from The Education Innovator

• History in Perspective, New Hampshire
• Little Rock School District, Arkansas
• Freedom's Story: The American Experience, Los Angeles
• Academy of American Studies, New York
• West Morris School District, New Jersey

History in Perspective Program Sheds Light on the Content of History Teaching in New Hampshire and Maine

Elsie Domingo, a middle school history teacher in southern New Hampshire, is enthusiastic about discussing and researching American history. In order to enable her sixth graders to explore history topics in greater depth, Ms. Domingo developed a lesson about the Boston Tea Party. She then shared it with other teachers through History in Perspective's "Lesson Launcher" website. In this forum, Ms. Domingo's "Lesson Launcher" plan describes the Boston Tea Party and its relation to other events leading up to the American Revolution. It also includes questions other teachers can ask their students, websites for students to search, and activities for further enrichment. Teachers in fourteen participating school districts in southern New Hampshire and Maine, who are members of the History in Perspective network, can use this plan and others from the "Lesson Launcher" to improve U.S. history instruction.

"Lesson Launcher" is just one aspect of the History in Perspective project for teacher professional development. The project is a partnership of the University of New Hampshire's History and Education Departments and New Hampshire's Somersworth School District. The ultimate goal of the project is to improve student achievement in social studies. Some of the schools served have a high percentage of students who score below the state average on the standardized social studies tests, so there is a definite need for a content-rich program for teachers. All of the participating districts require their students to take at least one course in United States history at both the middle and high school levels. Through these and other classes, History in Perspective aims to serve both low- and high-achieving students. The project is built on technology-based instruction, intensive seminars for faculty, and the sharing of best practices to enhance instructors' understanding of major topics in American history.

In starting the program, directors such as Judith Moyer, an historian and a member of the faculty at the University of New Hampshire, sought to take history instruction into the electronic age. Technology, project directors believed, would solve the problem of the remoteness of teachers in outlying districts. It would also enhance the ability of participants to exchange ideas, extending learning opportunities past the formal face-to-face training. Most of the History in Perspective materials are crafted online, so teacher participants attend guided computer lab sessions to help them learn how to use computers to share teaching activities and resource materials.

History in Perspective makes sure that its teachers are also exposed to expert historians, so that they can develop "Lesson Launcher" materials that reflect the latest discoveries about historical events. Historians, such as Professors Bill Harris and Joe Onosko from the University of New Hampshire, conduct seminars for middle and high school teachers that are infused with historical analysis, teach the effective use of primary and secondary source materials, and identify key points for instruction.

For example, teachers attended an intense 2-day seminar in January 2002 about the Civil War. One aspect of the seminar focused on "Abraham Lincoln, Southern Slaves, and Emancipation," and the other was on "Soldiers and Civilians During the War." The seminars were used to explore the bifocal vision of history: one viewing the facts from evidence revealed in primary sources, and the other seen through the lens of each historian's own perspective. Teachers took back this lesson to convey to their students: understanding history is inherently complex.

Another History in Perspective goal is for the skills and content introduced in history classes to be transferred to other subject areas. For example, teachers of upper elementary grades are encouraged to use children's literature about U.S. history in writing and reading assignments. In this spirit, the History in Perspective program includes a variety of instructors who promote communication beyond the history subject area. Professors of higher education, media specialists, curriculum specialists, and the teachers who participate in the program engage in regular dialogue, both online and in seminars, to share proven practices.

The History in Perspective program received a three-year Teaching American History grant in 2001.This grant provides professional development for teachers on significant issues, individuals and turning points in the history of the United States and on the principles—like freedom and democracy-that have shaped America's struggles and achievements. The grant program is administered by OII. (July 2, 2004)

• History in Perspective
• History in Perspective Grant Abstract

Little Rock Teaching American History Program Stresses Content Mastery, Reading

Compelling evidence confirms what common sense has told us: A teacher's mastery of the academic content of what he or she teaches is strongly linked to student learning. It is also critical to expanding dreams and opportunities for students throughout their lifetime.

One Arkansas school district is focusing on improving the skills of its history teachers, only one percent of whom hold a degree in American history. Little Rock School District (LRSD) has developed a new professional development program for its history teachers in grades 5, 8, and 11. The program aims to accentuate teachers' knowledge and skills, while improving student engagement and achievement.

Those participating in the Teaching American History professional development have also taken the initiative to merge history education with the school system's reading program, a focus of No Child Left Behind. For example, the Great Depression was introduced to 5th graders as they read primary source documents, nonfiction pieces, and historical fiction. The reading of rich and interesting content has resulted in much more emphasis on critical thinking throughout the district.

The Little Rock Teaching American History program has five major components:

1. History colloquia. The colloquia follow the model developed by the National Council for History Education, where teachers receive the latest in historical knowledge and gain an understanding of primary sources and their importance.
2. Professional networking connections. The project sponsors 3-hour evening technical assistance sessions; participants exchange ideas via e-mail; and teachers attend local, state, and national conferences to present content and pedagogy to other teachers in the district.
3. Administrative leadership support. This support includes professional development for all principals and key central office staff.
4. American history master teachers. This aspect aims to build capacity by having master history teachers participate in collaborative professional development sessions, peer coaching, and follow-up training.
5. Innovative lesson plans and teaching strategies. This is a way to develop a portfolio of best practices. For example, teacher teams participate in Colonial Williamsburg's 8-day, on-site summer institute and explore resources in Arkansas, such as the Central High School National Historic Site to develop content-rich lessons.

The study trips, designed to deepen content knowledge, are sponsored by partners that support the program, including National History Day, the University of Arkansas at Little Rock Department of History, Colonial Williamsburg, Kagan Professional Development, and the Central High School Historic National Park Site. The partners provide a variety of resources including on-site summer institutes, electronic field trips, professional development programs, ongoing teacher support, and lesson plans. (February 17, 2004)

The LRSD professional development program received a 2002 grant under the Teaching American History program, which is administered by the Office of Innovation and Improvement.

Resource: Little Rock School District.

"Freedom's Story: The American Experience" Will Provide Rich History Content for Los Angeles Teachers

Students across the country lack knowledge of American history, according to National Assessment of Educational Progress data. Yet, a recent report on state history standards gives California an "A" for rich content. This dichotomy presents major challenges: How can school districts create a bridge between a robust American history curriculum and the ability of students to perform at a high level on history exams? How can the districts provide the necessary support to the teachers in the classroom so that these teachers can carry out history instruction on a daily basis?

In order to address these challenges, the Los Angeles Unified School District (LAUSD) will sponsor a new professional development program for its elementary school teachers, entitled "Freedom's Story: The American Experience." This program will be implemented in partnership with the Henry E. Huntington Library, one of the largest and most complete research libraries in the United States in its fields of specialization, which include American history and literature.

The "Freedom's Story" program addresses LAUSD's need to enrich the elementary school teaching of traditional American history and to align it with the content-rich California state standards. Areas of study will include the history of Native Americans; the 13 colonies; slavery; English roots; the Founding Fathers; the American Revolution; the Bill of Rights; the Constitution; and westward expansion until 1850. The project hopes to:

• Raise student achievement by enhancing participating teachers' knowledge, understanding, and appreciation of American history;
• Assist teachers with teaching American history as a separate subject within the core curriculum; and
• Improve teachers' ability to help students achieve higher standards in American history.

To accomplish these goals, 125 fifth-grade teachers in 32 inner city elementary schools in Los Angeles will participate in the program. There will be six three-day history seminars and six single-day workshops. The program will include lectures, interactive discussions, lesson plans, other instructional resources, and teaching assistance from Nationally Board Certified teachers and/or teacher mentors.

Teachers will be randomly assigned to one of four professional development paths in a process that mirrors scientific testing of an intervention or treatment:

1. One group of teachers will participate in the professional development program described above, participating in a total of 24 days of intensive, highly focused professional development over a three-year period.
2. A second group of teachers will participate in the same type of professional development activities as group one, plus they will use classroom libraries to improve student understanding of American history and measure the effects of content knowledge on reading literacy.
3. A third group of teachers will participate in the same type of professional development activities as group one, plus they will have instructional planning time, time to reflect on their classroom practice, and time for peer collaboration in addition to the first treatment.
4. A fourth group of teachers will participate in the activities of all groups: one, two and three.

The effectiveness of these approaches will be compared, using student achievement data from the statewide California tests of history achievement that are aligned with the state history standards.

The Huntington Library will provide all the content-based professional development activities through its resident and visiting scholars program with Ph.D. historians. The library will provide content instruction, model curriculum for fifth-grade students, instruction in the use of primary sources, original lesson plans, and access to temporary exhibits of library materials that pertain to the professional development workshops and seminars.

"Freedom's Story: The American Experience" is funded by a 2003 Teaching American History grant. The Office of Innovation and Improvement administers this grant program. (September 29, 2003)

Resources:

• Los Angeles Unified School District
• Huntington Library
• Thomas B.Fordham Foundation's report on history standards

The Academy of American Studies Weaves History into All Subjects for Student Success

The Academy of American Studies, a magnet school in New York City, was the first history high school in the country. It was founded in 1996 to encourage students' content learning and analytical thinking, while incorporating history into all lessons.

With American History as the centerpiece of a rigorous pre-college curriculum, students are required to take at least one U.S. history course at all times. Students study history every day during their four years at The Academy. While most students in public high schools spend only a brief amount of time on historical figures, The Academy spends up to six weeks on each of the major founders. Teachers select readings for the students that are different from the standard textbook. The readings reveal the personalities of the founders and make these historical figures come to life for the students. To complement the readings, students compose scholarly research papers that investigate a specific historical topic and make use of the best research available. Students also take annual trips to historical sites, such as Gettysburg.

Other subjects, however, are not overlooked, and students excel in most areas of the New York State Regents exams. Most recently, the percentage of students who passed biology was 100%; US history was 92%; and English was 90%. These percentages greatly surpass the citywide averages.

The curricula of these courses are integrated with U.S history. For example, in a science class, students learn about earthquakes and volcanoes and how natural disasters have impacted the course of history. In an art class, the teacher leads a discussion on architecture and its relation to urban life. Students sketch the buildings in the neighborhood and use photographs to build an historical context to better understand the development of their neighborhood and the city.

Teachers are attracted to the school because of the rich professional development it offers. The demanding professional development program consists of nine lecture-discussion sessions, held during the school year, in which a history scholar relates a specific period or theme to the overall course of U.S. history. History educators from the Gilder Lehrman Institute help translate this material into history content curricula that can be applied to the high school classroom. History educators lead discussions on how to apply content lessons to the classroom in order to best engage the interest of the students. The Academy's professional development has been funded by a Teaching American History grant, administered by OII. (June 16, 2003)

Resources:

• The Academy of American Studies
• History High Schools

West Morris Teachers Examine the "Faces of Freedom"

U.S. history is alive and well in West Morris, New Jersey. Superintendent Henry Kiernan has created a new program that immerses teachers in history content, through seminars, on-site mentoring sessions, research projects and web site interactivity. The West Morris district works in conjunction with two nearby districts to improve the knowledge and teaching skills of over 70 history teachers.

This program provides an opportunity for teachers to meet with eminent historians and discuss the craft of teaching history. Teachers use an interactive web site to conduct history research and distribute it to fellow educators. Teachers offer constructive critiques of the research and use these products in their own classrooms. A series of seminars brings in noted historians to go deeply into history content. The material presented by these historians is modified for the history classroom and brought back to the students in the local schools in the form of classroom instruction.

The summer seminars meet for four days in historically significant locations. Last summer, the focus of the seminar was on the American Revolution and was located at Princeton. The seminar featured Dr. Gordon Wood of Brown University and master teachers from the National Council of History Education. This summer the focus is on immigration, and the seminar will be located in New York City under the direction of Dr. Kenneth Jackson of Columbia University and the New York State Historical Society.

West Morris High School and Superintendent Henry Kiernan received a grant to develop this program through the Teaching American History program administered by the Office of Innovation and Improvement. (March 17, 2003)

Resource: Faces of Freedom: Teaching American History Through Personal Narrative

Note: These profiles of Teaching American History programs first appeared in the Office of Innovation and Improvement newsletter, The Education Innovator. While the programs are innovative, they do not necessarily have evidence of general effectiveness from a rigorous evaluation. The success of the program may not be replicable, depending on unique conditions in differing locations.