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Nov 21 2008
Teaching American History Project Directors Conference: Registration Information and Agenda
The 2009 Annual Teaching American History Project Directors Conference takes place in New York City, January 6-8, 2009, at the Hilton, New York, right on the heels of the Annual American History Association annual meeting.
This year's focus is Enhancing Project Quality, and the agenda includes presentations on historical content and pedagogical approaches in the classroom; project evaluation; and effective reporting and communication.
Conference registration is available on-line, as well as information and links for accommodations and transportation arrangements.
Nov 12 2008
Laura Bush Presents 2008 Preserve America History Teacher of the Year Award
On October 24, Mrs. Laura Bush, First Lady of the United States and Honorary Chair of the Preserve America initiative, presented the 2008 national Preserve America History Teacher of the Year award, cosponsored by the Gilder Lehrman Institute of American History, to David B. Mitchell, a high school teacher at Masconomet Regional High School in Topsfield, MA, during a ceremony at the Union League Club in New York City.
2008 is the fifth year that the administration's Preserve America initiative and the Gilder Lehrman Institute of American History have partnered to present the Preserve America History Teacher of the Year award.
Gilder Lehrman's full press release talks more about Mitchell's philosophy and about the Preserve America program. Preserve America is a White House initiative created for the purpose of encouraging and supporting community efforts to preserve and enjoy the nation's cultural and national heritage, and further information is available at www.PreserveAmerica.gov.
Nov 10 2008
A New Look at Abraham Lincoln
The new media of the times has always affected how presidents (and others) reach out to the public.
Internet communication played an important role in the 2008 presidential campaign. If candidates didn't start their run for the office with a strong web presence, the success of president-elect Barack Obama's online outreach led other contenders to re-examine its usefulness. Current statistics from an October 31 Pew Research Center article compare the internet as a major source of campaign news with other media.
Hardly a week in office in 1933, President Franklin Roosevelt created radio fireside chats which continued through 1945 to reassure the public during the Depression and to explain his hopes and plans for the nation. (Audio files of these chats are widely available on the internet, including The Internet Archive, and the National Endowment for the Humanities Edsitement offers the lesson plan, FDR's Fireside Chats: The Power of Words).
In 1960, the first televised debate between presidential candidates Senator John Kennedy and Republican Vice President Richard Nixon initiated the influence of television in election campaigns. Historian Liette Gidlow explains that "part of the reason that John F. Kennedy captured the presidency was the way he performed in a series of televised debates against his Republican opponent, Richard M. Nixon." (The Great Debate: Kennedy, Nixon, and Television in the 1960 Race for the Presidency in History Now, Gilder Lehrman Institute) Clips from the debate appear on YouTube, including "JFK vs. Nixon: The 1960 debates."
Two Hundred Years Ago
And in the 19th century, President Abraham Lincoln turned to the developing field of photography to broaden his public presence.
A new exhibit, One Life: The Mask of Lincoln, at the National Portrait Gallery in Washington, DC, and the companion online exhibit show the role of media—in this case, presidential photography and portraiture—200 years ago.
Many of the images are familiar; Lincoln realized that photographs were a way of maintaining a public presence, and the exhibit demonstrates how media technology of the 19th century began to enable this process. As the caption accompanying the 1861 Alexander Gardner photograph states, "Although Lincoln knew, and joked about, the fact that he was a difficult subject, he was not camera-shy, producing a continuous portrait record of his time in office. Attuned to public opinion, Lincoln used portraits to keep himself in the eye of his fellow citizens." The exhibit leads to analysis of how he did this and what the images reveal.
Covering more than presidential campaigns, the 31 images of Lincoln, 1857–1865, in the gallery exhibit are reproduced in the web exhibit as well as additional photographs of Lincoln's contemporaries. Accompanying text and excerpts from Lincoln's speeches and writings caption the images, including Matthew Brady and Alexander Gardner photographs.
Six downloadable mp3 files from prominent scholars discuss the portraits, their artistic presentation, and the events they commemorate. The audio files are also available via cell phone for visitors to the exhibition.
A helpful review of the exhibit appeared in the Washington Post on November 8, 2008. The exhibit is on view at the National Portrait Gallery through July 5, 2009.
(This news item is a continuing series on materials related to the celebration of the 200th anniversary of Lincoln's birth. See this news item for other resources.)
Nov 10 2008
Comment Period Begins on Changes to Selection Criteria for Teaching American History Grants
The Office of Innovation and Improvement in the U.S. Department of Education proposes to change the final selection criteria of the Teaching American History (TAH) grant program. The period for public comments on the proposed changes is now open and continues until November 28, 2009.
An announcement in the Federal Register, Wednesday, October 29, outlines the proposed changes and explains how to submit comments on those changes.
The National History Coalition Washington Update explains that a notice issued in 2005 (70 FR 19939), laid out specific selection criteria for TAH grant application evaluation. If adopted, proposed changes give the Department of Education greater flexibility in evaluating grant applications than those included in the 2005 notice.
Besides this flexibility, the proposed changes give the Department the authority to vary the selection criteria in any year the program is in effect. The announcement inviting applications for TAH grants would then list the criteria and the point value assigned in evaluating grant applications.
For further information about the proposed changes and their submission, please contact Mia Howerton by email at Mia.Howerton@ed.gov or by telephone at 202-205-0147.
Nov 9 2008
Sessions Especially for Teachers at the 123rd American Historical Association Annual Meeting
The American Historical Association (AHA) invites all history and social studies teachers to join us for the 123rd Annual Meeting, January 2–5, 2009 at the Hilton New York.
Twenty-one of the more than 200 sessions during the meeting are especially geared toward history and social studies teachers. Topics include History Education and Technology in Our Middle and High Schools, Students as Historians: Historical Thinking and Primary Sources in the American History Classroom, and From the Atlantic Slave Trade to the Harlem Renaissance: Stretching and Expanding Cultural Boundaries. (Download a PDF of the teaching session schedule.)
On Saturday, January 3, 9:30–4:30, the National History Education Clearinghouse (NHEC) holds a workshop specifically designed for K–12 teachers including presentations from a variety of speakers. Lunch is provided and registration is requested in advance. (Please contact the Clearinghouse with any questions at info@teachnghistory.org.)
The AHA Meeting website provides information about the meeting including accommodations, transportation, registration, venue locations, and the job center.
Oct 25 2008
Visit Clearinghouse Lesson Plan Reviews!
Ten vetted lesson plans are now posted in the Teaching Materials section of the Clearinghouse. From the Lewis and Clark Expedition, to Indian Removal, to the Debate over Formation of the League of Nations, to Japanese Internment during World War II, these vetted lesson plans model various approaches to teaching with primary and secondary resources in grades K–12.
Before each is published, historians, experienced teachers, and education scholars endorse the choice. They evaluate how well the selected lesson reflects the latest research on teaching and learning history, whether the lesson is applicable to diverse classroom settings, and if it reflects the kinds of tasks historians actually do. We also send the lessons to teachers to ask how they would use the lessons and what changes they would make to suit their classrooms. Evaluative commentary and a rubric then summarize the strengths of each lesson.
We add new lesson plans to the Clearinghouse regularly. We hope classroom teachers find the models helpful in designing and adapting their own curriculum. Login and use the comment form to let us know if and how they are (or are not) useful to you!
Oct 22 2008
Students and Historic Preservation
The American Planning Association (APA) is encouraging high school juniors and seniors to explore historic preservation.
Each year, the APA sponsors a contest requiring high school students to look at critical planning issues in their communities and to write an essay under prescribed guidelines. This year, the 100th year of the American planning movement, the focus is on history.
Students are asked to investigate their community history, interview a preservationist and a planner, select an area of preservation, determine threats to its continuation, and to develop options for preserving the area, including the continued functionality of historic buildings and sites.
Student Instructions and essay criteria are detailed and include examples from past winners. Teacher Resources guide educators in developing learning modules on historic preservation planning in their communities.
College scholarships to the school of their choice for $5000 are offered to two first-place winners: one from public school; the other from private. Ten other students receive honorable mentions of $100 gift certificates to the APA bookstore, PlanningBooks.com
Oct 20 2008
Snips and Shoes and Sealing Wax: New Publications and Websites
Publications
The October issue of Perspectives from the American Historical Association includes reflections from AHA President Gabrielle Spiegel on being a History Mom; an article by Karen Halttunen, The American Historical Association and K-16 Collaboration presenting findings from the AHA Working Group on the Future of the American Historical Association; and Wilson Warren’s Bridging the Gap between K–12 Teachers and Postsecondary Historians, highlighting the positive effects of the Teaching American History (TAH) program, but noting that more can be done to "bridge the gap between K–12 teachers and academic historians."
Over at the Organization of American Historians (OAH), the October Magazine of History focuses on Military History. Access to most articles requires OAH membership; however, the article American Wars on the Web: Internet Resources for Teaching Military History is for public use. Susanna Bruce shares an partially-annotated collection of "easily accessible and reputable online primary source collections" for teaching military history.
Websites
The University of Virginia's Digital History Center launched an rich archive on Virginia Emigrants to Liberia.
The website opens a window into the lives of free black and enslaved Virginians, the trans-Atlantic world they inhabited, and the African nation they helped to found.The website now includes a searchable database of nearly 3700 Virginia emigrants to Liberia and nearly 250 Virginia emancipators, a timeline of relevant events and documents between 1787 and 1866, a compilation of important related sources, links to related research websites and news of Liberia today.
The National Womens History Museum launched the online exhibit, Chinese American Women: A History of Resilience and Resistance. More an essay than an exhibit, the site nonetheless, offers an overview of highlights of one hundred years of Chinese women's experiences in the United States and a useful bibliography.
Oct 19 2008
National Council for History Education (NCHE) Presents Award to Senator Robert Byrd
On September 24, 2008, more than a hundred guests including Senators, Chiefs of Staff, historians, educators, and directors of historical organizations and museums filled the historic Mansfield Room in the U.S. Capitol to witness the National Council for History Education (NCHE) present Senator Robert C. Byrd an award named in his honor.
The award, recognizing Senator Byrd’s distinguished leadership in advancing the study of history in our nation's schools, was presented by David McCullough—Pulitzer Prize-winning historian, Medal of Freedom recipient, and member of the NCHE Board of Trustees—and by Theodore K. Rabb, Chairman of the NCHE Board of Trustees and emeritus professor of history at Princeton University.
"As a lifelong student of history, I am deeply grateful to have this prestigious award named in my honor," said U.S. Senator Robert C. Byrd, D-W.Va, in a written statement after the ceremony. "My love of history, which began at a very young age, has given me great joy and inspiration throughout my life. It is my hope and belief that we can instill in young people across this country that same passion. I know it will serve them well."
The National Council for History Education established the Senator Robert C. Byrd Award to be an award given to policymakers and public figures who work to ensure that history is a strong and meaningful part of our students' education.
In his remarks at the ceremony, David McCullough emphasized the importance of providing America's students with a deep understanding and appreciation for history. He quoted Margaret Phelps, favorite high school teacher of President Harry Truman, who said: "History cultivates every faculty of the mind, enlarges sympathies, liberalizes thought and feeling, and furnishes and improves the highest standards of character."
Theodore Rabb also read a proclamation from NCHE which articulated some of the reasons that Senator Byrd was being honored, such as “…he has demonstrated an unrivalled commitment to the belief that a knowledge of history is essential to good citizenship in our nation and our world…and he has done more to promote the teaching of history in the nation’s schools, through speech, legislation, and appropriations, than any other United States Senator.”
When accepting the award, Senator Byrd received an enthusiastic standing ovation from those in the crowded room. As the room quieted, Senator Byrd uttered these brief, moving words of appreciation: "My capacity for words has gone. Thank you."
Some of the distinguished guests in attendance at the September 24 award ceremony included Senator Lamar Alexander (R-TN), Senator Daniel Inouye (D-HA), Senator John Kerry (D-MA), Senator Patrick Leahy (D-VT), Senator Olympia Snowe (R-ME), Senator Robert Casey (D-PA), and Senator Mary Landrieu (D-LA). Also in attendance were Librarian of Congress James Billington, Senate Historian Richard Baker, Chairman of the National Endowment for the Humanities, Bruce Cole, and Director of the Smithsonian Institution National Museum of American History, Brent Glass.
Members of the NCHE Board of Trustees and staff were also in attendance. In addition, members of the U.S. Department of Education Teaching American History (TAH) grant staff were on hand, as well as teachers who have participated in the TAH program. The Teaching American History grant program was a major national initiative sponsored by Senator Byrd in 2001.
Senator Byrd, who is known for carrying a copy of the U.S. Constitution with him at all times, was also instrumental in including in the Consolidated Appropriations Act of 2005 the requirement that educational institutions that receive federal funding shall provide programs that teach students about the U.S. Constitution on September 17 (Constitution Day) or sometime during that week each year.
Senator Byrd has stated on his website: "Our Constitution embodies the vision of the Framers, their dream of freedom, supported by the genius of practical structure which has come to be known as the checks and balances and separation of powers. But we cannot defend and protect this dream if we are ignorant of the Constitution‘s history and how it works."
Oct 15 2008
Tech Tips for Everybody from David Pogue at The New York Times
David Pogue blogs on technology for The New York Times and plans to write a book one day called The Basics. "It's going to be a compendium of the essential tech bits that you just assume everyone knows—but you're wrong," he explains.
Earlier in October, Pogue assembled a list of those basics and invited readers to submit their own hints and tips. Pogue's list covered topics from double-clicking to highlight any word in any document to ways to enlarge a webpage to hints for texting on the iPhone. Readers have contributed more than 1,200 additional comments, shortcuts, fixes, timesavers, and questions for PCs, Macs, and other technologies.
Pogue learned from this overwhelming response that "When you get a computer, phone, camera or other gadget, there’s no single, uniform, obvious place to learn the basics. You’re on your own." He figured that as a result, "everybody knows 40 or 80 percent of what there is to know, but everybody knows a different 40 or 80 percent," and that "humanity is wasting hundreds of millions of cumulative hours doing things the long way."