Nine of this project's 13 districts have failed to make Adequate Yearly Progress, and few teachers have better than scant knowledge of American history. Three colloquia and a summer institute, totaling 11 days, will be offered each year, and sessions will be led by historians, instructional experts and master teachers. An annual book study will require reading, writing and discussions with professors and education specialists. Teachers will keep multimedia journals and compile collections of resources for classroom use. A cadre of 50 teachers will be recruited, with the goal of retaining all for the full 3 years to build an enduring, history-based professional learning community. By studying American history chronologically through the historian's academic lens, teachers will see the powerful cause and effect relationships and push/pull factors that have impacted our history. Teachers will engage in discourse and experiential learning with the goals of (1) developing historical reasoning skills, along with the ability to engage student learning and critical thinking; and (2) becoming trainers of colleagues in their schools and districts. Specific instructional methods will be introduced each year, and the historical reasoning approach will build a foundation for acquiring historical knowledge. Strategies will be bracketing history; E.Q.U.A.L., a strategy to study primary documents; and the Great Parley, in which students study events from multiple perspectives. All project work will be published on the Southern Oregon Education Service District Web site, and student- and teacher-created video resources will be posted to TeacherTube.

Project INSPIRE will serve rural districts with limited financial resources; many teachers have little background in American history and teach out-of-field. Activities will capitalize on experts in history and online learning to deliver in-person and distance learning experiences that are organized in five tiers: (1) a lecture series, (2) monthly online history activities, (3) annual colloquia at historic sites (e.g., Williamsburg, Boston, Gettysburg), (4) annual 2-day master teacher workshops, and (5) annual intensive summer workshops focused on a specific time period. Tiers 1 and 2 will be delivered mainly by 21st century technologies such as Skype, and all activities will be supported by such technology tools as Moodle, which will be used for lesson planning. The 57 teachers will be chosen on the basis of greatest need; all will participate for the first three years, and some will continue for the final two years, to be joined by additional colleagues. Each year 40 participants will rotate into the colloquium and master teacher workshop, with smaller groups of three per year selected for the intensive summer workshop. This 5-year training-of-trainers program aims to develop "teacher content specialists" who can sustain the professional development beyond the grant period. To build content knowledge of national and local history and to develop expertise in such research-based strategies as thinking like a historian, teachers will explore online resources and get hands-on practice with conducting research, using primary sources, and teaching from multiple perspectives. Participants will create lesson plans, book reviews, project activities and guides, and a Web site featuring student work and National History Day projects.

In this northeastern Ohio consortium, the teachers lack adequate preparation in American history, and the fifth grade passage rate for the Ohio Achievement Test in American history is less than half the state expected average. The project will include (1) professional development with field study experience; (2) a teacher training program for CICERO: History Beyond the Textbook; (3) a monthly online, live professional development program for historical content and strategies; and (4) a bimonthly book reading and discussion group. Each year, 40 fellows will participate in a 2-day fall colloquium, a 3-day winter colloquium, a 2-day field study, four half days of research and review, and a 5-day summer institute. All elementary and U.S. history teachers not selected for a fellowship will be allowed to participate in the online professional development program and attend one day of CICERO training. The project's overarching themes are to examine traditional American history through the lenses of conflict and cooperation, and to study the political, economic, legal, social and ideological contrasts found throughout American history. The teachers will learn to research substantive historical content and collaborate with fellow students, teachers, project historians and history education specialists to generate historical narratives. Scholars will instruct the teachers in investigating specific events, primary sources, personalities, turning points, contemporary interpretations and historiographies pertaining to each field of study. Teacher-developed Web 2.0 sites will include wikis, blogs, peer-reviewed historical narratives and lessons, book reviews and teacher-vetted student work. In addition, student and teacher video resources will be made available on TeacherTube.com.

Adapting Project HISTORY will serve seven districts in central New York State, where a 2010 needs assessment demonstrated that a large majority of secondary history teachers need professional development related to interacting with content experts, using new research-based teaching skills and strategies, developing primary sources, integrating new technology and examining local history resources. The project will combine historians' presentations, related technology integration sessions, and visits to these historic sites and museums: Oneida Community Mansion House, the Oneida County Historical Society, the Erie Canal Museum and Fort Stanwix. Each cadre of 25 secondary teachers will participate in 75 hours of seminars led by the Maxwell School of Citizenship and Public Affairs; the professional development programs for the two cadres will be split into two consecutive 30-month periods. The seminars will follow the National Assessment of Educational Progress subject areas for U.S. history and focus on significant events, issues and turning points in American history. In addition to attending the seminars, the teachers will learn to align their content to state standards and analyze original American history documents. The project is adapted from Issues in American History, a professional development program established in 1976 to help teachers improve students' knowledge of American history and problem-solving skills. The project directors will develop a Web site that serves as a teaching, learning and research resource; the Web products will include teacher-prepared Webquests and PowerPoint presentations, which other teachers can access and replicate.