Advertisements are all around us today and have been for a long time; advertising-free "good old days" just don't exist. This guide offers an overview of advertisements as historical sources and how historians use them; a brief history of advertising; questions to ask when interpreting ads as historical evidence; an annotated bibliography; and a guide to finding advertisements online.
Bringing History Home (BHH), a K-5 curriculum and professional development project, started in 2001 and was part of several TAH grants. Focused on moving history from the margins of the traditional elementary curriculum into the mainstream of the school day, the project prepares all regular K-5 classroom teachers in participating school districts to teach sequential history units.
The BHH curriculum consists of two instructional units per grade level, with lessons that center on trade books, historic images, documents and statistics, and activities to engage students in contextualizing, analyzing and synthesizing the information sources. Seven years after its inception, the BHH program is taught in six Iowa school districts, and elements of the curriculum are spreading to schools in various other states.
With approximately 1,000 student learning assessments collected from more than 120 K-3 classrooms, BHH provides additional evidence for the growing body of research into how children learn history. (See Evaluation of the Teaching American History Project: Bringing History Home II).
So how did history learning become a part of the K-5 classrooms in the project?
By exploring the intersection of our grant components with teacher attitudes and expertise, we begin to understand how and why the project impacts classroom instruction. The intersection of project and teachers includes the following elements:
Our TAH grant proposals centered on preparing all K-5 teachers in participating schools to teach history. In order to secure and inspire the universal participation of teachers, our project design team prioritized pragmatic considerations when designing curricular units and workshop activities.
We knew we had to keep expectations for teacher time commitments to a reasonable level. While we always secure teacher participation through recruitment rather than administrative edict, we can’t count on teacher self-selection arising from a love of history. We found that fairly significant monetary and book stipends seemed to be the most powerful sign-up motivations for the initial participants, while the participants in the second grant were swayed to join the project by the enthusiastic testimony of veteran BHH teachers.
Regardless of the motives that led to their involvement, 100% of the regular classroom teachers in BHH schools participated in the program. This is an important element of the sequential model we use. The self-contained nature of most lower and middle elementary classes means that almost every regular classroom teacher conducts lessons in social studies. If only a few teachers in a school participated in the BHH workshops, only a fraction of students in a school would learn history each year. This would completely derail our goal for students to develop increasingly more sophisticated skills and understanding in history from year to year throughout the elementary grades.
While the project probably would not be successful if we didn’t privilege pragmatic choices, our emphasis on the practical also stems from a desire to not take advantage of teachers’ generosity of spirit and time. It is humbling to work with groups of people whose professional lives are already quite taxed, but who are willing to rise to the occasion of learning new skills and perspectives.
This essay is drawn from "History in Every Classroom: Setting a K-5 Precedent," found in The Teaching American History Project: Lessons for History Educators and Historians by Rachel G. Ragland and Kelly A. Woestman (Routledge, 2009).
Teaching American History (TAH) has been an exciting opportunity for me in several ways. As a participating middle school teacher, I gained access to materials, ideas, and knowledge that enhanced my ability to teach American history. After the TAH experience, students left my classroom with more than the traditional rote memorization of historical facts; they developed a wider outlook on historical events and people. I wanted to share that positive experience, so I now work as the History Content Coach for elementary school teachers in another TAH grant.
Teachers who participate in the Savannah-Chatham County Public School grant are involved in a number of content-rich activities. They read scholarly books, such as The California Gold Rush and the Coming of the Civil War by Leonard L. Richards, and answer reading response questions. For each book or topic, they participate in an all-day symposium where they hear from the author or an authority on the topic in the morning and spend the afternoon focused on teaching the new content.
Teachers receive a binder with additional background information on the content area and teaching resources, such as vocabulary activities, poems and songs from the time period, reading comprehension activities, lesson plans complete with primary sources, Internet links, and rubrics. Participating teachers leave the symposium with materials ready for immediate classroom use.
Addressing the needs of elementary teachers has been a different kind of learning experience for me. They are eager for content and resources, but also for ways to present the content that appeal to a myriad of learning styles. Elementary school teachers are responsible for many subject areas and have limited time to devote solely to social studies. Integrating historical content into other academic areas allows them to teach history throughout the day. Connections with reading and language arts work for a range of topics, but history also works with other parts of the curriculum. For example, sources on Lewis and Clark fit into a unit in science on biomes, minerals, plants, and the environment. The possibilities are endless.
Our local TAH program provides a Resource Library that supplements limited supplies at individual schools and facilitates this integration. Teachers can check out class sets of biographies, autobiographies, and historical fiction, helping them combine language arts standards with history content. Access to resources has allowed more elementary school teachers to incorporate social studies reading into their classes.
The Resource Library also provides primary and secondary sources, as well as advice on using the sources in the classroom. Photographs and pictures work especially well with younger students. One teacher created a "walk through" gallery of pictures showing daily life in the 19th century. She asked students to explain what the pictures told them about the time period, appealing to both visual and kinesthetic learners. Students are very observant and can learn much about a person, event, or time period by analyzing images.
Time is always a key factor, especially for elementary school teachers. When finding or developing lesson plans, we try to keep a realistic time frame in mind. A lesson can be very exciting, but if it requires one hour a day for seven consecutive days and focuses on a narrow topic, teachers will not use it. In many schools, social studies is taught at most three days a week for 30 to 45 minutes. Taking that same lesson and pulling out a part that pertains to a grade-specific standard is a good solution—it presents an interesting lesson that fits with the existing schedule. Another strategy for saving time in the classroom, especially for lessons that rely on online resources, is to put reading selections and primary sources together ahead of time on a CD for easy access.
Elementary school teachers who participate in grant activities are excited to learn new content. The challenge is taking what they have learned back to their classrooms and students. One answer is to provide lesson plans that are ready to use, address various learning styles, and can be incorporated into other subjects such as reading and language arts. This is one of my most important "lessons learned." To facilitate this, I focus on the standards each grade teaches—for elementary school, this includes social studies and language arts—and then emphasize strategies for teaching history within the existing framework.
From the Smithsonian National Air and Space Museum website:
"How did the Apollo program intersect with the whirling social and political climate of the 1960s and early 1970s? Three presidential administrations oversaw the Apollo space program, and each reacted in a different way. Senior curator Roger Launius will focus on the myth of presidential leadership during this time period and will provide context to the political challenges NASA faced with the failure of Apollo I. Curators Allan Needell and Margaret Weitekamp will discuss the fascinating intersections of Ralph Abernathy, the Civil Rights Movement, and the Moon landing and will analyze several political cartoons from the period."
Two of these southern Washington state districts collaborated on a previous Teaching American History grant; it was so successful that teachers on a waiting list made it clear that extending the project—and involving another district—would have value. Each year, teachers will attend seven full-day symposia of scholarly lectures and lesson modeling. In monthly study groups, teachers from all three districts will work as a learning community to solve problems, reflect on practice and conduct lesson study. During a 5-day summer field study, teachers will work directly with historians, archivists and curators at local and regional sites. Five 1-year cohorts of 25 teachers will participate; teachers will be those who need to reach highly qualified status or who come from the lowest performing schools. The project theme of "Towards a More Perfect Union" will guide the exploration of civil rights throughout U.S. history. The Concerns-Based Adoption Model will be the overarching framework for more than 100 hours of annual professional development. Led by expert historians and master history educators, teachers will learn History Habits of Mind and study traditional American history by addressing essential questions about the ideals of democracy, liberty and equality. To promote a culture of instructional excellence and collegiality, project staff will introduce professional learning communities, lesson study and one-on-one mentoring/coaching by teachers who participated in the previous grant. All state teachers will have access to project-created products, including standards-based lesson plans and assessments, activities based on historical texts, in-service units for future use, and classroom kits that incorporate history and archeology for hands-on experiences.
Turning Points in American History will serve 70 public schools and 27 independent schools in rural northwestern Vermont; based on a survey, many of the teachers in these schools have a limited knowledge of American history. This professional development program will provide opportunities for long-term partnerships with local and regional historical organizations by centering activities around local museums. Events will include (1) three scholar-led seminars per year to build teachers' content knowledge and chronological-thinking skills; (2) book and primary source study groups, which will focus on one historical era per year; (3) summer field studies at national sites and local historic sites and museums; and (4) teacher leadership institutes, which will encourage teachers to discuss content and pedagogy through shared experiences and the new digital classroom. This model will (1) create inquiry-based study groups for teaching content and historical thinking, (2) add existing knowledge for best practice for creating digital learning communities, (3) produce new lessons around teaching with historical sites, (4) institute new policies around peer-to-peer professional development, and (5) build strong school-museum partnerships. The teachers will pre-read historical materials and attend lectures followed by small-group discussions with the scholars, learn to analyze and interpret primary sources and develop writing assignments to exhibit historical-thinking skills, and post their interpretations to a digital classroom for peer feedback. The project will create a Web site that features exemplary activities, lectures and other resources created by the project; in addition, it will produce new curriculum resources, including lessons, units, streaming video of study groups, historical writing assignments and benchmarks.
Many students in this Utah district come from multigenerational, low-income families in rural communities spread across a large geographic area, including an American Indian reservation. Each year, project teachers will participate in monthly symposia, featuring lectures and reading assignments that examine key concepts, issues, questions and primary sources; monthly lesson study groups, focusing on pedagogy, research, assessment development, presentations and the historical investigation process; and studies of online collections and on-site field research at local sites. Four teachers also will attend the annual conference for the National Council for the Social Studies. In Years 3 and 5, all teachers will participate in a 5-day regional capstone field study. Annually, the project will serve 20 history teachers (half elementary and half secondary), each of whom may participate for up to three years. In addition, the history lectures and instructional resources will be open to all district teachers. The project's themes will be based on common threads across the Utah History Core and an assessment of teachers' needs. The strategies will include using expert historians and master history educators, embedding impactful pedagogical methods, and using local and national resources. The trainings will be supplemented with effective strategies that entwine continuous learning into teachers' daily routines, including professional learning communities, lesson study, one-on-one mentoring/coaching and virtual networks. Teachers also will have an opportunity to earn professional and master's degree credits. The teachers will create high-quality products, including standards-based curriculum units, mini-research projects involving primary sources and benchmarks, and common assessments for the new Utah History Standards.
Schools in this district serve students from some of Utah's most disadvantaged communities. More than 40 percent of the students are minorities, and 24 percent are considered limited English proficient. This project will build on the success and momentum of an existing Teaching American History grant. Each year, the project will include a 2-week teacher academy, which features content taught by historical experts, the modeling of best practices in instructional methodology, and hands-on research and group work; quarterly school-year workshops to ensure that participating teachers know the Utah History Core, can assess student learning and can modify their instruction to meet student needs; and quarterly collaborative study groups to help teachers identify needs, brainstorm and prioritize appropriate solutions, and implement those solutions. To address the needs of its diverse population, the project will extend professional development to 40 teachers per year; based on their needs and performances, teachers may participate for up to three years. The highest selection priority will be given to teachers who are not highly qualified, have taken few academic history courses and/or have not recently attended history-related trainings. The content will explore questions and enduring understandings of traditional American history that transcend all time periods, focusing on pivotal issues, events, turning points, documents, legislation and judicial cases. The project will integrate cross-curricular and life-skills strategies, engage teachers in lesson study and develop peer mentors/coaches. Participants will create high-quality resources, including primary source kits, integrated language arts lessons, history unit plans and in-service units, and comprehensive elementary history curriculum maps and benchmarks.
Below-average student achievement has put these western Piedmont districts on the South Carolina improvement list. To work toward stronger practice, project teachers will participate in a speaker series, where presentations by historians will be accompanied by training in methods and curriculum development. Book clubs will focus on assigned readings, and weekend study tours will explore cities of historic significance. Summer institutes will provide immersive experiences of content and methods sessions, field studies, primary source research and hands-on learning. Teachers will learn to use primary sources, and they will conduct online discussions about their activities. The 60 teachers will come from the grades where state and American history are taught, although many activities will be open to all 250+ history teachers. Teaching American History in the Lakelands will emphasize the role of individuals in shaping U.S. history, often looking at people from both sides of an issue. Presenters will contextualize topics within the state standards so teachers can easily connect what they're learning to what they're teaching. In the first four years, the content will align with eras defined by the National Assessment of Education Progress, and eras will be covered in the order of need defined by teachers. Year 5 will make connections between state and national history across all eras. Project leaders have selected History Habits of Mind as the methods framework. Teachers will share their knowledge with colleagues through local workshops and at state and national conferences. They will create lesson plans, videotaped lessons, annotated bibliographies and other materials, which will be mounted on the project Web site.
The overall average of teachers with master's degrees in these southwest Ohio districts is 64 percent, but only one percent of teachers of American history and related courses have a master's degree in history. In addition to boosting their content knowledge, teachers want to learn to use historical thinking skills and Web 2.0 technologies. Each year, project activities will include a 5-day summer institute and three 1-day seminars, plus online discussions and a 1-day field experience. Seminars will be presented by historians, professors and teacher leaders to combine scholarship, primary source analysis and teaching strategies; summer institutes will be intensive explorations of content, historical thinking skills and pedagogy. Teachers may elect to participate in more than one year and enter the teacher leader component of the project; this will prepare them to provide ongoing professional development to their colleagues. Voices of America aims to free teachers from textbook-based teaching and to re-ignite their enthusiasm for American history. Annual themes will be developed with an emphasis on using founding documents, determining the impacts of the actions of individuals, connecting national themes to state and local history, understanding economic development, and examining population movement and growth. All content will connect to state standards and will be eligible for graduate or continuing education credits. Field visits to local and regional sites will be tied to the year's theme and state standards. Project participants will create original multimedia history resources, lessons, document-based questions and more, all of which will be available on a Web site ("Gateway to History") and through presentations at professional conferences.