Encounters and Exchanges in U'S' History A Teaching American History Grant Provided by the U'S' Depa

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Encounters and Exchanges in U.S. HistoryA
Teaching American History GrantProvided by the
U.S. Department of EducationAward U215X060073

• Kara Gleason
• Program Director
• September 2006

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Agenda

• Introductions Overview
• Program Goals Evaluation
• Evaluation Process, Sun Associates
• Outcome Objectives Design
• Year One Program Content Workshops
• Presenters
• -FreshPond Education
• -Primary Source
• -University of Massachusetts Lowell, Graduate
  School of Education

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Encounters and Exchanges Human Bingo
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Encounters and Exchanges in U.S. History

• Three-year grant
• 998,084
• Four school districts
• Danvers
• Lowell
• North Reading
• Reading
• For social studies teachers of grades 3 5 8 -
  11

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Teaching American History Grant Program

• Supports student achievement by improving
  teachers knowledge, understanding, and
  appreciation of American history
• Based on the idea that students who know and
  appreciate American history will be well-prepared
  to understand and exercise their civic rights and
  responsibilities

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Program Goals

• Improve the content knowledge of teachers in
  American history
• Strengthen American history programs in all four
  districts
• Meet the Historical Thinking Benchmarks
• Develop accessible curricula for students
• Create highly qualified master teachers

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Evaluation Questions

• To what extent has the project improved teachers
  knowledge and practice of traditional American
  history?
• To what extent has the project been successful in
  developing new leadership and training structures
  to strengthen the capacity of participating
  districts to teach American history?

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External Evaluation

• Sun Associates
• Evaluation, Professional Development, Planning
• Program Evaluators
• Five other Teaching American History projects in
  MA
• District Projects
• State Projects
• National/Regional Projects
• Curriculum Focus
• zwarren_at_sun-associates.com
• jclark_at_sun-associates.com
• jsun_at_sun-associates.com

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Evaluation Process Steps

• Organizing an evaluation committee and convening
  a meeting (10/17/06)
• Developing benchmarked indicators for project
  performance
• Based on evaluation questions
• Holistic
• Multi-level
• Forms the basis for data collection

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• Collect data
• Formative reporting to the project
• Annual review of the assembled evaluation data
  against the benchmarked rubrics
• This generates annual findings and
  recommendations
• Basis for the required annual report

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Outcome Objectives

• At least 70 teachers of U.S. history each year
  will have a deepened understanding of the topics
  they teach
• Teachers will understand the continuing
  significance of our founding documents

I am not a teacher but an awakener. - Robert
Frost
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Outcome Objectives

• Teachers will be prepared to teach American
  History as a stand-alone history course
• Unit-specific lesson plans and curriculum
  materials will be available to use in classrooms
• Student interest and content knowledge will
  deepen
• Professional relationships among colleagues will
  be developed, teacher leadership opportunities
  will be presented, professional pride will
  increase

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Staff - District Liaisons

• Danvers Public Schools
• Laura Schall-Leckrone,
• Director of Humanities
• North Reading Public
• Schools
• Pamela Beaudoin,
• Curriculum Technology
• Director

• Reading Public Schools
• John Doherty,
• Assistant Superintendent
• Lowell Public Schools
• Joyce Tapper-Benham,
• Professional Development Coordinator
• Pamela Buchek,
• Reading/ELA Coordinator

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Staff - Teacher Liaisons

• Integrate the project with the needs and broader
  professional development agenda for each district
• Help recruit teachers for the program activities
• Maintain timely communication with districts and
  program participants

• Danvers
• Margaret Maher
• David Buckhoff
• North Reading
• Kathryn Jones
• Jason MacIntosh

• Reading
• Helen Sellers
• Mary Anne Cuscuna
• Thomas Darrin

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Advisory Committee

• Kara Gleason
• Program Director
• Patricia L. Fontaine
• Assistant Professor, University of Massachusetts
  Lowell Graduate School of Education
• Julia de la Torre
• Program Director, Primary Source

• Sharon Burke
• Library Media Specialist, Reading Memorial High
  School
• Jeff Sun, Zora Warren,
• Jeanne Clark
• Program Evaluators, Sun Associates
• All teacher district liaisons

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Program Content Year One

• Year One (2006-2007) Theme
• Exploring Conflict and Consensus Among Peoples
  from the American Colonies to the New Republic
• 17th and 18th centuries

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Select Content Subtopics Year One

• Colonial America
• The French and Indian War
• Native Cultures
• Spanish, French and Dutch America
• Roles of Blacks in the Colonies
• Political Thought of the Revolution
• Founding Documents
• The U.S. Constitution

Summer Institute - Field Study at Plimoth
Plantation
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Program Content Year Two

• Year Two (2007-2008) Theme
• U.S. Expansion and Connections to the World in
  Antebellum America
• 19th Century

Sketchbook (detail), ca. 1812, William
Farrington. Painted aboard HMS Clio.
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Select Content Subtopics Year Two

• Religion and Reform
• Foreign Perspectives on the U.S.
• The Barbary Wars, War of 1812, the Monroe
  Doctrine
• Mexican American War
• The Old West
• Connecting to the World through Trade and
  Industry
• The International Womens Movement
• Slavery and Abolitionism

Summer Institute Field Trip Peabody Essex Museum
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Program Content Year Three

• Year Three (2008-2009) Themes
• The Cold War and Post-Cold War The U.S. on the
  World Stage
• U.S. Immigration, Migration, and Race Relations

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Select Content Subtopics Year Three

• Immigration, Emigration and American Identity
• Migrant Labor
• Native American Migrations
• Race Relations
• Domestic Culture of the Early Cold War
• Vietnam and its Legacies
• The Cold War as a Global Conflict

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Year One Calendar Workshops

• Described in the Encounters and Exchanges in U.S.
  History booklet
• More detailed calendar included in your folder
• Substitute coverage is provided for events held
  during the school day
• Book discussion groups are held after school
• Primary Source Summer Institute takes place from
  July 23 27, 2007

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Levels of Participation

• Full-time Participant (Honorarium of 750)
• Choose a minimum of three from A - E
• A. Book Discussion Group
• B. Primary Source Summer Institute
• C. Big6 Train the Trainers Workshops
• D. Technology in the American History
• Classroom (2-day workshop)
• E. Capturing History (2-day workshop)

Must choose at least one, may do both
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Levels of Participation

• Part-time Participant (Honorarium of 375)
• Choose a minimum of two from A - E
• A. Book Discussion Group
• B. Primary Source Summer Institute
• C. Big6 Train the Trainers Workshops
• D. Technology in the American History
• Classroom (2-day workshop)
• E. Capturing History (2-day workshop)

Must choose at least one, may do both
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Big6 Research Model

• September 27, 2006 April 25, 2007
• Train the Trainer workshops on the Big 6
  information literacy model
• Trainers will work with another teacher
  students using the Big6

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Mini-Sabbaticals

• Grants for up to 500 to four teachers in grades
  3 -5 and
• 8 11
• Teachers will develop products such as papers,
  exhibits, oral presentations or audio-visual
  presentations for their American history
  classroom
• Grant pays for substitute coverage, an historian,
  conference fees and materials

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Annual Encounters and Exchanges in U.S. History
Conference

• April 3, 2006
• Focus is on the theme for the year
• Leading historians will present on their areas of
  expertise
• Lead teachers will present lesson plan
  classroom ideas based on the historians content

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Book Discussion Groups

• Twenty teachers from each district
• Meet for seven 2-hour book discussion study
  groups
• Books include nonfiction, historical fiction, and
  biography
• Participants will develop a related work product
• Led by Dean Bergeron Patricia L. Fontaine, from
  the University of Massachusetts Lowell

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FreshPond Education

• Technology in the American History Classroom
• Two-day workshop
• January 30, 2007 February 15, 2007

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Encounters and Exchanges in U.S. History Website

• Available at http//gse.uml.edu/rtah/
• Vital source of information about the grant
• Will include teacher-developed work products a
  digital photo library

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University of Massachusetts Lowell Graduate
School of Education

• Capturing History
• Two-day workshop by John Wren, UMass Lowell
  Graduate School of Education Technology
  Consultant
• April 12, 2007 May 10, 2007

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University of Massachusetts Lowell Graduate
School of Education

• Program Partner
• Patricia L. Fontaine, Assistant Professor
• - Advisory role
• - Facilitator for a book group
• designed for 3rd grade teachers
• from Lowell

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Upcoming

• Distribute booklet to teachers of grades 3 5
  8 11
• Talk about the program get teachers excited
  about history
• Encourage participants to invite district
  liaisons, Sun Associates, the project director
  into their classrooms
• Once onboard teachers will be contacted regarding
  the logistics of the workshops

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The End
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Book Titles Lowell 3rd Grade Teachers

• Ray Raphael, Founding Myths Stories that Hide
  Our Patriotic Past.
• Joseph Ellis, Founding Brothers The
  Revolutionary Generation. Group, reprint 2002.
• David Hackett Fischer, Paul Reveres Ride.
• Two other historical fiction titles to be chosen
  by the participants

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Year One Book Titles

• Ray Raphael, Founding Myths Stories that Hide
  Our Patriotic Past
• John Demos, The Unredeemed Captive A Family
  Story from Early America
• Benjamin Franklin, The Autobiography of Benjamin
  Franklin
• Hector St. John de Crevecoeur, Letters from an
  American Farmer and Sketches of Eighteenth
  Century America
• David McCullough, 1776

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Curriculum Development

• Content integrated with
• A focus on historical thinking
• Historical research skills
• Information management skills