Building a Statewide Teaching American History Community

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There is an old saying in teaching that borrowing an idea is the sincerest form of flattery. Experienced educators are always on the prowl for good ideas. One of the things many of us enjoy about attending the national Teaching American History (TAH) meeting is the chance it gives us to talk and share ideas with other TAH project directors. If you've ever looked around during the lunch session, you've seen hundreds of TAH people busily doing just that. As evidenced by the H-TAH listserve on a national level, sharing ideas and expertise enriches everyone's program. But what about state or regional level communication and collaboration?

Opening lines of communication at the state or regional level encourages the sharing of best practices, offers support to TAH directors new and old, and strengthens the overall TAH community—all at the "cost" of a few phone calls and emails. We see each other at the national conference, but what kind of communication do individual grant directors and staff have with other TAH grants in their state and region the rest of the year? Too often the answer is no communication or at best too little communication. In many states and regions, including my own state of California, TAH directors have taken steps to ensure regular communication and the sharing of information among themselves.

. . . digital communication (a fancy term for email and the phone) is the key to keeping in contact and sharing information among the state's TAH directors and history professionals.

There are over 50 active TAH grants spread across California, which in case you haven't noticed is a pretty large state. In fact, it's an 850-mile drive from our northernmost TAH grant near the Oregon border to San Diego and attending our yearly statewide meeting requires a flight (or two) for most of us. I don't mention this merely to bore you with geographic facts you already know but to make a point—in a state or region the size of California, digital communication (a fancy term for email and the phone) is the key to keeping in contact and sharing information among the state's TAH directors and history professionals. And it is the key to creating real collaboration among the various TAH programs in a state or region.

Get the Ball Rolling

Identify your state or region's TAH directors: The first step toward creating a collaborating group is to identify all the TAH directors in your target area. I've found the easiest way to do this is to contact your TAH supervisor in Washington, D.C., and ask for the current names, contact information, and email addresses for the state's TAH directors. What is listed on the Department of Education TAH website doesn't reflect changes in personnel. Once you have the names it is a matter of picking up the phone and/or sending an email. [Note: A state and national directory of TAH programs and personnel is now available on the National History Education Clearinghouse website.]

Start sending emails: If the longest journeys begin with one step, building a statewide TAH group begins with one email. Start by sharing information and ideas. I try to send my teachers a resource- and opportunity-laden email every few weeks. These emails might include information about summer Gilder Lehrman or NEH Landmarks of American History workshops along with information about state resources. For instance, I send a copy of the Constitutional Rights Foundation's This Month in History calendar each month. Whenever I send an email of this type, I send a second copy to the other California TAH directors to share with their teachers.

I try to send my teachers a resource- and opportunity-laden email every few weeks.

Hold a meeting: Some states like Louisiana and Florida do this quarterly, others such as California meet twice a year (once at the national meeting and once during the other semester). It all depends on your local circumstances. Agenda items can vary from state-specific issues to TAH-related issues. We invite the California Department of Education's history/social studies consultant to join our group because we feel it is important to include the state department of education in our communications—partly to ensure they know about TAH (which they didn't when we started this some years ago). Feel free to invite state or national park historians or speakers from nonprofits and other organizations to the meeting to share what they have to offer. Another idea is to meet at your state's Council for History Education or Council for Social Studies conferences—many TAH programs take teachers to these meetings so it is perfectly reasonable to ask the conference organizers (many who are involved in TAH) for the space to meet as a TAH group.

Take advantage of your own expertise: Make experienced TAH directors available to share their experience and resources with newer directors. This can all be done digitally. For instance, in past years we have shared copies of year-end reports and other report data among ourselves. When one grant unexpectedly found itself without an evaluator, the director was able to ask other directors for recommendations and in short order a suitable replacement was found.

Make experienced TAH directors available to share their experience and resources with newer directors.

Share resources: Grant directors have worked together to share the cost of bringing prominent speakers to California. For instance, a few years ago two TAH directors who lived about 250 miles apart collaborated to bring the Civil Right's icon Fred Shuttlesworth to speak to their teachers. Other grant directors collaborate on their summer travel—they share the cost of buses and speakers. Some grants invite each other's teachers to their sessions. I've heard that the four TAH directors in Louisiana have collaborated to create a standard teacher evaluation.

The key is to communicate—whether you meet quarterly or communicate exclusively by email; whether you communicate to discuss national or regional issues; whether you share curriculum or focus more on sharing practical advice. All it takes is a few phone calls and emails and a TAH director or small group of TAH directors willing to start the ball rolling.

Planning TAH Courses

Video Overview

Gerri Hayes talks through the steps involved in planning and implementing professional development courses for high school teachers—from writing the framework for the course, to hiring historians, to encouraging leadership and community among participating teachers.

Video Clip Name
LL_Gerri1.mov
LL_Gerri2.mov
LL_Gerri3.mov
Video Clip Title
Planning a Course
Forming a Team
Encouraging Community
Video Clip Duration
2:18
1:34
Transcript Text

We do courses, thirty-hour courses, for the high school teachers [that] meet after school and on some Saturdays. And, the teachers can either receive "P-credit," professional credit, towards their next salary differential or they receive a stipend for their work, and of course they produce a product, which is a good thing. And in the second History in the Classroom we've started sort of chronologically with our course and it was conflict, continuity, and change, which was right in the beginning; and the most recent course, which we're in right now, is the Civil War and Reconstruction—actually the Crisis of the Civil War and Reconstruction.

And the way we do it is we hire usually an historian that is about to get his or her doctorate, so they're young and they're very interested in spreading their wings. So that comes—actually a lesson learned—that comes with good points and points that you have to grapple with a little bit. The best thing is they will take—usually—direction so we come out with a product that we really want. You have to do very careful planning upfront.

So how it usually works is I design the course over a period of time, so I'm writing this course really without the historian, and I'm thinking about what is already written in the grant that says that we're going to accomplish; and I'm also, since I'm from New York, thinking about the New York state regions, which I have taught for many years myself, so I like to hit sort of a balance where we're getting some really interesting history that perhaps the teachers might be unfamiliar with, some more cutting edge sort of history, and then of course I want the history they're going to need for the assessment, that the youngsters are going to need to graduate from high school.

The other lesson that I have learned is that you have to really build a cohesive team. So I'm writing the course before I've met the team, so to speak. So once we hire the historian, and I work with our museum or cultural partners, and I work with a person that is in our grant that is called the "historian in residence," and the educator, whom I represent.

And the historian in residence is really an interesting role. She is a young doctoral student also, and she actually advertises the position through her connections with the various universities, so we can find—and she decides—she calls the various resumes and decides who might be the best candidates to teach this course. And then of course we interview along with the project director and the historian in residence and so on to find the best person; and, quite frankly, I’ve learned over time, you have to just cut to the chase and tell them exactly what it is that you're looking for—exactly how the course works, because the course is actually co-taught between the historian and the educator. And that we have to be on the same wavelength.

And I think the other thing that I have learned over the period of, I guess, five years is the ability to build teacher capacity; and I believe you do that by building a great community of teachers. Normally our courses are between 26 and 30 high school teachers, and many of them are social studies teachers. Some are special ed. teachers. Some are English language learning—learners [are] their focus. So, really to know who your teachers are. Some of them are what we call SINI schools, who are schools in need of improvement. I would say one-third of the teachers come from schools in need of improvement, but I know a lot of the Manhattan schools, and many of them work with underprepared students whether they are from schools in need of improvement or not classified as such.

So, I think it's important to build a community of learners, so I always make certain that the teachers are able to communicate with one another by email, and I work a lot in group sort of activities during the class to make certain that they get to interact with people that they don't know. And, it tends that teachers, once I sort of hook them in, they come for other courses, which is great.

And sometimes you get to know over a period of time what people’s strengths are, so I have learned to tap into those teachers and sometimes I give them a portion. They see where they could fit in in a particular course. I like to give the teachers an opportunity to become leaders—to be able to shine in front of their colleagues, and I find that the community of teachers that we have or the community of learners that we have, they're so supportive of one another. It’s really terrific to watch.

So careful planning and building a good team that you will know we're all together on this; we have the same goal. And the idea of allowing the teachers to become leaders, allowing them to show how they can shine and teach their colleagues.

Evidence-Based Historical Writing

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A student completing an in-class writing assignment. NHEC
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The act of writing alone is not enough to teach evidence-based essay writing in the history/social studies classroom. This study shows that several practices can help students develop the skills necessary to write effective historical interpretations.

Using the results of these assessments. . . Monte-Sano found that students who experienced instruction with five specific qualities were more effective at writing evidence-based argumentative essays.
The Study

Working with two high school teachers in urban, demographically representative Northern California high schools, University of Maryland Professor Chauncey Monte-Sano sought to determine what instructional practices help students develop historical thinking and writing skills. Using both quantitative and qualitative methods, Monte-Sano observed two classrooms over the course of seven months. She observed what each teacher did in his or her classroom, including how they represented history and what they asked students to do. She also conducted pre- and post- assessments of students’ historical understanding with 42 students from those classes. For these assessments, students wrote essays where they responded to a prompt with an argumentative essay that used evidence from multiple documents.

Using the results of these assessments that tracked student growth in both written arguments and reasoning, Monte-Sano found that students who experienced instruction with five specific qualities were more effective at writing evidence-based argumentative essays. These qualities of instruction were:

  1. Approaching history as evidence-based interpretation.
  2. Reading historical texts and considering them as interpretations.
  3. Supporting reading comprehension and historical thinking.
  4. Putting students in the role of developing interpretations and supporting them with evidence.
  5. Using direct instruction, guided practice, independent practice, and feedback to teach evidence-based writing.
History as Evidence-Based Interpretation

One teacher, Ms. Bobeck, taught her students to approach history the way historians do, focusing on analysis and argumentation over memorization and summary. As Bobeck put it, “when kids think about opinions, they often think that every opinion is right . . . it’s just someone’s opinion. That’s not something that I particularly want to encourage. . . . You can support or refute the accuracy of what someone is saying in terms of the evidence that they’re using to support that opinion.”

Examining Texts

In Ms. Bobeck’s classroom, students were asked to closely examine texts. Because textbooks tend to hide interpretation and conflict, she incorporated primary and secondary sources that raised questions for students about the past. Students were reminded that each secondary source is the interpretation of an author and that primary sources are the raw materials for constructing interpretations. In approaching readings, students were routinely asked to identify arguments in the text and find the author’s support for those arguments.

Conventions of Analytical Writing

Ms. Bobeck not only asked students to search for interpretations and evidence in texts but also to create their own interpretations using primary source documents. To help them meet this challenge, she made visible the hidden processes inherent in writing analytical history essays. Such work included direct instruction and modeling in important skills like annotating documents, varied scaffolding activities, and providing continuous feedback.

In the Classroom
  • Have students write frequently. Consider the demands of the writing tasks you use and have students write analytic pieces and historical arguments, not just descriptive or summary pieces.
  • Teach students to write historical arguments where they make claims and support them with evidence.
  • Segment and model this task. For example, teach students how to write thesis statements and share and evaluate models of effective theses.
  • Reading multiple texts is essential to teaching evidence-based historical argument. Have students write analyses of single sources and also look across sources to answer a question.
  • Select texts carefully so students encounter models of argument and also see how sources are the raw materials for making historical arguments.
  • Use tools to make these ways of thinking explicit and routine for students. (For example, the acronym SOAP reminds students to question a primary source along these dimensions: Source, Occasion, Audience, and Purpose.)
Sample Application

In Ms. Bobeck’s class, students were frequently asked to examine texts, locating arguments and identifying evidence that supported those arguments. They were then asked to write analytical responses to specific prompts. In one assignment, for instance, Bobeck asked the class to complete the following three tasks:

  • First, write a brief summary of Zinn’s argument. . . . Your summary should be approximately one paragraph in length. Remember that a summary should address his main argument and supporting information.
  • Some historians have argued that Africans accepted their servitude. After all, historians reason, if they truly rebelled, wouldn’t they have been able to overthrow the slave system? Identify the evidence that Zinn offers to the contrary. (You should have at least four examples.)
  • Would Frederick Douglass agree with that assessment? Provide evidence from his book to support your interpretation.

Ms. Bobeck wanted her students to display their comprehension of the reading. After that, however, it was important that her students recognize that they were reading a particular historical interpretation (“Some historians have argued . . .”). Equally important was that her students seek evidence to substantiate or refute such interpretations (“Identify the evidence . . .”). Finally, she asked students to create their own interpretations using evidence from a particular source (“Provide evidence from his book . . .”).

For more information

Monte-Sano, C. (2008). "Qualities of Effective Writing Instruction in History Classrooms: A Cross-Case Comparison of Two Teachers’ Practices." American Educational Research Journal, 45(4), 1045-1079.

See here for a guide on how to help your students annotate documents and read them closely.

Also see this guide on teaching high school students how to write effective thesis statements.

This research brief addresses the teaching of historical writing to middle school students.

Making Sense of American Popular Songs

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Tunes, lyrics, recordings, sheet music—all are components of popular songs, and all can serve as evidence of peoples, places, and attitudes of the past. Written by Ronald J. Walters and John Spitzer, the guide "Making Sense of American Popular Song" provides a place for students and teachers to begin working with songs as a way of understanding the past.

Website
http://historymatters.gmu.edu/mse/songs/

Picturing America

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Picturing America, a recent initiative from the National Endowment for the Humanities, contains a wealth of resources for using art in the classroom. The site contains links to four lesson plans that teach students how to analyze art, for example, teaching the basics of composition. The site contains over 20 pieces of art from various periods in U.S. history. A short essay with background information and analysis accompanies each piece of art. There are resource guides for using art, including a guide designed specifically for younger students.

Website
Picturing America

Interactivity

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This classroom tool—one of several history “interactives” on the Annenberg Media website—focuses on what a primary source is. Designed for students to work through either individually or in groups, this online resource is designed to help students read different kinds of primary sources for clues about their historical context. Using newspapers, journals, letters, and speeches, the site challenges students to test their document-reading abilities in an online game.

Website
Interactivities

Teaching the Homebound or Hospitalized

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Illustration, Harrison Weir, From The adventures of a dog. . . , 1857, NYPL
Question

Any good advice for a certified history educator who will possibly become a homebound/hospitalized teacher for children who are too ill to go to school? Thanks.

Answer

It can be a challenge to provide homebound and hospitalized students with the sort of interaction that other students receive each day in the classroom. Fortunately, the web puts numerous highly interactive activities within reach.

You'll find links to online resources throughout the Clearinghouse website, but here are a few that we think would work well for homebound students:
A number of museums have built excellent interactive history activities. The British Museum maintains a set of sites on ancient civilizations, and the Smithsonian's National Museum of American History has a collection of activities for kids to do at home. The Center for History and New Media recently partnered with the Smithsonian to create The Object of History, a site where visitors can manipulate artifacts, listen to curators talk about their role in history, submit questions, and curate a virtual exhibit of their own.

Many smaller museums offer more focused tools. For example, try the Plimouth Plantation's investigation into the first Thanksgiving.

The Monterey Institute has created a comprehensive online course in U.S. History that combines text and multimedia content delivery with interactive activities. You'll find it online at the HippoCampus website where you can set up a space for your own students, hide topics you don't want to cover, and bookmark ones you do.

You can also use the internet to give homebound students opportunities for social interaction. If you have multiple students covering the same material, try giving assignments that let them collaborate virtually. You could provide discussion prompts or projects that they would complete using email, instant messaging, or a discussion board.

Ask a school technology coordinator to help you install Course Management Software, or use one of the many collaborative web tools that have been developed in the last few years. Google Documents is good for collaborative writing, or you can register for a private wiki at WikiSpaces.com. They're flexible, easy to use, and free for teachers.

If you're really feeling adventurous (and if your students have access to fast Internet connections), think about using Skype voice chat or videoconferencing.

Data on Students' Knowledge of American History

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Print, Group of students--Atlanta Baptist Seminary: rising young men of educatio
Question

I am trying to find current, national data on students' level of understanding and knowledge of American history. Any suggestions or studies that would help me find such data?

Answer

Good question! Unfortunately, there are not many sources for this kind of data. The best I know is the National Assessment of Educational Progress in American History. NAEP, referred to as the Nation's Report Card, is administered by an arm of the U.S. Department of Education and periodically assesses what students know and can do in various subject areas.

In U.S. history, fourth, eighth, and 11th graders across the nation take a test that includes multiple-choice and constructed-response questions. Here is the latest report on students' U.S. history knowledge and skills. This downloadable report presents the extensive data gathered by NAEP in easy-to-read formats. To learn more about the assessment and resulting data, see the varied links on the U.S. History home page. Scroll down and try the NAEP Data Explorer tool if you wish to explore and tailor the data available.

Tennessee's Social Studies Curriculum

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Chromolithograph, Trade cards. . . , c. 1876-1890, NY Public Library
Question

When did Tennessee adopt a Social Studies curriculum? Have there been changes made over the years?

Answer

Tennessee, as far as we can tell, adopted its first curriculum framework during the 1982-83 school year. Previous to that effort, frameworks with standards were not formally articulated as they are today. James Akenson of Tennessee Tech (who was helpful in putting together this response), pointed out that the curriculum framework emerged at the same time as the "A Nation at Risk" report, which many scholars see as the birth of the standards movement. Those standards were in place until 1996, when they were revised for the first time. In 2001, a major revision effort took place under the direction of a committee of K-12 teachers, state department of education personnel, and representatives from higher education.

In crafting the Tennessee Social Studies Curriculum Standards, the group used the previous standards, the National Council for the Social Studies standards, current educational research, and curriculum frameworks from other states as guides. Finally, according to a representative in the state department of education, Tennessee will begin the revision process again prior to the next textbook adoption four years from the current (2009-2010) school year.

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