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Current Issue

Students in classroom at Holton Arms School

This issue illustrates how teachers can review students’ primary source analyses to assess both knowledge and skills.

Previous Issues

Children reading

Previous issues of The Teaching with Primary Sources Journal, formerly known as Teaching with Primary Sources Quarterly, are available through this archive.

About The Teaching with Primary Sources Journal

The TPS Journal is an online publication created by the Library of Congress Educational Outreach Division in collaboration with the TPS Educational Consortium.

Published semiannually, 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

The TPS Journal Editorial Board

Michael Brna, California University of Pennsylvania
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)
Sheila Watts, The University of the Arts