History Connected is being implemented through a consortium of nine school districts in southeastern Pennsylvania. Eighteen low-performing schools within the consortium will be given preference during recruitment. A variety of annual professional development activities will prepare participating teachers to deliver American history as a stand-alone course: six school-day seminars (five on connecting history content to state standards and one on technology integration); a pre-institute orientation day in June with an online component; a 5-day summer content institute; five 2-hour book discussion/study groups based on biographies, memoirs, and historical works related to the year's theme; an online Professional Learning Community; and a 3-hour after-school "sharing conference" in Years 2 and 3. Each teacher will also develop two work products such as book reviews, lesson plans, and multimedia presentations. At least one participant in each district will be designated as a teacher fellow. Fellows will provide leadership and support for improving history education within their districts. History Connected will serve 40 teachers annually (120 over the life of the grant). Some teachers may participate in a "part-time" track if they are unable to complete all project activities. Teachers will learn to draw connections across time and place to the enduring themes and issues of American history. Instructional strategies will incorporate differentiated instruction, technology, historical thinking skills, and research skills using primary source documents and cultural artifacts. Project evaluation reports, historical resources, teacher work products, and curricula and lesson plans that incorporate differentiated instruction will be published on the program Web site.

High-stakes tests, budget cuts, and underprepared teachers are impacting these Massachusetts districts, where neighborhoods range from middle class to working class to under-resourced. Some districts are classified as in need of improvement and have no funds for professional development. Some districts are culturally diverse, with about half their students born into a home where a language other than English is spoken. All the lowest performing districts will have teachers participating in A More Perfect Union, where annual activities will include four half-day workshops, extensive readings, and an 8-day summer seminar. Extra workshop sessions will support teachers in the two most at-risk districts. One group of 45 teachers from all school levels will be recruited to participate for the first three years, and they will be prepared to support their colleagues when their training is complete. Underlying the A More Perfect Union activities is a focus on the origins and evolution of America's fundamental political ideas, traditions, and constitutional institutions. Drawing on the philosophy of history and research on pedagogy, historians and master teachers will help participating teachers develop historical habits of mind and learn how to incorporate these habits into the worldview of students. In addition, master teachers will provide classroom support for implementing new practices and for creating new lesson plans. The creation of a project Web site that contains historical materials, essays on issues and events, lesson plans, and other teaching materials will help sustain the project's effects when the grant period is complete.

Four of the five Becoming America districts are on the urban rim of Boston, and the fifth is a suburban district. The four urban rim districts have large multicultural populations resulting from recent influxes of immigrants, and many schools are either not making Adequate Yearly Progress or are in corrective action or restructuring. The project will immerse teachers in activities that provide intensive history content and collaborations with historians and master teachers. Every year, 13 seminars and a summer institute, along with a collaborative Web space, will support teachers' learning. Each annual cohort of 25 teachers will be selected from the schools most in need of improvement, yielding a total of 125 teachers who benefit directly from the project. The theme of exploring the role of immigrants in American history during the country’s expansion will help teachers make content relevant to the students in their classrooms. Becoming America will emphasize instructional strategies that develop student inquiry through project-based learning. To support this approach, teachers will learn to incorporate the use of educational technology and primary sources (e.g., national documents, individual records), information from local and national historic archives and libraries, and resources such as museums and historic sites into their classroom instruction. Every Becoming America teacher will develop and implement a project-based lesson. These lessons will be grouped into topic-related units and distributed to all schools electronically.

The CHARMS Collaborative in Massachusetts is instituting A More Perfect Union in consortium with selected school districts from the Bi-County and North River Collaboratives. The program will work most intensely in three districts located south of Boston that have not met annual instructional goals. Teachers who receive professional development through the program will do a significant amount of reading in the philosophy and pedagogy of history. Each year, they will participate in an 8-day summer seminar, a field trip, and four half-day meetings during the school year that address implementation of seminar content. Classroom implementation of teacher-created lesson plans will be facilitated by three coordinators and a pedagogical specialist. The same 45 teachers will participate throughout all three years of the program. They will explore the origins and evolution of America's fundamental political ideals, traditions, and constitutional institutions. Because the targeted districts include an increasing number of English Language Learners, A More Perfect Union will emphasize strategies that complement the Sheltered Instructional Observation Protocol. Also, teachers will learn to situate events within narrative frameworks and incorporate biography in their teaching. A project Web site will include the syllabi of the summer seminars and advice for their use in venues beyond the collaborative. The site will also house historical materials, essays, model lesson plans, and other teaching materials.

Teachers in five public school districts in Massachusetts—Burlington, Bedford, Lexington, Woburn, and Somerville—have identified professional development in American history as a "high need" as they serve many immigrant and migrant English Language Learners who lack a solid foundation in U.S. history. Making Freedom will offer professional development that features summer institutes, 3-day seminars, and 9-day study tours, with separate tracks for elementary and secondary teachers. Other activities will include a day-long workshop and two 3-hour after-school workshops annually on technology integration, continuation activities to ensure effective application of teacher work products, four history book groups a year, and collaborative activities that include a blog and participation in full-day conferences in Years 2, 3, and 4. Incentives such as stipends and college credits will be used to recruit an average of 90 teachers each year. After completing either the summer institutes or the core school year programs, participants can apply for a study tour, with the school districts’ goal being development of a pool of master teachers. Program activities will revolve around the people, perspectives, documents, and events involved in "making freedom." Instructional strategies will integrate differentiated instruction, historical thinking skills, and technology to develop students’ document analysis and inquiry skills. Teacher work products—reflective papers, research papers, discussion journals, book reviews, lesson plans, blog posts, and multimedia presentations—will be disseminated via the program Web site and at project conferences.

These northeastern Massachusetts districts have underperforming elementary and middle schools that need improvement, history teachers who need training for recertification, and high schools that need to increase the numbers of students who take honors or Advanced Placement history courses. Imagination, Invention and Innovation aims to meet these needs through annual week-long summer institutes, two full-day content workshops, two or three afterschool book discussions, one or more local field trips, and two technology seminars. Every year will offer a 4-day study tour of regional sites, and an annual conference will bring together a keynote speaker and teacher presentations based on work done during the year. The project has two tracks—elementary and secondary. In addition, 10 graduate students who are preservice teachers will also participate. As they work toward embedding current historical scholarship and strong pedagogical skills into teaching, elementary teachers will focus on U.S. history as it relates to historical and geographical topics, plus early settlement and state history. Secondary teachers will consider key themes, including colonization, the Revolution and early Republic, the Civil War and Reconstruction, immigration, and the development of modern America. Strategies will include using biography, historical fiction, and visual arts to enrich teaching, strengthening the use of instructional technology, and combining lectures and facilitated discussion with experiential, hands-on learning and self-discovery. These strategies will be modeled by academic historians during content workshops. After the grant ends, project impact will be sustained by a teacher-scholar network supported by technology, teacher-created resource guides focused on specific topics and adaptable for classroom use, and teacher-developed curriculum modules.

Eleven of the 14 districts served by the Ohio Valley Educational Cooperative in northcentral Kentucky have partnered for Project THEME. These districts include 40 elementary and middle schools that have performed below the state average on the social studies section of the state accountability assessment. Participating teachers in these schools will receive 70 hours of intensive, job-embedded, differentiated professional development each year for five years. Following a 2-day kick-off workshop, annual activities will include a multiday summer institute, midyear workshops, six to eight 2-hour local network meetings, 18 hours of classroom observation and feedback from curriculum specialists, online mentoring provided by three U.S. history coaches, and development of a presentation or product to be showcased at a display session. Each year, at least 10 teachers will also participate in field experiences at historical sites. Forty teachers from 40 schools will take part in the program. The overarching theme is the creation and evolution of the American Republic, with special attention given to its philosophical foundation, the purpose and structure of the federal government, and the establishment and preservation of individual liberty. Participating teachers will learn to develop dynamic lessons that engage students in the study of primary source documents and help them understand cause-and-effect relationships. Participants will develop one new "teacher product" each year (i.e., presentation at a regional history conference, peer lesson observation and review, book review, lesson, or instructional aide that incorporates technology). These products will be presented at an annual display session and stored on the program’s Web site.

The Clio Project serves Iowa's capitol, where the student population is diverse and gaps in student achievement are becoming urgent in the middle and high schools. The district intends to redesign its history curriculum to include primary sources and historical thinking, along with a learner-centered approach to instruction. Clio will address student achievement through activities that strengthen teacher knowledge about increasing student engagement, providing experiences with primary sources in print, multimedia and digital formats, and studying artifacts, historical sites, and oral history with historians and scholars. During project activities, Clio teachers will contribute to redesigning the American history curriculum and developing authentic student learning assessments. The project will recruit teacher participation at three levels: Level I teachers will be core group members (35 each for middle and high school) and will work toward leadership roles to support implementing the new curriculum. These teachers must attend at least 80 percent of activities. Level II teachers will attend 75 percent of activities to receive professional development credit, and Level III teachers will attend sessions of their choice with no participation requirement. Clio, the Greek muse of history, serves as the project's thematic guide for deepening teachers' knowledge, understanding, and appreciation of American history. The instructional strategies for this purpose include developing historical thinking skills, working with primary sources, and using authentic research. Attention will be paid to differentiating instruction, teaching literacy in content areas, problem-based learning, and other research-based approaches. In addition to teacher-created lessons, the Clio Project will make an important contribution to the district's new curriculum and assessment tools.

The Monroe County Community School Corporation in southern Indiana is a comprehensive school district with a large research university in its midst. The district includes both high and low-achieving schools, and its students come from ethnically, economically, and socially diverse backgrounds. Teachers in Monroe County's lowest-performing schools will be targeted for recruitment to the History Education Project. In Year 1, professional development activities will include three weekend retreats that incorporate seminars and field trips, two evening book discussions, lesson planning consultations, a classroom observation, and a culminating spring conference. Years 2 and 3 will feature a 5-day summer seminar, spring and fall retreats, two evening book discussions, lesson planning consultations, two classroom observations, and a culminating spring conference. A historian-in-residence, along with master teachers, will assist each teacher in the development of 15 powerful lessons in American history. Up to 30 of the district's 133 history teachers will be recruited, and they will participate in all three years of the program. Each year's themes will be investigated through case studies of the period, with an emphasis on connecting Indiana people, places, events, and historical turning points to the larger American scene. The History Education Project will integrate four dimensions of instruction: thinking historically, utilizing primary resources, teaching big ideas, and posing multiple perspectives. The program will maintain an interactive Web site as a repository of field-tested U.S. history instructional resources.

Located in a rural town near Boise, the Kuna district is in its fifth year of improvement: only one of eight district schools made Adequate Yearly Progress in 2007-2008. In project Year 1, master teacher trainees will spend 175 hours in field studies, collaboration with partners, workshops, book studies, and design of summer institutes for subsequent years. Thereafter, teachers will receive more than 75 hours of research-based professional development as they participate in workshops, book studies, and summer institutes. Year 1 will develop four master teachers; Years 2 to 5 will bring in about 35 more teachers overall. The project goal is to develop 19 teacher-leaders and approximately 20 additional teachers with strong content knowledge, pedagogical background, and resources. The underlying purpose of the Struggles and Resilience project is to develop American history as a separate academic subject that is supported by resident historians and pedagogical experts. In Year 1, master teachers will participate in individualized and collaborative field study, primary source research, and intense learning sessions with local and national history experts. In the following years, the master teachers will work with historians and other educators to help participating teachers build their content knowledge and instructional skills. History content will draw connections between traditional American history and state and local histories. Pedagogy will be based on nine essential strategies outlined in Classroom Instruction That Works. Participating teachers will earn college credits and/or history endorsements or certifications. All district teachers will benefit from lesson plans created during project activities.