TEACHING AMERICAN HISTORY 2004 GRANTS

**Program Abstracts**

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# ALABAMA

# Grantee: Birmingham City School, Birmingham, AL

**Project Name: Teaching American History**

**Project Director: Theresa B. Thomas (205) 231-4673;
tbthomas@bhamcityschools.org**

**Funding: \$991,279**

# Number of Teachers Served: No information available

# Number of School Districts Served: 1

**Number of Students Served: No information available**

District teachers in grades 5, 6, 7, 10, and 11 will participate in a
professional development program designed to improve content knowledge
of American history and pedagogical skills in partnership with
University of Alabama/Birmingham, Birmingham Southern College, and Miles
College. Primary source expertise will be provided by additional
partners, including Birmingham Public Library, Birmingham Civil Rights
Institute, Birmingham Historical Society, and Sloss Furnaces Historic
Site. Summer institutes, school-year seminars, and field trips to
historic sites focus on historical content covering Formation of Our
Nation 1763-1900 (Gaining Independence, Forming and Growth of a Nation,
Civil War, Reconstruction, Westward Expansion) and Becoming a World
Power 1877-Present (Emergence of Modern America, Great Depression and
World War II, Post-War U.S., and Contemporary U.S.). A wide variety of
primary sources are incorporated throughout all modules. The program
includes mentoring and coaching, and creating of a website offering
history resources and a means for communication among participants.

**ARIZONA**

**Grantee: Maricopa County Superintendent of Schools, Phoenix, AZ**

**Project Name: Project REED (Rural Education Encountering Democracy)**

**Project Director: Allison A. Cioffi (602) 506-1239;
acioff@schools.maricopa.gov**

**Funding: \$1,000,000**

**Number of Teachers Served: 60**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

The Maricopa County Small Schools Consortium is a poor, remote, and
rural school district consortium in western Arizona with few teachers
qualified to teach American history. To remedy this situation, the
consortium will partner with its educational and professional
development association, Facing History and Ourselves, as well as Pueblo
Grande Museum and Arizona State University to offer Project REED. This
program builds on training strategies used in a 2003 Teaching American
History grant program. Teachers in grades 5, 7, and 11 will attend
"Forging A Nation: Becoming American," a 5-day teacher training
institute covering Membership in American Democracy; Ideas of Liberty
and Justice in 19^th^ Century America; Challenges to the Ideals of
American Democracy; The Progressive Age: Responding to Crisis in
American Democracy; and Legacies: Preserving American Democratic Ideals
in our Lifetime. Teachers will also take online courses through Arizona
State University. Individualized follow-up and mentoring are provided by
partnering agency faculty and specialists.

**CALIFORNIA**

# Grantee: Alameda County Office of Education, Hayward, CA

**Project Name: Words That Made America Project**

**Project Director: Gladys L. Frantz (510) 670-4207;
gfrantz@acoc.k12.ca.us**

**Funding: \$999,133**

# Number of Teachers Served: 90

# Number of School Districts Served: 2

**Number of Students Served: 15,000**

This research-based professional development program brings together
Hayward and San Leandro schools with the LEA, Mills College, and
Bancroft Library of the University of California-Berkeley to close the
achievement gap between district schools and other County schools. The
program will cultivate a cadre of elementary, middle and high school
teachers in grades 5, 8, and 11 knowledgeable about U.S. history and
skilled in preparing students of diverse backgrounds to meet state
history standards. Activities include a 2-week annual summer institute
covering history content, pedagogy, and new resources; a minimum of 24
hours of classroom-based training and coaching to implement new
materials; and establishment of an Alameda County Alliance of American
History Educators to provide a forum for teaching practice based on
historical thinking benchmarks. The 5^th^ grade content emphasizes
documents related to ideas that shaped the colonial, Revolutionary, and
early national period and conflicts arising out of revolution,
expansion, and slavery. The 8^th^ and 11^th^ grade institute covers 1830
through the present and will examine documents related to the Civil War,
Amendments 13, 14 and 15, creation of a mass production economy,
increasing power of the federal government, and emergence of the nation
as a global power.

# Grantee: Anaheim Union High School District, Anaheim, CA

**Project Name: The American Experience: The History of Democracy in
America**

**Project Director: Jane Davis (714) 999-5601; davisj@auhsd.kas.ca.us**

**Funding: \$917,179**

# Number of Teachers Served: 100

# Number of School Districts Served: 6

**Number of Students Served: No information available**

This professional development project---offered by a high school
district serving students speaking over 52 languages and coming from a
multitude of cultural backgrounds---teams the district and 5 feeder
elementary districts with California State University-Fullerton History
Department, CSUF Secondary Education Department, Project First,
Constitutional Rights Foundation, National Archives and Records, Pacific
Region, Nixon Library and Museum, and the Orange County Department of
Education. Through institutes, seminars, vertical articulation meetings,
and a showcase conference at the end of the third year, teachers in
grades 5, 8, and 11 will study the Declaration of Independence, American
Revolution, Constitution, Bill of Rights, Civil War to Civil Rights,
immigration, foreign policy, post-World War II, Cold War, and Vietnam.
The project is designed to improve the quality of the U.S. history
curriculum and instruction, boost student achievement, and sustain
effective teaching by developing a teacher leader cohort.

# Grantee: Baldwin Park Unified School District, Baldwin Park, CA

Project Name: Reconstructing the Past: The Three R's---Reading, Research
and Reporting

Project Director: Dave Landers (626) 962-3311; drlanders@earthlink.net

**Funding: \$999,999**

# Number of Teachers Served: 108

# Number of School Districts Served: 1

**Number of Students Served: 18,000**

Participants in this project are immersed in substantive history content
through lectures; small group discussions; independent study and
research projects; historical reading and research; field trips to
historic sites, museums, and libraries; and historical writing
opportunities. Partners share responsibility for workshops and
colloquia. Each year a 5-day summer colloquium will be led by the
National Council for History Education; a 2-day American history
institute by the Colonial Williamsburg Educational Foundation; quarterly
American history seminars by the Azusa Pacific University History
Department and Graduate Library; 3 workshops per year by the Historical
Society of Southern California to introduce teachers to local primary
sources; 2 workshops annually by the National Archives and Records
Administration to teach participants how to find primary documents; and
1 workshop per year by the Autry National Center Museum of the American
West to introduce teachers to their research facilities. Content for
year 1 will be the evolution of American political democracy from
colonial days to the present; year 2 will showcase distinctively
American tensions between liberty and equality, liberty and order,
region and nation, individualism and the common welfare, and cultural
diversity and civic unity; year 3 will teach the changing role of the
United States in the outside world, relations between domestic affairs
and foreign policy, and American interactions with other nations and
regions.

# Grantee: Borrego Springs Unified School District, Borrego Springs, CA

**Project Name: Teaching American History Distance Consortium Project**

**Project Director: Larry W. Talbert (760) 767-5357;
ltalbert@bauad.k12.ca.us**

**Funding: \$978,191**

# Number of Teachers Served: 60

# Number of School Districts Served: 9

**Number of Students Served: No information available**

Three communities in remote areas---Borrego Springs, CA; Haines, AK, and
Keshequa, NY---will partner together to create a consortium to provide
their history teachers with professional development to improve the
teaching and learning of U.S. history. Working with the National Rural
Education Association, 3 more rural districts will be added to the
Consortium in year 2 and another 3 districts in year 3. Content is
divided so that year 1 covers "The Early Years," year 2, "The Middle
Years," and year 3, "The Recent Years." Other partners are the Sheldon
Museum, Auburn University, and distance education consultants who will
present at the annual one-week Summer Academies focusing on history
content, teaching strategies, and technology. Monthly follow-up sessions
are conducted through peer counseling. All sessions will be
video-conferenced, and 3D websites with chat function will be
established. The project tests a concept that offers a solution for
small and isolated districts to participate in the Teaching American
History program, and will be evaluated by an external evaluator.

**Grantee: Chico Unified School District, Chico, CA**

**Project Name: No Paine, No Gain: A Common Sense Approach to Teaching**

**Traditional American History**

**Project Director: Cynthia A. Kampf, Ed. D. (530) 891-3000;
ckampf@chicousd.org**

**Funding: \$837,185**

**Number of Teachers Served: 56**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

The Chico Unified School District in partnership with North State
Historical-Social Science Project, California State University History
Department, and Chico Museum, will offer professional development
program for teachers in grades 5, 8, and 11. By improving the quality of
teachers' instruction, the project is designed to raise the achievement
of the district's students, the majority of whom have been unable to
demonstrate proficiency in the subject on the California Content
Standards Test. In summer institutes and throughout the year, university
faculty will make content presentations and offer related sources keyed
to the California History-Social Science Content Standards. Participants
will learn literacy strategies to help students more effectively read
history textbooks, understand arcane primary resources, and write essays
using historical evidence. Teachers will also learn to engage students
by having them "do" history, rather than simply hearing or reading about
it. The 5th grade teachers' program will cover the period extending from
the pre-Columbian era to the mid-19^th^ century, with an emphasis on the
colonial to Constitutional period. The 8^th^ grade curriculum will focus
on the Constitutional period through the end of the 19^th^ century, and
the 11^th^ grade teachers will examine 20^th^ century American history.

# Grantee: Glendale Unified School District, Glendale, CA

**Project Name: Improving the Teaching of American History**

**Project Director: Joel Shapiro (818) 241-3111; jshapiro@gusd.net**

**Funding: \$1,000,000**

# Number of Teachers Served: No information available

# Number of School Districts Served: 1

**Number of Students Served: No information available**

Teachers in grades 4, 5 and 8 from 12 elementary and 4 middle schools
serving primarily immigrant students will participate in a professional
development program designed to improve U.S. History instruction,
increase student achievement, and develop replicable training. Through a
partnership with Glendale Community College and Japanese-American
National Museum, the district will provide monthly presentations on
history content and research methods, curriculum coaches to assist
lesson and unit plan development and feedback, and other collaborative
activities aimed at improving understanding of American history and
performance levels. Content will address the Declaration of
Independence, Bill of Rights, Citizenship, Voting Rights, Political
Parties, Judicial Independence, Early Exploration, Lewis and Clark,
Colonial America, American Revolution, Westward Expansion,
Mexican-American War, Slavery and Abolition, Industrial Revolution,
Inventions, World War II, Immigration, a host of historical individuals
(focusing on biographies), as well as the internment of Japanese
Americans.

# Grantee: Hacienda La Puente Unified School District, City of Industry, CA

**Project Name: American History Institute for Teachers**

**Project Director: Barbara Nakaoka (626) 933-3810;
bnakaoka@hipsd.k12.ca.us**

**Funding: \$995,449**

# Number of Teachers Served: 114

# Number of School Districts Served: 1

**Number of Students Served: No information available**

A partnership between the district and California State Polytechnic
University-Pomona is providing professional development to all American
history and Social Studies teachers in grades 5, 8 and 11. To improve
content knowledge and teaching skills, each of the 3 project years
focuses on a different grade through 2-week summer institutes; monthly
faculty-to-faculty dialogues; classroom observation and discussions of
lessons and student work sessions; historic site visits; use of a
project website and bulletin board; 6 follow-up seminars; and fellowship
travel opportunities for research. The program enhances technology use
by integrating Annenberg/Corporation for Public Broadcasting multimedia
resources, telecommunication technologies, and web-based resources. Year
1 focuses on 5^th^ grade content standards---Discovering New Worlds,
Exchange, Conflict and Accommodation in Colonial America. Year 2 focuses
on 8^th^ grade standards, addressing the founding period, Constitution,
slavery, Civil War and Reconstruction. Year 3, focusing on 11^th^ grade
standards, examines America's role as a world power in the 20^th^
century.

**Grantee: Long Beach Unified School District, Long Beach, CA**

**Project Name: Standards in the HOUSE (History of the United States
for**

> **Elementary Education)**

**Project Director: Dawn M. Lakowski (562) 426-6288;
DLakowski@lbusd.k12ca.us**

**Funding: \$997,996**

**Number of Teachers Served: 225**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

In partnership with Rancho Los Alamitos, Natural History Museum of Los
Angeles, and Long Beach Historical Society, the district is providing a
faculty development program designed to improve content knowledge and
pedagogical skills of American History teachers. The project is also
intended to make traditional history coursework academically challenging
and developmentally appropriate for elementary school children. Each
year, a cadre of 75 teachers (25 each from grades 3, 4 and 5) will be
selected from a cross-section of the district to attend monthly seminars
and summer institutes for college credit. Course content will include
Country Life: Storytelling and Folklore; Immigration and Money;
Citizenship; Survival -- A Changing America (Risk and Consequences,
Communication, and Dollars and Cents); Going West; Colombus, Coronado,
and deVaca; and Heritage: A New Nation, Cooperation, and Communication.
Participants will receive "traveling trunks" of historical artifacts and
other primary resources to use in the classroom. After completing the
program, teachers will implement an instructional model in which they
layer the CA History Standards with themes and ideas from the Open Court
Reading Series to maximize teaching effectiveness.

# Grantee: Los Angeles County Office of Education, Downey, CA

**Project Name: American History for 21^st^ Century Citizens Program**

**Project Director: Michelle M. Herczog (562) 922-6908;
Herczog_Michelle@lacoe.edu**

**Funding: \$1,819,113**

# Number of Teachers Served: 396

# Number of School Districts Served: 8

**Number of Students Served: No information available**

This program builds on the office\'s first Teaching American History
program, bringing together 32 K-12 teachers each year from Los Angeles,
Orange, Riverside, San Bernardino and San Diego Counties with the
National Center for History in the Schools at UCLA, California
History-Social Science Project at California State University, Long
Beach, and UCLA School Management Program in a 9-day symposium followed
by 9 days of field study at historic sites and museums. Year 1 targets
3^rd^ and 4^th^ grade teachers, focusing on A History of California: A
Legacy for Building Local, State and National Communities. Year 2, for
8^th^ grade teachers, focuses on American history through the 19^th^
Century: Expansion, Conflict and Resolution. Year 3, for 11^th^ and
12^th^ grade teachers, explores U.S. History and Geography: Continuity
and Change in the 20^th^ Century. Teachers return from field study to
receive and learn coaching and create a classroom project.
Simultaneously, 100 teachers from Los Angeles, Tulare, Kern, and San
Joaquin Counties in grades 5, 8, and 11-12 participate in a Weekend
Institute Series on American history that includes content and pedagogy
instruction, field study, and lesson plan preparation/website
publication.

# Grantee: Oakland Unified School District, Oakland, CA

Project Name: History Grows in Oakland: Teaching American History in an
Urban School District

**Project Director: Stanley L. Pesick (510) 879-8497;
stan.pesick@secmail.ousd.k12.ca.us**

# Funding: \$1,000,000

# Number of Teachers Served: 75

# Number of School Districts Served: 1

# Number of Students Served: No information available

The district is collaborating with University of California Berkeley,
Department of History, Social Science Project and Interactive University
and with Oakland Museum of California to engage teachers in grades 5, 8,
and 11 in intensive, content-rich staff development in American history.
Aimed at translating knowledge of U.S. history into effective
instruction, the program covers biography; the Mayflower Compact;
Religious-state tensions in colonial times; beginnings of slavery; the
Constitution; Revolutionary War and Declaration of Independence;
Spanish-American War; Cold War; Vietnam War and the collapse of the
Soviet Union. Participants attend monthly meetings, a week-long summer
institute, and develop an American History lesson focused on an
instructional question they wish to research and share at a regional
Teaching American History conference held at the send of the second and
third grant years.

**Grantee: Sweetwater Union High School District, Chula Vista, CA**

**Project Name: The Voice of Democracy**

**Project Director: Sharon Leslie (619) 691-5519;
<sharon.leslie@suhsd.k12.ca.us>**

**Funding: \$646,564**

**Number of Teachers Served: 75**

**Number of School Districts Served: 1**

# Number of Students Served: No information available

Collaborating with San Diego State University, the San Diego County
Office of Education, the San Diego Museum of Art, and the South Bay
Union School District, the Sweetwater Union High School District in
Chula Vista, California will provide a focused, sustained professional
development program over a three-year period for teachers from 34
elementary, middle, and high schools. Through summer institutes, the
program will focus on the evolution of democracy in the United States,
with particular focus on the Revolution and the Constitution. Teachers
will learn to integrate vertical thematic content with state and
district standards, by working hand-in-hand with university and
curriculum experts. These experts from the field of education will help
participants develop U.S history lesson plans that help children learn
to use primary resources as a historian does. Historical documents will
include letters, notes, paintings, speeches, cartoons, slave narratives,
court cases, radio addresses, newspaper articles, and ballot measures.
An Instructional Coach model will be used for the middle and high school
teachers, who will receive 114 hours of professional development for
participation in the program, while elementary school participants will
receive 72 hours of professional development.

# Grantee: Yolo County Office of Education, Woodland, CA

**Project Name: Reading, Thinking, and Writing in American History: A
K-16 Collaborative**

**Project Director: Nancy J. McTygue (530)752-6192;
njmctygue@ucdavis.edu**

**Funding: \$1,000,000**

# Number of Teachers Served: 120

# Number of School Districts Served: 6

**Number of Students Served: 23,352**

This project, partnering the Yolo County Office of Education with the
Area 3 History and Cultures Project and the Department of History at
University of California, Davis addresses the absence of subject matter
preparation of U.S History teachers in grades 5, 8, and 11, and low
levels of literacy and achievement rates among native English speakers
and English Learner student populations in American history courses. The
program includes presentations by professional historians on mentoring
and coaching in historical methodology; instruction in teaching
strategies; and training in reading comprehension strategies for U.S.
history texts and primary/secondary sources. Content includes
Federalism, Articles of Confederation, Civil War, Reconstruction, Civil
Rights, Manifest Destiny, Monroe Doctrine, Roosevelt Corollary, Truman
Doctrine, and Movements of the 20^th^ Century.

**COLORADO**

# Grantee: Centennial Board of Cooperative Educational Services (Centennial BOCES), Longmont, CO

Project Name: T.H.E.P.A.S.T. American History Project

Project Director: Dana Seltzer (303) 772-4420; dselzer@cboces.org

**Funding: \$997,233**

# Number of Teachers Served: 116

# Number of School Districts Served: 31

**Number of Students Served: 38,907**

BOCES, in partnership with the National Council for History Education
and the Colorado Institute for Historical Study will improve the quality
of instruction and teacher knowledge of American history through a 5-day
intensive summer academy each summer for 3 years (1 for elementary
teachers and 2 for secondary). This approach to the study of American
history uses the process of examining artifacts and primary documents to
highlight themes and ideas of traditional American history, providing a
tangible connection aimed at extending the learning process and
increasing retention. Each summer will focus on a different century: in
2005, the 18th century; 2006, the 19th century; and 2007, the 20th
century. Within each century the material will be approached
thematically: Freedom and Tyranny, Liberty and Equality, the American
Economy, Localism / Regionalism / Nationalism, and Establishing America
in the World. In addition there will be 4 one-day Professional Ongoing
Developmental Sessions (2 in October, 2 in April) to ensure continuous
additional professional development. A separate web-based
teleconferencing system for on-line learning, communication, and
continuous contact will also be provided.

# Grantee: Pueblo School District No. 70, Pueblo, CO

Project Name: Southeastern Colorado American History Project: Preparing
Teachers as Historians and Instructors of American History

# Project Director: Jonathan Rees and Ginger Andenucio; (719) 295-6508; <gandenucio@district70.org>

# Funding: \$999,900

# Number of Teachers Served: 375

# Number of School Districts Served: 16

**Number of Students Served: No information available**

This collaborative professional development project brings together
elementary and secondary educators from 16 rural school districts with
Colorado State University-Pueblo and a network of regional historical
agencies and foundations. Teams of K-12 teachers participate in summer
institutes and immersion activities designed to increase content
knowledge in traditional American history; engage in school-based joint
efforts to develop history curricula; form professional networks for
interaction among all history teachers; and help disseminate curricula
that will improve student achievement, focusing on students in
high-poverty schools. The project emphasizes ongoing, embedded
assessment to drive the design of all activities. Content addresses:
Wars that Changed America; America: the Economic Engine of the World:
Commercial and Industrial History from Colonial Mercantilism to Modern
Capitalism; and History of the American West.

**CONNECTICUT**

# Grantee: Capitol Region Education Council, Hartford, CT

Project Name: The Charter Oak Collaborative: Teaching American History
in the Capitol Region

**Project Director: Anne Raymond (860) 524-4019; araymond@crec.org**

**Funding: \$960,000**

# Number of Teachers Served: 80

# Number of School Districts Served: 7

**Number of Students Served: No information available**

This project brings together a consortium of organizations, including
the University of Connecticut\'s History Department and Neag School of
Education, Connecticut State Department of Education, 7 Capitol Region
school districts, and 13 museums/historical societies in an initiative
designed to bring significant change to the way U.S. history is taught
in grades 8, 10, and 11. Middle and high school teacher participants
attend content-rich summer institutes, and 10 school-year workshops on
primary source materials and effective teaching strategies.
Presentations and materials will be made available to the other 28
public school districts within the Capitol Region Education Council.
Historical themes to be addressed include: Change and Continuity in
American Democracy: Ideas, Institutions, Practices and Controversies;
The Gathering and Interactions of Peoples, Cultures and Ideas; Economic
and Technological Changes and Their Relation to Society, Ideas and the
Environment; and The Changing Role of America in the World.

**Grantee: Hartford Public Schools, Hartford, CT**

**Project Name: Teaching American History Grant Program -- Hartford
Public Schools**

**Project Director: Ilene V. Lowenstein (860) 695-8665;
ilowenstein@hartfordschools.org**

**Funding: \$926,250**

**Number of Teachers Served: 40**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

The Hartford Public Schools will join Connecticut Historical Society and
Trinity College to offer professional development aimed at: (1)
improving teaching quality and raising fifth-grade student achievement
in traditional American history by training a cohort of 30 fifth-grade
teachers; and (2) strengthening the existing Hartford Public School
Teaching American History initiative for middle and high school
teachers, by developing a 10-member Teacher Support Team. Participants
will attend professional development sessions and programs at
historic-cultural sites related to the content of the 5th grade American
history curriculum, which covers the period of pre-contact through the
Early Republic. Teachers will learn how to systematically use materials
and field study experiences that appeal to a variety of learning styles;
engage students actively in the learning process; and use local sources
to reinforce major themes in American history. The Connecticut
Historical Society will provide Resource Activity Packets with primary
source documents and reproduction artifacts, along with strategies for
using these materials in the classroom. U.S. history professors from
Trinity College will serve as lecturers and resources. The 10 middle and
high school teachers on the Teacher Support Team will receive advanced
training in both traditional American history content and
mentoring/coaching skills.

# Grantee: Windham Public Schools, Willimantic, CT

Project Name: The Power of Local Voices and Action in Historical
Context: Teaching Traditional American History in Northeastern
Connecticut

**Project Director: Paula Colen (860) 455-0707; pcolen@eastconn.org**

**Funding: \$692,838**

# Number of Teachers Served: 65

# Number of School Districts Served: 10 

**Number of Students Served: No information available**

Windham Public Schools is partnering with 9 other school districts,
EASTCONN, a regional service center serving 36 school districts, the
University of Connecticut, 6 museums, 2 historical societies,
Connecticut State\'s Children\'s Librarian and the State Troubadour to
provide professional development for 65 history teachers in grades 5-12
that will result in improved learning outcomes, a stand-alone
theme-driven curriculum in U.S. History, and a guide for meaningful
integration of local resources into teaching practices. Goals include
building a community of practice to reduce professional isolation and
improvement of teacher content knowledge and pedagogical skills. The
program includes intensive summer institutes, follow-up workshops,
mentoring, exemplary classroom practices and ongoing technical and
collegial support. Institute and workshop content focuses on: Revolution
and the New Nation (1754-1820), Expansion and Reform (1801-1861), Civil
War and Reconstruction (1850-1877) and the Development of the Industrial
U.S. (1870-1900).

**FLORIDA**

**Grantee: School District of Hillsborough County, Tampa, FL**

**Project Name: Linking Tradition to Tomorrow**

**Project Director: Barbara D. Anderson (813) 272-4880;
barbara.anderson@sdhc.k12.fl.us**

**Funding: \$928,000**

**Number of Teachers Served: No information available**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

Linking Tradition to Tomorrow seeks to improve content knowledge for
elementary through high school teachers of history in the Hillsborough
County area, and to provide the resources to teach American history as a
separate subject at all grade levels, in the form of curriculum guides
that include specific American history content. To accomplish this, the
district will partner with University of South Florida, Annenberg
Corporation, George Mason University, City University of New York,
Colonial Williamsburg Foundation, Close-Up Foundation, Tampa Educational
Cable Consortium, Florida International Museum, Tampa Bay History
Center, and University of Tampa. Over three years, 17 different
trainings will be offered through video, Internet, live digital links,
lectures, cooperative learning, hands-on experiences and field
excursions. Historical thinking skills will be taught, including
comprehension, analysis/interpretation, research capabilities, and
analysis/decision-making. Content will cover A Biography of America
(First Americans through late 20^th^ century); History Matters
(Puritans, Jefferson's Republican Party, railroad expansion and the
middle class, and women's suffrage, and more); the American history
lecture series (19^th^ century politics, Civil War, Manifest Destiny,
and more); and field excursions (St. Augustine, Ft. Foster, Ybor City
State Museum; H.B. Plant Museum).

**GEORGIA**

**Grantee: Troup County School System, LaGrange, Georgia**

**Project Name: Troup County Schools Teacher As Historian Project**

**Project Director: Janet Solomon (706) 812-7923; solomonj@troup.org**

**Funding: \$1,000,000**

**Number of Teachers Served: 120**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

The Troup County School System will partner with the Library of America,
LaGrange College, and Troup County Historical Society to launch the
Teacher As Historian project. The program will train 45 master teachers
and 75 classroom teachers from 19 elementary, middle, and high schools
serving predominantly low-income students from rural and urban
communities. To date, more than 20% of the secondary schools here have
scored below the state passing rate on American history/social studies
standardized measurements, and more than 80% of all county elementary
school teachers have had insufficient content preparation in traditional
American history. Through three consecutive summer institutes, Library
of America historians and LaGrange College professors will help county
teachers gain content knowledge and pedagogical skills. Teachers will
learn innovative instructional practices and develop new ways to
incorporate content into existing curricula; they also will establish an
ongoing infrastructure for high-quality professional development that
can be used as a catalyst for research. Year 1 content focuses on
Georgia's involvement in the Civil War. Possible topics for the second
and third years may include American Revolution, Native Americans,
Westward Expansion, Reconstruction, World War II, and Civil Rights.

**IDAHO**

# Grantee: Minidoka County School District, Rupert, ID

**Project Name: Magic Valley Teaching American History Project**

**Project Director: Nick Hallett (208) 436-4727;
nhallett@sd331.K12.id.us**

**Funding: \$950,093**

# Number of Teachers Served: 120

# Number of School Districts Served: 7

**Number of Students Served: No information available**

In cooperation with Boise State University, the Gilder-Lehrman Institute
for American History, and the National Association of Scholars, the
districts will provide content-based professional development for
history teachers in more than 25 schools. Teachers participate in summer
institutes and one-day seminars during the school year, focusing on
primary documents, testing historical hypotheses, and immersion in the
issue of liberty and equality. Participants are supported by
Instructional Learning Teams who translate content knowledge and sources
into instructional units and lesson plans. Topics reflect two themes:
The History that Presidents Make, and Civil Rights and the Regime of
Liberty. Within these, faculty cover such subjects as the Northwest
Ordinance, the Constitution, religious liberty, Jefferson letter to the
Danbury Baptists, Washington's Farewell Address, the First Amendment
Establishment Clause, Slavery, Frederick Douglass and the Abolition
Movement, Civil War, the 14^th^ Amendment, Civil Rights, etc.

**ILLINOIS**

# Grantee: Chicago Public Schools, District #299, Chicago, IL

**Project Name: Connecting with American History Project**

**Project Director: Albert Bertani (773) 553-3497;
abertani@cps.k12.il.us**

**Funding: \$1,213,290**

# Number of Teachers Served: 80

# Number of School Districts Served: 1

**Number of Students Served: 12,000**

In cooperation with the Newberry Library, Chicago Historical Society,
Chicago Metro History Education Center, Constitutional Rights Foundation
Chicago, and DuSable Museum of African American History, the project
immerses 10^th^ grade American History teachers in a series of
professional development activities designed to increase teaching skills
and content knowledge. Content focuses on significant defining moments
of five seminal periods of traditional U.S. history: From Revolution to
New Nation; Reconstruction of American Citizenship; Nation of
Immigrants; Depression, War, and the State; and American's Second
Reconstruction. Participants use Quarterly Planning Maps combined with
benchmark assessments to align instructional skills with student
progress. The program integrates traditional delivery
methods---symposia, institutes, seminars and workshops---with "reform
activities" including study groups, collaborative curriculum
development, action research, and coaching.

# Grantee: Rockford Public School District #205, Rockford, IL

Project Name: History Connections

Project Director: Lisa Mehlig (815) 967-8067; mehligl@rps205.com

**Funding: \$981,539**

# Number of Teachers Served: 150

# Number of School Districts Served: 1

**Number of Students Served: No information available**

Rockford Public Schools, Northern Illinois University, Rock Valley
College, Rockford College, Midway Village and Museum Center, Burpee
Museum, and Rockford Park District-Atwood Center are forming a
partnership to raise student achievement by improving teachers'
knowledge, understanding, and appreciation of traditional American
history through curriculum and assessment development and modeling of
engaging teaching strategies. The project targets teachers of 5th grade,
8th grade, and high school. Content will focus on Immigration and
Migration; Natives and Pioneers; Justice for All; and War and Social
Upheaval. The project will begin with the first annual Teacher Leader
Institute, held in collaboration with university/college faculty and
museum experts. The institute will be followed by teacher seminars. In
addition, a job-embedded model of professional development will be
initiated, and a history lab will be established.

# Grantee: School District U-46, Elgin, IL

**Project Name: American History Partnership**

**Project Director: Steven Klein (847) 888-5000 ext.
5357;klein_s/gi@dns.u46.k12.us**

**Funding: \$722,943**

# Number of Teachers Served: 72

# Number of School Districts Served: 1

**Number of Students Served: No information available**

During each of the project\'s three years, 24 elementary, middle, and
high schools drawn from virtually every district campus will participate
in a 12-month program of intensive study, classroom instruction, and
professional reflection through a 2-day spring symposium; a series of 1
to 4-day seminars related to historical eras identified in state goals;
3 team study days; and a 1-day meeting for curriculum review.
Collaborating organizations in this program will raise student and
teacher knowledge of U.S. history, increase pedagogical skills, and
revise the social studies scope to meet state standards. These
organizations include: Constitutional Rights Foundation, Chicago; Elgin
Area Historical Society, and the Illinois State Historical Library at
the Abraham Lincoln Presidential Library. Content covers early and
colonial history; American Revolution and early national period;
national expansion; Civil War and Reconstruction; Industrial U.S.; U.S.
emergence as a world power; prosperity; the Depression; New Deal and
World War II; post-war and the Cold War; and contemporary U.S. from 1968
to the present.

**INDIANA**

# Grantee: Brown County Schools, Nashville, IN

Project Name: Making Connections: Teaching American History Across Grade
Levels and Across Curriculum

**Project Director: Melissa R. Bingmann (317) 278-9024;
mbingman@iupui.edu**

**Funding: \$983,623**

# Number of Teachers Served: 90

# Number of School Districts Served: 1

**Number of Students Served: No information available**

This partnership between Brown County schools, Indiana University-Purdue
Department of History, and Indiana Historical Society brings
scholarship, archival, photographic and other primary historical
materials to one of the state's rural school districts in order to
support and train K-12 teachers in developing new U.S. history
curricula, and to cultivate professional relationships between
historians and county teachers. Up to 80 teachers will participate in
seminars during the school year; up to 60 will receive funding for
classroom history projects; and up to 40 will participate in intensive
summer field experiences. Teachers who participate in at least 50% of
the seminars will receive stipends and \$1000 to create an innovative
curricular unit. Historians and educators serve as mentors, and teachers
earn graduate credit for academic activities. Content covers Colonial
America, the agricultural revolution, Revolutionary War, Constitution,
Western expansion, and Civil War and Reconstruction.

**KANSAS**

**Grantee: Kansas City Public Schools, Kansas City, KS**

**Project Name: Freedom Grows: The Story of the Establishment and
Expansion**

> **of Democracy in America**

**Project Director: Mae Leech (913) 279-2287; maleech@kckps.org**

**Funding: \$1,000,000**

**Number of Teachers Served: 100**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

Kansas City Public Schools are partnering with Kansas State University,
the National Association of Scholars, the Truman Presidential Library,
and the Eisenhower Presidential Library to provide a three-year program
aimed at improving elementary and high school student achievement by
inspiring and instructing teachers about traditional American history.
The program will give teachers a variety of professional development
opportunities, including summer institutes and graduate courses by
historians, as well as workshops and colloquia during the academic year.
Each year, the program will focus on a particular period of American
history: Year one will concentrate on the growth of freedom as a result
of this country's founding. Year two will feature the expansion of
liberty to former slaves and westward movement. Year three will examine
the growth of personal freedom following World War II. The basic design
of the project is to provide intensive intervention for 100 teachers: 50
elementary, 20 secondary, 10 pre-service, and 20 lead teachers.

# Grantee: Southeast Kansas Education Service Center, Girard, KS

**Project Name: Project Primary Sources**

**Project Director: Mike Bodensteiner (620) 724-6281;
mike.bodensteiner@greenbush.org**

**Funding: \$930,280**

# Number of Teachers Served: 100

# Number of School Districts Served: 37

**Number of Students Served: No information available**

Based on the American Historical Association's Benchmarks for
Professional Development in Teaching of History, this professional
development project requires commitments by middle and high school U.S.
History teacher participants to enhancing content knowledge of American
history, demonstrating techniques learned in the classroom, correlating
lessons to state standards, and agreeing to conduct workshops for other
teachers. Teachers engage in 1-5-day institutes, workshops, and meeting
presentations. Project partners include a consortium of 37 districts,
Pittsburg State University, National Archives and Records
Administration, and Gilder Lehrman Institute. Content addresses, among
other topics: The Era of George Washington; Constitution; North American
Slavery; Civil War; Civil Rights; America Between the Wars; and events
related to the changing character of American society and culture; arts
and letters, education and thought, and religion and values.

# Grantee: Wichita Public Schools, USD #259

Project Name: Impact America: A Greenhouse to Grow Knowledge,
Understanding and Appreciation of American History in the Wichita Public
Schools

**Project Director: Gini Johnson (316) 973-4695; gijohnson@usd259.net**

**Funding: \$999,345**

# Number of Teachers Served: 180

# Number of School Districts Served: 1

**Number of Students Served: 18,000**

Impact America addresses district-wide evidence of limited teacher
content knowledge in American history and need for improved U.S. history
instructional skills and student achievement in grades 8, 10 and 11. The
program is divided thematically to encompass curricular needs of the
different grades. A cadre of 60 teachers per year will participate in
workshops, collaborative learning communities and institutes centered on
Constitutional principles and on individuals, issues, events, turning
points, struggles and achievements in the growth of the United States.
Lesson ideas, activities, strategies, and content are shared with other
teachers via an interactive website. Ongoing teaching, coaching and
conferencing will be provided by Friends University faculty with support
online from Friends and Gilder Lehrman Institute. The cadre will do
research with additional project partners: Truman Presidential Museum
and Library, Eisenhower Museum, Old Cowtown Living History Museum,
Wichita-Sedgwick County Historical Museum, and Kansas African-American
Museum.

**KENTUCKY**

# Grantee: Jefferson County Public Schools, Louisville, KY

**Project Name: Shaping a New Nation: Turning Points in American
History**

**Project Director: Laura Clifford; (502) 485-6542;
<lcliffo1@jefferson.k12.ky.us>**

**Funding: \$513,131**

# Number of Teachers Served: 35

# Number of School Districts Served: 1

# Number of Students Served: No information available

Jefferson County Public Schools is collaborating with University of
Louisville, Filson Historical Society, Mount Vernon, Locust Grove,
Kentucky Historical Society, and Kentucky African-American Heritage
Foundation to develop elementary and middle school teachers\' knowledge
of historical content, processes, and instructional strategies that
enhance student interest and achievement in American history.
Participants in this professional development effort attend summer
institutes, Saturday seminars, Living History lectures, and engage in
historical immersion programs. Resource materials and coaching are
provided to aid the participants' grade 5 and grade 8 lesson plans and
ability to teach with primary source documents. Summer institute topics
include: Causes of the American Revolution, Declaration of Independence,
Articles of Confederation; Framers of the Constitution; Bill of Rights;
the Whiskey Rebellion; Establishing a Cabinet; George Washington's
Legacy; Henry Clay and the American System; Politics in a Frontier
State; and many other issues.

**Grantee: Letcher County Schools, Whitesburg, KY**

**Project Name: Documenting American Democracy: A Three-Year
Professional**

**Development Program for Teachers**

**Project Director: Kathi L. Kern (859) 257-3555; kern@uky.edu**

**Funding: \$998,073**

**Number of Teachers Served: 40**

**Number of School Districts Served: 12**

**Number of Students Served: No information available**

In partnership with the University of Kentucky, the Kentucky Historical
Society, and Appalshop (an independent, community-based humanities
center), the Letcher County School District will offer a 3-year
professional development program for teachers in 12 school districts in
a 9-county region of eastern Kentucky. The 40 American Democracy Fellows
will be 4^th^ through 12^th^ grade teachers, with priority given to
schools that scored poorly in the history section of the Kentucky Core
Content Test. Teachers will "do" history by using local sources to
investigate historical patterns, through a curriculum that focuses on
how the past has shaped the present. The project will stress new
teaching strategies and encourage participants to become a community of
scholars. Teachers from successful schools will be encouraged to form
alliances with those from low-performing schools. Each Fellow will
receive the in-class support of a Master Teacher who, along with the
project faculty, will provide evaluation. Each year's program will focus
on one of three themes of American democracy: Life (History and the
Land); Liberty (Expanding American Citizenship), and the Pursuit of
Happiness (Industrialization and the American Dream).

# Grantee: Ohio Valley Educational Cooperative, Shelbyville, KY

**Project Name: Project USA: Understanding the Study of American
History**

**Project Director: Michael Franken (502) 647-3533;
mfranken@ovec.coop.k12.ky.us**

**Funding: \$993,755**

# Number of Teachers Served: 40

# Number of School Districts Served: 5

**Number of Students Served: No information available**

Project USA supports American history teachers in grades 5 and 8 in 18
schools through institutes and workshops that balance traditional U.S.
history content with research-based delivery strategies, frequent
coaching and mentoring, monthly networking/study groups, and historic
site visits. Partners in the project include Gilder Lehrman Institute of
American History, University of Kentucky history professors, University
of Louisville, Centre College, Berea College, Transylvania University,
Eastern Kentucky University, Georgetown College, Millersville
University, Kentucky History Center, Kentucky Association of Teachers of
History, and Administrative Office of the Courts. The professional
development model is intended to have a high potential for replication
and will provide online thematic study units available nationally.
Content addresses, among other topics: Colonial America, American
Revolution, U.S. Constitution, Westward Expansion, Civil War, Great
Depression, and World War II.

**LOUISIANA**

# Grantee: Assumption Parish School Board, Napoleonville, LA

Project Name: Teaching Traditional American History in South Louisiana

Project Director: Malcolm M. Duplantis (985) 369-7251;
mduplantis@assumption.k12.la.us

**Funding: \$952,172**

# Number of Teachers Served: 90

# Number of School Districts Served: 7

**Number of Students Served: No information available**

This professional development program, in partnership with Nicholls
State University, is building a network of 30 American history teachers
within 7 districts each year to improve student achievement; improve
teachers' content knowledge; improve teachers' use of effective teaching
strategies; and to create a system to support teacher's continued growth
in knowledge, understanding, and appreciation of American history.
Resources developed during the program will include lesson plans for 5th
through 12th grade, and a website for teachers to use as a support when
preparing and teaching lessons on American history. Teachers will study
American history at the university level for graduate credit, learn and
apply effective strategies of instruction for American history,
participate in a seminar, redeliver knowledge and methods they have
learned to teachers in their district, and mentor new teachers at their
school. Content includes: lives, careers and writings of American
presidents; Civil Rights; history of the 1960s; American Involvement in
the Middle East; Puritans; U.S. Constitution; Hamiltonian vs.
Jeffersonian democracy; Jacksonian democracy; Civil War and
Reconstruction; Rise of Big Business; American Imperialism; New Deal;
World War II; Cold War; and Vietnam.

# Grantee: Tangipahoa Parish School System, Amite, LA

**Project Name: Louisiana's Role in Traditional American History**

**Project Director: Thomas Bellavia (985) 748-2501;
super@tangischools.org**

**Funding: \$999,000**

# Number of Teachers Served: 720

# Number of School Districts Served: 14

**Number of Students Served: No information available**

This project, aimed at middle and high school teachers in grades 7-12,
uses the Louisiana History Series produced by Louisiana Public
Broadcasting as a key companion to enriching new state content
standards, and meeting certification provisions associated with No Child
Left Behind legislation. Partners include: Southeastern Louisiana
University, Region II Service Center, Louisiana Public Broadcasting,
Louisiana State Archives, Museum and Library, Historic New Orleans
Collection, Louisiana Office of Culture, Recreation and Tourism, and
consultants. Content-rich instruction is provided through graduate
coursework, workshops, technology, and introduction of new curricula and
innovative teaching strategies designed to increase student performance.
The project serves 240 teachers annually. Summer institute topics cover:
Beginning of the American Experience; Formation of a Nation 1763-1800;
Establishing a National Character 1800-1840; Growth and Division
1800-1860; Great National Conflict and its Aftermath 1860-1900; A Robust
Democracy 1890-1920; Robust to Bust 1918-1932; An Encroaching World
1933-1945; Postwar World War II; Testing the Limits of America's
Character 1961-1974; and U.S. in a Global, Technological Age.

**MASSACHUSETTS**

# Grantee: Boston Public Schools, Boston, MA

**Project Name: Turning Points: Examining the Course of Our Nation**

**Project Director: Judy Berkowitz (617) 635-7936;
mroberts@boston.k12.ma.us**

**Funding: \$1,000,000**

# Number of Teachers Served: 254

# Number of School Districts Served: 1

**Number of Students Served: No information available**

This project provides professional development to expand teachers\'
knowledge and instructional skills as a means of increasing student
achievement and addresses gaps in students\' exposure to the state-based
curriculum, as well as literacy needs in history. Training strategies
are designed to reach 124 teachers in grades 3 and 5 and 130 high school
U.S. History teachers in grades 9, 10, and Advanced Placement classes.
In collaboration with Boston University, the Boston History
Collaborative, John F. Kennedy Library and Museum, and the Museum of
Afro-American History, 10 content seminars will be offered per year (30
hours) spanning traditional American History from the age of exploration
to the cotemporary era. Summer institutes of 30 each per summer will
provide in-depth focus on one of the eras and topics covered in the
seminars. Topics will form the nucleus of new curricula in grades 3, 5,
9, and 10. Seminars and coaching will be provided on interactive
teaching techniques and literacy strategies. At the end of the project,
all students in grades 3, 5, 9 and 10 will perform proficiently on
District history assessments. The Education Alliance at Brown University
will evaluate the program.

# Grantee: Brockton Public Schools, Brockton, MA

Project Name: Teaching American History Through Discovery, Investigation
and Participation

**Project Director: Margaret Lowe (508) 531-2406;
mmcmanus@ci.Brockton.ma.us**

**Funding: \$796,770**

# Number of Teachers Served: 180

# Number of School Districts Served: 6

**Number of Students Served: No information available**

Building on Plymouth's Teaching American History grant, six
Massachusetts school districts, in partnership with Bridgewater State
College, are focusing on rights and responsibilities in this
professional development program for K-12 teachers. The project involves
in-depth study of traditional American history through the lens of the
U.S. Constitution, interactions with historians; workshop study of key
primary documents; travel to national museums and archives; summer
institute field studies; and incorporation of findings into lesson
plans. It aims to give students and teachers a knowledge of what the
Constitution reveals about the wider narrative of American history from
1600 to the present, and, in so doing, seeks to generate greater student
appreciation of founding ideals and improved performance. The theme for
year 1 is Founding Ideas and Documents: Origins of the U.S.
Constitution. Year 2's theme is The Document Itself: Creation,
Ratification and Impact of the U.S. Constitution. Year 3 addresses
Interpretating the Centuries: The Lived Meaning of the U.S.
Constitution.

**Grantee: Fall River Public Schools, Fall River, MA**

**Project Name: History, Together: An Early-Grades Foundation for
Traditional**

## American History Education

**Project Director: Susan S. Horvitz (508) 235-2637;
suehorvitz@comcast.net**

**Funding: \$993,531**

**Number of Teachers Served: 108**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

The district is partnering with Bristol Community College and Brown
University's Education Alliance to extend the Teaching American History
Professional Development Project (a program that benefits high school
teachers) in order to improve content knowledge and instructional skills
for elementary school teachers in the Fall River area. For each of the
grant's three years, at least 36 teachers (three from each of the
region's 12 elementary schools) will attend a year-long, graduate level
course whose syllabus will be determined by the American history
learning standards for grades 3, 4, and 5. The course, entitled The
American Experience: Land, People, and Change, will focus on Native
peoples, historical landscape, and foundations of American government.
Teachers will learn about cultural diffusion and innovation, political
ideals and institutions, and patterns of social and political
interaction. During the second semester, participants will meet with a
facilitator to develop school-wide strategies for aligning curriculum
with state standards and integrating them with literacy and mathematics
standards already in place. Opportunities are provided for
non-participants to develop such strategies.

# Grantee: Fitchburg Public Schools, Fitchburg, MA

**Project Name: The Story of America**

**Project Director: Teresa A. Thomas (978) 665-4587; tthomas@fsc.edu**

**Funding: \$993,433**

# Number of Teachers Served: 70

# Number of School Districts Served: 10

**Number of Students Served: No information available**

This professional development program for middle and high school
American History teachers brings together 10 school districts with
Fitchburg State College and Mount Wachusett Community College to
strengthen teacher understanding of significant issues, episodes and
turning points in U.S. history. During the course of the project, 6
graduate-level academic seminars cover the span from colonial times to
the modern era, with the sixth seminar exploring the role of women in
American history. Seminars address: American Revolution and Early
Republic, Sectionalism, Civil War and Reconstruction, Westward
Expansion; Industry; Immigration and the Progressive Era; World War II;
and Cold War and the Modern Era. The program also includes readings,
research, symposia, exploration of primary sources, field experiences,
and integration of material into classroom activities. Participants
receive a Certificate of Advance Study in American History on completion
of 240 hours of focused study. The program concludes with a 2-day
conference to disseminate information and work products and begin the
process of replicating skills with non-participating teachers.

**Grantee: Frontier Regional and Union 38 School District, South
Deerfield, MA**

**Project Name: American Promises**

**Project Director: Barbara Mathews (413) 665-1155;
bmathews@deerfield.history.museum**

**Funding: \$998,850**

**Number of Teachers Served: 150-200**

**Number of School Districts Served: 12**

**Number of Students Served: No information available.**

The LEA will partner with Franklin County Professional Development
Collaborative, Pocumtuck Valley Memorial Association, and Hampshire
County school districts of Granby and Ware to provide a three-year
professional development program in traditional American history for up
to 80 K-12 teachers from primarily poor and rural school districts.
Activities include a seminar series (8 per year) and workshops (40-60
per year); along with individualized teaching support. The history
content will be organized around the fundamental premises expressed in
the United States\' founding documents. Each year, the program will
examine significant issues, episodes, and people from the Colonial
period into the 20^th^ century in the context of America's founding
ideals: (1) The Promises of the American Revolution: Colonies to
Nations; (2) Testing the Promises: The Civil War, Industrialization, and
Immigration; and (3) Claiming the Promises: Two World Wars, More
Immigration, A New Deal and Civil Rights. It is hoped that this
program's model of professional development, which will include the
creation of instructional resources, will have the potential for
widespread application.

# Grantee: Newton Public Schools, Newtonville, MA

**Project Name: The World in America: America in the World**

**Project Director: Susan E. Linn (617) 559-9038;
susan_linn@newton.mec.edu**

**Funding: \$981,028**

# Number of Teachers Served: 150

# Number of School Districts Served: 4

**Number of Students Served: No information available**

Teachers in grades 5, 8, 10, and 11 participate in content-based,
week-long summer institutes, 3-day school-year seminars, book discussion
groups, study tours, and conferences in a professional development
program aimed at improving U.S. history content knowledge and
instruction, encouraging history teacher collaboration within and across
schools, and meeting needs identified by teachers and the 2002
Massachusetts Curriculum Framework for History. The project is supported
by a newsletter, website, and quarterly meetings of an Advisory Board
composed of all partner representatives. World in America: America in
the World Collaborative includes 4 districts, Primary Source, Suffolk
University, Boston Public Library, and Adams National Historical Park in
Quincy. Year 1 focuses on Colonial America; Year 2 on 19^th^ Century
America; and Year 3 on The 20^th^ Century.

# Grantee: Shore Educational Collaborative, Chelsea, MA

**Project Name: Project LOCAL: Learning Our Community\'s American Lore**

**Project Director: Calvin L. Carpenter (781) 393-9016;
carpec@Medford.k12.ma.us**

**Funding: \$914,089**

# Number of Teachers Served: 69

# Number of School Districts Served: 5

**Number of Students Served: 4,800**

In partnership with Tufts University, the communities of Everett,
Medford, Revere, Somerville, and Winthrop will provide American History
teachers with a series of day-long intensive professional development
workshops using a train-the-trainer model to incorporate local history
into the teaching of traditional American History. Initial workshops
provide access to experts in American history, sites of historical
significance, primary resource materials, and teaching strategies that
foster higher thinking order skills. Subsequently, site leaders will
provide a series of workshops within their respective communities,
supported by historical societies and historic sites. Tufts University
will host a website containing a library of teaching strategies,
discussions, and models as a lasting resource. Project LOCAL will
directly involve 75% of grades K-12 U.S. history teachers in each
district over the grant period. Lectures by historians address the
17^th^, 18^th^, early 19^th^, late 19^th^, early and late 20^th^
centuries, incorporating discussion of most significant primary sources
of each period.

# Grantee: Springfield Public Schools, Springfield, MA

**Project Name: Teachers as Historians**

**Project Director: Rosemary Kalloch (413)787-7074;
kallochr@sps.springfield.ma.us**

**Funding: \$994,819**

# Number of Teachers Served: 50

# Number of School Districts Served: 1

**Number of Students Served: No information available**

This partnership brings together the Springfield Public Schools with
five colleges, the Springfield Library and Museums, History Institute at
the University of Massachusetts and the Springfield Armory National
Historic Site. The district serves a population that is 48% Latino, 28%
African-American, 21% white, and 2% Asian; 77% live in households below
the federal poverty level, and 11% are enrolled in English language
learner programs. Taught by college faculty, the professional
development program provides teachers from all grade levels with content
knowledge in U.S. history through summer institutes and 10 academic year
seminars, and classroom instructional strategies through coaches and use
of student achievement data. Topics---emphasizing critical events and
individuals---include the U.S. Constitution, Civil War, immigration,
Declaration of Independence, and primary documents on the abolitionist
movement, Reconstruction, and Civil Rights movement of the 20^th^
century.

# Grantee: Weymouth Public Schools, Weymouth, MA

**Project Name: Lest We Forget: The Teaching of American History**

**Project Director: Jane E. Killinger (781) 335-1460;
jkillinger@weymouthschools.org**

**Funding: \$900,421**

# Number of Teachers Served: 164

# Number of School Districts Served: 1

**Number of Students Served: No information available**

Aimed at reviving appreciation for U.S. history, this professional
development program offered by the district and primary partners,
University of Massachusetts-Boston and Adams National Historical Park,
calls for in-depth instruction in American history content and content
pedagogy for 122 K-4 grade teachers, 12 5^th^ grade teachers, and 30
teachers in grades 7-12. The project promotes historical thinking
benchmarks, and includes 46 modules taught by University professors on
events, issues and people significant to American history. Four
week-long summer institutes address the John and Abigail Adams' family
legacy. Curriculum institutes, study groups, and coaching focus on
improving the quality of history instruction. The content is grounded in
traditional American history: New England Colonies; Rebellion and
Independence; English Roots; Search for a New Government, Federalist
Papers, Constitution, Bill of Rights, The New Republic; de Tocqueville;
Women's Suffrage in the Jacksonian Era; Slavery and Abolition; Civil
War; Reconstruction; Jim Crow and the New South; Industrialization;
Chinese Immigration and Exclusion; Imperialism and World Power;
Progressive Era; World Wars I and II; New Deal; Cold War; and the Civil
Rights Movement.

**MARYLAND**

# Grantee: Anne Arundel County Public Schools, Annapolis, MD

**Project Name: Teaching American History in Anne Arundel County**

**Project Director: Lisa Kissinger (410) 222-5440;
lkissinger@aacps.org**

**Funding: \$994,183**

# Number of Teachers Served: 90

# Number of School Districts Served: 1

**Number of Students Served: No information available**

American history teachers in grades 5, 8, and 11 are targeted in this
effort to enhance content knowledge of traditional U.S. history,
knowledge of resources, and instructional skills, with the long-term
goal of increasing student enrollment in the AP U.S. History course. The
program includes in-service orientation workshops, a 10-day
graduate-level summer institute, and in-service follow-up workshops
during the school year---designed and taught by historians from the
University of Maryland, Baltimore County and County master teachers.
Additional sessions and resource will be provided by Martha Ross Center
for Oral History, Maryland State Archives, and Maryland Historical
Society. A program website will publish exemplary lesson plans and
successful participants will mentor other teachers in the pre-AP U.S.
history pipeline**.** Summer institutes focus on significant turning
points including the American Revolution, Civil War, Great Depression,
World War II, and the Civil Rights Movement.

**MICHIGAN**

**Grantee: Alpena-Montmorency-Alcona Educational Service, Alpena, MI**

**Project Name: American History -- Turning Points**

**Project Director: Gary Goren (989) 354-3101; goreng@amaesd.k12.mi.us**

**Funding: \$853,158**

**Number of Teachers Served: 30**

**Number of School Districts Served: 4**

**Number of Students Served: No information available**

The American History Project -- Turning Points faculty development
project is a collaboration among the Alpena-Montmorency-Alcona
Educational Service District, four rural school districts, the Central
Michigan University, Arts and Libraries, the Alpena County Library, and
the Henry Ford Museum. It will reach K-12 history teachers in three
counties in northeastern, lower Michigan -- an area of high poverty,
large distances, small populations, and low student achievement scores.
Through summer institutes and school-year workshops and colloquia, 30
fifth-, 8^th^- and 11^th^-grade teachers will be trained in American
history content, and will gain a better understanding of the discipline
of historical inquiry. Participants will utilize primary materials from
local archives, museums, historic sites, and online resources. Program
content will be organized by topic and grade-level and fall into five
major historical periods: Colonial and Revolutionary American in the
Atlantic World; U.S. History through the Civil War; U.S. History to
World War I; U.S. History in the 20^th^ century; and Michigan History in
the United States. Participants will form a teacher cohort system called
the Corps of Discovery, and develop model teaching units and lesson
plans stored on a CD-Rom for replication in other school districts.

**Grantee: Dickinson-Iron Intermediate School District, Kingsford, MI**

**Project Name: Building Bridges**

**Project Director: Dee Benjamin; (906) 776-8137;
<dbenjamin@diisd.org>**

**Funding: \$696,450**

**Number of Teachers Served: No information available**

**Number of School Districts Served: 52**

**Number of Students Served: No information available**

The Dickinson-Iron Intermediate School District, in coordination with
four other Intermediate School Districts (ISDs) will join Northern
Michigan University, Michigan Technological University, and Lake
Superior State University to create a professional development program
for K-12 teachers of history in Michigan's Upper Peninsula. The program
includes summer institutes, workshops during the school year, mentoring,
master teacher site visits, and online interaction. The project will use
the History Themes Project, which was developed collaboratively with the
Michigan Education Portal for Interactive Content. Summer institutes
will focus on American history content, while school year workshops will
focus on best practices for classroom instruction, including
problem-based learning, curriculum mapping, and utilizing primary
resources. Topics include National History Strands; Michigan Curriculum
Framework; Civilization; Cultural Diffusion; Innovation; and Human
Interaction with the Environment. Kindergarten through 5^th^-grade
teachers will explore topics related to the period of American history
from Beginnings to 1830. Teachers of history in grades 6 through 8 will
study the period of 1763 to 1877, and 9^th^ to 12^th^ grade teachers
will focus on 1877 to the present. Teachers will develop a three- to
five-day unit plan based upon what they learned in the summer
institutes, and will be required to attend the Fall Educator's Forum in
November 2005.

# Grantee: Okemos Public Schools, Okemos, MI

Project Name: Path to the Present: A Model Program to Improve and
Support Modern American History Teaching in Michigan

**Project Director: Lee Gerard (517) 349-9460;
lgerard@okemos.k12.mi.us**

**Funding: \$999,878**

# Number of Teachers Served: 60

# Number of School Districts Served: 10

**Number of Students Served: No information available**

This project is teaching 10 teacher-pairs per year from a diverse group
of schools in mid-Michigan at intensive 2-week history academies in
collaboration with Michigan State University\'s Department of History
and MATRIX Center for the Humane Arts, Letters and Social Sciences and
Social Sciences Online; ABC-CLIO, H-Net Humanities and Social Sciences
Online; Michigan Historical Center and State Archives; and Michigan
Department of Education. The teacher-pairs---1 new and 1 master teacher
in grades 9-11---will create model curricula and attend follow-up
school-based workshops in which outcomes will be disseminated to other
teachers. Participants are intended to form the core of a new Michigan
History Teaching Network with online headquarters for continuing
education. Addressing crucial events and turning points in traditional
American History, year 1 focuses on Growth of the State: U.S. and the
World; year 2 on Economic Development and Political Reform; and year 3
on American Society and Culture: Pluralism and Diversity. The project
supports methodologies for using primary materials to develop student
aptitude in analyzing historical issues.

**MINNESOTA**

# Grantee: Northfield Public Schools, Northfield, MN

**Project Name: Shaping the American Nation: Immigration and Its
Historical Impacts**

**Project Director: Kristin M. Repensky (507) 663-0600;
kristin.repensky@nfld.k12.mn.ud**

**Funding: \$640,761**

# Number of Teachers Served: 87

# Number of School Districts Served: 1

**Number of Students Served: 3,871**

This professional development project provides teachers in grades K-12
with an in-depth perspective on the impact of immigration on U.S.
history using week-long summer seminars and 12 full-day workshops.
American history specialists offer an overview of basic American
documents, governmental structures, and social and cultural development
shaped by immigrants by examining American history from early colonial
times through the present. Year 1 focuses on the colonial period; year 2
on the Revolution through 1850; and year 3, from 1850 to the present.
Partners include Carleton and St. Olaf Colleges, St. Mary\'s University,
Minnesota History Center, and University of Minnesota\'s History
Department and Immigration History Research Center. Aimed at all
students in the Northfield Public School system, the program will invite
an additional 30 English teachers to participate.

# Grantee: Northwest Service Cooperative #928, Thief River Falls, MN

**Project Name: We, Too, Are the People**

**Project Director: Faye V. Auchenpaugh; (218) 681-8005;
<fauchenp@nw-service.k12.mn.us>**

**Funding: \$999,938**

# Number of Teachers Served: 150

# Number of School Districts Served: 42

# Number of Students Served: 8,000

This project partners 42 school districts in 12 counties of rural
northwest Minnesota with the National Humanities Center in North
Carolina, Minnesota Historical Society, Hamlin University in St. Paul,
Minnesota Humanities Commission, and Cooperative Ventures, an
independent educational evaluation organization in St. Paul. While all
districts teach American History as a separate academic subject, the
project aligns with an instructional improvement review model designed
to broaden instructional skills and content knowledge of American
history and literature teachers and build collegial networks. To improve
teaching about significant issues, episodes and turning points in U.S.
history teachers, participants explore a specific period during 5-day
intensive summer institutes, and engage in school-year 2-day institutes
to explore how the history of their geographic area fits into the
national historical context for that period. The first era to be studied
is America: Living the Revolution, 1779-1823. The program includes
development of lesson plans and study groups facilitated by curriculum
and instructional specialists.

**MISSOURI**

# Grantee: Chillicothe R-II School District, Chillicothe, MO

Project Name: Teaching Traditional American History

Project Director: Mike Lair (660) 646-0700; lairmike@hotmail.com

**Funding: \$892,875**

# Number of Teachers Served: 150

# Number of School Districts Served: 24

**Number of Students Served: No information available**

In partnership with the University of Missouri Western, Central
Methodist College, Truman Presidential Museum and Library, the State of
Missouri's Office of the Secretary of State Archivist, Livingston County
Library, and 23 northwestern school districts, Chillicothe R-11 School
District aims to accomplish 2 goals: establish a network of master
teachers, and ensure that northwestern Missouri teachers and
administrators have the skills, knowledge, and abilities to teach U.S.
history. The first goal will be addressed by the annual 3-week summer
institute that will enhance teachers' knowledge of U.S. history, and
enhance their critical thinking skills. Content for year 1 will be
Manifest Destiny: A Clash of Cultures; year 2, American 20th Century
Diplomatic History; and year 3, The Civil War. The second goal will be
addressed by introducing of instructional management tools, ongoing
workshops and seminars, and the Anytime Learning System computerized
tool with the American Education History Instructional Titles.

# Grantee: Republic R-III, Republic, MO

**Project Name: American History Education Enhancement Project**

**Project Director: Cinthia Mais (417) 732-3650;
cmais@mail.republic.k12.mo.us**

**Funding: \$983,014**

# Number of Teachers Served: 25

# Number of School Districts Served: 7

**Number of Students Served: No information available**

The American History Education Enhancement Project offers middle and
high school social studies teachers the means to earn a master\'s degree
that strengthens their knowledge and appreciation of U.S. history
through 5 3-hour graduate courses. The professional development program
includes summer institutes, 15 hours of Internet-delivered coursework on
content and research, and face-to-face pod meetings at individual
schools in which participants work with a master teacher to transfer
course material to the classroom. Course content focuses on extensive
readings and discussions regarding the Revolutionary War and Early
Republic, Civil War, 19^th^ century social history, women\'s history,
and history of education. Project effectiveness in boosting student
performance will be measured by a quasi-experimental design in which
students of participants and non-participants are pre- and post-tested.
Partnering with the 4 public school systems in Greene and Christian
Counties are Southwest Missouri State University, Springfield-Greene
County History Museum, and Greene County Archives.

# MISSISSIPPI

# Grantee: Lawrence County School District, Monticello, MS

**Project Name: Teaching History Instructors in a Network of Knowledge
(THINK)**

**Project Director: Deborah Sylvester (601) 587-2306;
dsylvester@Lawrence.k12.ms.us**

**Funding: \$988,574**

# Number of Teachers Served: 100

# Number of School Districts Served: 2 

**Number of Students Served: 6,605**

Two rural, high poverty districts with low-performing students are
partnering with William Carey College, Copiah-Lincoln Community College,
Old Capitol Museum of Mississippi History and Lawrence County Historical
Society to build capacity to support and sustain improved U.S. History
instruction, and improved student understanding, achievement and
appreciation for American history. Of 100 K-12 teacher-volunteers who
will participate in project services, 25 will be selected as the
representative sample for evaluation. Participants in this \"learning
network\" to create teacher leaders engage in a series of intensive
workshops and visit historic sites in order to focus on teaching
traditional U.S. History as a separate subject. The teacher volunteers
will be led by professors and historians. Professional development
activities are combined with an array of educational resources including
an online database, materials, peer mentoring, and a library. Major
content themes include Conflict (Revolutionary War, Civil War, World
Wars, 20^th^ century wars); Change/Expansion (colonial times, Lewis &
Clark, Manifest Destiny); and Captivity/Human Rights (slavery,
Underground Railroad, internment camps, women\'s rights).

# Grantee: Philadelphia School District, Philadelphia, MS

**Project Name: History Connections**

**Project Director: Moira R. Rankin (301) 317-0110;
moira@soundprint.org**

**Funding: \$998,474**

# Number of Teachers Served: 25

# Number of School Districts Served: 2

**Number of Students Served: No information available**

Philadelphia School District is partnering with Newton County School
District, University of Southern Mississippi, and Mississippi State
University, museums, archives and historical sites to provide American
history teachers in grades 5, 8, and 11 with professional development
including summer institutes; seminars; ongoing mentoring by University
faculty; instruction in primary sources at historic sites and museums;
education in oral and visual history principles for research; and
curriculum development using primary sources, field trips and artifacts.
Public broadcasters, Mississippi Television Authority, and the
SOUNDPRINT Media Center are extending the seminars' reach and mentoring
across the state via an electronic interactive network. The public
broadcasters also provide audio and video material for instructional use
and professional development---technology resources that will be left in
place. Content aligns with state standards and covers Colonial American,
Civil War and Reconstruction, The Great Depression, World War II and
post WWII, and Civil Rights.

**MONTANA**

# Grantee: Bozeman School District #7, Bozeman, MT

**Project Name: Telling Lives, Teaching Lives**

**Project Director: Robert W. Rydell (406) 994-4395;
rwrydell@montana.edu**

**Funding: \$1,000,000**

# Number of Teachers Served: 108

# Number of School Districts Served: 1

**Number of Students Served: No information available**

Using biography, founding documents, and museum artifacts, this
professional development project for Bozeman K-12 and Gallatin County
K-8 teachers focuses on three turning points in American history: the
era of the American Revolution and Constitution; the era of the Civil
War; and the era of the Great Depression and Second World War. Partners
in improving teachers\' and students\' understanding and attitudes
toward American History include Montana State University/Bozeman
Department of History and Philosophy, Program in Native American
Studies, and Museum of the Rockies; the National Council for History
Education, and Northwest Regional Educational Laboratory. Partners will
share responsibility for providing colloquia, summer institutes,
presentations at state gatherings, and follow-up sessions to ensure
integration of project findings. The project will be disseminated
through concurrent U.S. History sessions at Montana Education
Association meetings to more than 2,000 teachers statewide---a basis for
organizing a network of teachers and administrators committed to improve
history teaching.

**NORTH CAROLINA**

# Grantee: Bertie County Schools, Windsor, NC

Project Name: TRACES in American History (Teaching with Relevant
Academic Content and Engaging Strategies)

**Project Director: Carol C. Atkins (252) 794-6018;
atkinsc.bco@bertieschools.com**

**Funding: \$919,251**

# Number of Teachers Served: 90

# Number of School Districts Served: 3

**Number of Students Served: 1,900**

TRACES brings together 3 school systems including 18 schools located in
a rural, high-poverty area of North Carolina with St. Augustine\'s
College, Organization of American Historians, National History Day,
SERVE, Teachers\' Curriculum Institute, National Center for History in
the Schools, and a host of other local/state historical organizations to
improve outcomes for American History studies. The comprehensive
120-hour professional development program including 2-week summer
institutes, at least 5 workshops per school year, and followed up by
in-class coaching aligns with benchmarks established by the American
Historical Association. History experts provide teachers in grades 4, 5,
8, 10, 11, and 12---with an emphasis on grades 5, 8, and 11---with
instruction in U.S. history content and pedagogy along with guiding
activities designed to enhance classroom instruction. Content examines
the American Colonial experience; contending goals of Nationalism and
Sectionalism 1815-1650; Civil War and Reconstruction; economic; social
and political trends of the late 19^th^ and early 20^th^ centuries; and
causes and effects of U.S. involvement in international affairs.

# Grantee: Cleveland County Schools, Shelby, NC

**Project Name: U.S. History Consortium**

**Project Director: Robert W. Brown (704) 482-5354;
rbrown@clevelandcountyschools.org**

**Funding: \$886,441**

# Number of Teachers Served: 75

# Number of School Districts Served: 2

**Number of Students Served: 2,000**

In conjunction with Lincoln County Schools, University of North Carolina
at Charlotte, Temple University, Gettysburg College, and George
Washington University, Cleveland County Schools is providing a 5-step
sustainable model of professional development for American history
teachers in grades 10 and 11. Participants receive background
assignments throughout the year and attend summer institutes focusing
on: From the Revolution to New Republic (1756-1820); From Sectionalism
to Reconstruction; and The Roaring Twenties through World War II. Other
activities include historic site visits, content seminars, discussions,
experiential learning, research led by scholars, and curriculum
development centering on skills needed for student understanding such as
higher order thinking skills, primary source document analysis, and
multidisciplinary seminars. Preservice, initially licensed teachers and
lateral entry teachers will attend workshops to increase content
knowledge and methodological practices from the beginning of their
careers.

**NORTH DAKOTA**

**Grantee: Fargo Public Schools, District #1, Fargo, ND**

**Project Name: Fargo Public Schools -- Teaching History Project**

**Project Director: Nancy H. Murphy (701) 446-1047;
murphna@fargo.k12.nd.us**

**Funding: \$ 861,446**

**Number of Teachers Served: 75**

**Number of School Districts Served: 2**

**Number of Students Served: No information available**

The Fargo Public Schools and West Fargo Public Schools will collaborate
with North Dakota State University, Valley City State University, the
North Dakota Historical Society, and the Institute for Regional Studies
to offer this professional development program to history/social studies
teachers in grades 6, 8, 9, and 11. In addition to a high failure rate
of students in history classes and high student drop-out rate, an
estimated 30% of the district's history and social studies teacher do
not meet the state's definition of "highly qualified." The project seeks
to increase participants' knowledge of American history and primary
sources, improve pedagogical skills, and give teachers an opportunity to
develop curricular units, classroom materials, and assessment tools.
Teachers completing the project will offer professional development
programs to fellow history teachers. The training method follows the
Joyce and Showers model for professional development, and includes
summer institutes, monthly meetings, and ongoing coaching. Content
addresses: Women in America; American Frontier and West; America\'s
Changing Identity Viewed Through Documents; Key Episodes in American
Political and Social History; and America in the Western Hemisphere:
Turning Points in History.

**NEBRASKA**

**Grantee: Educational Service Unit #2, Fremont, NE**

**Project Name: American Independence -- Myths and Realities**

**Project Director: Diane M. Wolfe (402) 721-7710; dmwolfe@esu2.org**

**Funding: \$999,998**

**Number of Teachers Served: No information available**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

Teachers from 40 schools throughout northeast Nebraska will participate
in this three-year program offered collaboratively by Educational
Service Unit #2, Wayne State College, and the Eastern Nebraska Distance
Learning Consortium. Scholars of U.S. history will help participants
explore the myths and realities concerning U.S. and Native American
struggles for independence during this country's formative period in the
late 18^th^ and early 19^th^ centuries. The program seeks to form a
cadre of educators dedicated to improving American history instruction.
Teachers will conduct graduate-level coursework and develop and post
online lesson plans to be used by teachers across the nation. They also
will create an online American history course to be delivered through
Wayne State College for the duration of the project and beyond. The
program's success will be evaluated through a three-year qualitative and
quantitative applied research study, which will examine the impact of
project staff development on teacher self-efficacy and student academic
performance.

# Grantee: Lincoln Public Schools, Lincoln, NE

**Project Name: Teaching Excellence in America's Core History (TEACH)**

**Project Director: Karen Stanley (402) 436-1827; kstanle@lps.org**

**Funding: \$995,963**

# Number of Teachers Served: 60

# Number of School Districts Served: 1

**Number of Students Served: No information available**

Partnering with Nebraska Wesleyan University and Nebraska State
Historical Society, Lincoln Public Schools is providing a professional
development program for elementary through high school teachers that
includes history seminars; summer colloquia involving work with primary
documents and artifacts; institutes; workshops in academic settings and
historic sites; and mentoring to improve the teaching of U.S. history.
Participants can earn 18 hours of graduate credit and are expected to
provide district leadership in history instruction strategies and
classroom activities impacting 1,200 teachers and 32,000 students. The
program replaces broad survey courses with course syllabi aligned with
identified periods of American history: Progressivism and Expansion of
Democracy in the 20^th^ Century; U.S. Rise to World Power; Struggle for
Civil Rights Among Minority Populations; Confronting the Challenge of
the Great Depression; The Cold War at Home and Abroad; and Challenges of
Post-Cold War America.

# Grantee: Millard Public Schools, Omaha, NE

**Project Name: Teaching American History: MPS & MOEC**

**Project Director: Martha M. Bruckner (402) 895-8306;
mmbruckner@mpsomaha.org**

**Funding: \$910,930**

# Number of Teachers Served: 90

# Number of School Districts Served: 7

**Number of Students Served: No information available**

The district---representing Metropolitan Omaha Educational Consortium
(MOEC)---is partnering with area schools, Nebraska Department of
Education, University of Nebraska at Omaha, University of
Nebraska-Lincoln, and Strategic Air and Space Museum to improve teacher
competency in U.S. history, and raise the level of achievement of more
than one quarter of Nebraska students. Summer seminars, workshops,
videoconferences, consultations, and creation of a electronic lesson
plan library (1,000 documents) are components designed to improve
content knowledge and pedagogical skills of primary and secondary school
teachers in grades 5, 8, 9, 11 and 12. Content topics include: Thomas
Jefferson's Vision of a Meritocracy; Federalist vs. Anti-Federalist
Debate; Ronald Reagan and the Conclusion of the Cold War;
Kansas-Nebraska Act; Lewis and Clark; American Revolution; Civil War and
Reconstruction; and the Civil Rights Movement.

**NEW HAMPSHIRE**

# Grantee: Manchester School District, Manchester, NH

**Project Name: History in Perspective**

**Project Director: Judith Moyer (603) 862-1765; jmoyer@cisunix.unh**

**Funding: \$997,528**

# Number of Teachers Served: 20

# Number of School Districts Served: 9

**Number of Students Served: No information available**

History in Perspective offers middle and high school teachers 18 two-day
seminars, 2 week-long summer institutes, workshops on authentic
achievement, and workshops on infusing children's literature about U.S.
history into reading and writing assignments in the upper elementary
grades. Working with a University of New Hampshire historian and social
studies curriculum specialists, teachers will gain an understanding of
authentic instruction and assessment, will use age-appropriate primary
and secondary source materials, will invite critical thinking about
history, and will use Internet/technology resources for teaching
traditional American history. Content selection reflects responses to a
survey of teacher interests: Colonial Heritage; American Revolution;
Constitution; Westward Expansion; Native American Experience; Slaves;
Citizens and Soldiers: African-Americans in the 19^th^ Century; Civil
War and Reconstruction; Industrialization in the 1800s, Immigration;
Great Depression and New Deal; Civil Rights; Women and History; Cold
War; Vietnam, Foreign Policy; and U.S. History through the Arts.

**Grantee: Merrimack School District, Merrimack, NH**

**Project Name: America: A Story of Beginnings and A Story of Change**

**Project Director: Antonio Paradis (603) 206-6800; tony@seresc.net**

**Funding: \$998,773**

**Number of Teachers Served: 144**

**Number of School Districts Served: 18**

**Number of Students Served: No information available**

In an effort to raise student achievement, the district is partnering
with 17 rural school districts and the Southeast Regional Education
Service Center, Plymouth State University, New Hampshire Historical
Society, National Park Service, and selected museums to provide this
program for teachers of American history. The project's goal is to
improve American history content, teaching strategies, and materials.
Teachers in grades 6 and 10 will participate in a variety of projects,
including colloquia on Themes of American History and History's Habits
of the Mind; summer institutes providing American history content;
online graduate instruction in unit-planning, instructional methodology,
and educational resources; and collaborative work that teams school
districts with scholar/historians. Content will address three areas of
traditional American history: America as Agrarian Society (1607-1813);
America as an Industrial Nation (1813 to 1945); and America as a
Post-Industrial Nation (1945 to present).

**Grantee: Rivendell Interstate School District, Orford, NH**

**Project Name: History Harvest: Gathering America's Past**

**Project Director: Fern Tavalin (802) 387-4277; tavalin@sover.net**

**Funding: \$907,386**

**Number of Teachers Served: 90**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

The History Harvest Project extends the work of a previous Teaching
American History grant, The Flow of History, to 15 schools in New
Hampshire and Vermont. It is a collaborative work of the Rivendell
Interstate School District, the Southeast Vermont Community Learning
Collaborative, Great Falls Region Chamber of Commerce at Bellows Falls
Waypoint Interpretive Center, Alliance for Lifelong Learning, and
University of Vermont. The project provides qualifying teachers in
grades 3-10 with a professional development program featuring summer
institutes, follow-up study groups, a quarterly newsletter, online
discussions, and historian-mentors. The program is organized around: (1)
Gathering and Interactions of Peoples, Cultures and Ideas (Colonization,
Settlement, and Communities -- 1607 to 1763); (2) Change and Continuity
in American Democracy: Ideas, Institutions, Practices and Controversies
(Crisis of the Union -- 1850 to 1877; and Contemporary America -- 1945
to present); and (3) Economic and Technological Changes and their
Relation to Society, Ideas and the Environment (Development of Modern
America -- 1865 to 1920; and Modern America -- 1914 to 1945). An online
information center and primary resource database provide universal
access to teachers, students, and community members interested in
American history.

# Grantee: Timberlane Regional School District, Plaistow, NH

**Project Name: Weaving the Thread of American History**

**Project Director: Dwight S. Wilder (603)382-6541;
dwilder@timberlanehs.com**

**Funding: \$587,340**

# Number of Teachers Served: No information available

# Number of School Districts Served: 1

**Number of Students Served: No information available**

This project to is designed enhance faculty content knowledge, develop
comprehensive student expectations of U.S. history, create ongoing
interaction among history teachers at different grade levels, and
promote continuous improvement of instruction and achievement seeks to
define American history as a key thread running from elementary through
high school. Through a partnership with the National Council for History
Education, the program provides teachers in grades 5, 8, and 11 with
four major 5-day history colloquia, workshops, seminars, coursework,
guest speakers, visits, and in-class activities. Project evaluation
measures individual professional development, group-based events, and
overall project impact. The region has exceptional resources for
professional development in content knowledge, encompassing sites from
colonial times through the early Republic, Industrial Revolution,
immigrant experience, to the technological and social advances of the
20^th^ century. Colloquia address the Colonial Period and Early
Republic, 19^th^ century America, and 20^th^ century America.

**NEW JERSEY**

# Grantee: Discovery Charter School, Newark, NJ

**Project Name: The Overcoming Obstacles to Liberty Fellowship**

**Project Director: Kevin Brady (973) 623-0222; adewey@aol.com**

**Funding: \$999,275**

# Number of Teachers Served: 150

# Number of School Districts Served: 14

**Number of Students Served: 15,000**

A consortium of 14 urban charter districts is partnering with the
American Institute for History Education, Temple University historians
and scholars from Princeton University, Mount St. Vincent College,
University of Delaware, Montclair State University, Foreign Policy
Research Institute, New Jersey Historical Society, and Civil War
Institute to offer six American History seasonal colloquia, a field trip
series, and summer institutes to teacher "fellows" in grades K-8. The
fellows will, in turn, train all history teachers in their districts and
beyond in much-needed turnkey workshops, and form vertical teams to
review history curricula. Compilations of professional development
sessions will be published on 3 interactive CD-ROMS and a website with
the assistance of an experienced multimedia firm. Content covers: The
Empire vs. the Colonies; Agrarian Culture vs. Industrialization and the
Market; and International Liberalism vs. The Totalitarians.

**Grantee: East Brunswick Public Schools, East Brunswick, NJ**

**Project Name: The Overcoming Obstacles to Liberty (TOOL) Fellowship**

**Project Director: Robert G. Shamy (732) 446-0853; rshamy@ebnet.org**

**Funding: \$997,460**

**Number of Teachers Served: 550**

**Number of School Districts Served: 5**

**Number of Students Served: No information available**

A consortium of five urban and multicultural suburban public school
districts, along with the Middlesex County Educational Technology
Training Center and the New Jersey Network (PBS), will offer this
program in partnership with the American Institute for History Education
(AIHE), the Middlesex County Cultural and Heritage Commission, Princeton
University, Rutgers University, Temple University, University of
Delaware, the Civil War Institute, Newseum (Washington, DC), and Foreign
Policy Research Institute. TOOL Fellows will form five core vertical
teams, consisting of 8 elementary and middle school teachers and 2 high
school teachers (who will serve as the content specialists and vertical
team leaders). These teams will immerse another 500 teachers in the
skills and content of this program. Participants will study the colonial
period through the 20^th^ century. By examining the ethos of the 17^th^
and 18^th^ centuries, teachers will find it easier to convey the meaning
of such later events as the Civil War, Progressive Era, New Deal, and
Civil Rights. Digital media servers will be installed in each consortium
district to provide access to high-quality digital media in support of
the instructional component of this program. AIHE will produce three
interactive CDs for national distribution and a website with all the
program's events and materials.

# Grantee: Hackensack Public Schools, Hackensack, NJ

Project Name: The People of America: The Heritage of Our Nation

Project Director: Louis Moore (201) 646-7933; Loumoore@aol.com

**Funding: \$996,150**

# Number of Teachers Served: 134

# Number of School Districts Served: 1

**Number of Students Served: 16,500**

The History Consortium at The Hermitage is composed of 15 urban and
suburban high schools, historians from Columbia University, The
Hermitage (a national historic landmark), and Rutgers University, and
educators from Ramapo College. Since 2002, the consortium has provided
professional development for teachers as historians from schools with
significant immigrant populations and many non-tenured teachers. The
program consists of an intensive summer Hermitage Institute, whose
themes will be: Peopling of America (in 2004); Working in America (in
2005); and Living in America (2006). Scholars will explore the entire
span of U.S. history from and consider aspects of each theme from a
local, state, or regional perspective. Teachers will learn to use
Columbia University's American History website (CAHO) which provides
access to historians, documents, and prototype lessons. Participants
also develop other prototype lessons for grades 8--12, referenced to the
N.J. Core Curriculum Content Standards. Proceedings, digital documents
for lessons, and lessons will be posted on the Hermitage's website.

**NEW MEXICO**

# Grantee: Gallup-McKinley County Schools, Gallup, NM

**Project Name: American Encounters: Teaching American History From
Indian Country**

**Project Director: Chantal Irvin (505) 721-1004;
cirvin@gmcs.k12.nm.us**

**Funding: \$997,552**

# Number of Teachers Served: 75

# Number of School Districts Served: 1

**Number of Students Served: No information available**

This professional development project provides elementary school
teachers in the Southwest with seminars, graduate-level summer
institutes, and action research projects during which they explore early
American history from pre-contact through the mid-19^th^ century through
the theme of American Encounters. The perspective allows for a
culturally and geographically inclusive interpretation of early U.S.
history and acknowledges the role that all early Americans played in the
founding of the country. Participants make use of museum, primary
documents, artifacts and other resources in the Washington, DC area, and
learn research-based strategies for increasing Native students'
appreciation for American history. Cultural sensitivity and Native
traditions are incorporated into lesson plans mapped to county American
history standards. Participants serve as mentors for other teachers and
resource models for those seeking innovative tools for working with
Native students. Research generated by the project will provide a body
of information on the effectiveness of teaching innovations in raising
Native student achievement in American history.

**NEVADA**

# Grantee: Clark County School District, Las Vegas, NV

**Project Name: Living American Freedom, Living American History**

**Project Director: Sara Gardner (702) 799-8464;
Sara_Gardner@interact.ccsd.net**

**Funding: \$985,729**

# Number of Teachers Served: 150

# Number of School Districts Served: 1

**Number of Students Served: No information available**

American history teachers in grades 7 and 11 will participate in a
professional development program including a series of colloquia
combining lectures, discussions and readings, summer institutes, and
community programs focused on a theme of "living history." Aimed at
enhancing student academic achievement in U.S. History, teacher mastery
of history content, teachers' application of primary sources in the
classroom, and instructional skills, the program partners the district
with history department faculty from Community College of Southern
Nevada, Education faculty from University of Nevada, Nevada State Museum
and Historical Society, and Nevada Humanities. Colloquia emphasize
particular themes: American freedom related to race, gender, class, and
ethnicity. Guest speakers cover such topics as Freedom from the Mother
Country, Slavery, Civil War and Reconstruction, Progressive Freedom,
Depression and World War II, Cold War and Civil Rights.

# Grantee: Washoe County School District, Reno, NV

**Project Name: The Northern Nevada Teaching American History Project**

**Project Director: Susan H. Davis (775) 850-8025;
shdavis@washoe.k12.nv.us**

**Funding: \$978,152**

# Number of Teachers Served: 300

# Number of School Districts Served: 7

**Number of Students Served: 74,000**

This project results from over 3 years of collaboration between the LEA
and its partners: University of Nevada-Reno, Truckee Meadows Community
College, Nevada Humanities, Nevada Historical Society, Nevada State
Historic Preservation Office, Channel 5 (public broadcasting station),
and Consolidated Management Services (providing primary source workshops
and access to the Library of Congress and National Archives and Records
Administration). Aimed at history teachers in 6 rural school districts
and a high school in the Paiute Tribal Reservation, the project is based
on a comprehensive, research-based professional development model.
Traditional American history topics such as the Constitution, U.S. as a
nation of immigrants, impact of major leaders, and significant events
such as the Louisiana Purchase, Brown vs. Board of Education are
addressed in 9-day summer institutes; book clubs; Saturday dialogues;
community symposia; primary source workshops; on-site pilot history
curriculum enhancement teams; and a project website. Elementary through
high school teachers are participating.

**NEW YORK**

**Grantee: Buffalo City School District, Buffalo, NY**

**Project Name: Teaching Traditional American History Program**

**Project Director: June Simmons Barrow (716) 851-3966;
jbarrow@buffalo.k12.ny.us**

**Funding: \$940,264**

**Number of Teachers Served: 100**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

In offering its Teaching Traditional American History Program, Buffalo
City School District will partner with University of Buffalo (Department
of American History and Department of Learning and Instruction), Buffalo
and Erie County Historical Society, Randforce Associates, Inc., and Magi
Educational Services, which will conduct an outside evaluation of the
program. The project, which will reach the district's 100 teachers in
grades 7, 8, and 11 aims to expand teachers' knowledge and use of
historical resources, enrich their repertoire of instructional
strategies, and enhance understanding and use of classroom assessments
to evaluate students' knowledge of U.S. history. Teachers will attend
professional development days throughout the school year and participate
in a summer institute, which will focus on five areas of U.S. history:
Colonial America; the Early Republic; A Nation Divided; Growth and
Expansion; and Modern Nation, Global Power. Each day will be divided
into three sessions: (1) Traditional American History -- taught by
professors from the University of Buffalo's Department of American
History; (2) Pedagogy -- taught by the university's Department of
Learning and Instruction; and (3) Resources -- taught by a history
professor from the university.

# Grantee: Community School District 14, Brooklyn, NY

**Project Name: District 14 Teaching American History Project**

**Project Director: Jill Bloomberg (718) 935-4252; jbloomb@nychoe.net**

**Funding: \$1.000,000**

# Number of Teachers Served: 160

# Number of School Districts Served: 1

**Number of Students Served: No information available**

This urban school district serves approximately 17,000 students, 83% of
whom come from low-income families. Partnering in this comprehensive
professional development program for 2^nd^, 4^th^, 5^th^, 7^th^, and
8^th^ grade teachers are the College of Mount St. Vincent, American
Museum of Natural History, Brooklyn Historical Society, Brooklyn Museum,
Museum of the City of New York, and South Street Seaport Museum.
Activities designed to improve U.S. history content knowledge and
teaching skills include graduate-level coursework, museum studies,
seminars, school-based projects, research, curriculum development and
historic site visits. Topics will include the Revolutionary War;
Emancipation, World War II; Native America; Westward Expansion;
Industrial Revolution; Roaring Twenties; Immigration; Slavery; Civil
War; and Reconstruction among many others.

# Grantee: Greece Central School District, North Greece, NY

**Project Name: Institutes for Improving the Instruction of American
History**

Project Director: Christopher Miller (585)966-2463;
Christopher.Miller@greece.k12.ny.us

**Funding: \$814,076**

# Number of Teachers Served: 300

# Number of School Districts Served: 10

**Number of Students Served: 48,500**

Teachers will attend a series of 8 full-day professional development
workshops led by professors of American history from Nazareth College,
and scheduled throughout the school year. Content for grades 4 and 5
focus on early life in the Americas, roots of American democracy and
government, and trends in American history. For grades 7, 8, and 11,
workshops focus on the Constitution, rights of Americans, and American
foreign policy. Emphasis will be placed on topics with which students
struggle, as determined by New York State student assessment data. Staff
from Strong Museum will lead a workshop in which teachers will use the
museum's artifacts and collections in their study. The workshop series
will conclude with a session led by educators from History Alive!
Teachers will also learn research-based strategies to improve
instruction. Elementary teachers will visit the Genesee Country Village
and Museum and the Susan B. Anthony House to gain greater insight into
life in 19th-century America. Mentoring support will be provided
throughout the year to assist teachers in incorporating content
knowledge into daily classroom activities.

# Grantee: Jamestown City School District, Jamestown, NY

**Project Name: Teachers Discovering History as Historians**

Project Director: Judith Guild (716) 483-7112;
jguild@jamestown.wnyric.org

**Funding: \$936,684**

# Number of Teachers Served: 100

# Number of School Districts Served: 49

**Number of Students Served: No information available**

This project aims to improve student achievement in southwestern New
York State through a 3-year professional development program provided by
a consortium of partners. Each summer the consortium will host teachers
in a 7- to 12-day summer institute developed around 3 topics: The Growth
of Government and Impact of Turning Points; Struggles for Justice in the
United States; and United States Foreign Policy and International
Relations. Teachers will develop lesson plans and classroom activities,
which will be published on a Teachers Discovering History as Historians
website. Summer sessions will be followed by professional development
in-service conferences in the fall and spring and optional symposia. New
York State Teachers Centers in the participating counties provide venues
for web-based instruction; become host agencies for the Southern Tier
Social Studies Educators Consortium; provide additional professional
development trainers; and create a basis for long-term commitments to
American history instruction. The program uses the Lectureship Program
of the Organization of American Historians. Other partners include St.
Bonaventure University, Jamestown Community College, the Seneca-Iroquois
National Museum, the Chautauqua Institution, and the Robert H. Jackson
Center.

# Grantee: Community School Districts 17 & 22, Brooklyn, NY

Project Name: Teacher as Historian: A Teaching American History
Initiative

Project Director: Barbara Berg (718) 968-6181; bberg@nycboe.net

**Funding: \$1,000,000**

# Number of Teachers Served: 250

# Number of School Districts Served: 2

**Number of Students Served: 13,000**

This project is designed to improve student achievement in American
history; provide enriched content knowledge for teachers at the
elementary and middle school level; and involve parents in the learning
process by enabling them to actively encourage their children as they
study American history and its relevance today. This proposal also
introduces a pilot high school component. The project components
include: ongoing professional development; a 4-day summer institute for
high school teachers and a 1-week seminar for elementary and middle
school teachers; networking, mentoring, and website development; and
parent education. The school districts are partnered with the
Gilder-Lehrman Institute for American History; City University of New
York; and the Brooklyn Museum of Art. Content may include: The Era of
George Washington; North American Slavery in Comparative Perspective;
American Civil War; America Between the Wars; Cold War; Civil Rights
Movement; and New York in the 20^th^ Century.

# Grantee: New York City Department of Education, New York, NY

**Project Name: Framing American History: From Staff Development to
Student Achievement in the Study of American History**

**Project Director: Alice Stabiner (212) 374-2793; astabin@nycboe.net**

**Funding: \$2,000,000**

# Number of Teachers Served: 244

# Number of School Districts Served: 1

**Number of Students Served: No information available**

Framing American History represents a collaboration among the Department
of Education, Gotham Center of the City University of New York, City
Lore, New York's Center for Urban History and Culture, Historic House
Trust of New York City, Henry Street Settlement, New York, Brooklyn and
other historical societies and museums across the city. The professional
development program includes a 40-hour summer institute for 100 teachers
in grades 4-8 in year one; a 60-hour Fellows program of intensive
seminars for 24 teachers in grades 7-8 in year two; and an ambitious
program of formal, mentored dissemination throughout the school system,
fully preparing an additional 120 U.S. history teachers in year three.
The program targets schools not served by other enrichment programs,
focusing on under-performing schools and under-trained teachers. Content
addresses the Declaration of Independence, Constitution, Bill of Rights,
Civil War and Reconstruction, the Great Depression and World War II, and
Immigration and Migration, 1830-present.

# Grantee: New York City Department of Education, Region IV, Queens, NY

Project Name: Teaching American History: A Collaboration Among Teachers,
Scholars, and Museums

**Project Director: John-Paul Bianchi (718) 391-8307;
jbianch@nycboe.net**

**Funding: \$980,782**

# Number of Teachers Served: 96

# Number of School Districts Served: 40

**Number of Students Served: 12,000**

U.S. History teachers in grades 7, 8 and 11 from 22 middle and high
schools will engage in a professional development program focusing on
the themes of Democracy, Becoming American, and America and the World.
The themes cover events and turning points ranging from the American
Revolution to Beyond the Cold War. To cultivate school-site support and
leadership, intensive training will be provided to 24 social studies
assistant principals, who will disseminate information about the project
at district meetings. Activities include 5 day-long retreats during the
school year, a week-long summer institute in which participants develop
document-based curriculum units, school-year inter-visitations, and pre-
and post-project evaluations intended to improve instructional skills
and assessment-based curriculum design. Partners with the district
include: American Social History Project at City University of New York,
Brooklyn Historical Society, Brooklyn Museum of Art, Museum of
Television and Radio, and Education Development Center.

**Grantee: New York City Department of Education Region 9, New York,
NY**

**Project Name: Voices of America**

**Project Director: Jill Myers (212) 356-3759; jmyers@nycboe.net**

**Funding: \$ 927,121**

**Number of Teachers Served: 36**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

The LEA will collaborate with Baruch College, Hunter College, and the
Museum of the City of New York to offer Voices of America which is a
program designed to improve the quality of American history education in
the area's 11^th^ grade classrooms. Twelve teachers from small
alternative high schools will be selected in the first year, to be
joined by 12 more teachers each consecutive year. History professors
from Baruch College and historians and curators from the Museum of the
City of New York will conduct 6 full-day content sessions on the major
themes in American history. Additional 12 full-day sessions will be
facilitated by a history educator from Hunter College, who will help
teachers implement methods for integrating the new content into their
classrooms. Annual summer institutes combine scholarship with an
exploration of New York City's cultural institutes, along with a
practicum in non-fiction reading and writing. Content will address six
major themes in American history, which meet New York City standards for
teaching and learning: Constitutional Foundations; Industrialization;
The Progressive Movement; Prosperity and Depression (1917 to 1940); An
Age of Global Crisis; and AWorld in Uncertain Times (1950 to present).
Teachers will be in email contact with staff at partnering institutions
and have access to primary documents, images, and artifacts.

# Grantee: New York City Department of Education, Regional Instruction Center 10, New York, NY

**Project Name: Foundations of American Democracy**

**Project Director: Julie Vitulano (912) 521-3628;
jvitulano@nycboe.net**

**Funding: \$969,903**

# Number of Teachers Served: 60

# Number of School Districts Served: 3

**Number of Students Served: No information available**

Foundations of American Democracy seeks to reform American history
middle and high school classes by creating a cadre of 55 teacher-leaders
and 5 coaches who will facilitate U.S. History staff development, and
serve as exemplary teachers in their home schools. All social studies
teachers in the region are expected to participate in some component of
the program. Region 10 students are among the neediest in the city; many
are immigrants and English language learners. A quarter of the teachers
are working on certification requirements. This project partners the
region with Columbia University's History Department, the Social Studies
Department of Teachers College, Columbia University, and Whitney Museum
of American Art's Education Department. Content examines the Colonial
Experience; Civil War; Immigration; Reform Movements; Foreign Policy;
and Landmark Court Cases through 18 intensive workshops per year and
pedagogical practice.

# Grantee: North Rose-Wolcott Central School District, Wolcott, NY

**Project Name: Common Ground---Uncommon Perspective**

**Project Director: David Murphy (315) 594-3143; dmurphy@nrwcs.org**

**Funding: \$779,260**

# Number of Teachers Served: 75

# Number of School Districts Served: 4

**Number of Students Served: 5,000**

This effort to improve teaching and learning of American history
throughout the Eastern Wayne County Rural Public Schools and Finger
Lakes Region teams 4 high-need K-12 public school districts with
Syracuse University, State University of New York-Oswego, Wayne County
Historical Society and Museum, Women's Rights National Historical Park,
National Women's Hall of Fame, and Genesee Country Museum. Targeting
teachers in grades 4, 5, 7, 8 and 11, the project includes summer
training institutes, school-year seminars, coaching, mentoring, website
posting of lesson plans, and site visits. In addition to raising student
achievement by improving teachers' knowledge and appreciation for
traditional American History, project goals include expanding the model
to cover 300 teachers and 100,000 students beyond the 300-mile
consortium. Summer institutes focus on American Colonial and
Revolutionary History; Framing of the Federal Constitution and Early
Years of the Young Republic; Territorial Expansion, Reform Movements;
Economic Developments; Civil War; U.S./Canadian Struggles over
Citizenship; and Unity and Cultural Minorities.

# Grantee: Region 2, NYC Department of Education, Bronx, NY

**Project Name: Telling America\'s Story for Elementary School
Educators**

**Project Director: Philip Panaritis (718) 828-4638;
ppanari@nycboe.net**

**Funding: \$998,889**

# Number of Teachers Served: 453

# Number of School Districts Served: 1

**Number of Students Served: 25,000**

This intensive professional development project for fourth grade
teachers in 41 schools serves low-performing minority, immigrant and
English language-learning children located in the poorest Congressional
District of the nation. Telling America\'s Story for Elementary School
Educators expands the region\'s current TAH grant for middle and high
school teachers, enabling a K-12 model for teaching traditional U.S.
history. Partners include the History and Early Childhood Education
Departments at Lehman College, City University of New York, New York
Historical Society, Organization of American Historians, and
Gilder-Lehrman Institute of American History. Sixty teacher-historians
participate in 3 week-long institutes each year, colloquia on teaching
with primary sources, lectures by historians, mini-sessions on
transforming knowledge into lesson plans, and become master teachers who
lead study groups and book clubs in each school. All 453 grade 4
teachers attend history lectures, forums, discussion, study groups, use
the Gilder-Lehrman Institute\'s documentary resources, and receive
museum passes. Institute topics are aligned with critical topics in the
4^th^ grade curriculum including Colonial and Revolutionary America; the
Revolutionary War; New Nation; Fundamental Values and Principles of
American Democracy; Industrialism and Growth of the New Nation; and
Urbanization Implications.

# Grantee: Patchogue-Medford School District, Patchogue, NY

Project Name: Conversations on Liberty: Personal Narratives of American
Freedom

Project Director: Gloria Sesso (631) 447-3185;
rcohn@admin.pat-med-k12.ny.us

**Funding: \$999,999**

# Number of Teachers Served: 240

# Number of School Districts Served: 3

**Number of Students Served: 30,000**

To address the problem of student underachievement in American history
in grades 5, 8, and 11, this project aims to create a dynamic and
self-sustaining program to deepen the knowledge of American history
using personal narratives, visual artifacts, and the personal papers of
persons who were players in the historic drama. To achieve this goal,
partnerships have been established with the Colonial Williamsburg
Foundation, the National Council for History Education, Columbia
University and State University of New York-Stony Brook History
Departments, the Metropolitan Museum of Art, and the New York Council
for History Education. The National Council for History Education will
convene 3 collaborative seminars; Stony Brook historians, 6 fall and
spring seminars; and the Metropolitan Museum of Art, 1-day fall and
spring seminars. Year 1 content focuses on the American Revolution and
the Vision of the Founding Period; year 2, Civil War and Reconstruction
Period; and year 3, Civil Rights Movement in the 20th Century. In
addition, the program will encourage collaboration, planning and
networking. The project will be reinforced by an ongoing mentoring
program and presentations at history conferences and workshops.

**Grantee: Rochester City School District, Rochester, NY**

**Project Name: Project Pride**

**Project Director: David Silver (585) 262-8300;
David.Silver@rcsdk12.org**

**Funding: \$1,000,000**

**Number of Teachers Served: 30**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

This professional development program brings the district together with
St. John Fisher College, Akwaaba, The Heritage Association, Inc.
(Underground Railroad), Genesee Country Village and Museum, Rochester
Museum and Science Center, and Margaret Woodbury Strong Museum. Project
Pride is designed to build a corps of 4^th^, 5^th^, 7^th^, 8^th^, and
11^th^ grade teachers who are proficient in traditional American history
content and pedagogy. It will create a separate course of study to be
integrated into elementary and secondary school curricula, addressing
19^th^ century American history with a special focus on the pre- and
post-Civil War era, including abolitionism, early civil rights, and the
women's suffrage movement. Local historians, archeologists, and
researchers are active partners in this program, particularly because
the women's suffrage and the early civil rights movements had roots in
this region: Susan B. Anthony and Frederick Douglass, among others,
lived and worked in Rochester. Teachers will learn American history
content, local resources, and become involved in a network for mentoring
by education and history professors at St. John Fisher College.

# Grantee: Roscoe Central School, Roscoe, NY

Project Name: My Freedom: An Innovative and Comprehensive Professional
Development Program for American History Teachers

**Project Director: George V. Will (845)439-3527;
gewill@roscoe.k12.ny.us**

**Funding: \$995,078**

# Number of Teachers Served: 77

# Number of School Districts Served: 8

**Number of Students Served: 11,409**

A consortium of rural low-performing districts is partnering with the
Smithsonian Institution, National Council for History Education, Cornell
University, Sullivan County BOCES and other organizations to provide
history curriculum development, alignment and integration for teachers
in grades K-12. The significant challenges of serving an impoverished
and disadvantaged community are worsened in this area by a limited tax
base that cannot independently support academic/professional development
programs. Through the My Freedom project, enhancement of teacher content
knowledge and instructional skills will be provided through multi-day
sessions, after-school and summer seminars and institutes;
Internet-based learning tools; on-site study at Colonial Williamsburg;
American history education conferences; and peer discussion groups. Each
project year, historians and experts will work with participants on
content highlighting a period of U.S. history that influenced the
development of democracy: Foundation of Freedom, Reconstructing a
Nation, and Modern Expressions of Freedom.

# Grantee: Tompkins-Seneca-Tioga BOCES, Ithaca, NY

Project Name: Teaching American History: A Model for
University-Secondary Cooperation

**Project Director: Trina S. Newton (607) 252-1551;
tnewton@mail.tstboces.org**

**Funding: \$983,717**

# Number of Teachers Served: 100

# Number of School Districts Served: 44

**Number of Students Served: No information available**

This partnership brings together three upstate New York school districts
in a 9-county area with historians from the State University of New York
at Binghamton (SUNY Binghamton) and the School of Education and Human
Development at SUNY Binghamton. Focusing on pre-service and in-service
teacher training, the project aims to improve high school teaching of
U.S. history in school districts serving 43,000 students. Week-long
summer workshops are supplemented with online workshops, in-service
curriculum workshops at individual schools, a book-reading circle, and
graduate-level courses for which credit is provided on successful
completion. This collaboration extends a TAH program by including a
distance-learning component geared to distant rural districts. Content
addresses the American Revolution and New Nation; Political and Social
Change in the 19^th^ Century; Slavery; Civil War; Reconstruction; U.S.
and the Cold War; and the Civil Rights Movement.

# Grantee: Ulster County Board of Cooperative Education, New Paltz, NY

**Project Name: In Pursuit of Freedom: The American Journey**

**Project Director: Jane Bullowa (845) 255-1400; jbullowa@mhric.org**

**Funding: \$780,676**

# Number of Teachers Served: 120

# Number of School Districts Served: 23

**Number of Students Served: No information available**

Forty teachers per year from grades 4, 5, 7, 8 will be immersed in 2
annual week-long summer institutes at State University of New York-New
Paltz to improve their U.S. history content knowledge, and will engage
in school-year instructional activities offered by the Institute of
Higher Education, New York State Museum, New York State Archives and
Records Administration, Tenement Museum, Huguenot Historical Society
Museum, and the Elting Memorial Library. LearningTimes.org is providing
virtual office space for the project and will facilitate access to
HistoryQuest, a virtual exhibit involving students sharing local
historical documents. Content addresses: Early Communities in New York,
Roots of the Revolution and Constitution; A Legacy of Freedom and
Justice; Evolution of 19^th^ Century American Economy; New York and the
20^th^ Century; and The American Immigrant Experience.

# Grantee: Wayne-Finger Lakes BOCES, Newark, NY

**Project Name: Crossroads of Change**

**Project Director: Kevin Sheets (607) 753-2060; sheetsk@cortland.edu**

**Funding: \$992,432**

# Number of Teachers Served: 262

# Number of School Districts Served: 300

**Number of Students Served: No information available**

A collaboration of the LEA with State University of New York-Cortland,
National Women\'s Hall of Fame, Women\'s Rights National Historical
Park, Seneca Falls Heritage Area, and Seneca Falls Historical Society is
creating an online professional development system in traditional
American history for intermediate and high school teachers. Activities
include 120 hours of lectures, discussions, site visits, research, and
content development during the summer or after-school symposia. A team
of 12 master teachers, historians, and consultants will develop course
content in year 1; subsequently, the course development team will work
with course developers to convert material to 3 instructor-led online
courses including peer review and a web bank of approved lesson plans
reaching multiple school districts. The course will be piloted by 200
teacher volunteers from the 300 districts in the AccelerateU consortium.
To strengthen historical knowledge and ability to interpret
historically, participants will study the period 1825-1861, bounded by
the opening of the Erie Canal and start of the Civil War, examining how
it affected the nation into the 20^th^ century. To facilitate
data-driven instructional decision making by teachers, the project is
also creating a web-based display of student history test scores by
question.

**OHIO**

# Grantee: Cleveland Municipal School District, Cleveland, OH

**Project Name: Making History: Cleveland as American History**

**Project Director: Camiele Pagagianis (216) 858-0307;
camiele.papagianis@cmsdnet.net**

**Funding: \$996,975**

# Number of Teachers Served: No information available

# Number of School Districts Served: 1

**Number of Students Served: No information available**

Focusing on three aspects of migration and immigration to
Cleveland---African-American, Latino, and Eastern European---Making
History brings the district together with Kenyon College,
WVIZ/IDEASTREAM (a public broadcasting program), AMISTAD America,
Ukrainian Museum and Archives, and the Spanish American Committee. The
project combines hands-on methods of teaching local history with the
efforts of the district's Transformation Program and redesign of the
middle school. Teacher in grades 8 and 10 from 4 middle schools and 4
high schools will be introduced to new subjects and historical
scholarship, engaged in school-based research teams and monthly meetings
of Learning Communities, and, with students, expand use of technology,
field work and pilot curriculum projects related to broad themes in
American history and Ohio history standards and benchmarks. Participants
engage in week-long summer institutes focusing on the migrant
experience, 2 colloquia, and an annual convocation for all 8^th^ and
10^th^ grade American history teachers.

# Grantee: Columbus Public Schools, Columbus, OH

**Project Name: History WORKS II: Building Foundations**

**Project Director: Dwight C. Groce (614) 365-5727;
dgroce@columbus.k12.oh.us**

**Funding: \$989,413**

# Number of Teachers Served: 100

# Number of School Districts Served: 1

**Number of Students Served: No information available**

This project, partnering the district with Ohio State University\'s
Department of History. Ohio Historical Society, and other cultural
institutions, targets elementary school teachers in grades 3-5, building
on accomplishments and networks established by the existing History
WORKS project for middle and high school American history teachers. The
program features graduate-level training through summer institutes and
school-year seminars, a web-based resource center, and a lecture series
that brings middle and high school project participants together with
elementary school colleagues. Teachers use their enhanced content
knowledge and access to archival resources to create curricular
materials that are shared on the website. The timing of the project
coincides with introduction of new state standards for history and
social studies, and a new 5^th^ grade achievement test with a strong
American history component. Two core themes are emphasized: Changing
Faces and Places: Exploration, Immigration and Frontiers; and Taking a
Stand: The Power of Constitutional History. Lectures address cornerstone
topics such as the Cold War, Civil War, and the presidency.

# Grantee: Fostoria Community Schools, Fremont, OH

**Project Name: Expanding America: Democracy, War, Diplomacy, and
Migration**

**Project Director: Thomas J. Culbertson (419) 332-2081;
tculbertson@rbhayes.org**

**Funding: \$999,874**

# Number of Teachers Served: 105

# Number of School Districts Served: 21

**Number of Students Served: No information available**

Over a 3-year period, Expanding America will offer 3 summer institutes
and 18 Saturday colloquia to teachers in grades 4-12, building on the
History Links model supported by an existing TAH grant. For evaluation
purposes, a sub-sample of 15 teachers in grades 8, 10, and 12 will be
selected from the larger group. The professional development program
aims to prepare teachers for new state content standards emphasizing
incorporation of traditional American history, and equip teachers to
present traditional history more effectively. It makes extensive use of
original documents and provides learning specialists and historians to
work informally with participants, as well as to provide content
knowledge. Partners with the northwest Ohio schools include Rutherford
B. Hayes Presidential Center, Bowling Green State University, and WGTE.
Year 1 addresses America and the World during the Colonial Period,
American Revolution and Development of American Democracy. Year 2
focuses on War, Expansion and Democracy from the Revolution to the Civil
War and Expanding American Democracy. Year 3 highlights topics in
Becoming a World Power-The U.S. since the Civil War and The Cold War and
its Aftermath.

# Grantee: Mid-Ohio Educational Service Center, Mansfield, OH

**Project Name: History in the Heartland**

**Project Director: Thomas P. Ash (419) 774-5523;
moesc_supt@ncocc-k12.org**

**Funding: \$965,540**

# Number of Teachers Served: 120

# Number of School Districts Served: 53

**Number of Students Served: No information available**

History in the Heartland brings together middle and high school teachers
in 100 schools in 12 counties with four regional campuses of Ohio State
University and the Ohio Historical Society to increase teacher content
knowledge of and appreciation of traditional American history. The
intensive, ongoing professional development program aims to generate
greater student interest and achievement in American History, as well as
boost scores on state achievement tests. Participants earn graduate
credit through school-year seminars, summer institutes, and a web-based
resource center focusing on four core themes: History of the West; The
Country and the City; Of Campaigns and Conventions; and The Cold War:
America's Long Race for Security and Predominance. Teachers are expected
to use enhanced knowledge and the Historical Society's archives to
create curricular materials to share with colleagues in print and on the
website, which will also provide access to primary source documents,
physical artifacts, and forums.

# Grantee: Mid-Ohio Educational Service Center, Mansfield, OH

**Project Name: Teaching American History in Mid-Ohio Schools**

**Project Director: John C. Swesey (419) 774-5520; <lexcammy@aol.com>**

**Funding: \$997,593**

# Number of Teachers Served: 120

# Number of School Districts Served: 19

**Number of Students Served: No information available**

A professional development program for upper elementary (grades 6-8) and
secondary American history teachers partners the LEA with Ashbrook
Center at Ashland University to provide 9 intensive one-week summer
institutes, one-day Fall and Spring seminars, and expansion of a website
including an audio archive of project lectures, historical documents,
and model lesson plans. Year 1 covers the Constitutional Convention,
Civil War and Reconstruction, and Presidential Greatness; year 2 focuses
on Revolution to Constitution, Abraham Lincoln and Emancipation, and
America's Response to the Great Depression; and year 3 covers the
Federalist and Anti-Federalist Debate, Jacksonian America, and America's
Rise to Global Power. The Service Center encompasses an area including 3
counties, 19 school districts, 3 alternative school programs, and 3
career tech/vocational schools.

**OREGON**

# Grantee: Douglas ESD, Roseburg, OR

Project Name: Themes in American History: Promoting Authentic Inquiry
into Our Common Heritage

**Project Director: Dawne Huckaby (541) 440-4757;
dawne.huckaby@douglasd.k12.or.us**

**Funding: \$981,564**

# Number of Teachers Served: 80

# Number of School Districts Served: 13 

**Number of Students Served: No information available**

This collaborative effort to improve U.S. history programs, increase
teacher knowledge of American history and connections with state/local
history, improve instructional skills and student performance, and
promote participation in a professional community of historians and
master teachers brings 13 districts together with University of
Oregon-Eugene, 3 libraries, and 5 historical societies and museums. From
the pool of K-12 grade teacher applicants, emphasis will be placed on
selecting middle and high school teachers without a strong history
background; history teachers who want to expand their content knowledge
and teaching skills; and elementary teachers responsible but unprepared
for teaching state or national history. Professional development
activities include summer institutes to study key historical themes, a
year-long inquiry project, creation and implementation of inquiry-based
instructional units incorporating technological strategies for
organizing information, and participation in an online learning
community. A project website will be created to disseminate resources.
Possible content themes include: Exploring New Frontiers;
Immigration/Emigration; American Dream; Civil Conflict; Expansion; Civil
Rights; Beyond Our Borders; Fiscal Policies; and Role of Religion.

# Grantee: Lane Education Service District, Eugene, OR

Project Name: Teaching American History: Increasing Student Achievement
and Building Community Capacity

**Project Director: Robert Young (541) 461-8280; ryoung@lane.k12.or.us**

**Funding: \$947,785**

# Number of Teachers Served: 50

# Number of School Districts Served: 1

**Number of Students Served: No information available**

Lane Education Service District is partnering with Portland State
University Department of History, Oregon State Historical Society,
Oregon Department of Education, and other history education
organizations to deliver a strong professional development program to
teachers in grades 1-12, build networks for continuing education, and
strengthen capacity of local historical associations to provide
resources. The project builds on its first round Teaching American
History project and will disseminate results by creating resources for
colleagues, refining information developed in the first round in
cooperation with the Department of Education and Historical Society, and
making guides and products available nationally through the project
website. Year 1 explores Expansion and Conflict, including westward
movement, Native Americans, neocolonialism and the Pacific Rim. Year 2
addresses Democracy, covering representational government, slavery and
abolition and the Civil War. Year 3 focuses on Economic Growth,
including colonial crafts to new technologies and international ties.

# Grantee: Southern Oregon Education Service District, Medford, OR

**Project Name: Turning Points in American History**

**Project Director: Meighan Maloney (503) 977-7753;
meighan_maloney@opb.org**

**Funding: \$1,999,926**

# Number of Teachers Served: 100

# Number of School Districts Served: 4 ESAs

**Number of Students Served: No information available**

Turning Points addresses the professional development needs of middle
and secondary school teachers in a consortium of Education Service
Agencies through a content-rich workshop series based on the first five
eras of American history as outlined by the National Center for History
in the Schools. Partnering with 4 Education Service Agencies in Oregon,
Iowa, and California are Riverside County Office of Education, National
Center for History in the Schools, Annenberg/CPB, Organization of
American Historians and Oregon Public Broadcasting. An advisory board of
teachers, professional development providers, history scholars and
distance learning professionals will guide the series, which consists of
video, print materials, an interactive website, hands-on activities and
facilitator\'s guide. After the grant period, all materials will be made
nationally available on the web and Annenberg Channel. The goal of this
multi-media project is to help teachers understand the lives, roles and
impact of individuals in American history; events that have shaped
history; and use of primary source materials as well as gain teaching
credits.

**PENNSYLVANIA**

**Grantee: Corry Area School District, Corry, PA**

**Project Name: Teaching Excellence in American Constitutional History
(TEACH)**

**Project Director: Michael P. Federici (814) 824-2560;
federici@mercyhurst.edu**

**Funding: \$984,920**

**Number of Teachers Served: 60**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

In conjunction with Mercyhurst College, Erie Maritime Museum, National
Association of Scholars, Intercollegiate Studies Institute, and National
Humanities Institute, Corry School District will offer teachers of
traditional American history a three-year professional development
program (Pennsylvania Act 48 credits), as well as educational resources,
a project website, and mentoring program. Teachers in grade 8-11 will
attend summer conferences at Mercyhurst College and visit three
historical sites. Selected conference lectures and lesson plans will be
published as a book to be used as a resource for teaching American
history. Each summer a scholar will give a public lecture to bolster
community interest and create public support for teaching traditional
American history as a separate academic discipline. Course content will
focus on the U.S. Constitution and the ways in which it has shaped and
been shaped by significant important events and ideas. Viewing American
history in a constitutional context will help teachers (and their
students) learn how the past and present have been shaped by founding
principles. The efficacy of this three-year program, which commences in
2005, will be evaluated by the American Academy for Liberal Education.

**Grantee: Indiana Area School District, Indiana, PA**

**Project Name: Teaching of American History - U.S. History**

**Project Director: Deborah M. Clawson (724) 463-8713;
dclawson@iasd.cc**

**Funding: \$349,253**

**Number of Teachers Served: 45**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

The Indiana Area School district in rural northeast Pennsylvania will
conduct this professional development project in collaboration with
Indiana University of Pennsylvania, National Park Service, and Soldiers
and Sailors Museum. This program features summer seminars, lectures,
immersion visits to historic sites, and intensive training in the use of
technology to enhance history instruction in the classroom. Teachers in
grades 4-5 and 8-10 will work collaboratively in grade-level teams to
integrate content and strategies into existing curricula. Ongoing
support for teachers will include an interactive website and optional
scholarships for books and fees, should teachers opt to pursue graduate
work in U.S. history. Each year, program topics will focus on various
periods of American history: Year One will cover Colonialism and Early
Government Systems, the Jacksonian Period and Rise of American
Democracy, and the Great Depression and the New Deal. Year Two will
address the American Revolution, Civil War and Reconstruction, and World
War II & the Beginnings of the Cold War. Year Three will focus on the
U.S. Constitution and President Washington, Industrialization and World
War I, and Vietnam and Its Legacy.

**PUERTO RICO**

# Grantee: Puerto Rico Department of Education, San German, PR

**Project Name: Teaching American History Grant Program**

**Project Director: Michael Campbell (787) 264-1919**

**Funding: \$813,657**

# Number of Teachers Served: 210

# Number of School Districts Served: 18

**Number of Students Served: No information available**

Seventy in-service history teachers in grades 5, 8, and 11 will be
selected each year to participate in 8 American history content
workshops and 3 workshops on pedagogical skills during the school year
and 3-day intensive teaching workshops on traditional U.S. History
during the summer. Participants will develop lesson plans and curricular
changes based on their study of colonial times; the founding fathers;
American Revolution; Civil War; Reconstruction; industrialization in
19^th^ century America; the New Deal; World War II; and Cold War to
Homeland Security. Twenty teachers will take part in a 15-day visit to
U.S. historic sites each year. Participants are expected to disseminate
their knowledge to teachers throughout the island by making resources
available on the Department website. Collaborating partners include:
InterAmerican University-San German, University of Puerto Rico-Rio
Piedras, and Organization of American Historians.

**RHODE ISLAND**

# Grantee: Providence School Department, Providence, RI

Project Name: Contingencies: Significant People, Events and Documents in
the Making of a Democratic Republic

**Project Director: David M. Fitzsimons (508) 675-1735;
DMFitzsim@aol.com**

**Funding: \$871,632**

# Number of Teachers Served: 40

# Number of School Districts Served: 1

**Number of Students Served: No information available**

The district is partnering with the National Council for History
Education, University of Rhode Island, and seven other Rhode Island
organizations to provide comprehensive professional development for high
school teachers of American History in a low-performing, high-poverty
area. A series of 27 one-day seminars focus on traditional topics from
the founding of the United States to the present, emphasizing key
people, events and documents. Advance readings and morning sessions
concentrate on content, while afternoons are devoted to creating primary
source lesson plans designed to develop students' historical habits of
mind. Participants participate in 200 hours of classroom time, earning
graduate credit under the direction of historians, learning specialists,
and master teachers; engage in six enrichment programs at historical
sites; attend summer colloquia; receive subscriptions to the OAH
Magazine of History; and attend a national forum for history.
"Contingencies" stresses the proposition that actions and ideas have
consequences, with the hope of encouraging students to be engaged
citizens. Focusing on traditional topics, year 1 content covers
1770-1860; year 2, 1860-1920; and year 3, 1920-present.

**SOUTH CAROLINA**

# Grantee: Anderson School District, Williamston, SC

**Project Name: EXCEL---Excellence in Crafting Energetic Learners**

**Project Director: John Pruitt (864) 847-7344;
pruittj@anderson1.k12.sc.us**

**Funding: \$999,782**

# Number of Teachers Served: 120

# Number of School Districts Served: 3

**Number of Students Served: 3,630**

Three school districts in rural South Carolina are teaming with the
History Department at Clemson University, Anderson County Historical
Society, Anderson County Library, Social Studies Consulting Services,
and South Carolina Museum to promote excellence in the teaching and
learning of American history. The program targets teachers in grades 4
and 5 without history credentials for intensive professional development
including school-year retreats; summer institutes; peer support;
hands-on training and coaching; designing model classrooms; technology
support; and after-school student-teacher extension groups. The summer
institutes address: the 13 Colonies; American Revolution; Constitution;
18^th^ century Virginia; Civil War; Reconstruction; Western Expansion;
Native American experience; Freedom of Expression; World War I; Great
Depression; New Deal; World War II; Race and Rights; Role of Anderson
County; and major development from WWII to the present.

**Grantee: Horry County Schools, Conway, SC**

**Project Name: The Discovery of American History Project**

**Project Director: Jeanie U. Dailey (843) 488-6852;
jdailey@do.hcs.k12.sc.us**

**Funding: \$981,562**

**Number of Teachers Served: 120**

**Number of School Districts Served: 1**

**Number of Students Served: No information available.**

For this three-year project, northeastern South Carolina's Horry County
Schools will join the National Paideia Center, Southeastern Region
Vision for Education (SERVE), National Humanities Center (NHC), Center
for Gifted Education, Francis Marion University, Furman University, and
the Coastal Carolina University. Each summer, 40 teachers will
participate in a staff development program that includes the study of
primary source documents, backward planning unit design, and online
seminar toolboxes, as well as training in the Paideia instructional
model. Seminars will focus on the latest historiography, major
historical debates, and primary documents. The project's goals are to
(1) design, pilot, and institutionalize a three-year staff development
model; (2) develop methods for working with school administrators to
support this model; and (3) design and implement an instructional review
process. Seminar content will be based upon NHC online toolboxes The
first toolbox features living in Revolutionary America from 1789-1820.
The second addresses tensions produced by expansion and sectionalism.
The third examines challenges faced by African-Americans from 1877 to
1920. Within the next few years, the NHC will develop a library of other
toolboxes spanning the entire range of American history.

# Grantee: Richland School District, Columbia, SC

**Project Name: Teaching American History Grant Program**

**Project Director: Mary Paige Boyce (803) 738-3276;
mboyce@richland2.org**

**Funding: \$999,558**

# Number of Teachers Served: No information available

# Number of School Districts Served: 7

**Number of Students Served: No information available**

The project provides content-driven professional development for
American History teachers in grades 4, 5, 8, and 11 through summer
institutes and post-institute support in three regions of South
Carolina. Participants receive 30 hours of content instruction, 15 hours
of cultural institution collaboration, and 15 hours of method
instruction. The project is aimed at helping teachers to develop
innovative teaching techniques through use of local primary sources, and
connecting national history to local and regional events, people and
places. Historians provide master scholar sessions with documentary and
material cultural resources relating to historical themes, and work with
teacher participants to create lesson plans, which are published online.
Graduate research assistants from the University of South Carolina
assist in gathering materials and conducting research for teachers. Year
1 focuses on Exploration and Settlement through the Civil War; Year 2 on
Reconstruction to the Post-Cold War; and Year 3 on Selected Themes.

**SOUTH DAKOTA**

**Grantee: Black Hills Special Services Cooperative, Sturgis, SD**

**Project Name: Black Hills Teaching American History Project**

**Project Director: John Swanson (605) 394-1876; jswanson@tie.net**

**Funding: \$937,351**

**Number of Teachers Served: 75**

**Number of School Districts Served: 12**

**Number of Students Served: No information available**

Technology and Innovations in Education (TIE) will partner with Mount
Rushmore National Memorial (National Park Service), Crazy Horse
Memorial, Black Hills State University, and Chiesman Foundation for
Democracy to develop, document, evaluate and disseminate this
professional development program for teachers of American history in
grades 5, 8 and 11. During guided, on-site summer immersion experiences
at the Mount Rushmore and Crazy Horse Memorials, teachers will assume
the role of historians. They also will receive off-site, content-focused
training during the school year, including lectures by historians,
guided reading/analysis of primary sources, in-depth Socratic method
seminars, guidance for accessing technology-based resources, and
networking opportunities. The program covers traditional American
history, focusing on historical periods and primary source documents
represented by the four presidents on Mount Rushmore (1750-1920).
Participants also study historical chronology from this nation's
beginnings, with a focus on Native cultures and perspectives on the
period from pre-colonization/pre-reservation to the turn of the 20^th^
century. Participants will develop a "toolkit" of effective strategies
for weaving historical methods into pedagogy. Three 15-member cohorts of
5^th^-grade teachers will participate in a year-long program (for 4
graduate credit hours); one 15-member cohort of 8^th^-grade teachers and
one 15-member cohort of 11^th^-grade teachers will participate in a more
intensive, three-year program (for 10 graduate credit hours).

**TENNESSEE**

# Grantee: Cheatham County Schools, Ashland City, TN

Project Name: Teaching American History in the Tennessee Heartland

Project Director: M. Bruce Gibbs (615) 792-5664;
GibbsB@Cheatham.K12.TN.US

**Funding: \$634,946**

# Number of Teachers Served: No information available

# Number of School Districts Served: 4

**Number of Students Served: No information available**

To help teachers develop the content knowledge and skills necessary to
teach traditional American history as a discrete academic subject, this
project will create in the spring of 2004 a website and listserv, and
publish the first issue of a project newsletter. The cornerstone will be
a 1-week summer institute offering graduate credit to participants.
Institute I will cover subject matter for grades 4 and 8; Institute II,
for grade 5 and high school. Each spring and fall, a 2-day in-service
workshop will be held (Thinking as a Historian, and Teaching as a
Historian). Partners include the Austin Peay State University's
Department of History and Philosophy, Tennessee State University,
Vanderbilt University, George Peabody College, the National Association
of Scholars, The Hermitage, the James K. Polk Ancestral Home, the
Theodore Roosevelt Association, and the National Council for History
Education. Content addresses: Exploration and Settlement of the
Americas; American Revolution; Constitution and Early Republic; Age of
Jackson, Manifest Destiny; Reconstruction and Westward Expansion; Rise
of Urban America; Growth of America as a World Power; Great Depression
and World War I; Modern America.

# Grantee: Dyersburg City Schools, Dyersburg, TN

**Project Name: Teaching American History: The Vertical Immersion
Project**

**Project Director: Dan McDonough (731) 587-7466; danmc@utm.edu**

**Funding: \$981,949**

# Number of Teachers Served: 60

# Number of School Districts Served: 35

**Number of Students Served: No information available**

The school system is partnering with University of Tennessee at Martin,
the Pink Palace Museum, Professional Development Center, Tennessee State
Library and Archives, and other school systems in west Tennessee to
enable teachers in grades 4 or 5, 8, 11 or 12 to develop expertise in
traditional U.S. History content, teaching strategies, and other
elements essential to meeting high instructional standards. Immersion
refers to the project design in which triads of elementary, middle and
high school teachers from a single district will be immersed in the
subject matter through travel-studies, workshops, or classroom
activities. Historic site sessions will take place at Williamsburg,
Gettysburg, Monticello, Mount Vernon, Boston Freedom Trail, Independence
Hall, National Civil Rights Museum, Shiloh National Military Park, and
the Hermitage. Travel studies will broadly address "The Course of
American Democracy and Growth and Expansion of America."
Non-participating American history teachers will have access to 140
technology-driven instructional units.

**Grantee: Metropolitan Nashville School, Nashville, TN**

**Project Name: Teaching American History Project**

**Project Director: Todd D. Wigginton (615) 259-8671;
rodd.wigginton@mnps.org**

**Funding: \$995,200**

**Number of Teachers Served: 630**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

The Metropolitan Nashville Public Schools will partner with Middle
Tennessee State University, Nashville Public Television, the Hermitage
(museum), the Tennessee Historical Society, Tennessee Historical
Commission, Tennessee State Library, and the Tennessee State Museum to
offer this professional development program serving 210 K-12 teachers.
The project seeks to raise student performance in an area where the
poverty level is 55%, and only 39% of all students have an average
mastery of American history. Content in U.S. history will be provided
through summer institutes and school-year mini-institutes. Each
institute will correspond to one or more of periods of history defined
in the Tennessee Curriculum Framework: Beginnings to 1619; Colonization
and Settlement; Revolution and the New Nation; Expansion and Reform;
Civil War and Reconstruction; Industrial U.S.; Modern America; Great
Depression and WWII; Post WWII; and Contemporary America. Teachers will
improve pedagogy by developing curriculum materials, improving use of
technology, establishing a Teaching American History website, and
assembling reading packets and lesson designs, including development of
coursework for high school level Advanced Placement history classes.

# Grantee: White County Board of Education, Sparta, TN

Project Name: Cumberland Plateau Consortium Teaching American History

Project Director: Michael Birdwell; (931)372-3356; <birdie@tntech.edu>

**Funding: \$942,191**

# Number of Teachers Served: No information available

# Number of School Districts Served: 21

**Number of Students Served: No information available**

This professional development program seeks to increase teachers'
knowledge of history content; to increase teachers' use of primary
materials, local history resources, and technology in history
instruction; and to increase students' understanding of and skill levels
in American history. The centerpiece is a series of 8 one-week summer
institutes over a 3-year period. Year 1 summer institutes address
Expansion and Reform for 4th and 8th grade teachers, and Modern America
for 5th grade and high school teachers. Institutes for years 2 and 3
address Colonization and Settlement (4th and 8th grade), Revolution and
the New Nation (4th and 8th grade), Civil War and Reconstruction (5th
and 8th grade), Industrial U.S. (5th grade and high school), Great
Depression and World War II (5th grade and high school), Post World War
II (5th grade and high school), Three Worlds Meet, and Contemporary
America. Academic year activities include mini-institutes offered
throughout the region, and annual workshops on the National History Day
competition. In addition, goals will be addressed by various lectures
sponsored by local institutions, by mentoring and lead teachers, and by
building a Web site as a hands-on curriculum resource. Partners include
the Tennessee Technological University Department of History and Special
Collections library, a network of regional historic sites and museums,
and the National Council on Public History.

**TEXAS**

**Grantee: Arlington Independent School District, Arlington, TX**

**Project Name: Making Connections in American History**

**Project Director: Elsa Scott (817) 419-5400; escott@aisd.net**

**Funding: \$998,867**

**Number of Teachers Served: 300**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

The Arlington Independent School District serves a diverse group of more
than 62,500 students. Of these, 54% of elementary students, 44% of
junior high students, and 30% of high school students receive free or
reduced-cost meals. The Making Connections in American History project
will be a collaborative project with the University of Texas at
Arlington to improve students' understanding of U.S. history. Every
year,100 teachers will be offered a chance to attend a series of
intensive, university-based American history seminars on "doing"
history, as well as a series of Law-Related Education Institutes on our
nation's founding documents. Teachers will improve their pedagogy by
learning an inquiry-based, hands-on approach to teaching history. A
cohort of 30 "History Alive!" coaches will assist with staff
development, and serve as mentors for teachers on critical-needs
campuses. Teacher training will follow the statewide approach to
teaching American history. The 5th grade curriculum spans the period of
exploration and colonization through Reconstruction. Eighth grade
students take a state assessment aligned to curriculum objectives for
U.S. history. In grade 11, students study American history from the
second Industrial Revolution through the Cold War.

**Grantee: Denton Independent School District, Denton, TX**

**Project Name: Teaching Military History**

**Project Director: Angela Lindstrom (940) 369-0161;
alindstrom@dentonisd.org**

**Funding: \$998,873**

**Number of Teachers Served: No information available**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

The Denton Independent School District will partner with University of
North Texas to offer Teaching Military History, a faculty and student
oriented program designed to improve the appeal and quality of American
history instruction for at-risk students in grades 8 through 12. The
3-year program has three components: The first is geared toward students
with a series of four two-week summer institutes, each of which will
enroll 20 children and address a specific historical topic:
Constitutional issues surrounding slavery and the Civil War; evolution
of American diplomacy from the Spanish-American War to World War I; and
others. The second component is geared toward teachers with creation of
detailed lesson plans that adapt college-level military history courses
for the high school classroom. In this project, teachers will work
closely with UNT military history professors and 4 experienced high
school teachers who serve as Master Teachers. The third feature of
Teaching Military History will be the creation of two interactive
websites. The first will be a password-protected site for the exclusive
use of program participants (both faculty and students); the second
Military History site will be available to all high school students and
the general public.

# Grantee: Education Service Center Region VI, Huntsville, TX

**Project Name: Reviving the Tradition: Conceptualizing American
History**

**Project Director: Bill T. Shuttlesworth (936) 435-8338;
bshuttlesworth@esc6.net**

**Funding: \$828,968**

# Number of Teachers Served: 75

# Number of School Districts Served: 1

**Number of Students Served: No information available**

The centerpiece of this program, conducted in partnership with History
Department faculty at Sam Houston State University and the George Bush
Presidential Library, is 140 contact hours of intensive training through
3-week summer institutes; 2 in-service days; and mini-workshops and
close monitoring of middle and high school American History teachers.
Designed to sharpen instructional skills and improve content knowledge,
the training sessions also intend to produce professional networks that
will be sustained by two online resources: a Conceptualizing American
History website and an American History Teachers listserv discussion
group. Student outcomes will be analyzed to determine effects of
professional development activities. Content addresses: The Reach of
Government in American Life; Individual Rights in a Multicultural
Society; Relationship of People to the Land; and America's Place in the
World---covering events and issues from colonial times to the present.

# Grantee: Education Service Center, Region 20, San Antonio, TX

**Project Name: Gateways to the Past: An American History
Collaborative**

**Project Director: Tori A. Austin (210) 370-5471;
tori.Austin@esc20.net**

**Funding: \$1,312,670**

# Number of Teachers Served: 75

# Number of School Districts Served: 50, 27 charter schools

**Number of Students Served: 5,625**

American history educators in grades 5, 8, and 11 from 7 district
schools primarily serving disadvantaged populations will have the
opportunity to explore U.S. history, historical resources, and effective
pedagogical practices through intensive summer institutes and Saturday
seminars amounting to 15 professional development sessions per year.
Gateways to the Past brings teachers together with faculty and staff
from Trinity University, University of Texas Institute of Texan
Cultures, and the State Bar of Texas, Law-Related Education Department.
Focusing on increased student engagement with America\'s heritage, the
project uses student-centered, hands-on interaction with primary
sources. Participants will research and design "history trunks," and
content-rich lesson plans. The evaluation methodology matches the
treatment group to control group teachers based on courses taught, years
of experience, gender, race/ethnicity, while students are randomly
assigned to control and treatment groups. Content topics include the
Declaration of Independence; Constitution; Bill of Rights; Supreme Court
cases; and Federalis and anti-Federalist writing, among other subjects.

**Grantee: Fort Worth Independent School District, Forth Worth, TX**

**Project Name: American EAGLE (Educators in American History Guiding**

> **Learners to Excellence)**

**Project Director: Catherine G. Dikes (817) 871-2432;
cdikes@ftworth.isd.tenet.edu**

**Funding: \$905,118**

**Number of Teachers Served: 90**

**Number of School Districts Served: 1**

**Number of Students Served: No information available**

The Fort Worth Independent School District has a high poverty rate, with
more than 64% of its students eligible for reduced-price meals and 88 of
115 schools on Title I funding. This district will offer the American
EAGLE professional development program in conjunction with Texas
Christian University, Fort Worth Museum of Science and History, Amon
Carter Museum, National Archives and Records Administration, and Legends
of the Game Baseball Museum. Participating 5^th^, 8^th^, and
11^th^-grade teachers will be trained as historians by exploring and
interpreting traditional American history through study, reflection,
primary source research, and collaboration with historians. Each teacher
will receive an estimated 112 hours of professional development through
a hands-on apprenticeship approach that focuses on significant issues,
episodes, and turning points in American history, according to nine
historical periods: Colonization and Settlement; Revolution and the New
Nation; Expansion and Reform; Civil War and Reconstruction; Development
of the Industrial United States; Emergence of Modern America; Great
Depression and World War II; Postwar United States; and Contemporary
United States.

**Grantee: Region 14 Education Service Center, Abilene, TX**

**Project Name: Growth of American Democracy with Ties to the Mexican
American**

**Project Director: Dr. Claire A. McLennan (325) 675-8652;
mclennan@esc14.net**

**Funding: \$1,000,000**

**Number of Teachers Served: No information available**

**Number of School Districts Served: 37**

**Number of Students Served: No information available**

The Region 14 Education Service Center involves 37 school districts in
rural west Texas, an area with a large number of poor students. The
center will partner with McMurry University, Grace Museum, Buffalo Gap
Historical Village, and Taylor County Historical Commission to provide a
professional development program focusing on the Mexican American
experience as a way to enhance the relevance of American history for the
schools' large Mexican American population. Aimed at raising student
achievement by improving the content knowledge and pedagogical skills of
teachers in the 5^th^, 8^th^, and 11^th^ grades, activities include
summer institutes, two annual forums, numerous workshops, and in-class
followup. Fifth grade teachers will study colonial history to the
present: Creating, Defining, and Refining American Democracy;
Technological Change in the Life of the American Democracy; and
Sustaining the American Democracy. Eighth grade teachers will focus on
the period between 1500 and 1877: Colonization and Settlement;
Revolution and the New Nation; Expansion and Reform; and Civil War and
Reconstruction. Eleventh grade teacher seminars will cover the 1877 to
the present: The Development of the Industrial U.S.; The Emergence of
Modern America; and Postwar United States. Workshops will augment
content and techniques covered in the institutes, and include oral
history, using the Internet, teaching reading/vocabulary, and connecting
art and literature with history.

# Grantee: San Antonio Independent School District, San Antonio, TX

**Project Name: Destination Exemplary**

**Project Director: Amy Jo Baker (210) 354-3439; abaker@saisd.net**

**Funding: \$999,999**

# Number of Teachers Served: 250

# Number of School Districts Served: 1

**Number of Students Served: No information available**

Destination Exemplary examines traditional American history content
through the following sequence: The Quest for Liberty: The American
Revolution and U.S. Constitution; The Quest of Equality with Cultures in
Conflict: The Mexican War and Civil War; and The Quest for Opportunity:
Industrialization, Urbanization, and Immigration. Professional
development for teachers in grades 5, 8, and 11 includes colloquia for
36 mentor teachers, 16 Saturday seminars for 50 participants each, 5
training sessions for 200 teachers, and exemplary techniques of teaching
U.S. History including integration of technology for 50 teachers.
Supportive resources include field experiences to historic sites
associated with the content and provision for sharing products and
replicating the training. Major partners are the National Council for
History Education and Trinity University. The district is also
collaborating with Teachers Curriculum Institute, KLRN-TV, the
Constitution Center, and the LBJ and George H.W. Bush Presidential
Libraries. Intercultural Development Research Association will evaluate
program effectiveness.

# Grantee: San Marcos Consolidated Independent School District, San Marcos, TX

**Project Name: Teaching American History: A K-16 Collaboration**

**Project Director: Sylvia Garza (512) 393-6715;
Sylvia.garza@san-marcos.isd.tenet.edu**

**Funding: \$996,903**

# Number of Teachers Served: 30

# Number of School Districts Served: 1

**Number of Students Served: No information available**

This project---resulting from months of planning with the district's
primary partner, Texas State University---provides in-depth training in
American history content and pedagogy for elementary and secondary
teachers in grades 5, 7, 8, and 11. The program aligns with benchmarks
developed by representatives of the American Historical Association,
Organization of American Historians, and National Council for Social
Studies, and uses History Alive! resources and training. Activities
include week-long summer institutes at Texas State with culminating
immersion experiences, monthly professional development days, and
ongoing coaching. An interactive website devoted to the project
facilitates ongoing communication between district teachers and the
university's U.S. history and political science faculty, and will
showcase participants' best lesson plans. Year 1 focuses on 1500-1763;
year 2 on 1763-1877; year 3 on 1877-the present.

**UTAH**

# Grantee: Davis School District, Farmington, UT

**Project Name: History Underscores Belief**

**Project Director: Norma Jean Remington (801) 402-5328;
nremington@dsdmail.net**

**Funding: \$999,913**

# Number of Teachers Served: 190

# Number of School Districts Served: 1

**Number of Students Served: 11,914**

The History Underscores Belief project brings together Davis School
District with Weber State University and local historical, technology
and education organizations to improve pedagogical skills of history
teachers in grades 4, 5, 7, 8, 11 and 12, and boost student achievement,
participation, and interest in American history in all 76 district
schools. While the project directly serves 190 teachers, the systemic
change is anticipated to reach all 452 history teachers and 60,025
students. Teacher instruction will include professional development
training sessions, experiential learning activities, student activities,
materials development, and technology use delivered through workshops,
summer institutes, teacher-sharing sessions, two trips, and an annual
symposium. Project goals ensure that American History will be taught as
a separate subject through five intertwining segments: Government (year
1); Peace and Conflict (year2); and Expansion (year 3). Teachers will
learn how historians conduct research and provided with materials on
local and national initiatives that can be immediately integrated into
the curriculum.

# Grantee: Washington County School District, St. George, UT

Project Name: Utah Teachers Academy for American History

Project Director: Chris Snodgress (435)673-3553;
csnodgress@wash.k12.ut.us

**Funding: \$969,747**

# Number of Teachers Served: No information available

# Number of School Districts Served: 1

**Number of Students Served: No information available**

This project will create a Community of Practice incorporating 5
characteristics of effective professional development: activities are
conducted in school and linked to school-wide improvement efforts;
teachers are actively involved in planning, setting goals, and selecting
learning activities; self-instruction is emphasized and differentiated;
training opportunities are offered; ongoing support and resources are
provided; and training is concrete, with ongoing feedback, supervised
trials, and assistance on request. A 5-week academy will be convened,
supplemented by study group meetings, customized on-line courses,
DVD-based virtual mentoring, and 20 half-day released time periods for
teacher community interaction. Major content themes are: Conflict,
Change and Expansion, and Captivity and Human Rights. Within each,
participants will explore significant issues; effects on individual
citizens; application of the principles of freedom and democracy as
articulated in founding documents; America's struggles and achievements;
and U.S. social; political; and legal institutions and relations. The
project partners with the LEA include Southern Utah University, Utah
Heritage Foundation, and Utah Historical Society. The partnership is
committed to creating a Utah Academy of American History to enhance and
sustain effective teaching in American history.

**VIRGINIA**

# Grantee: Newport News Public Schools, Newport News, VA

**Project Name: Foundations of Freedom II**

**Project Director: Jane Bailey (757) 591-4546;
jane.bailey@nn.k12.va.us**

**Funding: \$873,730**

# Number of Teachers Served: 103

# Number of School Districts Served: 1

**Number of Students Served: 7,333**

Foundations of Freedom II builds on a current Foundations of Freedom
project for elementary school teachers, providing a continuum for the
5^th^ grade students who enter middle school. This professional
development program, aimed at all 6^th^, 7^th^ and 8^th^ grade history
teachers, emphasizes a different aspect of U.S. history each year to
match the middle school curriculum: year 1, grade 6 teachers study
Revolutionary America; year 2, grade 7 teachers study Sharing Freedom;
year 3 grade 8 teachers study Founding Documents in Action. Special
education teachers are included in all facets of the project, reflecting
the large numbers of special education students in the district.
Partners are involved in the 5-day history academies, History Alive!
workshops, historic site visits, and other professional development
activities. These include National Council for History Education,
Virginia War Museum, Virginia Historical Society, Organization of
American Historians, Teachers' Curriculum Institute, and Old Dominion
University.

**WISCONSIN**

# Grantee: Cooperative Educational Service Agency No. 11, Turtle Lake, WI

**Project Name: History Through the Heartland on the I-94 Corridor**

**Project Director: Kurt Leichtle (715) 989-2020;
kurt.e.leichtle@edu.rf**

**Funding: \$749,589**

# Number of Teachers Served: 30

# Number of School Districts Served: 15

**Number of Students Served: No information available**

This professional development program for American history teachers
takes participants on a metaphorical journey connecting the regional
past to the national past. Readings focus on growth, politics, and
immigration and modernization, with the discussion connecting national
themes to the physical environment of small towns and the urban
metropolis of Wisconsin. Teachers in grades 6-12 will experience local
history at different locations along the corridor and complete a
research/curriculum project highlighting a key historical theme. Year 1
focuses on the fur trade, Euro-American settlement, environment, natural
resources and development; year 2 on politics, reform, growth and
material culture; year 3 on the matrix of ethnicity and modernization
along with the post-industrial society of metropolis and high
technology. Summer colloquia are combined with two-day workshops,
development of a website, and individual projects tailored to grade
level and student profiles. Partners include University of
Wisconsin-River Falls and University of Wisconsin-Stout.

# Grantee: Cooperative Educational Service Agency #10 (#9910), Chippewa Falls, WI

**Project Name: Learning by Doing: Public History in the Classroom**

**Project Director: Patricia R. Turner (715) 836-3369;
turnerpr.uwec.edu**

**Funding: \$999,908**

# Number of Teachers Served: 205

# Number of School Districts Served: 39

**Number of Students Served: No information available**

This project---the first U.S. graduate curriculum in Public History
designed for teachers in grades 4-12---promotes the \"doing\" of
American history in the classroom by providing teachers with
content-based professional development in the practice of public
history. Partners in this intensive two-year program include 39 school
districts in northwestern Wisconsin, University of Wisconsin-Eau Claire
History Department, Public History Program, and Center for History
Teaching and Learning, Chippewa Valley Museum, and State Historical
Society. Participants---about two-thirds of all 310 American history
teachers in the districts---will receive content knowledge stressing
connections among local, regional and national narratives and hands-on
experience in technology and instructional strategies; develop,
implement and assess curriculum modules, oversee student projects in
History Day; establish district-based study groups; and be introduced to
public history theory and practice. Following state standards, the
curriculum focuses on the American Revolution and early national period,
Civil War and Reconstruction; and World War I, and America's emergence
as a world power. To involve the maximum number of teachers without
overextending personnel resources, teachers will be divided into cohorts
of 25 certificate teacher and 75-100 study group members. The program
calls for an intensive 3-week summer institute, 5 mini-courses, 2 public
lectures, and dissemination of course content by certificate teachers to
study group members.

# Grantee: Milwaukee Public Schools, Milwaukee, WI

**Project Name: Weaving American History**

**Project Director: Sharon Durtka (414) 475-8975;
durtkas1@mail.milwaukee.k12.wi.us**

**Funding: \$875,997**

# Number of Teachers Served: 90

# Number of School Districts Served: 1

**Number of Students Served: 400**

The district, Gilder Lehrman Institute of American History, Marquette
University, University of Wisconsin-Milwaukee, Educational Development
Center and Cardinal Stritch University are working in partnership to
develop a professional development model for 8^th^ grade teachers who
teach American history. The study uses a quasi-experimental research
methodology to explore the effects of Weaving American History,
collecting data through surveys, focus groups, test scores, interviews
and document analyses. Ninety experimental participants in college
courses, content/pedagogical workshops, mentoring/coaching, historical
site visits, and on-line instruction will be compared with a control
group of the same number of teachers and students. The initiative is
designed to support students' and teachers knowledge of traditional
American history, increase academic achievement, expand collegial
relationships, develop a cadre of mentors and coaches, and develop an
online course for sustaining professional development in history. Year 1
addresses Making of the American Mind (Pre-Contact to the Early
Republic); Year 2, Slavery to Emancipation; and Year 3, Modern America
Emerges. Literacy coaches visit classrooms regularly and provide
feedback to teachers.

**WYOMING**

# Grantee: Natrona County School District #1, Casper, WY

**Project Name: American History Cowboy Coalition**

**Project Director: Kimberly L. Ibach (307) 233-2000;
kim_ibach@ncsd.k12.wy.us**

**Funding: \$999,779**

# Number of Teachers Served: 105

# Number of School Districts Served: 1

**Number of Students Served: 3,700**

Wyoming\'s first TAH grant supports a collaborative effort between the
LEA and University of Wyoming Departments of History, Elementary
Education and Secondary Education, American Heritage Center, and Natrona
County Historical Society to provide professional development in
American History to teachers in grades 4, 8, 11, and 12. To create
systemic change in the way U.S. History is taught and a community of
teacher and student historians who are more active community citizens,
the program provides 192 hours of training per year, including
experiential learning activities and resource acquisition and
development. Year 1 addresses Government (major legal cases, We the
People Initiative, Amendments); Year 2, Time, Continuity and Change
(Revolutionary War, Declaration of Independence, World War II, post-war
foreign policy); and Year 3, People Places and Environment (Manifest
Destiny, Louisiana Purchase, Immigration). Pedagogical instruction is
presented within the context of history content.