the University of the Arts do.


Who is this for? Everyone! All educators — regardless of subject, grade or specialty — will be introduced to the breadth of primary sources, their value in instruction and how quality arts content enriches student learning.

What you’ll learn You’ll learn what, exactly, a primary source is and why it has unique value. You’ll learn how to gain access to those primary sources and how to save them for your classroom use. Perhaps most important, you’ll learn how you can integrate these primary sources in your lesson plans and the best practices for using them as teaching tools.

How you’ll learn We’ll help you bring the power of primary sources to your classroom by showing you how to create what are termed “inquiry-based learning experiences.” Primary sources are meant to stimulate students’ minds to ask questions and to question assumptions, to be a unique kind of learning experience. You’ll learn how to organize and present primary sources to create learning experiences for your students. You’ll learn how to evaluate your primary source-based teaching efforts based on how well students learn.

And you’ll learn why it works so well Primary sources are often very human and profoundly personal documents with the power to engender deep emotional reactions. They can, and often do, connect with the human experience in a way that second-hand retelling cannot.

Learning in and through the arts has the power to change lives The arts teach us to think about qualitative relationships, celebrate multiple perspectives, develop aural and visual literacy skills, and consider complex forms of problem solving. The arts enable us to have experiences we can get from no other source; these experiences enrich us and our students. 2

Inquiry–based teaching: seeing further possibilities Primary sources answer questions, but they pose them too, and in posing them — through you — they have the power to teach using three key steps.

> Engaging your students You’ll learn to engage students with questions like: who created this primary source and when? What do you see that you didn’t expect? What are the powerful words and ideas expressed here? What feelings and thoughts does the primary source trigger; what questions does it raise?

> Helping students pursue critical thinking What was happening during this period? Why was this primary source created, for what reason and for what audience? Does this primary source challenge or support their assumptions about the past? Do other sources — primary or secondary — offer support or contradiction?

> Helping students support conclusions This inquiry-based approach supports critical thinking and analysis by having students supply reasons and specific evidence in support of their conclusions.

The Library of Congress TPS Educational Consortium The University of the Arts is a member of the Library of Congress Teaching with Primary Sources Educational Consortium. Members of the TPS Educational Consortium assist in the design of the TPS program and offer TPS professional development on an ongoing basis, year round. There are currently 28 Consortium members in 17 states: California, Colorado, Florida, Idaho, Illinois, Indiana, Louisiana, Massachusetts, Montana, New York, North Carolina, Oregon, Pennsylvania, Tennessee, Virginia, Washington, and Wyoming. The professional development that these organizations offer include workshops, online courses, graduate courses, and mentoring that meet the same goals as the professional development offered in Washington, DC at the Library of Congress.


TPS program at the University of the Arts: Leading with our strengths To launch the TPS program at the University of the Arts, the Professional Institute for Educators has selected courses that have wide appeal and are particularly well suited to key curriculum strengths within the University of the Arts. These intensive courses are free to teachers who take the courses for non-credit. Graduate credit is also available for a reduced fee. Discovering the Roots of American Music to Enhance the Curriculum

Featuring live music, hands-on activities and engaging exercises to use with students, this course focuses on the use of the digital archives of the Library of Congress to effectively plan, prepare and design lessons incorporating 20th century American music, particularly jazz and its influences, into the curriculum. Beginning with the digital archives, develop the ability to access musical resources to provide a multi-sensory approach to teaching historical content through a creative arts perspective. Participants are engaged in the exploration and appreciation of jazz music, movement and the significance of jazz in American history and society – from tradition to innovation. K-8 teachers design a unit of study relevant to their interests and current classroom curricula, creating musical connections to American history and culture to enhance student learning.

Photography: Who Are We? — Constructing Identity Through Images

Photography has always been a democratic medium and virtually anyone can make a photograph, but learning how to read images and understand what they tell us about ourselves and others is often overlooked. This overview of the history of photography explores visual literacy as a core classroom concept, as participants examine how photography influences identity and how it can be used as a teaching tool in grades K-12. Participants learn how to use the digital photographic archives of the Library of Congress to prepare lessons incorporating visual literacy. Course activities include field trips for an insider’s look into local archives and museums — plus opportunities to engage photographic projects with students. Content is appropriate to a range of subject areas as connections to social science, identity, expression and literacy are explored.

Poetry: A Place for the Poem — An Introduction to Poetry for Teachers

Poetry is a living art that brings expression, imagery, sound, rhythm and meaning together. This course is designed for K-8 teachers who want to develop lessons that show how poetry enhances literacy. This course approaches poetry from the writer’s point of view and brings a new level of engagement for teachers to share with their students. With readings, exercises, writing assignments and discussion, participants explore the basics of how poems are made and have the opportunity to write poems themselves. Teachers look closely at choices made in particular poems: sound elements, line possibilities, formal options, image patterns and metaphor. Explore a number of contemporary poems that are short, clear and full of the world, using the text Poetry 180, by Billy Collins.

Theater: Bringing Primary Sources to Life Through Drama

Use primary sources from American theater history to prepare lessons that incorporate dramatic skits and activities into social studies, language arts and history curriculum. Participants identify primary sources that are relevant to the State Standards and apply these into drama-based lessons for students. With a featured performance at the Walnut Street Theatre, behind-the-scenes tours and unique experiences, teachers learn how to engage students in new ways to understand active storytelling using research. 4

Other cultural resources The primary sources from the Library of Congress are the backbone of the TPS program at the University of the Arts. That said, Philadelphia is a city rich in cultural heritage and archival resources. Your course work at UArts may be supported by guest artists, gallery visits, speakers, demonstrations, hands-on activities, performances and visits to: • • • • • •

Library Company of Philadelphia Peale Collection at the Pennsylvania Academy of Fine Art University of Pennsylvania Museum Philadelphia Museum of Art Please Touch Museum Walnut Street Theater

Sharing a clear vision As an institution dedicated to the arts, we are especially well prepared to teach courses like music, photography, theater and poetry. To us they are not merely educational topics. They are what we do. Our special passion for the arts is a passion for original thinking, the wellspring of art. It engenders in us a special reverence for what has gone before, what the pioneering thinkers have created and bequeathed to all of us. We are enormously proud that the Library of Congress has chosen us to be a part of the TPS Educational Consortium. We will fulfill that trust by giving our all, as well as our art, to every teacher who chooses us to teach them. We invite you to share this enriching experience with us. And to envision a better future for you professionally and for your students.

Check out our website at for continued updates, information on TPS workshops and shared resources for teachers developed through the TPS program. The Professional Institute for Educators at the University of the Arts empowers educators across disciplines to advance their teaching skills to improve learning for all students. Visit for our full list of innovative graduate courses to serve the professional development needs of K-12 teachers in and through the arts. 5

Our Content Experts: insight and vision The TPS program at the University of the Arts is taught by leading authorities in their respective fields. These experts bring more than knowledge to the classroom, they bring an in-depth understanding of their art and its roots within our culture. They are your guide to the past as well as to the future of their art. Jack DeWitt

Professor, Liberal Arts, The University of the Arts AB, Northeastern University PhD, University of Connecticut MA, University of Connecticut

Teresa Morales

Arts Consultant and Provenance Research PhD in art education, Pennsylvania State University MA in art, California State University, Northridge BA in art history, UCLA

Jordan Rockford

Curator, educator and creative consultant Lecturer, photography program, The University of the Arts MLitt in art history, University of St Andrews, Scotland BFA in photography, The University of the Arts

Margie Salvante

Executive Director, Theatre Alliance of Greater Philadelphia Theatre-in-Education Specialist MA in educational supervision, CUNY Baruch College BA in theatre, Empire State College, SUNY

Elizabeth Sokolowski

Head of music education, School of Music, The University of the Arts MS in educational leadership, St. Joseph’s University BM in music education, Temple University Pennsylvania Instructional II Teaching Certificate Pennsylvania Administrative and Supervisory Certificate

Stormy Vogel

Library Department Chair, North Penn School District MIS, Drexel University BS, University of Delaware

For complete curricula vitae, see our website.

TPS-UArts staff members Erin Elman

Yara Safadi

Sheila Watts

Sarah Pater

Dean, Continuing Studies TPS-UArts Program Director Assistant Dean, Continuing Studies TPS-UArts Program Assistant Director

Karyn Tufarolo

Coordinator, Professional Institute for Educators TPS-UArts Program Coordinator

Administrative Assistant, Library of Congress Teaching with Primary Resources Assistant to the Dean + Development Coordinator, Continuing Studies Assistant to TPS-UArts Program Director

Kaitlynd O’Doherty

Administrative Assistant for Academic Programs, Continuing Studies Assistant to TPS-UArts Program Assistant Director

320 S. Broad Street | Philadelphia, PA 19102 215.717.6006 |

Library of Congress Teaching with Primary Sources (TPS) Program at the University of the Arts  

UArts provides TPS courses for educators k-12 supported by a grant from the Library of Congress

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