Stanford Visit June 2013


This course was the third of three Summer research institutes designed to expose students to research methods and archival sources. In June 2013, students examined primary sources at the Martin Luther King, Jr. Research and Education Institute at Stanford University. The four-day workshop included lectures and discussions led by Institute staff; time to search archival collections; and discussions about how to use sources in teaching and research.


In addition to the 4-day workshop at the MLK Institute, students expanded their understanding of civil rights by touring Alcatraz Island and Angel Island. A specialist in Native American history joined us for the Alcatraz tour to discuss the Indian Rights Movement, which gained momentum after the occupation of Alcatraz from November 20, 1969, to June 11, 1971. At Angel Island, two experts guided us in a discussion about Asian immigration through Angel Island and subsequent arguments for rights and inclusion.



Civil Rights Movement Standard Narratives

Martin Luther King Institute Itenerary

Reading Schedule



Civil Rights Movement at the Nelson April 2013

On April 17th 2013, the CLIO group visted Nelson-Atkins Museum of Art for a tour entitled The Civil Rights Movement and African American Artists.  Subject included connecting NAMA Art to the CCSS Literacy Standards, a photographic history of the Civil Rights Movement and strategies in using visual art in teaching.

Visual Thinking Strategy

Nelson Civil Rights Resourses

Schedule for April 17th Visit to the Nelson



Creating the People Summer Workshop

Creating the People103Download the syllabus for the 2012 Summer Workshop, Creating the People.

Recommended Reading:

1.) Godbeer, ed., The Salem Witch Hunt: a Brief History with Documents (ISBN: 0312484550)

2.) Kornfield, ed., Creating an American Culture (ISBN: 031219062X)

3a.) Leviatin, ed. How the Other Half Lives by Riis (ISBN: 0312574010)      --or--

3b.) Yans-McLaughlin, ed., Ellis Island and the Peopling of America: the Official Guide.

4.) Teaching History with Museums: Strategies for K-12 Social Studies


Nelson-Atkins Workshop 2012

Nelson-Atkins 201216Held in February 2012, this workshop focused on the first half of the American Art galleries. The education department from the Nelson-Atkins Art Gallery shared several tools that they have developed to use with student groups to help them observe art more carefully and completely and then to write about their experiences.


Interacting with Art Graphic Organizer

Is it Naked or Is is Nude

Write Way to Art - Acrostic

Write Way to Art - Cinquain


National Archives Workshop

NARA Photo 1

National Archives and Records Administration Workshop

December 2011

9:00-11:30 Morning Sessions

Welcome – Mickey Ebert, Education Specialist

Some of Our Holdings Presentation – Jake Ersland, Archivist

Strategies for Finding Primary Sources – How and Where to Search in – Jessica Edgar, Archives Specialist (Download Materials)

Getting into the Documents

  • Lincoln at Antietam Photo Analysis
  • WWI Enemy Alien Lesson

12:45-1:15 Afternoon Sessions

Interactive Lessons

  • Primary Sources in a Secondary World

How to Teach Economics Using Primary Sources

  • Law of Unexpected Consequences: The Cotton Gin

Finding and Using Online Exhibits in Your Classroom


First Peoples Summer Workshop

First Peoples Workshop29Download the syllabus for the 2011 Summer Workshop, First Peoples.

The final project for the First Peoples Workshop is a 3-5 day set of lesson plans that includes the use of background information learned through the workshop and primary sources encountered during research at Haskell Indian Nations University, National Indian Law Library and/or the University of Colorado. Quality lesson plans will exhibit the following characteristics:

• Uses the CLIO lesson plan template

• Provides background information that includes evidence of learning from the workshop for the teacher on the content to be covered and on the primary sources used in the lesson plan ( 2-3 pages)

• Assists students in using historical thinking skills and strategies (see NCHE and NARA handouts)

• Allows the student to work directly with primary sources

• Utilizes at least two different types of primary sources (artifact, document, oral history or interview, paintings, photographs, prints, maps, cartoons, sound recordings and films, etc.)

• Correctly cites all sources

• Includes electronic copies or links to all materials required to teach the lesson plan.


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