Teaching Materials
Ask a Master Teacher
Lesson Plan Gateway
Lesson Plan Reviews
State Standards
Teaching Guides
Digital Classroom
Ask a Digital Historian
Tech for Teachers
Beyond the Chalkboard
History Content
Ask a Historian
Beyond the Textbook
History Content Gateway
History in Multimedia
Museums and Historic Sites
National Resources
Quiz
Website Reviews
Issues and Research
Report on the State of History Education
Research Briefs
Roundtables
Best Practices
Examples of Historical Thinking
Teaching in Action
Teaching with Textbooks
Using Primary Sources
TAH Projects
Lessons Learned
Project Directors Conference
Project Spotlight
TAH Projects
About
Staff
Partners
Technical Working Group
Research Advisors
Teacher Representatives
Privacy
Quiz Rules
Blog
Outreach
Teaching History.org logo and contact info

Teaching American History in North Carolina

Cartoon, The Union as it was The lost cause, worse than slavery, 1874, Nast, LoC

Serving teachers in Pender, New Hanover, and Brunswick counties, this North Carolina project needed to meet the needs of a geographically-dispersed group of teachers. How to form a supportive community of peers while at the same time not taking teachers away from their work and lives too often? Teaching American History in North Carolina solved this problem through a combination of online discussions, local small group meetings, and in-person workshops and seminars.

The Structure

In 2009-2010, Teaching American History in North Carolina focused on colonial history. For 2010-2011, the project moved on to U.S. history from 1801-1877, taking the theme "Unity and Division." Throughout the year, the project's 28 K-12 teachers gather in person to participate in 68 hours of workshops and seminars. Between these hands-on learning opportunities, teachers download reading assignments from Blackboard. Every two weeks, they post responses to the current reading, and engage with each other's responses.

But online discussion partnered with in-person workshops and seminars isn't anything new, is it? What sets this grant apart?

Here, without supervision, teachers can form connections that will last beyond the life of the project.

Every month, in addition to the online discussions, teachers get together in Professional Learning Communities—self-selected groups of three to five. In these groups, teachers get to know each other and exchange ideas on how to adapt the content and strategies they're learning to their own classrooms. Here, without supervision, teachers can form connections that will last beyond the life of the project. After each meeting, the group leader uploads meeting minutes to Blackboard for supervisors and other participants to read.

The Resources

Like the best TAH projects, Teaching American History in North Carolina shares the resources it creates not just with its participant teachers, but with the teaching community at large. Participants create five lesson plans throughout the year, and anyone can download them at the project's easily-navigable website. As of this writing, the website hosts more than 100 lesson plans, divided up by grade level and time period ("Colonial Era," "American Revolutionary Era," "Founding Era," and "Other Eras"). Lessons plans use an "essential question" model and clearly-stated teacher objectives and encourage engagement with primary sources and substantive assessment. Non-participant teachers may download the suggested lesson template and rubric at the site. Tried one of the plans in the classroom? Rate it! The site offers an easy one-to-five-star rating system.

Lessons plans use an "essential question" model and clearly-stated teacher objectives and encourage engagement with primary sources and substantive assessment.

All participants, past and present, can check out the project's traveling trunks. Filled with teacher resources developed by project participants, as well as books, artifacts, and DVDs, each trunk covers a different period in history (Colonial, Revolution, Founding Era, American Indian, Westward Expansion, Civil War and Reconstruction), and can be borrowed for free for up to two weeks. "Online trunks", collections of links to online resources on the same topics, are in development. Currently, the Founding Era "online trunk" is the most complete, with links to resources from 13 different websites.

Participate in the project vicariously with downloadable audio recordings of past workshops and lectures. More recordings are planned.

In addition to these resources, browse 14 links on teaching about religion in public schools, and a page of suggestions for teaching with local graveyards.

The Partners

Pender Country School District partnered with the University of North Carolina—Wilmington, the History Teaching Alliance, Cebula Historical Consulting, and the Gilder Lehrman Institute of American History for this project. While the university provides content expertise, the History Teaching Alliance seeks to connect southeastern North Carolina history educators with local resources and with each other. The Alliance uses materials developed by project participants in its outreach activities, another way in which the products of the project reach out to benefit the wider community. Cebula Historical Consulting evaluates the grant and helped design the project, bringing to it experience working with previous TAH grant projects. Through on-site and online observation and consideration of teacher feedback, it helps keep the project responsive and focused. The Gilder Lehrman Institute partnered with the grant during its first year.

Partners 

Pender County School District, University of North Carolina-Wilmington, History Teaching Alliance, Gilder Lehrman Institute of American History, Cebula Historical Consulting,

As a participant for 2 years,

As a participant for 2 years, this has been the most wonderful experience. I have been able to learn so much more about the subject matter and bring useful information back to my class. The ability to engage in discussions with colleagues at different levels has given me insight to expectations at all levels. Be able to collaborate with my peers enables me to bounce ideas around about subjects/presentations and get great feedback. I know I have grown as a teacher and the materials, resources and contacts are uncomparable.

Post new comment

  • Web page addresses and e-mail addresses turn into links automatically.
  • Allowed HTML tags: <a> <em> <strong> <cite> <code> <ul> <ol> <li> <dl> <dt> <dd> <b> <i>
  • Lines and paragraphs break automatically.

More information about formatting options

Image CAPTCHA
Enter the characters shown in the image.
 
Content