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!

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.

Know a fantastic K–6 teacher who goes above and beyond to help his or her students engage with history? Someone who not only meets your state's standards, but expands on them? Someone who shows students how history can move out of the classroom into their lives?

Nominate them for the Gilder Lehrman Institute of American History's seventh Teacher of the Year Award! Open to K–6 teachers from all U.S. states, districts, and territories, as well as Department of Defense and U.S. State Department schools, the program presents $10,000 to the national winner, while each state winner receives $1,000 and a set of books and other resource materials for their school library.

The program seeks to honor teachers who make primary sources and thoughtful assessment integral to their curriculum. Teachers must have taught full time for at least three years and not plan to retire within the next year. Last year, Gilder Lehrman honored Royal Valley Middle School teacher Nathan McAlister (awards alternate yearly between elementary and secondary teachers). Following research into the history of the Kansas Underground Railroad, McAlister's students drafted a bill (later signed into law) creating a local Underground Railroad trail.

Students, parents, colleagues, supervisors, and other educational professionals can all nominate teachers. Once a nomination has been accepted, the nominee will be contacted to submit supporting materials. The deadline for nominations is Feb. 1, 2011. Gilder Lehrman will announce state winners in May 2011 and the national winner in the fall.

For more information, visit Gilder Lehrman's website.

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.

History is complicated and in our attempts to simplify it for young children we often change it, sometimes drastically. The story of Christopher Columbus is one example. For generations we have passed down myths about this man. We have taught children that he alone believed the world was round, when, in truth, many if not most people of his time understood that the world is round. We have taught that he discovered a new world. How could he discover it if people were already living there? We have also taught that he died not realizing what he had 'discovered.'

Elementary school teachers have a unique challenge: they teach all subjects rather than focus on one. Not surprisingly, it is difficult to be experts in everything.

One way to address this challenge is to allow students to recognize the questions. We don't have to have all the answers. In fact, when it comes to history it is not possible to know all the answers. Historians continue to study a wide range of primary sources and to disagree with previous assertions and with each other. It is important that students be allowed to wrestle with this uncertainty rather than to blindly accept what we state as fact. Even the youngest children can understand that adults are still learning, and can enjoy learning along with us.

If you are interested in tackling the complexities of Christopher Columbus, there are some great places to start. James Loewen's book, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, is a good one and helpful for subjects far beyond Columbus. The Library of Congress has an exhibit entitled 1492: An Ongoing Voyage that includes interesting information on Columbus's coat of arms. An examination and discussion of his coat of arms can encompass quite a bit of information about the man and his achievements. The Gilder Lehrman Institute of American History's June 2007 History Now includes an article detailing the benefits and difficulties faced by both Columbus and his men and those people already living in the New World. If you are interested in the geography of Columbus's journeys or his logs, one individual has created a site which includes maps and information about the logs, navigation, the ships, and the crew.

One thing children can understand about Columbus and what he achieved was that he did so by "standing on the shoulders of giants" (a phrase from Isaac Newton). Columbus learned from those who came before him, about navigation, geography, and other cultures. Learning from others and building on that knowledge are strategies we should be helping our students develop. That is a worthy lesson to take from Columbus.