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.

A 2009 needs assessment of fifth and eighth grade American history teachers in this southern Florida district—the 12th largest in the nation—suggests a lack of proper content preparation; 18 percent of the surveyed teachers never took a history course in college, 55 percent took one to two courses, 23 percent took three to four courses and 4 percent took none. The project activities will include (1) nine American history content seminars; (2) a 3-day field study/immersion institute, featuring historical research and learning tours of local museums and historic sites; (3) a week-long summer institute, in which cohorts share new methods of engaging students and travel to historic places, including St. Augustine, Williamsburg, Boston, St. Louis and Washington, D.C.; (4) a series of teacher workshops, focusing on collaboration and content-enrichment strategies; and (5) online courses to align content learning with hands-on, minds-on media tools in an interactive learning community. Each year, the project will involve a cohort of 30 fifth and eighth grade American history teachers. The historical themes will align with the newly adopted Florida state standards for social studies. The teachers will explore historic events, themes, documents, struggles, achievements, influential individuals and pivotal events that have shaped the course of American history. All tangible products developed by teachers and approved by peer review will be made available on the project Web site.

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.

E Pluribus Unum: One Nation, One People will be developed in one Florida district, where assessment data indicate that American history is seldom taught in depth at the elementary level and that such knowledge is not being retained by middle and high school students. Each year, the project teachers must participate in at least three professional development sessions for a minimum of 30 hours, including at least one professional learning community or graduate course; take a nationally validated assessment; and complete follow-ups for all professional development activities. Those who meet the requirements will be eligible for an annual stipend; those who complete a graduate course will receive tuition reimbursements and stipends. The project presenters—local history experts, history professors, pedagogical experts and curriculum coordinators—will provide history content expertise, pedagogical training, historical research and/or historical thinking that applies to classrooms. The project strategies will focus on collaborations among teachers, history experts and the partners, supported through (1) Professional Learning Communities, where teachers can collectively study and inquire about topics, lessons and books; and (2) research opportunities and internships offered by the partnering museums and local university's history department. Project teachers will produce lesson plans and demonstrate lessons as follow-ups to the professional development; plans that demonstrate the necessary quality, impact and ease of implementation will be posted on a Web site and made available to all teachers. In addition, the Web site will feature other related resources, including videos of the lessons being delivered, the locations of local historic sites and museums, lists of available field trips and links to other useful sites.

This project will serve the Florida Keys—1,700 islands spread over 120 miles. A 2010 survey determined that only two percent of upper-elementary and middle school American history teachers in this district feel qualified to teach their subject; 77 percent have not had training in historical thinking skills. The project will build on a new series of advanced U.S. history courses being introduced into middle schools. Each year, 20 teachers will participate in (1) history content seminars, guiding them through readings and assignments; (2) content presentation workshops in the schools; (3) history teaching workshops, focusing on specific historical-thinking skills; (4) professional learning communities, and (5) immersive summer institutes, featuring travel to historic sites. The project teachers must participate in nearly 100 annual hours of professional development. The themes will intertwine primary sources and historic sites, including visits to Massachusetts; Philadelphia; the Washington, D.C., area; and selected locations in the Keys. The strategies involve teachers in planning, using sound approaches to historical content, paying attention to pedagogy and active learning, emphasizing historical thinking skills, and promoting collaboration to help teachers address appropriate assessment methods. The key principle is that content, pedagogy and historical thinking should be interwoven and related to classroom experience. Every participating teacher will create one content-based lesson plan, which will be vetted; the highest rated plans will be uploaded to the project Web site as models. Teachers will also develop additional lesson plans and materials to share with their students and colleagues.

In 2008-09, this district had an average of only 14.2 percent of students in Grades 8 and 11 proficient in American history. Teachers will be able to participate in a variety of weekend institutes that deliver content and methods training, local field experiences and end-of-year expeditions to national sites, and 5-day summer workshops. In addition, 40 teachers each summer can take credit-bearing graduate courses that will be delivered in a combination of in-person and online media. Teachers will come from the schools where students have the greatest need. To ensure that resources and activities complement grade-level standards, teachers will participate in an elementary/middle or high school cohort. Each summer's field experiences will align with the year's topic, and the two cohorts will study historical eras that align to content they teach in the classroom. Sessions on pedagogy and opportunities to collect resources for classroom use will be incorporated into all activities. The project Web site will house teacher blogs, reading lists, lesson plans, videos, journal entries and more; an annual product will highlight project activities to other teachers and the community at large (e.g., in Year 3, teachers will research and create archives on four local leaders for whom schools are named). At the end of the three years, teachers will host an Academy of American History Forum for all Duval County history teachers, where they will present workshops and lectures highlighting the experiences and materials developed under the grant.

A survey demonstrated that more than one-third of social studies teachers in Washington, D.C., have less than three years of experience. Each year, teachers will attend a summer institute at American University featuring two graduate-level courses: one in American history and the other in historical pedagogy. Throughout this institute, the teachers will be introduced to current historiography, public history in the form of archeology and exhibitions at historic sites, and a range of primary and secondary sources—from maps to material culture—that will be incorporated into lesson plans and curricular units. Each history content course will follow the same pattern: professors alternating lectures, field studies and discussions, while teachers collect video and documentary data for their curricular units. They also will attend a series of Saturday workshops. Eighty teachers will participate for three years with the possibility of a 2-year extension. The project will provide tangible connections to the past that can reveal social and cultural history through the built environment and memory studies. It will blend the content with visits to local historic sites, such as Mount Vernon, the Frederick Douglass House and the H Street Corridor. The teachers will discuss and adapt the substance and methods of academic and public historians' work to create robust learning environments, develop new strategies for engaging students in working with historic places and primary and secondary sources, develop techniques for integrating technology into curricular planning, and contextualize and integrate the district's instructional vision of the Teaching and Learning Framework into teachers' curricular units, which will be made available online.