This project targets underserved populations in urban and rural areas of south-central Kentucky, where student test data for social studies have shown little or no improvement, especially in high schools. Each year, the project will provide 15 days of professional development for two cohorts of 50 teachers (overlapping in Year 3 of the project), including (1) historical encounter sessions, consisting of intensive visits to museums and historic sites, seminars, historical research and grade-level collaborative work to integrate content in the curriculum; (2) a 2-day summer colloquium hosted by the National Council for History Education; (3) historical field institutes, in which participants experience past times and deeds that relate to the yearly topic; (4) a peer-mentoring and observation program; (5) Web lessons; and (6) a teachers curriculum institute. Teachers also will attend lectures by professional historians and local historians. Participants will be recruited by district superintendents, the project director and the curriculum specialist, with preference given to teachers in schools in high-need districts. The project strategies comprise a combination of curricular resources, including an electronic resource notebook containing reproductions from the Kentucky Historical Society collections, access to intranet-based discussion boards and online lesson plans, membership in professional history organizations, and ongoing instructional support from the project director and Campbellsville College history professors. In terms of products, the project teachers will create interactive, hands-on, standards-based lessons and traveling trunks.

In this Kansas City metropolitan district, budget cuts have significantly altered teaching assignments, resulting in more American history teachers who need better preparation. For each semester during the three years, the same 20 teachers will participate in eight semester-long colloquia, three 3-day lecture series, and three 5-day travel research workshops led by faculty from the University of Kansas history department. Over the course of the project, the teachers will conduct independent research, create lesson plans and attend 10 professional development sessions for additional training on historiography, pedagogy and local American history resources. Instructional resource teachers will provide feedback to the teachers through classroom observations. The project will explore continuity and change in American history by examining how the founding fathers drafted the Constitution to facilitate changes, recognizing that the nation was not yet perfect. It will also examine the economic, social and political factors that shaped the meaning of "We the People" over time, tracing the causes and effects of the events that have pushed the nation toward becoming a "more perfect union." Participating teachers will learn how to locate and use evidence in primary and secondary sources to interpret the past and explore different perspectives and points of view. They can earn 19 hours of graduate credit through the University of Kansas or receive professional development points through the district. A Web site will feature all the project products and resources, including faculty lectures, classroom videos of teachers and students, lesson and unit plans, electronic field trips, book reviews, and course and workshop syllabi.

This eastern Indiana district, like many districts, has lacked resources for history professional development for many years. Teachers say they want to know about recent American history, and this project will help them gain content knowledge and professional credentials. Graduate courses, intensive summer institutes and field studies will provide content knowledge that will support teachers' involvement in the district's curriculum writing and mapping initiative. Classroom observations will help teachers improve practice, and the annual history resource project will engage teachers in deep learning about a topic as they create digital resources for all teachers to use. Two separate cohorts of teachers will participate: 15 in Years 1-3 and 15 in Years 3-5. Year 1 themes will include economics, entrepreneurship, transportation and communication; Year 2 themes will include leadership, social justice and social movements. These themes will guide explorations of the topics that the teachers selected for study (see topics, above). Teachers will learn to use technology and inquiry-based instructional strategies as they work to improve student engagement, increase the rigor of student performance and help students develop critical thinking skills. Professors from the university school of education will conduct observation sessions, help teachers reflect on their teaching by examining student work, and provide coaching support. Each year will culminate with a colloquium, during which teachers will make formal and informal presentations about their annual projects. Teachers' projects will contribute to resource banks of wikis, podcasts, virtual field trips, lessons and more, all of which will be available as open educational resources.

Located in northern Indiana, these districts have limited access to professional development. Many teachers have little American history background and lack confidence in their ability to teach the subject. Each year's activities will begin with a half-day kickoff that previews content and includes a keynote address. Teachers will attend three content workshops delivered by historians from partnering organizations and three grade-level methods workshops designed to bridge the gap between content and the classroom, plus a 5-day summer institute that combines content and methods. Each year, 10 teachers will travel on a 5-day field experience to sites that are related to the year's content. Book studies will include three content-focused books and one methods-focused book each year; these will be discussed during workshops and online. Teachers who complete all five years will receive 740 hours of professional development. The 35 teachers will come from all four participating districts and will stay for the full term. Should any teachers drop out, others will be recruited to take their places. American Liberty: Making Historical Connections will blend a chronological approach with a theme-based one, thus enabling historians to help teachers delve deeply into events in American history. Methods workshops will focus on specific skills, such as historical research, historical writing and investigations, and historical schools of thought. During summer field experiences, teachers will keep journals, gather resources and develop lesson plans. Coaches will provide classroom-based support through two visits every year to observe, model and give feedback. Teachers will learn to use Web-based technologies to share lesson plans and resources with other teachers.

A 2010 survey indicates that only a small percentage of U.S. history teachers in these Idaho districts currently place a significant emphasis on chronology, primary sources or connecting historical events with broader themes. Due to budget limitations, few teachers have had an opportunity to participate in history-related professional development over the past three years, and most would be interested in strengthening their knowledge of primary sources and interacting with historical experts. This project offers summer and daylong institutes during the school year featuring renowned national historians and twice-monthly half-day Saturday online workshops led by history faculty from Idaho's four institutions of higher education. The teachers will be organized into four cohorts of 10 based on location. Each of the three years, they will study a different chronological phase of American history, focusing on significant issues, episodes and turning points. They will use primary sources to learn how the words and deeds of individuals have determined the course of history, and create lesson plans using backward design and one of five teaching strategies: Binary Paideia, haunted history, content scene interpretation, cause-effect generalizations and cognition strategies. The teachers will produce four lesson plans for each unit. An academic advisory board will select the best teacher lesson plans and student products for inclusion on a consortium Web site. In addition, the online workshops will be recorded and made available as QuickTime movies.

Districts from both western Idaho and southeastern Washington will be involved in this project; focus groups with history teachers found that few have learned from or taught with primary documents, and many believe their history curricula need to be updated. Following a 2-day launch meeting, annual activities will include curriculum improvement team meetings, three days of summer historian seminars/field study, five Saturday seminars, monthly Talking History viewing and discussion sessions, and quarterly book studies. In addition, three master teachers each year will attend a 5-day Gilder Lehrman summer institute. The project will serve at least 33 teachers and a principal who have volunteered to participate for the full term of the grant. To support improvements in teaching and learning, activities will become more participatory each year; in Year 1, many activities will be passive — lectures, podcasts — and by Year 5, most activities will feature discussions, practice and teaching others; specific activities will include re-creations, simulations and debates. Each year, all major historical eras will be covered so as to coincide with the time line used in secondary classrooms; repetition and differing perspectives over the life of the project will help teachers build depth of knowledge. Teachers will develop habits of historical thinking as they study 100 significant documents, 100 court cases and 100 significant turning points in history. Curriculum improvement teams at the project, district and school levels will develop curriculum maps, pacing benchmarks and common assessments. All teacher-created curriculum maps, assessment tools and lesson plans will be posted on a Web site for other teachers to use.

Located halfway between Atlanta and the Alabama border, this district's population has increased by 36 percent over five years, bringing greater diversity and more poverty to the area. In addition, many of the district's history teachers are novices who do not have degrees or endorsements in American history. Get WIRED With History will offer five full-day seminars each year, three lesson study sessions, a 10-day summer history alliance that includes field study, five podcast lectures, and the 3-day Georgia Council for the Social Studies conference. In addition, teachers will be encouraged to attend regional or state youth competitions, either to act as judges or to bring their students as competitors. The annual cohort of 38 teachers was designed to include one teacher from every elementary and middle school and two teachers from every high school, with some staying in for multiple years. The project hopes to develop a community of teacher and student historians. To this end, the project will focus on research-based instructional approaches, including essential questions, active learning (e.g., project-based activities) and problem-based learning. Teachers will employ lesson study groups to improve their practice. Running across the topic areas (see above) will be several conceptual threads, including ideas and beliefs; trade, industry and technology; social and political interactions; movement and migration; and globalization. The project Web site, "WIRED-Online," will host private discussion areas, program announcements and other project supports. In addition, its public space will make a variety of materials—including podcasts of lectures, related handouts, reading lists, teacher-created lessons and virtual tours—available to teachers elsewhere.

This Atlanta district, like many U.S. districts, has seen scores on end-of-course history tests fall dramatically—from about 639 points in 2005 to 429 points in 2009. Examining Years of Economic Strides, or EYES, will immerse high school teachers in a 1-day kick-off event, eight 1-day education matters events, a 5-day summer academy, three days at the American History Conference, two book study circles, five resource library activities and five days of field research each year. With additional activities, teachers will be involved in more than 400 hours of professional development during the grant period. Four cohorts of 37 or 38 teachers each will participate in two years of professional development; this will enable every high school history teacher in the district to be part of the project. EYES aims to use the lens of economics to make American history fresh, engaging and relevant, and to encourage critical thinking and historical investigation into central themes and concepts. For example, the content of Unit A (1) will include examination of the colonial economy in a global context, property rights among American Indians, and the costs and benefits of American independence. EYES will use a blueprint, or rubric, to help teachers and project leaders track instructional strategies, such as using primary documents and applying historical thinking skills. Participating teachers will post materials about their studies and the lessons they create to the district’s social studies Web site, and they will present at conferences, including state and national conferences, plus a local one that they will host in conjunction with historians who lead project activities.

Cobb County is northwest of Atlanta, near the borders of Tennessee and Alabama. Student performance on the history portion of state graduation tests has fallen in recent years, and district history teachers have had access to little or no professional development. Each semester, this project will deliver three symposia and two field trips, a book study, and workshops for developing curriculum materials. Each year, leading historians will present a 5-day summer seminar that will include lectures and materials, historian guidance during a field study, and opportunities for teachers to confer with experts in the field. The project will serve an annual cadre of 30 high school teachers; Year 1 participants will be encouraged to stay on, and any who leave will be replaced by new teachers. Applicants will be screened to select those who have the greatest need. By providing a cutting-edge professional development experience, the district aims to develop a cadre of lead teachers and mentors who can work across the district and the state. Symposia will be led by guest historians, and primary source materials will be reviewed for historical interpretation, point of view and analysis. Field studies will be designed to include history content and exploration of primary sources. Strategies will include use of History Habits of Mind, document-based questioning and the Understanding by Design process. Every teacher will design at least one lesson per year, and these resources will be available on the district and project Web sites. Participants will present at local and state conferences and will be encouraged to apply to national conferences.

A recent study demonstrates that teachers in this Florida district have limited accessibility to professional development in history and, due to limited budgets, lack resources and teaching materials. In this project, teachers will participate in at least 80 percent of the professional development opportunities. In Years 2 to 5, they will attend a summer institute, which will include a 2- or 3-day colloquium from the National Council for History Education, followed by 2 days of curriculum design from the University of Central Florida. Each year, the project will feature five online history webinar discussions from the National Humanities Center, two Saturday teaching history workshops from the University of Central Florida, a Saturday seminar or field study academy from the Florida Humanities Council to examine historic topics in depth, and a 3- to 5-day summer field study academy at historic sites relevant to the time period being studied. The project will involve 30 teachers, with the goal of recruiting 10 each from elementary, middle and high schools. Teachers will interact with historians, master teachers and curriculum specialists to examine, analyze and synthesize historical knowledge by reviewing primary and secondary sources. All activities will integrate educational technology and emphasize the use of resources to help history teachers improve their classroom practice. Annually, teachers will create at least one comprehensive lesson and then field-test it with students, revise it as needed and submit it to the project coordinator for review.