The Teaching with Primary Sources Journal
Strategies and resources for K-12 classrooms from the Library of Congress
This issue illustrates how teachers can review students’ primary source analyses to assess both knowledge and skills.
- Assessing Historical Thinking Skills Using Library of Congress Primary Sources, Vol. 1, No. 3, Spring 2013
Previous issues of The Teaching with Primary Sources Journal, formerly known as Teaching with Primary Sources Quarterly, are available through this archive.
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. Please email questions, suggestions or comments about The TPS Journal to Vivian Awumey, TPS Program Manager, at email@example.com.
The TPS Journal Editorial Board
Michael Brna, California University of Pennsylvania
Elaine Larson, The Center on Congress at Indiana University
Cindy Rich, Eastern Illinois University
Mark Newman, Federation of Independent Illinois Colleges and Universities
Sherry Levitt, Northern Virginia Partnership (school districts of Alexandria, Arlington, Fairfax and Falls Church)
Courtney Kisat, Southern Illinois University – Carbondale
Laura Hancock, Southeastern Louisiana University
Sheila Watts, The University of the Arts