Innovative history assessments developed by TPS-Stanford. Available for free!
Rich sets of primary sources from the Library of Congress organized by topic.
Find lesson plans created by TPS Consortium members across the country.
The Library’s primer on using primary sources in the classroom, including teacher’s guides and an analysis tool to aid student learning.
To learn more about TPS-Stanford or how to schedule a professional development event, email us at:
The mission of the Library of Congress Teaching with Primary Sources (TPS) program is to: build awareness of the Library’s educational initiatives; provide content that promotes the effective educational use of the Library’s resources; and offer access to and promote sustained use of the Library’s educational resources. The Library achieves this mission through collaborations between the Library and the K-12 educational community across the United States. The program contributes to the quality of education by helping teachers use the Library’s digitized primary sources to engage students, develop their critical thinking skills and construct knowledge. Learn more about the Library’s TPS program and other resources available to teachers at www.loc.gov/teachers.
Funded by a grant from the Library of Congress, the Teaching with Primary Sources (TPS) program at Stanford University provides free, web-based instructional resources and professional development for K-12 teachers.
Sam is the Margaret Jacks Professor of Education and Professor of History (by courtesy) and heads the Stanford History Education Group. His scholarship has been featured in The New York Times, The Washington Post, USA Today, and on NPR and C-SPAN. His 2003 book, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past, received the Frederic W. Ness Award from the Association of American Colleges and Universities.
Mark is the assistant director of the TPS program at Stanford University and a doctoral candidate in the Stanford School of Education. He holds a B.A. in history and political science from the University of Northern Iowa and a M.A.T. in social studies education from the University of Iowa. Mark taught high school history and government in Cedar Rapids, Iowa, and history and psychology in Plano, Texas. His research focuses on the assessment of historical understanding. Contact: firstname.lastname@example.org.
Joel is the assistant director of the TPS-Stanford and a doctoral candidate in the Stanford School of Education. He holds a B.A. in history from Brown University and a M.A. in Liberal Studies from Dartmouth College. He taught high school history in Thetford, Vermont. He teaches in the Stanford Teacher Education Program and studies how teachers use assessment data to inform instruction. Contact: email@example.com.