Developing a UFDC Teacher Resources Collection


Material Information

Developing a UFDC Teacher Resources Collection
Physical Description:
Grant Proposal
Ochoa, Marilyn
George A. Smathers Libraries, University of Florida
Place of Publication:
Gainesville, Fla
Publication Date:


Subjects / Keywords:
Education Library


UFDC has over 7 million pages of content across disciplines, digitized from our holdings and those of our partner institutions. The project aims to increase visibility and use of collections hosted by the UFDC by building a usable digital collection of teacher resources for the UFDC. Reaching the goal involves 1} providing various training modules and opportunities for finding and using digital library content in the K12 classroom, 2} creating exemplar educational materials that use UFDC copyright free content, 3} developing a customized database, and 4) establishing policies and contribution tools to maintain and grow the collection.
General Note:
Sponsor: George A. Smathers Librariers, Mini Grant Program

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Source Institution:
University of Florida Institutional Repository
Holding Location:
University of Florida
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All rights reserved by the source institution and holding location.
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to to 17.Date Ochoa. MiniGrant Application 2012 Developing a UFDC Teacher Resources Collection 2012 2013 Smathers Libraries Mini Grant APPLICATION COVER SHEET Application due: Monday, October 15, 2012, 5:00PM Check here if this is your first grant application where you will be serving as a principal investigator (PI). Principal Investigator (PI) Name: Marilyn N. Ochoa Department: Departmental Libraries Email: Phone: 352.273.2627 Additional project applicants, please give name, email, and brief role for each: April Hines project execution Mark Sullivan IT support Suchitra Yellapantula IT support Barbara Hood promotional support Christine Fruin copyright support Title of grant application project: Developing a UFDC Teacher Resources Collection Project abstract (no more than 100 words): UFDC has over 7 million pages of content across disciplines, digitized from our holdings and those of our partner institutions. The project aims to increase visibility and use of collections hosted by the U FDC by building a usable digital collection of teacher resources for the U FDC. Reaching the goal involves 1} providing various training modules and opportunities for finding and using digital library content in the K12 classroom, 2} creating exemplar educational materials that use UFDC copyright free content, 3} developing a customized database, and 4) establishing pOlicies and contribution tools to maintain and grow the collection. 4,405.41Funds requested (Limit of $5,000): ----<.____ Describe how the 10% mandatory cost share will be met (be specific): Cost share will be met from the salaries of Marilyn Ochoa, April Hines, Mark Sullivan, Suchitra Yellapantula, Barbara Hood and Christine Fruin ($6,563.93). Please list the library resources/departments to be used in this project and the name of the person authorizing the intended use and date authorized. Each authorizing person must initial their approval and availability of resources for this project. If you need more room, continue on a separate page. Resources Required for Project as applicable Authorizing Individual Date Authorized incl cost share contributions I confirm receipt of approvals from all project team members to participate in this project as described in t narrative and budget: I I


2 Ochoa, MiniGrant Application 2012 Developing a UFDC Teacher Resources Collection 2012 2013 Smathers Libraries Mini Grant PROJECT PROPOSAL NARRATIVE and BUDGET NARRATIVE PROPOSAL NARRATIVE a} Describe the project: goals, objectives, activities, etc. This project proposes to build a usable collection of Kindergarten to 1 ih grade (K 12) classroom resources for the primary source content in the UFDC. The UFDC is the University of Florida Djgital Collections (UFDC), which has over 7 million pages of content across disciplines, digitized from UF holdings and those of our partner institutions. The collection will enhance the UFDC, and increase visibility and improved use of UFDC. Further, the Teacher Resources Collection project can serve as a pilot that may extend to inclusion of teacher resources for content of other Association of Southeastern Research Libraries (ASERL) digital libraries, and extend to K20 learners (kindergarten through university level). Meeting the goal involves providing training for using digital library content, creation of exemplary standards based educational materials using UFDC content (see Appendix C. Example Standards Linked to Resources), a customized database, and policy and contribution tools to maintain and grow the collection. A training resource will be written by the project team focused on use of digital library content for the K12 classroom. This resource will consist of information about UFDC content, searching UFDC, identifying public domain materials, and considering copyright rules that govern content. A template for lesson plans (e.g. content area, target group, duration, standards met, objectives, materials, procedures/activity, differentiation, assessment tool and rubric of understanding of content, resources and reflection) or other curricula will be developed. Exemplary resources will be produced by collaborating with K12 teachers who have reviewed the UFDC primary source content. These resources include but are not limited to themed units, lesson plans and activities that are tied to educational standards for selected digital library items. Funds are requested to hire educators to develop lesson plans and other educational materials that will be produced by an instructional designer (10); these educators will be content experts in social studies, science/mathematics, humanities and literacies in either elementary or secondary education. Funds are requested to hire an 10 who will provide supportive web work and produce high quality, interactive resources from the content developed by the educator. All resources will be hosted on UFDC servers. The project establishes a Teacher Resources Collection accessible from a customized, searchable database using open source UFDC/SobekCM. The search interface will include search criteria that are specific to the collection; searching can be done via subject, keyword, grade level, and educational standard to which the resource has been aligned (e.g. standards developed by national organization, Sunshine State Standards or Common Core State Standards). Usability testing will ensure the search interface is usable and understandable to K20 teachers and teacher education faculty. Once the database is developed from iterative design and testing, training for the new database and submission tool will be open to all educators, including K12 teachers, teacher education faculty, public librarians, pre-/inservice teachers, media specialists, and graduate students worldwide. Methods to grow the collection consist of a permanent and public submission tool and open calls for the development of materials. The submission tool for new educator resources will be customized and tested for ease of use by educators. The policy guiding acceptance consists of peer review by a combination of Education Library professional staff and College of Education (CO E) faculty or graduate students prior to release on the open collection; the submission/review/approval process is currently in the queue for other digital collections. A plan to survey educators who submit to or use the collection will be devised and implemented. Further, as incentive to develop educational materials using UFDC content, a competition for best teacher resource (e.g. thematic unit) is planned. The competition will be announced Gainesville wide and will result in additional resources for inclusion in the digital collection. An event will be held to award the winner.


3 Ochoa, MiniGrant Application 2012 Developing a UFDC Teacher Resources Collection In addition, orientation sessions will be planned to expose the collections. Among these sessions are orientations specifically for teachers; a proposal is being fleshed out with Palm Beach County schools to include sessions to promote the UFDC and Teacher Resources Collection, and to encourage development and contributions of curricula and resources using UFDC content. This county is the 5th largest school district in Florida and 11th largest in the continental US; it is Florida's only urban district to earn the distinction of an "An rating by Florida Department of Education. b) State why this project is important. This proposal addresses the lack of a centralized and moderated repository for original classroom curriculum in the UFDC. The Teacher Resources Collection will encourage educators to use, create and share their own educational resources based on UFDC content. Hidden digitized resources will be highlighted and accessed more frequently and for a variety of educational purposes. This unique collection is appropriate for the Education Library to curate, and allows for on-going contributions to the UFDC; this project supports the mission of the Library to provide both a research and curriculum collection for the programs in the CaE, including teacher education. The beginnings of a prototype UFDC collection for educational materials ( has not been updated since 2007. However, some educational materials have recently been created for specific collections or works connected to UFDC. such as the Aerials Collection, dLOC ( and Spanish Colonial St. Augustine ( These materials, while linked from individual collection pages, are not ideally connected; they serve as basic examples of the potential for growing and promoting UFDC for classroom use. In a review of the literature and online comparative resources, several large digital libraries maintain educational resource collections that integrate library resources with curriculum. These are developed and maintained by governmental agencies, societies and consortia. For example, the FREE (Federal Resources for Educational Excellence) contains more than 1,600 federal teaching and learning resources organized by subject and often associated with digital library content. The Open Education Resources (OER) makes teaching and learning resources (course materials, learning objects) easily accessible and available by centralizing content; educators can also contribute their own materials to the collection. These two repositories suggest the importance of having an accessible, centralized tool to identify free, high quality resources for classroom use; teaching materials held in silos can be difficult for busy teachers to discover. For example, FREE increases the visibility of primary source library materials from various agencies, and enables a creation and sharing of ideas among teachers for how to use the resources in the classroom. Some elements/functionality found in FREE and OER may be considered when deSigning the Teacher Resources Collection interface. A unique characteristic of the proposed collection is that it will hold teacher materials aligned with educational standards guiding classroom instructional strategies. The Department of Education notes standards define the knowledge and skills students should have at a particular grade level, and that each state has "challenging and clear standards of achievement and accountability for all children, and effective strategies for reaching those standards;" they can ensure students have the basic foundation to succeed after graduation. Also, several national and education organizations have created educational standards or guidelines. For the first time, a majority of states have identical learning standards (Common Core State Standards) in math and English Language Arts (Florida adopted in 2007). By accepting teacher resources designed and aligned to these standards (and not limiting to the Florida Sunshine State Standards), the collection contents will be useful to those outside of the state of Florida. The project accomplishes an array of benefits, including: For K20 students: new and interactive ways to use online primary sources for learning about. understanding and evaluating history, literature, science, and other disciplines For the Smathers Libraries: partnerships with educators to develop teaching and learning resources; a boost in use, exploration, access and visibility of UFDC; growth of a Teacher Resources Collection; a model for the submission, review, and approval process within UFDC/SobekCM; a model Teacher Resource Collection for other digital libraries (e.g. those maintained by ASERL institutions); a role in


4 Ochoa, MiniGrant Application 2012 Developing a UFDC Teacher Resources Collection helping educators learn new skills (e.g. leverage technology/digital resources for learning (International Society for Technology in Education (ISTE) standard For educators (e.g. K20 teachers, media specialists, public librarians): o In the classroom: to teach with primary source materials, communicate/facilitate effective new learning experiences through use of digital tools o For professional development: to receive training for how to find and use digital library content (copyright/fair use, open access), to contribute educational resources for use by other educators, to develop skills to use digital tools (a goal of the ISTE standards) c) Compare and contrast the proposed project to other similar projects in academic libraries. Few academic libraries with digital libraries are curating K12 classroom resource collections. A sample of 15 public land grant, ASERL, and Association of American Universities institutions were compared. Of these, only three digital libraries included a separate education resources collection. In a random review of collections within these digital libraries, five offered some educational resources associated with at least one collection, including the UFDC. Unique to this project is the education of teachers about fair use in the classroom. d) Resources: The largest resource needed to complete this project is funding for honoraria for educators to create resources and an ID to design and build them. Educators will develop lesson plans and other educational materials that will be produced by the ID; these educators will be content experts in social studies, science/mathematics, humanities and literacies in either elementary or secondary education. An ID will provide supportive web work and produce high quality, interactive resources from the content developed by the educator. Incentive funds for the competition also will be required. Personnel includes IT Department's software programmer for log retrieval, interface development, and submission form development. A Copyright Librarian is needed for consultation on copyright as it relates to primary source usage, and PR staff will be enlisted to develop promotional materials for the competition and collection. Server space within UFDC will be needed. If necessary, the Education Library will provide a workstation for the educators and/or ID to complete their assignments, although most of the work may be done off-site. Software for screencasting, image manipulation, and animation, etc. should already be owned by the ID. e) Provide a plan of action for the project. November Compile and review log entries to identify collection(s) that may be 2012 the focus for educational materials (popularity based on usage, etc.) Dec 2012 Conduct needs analysis and orientation session for curriculum professors and graduate students in School of Teaching and Learning (STL) Marilyn Ochoa UFDC programmer Project Team STL Faculty/students in Literacy, Social Studies, Art, and Math/Science Education January 2013 Develop content for educational module on fair use for UFDC Marilyn Ochoa integration in the classroom Christine Fruin Project Team January 2013 Develop content for teaching with primary source materials using UDFC content December Plan and advertise positions for ID and educator (pre-/in-service or 2012 former teacher/media or content specialist) Dec2012/Jan Create modules for fair use and teaching with primary source 2013 materials Plan collection and search interface, and submission tool Conduct usability testing of interfaces and tool Project Team Marilyn Ochoa UFDC programmer Instructional Designer I Refine as necessary I January 2013 Project Team Hire educator to develop content/lesson plans and ID to develop modules I Project Team and Educator Review and select representative digital library items, based on I Jan/Feb 2013 selected standards, for exemplar resources Educator IDevelop content for exemplar resources I Feb/Mar 2013


5 Ochoa, MiniGrant Application 2012 Developing a UFDC Teacher Resources Collection March 2013 Create modules for exemplar resources Instructional Designer (ID) Mar/Apr 2013 Conduct Focus Group of COE faculty and students on database (interfaces and exemplar resources) Ochoa/ ID /Educator/Project Team April 2013 Refine database (interfaces and exemplar resources) Marilyn Ochoa/UFDC ProgrammerllD/Educator April/May 2013 Provide workshop for educators in Education Library and Palm Beach County Schools Project Team April/May 2013 Develop criteria for competition and rubric Project Team COE Faculty or Graduate Students (based on content area) May 2013 Promote competition (competition Deadline early July) and coordinate Award event April Hines Barbara Hood I July 2013 Jury the submissions Project Team COE Faculty or Graduate Students (based on content area) August 2013 Announce and Award Winner at Award Event Project Team August 2013 Draft survey/polls for collection interface Project Team Sept 2013 Training for preand in-service teachers COE faculty and students Project Team f) Collection and copyright: The Educational Resources Collection is not currently centralized or curated. Open licensing will apply to contributed resources. Copyright and licensing for contributed resources will be addressed in the submission guidelines. g) Measuring the project: The project will be evaluated with log analysis and review of the Teacher Resource Collection for content and interface design via focus groups. Feedback from collaboration with COE faculty and students for hiring and garnering participation will also be considered. Other feedback gathered consists of number of educational materials, responses to surveys, usability testing and exit interviews of educators hired to develop materials, and comments from faculty regarding quality of resources developed. h) Project dissemination: Recruiting educators and 10 to develop the educational resources will be accomplished by sending out an announcement by flyers, posters, webpage announcements, listserv announcements, and Facebook posts. Flyers and posters will be distributed in the Education Library, in Norman Hall, and in the Reitz Union to encompass students majoring and minoring in Education. Listserv announcements will be sent to the COE's Wednesday Update, a weekly newsletter sent to COE students. We also will work with COE faculty who will announce recruitment, collection and competition to their part of the Education student population. Once the database is established, the project team plans to disseminate information about the project by flyers, posters, webpage and listserv announcements, and Facebook posts as well. Training on using the new UFOC database and submission tool will be done in various locations; we are currently working with directors/faculty at Palm Beach County and the COE to build momentum for the project. A competition to encourage educators to create and submit their own lesson plans will be announced by flyers, posters, webpage and listserv announcements, and Facebook posts. Supplemental wages for educators can motivate them to contribute. The winner will be announced at a small event at the COE and also by using the same media used to advertise the competition. i) Long term financial implications: If this project is successful in the long-term, the collection will require server space. To encourage use and continued development of educational materials after the first year, the project team intends to hold workshops for using digital content and developing educational materials, and sponsor an annual competition for best resource. While the team will attempt to find an external source for the annual award, the team expects costs for storage for this collection to be included in the Libraries' server costs. j) Provide a plan for what will happen to equipment/supplies purchased with these funds after the project ends. No equipment or supplies will be purchased.


6 Ochoa, MiniGrant Application 2012 Developing a UFDC Teacher Resources Collection BUDGET NARRATIVE k) Provide a detailed explanation for how each expense was calculated. ($4,405.4 1 ) Wages ($3,000): Up to three educators will be hired, and will be paid an honorarium of up to $500 for exemplar resources created. Paying teachers for developing teaching resources is common; companies such as Teachers Pay Teachers ( show this practice. While some resources can be found for free, they are of varying quality. High quality lesson plans, activities, and thematic units and other types of resources can range from $3 (single lesson plan) to $20 or more (units with multiple subjects and levels) for purchase. The honorarium is based on discussions with COE faculty and students who have indicated $500 is a fair stipend to pay an educator for these materials (3 educators x $500 =$1500). Instructional designers are paid a wage of approximately $25 per hour, based on discussions with the COE's instructional designers. We estimate our ID will develop roughly 10 resources in which a single resource is projected to take six hours to complete (10 resources x 6 hours x $25 wage = $1500). Travel Costs ($1,055.4 1): Travel to Palm Beach County for training for teachers and principals on UFDC and the Teachers' Resources Collection is a service to help expand knowledge of online primary resources of UFDC and educator contributions and participation in the competition. Travel for Marilyn Ochoa, April Hines and Bess de Farber will include round trip transportation ($239.41) and per diem for food (3 x $36/day =$216), along with lodging for Marilyn and April (2 x $300/night =$600). Other Costs (for competition awards and event) ($350): A competition requiring $150 in award money will be used to encourage contributions of curricula (1 top award x $100, 1 honorable x $50). The small award ceremony, which will include refreshments, will cost up to $200. I) Provide a justification for each expense required to carry out the project. Funds are requested to hire educators to develop lesson plans and other educational materials that will be produced by the ID; these educators will be content experts in social studies, science/mathematics, humanities and literacies in either elementary or secondary education. Funds are requested to hire an ID who will provide supportive web work and produce high quality, interactive resources from the content developed by the educator. The need for both an educator and ID is that one deals with content while the other with building context and making delivery of the content manageable, understandable, and usable. For example, while the educator identifies a series of oral histories relevant to a lesson on World War II, the ID might create an analysis tool and assessment rubric to accompany the lesson. m) Provide a detailed explanation of the PI's role vis-a-vis effort (does not qualify as a cost share match). The PI's role constitutes a large part of the planning and execution of the project. Activities include planning and developing the search interface, along with customizing the collected metadata for educational content. The PI will lead the project team in hiring and supervising the educators and ID. The project team will also be responsible for the refining of the database via focus groups, and for training. n) Provide a detailed explanation of the contributed cost share by project team members toward the required 10% matching requirement. Cost share includes IT Department's software programmer for log retrieval, interface development, and submission form development, Copyright Librarian for consultation on primary source usage, and PR staff for promotion of the collection and competition. Salaries and wage plus fringe amounts to $6,563.93 in cost share. These contributions are for the 1. principle investigator, Marilyn Ochoa (4% FTE: $2,672.01), to plan and execute all aspects of the project, 2. project team member, April Hines (2% FTE: $827.64) to assist with execution of activities, 3. database and contribution tool development and iterative design by Mark Sullivan (1 % FTE $903.63), and programming time by Suchitra Yellapantula (2% $1,438.17), 4. Christine Fruin (.5% $388.08) to provide copyright support for the initial training module for educators and 5. marketing assistance by Barbara Hood (.5% $334.40) to promote the collection and competition.


7 Ochoa, MiniGrant Application 2012 Developing a UFDC Teacher Resources Collection Mini Grant Budget Form 2012-2013 Please add lines to table as needed. If you need help completing this form, please contact Bess de Farber, PH# 273-2519. 1. Salaries and Wages (no fringe benefits required) Name of Person Salary times % of effort Grant Funds Cost Share Total Marilyn N. Ochoa 4% $0.00 $2,672.01 $2,672.01 April Hines 2% $0.00 $827.64 $827.64 Mark Sullivan 1% $0.00 $903.63 $903.63 Suchitra Yellapantula 2% $0.00 $1,438.17 $1,438.17 Christine Fruin .5% $0.00 $388.08 $388.08 i Barbara Hood .5% $0.00 $334.40 $334.40 SUBTOTAL $0.00 $6,563.93 $6,563.93 i 2 E' t. :qulpmen Item Quantity times Cost Grant Funds Cost Share I Total $0.00 $0.00 I $0.00 SUBTOTAL $0.00 $0.00 I $0.00 3 S rupplles Item Quantity times Cost Grant Funds Cost Share Total I $0.00 $0.00 $0.00 I SUBTOTAL $0.00 $0.00 $0.00 4. Travel Fromffo # of people/# of days Grant Funds Cost Share Total Mileage-Round-trip from Gainesville to I West Palm Beach, FL (training) 3 people/1 night $239.41 $0.00 $239.41 I Lodging -$300/day 2 rooms/1 night $600.00 $0.00 $600.00 Meals-$36/day 3 travelers X 2 days $216.00 $0.00 $216.00 SUBTOTAL $1,055.41 $0.00 $1,055.41 5. Other (Vendor costs, etc. Provide detail in Budget Narrative section.) Item Quantity times cost Grant Funds Cost Share Total Best Resource Award 1x $100 Best, 1x$50 Honorable $150.00 $0.00 $150.00 I Instructional Designer lli$1500 $1,500.00 $0.00 $1,500.00 Educators x $500 honorarium $1,500.00 $0.00 $1,500.00 Refreshments for I Award Event $200.00 $0.00 $0.00 SUBTOTAL $3,350.00 $0.00 $3,150.00 Total Direct Costs add subtotals of items 1-5 $4,405.41 $6,563.93 $10,969.34 Grant Funds Cost Share Total


Appendix A. Letters or emails of support 8 Ochoa,Marilyn N From: Gallingane, Mary Caitlin Sent: Thursday, October 11, 2012 11:28 PM To: Ochoa,Marilyn N Subject: UFDC Teacher Ed Collection Project Hi Marilyn, I really enjoyed meeting with you earlier this week and discussing the project that you are proposing to build a digital collection of teacher curriculum materials and other resources. I think this is a wonderful idea and the finished product will be of great value to our college, the university, and the nation. Our teacher education students find themselves overwhelmed at times when faced with planning lessons for the first time that focus on a particular skill or topic. Often they have no idea where to look for ideas and few guidelines about what an appropriate lesson may be. They struggle to meld together the ideas about best practices that they have learned in class with actual strategies and steps for implementing them in a classroom. I often find that when they search for ideas, they venue they choose either very limited in scope or so broad that most of what they find is not applicable or helpful. Afocused, searchable database will be extremely helpful for our teacher candidates and for beginning and practicing teachers. I'm hoping such a resource will help them find quality materials for exactly what they need without having to sort through excess, unrelated materials. In addition, I have found quality to be an issue with many of the teaching resources students find on their own. When they issue a broad search online, there is not filter for quality. Our students are still learning what characterizes high-quality teaching and curriculum and at times cannot distinguish between levels of quality in the resources they find. When I question the quality of a resource, often their response is, "then why was it on a teaching website?" I believe a database that has a peer review system and a standard protocol will help control the quality of the materials in the collection and provide only the best teaching resources for our students and practicing teachers. Using the database will offer a sense of assurance in knowing that the materials it contains all meet high standards. For those reasons I am very excited about this project and am pleased to be involved. I plan to help in any way that I can. I will be available at mUltiple stages of the project to review submissions and materials, to recruit potential educators to help create materials, to consult about protocols for the materials included, and in any other capacity that would be helpful to you. I am looking forward to working on this project and to the day when I can begin to advertise its availability and direct my students to use the database for their class assignments and field work. Thank you for the opportunity and I look forward to talking with you soon, Caitlin Gallingane "If they can do the worksheet, they don't need it, and if they can't do it, it won't help them." Marilyn Adams Caitlin Gallingane, Ph. D. 1


9 Clinical Assistant Professor School of Teaching and Learning College of Education University of Florida 2402 Norman Hall PO Box 117048 Gainesville, FL 32611-7048 352-273-4237 2


10 UFFLORIDA George A. Smathers Libraries 200 Smathers Library Digital Services & Shared Collections PO Box 117003 Gainesville, FL 32611-7003 352-273-2902 October 5, 2012 Dear Members of the Grants Management Committee: I am pleased to write in strong support of Marilyn Ochoa's mini grant project to develop additional resources to integrate the UF Digital Collections (UFDC) with k-20 education. The specific, long-term goals that will be supported by this project include: the development of an educational module to teach educators how to find UFDC content and to use items for classroom use, with information on fair use; development of lesson plans based on Florida or common core state educational standards for selected digital library items; development of a UFDC collection enabling easy access to educational materials for our digital library content, based on subject, keyword, grade levet and standard (Florida or Common Core); development of a submission mechanism for other lesson plans and educational resources to be submitted; and overall development of additional socio-technical resources for the addition, enhancement, and integration of k-20 teaching materials that support teachers and UFDC overall. Marilyn is an excellent PI for this project with her expert knowledge on usability and educational resources and with her role as the Assistant Head of the Education Library where she regularly collaborates with teaching and learning faculty and researchers. Indeed, one of the early goals for UFDC was to include more teaching materials and to conduct outreach for UFDC to k-20 teachers. This has been done with meaningfut positive impacts for the Digital Library of the Caribbean (dLOC) Teachers Collection ( Spanish Colonial St. Augustine: A Resource for Teachers ( was also started more generally with an Education collection that has not yet been developed ( and which Marilyn's grant would develop. Marilyn's grant proposal meets the goals of the mini grant program to provide the resources and a framework to create a pilot project which can then be used to jump-start a larger program and to be able to seek external funding for larger awards to continue to grow needed programs. Marilyn has already been collaborating with Bess to frame this project within a larger program, and they have identified several additional possible funding sources, including the Library of Congress program for Teaching with Primary Sources and the Florida Humanities Council for their granting programs that supporting teaching about Florida. This mini grant project will enhance UFDC and the collections of the Smathers Libraries overall by adding resources for teachers and by laying the foundation for future work with k-20 educational materials, and for working with educators and researchers in teaching and learning. I strongly support this mini grant for its alignment with the mini grant program goals and the goals of the Smathers Libraries. Sincerely, Laurie N. Taylor, Ph.D. Digital Humanities Librarian George A. Smathers Libraries, University of Florida, P.O. Box 117003, Gainesville, FL 32611 352.273.2902 The Foundation/or The Gator Nation An Equal Opportunity Institution


lOA Ochoa,Marilyn N To: Keith Oswald Subject: RE: FW: UFDC curriculum development project From: Keith Oswald [] Sent: Sunday, October 14, 20129:18 AM To: de Farber, Bess Gail Cc:; Taylor,Laurie Nancy Francesca; Ochoa,Marilyn N; HINES,APRIL MARIE; Liz Perlman; Bill Purtell; Hollyanne Ruffner; Sandy Mann; Awilda Ramos (Executive Secretary) Subject: Re: FW: UFDC curriculum development project Hi Bess, Thanks so much for the call and we are looking forward to partnering with you on this project. I will share the information with staff. Thanks, Keith On Fri, Oct 12,2012 at 3:54 PM, de Farber, Bess Gail wrote: Dear Louise and Keith, First, our project team would like to thank you both for spending your valuable time with us today. We hope we conveyed the enormous possibilities available to educators and their students, through broad and free use of primary resources in the UF Digital Collections. Below are the videos Laurie referred to during our discussion. Florida Digital Newspaper Library: http://ufdc.un.cdu/l/AA.OOOI1618;00001 UF Digital Collections overall: Here's the link to the actual collections if you would like to browse: hltp://ufac.uflcdu/ Finally, I've attached a sample letter of support written by Laurie Taylor for Marilyn's project: Developing a UFDC Teacher Resources Collection. If you could send an email message ofsupport describing: 1) why you think this collection would be important to K -12 teachers and students; 2) a statement ofconfirmation about assisting in the convening a group of teachers and principals to inspire the development ofmore curricula and resources that use UFDC primary resources; and 3) a description ofany role you may be able to play to support this effort. We don't need all three points, just whatever you feel comfortable writing. This can be a short message addressed to Marilyn Ochoa, the project leader or to the Grants Management Committee. Many thanks for your interest! We look forward to future conversations. 1


l(llB Best, Bess G. de Farber. CPF Libraries Grants Manager George A. Smathers Libraries University of Florida Gainesville. FL 32611 (352) 273-2519 Keith Oswald Assistant Superintendent Curriculum and Learning Support School District of Palm Beach County, FL 3300 Forest Hill Boulevard, Suite C-201 West Palm Beach, FL 33406 Phone: 561-357-1113, PX2-1113 he Latest School District News: Showcase of Schools October 16: 227 Choice Programs and College and Career Fair Oct 18: 200 colleges Disclaimer: Under Florida law, e-mail addresses are public records. If you do not want your e-mail address released in response to a public records request, do not send electronic mail to this entity. Instead, contact this office by phone or in writing. 2


Appendix B, Letters or emai1s of commitment 11 Ochoa,Marilyn N From: Kumar,Swapna Sent: Friday, October 12, 2012 10:02 AM To: Ochoa,Marilyn N Subject: Letter of Support Dear Grants Management Committee Members: I am writing to support Marilyn Ochoa's mini grant project to develop resources that use UF Digital Collections (UFDC) content for K-20 classroom use. In my role as a faculty member in the Educational Technology Program ofthe College ofEducation who teaches courses on the development ofonline and blended learning environments, I can assist Marilyn's team in recruiting an instructional designer and educators to develop educational materials. The planned resources include an educational module to teach educators how to find and use primary sources within UFDC, how to use them appropriately. They also plan to develop standards-based thematic units, lesson plans and activities that use the UFDC content. A collaboration between educators and an instructional designer for the development of educational resources is not uncommon. While the educator is a subject-matter expert identifying what needs to be learned, the instructional designer analyzes the needs of the learners and the context and creates appropriate materials and assessments using new media. Ifyou have any questions, please let me know. Thank you, Swapna Kumar Swapna Kumar, Ed.D. Clinical Assistant Professor College ofEducation G518D Norman Hall University ofFlorida Gainesville, FL 32611 +1-352-273-4175 swapnakumar{a)coe. The Educational Technology program at the University of Florida facilitates, studies and disseminates the ways in which innovative technologies and emerging physical, virtual and blended learning environments empower educators and learners and impact society. 1


12 Ochoa,Marilyn N From: Sullivan, Mark V Sent: Friday, October 12, 2012 9:50 AM To: Ochoa, Marilyn N Subject: Email of Support / Commitment Marilyn, I look forward to providing the service necessary to support your mini-grant application 'Developing a UFDC Teacher Resources Collection.' In support of this project my IT unit will provide a new search screen for this collection, highlighting the specific metadata elements which will be employed in this project ( primarily new vocabulary/controlled lists for target audience and subjects). These changes will not take very much time and will serve as an excellent teaching opportunity for my new staff. In addition, we commit to helping to pull and evaluate usage statistics once the work is complete and we can begin to assess the usability of the interface. Thank you for the opportunity to work on this excellent project and assist in providing a resource for teachers. Mark V Sullivan Digital Development and Web Coordinator Technology and Support Services University of Florida Libraries 352-273-2907 (office) 352-682-9692 (mobile) 1


13 Ochoa, MiniGrant Application 2012 Developing a UFDC Teacher Resources Collection Appendix C: Example Standards Linked to Resources Standard: 4th grade Social Studies SS.4.A.5.1 Describe Florida's involvement (secession, blockades of ports, the battles of Ft. Pickens, Olustee, Ft. Brooke, Natural Bridge, food supply) in the Civil War. Related UFDC Resource: Collection: Florida and the Civil War Title: Duren, Charles M. to his Father, February 27, 1864 Jacksonville, Fla. **A civil war soldier writes to his father 7 days after the famous battle of Olustee. Activity: Students (acting as historians) will use the Library of Congress Analyzing Manuscripts Guide as they observe, reflect and question the primary source in groups of 3-4. After generating a list of questions they will switch from the historian role to the role of researcher and seek answers to their questions using textbooks and library databases. Finally, they will then write their own letter home from the perspective of a civil war soldier experiencing the same battle. Standard:th9 grade Social Studies SS.912.A.7.5 Compare nonviolent and violent approaches utilized by groups (African Americans, women, Native Americans, Hispanics) to achieve civil rights. Related UFDC Resources: Collection: University of Florida Archives Title: Riot at 13th St. and University Ave.; fire in middle of intersection Collection: University of Florida Archives Title: Peaceful protest against discrimination outside College Inn across from UF campus. Activity: Students will compare and contrast the two photographs, make reflections based on prior knowledge and generate a list of questions about the events taking place. They will then seek to answer their questions using newspaper databases and other secondary sources. Finally, students will write reflection papers about the effectiveness and impact of such protest methods. Example Primary Source Sets While many educators can greatly benefit from the primary source documents available through the UFDC, it can be difficult to locate every related resource among 7 million pages of content, especially when those resources may not be cataloged thoroughly. This is where materials organized by thematic unit (pulled together by educators) can make a significant impact for the time pressured teacher. See the following primary source set examples from the Library of Congress:


]14 Ochoa, MiniGrant Application 2012 Developing a UFDC Teacher Resources Collection Appendix D: Resources Booklist Publications. Common core state standards I booklist online Retrieved 10/8/2012, 2012, from 1 )A(PBM6YmSlzQEkAAAANGMwN iEONzYtYzNiIV1 iOOM DM2LWJI NGYtOT g40DFhZj hmM2Zm5aCrvjYQA9DJhgB7RPx 42JpkkU1 /Generallnfo.aspx?id=68&AspxAutoDetectCookieSupport=1 Christel, M. T., & Sullivan, S. (2010). Lesson plans for developing digital literacies. Urbana, III: National Council of Teachers of English. Common Core State Standards Initiative. About the standards Retrieved 9/12/2012, 2012, from Creative Commons. Why open education matters video competition. Retrieved 10/10/2012, 2012, from campaign=newsletter 1203&utm medium=blog&utm source=n ewsletter Education Library, University of Florida. Curriculum guides research guide education library Retrieved 10/8/2012,2012, from http://uflib.ufLedu/educ/curriculum.html Education world: U.S. education standards I national standards Retrieved 10/8/2012,2012, from International Society for Technology in Education.NETS for teachers Retrieved 10/8/2012, 2012, from http://www. iste. org/standards/nets-for-teachers Learning object repositories. (2004). Distance Education Report, 8(19),7-7. Retrieved from https:llsearch.ebscohost.comllogin.aspx?direct=true&db=aph&AN=14659097&site=ehost-live Pomerantz, J., Wildemuth, B. M., Oh, S., Yang, S., & Fox, E. A. (2006). Digital libraries curriculum development. D-Lib Magazine, 12(7), 11-11. Retrieved from Recker, M., Dorward, J., Dawson, D., Halioris, S., Liu, Y., Mao, X. Park, J. (2005). You can lead a horse to water: Teacher development and use of digital library resources. Proceedings of the 5th A CMIIEEE-CS Joint Conference on Digital Libraries, 1-8. University of South Carolina Libraries. SC digital academy primary documents and K-12 lessons. Retrieved 9/912012, 2012, from U.S. National Archives and Records Administration. Teachers' resources. Retrieved 9/9/2012,2012, from Using the iowa digital library resources for instructors the university ofiowa libraries. Retrieved 9/9/2012, 2012, from Walker, Tim. NEA -legal controversy over lesson plans Retrieved 9/12/2012, 2012, from Wildermuth, B. M., Pomerantz, J., & Oh, S. (2008). A digital libraries curriculum: Expert review and field testing. D-Lib Magazine, 14(7),1-1. Retrieved from https://search.ebscohostcomllogin. aspx?direct=true&d b=lxh&AN=34666990&site=ehost Wise, M., Spiro, L., Henry, G., & Byrd, S. (2007). Expanding roles for the institutional repository OCLC Systems & Services, 23(2),216-223. doi: 10.1108/10650750710748522


lS Mini Grant Proposal Developing a UFDC Teacher Resources Collection -Marilyn Ochoa, PI Interview questions developed by the Grants Management Committee 1. "K-12" and "K-20"are used interchangeably ... Is there any inconsistency here when these 2 groups are mentioned? lhe GMC members request clarification. The Teacher Resources Collection will ultimately include educational resources that will be useful for the kindergartener through university level. In this initial development, we plan to focus on kindergarten to twelfth grade levels, hiring K12 educators who will produce the exemplary resources. A training resource will be written by the project team focused on use of digital library content for K12, but may be used by K20 educators, as well as researchers, and academic and public librarians as well. 2. Are practicing teachers going to be designing these curricula or are the students in the College of Ed going to do this? Who is the audience and who are the creators of the lesson plans? Hired/invited educators designing the initial exemplary educational resources (a combination of lesson plans, presentations, activities/assignments/games, worksheets, teacher guides, and assessments, etc. in both individual and unit form) may be past, current, or incoming educators who may be practicing or student teachers. We will be advertising the hired educators through a variety of methods including announcements in both online and print (see section H). We will also coordinate with at least one College of Education (COE) faculty member who will announce recruitment and provide recommendations for educators to consider. Anyone responding to the position posting of hired educator will be vetted and hired with assistance from at least one COE faculty member who will review the candidates' portfolio of curricula. The hire of these educators will be a competitive process; some current students may excel at the development of curricula so we do not plan to limit the pool of candidates. After the initial development of outstanding resources (Le. exemplary templates produced by the hired/invited educators with assistance from the instructional designer), anyone who has an interest in and knowledge of developing curricula (Le. educational resources) may submit their educational resources to the Teacher Resources Collection for review and possible inclusion. These resources will be vetted through a peer review of at least one COE faculty member and an Education Library professional staff member. We also may try to coordinate with COE faculty to make submission to the collection a part of an assignment for work already completed in the classroom. The audience for the educational resources will include anyone who may be interested in understanding how UFOC content can support required Florida and Core State Standards. After a collection of exemplary resources are developed by the hired educators, we will open


-----..................... ..... 16 contributions and subsequent review processes to any person with an interest in state or core standards and the use of digital resources for classroom use. 3. Will the unit topics and objectives be matched with "Common Core Standards?" Will deliverables identify which standards apply to particular curricular activities or lesson plans? Unit topics will cover standards as identified by the educators who develop them, including Common Core State or Florida State Standards, with the preference on the former. The deliverables will identify the appropriate standard. The intention is that every educational resource in the Teacher Education Resources Collection will have at least one standard aligned to it, and we are exploring ways to use the submission tool to encourage this. 4. Why is the project team going to Palm Beach County? Why is Bess included in the trip to PBC? The Palm Beach County trip will occur after the database of exemplary curricula is developed. We will showcase the UFDC, training resources for teachers on fair use, and the exemplary curricula which can include lesson plans, presentations, activities/assignments/games, worksheets, teacher guides, assessments, and thematic units among other types of educational resources that use UFDC content and are linked to standards. Palm Beach County is the 5th largest school district in Florida and 11th largest in the continental US based on number of schools and students served (187 schools, serving 174,004 (Total K-12) students, see beach-county-earns-academically-high-performing-school-district-desig nation-2/). The significance of these statistics is that there is a large pool of educators who we can reach to use the UFDC in the training we propose, and who would benefit from a collection of educational materials that link to their curricula. Bess connected the PI to Keith Oswald, director of K-12 curriculum and Louise Grant, executive director of the Pew Public Education Fund, who may be able to provide funding for future development of the project. We had a conversation with Laurie Taylor and Bess, and Bess' continuing participation would be essential to facilitate the conversation and partnership with the county educational leaders as well as the executive director of the Pew Fund. In 2005-06, Bess provided consulting services to facilitate the development of a county-wide arts education plan for the school district with funding from Pew. 5. Page 3, what's the URl for FREE and OER? The Federal Resources for Educational Excellence is linked at The Open Educational Resources Commons site is at 6. Was there supposed to be any other information provided by Keith Oswald? Is there any more detail available for his involvement in the project? An additional brief letter from Superintendent Oswald is attached as Appendix MGCQ A


17 7. What will the deliverable look like and what will it do? Is this a database of lesson plans? Is Appendix C an example of the deliverable? Please specify. The deliverables will vary (see Appendix MGCQ B. Variety of educational resources created using digital library content for an example from the Library of Congress). We plan to allow educators to develop lesson plans, presentations, activities/assignments/games, worksheets, teacher guides, assessments, and thematic units among other types of educational resources that use UFDC content and are linked to standards. We are not limiting the type of materials that may be included, as the educators who develop them are subject and classroom experts and will understand how UFDC resources can be used individually or in combination to meet specific standards. Other deliverables include teacher guides that explain such things as how to use UFDC resources, or how to use content in setting up bulletin boards, etc. on a specific theme. Generally speaking, lesson plans are the details of the course instruction, providing content and sequence of the lesson (see Appendix MGCQ C. Example Lesson Plan). Lesson plans guide class discussion, and the details may vary depending on teacher preference, subject or standard selected, and needs in the classroom. Typical lesson plans will include subject/content area, target group, duration, standards met, objectives, materials, procedures/activity, arrangements for differentiation by task or assignment, assessment tool and rubric of understanding of content, resources and reflection. Other educational resources may include presentations, ready to use activities, and thematic sets (see Appendix MGCQ D. Other Examples), Activities are exercises to be undertaken by the learner with a specific learning outcome; we hope that standards will be included, and this resource will essentially be a stripped down version of the lesson plan activity without such elements as assessments, differentiation, resources and reflection. Thematic units involve groupings of resources for a particular subject or topic and can originate from multiple UFDC collections. For example, unit for civil war in Florida may contain UFDC resources from History and Heritage and Florida and the Civil War collections. How this information is presented in the interface has yet to be decided; the units could be in the form of a special section of the collection that will house these "thematic mini-collections" (such as the Library of Congress' themes (see Appendix MGCQ D) or the items selected from units could be linked in a single lesson plan. We are proposing that the College of Education faculty members (e.g. Drs. Kumar and Gallingane)working with the project team will help to facilitate the development of a template for lesson plans. Since lesson plans are only one type of educational resource that may be ingested into this collection, we will secure guidance on developing templates for other resources as well. These suggested templates may reside in an "Information for Contributors" section of the collection interface. In addition, links to the Florida State and Common Core State standards will be included, along with some links to resources within UFDC that can be used to support any particular standard. 8. How will this project impact or relate to laurie Taylor's current mini grant project?


18 The Teacher Resources Collection will allow the Education Library to build new content in the form of educational resources (a combination of lesson plans, presentations, activities/assignments/games, worksheets, teacher guides, and assessments, etc. in both individual and unit form). Laurie's grant proposal project for developing holistic supports will provide templates for developing additional resources, templates, and times/costs for the non-production aspects of supporting digital collections activities. The Teacher Resources Collection project complements Laurie's project. Both offer ways to support use, research, and teaching with the digital collections, instead of being focused on digital production. She is developing information on the back end work for digital collection building, whereas we are developing resources that are used to support classroom activities using content of UFDC. 9. Is it your goal to add linkages to standards to existing collections? Is it your goal to add linkages to standards to future collections? The database of various educational materials will include information about standards connected to the content in UFDC. Since the UFDC is a huge, multi-disciplinary collection, it is difficult to know what collections may contain resources that might meet the appropriate standard. The project team cannot examine each item in UFDC to identify how each item may work with a standard. Instead, we will have educators run searches in the collections for items that may be used to support meeting a specific standard and ultimately, learning objective. The annual competition will raise awareness of UFDC resources, encourage browsing in UFDC to develop resources and link to collections. Although a deliverable such as a lesson plan may have a UFDC item listed in the database contents (e.g. in lesson plans as a "material required"), a consideration during database development will be determining how to ensure that individual items are link from the item citation information to the lesson itself; this may not be easily automated. Future collections will benefit from having the Collection in place. Grant applications to develop new collections may articulate the development of educational resources that are linked to standards. Planning a workflow for this linking of new content to standards will need to be addressed during database development. In moving forward, new educational resources inclusion should be facilitated by the project principle investigator or other professional Education Library staff, with the assistance of College of Education faculty who have expressed a need for this type of curricula collection. 10. Who is participating in the peer review process? When does this occur in the timeline? Are these the same people who will be involved in deciding the competitive award? The policy guiding acceptance consists of an ongoing peer review (of at least two reviewers) by a combination of Education Library professional staff and College of Education (COE) faculty or graduate students prior to release and inclusion in the open collection. The initial collection of outstanding resources will be peer reviewed in March and April 2013 by the project team and COE faculty and students).


19 The peer review process for the competition submissions will also be juried by Education Library professional staff member with the subject-appropriate COE faculty or doctoral students in July 2013. Any subsequent contributions to the collection that result after the competition also will be vetted by an Education Library professional staff member and subject appropriate COE faculty or doctoral student. 11. Is it $500jlesson plan? How many lesson plans are anticipated to be developed? The honorarium is intended to compensate for the body of work produced. The resources produced may include lesson plans, activities/assignments/games, worksheets, teacher guides, assessments, and thematic units among other types of educational resources that use UFDC content and are linked to standards. We will negotiate with the hired subject educators on what types of example resources and the number needed to be produced and the, but we anticipate multiple resources will be produced. 12. Is the IIlesson plan" and IIresource" the same? No, lesson plans are just one possible resource that could be included in this collection. The search interface will include search criteria specific to the collection; searching will be possible via subject, keyword, grade level, and educational standard to which the resource has been aligned. Another search field specify type of resource.


20 Appendix MGCQ A. Letter from Superintendent Oswald. S<:HOOL DI$TRlCT PALM BEACH coumy.FLORIDA CURRICULUM ANt) LeASNtNG SUPPORT 3300 fOREST tllLL 6L VO" C-201 WEST PALM BeACH. FL 33400-5613 KEITH DSWALD JANIS ANDRws,Erl,D. AS$ISTAJ(l olWPER.I"'TENO!.nT effiEf ACADEMIC OntCER Odobe,' 19,2012 De!lr Members ofthe Grants Management Committee: As the Assistant Supel'intendent of Curl"ieulum for one of the largest K-12 School Districts in Flndda, I ant "lensed to write in strong llUpport of Mal"ilyn Ochoa's mini gnlnt project to develop !Idditional ,'eSOUl'ces to integrale the VI" Digital Collections (UFDC) with K-20 educatioll. Research skills and the study 0 rprimary source doc\lInents are I

21 Appendix MGCQ B. Variety of educational resources created using digital library content Classroom Materials e IeQmm Home o Qawpgm Mltteriabi III Pve!o!l!!llM II) IPS PlIr!.nm C Using PrimAry $Qurqt 4) News and tr&W 4) Additional Basourcu o fAll Classroom Materials. lttiOQ ?tans I Theme4 Rtsovrces J PriroAQI Source Sets presentations fa Adiyiti. t !;P!!ediqn &poptdions Created by teachers for teacher$, these materials provide easy ways to m-corporate the library's unperelleled primary sources into instruction. FInd claYf99m material, that meet your Ilats; standard',. -:. la-fOD PlaOt' Te.,cher"'Cfeated lesson plans usjng Ubrary of Congress primary .... >' Themed Ruources One.. S1.0p aec:ess tOo the best exhlbltionsj IdJVltles, pnrna(y sources, and lesson plans on popular CUfTlcut"f themes. } Primary Source S$ Sets of sefected pnmary sources on speC:tfic: tOPICS, available as PDFs.. Alw# hrKkQround teachin-g ideast tocls to Quide student ltf\l:!yS!s. > Presentations and activitie$ .offer context or inter-(tctive opportunities for exploration to bath teacher$ and students, s;ollwl9!! egnnectlgllS Hi!;toriCry of p"mary source collectiott$.


22 Appendix MGCQ C. Example Lesson Plan '0 Teachers Home o -Classroom MMuiats o Profusiootl Ptiooment Q rps Portr:ern 0: Usjoo Pnmarv Sources o iUws-and Events o Additional Resgurces e f!!,Q Lesson Oveni-ew In the late 1600s, the: United States $uppotted aft edUQ)tlonai experiment that the government hoped would the traditions and customs of American tn-dians. boa1'drnQ schools Io

23 Appendix D. MGCQ Other Examples Thematic Unit TEACHERS Elections IillSubscribe .Share!5ave e Teachers, Hpme (I) ClaSliropm M!!Wj;:!!s o Oeye!gP01"nt o mPl'rtMFJ! o U!li!l!l Primary Sgurqll' 0. Nem; ami Eyents o AdditiQ!lll1 R.e!i9Yrces fPetllin The lost bet I Jos. Klir, PlIo;; OfAQ Themed Resource.. Home i Primary Source S!:ts IIMIon PiaN! I Extnb'IlQN and PrW!ltftt/ON! I Collection ConnegjQ!lli I Sel!rcl! TMllJi I fpc Students Deepen understanding of the electo,al process by litudying materials ....nging from politiaol cartoons and image. of presidents and first ladies to drafts of inaugural add ............ Find resources from the Congressional Record on the elt'dion process lind the Electoral College. Primary Source Set TEACHERS C lMdWOl HOlM 0; CNmmxltti HateMm II ., turn 1M Evsnts AddiIionlL!I.mlIr.1lU '''omen's Suffrage Primary Source Set S1:a:t he,re fer hllit()fH'.l'Ii G<>nte:o,t,. lmk$ to rl!'f()!.H'CI!'S', and To-help Vtlur stw:h:nw theli\! pnmar'V' 1lQl.trcn, iict 4 graph!" lind Quides: :Primary SQUrtes Ch;;k for vt?91Mj rteffL tI':e C4ptl.jt\ /til' un the Iu:'I11. t,lf Qov'!'nlQi1Q lJ POt' Yi.I;Y. >-.:f})


24 Presentation IJ Curricula connected to a specific digital collection Abraham Lincoln Papers at the Library ofCongress TEACHERS 0: IUars Home o Ommom Materiats I) prnfeujPnfl OTPSPartnw o U$]ng PDm!2ry SoVrW e Nem aM &jn1f iWw!l<0 t) fAQ Overvil;'tW CNlAAt ItmdgpG! Arts 8t HomanJttlS Standarch CommenCor: Stllte tcntent z). Col1Ktltm Oveniew The (;tJmptete AbrgJiSfm ttncpln PfPW "t the u.bBrry pf Cql'hl'-'n O'.ins!sn of ewrc;omately dQcument$ d'at!ng from 1.833 to 19Hi. M.cst llf tM approxlmate!y 20,000 items. are f'r():m lSS0$ through lincoln's presu:hmoal 1.B60< Trenuri>10 thiS cel:lectlor. mclude lmcoln's: dr.aft of the EmanCIpation PrOdaml!ltloo, Harch 4, 1865 draft of t;;lj; second IMugural Mdl'e'}J;, and h,$ August !:!:3, 1864 memorand.. m hi!;: (l1(j)ectat;Ph cf bitH'tO defeated in the preSIdential election, rhe Lmealn PapEr& of I&rters wntten to tlf\ccln a 'bIde "of o.../":e$po!1oenm: mends. AOtl leoa.1 politic.,: from UhnOI$-daY$-; reg,onal politIcal omj refQt;ne,":.: .3f}.lj preSident in a hurry? Save or pnnt these Cl:IHecticn Connections: as Special Features These online exhibit$-provKJe <:;:(Jf1te)(t tlnd add*ol'ld! lI'ifcrmat;on cbOilt tf1!S COlleChQI'/,