In February, Teachinghistory.org rounded up sesquicentennial resources state by state. Now, with April and the anniversary of the April 12 bombardment of Fort Sumter upon us, let's look at some materials that aren't state-specific.

Peruse the blogosphere for updates on new materials and tips on finding the best of preexisting websites and archives. Education Week's blog "Curriculum Matters" posted two entries looking at websites, curriculum, and blogs focusing on the sesquicentennial in March: one entry on the 21st and one on the 24th. Watch for more to come.

The American Historical Association blogged on teaching the sesquicentennial, and History News Network gave the anniversary a turn as a hot topic. Plenty of individuals have set up blogs of their own to track sesquicentennial developments—look around, and see if anyone's taking a tack that interests you. Remember to assess the credentials and viewpoints of any blog you follow—who's writing it, and what is their goal in writing?

Here are two blogs whose "authors" you might recognize: the New York Times' "Disunion" and the Washington Post's "A House Divided". Both blogs feature entries by historians, published authors, and others (remember to assess the credibility of these writers for yourself, just as you would with an individual blogger!) on Civil War topics.

"Disunion"'s short-essay-style articles often include links to primary sources, while "A House Divided" answers questions on the Civil War. (Browse the Post's "Civil War 150" feature for more videos, articles, and event updates related to the sesquicentennial.)

If you're looking for lesson plans, the Civil War Trust recently released a new free curriculum set , including nine lessons and an exam for each level (elementary, middle, and high). The Trust's website also includes primary sources, maps of battlefields, a directory of Civil War sites, and more than 50 other lesson plans.

EDSITEment has an abundance of lesson plans—more than 40 related to the war. Also try the Smithsonian National Museum of American History's History Explorer for more than 80 lesson plans.

The American Red Cross, working with teachers, academics, and legal scholars, has developed a series of lesson plans entitled The American Civil War: A Humanitarian Perspective. Through activities that use primary sources, students learn about the roots of the American Red Cross through Clara Barton's work, battlefield conduct laws created by President Lincoln that predate the first Geneva Convention, and basic principles of humanitarian law.

Looking for some orientation to all of those sources? Sign up for one of the Smithsonian's April webinars designed to show teachers around Smithsonian Civil War resources. Or explore the Library of Congress's guide to 21 sources related to Southern secession.

The National Archives and Records Administration (NARA) invites you to examine the Civil War through "little-known stories, seldom-seen documents, and unusual perspectives" in their new exhibit "Discovering the Civil War", including lesson plans and other teaching resources.

The Library of Virginia's online exhibit "Union or Succession" also focuses on primary sources from the debate over secession. Check out the Library's "CW 150 Legacy Project," too—are any organizations in your area working on collecting sources?

How about primary sources such as letters from Lincoln, Grant, Lee, and other Civil War era figures? Today in the Civil War: Dispatches from the Rosenbach Collection reproduces Civil War-era documents from the Rosenbach Collection 150 years after their creation. Each day a new item is posted, accompanied by a full or partial transcript.

This barely scratches the surface of the Civil War materials available to you. Maybe you'd rather listen to your Civil War history—Gilder Lehrman offers more than 20 podcasts on the Civil War era. Longwood University also has you covered, with its "That a Nation Might Live" podcasts following the war week by week.

Would you rather follow (present-day) events as they unfold? Track commemorations nationwide with the National Park System's Civil War website.

Take a look around the Internet, see what else you can uncover, and share your finds in comments here! The sesquicentennial starts this month, but it will last for years. New resources will appear, and established ones will expand, so keep your eyes open!

My students have been participating in National History Day since my first year teaching in the public schools—more than a decade ago. Since that first year, I have grown tremendously as a teacher and as a teacher who is guiding students through the National History Day process. There's a lot I could write about National History Day. I truly think it's one of the best programs for asking students to research and then synthesize their research through a project. It allows for choice, higher-order thinking skills, and diversity in the way the project is presented.

It’s that project presentation format I want to focus on. At first, and for quite a number of years, my students participated in the exhibit category because it was my strength as a teacher, but for the last three years or so, the number of students participating in the website and documentary categories has really grown. I have continued to learn and stretch my boundaries as a teacher as well.

For those of you new to National History Day I highly suggest checking their site out online at nhd.org. In a nutshell, however, here is the program: Students choose their own topic that fits within the annual theme (this year’s theme is "Debate and Diplomacy: Successes, Failures, and Consequences"), they choose to work individually or in groups of up to five students (with the exception of the research paper), and they choose one of five categories to present their project in: research paper, documentary, performance, exhibit, or website.

The website and documentary categories are particularly wonderful for integrating social studies content and using technology to display the students’ hard work and knowledge. Here are some highlights and sticking points that I’ve found while having students work with the website and documentary categories.

Pros of Website:

• Students can pull a myriad of images, sounds, videos, and other primary sources directly from the Internet and put them on their website. This encourages students to incorporate 21st-century skills, specifically technology skills, while asking them to analyze and evaluate sources they have chosen, placing them in historical context. As with any of the venues for NHD, this also calls on historical thinking skills and meeting research standards for English Language Arts.
• It's free—as long as students have access to a computer and the Internet they can complete a website!
• It can be taken with students easily from home, to school, to aftercare.
• The website category is now streamlined through nhd.weebly.com. The beauty of this is that students who are just beginning may choose to use the drag-and-drop features of the website. Those who are more advanced may write their own HTML code to alter the site and create their own unique website.

Cons of Website:

• It's easy for students to ONLY use web sources for their project. Getting students to scan sources or construct their own videos and edit them can easily be overlooked if the teacher and parents are not vigilant.
• Students spend a lot of time with nuances of design like font and font size, sometimes to the detriment of the HISTORY of the project.

Pros of Documentary:

• Again, this type of project encourages students to incorporate 21st-century skills, specifically technology skills, while asking them to analyze and evaluate the sources they have chosen, placing them in historical context.
• Documentaries are very impressive when they are finished and done well.
• It can be very easy to map out the story, write a script, and then find the primary sources to "tell" that story.

Cons of Documentary:

• Students need to come to the project with at least a basic working knowledge of iMovie or Moviemaker.
• Students have to be prepared to spend a lot of time on the making and editing of the movie—it doesn’t have as much to do with the history of the topic, but rather presentation. This also becomes a tempting choice for the student who would rather not do as much historical work.

I think it's important to remember that it's about balance. As a teacher, I have seen students spend an inordinate amount of time on the creation of their website or documentary only to neglect the history. I've also seen students do a dynamic job of researching their topic, only to not present it in the best format because they don't allow enough time or have the background knowledge to create their presentation in the format they chose. It's very important to have a pulse of the students' strengths and time constraints when choosing the format for the project. One of the neat things is that NHD allows students to experiment with the presentation format and is a great way to highlight the integration of social studies and technology!

With planning and communication you and your students will have a great time learning history through National History Day!

The degree of difficulty educators face when dealing with new technologies varies, but the sensation of feeling like a “newbie” when it comes to technology can often create tech-wariness among teachers. Educators should not feel this way.

Teachinghistory.org's presentation at the 2011 American Historical Association (AHA) conference, entitled “Teaching and Learning History in the Digital Age,” offered attendees exposure to free and easy-to-use tools that can work for teachers, regardless of their technological abilities. The main message of this presentation? Start small and be willing to face unexpected hiccups along the way.

One educator, nearing retirement, was curious about digital tools as I shared with her the topic of my presentation while walking to another conference event. She was initially interested in attending my presentation but found that the whole topic of digital tools was too complex for her.

Besides, where would she even begin searching for new media tools? She found herself regretting her earlier decision to skip panels on digital tools. It seemed that her own dilemma—where to start looking for digital tools—is not unique. The goal of the presentation was to help educators like her gain exposure to technology that is easily available. My advice to her was the same as I provided the audience: Start with what feels comfortable.

Some educators might enjoy exploring complex tools, “going under the hood,” and learning new skills. Other educators might want a ready-made tool, like Wordpress, to help build a course website. The open-source nature of platforms and browsers like Wordpress, Firefox, Zotero, and Omeka allow daring educators to invent the new plug-ins that can radically transform educational tools. For the less adventurous educators, these platforms allow them to take advantage of the work of others.

The presentation at AHA was, in part, inspired by a recent series of articles by Robert Townsend in AHA's Perspectives on History (Oct., Nov., Dec.). In his findings, which surveyed over 4,000 two- and four-year college faculty, Townsend noted that educators are increasingly embracing digital tools. Nearly 70% of respondents characterized themselves as “active users”—a number that might surprise many. Upon closer inspection, however, active digital users are mostly younger (no surprise here), and the most popular tools are not what many digitally-savvy educators would necessarily consider cutting-edge: digital cameras, scanners, search engines, word processors, and online archive searches. Tools that have the potential to change how we “do” history—text mining, social media, GIS/mapping, and data visualizations—received few responses in AHA's survey.

My immediate reaction to Townsend's articles? Is that it? On the one hand, I found it rather underwhelming to see what passes as “digital history” in the second decade of the 21st century. On the other hand, a utopian view of this subject is probably not well-served considering the budgetary and curricular constraints teachers face; lasting change rarely develops out of radical, or revolutionary, change. A more measured approach would be to acknowledge that significant uses of technology in the history classroom will gradually occur through funding for technology training, or, more likely, through collaborative exchanging of ideas among staff.

The presentation at AHA, then, was structured to address three or four key areas teachers address in their planning stages. As always, these tools are helpful, but only when applied with thoughtful consideration towards teaching and research (several good reads recently posted on Edwired deal with the perils and possibilities of web tools).

Digital Tools for Presentations

• Google Maps is a good instrument for examining memorials, battlefields, and other historical sites, while also allowing users to create new and interesting links between locations.
• Google Earth allows users to create placemarks, polygon shapes, paths, and images on Google's database of satellite images. This is ideal for creating original maps or recreating routes on military campaigns, plotting the Underground Railroad, or analyzing the Great Migration patterns of African Americans to see if new relationships emerge.
• ManyEyes users can upload data and choose visualization preferences that might reveal new information about the past.
• Hypercities uses historical overlays on geographic maps to show change over time
• Prezi is a structural and/or non-structural approach to presentations where you can type text, embed media files, graphically organize items, and highlight the importance of elements—relative to other ones on the infinite canvas platform—based on size and colors. The presentation at the AHA conference used a Prezi.

Digital Tools for Communication

• Facebook and Ning allow users to create networks from scratch to imagine what social networks among Bostonian revolutionaries or suffragettes in the early 20th century might talk about. Multiple other free options exist.
• Twitter lets users publish 140-character updates. What would Abe Lincoln’s Twitter feed look like? What about soldiers on the Pacific front in World War II? John Quincy Adams is already on Twitter!
• Skype can help bring scholars and institutions together, establishing relationships with sister cities, schools overseas, and other individuals and organizations.
• Blogs can become a standard classroom management program (if scholars are not tied to BlackBoard), serve as a professional portfolio, or can help historians re-imagine the possibilities for what scholarship on the web looks like.
• Zotero, in a nutshell, functions like digital flashcards and a note-saving device by adding research items from a database (WorldCat works well), allowing users to create notes for each entry, and providing tagging, sharing, and publication functions. Zotero is a helpful tool for collaborative projects and archiving research sources over time.

Digital Tools for Production

• Anthologize puts together an original book or compilation from blogs and other sites across the web.
• Wiki allows users to develop wiki pages for class projects (upload maps, images, and other files) or research project items.
• Wordle graphically produces a word cloud based on text-mining activities, which often reveals interesting insights otherwise difficult to see in large chunks of text.
• YouTube and Vimeo are hosting platforms for any original video production.
• Picasa and Flickr have potential as forums for hosting photo collections (privately or publicly), helping educators and students find visual sources, annotate information, understand copyright laws, and connect images to historical events that are not visible at first (good places to search for images largely in the public domain include the Creative Commons search engine, Library of Congress, National Archives, NY Public Library Digital Collection, and the Smithsonian).
• iMovie and MovieMaker put users in the driver's seat in using images, text, music, and voiceovers—simple elements of a digital storytelling project—to create original documentaries or short films.
• Animoto is a simple tool that uses images, uploaded with music and text, to create small videos.

Digital Tools for Miscellaneous Tasks

• Mindmeister, FreeMind, and OmniGraffle create graphic organizers for study or for lesson/unit plans, and many of them can be placed online for collaborative work.
• Gaming has untapped potential as a teaching tool; see: Mission US, Do I Have a Right?, BBC History Games, and Playinghistory.org (a good collection of games).
• Diigo provides a way to annotate the web (highlighting and Post-it notes). It can be added to your browser toolbar and, as long as you are logged in, notes will always appear as you re-visit the page.

With such a long list, but one that barely touches the surface of what scholars can do with new media, it is easy to see that free and open-access tools are readily found online. The problem, however, is that many educators feel the same way as our curious veteran educator at AHA. The question “Where can I find these tools?” is still a bit too commonplace these days. As a result, teachers are often hesitant to seek out new technology—not necessarily due to a lack of will, but rather because many simply don't know what (or where) to search.

This presentation aimed at closing that gap in a small way.

Deadlines are approaching for several national professional development programs!

On Feb. 1 (NOTE: deadline extended to Feb. 15th!), the Gilder Lehrman Institute of American History stops accepting applications for its summer seminars for teachers. The week-long seminars take place at colleges and universities nationwide, and teach classroom strategies focused on using primary sources effectively. Apply for any of 40 seminars on a range of topics, including Native American history, the Civil War in global context, the 20th-century women's rights movements, and the role of the Supreme Court in American history. Participants will receive a $400 reimbursement.

On Mar. 1, the National Endowment for the Humanities stops accepting applications for its Landmarks of American History and Culture Workshops for School Teachers and Summer Seminars and Institutes for School Teachers. The 20 one-week workshops take place at or near significant cultural or historical sites and explore strategies for teaching with place and primary sources. Topics range from "Crafting Freedom: Black Artisans, Entrepreneurs, and Abolitionists in the Antebellum Upper South" to "The Richest Hills: Mining in the Far West, 1865–1920," and participants receive a $1,200 stipend. The seminars and institutes last from two to six weeks, with 13 focusing on U.S. history, including, among other topics, teaching American history through song, Appalachian history and culture, jazz and Motown, and Upper Mississippi River Valley archaeology. Participants receive stipends ranging from $2,100 to $4,500.

February 11 is the deadline for applications to the U.S. Holocaust Memorial Museum's Teacher Fellowship program. Each year, 15 secondary-level educators from across the country are chosen to serve as museum representatives, engaging in outreach activities to encourage quality teaching on the Holocaust. Participants attend a five-day all-expenses-paid summer institute in DC.

Is professional development on your schedule for next summer? It may seem early to start planning, but many summer programs will soon (or have already) opened their applications. And professional development opportunities aren't limited to the summer! Organizations offer workshops, seminars, and other chances to network, expand your teaching repertoire, and earn professional credits throughout the year.

Where might you look for these opportunities? You don't have to look far afield—museums, historic sites, national parks, and historical societies in your area may offer professional development. Search a museum's website for its "Education" or "Teachers" section, and take a look. Does it offer programs for educators?

Large museums often provide a schedule of open houses (check for these in the fall), workshops, and pre-field trip orientations just for educators (see the Chicago History Museum Educator Programs page or the U.S. Holocaust Memorial Museum online catalogue of professional development opportunities.

Not finding anything? Maybe you have a presidential library and museum nearby, providing educators with workshops on using archival resources. Or a local university that offers professional development courses for teachers (such as the Learn NC program at the University of North Carolina at Chapel Hill).

Professional development opportunities may also spring up in unexpected places, in response to events and celebrations. Abraham Lincoln's Bicentennial in 2009 prompted Lincoln-related workshops, conferences, seminars, and other training opportunities nationwide.

Once you've found something that interests you, make sure to check all of the specifics. You may be guaranteed a spot just by applying, or you may have to compete to participate. Enrollment may be limited to teachers in a certain area or those who teach specific grades. Some opportunities are free, some give out stipends, some cost, and others charge but offer scholarships.

Will you earn professional development credits for attending? How many? Could you earn graduate credit? (Or even a full master's degree? Check out the James Madison Fellowship Foundation designed specifically for teachers).

The following organizations provide professional development on a regular basis:

Gilder Lehrman Institute of American History — weeklong summer seminars for teachers, yearly, hosted by universities across the U.S. Attendees receive a stipend. Applications for summer 2011 are now open!

National Endowment for the Humanities — Summer Seminars and Institutes for School Teachers, and Landmarks of American History and Culture Workshops for School Teachers, both yearly. Summer Seminars and Institutes range from 2–6 weeks, and do not all focus on U.S. history topics. History and Culture Workshops last one week and focus on specific U.S. history landmark sites. Both provide a stipend.

Facing History and Ourselves — workshops and in-person and online seminars throughout the year. Focuses on human rights and social action topics, including the Holocaust and the Civil Rights Movement. Some workshops are free; other programs charge fees.

Colonial Williamsburg — week-long institutes for elementary, middle/high, and high teachers, yearly, at Colonial Williamsburg. Charges fees.

National Archives and Records Administrations — "Primarily Teaching" workshops, yearly, introducing techniques for using archive resources and teaching with documents. Small fee for materials.

Smithsonian American Art Museum — annual Clarice Smith National Teacher Institute, for teams of middle or high school teachers, with priority given to those teaching social studies and English/language arts. Participants learn how to use art and 21st-century skills to make interdisciplinary connections with their subjects. $200 registration fee; $500 scholarships available.

Federal Judicial Center and American Bar Association — yearly week-long Federal Trials and Great Debates in U.S. History institute for secondary U.S. history and government teachers. Provides reimbursement for travel, lodging, and meal expenses.

The Memorial Library and Holocaust Educators Network — 12-day summer seminar for middle through high teachers, on teaching the Holocaust and social justice issues. $1,000 stipend.

United States Holocaust Memorial Museum — yearly teacher fellowship for 7–12-grade teachers, including a five-day teacher institute. Expenses paid for institute attendence.

National Humanities Center — hour-and-a-half long online seminars, including tie-ins with PBS American Experience documentaries. Charges fees.

C-SPAN — two-day conference for 6th–12th-grade social studies educators or media/technology specialists, on integrating C-SPAN's resources into the classroom. Also offers a four-week Teacher Fellowship program. Expenses paid.

Dirksen Center — Congress in the Classroom, a four-day workshop for middle- or high-school teachers, on both pedagogical strategies and content for teaching about Congress. Charges registration fee; other expenses paid.

The Ad Council has been producing public service announcements attempting to affect change in society and serve the public interest for nearly 70 years. The campaigns take the form of print, radio, and television advertisements. They have run the spectrum of societal issues, from "Rosie the Riveter" and the campaign to place women in war jobs to contemporary ads related to predatory lending. The Ad Council has brought us memorable characters like Smokey Bear, McGruff the Crime Dog, and Vince and Larry (the two crash test dummies who convinced us to wear seat belts). But what do these public advertising campaigns say about America? How can we use these ad campaigns to better understand U.S. history?

Through analyzing the ads we can isolate time periods in history and understand what were believed to be the most pressing societal issues of the time. These campaigns tried to decrease behaviors that were believed to lead to social problems or promote behaviors that would lead to a better society. Thus, in seeking to understand the advertisements, we can help students uncover the contemporaneous sociology of the ad campaign.

You can begin by exploring the Ad Council's Historic Campaigns that highlight some of the more notable campaigns in the last 70 years. Each campaign is complete with background information and some have links to PSA videos associated with the campaign. An even more complete retrospective of past advertising campaigns is maintained by the Advertising Educational Foundation and can be accessed here.

I have found the site particularly useful in helping students understand more recent history. For instance, few would disagree that, socially, the 1980s were rocked by the AIDS epidemic. The site highlights PSAs to prevent the spread of AIDS, which represent a dramatic shift in societal norms with the public call for condom use. The ads on crime prevention featuring McGruff the Crime Dog also help illuminate the 1980s. These ads coincide with America's "war on drugs" and emphasis on law and order during the 1980s. 1970s culture was epitomized by environmental awareness featuring Ad Council PSAs showing Native Americans distraught to find their territory littered. These ads and more can be found in the Historic Campaigns section.

Teaching with advertisements as primary sources is beneficial in two ways. One, students are exposed to yet another example of primary sources that come with their own unique set of historical questions. Two, by learning how to unpack the intent of advertisements on people of the past, students are more apt to be able to recognize advertising manipulation in the present. The Ad Council dedicates a page of resources for educators that includes useful links and frequently asked questions. These pages also identify current advertising campaigns, which might be useful for students to identify some of the important topics of today compared to the important issues they find in earlier decades.

Before having students analyze advertisements as primary sources, it is important to model for students how advertisements should be read. Students should also be made aware of the strengths and limitations of using advertisements to understand the past. An excellent overview of these strengths and weaknesses can be found on page 11 of this guide to primary sources, from the Smithsonian's History Explorer, along with questions to guide students in analyzing advertisements.

A natural fit to teaching U.S. history through public service announcements would be to have students create their own PSAs. Students could be given a list of pertinent social issues to a particular time period or could be asked to research important topics on their own. Students could write a script and use a pocket camcorder to record their PSA. Editing could be done using iMovie, Windows MovieMaker, or any number of free online video editing tools. The purpose of the assignment is to help students understand the changing nature of social issues in the United States.

Another idea is to have students research the effectiveness of given historic campaigns. The Ad Council maintains a database of reports and figures related to the success of various PSAs. This is a condensed version highlighting the impact of the Ad Council's more famous campaigns. The purpose here is to help students see how effective advertising not only convinces people to buy products, but also can convince people to change behavior for the common good.

The Ad Council works to address the most significant social issues of the day. With that purpose, the Ad Council offers a unique look into making sense of our social past by revealing important issues of the time. Advertisements offer students an opportunity to interpret an overlooked type of primary source of the past and establish connections to the present.