The TPS Consortium Journal is a peer-reviewed, online publication created by members of the Teaching with Primary Sources (TPS) Consortium. Each themed issue focuses on approaches to teaching effectively with Library of Congress digitized primary sources. The TPS Consortium Journal offers primary source-based suggestions, strategies, reflections, and findings relating to timely topics from some of the country’s most engaged educational thinkers and practitioners.
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Funded by a grant from the Library of Congress Teaching with Primary Sources program. Content created and featured in partnership with the TPS program does not indicate an endorsement by the Library of Congress.
Download PDF – Spring 2024 Full Issue
Scott M. Waring, Ph.D., Editor of Teaching with Primary Sources Consortium Journal
Daniella Ann Cook, Ph.D., Guest Editor, Spring 2024 issue: Teaching the Long Arc of the Civil Rights Movement
![[Demonstrators marching in the street holding signs during the March on Washington, 1963] / MST.](https://tpsconsortiumcreatedmaterials.org/wp-content/uploads/2024/02/service-pnp-ds-04000-04000v.webp)
The TPS CRF utilized a distinctive professional development model that fostered collaboration among educators (teachers and school librarians) across multiple sites over an extensive period.
Art has been a source of agency for individuals facing adversity throughout American history and provides an important lens for understanding the long struggle for
![[African American men, women and children outside of church]](https://tpsconsortiumcreatedmaterials.org/wp-content/uploads/2024/02/service-pnp-cph-3c00000-3c03000-3c03300-3c03393v-e1708980496747.webp)
Bringing local history into classrooms offers a unique way to engage students in the study of the local civil rights movement and challenge the dominant
Professional development can create a community in which we engage in difficult conversations over time that are connected to the democratic vision of the civil