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

Growing Up in America: A Historical Journey?

These schools in western New York are in a high-need, urban district—84 percent of the elementary students come from families that are economically disadvantaged. In addition, 5th-grade students have scored nine percent below the statewide average on the New York social studies learning standard. Each year of this project, a new cohort of 60 teachers will attend eight after-school workshops; 50 of these teachers will attend an annual summer institute, featuring visits to partner institutions, content lectures and workshops on pedagogical practices. Teachers will be encouraged to attend in teams of three teachers per school to foster collaboration and collegial support. The topics were selected after considering key ideas and major understandings in the New York state American history curriculum, particularly areas that challenge students in the Grades 5 and 8 social studies assessments. The project will increase the teachers' content understanding of key events, issues and people in American history and improve their pedagogical skills. The professional development will guide teachers in using documents, photos, objects and paintings to elicit and build on young students' understandings of history. Two lead teachers will provide classroom-embedded coaching; relevant lesson plans; and research-based, effective teaching practices to the participants. Instructional products developed as part of the project will be posted on the district's Web site and on the project's wiki. Teacher research, including case studies and reflections on how the project has transformed teaching practice, will be published in partnership with the University of Rochester's Warner School of Education.

 
Content