ࡱ> q6P\NCjQ{zU L ~ p R Df~rtPQGfmMqk[hR\P R!!L""/#0#1#2#3#4#5#6#7#8#9#:#;#<#=#>#?#@#A#B#C#D#E#F#G#H#I#J#R11}22w33z44|55M #bjbj== pWWl    e e e y S S S 8 w# 3y 2- oW oW oW oW oW    , , , , , , , $2 4 , e  c " "  ,   oW oW ,   j <oW e oW ,  ,  q T  |e ED_7t7  -, oW cW /ay S  v -, - 02-  b\5  6 -, y y           ABSTRACT Western Heights School District, in partnership with three high-needs Local Education Agencies (LEAs) and the University of Oklahoma, is requesting grant funding to implement and sustain a state-of-the-art professional development program that will improve the classroom effectiveness of 50 Oklahoma City history teachers and that will raise the academic achievement levels of over 7,600 public school children in the state and national content standards of American History. The LEAs that will participate in the grant serve some of the most impoverished, disenfranchised children within the country. Seventy one percent of our students live in poverty; 33% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; 10% of our students do not speak English as a primary language; and 15% will drop out of school by the 12th grade. Although our consortium enrolls what most would call a high-risk population and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). The purpose of Pioneers is to ignite a passion for learning and teaching US History among our students and teachers. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, and instruction of the consortium LEAs so that traditional American history is effectively taught as a stand alone academic subject in grades 5 and grades 8 through 12 (as mandated by the state curriculum framework). The primary goals of Pioneers include: IMPROVE THE CONTENT KNOWLEDGE OF TEACHERS in the key events, eras, and turning points of US History by not only studying the words and deeds of the people who shaped them, but also by researching and understanding primary and secondary sources and documents; SUPPORT TEACHERS WORK IN MEETING THE HISTORICAL THINKING BENCHMARKS of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with assessment; and CREATE A COMMUNITY OF HIGHLY QUALIFIED & EFFECTIVE HISTORY TEACHERS with the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US History classrooms. The content of the Pioneers professional development activities is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teachers study the countrys founding up to the twenty first century. As will be coordinated by a team of historians, scholars, and content experts from our partners at the University of Oklahoma, over 100 direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, practitioner coaching, and a website that will allow for the posting and downloads of all training materials, Pioneer lesson plans, and assessments tools (rubrics, surveys). All of the Pioneer training activities will culminate in classroom transfer and the refining of the curriculum of the participating school districts. Pioneers will produce many positive outcomes over the next three years, including: 50 history teachers will have a deepened understanding of the content they teach and the significance of our founding documents; teachers will be better prepared to teach US History as a stand-alone course that is separate from world history and social studies; unit-specific lesson plans and curriculum materials that integrate state standards, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City and the nation; student interest and content knowledge of history will deepen as teachers incorporate an improved curriculum in the classroom; a greater percentage of students will score in the proficient range on the state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US History will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level. It will then assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an Advisory Committee, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide and national replication.      !&(g l @ A d e !#hiX"#EE"E#E5Eɽ闍w5>*OJQJRH_\ j4>*OJQJRH_ j4OJQJRH_5OJQJRH_\ H*OJQJOJQJ OJQJRHa5OJQJRHa\5CJOJQJRHZ\B*OJQJRHZphB*CJ OJQJRHZphCJ jU^J CJOJQJjCJUmHnHu,    !g l A #X$a$ $-D`M a$$a$%$ a$"a!ak'aa !"#"E5E@EAEBEڍEEE֛EqE E$da$$da$$da$d$ a$%$1h/ =!"#$%Fms\c܅"JFIFHHC   %# , #&')*)-0-(0%()(C   (((((((((((((((((((((((((((((((((((((((((((((((((((w" pg 8 :.#* r`#v;hQ6 hG7tw\s%c>WF|d ' EhVwm]9A4m ?6$۷޸奇0&C}?9.Ή#FςQ8tzᆙa%#uRuistnVo<( 1lsy2fkztuFmFa^*%z$պBo%~-OP?=;bgG6X+ltQ[VtzIS6Miݪъ[7f RMƕͨcԷK)<Պ:f8ՙt Itbϐv]Ș3TԵzx4}Em> "y ntI. t7C!' 3]7v, <R%4U,׷/lj`_łP2M&tX7>Ne>\+1:!10"<^J6^hئNѻT6&tIXy:Uz;:6N=ɜjc]yR9ӕ0 w3|ADי&\W+:i鿟!nm|}6#J!XIy9cin-foe׺D*6OlEqPƥ֓2]ld6F/Ҿ^fZ9isM] T- Q$73TQts/RD wϲLl˪rk}yCs]ٿ⬅SS17pXC>*b?2@_8Z-B.sfϣKڥ` _ViՔǰ\D^}Z^}> a)]2TͺO4=UdnEɽ-2U|˾ިOG/P> 90o_Z#gR,E^;>{[ptG{XD\7Iױjla8W /0Ŧf.P?v~Ҟi%jBKsV&P"ds5C!7Hz$rx(X^2-Ϸ"LV=oƔI/ 4J mv9!z2GןA6_R ]ksa˯ly<}x<= 8|>@|^s0e}00 !@P"#1$23A%45`?'u:|r)k M&YEˑf73#ѭ[+5;a1}ip[ ?]&wf367Tl7'ȓv+(Tt~DO{OXU WWU]ke_o8[dmezeC_٫~IWc|Ceߨ 6߈2YQr_v[NjRšMa\4b2??XBf,:&ud)}hh,GcvDM +cx-&EPnxjU투Y`P9p,>`s'0awvkB۽B]+y[le"2 dBN=j6x}lWP cjWδWr׿jP2X4p:.<*bd1eU# ^a58/U 4\7b݆S&} 8tِP/. fK&Ub8VtA*JrE{9b{`Q+xUD1Uҿ3=fvE#rA &N)"ue ]QW 62B ji|r57}eHsZ)fya|0--m"(Z6l_de"f=J`zQ­C5ذL'$c %?ƧT5ZȻ,f <{뭊U4#i9 .}}l*+G>ƀ[CzDy=f3o0,!ГV6ՂSƔ #KVëmǡYB;PW6E[@`aݵ>1gV%1K;,U lŋ%EFJIbRrV4 JB#$= [ y[,ADAQaGNLѨ]S~5ېeFf:␩v$4E* EgS%}2Phoj{h9̀Rj>Db oVJqT]?zcPiYgeэ29ٴD:Ņk2و 65lbQ|ֺE _ 3\01a),KPT #ķĻb%)S0/hX c@Aܠ{e̕])=/ˆK ۛ?{m:`SdV,R:ĪJ` r]sF؊u+61umCDQ=uiV,\xS6,'JK$\kfxcg pն ng>{_nM\VG@ wk9َ}TMwW#7l nqUWqwcPi20 e&PҪgh:}SqxhӐi`H$*{\o"Rn?׮AK#U-__aDأ@ MlF2}#䟯Uf^xI@ NkAmDκQ[O],3Q11(Ì o%[IZ Hղ!쵠7{ɎΠRJTP79ji ŖZ9ic 35t3L 2Gdxj|v}ͮб L$Oi:h81bn;(/ZM[O-nڐGi;IV4EȉאA%u ÅH'klհ C1$j;RϒאPKa=<.fVJT)O!Ԇ 6% T,RUM ",-*whČѯL`GJYkGd=^uCXAcUqka_mL{;Y^ͺj1p (R`4f]QfJy[G(<&z$tq~3????B!1"AQa2q#0BR 3@Pb$rScs4C`??u?ƟS0dlv#~Ǵ(hd&'#EM)` ޺R)z1O9"LnV~ѽ}F*(ihU?(\WY==4 !Ćpd׬IUe7& BzCnLuwʗ{Ek闱չԁ*\6`/9w҃DD %w-"V)\lij5'_*`)E[hz*u8^qjGK},l]X׬&v\KOD.n~r}bK[t}oS>eckP7ij7MND&:R%{J'>kKz9kj<{]܆X*!wrG&dٓI3DofJV4۞ $Xt"Q]TI 0tLdIisc 2o<א4eaZ?>{P73~5ANӔ]?C&,VT٩h`T=`n۵K1Xr"iUٸEH"dTsT z#s+O[V71?j^iӜ68zVҴ0f1|fao- FeJ/%;4HYJS\d zCW8fZ@ Z R誥FtQӁqs4Ll\aw`~Y1/˦jƦ7).ipbY6v4@4myuRuF !&.:t1EjWtȭ"Z˵wrP++ȵIs/% Θ5qQfD]4&Rl@dVB4}EqQ%H \+]AdMl7S68圁EfaPfh`JżShX>Jt!5oWfWvp)r6 Nq&Z mU}><+&O&VހZUK@NzB}fwc @Lщ'3o ɏK +RƼlLi/tC1eՉA8VƎs&iV+s(Yr3@*nx3 $Ϻtk''2PY*S[*^T+"\KsuX9xG'zM9yKWy'ws3&p6*x-e-\*UbgZų[D|R7cMQmhZvoj@ '~쒕s 7e9yw&B'^d3PDIE`,WXe05yC}K38y\E(upfK:,۩.M YkTG,J' &?ⵊ\qLi_"#o%O#56UN[(8;;Y.q-gķ߄@fk΁GD;(R0LǢuho*X@%xG 4 ƕ<[.3iugi6Yi֧s"J+ 2=mƕBYEi´X)p"%1r |Zf?(TZr1 fJ4z2`FgQkmo]=SC讁Ycw;54 R^Z*>aʞ 5nKM`; 9cιs.J"a8 4p٧e=] &EF-m]I0 ݹoX"UjIa !}q?G!F8pMyVjO7Ag\dR(vh+jhcrjH*= juXT: "`2Q75($V_W/ ?`Gd11Z8HEZǂB5u'۬qg0B,+SH ʙpmܧé >-? 5ML! 8jq&cC$q>uZ:CK1ͅ\kh"\bk; \Ӥ;K)”J„.p,oPAm1 rDzG_/xDǙ2[U46c6j .X+qN]TrF"c\(U d䟩AK4 I*yFd@pNP)kQJpi8IJiDܖO7JeM3QCTڽQHG>H=cQ%{DcW$Eff0P}ZDq5b^i6^!J˗Z(@\nj:)i~cT8= {v2R 1mEFq ST{|}ie;6ϚRa%'.}bBqk0N&M -E^D<~!YHb|Z@.sh6CO:y@+f42X<Ꮤ*Jk{bhm% @fN]ϖ?Ѵ[u%I@s S /b[u-E2zw\_(o/IS 'iSU>9t'ʸMeYÏ754*=ߗ cJB[AފkLMBy!T`OgSdei_x#TDAS*CBbU>PTcehAuuN<;”O99X"c]Ckm!淊Xkj׈%x3ĬKIb՜Pz&!dT* Saҕ&Ue#=`kWoޞ^ЉEc)>c>pX*M9B׈/h/jq~UN$ZSP{Tx}rA"d9%wJ=S~5J5`ɡfh0a5b0UTpRܻ4ɍj.$pzUk|c0ͤ^94ä5 {S)DEH5f>' ̄+}f "[TLo],WM`p$0!Ck`{~ ڃӼppc0Ғ6|AIdO,ۢrT?KEP/VCSLmlc F>IǢ8e%' -vgnEL-#@E) z[JpbIVbLذލB6fE|:qX[QlB  ME ӝ~qmŜ<-_37:G $36|0\.EIFbƇ +8z|mTrqq]H2b01%fch*2uZ@lN"j3ʓu:͐L2ְIEOJBui `Cu& *-S ~C&E5GfmNp7DŴ/}E|`Z2\nŹ鈠Yrr1LC47>055 tjd\JTwWmsؤ/*EV&۹v)wH*_\7r(%}঩ Sr %C5Ϊ8nRc;\Bi#8q9״gq[܈HhSCBvW5&i$ j,S,AN`%@Ҝxi\FakYLky!&Jij=a|j Z+wq3IRڧ-M V+vũZ^`&[R+cձ ӞN @yQ;UN.kHK<9X/J3P8i1i*!1AQaq0 @P?!Oܛ.e~ϼ%t.lT PSu_ "0s`9jg+NV"{ѷwxTK>*FXD^zN° ֢,uSv }IC݄ TDC;e(rxMO!'4i06QC$F&M MK@ |-dۿgWz=n!|NY1 L<*""7SauuՁcۤ(g!H0ЛߡR[\~gVU\Z:4B /$SN+HCZ>x(}ѬiWxf: .{0ZGS @/UvָL8vjt\oXϯHB_OJ2Q3.'C MjwftxI/*$gLzUܣ6 Bc"1)=qrnZ 㫎S"~I0 {C*wpr4hf7&x-gGRTtÃJU+2Y7.'~AԖ@e3SY˪4(aؓ5PqlkBRMoj{7Y&q=m)A.CH:`ԾC Cw4φށ6( 6sѢ0׎P@cZNȻBB/ѿzt$\9Ҵ01V@~(K!oL4֑ZdFCS0P0 @\[6uNfm_#U{D COZ ٨)A#O5Y`4wLuXA-D;;?5`bٿDdF7" )JD2[JRˤ16GS(DȰ^ҹ^C4O K꽯ڈ:v"! v3P6xA*tw#1+ bZNqjAҒLTۚ\lP|uzx ! 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""As the Bradly Commission points out, there is a higher mission and purpose for " "for " "concentrating "~"our energies and resources on US history as a subject matter ""improving teacher effectiveness and student learning in the area of "@"brings with it a higher purpse" "brin""focusing""concentrated "". "("US history is the "" - one ""that is so "". "b"American history is our common bond and is the "B"with each other as well as the ":"fundamental building block ""imperative "Z"the cornerstone, necessary, for preserving "T"the principles of democracy and freedom """in the future. "n"The students we serve in Oklahoma City are our future"0" workforce and leaders"". It is "" who must ""understand "4"the leaders, conflicts, ""and events"$"so that they can""American ""The great return on this investment of grant funds and school district resources is that if we accomplish this, we are in essenc" "the"0"our future generations""have set out"". they "("It is vital that t""know about "" - and "F"be a part of an informed citizery"8" knowledge and ability to ""'""effective " "eff"6"teach the subject matter ""Because""s'""te"" "$"challenging task""indicator"6"The research of xxxxxxxx "$"states that the "". Therefore, "$"for students to "4"receive the full impact ""fully ""be preapred ""for their role as a member of an informed and proactive citizenry, ""AMerican "","","0"Western Heights School""Oklahoma City""central ""historians""experts""3 "H"Western Heights School District is"" "*" For the grant, CCH"."employ the mediums of"8"teacher leadership roles, ""educaotr " "CCH"":"" "6"The TAH grant - combined "R"with personnel and financial reosurces "h"of the participating school districts and partners"" of CCH - ""will ""will prod""Operating under the leadership of aq xxx year master history teacher who also brings with xxx "F"a xxx year career in coordinting "V"teacher training initiatives and grants, " "the "4"funds provided from the ""federal "@"a new and improved system for ""a new and improved system that will dramatically impact the way US history is taught and lea""t""Systemic reform of this level will require curriculum, instruction, training, ""cu""al""educator " "and classroom ""t" "change on the ""traini"2"educator support levels"". "<"CCH will be the catalyst to ","ensure this change. ""ingite""ignite""detonate"" ""path for " "and ""- for "<"our teachers and students - ""t" "rue ":", and teacher effectiveness"":""not only "J"g primary sources and documents. 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The interdiscinpliary groupings of history scholars and researchers from the ""former elementary level and secondary level history teachers and content knolwedge "X"specialists from the School of Education, "$"and pedagogical "8"experts and school reform "l"trainers from the Center for Effective Schools will ""university'""s ""make the """tri-partite""" approach "*"or interdisciniary " "pli""allow for""to occur,. ""to"N"We will refer to this training team "" "the "$"team of trainers""the """OU Trainers"""." "as "","" and, again, their professional backgrounds and biographies can be found in the Trainer Biography Chart above or in the resumes """Name of Trainer""Credentials"2"Professional Experience""Summary""Average"H"Demographics of CCH Students Chart"/, |RP)}V6d~&n9"@CW=^rp X`^=# ?N^9_nrBVt o 4Az JB_, n THo'NJ  A@ ]W  I*XBDn6@BJJBgL"-L,UI $k("n_4z,k&.dP;^C $m JB%!H_bb!D(($ xx%JB9A&< $)T* ,D>V2H.qU. 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""Th"" "", xxxxx,"," as all have played ""a large "" as all have been involved in an extensive needs assessment and program plan" " as"6"that led to the writing o"d"collaborative development of this grant proposal""Togehter,"" ""This team of leaders, scholars, and experts will work together through "|"the CCH Advisory Committee, which will act as the overseeer "R"s or watchdogs of the program - making ""sure ""s"""The OU Trainers"`"primarily be responsible for coordinating the "B". These training opportunities ""institute " "are""specifically ""in US history and will have the capacity to serve xxxxx program eligible teachers ""up to "B"for each of the 3 grant years. ""The content of the trainings will align with the PASS standards and state curriculum frameworks for American history ""for the grades in which history is taught in Oklahoma (grades 5, 8, and 9-12). "F"History teachers of these grades "t"the CCH schools who are required to instruct history at "$"se grade levels "@"strongly encouraged to attend "X"the target recruitment group that will be ""s t"" will"" from OU""These "" (as paid for by the grant and made available for free to teachers). The i""majority of " "on the nearby ""OU campus"", which is centrally located and nearby all of the CCH districts. The ""in the ""y all of the CCH districts. The lecture rooms located within the OU library will be the op","for our teachers to "p"conduct research in the library and use the extesnive ""reosurces ""of the OU" "and ""using"8"archives of the OU library"8". These resources include "L"a huge selection of biographies and "."books on US history, ""a vid"0"a DVD and video librar""on""that covers "f"the eras, leaders, events, and wars of US history""cultures, " "the " "American, and ""an excelent ""collection "."of teacher resources "J"curriculum guides and lesson plans ""- which ""have been ""gathered over the past 7 years from US history teachers of Oklh" "oma ""computerized ":"Oklahoma and other states. ":"Included in the colleciton ""are sample lesson plans that can be used in world history, social studies, math, reading, and other core subjects that ","and activities that ""fo"n"cus classroom learning on history themes and content "V"but that would be appropropriate for use ""g, and o""appropriate "."audio tapes of songs "@"audio tapes of historical sign"" All of these sources can be checked out or accessed using the library and school computers. 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""As you will read below, attendees will also have the opportunity to learn outside of the library as they travel to archival coll""sever"8"al of the training events."N"the staffing and consulting positions"f"The roles of these implementers will include coor""These staff will be assigned to coordinate the professional development activities, to provide for integration of content instru"x"participate in the CCH trainings, to progide coiaching of "@"provide coaching and feedback ""provide coaching and touchback support opportunities to participates, to update and maintain the CCH websit"" "" ""overarching "$". Training will ""incorporate ""The t""trainings""focus on ""push such"0" into the trainings as"" ""will ""se"" ""Professional development must address the specific content areas and teaching methodoligies ""that were indicated (during the planning of this grant through a needs assessment process) as areas of need by teachers and inst"" ""By drawing upon local resources and places of historical interest and importance, the ""local connections will be expanded and strengthed to provide a farmework ""for development and sustaining community interest and support for excellence in America""connections between the education community and historical community"0"ed. This will help to ""ed. Thi"" ""the CCH "R"In doing so, the training content will """g so, the train"X"work in vertical and horizontal groups to " "the "("content knolwedge "\"-based school year and summertime institutes" "OU " "OU ""H"F"who will participate as trainers " "of "6"have formed a group, or """dream team""j" of trainers who bring with them diverse knolwedge """and expertise. "z"Grouping the trainers of different backgrounds to instruct ""the content ""institutes " "Univ" "OU ""I"0"OU has been providing "$"to thousands of " "US ""Oklahoma"*" for over 50 years." "The"2"that they will use for " "CCH ""As will be coordinated under the leadership and direction of Susan Kidd (the Administrative Director of the Center for Education"<", the OU training team will ""that will ""also ""result in "/, |RP)}V6d~&n9"@CW=^rp X`^=# ?N^9_nrBVt o 4Az JB_, n THo'NJ  A@ ]W  I*XBDn6@BJJBgL"-L,UI $k("n_4z,k&.dP;^C $m JB%!H_bb!D(($ xx%JB9A&< $)T* ,D>V2H.qU. 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"". "".""in""C""Follow-Up" " Day"". ""."R"the Cold War and Post-Cold War Period. ""n""n""F""8""F""-2""9""-2"&"insert theme here""??""??""Y""every year, ""full-day "("content knolwedge ""focused institutes will be facilitated in Septemer, November, January, and March. "l"A follow up day to the institutes will be scheduled ""in April. ""E"v"The OU Trainers have additionally arranged to facilitate "R"the school year content-based trainings"", which wil"\"sessions in the OU library, every year. The "F"the OU library, every year. Note ""in-service days; for the remaining days of training, substitute teachers will be paid f""classrooms.""The annual touchback day will take place on every participating""- thus,"" every school will have a touchback day scheduled as opposed to just one touchback t""offfered "H"over the course of a single year. ""district""district "b" The above content training opportunitites are "v"really only the first phase of a 3 phase training model. 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""8""February 2008"F" and repeated in February of 2009"j"December 2008 (repeated in December of 09 and 2010)""20""February ""Februayr""Fe""April 2008" "May " "May ""H"" sessions: ""Every year, 4 sessions dealing with pedagogical skill building, curriculum design, applied research, ""infusing technology into the classroom, and improving classroom learning through historical inquiry and "F"thinking methods will be offered.""i""Technology"P"Pedaggy Building Seminars Focusing on "&" in the Classroom"p" for teachers will be offered by the OU training team.""B""T" "opportunitites""S" "The"`"and assessing teacher/student work products to" "tea""T""C","of these activities ""personnel""A traditional 3 phase training model (which is designed to sustain ""l""the training effort and ensure that the training content and practices are being transferred into the classrom)"2". It does this through "d"by offering, in phase one, content and pedagogic"Z"al building training. In the second phase, "n"participant teachers have the opportunity to observe ""and content " "one"" Because is would be resource draining to have the entire CCH training cadre instruct courses on every school site; ""we will break the training team (which includes the OU trainers and trainers from pond and Big 6)" "into teams of "R"assign each member of the training team"8"to work with a particualr "r"school site (or a couple of sites based on the trainer'"&"s availability). "*"The trainer will sp" "Two full days """of the trainer'"."s time will be spent ""a" "t this school ""Three "("t his/her asssigne","site for phase two. "J"During their time at the schools,. "`"The expertise and backgrounds of trainers will""The methodology used to match the trainers with the sites will take into consideration the school needs, student and teacher pop"$"of the trainer. ""i""will be""i"$" by the trainers" "CCH "0"of each phase two day ""trainers""delivering ""l"<"esson plans to CCH students ""to"". As " " CCH""deliver" "and ""to"<" CCH students, CCH teachers ""the train'" "er'""s ","skill and strategy. ""participant "4" have the opportunity to"6" in the classroom setting"*" Time will then be"" ""trainers""" and one-on-one""also ""trainers""content and ""OU""trainers" " and"0" of our participating "$"school district ""s"/, |RP)}V6d~&n9"@CW=^rp X`^=# ?N^9_nrBVt o 4Az JB_, n THo'NJ  A@ ]W  I*XBDn6@BJJBgL"-L,UI $k("n_4z,k&.dP;^C $m JB%!H_bb!D(($ xx%JB9A&< $)T* ,D>V2H.qU. 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Hypertext >*B*ph:O": Endnote Text_WP"1$aJ4O24 WP_Body Text#1$aJ<T@B< Block Text$0]0^CJ8P@R8 Body Text 2%$a$OJQJJObJ xl106!&dd'dQ[$\$ OJ PJ QJ "W@q" Strong5\V[@V E-mail Signature(d56OJQJ\]^JaJO goohl1XOX text_indent*ddd[$\$B*CJOJ QJ aJph333ROR Achievement+8]8^:@CJOJQJaJTOT Address,$$8]8^a$6CJOJQJaJPOP City/State-$8]8^CJOJQJaJbOb Company Name#.$8dx]8^5CJOJQJaJJOJ Document Label/$dxa$ 5;CJ VOV Heading Base0$$8]8^5CJOJQJaJDOD Footnote Base1d$CJOJQJaJpO"p Header Base.2 ~ P8&dP]8^5;@CJOJQJaJ`O2` Institution#3$8dx]8^5CJOJQJaJ"OA" Job :@CJ6OQ6 Lead-in Emphasis56:Oqr: List Bullet First6x0@r List Bullet7$$ & F83<<>T nTf]8^3`a$CJOJQJaJ,/@, List8h^h`8Oq8 List Bullet Last9xbOb List First+:$$ 8x<]8^a$CJOJQJaJ`O` List Last+;$$ 8<x]8^a$CJOJQJaJO List Number Cont_<>ThȘ҉| ҉'҉҉-Tf1@ List Number=$$ & F8<<>Th.Tf]8^a$CJOJQJaJ:O: List Number First>x8O8 List Number Last?xLOL Name @$8x]8^a$56OJQJaJxOx ObjectiveDA$8d$d(dNR]8^a$CJOJQJaJXO"X Personal DataB$8]8^a$6CJOJQJaJHO2H PictureC$8]8^a$CJOJQJaJZOQBZ Section SubtitleD$$dNa$:;@CJbORb Section Title'E$dxx$dNa$5:@xCJ*Oa* SuperscriptH*NOrN List Continued 2G%dO^O List ContinuedH$$ & F 8<<%d>T.OTf]8^`a$CJOJQJaJNON List Continued 3I8%dO^8NON List Continued 4J%dO^NON List Continued 5K%dO^(O( SupercriptH*(O( forkidstext2LQ@L Body Text 3N$da$B*OJQJRH_ph>V@> FollowedHyperlink >*B* ph<Z`<  Plain TextPCJOJQJ^JaJGz Times New Roman5Symbol3& z Arial3Times?5 : Courier New;Wingdings7MarlettA& Arial Narrow5& zaTahoma7GeorgiaBBIJP E+ New Century SchlbkCentury Schoolbook7& [ @VerdanaU Arial Unicode MSArial; Batang"that will""them ""training""i""every ""."" will take place using a state-of-the art wireless technology "&"assessment device""s"*"s and quantitative ""assessment."B"be carried out trainer experts ""tied to a ""a""that is completed during unannounced classroom observation vitists."" during ""weekends" " the""include"J" and various other training parters"$"and consultants ""(i.e., "")""will " "CCH ""activities "", "."Products produced by "D"The curriculum and instructional"" p"" "."by out teacher teams """CCH districts, ""," "CCH ","Working hand-in-hand""university'""s "","", and ">"education/content specialists""speicalists " "co-"" "B"summertime and school year cont""8"" in addition to receiving a financial stipend for their participation""near ""ly""several""nd" "The"Z"s that have been planned by the OU Trainers""T""s"" t""nual summertime institutes, including the dialy content of the institutes, participating scholars" "full":" During this orientation, t"" - all "d"of which will help to prepare them for a maximin""upcoming ""um" " and"", "@"that they can visit to explore"" ""s" "and ""Then f""T"&" event will then "T"After the conclusion of the institute, a""Dissussio on ""n" "May)""(May)""(September)""(September)""(September)""Orientation""??????????""on""An""also ""be scheduled "d"After the trainings are complete for the year, a"" (in March)""their own"(" for all to attend""Teachers will be given release time to encourage their attendance."X"The content of the school year institutes ""will cov"2"t in Oklahoma; however,"P"will often times focus very deeply on "^"a selection of standards and content that may"." be more approproate ""for 8th " "gra" "gra"F"grade teachers. Because of this, "|"the Program Director will be responsible for including - in "p"the training schedule that is given to teachers - the ""key standards and grade levels that the content of every training ""will focus on. This way, teachers can select the menu of training that best meets their needs. For some teachers, this may inclu"0"vertical articualtion ""strategies can begin to take form; for other teachers, a menu of completing training in the areas that are most relevant to thei""w"$"Regardless, all "\"Regardless, all actively participating teach"H"asked to attend a minimum of 2 ins""or more ""titutes":" AND the follow up session."6"school year institute tra"&"will be schedled ""during the "&" of our districts"H"Another exciting partnership that "" "j"has developed during the planning of this grants i ""is one with ""Bob Ber"$"kowitz of Big6. " "Bob "t"and his associates are long time educators who launched ""on""veloped a "4"the Big6 reseach method "H"the Big6 instructional and learnin""the Big6 in""which wi"8"will be a huge compliment ""to the CCH """training menu. ""Information on the Big6 methodlogy can be found in the attachments along with bob'""s resume. As you will read, Big6 is a problem-solving approach that will be taught to and used by CCH history teachers to "D"infuse the concepts of inquiry, ""research, ""an d informational literacy skills into the history classroom. The trainings will be specifically designed to " "An "v"additional portion of the trainings will concentrate on p""h""tion into th""; which "("additionally allow"" their""For full-day institutes will be held each year. Participating teachers will be asked to attend at least " "1-2 ""u""workshops"*"workshops annually."" """For their atten""Teachers"F"xxdescribewhatwillbeproducedfrom "&"workshops here. " "one" "two"4"The second half of day 2""Bob B""erkowqitz""I will add""I will add" "This""workshop " "This"2"workshop is designed to""also "8"professional develoopment "" ("")"L"These trainings are outlined above. "" of the modle""phase 2""t""ch includes t""o"0", grade levels taught,""the trainer'""s""phase 3"("CCH participating "N". At this time, the trainer will also"f"of lesson plans and student work (using a rubric)":"through a coaching process "d" and will breakdown to a $3,000 stipend per year"`"Teachers who take on leadership roles will be ""asked to dedicate 2-3 hours of their time, each week during the school period, ""year " "year" " to ""joining the CCH training team in planning upcoming training sessions, co-delivering training sessions, "6"and eventually taking on "r"role of the touchback trainers at the district levels. ""ra"$"the coordinator "H"recruiting teachers to participate""and coaching ""It will be "" (to cover ""o""ne teacher leader at every school site starting in year 2 and then year 3 of the grant)" "An additional ""Flex time and release time will be available to these leaders to encourage their active participation. ""duty of the ""l"("eaders will be to ""c"@"oordinate curriculum planning "R"groups during the summertime. For this "*"and re-development ""task, ""vertical and horizontal teams of history teachers from the school will come togehter "Z"for several weeks in the summertime to map ""o""ut the curriculum for the year, adjust the history curriculum to include the CCH trianing "2"concepts and pedagogy, " "and ""c" " and"" All teachers involved in this process will be elgible to receive an additional $""2,000 ""1,500 ""a""0"2"stipend for their time ","their participation."V"Because of our strategy to train and use "("leader teachers, t"" This is an in-kind contribution to the program as it will be covered by the Title II budgets of the CCH districts.""each of the"*"s of the grant term"T"the CCH Program Director with the imput ""Program Dir"("our partners at OU""participating""twelth grade""Three""will be offered: one for grade 5 teachers, one for grade 8 teachers, and one "" ""directly "("PASS standards and"^"in the partnership description sections below"L"These include xxxxxxxxxxxxxxxxxxxx. ""will "&" the annual event" "CCH ""xxxxxxxx""xxxxxxxxxxx""conference"8"History PASS standards and""H"""as well as the "2" to teaching US history""promote"""history journal""In turn, i"""Robbie - these ""are example of capacity statements taken from another TAH grant I wrote. For OU and the ""musems/historical resources that you will be having teachers visitt,"" I need descriptions in detail of their capacity and experience very similar to these below""": EXAMPE""": """ "" "" " "CCH"" prog"" "" Western "8"Heights, xxxxxxxxxxxxxxxxx"" "" ""(" "), ""training"T" (University of Oklahoma and Big6), and """a multitude of ""museums, historical libraries, and other local and national organizations who have agreed to "0"share their knolwedge ""and resources with CCH teachers through Study Tours and field trips""r""t""of the CCH ""school "@"federal Teacher Incentive Fund"t" grant, which was also professional development oriented" " pr""a " "CCH""we have" " sel"$"Western Heiights" "men""due to the fact that it has the most experience, among the partnering school districts, in manging federal grants. "8"Grantds that the district "t"has implemented, sustained, and met 100% of the grantor'"f"ned, and met 100% of the grant goals/objectives/o"~"include: xxxxxxxxxxxxxxxx. Western Heights was also selected "" "L"Regardless of its leadership role, a""a strong history of collaborative with each other on grant programs - ""an"0"has a rich history of "D"working with TAH grantees as it ""training "("xxxxxxxxxxxxxx TAH""s" "The university""the CCH">"training programs in the past" "The university"J"Big6 was also a key partner of the "z"Reading Massecheute4es and several oterh TAH grant programs""other " "sets" " - ""and it, too, has witnessed tremendous improvements in the teaching and learning of US history at "d"g and learning of US history among grantees. Bot"x"Oklahoma City region and the national historical community"R"program implementers and evaluators are":"curriculum planning session"$"training partner""trainers""need to go back and insert how you will track leadership role tasks above, after Robbie gives you new draft""And, finally, because one of our key strategies for sustaining the CCH program will be trhough the use of teacher leaders""through teachers who take on leadership roles, it will be imperative to this effort that teachers are ""mo"`"leaders are monitored and supported to do so. "f"The CCH Program Director will be responsible for ""meeting with the leaders, once a month, to review their progress ""After developing a detailed checklist of duties and goals that must be accomplished weekly, monthly, and annually, """by the leaders ""t""progress in accordance with the checklist. 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Hypertext >*B*ph:O": Endnote Text_WP"1$aJ4O24 WP_Body Text#1$aJ<T@B< Block Text$0]0^CJ8P@R8 Body Text 2%$a$OJQJJObJ xl106!&dd'dQ[$\$ OJ PJ QJ "W@q" Strong5\V[@V E-mail Signature(d56OJQJ\]^JaJO goohl1XOX text_indent*ddd[$\$B*CJOJ QJ aJph333ROR Achievement+8]8^:@CJOJQJaJTOT Address,$$8]8^a$6CJOJQJaJPOP City/State-$8]8^CJOJQJaJbOb Company Name#.$8dx]8^5CJOJQJaJJOJ Document Label/$dxa$ 5;CJ VOV Heading Base0$$8]8^5CJOJQJaJDOD Footnote Base1d$CJOJQJaJpO"p Header Base.2 ~ P8&dP]8^5;@CJOJQJaJ`O2` Institution#3$8dx]8^5CJOJQJaJ"OA" Job :@CJ6OQ6 Lead-in Emphasis56:Oqr: List Bullet First6x0@r List Bullet7$$ & F83<<>T nTf]8^3`a$CJOJQJaJ,/@, List8h^h`8Oq8 List Bullet Last9xbOb List First+:$$ 8x<]8^a$CJOJQJaJ`O` List Last+;$$ 8<x]8^a$CJOJQJaJO List Number Cont_<>ThȘ҉| ҉'҉҉-Tf1@ List Number=$$ & F8<<>Th.Tf]8^a$CJOJQJaJ:O: List Number First>x8O8 List Number Last?xLOL Name @$8x]8^a$56OJQJaJxOx ObjectiveDA$8d$d(dNR]8^a$CJOJQJaJXO"X Personal DataB$8]8^a$6CJOJQJaJHO2H PictureC$8]8^a$CJOJQJaJZOQBZ Section SubtitleD$$dNa$:;@CJbORb Section Title'E$dxx$dNa$5:@xCJ*Oa* SuperscriptH*NOrN List Continued 2G%dO^O List ContinuedH$$ & F 8<<%d>T.OTf]8^`a$CJOJQJaJNON List Continued 3I8%dO^8NON List Continued 4J%dO^NON List Continued 5K%dO^(O( SupercriptH*(O( forkidstext2LQ@L Body Text 3N$da$B*OJQJRH_ph>V@> FollowedHyperlink >*B* ph<Z@<  Plain TextPCJOJQJ^JaJGz Times New Roman5Symbol3& z Arial3Times?5 : Courier New;Wingdings7MarlettA& Arial Narrow5& zaTahoma7GeorgiaBBIJP E+ New Century SchlbkCentury Schoolbook7& [ @VerdanaU Arial Unicode MSArial; Batang" ""The breakdow "X"of poverty, free and reduced lunch rates, "."ELL percentages, and "."state testing output "H"results in history and other core ""NCLB ""("Needs Improvement""" rankings, ""subject areas for each district can be found in the competitive preference ""priorty " "one "$"the chart in the"Z"section, please cross reference page xxxx. ""As you will "*"read in the chart, ""s""US""pedagogy" "the"v"xxx of the schools of our districts are in some form of ""*"needs improvement;""" xxx% of students are enrolled in the free/reduced lunch program; xxx% of ELL; xxx% ""of students failed the history component of the state curriculum/end-of-year assessment last year; "("d-of-year assessme"" (compared with only xx% of students failing throughout the state)""the English/reading component of the assessment, which, of course is a prerequisite skill to learning and undersating history.""standing"" "" "R"This low passing rate is attributed to ""the fact that the history teachers of our districts who instruct these courses ""haven'"N"t received training in this subjkect ""s""t "&"matter for years ""and many "6"did not major in hisotry ""in college."" " Gutt`"A""In order for ""AMong "F"our districts, there are xxx 5th ""grade teachers are teach this content; much of whom are under preapred ""to do so. " "xxx%"" of these teachers did not major (or hold a masters degree) in history and xx% hold only general ""licensure "*"none hold naitonal "n"or state certification in history or social studies. "$"are directed to " "8th " "and " "5th,"" 8th,"$" and high school""who instruct""these course"*"only xxx (of xxx%) "" Moreover, many of our teachers are new to this field as xxx% have 3 or less years of teaching experience.""educators" " ""or minor ""of these "" minor, and " "Conv""n in his""o" "xxx""xxx of our ":" and only xxx are certifed "$"to teach history"" or endorsed"")"" ""Even though history is a component in our state assessment - and "j"therefore performance in this area is tied to NCLB ""and API rankings, the resources dedicated to traiing and supporting our educators in this subject matter "("is much less than ""extremely limited. Compared to the $xxxx that was spent last year in training and curriculum for our reading and math teachers, "8"for our history programs. ""As math and reading teachers of our district received xxx hours of training in their content and subject areas in the past 3 yea""and only xxx% of our history teachers report to have taken a college or other training course related to history content over th"D"It is extremely disturbing that ""The lack of investment in history can be clearly observed from the moment on steps foot into our classrooms. Between the hisotyr"4"(some over 20 year old) ""outdated "@"that shows little resemblence "N"is absent of higher ordered thinking ""skill development and useful to only a learner skilled in short term memory -"."used by our students ""(s"D"it is extremely disturbing that " "it "$"is undisputable " "that Pioneers ""will make ""is a ugent ""is a u"4"is urgently needed here."" ""program'""s"0"other training mediums" "OU "*"mini-sabaticals and""states"b"This will, also, be an outcome of the Pioneers'"" trainings.""the training""c"" ""Pioneer'""s ""result in the""trainings""; and e""partcipating"$"all participants""t"B"and the teachers promoted into "" effective"$"leadership rols ""e""participaing"", exansion ""of AP courses" " and""and honors "" in history""Pioneer'""s" med W      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ:  ]ZYXWVUTSRQPONMLKJIHGFEDCBA@?>=<;:9876543210/.-,+*)('&%$#"!       ]@@]]]@]]]@Z]YZZ@ZXY@YWX@XVW@WUV@VTU@UST@TRS@SQR@RPQ@QOP@PNO@OMN@NLM@MKL@LJK@KIJ@JHI@IGH@HFG@GEF@FDE@ECD@DBC@CAB@B@A@A?@@@>?@?=>@><=@=;<@<:;@;9:@:89@978@867@756@645@534@423@312@201@1/0@0./@/-.@.,-@-+,@,*+@+)*@*()@)'(@(&'@'%&@&$%@%#$@$"#@#!"@" !@! @ @@@@@@@@@@@@@@      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoprstuvwxyz{|}~@@@ @  @   @   @   @  @ @@@@@ 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P` ]"our districts serve some of the neediest, impoverished, disenfranchised children in the state. " "on,"" "" ""As we serve a large Title I population (xxx%) and minority population of chidlren "2"(xxx% African AMerican,"j" xxx% Hispanic, xxx% Native American), inequity in ""achievement " "is ">"a majori problem as children ".", a large specailist ""e">"special education population "."who fall into these """subgroups""" ""achieve at an average of 30 points below their peers on state testing."0" in all academic areas"Z" Because of these issues, OU has agreed to "\"include content in the pedagogical workshops""Pioneer "$" that deal with "@"effective practices in workin "" with "&"these populations"."teaching and engaging""." "xxx%"z" of teachers instruding history are emergency credentialed ""nstructing"8"and not certified at all. "" ""These issues occur more often in the state of Oklahma where the average teacher salary is among the lowest xxx in the nation and""4"" By offering teachers financial incentives to participate in trainings, taking on leadership roles, and by enabling teachers to ""relieve "X" (much of which is due to a high teacher t"6"urnover rate of over 50%)":"her advancements, Pioneers ""releive "("enhance retention ""rates.""educator "^" One of the goals of Pioneers is to increase ""bring AP in history to every high school campus and pre-AP in histor "`"to very middle school and high school campus. ""Creating a new menu of courses in these areas will be the job of the curriculum re-development teams." "for""these LEA'""s"4"student demographics and""," " xxx" "the"$"a detailed chart" "in ""necessary""academic "*", including history" "this""inits" "in i"" "x"content, instructional demonstrations, and resource guides" " dealing with " "will""score"" ""("")"l"To instruct these courses effectively - particulary ":"those that delve deep into ""tr""many ""You will see that all of these topics are covered in the Pioneers trainings. ""ered in"$"in great depth. ""history""s" "our""; "" (" " and" ". Converesly, "" (" "our " "do "")""Pioneers'"" history "6"You will also find that m""49th ""will "" "D"Many teachers are fresh out of O""U ""college or are transplants from rural areas of the state who are unfamiliar with the historical resources of our community; for ""a""ccessed "|"used the OU archival library or other local historical uses ""within the past 5 years. Another reason behind this deals with the complete absence of a school-based budget to pay for field tr"J"greatly needed classroom resources."" Pioneers will address this through its mini-sabaticals and by providing teachers with an abundance of resources they can use in"Z"s, books, tapes, the lesson plan database).""globes "" Morevoer, b""also impact"("(and recruitment) ","Althoughb all of the" "our""s"" h""of""," "One ""k"&"demonstrating the""S" "our"" high sch"&"the few numbers w" "ersd"" ""s ""the few numbe""(only"v"or xx%) and the AP exam (only xx took the exam last year)""only xx too" "% o"")"P6  p}schoolersd0d'@\{0d'd0˴wwn(00`0`00d'"hinstory" "most""e"," Teachers skills to "" "4" newly gained knolwedge "@"and skills from training will "8"ensure this is successful.","gained from training""success""such ""of"" """they teach over""s"h"(none of which included history content building) "" "" Pioneers"r"will we know if outcomes have been met/monitoring piece""3 " " ":"n, and student learning. S""OK""""F"credence to our standards through"" ""research ":" and of student achievement""majority training that will be offered by Pioneers (i.e., summer institute, school year content inetitutes) "4"articulate with Stronge'"8"s findings as they will be"P" and specific to the OK PASS standards"&". Stronge further""pedagogical " "too" "US "" "",""tenents"P"be necessary elements in all Pioneers'"" trainings " "and"" ""source"B"trainings to be delivered by OU"4"content and pedagogical ""c" "OU "" ""ra""Pioneers'"" ""who will be "")" "cooperatively " "US h""school "8", job embedded trainings, ""will provide the following activities to ensure that teachers are transferring their knolwdge and skills into the classroom: ""providing the phase 2 coaching services in where teachers observe the trainers delivering ""Pioneers'"" lesson plans followed us with the teachers debriefing and practicing what they observed; "0"providing the phase 3 "v"activities in where trainers observe teachers instrucing ""history courses and will then offer feedback, anaysis of lesson plan"`"history courses (as well as analyze student wo""l""n plan)"2"and will then offer con"R"en offer constructive feedback; providi" "(1) "" " "(2) " "ana"8"trainers will also anayzle""s" "(3) ""s where trainers perform follow up observations to ensure feedback was incorporated by the teacher; (4) "6"performing the quarterly ":"performing the quarterly Te""using the"H"to perform quarterly quantitative "2"assessment of teachers'"" applicatoin ""of pedagogy, knowledge, and resources gained from Pioneers; and (5) ""by requiring teachers to complete a baseline and annual content knolwedge ""survey ""and a self-report of pedagogy strategies used and attitude/beliefs/opinions about the program (results from these assessments wi"0"These strategies will ""These st"~"with our strategy for promoting highly effective and trianed ""Pioneer'"D"s teachers into leadership roles""paid "" so that they can join (anmd eventually take over) the trainer'""s "" team ""the trainers "" trainer'""s duties""" at our schools"<"will serve to embed Pioneer'"0"s into the educatinal "P"systems of our schools as a long-term ""initiative. " "Our partnering""- as ""As we continue to strengthen and expand our partnerships with local libraries, museums, and non-profits, "$"the university, "@"the resources of our communiy "v"will come together to sustain Pioneers for years to come."."to offer a forum of n" "Our ""ed""ed""s"F"will also help to ensure Pioneer'""s con"n"tinues long after grant funding. All of our partners ""maintain historical resources that can be accessed, for free, by our teachers in years to come "" ""and students ""and that will allow for the continued networking of our teachers with local historians, scholarsm, and history advocates. "*". Moreover, these r""Thus," "ing"L"Partnerships will also allow a forum"("provide the medium"" and a greater visibility in our community of effective history teaching""The Pioneer'"$"s website whihc "`"will provide copies of all training matialrs, ""materials, resources developed by the program, and the 4000+ lesson plans that will be created by ""our teachers "8" the upgraded curriculum, ""hundreds of "B"and made available through the "N"Class Server system as it interfaces'"*" with the website. ""s"" with th""offre ""resources for the Pioneers and other districts of the state and nation to share resources ""continaully "f"improve the teaching and learning of US history. ""assessments, ""("") ""that ""as""cific objectives and outcomes that Pioneers will accomplish (including gains in student achievement as measured by the state cur"" as well as gains in student interest and appreciation of US history as ""A""A"V"Thinkronize Inc. (an educational product ""A"&"chievement Series""Scan Tron"  0; 0;T_ T_oz oz* *x x    5#@# 5#@#J`U` J`U`hh hh335733463345334533453345334533453345334533453345334533453345334533453345334533453345334533453345334533563357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357FQ FQ335733463345334533453345334533453345334533453345334533453345334533453345334533453345334533453345334533563357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357335733573357"t"N"of Teacher/Student Products and Work ""P"N"and application of content knolwedge ""trainer"" program ""Teacher c""ical skills, use of historical benchmarks and historical inquiry in the " "xxx""trainer ""trainer""trainer"\" (including the national history benchmarks)"" " "e., ""e."\", and the finished work products of students""h"X"the training experts from the UIniversity ""of Oklahoma""trainers ""trainers ""learning""/interest""US history""Student""beliefs/"" ""students"H"learning of history and percevied "\"changes in how history is taught and learned""."" ""students ""will be""Student ""measured by a baseline/annual attitudes and beliefs assessment"4" and historical thinking"") ""Measurable "2"pertaining to students ""pertainin""and pertaining to teacher outcomes (including increases in teacher outcome knolwedge ""as assessed ""content""by a baseline/annual assessment, improvements in pedagogy as measured by TAS and a rubric measured anaylsis of teaching artifact"~"are all described in detail in the chart on page xxx - which ""also includes a description of the data indicats used to measrue ""these "N"these gains. Please cross reference. ""Of equal importance, assessment regarding the changes in school systems"F" (i.e., making training madatory,"F" covering the cost of incentives ""teacher ""merging the"x"with Title II monies, adopting and continuing the Pioneer'"" leadership roles, increasing the number of courses and activities ""US history "T"courses and activities) will also take p"4"by means of a case study""."- / `/ =--<=-h.<"US"2"collahorative Pioneers'"" ""co""10 total days""effective ""school ""-- use " "vague language"" -- we " "may " " ad "\"dd national geographic matierals as a partne"4"of the Pioneers program " "xx " "xx "" through ""hool camp""o""'""/""a " "% a""instruction""training"."sessions for teachers""matierals""s"T"in here strategies for teaching title i,"4" special education, and " "ELL population"(", on the topics of" "th ""such "" "" f" "hav" "We " "have" "who""%""M" "he ""of teaching ""er turnove"$"and these other ""here " "res""ources""A key ""help ""address "4"these needs by offering "","<", trips to historical sites,""paid "*"local and national ""providing" "with""additionally"" ""A " "to "" Because o"", it was essential that our training content covered the AP history topics and themes, in depth, and "B"opics and themes, in depth, so " "to "@"teach these high level courses"H"and confident to teach the classes"."and confident in thei""these"$"on every campus ""("")" "the ""s""s"":" "of " "the " "the " "the ""," "of ""workshops"B"The approach that will be used ""and content ""for Pioneers is supported by our state standards and by research. 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Duties of the Director will include""T"("be responsible for""program planning, implementation, coordination, internal assessment, "v"and implementing the scope of work of the grant program. "("Advisory Committee""contracting"P"with OU and the evaluation contractors"("Advisory Committee"$"mplementation of""s""up"X"ervise and coordinate the teacher leaders ""rs""hip positions"" "&" and contractors,">"monitor contractor services, " "The ""Director ","the OU training team"f"school principals and district administrators to ""also "b"develop and oversee a teacher recruitment plan "6"that will ensure teahcer "@"s are informed of the Pioneer'"*" traiing schedule, "" schedule, that they understand the benefits to participating, and that they are provided with the support they need ""Additionally, the Director will work closely with the OU trainers""time nd school year training schedule - assuring all partners are on board "."and special speakers ""Oklahoma"", teachers receive their handouts and resource matierals, and all the details are attended to""a" "OU t"" ""Pioner'" "Pion""s " "the"""of the program ""the proposed ""produce""a " "the "", ""activities, "" " "and ""the program'""s ":"feedback looping processes ""consumer " "the"","", and in "."accordinace with the "D"changing needs of Oklahoma City " " to faciliate ","the management plan.""ensure"" ("")""of Pioneers ""the grant""Pioneer'""s " "the "0"and school principals ""regarding the indivicuals who should fill the leadership positions"("hiring of leacders"$"teacher leaders.""/recruitment""manage ","access the trainings""T""also ""that ""that ""See Ms. Gr""s resum""e"" and the j"D"for the Program Director in the ""attac"J"professional training team from OU "("will be extremely "H"experiential learning field trips "<"for our teachers during the ""s","ummertime institutes"~"providing matierals to teachers to prepare them for the trips","the Program Director"8"The trainers will take the""field trip""t"0"content-based training"" "L" institutes, the pedagogy training, ""additionally " "tit" " and"" t""T""also ""special "L"from our local partners at xxxxx to "j"extend their resources to our teachers and studnets""Pioneer'""s " "the ""our local""t">" (this includes working with " "thw""t"")"&"A key role of the""nother "n"One of the most important roles, however, will be to " "One""all Pioner'","s enrolled teachers "."several times a year "t"in addition to allowing teachers to observe the trainer'""s skills ""signed school system. They will provide direct instruction to students (with teachers observing b""they will ""year.","ir assigned teachers"~"It will be vital for members of the team to join the Pioneer'"."s Advisory Committee "$"actively attend "r"meetings so that they can review consumer satisfaction ""data and summative findings of the program and then apply the knowledge/pedagogy gaps ""address""of teachers and students as determined by the data in upcoming trainings. ""hers observing best practices), they will share their lesson plans with teachers through the xxx "*", evaluate teacher ""knolwedge/""skills,"","<", and the book club meetings"F"our participating districts, OU, "&", and contractors""teachers""history ""coordinate""A"" "|" will support the Director in accomplishing these many tasks""the Pioneer'""s"""review monthly ">"formative evaluation reports "^"showing what has been completed/when/and how "R"to ensure implementation is on schedule" "(1) ""; (2) ""that describe""review interim summative evaluation reports and compare findings with the set goals, objectives, and outcomes set in this grant ""our efforts have been effective and what gaps may need to be addressed to improve effectiveness; (3) " "and "V"identify strategies that each member can ""activities""conduct to support teacher participation levels, use of the program resources, ""an"&"d teacher bui-in."."d teacher buy-in for "t" (this will also include a review of budget expenditures"(" and adjustments)("" ""efforts "d" Decision makers and consumers of Pioneers will """Membership of d""streamline ""implementers"$"decision making "".""s""do"8" in a cycle of contiunous ""improvement""both "" help to""make "" allow for"&" help to fastrack"0"the refinement process"" t""program "" " "for ""to"P" and curriculum development activities"8" (at least one per school)"$"1-2 per district"" or more"" ""4""Evaluation ""Pioneers"0"competitive preference" "two "2"competitive preference " "two"""pages xxx to xx" "the""RESUME ATTAC""Trainers""Position"".""Note that xxx of the team has agreed to take on the additional duty of developing the "t"Primary Source Book and ensuring that all teachers have ""ensuring"&"their history jou"@"and other classroom resources."", "n"working with every school site to oversee the develop"" "f"set aside an added 5 hours a week of her time to "4"help the Director with t""OU training ""and xxxx'""s ""s"" "/@3# ]@]]"Pioneers""xxxxxxxx""xxxxxxx""xxxxxxxxxx"*"For an additionaly "0"For a financial stipen""$6,500 ""a year, xxxxx""graciously ""ensuring"J", coordinating the mini-sabbatical "z"grants and activities, and offering other support as needed""8""8""These duties will be carried out in addition to her direct training duties. ""This "6"position has been titled """""Le","ad Trainer Liaison."""is""A""A scope of work specific to evaluation activities and each training event ""can be found on pages xxx and xxx-xx. Please cross reference when scoring this section." " "" ""An action pla" Canc@@@                                                        ~ } | { z y x w v u t s r q p o n m l k j i h g f e d c b a ` _ ^^ ^\H@^hT* ^ ^ ^ ^ ^T@@^hhT ^ ^ ^ ^3# ^@^^@0(,@@     T@@  7 X;        /   T@@ (@8-x<          - #@8(x<    T@@ $@8(;        =-h.9*@=-<9=--9=--;T  #  @  d      @@ f  e  d  c  b  a  `  _  ^  ]  \  [  Z  Y  X  W  V  U  T  S  R  Q  P  O  N  M  L  K  J  I  H  G  F  E  D  C  B  A  @  ?  >  =  <  ;  :  9  8  7  6  5  4  3  2  1  0  /  .  -  ,  +  *  )  (  '  &  %  $  #  "  !                                    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6666.R /aRkot66d 0 6 D1 66PROJECT QUALITY(Program Quality: (Program Quality: ( ( Program Quality: For American democracy to continue, an engaged, informed, and responsible citizenry must exist and be constantly replenished. It is vital for American students to know the collective themes, stories, and events that make up our common history in order to participate fully in the democratic system. Based on the fact that the best predictor of student achievement and understanding of US history is their teachers subject matter knowledge and instructional abilities (according to the Southwest Educational Development Laboratory), it is essential that US history teachers receive focused and ongoing training that builds their knowledge, mastery, interest, and pedagogical skills related to teaching the events, documents, leaders, and politics that have formed this great nation. In turn, this serves to perpetuate the principles and values of American democracy and freedom for future generations. Noxubee County School District and its far-reaching collaborative of eastern Mississippi public school districts, higher education institutions, museums, historical libraries, educational practitioners and historical partners are proposing to cultivate a community of historians and an engaged American citizenry (teachers and students alike) whose knowledge, interest, passion for, and understanding of US history will lead to not only improved academic achievement among students and to the enhanced knowledge and pedagogy of the classroom teacher, but will have long term effects on the schools and communities where we live. We envision our schools transforming into information and technology centers for learning and exploring US history with built-in programs of study and pathways that seamlessly transition student historians from school to college degrees and careers in government, public service, and history education. We envision what are now resource poor, run down, outdated social studies classrooms transitioning into laboratories of US history where school day and after school teams and clubs of student historians convene to investigate, analyze, and explore the 200 (+) year old dramatic tale that has led the United States to become the hegemonic superpower of the world. Our schools will be settings where teachers, who were once unsupported and under-trained, will be advanced as action researchers, historians, leaders, and scholars who will use inquiry, technology, and the full resources of the local and national historical community to bring US history alive and to make crystal clear the connection of how history is so very relevant to life today and to the future of America. All of these exciting visions will be outgrowths of an initial three-year teacher development program that Noxubee County School District and its collaborative partners are requesting funding for in this grant proposal. Entitled Teaching Americas Facts, Foundations, Freedoms, and Framers (TAF4), this proposed grant initiative will use teacher training seminars, workshops, colloquia, practitioner demonstrations, mentoring, coaching, and a variety of other teacher development exercises to broaden and deepen teachers knowledge of and instructional and pedagogical skills related to the fundamental documents, ideas, individuals, turning points, and events that have shaped America so that they can more effectively teach US history as a stand alone academic subject that is separate from social studies. Our collaborative of partners is fully committed and prepared for this undertaking. We will do so with the common belief that if provided with the right support and resources, every teacher can possess the power and ability to raise student achievement. It is also our belief that few things are more closely tied to student achievement than the level of ability, passion, knowledge, and effectiveness of the classroom teacher. Educational research supports the truth behind these beliefs as researchers have found that the main difference between exemplary and low performing schools is that more teachers in high-performing schools are better prepared (with training and education) to teach challenging content in history, math, science, and reading. There are few school districts in the nation that are in as great (and desperate) of a need for instructional reform in the teaching of US history as those that will take part in this grant program. The districts and schools that will participate in TAF4 are as follows:: : : American unlike many other peoples, Americans are not bound together by a common religion or a common ethnicity. Instead, our binding heritage is a democratic unlike many other peoples, Americans are not bound together by a common religion or a common ethnicity. Instead, our binding heritage is a democratic unlike many other peoples, Americans are not bound together by a common religion or a common ethnicity. Instead, our binding heritage is a democratic unlike many other peoples, Americans are not bound together by a common religion or a common ethnicity. Instead, our binding heritage is a democratic religion or a common ethnicity. Instead, our binding heritage is a democratic vision of liberty, equality, and justice. If Americans are to preserve that vision and bring it to daily practice, it is imperative that all citizens understand how it was shaped in the past. "many peoplesociatys u """"uilding a History Curriculum foihis 2005 Building a History Curriculum for Schools prepared for the Bradly Commission on History in School, Professor Kenneth Jackson Professor ' hisnIs Dr. Kenneth Jackson and Commision'' of History in Schoolsprepared for the Bradly Commission on History in School, of Columbia University2005 publication, summarizes the publication, summarizes the 'als and work that this grant setoffers a summary of theHieghtsAmericvanxxx higher mission and purpose for there is a higher mission and purpose for as a subject matterbrings with it a higher purpseconcentrating For democracy in the United State to continue, an engaged, informed, and responsible citizenry must exist and be constantly replenished. US history is the- one that is so and is thefundamental building blockthe imperative . . It is It is vital for American students to know the collective themes, stories, and eventsin order toIn turn, this serves to perpetuate thefuture generationscornerstone, necessary, for preserving the principles of democracy and freedom in the future. The students we serve in Oklahoma City are our future workforce and leaders who must understand the leaders, conflicts, and events that make up our common history so that they can participate fully in the American democratic system. Based on the fact that the best predictor of student achievement and understanding of US history is their teachers subject matter knowledge and instructional abilities (according to the Southwest Educational Development Laboratory), it is essential that US history teachers receive focused and ongoing training that builds their knowledge, mastery, interest, and pedagogical skills related to teaching the events, documents, leaders, and politics that have formed this great nation. The great return on this investment of grant funds and school district resources is that if we accomplish this, we are in essence, perpetuating the principles and values of American democracy and freedom for our future generations.intend t who Tmust understand -citizeryachievement and subject matter knowledge and instructional abilities 'effective effectivlyBased on the fact that'teach the (according to the Southwest Educational Development Laboratory)rican democracy and freedom for ourpredictorpredictorBecause the , receive the full impact preapred and be a part of an informed citizenry andMessentialUS Noxubee County School District and its far-reaching collaborative of eastern Mississippi public school districts, higher education institutions, museums, historical libraries, educational practitioners and historical partners are proposing to cultivate a community of historians and an engaged American citizenry (teachers and students alike) whose knowledge, interest, passion for, and understanding of US history will lead to not only improved academic achievement among students and to the enhanced knowledge and pedagogy of the classroom teacher, but will have long term effects on the schools and communities where we live. We envision our schools transforming into information and technology centers for learning and exploring US history with built-in programs of study and pathways that seamlessly transition student historians from school to college degrees and careers in government, public service, and history education. We envision what are now resource poor, run down, outdated social studies classrooms transitioning into laboratories of US history where school day and after school teams and clubs of student historians convene to investigate, analyze, and explore the 200 (+) year old dramatic(+) year old dramatic tale that has led the United States to become the hegemonic superpower of the world. Our schools will be settings where teachers, who were once unsupported and under-trained, will be advanced as action researchers, historians, leaders, and scholars who will use inquiry, technology, and the full resources of the local and national historical community to bring US history alive and to make crystal clear the connection of how history is so very relevant to life today and to the future of America. All of these exciting visions will be outgrowths of an initial three-year teacher development program that Noxubee County School District and its collaborative partners are requesting funding for in this grant proposal. Entitled Teaching Americas Facts, Foundations, Freedoms, and Framers (TAF4), this proposed grant initiative will use teacher training seminars, workshops, colloquia, practitioner demonstrations, mentoring, coaching, and a variety of other teacher development exercises to broaden and deepen teachers knowledge of and instructional and pedagogical skills related to the fundamental documents, ideas, individuals, turning points, and events that have shaped America so that they can more effectively teach US history as a stand alone academic subject that is separate from social studies. Our collaborative of partners is fully committed and prepared for this undertaking. We will do so with the common belief that if provided with the right support and resources, every teacher can possess the power and ability to raise student achievement. It is also our belief that few things are more closely tied to student achievement than the level of ability, passion, knowledge, and effectiveness of the classroom teacher. Educational research supports the truth behind these beliefs as researchers have found that the main difference between exemplary and low performing schools is that more teachers in high-performing schools are better prepared (with training and education) to teach challenging content in history, math, science, and reading. There are few school districts in the nation that are in as great (and desperate) of a need for instructional reform in the teaching of US history as those that will take part in this grant program. TheThere are few school districts in the nation that are in as great (and desperate) of a need for instructional reform in the teaching of US history as those that will take part in this grant program. The districts and schools that will participate in TAF4 are as follows: A) Program Goals and Objectives A) Program Goals and Objectives Encounters andfar-reaching xxxxxxxxNoxubee County Schooleastern MississippiCity historical partnershistorians Western Heights School District and its collaborative of central Oklahoma public school districts, higher education institutions, museums, historical libraries, educational practitioners and experts are proposing to cultivate a community of historians and an engaged American citizenry (teachers and students alike) whose knowledge, interest, passion for, and understanding of US history will lead to not only improved academic achievement among students and to the enhanced knowledge and pedagogy of the classroom teacher, but will have long term effects on the schools and communities where we live. We envision our schools transforming into information and technology centers for learning and exploring US history with built-in programs of study and pathways that seamlessly transition student historians from school to college degrees and careers in government, public service, and history education. We envision what are now resource poor, run down, outdated social studies classrooms transitioning into laboratories of US history where school day and after school teams and clubs of student historians convene to investigate, analyze, and explore the 200 (+) year old dramatic tale that has led the United States to become the hegemonic superpower of the world. Our schools will be settings where teachers, who were once unsupported and under-trained, will be advanced as action researchers, historians, leaders, and scholars who will use inquiry, technology, and the full resources of the local and national historical community to bring US history alive and to make crystal clear the connection of how history is so very relevant to life today and to the future of America. All of these exciting visions will be outgrowths of an initial three-year teacher development program that Noxubee County School District and its collaborative partners are requesting funding for in this grant proposal. Entitled Teaching Americas Facts, Foundations, Freedoms, and Framers (TAF4), this proposed grant initiative will use teacher training seminars, workshops, colloquia, practitioner demonstrations, mentoring, coaching, and a variety of other teacher development exercises to broaden and deepen teachers knowledge of and instructional and pedagogical skills related to the fundamental documents, ideas, individuals, turning points, and events that have shaped America so that they can more effectively teach US history as a stand alone academic subject that is separate from social studies. Our collaborative of partners is fully committed and prepared for this undertaking. We will do so with the common belief that if provided with the right support and resources, every teacher can possess the power and ability to raise student achievement. It is also our belief that few things are more closely tied to student achievement than the level of ability, passion, knowledge, and effectiveness of the classroom teacher. Educational research supports the truth behind these beliefs as researchers have found that the main difference between exemplary and low performing schools is that more teachers in high-performing schools are better prepared (with training and education) to teach challenging content in history, math, science, and reading. three-Noxubee County School District and its collaborative partners are Entitled Teaching Americas Facts, Foundations, Freedoms, and Framers (TAF4), this proposed grant initiativeusecoaching, teacher educaotrProgramA) CCH Goals and Objectives CCH Goals and Objectives CCH Goals and Objectives: Encounters and Exchanges in U.S. History will enable the four partnering public school districts--Reading, North Reading, Danvers, and Lowell--to appreciably strengthen their academic programs to teach traditional American history as a separate academic subject in grades three to five and eight to eleven. The intermediate goals of the program are to Encounters and Exchanges in U.S. History -reosurces-will prodcuecoordintingThe Operating under the leadership of aq xxx year master history teacher who also brings with xxx a xxx year career in coordinating teacher training initiatives and grants, the funds provided from the federal TAH grant combined with personnel and financial resources of the participating school districts and partners of CCH will producea new and improved system for ting under the leadership of aq curriculumclassroom training, and training 3 to ,and 8 through 11ensureingiteignitedetonate ignite t###############################################################################################################################$$$$$$$$$ $ $ $ $ $$$$$$$$$$$$$$$$$$$ $!$"$#$$$%$&$'$($)$*$+$,$-$.$/$0$1$2$3$4$5$6$7$8$9$:$;$<$=$>$?$@$A$B$C$D$E$F$G$H$I$J$K$L$M$N$O$P$Q$R$S$T$U$V$W$X$Y$Z$[$\$]$^$_$`$a$b$c$d$e$f$g$h$i$j$k$l$m$n$o$p$q$r$s$t$u$v$w$x$y$z${$|$}$~$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$%%%%%%%%% % % % % %%%%%%%%%%%%%%%%%%% %!%"%#%$%%%&%'%(%)%*%+%,%-%.%/%0%1%2%3%4%5%6%7%8%9%:%;%<%=%>%?%@%A%B%C%D%E%F%G%H%I%J%K%L%M%N%O%P%Q%R%S%T%U%V%W%X%Y%Z%[%\%]%^%_%`%a%b%c%d%e%f%g%h%i%j%k%l%m%n%o%p%q%r%s%t%u%v%w%x%y%z%{%|%}%~%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%&&&&&&&&& & & & & &&&&&&&&&&&&&&&&&&& &!&"&#&$&%&&&'&(&)&*&+&,&-&.&/&0&1&2&3&4&5&6&7&8&9&:&;&<&=&>&?&@&A&B&C&D&E&F&G&H&I&J&K&L&M&N&O&P&Q&R&S&T&U&V&W&X&Y&Z&[&\&]&^&_&`&a&b&c&d&e&f&g&h&i&j&k&l&m&n&o&p&q&r&s&t&u&v&w&x&y&z&{&|&}&~&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&''''''''' ' ' ' ' ''''''''''''''''''' '!'"'#'$'%'&'''(')'*'+','-'.'/'0'1'2'3'4'5'6'7'8'9':';'<'='>'?'@'A'B'C'D'E'F'G'H'I'J'K'L'M'N'O'P'Q'R'S'T'U'V'W'X'Y'Z'['\']'^'_'`'a'b'c'd'e'f'g'h'i'j'k'l'm'n'o'p'q'r's't'u'v'w'x'y'z'{'|'}'~''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''((((((((( ( ( ( ( ((((((((((((((((((( (!("(#($(%(&('((()(*(+(,(-(.(/(0(1(2(3(4(5(6(7(8(9(:(;(<(=(>(?(@(A(B(C(D(E(F(G(H(I(J(K(L(M(N(O(P(Q(R(S(T(U(V(W(X(Y(Z([(\(](^(_(`(a(b(c(d(e(f(g(h(i(j(k(l(m(n(o(p(q(r(s(t(u(v(w(x(y(z({(|(}(~(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((())))))))) ) ) ) ) ))))))))))))))))))) )!)")#)$)%)&)')()))*)+),)-).)/)0)1)2)3)4)5)6)7)8)9):);)<)=)>)?)@)A)B)C)D)E)F)G)H)I)J)K)L)M)N)O)P)Q)R)S)T)U)V)W)X)Y)Z)[)\)])^)_)`)a)b)c)d)e)f)g)h)i)j)k)l)m)n)o)p)q)r)s)t)u)v)w)x)y)z){)|)})~))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))********* * * * * ******************* *!*"*#*$*%*&*'*(*)***+*,*-*.*/*0*1*2*3*4*5*6*7*8*9*:*;*<*=*>*?*@*A*B*C*D*E*F*G*H*I*J*K*L*M*N*O*P*Q*R*S*T*U*V*W*X*Y*Z*[*\*]*^*_*`*a*b*c*d*e*f*g*h*i*j*k*l*m*n*o*p*q*r*s*t*u*v*w*x*y*z*{*|*}*~**********************************************************************************************************************************+++++++++ + + + + +++++++++++++++++++ +!+"+#+$+%+&+'+(+)+*+++,+-+.+/+0+1+2+3+4+5+6+7+8+9+:+;+<+=+>+?+@+A+B+C+D+E+F+G+H+I+J+K+L+M+N+O+P+Q+R+S+T+U+V+W+X+Y+Z+[+\+]+^+_+`+a+b+c+d+e+f+g+h+i+j+k+l+m+n+o+p+q+r+s+t+u+v+w+x+y+z+{+|+}+~++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++,,,,,,,,, , , , , ,,,,,,,,,,,,,,,,,,, ,!,",#,$,%,&,',(,),*,+,,,-,.,/,0,1,2,3,4,5,6,7,8,9,:,;,<,=,>,?,@,A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U,V,W,X,Y,Z,[,\,],^,_,`,a,b,c,d,e,f,g,h,i,j,k,l,m,n,o,p,q,r,s,t,u,v,w,x,y,z,{,|,},~,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,--------- - - - - ------------------- -!-"-#-$-%-&-'-(-)-*-+-,---.-/-0-1-2-3-4-5-6-7-8-9-:-;-<-=->-?-@-A-B-C-D-E-F-G-H-I-J-K-L-M-N-O-P-Q-R-S-T-U-V-W-X-Y-Z-[-\-]-^-_-`-a-b-c-d-e-f-g-h-i-j-k-l-m-n-o-p-q-r-s-t-u-v-w-x-y-z-{-|-}-~----------------------------------------------------------------------------------------------------------------------------------......... . . . . ................... .!.".#.$.%.&.'.(.).*.+.,.-.../.0.1.2.3.4.5.6.7.8.9.:.;.<.=.>.?.@.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.P.Q.R.S.T.U.V.W.X.Y.Z.[.\.].^._.`.a.b.c.d.e.f.g.h.i.j.k.l.m.n.o.p.q.r.s.t.u.v.w.x.y.z.{.|.}.~..................................................................................................................................///////// / / / / /////////////////// /!/"/#/$/%/&/'/(/)/*/+/,/-/.///0/1/2/3/4/5/6/7/8/9/:/;//?/@/A/B/C/D/E/F/G/H/I/J/K/L/M/N/O/P/Q/R/S/T/U/V/W/X/Y/Z/[/\/]/^/_/`/a/b/c/d/e/f/g/h/i/j/k/l/m/n/o/p/q/r/s/t/u/v/w/x/y/z/{/|/}/~//////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////000000000 0 0 0 0 0000000000000000000 0!0"0#0$0%0&0'0(0)0*0+0,0-0.0/000102030405060708090:0;0<0=0>0?0@0A0B0C0D0E0F0G0H0I0J0K0L0M0N0O0P0Q0R0S0T0U0V0W0X0Y0Z0[0\0]0^0_0`0a0b0c0d0e0f0g0h0i0j0k0l0m0n0o0p0q0r0s0t0u0v0w0x0y0z0{0|0}0~0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000111111111 1 1 1 1 1111111111111111111 1!1"1#1$1%1&1'1(1)1*1+1,1-1.1/101112131415161718191:1;1<1=1>1?1@1A1B1C1D1E1F1G1H1I1J1K1L1M1N1O1P1Q1S1T1U1V1W1X1Y1Z1[1\1]1^1_1`1a1b1c1d1e1f1g1h1i1j1k1l1m1n1o1p1q1r1s1t1u1v1w1x1y1z1{1|1}1~111his change.and The primary goal of CCH is to -and teaching and include: will enable the four partnering public school districts--Reading, North Reading, Danvers, and Lowell--to appreciably strengthen their academic programs to teach traditional American history as a separate academic subject in grades three to five and eight to eleven. The intermediate goals of the program not only all grade levelsin the key events and eras of U..g primary sources and documents;not only focusing training onimary sources and documents. By allowing all teachers Develop accessible curricula for students that integrate content, historical thinking, and historical research and information management; Create highly qualified master teachers with expertise to provide leadership roles in using historical thinking, primary sources, and historical research skills in the classroom. DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; andatories of US history where school day and after school teams and clubs of student historians convene to investigate, analyze, and explore the 200 (+) year old dramatic tale that has led the United States to become the hegemonic superpower of the world. Our schools will be settings where teachers, who were once unsupported and under-trained, will be advanced as action researchers, historians, leaders, and scholars who will use inquiry, technology, and the full resources of the local and national historical community to bring US history alive and to make crystal clear the connection of how history is so very relevant to life today and to the future of America. All of these exciting visions will be outgrowths of an initial 3 year teacher development program that Western Heights School District is requesting funding for in this grant proposal. The LEAs that will participate in the grant include Western Heights School District, xxxx, xxx, and xxx. Combined, we serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% or our students do not speak English as a primary language; xxx% will drop out of school by the 12th grade; and xxx% of our students reported on the state youth risk survey (last year) that they take drugs regularly or are a member of a street gang. Although our consortium enrolls what most would call a high-risk population of children and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with historical museums, library archives, and (interestingly) a legacy of Spanish and Mexican conquistador explorations (led by Coronado, Onate, and others) that defined our state and its history. It was therefore only fitting to entitle our Teaching American History grant: Conquistadors Conquering History! (CCH for short). For the grant, CCH will employ the mediums of teacher training seminars, workshops, colloquia, practitioner demonstrations, mentoring, teacher leadership roles, and a variety of other educator development exercises to broaden and deepen teachers knowledge of and instructional and pedagogical skills related to the fundamental documents, ideas, individuals, turning points, and events that have shaped America so that they can more effectively teach US history as a stand alone academic subject that is separate from social studies. Our collaborative of partners is fully committed and prepared for this undertaking. We will do so with the common belief that if provided with the right support and resources, every teacher can possess the power and ability to raise student achievement. It is also our belief that few things are more closely tied to student achievement than the level of ability, passion, knowledge, and effectiveness of the classroom teacher. Educational research supports the truth behind these beliefs as researchers have found that the main difference between exemplary and low performing schools is that more teachers in high-performing schools are better prepared (with training and education) to teach challenging content in history, math, science, and reading. CCH Goals and Objectives: Operating under the leadership of a xxx year master history teacher who also brings with xxx a xxx year career in coordinating teacher training initiatives and grants, the funds provided from the federal TAH grant combined with personnel and financial resources of the participating school districts and partners of CCH will produce a new and improved system that will dramatically impact the way US history is taught and learned in central Oklahoma. Systemic reform of this level will require change on the curricular, instructional, educator training, and educator support levels. CCH will be the catalyst to detonate this path for change ignite for our teachers and students - a true passion for learning US history. CCH will accomplish this by strengthening the fundamental academic programs, curriculum, instruction, and teacher effectiveness of the consortium LEAs so that traditional American history is effectively taught as a separate academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum frameworks). The intermediate goals of CCH are to: Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary sources and documents; Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and CREATE A COMMUNITY OF HIGHLY QUALIFIED MASTER HISTORY TEACHERS with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. B) Program Design xxxxxxxxxImprove the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary sources and documents; Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and CREATE A COMMUNITY OF HIGHLY QUALIFIED MASTER HISTORY TEACHERS with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. and learnedtrainings and will have adopted the student interim assessment system (Net Trekker).in their classrooms By September 30th of each grant yearSelection Criteria 1:Selection Criteria 1: Program Quality:Selection Criteria 1: Program Quality:Selection Criteria 1: Program Quality:Selection Criteria 1: Program Quality:Selection Criteria 1: Program Quality:Selection Criteria 1: Program Quality:: Selection Criteria 1-Program QualitySelection Criteria 1-Program Qualityfora new and improved systemOperatinglevel willthis intermediate of CCHare tosources and documents;  (Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents. (the Teaching of Social Studies; Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies. formal student assessments; and DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.( ( (CREATE A COMMUNITY OF HIGHLY QUALIFIED MASTER HISTORY TEACHERS with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. goals and Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.CREATE A COMMUNITY OF HIGHLY QUALIFIED MASTER HISTORY TEACHERS with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. GoalsObjectivesImprove the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.CREATE A COMMUNITY OF HIGHLY QUALIFIED MASTER HISTORY TEACHERS with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. ObjectivesObjectivesOutcomesImprove the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.CREATE A COMMUNITY OF HIGHLY QUALIFIED MASTER HISTORY TEACHERS with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.CREATE A COMMUNITY OF HIGHLY QUALIFIED MASTER HISTORY TEACHERS with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.CREATE A COMMUNITY OF HIGHLY QUALIFIED MASTER HISTORY TEACHERS with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. GoalsObjectivesOutcomesGoalsObjectivesOutcomesObjectivesOutcomesImprove the content knowledge of teachers of(Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.(By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.(Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.CREATE A COMMUNITY OF HIGHLY QUALIFIED MASTER HISTORY TEACHERS with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. (Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.(By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.(Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.CREATE A COMMUNITY OF HIGHLY QUALIFIED MASTER HISTORY TEACHERS with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. (By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.(Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.DEVELOP A HIGH QUALITY CURRICULUMqualty(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.CREATE A COMMUNITY OF HIGHLY QUALIFIED MASTER HISTORY TEACHERS withCREATE A COMMUNITY OF HIGHLY QUALIFIED MASTER HISTORY TEACHERS with c(By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.(Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.(Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. GoalsObjectivesOutcomes(Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. GoalsObjectives(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. (Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. (Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. (Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.Goal 2(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.Goal 3(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Goal 4Goal 1(Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.Goal 2(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.Goal 3(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Goal 4Goal 2(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.Goal 3(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Goal 4Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. Goal 2(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.Goal 3(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Goal 4Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. Goal 2(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.Goal 3(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Goal 4Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. 111Objective 1Objective 2Objective 3Objective 4 1Objective 2Objective 3Objective 4Goal 2(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.Goal 3(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Goal 4Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. Objective 1Objective 2Objective 3Objective 4Objective 1Objective 2Objective 3Objective 4OUTCOME:  Goal 2(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.Goal 3(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Goal 4Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. Objective 1By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.Objective 2By September 30th of each grant year, the actively participating group of at least 90 participating US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards pedagogical instructional skill building and use of new/innovative instructional resources in the classroom.Objective 3At the end of each school year, 100% of the experimental group teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the CCH program of that year in their classrooms.Objective 4Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.(Every year, the group of actively participating teachers will show at least a 33% increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history. Every year, the history students of actively participating teachers will demonstrate at least a 10% increase in their content knowledge and appreciation of/interest in US history.(Every year, the group of actively participating teachers will show at least a 33% increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history. the experimental groupthe actively participating group of participating US historyan actively participating group of US history (Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.(Every year, the group of actively participating teachers will show at least a 33% increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history.(Every year, the history students of actively participating teachers will demonstrate at least a 10% increase in their content knowledge and appreciation of/interest in US history. 1(Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.Outcome 2(Every year, the group of actively participating teachers will show at least a 33% increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history.Outcome 3Outcome 1(Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.Outcome 2(Every year, the group of actively participating teachers will show at least a 33% increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history.Outcome 3(Every year, the group of actively participating teachers will show at least a 33% increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history. GOALS, GOALSOBJECTIVES & OUTCOMESGoals-Objectives-Data Indicator Alignment ChartEnhance teacher knowledge/understanding/interest(OBJECTIVE: By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.Improve the instructional pedagogy of teachers(OBJECTIVE: By September 30th of each grant year, the actively participating group of at least 90 participating US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards pedagogical instructional skill building and use of new/innovative instructional resources in the classroom.Raise student achievement in US history( OBJECTIVE: At the end of each school year, 100% of the experimental group teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the CCH program of that year in their classrooms. (OBJECTIVE: By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation. (OUTCOME: Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.(Teacher content knowledge assessment ( Teacher attitudes/beliefs assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups (Copies of applied research projects and work completed by teachers in the training sessions(OBJECTIVE: By September 30th of each grant year, the actively participating group of at least 90 participating US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards pedagogical instructional skill building and use of new/innovative instructional resources in the classroom. (OUTCOME: Every year, the group of actively participating teachers will show at least a 33% increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history. ( Panel assessment using program developed rubric ( TAS ( Teacher attitudes/beliefs assessment ( Teacher attitudes/beliefs assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups ( OBJECTIVE: At the end of each school year, 100% of the experimental group teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the CCH program of that year in their classrooms.( OUTCOME: Every year, the history students of actively participating teachers will demonstrate at least a 10% increase in their content knowledge and appreciation of/interest in US history.( Descriptive Indicators of Students ( Net Trekker Interim Assessment System ( OCCT and EOI ( Focus groups ( Panel assessment of student work and classroom resources using program developed rubric ( TAS (OBJECTIVE: By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.(OUTCOME: Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.(Teacher content knowledge assessment ( Teacher attitudes/beliefs assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups (Copies of applied research projects and work completed by teachers in the training sessions(OBJECTIVE: By September 30th of each grant year, the actively participating group of at least 90 participating US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards pedagogical instructional skill building and use of new/innovative instructional resources in the classroom. (OUTCOME: Every year, the group of actively participating teachers will show at least a 33% increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history. ( Panel assessment using program developed rubric ( TAS ( Teacher attitudes/beliefs assessment ( Teacher attitudes/beliefs assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups ( OBJECTIVE: At the end of each school year, 100% of the experimental group teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the CCH program of that year in their classrooms.( OUTCOME: Every year, the history students of actively participating teachers will demonstrate at least a 10% increase in their content knowledge and appreciation of/interest in US history.( Descriptive Indicators of Students ( Net Trekker Interim Assessment System ( OCCT and EOI ( Focus groups ( Panel assessment of student work and classroom resources using program developed rubric ( TAS(OBJECTIVE: By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.(OUTCOME: Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.(Teacher content knowledge assessment ( Teacher attitudes/beliefs assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups (Copies of applied research projects and work completed by teachers in the training sessions(OBJECTIVE: By September 30th of each grant year, the actively participating group of at least 90 participating US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards pedagogical instructional skill building and use of new/innovative instructional resources in the classroom. (OUTCOME: Every year, the group of actively participating teachers will show at least a 33% increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history. ( Panel assessment using program developed rubric ( TAS ( Teacher attitudes/beliefs assessment ( Teacher attitudes/beliefs assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups ( OBJECTIVE: At the end of each school year, 100% of the experimental group teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the CCH program of that year in their classrooms.( OUTCOME: Every year, the history students of actively participating teachers will demonstrate at least a 10% increase in their content knowledge and appreciation of/interest in US history.( Descriptive Indicators of Students ( Net Trekker Interim Assessment System ( OCCT and EOI ( Focus groups ( Panel assessment of student work and classroom resources using program developed rubric ( TAS and outcomes and outcomeswith the measurement methodology. andB) CCH Program Designprimary goalintermediateThe ultimate outcomes of theses goals outcomesOutcome 1(Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.Outcome 2(Every year, the group of actively participating teachers will show at least a 33% increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history.Outcome 3(Every year, the history students of actively participating teachers will demonstrate at least a 10% increase in their content knowledge and appreciation of/interest in US history.,, and outcomes CCH will produce many positive changes over the next 3 years, including: xx history teachers will have a deepened understanding and mastery of the content they teach the significance of our founding documents; participating teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies; unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology will be available to in hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of US history will deepen as teachers incorporate new technology and research skills in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed, teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of Coronado and other conquistadors to lay stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to CCH can be made and used to shape a model program that is worthy of statewide replication. CCH will produce many positive changes over the next 3 years, including: xx history teachers will have a deepened understanding and mastery of the content they teach the significance of our founding documents; participating teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies; unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology will be available to in hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of US history will deepen as teachers incorporate new technology and research skills in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed, teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of Coronado and other conquistadors to lay stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to CCH can be made and used to shape a model program that is worthy of statewide replication. xxxxxxand effective : At the end of each school year, 100% of the experimental group teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the CCH program of that year in their classrooms.Every year, the hat least a 10%ation of/interest in US history.at least a 33%ditional US history.basline u,aA greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline resultsp professional development program Exchanges and Encounters in U.S. History is both the program name and the program theme. It is CCH Program Design: The content of the CCH training and support opportunities for teachers is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address their knowledge gaps in U.S. history,(3) provide depth by examining keyhistorical documents andby reading history, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in U.S. history. To accomplish program goals, objectives and anticipated outcomes, over a period of 3 years Encounters and Exchanges in U.S. History will offer the following program activities: (1) Content-based Summer Institutes: three 7-day series and one 3-day series; (2) School year content-based institutes/seminars: three Summer Institute orientation days, three Summer Institute follow-up days, and four content-based seminars; (3) Book discussion study groups: three series of 7-session groups in each district; (4) Historical research and information management training: eleven workshops and institute days; (5) Twelve mini-sabbaticals for research programs; (6) Annual Encounters and Exchanges in U.S. History conference; (7) Continuation activities: modeling teaching primary sources in the classroom program in twenty schools and teacher observations; (8) assessing teacher work products; (9) Encounters and Exchanges in U.S. History website. CCH will produce many positive changes over the next 3 years, including: xx history teachers will have a deepened understanding and mastery of the content they teach the significance of our founding documents; participating teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies; unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology will be available to in hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of US history will deepen as teachers incorporate new technology and research skills in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed; teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of Coronado and other conquistadors to lay stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to CCH can be made and used to shape a model program that is worthy of statewide replication. CCH Program Design: The content of the CCH training and support opportunities for teachers is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address their knowledge gaps in U.S. history,(3) provide depth by examining keyhistorical documents andby reading history, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in U.S. history. To accomplish program goals, objectives and anticipated outcomes, over a period of 3 years Encounters and Exchanges in U.S. History will offer the following program activities: (1) Content-based Summer Institutes: three 7-day series and one 3-day series; (2) School year content-based institutes/seminars: three Summer Institute orientation days, three Summer Institute follow-up days, and four content-based seminars; (3) Book discussion study groups: three series of 7-session groups in each district; (4) Historical research and information management training: eleven workshops and institute days; (5) Twelve mini-sabbaticals for research programs; (6) Annual Encounters and Exchanges in U.S. History conference; (7) Continuation activities: modeling teaching primary sources in the classroom program in twenty schools and teacher observations; (8) assessing teacher work products; (9) Encounters and Exchanges in U.S. History website. CCH Program Design: The content of the CCH training and support opportunities for teachers is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address their knowledge gaps in U.S. history,(3) provide depth by examining keyhistorical documents andby reading history, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in U.S. history. To accomplish program goals, objectives and anticipated outcomes, over a period of 3 years Encounters and Exchanges in U.S. History will offer the following program activities: (1) Content-based Summer Institutes: three 7-day series and one 3-day series; (2) School year content-based institutes/seminars: three Summer Institute orientation days, three Summer Institute follow-up days, and four content-based seminars; (3) Book discussion study groups: three series of 7-session groups in each district; (4) Historical research and information management training: eleven workshops and institute days; (5) Twelve mini-sabbaticals for research programs; (6) Annual Encounters and Exchanges in U.S. History conference; (7) Continuation activities: modeling teaching primary sources in the classroom program in twenty schools and teacher observations; (8) assessing teacher work products; (9) Encounters and Exchanges in U.S. History website. CCH Program Design: The content of the CCH training and support opportunities for teachers is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address their knowledge gaps in U.S. history,(3) provide depth by examining keyhistorical documents andby reading history, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in U.S. history. To accomplish program goals, objectives and anticipated outcomes, over a period of 3 years Encounters and Exchanges in U.S. History will offer the following program activities: (1) Content-based Summer Institutes: three 7-day series and one 3-day series; (2) School year content-based institutes/seminars: three Summer Institute orientation days, three Summer Institute follow-up days, and four content-based seminars; (3) Book discussion study groups: three series of 7-session groups in each district; (4) Historical research and information management training: eleven workshops and institute days; (5) Twelve mini-sabbaticals for research programs; (6) Annual Encounters and Exchanges in U.S. History conference; (7) Continuation activities: modeling teaching primary sources in the classroom program in twenty schools and teacher observations; (8) assessing teacher work products; (9) Encounters and Exchanges in U.S. History website. : eased knowledge and skills in U.S.Encounters and Exchanges in U.S. History CCH will offer the following program activitiesand skills in US history. To accomplish program goals, objectives and anticipated outcomes, over a period of 3 years a team of program implementers and stakeholders will be responsible for coordinating and facilitating the following activities: (1) Contentand skills in US history. To accomplish program goals, objectives and anticipated outcomes, over a period of 3 years a team of program implementers and stakeholders will be responsible for coordinating and facilitating the following activities: (1) Content history. ries and one 3-day series; (2) SEncounters and Exchanges in U.S. HistoryEncounters and Exchanges in U.S. HistoryThe program design and content have been informed by the American Historical Association Benchmarks for Professional Development in Teaching of History as a Discipline. The following assumptions and observations are also fundamental to the program design. The program design and content have been informed by the American Historical Association Benchmarks for Professional Development in Teaching of History as a Discipline. The following assumptions and observations are also fundamental to the program design. ing of History as a Discipline. have been informed also ACkshops and institute days; (5) Tur content-based seminars; (3) Bn groups in each district; (4) H: (1) C-based Summer Ised institutes/seminars: three Summer Ititute orientation days, three Summer IPrior collegial relationships and ongoing communication among the partners are essential to effectively plan, expedite, and implement a complex, multi-faceted program. The program design and content are driven by and aligned with the American Historical Association Benchmarks for Professional Development in Teaching of History as a Discipline. The following assumptions and observations are fundamental to the program design. Prior collegial relationships and ongoing communication among the partners are essential to effectively plan, expedite, and implement a complex, multi-faceted program. The proposed program must seamlessly integrate with each districts curriculum initiatives, professional development models, technology capacity, staff scheduling, and unique organizational requirements. proposed All program activities must reinforce, integrate and deepen concepts and skills and lead to good classroom instruction in American history. Teachers must have a common skill set in research and information management to effectively use primary sources, manage the vast amounts of available information, and train their students to use these skills for successful learning of American history. All teachers of history must have knowledge competency to meet the key provisions in the Oklahoma Education Reform Act of 1993 that calls for all students to learn about the major principles of the Declaration of Independence, the United States Constitution, and the Federalist Papers so they understand and appreciate the vision that holds us together as one people of many diverse origins and cultures; to understand and respectthe contributions made by diverse cultural, ethnic, and racial groups to the life of the commonwealth. 993Professional development in American history must be related to grade-level standards and content in the Oklahoma Curriculum Frameworks. All programs aim to support teachers in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies the Teaching of Social Studies All courses feature work with primary sources, discussions of how to increase students research skills, translate insights from scholarly sessions into classroom terms and shape essential questions, and lead to creating unit-specific research programs. Each district provides opportunity for leadership positions for participating teachers. participating.xxxEvaluation and assessment is integrated into every facet of program planning and implementation to ensure progress towards meeting benchmarks and outcomes. The program is scaled up in each district to enable all American history teachers to improve their classroom instruction. Teachers will have one or more pathways available to learn content, skills, develop work products, and join an on-line virtual community of professionals. Developing professional pride and setting high standards for participants is essential. Over the course of three years, program participants will explore the encounters and exchanges that have shaped American history through three themes: Conflict and Consensus Among Peoples; U.S. Expansion and Connections to the World; and Social, Cultural and Diplomatic Change and Exchange. All program activities spiral around the themes and culminate in classroom refining of the curriculum products and the evaluation of classroom implementation to ensure student learning of American history content, historical thinking, and research skills using primary sources. The Program Director will implement a monitoring system to track the extent of participation by each teacher in all activities and ensure timely follow-up for classroom observation. Over the course of three years, program participants will explore the encounters and exchanges that have shaped American history through three themes: Conflict and Consensus Among Peoples; U.S. Expansion and Connections to the World; and Social, Cultural and Diplomatic Change and Exchange. All program activities spiral around the themes and culminate in History Book Discussion Study Groups: History Book Discussion Study Groups: History Book Discussion Study Groups: History Book Discussion Study GroupsUp to twenty teachers of American history in grades three to eleven in each of the four partnering districts will meet for seven 2-hour history book discussion study groups each year to deepen their content knowledge of the designated historical periods and theme studied that year. The study groups will provide opportunity to read and discuss in a collegial atmosphere five biographies, memoirs, historical fiction, and historical works related to the program years theme. (See Appendices: History Book Discussion Study Group Booklist) Participants will develop a related work product such as a discussion journal, in-depth review of a book, lesson plans, and multi-media presentation. gbacckGo back and push in contentOne follow-up curriculum day in the fall will be scheduled to refine the curriculum lesson plans developed during the summer institutes. Each participating teacher will meet with her districts instructional specialist or equivalent to discuss and prepare lesson plans and curriculum designed for school year and summer institutes, workshops, and book discussion study groups. The instructional specialist will observe the teacher teach the lesson in the classroom and conduct a follow-up debriefing. Dr. Fontaine from University of Oklahoma Lowell Graduate School of Education will meet with elementary teachers from twenty elementary schools in the four districts who participate in summer institutes. She will train one grade-level master teacher in each building on the use and application to the classroom of primary sources and content drawn from monographs. Dr. Fontaine will conduct a pre-planning session, an observation, a post-discussion, and she will model a lesson using primary sources followed by a post-discussion on the subject matter. Teachers will present their work products from study groups, mini-sabbaticals, workshops, and research institutes to the Work Product Review Board and complete annual surveys on how their participation has impacted their quality of instruction. Teachers will share their classroom experiences and work products with colleagues on the Encounters and Exchanges in U.S. History website, at the annual program conference, at common planning times within their districts, and at scheduled follow-up days. Teachers will be encouraged to submit articles to professional journals such as the New England History Teachers Association and the National Council for History Education newsletter and to do presentations at professional conferences for history teachers. University of Oklahoma SponsoredSummertime Field TripSummertime Field Trip Mini-Sabbaticals Mini-Sabbaticals: Encounters and Exchanges in U.S. History will provide grants for up to $500 each year to four teachers in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for U.S. history, be historically accurate, and include study of the founding documents. Mini-Sabbaticals: Encounters and Exchanges in U.S. History will provide grants for up to $500 each year to four teachers in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for U.S. history, be historically accurate, and include study of the founding documents. Mini-Sabbaticals: Encounters and Exchanges in U.S. History will provide grants for up to $500 each year to four teachers in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for U.S. history, be historically accurate, and include study of the founding documents. Encounters and Exchanges in U.S. History will provide grants for up to $500 each year to four teachers in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for U.S. history, be historically accurate, and include study of the founding documents.Encounters and Exchanges in U.S. History will provide grants for up to $500 each year to four teachers in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for U.S. history, be historically accurate, and include study of the founding documents.6789coordinating and facilitating the following activities: (1) content-based summer institutes: three 7-day series and one 3-day series; (2) school year content-based institutes/seminars: three summer institute orientation days, three summer institute follow-up days, and four content-based seminars; (3) book discussion study groups: three series of 7-session groups in each district; (4) historical research and information management training: eleven workshops and institute days; (5) twelve mini-sabbaticals for research programs; (6) summer-time field trip for teachers; (7) the annual Conquistadors Conquering History conference; (8) continuation activities: modeling teaching primary sources in the classroom program in twenty schools and teacher observations; (9) assessing teacher/student work products; and (10) the CCH website and online resource exchange.coordinating and facilitating the following activities: (1) content-based summer institutes: three 7-day series and one 3-day series; (2) school year content-based institutes/seminars: three summer institute orientation days, three summer institute follow-up days, and four content-based seminars; (3) book discussion study groups: three series of 7-session groups in each district; (4) historical research and information management training: eleven workshops and institute days; (5) twelve mini-sabbaticals for research programs; (6) summer-time field trip for teachers; (7) the annual Conquistadors Conquering History conference; (8) continuation activities: modeling teaching primary sources in the classroom program in twenty schools and teacher observations; (9) assessing teacher/student work products; and (10) the CCH website and online resource exchange.Conquistadors Conquering History (The program must seamlessly integrate with each districts curriculum initiatives, professional development models, technology capacity, staff scheduling, and unique organizational requirements. (All program activities must reinforce, integrate and deepen concepts and skills and lead to good classroom instruction in American history. (Teachers must have a common skill set in research and information management to effectively use primary sources, manage the vast amounts of available information, and train their students to use these skills for successful learning of American history. (All teachers of history must have knowledge competency to meet the key provisions in the Oklahoma Education Reform Act of 1990 that calls for all students to learn about the major principles of the Declaration of Independence, the United States Constitution, and the Federalist Papers so they understand and appreciate the vision that holds us together as one people of many diverse origins and cultures; to understand and respectthe contributions made by diverse cultural, ethnic, and racial groups to the life of the commonwealth. (All courses feature work with primary sources, discussions of how to increase students research skills, translate insights from scholarly sessions into classroom terms and shape essential questions, and lead to creating unit-specific research programs. (Each participating district provides opportunity for leadership positions for CCH teachers who meet NCLB highly qualified teacher status in history and who have completed at least xxx total hours of CCH training. (Developing professional pride and setting high standards for participants is essential. (Teachers will have one or more pathways available to learn content, skills, develop work products, and join an on-line virtual community of professionals. (The program is scaled up in each district to enable all American history teachers to improve their classroom instruction. (Evaluation and assessment is integrated into every facet of program planning and implementation to ensure progress towards meeting benchmarks and outcomes. Over the course of three years, program participants will explore the encounters and exchanges that have shaped American history through three themes: Conflict and Consensus Among Peoples; U.S. Expansion and Connections to the World; and Social, Cultural and Diplomatic Change and Exchange. All program activities spiral around the themes and culminate in classroomhree f tyearsSeptember 30m encounters andexchangesencounters and biographies""""three. and Consensus Among Peoples; U.sources. The content each year will highlight (1) the significant issues, episodes, and turning points in the history of the United States; (2) how the words and deeds of individuals have determined the course of our nation; and (3) how the principles of freedom and democracy articulated in the founding documents of this nation have shaped America's struggles, achievements, and its social, political, and legal institutions and relations. ' The content of each years training menu will highlight (1) the significant issues, episodes, and turning points in the history of the United States; (2) how the words and deeds of individuals have determined the course of our nation; and (3) how the principles of freedom and democracy articulated in the founding documents of this nation have shaped America's struggles, achievements, and its social, political, and legal institutions and relations. C) Content Description and Activity Plan Each component of the program includes activity descriptions and continuation activities that link training and professional development to changing practice in the classroom. The goal is for teachers to toHistory Research and Information Management Training: History Research and Information Management TrainingEncounters and Exchange in U.S. Historysupports'CCH will support History Research and Information Management Training: History Research and Information Management Training: CCH will support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association and the National Council for the Teaching of Social Studies. Professional development in technology integration into the history classroom will enable teachers to engage students in good historical inquiry and deepen their content knowledge. Up to twenty-five teachers of American history will attend each institute and workshop and produce at least one product in each. FreshPond Education, Big6, and the University of Oklahoma Lowell Technology Consultant are the providers. (See Letters of Support and Resumes.) The chart below illustrates the training opportunities that will be offered. History Research and Information Management Training: CCH will support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association and the National Council for the Teaching of Social Studies. Professional development in technology integration into the history classroom will enable teachers to engage students in good historical inquiry and deepen their content knowledge. Up to twenty-five teachers of American history will attend each institute and workshop and produce at least one product in each. FreshPond Education, Big6, and the University of Oklahoma Lowell Technology Consultant are the providers. (See Letters of Support and Resumes.) The chart below illustrates the training opportunities that will be offered. History Research and Information Management Training: CCH will support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association and the National Council for the Teaching of Social Studies. Professional development in technology integration into the history classroom will enable teachers to engage students in good historical inquiry and deepen their content knowledge. Up to twenty-five teachers of American history will attend each institute and workshop and produce at least one product in each. FreshPond Education, Big6, and the University of Oklahoma Lowell Technology Consultant are the providers. (See Letters of Support and Resumes.) The chart below illustrates the training opportunities that will be offered. History Research and Information Management Training: CCH will support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association and the National Council for the Teaching of Social Studies. Professional development in technology integration into the history classroom will enable teachers to engage students in good historical inquiry and deepen their content knowledge. Up to twenty-five teachers of American history will attend each institute and workshop and produce at least one product in each. FreshPond Education, Big6, and the University of Oklahoma Lowell Technology Consultant are the providers. (See Letters of Support and Resumes.) The chart below illustrates the training opportunities that will be offered. CCH will support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association and the National Council for the Teaching of Social Studies. Professional development in technology integration into the history classroom will enable teachers to engage students in good historical inquiry and deepen their content knowledge. Up to twenty-five teachers of American history will attend each institute and workshop and produce at least one product in each. FreshPond Education, Big6, and the University of Oklahoma Lowell Technology Consultant are the providers. (See Letters of Support and Resumes.) The chart below illustrates the training opportunities that will be offered.Primary Source is providing a three-day summer institute in Oklahoma history in Year Two for grades three and five teachers to address knowledge gaps about general Oklahoma history and increase teacher competency. In addition, in Year Three, Primary Source will provide four school year seminars targeting high school teachers on the cold war and post-cold war era--a subject the high school chairpersons in all four partnering districts identified as high need for teachers to study. By empowering teachers to enhance their content knowledge and instructional capabilities in the subject of traditional US history, the TAF4 collaborative will be providing our school partners and educators with important tools to raise academic achievement and to transition local schools from what are now some of the lowest performing in Mississippi into centers of educational excellence. The mission of TAF4 is three-pronged. It is to first create significant, systemic change in the way US history is taught in K-12 classrooms. Secondly, it is to enhance the pedagogical and instructional skills of teachers and the academic achievement of students in the study of US history; and finally to create an ever-growing society of passionate historians and leaders (teachers and students alike) who are informed and more active citizens within the local, state, and national community. As with any teacher development program, one key thing must happen in order for the training to make a real impact on pedagogy: the shift of teachers paradigms, professional goals, curricular resources, and desire to create change that results in their self-definition as US history scholars. Every program offering will support teachers in making these paradigm shifts. Underlying the TAF4 trainings will be two core values: first - standards, content, pedagogy, and historical thinking must be intertwined and infused in the training experience; and secondly - standards, content, pedagogy, and historical thinking must be related to the classroom experience. It is our belief that just like their students, teachers must be actively engaged in the subject matter they are being trained in. They must understand its relevance to their lives and futures and be offered with resource materials, supports, and extra time to prepare for applying and transferring what they have learned into the classroom (e.g., common planning time for developing lesson plans, classroom assessments, student projects, acquiring materials, etc.). All of these principles and core values will play key roles in the TAF4 program. The proposed TAF4 trainings will focus first on CONTENT KNOWLEDGE building and mastery and then on enhancing and practicing pedagogical methods, use of historical inquiry, use of instructional resources, and active collaboration and civic engagement among participant teachers. This methodical approach to professional development is considered a scientifically based best practice and is one that addresses all levels of the Pyramid of Learning to ensure high retention of content knowledge, skills development, and the transfer of knowledge and skills into the classroom. TAF4 is built upon other best practices that are shown, through research, to improve the effectiveness of teacher training. These practices include: training that is expert led; allows time for reflection with peers; training is practical, hands-on, of varying frequencies, durations, and intensities; training that is student achievement-outcome driven and standards-based; teachers are not talked down to; follow up and touchback sessions are used to sustain practice of learning, etc. According to the research of the National Staff Development Council (2002), at least 100 training hours are necessary for teacher professional development programs to have a real impact and effect on pedagogy. Anything less is unlikely to result in true change. TAF4 will therefore provide well over 100 hours of training opportunities, annually, to participating teachers. These teachers will be encouraged to pick and choose the activities they are most interested in and that fit their schedules, that are included in their NCLB professional development plans, and by the grade levels in which they teach.  Throughout the program implementation period (10/1/06-9/30/09), TAF4 will serve a cohort of 90 US history teachers from the participating schools and will ultimately impact over 20,000 K-12 students. Program eligible history teachers (includes any teacher who is scheduled to teach a US history or history related class) from the 7 participating school districts will be recruited upon award (from randomly assigned participant schools) and will commit to participating in a minimum of 60% of the TAF4 training offerings over the 3 years (please cross reference the invitational priority four section for a description of how we will address attrition and retention). We recognize that this intense amount of training hours (up to 85 hours) for teachers to complete is extremely ambitious, but based on the above research and on failed training programs that have been coordinated in the past with lesser intensity a high dosage of training is essential to cultivate significant change. In order to enhance the articulation of learning between teachers at varying grade levels, TAF4 will encourage vertical (among different grade levels) and horizontal (among common grade levels) teams of teachers to commit to participating. Training that targets vertical teams of elementary, middle, and high school teachers will enable the discussion and troubleshooting of how content can be better articulated between grade levels to maximize learning for children. However, the majority of training sessions will be designed for horizontal teams which will help groups of teacher/learners of common grades understand and build content knowledge, resources, and best practices that effect the grade and standards in which they teach. TAF4 is well prepared to handle the diversity of multi-grade attendees as we have selected professors and trainer experts who have extensive teaching and research experience that compliments each level to be represented (i.e., history scholars, elementary/middle/secondary education specialists and master level US history teachers, etc.). In addressing the particular learning needs of teachers at each grade level, TAF4 will purposely use the National History Councils best practice of Tri-Partite Alliance which means that (most of) the TAF4 trainings will not be led by one person, but by an instructional team of three equal members: a Master Classroom History Teacher, a Historian, and an Education Specialist. The Historian, because this program is about history and content is essential; the Education Specialist, because we want someone who has thought professionally about how to teach history effectively and how students of all ages learn; and the Master Teacher, because the practical pressures of the classroom and school schedule are different from the university and it is the professional teacher who translates academic research into teachable lessons. (Ribar, NCHE: 2002) All TAF4 trainings will be accessible via webcast online for inter-active real time participation or closed-post participation so that new teachers to the participating districts can potentially join the cohort of TAF4 teachers as they fulfill the annual active participation hours. The commitment of active participation will be reflected and incorporated into the teachers professional development plans and the training initiatives of the participating schools and districts so that it represents a top-to-bottom commitment from administrators and teachers, alike. Actively participating teachers can earn up to 14 graduate and continuing education credits for participating in the training activities as well as an annual stipend of $750. These credits can be applied towards meeting highly qualified teacher status under NCLB, teacher licensing points, and district pay scale advancements. The credits will be offered free of cost to teachers. Such incentives will ultimately help to advance teachers careers in our districts thus indirectly addressing job turnover issues. Rarely do teachers have the opportunity to learn from and interact with scholars, yet the study of history relies on academics and historians to interpret the past and apply knowledge gained to the present and future. To support this essential connection between history teachers and scholars, a team of history professors and historians from our partnering universities and regional historical organizations will lead the TAF4 instruction and practitioner support services. Our training partners are published scholars and experts in the area of teaching elementary, middle, and secondary level history courses. They are also strongly committed to delivering the program trainings as they have spent countless hours helping to create course content and schedules based on teacher needs, availability, and student achievement gaps. The curriculum vitae of these trainers can be found in the resume attachment section (please cross reference); however, a brief summary of our trainers qualifications, expertise, and scholarly publications is as follows: Richard Damms, PhD, Associate Professor of American History, Mississippi University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Mississippi Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Mississippi State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Mississippi State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Mississippi State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Mississippi State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Mississippi State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the TAF4 experience as a trainer in the program.  Throughout the program implementation period (10/1/06-9/30/09), TAF4 will serve a cohort of 90 US history teachers from the participating schools and will ultimately impact over 20,000 K-12 students. Program eligible history teachers (includes any teacher who is scheduled to teach a US history or history related class) from the 7 participating school districts will be recruited upon award (from randomly assigned participant schools) and will commit to participating in a minimum of 60% of the TAF4 training offerings over the 3 years (please cross reference the invitational priority four section for a description of how we will address attrition and retention). We recognize that this intense amount of training hours (up to 85 hours) for teachers to complete is extremely ambitious, but based on the above research and on failed training programs that have been coordinated in the past with lesser intensity a high dosage of training is essential to cultivate significant change. In order to enhance the articulation of learning between teachers at varying grade levels, TAF4 will encourage vertical (among different grade levels) and horizontal (among common grade levels) teams of teachers to commit to participating. Training that targets vertical teams of elementary, middle, and high school teachers will enable the discussion and troubleshooting of how content can be better articulated between grade levels to maximize learning for children. However, the majority of training sessions will be designed for horizontal teams which will help groups of teacher/learners of common grades understand and build content knowledge, resources, and best practices that effect the grade and standards in which they teach. TAF4 is well prepared to handle the diversity of multi-grade attendees as we have selected professors and trainer experts who have extensive teaching and research experience that compliments each level to be represented (i.e., history scholars, elementary/middle/secondary education specialists and master level US history teachers, etc.). In addressing the particular learning needs of teachers at each grade level, TAF4 will purposely use the National History Councils best practice of Tri-Partite Alliance which means that (most of) the TAF4 trainings will not be led by one person, but by an instructional team of three equal members: a Master Classroom History Teacher, a Historian, and an Education Specialist. The Historian, because this program is about history and content is essential; the Education Specialist, because we want someone who has thought professionally about how to teach history effectively and how students of all ages learn; and the Master Teacher, because the practical pressures of the classroom and school schedule are different from the university and it is the professional teacher who translates academic research into teachable lessons. (Ribar, NCHE: 2002) All TAF4 trainings will be accessible via webcast online for inter-active real time participation or closed-post participation so that new teachers to the participating districts can potentially join the cohort of TAF4 teachers as they fulfill the annual active participation hours. The commitment of active participation will be reflected and incorporated into the teachers professional development plans and the training initiatives of the participating schools and districts so that it represents a top-to-bottom commitment from administrators and teachers, alike. Actively participating teachers can earn up to 14 graduate and continuing education credits for participating in the training activities as well as an annual stipend of $750. These credits can be applied towards meeting highly qualified teacher status under NCLB, teacher licensing points, and district pay scale advancements. The credits will be offered free of cost to teachers. Such incentives will ultimately help to advance teachers careers in our districts thus indirectly addressing job turnover issues. Rarely do teachers have the opportunity to learn from and interact with scholars, yet the study of history relies on academics and historians to interpret the past and apply knowledge gained to the present and future. To support this essential connection between history teachers and scholars, a team of history professors and historians from our partnering universities and regional historical organizations will lead the TAF4 instruction and practitioner support services. Our training partners are published scholars and experts in the area of teaching elementary, middle, and secondary level history courses. They are also strongly committed to delivering the program trainings as they have spent countless hours helping to create course content and schedules based on teacher needs, availability, and student achievement gaps. The curriculum vitae of these trainers can be found in the resume attachment section (please cross reference); however, a brief summary of our trainers qualifications, expertise, and scholarly publications is as follows: Richard Damms, PhD, Associate Professor of American History, Mississippi University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Mississippi Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Mississippi State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Mississippi State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Mississippi State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Mississippi State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Mississippi State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the TAF4 experience as a trainer in the program.the TAF4 collaborativeMississippiTAF4AF4 TAF4TTAF4 TAF4 is built upon other best practices that are shown, through research, to improve the effectiveness of teacher training. These practices include: training that is expert led; allows time for reflection with peers; training is practical, hands-on, of varying frequencies, durations, and intensities; training that is student achievement-outcome driven and standards-based; teachers are not talked down to; follow up and touchback sessions are used to sustain practice of learning, etc. According to the research of the National Staff Development Council (2002), at least 100 training hours are necessary for teacher professional development programs to have a real impact and effect on pedagogy. Anything less is unlikely to result in true change. TAF4 will therefore provide well over 100 hours of training opportunities, annually, to participating teachers. These teachers will be encouraged to pick and choose the activities they are most interested in and that fit their schedules, that are included in their NCLB professional development plans, and by the grade levels in which they teach.  Throughout the program implementation period (10/1/06-9/30/09), TAF4 will serve a cohort of 90 US history teachers from the participating schools and will ultimately impact over 20,000 K-12 students. Program eligible history teachers (includes any teacher who is scheduled to teach a US history or history related class) from the 7 participating school districts will be recruited upon award (from randomly assigned participant schools) and will commit to participating in a minimum of 60% of the TAF4 training offerings over the 3 years (please cross reference the invitational priority four section for a description of how we will address attrition and retention). We recognize that this intense amount of training hours (up to 85 hours) for teachers to complete is extremely ambitious, but based on the above research and on failed training programs that have been coordinated in the past with lesser intensity a high dosage of training is essential to cultivate significant change. In order to enhance the articulation of learning between teachers at varying grade levels, TAF4 will encourage vertical (among different grade levels) and horizontal (among common grade levels) teams of teachers to commit to participating. Training that targets vertical teams of elementary, middle, and high school teachers will enable the discussion and troubleshooting of how content can be better articulated between grade levels to maximize learning for children. However, the majority of training sessions will be designed for horizontal teams which will help groups of teacher/learners of common grades understand and build content knowledge, resources, and best practices that effect the grade and standards in which they teach. TAF4 is well prepared to handle the diversity of multi-grade attendees as we have selected professors and trainer experts who have extensive teaching and research experience that compliments each level to be represented (i.e., history scholars, elementary/middle/secondary education specialists and master level US history teachers, etc.). In addressing the particular learning needs of teachers at each grade level, TAF4 will purposely use the National History Councils best practice of Tri-Partite Alliance which means that (most of) the TAF4 trainings will not be led by one person, but by an instructional team of three equal members: a Master Classroom History Teacher, a Historian, and an Education Specialist. The Historian, because this program is about history and content is essential; the Education Specialist, because we want someone who has thought professionally about how to teach history effectively and how students of all ages learn; and the Master Teacher, because the practical pressures of the classroom and school schedule are different from the university and it is the professional teacher who translates academic research into teachable lessons. (Ribar, NCHE: 2002) All TAF4 trainings will be accessible via webcast online for inter-active real time participation or closed-post participation so that new teachers to the participating districts can potentially join the cohort of TAF4 teachers as they fulfill the annual active participation hours. The commitment of active participation will be reflected and incorporated into the teachers professional development plans and the training initiatives of the participating schools and districts so that it represents a top-to-bottom commitment from administrators and teachers, alike. Actively participating teachers can earn up to 14 graduate and continuing education credits for participating in the training activities as well as an annual stipend of $750. These credits can be applied towards meeting highly qualified teacher status under NCLB, teacher licensing points, and district pay scale advancements. The credits will be offered free of cost to teachers. Such incentives will ultimately help to advance teachers careers in our districts thus indirectly addressing job turnover issues. Rarely do teachers have the opportunity to learn from and interact with scholars, yet the study of history relies on academics and historians to interpret the past and apply knowledge gained to the present and future. To support this essential connection between history teachers and scholars, a team of history professors and historians from our partnering universities and regional historical organizations will lead the TAF4 instruction and practitioner support services. Our training partners are published scholars and experts in the area of teaching elementary, middle, and secondary level history courses. They are also strongly committed to delivering the program trainings as they have spent countless hours helping to create course content and schedules based on teacher needs, availability, and student achievement gaps. The curriculum vitae of these trainers can be found in the resume attachment section (please cross reference); however, a brief summary of our trainers qualifications, expertise, and scholarly publications is as follows: Richard Damms, PhD, Associate Professor of American History, Mississippi University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Mississippi Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Mississippi State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Mississippi State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Mississippi State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Mississippi State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Mississippi State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the TAF4Mississippi University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Mississippi Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Mississippi State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Mississippi State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Mississippi State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Mississippi State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at MississippiPeter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program. The program design and content are driven by and aligned with the American Historical Association Benchmarks for Professional Development in Teaching of History as a Discipline. The following assumptions and observations are therefore fundamental to the program design. (Prior collegial relationships and ongoing communication among the partners are essential to effectively plan, expedite, and implement a complex, multi-faceted program. (The program must seamlessly integrate with each districts curriculum initiatives, professional development models, technology capacity, staff scheduling, and unique organizational requirements. (All program activities must reinforce, integrate and deepen concepts and skills and lead to good classroom instruction in American history. (Teachers must have a common skill set in research and information management to effectively use primary sources, manage the vast amounts of available information, and train their students to use these skills for successful learning of American history. (All teachers of history must have knowledge competency to meet the key provisions in the Oklahoma Education Reform Act of 1990 that calls for all students to learn about the major principles of the Declaration of Independence, the United States Constitution, and the Federalist Papers so they understand and appreciate the vision that holds us together as one people of many diverse origins and cultures; to understand and respectthe contributions made by diverse cultural, ethnic, and racial groups to the life of the commonwealth. (Professional development in American history must be related to grade-level standards and content in the Oklahoma Curriculum Frameworks. (All programs aim to support teachers in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies. (All courses feature work with primary sources, discussions of how to increase students research skills, translate insights from scholarly sessions into classroom terms and shape essential questions, and lead to creating unit-specific research programs. (Each participating district provides opportunity for leadership positions for CCH teachers who meet NCLB highly qualified teacher status in history and who have completed at least xxx total hours of CCH training. (Developing professional pride and setting high standards for participants is essential. (Teachers will have one or more pathways available to learn content, skills, develop work products, and join an on-line virtual community of professionals. (The program is scaled up in each district to enable all American history teachers to improve their classroom instruction. (Evaluation and assessment is integrated into every facet of program planning and implementation to ensure progress towards meeting benchmarks and outcomes. pedagogy (e.g.,throug for developing lesson plans and curriculumstudent projects, etc.)highlihtedAll of these principles and core values will play key roles in the CCH program. is considered a scientifically based best practice and is one that addresses all levels of the Pyramid of Learning tobuild to ensure professionlaCCHbe used to train our teachers improve the effectiveness of teacher training. ensure high levels of retention of content knowledge, skills development, and the transfer of knowledge and skills into the classroom CCH Program Design: By empowering teachers to enhance their content knowledge and instructional capabilities in the subject of traditional US history, CCH will be providing our school partners and educators with important tools to raise academic achievement and to transition local schools from what are now some of the lowest performing in Oklahoma into centers of educational excellence. The mission of CCH is three-pronged. It is to first create significant, systemic change in the way US history is taught in K-12 classrooms. Secondly, it is to enhance the pedagogical and instructional skills of teachers and the academic achievement of students in the study of US history; and finally to create an ever-growing society of passionate historians and leaders (teachers and students alike) who are informed and more active citizens within the local, state, and national community. As with any teacher development program, one key thing must happen in order for the training to make a real impact on student achievement: the shift of teachers paradigms, professional goals, curricular resources, and desire to create change that results in their self-definition as US history scholars. Every program offering will support teachers in making these paradigm shifts. Underlying the CCH trainings will be two core values: first - standards, content, pedagogy, and historical thinking must be intertwined and infused in the training experience; and secondly - standards, content, pedagogy, and historical thinking must be related to the classroom experience. It is our belief that just like their students, teachers must be actively engaged in the subject matter they are being trained in. They must understand its relevance to their lives and futures and be offered with resource materials, supports, and extra time to prepare for applying and transferring what they have learned into the classroom. This can be done through common planning time, through the use of classroom assessments, by acquiring classroom resource materials, and a variety of other strategies highlighted in the CCH program. The proposed trainings will focus first on CONTENT KNOWLEDGE building and mastery and then on enhancing and practicing pedagogical methods, use of historical inquiry, use of instructional resources, and active professional collaboration and civic engagement among participant teachers. This methodical approach to professional development is built to. The CCH program design and content are driven by and aligned with the American Historical Association Benchmarks for Professional Development in Teaching of History as a Discipline. The following assumptions and observations are therefore fundamental to the program design. CCH Program Design: By empowering teachers to enhance their content knowledge and instructional capabilities in the subject of traditional US history, CCH will be providing our school partners and educators with important tools to raise academic achievement and to transition local schools from what are now some of the lowest performing in Oklahoma into centers of educational excellence. The mission of CCH is three-pronged. It is to first create significant, systemic change in the way US history is taught in K-12 classrooms. Secondly, it is to enhance the pedagogical and instructional skills of teachers and the academic achievement of students in the study of US history; and finally to create an ever-growing society of passionate historians and leaders (teachers and students alike) who are informed and more active citizens within the local, state, and national community. As with any teacher development program, one key thing must happen in order for the training to make a real impact on student achievement: the shift of teachers paradigms, professional goals, curricular resources, and desire to create change that results in their self-definition as US history scholars. Every program offering will support teachers in making these paradigm shifts. Underlying the CCH trainings will be two core values: first - standards, content, pedagogy, and historical thinking must be intertwined and infused in the training experience; and secondly - standards, content, pedagogy, and historical thinking must be related to the classroom experience. It is our belief that just like their students, teachers must be actively engaged in the subject matter they are being trained in. They must understand its relevance to their lives and futures and be offered with resource materials, supports, and extra time to prepare for applying and transferring what they have learned into the classroom. This can be done through common planning time, through the use of classroom assessments, by acquiring classroom resource materials, and a variety of other strategies highlighted in the CCH program. The proposed trainings will focus first on CONTENT KNOWLEDGE building and mastery and then on enhancing and practicing pedagogical methods, use of historical inquiry, use of instructional resources, and active professional collaboration and civic engagement among participant teachers. The CCH program design and content are driven by and aligned with the American Historical Association Benchmarks for Professional Development in Teaching of History as a Discipline. The following assumptions and observations are therefore fundamental to the program design. The CCH program design and content are driven by and aligned with the American Historical Association Benchmarks for Professional Development in Teaching of History as a Discipline. The following assumptions and observations are therefore fundamental to the program design. lead to higher levels of knowledge ensure These practices 100activities in which they (10/1/06-9/30/09)90 US historyxxxxschools20,000xxxxxxxxx7xxxxhistory (includes or classcoule benefit from theinterdisplinary integration of embeddsUS history content ) from the xxxx pariticpatingThe participating teachers must be employed at the participating CCH school districts, must voluntarily w(from randomly assigned participant schools) upon award will be recruited and will 60 years (please cross reference the invitational priority four section for a description of how we will address attrition and retention)85-time subsitute teacherspartciaipting'Richard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program. CONTENT KNOWLEDGE purposely se u.(most of)equal :Tknolwedgesomeone the knowledge ,Encounters and Exchange in U.S. History Website: The website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. John Wren, the technology consultant from our educational partner University of Oklahoma Lowell, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. Encounters and Exchange in U.S. History CCH Website and Online Resource Exchange: The website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. John Wren, the technology consultant from our educational partner University of Oklahoma Lowell, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. CCH Website and Online Resource Exchange: The website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. John Wren, the technology consultant from our educational partner University of Oklahoma Lowell, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. CCH Website and Online Resource Exchange: The website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. John Wren, the technology consultant from our educational partner University of Oklahoma Lowell, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. CCH Website and Online Resource Exchange: CCH Website and Online Resource Exchange: Continuation Activities: To ensure that (1) participating teachers effectively apply their learning in the classroom, (2) the program evaluator is provided data to see the impact of the institutes and workshops on both teachers and students, and (3) all work products meet quality control standards before being uploaded on the program website and shared with colleagues, a series of continuation activities will be implemented. Continuation Activities: To ensure that (1) participating teachers effectively apply their learning in the classroom, (2) the program evaluator is provided data to see the impact of the institutes and workshops on both teachers and students, and (3) all work products meet quality control standards before being uploaded on the program website and shared with colleagues, a series of continuation activities will be implemented. Continuation Activities: To ensure that (1) participating teachers effectively apply their learning in the classroom, (2) the program evaluator is provided data to see the impact of the institutes and workshops on both teachers and students, and (3) all work products meet quality control standards before being uploaded on the program website and shared with colleagues, a series of continuation activities will be implemented. Continuation Activities: To ensure that (1) participating teachers effectively apply their learning in the classroom, (2) the program evaluator is provided data to see the impact of the institutes and workshops on both teachers and students, and (3) all work products meet quality control standards before being uploaded on the program website and shared with colleagues, a series of continuation activities will be implemented. Continuation ActivitiesContinuation ActivitiesHistorians and museum educators from the cultural resources listed in the previous Institute charts will be invited to conduct lectures in their area of expertise and related to the content. Teachers will also learn, observe and analyze a range of approaches to teaching and learning American history. Teachers will be invited to share content, work products, and strategies on how to implement them in the classroom. Primary Source will suggest scholars and lead teachers and help facilitate. ise and related to the content. ry. Exchanges and Encounters in U.S. History Annual CCH Conference: The annual conference theme will be the same as the annual summer institute theme and will be another pathway for up to eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade-level appropriate, and help teachers deepen their content knowledge. Annual CCH Conference: The annual conference theme will be the same as the annual summer institute theme and will be another pathway for up to eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade-level appropriate, and help teachers deepen their content knowledge. Annual CCH Conference: Annual CCH Conference: The grants pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. eld study, and the historian. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Summertime Field Trip: xxxxxxxxxxxxxDr. Robert Allison, chair of the Suffolk University Department of History and Director of the American Studies Program, will present a deeper historical perspective and context for the books read, lead discussions, assist participants in forming their programs, and evaluate their work for historical accuracy. (See Resumes: Robert Allison) Dr. Robert Allison, chair of the Suffolk University Department of History and Director of the American Studies Program, will present a deeper historical perspective and context for the books read, lead discussions, assist participants in forming their programs, and evaluate their work for historical accuracy. (See Resumes: Robert Allison) Dr. Robert Allison, chair of the Suffolk University Department of History and Director of the American Studies Program, will present a deeper historical perspective and context for the books read, lead discussions, assist participants in forming their programs, and evaluate their work for historical accuracy. (See Resumes: Robert Allison) Over the course of the 3 year grant period (October 1, 2007 - September 30, 2010), program participants will form vertical and horizontal conquistador teams to explore the encounters and biographies that have shaped American history through 3 themes: Conflict and Consensus Among Peoples; US Expansion and Connections to the World; and Social, Cultural and Diplomatic Change and Exchange. All program activities spiral around the themes and culminate in classroom refining of the curriculum products and the evaluation of classroom implementation to ensure student learning of American history content, historical thinking, and research skills using primary and secondary sources. The Program Director will implement a monitoring system to track the extent of participation by each teacher in all activities and ensure timely follow-up for classroom observation. Over the course of the 3 year grant period (October 1, 2007 - September 30, 2010), program participants will form vertical and horizontal conquistador teams to explore the encounters and biographies that have shaped American history through 3 themes: Conflict and Consensus Among Peoples; US Expansion and Connections to the World; and Social, Cultural and Diplomatic Change and Exchange. All program activities spiral around the themes and culminate in classroom refining of the curriculum products and the evaluation of classroom implementation to ensure student learning of American history content, historical thinking, and research skills using primary and secondary sources. The Program Director will implement a monitoring system to track the extent of participation by each teacher in all activities and ensure timely follow-up for classroom observation. Stop here on Sunday night highlightincorporate learning C) Content Description and Activity Plan Each component of the program includes activity descriptions and continuation activities that link training and professional development to changing practice in the classroom.C) Content Description and Activity Plan Each component of the program includes activity descriptions and continuation activities that link training and professional development to changing practice in the classroom. History Content-Rich Institutes Our educational partner, Primary Source, will provide the summer and school year history content institutes designed to deepen content knowledge for up to forty grades three to five and grades eight to eleven teachers of American history in each of the three grant years. Participating teachers have the option to earn professional development points necessary for recertification or graduate credit. Institutes will take place at Primary Source. Teachers will be able to conduct research and use the extensive resources of the Primary Source resource library with its books, videotapes, and curriculum guides for teachers of history and world culture. In partnership with teachers, scholars, and the broader community, Primary Source, a non-profit educational organization, provides learning opportunities and curriculum resources for K-12 educators of history and the humanities. Their professional development model involves courses taught by leading academic historians and independent scholars chosen for their expertise and teaching skills and lead teachers with classroom knowledge and experience. (See Resumes) Under the direction of Primary Source staff, consultants provide in-depth rigorous content and strategies for classroom practice. The chart below indicates the three-year planned program for participating teachers, including daily content, participating scholars, key texts used, and cultural resources that will be used for site visits by individual teachers to visit and report back about or to inform teachers describing their offerings. Teachers will receive reading lists that include relevant primary, recent secondary sources, and web sites on the historical topic. They also include sources that discuss how children learn history. Day One of each institute will take place in early June and follow-up days will take place in the fall. Primary Source is providing a three-day summer institute in Oklahoma history in Year Two for grades three and five teachers to address knowledge gaps about general Oklahoma history and increase teacher competency. In addition, in Year Three, Primary Source will provide four school year seminars targeting high school teachers on the cold war and post-cold war era--a subject the high school chairpersons in all four partnering districts identified as high need for teachers to study. Summer Institute 2007 Exploring Conflict and Consensus Among Peoples from the American Colonies to the New Republic Morning SessionAfternoon SessionOrientation DayColonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe U.S. Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; Preparation for curriculum programs Scheduling of visits to Boston-area archives (Oklahoma Historical Society, Boston Public Library, American Antiquarian Society)Follow-Up DaySharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington)Summer Institute 2008 U.S. Expansion and Connections to the World in Antebellum America Morning SessionAfternoon SessionOrientation DayThe transatlantic reform tradition in antebellum AmericaReligion and reform Day 1Foreign perspectives on the U.S. from DeTocqueville to WildeSlavery and abolitionismDay 2Staking a place among nations: The Barbary Wars, War of 1812 and the Monroe DoctrineThe international womens movement Day 3Cross-currents: Connecting to the world through trade and industryField trip to the Peabody Essex Museum to study the China trade of the 19th centuryDay 4Foreign relations in the era of Mexican-American War and 1848The Native West after Lewis and ClarkDay 5A new look at the Old West: The convergence of peoples from around the compassThe many worlds of the California Gold RushDay 6Teaching applications: Teaching the U.S.s role in the 19th century world Resources and strategiesCross-currents: Connecting to the world through trade and industryRichard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.Richard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.period Each component of the program includes activity descriptions and continuation activities that link training and professional development to changing practice in the classroom. Content Description and Activity Plan: Each component of the program includes activity descriptions and continuation activities that link training and professional development to changing practice in the classroom. The content of each years training menu will additionally incorporate the following content and concepts: (1) the significant issues, episodes, and turning points in the history of the United States; (2) how the words and deeds of individuals have determined the course of our nation; and (3) how the principles of freedom and democracy articulated in the founding documents of this nation have shaped America's struggles, achievements, and its social, political, and legal institutions and relations. Content Description and Activity Plan: Each component of the program includes activity descriptions and continuation activities that link training and professional development to changing practice in the classroom. Content Description and Activity PlanContent Description and Activity PlanContent Description and Activity Plan: l institutions and relations. The content of each years training menu will additionally incorporate the following content and concepts: (1) the significant issues, episodes, and turning points in the history of the United States; (2) how the words and deeds of individuals have determined the course of our nation; and (3) how the principles of freedom and democracy articulated in the founding documents of this nation have shaped America's struggles, achievements, and its social, political, and legal institutions and relations. l institutions and relations. World; and Social, Cultural and Diplomatic Change and Exchange. The content of each years training menu will additionally incorporate the following content and concepts: (1) the significant issues, episodes, and turning points in the history of the United States; (2) how the words and deeds of individuals have determined the course of our nation; and (3) how the principles of freedom and democracy articulated in the founding documents of this nation have shaped America's struggles, achievements, and its social, political, and legal institutions and relations. All program activities spiral around the themes and culminate in classroom refining of the curriculum products and the evaluation of classroom implementation to ensure student learning of American history content, historical thinking, and research skills using primary and secondary sources. The Program Director will implement a monitoring system toThe Each component of the program includes activity descriptions and continuation activities that link training and professional development to content knowledge building as well as changing practice in the classroom. A description of each CCH component and its content is as follows: History Content-Rich Institutes History Content-Rich Institutes: Our educational partner, Primary Source, will provide the summer and school year history content institutes designed to deepen content knowledge for up to forty grades three to five and grades eight to eleven teachers of American history in each of the three grant years. Participating teachers have the option to earn professional development points necessary for recertification or graduate credit. Institutes will take place at Primary Source. Teachers will be able to conduct research and use the extensive resources of the Primary Source resource library with its books, videotapes, and curriculum guides for teachers of history and world culture. History Content-Rich InstitutesHistory Content-Rich Institutes take place at Primary Source. 'interdiscinpliaryknolwedge'""niinterdiscipliarymaketo occur,. "training teamthe "". Trainer Biography Chart Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.Richard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.Richard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.Richard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.Trainer Biography Chart Name of TrainerCredentialsProfessional ExperienceRichard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.CredentialsProfessional ExperienceName of Richard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.Richard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.AveragesLEA# of StudentsStudent Demographics W: White B: Black H: Hispanic A: Asian% Enrolled in Free Reduced Lunch% of Students Scoring Below Proficiency on the 2005-06 State Tests M: Failed Math R: Failed Reading S: Failed Science H: Failed HistoryNCLB Improvement StatusElementary: Middle: High School:W: xx% B: xx% H: xx% A: XX%M: xx% R: xx% S: xx% H: xx%Elementary: Middle: High School:W: xx% B: xx% H: xx% A: XX%M: xx% R: xx% S: xx% H: xx%Elementary: Middle: High School:W: xx% B: xx% H: xx% A: XX%M: xx% R: xx% S: xx% H: xx%Elementary: Middle: High School:W: xx% B: xx% H: xx% A: XX%M: xx% R: xx% S: xx% H: xx%SummaryXxW: xx% B: xx% H: xx% A: XX%Xxx%M: xx% R: xx% S: xx% H: xx%Xxx Not Meeting AYPSummaryDemographics of CCH Students ChartDemographics of CCH Students ChartDemographics of CCH Students ChartDemographics of CCH Students ChartExperimental and Control Group Assignment ChartExperimental and Control Group Assignment ChartDATA INDICATOR CHARTData Indicator Chart Data Indicator Chart Data Indicator Chart  Objectives-Outcomes-Data Indicator Alignment ChartObjectives-Outcomes-Data Indicator Alignment Chart Objectives-Outcomes-Data Indicator Alignment Chart FORMATIVE EVALUATION CCH Program Time Line Year 1 Year 3 CCH Program Time Line Year 1 Year 3 Program Time Year CCH Evaluation TimeLine (Years 1 3) EVALUATION TIMETABLEevaluation timetableEvaluation TimetableInternal Validity:Compensatory Rivalry: control group teachers and students may be motivated to do better to show that they can do as well as or better than the experimental group subjects. Reactivity to the Experimental Situation: experimental group subjects reporting progress because they believe they should have made progress and not because progress was actually made. Treatment Diffusion: experimentalConstruct Validity: One commonAVOIDING POTENTIAL PITFALLS: Avoiding Potential Pitfalls: Annual Progress Report: Describes program activities and demonstrates progress toward achieving outcomes and process objectives. The report will include data from all sources, summaries of progress towards goals and objectives, and findings from the experimental design component of the evaluation. Overall conclusions, recommendations, as well as local and national significance will continually be drawn from the program data. Management Information System Outputs (available at anytime as needed): Tracks any and all aspects of program progress including progress in meeting program goals, objectives, activities, and outcomes. Scholarly Publications and Other Nationally Published Reports: DescribesScholarly Publications and Other Nationally Published Reports: (available at anytime as needed)will be his/herManagement Information System OutputsEvaluaitonQuarterly Summative Evaluation Interim Reports:Monthly Formative Evaluation Reports: SummarizesPROGRESS REPORTSFORMATIVE EVALUATIONOBJECTIVE MEASURESObjective Measures For the reporting of these data, the evaluation team will rely on frequency distributions and cross-tabulations to report quantitative data from most of the surveys and data collection mediums. Graphical representations of data will further be used as appropriate in reporting quantitative data from surveys and these other mediums. The use of ethnographic techniques can be used as appropriate to assess and report on the qualitative data that is obtained from interviews, observations, and focus groups. The evaluation teams internet hosting site, which allows for online surveying, will also likely be used to help minimize double entry and personnel resources at the school sites. The use of an online surveying system will also help to fast track data collection for almost immediate aggregation and output. Data Descriptors and IndicatorsHow/When will Data be GatheredType of DataData Descriptors and IndicatorsHow/When will Data be GatheredType of Data For the collection of data from students (of teachers of Group A and Group B LEAs), it is important to note that surveys and other forms of data will only be collected at the classroom level as opposed to the individual student level. This means that coded identifiers are not necessary for the students but will be used to mark the classroom and school. This higher level of broad identification will help to further protect the identity and rights of students. As with the teacher data, those data collected from Group A and B students will be protected in accordance with the Family Education Rights and Privacy Act and other related guidelines of research ethics. Moreover, a process of obtaining active and informed parental consent will be carried out prior to the collection of data as needed. HIERARCHICAL LINEAR MODELINGHierarchical Linear ModelingDATA COLLECTION PLAN: Data Collection Plan: LINEAR REGRESSION ANALYSISLinear Regression AnalysisAssess Consumer and Stakeholder NeedsComprehensively identify and understand target population history students and teachers collective and individualized educational and pedagogical building needs, respectively.Predict and Eliminate PitfallsAnalyze performance/implementation gaps and consumer feedback so that program implementers can identify obstacles blocking student academic advancement and teacher successes.Continuous RefinementManage the development and modification of strategies to successfully overcome student and teacher performance obstacles in a cycle of continuous improvement.Ongoing AssessmentEvaluate the successes of program refinements and modifications as we continually work towards a common goal of improving the content knowledge, pedagogy, and instructional skills of US history teachers as well as the academic achievement, performance, and passion for learning traditional US history content among Oklahoma City students.AccountabilityAccountabilityProgram Management:Program Management:Staying on TrackStaying on TrackEfficiency:Efficiency:Sustainability:Sustainability:Replicability:Replicability: Instead, our binding heritage is a democratic vision of liberty, equality, and justice. If Americans are to preserve that vision and bring it to daily practice, it is imperative that all citizens understand how it was shaped in the past past. Instead, our binding heritage is a democratic vision of liberty, equality, and justice. If Americans are to preserve that vision and bring it to daily practice, it is imperative that all citizens understand how it was shaped in the past past. ramesulum for Schools publication, fTrainer Biography Chart Trainer Biography Chart Trainer Biography Chart The chart below indicates the three-year planned program for participating teachers, including daily content, participating scholars, key texts used, and cultural resources that will be used for site visits by individual teachers to visit and report back about or to inform teachers describing their offerings. Teachers will receive reading lists that include relevant primary, recent secondary sources, and web sites on the historical topic. They also include sources that discuss how children learn history. Day One of each institute will take place in early June and follow-up days will take place in the fall. over a period of 3 years " This have already been identified and wereramers and implementers of CCH. Therexxxxxxxxxxxx as all have played a large as all have been involved in anwriting oTogehterTTogether, overseeer -s or watchdogs of the program making sure Our educational partner, Primary Source,provide the xxxxxse grades strongly encouraged to attend for up to forty grades three to five and grades eight to eleven teachers of American history in each of the three grant years. T. Ithese nearby in the y all of the CCH districts. The extesnivereosurcesin the library of the OUand useat Primary Source. Teachers will be able to conduct research and use the extensive resources of the Primary Source resource library with its a vidonthe US historyexcelentresources -Oklhomabooks, videotapes, and curriculum guides for teachers of history and world culture. collecitonthat can be used g, and other core subjects that appropropriate audio tapes of songs audio tapes of so In partnership with teachers, scholars, and the broader community, Primary Source, a non-profit educational organization, provides learning opportunities and curriculum resources for K-12 educators of history and the humanities. Their professional development model involves courses taught by leading academic historians and independent scholars chosen for their expertise and teaching skills and lead teachers with classroom knowledge and experience. (See Resumes) Under the direction of Primary Source staff, consultants provide in-depth rigorous content and strategies for classroom practice. The chart below indicates the three-year planned program for participating teachers, including daily content, participating scholars, key texts used, and cultural resources that will be used for site visits by individual teachers to visit and report back about or to inform teachers describing their offerings. Teachers will receive reading lists that include relevant primary, recent secondary sources, and web sites on the historical topic. They also include sources that discuss how children learn history. Day One of each institute will take place in early June and follow-up days will take place in the fall. Primary Source is providing a three-day summer institute in Oklahoma history in Year Two for grades three and five teachers to address knowledge gaps about general Oklahoma history and increase teacher competency. In addition, in Year Three, Primary Source will provide four school year seminars targeting high school teachers on the cold war and post-cold war era--a subject the high school chairpersons in all four partnering districts identified as high need for teachers to study. History Research and Information Management Training: CCH will support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association and the National Council for the Teaching of Social Studies. Professional development in technology integration into the history classroom will enable teachers to engage students in good historical inquiry and deepen their content knowledge. Up to twenty-five teachers of American history will attend each institute and workshop and produce at least one product in each. FreshPond Education, Big6, and the University of Oklahoma Lowell Technology Consultant are the providers. (See Letters of Support and Resumes.) The chart below illustrates the training opportunities that will be offered. TRAINING TITLECONTENTPROVIDERSCHEDULEA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop.  Encounters and Exchange in U.S.institueT-content richricseminarsThis will be accomplished through a partnerhship of '' historicaland skills and of US history , and of US history as well as therithier students historical understanding and historical thinking skills M assion for learning US history. alists, librarians, and other stbenefit knolwedgecontent content knowledge based training menuThe focus of the The focus of theThe focus of these rolesThe roles of these implementers will include cooractivlyprogide coiaching of provide coaching and feedback will form vertical and horizontal conquistador teams to through Ttrainingoverarching 3overarching incorporate additionally focus on the followingpush Prior collegial relationships and ongoing communication among the partners are essential to effectively plan, expedite, and implement a complex, multi-faceted programmethodoligiesthefarmeworkstrengthedlocal connections to ed. This will Professional development will provide the content and skill expertise that will g so, the training content will most of the trainingsknolwedge The interdisciplinary groupings of hwho will participate as trainers from ""knolwedgeOUWe have truly been honored Primary Source, a non-profit educational organization, provides for US. Their(See Resumes)and direction Under the direction of Primary Source staff, consultants and As will be coordinated under the leadership of Susan Kidd (the Administrative Director of the Center for Education), the OU training team In partnership with teachers, scholars, and the broader community, OU has been providing learning opportunities and curriculum resources to thousands of K-12 Oklahoma educators of history and the humanities for over 50 years. The professional development model that they will use for CCH involves courses taught by leading academic historians and independent scholars chosen for their expertise and teaching skills and lead teachers with classroom knowledge and experience. will provide in-depth rigorous content that will also result in strategies for classroom practice. The chart below indicates the three-year planned program for participating teachers, including daily content, participating scholars, key texts used, and cultural resources that will be used for site visits by individual teachers to visit and report back about or to inform teachers describing their offerings. Teachers will receive reading lists that include relevant primary, recent secondary sources, and web sites on the historical topic. They also include sources that discuss how children learn history. Day One of each institute will take place in early June and follow-up days will take place in the fall. In partnership with teachers, scholars, and the broader community, OU has been providing learning opportunities and curriculum resources to thousands of K-12 Oklahoma educators of history and the humanities for over 50 years. The professional development model that they will use for CCH involves courses taught by leading academic historians and independent scholars chosen for their expertise and teaching skills and lead teachers with classroom knowledge and experience. The chart below indicates the three-year planned program for participating teachers, including daily content, participating scholars, key texts used, and cultural resources that will be used for site visits by individual teachers to visit and report back about or to inform teachers describing their offerings. Teachers will receive reading lists that include relevant primary, recent secondary sources, and web sites on the historical topic. They also include sources that discuss how children learn history. Day One of each institute will take place in early June and follow-up days will take place in the fall. The chart below indicates the three-year planned program for participating teachers, including daily content, participating scholars, key texts used, and cultural resources that will be used for site visits by individual teachers to visit and report back about or to inform teachers describing their offerings. Teachers will receive reading lists that include relevant primary, recent secondary sources, and web sites on the historical topic. They also include sources that discuss how children learn history. Day One of each institute will take place in early June and follow-up days will take place in the fall. Thethat they will use for CCH In partnership with teachers, scholars, and the broader community, OU has been providing learning opportunities and curriculum resources to thousands of K-12 Oklahoma educators of history and the humanities for over 50 years. As will be coordinated under the leadership of Susan Kidd (the Administrative Director of the Center for Education), the OU training team will deliver a professional development model for CCH that involves courses taught by leading academic historians and independent scholars chosen for their expertise and teaching skills and lead teachers with classroom knowledge and experience. The chart below indicates the three-year planned program for participating teachers, including daily content, participating scholars, key texts used, and cultural resources that will be used for site visits by individual teachers to visit and report back about or to inform teachers describing their offerings. Teachers will receive reading lists that include relevant primary, recent secondary sources, and web sites on the historical topic. They also include sources that discuss how children learn history. Day One of each institute will take place in early June and follow-up days will take place in the fall. OU Ters describing their offerings. The chart below indicates the three-year planned program for participating teachers, including daily content, participating scholars, key texts used, and cultural resources that will be used for fieldtrips, site visits by individual teachers to visit and report back about, or to inform teachers describing their offerings. Teachers will receive reading lists that include relevant primary, recent secondary sources, and web sites on the historical topic. They also include sources that discuss how children learn history. Day One of each institute will take place in early June and follow-up days will take place in the fall. indicates program for oreineted that will be delivered to participating teachersDay One of each institute will take place in early June and follow-up days will take place in the fall.during the fi Day One of each institute will take place in early June and follow-up days will take place in the fall. Primary Source is providing a three-day summer institute in Oklahoma history in Year Two for grades three and five teachers to address knowledge gaps about general Oklahoma history and increase teacher competency. In addition, in Year Three, Primary Source will provide four school year seminars targeting high school teachers on the cold war and post-cold war era--a subject the high school chairpersons in all four partnering districts identified as high need for teachers to study. 007Summer Institute 2008Summer Institute 2008Dr. David Hall, Dr. Barry OConnell, Dr. Tom Conroy, Dr. Jack Tager, Ms. Anna RoelofsAmerican Antiquarian Society, Boston National Historical Park, Oklahoma Foundation for the Humanities (Mass Moments Program), Oklahoma Studies Program at UMass BostonPilgrims, Puritans and their religion in early Oklahoma (including performance by re-enactors of Anne Hutchinson and Roger Williams)Colonial-Indian encounters in OklahomaDay 2Oklahoma events leading up to the RevolutionWalking Tour: Boston Freedom Trail and African-American Heritage TrailDay 3Afternoon SessionOklahoma events leading up to the RevolutionOklahoma eMorning SessionAfternoon Session Summer Institute 2010 for Elementary Teachers Oklahoma History, 1620-1846 Summer Institute 2010 for Elementary Teachers Oklahoma History, 1620-1846 2010 for Elementary Teachers Anne Hutchinson and Roger WilliamsWalking Tour: Boston Freedom Trail and African-American Heritage TrailDay 1Pilgrims, Puritans and their religion in early Oklahoma (including performance by re-enactors of Anne Hutchinson and Roger Williams)Colonial-Indian encounters in OklahomaDay 2Events leading up to the RevolutionWalking Tour: Boston Freedom Trail and African-American Heritage TrailDay 3How life changed after the Revolution (maritime growth, Constitution of 1780, Shays Rebellion, Second Great AwakeningIsaiah Thomas Patriot Printer (performance by re-enactor)EIsaiah Thomas Patriot Printer (performance by re-enactor) U.S. U. Summer Institute 2009, US Expansion and Connections to the World in Antebellum America Summer Institute 2009, US Expansion and Connections to the World in Antebellum America Morning SessionAfternoon SessionAfternoon SessionR.D. Brown and J. Tager, Oklahoma: A Concise History; D.D. Hall (Ed.), Puritans in the New World: A Critical Anthology; J.D. Drake, King Philips War: Civil War in New England, 1675-1676State and national events leading up to the RevolutionWalking Tour: Boston Freedom Trail and African-American Heritage TrailDay 3How life changed after the Revolution (maritime growth, Constitution of 1780, Shays Rebellion, Second Great AwakeningThe Peabody Essex Museum, The Concord Museum, Boston Athenaeum, Schlesinger Library on the History of Women in America, Old Sturbridge Village, Salem Maritime National ParkDr. John Stauffer, Dr. Larry Buell, Dr. Bonnie Anderson, Dr. Heather Cox Richardson, Dr. David Quigley, Dr. Beth LaDowDay 1Pilgrims, Puritans and their religion in early Oklahoma (including performance by re-enactors of Anne Hutchinson and Roger Williams)Colonial-Indian encounters in OklahomaDay 2State and national events leading up to the RevolutionWalking Tour: Boston Freedom Trail and African-American Heritage TrailDay 3How life changed after the Revolution (maritime growth, Constitution of 1780, Shays Rebellion, Second Great AwakeningIsaiah Thomas Patriot Printer (performance by re-enactor)ScholarsDr. David Hall, Dr. Barry OConnell, Dr. Tom Conroy, Dr. Jack Tager, Ms. Anna Roelofs Key TextsR.D. Brown and J. Tager, Oklahoma: A Concise History; D.D. Hall (Ed.), Puritans in the New World: A Critical Anthology; J.D. Drake, King Philips War: Civil War in New England, 1675-1676 Cultural ResourcesAmerican Antiquarian Society, Boston National Historical Park, Oklahoma Foundation for the Humanities (Mass Moments Program), Oklahoma Studies Program at UMass BostonCnewly-writtenDr. David Hall, Dr. Barry OConnell, Dr. Tom Conroy, Dr. Jack Tager, Ms. Anna Roelofs Key TextsCurriculum-writing workshops; Preparation for curriculum programsFollow-Up DaySharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideasScholarsDr. John Stauffer, Dr. Larry Buell, Dr. Bonnie Anderson, Dr. Heather Cox Richardson, Dr. David Quigley, Dr. Beth LaDowKey TextS. Mintz, Moralists and Modernizers; J.B. Stewart, Holy Warriors; selected chapters of other textsCultural Resourcesn curricula in working groups; CThe transatlantic reform tradition in antebellum AmericaReligion and reform Day 1Foreign perspectives on the U.S. from DeTocqueville to WildeSlavery and abolitionismDay 2Staking a place among nations: The Barbary Wars, War of 1812 and the Monroe DoctrineThe international womens movement Day 3Cross-currents: Connecting to the world through trade and industryField trip to the Peabody Essex Museum to study the China trade of the 19th centuryDay 4Foreign relations in the era of Mexican-American War and 1848The Native West after Lewis and ClarkDay 5A new look at the Old West: The convergence of peoples from around the compassThe many worlds of the California Gold RushDay 6Curriculum-writing workshops; Pn curricula in working groups; CMorning SessionAfternoon SessionAfternoon SessionColonial America: International at the creationColonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe U.S. Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; Preparation for curriculum programs Scheduling of visits to Boston-area archives (Oklahoma Historical Society, Boston Public Library, American Antiquarian Society)Follow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsCurriculum-writing workshops; P Orientation DayColonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe U.S. Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Boston-area archives (Oklahoma Historical Society, Boston Public Library, American Antiquarian Society)Follow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington)Orientation DayColonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe U.S. Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma Historical Society, Boston Public Library, American Antiquarian Society)Follow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington)Orientation DayColonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe U.S. Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Boston Public Library, American Antiquarian Society)Follow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington)Orientation DayColonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe U.S. Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Oklahoma City Public Library, American Antiquarian Society)Follow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington)Day 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe U.S. Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Oklahoma City Public Library, Oklahoma Antiquarian Society)Follow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington)Orientation DayColonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe U.S. Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Oklahoma City Public Library, Oklahoma Antiquarian Society, )Follow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington)Resources ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington)Isaiah Thomas Patriot Printer (performance by re-enactor)Dr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallU.S. history,(3) provide depth by examining keyhistorical documents andby reading history, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in US history.To accomplish program goals, objectives and anticipated outcomes, a team of program implementers and stakeholders will be responsible for coordinating and facilitating the following activities: (1) content-based summer institutes: three 7-day series and one 3-day series; (2) school year content-based institutes/seminars: three summer institute orientation days, three summer institute follow-up days, and four content-based seminars; (3) book discussion study groups: three series of 7-session groups in each district; (4) historical research and information management training: eleven workshops and institute days; (5) twelve mini-sabbaticals for research programs; (6) summer-time field trip for teachers; (7) the annual CCH conference; (8) continuation activities: modeling teaching primary sources in the classroom program in twenty schools and teacher observations; (9) assessing teacher/student work products; and (10) the CCH website and online resource exchange. The team responsible for implementation will be composed of a full-time Program Director who will be paid for out of the grant, in addition to xxxxxxxxxxxx, xxxxx, and a team of trainers from the University of Oklahoma. These staff will be assigned to coordinate the professional development activities, to provide for integration of content instruction with instructional strategies, to lead the curriculum re-alignment and development effort, to continually motivate and recruit teachers to actively participate in the CCH trainings, to provide coaching and touchback support opportunities to participates, to update and maintain the CCH website, and to assist in conducting formative program evaluation activities. The individuals who will fill the staffing and consulting positions (if the grant is awarded) have already expressed a great desire to participate as framers and implementers of CCH as all have been involved in the extensive needs assessment and program planning process that led to the collaborative development of this grant proposal. Their expertise and knowledge of US history is described throughout this grant proposal. This team of leaders, scholars, and experts will work together through the CCH Advisory Committee, which will act as the overseers or watchdogs of the program. Over the course of the 3 year grant (October 1, 2007 - September 30, 2010), program participants explore the encounters and biographies that have shaped American history. The trainings will incorporate 3 overarching themes: Conflict and Consensus Among Peoples; US Expansion and Connections to the World; and Social, Cultural and Diplomatic Change and Exchange. The focus of each years content knowledge based training menu will push such content and concepts into the trainings as: (1) the significant issues, episodes, and turning points in the history of the United States; (2) how the words and deeds of individuals have determined the course of our nation; and (3) how the principles of freedom and democracy articulated in the founding documents of this nation have shaped America's struggles, achievements, and its social, political, and legal institutions and relations. The menu for the CCH professional development that focuses on pedagogy will emphasize document based teaching, teaching for understanding through modeling and teaching historical thinking skills, and active hands on approaches to teaching history. All program activities will spiral around these themes and culminate in classroom refining of the curriculum products and the evaluation of classroom implementation to ensure student learning of American history content, historical thinking, and research skills using primary and secondary sources. In doing so, the training content is designed to transfer to the curriculum writing process as participants and staff will work in vertical and horizontal groups to develop curriculum modules, model lesson plans, and virtual field trips for elementary, middle, and high school American History courses. Teaching units, lesson plans, and virtual field trips will be published on the CCH website to be made available for use by non-participating teachers in the region as well as by teachers across the state and nation. The Program Director will implement a monitoring system to track the extent of participation by each teacher in all activities and ensure timely follow-up for classroom observation. Each component of the program includes activity descriptions and continuation activities that link training and professional development to content knowledge building as well as changing practice in the classroom. A description of each CCH component and its content is as follows: History Content-Rich Institutes: In partnership with teachers, scholars, and the broader community, the University of Oklahoma (OU) has been providing learning opportunities and curriculum resources to thousands of K-12 Oklahoma educators of history and the humanities for over 50 years. As will be coordinated under the leadership of Susan Kidd (the Administrative Director of the Center for Education), the OU training team will deliver a content-based professional development model for CCH that involves courses taught by leading academic historians and independent scholars chosen for their expertise and teaching skills and lead teachers with classroom knowledge and experience. For this effort, the University of Oklahomas Center for Effective Schools has teamed up with its History Department and School of Education to collaboratively provide the CCH content knowledge-based school year and summertime institutes. History scholars and researchers of the University of Oklahoma (OU) History Department, former elementary level and secondary level history teachers and content knowledge specialists from the OU School of Education, and pedagogical experts and school reform trainers from the universitys Center for Effective Schools have formed a group, or dream team of trainers who bring with them diverse knowledge and expertise. Grouping the trainers of different backgrounds to instruct the content institutes will allow for the tri-partite or interdisciplinary approach to occur. We will refer to this team of trainers as the OU Trainers, and, again, their professional backgrounds and biographies can be found in the Trainer Biography Chart above or in the resumes that are attached to this grant proposal. The OU Trainers will primarily be responsible for coordinating the annual summer institute and school year history content institutes. The timeline, list of trainers, content of the trainings, and resources to be used for the trainings are outlined in the charts that follow. As you will read, these training institute opportunities are specifically designed to deepen content knowledge in US history and will have the capacity to serve up to xxxxx program eligible teachers for each of the 3 grant years. The content of the trainings will align with the PASS standards and state curriculum frameworks for American history for the grades in which history is taught in Oklahoma (grades 5, 8, and 9-12). History teachers of the CCH schools who are required to instruct history at these grade levels will be the target recruitment group that will be strongly encouraged to attend. Participating teachers will have the option to earn professional development points necessary for recertification or graduate credit from OU (as paid for by the grant and made available for free to teachers). The majority of institutes will take place on the OU campus, which is centrally located and nearby all of the CCH districts. The lecture rooms located within the OU library will be the optimal site. This will allow for our teachers to conduct research using the extensive resources and archives of the OU library. These resources include a huge selection of biographies and books on US history, a DVD and video library that covers the eras, leaders, events, cultures, and wars of American, audio tapes of historical significant songs, and an excellent computerized collection of teacher curriculum guides and lesson plans which have been gathered over the past 7 years from US history teachers of Oklahoma and other states. Included in the collection are sample lesson plans and activities that focus classroom learning on history themes and content but that would be appropriate for use in world history, social studies, math, reading, and other core subjects courses. All of these sources can be checked out or accessed using the library and school computers. As you will read below, attendees will also have the opportunity to learn outside of the OU library as they travel to archival collections and museums of the region during several of the training events. By drawing upon local resources and places of historical interest and importance, connections between the education community and historical community will be expanded and strengthened. This will, in turn, help to provide a framework for development and sustaining community interest and support for excellence in American history education in Oklahoma City. The chart below describes the three-year planned content oriented summertime CCH institutes, including daily content, participating scholars, key texts used, and cultural resources that will be used for fieldtrips, site visits by individual teachers to visit and report back about, or to inform teachers describing their offerings. Teachers will receive reading lists that include relevant primary, recent secondary sources, and web sites on the historical topic. They also include sources that discuss how children learn history. For the 7-day summertime institutes, the training events will commence during the second week of June. The follow-up touchback training days will be scheduled in the September following the summer institute schedule. Summer Institute 2008 Exploring Conflict and Consensus Among Peoples from the American Colonies to the New Republic Morning SessionAfternoon SessionOrientation DayColonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe U.S. Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Oklahoma City Public Library, Oklahoma Antiquarian Society, Oklahoma City Bombing Museum and Historical Site)Follow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington) Summer Institute 2009, US Expansion and Connections to the World in Antebellum America Morning SessionAfternoon SessionOrientation DayThe transatlantic reform tradition in antebellum AmericaReligion and reform Day 1Foreign perspectives on the U.S. from DeTocqueville to WildeSlavery and abolitionismDay 2Staking a place among nations: The Barbary Wars, War of 1812 and the Monroe DoctrineThe international womens movement Day 3Cross-currents: Connecting to the world through trade and industryField trip to the Peabody Essex Museum to study the China trade of the 19th centuryDay 4Foreign relations in the era of Mexican-American War and 1848The Native West after Lewis and ClarkDay 5A new look at the Old West: The convergence of peoples from around the compassThe many worlds of the California Gold RushDay 6Teaching applications: Teaching the U.S.s role in the 19th century world Resources and strategiesDay 7Curriculum-writing workshops; preparation for curriculum programsFollow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. John Stauffer, Dr. Larry Buell, Dr. Bonnie Anderson, Dr. Heather Cox Richardson, Dr. David Quigley, Dr. Beth LaDowKey TextS. Mintz, Moralists and Modernizers; J.B. Stewart, Holy Warriors; selected chapters of other textsCultural ResourcesThe Peabody Essex Museum, The Concord Museum, Boston Athenaeum, Schlesinger Library on the History of Women in America, Old Sturbridge Village, Salem Maritime National Park Summer Institute 2010, Oklahoma and National History, 1620-1846 Morning SessionAfternoon SessionDay 1Pilgrims, Puritans and their religion in early Oklahoma (including performance by re-enactors of Anne Hutchinson and Roger Williams)Colonial-Indian encounters in OklahomaDay 2State and national events leading up to the RevolutionWalking Tour: Boston Freedom Trail and African-American Heritage TrailDay 3How life changed after the Revolution (maritime growth, Constitution of 1780, Shays Rebellion, Second Great AwakeningIsaiah Thomas Patriot Printer (performance by re-enactor)Follow-Up DaySharing of teachers updated curricula and lesson plans pertaining to early Oklahoma history in working groups; constructive critiques and classroom-tested ideasScholarsDr. David Hall, Dr. Barry OConnell, Dr. Tom Conroy, Dr. Jack Tager, Ms. Anna Roelofs Key TextsR.D. Brown and J. Tager, Oklahoma: A Concise History; D.D. Hall (Ed.), Puritans in the New World: A Critical Anthology; J.D. Drake, King Philips War: Civil War in New England, 1675-1676 Cultural ResourcesAmerican Antiquarian Society, Boston National Historical Park, Oklahoma Foundation for the Humanities (Mass Moments Program), Oklahoma Studies Program at UMass Boston In addition, in Year Three, Primary Source will provide four school year seminars targeting high school teachers on the cold war and post-cold war era--a subject the high school chairpersons in all four partnering districts identified as high need for teachers to study. Fall/Spring Seminar 2008-2009 The Cold War and Post-Cold War Period: The U.S. on the World Stage Morning SessionAfternoon SessionDay 1The domestic culture of the early Cold War The Cold War as a global conflict: Case studies from foreign interventionsDay 2Vietnam and its legacies Cold War and culture wars: The U.S. in the 1960s and early 1970sDay 3The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsDay 4Teaching the Cold War at home and abroad: Curriculum-writing workshopsScholarsDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesJohn F. Kennedy Museum and LibrarySummer Institute 2009 U.S. Immigration, Migration and Race Relations Morning SessionAfternoon SessionOrientation DayThemes in four centuries of U.S. immigration history Immigration, citizenship and the politics of race in the 19th centuryDay 1Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuriesDay 2White Southern migration and migratory labor U.S. immigration since 1965: Causes and effects in the U.S. and abroadDay 3Issues in educating immigrant children Native American migrations from the 17th -19th centuriesDay 4Race relations from Reconstruction to the presentDay 5American race relations on the world stage; Linking the Cold War, Civil Rights Movements and U.S. foreign policy Case study: The jazz ambassadorsDay 6Teaching applications: Reframing the teaching of U.S. immigration policy and experiencesDay 7Curriculum-writing workshops; Preparation for curriculum programs on immigration, migration, and race relationsFollow-Up DaySharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideasScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesLowell National Historical Park, Slater Mill Historic SiteDay 6Teaching applications: Reframing the teaching of U.S. immigration policy and experiencesDay 7Curriculum-writing workshops; Preparation for curriculum programs on immigration and race relations Follow-Up DaySharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideasScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesLowell National Historical Park, Slater Mill Historic Site History Book Discussion Study Groups: Up to twenty teachers of American history in grades three to eleven in each of the four partnering districts will meet for seven 2-hour history book discussion study groups each year to deepen their content knowledge of the designated historical periods and theme studied that year. The study groups will provide opportunity to read and discuss in a collegial atmosphere five biographies, memoirs, historical fiction, and historical works related to the program years theme. (See Appendices: History Book Discussion Study Group Booklist) Participants will develop a related work product such as a discussion journal, in-depth review of a book, lesson plans, and multi-media presentation. Dr. Robert Allison, chair of the Suffolk University Department of History and Director of the American Studies Program, will present a deeper historical perspective and context for the books read, lead discussions, assist participants in forming their programs, and evaluate their work for historical accuracy. (See Resumes: Robert Allison) History Research and Information Management Training: CCH will support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association and the National Council for the Teaching of Social Studies. Professional development in technology integration into the history classroom will enable teachers to engage students in good historical inquiry and deepen their content knowledge. Up to twenty-five teachers of American history will attend each institute and workshop and produce at least one product in each. FreshPond Education, Big6, and the University of Oklahoma Lowell Technology Consultant are the providers. (See Letters of Support and Resumes.) The chart below illustrates the training opportunities that will be offered. TRAINING TITLECONTENTPROVIDERSCHEDULEThe Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop. Big6 co-founder Bob BerkowitzOctober and November 2006 and April 2007Technology in the American History Classroom: An IntroductionA two-day institute provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. FreshPond EducationJanuary and February 2007Web-Based Resources and Multimedia Tools in the American History ClassroomA two-day institute assists teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. FreshPond EducationJanuary and February 2008Capturing HistoryThe two-day workshops prepare teachers attending the summer institutes to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will create an HTML program on CD.University of Oklahoma Lowell Graduate School of Education technology consultantApril and May, 2007 and 2008 Mini-Sabbaticals: Encounters and Exchanges in U.S. History will provide grants for up to $500 each year to four teachers in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for U.S. history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Summertime Field Trip: xxxxxxxxxxxxx Annual CCH Conference: The annual conference theme will be the same as the annual summer institute theme and will be another pathway for up to eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade-level appropriate, and help teachers deepen their content knowledge. Historians and museum educators from the cultural resources listed in the previous Institute charts will be invited to conduct lectures in their area of expertise and related to the content. Teachers will also learn, observe and analyze a range of approaches to teaching and learning American history. Teachers will be invited to share content, work products, and strategies on how to implement them in the classroom. Primary Source will suggest scholars and lead teachers and help facilitate. Continuation Activities: To ensure that (1) participating teachers effectively apply their learning in the classroom, (2) the program evaluator is provided data to see the impact of the institutes and workshops on both teachers and students, and (3) all work products meet quality control standards before being uploaded on the program website and shared with colleagues, a series of continuation activities will be implemented. (One follow-up curriculum day in the fall will be scheduled to refine the curriculum lesson plans developed during the summer institutes. (Each participating teacher will meet with her districts instructional specialist or equivalent to discuss and prepare lesson plans and curriculum designed for school year and summer institutes, workshops, and book discussion study groups. The instructional specialist will observe the teacher teach the lesson in the classroom and conduct a follow-up debriefing. (Dr. Fontaine from University of Oklahoma Lowell Graduate School of Education will meet with elementary teachers from twenty elementary schools in the four districts who participate in summer institutes. She will train one grade-level master teacher in each building on the use and application to the classroom of primary sources and content drawn from monographs. Dr. Fontaine will conduct a pre-planning session, an observation, a post-discussion, and she will model a lesson using primary sources followed by a post-discussion on the subject matter. (Teachers will present their work products from study groups, mini-sabbaticals, workshops, and research institutes to the Work Product Review Board and complete annual surveys on how their participation has impacted their quality of instruction. (Teachers will share their classroom experiences and work products with colleagues on the Encounters and Exchanges in U.S. History website, at the annual program conference, at common planning times within their districts, and at scheduled follow-up days. Teachers will be encouraged to submit articles to professional journals such as the New England History Teachers Association and the National Council for History Education newsletter and to do presentations at professional conferences for history teachers. CCH Website and Online Resource Exchange: The website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. John Wren, the technology consultant from our educational partner University of Oklahoma Lowell, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. (D) Rationale for Selecting Partners The Encounters and Exchange in U.S. History professional development program is a collaboration of four public school districts--Reading, North Reading, Danvers and Lowell--and two educational partners--Primary Source and University of Oklahoma Lowell Graduate School of Education. All four districts have collegial relationships and most recently partnered in the Oklahoma STEM (Science, Technology, Engineering Model) professional development program. Three districts are members of Primary Source. District teachers who have participated in Primary Sources other professional development offerings have been extremely pleased by the high standards and exceptional quality of their instructors. University of Oklahoma Lowell was the educational partner for the Lowell Public Schools Teaching American History grant for grade five and eight teachers. The Lowell Public Schools was eager to partner in this grant because it has seen the instructional changes and learning benefits for students whose teachers have participated in their TAH program. Both educational partners bring experience with TAH grants. Both bring valuable resources and well-established connections with university faculty and resources in the greater Boston and Lowell areas. Both have expertise and success working with public school administration. Cultural resources have committed to (1) work closely with the educational partners to design programming that extends the content learning in summer institutes, (2) provide opportunities for field study and research directly related to the theme and content learning in summer institutes, and (3) provide educators to speak at the annual CCH History conference on the designated annual theme. Go back and push in content 2. SIGNIFICANCE A) Building Local Capacity for Professional Development Reading, North Reading, Danvers, and Lowell public school districts are partnering to build district capacity for professional development for 256 teachers of American history in grades three to five and grades eight to eleven. Together, the four districts serve 25,234 students. The Lowell Public Schools is in its fourth year dissemination and no-cost extension with a Teaching American History grant that targets the Lowell Public schools grades five and eight teachers of American history. This grant will enable Lowell to expand professional development in teaching American history to its grade three and high school American history teachers. The three other partnering districts will be able to provide professional development to teachers of American history in grades three to five and eight to eleven. The districts have not focused on professional development in American history due to state mandated standardized testing in reading, English language arts, math, and science. Reading, North Reading, and Danvers public school districts have similar student profiles: over 95% white, primarily English-speaking, and between 2.1% and 7.1% low income. Lowell, a midsize urban city, has a highly diverse student population: 43% are white, 65.1% are low income, and for 41.2%, English is not the primary language. Two key indicators of the lack of appreciable interest or extensive content knowledge about U.S. history among the high school students are (1) the relatively small number of students taking Honors U.S. History or AP History in each district and (2) the poor performance by grade eight students on the 2000 and 2001 Oklahoma state standardized test (MCAS) in history. DistrictGrades 9-12 Population# and % Honors U.S. History# and % AP HistoryDanvers1,01311511%403%N. Reading71598 13%Not OfferedReading1,222836.7%Not OfferedLowell3,8002506.6%501% MCAS scores graphically demonstrate an extraordinarily poor level of content knowledge. In 2007, Oklahoma students will be tested in American history in grades five and eleven. All four districts need to ensure that teachers provide learning and teaching strategies that will significantly improve student learning and performance on MCAS. DistrictYear 2000: % Scoring in Needs Improvement or Failing CategoryYear 2001: % Scoring in Needs Improvement or Failing CategoryDanvers79%82%N. Reading61%64%Reading76%74%Lowell96%96% Teacher qualifications and district needs related to teaching American history were identified by surveying and interviewing high school social studies chairpersons, elementary social studies coordinators, and Directors of Curriculum and Instruction. Of thirty-seven U.S. history middle school and high school teachers, seven (19%) are not certified in either social studies or history. Of 166 grades three to five teachers, two have a degree in history and none are certified in social studies or history. However, the No Child Left Behind Act mandates that all elementary teachers demonstrate competence in the core academic subject areas by 2006-07. The elementary history coordinator in one district summarized the need when she said, Elementary teachers just do not have the content knowledge to teach U.S. history. That is not what they trained to do. A significant number of grades three to five teachers have not visited Oklahoma historical sites, do not access or use primary sources in their teaching, are not familiar with the concept of historical thinking, and how to infuse historical thinking and methodology into curriculum design. However, the Oklahoma Curriculum Framework states that grade three students learn Oklahoma history, grade four students learn regional immigration and migration, and grade five students learn U.S. history from the period of discovery through the nineteenth century. Danvers and Reading are changing their high school history curriculum in 2006-07, thereby requiring eighteen teachers who have not previously done so to teach U.S. history. All four districts indicate that most high school history teachers feel they have a knowledge gap in twentieth century American history. B) Importance or Magnitude of the Results or Outcomes At the end of three years, we anticipate significant changes in content knowledge, instruction, and student learning. 150 grades three to five and grades eight to eleven teachers of American history will have a deepened understanding of the topics they teach as they learn the encounters and exchanges that have shaped U.S. history from its founding; Teachers will understand the continuing significance of our founding documents--the Declaration of Independence, the Bill of Rights, and the Constitution--and how they inform unfolding political, economic, and social forces in different periods of American history; Teachers will be prepared to teach American history as a stand-alone history course using the resources and approaches that characterize historical study; A database of online curriculum materials, background readings, and web links will be available both during the grant period and after the grant funding concludes to provide teachers successful links to scholarly resources, field-tested lesson plans and classroom activities; Participants and their colleagues will have unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology to use in their classrooms; Student interest and content knowledge of American history will increase; A greater percentage of students will score in the proficient range on the standardized state history tests compared to the results of the 2000 and 2001 MCAS history test results; and Professional relationships among colleagues will be developed, teacher leadership opportunities in each district will present itself, and professional pride will increase. C) Teacher Use of Knowledge Acquired From Program Activities Encounters and Exchanges in U.S. History will improve the quality of instruction and create a culture of high standards. Studies show that teacher expertise is one of the most important factors in determining student achievement. Teachers with increased subject matter knowledge are more likely to ask higher-level questions, involve students in lessons, and allow more student-directed activities. Teachers will use their knowledge to develop accessible curricula that integrate content, historical thinking, and an appropriate mix of technologies and media to enable students to effectively use primary sources, engage in historical thinking, conduct effective historical research and reporting, and implement program-based self-directed learning. Ultimately, teachers will use their knowledge to (1) implement curriculum and instructional strategies that improve student outcomes on standardized state tests and on teacher-designed assessments, and (2) ensure all students understand the meaning and significance of our founding documents and how they inform unfolding political, economic, and social forces in different periods of American history. QUALITY OF THE MANAGEMENT PLAN The management plan has been carefully designed to ensure seamless coordination of all professional development and evaluation program components and to achieve program objectives on time and within budget. The Reading Public Schools will be the fiscal agent. Kara Gleason, the Program Director, is a highly qualified educator who has served in many leadership capacities. She will administer, supervise and evaluate all program components and activities including hiring program consultants and preparing and filing all performance and financial reports. (See Appendices for Program Director Job Description) One teacher liaison from the elementary level and one teacher liaison from the middle school level will provide seamless integration of the program with the needs and broader professional development agenda for elementary and middle schools in all four participating districts, help recruit teachers for the program activities, and maintain timely communication with the districts and program participants. Primary Source will coordinate history content institutes. University of Oklahoma Lowell Graduate School of Education Center for Field Services and Studies will provide technology consultation, support for the historical archive website development, and teacher training in effective use of primary sources. Robert Allison, chairperson of the Suffolk University History Department, will be the history book discussion study group lecturer and facilitator. Big6 and Fresh Pond Education will train teachers of American history in effective research and information gathering skills to access and use primary sources in the American history classroom. The Encounters and Exchanges in U.S. History Advisory Council will oversee the program and provide valuable assistance to the Program Director. The Council will meet quarterly to review progress on goals, provide guidance, approve changes, and review applications for mini-sabbaticals. Council members include the Program Director, the Program elementary and middle school liaisons, the district liaisons for the four partnering schools (John Doherty, Asst. Superintendent of Curriculum and Instruction, Reading; Pamela Beaudoin, Director of Curriculum and Technology, North Reading; Cynthia Young, co-Curriculum Director of Humanities, Danvers; and Pamela Buchek, Coordinator for English Language Arts/Social Studies, Lowell); Dr. Deborah Cunningham, Program Director, Primary Source; Dr. Patricia Fontaine, faculty member, University of Oklahoma Lowell, Graduate School of Education; Jeff Sun, Program Evaluator, Sun Associates; and history teachers representing the elementary, middle and high schools from each partnering district. A three-member Teacher Work Product Review Board includes the Program Director, a historian, and a history teacher. The Board will review all summer and school year institute, book discussion study group, mini-sabbatical, and technology and Big6 workshop work products. The chart below defines the program components, participants, tasks, and time period in which tasks will be undertaken. (See Appendix: Three-Year Activity Schedule) PROGRAM COMPONENTPARTICIPANTS (Person Responsible Noted With Asterisk)TASKS/RESPONSIBILITIESTIME PERIODSummer and School Year Curriculum and Content Institute: Grades 8 to 11 *Primary Source Historians, Lead Teachers, Site interpreters Hire and pay scholars, develop institute content, purchase all related books and materials, arrange and pay for all site visits, and report activities.Jan. 1, 2007 to end of award 2009History Book Discussion Study Groups *Robert Allison, Historian Program Director Lecture and facilitate discussion. Schedules district study groups, purchases books, assists in reviewing work products. Award to end of award 2009 Mini-Sabbaticals*Program Director Program Advisory Council Work Product Review Committee HistoriansReviews and awards applications for mini-sabbaticals with input from Advisory Council, assigns program historian to advise teacher, and schedules research program review with Work Product Review Committee.October 2006 to May 2009Master Teacher of Teaching With Primary Sources Program*Dr. Patricia FontaineMeets with Institute participants in 20 school buildings in Year Two and Three to observe lesson implementation and model lesson using primary source.November 2007 to May 2009History Research and Technology*Program Director John Wren Big6 and Fresh Pond consultants District technology coordinatorsDesign historical archive web page, conduct 2 Big6 workshops in 2007, research and media professional development.Award to award-end 2009 Annual Conference*Program Director Advisory Council Historians Develop annual March conference for historians lectures and history teaching demonstrations.Award to award end 2009Program Evaluation*Program Director *External evaluator-Sun Associates Advisory Council Teacher Work Product Review Board Peer evaluatorDirector conducts program performance monitoring system and reporting and presents to Advisory Council. External evaluator implements performance and outcome evaluation plan and reporting. Work Product Review Board reviews teacher work products Peer evaluators review summer institute teacher-developed curriculum. Award to award-end 2009 4. QUALITY OF THE PROJECT EVALUATION The following chart illustrates the data collection and methods to measure if benchmarks and outcomes have been reached. Measures for extent program integrated with district teacher-development initiatives, extent program implemented and conducted as planned, and extent program activities met standards for effective professional developmentMETHODDATA INSTRUMENTS TIME FRAMEPerformance Monitoring System1) Checklist of all program components (proposed activities, services, and staffing) with detailed implementation timeline; monthly report on implementation status and any recommended changes or modifications to Advisory Council members, district professional development coordinators, and key staff.1) Ongoing Professional Development Quality AssessmentEvaluator observes and analyzes professional development activities using a scoring rubric based on the seven features of effective professional development programs, the program-created benchmark indicator rubric to measure teacher work products, and the overarching performance indicators built from the evaluation questions and tied to the goals. 1) OngoingMeasures for improvement in teacher content knowledge and knowledge of instruction, increased interest in American history, ability to use historical methods and resources and analyze and interpret historical data, and participation in professional leadership activities. Pre-and Post Program Teacher ProfilesIncludes demographic information, American history professional credentials, data about teaching practices, curriculum and technology integration, participation in professional follow-up activities such as mentoring, facilitating study teams to assess changes in participants learning from the program.Begin year one, ongoing for new participants, end year threeTeacher Questionnaire; Focus GroupsSolicit teachers perceptions of changes in their knowledge, learning and instructional practices of American history. AnnuallyParticipant Feedback QuestionnaireFeedback from participants following an institute, workshop, conference, and/or book discussion study group series to determine usefulness of content and design to implementing new knowledge and skills in the classroom.OngoingWork Product DataA 3-person review team uses a U.S. History National Assessment of Educational Progress (NAEP)-based materials review rubric that guides the materials production and measures effectiveness and quality of teacher work products such as curriculum materials, research papers, website materials, lesson plans.Three times AnnuallyMeasures for improvement in student performance and increased interest in U.S. history.Standardized Student Per-formance DataCollect and compare performance results on Oklahoma MCAS U.S. history test administered in grades five and eleven over 3-year period.Annually-SpringParticipation in Honors, AP U.S. History and ElectivesCompare annual enrollment figures.Annually-FallTeacher AssessmentsResults of student performance on program-related lessons in participants classes.QuarterlyClassroom ObservationEvaluator observes classes of participants implementing program-inspired curriculum programs.Ongoing D) External Evaluator RESUMES Page Number Program Director Kara Gleason R-2 Primary Source Program Director Deborah Cunningham R-4 University of Oklahoma Lowell Patricia Fontaine R-7 John Wren R-10 Sun Associates Jeanne Clark R-11 Zara Slapak-Warren R-12 Jeff Sun R-13 FreshPond Education Robert Ramsdell R-15 Big6 Research Robert Berkowitz R-17 Scholars Robert Allison R-18 Alex Bloom R-27 David Engerman R-29 David Hall R-34 Christina Klein R-36 Beth LaDow R-42 Heather Cox Richardson R-44 John Stauffer R-49 Kara Gleason 54B Steeplechase Court, Haverhill, MA 01832 (978) 702-4076 KGleason@reading.k12.ma.us  HYPERLINK mailto:Kagie20@aol.com  CERTIFICATION Oklahoma State Initial Certification in History June 2001 Middle School Education (5-8) High School Education (9-12) EDUCATION Salem State College Salem, MA Select Masters level History courses 2003-2005 University of Oklahoma Lowell, MA Master of Education in Curriculum and Instruction, GPA: 4.0 June 2001 Secondary Concentration University of Oklahoma Lowell, MA Bachelor of Arts in American Studies May 2000 TEACHING EXPERIENCE Reading Public Schools Reading, MA History Teacher, Reading Memorial High School 2001 to the present Aligned the curriculum with the National History Day program, sending students on to regional, state, and national competitions with real world exhibits, documentaries, and performances. Designed webquests with a focus on history, writing, and critical thinking. Worked with other social studies teachers to create a thorough research packet for all students. Created primary and secondary source analysis instructional activities that promote research, reading, writing and analytical skills. Designed a World History II curriculum aligned with the Oklahoma History and Social Science Curriculum Framework. Promoted independent learning, utilizing creative approaches to meet varied learning needs. Collaborated with special education teachers and other members of a professional team; coordinated instruction to meet the needs of all students. Incorporated varied teaching techniques to make learning fun, resulting in effective classroom management and increased student focus. Communicated high standards and expectations to students that resulted in a climate that was conducive to learning. RELATED EXPERIENCE Reading Memorial High School Professional Development Committee June 2004 June 2005 Created a survey to gauge professional development needs. Gathered and presented data from other schools regarding professional development time. Utilized current research on professional development strategies and implementation. Organized and implemented study groups for the faculty. Produced guidelines and instructions for study groups to follow to ensure success. Reading Memorial High School Class Advisor to the Class of 2006 September 2002 to the present Organized class activities such as the Junior Prom, the Sophomore Semi, and the Freshman Progressive Dinner Collaborated with administration, fellow advisors, and parents to ensure a positive high school experience for the students Provided leadership to class officers regarding their roles as class leaders and advised in the planning and advertising of class events. RECENT PROFESSIONAL DEVELOPMENT Modern Latin America Fall 2003 National History Day Study Group October 2004 May 2005 Byzantium & Medieval Warfare Fall 2004 Creating Sustainable Leadership Conference March 2005 Northeast Regional Conference for the Social Studies March 2002 & 2005 The Early Modern Balkans Fall 2005 China & Japan: A Comparative Perspective (through Primary Source) Fall 2005 to the present AWARDS Centennial Scholarship Award Spring 2001 Coburn Award for Excellence in Teaching June 2001 DEBORAH LYNN CUNNINGHAM 1 Amory Place 617-939-7113 Cambridge, MA 02139 deborah@primarysource.org Education History: Oxford University D.Phil in Educational Studies, May 2004. Dissertation title: Professional Practice and Perspectives in the Teaching of Historical Empathy, April 2004 Harvard Graduate School of Education, M.Ed. (Teaching and Curriculum Program), May 1995 Yale College, B.A. May 1993. Graduated Magna cum laude, with distinction in history Phi Beta Kappa, Inducted into Yale chapter of national academic honor society, 1992 Directed Studies, honors program for 80 freshmen involving 3 year-long seminars in Western classics Mount Anthony Union High School, Bennington, Vermont, 1989 (valedictorian) Current Employment: Senior Program Director, Primary Source, Watertown, MA, beginning 11/03. Responsible for planning, implementation, and evaluation of professional development programs for teachers. Past Employment: YouthAgency Coordinator, National Association for Gifted Children, U.K., 10/98 - 5/03. Managed long-distance social, intellectual, and creative network of gifted & talented teenagers across Britain; edited quarterly Muse magazine; maintained website; offered support & information services to teens, teachers, government. Teaching Experience: Sessions taught at Oxford University Department of Educational Studies: Cultivating historical empathy for students in history teacher-education program (PGCE) Educational Research Methodology Qualitative research design for teachers in ERM Masters program and Diploma courses; Qualitative data analysis software for research students (ATLAS/ti) Acton-Boxborough Regional High School, Acton, Oklahoma (large suburban public school) Courses taught: Advanced Placement European History (grade 12) (130 students/year) World History (grade 9, three different ability levels) The U.S. and the World (grade 11) Independent Study on Modern Chinese History (grade 12) Activities advised: Acton-Boxborough Community Outreach, student group undertaking a broad variety of community-service programs Newton North High School, Newton, Oklahoma: completed a 225-hour student teaching practicum in World and U.S. History (Advanced Placement level) and 420-hour teaching internship. Publications and Conference Presentations: Capturing Candor: Accessing Teachers Thinking about the Cultivation of Historical Empathy, chapter in Keith Barton (Ed.), Research Methods in Social Studies Education: Contemporary Issues and Perspectives, Greenwich, Ct: Information Age Publishing, 2006. Empathy without Illusions, Teaching History, 114, 2004, pp. 24-29. Internationalizing the K-12 U.S. History Curriculum, in Re:Source (Primary Source newsletter), Vol. 17 (Winter 2005), p. 1. American Educational Research Association 2004 (San Diego): Negotiating the Foreign and Familiar in History: Four Teachers Means of Managing Divergent Empathetic Goals Research with Teacher-Education Students, Oxford University: Using Research Data as a Source for the Professional Learning of Beginning History Teachers (now completing with A. Pendry and K. Burn) American Educational Research Association 2003 (Chicago): Teaching Historical Empathy: British Teachers Practices and Perspectives on the Invisible Skill Honors and Fellowships: Oxford University Graduate Studentship 3 year scholarship to pursue doctoral studies, 2000-2003 Overseas Research Student Award 3 year scholarship given by CVCP for 2000-2003 Yale Parker Huang Travel Fellowship for nine months' study, research, and travel in P.R.China, 1993-1994 Chinese Studies Scholarship awarded by the Government of the PRC for 1993-1994 Truman Scholar Finalist, 1992 Yale Community Service Fellowship, given by Association of Yale Alumni for work at Union Station, a soup kitchen, homeless shelter, and addict-recovery center in Pasadena, California. Summer 1991. Japan Cultural Exchange Travel Fellowship, sponsored by Shuwa Corporation. Summer 1990. 1989 United States Presidential Scholar 1989 American Academy of Achievement Honoree Professional Courses: Transatlantic Perspectives on U.S. History, Jesus College, Cambridge (UK), Gilder Lehrman Institute, 7/00 "The Media and American Democracy," Institute at Harvard Grad. School of Education, 2/08/98 - 9/08/98 "Teaching Advanced Placement European History," summer course at Taft Educational Center, Watertown, Connecticut, 6/7/97 - 18/7/97 "Leadership in Revolutionary America," interdisciplinary Monticello-Stratford Hall Summer Seminar. Resided at several historic Virginia locales, visited sites to study revolutionary leaders & their world. 23/6/96 - 12/7/96. "Modern China: Society in Transition," Primary Source of Watertown, MA and National Endowment for the Humanities summer course. 24/7/95 - 18/8/95. Other Employment: Editorial Assistant, Oxford Review of Education, Spring 2001 Assistant to Dr. Barbara Nelson, Vice-President of Radcliffe College, 6/95 - 8/95 U.S. Immigration and Naturalization Service, researcher and assistant to INS historian, 5/93 - 8/93 Intern, Chicago Historical Society, March 1991 Professional Skills, Language Skills and Personal Interests: Software skills: ATLAS/ti Qualitative Data Analysis; SPSS; Dreamweaver; Adobe Photoshop Proficient Spanish and Mandarin Chinese Reading, travel, violin, vocal music, international relations discussions and lectures, salsa, running, skiing Patricia L. Fontaine 32 Roy Street Nashua, N.H. 03060 (603) 891-0833 EDUCATION 1996 Ed.D. College of Education, University of Oklahoma, Lowell, MA. Dissertation topic: A comparative study of civic education in France and the United States. 1980-1981 M.A. in History. Tufts University, Medford, MA. 1976-1977 M.A. in French. Middlebury College, Middlebury, VT. 1971-1973 B.A. in French and History. Rivier College, Nashua, N.H. 1969-1971 A.A. in French. American College in Paris, Paris, France. PROFESSIONAL EXPERIENCE 1996- to present University of Oklahoma, Lowell, MA: Assistant professor: responsibilities include orientation, advising, instruction and supervision of Initial Certification students on the secondary and elementary level. Instructor for the following courses : - Curriculum and Instruction: Methods course in the teaching of social studies/history on the secondary level. - Curriculum and Instruction: Ancient History for teachers - Curriculum and Instruction: History for history teachers - Curriculum and Instruction: ELL methods - Curriculum and Instruction: Methods course in the teaching of social studies/history on the elementary level. Student practicum supervisor : - Supervisor of student practicum Curriculum consultant and facilitator 1996- PRESENT Curriculum consultant and facilitator for the revision of the Social Studies curriculum and its alignment with the Oklahoma State Social Studies frameworks for the city of Lowell, MA. Curriculum consultant and facilitator for the revision of the Social Studies curriculum and its alignment with the Oklahoma State Social Studies frameworks for the city of Milford, MA. 1986-1989 Lexington Schools, Lexington, MA: Teacher of French. 1978-1986 American School of Paris, Paris, France: Teacher of French and history. K-6 coordinator of Lower School French Department. 1981 (6 months) Boston University, Boston, MA: Lecturer. Instructor of French for Freshmen and Junior language courses. 1974-1976 Mascenic Regional High School, New Ipswich, NH: Teacher of middle school French and high school history. Drama teacher and class advisor. WORKSHOPS GIVEN for the teachers of the Lowell school system : Fall, 1995 University of Oklahoma Lowell: Teaching strategies for the second language classroom. Spring, 1996 University of Oklahoma Lowell: Teaching strategies for the second language classroom. Spring, 1996 University of Oklahoma Lowell: Integration of the Oklahoma Social Studies frameworks into the school curriculum. Fall, 1996 University of Oklahoma Lowell: Teaching strategies for the elementary social studies classroom. Fall, 1996 to PRESENT College facilitator for the revision of the Social Studies curriculum and its alignment with the Oklahoma State Social Studies frameworks for the city of Lowell, MA. GRANTS RECEIVED: Fall, 2002 D.O.E Grant Teaching American History (Co-Investigator) - Teachers as Scholars, Communities as Classrooms. Fall, 1999 D.O.E grant: Ready to Teach (Design team leader) - Preparing tomorrows teachers for using technology. Summer, 1997 D.O.E. FIPSE Grant ( Co-Investigator) - Looking into classrooms: a technology mediated observation program. Fall, 1998 D.O.E.Grant (State) Instructor for a graduate course, Digging up history: Uncovering ancient civilizations. REFERENCES : References will be furnished upon request. John Wren Center for Field Services and Studies University of Oklahoma Lowell Lowell, MA 01824 (978) 934-4653 Fax: (978) 934-3002 John_Wren@uml.edu Experience Digital Media Specialist CFSS Graduate School of Education, University of Oklahoma Lowell 2000 Present Palm Education Technology Coordinator (PECT) Web Design and Maintenance Student / Faculty Training in multimedia applications for teaching Online Photographic Library creation Virtual Field Trip development VR Photographer Technology Lab design and procurement for GSE Digital Imaging Instructor Chelmsford Community Education, Chelmsford, MA 2000 Present Field Service Engineer and Customer Training Eastman Kodak On Demand Printing Systems Wellesley, MA 1985 2000 Education University of Oklahoma Lowell Multimedia & Web Design, 1995 2000 Maricopa Technical Institute Phoenix, Arizona Digital Electronics 1980 - 1982 University of Maryland London, England UK Business Management 1975 1978 Professional Associations National Association of Photoshop Professionals International VR Photography Association Jeanne E. Clark jclark@sun-associates.com EDUCATION Harvard Graduate School of Education, Cambridge, MA Ed.M -Technology in Education, 1995 Connecticut College, New London, CT B.A. Psychology EXPERIENCE Evaluation Associate 1996-1997, 2005-present Sun Associates Educational Technology Integration -- North Chelmsford, MA Program evaluation for K-12 education programs Sun Associates is an educational technology consulting firm specializing in issues supporting the meaningful integration of technology in primary and secondary schools, districts, and classrooms, Sun Associates provides strategic planning, program evaluation of technologys impact on teaching and learning, and the delivery of technology professional development. Educational Technology Specialist 1996 - 1997 Greater Lawrence Educational Collaborative Lawrence, MA Training and technology integration support to K-12 teachers G.L.E.C. services included workshops on technology integration and use, access to the Collaborative Software Preview Center; consulting support in curriculum development; assistance in school and district technology planning; and the dissemination of educational technology information and resources. Educational Technology Specialist 1995 - 1996 Regional Laboratory for Educational Improvement of the Northeast and Islands -- Andover, MA Training and technology integration support to K-12 teachers N.E.I.R.L. served as one of 10 U.S. Department of Education research and development laboratories. Working under a variety of contracts with the U.S. federal government, states, foundations, and local schools, the Laboratory's Educational Technology unit worked in the areas of educational technology policy research, evaluation, and practice support throughout the Northeastern U.S. Director of Customer Support Services 1990 - 1994 Tom Snyder Productions, Educational Software -- Watertown, MA Managed a team of customer support representatives providing telephone assistance to K-12 teachers selecting and using Tom Snyder educational software within the curriculum. Zora Slapak Warren zwarren@sun-associates.com Education Harvard Graduate School of Education, Cambridge, Oklahoma Ed.M - Technology in Education, June 2002 University of Illinois at Urbana-Champaign, Champaign, Illinois College of Education Graduated with Honors BS in Social Studies Secondary Education, Minor in English, May 1998 Certification ( Oklahoma Professional Certification in Technology Integration Specialist K-12, Social Studies 5-12, and English 5-12 ( Illinois Certification in Social Studies and English 6-12 with a Middle School Endorsement Experience Sun Associates, North Chelmsford, Oklahoma June, 2005 present Evaluation Associate: Program evaluation for K-12 education programs. RJ Grey Junior High School, Acton, Oklahoma September 2002 June 2005 Classes Taught 8th Grade Study Skills Tech: A new class for 2004-2005. Students explore study strategies and technology to improve their student skills using the course work in their primary subjects. Units include: active reading, note-taking, and internet safety. 7th Grade Social Studies: Understanding Ourselves, A Nation of Immigrants, "Liberty & Justice for All?". Students investigate identity and the development of the United States through the struggles of immigrants and other groups such as women, African-Americans, and Native Americans, as they strive to achieve the American Dream. Groton-Dunstable Regional Middle School, Groton, Oklahoma September 1998 August 2001 Classes Taught 6th Grade Social Studies: Mesopotamia, Ancient Greece & Rome, Middle Ages, and China. 6th Grade Math: fractions, decimals, geometry, and algebra. 7th Grade Geography: ancient and modern Central America, South America, and Africa; Chinas Cultural Revolution based on the novel Red Scarf Girl; and watersheds of the world. 7th Grade Language Arts: utilized interdisciplinary literature, such as The House on Mango Street and Tom Sawyer, and focused on effective expository essay writing. Professional Organizations  HYPERLINK "http://www.ncss.org/" National Council of Social Studies (NCSS) September 1998 - present Jeff Sun jsun@sun-associates.com Experience Sun Associates North Chelmsford, MA President and Director, July, 1996, to present Director of an educational consulting firm specializing in issues related to the improvement of curriculum and instruction in primary and secondary schools, districts, and classrooms. Sun Associates services are centered around program evaluation, strategic planning, and the integration of instructional technology tools/resources into the curriculum. Programs range from long-term engagements as external evaluator on multi-year federal (US Department of Education) grants, to smaller district-based programs for curriculum, instruction, and technology programs. See the Sun Associates website at www.sun-associates.com/projs.html for more information on example programs. The Greater Lawrence Educational Collaborative Lawrence, MA Director of the Educational Technology Program, July, 1996, to July, 1998 The Regional Laboratory for Educational Improvement of the Northeast and Islands Andover, MA Director of Educational Technology, March, 1993, to August, 1996 National Distance Learning Center University of Kentucky- Owensboro Community College, Owensboro, KY Executive Director, June, 1991, to March, 1993 Oklahoma Institute for Social and Economic Research (MISER) University of Oklahoma, Amherst, MA Assistant Director, August, 1987, to June, 1991 Education University of Oklahoma, Amherst, MA Master of Arts in History, 1991. Concentration in Early to Mid 20th Century American Cultural History and the History of Technology. Hampshire College, Amherst, MA Bachelor of Arts in Public Health and Public Policy, 1983. Minor fields in Medical Sociology and the Natural Sciences. Emory University, Atlanta, GA Studies in English Literature, Film History and Philosophy. Further Information Further information on Jeff Sun, including lists of publications, presentations, and clients can be found online at www.sun-associates.com/staff Robert W. Ramsdell 202 Lexington Avenue Cambridge, MA 02138 617-576-0575 (h) 617-864-2425 (w) robr@freshpond.com EDUCATION Harvard University, Graduate School of Education Cambridge, MA Ed.M. Technology in Education, June 1996 Columbia University, Teachers College New York, NY M.A.T. Educational Administration, May 1995 Brown University Providence, RI B.A. Modern European History, May 1989 PROFESSIONAL EXPERIENCE FRESHPOND EDUCATION, INC. Cambridge, MA Founder & Managing Director, March 1996 - present Manage sales, marketing, finances, and operations. Lead design and delivery of services to a client base of more than 15 schools and school districts. Consult school administrators as they design programs for technology professional development. Support educators as they develop curriculum activities that take advantage of available technologies. LEADERSHIP AND THE NEW Harvard University TECHNOLOGIES INSITUTE Cambridge, MA Faculty, November 1997 present Contribute to the development of curriculum for week-long national institute for school leaders. Act as facilitator and presenter during institute. TECHNOLOGY LEADERSHIP CONFERENCE Sturbridge, Core Planning Team Member, January 1998 present Oklahoma Contribute to development of curriculum for two-day conference for Oklahoma superintendents. Consult on the identification of content and presenters for conference. CURRICULUM AND TECHNOLOGY INTEGRATION Oklahoma LEADERSHIP PROGRAM (state-wide) Program Coordinator, February 1998 present Coordinate all aspects of program development for a year-long program to support district teams who will play a leadership role in their district. Manage and contribute to the development of content for the Leadership Program. Identify presenters and facilitators for the program. Act as a lead facilitator and presenter during the programs various events. MASS EDUCATIONAL TECHNOLOGY TASK FORCE Oklahoma Core Member, December 1997 - present (state-wide) Contribute to the mission of the task force to promote the rapid implementation of educational technology in the public schools of the Commonwealth of Oklahoma. PORTLEDGE SCHOOL Locust Valley, NY Classroom Teacher, September 1989 - June 1995 Taught social studies to 7th, 9th, 10th and 12th grades. Director of Admissions, June 1991 - June 1995 Directed all admissions activities for pre-nursery through grade twelve. Robert R. Berkowitz Robert E. Berkowitz-Co-Creator of the Big6 Skills, Managing Partner-Big6 Associates, LLC is also School Library Media Specialist, Wayne Central School District, Ontario Center, NY. Bob has successfully managed school libraries for Head Start-12th grade in both rural and urban settings. He has been an educational professional since 1971. Bob is a strong believer in active, curriculum-centered library media programs and promotes the integration of information literacy skills across the entire curriculum. He consults with state education departments, school districts and local schools. He is often asked to share his ideas at state, regional, and local conferences and seminars as well as at international conferences. Bob has been an adjunct professor at Syracuse University's School of Information Studies, SUNY Buffalo's Library and Information School, and consultant to Mansfield University's School of Library & Information Technologies. Bob is a graduate of the American International College, BA (Springfield, MA). He earned an MA in Education, George Washington University; MLS State University of New York at Albany; Doctoral studies at University of Maryland (College Park, MD); and School Administrator's Certification, North Adams State College (North Adams, MA). Bob has collaborated with Mike Eisenberg to write: Helping with Homework (1996), Teaching Information & Technology Skills: The Big6 in Elementary Schools (1999), Teaching Information & Technology Skills: The Big6 in Secondary Schools (2000). Recently published interviews with Bob Berkowitz include: "Moving Every Child Ahead: The Big6 Success Strategy," (May/June,2002), MultiMedia Schools; and "Acing the Exam: How Can Librarians Boost Students' Test Scores?"(October, 2002), School Library Journal. Robert J. Allison Chair, History Department Associate Professor of History; Director, American Studies Program; Suffolk University 8 Ashburton Place, Boston, Oklahoma 02108 Home: 612 East Fifth Street South Boston, MA 02127 Phone: (617) 573-8510 Fax: (617) 723-7255 E-Mail: ballison@ suffolk.edu Education Ph.D., Harvard University, History of American Civilization, 1992 A.M., Harvard University, History, 1988 A.L.B., Harvard University, Extension School, 1986 Teaching Suffolk University, 1992- American Constitutional History; Native American History, Colonial America; The Civil War; History of Boston; Law, Literature, and History; Cultural Contact in World History; Modern Asian History. Harvard University, Extension School, 1992- American Constitutional History; U.S. History Survey; Colonial America; the American Revolution; History of Boston; Writing and History; Seminar: The Pursuit of Jefferson. Publications: Books Stephen Decatur, American Naval Hero, 1779-1820. Amherst: University of Oklahoma Press, 2005. A Short History of Boston. Beverly, Oklahoma: Commonwealth Editions, 2004. Revolutionary Sites of Greater Boston, with photographer Ulrike Welsch, Commonwealth Editions, 2005. The Crescent Obscured: The United States and the Muslim World, 1776-1815. New York: Oxford University Press, 1995. Paperback, University of Chicago Press, 2000. Editor, The Interesting Narrative of Olaudah Equiano, or Gustavus Vassa, the African. [Orig.pub. 1789] Boston: Bedford Books, 1995. Co-Author, with Judith Freeman Clark, Oklahoma: From Colony to Commonwealth. Sun Valley, California: American Historical Press, 2002. Editor, American Eras: Development of a Nation, 1783-1815. Detroit: Gale Research, 1997. Editor, American Eras: Revolutionary Era, 1754-1783. Detroit: Gale Research, 1998. Editor, History In Dispute: American Political and Social Movements, 1900-1945: The Pursuit of Progress. Detroit: St. James Press, a Gale imprint, 2000. Editor, History in Dispute: American Political and Social Movements, 1945-Present: The Pursuit of Liberty. Detroit: St. James Press, a Gale imprint, 2000. Current Programs: A Short History of Cape Cod, Commonwealth Editions, proj. pub, 2006 The First Revolution: New England confronts Edmund Andros, 1685-1691. New England Remembers the Boston Massacre. Commonwealth Editions, 2006. Programed future volumes: New England Remembers the Boston Tea Party (2007); New England Remembers Bunker Hill (2008); New England Remembers Lexington and Concord (2009). Working Committee, organizing J.Joseph Moakley Institute for Public Policy at Suffolk University, and organizing Congressman Moakley's papers at Suffolk Law School. Organizing Boston History Network, collaborative effort among Boston historical societies and Suffolk University. Publications: Articles and Chapters Liberty and Slavery in the Era of the American Revolution. Introduction to A Song Full of Hope: 1770, 1830, Volume 2 of Making Freedom: African-Americans in U.S. History, 5-volume sourcebook for teachers, prepared by Primary Source. Also served on advisory committee. Series published by Heinemann, 2004. "Bainbridge's Banquet: The United States and the Muslim World." Journal of American Studies of Turkey, 2001. "The United States and the Spectre of Islam: The Early 19th Century." The United States and the Middle East: Diplomatic and Economic Relations in Historical Perspective. Abbas Amanat, Editor. New Haven: Yale Council for International and Area Studies, 2000. "Americans and the Muslim World: First Encounters." (chapter) The Middle East and the United States: A Historical and Political Reassessment. David Lesch, editor. Second Edition. Westview, 1999. "Olaudah Equiano." (chapter) The Human Tradition in U.S. History, Ian Steele and Nancy Rhoden, editors. Scholarly Resources, 1998. "Sailing to Algiers: American Sailors encounter the Muslim World." American Neptune, Spring 1997. "Law and Justice." (chapter) American Eras 1878-1899: Development of Industrial America. Gale Research, 1997. "Law and Justice." (chapter) American Decades, 1901-1910. Gale Research, 1996. "From the Covenant of Peace, a Simile of Sorrow: James Madison's American Allegory." Virginia Magazine of History and Biography, July 1991. Short Articles and Reviews Immigration and Immigrants: Political Refugees. Encyclopedia of the New American Nation. Charles Scribners Sons, Gale Group, to be published 2005. Grolier Encyclopedia of American Studies: The Federalist Papers. Grolier, Forthcoming. Macmillan Encyclopedia of Slavery: "Olaudah Equiano," "Barbary Captivity". Macmillan, 1998. Oxford Companion to American Military History: "Thomas Jefferson"; "War with France (1798)"; "Sedition Act"; "Tripolitan War (1801-1805)". Oxford University Press, 1998. Reviews: Documentary Editing; The Historian; Journal of American History; Journal of Interdisciplinary History; Reviews in American History; Virginia Magazine of History and Biography, William and Mary Quarterly. Editorial Work. New England Remembers. Series Editor, to publish 2-4 books each year on topics in New England History, Commonwealth Editions. Forthcoming titles include: Aram Goudzousian, The Hurricane of 1938 (Fall, 2004). James A. Aloisi, The Big Dig (Fall, 2004). Eli Bortman, Sacco and Vanzetti (Spring, 2005). Stephanie Schorow, The Cocoanut Grove Fire (Spring 2005) William M. Bulger, James Michael Curley (Spring 2006). Karen Chaney, Lizzie Borden (Spring 2006). Kerri Greenidge, Bostons Abolitionists (Spring 2007). Stephen ONeill, The Plymouth Colony (Spring 2007). Alan Rogers, The Boston Strangler (Spring 2006). Teacher Training Workshops and Curriculum Development. John Adams and the Oklahoma Constitution. Teaching American History Grant, Weymouth Public Schools. Adams National Historic Site, Quincy. July 28, 2005. Slavery in the Colonial Period. Teaching American History Grant, Quincy, Randolph, Newton, Braintree School Districts, Wheelock College. July 22, 2005. Boston History: An Overview. People and Places Program, Workshop for teachers in Greater Boston. National Park Service. Boston Public Library. July 19, 2005. Boston in the Revolution. Childrens Book Summit. Expeditionary Learning/Outward Bound. Week-long workshop on teaching American Revolution for teachers in EL/OB schools nationwide. Emerson College, July 20-25, 2005. Who was Olaudah Equiano? Presentation for Boston Public School teachers in workshop, Standing in the Shadows of American History, sponsored by Museum of African-American History, Boston. Suffolk University, June 28, 2005. African-Americans in Colonial Times. Primary Source Teachers Workshop, Milton Public Schools, Milton, May 6, 2004. American History: the Beginnings. American Studies Institute, C.V. Starr Center for American History, Washington College, Chestertown, Maryland. Seminar for 24 Muslim students from India, Pakistan, and Bangladesh. June 23, 2004. Boston in the Revolution. Childrens Book Summit. Expeditionary Learning/Outward Bound. Week-long workshop on teaching American Revolution for teachers in EL/OB schools nationwide. Suffolk University, Boston. June 26-July 1, 2004. Emerson College, July 20-25, 2005. Evolution and Expansion of Slavery: Anthony Johnson to Dred Scott. In Primary Source Summer Teachers Institute, African-Americans and the Making of America: 1650-2000. Tufts University, Medford. July 12, 2004. John Adams and the Oklahoma and United States Constitutions. Teacher Institute, John Adams: Independence Forever! Adams National Historic Site, Quincy. July 15, 2004. (Other panelists included David McCullough, Gordon Wood, Hiller Zobel, Joseph Ellis). Short History of Boston. Introduction to city for Kentucky Delegation, Democratic National Convention. Sponsored by Kentuckians of Boston. Suffolk University Law School, July 25, 2004. Introduction to John Joseph Moakley: In Service to His Country, exhibition, South Boston Neighborhood House, Senior Center, 136 H Street. September 21, 2004. Short History of Boston. South Boston Historical Society, September 27, 2004. An Armchair Tour of Cape Cod and the Islands, Alumni Reception for Suffolk alumni on Cape Cod; The Club, New Seabury, Oklahoma, September 30, 2004. Oklahoma History Overview. Medford Public Library, Medford, Oklahoma. October 4, 2004. Founding Ideas of the American Republic. Part of American Government: New Perspectives seminar, Salem Athenaeum, Salem, Oklahoma. October 18, 2004. Short History of Boston. Dorchester Historical Society, October 21, 2004. "Making Freedom" Summer Institute for teachers of African-American history. Presented workshop on African-Americans in American revolution, Bentley College, July 2001. Consultant, Primary Source, in preparing curriculum for Making Freedom, source book for teachers on African-American history. Summer, 2000. Teacher Workshop, Colonial America. Primary Source, Boston, Oklahoma, Summer 2002, March 2000; August 2000. Geared to Middle School teachers. Teacher Workshop, Two American Revolutions, Tsongas Industrial Center, Lowell, Oklahoma, November-December 1999; Spring 2002.Geared to teachers in grades 3-5. Children's Book Summit, Expeditionary Learning/Outward Bound, Teaching the American Revolution. Boston, July 1999; July 2000; July, 2001, July 2002. Middle School Teachers. Teacher Workshop, Primary Source, Boston, November 1998. Middle school teachers. Edison Program, consultant; preparing social studies curriculum for high school students, 1997. U.S.S. Constitution Museum, Bicentennial Education Advisory Committee 1995-1997. Museum and Public History Work. Oklahoma Historical Records Advisory Board. Appointed by Sec. of State William Galvin. Fellows Committee, Oklahoma Historical Society. Vice President, South Boston Historical Society. Clerk, Friends of the Commonwealth Museum. Friends of the Commonwealth Museum, Columbia Point. Clerk, Board of Directors. Exhibit Gallery, Suffolk University Law School. Planning committee for exhibit space. Boston History Collaborative, Advisory panel planning Boston By Sea: Maritime Trail, 1998-2004. International Institute of Boston, Dreams of Freedom planning for new immigration museum, 1999-2000. U.S.S. Constitution Museum, Education Committee; Exhibit Planning Committee. Conference Presentations African American Content in the History Classroom. Presentation with Richard Barry Fulton and Yvonne Powell, Boston Latin School, at 19th Annual METCO (Metropolitan Council for Educational Opportunity) Directors Association Annual Conference, Framingham. 21 November 2003. The Future of Local History. Moderated Panel, Annual Meeting of Bay State Historical League. Panelists included Nina Zannieri, Executive Director, Paul Revere Memorial Association; David Glassberg, University of Oklahoma-Amherst; Museum of American Textile History, Lowell, Oklahoma, 9 June 2003. Chaired Panel, "The Future of Boston's Heritage," American Historical Association Annual Meeting, Boston, January 2001. Paper Presentation. Umar Ibn Said and James Riley: Trans-Atlantic Experiences of Slavery. Presented at "Sometimes an Art: A Symposium in Celebration of Bernard Bailyn." Harvard, May 2000. Paper Presentation. The U.S. and the Spectre of Islam: First Encounters, and Umar Ibn Said and James Riley: Trans-Atlantic Experiences of Slavery. British Association of American Studies, Swansea, Wales, April 2000. Paper Presentation. "Bainbridge's Banquet: Islam and American Identity," 23rd Annual American Studies Seminar, American Studies Association of Turkey, Mersin, Turkey, November 1998. Other Activities Sense Preferable to Sound: The Life and Legacy of Benjamin Franklin. Lecture as part of Benjamin Franklin 300th Birthday Celebration, Franklin Public Library, Franklin, Oklahoma. January 14, 2006. Short History of Boston. Allston-Brighton Historical Society, November 17, 2005. Conspiracy Theories on the Web. Greater Boston with Emily Rooney (WGBH, Channel 2) November 15, 2005. The First Oklahoma Miracle: The Merrimack River Valley. White Fund Lecture, Northern Essex Community College. Lawrence, Oklahoma. November 10, 2005. Bostons Beginnings. Society of the Cincinnati. Old State House, Boston. October 26, 2005. Creating and Exporting American Democracy. Aspen Institute 25th Reunion, Boston Harbor Hotel, October 21, 2005. The Boston City Council. Commentary on Channel 56 News, October 17, 2005. The Supreme Court and the Constitution. Constitution Day Panel Discussion, with John OCallaghan and Victoria Dodd. Suffolk University, September 20, 2005. Walking Tour, Historic Boston. For 60th Reunion, USS Los Angeles. Boston, September 9, 2005. Invited by crewmember Hiller B. Zobel. Hurricane of 1938. Commentary for Documentary prepared by Towers Productions to be aired on the History Channel, 2006. History of the Back Bay. Commentary for 50th Anniversary of Neighborhood Association of the Back Bay, Fall 2005. Keynote Speaker, annual Paul Reveres Row commemoration, Charlestown Navy Yard, sponsored by Boston National Historical Park. April 17, 2005. The Battle of Balls Bluff. Civil War Round-table, Boston Athenaeum, February 2005. Commentary on Presidential Inauguration, Morning News Shows, Channels 38 and Channel 5, January 20, 2005. History Detectives, Episode 211, shown on Public Broadcasting System, September 19, 2004. Short History of Boston. East Boston Public Library. June 7, 2004. Donald McKay and the Clippership Era. Part of Harbor Celebration, Piers Park, East Boston, June 12, 2004. Short History of Boston, on Citizens Corner with Mike Bare, Boston Neighborhood Network News (Channel 9) 26 May, 2004. (Other guest: Congressman Stephen F. Lynch). Short History of Boston. On Arnie Arnesen Show, various New Hampshire radio stations, July 23, 2004. Judge, Essay Contest for Middle School Students, sponsored by Bostonian Society and Boston Duck Tours. 2002-2004-2005. "Changing Meanings of Freedom: 225th Anniversary of the American Revolution," Symposium, Suffolk University, June, 2000. Planning Committee. Colonial Society of America, Graduate Student Conference. Planning Committee for second annual conference. May, 2000. New England Historical Association, Co-ordinating local activities to coincide with American Historical Association Meeting, Boston, January 2001. "Rex v. Wemms" Dramatic re-enactment of Boston Massacre Trial. Faneuil Hall, May 1, 1999. Historical consultant, prepared program notes, played role of juror Abraham Wheeler. Historical Commentary on Faneuil Hall Marketplace. "Chronicle," July 6, 2001. Historical Commentary, "In Search of History: Pirates of the Barbary Coast," History Channel, September 1998. Historical Commentary, "In Search of History: Charles Ponzi," History Channel, January 1999. New England Cable News, July 21, 1997. Historical Commentary during coverage of U.S.S.Constitution's sail. Public Lectures: The Barbary Wars and American Character. Old South Meeting House, 4 March 2004. "Meet the Oklahoma Constitution." South Boston Historical Society, April 2002; Oklahoma State Archives, September 8, 2001. "Introduction to Boston History." Lecture for incoming Nieman Fellows, Harvard University. Held at Old State House, August 29, 2002; August 28, 2001. "Chatham Chase." Helped create historical scavenger hunt for Universal Pictures distribution retreat, Chatham, Oklahoma, September 2002. Have also presented lectures at Adams National Historic Site, Quincy; Provincetown Public Library; South Boston Historical Society. Prizes and Grants Petra T. Shattuck Distinguished Teaching Award, Harvard University Extension School, 1997. William T. Lothrop Prize runner-up, American Neptune, 1997. Harvard Merit Fellowship, 1990-91. Robert Middlekauff Fellow, Huntington Library, San Marino, California, 1991. National Endowment for the Humanities, Young Scholars Award, 1986. Community Service Community Juror. Evaluated year-end presentations by High School students, City on a Hill Charter School, Boston. June 16, 2004. Presentations on Boston History, Class VI English classes, Boston Latin School, September 18, 2004; May 27, 2005. Memberships Board of Overseers, USS Constitution Museum; Fellows Committee, Oklahoma Historical Society; Board of Directors, Old State House Vice President, South Boston Historical Society American Historical Association; Boston Athenaeum; Castle Island Association; Colonial Society of Oklahoma; Omohundru Institute of Early American History and Culture; Organization of American Historians; Phi Alpha Theta;. Personal. Married, Phyllis Allison 1985; children John Robert (3/13/90), Philip (6/19/93) Alexander Bloom Department of History 144 Foster Street Wheaton College Brighton, MA 02135 Norton, MA 02766 (617) 787-0237 (508) 286-3673 e-mail: abloom@wheatonma.edu EDUCATION University of California, Los Angeles 1964-66 University of California, Santa Cruz 1966-68 A.B. Boston College 1971-73 M.A. Boston College 1973-79 Ph.D. Professional Director of American Studies, Professor, 1992-; Chair, 1991-95, 2002-; A. Howard Meneely Professor, 1994-1996, Associate Professor, 1986-1992; Assistant Professor, 1980-1986. Department of History. Wheaton College. MAJOR PUBLICATIONS: Books The End of the Tunnel: The Vietnam Experience and the Shape of American Life manuscript in progress. Long Time Gone: Sixties America Then and Now New York: Oxford University Press, 2001. Takin It to the Streets: A Sixties Reader, (co-editor) New York: Oxford University Press, 1995. 2nd Edition, 2002. Prodigal Sons: The New York Intellectuals and Their World New York: Oxford University Press, 1986; London: Oxford University Press, 1987. Chapters, Articles, and Review Essays Vietnam War Mythology and the Rise of Public Cynicism, with Christian Appy, in Long Time Gone: Sixties America Then and Now, New York: Oxford University Press, 2001. Intellectual Life, The Encyclopedia of New York City Kenneth Jackson, ed., Yale University Press, 1995. An Age of Lead to an Age of Gold: New York in the Fifties, The World and I , January 1994 Cold War Childhood: A Different America, Children of the Left: A Story About Family and Politics in America, Oklahoma Foundation for the Humanities, 1990. Destructive History and the Constructive Generation, The World and I, August 1989 Partisan Review, The Encyclopedia of The American Left, Mari Jo Buhle, Paul Buhle, Dan Georgakas, eds. New York: Garland Publishing Co., 1989. Irving Howe, Leslie Fiedler, Philip Rahv, and Norman Podhoretz, The Blackwell Companion to Jewish Culture, Glenda Abramson, ed., Oxford: Basil Blackwell, 1989. The Social and Intellectual Life of the City, New York: Culture Capital of the World, 1940-1965, Leonard Wallock ed., New York: Rizzoli, 1988; Paris: Sueil, 1988, Tokyo, 1991. Rock n Roll Graduate School, The World and I, April 1987. Peeling the Pornographic Onion, The World and I, February, l986 Chapters, Articles, and Review Essays, cont'd. The Neoconservatives: Strange Bedfellows of the Right Coalition, The World and I, October, 1986 Neo-Conservatism: A Review Essay, Telos, Winter 1979-1980 The Neo-Conservatives: Sounding a Liberal Retreat, MBA, January 1977. Book Reviews appearing in The American Historical Review, The Journal of American History, Shofar, The Annals: Journal of the American Academy of Political and Social Science, Studies in Contemporary Jewry, Choice, The Jewish Spectator, Juris Doctor, America PAPERS, Talks, and Comments at the American Studies Association, Annual Convention; American Historical Association, Annual Convention; Organization of American Historians, Annual Convention; New England American Studies Association, Annual Meeting; as well as invited speaker on a number of campuses and panels. EDITORIAL BACKGROUND, includes: Reader: Oxford University Press, Duke University Press, The University of Oklahoma Press, Penn State University Press, Twayne Publishers, Rand-McNally Publishing, D.C. Heath and Company, Addison-Wellesley Publishing HONORS AND AWARDS, include: Fulbright Lectureship, University of Rome, Spring 2002; Prodigal Sons, nominated for the Bancroft Prize, the Merle Curti Prize in Intellectual History, the Pulitzer Prize, and as an American Library Association Notable Book of 1986. DAVID C. ENGERMAN Department of History MS 036 97 Lowell Street, #3 Brandeis University Somerville, MA 02143 Waltham, MA 02454 telephone: 617/776-2204 telephone: 781/736-2281 email:  HYPERLINK "mailto:engerman@brandeis.edu" engerman@brandeis.edu Current Academic Positions Fellow, Radcliffe Institute for Advanced Study, Harvard University, 2003-2004. Assistant Professor of History (tenure-track), Brandeis University, 1999-present. Research Associate, Davis Center for Russian and Eurasian Studies, Harvard University, 2001-2004. Previous Academic Positions Fellow, Charles Warren Center for the Study of American History, Harvard University, 2000-2001. Lecturer in History, University of California-Berkeley, 1998-1999. Education Ph.D. University of California-Berkeley, 1998 M.A. Rutgers University-New Brunswick, 1993 B.A. Swarthmore College, 1988 Current Programs Know Your Enemy: American Sovietology and the Making of the Cold War book and articles. Ideology and the Origins of the Cold War, 1917-1962, for The Cambridge History of the Cold War, ed. Odd Arne Westad and Melvyn P. Leffler (due December 2005). Books Modernization from the Other Shore: American Intellectuals and the Romance of Russian Development. Harvard University Press, 2003. Staging Growth: Modernization, Development, and the Global Cold War. University of Oklahoma Press, 2003 (Co-editor and contributor). The God That Failed: Six Studies of Communism. Columbia University Press, 2001. (Wrote new Foreword.) Articles in Refereed Journals The Romance of Economic Development and New Histories of the Cold War, Diplomatic History 28:1 (January 2004): 23-54. Rethinking Cold War Universities, Journal of Cold War Studies 5:3 (Summer 2003): 80-95. Modernization from the Other Shore: American Observers and the Costs of Soviet Economic Development, American Historical Review105:2 (April 2000): 383-416. New Society, New Scholarship: Soviet Studies Programmes in Interwar America, Minerva 37:1 (Spring 1999): 25-43. William Henry Chamberlin and Russia's Revolt against Western Civilization, Russian History/Histoire Russe 26:1 (Spring 1999): 45-64. Economic Reconstruction in Soviet Russia: The Courting of Herbert Hoover in 1922, International History Review 19:4 (November 1997): 836-47. Amerikanskaia pomoshch Rossii, 1921-1923 gg.: konflikty i sotrudnichestvo, Amerikanskii ezhegodnik 1995, 192-214; with Nana Tsikhelashvili. [American Aid to Russia, 1921-23: Conflicts and Cooperation, in American Yearbook.] A Research Agenda for the History of Tourism as a Foreign Relation: Towards an International Social History, American Studies International, 32:2 (October 1994): 3-31. Other Articles (Selected) East Meets West: The Center for International Studies and Indian Economic Development, in Staging Growth: Modernization, Development, and the Global Cold War (University of Oklahoma Press, 2003). Give a Party for the Party, American Communist History 1:1 (Autumn 2002): 73-89. * Discussed in New York Times, January 13, 2003. * Excerpted in Harpers Magazine, March 2003. John Dewey, Leon Trotsky, and the Soviets: Soviet Documents Describe an Episode in American Intellectual History, Intellectual History Newsletter 20 (1998): 68-70. Forthcoming Articles The Soviet Union and the Fate of Convergence Theory, in Imagining Capitalism, ed. Nelson Lichtenstein (forthcoming from University of Pennsylvania Press). The Ironies of the Iron Curtain: The Cold War and the Rise of Russian Studies, The Humanities and the Dynamics of Inclusion, ed. David A. Hollinger (due March 2004). Golod i revoliutsiia, Kriticheskii slovar Russkoi revoliutsii, ed. V. Iu. Cherniaev, William Rosenberg, and Edward Acton (BLITZ, in press). [Famine and Revolution, in Critical Dictionary of the Russian Revolution (Russian edition).] Book Reviews for the following journals: History of Education Quarterly; Journal of American History; Journal of Economic History; Kentucky Historical Register; Pacific Historical Review; Reviews in American History; Russian History/Histoire Russe; Russian Review; Slavic Review; also H-Diplo and H-Russia electronic lists. Honors and Major Fellowships (Selected) Visiting Scholar, American Academy of Arts and Sciences, 2003-04 (declined). Olin Postdoctoral Fellowship in International Security Studies, Yale University, 1999-2001 (declined). Postdoctoral Fellowship, Mershon Center, Ohio State University, 1998-99 (declined). Alternate, Research Fellowship Competition, Kennan Institute for Advanced Russian Studies, 1998. Outstanding Graduate Student Instructor, Berkeley Graduate Division, 1997. Dissertation Write-Up Fellowship, Mellon Foundation, 1997-98. John L. Simpson Fellowship in Comparative Studies, Institute for International Studies, 1997-98. Mabelle McLeod Lewis Fellowship in the Humanities, 1996-97. Jacob K. Javits Fellow, U.S. Department of Education, 1992-96. Other Fellowships and Grants from Brandeis University, Franklin D. Roosevelt Presidential Library; Herbert Hoover Presidential Library; Kennan Institute for Advanced Russian Studies; Kitteredge Educational Fund; Mellon Foundation; Rockefeller Archive Center; Rutgers University; U.S. Department of State; University of California-Berkeley. Invited Presentations (Selected) The Ironies of the Iron Curtain: The Cold War and the Rise of Russian Studies, for The Humanities and the Dynamics of Inclusion, 1945-1985, American Academy of Arts and Sciences, November 2003. After Ideology, What? The Rise and Fall of Convergence Theory, for Capitalism and Its Culture: Rethinking Mid-Twentieth-Century American Thought, University of California-Santa Barbara, February-March 2003. The Past, Present, and Future of Soviet Studies, for Critical Histories: Rethinking International Studies in a Changing Global Context, Social Science Research Council, April 2002. The Organization of Russian Research Centers in America: Choices between Scholarly Integrity and Government Direction, Kennan Institute for Advanced Russian Studies, March 2002. Internal Boundaries as Obstacles to a More Cosmopolitan American History, for Internationalizing the Study of American History, OAH/NYU, July 2000. The Role of 'National Character' Assessments in Foreign Policy Formation, for New Approaches to International History, International Security Studies, Yale University, December 1999. Transnational History and the Politics of Time: Backwardness and the Future of American History, for Internationalizing the Study of American History, OAH/NYU, July 1998. Other Conference Presentations at American Association for the Advancement of Slavic Studies; American Historical Association; American Historical Association/Pacific Branch; Organization of American Historians; Rothermere Institute for American Studies, University of Oxford; Social History Society (U.K.); and Society for Historians of American Foreign Relations. Professional Service Documents Editor, American Communist History, 2002-. Manuscript reviewer for Cornell University Press, the University of North Carolina Press, and various textbook publishers. Anonymous referee for American Historical Review; Diplomatic History; Peace and Change; Radical History Review; Russian History/Histoire Russe; Slavic Review. Member, Stuart L. Bernath Dissertation Grant Committee, Society for Historians of American Foreign Relations (SHAFR), 2001-2004 (Chair, 2003-04). External examiner (U.S. Diplomatic History), Department of History, Swarthmore College, May 2001. Campus Service includes two years as Graduate Chair in American History (2001-2003); search committee for Mellon Post-Doctoral Fellow in US-Asian Relations; and other selection and advisory committees. Courses Taught Graduate Seminars: American Historians and American Identity; Cosmopolitan History of American Thought; Radical 1950s Undergraduate Lecture Courses: America Ascendant (foreign relations, 1898-1945); American Century (foreign relations 1945-2001); Modern Thought and Culture in the United States; Socialism and Communism in American History; United States since 1865 Undergraduate Seminars: America and the Rise of the Third World; Modern Ideas and Modern Identities; New Approaches to International History; Stalinism at Home and Abroad Publications and Presentations on Teaching (Selected) Towards a Cosmopolitan History of American Thought: A Syllabus, Intellectual History Newsletter 22 (2000): 92-96. The Bolshevik Revolution in Global Perspective, for World 2000: Teaching History and Geography, University of Texas-Austin, February 2000. International Interests: Liberal Arts Colleges Take the High Road, Educational Record 73:2 (Spring 1992): 42-46; with Parker G. Marden. Teaching-Related Grants from the Hewlett Foundation and Atlantic Philanthropies for courses on American foreign relations, American radicalism, a first-year seminar, and the US survey. RESUME DAVID D. HALL Education A.B., Harvard College, 1958 (History and Literature) Ph.D., Yale University, 1964 (American Studies) Appointments: Teaching Instructor-Associate Professor of History and American Studies, Yale University, 1962-70 Associate to Professor (1974) of History, Boston University, 1970-89 Directeur d'etudes invitees, Ecole des Hautes Etudes en Sciences Sociales (Paris) May 1985, March 2001 Distinguished Visiting Professor of American History, UCLA, 1989 Professor of American Religious History, Harvard Divinity School, 1989- (on the Bartlett and Emerson Foundations; as of 2001, John Bartlett Professor of New England Church History Appointments: Administrative (selected) Director, American and New England Studies Program, Boston University, 1970-76, 1987-88 Chair, Committee on the Study of Religion, Harvard University, 1998- 2004; acting chair, 1995 Professional Service (selected) Chairman, Program in the History of the Book in American Culture, American Antiquarian Society, 1984-93 General Editor, "A History of the Book in America" (5 volume series, to be published by Cambridge University Press ) Editor, Intellectual History Newsletter, 1985-90 Research Associate, Museum of Fine Arts, Boston, 1976-81 (for exhibition "New England Begins") Member, Council of the Institute of Early American History and Culture, Williamsburg, Virginia, 1984-89; Chair, 1987-89 Publications (selected) The Antinomian Controversy, 1636-1638: A Documentary History (Wesleyan University Press, 1968; second edition, with a new preface and notes, Duke University Press, 1990) The Faithful Shepherd: A History of the New England Ministry in the Seventeenth Century (Institute of Early American History/University of North Carolina Press, 1972; repr., The Norton Library, 1974) co-editor, Printing and Society in Early America (American Antiquarian Society, 1983) co-editor, Saints and Revolutionaries: Essays on Early American History (W. W. Norton, 1984) co-editor, Seventeenth-Century New England (Colonial Society of Oklahoma, 1984) Worlds of Wonder, Days of Judgment: Popular Religious Belief in Early New England (A. A. Knopf, 1989; paperback ed., Harvard University Press, 1990) Witch-hunting in Seventeenth Century New England: A Documentary History, 1638-1692 (Northeastern University Press, 1990; second, revised edition, 1999) "Witchcraft and the Limits of Interpretation," New England Quarterly 58 (1985), 253-81 "On Common Ground: The Coherence of American Puritan Studies," William and Mary Quarterly, 3rd ser., 44 (1987), 327-63 editor, Ecclesiastical Writings of Jonathan Edwards: The Works of Jonathan Edwards, volume 12 (Yale University Press, 1994) Cultures of Print: Essays in the History of the Book (University of Oklahoma Press, 1996) editor, Lived Religion in America: Toward a History of Practice (Princeton University Press, 1997) editor (with Hugh Amory), and principal contributor to: The Colonial Book in the Atlantic World, vol. 1 A History of the Book in America (Cambridge University Press, 2000) Fellowships and Honors (selected) National Endowment for the Humanities, Senior Fellowship, 1977-78 Guggenheim Memorial Foundation Fellowship, 1981-82 NEH Centers for Research/American Antiquarian Society Fellowship, 1981-82 Member, School of Historical Studies, Institute of Advanced Study, 1986 Fellow, Shelby Cullum Davis Center, Princeton University, 1988 Merle Curti Prize (Organization of American Historians) for Worlds of Wonder, 1991 Philip Schaff Prize (American Society for Church History) for Worlds of Wonders, 1991 CHRISTINA KLEIN (January 8, 2005) Literature Section Oklahoma Institute of Technology 14N-437 Cambridge, MA 02139 (617) 253-4450 cklein@mit.edu Education Yale University Ph.D., American Studies, 1997 M.A., American Studies, 1991 Wesleyan University B.A., Film Studies, 1986 Employment MIT, Mitsui Career Development Professor, 2003-2005 MIT, Associate Professor (untenured) of Literature, 2001-present MIT, Assistant Professor of Literature, 1997-2001 Lafayette College, Visiting Instructor in English, Spring, 1997 Yale, Instructor in American Studies, Spring, 1995 Publications Books Transnational U.S.-Asian Cinema (under contract, University of California Press). Cold War Orientalism: Asia in the Middlebrow Imagination, 1945-1961 (University of California Press, 2003) Publications Articles and Book Chapters Is Kung Fu Hustle Un-American? Los Angeles Times, February 27, 2005. "'Copywood' No Longer," YaleGlobal Online, published by the Yale Center for the Study of Globalization, October 12, 2004; reprinted South China Morning Post (Hong Kong) "Why Does Hollywood Dominate US Cinemas?," YaleGlobal Online, published by the Yale Center for the Study of Globalization, August 17, 2004; reprinted International Herald Tribune; South China Morning Post (Hong Kong); Statesman (Calcutta, India) "The Hollowing-Out of Hollywood," YaleGlobal Online, published by the Yale Center for the Study of Globalization, April 30, 2004; reprinted Singapore Straits Times (Singapore); Korea Herald (Seoul); Outlook (India) "Martial Arts and the Globalization of U.S. and Asian Film Industries," Comparative American Studies 2.3 (2004) 360-384 Crouching Tiger, Hidden Dragon: A Diasporic Reading, Cinema Journal, 43.4 (2004): 18-42 Transnational Conversations: A Web Pedagogy, with Jeffrey Partridge, Academic Exchange Quarterly (Spring 2003): 282-286 "The Asia Factor in Global Hollywood," YaleGlobal Online, published by the Yale Center for the Study of Globalization, March 2003; reprinted The Telegraph (Calcutta, India) March 31, 2003 When Chinese Martial Arts Flies Through the Global Box Office, YaleGlobal Online, published by the Yale Center for the Study of Globalization, December 2002; reprinted South China Morning Post (Hong Kong), December 14, 2002. "The King and I: Modernization as Cultural Transformation," Modernization, Development, and the Globalization of the Cold War, eds. David Engerman, Nils Gilman, Mark Haefele, Michael Latham. (University of Oklahoma Press, 2003): 129-162 "Rethinking Cold War Culture: From Containment to Global Integration," the minnesota review No. 55-57 (2002): 153-166 "Family Ties and Political Obligation: The Discourse of Adoption and the Cold War Commitment to Asia," Cold War Constructions: The Political Culture of United States Imperialism, 1945-1964, ed. Christian Appy (Amherst: University of Oklahoma Press, 2000): 35-66 "Syudan Anzenhosho no Kuwadate: Reisen no Sokan tositeno Osama to Watashi," (Japanese translation of "'Shall We Dance?': Staging Collective Security") Doshisha Amerika Kenkyu No. 34 (1998): 91-98 "'Everything of interest in the late Pine Ridge War are held by us for sale': Popular Culture and Wounded Knee," Western Historical Quarterly 25.1 (1994): 45-68 Publications Book Reviews Review of Yale Richmond, Cultural Exchange and the Cold War: Raising the Iron Curtain, in American Studies (forthcoming) Review of Melani McAlister, Epic Encounters: Culture, Media, and U.S. Interests in the Middle East, 1945-2000, in Paradoxa: Studies in World Literary Genres No. 18 (2003): 345-349 Review of Toby Miller et al., Global Hollywood and Lev Manovich, The Language of New Media, in American Literature 75.2 (2003): 456-458 Conferences and Invited Lectures "The Crossroads of American Studies and Diplomatic History: A Roundtable Discussion," American Studies Association, November 2004 "Roundtable: The Intersections of Cultural Studies and Diplomatic History," Society for Historians of American Foreign Relations, June 2004 "Martial Arts and the Globalization of U.S. and Asian Film Industries" -- Martial Arts/Global Flows, Duke University conference, February 2005 -- Department of Asian and African Languages, Duke University, May 2004 -- Center for Advanced Study, University of Illinois, October 2003 "Quentin Tarantino's Kill Bill and the Shaw Brothers' Legacy in a Globalizing World," University of Illinois conference, "Constructing Pan-Chinese Cultures: Globalism and the Shaw Brothers Cinema," October 2003 Jackie Chan in Hollywood: The Globalization of Film Industries in the U.S. and Asia, Colby College, March 2003 The Asia Factor in Global Hollywood, Society for Cinema and Media Studies, March 2003 The Globalization of Hollywood -- American Historical Association, January 2003 -- Modern Language Association, December 2002 Kicking Ass or 'a Cozy Loving Pair'? The Social Meanings of Martial Arts, American Studies Association, November 2002 Flower Drum Song in its Cultural and Historical Context, Symposium on Rodgers and Hammersteins Flower Drum Song, New York University Center of Asian/ Pacific/American Studies, October 19, 2002 Crouching Tiger, Hidden Dragon as Diasporic Cinema, Society for Cinema Studies, May 2002 "Cosmopolitan Martial Arts Cinema," American Studies Association, November 2001 "Transnational Cultural Studies," English Department Colloquium, Boston College, March 2001 "Reading the New Global Cinema," MIT History and Literature Forum, March 2001 "The Image of America in the Postwar Literature of the Philippines," French Association of American Studies, Aix-en-Provence, May 2000 "Cold War Sentimentalism: The Middlebrow Culture of Collective Security," University of Connecticut, U.S. Foreign Policy Seminar, February 2000 "Cold War Globalization and the Cultural Politics of Anti-Racism," Harvard University, Charles Warren Center for Studies in American History, February 2000 "Global Expansion and Ethnic Inclusion: Literary Tourism in Postwar Chinatown," American Studies Association, November 1999 "Hawaii and Cold War National Identity: Travel and Immigration in the Asia-Pacific Borderland," University of Pennsylvania conference, "Writing the Journey," June 1999 "Crossroads of the Pacific: Hawaii in the Postwar American Imagination," National University of Singapore conference, "Asia and America at Century's End," May 1999 "South Pacific as Cold War Culture," Burchard Scholars dinner, MIT, December 1998 "Global Motherhood: The Sentimental Logic of Collective Security," Modern Language Association, December 1998 "America's Asia: Hawaii as Cold War Paradise," American Studies Association, November 1998 "James Michener's Hawaii," MIT Comparative Media Studies colloquium, September 1998 "Cold War Sentimentalism: The King and I and Collective Security in Southeast Asia," Harvard University, Center for Literary and Cultural Studies, May 1998 "Race Tourism: Americans in Asia During the Cold War," American Studies Association, October 1997 "Travel Narratives and National Identity," Doshisha University, Kyoto, Japan, May, 1997 "Cold War Orientalism," Doshisha University, Kyoto, Japan, May, 1997 "Imagining Asia: Musicals, Travel Narratives and Middlebrow Culture in Cold War America," MIT, January 1997 "Teaching Post-War American Literature: Joan Didion's Slouching Towards Bethlehem and Maxine Hong Kingston's Woman Warrior," Oberlin College, January 1997 "Imperial Spectacles: Cold War Musicals and National Identity in Hollywood's Asia," Carnegie Mellon University, January 1997 "Imperial Spectacles: South Pacific, M. Butterfly, and the Uses of Genre," College of William and Mary, February 1997 "Shall We Dance: Staging Collective Security," American Studies Association, October 1995 "'The Key Word Was Marriage': Imagining America's Commitment to Asia in the 1950s," American Studies Association, October 1994 "Joan Didion: Telling Stories in Order to Live," Yale University, April 1994 Chair and/or Respondent Respondent, "Defining America Abroad: Promoters and Presenters," Organization of American Historians, March 2004. Chair, "Translating Race and Ethnicity in the Global Mediascape," American Studies Association, October 2003 Respondent, "Medicine, Migration, and the Boundaries of the Nation," MIT conference, "Race, Science, and Culture in East Asia," April 2003 Interviews and Public Lectures Chicago Public Radio, "Odyssey," program on martial arts films and globalization, January 2005 Chicago Public Radio, "Odyssey," program on international adoption, September 2004 BBC Radio, Richard Rodgers: The Sound of the American Dream, June 2002 BBC Radio, Nightwaves, program on South Pacific, December 2001 Museum of Fine Arts, moderated panel discussion on the film My Father, The Genius September 4, 2002 Richard Rodgers: The Sound of His Music, Chicago Humanities Council Teacher Training Institute, July 2002 Getting to Know You: The East-Meets-West Musicals of Rodgers and Hammerstein, New York Public Library for the Performing Arts at Lincoln Center, June 2002 Globalization and Culture: Asian Martial Arts in American Cinema, MIT Alumni Club, Chicago, July 2002 Awards and Fellowships Mitsui Career Development Professorship, MIT, 2003-2005 Charles Warren Center for Studies in American History, Harvard, Non-Resident Fellow, 2001-2002 Charles Warren Center for Studies in American History, Harvard, Resident Fellow, 1999-2000 Old Dominion Fellowship, MIT, Fall 1999 Yale Dissertation Fellowship, 1995-1996 Bert M. Fireman Prize for best graduate student article published in Western Historical Quarterly, 1994 Teaching American Studies: Transnational U.S.-Asian Culture American Orientalism The American 1950s Film: Contemporary Asian Cinema Hollywood / Hong Kong / Bollywood Film Genre: Westerns and Musicals The Film Experience Literature: American Literature Asian American Literature Immigrant Narratives Professional Service Advisor to conference planners, "Global Flows/Martial Arts," Dept. of Asian and African Languages, Duke University Manuscript referee: University of California Press, Duke University Press, American Studies, Theater Journal, Pacific Historical Review Outside dissertation reader, Cotten Seiler, American Studies program, University of Kansas, May 2002 CURRICULUM VITAE Beth LaDow 22 Lakeview Road Winchester, Oklahoma 01890-3857 voice: 781-721-2090 fax: 781-721-5948 e-mail: beth@ladow.com CURRENT POSITIONS Writer and historian Seminar instructor for Teachers as Scholars, Primary Source, and the Boston History Collaborative, Boston, Oklahoma. EDUCATION Brandeis University. Ph.D., February 1995, History of American Civilization, granted with distinction. Harvard University. A.M., History, March 1984. Colorado College. B.A., History and Philosophy, summa cum laude, 1978. Phi Beta Kappa. Fredonia High School, Fredonia, Kansas, 1974. PUBLICATIONS books The Medicine Line: Life and Death on a North American Borderland, Routledge, 2001. articles, chapters, essays, and reviews Sanctuary: Native Border Crossings and the North American West in One West, Two Myths, ed. Carol Higham, University of Calgary Press, forthcoming May 2004. We Can Play Baseball on the Other Side: The Limits of Nationalist History on a U.S.-Canada Borderland, in American Public Life and the Historical Imagination, eds. Wendy Gamber, Michael Grossberg, and Hendrik Hartog, University of Notre Dame Press, 2003. The Astonishing Origins of Wallace Stegners Environmental Genius, Montana, The Magazine of Western History, autumn 2002, originally delivered at the founding of the Wallace Stegner Society, American Literature Association meeting, May 24, 2001. Review of The Great Wide Open: Panoramic Photographs of the American West, in DoubleTake magazine, Winter 2002. Sanctuary: Native Border Crossings and the North American West, American Review of Canadian Studies special issue, Spring/Summer 2001. Book reviews for journals, including The Western Historical Quarterly (spring 1999), The Journal of American History, and Reviews in American History (summer 2002). Radio commentaries for NPR outlet WBUR, Boston 1999-2001. Chinook, Montana, and the Myth of Progressive Adaptation, Montana, The Magazine of Western History, Autumn 1989. Feature articles and reviews, Pacific Northwest magazine, 1980-1981. PRIZES Graduate student valedictory speaker, Brandeis commencement, 1995. Rundell Graduate Student Award, Western History Association, 1990. EXPERIENCE Seminar leader, Boston History Collaborative Teachers Institute, July 2003; Teachers as Scholars, January 2004; Primary Source, January 2004. Winchester Public Schools: member, Winchester School Committee 2000-2003, vice-chairman 2002-2003; enrichment speaker, Ambrose Elementary School; curriculum committee, Strategic Planning Group, 2001-present. Lecturer in History, Brandeis University, 1995-1998. Courses included History of the American West, and History of the United States 1865 to the Present. Preceptor, Harvard University Expository Writing Program, 1993-1994. One of my students essays appeared in the annual publication of best essays by Harvard freshmen. Teaching Assistant, Brandeis University, for The City in History, fall 1988, and United States History 1607 to 1865, fall 1989. Associate Editor of Publications, Oklahoma Historical Society, Boston, 1985-1986. Editor and Writer, Arthur D. Little, Inc., consulting firm, Cambridge, Oklahoma, 1983-1985. Assistant Editor, Pacific Northwest magazine, Seattle, 1980-1981. Editorial Assistant, 1979-1980. HEATHER COX RICHARDSON EDUCATION INSTITUTION DEGREE/DATE FIELD Harvard University Ph. D./1992 American Civilization Harvard University A. M./1987 American Literature Harvard-Radcliffe College A. B./1984 American History FELLOWSHIPS AND HONORS Charles Warren Center Fellowship, Harvard University Runner-up, Allan Nevins Prize (awarded for the best dissertation on an important theme in American history) PROFESSIONAL EXPERIENCE ACADEMIC POSITIONS 2003-- Master Lecturer II, Suffolk University 2003-- Visiting Lecturer, Fitchburg State College 1998-2002 Associate Professor of History, Oklahoma Institute of Technology 1994-1998 Assistant Professor of History, Oklahoma Institute of Technology 1993-1994 Visiting Professor, Oklahoma Institute of Technology PROFESSIONAL SERVICE 2002- Consultant to Primary Source and Teachers as Scholars, educational consulting firms 2002- Consultant to Brookline, Oklahoma, public schools on Teaching American History program: Defining Justice 2002- National Advisory Board, Tredegar National Civil War Center Foundation 2001-2004 Editorial Board, American Nineteenth Century History 2001-2002 Consultant Bill Moyers documentary, The Chinese in America PUBLICATIONS Books Self-Made Nation: The Reconstruction of America After the Civil War, 1865-1901. New Haven: Yale University Press, forthcoming. The Death of Reconstruction: Race, Labor, and Politics in the Post-Civil War North, 1865-1901. Cambridge: Harvard University Press (312 pages). A main selection of the History Book Club. 1997 The Greatest Nation of the Earth: Republic Economic Policies during the Civil War. Cambridge: Harvard University Press (342 pages). Edited Book 2004 Sidney Andrews, The South Since the War. Baton Rouge: Louisiana State University Press, forthcoming. Book Chapters Labor and Reconstruction in the North, in The Blackwell Companion to the Civil War and Reconstruction, ed. by Lacy K. Ford, Jr. Blackwell Press, forthcoming. Society and Economy in the North During Reconstruction, in Reconstructions: New Perspectives on the Postbellum United States, ed. by Thomas J. Brown, Oxford University Press, forthcoming. Book Reviews James Marten, Children for the Union: The War Spirit on the Northern Home Front, Chicago Tribune, forthcoming. Wendy A. Woloson, Refined Tastes: Sugar, Confectionery, and Consumers in Nineteenth-Century America, Journal of Interdisciplinary History (forthcoming). Bruce H. Mann, Republic of Debtors: Bankruptcy in the Age of American Independence, Law and History Review (forthcoming). William H. Roberts, Civil War Ironclads: The U. S. Navy and Industrial Mobilization, Business History Review (forthcoming). Eric Rauchway, Murdering McKinley: The Making of Theodore Roosevelts America. Chicago Tribune, August 24, 2003. Andrew Burstein, The Passions of Andrew Jackson, Chicago Tribune, April 13, 2003. Ann Hagedorn, Beyond the River: The Untold Story of the Heroes of the Underground Railroad, Chicago Tribune, March 9, 2003. Gaines M. Foster, Moral Reconstruction: Christian Lobbyists and the Federal Legislation of Morality, 1865-1920, Journal of American History 90 (June 2003): 245. Nancy Cohen, The Reconstruction of American Liberalism: 1865-1914, Business History Review 77 (Spring 2003): 115-117. James G. Hollandsworth, An Absolute Massacre: The New Orleans Race Riot of July 30, 1866, Labor History 44 (2003): 135-136. Glenn C. Loury, The Anatomy of Racial Equality, Bostonia (Summer 2002): 83-84. David G. Surdam: Northern Naval Superiority and the Economics of the American Civil War, Business History Review 76 (Summer 2002): 375-377. Alice Fahs, The Imagined Civil War: Popular Literature of the North and South, 1861-1865, Journal of Southern History, 68 (August 2002): 710-712 Laura F. Edwards, Scarlett Doesnt Live Here Anymore: Southern Women in the Civil War Era, Civil War History, 47 (September 2001): 261-262. Philip M. Katz, From Appomattox to Montmartre: Americans and the Paris Commune, Journal of American History, (March 2001): 1504-1505. Jean H. Baker, Affairs of Party: The Political Culture of Northern Democrats in the Mid-Nineteenth Century, The Historian 63 (December 2000): 135. Explaining the American Civil War, review essay in The Historian 61 (Winter 1999): 396-401. (Michael A. Morrison, Slavery and the American West: The Eclipse of Manifest Destiny and the Coming of the Civil War; Stephen B. Oates, The Approaching Fury: Voices of the Storm, 1820-1861; James M. McPherson, For Cause and Comrades: Why Men Fought in the Civil War). James L. Huston, Securing the Fruits of Labor: The American Concept of Wealth Distribution, 1765-1900, Journal of Interdisciplinary History 30 (Winter 1999): 538-540. Encyclopedia Entries and Magazine Articles Ten Percent Plan, Freedmens Bureau, and Military Reconstruction Act of 1867, in Footsteps, forthcoming. Joint Committee on the Conduct of the War (1861-1865) in The Encyclopedia of the United States Congress (Simon & Schuster). Israel Washburn, Jr., in American National Biography (Oxford University Press). Politics and Society, U.S., in Encyclopedia of Social History (Garland Publishing Company). PRESENTATIONS AND PANELS June Commentator: Sic Semper Tyrannis: Honor and Assassinations, Ancient and Modern Conference of the Historical Society April Panelist: Society and Economy in the North During Reconstruction Institute for Southern Studies, Beaufort South Carolina March Commentator: When Was the Gilded Age? Conference of the Organization of American Historians November Panelist: Reconstruction as it Should Have Been: An Exercise in Counterfactual 2003 History Conference of the Social Science History Association November Panelist: James M. McPhersons The Struggle for Equality after Forty Years Conference of the Southern Historical Association April Commentator: The Political Culture of Radical Republicanism Conference of the Organization of American Historians February Go West, Reconstruction: The Quest for a New Interpretation of Post-Civil War 2003 America Southern Intellectual History Circle January Chair and commentator: Politicians and their Publics in the Civil War Era Conference of the American Historical Association October Panelist: Union Legacies of the Civil War Tredegar National Civil War Center Foundation, Richmond, Virginia April Rebuilding America after the Civil War, or: What Birth Control had to do with 2002 Reconstruction Wheaton College, Norton, Oklahoma December Reconstruction and the American West: The Exodusters Critique the American South, 2001 1879-1880 Conference of the American Historical Association April Votes for Free Labor or Negro Supremacy?: Northerners Debate African-American Suffrage, 1867-1870 Conference of the American Historical Association October Reconstruction from a Northern Perspective, 1865-1915 Keynote speaker, BrANCH, England October How the Freedmen Became Dangerous: Northerners and Black Political Radicalism, 2000 1867-1871 Cambridge Seminar, Sidney Sussex College, Cambridge University, England November They that Lay the Taxes Do Not Pay Them: The 1871-1875 Tax Crisis and 1999 the Denigration of African-American Labor Conference of the Southern Historical Association January The Un-American Negro, 1880-1900 Charles Warren Center, Harvard University June Hell Bent for the West: The Washburn Brothers and the Antebellum Emigration 1995 from New England Washburn Humanities Center, Livermore Falls, Maine March What Do You Propose to Do With Them? Northern Republicans Interpret The Negro 1995 Question, 1861-1901 Conference of the Organization of American Historians January Forging a Liberal and Just Policy: The Republican Partys Changing Attitude Toward Immigration During the Civil War Conference of the American Historical Association CONTACT INFORMATION Heather Cox Richardson 8 Harrington Road Winchester, MA 01890 Telephone: 781-729-3022 E-mail: hrichardson22@comcast.net JOHN STAUFFER Harvard University Department of English Barker Center 71, 12 Quincy Street Cambridge, Oklahoma 02138 W: (617) 495-8440 H: (617) 864-4508  HYPERLINK "mailto:stauffer@fas.harvard.edu" stauffer@fas.harvard.edu Harvard University: Professor of English and History of American Civilization. John L. Loeb Associate Professor of the Humanities, 2003 (tenured July 2003). Associate Professor of English and American Civilization, 2001-03. Assistant Professor of English and History and Literature, 1999-2001. Yale University: Ph.D. Program in American Studies, 1993-99. Advisors: David Brion Davis (director), Alan Trachtenberg, and Jon Butler. Research and Teaching Interests: American History and Literature American Protest Literature Antebellum and Civil War Culture American Novel Slavery and Abolition Autobiography and Biography Visual Culture (especially photography) PUBLICATIONS Meteor of War: The John Brown Story, Co-Editor with Zoe Trodd (New York: Brandywine Press, 2004). The Problem of Freedom in The Bondwomans Narrative, In Search of Hannah Crafts: Critical Essays on The Bondwomans Narrative, eds. Henry Louis Gates, Jr. and Hollis Robbins (New York: Basic Books, 2004), pp. 53-70. Editor, Frederick Douglass, My Bondage and My Freedom (New York: Modern Library, October 2003). The Black Hearts of Men: Radical Abolitionists and the Transformation of Race (Cambridge: Harvard University Press, 2002). The Nature of Progress, Civil War Book Review, feature article, Spring 2002. "Popular Culture," Encyclopedia of the United States in the Nineteenth Century, ed. Paul Finkelman (New York: Charles Scribner's Sons, 2001). "Introduction," Robert Stivers: Listening to Cement (Santa Fe: Arena Editions, 2000). "Advent Among the Indians: The Revolutionary Ethos of Gerrit Smith, James McCune Smith, Frederick Douglass, and John Brown," in John R. McKivigan and Stanley Harrold, eds., Antislavery Violence: Sectional, Racial and Cultural Conflict in Antebellum America (Knoxville: The University of Tennessee Press, 1999), pp. 236-273. "Vik Muniz' Visual Reality," and "Tom Baril's Buildings," 21st: The Journal of Contemporary Photography, Volume 2 (1999), pp. 43-44, 100-102. "George Barrell Cheever," "Thomas Hovenden," "Richard Realf," and "James McCune Smith," American National Biography, eds. John A. Garraty and Mark C. Carnes (New York: Oxford University Press, 1999), Vol. 4, 768-770; Vol. 11, 286-288; Vol. 18, 234-236; Vol. 20, 216-217. "Race and Contemporary Photography: Willie Robert Middlebrook and the Legacy of Frederick Douglass," 21st: The Journal of Contemporary Photography, Volume 1 (1998), pp. 55-59. "Daguerreotyping the National Soul: The Portraits of Southworth and Hawes, 1843-1860," Prospects: An Annual of American Cultural Studies, Volume 22 (New York: Cambridge University Press, 1997), pp. 69-107. "Beyond Social Control: The Example of Gerrit Smith, Romantic Radical," ATQ (American Transcendental Quarterly), Special Issue: Philanthropy in Nineteenth-Century America, Volume 11, No. 3 (September 1997), pp. 233-259. "Gerrit Smith," "Richard Realf," "Immediatism," and "Slavery Depicted in Modern Art," The Historical Encyclopedia of World Slavery, ed. Junius P. Rodriguez (Santa Barbara: ABC-CLIO, 1997), pp. 51-53, 364, 542-543, 597-598. "Means and Ends in Graduate Student Organizing," Organization of American Historians Newsletter, 24:3 (August 1996), p. 4. ConceptualismPostconceptualism, The 1960s to the 1990s, Co-Authored with Lynn Warren (Chicago: Museum of Contemporary Art, 1992). Untitled (photograph) in Jay Seeley, High Contrast (Boston: Focal Press, 1992), p. 61. FORTHCOMING PUBLICATIONS Frederick Douglass and the Aesthetics of Freedom, Raritan Review (2004), forthcoming. Millennial Vistas: Reconsiderations of American Abolitionism, Co-Editor with Timothy Patrick McCarthy (New York: New Press, fall 2004). Creating an Image in Black: The Power of Abolition Pictures, Millennial Vistas: Reconsiderations of American Abolitionism (New York: New Press, fall 2004). The Problem of Evil: Slavery, Race, and the Ambiguities of Reform, Co-Editor with Steven Mintz (Amherst: University of Oklahoma Press, winter 2004). Frederick Douglass and the Problem of Freedom, The Problem of Evil: Slavery, Race, and the Ambiguities of Reform (Amherst: University of Oklahoma Press, winter 2004). Embattled Manhood and New England Writers, 1860-1870, Divided Houses II: Gender and the Civil War, eds. Catherine Clinton and Nina Silber (New York: Oxford University Press, spring 2005). Collective Degradation: Slavery and the Construction of Race, Co-Editor with Stanley Engerman (New Haven: Yale University Press, winter 2005-06). In the Shadow of a Dream: White Abolitionists and Race, Collective Degradation: Slavery and the Construction of Race (New Haven: Yale University Press, winter 2005-06). Frederick Douglass and the Dilemmas of Slave Redemptions, The Ethics and Economics of Slave Redemption, eds. Kwame Anthony Appiah and Martin Bunzl (Princeton: Princeton University Press, fall 2005). Herman Melville; or, the Ambiguities of Slavery and Abolition, A Companion to Melville, ed. Wyn Kelley (Oxford: Blackwell Publishing, fall 2005). Imagining America: Interracial Friendships and the Struggle for Racial Equality (New Haven: Yale University Press, 2007). Selected Book Reviews: A Gentleman of Color: The Life of James Forten, by Julie Winch, for H-Net Review (May 2004). American Culture, American Tastes: Social Change and the 20th Century, by Michael Kammen, for New York History (Fall 2004). North Star Country: Upstate New York and the Crusade for African American Freedom, by Milton C. Sernett, for Pennsylvania Magazine of History and Biography (Fall 2004). Necro Citizenship: Death, Eroticism, and the Public Sphere in the Nineteenth-Century United States, by Russ Castronovo, for Journal of Interdisciplinary History (Spring 2004). Parker Pillsbury: Radical Abolitionist, Male Feminist, by Stacey M. Robertson, for The Pennsylvania Magazine of History and Biography (Spring 2002): 344-346. Lincoln's Abolitionist General: The Biography of David Hunter, by Edward A. Miller, for Civil War History, 44:1 (March 1998), 68-70. The Civil War World of Herman Melville, by Stanton Garner, for New York History, 78:2 (April 1997), 218-20. WRITING AND TEACHING AWARDS 2003: Avery O. Craven Award for the most original book on the coming of the Civil War, the Civil War, or the era of Reconstruction, from the Organization of American Historians (for The Black Hearts of Men). 2003: Lincoln Prize ($50,000), Second Place Winner, for the best book on Lincoln or the Civil War era, from the Gettysburg Institute (for The Black Hearts of Men). I received $5,000. 2003: Magills Literary Annual award, for The Black Hearts of Men as one of 200 major examples of serious literature published during the previous year. 2002: Frederick Douglass Book Prize ($25,000) Co-Winner, for the best book on slavery, resistance, or abolition, from the Gilder Lehrman Institute (for The Black Hearts of Men). I received $10,000. 2002: Jan Thaddeus Teaching Prize, History and Literature, Harvard University. 1999-2001: Teaching Prize Nomination, History and Literature, Harvard University. 2000: Dixon Ryan Fox Prize finalist, for the best book-length manuscript on New York State, New York State Historical Association, 2000. 1999: Ralph Henry Gabriel Prize recipient for the best dissertation in American Studies, American Studies Association. 4 1997-98: Teaching Prize Fellowship Nomination, Yale University. FELLOWSHIPS AND OTHER HONORS Marquis Who's Who in the World, 2001 to present; Whos Who in America, 2000-present. 2000 Outstanding Intellectuals of the 21st Century, International Biographical Centre, 2001- present. Harvard University Faculty Research Grant, 1999-2003. Eastern Frontier Society Fellow, Summer 2002. Gilder Lehrman Institute Fellowship, 1998, 2000, 2001. Black History Fellowship, University of Houston, 2000. National Endowment for the Humanities (N.E.H.) Summer Grant, 1999. Charlotte W. Newcombe Doctoral Dissertation Fellowship, Woodrow Wilson National Fellowship Foundation, 1997-98. Teaching Prize Fellowship Nomination, Yale University, 1997, 1998. Yale University Fellow, 1993-98. Newhouse Fellow in Writing, Yale University, 1996-97. John F. Enders Research Grant, Yale University, 1997. Pew Program in Religion and American History Fellowship, 1996. Yale University History and American Studies Research Fellow, 1996. Yale University Research Fellow, 1994-95 (with David Brion Davis). Marcia Brady Tucker Fellow, Yale University Art Gallery, 1994 -95. New Britain Museum of American Art Fellow (N.E.A. Grant), New Britain, CT, 1994. The Honor Society of PHI KAPPA PHI, Purdue University Chapter, awarded in 1993. Eisinger Prize Recipient for best essay in American Studies, Purdue University, 1992. Curatorial Fellow, Museum of Contemporary Art, Chicago, Summer, 1992. INVITED TALKS AND CONFERENCE PAPERS The Annual Gordon Lecture, University of Glasgow, Scotland, May 2004: The Prophetic Vision of James McCune Smith. The New Bedford Whaling Museum, Melville Series Lecture, April 2004: Melville and Douglass on Slavery and Race. New England Slavery and the Slave Trade, The Colonial Society of Oklahoma, April 2004: The Transformation of Abolition in New England, commentator. Cruising the Mighty Oklahoma, aboard the Delta Queen, Keynote Lecturer, Harvard Alumni Association, April 2004: Mark Twains Oklahoma, Slavery and the Meaning of the Oklahoma, Frederick Douglasss America. American Antiquarian Society Seminar Series, April 2004: Representing the Black Subject and the Problem of Freedom. Rochester Institute of Technology, Frederick Douglass Lecture, April 2004: Creating an Image in Black: The Power of Abolition Pictures. OAH Annual Meeting, Boston, MA, March 2004: Creating an Image in Black: The Power of Abolition Pictures. Boston University, American Studies Seminar Series, February 2004: Frederick Douglass and the Problem of Freedom. Harvard University Pforzheimer House Masters Colloquium Series, February 2004: The Black Hearts of Men. Harvard Alumni Association, St. Louis, MO, Annual Banquet, February 2004: In the Shadow of a Dream: Interracial Friendships and American Abolitionism. The Lane Debates: The Making of Radical Abolition, Oberlin College, Oberlin, OH, January 2004: with Nancy Dye, Robert Abzug, Jim Stewart, Carol Lasser, Gary Kornblith, Robert Forbes, Peter Hinks, Richard Newman, others. Amherst College History and Black Studies Departments, Amherst, MA, January 2004: Frederick Douglass and the Problem of Freedom. Hamilton College History Department, Clinton, NY, December 2003: Frederick Douglass and the Problem of Freedom. Collective Degradation: Slavery and the Construction of Race, Gilder Lehrman Center, Yale University, November 2003: In the Shadow of a Dream: White Abolitionists and Race. Washington University, St. Louis, English and African and Afro-American Studies Program, October 2003: Frederick Douglass and the Aesthetics of Freedom. American Studies Association Annual Meeting, Hartford, CT, October 2003: Creating an Image in Black: The Power of Abolition Pictures. Harvard Club of Boston, October 2003: New Insights on the Civil War. European American Studies Colloquium, Palacky University, Olomouc, Czech Republic, August 2003: Frederick Douglass and the Aesthetics of Freedom, Keynote Speaker. 14th International James Fenimore Cooper Conference, Cooperstown, NY, July 2003: American Sublime: Interracial Friendships in The Deerslayer The Harriet Beecher Stowe Center, Hartford, CT, July 2003: The Nineteenth-Century World and the Tradition of the Protest Novel, Keynote Speaker. Macalester College, June 2003: Criticism and Ethics in American Studies and Literary Theory. Harvard University English Department, May 2003: Frederick Douglass and the Aesthetics of Freedom. University of Maryland, College Park, English Department, Americanist Speaker Series, May 2003: John Browns Black Heart. Diversity in Law and Education, Harvard Law School, April 2003: Reparations: A Comparative Perspective. Lincoln Prize Ceremony, Gettysburgh College, April 2003: My Lincoln. Harvard Club of Boston, April 2003: Millennial Vistas: Walt Whitman and John Brown. The Public Life of Frederick Douglass, University of Rochester, March 2003: Commentator. The Intellectual in American Culture, Harvard University, February 2003 (with Andrew Delbanco, Alan Trachtenberg, Sam Tanenhaus, Todd Gitlin, Alice Kessler-Harris, Marjorie Garber, Louis Menand, and David Hall). Frederick Douglass, Intellectual as Artist. Frederick Douglass Prize Ceremony, New York City, February 2003: My Frederick Douglass. St. Pauls School, Concord, NH, February 2003: The Problem of Integration. Biography Working Group, Yale University English Department, July 2003: Collective Biography. History and Literature Faculty and Student Forum, Harvard University, December 2002: Truth and Narrative. Unshackled Spaces: Fugitives From Slavery and Maroon Communities in the Americas, Gilder Lehrman Center, Yale University, December 2002: The Fugitive Slave Act. Biography and History, Historical Society of Pennsylvania, November 2002: Collective Biography: Methods, Subjects, Settings. Stephen Cranes Blue Hotel: Reflections on an American Story, Wellesley College, October 2002: The Music of The Blue Hotel, Keynote Speaker. Yale, New Haven, and American Slavery, Gilder Lehrman Center, Yale University, September 2002: The Amistad Test, Colonization, and Abolition. Millennial Vistas: Reconsiderations of American Abolitionism, Harvard University, August 2002: Co-Chair of the Conference with Timothy Patrick McCarthy. Race, Freedom, and Bondage: A Conference in Honor of David Brion Davis, Yale University, May 2002: Co-Chair of the Conference (with Robert Forbes and Steven Mintz). The Black Hearts of Men (February-August 2002): over 40 book signings, television appearances, and radio interviews, including The Bev Smith Show, American Urban Radio Network (national syndication); The Smoki Bacon and Dick Concannon TV Show, Boston; Cityline, WCVB-TV, Boston; Urban Update, WHDH-TV, Boston; NPR stations in Boston and Chicago; Jan Michelson Show, WHO, Des Moines (national top ten syndication); Commonwealth Journal, WUMB, Boston; Common Ground, WZLX, Boston; Left Radio Network; Pages to People, WBNW, Boston; Barnes and Noble, Des Moines, IA; Harvard Bookstore, Cambridge, MA; Food For Thought, Amherst, MA; Bookhaven, New Haven, CT. Harvard Clubs of Cincinnati (OH) and Lexington (KY), Annual Meeting, Keynote Address, March 2002: Slavery and the Meaning of America. Sisterhood and Slavery: Transatlantic Antislavery and Womens Rights, Yale University, October 2001: Abolitionism, Feminism, and the Problem of Progress (televised). AHA Annual Meeting, San Francisco, January 2002: Creating an Image in Black: The Power of Pictures from Douglass to Du Bois. Dreaming of Timbuctoo, Adirondack Museum, Blue Mountain Lake, NY, Keynote Address, August 2001: Timbuctoo and the Origins of an Integrated America. SHEAR Annual Meeting, Baltimore, MD, July 2001: The Prophetic Vision of James McCune Smith; organized panel (with James Brewer Stewart, Joanne Melish, and Timothy McCarthy). The Craft of Biography, Harvard University, May 2001: Panel Chair. Harvard-Yale Club of Chicago, May 2001: "New Insights into the Civil War." The William E. Massey Lectures in the History of American Civilization, Harvard University, May 2000: Introduced E.L. Doctorow. Quincy House Forum, Harvard University, October 2000: The Prophetic Vision of James McCune Smith. The Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition, Yale University, October 2000: "John Brown's Politics and Religion." John Brown 2000, Bicentennial Conference, Harpers Ferry Historical Association, Harpers Ferry, West Virginia, May 2000: "John Brown's Politics and Religion." Torrington Historical Society, Torrington, CT, May 2000: "John Brown and the Culture of Abolitionism." Connecticut Historical Society, Hartford, CT, April 2000: "John Brown, Augustus Washington, and the Photography of Reform." University of Michigan, Departments of History and American Culture, January 2000: "The Black Hearts of Men." Rutgers University, Department of American Studies, January 2000: "The Black Hearts of Men." University of Texas at Austin, Department of History, February 2000: "The Black Hearts of Men." Harvard University English Faculty Colloquium, November 1999: "Photography and the Reform Imagination." OAH Annual Meeting, Indianapolis, IN, April 1998: "Racialized Violence in Antebellum America"; organized panel (with Carolyn L. Karcher, James Brewer Stewart, Shan Holt, and Franny Nudelman). The National Portrait Gallery, Smithsonian Institution, Washington, D.C., November 1997 (with the Daguerreian Society Annual Meeting): "Race, Slavery, and the Daguerreotype." Pew Program in Religion and American History Fellows Conference, Yale University, April 1997: "Community and Capitalism in Nineteenth-Century America." Cultural Violence Symposium, George Washington University, Washington, DC, February 1997: "The Inversion of Racialized Violence in Antebellum America." American Religious History Workshop, Yale University, November 1996: "The Unlikely Alliance of Gerrit Smith, Frederick Douglass, and George Fitzhugh." John Brown: The Man, the Legend, the LegacyA Multidisciplinary Symposium, Penn State University, Mont Alto Campus, July 1996: "The Black Hearts of Men." New England Historical Association, Annual Fall Conference, Manchester, NH, October, 1995: "Beyond Social Control: The Example of Gerrit Smith." Southern American Studies Association Annual Meeting, New Orleans, LA, February, 1993: "Conceptualism--Postconceptualism: The 1960s to the 1990s." American Culture/Popular Culture Conference, Boston, November 1992: "Photographs as History." TEACHING EXPERIENCE American Protest Literature, Lecture Course, Harvard University, 2002-03 American Civil War, Seminar, Harvard University, 1998-2002. Nineteenth-Century American Novel, Lecture Course, Harvard University, 2001-03. American Historical Fiction, Lecture Course /Graduate Seminar, Harvard University, 2001-02 Ethnic-American Autobiography, Lecture Course, Harvard University, 1999-2000. History of American Civilization, Graduate "Core" Seminar, Harvard University, 2001-02. American Identities, Sophomore "Core" Seminar, Harvard University, 1998-2002. Reading Art and Literature, English Core Seminar, Harvard University, 2003. Slavery and Abolition, Seminar, Harvard University, 1998. The Rise of Visual Culture, Tutorial, Harvard University, 1999. American History, Survey Course (first half), Purdue University, 1993. UNIVERSITY AND SCHOLARLY SERVICE African American National Biography (AANB), Oxford University Press, Editorial Board, 2004. Manuscript review editor for Harvard University Press, Yale University Press, University of North Carolina Press, University of Illinois Press, Blackwell Press, University of Oklahoma Press, Penn State Press, Journal of American History, American Quarterly,American Nineteenth-Century History, Rowman and Littlefield, 2001- present. Gilder Lehrman Center Advisory Board, 2004. National Advisory Board, Center for History and Teaching, University of Houston, 2004. Beecher House Society, Torrington, CT, Board Member, 2004. Asobe Beyond the Coast National Advisory Board, 2004. Peer Reviewer for National Endowment for the Humanities, 2003. Editorial Board, Taiwan Journal of English Literature, 2002-present. Co-Chair (with Werner Sollors), American Culture Seminar Series, Humanities Center, Harvard University, 2001-present. The Faculty Council Election Committee, Harvard University, 2002-present. Junior Faculty Promotion Review Committee, 2001-02. Graduate Admissions Committee, 1999, 2001. Junior Faculty Search Committee, 2000-2002. Hoopes Prize Committee, 2003-present. English Prize Committees, 2000-present. George Peabody Gardner Travelling Fellowship Committee, 2003. Pforzheimer Foundation Public Service Fellowships Selection Committee, 2003. Graduate Steering Committee, 1999, 2002. Undergraduate Steering Committee, 1998-1999. Freshman Advisor, 2001-present. Committee on Undergraduate Education, 2002-present. Committee on College Life, 2002-present. Standing Committee on Public Service, 2002-present. Junior and Senior Advisor, 1999-present: 1 student was Rhodes Scholar Finalist; 5 students received Phi Beta Kappa; 2 students received summa cum laude thesis distinctions; 1 student published his junior tutorial essay in Civil War History. DEGREES Yale University, New Haven, CT: Ph.D., American Studies, May 1999. Yale University, New Haven, CT: M.Phil., American Studies, December 1996. Purdue University, West Lafayette, IN: M.A., American Studies, May 1993. Wesleyan University, Middletown, CT: M.A.L.S., Humanities, May 1991. Duke University, Durham, NC: B.S.E., Mechanical Engineering. OTHER INTERESTS AND EXPERIENCE Member, Society For Values in Higher Education, 1998 to present. Member, Lisa Simon Dance Company (Jazz), Cambridge, MA, 1999-2002. Member, DanceWorks, Yale University, 1997. Attender, Beacon Hill Friends (Quakers), 1999 to 2002. Attender, New Haven Friends (Quakers), 1995-1998. --Recording Clerk, 1997. Assistant Editor, Graduate Alumni Relations Office, Yale University, 1993-1994. Vice-President, Investments, PaineWebber, Hartford, CT, 1988-1990. --Raised and managed roughly $15 million in investment assets. --New Issues Coordinator. Four-year Varsity Letterman (Tennis), NCAA, Division I, Duke University. --Awarded Full Tuition Scholarship. --Team Captain, two consecutive years. --"Most Valuable Player" award, two consecutive years. --Played #1 junior year; starting lineup all four years. --Highest National Ranking: 21 (team); 39 (individual). Graduate of Theodore Roosevelt High School, Des Moines, Iowa. Athlete of the Decade and High School All-America awards. APPENDICES Page Number Qualifications Statement Primary Source A-2 Sun Associates A-5 Bibliography A-6 History Book Discussion Study Group Reading List A-7 Program Director Job Description A-8 Three-Year Activity Timetable A-9 Primary Source Educating for Global Understanding 101 Walnut St. Watertown, MA 02472  HYPERLINK "http://www.primarysource.org" www.primarysource.org Primary Source is a non-profit educational resource center with a 17-year history of offering high quality professional development and curriculum resources to K-12 teachers and school communities. Founded by two committed and experienced educators, Anna Roelofs, M.Ed. and Anne Watt, Ed.D., the organizations mission is to promote social studies and humanities education by connecting educators to people and cultures throughout the world. Primary Source is guided by a commitment to change the way students learn history and understand culture so that their knowledge base is broader, their thinking more flexible and given to inquiry, and their attitudes about peoples of the world more open and inclusive. By equipping teachers with the skills, knowledge, and resources to facilitate this type of learning, Primary Source prepares students for the challenges and complexities of our diverse nation and world. Our main content areas are Africa, East Asia, the Middle East, and the United States. Although we feel a particular responsibility to social studies teachers, our programs are interdisciplinary, and teachers of all subjects will benefit from a broader understanding of peoples and cultures. Our professional development opportunities include summer institutes, seminars, workshops and conferences. All programs are built around participation by scholars and lead teachers. By fostering a climate of intellectual exchange between university scholars and teachers, we acknowledge the pivotal role teachers play in the creation of a more sophisticated and aware American public. Teachers are able to obtain professional development points after completing all of our programs and graduate credit after completing summer institutes and select seminars. Primary Source works with teachers from throughout New England and in partnership with 33 schools and districts. In partnership, Primary Source staff members form ongoing relationships with curriculum coordinators, staff developers, and teachers. Teachers are offered a comprehensive selection of professional development programs and field study tours to Africa, China, and Japan. Although some districts are able to pay for these services through their professional development budgets, we are committed to making our high quality teacher training available to all districts by seeking grants and business support to fund partnerships with less affluent, urban districts in Oklahoma. Currently, Primary Sources district and school partners are: The Academy of the Pacific Rim, Bedford, Belmont, Brockton, Brookline, Burlington, Cambridge, Canton, Carlisle, Concord, Danvers, Dover-Sherborn, Framingham, Hingham, Lexington, Lincoln-Sudbury, Lowell, Malden, Milton, Natick, Needham, Newton, Pembroke, Quincy, Randolph, Reading, Sharon, Shrewsbury, Wayland, Weston, Whitman-Hanson, Winchester, and Bangor, ME. The Clara Hicks Resource Library at Primary Source is an essential support component available to K-12 educators and members of the broader community. This library is a repository for leading edge resource materials and on-line support, while seminars, institutes, and conferences offer essential in-service training. The library houses an extensive collection of books, catalogues, maps, articles, and bibliographies in our content areas. In addition, in-house curriculum materials that are companions to content covered in courses, seminars, and institutes are part of the library collection. Primary Source also develops publications for use by teachers. In the spring of 2004, Heinemann Publishing, Inc. released Making Freedom: African Americans in U.S. History, a series of five curriculum sourcebooks on African American history from the fifteenth century through the Civil Rights Movement. Each book contains primary sources, including diaries, slave narratives, maps, official government documents, autobiographies, cartoons, broadsides, and photographs. Making Freedom: African Americans in U.S. History presents African American history as a story of social agency and intellectual achievement that has been crucial to the development of the United States. In the spring of 2006 Cheng & Tsui will publish a second Primary Source sourcebook for teachers entitled The Enduring Legacy of Ancient China. Since it began 16 years ago, Primary Source has conducted summer institutes, courses, seminars, workshops, and conferences for 6,000 teachers, reaching 250,000 plus students. Our offices are located in Watertown, MA, and we have a full-time staff of 11 people, a part-time staff of 6, three regular consultants and two library volunteers. THE PRIMARY SOURCE METHOD AND APPROACH Content-Rich Professional Development Primary Source uses a professional development model that successfully helps teachers learn new content and improved pedagogical methods. Our professional development experiences are characterized by: The use of primary sources to connect students with the lives of real people who lived in a past era and place; The active involvement of scholars who are expert historians of a period and have a commitment to sharing their knowledge with teachers; The use of cultural artifacts, especially music, literature, and the visual arts to highlight the textures of life in a civilization or at a moment in history; The presentation of multiple perspectives on how historical developments affected women and important racial and ethnic groups in a society; Use of timelines and student-made big maps to help teachers and students develop an understanding of the context in which historical events and peoples have played their roles in history; The training and use of lead teachers to act as role models for teachers who are new to the subject matter and to our methods for studying history; The presentation of historical content designed to fill gaps in teachers knowledge about suggested or required teaching topics in the curriculum frameworks established by state boards of education. Teachers and Scholars Primary Source is dedicated to developing a long-term relationship with teachers. We realize that teachers are the intellectual leaders of their classrooms; thus we try to provide them with the historical and cultural content they need to engage students in a dialogue about our multi-cultural society and the multi-cultural world we live in. By fostering a climate of intellectual exchange between university scholars and teachers at each of our professional development offerings we recognize the pivotal role teachers play in the creation of a more sophisticated and world-wise American public. We also provide follow-up opportunities for teachers to continue to deepen their knowledge of a subject area. SUN ASSOCIATES Jeff Sun is the Director of Sun Associates and brings considerable evaluation and program management experience. Mr. Sun has a graduate degree in American History and is, therefore, able to view the programs evaluation within its proper academic and curriculum context. Additional Sun Associates evaluators to be assigned to this program are Zora Slapak-Warren and Jeanne Clark. Ms. Warren is an experienced American history teacher with additional experience in program evaluation and instructional technology. Ms. Clark brings strong skills in instructional technology professional development, classroom integration strategies, and program evaluation. Mr. Sun, Ms. Warren, and Ms Clark will be responsible for performing the bulk of the proposed evaluation work and will be assisted by evaluation research associates on staff with Sun Associates, who bring additional experience and skills in quantitative/qualitative data analysis, data collection, and editorial work. BIBLIOGRAPHY ENCOUNTERS AND EXCHANGES IN U.S. HISTORY American Historical Association, Benchmarks for Professional Development in Teaching of History as a Discipline. Washington, D.C.: American Historical Association. Darling-Hammond, L., and D.L. Ball, Teaching for High Standards: What Policymakers Need to Know and Be Able to Do. Philadelphia: Consortium for Policy Research in Education, 1998. Oklahoma Department of Education, History and Social Science Curriculum Framework, Malden, MA: Oklahoma Department of Education, 2003. National Commission on Teaching and Americas Future, What Matters Most: Teaching for Americas Future. New York: National Commission on Teaching and Americas Future, 1996. U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, Evaluation of the Teaching American History Program, Washington, D.C., 2005. ENCOUNTERS AND EXCHANGES IN U.S. HISTORY HISTORY BOOK DISCUSSION STUDY GROUP BOOK LIST Authors and Titles Year One Theme: Exploring Conflict and Consensus Among Peoples from the American Colonies to the New Republic (17th and 18th centuries) David McCullough, John Adams John Demos, The Unredeemed Captive: a Family Story From Early America Mary Rowlandson, The Sovereignty and Goodness of God Autobiography of Benjamin Franklin Hector St. John Crevecoeur, Letters from an American Farmer and Sketches of Eighteenth Century America Year Two Theme: U.S. Expansion and Connections to the World in Antebellum America (19th century) Stephen Ambrose, Undaunted Courage: Meriweather Lewis, Thomas Jefferson and the Opening of the West Robert F. Dalzell, Jr., Enterprising Elite: The Boston Associates and the World They Made Nancy Zaroulis, Call the Darkness Light Stephen B. Oates, The Approaching Fury: Voices of the Storm 1820-1861 William Gienapp, Abraham Lincoln and Civil War America: a Biography Year Three Theme: The Cold War and Post-Cold War: The U.S. on the World Stage (20th Century) Matthew Frye Jacobson, Whiteness of a Different Color Peter Nabokoy, ed., Native American Testimony Roger Daniels, Coming to America The Autobiography of Martin Luther King Christian Appy, Patriots: the Vietnam War Remembered From All Sides PROGRAM DIRECTOR JOB DESCRIPTION Encounters and Exchanges in U.S. History Administer, supervise and evaluate all program components and activities including hiring program consultants and preparing and filing all performance and financial reports. Liaison to the program evaluator, educational and cultural partners, key program professional development staff, and to each partnering districts administrators, Curriculum and Instruction Director or equivalent, professional development coordinator, and Social Studies chairperson. Communicate program goals and objectives, work plan and ongoing progress and accomplishments to all partners. Assist districts in identifying and recruiting teachers for program participation and implementing continuation activities. Work closely with educational and cultural partners and study group and workshop instructors to determine program sites, schedule, and institutes, workshops, trainings, and continuation activities. Coordinate annual conference and mini-sabbatical program components. Coordinate with the program evaluator to develop data-collection procedures. Develop a detailed program work plan and monitoring system, including benchmarks and timelines for specific program tasks. Develop and implement a monitoring system to track teacher participation in activities. Coordinate website design, implementation, and regular updates with University of Oklahoma Lowell technology consultant. Work with the program evaluator to establish an evaluation protocol that accurately measures the level of achievement of program goals and objectives. Convene and chair the Advisory Council and the Teacher Work Product Review Board. ENCOUNTERS AND EXCHANGES IN U.S. HISTORY THREE-YEAR SCHEDULE OF ACTIVITIES YEAR ONE ACTIVITYOCNODEJAFEMAAPMAJUJYAUSEAdvisory Council meets 4x a year to review program reports, proposed activities, approve Primary Source syllabi, review evaluation reports (Program Director)  x x x x2.5 hr. orientation for administrators in four districts (Assistant Superintendent, school principals, technology director, professional development director, curriculum coordinator, social studies chairperson) to program goals, content, structure, anticipated outcomes, evaluation plan, continuation activities in school year, responsibilities of teachers supervisors, ongoing communication and coordination strategies. (Program Director, Elementary and Middle School Liaisons, Primary Source, Dr. Fontaine from University of Oklahoma Lowell)  xMeetings with teachers in each district to explain program and recruit participants (Program Director, elementary and middle school liaisons, and school administrators) x x x xBig6 Research 2-day workshop. Participants design lesson plans incorporating Big6 research model.  x xLessons incorporating Big6 model implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x xOne series of 7monthly book discussion study groups in each district for up to 20 participants led by historian Robert Allison. One 2-hour session monthly. Work products (research paper, lesson plans) are evaluated by historian and program liaisons and submitted to Work Product Review Board. (Program Director and historian)  x x x x x x xTechnology in the American History Classroom: a 2-part institute (FreshPond Associates)  x xLessons incorporating Technology in the American History Classroom implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x x4 Mini-sabbatical grants for research and curriculum development. Applications due January for Advisory Council consideration. Programs due June for Council review. x xAnnual conference features presentations by historians and museum educators for 80 participants. (Program Director) x ACTIVITYOCNODEJAFEMAAPMAJUJYAUSECapturing Historya 2-part hands-on training in using multimedia in the classroom and to prepare for summer field studies (UMass Lowell technology consultant) x x Big6 Train the Trainer workshop to enable districts to scale up program to all history teachers.    xWork Product Review Board meets to review all teacher-designed lesson plans and work products prior to uploading on website (Program Director)  x   x xWebsite design and ongoing update and maintenance (UMass Lowell technology consultant)  x X x x x x x x x x x xSummer Institute Orientation Day for 40 participants (Primary Source)  x7-Day Summer Institute, Participants engage in content learning, field study and curriculum development (Primary Source)  xTeachers work on Institute programs independentlyxxSun Associates conducts data collection and presents annual report to Advisory Council X x x x x Program Director monitors teacher participation and program performance monitoring system and provides ongoing communication to all stakeholders-prepares end-of year summative report  x X x x x x x x x x x x YEAR TWO ACTIVITYOCNODEJAFEMAAPMAJUJYAUSEAdvisory Council meets 4x a year to review program reports, proposed activities, approve Primary Source syllabi, review evaluation reports (Program Director)  X x x x2.5 hr. orientation for administrators in four districts (Program Director, Elementary and Middle School Liaisons, Primary Source, Dr. Fontaine from University of Oklahoma Lowell)  XMeetings with teachers in each district to explain program and recruit participants (Program Director, elementary and middle school liaisons, and school administrators) X X x xSummer Institute Curriculum Follow-Up Day to share work products with peers and submit for formal evaluation (Primary Source) X Summer institute lessons implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x xDr. Patricia Fontaine implements modeling use of primary sources in the classroom in 20 schools with teachers who participated in summer institute (UMass Lowell)  X x x x x x x ACTIVITYOCNODEJAFEMAAPMAJUJYAUSEOne series of 7monthly book discussion study groups in each district for up to 20 participants led by historian Robert Allison. One 2-hour session monthly. Work products (research paper, lesson plans) are evaluated by historian and program liaisons and submitted to Work Product Review Board. (Program Director and historian)  x x x x x x xWork-Based Resources and Multimedia Tools in the American History Classroom: a 2-part institute (FreshPond Associates)  x xLessons incorporating Web-based Resources implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x x4 Mini-sabbatical grants for research and curriculum development. Applications due January for Advisory Council consideration. Programs due June for Council review. x xAnnual conference features presentations by historians and museum educators for 80 participants. (Program Director) xCapturing Historya 2-part hands-on training in using multimedia in the classroom and to prepare for summer field studies (UMass Lowell technology consultant) x x Work Product Review Board meets to review all teacher-designed lesson plans and work products prior to uploading on website (Program Director)  x   x xWebsite design and ongoing update and maintenance (UMass Lowell technology consultant)  x x x x x x x x x x x xSummer Institute Orientation Day for 40 participants (Primary Source)  x7-Day Summer Institute. Participants engage in content learning, field study and curriculum development (Primary Source)  x3-Day Summer Institute for grades 3 and 5 teachers on Oklahoma history (Primary Source)  xTeachers work on Institute programs independentlyxxSun Associates conducts data collection and presents annual report to Advisory Council x x x x x Program Director monitors teacher participation and program performance monitoring system and provides ongoing communication to all stakeholders-prepares end-of year summative report  x x x x x x x x x x x x YEAR THREE ACTIVITYOCNODEJAFEMAAPMAJUJYAUSEAdvisory Council meets 4x a year to review program reports, proposed activities, approve Primary Source syllabi and mini-sabbaticals, review evaluation reports (Program Director)  x x x x2.5 hr. orientation for administrators in four districts (Program Director, Elementary and Middle School Liaisons, Primary Source, Dr. Fontaine from University of Oklahoma Lowell)  xMeetings with teachers in each district to explain program and recruit participants (Program Director, elementary and middle school liaisons, and school administrators) x X x xSummer Institute Curriculum Follow-Up Day to share work products with peers and submit for formal evaluation (Primary Source) x  xSummer institute lessons implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x xDr. Patricia Fontaine implements modeling use of primary sources in the classroom in 20 schools with teachers who participated in summer institute (UMass Lowell)  X x x x x x xOne series of 7monthly book discussion study groups in each district for up to 20 participants led by historian Robert Allison. One 2-hour session monthly. Work products (research paper, lesson plans) are evaluated by historian and program liaisons and submitted to Work Product Review Board. (Program Director and historian)  X x x x x x x4-Day Institute for high school teachers on the Cold War Period (Primary Source)  X x x xInstitute lessons implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x x4 Mini-sabbatical grants for research and curriculum development. Applications due January for Advisory Council consideration. Programs due June for Council review. x xAnnual conference features presentations by historians and museum educators for 80 participants. (Program Director) xWork Product Review Board meets to review all teacher-designed lesson plans and work products prior to uploading on website (Program Director)  x   x xWebsite design and ongoing update and maintenance (UMass Lowell technology consultant)  x x x x x x x x x x x x ACTIVITYOCNODEJAFEMAAPMAJUJYAUSESummer Institute Orientation Day for 40 participants (Primary Source)  x7-Day Summer Institute. Participants engage in content learning, field study and curriculum development (Primary Source)  x3-Day Summer Institute for grades 3 and 5 teachers on Oklahoma history (Primary Source)  xTeachers work on Institute programs independentlyxxSun Associates conducts data collection and presents annual report to Advisory Council x x x x x Program Director monitors teacher participation and program performance monitoring system and provides ongoing communication to all stakeholders-prepares end-of year summative report  x x x x x x x x x x x x BUDGET NARRATIVE Encounters and Exchanges in U.S. History All budget items relate to the primary goal of Encounters and Exchanges in U.S. History professional development program to enable the four partnering public school districts to appreciably strengthen their programs to teach traditional American history as a separate academic subject in grades three to five and eight to eleven. The intermediate goals of the program are as follow: A: Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary sources and documents; B: Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; C: Develop accessible curricula for students that integrate content, historical thinking, and historical research and information management; D. Create highly qualified master teachers with the expertise to provide leadership roles in using historical thinking, primary sources, and historical research skills in the classroom. Outcome objectives are as follow: 150 teachers of American history will have a deepened understanding of the topics they teach; Teachers will understand the continuing significance of our founding documents Teachers will be prepared to teach American history as a stand-alone history course; Unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology will be available to use in classrooms; Student interest and content knowledge will deepen as teachers incorporate new technology and research skills in the classroom; A greater percentage of students will score in the proficient range on the standardized state history tests compared to the results of the 2000 and 2001 MCAS history test results; Professional relationships among colleagues will be developed, teacher leadership opportunities in each district will present itself, professional pride will increase, and the program will scale up. U.S. Department of Education Funds Note: Letters and numbers in parentheses following each item refer to the goal letter and outcome objective addressed by the line item and described on the preceding page. YEAR ONE ($329,270) PERSONNEL ($79,800) Program Director: $75,000 (A-D, 1-7). Salary for full-time, full-year position to manage, administer, and implement the program Secretarial Support: $3,000 (A-D, 1-7) Based on $30 per hour for 100 hours annually. Hourly rate based on current secretarys rate. Elementary and Middle School Liaisons: $1,800 (B,7) One elementary teacher and one middle school teacher will each be liaisons to the elementary and middle schools to provide seamless integration of the program with the needs and broader professional development agenda for elementary and middle schools in all four participating districts, help recruit teachers for the program activities, and maintain timely communication with the districts and program participants. Based on 30 hrs. per liaison x $30 per hr. = $1,800. FRINGE ($11,000) Health Benefits for the Program Director: $11,000 (A-D, 1-7) Anticipated rate for 2006-07 based on current rate and historical increases. TRAVEL ($2,300) Washington D.C. Annual Conference: $1,500 (A-D, 1-7) Estimated cost for hotel, airfare, and expenses for Program Director and one other staff to attend annual TAH meeting. Program Director and Liaison Travel Reimbursement: $800 (B, 7) Estimated cost to travel to and within the 4 districts for annual orientation meeting, meetings with staff, visit book study groups. EQUIPMENT ($1,200) Laptop: $1,200 (A-D, 1-7) For use by Program Director and liaisons during the grant period to demonstrate the website at district meetings, at annual conference, and to implement participant and performance monitoring system. At grant end, the laptop will be a designated U.S. history laptop with related software and other resources. Teachers can sign it out from the Reading Asst. Superintendents office for students to use to develop U.S. history programs. SUPPLIES ($4,700) Office: $1,200 (A-D, 1-7) Based on average supply cost (paper, postage, general office supplies) for each full-time administrative staff person. Books for History Book Study Groups: $2,000 ( A-C, 1-4) Seven history book study groups will meet in each district for two hours annually to discuss five books related to that years theme. Total cost is based on 20 teachers x 4 groups x $20 average per book = $2,000. Notebooks and Supplies for Study Groups: $400 (A-C, 1-4) $5 per participant x 20 participants in each group x 4 groups = $400. Conference: $1,100 (A, C, 1, 4) The annual conference enables an estimated eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. Supplies include printed materials, notebooks, pencils, mailings related to the conferenceaverage cost of $13.75 x 80 participants = $1,100. CONTRACTUAL ($131,025) Evaluator: $25,000 (A-D, 1-7) All four components of our evaluation will be facilitated by Sun Associates, who will be responsible to ensure that the program meets the internal and external indicators for program performance and outcomes. Sun Associates will provide a minimum of fifty hours of consultation. Book Group Leader $6,000 (A-C, 1-4) Robert Allison, historian, will lecture and facilitate four series of book discussion series in each of the districts for seven sessions each. $1500 per group x 4 groups = $6,000. Primary Source: $68,505 (A-D, 1,2,3,4,6) Primary Source will provide a one-day orientation day in early June and a 7-day content-institute for forty teachers. Their 3-year detailed budget is attached. Big6 Research: $17,000 (C, D, 4,5,7) Big6 will provide a 2-day training for 25 teachers and a third day run a Train-the-Trainer workshop. $4,800 daily rate x 3 days plus $1400 for instructional materials and $1,200 travel expenses = $17,000. FreshPond Education: $3,000 (C,D, 4,5,7) FreshPond will conduct a 2-day institute Technology in the American Classroom. Fee is $1500 per day x 2 days = $3,000. University of Oklahoma Lowell Technology Consultant: $8,520 (B, C, D, 4,5,7) John Wren will be the Encounters and Exchange webmaster and conduct two hands-on full-day workshops on various media for history teachers to use in classroom. $30 per hr. x 284 hrs. = $8,520. University of Oklahoma Lowell, Graduate School of Education Liaison: $1,500 (A-D,1-7) Dr. Patricia Fontaine will serve on the Advisory Council, attend the orientation meeting with all four districts, take an advisory role in the annual conference, and be the liaison to the University. $125 per hr. x 12 hrs. = $1,500. Annual Conference Speakers: $1,500 (A, C, 1,4) Five historians will speak on topics related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. $300 x 5 = $1,500. OTHER ($28,195) Mini-Sabbatical grants: $2,000 (A-D, 1-7) Four teachers will receive grants for up to $500 in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Grants will pay for the historian, conference fees, materials and supplies, field studies. $500 x 4 grants = $2,000. Substitutes: $25,925 (A-D, 1-7) 305 substitutes will be hired at $85 per day to allow participation in the various program activities. The breakdown is as follows: Big6 Training: 25 participants x 3 days = 75 subs Conference: 80 participants x 1 day = 80 subs Orientation Institute Day: 40 participants x 1 day = 40 subs Mini-Sabbatical: 4 teachers x 5 days = 20 subs FreshPond Associates: 25 participants x 2 days = 50 subs University of Oklahoma Lowell Technology Consultant: 20 participants x 2 days = 40 subs. Work Study Review Board Teacher: $270 (B, C, 3,4) The teacher will be a member of the Work Study Review Board that meets for an average of three hours three times a year to review and assess all teacher-designed work products from various program activities. 3 meetings x $30 per hr. x 3 hrs. = $270. TRAINING STIPENDS ($71,050) Summer Institute: $71,050 (A-D, 1-7) Based on 49 hours for 30 teachers at $30 per hour = $44,100 and 49 hours for 10 teachers from Lowell at 10 teachers from Lowell Public Schools at an average $55 per diem rate = $26,950. Contractually, Lowell Public School teachers receive per diem compensation rate. $44,100 + $26,950 = $71,050. U.S. Department of Education Funds Note: Letters and numbers in parentheses following each item refer to the goal letter and outcome objective addressed by the line item and described on page one. YEAR TWO ($325,751) PERSONNEL ($82,140) Program Director: $77,250 (A-D, 1-7). Salary for full-time, full-year position to manage, administer and implement the program Based on 3% increase from base salary in Year One. Secretarial Support: $3,090 (A-D, 1-7) 100 hours annually of secretarial support with a 3% increase from base salary in Year One. Elementary and Middle School Liaisons: $1,800 (B,7) One elementary teacher and one middle school teacher will each be liaisons to the elementary and middle schools to provide seamless integration of the program with the needs and broader professional development agenda for elementary and middle schools in all four participating districts, help recruit teachers for the program activities, and maintain timely communication with the districts and program participants. Based on 30 hrs. per liaison x $30 per hr. = $1,800. FRINGE ($12,650) Health Benefits for the Program Director: $12,650 (A-D, 1-7) Anticipated 15% rate increase from base in Year One. TRAVEL ($2,450) Washington D.C. Annual Conference: $1,600 (A-D, 1-7) Estimated cost for hotel, airfare, and expenses for Program Director and one other staff to attend annual TAH meeting. Program Director and Liaison Travel Reimbursement: $850 (B, 7) Estimated cost to travel to and within the 4 districts for annual orientation meeting, meetings with staff, and visit book study groups. SUPPLIES ($4,700) Office: $1,200 (A-D, 1-7) Based on average supply cost (paper, postage, general office supplies) for each full-time administrative staff person. Books for History Book Study Groups: $2,000 ( A-C, 1-4) Seven history book study groups will meet in each district for two hours annually to discuss five books related to that years theme. Total cost is based on 20 teachers x 4 groups x $20 average per book = $2,000. Notebooks and Supplies for Study Groups: $400 (A-C, 1-4) $5 per participant x 20 participants in each group x 4 groups = $400. Conference: $1,100 (A, C, 1, 4) The annual conference enables an estimated eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. Supplies include printed materials, notebooks, pencils, mailings related to the conferenceaverage cost of $13.75 x 80 participants = $1,100. CONTRACTUAL ($127,541) Evaluator: $25,000 (A-D, 1-7) All four components of our evaluation will be facilitated by Sun Associates, who will be responsible to ensure that the program meets the internal and external indicators for program performance and outcomes. Sun Associates will provide a minimum of fifty hours of consultation. Book Group Leader $6,000 (A-C, 1-4) Robert Allison, historian, will lecture and facilitate four series of book discussion series in each of the districts for seven sessions each. $1500 per group x 4 groups = $6,000. Primary Source: $77,741 (A-D, 1,2,3,4,6) Primary Source will provide a one-day orientation day in early June and a 7-day content-institute and a three-day additional summer institute for grades three and five teachers. Their detailed 3-year budget is attached. FreshPond Education: $3,000 (C,D, 4,5,7) FreshPond will conduct a 2-day institute Technology in the American Classroom. Fee is $1500 per day x 2 days = $3,000. University of Oklahoma Lowell Technology Consultant: $7,800 (B, C, D, 4,5,7) John Wren will be the Encounters and Exchange webmaster and conduct two hands-on full-day workshops on various media for history teachers to use in classroom. $30/hr. x 260 hrs. = $7,800. University of Oklahoma Lowell, Graduate School of Education Liaison: $6,500 (A-D,1-7) Dr. Patricia Fontaine will train one grade-level master teacher in 20 schools who participates in the Primary Source institutes in the use of primary sources and content drawn from monographs and the application of content to the classroom. She will also serve on the Advisory Council, attend the district orientation meeting and be the University liaison. $125 x 52 hours = $6,500. Annual Conference Speakers: $1,500 (A, C, 1,4) Five historians will speak on topics related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. $300 x 5 = $1,500. OTHER ($25,220) Mini-Sabbatical grants: $2,000 (A-D, 1-7) Four teachers will receive grants for up to $500 in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Grants will pay for the historian, conference fees, materials and supplies, field studies. $500 x 4 grants = $2,000. Substitutes: $22,950 (A-D, 1-7) 270 substitutes will be hired at $85 per day to allow participation in the various program activities. The breakdown is as follows: Conference: 80 participants x 1 day = 80 subs Orientation Institute Day: 40 participants x 1 day = 40 subs Institute Follow Up Day: 40 participants x 1 day = 40 subs Mini-Sabbatical: 4 teachers x 5 days = 20 subs FreshPond Associates: 25 participants x 2 days = 50 subs University of Oklahoma Lowell Technology Consultant: 20 participants x 2 days = 40 subs. Work Study Review Board Teacher: $270 (B, C, 3,4) The teacher will be a member of the Work Study Review Board that meets for an average of three hours three times a year to review and assess all teacher-designed work products from various program activities. 3 meetings x $30 per hr. x 3 hrs. = $270. TRAINING STIPENDS ($71,050) Summer Institute: $71,050 (A-D, 1-7) Based on 49 hours for 30 teachers at $30 per hour = $44,100 and 49 hours for 10 teachers from Lowell at 10 teachers from Lowell Public Schools at an average $55 per diem rate = $26,950. Contractually, Lowell Public School teachers receive per diem compensation rate. $44,100 + $26,950 = $71,050. U.S. Department of Education Funds Note: Letters and numbers in parentheses following each item refer to the goal letter and outcome objective addressed by the line item and described on page one. YEAR THREE ($343,063) PERSONNEL ($84,745) Program Director: $79,568 (A-D, 1-7). Salary for full-time, full-year position to manage, administer and implement the program Based on 3% increase from base salary in Year Two. Secretarial Support: $3,377 (A-D, 1-7) 100 hours annually of secretarial support with a 3% increase from base salary in Year Two. Elementary and Middle School Liaisons: $1,800 (B,7) One elementary teacher and one middle school teacher will each be liaisons to the elementary and middle schools to provide seamless integration of the program with the needs and broader professional development agenda for elementary and middle schools in all four participating districts, help recruit teachers for the program activities, and maintain timely communication with the districts and program participants. Based on 30 hrs. per liaison x $30 per hr. = $1,800. FRINGE ($14,548) Health Benefits for the Program Director: $14,548 (A-D, 1-7) Anticipated 15% rate increase from Year Two base. TRAVEL ($2,600) Washington D.C. Annual Conference: $1,700 (A-D, 1-7) Estimated cost for hotel, airfare, and expenses for Program Director and one other staff to attend annual TAH meeting. Program Director and Liaison Travel Reimbursement: $900 (B, 7) Estimated cost to travel to and within the 4 districts for annual orientation meeting, meetings with staff and visit book study groups. SUPPLIES ($4,700) Office: $1,200 (A-D, 1-7) Based on average supply cost (paper, postage, general office supplies) for each full-time administrative staff person. Books for History Book Study Groups: $2,000 ( A-C, 1-4) Seven history book study groups will meet in each district for two hours annually to discuss five books related to that years theme. Total cost is based on 20 teachers x 4 groups x $20 average per book = $2,000. Notebooks and Supplies for Study Groups: $400 (A-C, 1-4) $5 per participant x 20 participants in each group x 4 groups = $400. Conference: $1,100 (A, C, 1, 4) The annual conference enables an estimated eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. Supplies include printed materials, notebooks, pencils, mailings related to the conferenceaverage cost of $13.75 x 80 participants = $1,100. CONTRACTUAL ($134,250) Evaluator: $25,000 (A-D, 1-7) All four components of our evaluation will be facilitated by Sun Associates, who will be responsible to ensure that the program meets the internal and external indicators for program performance and outcomes. Sun Associates will provide a minimum of fifty hours of consultation. Book Group Leader $6,000 (A-C, 1-4) Robert Allison, historian, will lecture and facilitate four series of book discussion series in each of the districts for seven sessions each. $1500 per group x 4 groups = $6,000. Primary Source: $87,810 (A-D, 1,2,3,4,6) Primary Source will provide a one-day orientation day in early June, a four-day school year institute, and a 7-day summer content-institute. Their detailed 3-year budget is attached. University of Oklahoma Lowell Technology Consultant: $7,440 (B, C, D, 4,5,7) John Wren will be the Encounters and Exchange Webmaster. $30/hr. x 248 hrs. = $7,440. University of Oklahoma Lowell, Graduate School of Education Liaison: $6,500 (A-D,1-7) Dr. Patricia Fontaine will train one grade-level master teacher in 20 schools who participates in the Primary Source institutes in the use of primary sources and content drawn from monographs and the application of content to the classroom. She will also serve on the Advisory Council, attend the district orientation meeting and be the University liaison. $125 x 52 hours = $6,500. Annual Conference Speakers: $1,500 (A, C, 1,4) Five historians will speak on topics related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. $300 x 5 = $1,500. OTHER ($31,170) Mini-Sabbatical grants: $2,000 (A-D, 1-7) Four teachers will receive grants for up to $500 in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Grants will pay for the historian, conference fees, materials and supplies, field studies. $500 x 4 grants = $2,000. Substitutes: $28,900 (A-D, 1-7) 340 substitutes will be hired at $85 per day to allow participation in the various program activities. The breakdown is as follows: Conference: 80 participants x 1 day = 80 subs Orientation Institute Day: 40 participants x 1 day = 40 subs Institute Follow Up Day: 40 participants x 1 day = 40 subs 4-Day Institute: 40 participants x 4 days = 160 subs Mini-Sabbatical: 4 teachers x 5 days = 20 subs Work Study Review Board Teacher: $270 (B, C, 3,4) The teacher will be a member of the Work Study Review Board that meets for an average of three hours three times a year to review and assess all teacher-designed work products from various program activities. 3 meetings x $30 per hr. x 3 hrs. = $270. TRAINING STIPENDS ($71,050) Summer Institute: $71,050 (A-D, 1-7) Based on 49 hours for 30 teachers at $30 per hour = $44,100 and 49 hours for 10 teachers from Lowell at 10 teachers from Lowell Public Schools at an average $55 per diem rate = $26,950. Contractually, Lowell Public School teachers receive per diem compensation rate. $44,100 + $26,950 = $71,050. PRIMARY SOURCE BUDGET ENCOUNTERS AND EXCHANGES IN U.S.Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Summer Institute 2008 Exploring Conflict and Consensus Among Peoples from the American Colonies to the New Republic Exploring andfrom Summer Institute 2008, Conflict & Consensus Among Peoples of the American Colonies to the New Republic and one 3-day seriesxxxxxDay 3How life changed after the Revolution (maritime growth, Constitution of 1780, Shays Rebellion, Second Great AwakeningIsaiah Thomas Patriot Printer (performance by re-enactor)Follow-Up DaySharing of teachers updated curricula and lesson plans pertaining to early Oklahoma history in working groups; constructive critiques and classroom-tested ideasScholarsDr. David Hall, Dr. Barry OConnell, Dr. Tom Conroy, Dr. Jack Tager, Ms. Anna Roelofs Key TextsR.D. Brown and J. Tager, Oklahoma: A Concise History; D.D. Hall (Ed.), Puritans in the New World: A Critical Anthology; J.D. Drake, King Philips War: Civil War in New England, 1675-1676 Cultural ResourcesAmerican Antiquarian Society, Boston National Historical Park, Oklahoma Foundation for the Humanities (Mass Moments Program), Oklahoma Studies Program at UMass BostonDay 5Day 6Day 7Follow-Up DaySharing of teachers updated curricula and lesson plans pertaining to early Oklahoma history in working groups; constructive critiques and classroom-tested ideasScholarsDr. David Hall, Dr. Barry OConnell, Dr. Tom Conroy, Dr. Jack Tager, Ms. Anna Roelofs Key TextsR.D. Brown and J. Tager, Oklahoma: A Concise History; D.D. Hall (Ed.), Puritans in the New World: A Critical Anthology; J.D. Drake, King Philips War: Civil War in New England, 1675-1676 Cultural ResourcesAmerican Antiquarian Society, Boston National Historical Park, Oklahoma Foundation for the Humanities (Mass Moments Program), Oklahoma Studies Program at UMass BostonDay 6Day 7Follow-Up DaySharing of teachers updated curricula and lesson plans pertaining to early Oklahoma history in working groups; constructive critiques and classroom-tested ideasScholarsDr. David Hall, Dr. Barry OConnell, Dr. Tom Conroy, Dr. Jack Tager, Ms. Anna Roelofs Key TextsR.D. Brown and J. Tager, Oklahoma: A Concise History; D.D. Hall (Ed.), Puritans in the New World: A Critical Anthology; J.D. Drake, King Philips War: Civil War in New England, 1675-1676 Cultural ResourcesAmerican Antiquarian Society, Boston National Historical Park, Oklahoma Foundation for the Humanities (Mass Moments Program), Oklahoma Studies Program at UMass BostonDay 7Follow-Up DaySharing of teachers updated curricula and lesson plans pertaining to early Oklahoma history in working groups; constructive critiques and classroom-tested ideasScholarsDr. David Hall, Dr. Barry OConnell, Dr. Tom Conroy, Dr. Jack Tager, Ms. Anna Roelofs Key TextsR.D. Brown and J. Tager, Oklahoma: A Concise History; D.D. Hall (Ed.), Puritans in the New World: A Critical Anthology; J.D. Drake, King Philips War: Civil War in New England, 1675-1676 Cultural ResourcesAmerican Antiquarian Society, Boston National Historical Park, Oklahoma Foundation for the Humanities (Mass Moments Program), Oklahoma Studies Program at UMass Bostonthreescheduled for (1) cContent-based summer institutesscheduled roduce a content subject introduce a content introduce ,, and provide training covering ontent-based summer i; (2) school year content-based institutes/seminarsSchool Year Content-Based Institutes: three summer institute orientation days, three summer institute follow-up days, and four content-based seminars; (3) book discussion study groups: three series of 7-session groups in each district; (4) historical research and information management training: eleven workshops and institute days; (5) twelve mini-sabbaticalshalf daysesioncheduled with the training team Summer Institute 2009890R. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesLowell National Historical Park, Slater Mill Historic SiteDay 6Teaching applications: Reframing the teaching of US immigration policy and experiencesDay 7Curriculum-writing workshops; Preparation for curriculum programs on immigration and race relations Follow-Up DaySharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideasScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesSharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideasScholarsThemes in four centuries of US immigration history Immigration, citizenship and the politics of race in the 19th centuryDay 1Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuriesDay 2White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadDay 3Issues in educating immigrant children Native American migrations from the 17th -19th centuriesDay 4Race relations from Reconstruction to the presentDay 5American race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy Case study: The jazz ambassadorsDay 6Teaching applications: Reframing the teaching of US immigration policy and experiencesDay 7Afternoon Session American race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy Fall/Spring Seminar 2008-2009 Fall/Spring Seminar 2008-2009, The Cold War and Post-Cold War Period: The US on the World Stage Fall/Spring Seminars 2008-2009, The Cold War and Post-Cold War Period: The US on the World Stage Fall/Spring Seminars 2009-2010, US Immigration, Migration and Race Relations Fall/Spring Seminars 2009-2010, US Immigration, Migration and Race Relations Fall/Spring Seminars 2009-2010, US Immigration, Migration and Race Relations Fall/Spring Seminars 2009-2010, US Immigration, Migration and Race Relations Fall/Spring Seminars 2009-2010, US Immigration, Migration and Race Relations Morning SessionAfternoon SessionMorning SessionAfternoon SessionLowell National Historical Park, Slater Mill Historic SiteDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienC PFollow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasFollow Up Coaching and Teacher AssessmentFollow Up Coaching and Teacher AssessmentTeaching applications: RCultural ResourcesLowell National Historical Park, Slater Mill Historic Siteohn F. Kennedy Museum and LibraryDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian ZelizerThe domestic culture of the early Cold War The Cold War as a global conflict: Case studies from foreign interventionsDay 2Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sDay 3The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsDay 4 Day 1Institute 1 The domestic culture of the early Cold War The Cold War as a global conflict: Case studies from foreign interventionsDay 2Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sDay 3The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsDay 4Teaching the Cold War at home and abroad: Curriculum-writing workshopsScholarsDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesJohn F. Kennedy Museum and LibraryInstitute 1 September)The domestic culture of the early Cold War The Cold War as a global conflict: Case studies from foreign interventionsDay 2Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sDay 3The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsDay 4Teaching the Cold War at home and abroad: Curriculum-writing workshopsScholarsDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesJohn F. Kennedy Museum and LibraryDay 2Institute 1Institute 1 (September)The domestic culture of the early Cold War The Cold War as a global conflict: Case studies from foreign interventionsInstitute 2 (September)Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sDay 3The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsDay 4Teaching the Cold War at home and abroad: Curriculum-writing workshopsScholarsDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesJohn F. Kennedy Museum and LibraryInstitute 1 (September)The domestic culture of the early Cold War The Cold War as a global conflict: Case studies from foreign interventionsInstitute 2 (Novebmerr)Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sDay 3The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsDay 4Teaching the Cold War at home and abroad: Curriculum-writing workshopsScholarsDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesJohn F. Kennedy Museum and LibraryNovebmerDay 3Institute 1SeptemberDay 4SeptemberAfternoon SessionThe domestic culture of the early Cold War Institute 1 (September)The domestic culture of the early Cold War The Cold War as a global conflict: Case studies from foreign interventionsInstitute 2 (November)Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sInstitute 3 (January)The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearse Cold War at home and abroad: CInstitute 1Orientation DayThemes in four centuries of US immigration history Immigration, citizenship and the politics of race in the 19th centuryDay 1Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuriesDay 2White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadDay 3Issues in educating immigrant children Native American migrations from the 17th -19th centuriesDay 4Race relations from Reconstruction to the presentDay 5American race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy Case study: The jazz ambassadorsDay 6Teaching applications: Reframing the teaching of US immigration policy and experiencesDay 7Curriculum-writing workshops; Preparation for curriculum programs on immigration, migration, and race relationsFollow-Up DaySharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideasScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchDay 6Teaching applications: reframing the teaching of US immigration policy and experiencesDay 7Curriculum-writing workshops; preparation for curriculum programs on immigration and race relations ScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesLowell National Historical Park, Slater Mill Historic SiteThemes in four centuries of US immigration history Immigration, citizenship and the politics of race in the 19th centuryImmigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuriesWhite Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadIssues in educating immigrant children Native American migrations from the 17th -19th centuriesRace relations from Reconstruction to the presentAmerican race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy Case study: The jazz ambassadorsDay 6Teaching applications: Reframing the teaching of US immigration policy and experiencesDay 7Curriculum-writing workshops; Preparation for curriculum programs on immigration, migration, and race relationsFollow-Up DaySharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideasScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchDay 6Teaching applications: reframing the teaching of US immigration policy and experiencesDay 7Curriculum-writing workshops; preparation for curriculum programs on immigration and race relations ScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesLowell National Historical Park, Slater Mill Historic SiteInstitute 1Institute 1 (September)Themes in four centuries of US immigration history Immigration, citizenship and the politics of race in the 19th centuryInstitute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuriesInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Issues in educating immigrant children Native American migrations from the 17th -19th centuriesRace relations from Reconstruction to the presentAmerican race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy Case study: The jazz ambassadorsDay 6Teaching applications: Reframing the teaching of US immigration policy and experiencesDay 7Curriculum-writing workshops; Preparation for curriculum programs on immigration, migration, and race relationsFollow-Up DaySharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideasScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchDay 6Teaching applications: reframing the teaching of US immigration policy and experiencesDay 7Curriculum-writing workshops; preparation for curriculum programs on immigration and race relations ScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesLowell National Historical Park, Slater Mill Historic SiteInstitute 1 (September)Themes in four centuries of US immigration history Immigration, citizenship and the politics of race in the 19th centuryInstitute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuriesInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Issues in educating immigrant children Native American migrations from the 17th -19th centuriesRace relations from Reconstruction to the presentInstitute 1 (September)Themes in four centuries of US immigration history Race relations from Reconstruction to the presentImmigration, citizenship and the politics of race in the 19th centuryInstitute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuriesInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Issues in educating immigrant children Native American migrations from the 17th -19th centuriesCase study: The jazz ambassadorsInstitute 1 (September)Themes in four centuries of US immigration history. Race relations from Reconstruction to the presentImmigration, citizenship and the politics of race in the 19th centuryInstitute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuries. Institute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Issues in educating immigrant children Native American migrations from the 17th -19th centuriesInstitute 1 (September)Themes in four centuries of US immigration history. Race relations from Reconstruction to the presentImmigration, citizenship and the politics of race in the 19th centuryInstitute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuries. Case study: The jazz ambassadorsInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Issues in educating immigrant children Native American migrations from the 17th -19th centuriesAmerican race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy Institute 1 (September)Themes in four centuries of US immigration history. Race relations from Reconstruction to the presentImmigration, citizenship and the politics of race in the 19th century. Institute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuries. Case study: The jazz ambassadorsInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Issues in educating immigrant children Native American migrations from the 17th -19th centuriesInstitute 1 (September)Themes in four centuries of US immigration history. Race relations from Reconstruction to the presentImmigration, citizenship and the politics of race in the 19th century. American race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policyInstitute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuries. Case study: The jazz ambassadorsInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Issues in educating immigrant children Native American migrations from the 17th -19th centuriesTeaching applications: Reframing the teaching of US immigration policy and experiencesin educating immigrant children Institute 1 (September)Themes in four centuries of US immigration history. Race relations from Reconstruction to the presentImmigration, citizenship and the politics of race in the 19th century. American race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy.Institute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuries. Case study: The jazz ambassadorsInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Issues in educating immigrant children. Native American migrations from the 17th -19th centuriesIssues in educating immigrant children. Teaching applications: Reframing the teaching of US immigration policy and experiencesNative American migrations from the 17th -19th centuriesIssues in educating immigrant children. Teaching applications: Reframing the teaching of US immigration policy and experiencesCurriculum-writing workshops; PInstitute 4 (March)Institute 1 (September)Themes in four centuries of US immigration history. Race relations from Reconstruction to the presentImmigration, citizenship and the politics of race in the 19th century. American race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy.Institute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuries. Case study: The jazz ambassadorsInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Native American migrations from the 17th -19th centuries Issues in educating immigrant children. Teaching applications: Reframing the teaching of US immigration policy and experiencesFollow-Up Curriculum-writing workshops; preparation for curriculum programs on immigration, migration, and race relationsSharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideasScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchDay 6Teaching applications: reframing the teaching of US immigration policy and experiencesDay 7Curriculum-writing workshops; preparation for curriculum programs on immigration and race relations ScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesLowell National Historical Park, Slater Mill Historic SiteSharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideasCurriculum-writing workshops; preparation for curriculum programs on immigration, migration, and race relations. Sharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideas.Institute 1 (September)The domestic culture of the early Cold War The Cold War as a global conflict: case studies from foreign interventionsInstitute 2 (November)Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sInstitute 3 (January)The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsInstitute 4 (March)Teaching the Cold War at home and abroad: curriculum-writing workshopsScholarsDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesJohn F. Kennedy Museum and LibraryInstitute 1 (September)The domestic culture of the early Cold War The Cold War as a global conflict: case studies from foreign interventionsInstitute 2 (November)Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sInstitute 3 (January)The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsInstitute 4 (March)Teaching the Cold War at home and abroad: curriculum-writing workshopsFollow-Up DayCurriculum-writing workshops; preparation for curriculum programs on immigration, migration, and race relations. Sharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideas.ScholarsDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesJohn F. Kennedy Museum and Library Institute 1 (September)The domestic culture of the early Cold War The Cold War as a global conflict: case studies from foreign interventionsInstitute 2 (November)Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sInstitute 3 (January)The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsInstitute 4 (March)Teaching the Cold War at home and abroad: curriculum-writing workshopsFollow-Up DayCurriculum-writing workshops; preparation for curriculum programs on the Cold War and Post-Cold War Period. . Sharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideas.ScholarsDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesJohn F. Kennedy Museum and LibraryInstitute 1 (September)The domestic culture of the early Cold War The Cold War as a global conflict: case studies from foreign interventionsInstitute 2 (November)Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sInstitute 3 (January)The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsInstitute 4 (March)Teaching the Cold War at home and abroad: curriculum-writing workshopsFollow-Up DayCurriculum-writing workshops; preparation for curriculum programs on the Cold War and Post-Cold War Period. . Institute 2 (November)Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sInstitute 3 (January)The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsInstitute 4 (March)Teaching the Cold War at home and abroad: curriculum-writing workshopsFollow-Up DayCurriculum-writing workshops; preparation for curriculum programs on the Cold War and Post-Cold War Period. Sharing of teachers newly-written curricula in working groups; Constructive critiques and classroom-tested ideas.ScholarsDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesJohn F. Kennedy Museum and Libraryn curricula in working groups; Cnewly-written Dr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienDay 6Teaching applications: reframing the teaching of US immigration policy and experiencesDay 7Curriculum-writing workshops; preparation for curriculum programs on immigration and race relations Dr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady Marchnewly-writtenFall/Spring Seminars 2008-2009Fall/Spring Seminars 2009-20108-2009 US Immigration, Migration and Race RelationsInstitute 1 (September)Themes in four centuries of US immigration history. Race relations from Reconstruction to the presentImmigration, citizenship and the politics of race in the 19th century. American race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy.Institute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuries. Case study: The jazz ambassadorsInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Native American migrations from the 17th -19th centuries Issues in educating immigrant children. Teaching applications: Reframing the teaching of US immigration policy and experiencesFollow-Up DayCurriculum-writing workshops; preparation for curriculum programs on immigration, migration, and race relations. Sharing of teachers newly written curricula in working groups; constructive critiques and classroom-tested ideas.ScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesLowell National Historical Park, Slater Mill Historic SiteInstitute 1 (September)Institute 2 (November)Institute 3 (January)Institute 4 (March)Follow-Up DayCurriculum-writing workshops; preparation for curriculum programs on immigration, migration, and race relations. Sharing of teachers newly written curricula in working groups; constructive critiques and classroom-tested ideas.ScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesLowell National Historical Park, Slater Mill Historic SiteInstitute 1 (September)Institute 2 (November)Institute 3 (January)Institute 4 (March)Follow-Up DayScholarsKey TextsCultural ResourcesLowell National Historical Park, Slater Mill Historic SiteInstitute 1 (September)Institute 2 (November)Institute 3 (January)Institute 4 (March)Follow-Up DayScholarsKey TextsCultural ResourcesInstitute 1 (September)Institute 2 (November)Institute 3 (January)Institute 4 (March)Follow-Up DayScholarsKey TextsCultural Resourcesinsert theme here????Institute 2 (November)Institute 3 (January)Institute 4 (March)Follow-Up DayScholarsKey TextsCultural ResourcesInstitute 2 (November)????Institute 3 (January)Institute 4 (March)Follow-Up DayScholarsKey TextsCultural ResourcesInstitute 2 (November)????Institute 3 (January)????Institute 4 (March)Follow-Up DayScholarsKey TextsCultural ResourceshreeYear Content-Based Institutes: tsummer instituteknolwedgeorientation days, three summer institute follow-up days, and four content-based seminars; e In addition, in Year Three, Primary Source will provide four school year seminars targeting high school teachers on the cold war and post-cold war era--a subject the high school chairpersons in all four partnering districts identified as high need for teachers to study. trianingthe OU library, every year. The -offferedschoolschool opportunitites The data that are collected during these processes are automatically compiled and reported. The compilation of data can not only be used as a needs assessment for future training and for NCLB accountability reporting, but the system further allows for teacher financial incentive recommendations so that teachers receiving 100% satisfactory marks and teachers who improve their satisfactory marking percentages by at least 25% from evaluation to evaluation period will be eligible to receive a $100 bonus every quarter. Each principal staff member who completes the TAS training and the quarterly TAS appraisals will also be eligible to receive an annual $1,500 financial incentive. Lowell Graduate School of Education tconsultantSpeciaist History Research and Information Management Training: CCH will support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association and the National Council for the Teaching of Social Studies. Professional development in technology integration into the history classroom will enable teachers to engage students in good historical inquiry and deepen their content knowledge. Up to twenty-five teachers of American history will attend each institute and workshop and produce at least one product in each. FreshPond Education, Big6, and the University of Oklahoma Lowell Technology Consultant are the providers. (See Letters of Support and Resumes.) The chart below illustrates the training opportunities that will be offered. TRAINING TITLECONTENTPROVIDERSCHEDULEThe Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop. Big6 co-founder Bob BerkowitzOctober and November 2006 and April 2007Technology in the American History Classroom: An IntroductionA two-day institute provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. FreshPond EducationJanuary and February 2007Web-Based Resources and Multimedia Tools in the American History ClassroomA two-day institute assists teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. FreshPond EducationJanuary and February 2008Capturing HistoryThe two-day workshops prepare teachers attending the summer institutes to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will create an HTML program on CD.University of Oklahoma Center for Effective Schools - Education Technology SpecialistApril and May, 2007 and 2008 History Research and Information Management Training: twenty-fivexxxxxxxUp toTheof American history and workshop in eachbecuasebecause 'in their (and other teacherssn iI (See Letters of Support and Resumes.) providers. FreshPond Education, Big6, and the University of Oklahoma Lowell Technology ConsultantTRAINING TITLECONTENTPROVIDERSCHEDULEThe Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop. Big6 co-founder Bob BerkowitzOctober and November 2006 and April 2007Technology in the American History Classroom: An IntroductionA two-day institute provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. FreshPond EducationJanuary and February 2007Web-Based Resources and Multimedia Tools in the American History ClassroomA two-day institute assists teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. FreshPond EducationJanuary and February 2008Capturing HistoryThe two-day workshops prepare teachers attending the summer institutes to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will create an HTML program on CD.University of Oklahoma Center for Effective Schools - Education Technology SpecialistApril and May, 2007 and 2008ProviderScheduleThe Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop. Big6 co-founder Bob BerkowitzOctober and November 2006 and April 2007Technology in the American History Classroom: An IntroductionA two-day institute provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. FreshPond EducationJanuary and February 2007Web-Based Resources and Multimedia Tools in the American History ClassroomA two-day institute assists teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. FreshPond EducationJanuary and February 2008Capturing HistoryThe two-day workshops prepare teachers attending the summer institutes to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will create an HTML program on CD.University of Oklahoma Center for Effective Schools - Education Technology SpecialistThe Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop. Big6 co-founder Bob BerkowitzOctober and November 2006 and April 2007Technology in the American History Classroom: An IntroductionA two-day institute provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. FreshPond EducationJanuary and February 2007Web-Based Resources and Multimedia Tools in the American History ClassroomA two-day institute assists teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. FreshPond EducationJanuary and February 2008Capturing HistoryThe two-day workshops prepare teachers attending the summer institutes to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will create an HTML program on CD.University of Oklahoma Center for Effective Schools - Education Technology SpecialistApril and May, 2007 and 2008The Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop. Big6 co-founder Bob BerkowitzOctober and November 2006 and April 2007Technology in the American History Classroom: An IntroductionA two-day institute provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. FreshPond EducationJanuary and February 2007Web-Based Resources and Multimedia Tools in the American History ClassroomA two-day institute assists teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. FreshPond EducationJanuary and February 2008Capturing HistoryThe two-day workshops prepare teachers attending the summer institutes to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will create an HTML program on CD.University of Oklahoma Center for Effective Schools - Education Technology SpecialistApril and May, 2007 and 2008FreshPond Education, Big6, Lowell Technology Consultant are FreshPond Education, Big6,October The Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop. Big6 co-founder Bob BerkowitzNovember and November 2006 and April 2007Technology in the American History Classroom: An IntroductionA two-day institute provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. FreshPond EducationJanuary and February 2007Web-Based Resources and Multimedia Tools in the American History ClassroomA two-day institute assists teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. FreshPond EducationJanuary and February 2008Capturing HistoryThe two-day workshops prepare teachers attending the summer institutes to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will create an HTML program on CD.University of Oklahoma Center for Effective Schools - Education Technology SpecialistApril and May, 2007 and 20082006November and 0082 and April 2007iInsert qualification description for freshpond and big 6. The Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop. Big6 co-founder Bob BerkowitzDecember and April 200Technology in the American History Classroom: An IntroductionA two-day institute provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. FreshPond EducationJanuary and February 2007Web-Based Resources and Multimedia Tools in the American History ClassroomA two-day institute assists teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. FreshPond EducationJanuary and February 2008Capturing HistoryThe two-day workshops prepare teachers attending the summer institutes to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will create an HTML program on CD.University of Oklahoma Center for Effective Schools - Education Technology SpecialistApril and May, 2007 and 2008The Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop. Big6 co-founder Bob BerkowitzDecember and April 200Technology in the American History Classroom: An IntroductionA two-day institute provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. FreshPond EducationJanuary and February 2007Web-Based Resources and Multimedia Tools in the American History ClassroomA two-day institute assists teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. FreshPond EducationJanuary and February 2008Capturing HistoryThe two-day workshops prepare teachers attending the summer institutes to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will create an HTML program on CD.University of Oklahoma Center for Effective Schools - Education Technology SpecialistApril and May, 2007 and 2008The Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop. Big6 co-founder Bob BerkowitzDecember and April 200Technology in the American History Classroom: An IntroductionA two-day institute provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. FreshPond EducationJanuary and February 2007Web-Based Resources and Multimedia Tools in the American History ClassroomA two-day institute assists teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. FreshPond EducationJanuary and February 2008Capturing HistoryThe two-day workshops prepare teachers attending the summer institutes to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will create an HTML program on CD.University of Oklahoma Center for Effective Schools - Education Technology SpecialistApril and May, 2007 and 2008January and February 2007December and April 2008February 2008 and repeated in February of 2009The Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop. Big6 co-founder Bob BerkowitzDecember 2008 (repeated in December of 2009 and 2010)Technology in the American History Classroom: An IntroductionA two-day institute provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. FreshPond EducationDecember 2008 (repeated in December of 2009 and 2010)Web-Based Resources and Multimedia Tools in the American History ClassroomA two-day institute assists teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. FreshPond EducationJanuary and February 2008Capturing HistoryThe two-day workshops prepare teachers attending the summer institutes to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will create an HTML program on CD.University of Oklahoma Center for Effective Schools - Education Technology SpecialistApril and May, 2007 and 2008DecemberFebruayrJanuary and February 2008 (repeated in April of 2009 and 2010)April and May, 2007 and 2008April April School Year Content-Based Institutes Coaching (3) book discussion study groups: three series of 7-session groups in each district; (4) historical research and information management traininghistorical rinformation management training sessionsPedaggyBuilding History Research and Information Management TrainingPedagogy Seminars Focusing on Historical Research and Technology in the Classroom:Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom: Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom: Coaching(3) b: three series of 7-session groups in each district; (4): eleven workshops and institute days; (5) tprogramsopportunitites ; (6) s; (7) the; (8) wilteacher/student work products tol be as offered by the OU training team(9) assessing teacher/student work products; and (10) tcteamPedagogy Seminars Focusing on Historical Research and Technology in the Classroom: CCH will support teachers work in meeting the Historical Thinking Benchmarks of the American Historical AssociationThe above content training opportunities are really only the first phase of a 3 phase training model. Follow Up Coaching and Teacher Assessment: content l (which is designed to sustain classrom(which )through In the second phase, participant teachers have the opportunity to observe Follow Up Coaching and Teacher Assessment: The above training opportunities are really only the first phase of a 3 phase training model. A traditional 3 phase training model is designed to sustain the training effort and ensure that the training content and practices are being transferred into the classroom. It does this by offering, in phase one, content and pedagogical building training. During the second phase, participant teachers will observe the pedagogical strategies (that were highlighted in the phase 1 trainings) as they are modeled to students in a classroom setting by their assigned team. This annual two days of professional learning on each of the school campuses will be divided into several hours being dedicated to the observation of the teams by our teachers, time set aside for the teachers to discuss, inquire, and reflect on what they observed with the teams in small groups, and time for the teachers to demonstrate what they learned with each other in a classroom environment. Follow Up Coaching and Teacher Assessment: The above training opportunities are really only the first phase of a 3 phase training model. A traditional 3 phase training model is designed to sustain the training effort and ensure that the training content and practices are being transferred into the classroom. It does this by offering, in phase one, content and pedagogical building training. During the second phase, participant teachers will observe the pedagogical strategies (that were highlighted in the phase 1 trainings) as they are modeled to students in a classroom setting by their assigned team. This annual two days of professional learning on each of the school campuses will be divided into several hours being dedicated to the observation of the teams by our teachers, time set aside for the teachers to discuss, inquire, and reflect on what they observed with the teams in small groups, and time for the teachers to demonstrate what they learned with each other in a classroom environment. will 1dents in a classroom setting by their assigned teampond and Big 6break the training teaminto teams ofparticualr'The trainer will sp'Two t this school asssignedfull days The expertise and backgrounds of trainers wilbackgorundling their time at the schools,. This annual two days of professional learning on each of the school campuses will be divided intobeinging their time at the schools, participant by the by tteamsto the of deliveringand to CCH students by our teachers''CCH CCH , time teams,training teamsuniversitytraining teamsIt is estimated that over 170 hours of the teams time will be dedicated to serve our 60+ teachers in this capacity. ,, and the Beggs Board of Education Teachers who fulfill at least 30 hours of the pedagogical sessions will be eligible to receive an annual bonus of $500 each! This is on top of the bonus offered for participating in the content building training sessions. Teachers and administrators of our participating school district agree that this type of training that targets the improvement of instructional strategies will be one of the most powerful forces for change in our districts. It is our intent to provide this type of training system as a way to build the capacity of our schools to sustain the SMART program offerings and trainings in future years. By the end of the grant period, a team of master teacher leaders will be formed, consisting of those effective and highly qualified teachers who have consistently met the active participation requirements of the SMART trainings along with those who have worked as 3 Phase Team Members. These teachers will have the capacity and skills to continue to coordinate and deliver the 3 Phase Training and coaching beyond the grant funding cycle as they assume school-wide leadership roles. The investment of training dollars in outside trainers will no longer be necessary. This will ultimately help to create a community of practice at our schools to promote and sustain improved content knowledge and pedagogical practices of our teachers for many years to come. This approach to teacher development is validated through research to promote learning, support change in practice, and reduce the isolation of teachers. . Teachers and administrators of our participating school district agree that this type of training that targets the improvement of instructional strategies will be one of the most powerful forces for change in our districts. It is our intent to provide this type of training system as a way to build the capacity of our schools to sustain the SMART program offerings and trainings in future years. By the end of the grant period, a team of master teacher leaders will be formed, consisting of those effective and highly qualified teachers who have consistently met the active participation requirements of the SMART trainings along with those who have worked as 3 Phase Team Members. These teachers will have the capacity and skills to continue to coordinate and deliver the 3 Phase Training and coaching beyond the grant funding cycle as they assume school-wide leadership roles. The investment of training dollars in outside trainers will no longer be necessary. This will ultimately help to create a community of practice at our schools to promote and sustain improved content knowledge and pedagogical practices of our teachers for many years to come. This approach to teacher development is validated through research to promote learning, support change in practice, and reduce the isolation of teachers. Teachers and administrators of our participating school district agree that this type of training that targets the improvement of instructional strategies will be one of the most powerful forces for change in our districts. It is our intent to provide this type of training system as a way to build the capacity of our schools to sustain the SMART program offerings and trainings in future years. By the end of the grant period, a team of master teacher leaders will be formed, consisting of those effective and highly qualified teachers who have consistently met the active participation requirements of the SMART trainings along with those who have worked as 3 Phase Team Members. These teachers will have the capacity and skills to continue to coordinate and deliver the 3 Phase Training and coaching beyond the grant funding cycle as they assume school-wide leadership roles. The investment of training dollars in outside trainers will no longer be necessary. This will ultimately help to create a community of practice at our schools to promote and sustain improved content knowledge and pedagogical practices of our teachers for many years to come. This approach to teacher development is validated through research to promote learning, support change in practice, and reduce the isolation of teachers. ourSMART program offerings and trainings in future years. By the end of the grant period, a team of master teacher leaders will be formed, consisting of those effective and highly qualified teachers who have consistently met the active participation requirements of the SMART trainings along with those who have worked as 3 Phase Team Members. These teachers will have the capacity and skills to continue to coordinate and deliver the 3 Phase Training and coaching beyond the grant funding cycle as they assume school-wide leadership roles. The investment of training dollars in outside trainers will no longer be necessary. This will ultimately help to create a community of practice at our schools to promote and sustain improved content knowledge and pedagogical practices of our teachers for many years to come. This approach to teacher development is validated through research to promote learning, support change in practice, and reduce the isolation of teachers. In their recently published evaluation of educator management practices, researchers - DavidHoldzkom and BarbaraKuligowski - point out that one of the most effective practices for raising teacher effectiveness is through the use of research-based teacher appraisal systems. Characteristics of these types of systems include the identification of standards and best practices in the areas of classroom effectiveness, the observation and quantitative rating of teachers in meeting such standards, the support of teachers in meeting the standards, and the consistent re-evaluation and support of teachers promoting a cycle of continuous improvement. At this time, none of the schools in Beggs (nor the REACH coalition) offer a standardized educator evaluation system that meets these criteria. Most of our schools perform teacher assessment by the principal staff making semi-regular walk-throughs of classrooms with no formal assessment instrument or feedback process being used whatsoever. This is all going to change under the SMART Teacher Assessment: In their recently published evaluation of educator management practices, researchers - DavidHoldzkom and BarbaraKuligowski - point out that one of the most effective practices for raising teacher effectiveness is through the use of research-based teacher appraisal systems. Characteristics of these types of systems include the identification of standards Teacher Assessment: In their recently published evaluation of educator management practices, researchers - DavidHoldzkom and BarbaraKuligowski - point out that one of the most effective practices for raising teacher effectiveness is through the use of research-based teacher appraisal systems. Characteristics of these types of systems include the identification of standards and best practices in the areas of classroom effectiveness, the observation and quantitative rating of teachers in meeting such standards, the support of teachers in meeting the standards, and the consistent re-evaluation and support of teachers promoting a cycle of continuous improvement. At this time, none of the schools in Beggs (nor the REACH coalition) offer a standardized educator evaluation system that meets these criteria. Most of our schools perform teacher assessment by the principal staff making semi-regular walk-throughs of classrooms with no formal assessment instrument or feedback process being used whatsoever. This is all going to change under the CCH initiative; and what is so exciting about this change is that Beggs principals and teachers were the ones to pick the new system that will be used meaning we have 100% buy-in. Produced by a group of education and administrative specialists out of Northeastern State University, the Teacher Appraisal System (TAS) is a state-of-the-art technology enriched teacher assessment model that is national standards-based and scientifically based and that is ideal for our schools. The system starts with the principals and vice principals (from Beggs and the low-dosage control group districts) attending the annual Developing Knowledge and Skills for Instructional Leadership seminar in Oklahoma City. This two-day training focuses on helping principal staff develop leadership strategies that will improve achievement in their schools using the TAS walk-through process. The training provides principal staff with the tools and skills needed for analyzing classroom practices in curriculum and instruction and conversing with teachers about actions that will enhance the quality of student learning. Day one introduces staff to: the research-base and background knowledge necessary for conducting walk-throughs with reflective feedback; the walk-through observation structure with classroom practice; and, reflective feedback and how it complements the walk-through process. Day two will prepare staff to: practice the walk-through structures in classrooms and reflective feedback with teachers; plan for conducting walk-throughs and providing feedback; and, how to share information with staff and students about the walk-throughs and their purpose. Also incorporated in the sessions is first hand observation in actual classrooms. Teacher Assessment:Teacher Assessment: trainings along with those who have worked as 3 Phase Team Members"well as those who are ranked as asssessment3 Phase TrainingCompensation for taking on the role of a trainer will be paid for out of district Title II funds and the TAH grant.rd after the 3rd after the third year of c History Book Discussion Study Groups: Up to twenty teachers of American history in grades three to eleven in each of the four partnering districts will meet for seven 2-hour history book discussion study groups each year to deepen their content knowledge of the designated historical periods and theme studied that year. The study groups will provide opportunity to read and discuss in a collegial atmosphere five biographies, memoirs, historical fiction, and historical works related to the program years theme. (See Appendices: History Book Discussion Study Group Booklist) Participants will develop a related work product such as a discussion journal, in-depth review of a book, lesson plans, and multi-media presentation. Each principal staff member who completes the TAS training and the quarterly TAS appraisals will also be eligible to receive an annual $1,500 financial incentive.ive a $100 bonus every quarter. 100$75 bonus every quarter as paid for by the grant and our Title II funds. History Book Discussion Study Groups: Up to twenty teachers of American history in grades three to eleven in each of the four partnering districts will meet for seven 2-hour history book discussion study groups each year to deepen their content knowledge of the designated historical periods and theme studied that year. The study groups will provide opportunity to read and discuss in a collegial atmosphere five biographies, memoirs, historical fiction, and historical works related to the program years theme. (See Appendices: History Book Discussion Study Group Booklist) Participants will develop a related work product such as a discussion journal, in-depth review of a book, lesson plans, and multi-media presentation. When principals return to their campuses after the training, they will be fully ready to deploy the TAS system. Under the model, principals will use a QUARTERLY walk-through method of observation. The schedule of the walk-throughs are not pre-announced to teachers thus, principal staff can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the principal staff observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. These indicators include: classroom management, classroom climate, organization, record keeping, demonstration, content area knowledge, level of direction, defining purpose, encouraging response, supervision, adoption of varied techniques, learner success, performance and conduct. The principal will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at the office, the principal staff will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and principal then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the principal staff completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. The data that are collected during these processes are automatically compiled and reported. The compilation of data can not only be used as a needs assessment for future training and for NCLB accountability reporting, but the system further allows for teacher financial incentive recommendations so that teachers receiving 100% satisfactory marks and teachers who improve their satisfactory marking percentages by at least 25% from evaluation to evaluation period will be eligible to receive a $75 bonus every quarter as paid for by the grant and our Title II funds. in Beggs (nor the REACH coalition) offer aMost of our schools perform teacher assessment by the principal staff making semi-regular walk-throughs of classrooms with no formal assessment instrument or feedback process being used whatsoever. all ; and what is so exciting about this change is that Beggs principals and teachers were the ones to pick the new system that will be used meaning we have 100% buy-in.our schoolsquantiativelyThe system starts with the principals and vice principals (from Beggs and the low-dosage control group districts) attending the annual Developing Knowledge and Skills for Instructional Leadership seminar in Oklahoma City. This two-day training focuses on helping principal staff develop leadership strategies that will improve achievement in their schools using the TAS walk-through process. The training provides principal staff with the tools and skills needed for analyzing classroom practices in curriculum and instruction and conversing with teachers about actions that will enhance the quality of student learning. Day one introduces staff to: the research-base and background knowledge necessary for conducting walk-throughs with reflective feedback; the walk-through observation structure with classroom practice; and, reflective feedback and how it complements the walk-through process. Day two will prepare staff to: practice the walk-through structures in classrooms and reflective feedback with teachers; plan for conducting walk-throughs and providing feedback; and, how to share information with staff and students about the walk-throughs and their purpose. Also incorporated in the sessions is first hand observation in actual classrooms. When principals return to their campuses after the training, they will be fully ready to deploy the TAS system. principals principal staffprincipal staffs have been adjusted to reflect training content principal principal staffprincipal principal staff Teacher Assessment: In their recently published evaluation of educator management practices, researchers - DavidHoldzkom and BarbaraKuligowski - point out that one of the most effective practices for raising teacher effectiveness is through the use of research-based teacher appraisal systems. Characteristics of these types of systems include the identification of standards and best practices in the areas of classroom effectiveness, the observation and quantitative rating of teachers in meeting such standards, the support of teachers in meeting the standards, and the consistent re-evaluation and support of teachers promoting a cycle of continuous improvement. At this time, none of the CCH schools uses a standardized educator evaluation system that meets these criteria. This is going to change under the CCH initiative. Produced by a group of education and administrative specialists out of Northeastern State University, the Teacher Appraisal System (TAS) is a state-of-the-art technology enriched teacher assessment model that is national standards-based and scientifically based and that is ideal for our trainers to use to quantitatively and qualitatively assess CCH history teachers. Under the model, the trainer assigned to each school will use a QUARTERLY walk-through method of observation in the rooms of participating history teachers. The schedule of the walk-throughs are not pre-announced to teachers thus, the trainers can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the trainer observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. The indicators have been adjusted to also reflect the national and state benchmarks and standards in teaching and learning US history. These indicators include: classroom management, classroom climate, organization, record keeping, demonstration, content area knowledge, level of direction, defining purpose, encouraging response through use of historical inquiry and questioning, supervision, adoption of varied techniques, learner success, performance and conduct. The trainer will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at their office, the trainer will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and trainer then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the trainer completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. The data that are collected during these processes are automatically compiled and reported. The compilation of data can not only be used as a needs assessment for future training and for NCLB accountability reporting, but the system further allows for teacher financial incentive recommendations so that teachers receiving 100% satisfactory marks and teachers who improve their satisfactory marking percentages by at least 25% from evaluation to evaluation period will be eligible to receive a $75 bonus every quarter as paid for by the grant and our Title II funds. Teacher Assessment: In their recently published evaluation of educator management practices, researchers - DavidHoldzkom and BarbaraKuligowski - point out that one of the most effective practices for raising teacher effectiveness is through the use of research-based teacher appraisal systems. Characteristics of these types of systems include the identification of standards and best practices in the areas of classroom effectiveness, the observation and quantitative rating of teachers in meeting such standards, the support of teachers in meeting the standards, and the consistent re-evaluation and support of teachers promoting a cycle of continuous improvement. At this time, none of the CCH schools uses a standardized educator evaluation system that meets these criteria. This is going to change under the CCH initiative. Produced by a group of education and administrative specialists out of Northeastern State University, the Teacher Appraisal System (TAS) is a state-of-the-art technology enriched teacher assessment model that is national standards-based and scientifically based and that is ideal for our trainers to use to quantitatively and qualitatively assess CCH history teachers. Under the model, the trainer assigned to each school will use a QUARTERLY walk-through method of observation in the rooms of participating history teachers. The schedule of the walk-throughs are not pre-announced to teachers thus, the trainers can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the trainer observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. The indicators have been adjusted to also reflect the national and state benchmarks and standards in teaching and learning US history. These indicators include: classroom management, classroom climate, organization, record keeping, demonstration, content area knowledge, level of direction, defining purpose, encouraging response through use of historical inquiry and questioning, supervision, adoption of varied techniques, learner success, performance and conduct. The trainer will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at their office, the trainer will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and trainer then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the trainer completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. The data that are collected during these processes are automatically compiled and reported. The compilation of data can not only be used as a needs assessment for future training and for NCLB accountability reporting, but the system further allows for teacher financial incentive recommendations so that teachers receiving 100% satisfactory marks and teachers who improve their satisfactory marking percentages by at least 25% from evaluation to evaluation period will be eligible to receive a $75 bonus every quarter as paid for by the grant and our Title II funds. Up to twenty teachers of American history in grades three to eleven in each of the four partnering districts Appendices:(See attachments for the History Book Discussion Study Group Booklist)s, and multi-media presentation.whcihDr. Robert Allison, chair of the Suffolk University Department of History and Director of the American Studies Program(See Resumes: Robert Allison) History Book Discussion Study Groups: Participating CCH teachers will meet for seven 2-hour history book discussion study groups each year to deepen their content knowledge of the designated historical periods and theme studied that year. The study groups will provide opportunity to read and discuss in a collegial atmosphere five biographies, memoirs, historical fiction, and historical works related to the program years theme. (See attachments for the History Book Discussion Study Group Booklist) Participants will develop a related work product such as a discussion journal, in-depth review of a book, lesson plans, and multi-media presentation, which will be shared with the group and uploaded on the CCH website. Dr. Robert Allison, chair of the Suffolk University Department of History and Director of the American Studies Program, will present a deeper historical perspective and context for the books read, lead discussions, assist participants in forming their programs, and evaluate their work for historical accuracy. History Book Discussion Study Groups: Participating CCH teachers will meet for seven 2-hour history book discussion study groups each year to deepen their content knowledge of the designated historical periods and theme studied that year. The study groups will provide opportunity to read and discuss in a collegial atmosphere five biographies, memoirs, historical fiction, and historical works related to the program years theme. (See attachments for the History Book Discussion Study Group Booklist) Participants will develop a related work product such as a discussion journal, in-depth review of a book, lesson plans, and multi-media presentation, which will be shared with the group and uploaded on the CCH website. Dr. Robert Allison, chair of the Suffolk University Department of History and Director of the American Studies Program, will present a deeper historical perspective and context for the books read, lead discussions, assist participants in forming their programs, and evaluate their work for historical accuracy. Mini-Sabbaticals: Encounters and Exchanges in US History will provide grants for up to $500 each year to four teachers in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents.history.To accomplish program goals, objectives and anticipated outcomes, a team of program implementers and stakeholders will be responsible for coordinating and facilitating the following activities: (Content-based Summer Institutes: a 7-day series institute that will take place in June of each of the 3 grant years. Prior to each institute, a half-day orientation will be scheduled in May to provide teachers with an overview of the topics they will study and provide them with resources to prepare for the institute. Following each institute, a full day touchback and follow up session will be scheduled with the training team. (School Year Content-Based Institutes: Every year, 4 full-day content knowledge focused institutes will be facilitated in Septemer, November, January, and March. A follow up day to the institutes will be scheduled in April. ( Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom: Every year, 4 sessions dealing with pedagogical skill building, curriculum design, applied research, infusing technology into the classroom, and improving classroom learning through historical inquiry and thinking methods will be offered. (Coaching for teachers and assessing teacher/student work products. (Book discussion study groups (Twelve mini-sabbaticals for research Follow Up Coaching and Teacher Assessment: The above training opportunities are really only the first phase of a 3 phase training model. A traditional 3 phase training model is designed to sustain the training effort and ensure that the training content and practices are being transferred into the classroom. It does this by offering, in phase one, content and pedagogical building training. During the second phase, teachers observe the pedagogical strategies and content (that were highlighted in the phase one trainings) as they are modeled to students in a classroom setting by CCH trainers. Because is would be resource draining to have the entire CCH training cadre instruct courses on every school site; we will assign each member of the training team (which includes the OU trainers and trainers from pond and Big 6) to work with a particular school site (or a couple of sites based on the trainers availability). The methodology used to match the trainers with the sites will take into consideration the school needs and the expertise and background of the trainer. Three full days of the trainers time will be spent at his/her assigned site for phase two. During their time at the schools, several hours of each phase two day will be dedicated to observation. As the trainers deliver lesson plans to CCH students, participant teachers will have the opportunity to observe the trainers skill and strategy in the classroom setting. Time will then be set aside for the teachers to discuss, inquire, and reflect on what they observed with the trainers in small groups and one-on-one and also time for the teachers to demonstrate what they learned with each other in a classroom environment. Encounters and Exchanges Mini-Sabbaticals: CCH in US History will provide mini-grants for up to $500 each year to four teachers in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents.four4in grades three to five and grades eight to eleven who apply for Mini-Sabbaticals: CCH in US History will provide mini-grants for up to $500 each year to 6 teachers a year to take a 37-hour mini-sabbatical. A historian with expertise in the interest area (from either the training team or our historical partner agencies) will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom (and shared on the CCH website). Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Mini-Sabbaticals: CCH in US History will provide mini-grants for up to $500 each year to 6 teachers a year to take a 37-hour mini-sabbatical. A historian with expertise in the interest area (from either the training team or our historical partner agencies) will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom (and shared on the CCH website). Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Mini-Sabbaticals: CCH in US History will provide mini-grants for up to $500 each year to 6 teachers a year to take a 37-hour mini-sabbatical. A historian with expertise in the interest area (from either the training team or our historical partner agencies) will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom (and shared on the CCH website). Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Mini-Sabbaticals: CCH in US History will provide mini-grants for up to $500 each year to 6 teachers a year to take a 37-hour mini-sabbatical. A historian with expertise in the interest area (from either the training team or our historical partner agencies) will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom (and shared on the CCH website). Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Mini-Sabbaticals: CCH in US History will provide mini-grants for up to $500 each year to 6 teachers a year to take a 37-hour mini-sabbatical. A historian with expertise in the interest area (from either the training team or our historical partner agencies) will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom (and shared on the CCH website). Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Mini-Sabbaticals: CCH in US History will provide mini-grants for up to $500 each year to 6 teachers a year to take a 37-hour mini-sabbatical. A historian with expertise in the interest area (from either the training team or our historical partner agencies) will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom (and shared on the CCH website). Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Summertime " P" Mini-Sabbaticals:Mini-Sabbaticals: Field Trips: xxxxxxxxxxxxx Annual CCH Conference: The annual conference theme will be the same as the annual summer institute theme and will be another pathway for up to eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade-level appropriate, and help teachers deepen their content knowledge. Quality of PartnershipsQuality of Partnershipsinsert from page Quality of Partnerships: History Book Discussion Study Groups: Participating CCH teachers will meet for seven 2-hour history book discussion study groups each year to deepen their content knowledge of the designated historical periods and theme studied that year. The study groups will provide opportunity to read and discuss in a collegial atmosphere five biographies, memoirs, historical fiction, and historical works related to the program years theme. (See attachments for the History Book Discussion Study Group Booklist) Participants will develop a related work product such as a discussion journal, in-depth review of a book, lesson plans, and multi-media presentation, which will be shared with the group and uploaded on the CCH website. Dr. Robert Allison, chair of the Suffolk University Department of History and Director of the American Studies Program, will present a deeper historical perspective and context for the books read, lead discussions, assist participants in forming their programs, and evaluate their work for historical accuracy. Mini-Sabbaticals: CCH in US History will provide mini-grants for up to $500 each year to 6 teachers a year to take a 37-hour mini-sabbatical. A historian with expertise in the interest area (from either the training team or our historical partner agencies) will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom (and shared on the CCH website). Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Field Trips: Weekend Study Tours will be available to all secondary school American History teachers, media specialists, and elementary teachers from Allegany, Garrett and Washington Counties during the school year. The Study Tours will be arranged and organized by the American History Specialists. A total of three study tours for thirty participants will be held each year. Western Maryland American History Teachers Initiative symposia participants will be expected to participate in a minimum of one study tour each year. . The remaining participants will be selected based on nomination by department leaders, supervisors, or principals. Tour participants will travel by chartered bus departing on Friday morning, stay at arranged lodging on Friday evening, continue with the tour activities on Saturday, and return late Saturday afternoon. The tours will split between learning experiences at museums or libraries where participants will study artifacts and documents, and historic sites where participants will explore the use of field study as an instructional tool to incorporate local history into classroom activities. Strategies and resources developed by the National Park Services Teaching with Historic Places project will be utilized. Participants will provide input into the development of classroom lesson plans for elementary, middle and high school classrooms including virtual field trips. The Study Tour lessons and virtual field trips will be made available on the Western Maryland American History Teachers website and offered for publication on the National Parks Service Teaching with Historic Palaces website. During the first year, the first study tour participants will visit the National Archive Research Center in College Park, Maryland and the National Archives Building in Washington, D.C. The second tour participants will travel to the Philadelphia area and visit the National Constitution Center, the Franklin Museum, and Valley Forge. The third tour will be to Baltimore to visit the Maryland Historical Society and tour Fort McHenry and the Flag House and Star Spangled Banner Museum. During the second year the first two study tours will focus on transportation and local history. Participants will visit The Allegany County Museum to study local artifacts and documents and also the Canal Place Heritage Area in Cumberland, MD to extend their understanding of the role of the C. and O. Canal in the economic history of the region and its influence during the Civil War. On the second tour, participants will tour the Hager House on Friday morning and then visit the Western Maryland Room of the Washington County Free Library to study local historic documents and learn how to incorporate the digital document collections of the WHILBR (Western Maryland Historic Library) database in their lesson plans. They will then travel to Baltimore to explore the Maryland Railroad Museum and the Maryland Museum of Industry. The third tour will be a Civil War weekend including tours of Harpers Ferry National Park and Antietam National Battlefield with seminars by noted local Civil War historians. In the third year, the first two Study Tours will focus on civil rights in the 20th century. The first weekend Study Tour participants will travel to Baltimore visiting the Reginald Lewis Museum of African American History and Culture and the Maryland Historical Society to research documents relative to the progress of civil rights for women and ethnic minorities in Western Maryland. On the second weekend Study Tour participants will travel to Washington D.C. visiting the Smithsonian Institutes National Museum of American History, the National Museum of the American Indian, the National Museum of African American Art and Culture, and the National Womens History Museum. The final study tour participants will visit the Garrett County Historical Society Museum and visit historic sites in the Allegheny Highlands region area including Fort Necessity. Annual CCH Conference: The annual conference theme will be the same as the annual summer institute theme and will be another pathway for up to eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade-level appropriate, and help teachers deepen their content knowledge. Historians and museum educators from the cultural resources listed in the previous Institute charts will be invited to conduct lectures in their area of expertise and related to the content. Teachers will also learn, observe and analyze a range of approaches to teaching and learning American history. Teachers will be invited to share content, work products, and strategies on how to implement them in the classroom. Primary Source will suggest scholars and lead teachers and help facilitate. Quality of Partnerships: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. The Gilder Lehrman Institute will provide instructional materials for the thirty teachers who are full participants including annotated primary sources from the Gilder Lehrman Collection, which holds over 80,000 items documenting the political and social history of the United States: letters and diaries, maps, pamphlets, sketchbooks, printed books, photographs, and other materials. Each of the full time participants will receive a History in a Box resource kit on The Founding Era. The teaching kit includes an introduction, a timeline, thirty primary documents, teaching strategies, posters for classroom display, interactive CD-ROMs, and videos. Each full time participant will also receive a resource kit of lessons on selected topics in American history, from the colonial period to the 1990s. The lessons were developed for use during Gilder-Lehrman summer seminars and the lesson topics include ones on George Washington developed at a seminar led by Gordon Wood, North American Slavery developed at a seminar led by Ira Berlin, Issues, Strategies and Leadership of the Civil War developed at a seminar led by James McPherson, and America between the Wars developed at a seminar led by Alan Brinkley. Gilder Lehrman will also provide traveling panel exhibits on themes in American history. The exhibits feature documents from the Gilder Lehrman Collection. The traveling exhibits include supplementary videos, CD-ROMs, and teacher guides which provide a basis for student discussions and projects and allow for special programming at schools. Another important partner is the Maryland Humanities Council. The Maryland Humanities Council works closely with scholars, researchers, and curators at institutions of higher learning, libraries and archives, and museums and historical societies both in Maryland and throughout the country. The Maryland Humanities Council offers a network of experts in history and will work with our American History Specialists to recommend resource people for the local component of the summer symposia as well as for the site based content/strategy in-service professional development. The Maryland Humanities Council coordinates Marylands statewide History Day program, which emphasizes the use of primary sources in the classroom. Maryland Humanities Council has supported History Day in middle and high schools in Allegany County for several years and this past year began working with teachers in Washington County. Judy Dobbs is the Maryland Humanities Councils education coordinator for History Day and has been instrumental in promoting hands on document based history projects to teachers and students in Western Maryland. The Maryland Humanities Council has experience working with two other Teaching American History grant programs. Maryland Humanities Council staff members have conducted sessions for summer institutes in Hartford County and have also provided resources for Teaching American History programs for Baltimore County. Maryland Humanities Council will provide coordination activities, student tutoring and mentoring for teachers in preparation for the state and National History Day Competitions. The Maryland Historical Society, located in Baltimore, is the state's oldest cultural institution and includes a museum, a library press, and numerous educational programs for both students and teachers. The Maryland Historical Society houses the most extensive collection of objects and artifacts in the state of Maryland, and one of the largest collections of Americana in the world. The Historical Societys library contains over 5.4 million objects including books, extensive genealogy indexes, photographs, and manuscripts. The Historical Society sponsors lectures, symposia, living history performances, and Traveling Trunks primary document kits for use by teachers. It also provides excellent professional development for teachers both onsite and in the schools including several workshops that promote active learning using documents and artifacts. These workshops include: Working with Primary Sources, Bringing History to Life, and Teaching with Objects: Material Culture in the Classroom. The Western Maryland Regional Library System is an important source for local historic documents and program support. The Western Maryland Regional Library System has experience in working closely with Western Maryland schools on numerous projects. The Washington County Free Library in Hagerstown, the Allegany County Public Library in Cumberland, and the Ruth Enlow Library in Garrett County provide in-service support to American history teachers. John Venditta coordinates the three county library system that serves the western Maryland region. In September of 2005 Kathleen OConnell and Pat Wisher worked with Advanced Placement United States history teachers in coordinating a series of lectures to commemorate and educate students about the history of the United States Constitution. Also earlier this year John Frye, curator of the archives collection in the Western Maryland Room, worked with American History teachers producing a 50 page pictorial history with primary source documents of the Washington County Schools which was published as an insert in the Herald-Mail, a regional newspaper. Jill Craig coordinates the development of the Western Maryland Historical Library (WHILBR) a digitalized collection of photographs, newspaper articles, government records, and rare books. Collections in the digital library include genealogy resources, Battle of Antietam reports from the local 1862 Herald and Freedom Torch Light newspaper, and a documentary on local Rosie the Riveter female WWII workers. History Book Discussion Study Groups: Participating CCH teachers will meet for seven 2-hour history book discussion study groups each year to deepen their content knowledge of the designated historical periods and theme studied that year. The study groups will provide opportunity to read and discuss in a collegial atmosphere five biographies, memoirs, historical fiction, and historical works related to the program years theme. (See attachments for the History Book Discussion Study Group Booklist) Participants will develop a related work product such as a discussion journal, in-depth review of a book, lesson plans, and multi-media presentation, which will be shared with the group and uploaded on the CCH website. Dr. Robert Allison, chair of the Suffolk University Department of History and Director of the American Studies Program, will present a deeper historical perspective and context for the books read, lead discussions, assist participants in forming their programs, and evaluate their work for historical accuracy. Mini-Sabbaticals: CCH in US History will provide mini-grants for up to $500 each year to 6 teachers a year to take a 37-hour mini-sabbatical. A historian with expertise in the interest area (from either the training team or our historical partner agencies) will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom (and shared on the CCH website). Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Field Trips: Weekend Study Tours will be available to all secondary school American History teachers, media specialists, and elementary teachers from Allegany, Garrett and Washington Counties during the school year. The Study Tours will be arranged and organized by the American History Specialists. A total of three study tours for thirty participants will be held each year. Western Maryland American History Teachers Initiative symposia participants will be expected to participate in a minimum of one study tour each year. . The remaining participants will be selected based on nomination by department leaders, supervisors, or principals. Tour participants will travel by chartered bus departing on Friday morning, stay at arranged lodging on Friday evening, continue with the tour activities on Saturday, and return late Saturday afternoon. The tours will split between learning experiences at museums or libraries where participants will study artifacts and documents, and historic sites where participants will explore the use of field study as an instructional tool to incorporate local history into classroom activities. Strategies and resources developed by the National Park Services Teaching with Historic Places project will be utilized. Participants will provide input into the development of classroom lesson plans for elementary, middle and high school classrooms including virtual field trips. The Study Tour lessons and virtual field trips will be made available on the Western Maryland American History Teachers website and offered for publication on the National Parks Service Teaching with Historic Palaces website. During the first year, the first study tour participants will visit the National Archive Research Center in College Park, Maryland and the National Archives Building in Washington, D.C. The second tour participants will travel to the Philadelphia area and visit the National Constitution Center, the Franklin Museum, and Valley Forge. The third tour will be to Baltimore to visit the Maryland Historical Society and tour Fort McHenry and the Flag House and Star Spangled Banner Museum. During the second year the first two study tours will focus on transportation and local history. Participants will visit The Allegany County Museum to study local artifacts and documents and also the Canal Place Heritage Area in Cumberland, MD to extend their understanding of the role of the C. and O. Canal in the economic history of the region and its influence during the Civil War. On the second tour, participants will tour the Hager House on Friday morning and then visit the Western Maryland Room of the Washington County Free Library to study local historic documents and learn how to incorporate the digital document collections of the WHILBR (Western Maryland Historic Library) database in their lesson plans. They will then travel to Baltimore to explore the Maryland Railroad Museum and the Maryland Museum of Industry. The third tour will be a Civil War weekend including tours of Harpers Ferry National Park and Antietam National Battlefield with seminars by noted local Civil War historians. In the third year, the first two Study Tours will focus on civil rights in the 20th century. The first weekend Study Tour participants will travel to Baltimore visiting the Reginald Lewis Museum of African American History and Culture and the Maryland Historical Society to research documents relative to the progress of civil rights for women and ethnic minorities in Western Maryland. On the second weekend Study Tour participants will travel to Washington D.C. visiting the Smithsonian Institutes National Museum of American History, the National Museum of the American Indian, the National Museum of African American Art and Culture, and the National Womens History Museum. The final study tour participants will visit the Garrett County Historical Society Museum and visit historic sites in the Allegheny Highlands region area including Fort Necessity. Annual CCH Conference: The annual conference theme will be the same as the annual summer institute theme and will be another pathway for up to eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade-level appropriate, and help teachers deepen their content knowledge. Historians and museum educators from the cultural resources listed in the previous Institute charts will be invited to conduct lectures in their area of expertise and related to the content. Teachers will also learn, observe and analyze a range of approaches to teaching and learning American history. Teachers will be invited to share content, work products, and strategies on how to implement them in the classroom. Primary Source will suggest scholars and lead teachers and help facilitate. Quality of Partnerships: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. The Gilder Lehrman Institute will provide instructional materials for the thirty teachers who are full participants including annotated primary sources from the Gilder Lehrman Collection, which holds over 80,000 items documenting the political and social history of the United States: letters and diaries, maps, pamphlets, sketchbooks, printed books, photographs, and other materials. Each of the full time participants will receive a History in a Box resource kit on The Founding Era. The teaching kit includes an introduction, a timeline, thirty primary documents, teaching strategies, posters for classroom display, interactive CD-ROMs, and videos. Each full time participant will also receive a resource kit of lessons on selected topics in American history, from the colonial period to the 1990s. The lessons were developed for use during Gilder-Lehrman summer seminars and the lesson topics include ones on George Washington developed at a seminar led by Gordon Wood, North American Slavery developed at a seminar led by Ira Berlin, Issues, Strategies and Leadership of the Civil War developed at a seminar led by James McPherson, and America between the Wars developed at a seminar led by Alan Brinkley. Gilder Lehrman will also provide traveling panel exhibits on themes in American history. The exhibits feature documents from the Gilder Lehrman Collection. The traveling exhibits include supplementary videos, CD-ROMs, and teacher guides which provide a basis for student discussions and projects and allow for special programming at schools. Another important partner is the Maryland Humanities Council. The Maryland Humanities Council works closely with scholars, researchers, and curators at institutions of higher learning, libraries and archives, and museums and historical societies both in Maryland and throughout the country. The Maryland Humanities Council offers a network of experts in history and will work with our American History Specialists to recommend resource people for the local component of the summer symposia as well as for the site based content/strategy in-service professional development. The Maryland Humanities Council coordinates Marylands statewide History Day program, which emphasizes the use of primary sources in the classroom. Maryland Humanities Council has supported History Day in middle and high schools in Allegany County for several years and this past year began working with teachers in Washington County. Judy Dobbs is the Maryland Humanities Councils education coordinator for History Day and has been instrumental in promoting hands on document based history projects to teachers and students in Western Maryland. The Maryland Humanities Council has experience working with two other Teaching American History grant programs. Maryland Humanities Council staff members have conducted sessions for summer institutes in Hartford County and have also provided resources for Teaching American History programs for Baltimore County. Maryland Humanities Council will provide coordination activities, student tutoring and mentoring for teachers in preparation for the state and National History Day Competitions. The Maryland Historical Society, located in Baltimore, is the state's oldest cultural institution and includes a museum, a library press, and numerous educational programs for both students and teachers. The Maryland Historical Society houses the most extensive collection of objects and artifacts in the state of Maryland, and one of the largest collections of Americana in the world. The Historical Societys library contains over 5.4 million objects including books, extensive genealogy indexes, photographs, and manuscripts. The Historical Society sponsors lectures, symposia, living history performances, and Traveling Trunks primary document kits for use by teachers. It also provides excellent professional development for teachers both onsite and in the schools including several workshops that promote active learning using documents and artifacts. These workshops include: Working with Primary Sources, Bringing History to Life, and Teaching with Objects: Material Culture in the Classroom. The Western Maryland Regional Library System is an important source for local historic documents and program support. The Western Maryland Regional Library System has experience in working closely with Western Maryland schools on numerous projects. The Washington County Free Library in Hagerstown, the Allegany County Public Library in Cumberland, and the Ruth Enlow Library in Garrett County provide in-service support to American history teachers. John Venditta coordinates the three county library system that serves the western Maryland region. In September of 2005 Kathleen OConnell and Pat Wisher worked with Advanced Placement United States history teachers in coordinating a series of lectures to commemorate and educate students about the history of the United States Constitution. Also earlier this year John Frye, curator of the archives collection in the Western Maryland Room, worked with American History teachers producing a 50 page pictorial history with primary source documents of the Washington County Schools which was published as an insert in the Herald-Mail, a regional newspaper. Jill Craig coordinates the development of the Western Maryland Historical Library (WHILBR) a digitalized collection of photographs, newspaper articles, government records, and rare books. Collections in the digital library include genealogy resources, Battle of Antietam reports from the local 1862 Herald and Freedom Torch Light newspaper, and a documentary on local Rosie the Riveter female WWII workers. Mini-Sabbaticals: CCH in US History will provide mini-grants for up to $500 each year to 6 teachers a year to take a 37-hour mini-sabbatical. A historian with expertise in the interest area (from either the training team or our historical partner agencies) will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom (and shared on the CCH website). Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Field Trips: Weekend Study Tours will be available to all secondary school American History teachers, media specialists, and elementary teachers from Allegany, Garrett and Washington Counties during the school year. The Study Tours will be arranged and organized by the American History Specialists. A total of three study tours for thirty participants will be held each year. Western Maryland American History Teachers Initiative symposia participants will be expected to participate in a minimum of one study tour each year. . The remaining participants will be selected based on nomination by department leaders, supervisors, or principals. Tour participants will travel by chartered bus departing on Friday morning, stay at arranged lodging on Friday evening, continue with the tour activities on Saturday, and return late Saturday afternoon. The tours will split between learning experiences at museums or libraries where participants will study artifacts and documents, and historic sites where participants will explore the use of field study as an instructional tool to incorporate local history into classroom activities. Strategies and resources developed by the National Park Services Teaching with Historic Places project will be utilized. Participants will provide input into the development of classroom lesson plans for elementary, middle and high school classrooms including virtual field trips. The Study Tour lessons and virtual field trips will be made available on the Western Maryland American History Teachers website and offered for publication on the National Parks Service Teaching with Historic Palaces website. During the first year, the first study tour participants will visit the National Archive Research Center in College Park, Maryland and the National Archives Building in Washington, D.C. The second tour participants will travel to the Philadelphia area and visit the National Constitution Center, the Franklin Museum, and Valley Forge. The third tour will be to Baltimore to visit the Maryland Historical Society and tour Fort McHenry and the Flag House and Star Spangled Banner Museum. During the second year the first two study tours will focus on transportation and local history. Participants will visit The Allegany County Museum to study local artifacts and documents and also the Canal Place Heritage Area in Cumberland, MD to extend their understanding of the role of the C. and O. Canal in the economic history of the region and its influence during the Civil War. On the second tour, participants will tour the Hager House on Friday morning and then visit the Western Maryland Room of the Washington County Free Library to study local historic documents and learn how to incorporate the digital document collections of the WHILBR (Western Maryland Historic Library) database in their lesson plans. They will then travel to Baltimore to explore the Maryland Railroad Museum and the Maryland Museum of Industry. The third tour will be a Civil War weekend including tours of Harpers Ferry National Park and Antietam National Battlefield with seminars by noted local Civil War historians. In the third year, the first two Study Tours will focus on civil rights in the 20th century. The first weekend Study Tour participants will travel to Baltimore visiting the Reginald Lewis Museum of African American History and Culture and the Maryland Historical Society to research documents relative to the progress of civil rights for women and ethnic minorities in Western Maryland. On the second weekend Study Tour participants will travel to Washington D.C. visiting the Smithsonian Institutes National Museum of American History, the National Museum of the American Indian, the National Museum of African American Art and Culture, and the National Womens History Museum. The final study tour participants will visit the Garrett County Historical Society Museum and visit historic sites in the Allegheny Highlands region area including Fort Necessity. Annual CCH Conference: The annual conference theme will be the same as the annual summer institute theme and will be another pathway for up to eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade-level appropriate, and help teachers deepen their content knowledge. Historians and museum educators from the cultural resources listed in the previous Institute charts will be invited to conduct lectures in their area of expertise and related to the content. Teachers will also learn, observe and analyze a range of approaches to teaching and learning American history. Teachers will be invited to share content, work products, and strategies on how to implement them in the classroom. Primary Source will suggest scholars and lead teachers and help facilitate. Quality of Partnerships: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. The Gilder Lehrman Institute will provide instructional materials for the thirty teachers who are full participants including annotated primary sources from the Gilder Lehrman Collection, which holds over 80,000 items documenting the political and social history of the United States: letters and diaries, maps, pamphlets, sketchbooks, printed books, photographs, and other materials. Each of the full time participants will receive a History in a Box resource kit on The Founding Era. The teaching kit includes an introduction, a timeline, thirty primary documents, teaching strategies, posters for classroom display, interactive CD-ROMs, and videos. Each full time participant will also receive a resource kit of lessons on selected topics in American history, from the colonial period to the 1990s. The lessons were developed for use during Gilder-Lehrman summer seminars and the lesson topics include ones on George Washington developed at a seminar led by Gordon Wood, North American Slavery developed at a seminar led by Ira Berlin, Issues, Strategies and Leadership of the Civil War developed at a seminar led by James McPherson, and America between the Wars developed at a seminar led by Alan Brinkley. Gilder Lehrman will also provide traveling panel exhibits on themes in American history. The exhibits feature documents from the Gilder Lehrman Collection. The traveling exhibits include supplementary videos, CD-ROMs, and teacher guides which provide a basis for student discussions and projects and allow for special programming at schools. Another important partner is the Maryland Humanities Council. The Maryland Humanities Council works closely with scholars, researchers, and curators at institutions of higher learning, libraries and archives, and museums and historical societies both in Maryland and throughout the country. The Maryland Humanities Council offers a network of experts in history and will work with our American History Specialists to recommend resource people for the local component of the summer symposia as well as for the site based content/strategy in-service professional development. The Maryland Humanities Council coordinates Marylands statewide History Day program, which emphasizes the use of primary sources in the classroom. Maryland Humanities Council has supported History Day in middle and high schools in Allegany County for several years and this past year began working with teachers in Washington County. Judy Dobbs is the Maryland Humanities Councils education coordinator for History Day and has been instrumental in promoting hands on document based history projects to teachers and students in Western Maryland. The Maryland Humanities Council has experience working with two other Teaching American History grant programs. Maryland Humanities Council staff members have conducted sessions for summer institutes in Hartford County and have also provided resources for Teaching American History programs for Baltimore County. Maryland Humanities Council will provide coordination activities, student tutoring and mentoring for teachers in preparation for the state and National History Day Competitions. The Maryland Historical Society, located in Baltimore, is the state's oldest cultural institution and includes a museum, a library press, and numerous educational programs for both students and teachers. The Maryland Historical Society houses the most extensive collection of objects and artifacts in the state of Maryland, and one of the largest collections of Americana in the world. The Historical Societys library contains over 5.4 million objects including books, extensive genealogy indexes, photographs, and manuscripts. The Historical Society sponsors lectures, symposia, living history performances, and Traveling Trunks primary document kits for use by teachers. It also provides excellent professional development for teachers both onsite and in the schools including several workshops that promote active learning using documents and artifacts. These workshops include: Working with Primary Sources, Bringing History to Life, and Teaching with Objects: Material Culture in the Classroom. The Western Maryland Regional Library System is an important source for local historic documents and program support. The Western Maryland Regional Library System has experience in working closely with Western Maryland schools on numerous projects. The Washington County Free Library in Hagerstown, the Allegany County Public Library in Cumberland, and the Ruth Enlow Library in Garrett County provide in-service support to American history teachers. John Venditta coordinates the three county library system that serves the western Maryland region. In September of 2005 Kathleen OConnell and Pat Wisher worked with Advanced Placement United States history teachers in coordinating a series of lectures to commemorate and educate students about the history of the United States Constitution. Also earlier this year John Frye, curator of the archives collection in the Western Maryland Room, worked with American History teachers producing a 50 page pictorial history with primary source documents of the Washington County Schools which was published as an insert in the Herald-Mail, a regional newspaper. Jill Craig coordinates the development of the Western Maryland Historical Library (WHILBR) a digitalized collection of photographs, newspaper articles, government records, and rare books. Collections in the digital library include genealogy resources, Battle of Antietam reports from the local 1862 Herald and Freedom Torch Light newspaper, and a documentary on local Rosie the Riveter female WWII workers. The Western Maryland Regional Library System is an important source for local historic documents and program support. The Western Maryland Regional Library System has experience in working closely with Western Maryland schools on numerous projects. The Washington County Free Library in Hagerstown, the Allegany County Public Library in Cumberland, and the Ruth Enlow Library in Garrett County provide in-service support to American history teachers. John Venditta coordinates the three county library system that serves the western Maryland region. In September of 2005 Kathleen OConnell and Pat Wisher worked with Advanced Placement United States history teachers in coordinating a series of lectures to commemorate and educate students about the history of the United States Constitution. Also earlier this year John Frye, curator of the archives collection in the Western Maryland Room, worked with American History teachers producing a 50 page pictorial history with primary source documents of the Washington County Schools which was published as an insert in the Herald-Mail, a regional newspaper. Jill Craig coordinates the development of the Western Maryland Historical Library (WHILBR) a digitalized collection of photographs, newspaper articles, government records, and rare books. Collections in the digital library include genealogy resources, Battle of Antietam reports from the local 1862 Herald and Freedom Torch Light newspaper, and a documentary on local Rosie the Riveter female WWII workers. Continuation Activities: To ensure that (1) participating teachers effectively apply their learning in the classroom, (2) the program evaluator is provided data to see the impact of the institutes and workshops on both teachers and students, and (3) all work products meet quality control standards before being uploaded on the program website and shared with colleagues, a series of continuation activities will be implemented. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. TQuality of Partnerships:TThe Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. The Gilder Lehrman Institute will provide instructional materials for the thirty teachers who are full participants including annotated primary sources from the Gilder Lehrman Collection, which holds over 80,000 items documenting the political and social history of the United States: letters and diaries, maps, pamphlets, sketchbooks, printed books, photographs, and other materials. Each of the full time participants will receive a History in a Box resource kit on The Founding Era. The teaching kit includes an introduction, a timeline, thirty primary documents, teaching strategies, posters for classroom display, interactive CD-ROMs, and videos. Each full time participant will also receive a resource kit of lessons on selected topics in American history, from the colonial period to the 1990s. The lessons were developed for use during Gilder-Lehrman summer seminars and the lesson topics include ones on George Washington developed at a seminar led by Gordon Wood, North American Slavery developed at a seminar led by Ira Berlin, Issues, Strategies and Leadership of the Civil War developed at a seminar led by James McPherson, and America between the Wars developed at a seminar led by Alan Brinkley. Gilder Lehrman will also provide traveling panel exhibits on themes in American history. The exhibits feature documents from the Gilder Lehrman Collection. The traveling exhibits include supplementary videos, CD-ROMs, and teacher guides which provide a basis for student discussions and projects and allow for special programming at schools. Another important partner is the Maryland Humanities Council. The Maryland Humanities Council works closely with scholars, researchers, and curators at institutions of higher learning, libraries and archives, and museums and historical societies both in Maryland and throughout the country. The Maryland Humanities Council offers a network of experts in history and will work with our American History Specialists to recommend resource people for the local component of the summer symposia as well as for the site based content/strategy in-service professional development. The Maryland Humanities Council coordinates Marylands statewide History Day program, which emphasizes the use of primary sources in the classroom. Maryland Humanities Council has supported History Day in middle and high schools in Allegany County for several years and this past year began working with teachers in Washington County. Judy Dobbs is the Maryland Humanities Councils education coordinator for History Day and has been instrumental in promoting hands on document based history projects to teachers and students in Western Maryland. The Maryland Humanities Council has experience working with two other Teaching American History grant programs. Maryland Humanities Council staff members have conducted sessions for summer institutes in Hartford County and have also provided resources for Teaching American History programs for Baltimore County. Maryland Humanities Council will provide coordination activities, student tutoring and mentoring for teachers in preparation for the state and National History Day Competitions. The Maryland Historical Society, located in Baltimore, is the state's oldest cultural institution and includes a museum, a library press, and numerous educational programs for both students and teachers. The Maryland Historical Society houses the most extensive collection of objects and artifacts in the state of Maryland, and one of the largest collections of Americana in the world. The Historical Societys library contains over 5.4 million objects including books, extensive genealogy indexes, photographs, and manuscripts. The Historical Society sponsors lectures, symposia, living history performances, and Traveling Trunks primary document kits for use by teachers. It also provides excellent professional development for teachers both onsite and in the schools including several workshops that promote active learning using documents and artifacts. These workshops include: Working with Primary Sources, Bringing History to Life, and Teaching with Objects: Material Culture in the Classroom. The Western Maryland Regional Library System is an important source for local historic documents and program support. The Western Maryland Regional Library System has experience in working closely with Western Maryland schools on numerous projects. The Washington County Free Library in Hagerstown, the Allegany County Public Library in Cumberland, and the Ruth Enlow Library in Garrett County provide in-service support to American history teachers. John Venditta coordinates the three county library system that serves the western Maryland region. In September of 2005 Kathleen OConnell and Pat Wisher worked with Advanced Placement United States history teachers in coordinating a series of lectures to commemorate and educate students about the history of the United States Constitution. Also earlier this year John Frye, curator of the archives collection in the Western Maryland Room, worked with American History teachers producing a 50 page pictorial history with primary source documents of the Washington County Schools which was published as an insert in the Herald-Mail, a regional newspaper. Jill Craig coordinates the development of the Western Maryland Historical Library (WHILBR) a digitalized collection of photographs, newspaper articles, government records, and rare books. Collections in the digital library include genealogy resources, Battle of Antietam reports from the local 1862 Herald and Freedom Torch Light newspaper, and a documentary on local Rosie the Riveter female WWII workers. Quality of Partnerships: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. Quality of Partnerships: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated histo Quality of Partnerships: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated histo Quality of Partnerships: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated histo Quality of Partnerships: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated histoQuality of Partnerships Quality of Partnerships: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. N Quality of Partnerships: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. The Gilder Lehrman Institute will provide instructional materials for the thirty teachers who are full participants including annotated primary sources from the Gilder Lehrman Collection, which holds over 80,000 items documenting the political and social history of the United States: letters and diaries, maps, pamphlets, sketchbooks, printed books, photographs, and other materials. Each of the full time participants will receive a History in a Box resource kit on The Founding Era. The teaching kit includes an introduction, a timeline, thirty primary documents, teaching strategies, posters for classroom display, interactive CD-ROMs, and videos. Each full time participant will also receive a resource kit of lessons on selected topics in American history, from the colonial period to the 1990s. The lessons were developed for use during Gilder-Lehrman summer seminars and the lesson topics include ones on George Washington developed at a seminar led by Gordon Wood Quality of Partnerships: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. The Gilder Lehrman Institute will provide instructional materials for the thirty teachers who are full participants including annotated primary sources from the Gilder Lehrman Collection, which holds over 80,000 items documenting the political and social history of the United States: letters and diaries, maps, pamphlets, sketchbooks, printed books, photographs, and other materials. Each of the full time participants will receive a History in a Box resource kit on The Founding Era. The teaching kit includes an introduction, a timeline, thirty primary documents, teaching strategies, posters for classroom display, interactive CD-ROMs, and videos. Each full time participant will also receive a resource kit of lessons on selected topics in American history, from the colonial period to the 1990s. The lessons were developed for use during Gilder-Lehrman summer seminars and the lesson topics include ones on George Washington developed at a seminar led by Gordon Wood Quality of Partnerships: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. The Gilder Lehrman Institute will provide instructional materials for the thirty teachers who are full participants including annotated primary sources from the Gilder Lehrman Collection, which holds over 80,000 items documenting the political and social history of the United States: letters and diaries, maps, pamphlets, sketchbooks, printed books, photographs, and other materials. Each of the full time participants will receive a History in a Box resource kit on The Founding Era. The teaching kit includes an introduction, a timeline, thirty primary documents, teaching strategies, posters for classroom display, interactive CD-ROMs, and videos. Each full time participant will also receive a resource kit of lessons on selected topics in American history, from the colonial period to the 1990s. The lessons were developed for use during Gilder-Lehrman summer seminars and the lesson topics include ones on George Washington developed at a seminar led by Gordon WoodQuality of Partnerships:: sroom, (2) the program evaluatorivities will be implemented. herFontaine Lowell Graduate School of Education ticipate in summer institutes. Dr. xxxxxxx from University of Oklahoma will meet with elementary teachers from twenty elementary schools in the four districts who participate in summer institutes. She will train one grade-level master teacher in each building on the use and application to the classroom of primary sources and content drawn from monographs. Dr. Fontaine will conduct a pre-planning session, an observation, a post-discussion, and she will model a lesson using primary sources followed by a post-discussion on the subject matter. ( (Teachers will present their work products from study groups, mini-sabbaticals, workshops, and research institutes to the Work Product Review Board and complete annual surveys on how their participation has impacted their quality of instruction. (Work Product Review BoardEncounters and Exchanges in US Historythe CCH websitethe CCH websiteonnd at scheduled follow-up days. New England (D) Rationale for Selecting Partners The Encounters and Exchange in US History professional development program is a collaboration of four public school districts--Reading, North Reading, Danvers and Lowell--and two educational partners--Primary Source and University of Oklahoma Lowell Graduate School of Education. All four districts have collegial relationships and most recently partnered in the Oklahoma STEM (Science, Technology, Engineering Model) professional development program. Three districts are members of Primary Source. District teachers who have participated in Primary Sources other professional development offerings have been extremely pleased by the high standards and exceptional quality of their instructors. University of Oklahoma Lowell was the educational partner for the Lowell Public Schools Teaching American History grant for grade five and eight teachers. The Lowell Public Schools was eager to partner in this grant because it has seen the instructional changes and learning benefits for students whose teachers have participated in their TAH program. Both educational partners bring experience with TAH grants. Both bring valuable resources and well-established connections with university faculty and resources in the greater Boston and Lowell areas. Both have expertise and success working with public school administration. Cultural resources have committed to (1) work closely with the educational partners to design programming that extends the content learning in summer institutes, (2) provide opportunities for field study and research directly related to the theme and content learning in summer institutes, and (3) provide educators to speak at the annual CCH History conference on the designated annual theme. Quality of Partnerships: The Encounters and Exchange in US History professional development program is a collaboration of four public school districts--Reading, North Reading, Danvers and Lowell--and two educational partners--Primary Source and University of Oklahoma Lowell Graduate School of Education. All four districts have collegial relationships and most recently partnered in the Oklahoma STEM (Science, Technology, Engineering Model) professional development program. Three districts are members of Primary Source. District teachers who have participated in Primary Sources other professional development offerings have been extremely pleased by the high standards and exceptional quality of their instructors. University of Oklahoma Lowell was the educational partner for the Lowell Public Schools Teaching American History grant for grade five and eight teachers. The Lowell Public Schools was eager to partner in this grant because it has seen the instructional changes and learning benefits for students whose teachers have participated in their TAH program. Both educational partners bring experience with TAH grants. Both bring valuable resources and well-established connections with university faculty and resources in the greater Boston and Lowell areas. Both have expertise and success working with public school administration. Cultural resources have committed to (1) work closely with the educational partners to design programming that extends the content learning in summer institutes, (2) provide opportunities for field study and research directly related to the theme and content learning in summer institutes, and (3) provide educators to speak at the annual CCH History conference on the designated annual theme.Primary Source . Two tracks will be offered: During the first year, the first study tour participants will visit the National Archive Research Center in College Park, Maryland and the National Archives Building in Washington, D.C. The second tour participants will travel to the Philadelphia area and visit the National Constitution Center, the Franklin Museum, and Valley Forge. The third tour will be to Baltimore to visit the Maryland Historical Society and tour Fort McHenry and the Flag House and Star Spangled Banner Museum. carry out and In order to successfully sustain the CCH initiative in years to come, it was essential to utilize and build upon existing resources in the state and local historical community. As demonstrated in the partnership descriptions above and in the budget narrative, a variety of donations have been promised as an in-kind match to the program, which totals $155,200 (annual) in community matching cash and resources. Cost-efficiency through local resource-leveraging is essential in the design of the proposed initiative, which features a program model that will be implemented successfully in a resource-poor, urban community setting. Grant funds are requested primarily to support intensive capacity-building during an initial three year period (i.e., teacher and staff professional development/planning time, program start-up staff, resource and technology purchases, curriculum development). Our consortium anticipates that the overall impact of the grant - and the program itself will continue long after this initial funding period is over. There was no choice but to keep program costs as reasonable as possible due to the limited duration of funding and strong need for CCH services. CCH Schools has specifically designed the budget in such a way that the program will become infused into the operational budgets of its schools and district by the end of funding term. Strategies that will allow us to accomplish such a task include: the training and formation of a cadre of specialized teacher leaders who will be train-the-trainers and able to replicate trainings on their sites; the strategic use of existing school and community facilities to host the program at no added cost; curriculum adoption at the district level; and strategic planning between all partners to commit resources to cover the cost of the program in current and future years. We believe that the cohesive and intensive work we have planned for CCH teachers each summer and academic year will provoke a paradigm shift, impacting the classroom practice of individual teachers immediately and becoming contagious throughout the district with time. Thus, the apprenticeship of teachers and students can continue long beyond the years of this grant. In order to successfully sustain the CCH initiative in years to come, it was essential to utilize and build upon existing resources in the state and local historical community. As demonstrated in the partnership descriptions above and in the budget narrative, a variety of donations have been promised as an in-kind match to the program, which totals $155,200 (annual) in community matching cash and resources. Cost-efficiency through local resource-leveraging is essential in the design of the proposed initiative, which features a program model that will be implemented successfully in a resource-poor, urban community setting. Grant funds are requested primarily to support intensive capacity-building during an initial three year period (i.e., teacher and staff professional development/planning time, program start-up staff, resource and technology purchases, curriculum development). Our consortium anticipates that the overall impact of the grant - and the program itself will continue long after this initial funding period is over. There was no choice but to keep program costs as reasonable as possible due to the limited duration of funding and strong need for CCH services. CCH Schools has specifically designed the budget in such a way that the program will become infused into the operational budgets of its schools and district by the end of funding term. Strategies that will allow us to accomplish such a task include: the training and formation of a cadre of specialized teacher leaders who will be train-the-trainers and able to replicate trainings on their sites; the strategic use of existing school and community facilities to host the program at no added cost; curriculum adoption at the district level; and strategic planning between all partners to commit resources to cover the cost of the program in current and future years. We believe that the cohesive and intensive work we have planned for CCH teachers each summer and academic year will provoke a paradigm shift, impacting the classroom practice of individual teachers immediately and becoming contagious throughout the district with time. Thus, the apprenticeship of teachers and students can continue long beyond the years of this grant. 155,200 (Lowell, partner University of Oklahoma CCH Website and Online Resource Exchange: The website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. John Wren, the technology consultant from our educational partner University of Oklahoma, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. Go back and push in content 2. SIGNIFICANCE In order to successfully sustain the CCH initiative in years to come, it was essential to utilize and build upon existing resources in the state and local historical community. As demonstrated in the partnership descriptions above and in the budget narrative, a variety of donations have been promised as an in-kind match to the program, which totals $155,200 (annual) in community matching cash and resources. Cost-efficiency through local resource-leveraging is essential in the design of the proposed initiative, which features a program model that will be implemented successfully in a resource-poor, urban community setting. Grant funds are requested primarily to support intensive capacity-building during an initial three year period (i.e., teacher and staff professional development/planning time, program start-up staff, resource and technology purchases, curriculum development). Our consortium anticipates that the overall impact of the grant - and the program itself will continue long after this initial funding period is over. There was no choice but to keep program costs as reasonable as possible due to the limited duration of funding and strong need for CCH services. CCH Schools has specifically designed the budget in such a way that the program will become infused into the operational budgets of its schools and district by the end of funding term. Strategies that will allow us to accomplish such a task include: the training and formation of a cadre of specialized teacher leaders who will be train-the-trainers and able to replicate trainings on their sites; the strategic use of existing school and community facilities to host the program at no added cost; curriculum adoption at the district level; and strategic planning between all partners to commit resources to cover the cost of the program in current and future years. We believe that the cohesive and intensive work we have planned for CCH teachers each summer and academic year will provoke a paradigm shift, impacting the classroom practice of individual teachers immediately and becoming contagious throughout the district with time. Thus, the apprenticeship of teachers and students can continue long beyond the years of this grant. CCH Website and Online Resource Exchange: The website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. John Wren, the technology consultant from our educational partner University of Oklahoma, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. In order to successfully sustain the CCH initiative in years to come, it was essential to utilize and build upon existing resources in the state and local historical community. As demonstrated in the partnership descriptions above and in the budget narrative, a variety of donations have been promised as an in-kind match to the program, which totals $155,200 (annual) in community matching cash and resources. Cost-efficiency through local resource-leveraging is essential in the design of the proposed initiative, which features a program model that will be implemented successfully in a resource-poor, urban community setting. Grant funds are requested primarily to support intensive capacity-building during an initial three year period (i.e., teacher and staff professional development/planning time, program start-up staff, resource and technology purchases, curriculum development). Our consortium anticipates that the overall impact of the grant - and the program itself will continue long after this initial funding period is over. There was no choice but to keep program costs as reasonable as possible due to the limited duration of funding and strong need for CCH services. CCH Schools has specifically designed the budget in such a way that the program will become infused into the operational budgets of its schools and district by the end of funding term. Strategies that will allow us to accomplish such a task include: the training and formation of a cadre of specialized teacher leaders who will be train-the-trainers and able to replicate trainings on their sites; the strategic use of existing school and community facilities to host the program at no added cost; curriculum adoption at the district level; and strategic planning between all partners to commit resources to cover the cost of the program in current and future years. We believe that the cohesive and intensive work we have planned for CCH teachers each summer and academic year will provoke a paradigm shift, impacting the classroom practice of individual teachers immediately and becoming contagious throughout the district with time. Thus, the apprenticeship of teachers and students can continue long beyond the years of this grant. CCH Website and Online Resource Exchange: The website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. John Wren, the technology consultant from our educational partner University of Oklahoma, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. CCH Website and Online Resource Exchange: The website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. John Wren, the technology consultant from our educational partner University of Oklahoma, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. CCH Website and Online Resource Exchange: CCH Website and Online Resource Exchange: The website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. John Wren, the technology consultant from our educational partner University of Oklahoma, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. Quality of Partnerships: The Encounters and Exchange in US History professional development program is a collaboration of four public school districts--Reading, North Reading, Danvers and Lowell--and two educational partners--Primary Source and University of Oklahoma Lowell Graduate School of Education. All four districts have collegial relationships and most recently partnered in the Oklahoma STEM (Science, Technology, Engineering Model) professional development program. Three districts are members of Primary Source. District teachers who have participated in Primary Sources other professional development offerings have been extremely pleased by the high standards and exceptional quality of their instructors. Quality of Partnerships: National Resource Materials and Gatherings: To provide teachers with opportunities to maintain awareness of new American history research and findings, CCH staff and participant teachers will have the opportunity to receive paid membership to the National Council for History Education, which includes publication subscriptions, curriculum booklets, access to a network of historians and educators, and partially paid attendance at the national history conference. Participating teachers and trainers of the program will also receive Journal of American History subscriptions and will be invited to attend regional and national history colloquia and conferences sponsored by these national organizations (with grant and in-kind funds helping pay their attendance). Information from these resources will help CCH trainers and teachers to derive valuable content for future training sessions and classroom activities, respectively. NCHS/OAH??????Example: Richard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. ??????Example: Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. ??????Example: Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.??????Example: Richard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. ??????Example: Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. ??????Example: Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program. Western Heights School District and its collaborative of central Oklahoma public school districts, higher education institutions, museums, historical libraries, educational practitioners and experts are proposing to cultivate a community of historians and an engaged American citizenry (teachers and students alike) whose knowledge, interest, passion for, and understanding of US history will lead to not only improved academic achievement among students and to the enhanced knowledge and pedagogy of the classroom teacher, but will have long term effects on the schools and communities where we live. We envision our schools transforming into information and technology centers for learning and exploring US history with built-in programs of study and pathways that seamlessly transition student historians from school to college degrees and careers in government, public service, and history education. We envision what are now resource poor, run down, outdated social studies classrooms transitioning into laboratories of US history where school day and after school teams and clubs of student historians convene to investigate, analyze, and explore the 200 (+) year old dramatic tale that has led the United States to become the hegemonic superpower of the world. Our schools will be settings where teachers, who were once unsupported and under-trained, will be advanced as action researchers, historians, leaders, and scholars who will use inquiry, technology, and the full resources of the local and national historical community to bring US history alive and to make crystal clear the connection of how history is so very relevant to life today and to the future of America. All of these exciting visions will be outgrowths of an initial 3 year teacher development program that Western Heights School District as the coordinating lead fiscal agent - is requesting funding for in this grant proposal. The LEAs that will participate in the grant include Western Heights School District, xxxx, xxx, and xxx. Combined, we serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% or our students do not speak English as a primary language; xxx% will drop out of school by the 12th grade; and xxx% of our students reported on the state youth risk survey (last year) that they take drugs regularly or are a member of a street gang. Although our consortium enrolls what most would call a high-risk population of children and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with historical museums, library archives, and (interestingly) a legacy of Spanish and Mexican conquistador explorations (led by Coronado, Onate, and others) that defined our state and its history. It was therefore only fitting to entitle our Teaching American History grant: Conquistadors Conquering History! (CCH for short). For the grant, CCH will employ the mediums of content rich, historical document based teacher training institutes, workshops, colloquia, practitioner demonstrations, mentoring, teacher leadership roles, and a variety of other educator development exercises to broaden and deepen teachers knowledge of and instructional and pedagogical skills related to the fundamental documents, ideas, individuals, turning points, and events that have shaped America so that they can more effectively teach US history as a stand alone academic subject that is separate from social studies. Our collaborative of university and education institution partners is fully committed and prepared for this undertaking. We will do so with the common belief that if provided with the right support and resources, every teacher can possess the power and ability to raise student achievement. It is also our belief that few things are more closely tied to student achievement than the level of ability, passion, knowledge, and effectiveness of the classroom teacher. Educational research supports the truth behind these beliefs as researchers have found that the main difference between exemplary and low performing schools is that more teachers in high-performing schools are better prepared (with training and education) to teach challenging content in history, math, science, and reading. SeptemerA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. Day 3 will be a Train-the-Trainer workshop. Big6 co-founder Bob BerkowitzDecember 2008 (repeated in December of 2009 and 2010)Technology in the American History Classroom: An IntroductionA two-day institute provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. FreshPond EducationFebruary 2008 (repeated in February of 2009 and 2010)Web-Based Resources and Multimedia Tools in the American History Classroomand the University of Oklahoma heand tall secondary school American History teachers, media specialists, and elementary teachers from Allegany, Garrett and Washington Counties American History Specialiststhreethirty participantsxxxWestern Maryland American History Teachers Initiative symposia participants f one study tour each year. . The remaining participants will be selected based on nomination by department leaders, supervisors, or principals. laces project will be utilized. Western Maryland American History Teachersthe first During the first grant year, study tour participants will visit the National Archive Research Center in College Park, Maryland and the National Archives Building in Washington, D.C. The second tour participants will travel to the Philadelphia area and visit the National Constitution Center, the Franklin Museum, and Valley Forge. The third tour will be to Baltimore to visit the Maryland Historical Society and tour Fort McHenry and the Flag House and Star Spangled Banner Museum. During the second year the first two study tours will focus on transportation and local history. Participants will visit The Allegany County Museum to study local artifacts and documents and also the Canal Place Heritage Area in Cumberland, MD to extend their understanding of the role of the C. and O. Canal in the economic history of the region and its influence during the Civil War.On the second tour, participants will tour the Hager House on Friday morning and then visit the Western Maryland Room of the Washington County Free Library to study local historic documents and learn how to incorporate the digital document collections of the WHILBR (Western Maryland Historic Library) database in their lesson plans. They will then travel to Baltimore to explore the Maryland Railroad Museum and the Maryland Museum of Industry. The third tour will be a Civil War weekend including tours of Harpers Ferry National Park and Antietam National Battlefield with seminars by noted local Civil War historians.In the third year, the first two Study Tours will focus on civil rights in the 20th century. The first weekend Study Tour participants will travel to Baltimore visiting the Reginald Lewis Museum of African American History and Culture and the Maryland Historical Society to research documents relative to the progress of civil rights for women and ethnic minorities in Western Maryland. On the second weekend Study Tour participants will travel to Washington D.C. visiting the Smithsonian Institutes National Museum of American History, the National Museum of the American Indian, the National Museum of African American Art and Culture, and the National Womens History Museum. The final study tour participants will visit the Garrett County Historical Society Museum and visit historic sites in the Allegheny Highlands region area including Fort Necessity.During the first grant year, study tour participants will visit the National Archive Research Center in College Park, Maryland and the National Archives Building in Washington, D.C. The second tour participants will travel to the Philadelphia area and visit the National Constitution Center, the Franklin Museum, and Valley Forge. The third tour will be to Baltimore to visit the Maryland Historical Society and tour Fort McHenry and the Flag House and Star Spangled Banner Museum. During the second year the first two study tours will focus on transportation and local history. Participants will visit The Allegany County Museum to study local artifacts and documents and also the Canal Place Heritage Area in Cumberland, MD to extend their understanding of the role of the C. and O. Canal in the economic history of the region and its influence during the Civil War. On the second tour, participants will tour the Hager House on Friday morning and then visit the Western Maryland Room of the Washington County Free Library to study local historic documents and learn how to incorporate the digital document collections of the WHILBR (Western Maryland Historic Library) database in their lesson plans. They will then travel to Baltimore to explore the Maryland Railroad Museum and the Maryland Museum of Industry. The third tour will be a Civil War weekend including tours of Harpers Ferry National Park and Antietam National Battlefield with seminars by noted local Civil War historians. In the third year, the first two Study Tours will focus on civil rights in the 20th century. The first weekend Study Tour participants will travel to Baltimore visiting the Reginald Lewis Museum of African American History and Culture and the Maryland Historical Society to research documents relative to the progress of civil rights for women and ethnic minorities in Western Maryland. On the second weekend Study Tour participants will travel to Washington D.C. visiting the Smithsonian Institutes National Museum of American History, the National Museum of the American Indian, the National Museum of African American Art and Culture, and the National Womens History Museum. The final study tour participants will visit the Garrett County Historical Society Museum and visit historic sites in the Allegheny Highlands region area including Fort Necessity.service of children separateall grade levels MASTERas well as the and seminarshistory research and information management training workshops and institutesPpegagoyhistoricas tools (rubrics, surveys, teststhe products the curriculuam and evaluation of classroom implementation to ensure student learning of US history content, historical thinking, and research skills using primary and secondary sourcescurriculumchangesnechnology will be available to i,as 15tate charter schools sCalifornifivexxx teacher programcadre The program urct and o NON-PROFIT MUSEUMS, LIBRARIES, AND HISTORICAL ORGANIZATIONS Several non-profit museums, historical libraries with primary sources and archival resources, and regional and local historically significant organizations have joined our consortium of collaborative partners to provide targeted teachers with once-in-a-lifetime experiential learning opportunities and training experiences that will enable them to improve their knowledge, pedagogy, and instructional skill sets related to the teaching of traditional American history. Western Heights School District has worked closely with the nationally recognized, historically significant organizations listed in the chart below to plan for this undertaking. All of these agencies have agreed to donate their staff time and resources to hosting training workshops for participating teachers who attend the program scheduled experiential field trips at the partners historical sites, museum facilities, and libraries. Moreover, our partner organizations will provide participating teachers with maps, DVDs, trade books, audiotapes, posters, and other donated resources to incorporate into their classrooms, lesson plans, and curricula. Teacher experiential field trips to our partner sites will consist of customized workshops presented by curators and educational staff of our partnering organizations as well as the introduction of the museum/historical organizations collection of historical resources and the availability of these to participants as they conduct self-directed, independent studies and analysis. Our partners include but are not limited to: Insert chart pertaining to museums, libraries, and historical organizations ONLY here The historical societies, organizations, and museum partners of the CCH initiative all have vast resources of artifacts, archives, primary source documents, period diaries, and resident historians who will be involved in the summertime and school year training workshops and professional development sessions that will occur over then next three program years. The museums and historical organizations, listed above, as collaborating partners in this grant initiative are located in some of the oldest settler communities in the United States. Together they possess an enormous amount of resources (dating from the early 1600s to the present time) that bring to life the social, political, cultural, and economic history of early and modern day America. Each of our partners has provided a letter of support documenting its commitment of supporting the CCH program and donating the use of its resources, facilities, and personnel to helping implement CCHs experiential and training programming for Oklahoma City teachers. These letters of support can be found in the Letters of Support Attachments of this grant proposal. INSTITUTIONS OF HIGHER EDUCATION PARTNERS During the planning of this grant initiative, Western Heights School District established a long-term commitment from both the Department of History and the College of Education of the University of Oklahoma to develop and deploy the majority of the training and professional development sessions that will be offered to participating teachers for the CCH grant program. These departments have worked jointly in the past and have built a solid reputation for outstanding in-service programs that combine the scholarship of university historians with the expertise of classroom teachers (elementary, middle, and secondary). Several scholars and professors of the two university departments have agreed to provide their time and various university resources to train, coach, and mentor the actively participating educators from CCH schools. The resumes and curricula vitas of these trainers can be found in the Resume Attachments of this grant proposal. University of Oklahoma is a long-time collaborator and partner of the Western Heights School District and our partner LEAs. The faculty of the history and education departments who will be co-implementing the CCH trainings include many nationally recognized and published American history scholars who are experts in various periods and themes of American history. The history scholars of University of Oklahoma will lead the professional training activities of the CCH program as they work in a tri-partite collaborative approach with elementary, middle, and secondary level professors and leaders of education of the university who will further bring with them exceptional skills and knowledge regarding the best practices of instruction, assessment, and curriculum development in context to the teaching, pedagogy, and instruction of traditional US history in the pubic K-12 classroom. All of the training activities to be offered will be built around participation by scholars and lead teachers. By fostering a climate of intellectual exchange between university scholars and teachers, we acknowledge the pivotal role teachers play in the creation of a more sophisticated and aware American public. Teachers will able to obtain professional development points and university credits after completing a significant portion of the of trainings to be offered by University of Oklahoma. In addition to facilitating the school year trainings, coachings, and touchback sessions, one of the most important activities that the university will coordinate deals with the annual two week summer training institutes for the 120 CCH enrolled educators which will take place at xxxxxxxxxxxx. University of Oklahoma has documented in-kind contributions of its staff, training resources, and training materials to be used in the program to support the annual summer learning event. The summer institutes will consist of: content rich presentations by university history scholars and history education practitioners; workshops on a variety of topics which include the use of primary source materials, effective teaching strategies and pedagogy, measuring student achievement, aligning curriculum with state and national standards, historical inquiry, research, and the use of technology and assessment in the classroom; and practical application of the training content and best practices in the K-12 classroom. Through the summer institutes and through a variety of other school year, content-driven training seminars that will be facilitated by our university training team, participating history teachers will be equipped with the knowledge, understanding, experience, skills, materials, resources, and confidence they need to effectively teach traditional American history as a stand alone academic subject. Pedagogical methods of the many CCH training events will be presented within the context of American history content in order to demonstrate the relationship between these activities and in-depth historical text. Participating teachers (and, in turn, their students) will also be given opportunities to learn how historians conduct research and use archives and resources to engage the learner. Our partnering university trainers and practitioners will further support teachers in acquiring instructional materials, information on local and national initiatives, and technologies that they can use to improve the curriculum of their schools as well as improve the classroom learning environment. Ultimately, the continued involvement of our university training partner will help to foster the development of an informed, responsible citizenry committed to the fundamental values and principles of the US Constitution who are actively engaged in the practice of democracy in the United States. The collaborating professors of University of Oklahoma as well as University of Oklahoma institutional department heads have provided letters of support documenting their commitment to participating in the program and maintaining a strong collaborative partnership with Western Heights School District and the consortium in deploying the CCH program. Please cross reference their documentation of partnership in the Letters of Support Attachments of this grant proposal, which further articulate their commitment of in-kind donations and resources to the program. All of the above partnering agencies, including a team of teachers and administrators from the partnering LEAs and schools, have spent a great deal of time planning the CCH program for the benefit of inner-city Oklahoma City teachers and students. We will all continually work with supporters and administrators from the California Department of Education and the educational leaders of the program consortium to infuse the CCH initiative with research-based strategies that focus on improving the teaching and learning of American history and effectively integrating activities that make American history alive and exciting for students in their classrooms. To demonstrate its commitment to the program, our partners have promised, in writing, $xxxxxxxxxx of (annual) in-kind resources and contributions to help run the CCH program, which includes the donated use of facilities, personnel, cash revenue, technology, and instructional resource materials for teachers. Collaboration through a network of strong partners is and will continue to be the foundation of the CCH program. Upon award of the Teaching American History grant, a subcommittee of stakeholders from our partner agencies will be formed to oversee the program operations in a spirit of collaboration. This advisory will consist of representatives from the University of Oklahoma history and education departments, as well as teachers, administrators, principals, parents, students, history buffs, curators, and directors of the partnering LEAs and key partner organizations who will all work together to support this comprehensive effort to improve the teaching and learning of American history. The advisory will meet regularly to make systematic improvements and modifications to the implementation of the CCH initiative based on data and feedback from schools, from our partnering university trainers and teachers, and from the evaluation team. The attachments to this proposal include letters of support and memorandums of understanding from each of our partnering organizations that document each partners role in the program as well as its commitment to donating and providing the resources necessary to implement CCH over the 3 year grant term. Please cross reference these documents in the Letters of Support Attachment section of this grant proposal. NON-PROFIT MUSEUMS, LIBRARIES, AND HISTORICAL ORGANIZATIONS Several non-profit museums, historical libraries with primary sources and archival resources, and regional and local historically significant organizations have joined our consortium of collaborative partners to provide targeted teachers with once-in-a-lifetime NON-PROFIT MUSEUMS, LIBRARIES, AND HISTORICAL ORGANIZATIONSINSTITUTIONS OF HIGHER EDUCATION PARTNERS xxxxIt is our intent realtruelonglastingaquaificaitonsAlso add in the chart the qualifications of the PD? ??????Example: Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.??????????????????and instructional support opportunities The content of the CCH training trainingstheirdocuments andby reading historyprogram athe team of program implementers and stakeholdersthe CCH ersseries half-dayand provide themand institute, a full day touchback scheduled with .knowledge focusedsessions dealing withofferedtraining, observing classroom delivery of Professional Development Model (: modeling teaching primary sources in the classroom program in twenty schools and teacher observations;(Continuation activities he CCH assessingFollow Up assessing teachers and reviewing teacherTeacher AssessmentBook discussion study gHistory book Discussion Study GroupsHistory bwelve mini-sMini-SabbaticalsTwelve for Summer-time field trField TripsThe annual CCH cAnnual CCH ConferencewCCH Website and online resource exchange. Primary Source Document Book (Content-based Summer Institutes: a 7-day institute that will take place in June of each of the 3 grant years. Prior to each institute, a full-day orientation will be scheduled in May to provide teachers with an overview of the topics they will study and equip teachers with resources to prepare for the institute. Following each institute, a full day touchback/follow up session will be delivered by the training team at each CCH school district. (School Year Content-Based Institutes: Every year, 4 full-day content enriched institutes will be facilitated in September, November, January, and March. A follow up day to the institutes will be scheduled in April at each school district. ( Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom: Every year, 4 full-day workshops focusing on pedagogical skill building, curriculum design, applied research, infusing technology into the classroom, and improving classroom learning through historical inquiry and thinking methods will be scheduled. (Coaching for teachers and reviewing teacher/student work products will occur through a 3 Phase Professional Development Model. ( Teacher Assessment (History Book Discussion Study Groups (Mini-Sabbaticals that allow for teacher research opportunities (Field Trips for teachers (Annual CCH Conference (The CCH Website and online resource exchange (Primary Source Document Book development and exchange (School-Based Resource Centers (National Resource Materials and Gatherings The content of the CCH professional development program for teachers is designed to spiral around the overarching theme of Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address teacher knowledge gaps in US history,(3) provide depth by examining keyhistorical documents andby reading historical texts, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in the way US history is taught and learned.To accomplish the CCH goals, objectives and anticipated outcomes as articulated in the chart above, the CCH Program Director and training team will be responsible for coordinating and facilitating the following activities: toinstituteinstitute, a full day touchback/fin at each school district.Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom:Teacher Assessmentwill take place using a state-of-the art wireless technology assessment devicewill take place using a stassessment take place and assessment.vitistsNational Resource Materials and Gatheringsbe composed ofparters(if the grant is awarded) or and Teaching units, lesson plans, and virtual field Pby trips by non-participating teachers in the region as well as by All program activities will spiral around these themes and culminate in classroom refining of the curriculum products and the evaluation of classroom implementation to ensure student learning of American history content, historical thinking, and research skills using primary and secondary sources. In doing so, the training content is designed to transfer to the curriculum writing process as participants and staff will work in vertical and horizontal groups to develop curriculum modules, model lesson plans, and virtual field trips for elementary, middle, and high school American History courses. The curriculum and instructional products produced by out teacher teams will be published on the CCH website to be made available for use teachers across the CCH districts, state, and nation. The Program Director will implement a monitoring system to track the extent of participation by each teacher in all activities and ensure timely follow-up for classroom observation. Each component of the program includes activity descriptions and continuation activities that link training and professional development to content knowledge building as well as changing practice in the classroom. A description of each CCH component and its content is as follows: All program activities will spiral around these themes and culminate in classroom refining of the curriculum products and the evaluation of classroom implementation to ensure student learning of American history content, historical thinking, and research skills using primary and secondary sources. In doing so, the training content is designed to transfer to the curriculum writing process as participants and staff will work in vertical and horizontal groups to develop curriculum modules, model lesson plans, and virtual field trips for elementary, middle, and high school American History courses. The curriculum and instructional products produced by out teacher teams will be published on the CCH website to be made available for use teachers across the CCH districts, state, and nation. Each component of the program includes activity descriptions and continuation activities that link training and professional development to content knowledge building as well as changing practice in the classroom. A description of each CCH component and its content is as follows: and its content In partnership'the training team andand teaching skills and lead teachers with classroom chosen for their expertise trainers speicalistsgroup, or The OU Trainers will primarily be responsible for coordinating the annual summer institute and school year history content institutes. trainings xxxxxx8, and 9within , cultures, and wars of American7nd other states. Included in theThe timeline, list of trainers, content of the trainings, and resources to be used for the summertime and school year content institutes are outlined in the charts that follow. As you will read, these opportunitthe Trainersies The timeline, list of trainers, content of the trainings, and resources to be used for the summertime and school year content institutes are outlined in the charts that follow. The chart below describes the three-year planned content oriented summertime CCH institutes, including daily content, participating scholars, key texts used, and cultural resources that will be used for fieldtrips, site visits by individual teachers to visit and report back about, or to inform teachers describing their offerings. Teachers will receive reading lists that include relevant primary, recent secondary sources, and web sites on the historical topic. They also include sources that discuss how children learn history. Prior to each institute, a half-day orientation will be scheduled in May to provide teachers with an overview of the topics they will study and provide them with resources to prepare for the institute. For the 7-day summertime institutes, the training events will commence during the second week of June. The follow-up touchback training days will be scheduled in the September following the summer institute schedule. The chart below describes the tnual summertime institutes. the hree-year planned content oriented summertime CCH institutes, including daily content, participating scholars, key texts used, and halfdialy Teachers will receive reading lists that include relevant primary, recent secondary sources, and web sites on the historical topic. They also include sources that discuss how children learn history. Prior to each institute, a full-day orientation will be scheduled in May to provide teachers with an overview of the topics they will study and provide them with resources to prepare for the institute. T-ine,and on all of which will help to prepare them for a maximum learning experience for the upcoming summertime institute. They also include sources that discuss how children learn history They also include. F institutes, the training eventsThen for ts, the training event will Thellow-up touchback training days Orientation DayColonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe US Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Oklahoma City Public Library, Oklahoma Antiquarian Society, Oklahoma City Bombing Museum and Historical Site)Follow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington)Orientation DayReview of summer institute learning objectives and resources. Colonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe US Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Oklahoma City Public Library, Oklahoma Antiquarian Society, Oklahoma City Bombing Museum and Historical Site)Follow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington)DissussionOrientation Day (The transatlantic reform tradition in antebellum AmericaReligion and reform Day 1Foreign perspectives on the US from DeTocqueville to WildeSlavery and abolitionismDay 2Staking a place among nations: The Barbary Wars, War of 1812 and the Monroe DoctrineThe international womens movement Day 3Cross-currents: Connecting to the world through trade and industryField trip to the Peabody Essex Museum to study the China trade of the 19th centuryDay 4Foreign relations in the era of Mexican-American War and 1848The Native West after Lewis and ClarkDay 5A new look at the Old West: The convergence of peoples from around the compassThe many worlds of the California Gold RushDay 6Teaching applications: Teaching the USs role in the 19th century world Resources and strategiesDay 7Curriculum-writing workshops; preparation for curriculum programsFollow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. John Stauffer, Dr. Larry Buell, Dr. Bonnie Anderson, Dr. Heather Cox Richardson, Dr. David Quigley, Dr. Beth LaDowKey TextS. Mintz, Moralists and Modernizers; J.B. Stewart, Holy Warriors; selected chapters of other textsCultural ResourcesThe Peabody Essex Museum, The Concord Museum, Boston Athenaeum, Schlesinger Library on the History of Women in America, Old Sturbridge Village, Salem Maritime National ParkOrientation (May)The transatlantic reform tradition in antebellum AmericaReligion and reform Day 1Foreign perspectives on the US from DeTocqueville to WildeSlavery and abolitionismDay 2Staking a place among nations: The Barbary Wars, War of 1812 and the Monroe DoctrineThe international womens movement Day 3Cross-currents: Connecting to the world through trade and industryField trip to the Peabody Essex Museum to study the China trade of the 19th centuryDay 4Foreign relations in the era of Mexican-American War and 1848The Native West after Lewis and ClarkDay 5A new look at the Old West: The convergence of peoples from around the compassThe many worlds of the California Gold RushDay 6Teaching applications: Teaching the USs role in the 19th century world Resources and strategiesDay 7Curriculum-writing workshops; preparation for curriculum programsFollow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. John Stauffer, Dr. Larry Buell, Dr. Bonnie Anderson, Dr. Heather Cox Richardson, Dr. David Quigley, Dr. Beth LaDowKey TextS. Mintz, Moralists and Modernizers; J.B. Stewart, Holy Warriors; selected chapters of other textsCultural ResourcesThe Peabody Essex Museum, The Concord Museum, Boston Athenaeum, Schlesinger Library on the History of Women in America, Old Sturbridge Village, Salem Maritime National ParkOrientation (May)Review of summer institute learning objectives and resources. The transatlantic reform tradition in antebellum AmericaReligion and reform Day 1Foreign perspectives on the US from DeTocqueville to WildeSlavery and abolitionismDay 2Staking a place among nations: The Barbary Wars, War of 1812 and the Monroe DoctrineThe international womens movement Day 3Cross-currents: Connecting to the world through trade and industryField trip to the Peabody Essex Museum to study the China trade of the 19th centuryDay 4Foreign relations in the era of Mexican-American War and 1848The Native West after Lewis and ClarkDay 5A new look at the Old West: The convergence of peoples from around the compassThe many worlds of the California Gold RushDay 6Teaching applications: Teaching the USs role in the 19th century world Resources and strategiesDay 7Curriculum-writing workshops; preparation for curriculum programsFollow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. John Stauffer, Dr. Larry Buell, Dr. Bonnie Anderson, Dr. Heather Cox Richardson, Dr. David Quigley, Dr. Beth LaDowKey TextS. Mintz, Moralists and Modernizers; J.B. Stewart, Holy Warriors; selected chapters of other textsCultural ResourcesThe Peabody Essex Museum, The Concord Museum, Boston Athenaeum, Schlesinger Library on the History of Women in America, Old Sturbridge Village, Salem Maritime National ParkTOrientation DayReview of summer institute learning objectives and resources. Discussion on Colonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe US Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Oklahoma City Public Library, Oklahoma Antiquarian Society, Oklahoma City Bombing Museum and Historical Site)Follow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington)Orientation (May)Review of summer institute learning objectives and resources. Discussion on Colonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe US Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Oklahoma City Public Library, Oklahoma Antiquarian Society, Oklahoma City Bombing Museum and Historical Site)Follow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington)Orientation (May)Review of summer institute learning objectives and resources. Discussion: the transatlantic reform tradition in antebellum AmericaReligion and reform Day 1Foreign perspectives on the US from DeTocqueville to WildeSlavery and abolitionismDay 2Staking a place among nations: The Barbary Wars, War of 1812 and the Monroe DoctrineThe international womens movement Day 3Cross-currents: Connecting to the world through trade and industryField trip to the Peabody Essex Museum to study the China trade of the 19th centuryDay 4Foreign relations in the era of Mexican-American War and 1848The Native West after Lewis and ClarkDay 5A new look at the Old West: The convergence of peoples from around the compassThe many worlds of the California Gold RushDay 6Teaching applications: Teaching the USs role in the 19th century world Resources and strategiesDay 7Curriculum-writing workshops; preparation for curriculum programsFollow-Up DaySharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. John Stauffer, Dr. Larry Buell, Dr. Bonnie Anderson, Dr. Heather Cox Richardson, Dr. David Quigley, Dr. Beth LaDowKey TextS. Mintz, Moralists and Modernizers; J.B. Stewart, Holy Warriors; selected chapters of other textsCultural ResourcesThe Peabody Essex Museum, The Concord Museum, Boston Athenaeum, Schlesinger Library on the History of Women in America, Old Sturbridge Village, Salem Maritime National ParkDay 1Pilgrims, Puritans and their religion in early Oklahoma (including performance by re-enactors of Anne Hutchinson and Roger Williams)Colonial-Indian encounters in OklahomaDay 2State and national events leading up to the RevolutionWalking Tour: Boston Freedom Trail and African-American Heritage TrailDay 3How life changed after the Revolution (maritime growth, Constitution of 1780, Shays Rebellion, Second Great AwakeningIsaiah Thomas Patriot Printer (performance by re-enactor)Day 4????Day 5????Day 6????Day 7????Follow-Up DaySharing of teachers updated curricula and lesson plans pertaining to early Oklahoma history in working groups; constructive critiques and classroom-tested ideasScholarsDr. David Hall, Dr. Barry OConnell, Dr. Tom Conroy, Dr. Jack Tager, Ms. Anna Roelofs Key TextsR.D. Brown and J. Tager, Oklahoma: A Concise History; D.D. Hall (Ed.), Puritans in the New World: A Critical Anthology; J.D. Drake, King Philips War: Civil War in New England, 1675-1676 Cultural ResourcesAmerican Antiquarian Society, Boston National Historical Park, Oklahoma Foundation for the Humanities (Mass Moments Program), Oklahoma Studies Program at UMass Boston??????????????????inibrary the OU lThetake place Aascheduled The domestic culture of the early Cold War The Cold War as a global conflict: case studies from foreign interventionsInstitute 2 (November)Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sInstitute 3 (January)The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsInstitute 4 (March)Teaching the Cold War at home and abroad: curriculum-writing workshopsFollow-Up Day (April)Curriculum-writing workshops; preparation for curriculum programs on the Cold War and Post-Cold War Period. Sharing of teachers newly written curricula in working groups; constructive critiques and classroom-tested ideas.Dr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryThemes in four centuries of US immigration history. Race relations from Reconstruction to the presentImmigration, citizenship and the politics of race in the 19th century. American race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy.Institute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuries. Case study: The jazz ambassadorsInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Native American migrations from the 17th -19th centuries Issues in educating immigrant children. Teaching applications: Reframing the teaching of US immigration policy and experiencesFollow-Up Day (April)Curriculum-writing workshops; preparation for curriculum programs on immigration, migration, and race relations. Sharing of teachers newly written curricula in working groups; constructive critiques and classroom-tested ideas.R. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchFall/Spring Seminars 2009-2010, US Immigration, Migration and Race RelationsFall/Spring Seminars 2008-2009, insert theme hereFall/Spring Seminars 2007-2008, The Cold War and Post-Cold War Period: The US on the World Stage????Follow-Up (September)Sharing of teachers updated curricula and lesson plans pertaining to early Oklahoma history in working groups; constructive critiques and classroom-tested ideasReview of summer institute learning objectives and resources. ??????????????????Day 1Pilgrims, Puritans and their religion in early Oklahoma (including performance by re-enactors of Anne Hutchinson and Roger Williams)Colonial-Indian encounters in OklahomaSummer Institute 2010, Oklahoma and National History, 1620-1846S. Mintz, Moralists and Modernizers; J.B. Stewart, Holy Warriors; selected chapters of other textsCultural ResourcesThe Peabody Essex Museum, The Concord Museum, Boston Athenaeum, Schlesinger Library on the History of Women in America, Old Sturbridge Village, Salem Maritime National ParkReview of summer institute learning objectives and resources. Discussion: the transatlantic reform tradition in antebellum AmericaReligion and reform Day 1Foreign perspectives on the US from DeTocqueville to WildeSlavery and abolitionismDay 2Staking a place among nations: The Barbary Wars, War of 1812 and the Monroe DoctrineThe international womens movement Day 3Cross-currents: Connecting to the world through trade and industryField trip to the Peabody Essex Museum to study the China trade of the 19th centuryDay 4Foreign relations in the era of Mexican-American War and 1848The Native West after Lewis and ClarkDay 5A new look at the Old West: The convergence of peoples from around the compassThe many worlds of the California Gold RushDay 6Teaching applications: Teaching the USs role in the 19th century world Resources and strategiesDay 7Curriculum-writing workshops; preparation for curriculum programsFollow-Up (September)Sharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasSummer Institute 2009, US Expansion and Connections to the World in Antebellum AmericaDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceFounding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe US Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Oklahoma City Public Library, Oklahoma Antiquarian Society, Oklahoma City Bombing Museum and Historical Site)Follow-Up (September)Sharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasReview of summer institute learning objectives and resources. Discussion on Colonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesremaining days of training, substitute teachers will be paid for out of the grant to cover teacher classrooms. Teachers will be given release time to encourage their attendance.t in Oklahoma approproatethfor 8th thth--articualtionscheulesRegardless, all titutes a year.- and theset schedledaside for the training will be other iI ong time educators who launched veloped a the Big6 reseach method the Big6 instructional-' CCH will Ahe Teaching of Social Studies. Paprofessional development in will tion into the history classroom . This good enablexxxxxxxxxxxxxxAt least xxxxxxx participating teachers will attend each institutesnstitute iFor their attenandTeachers will produce at least one product that can be used in their (and other teachers) classrooms, annually. FreshPond Education, Big6, and selected University of Oklahoma trainers will be the providers. Insert qualification description for freshpond and big 6. xXxdescribewhatwillbeproducedfrom workshops here.1-2fullmethodlogyDay 3Big6 co-founder FreshPond Education???Bob B??????erkowq??????Institute 1 (September)????Institute 2 (November)????Institute 3 (January)????Institute 4 (March)????Follow-Up Day (April)??Scholars??Key Texts??Cultural Resources??Ainstitute December 2008 (repeated in December of 2009 and 2010)Technology in the American History Classroom: An IntroductionThis two-day workshop provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. Bob BerkowitzFreshPond EducationAinstitute assistsUniversity of Oklahoma Center for Effective Schools - Education Technology Specialistattending the summer institutes training develoopmenttraining , modlethe second phase of the modelting by CCH trainers. Because isch includes the OU trainers and trainers from pond and Big 6their' they observed with the trainersthe third phase, willand effectiveness of instruction using a quantitative and qualitative assessment instrumentReview and archival assessment of student work (using standardized rubrics created by the OU) will also occur. Compensation for taking on the role of a trainer will be paid for out of district Title II funds and the TAH grant. The investment of training dollars in outside trainers$3,000 stipend per yearschool year period, rainers at the district levels. the touchback trainers at the district leveleventually taking on role of the coordinator It will betogehtertrianingconcepts and pedagogy, and ,elgible2,000an additional5 their time All teachers involved in this process will be eligible to receive a $1,000 stipend for their participation Tparticipation. This is an in-kind contribution to the program as it will be covered by the Title II budgets of the CCH districts.. Information on the Big6 methodology can be found in the attachments along with bobs resume.the the our partners at the OU Center for Effective SchoolsProgram Director with the imput to eightyeleventwelth Twowill be offered: one for grades three to five teachers and one for grades eight to twelfth grade teachersSocial Studiesin the previous Institute chartsxxxxxxxxxxxxxxxxxxxxupport teachers in their work. John Wrenour educational partner University of OklahomaxxxxxxxxxxxxxxxxxxxsymposiumUS HistoryHistory PASS sand state/align withNCHS/OAHI, respectivelyThe Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. The Gilder Lehrman Institute will provide instructional materials for the thirty teachers who are full participants including annotated primary sources from the Gilder Lehrman Collection, which holds over 80,000 items documenting the political and social history of the United States: letters and diaries, maps, pamphlets, sketchbooks, printed books, photographs, and other materials. Each of the full time participants will receive a History in a Box resource kit on The Founding Era. The teaching kit includes an introduction, a timeline, thirty primary documents, teaching strategies, posters for classroom display, interactive CD-ROMs, and videos. Each full time participant will also receive a resource kit of lessons on selected topics in American history, from the colonial period to the 1990s. The lessons were developed for use during Gilder-Lehrman summer seminars and the lesson topics include ones on George Washington developed at a seminar led by Gordon Wood, North American Slavery developed at a seminar led by Ira Berlin, Issues, Strategies and Leadership of the Civil War developed at a seminar led by James McPherson, and America between the Wars developed at a seminar led by Alan Brinkley. Gilder Lehrman will also provide traveling panel exhibits on themes in American history. The exhibits feature documents from the Gilder Lehrman Collection. The traveling exhibits include supplementary videos, CD-ROMs, and teacher guides which provide a basis for student discussions and projects and allow for special programming at schools. Another important partner is the Maryland Humanities Council. The Maryland Humanities Council works closely with scholars, researchers, and curators at institutions of higher learning, libraries and archives, and museums and historical societies both in Maryland and throughout the country. The Maryland Humanities Council offers a network of experts in history and will work with our American History Specialists to recommend resource people for the local component of the summer symposia as well as for the site based content/strategy in-service professional development. The Maryland Humanities Council coordinates Marylands statewide History Day program, which emphasizes the use of primary sources in the classroom. Maryland Humanities Council has supported History Day in middle and high schools in Allegany County for several years and this past year began working with teachers in Washington County. Judy Dobbs is the Maryland Humanities Councils education coordinator for History Day and has been instrumental in promoting hands on document based history projects to teachers and students in Western Maryland. The Maryland Humanities Council has experience working with two other Teaching American History grant programs. Maryland Humanities Council staff members have conducted sessions for summer institutes in Hartford County and have also provided resources for Teaching American History programs for Baltimore County. Maryland Humanities Council will provide coordination activities, student tutoring and mentoring for teachers in preparation for the state and National History Day Competitions. The Maryland Historical Society, located in Baltimore, is the state's oldest cultural institution and includes a museum, a library press, and numerous educational programs for both students and teachers. The Maryland Historical Society houses the most extensive collection of objects and artifacts in the state of Maryland, and one of the largest collections of Americana in the world. The Historical Societys library contains over 5.4 million objects including books, extensive genealogy indexes, photographs, and manuscripts. The Historical Society sponsors lectures, symposia, living history performances, and Traveling Trunks primary document kits for use by teachers. It also provides excellent professional development for teachers both onsite and in the schools including several workshops that promote active learning using documents and artifacts. These workshops include: Working with Primary Sources, Bringing History to Life, and Teaching with Objects: Material Culture in the Classroom. The Western Maryland Regional Library System is an important source for local historic documents and program support. The Western Maryland Regional Library System has experience in working closely with Western Maryland schools on numerous projects. The Washington County Free Library in Hagerstown, the Allegany County Public Library in Cumberland, and the Ruth Enlow Library in Garrett County provide in-service support to American history teachers. John Venditta coordinates the three county library system that serves the western Maryland region. In September of 2005 Kathleen OConnell and Pat Wisher worked with Advanced Placement United States history teachers in coordinating a series of lectures to commemorate and educate students about the history of the United States Constitution. Also earlier this year John Frye, curator of the archives collection in the Western Maryland Room, worked with American History teachers producing a 50 page pictorial history with primary source documents of the Washington County Schools which was published as an insert in the Herald-Mail, a regional newspaper. Jill Craig coordinates the development of the Western Maryland Historical Library (WHILBR) a digitalized collection of photographs, newspaper articles, government records, and rare books. Collections in the digital library include genealogy resources, Battle of Antietam reports from the local 1862 Herald and Freedom Torch Light newspaper, and a documentary on local Rosie the Riveter female WWII workers.Quality of Partnerships: The Encounters and Exchange in US History professional development program is a collaboration of four public school districts--Reading, North Reading, Danvers and Lowell--and two educational partners--Primary Source and University of Oklahoma Lowell Graduate School of Education. All four districts have collegial relationships and most recently partnered in the Oklahoma STEM (Science, Technology, Engineering Model) professional development program. Three districts are members of Primary Source. District teachers who have participated in Primary Sources other professional development offerings have been extremely pleased by the high standards and exceptional quality of their instructors. University of Oklahoma Lowell was the educational partner for the Lowell Public Schools Teaching American History grant for grade five and eight teachers. The Lowell Public Schools was eager to partner in this grant because it has seen the instructional changes and learning benefits for students whose teachers have participated in their TAH program. Both educational partners bring experience with TAH grants. Both bring valuable resources and well-established connections with university faculty and resources in the greater Boston and Lowell areas. Both have expertise and success working with public school administration. Cultural resources have committed to (1) work closely with the educational partners to design programming that extends the content learning in summer institutes, (2) provide opportunities for field study and research directly related to the theme and content learning in summer institutes, and (3) provide educators to speak at the annual CCH History conference on the designated annual theme.-visitt"" University of Oklahoma Lowell was the educational partner for the Lowell Public Schools Teaching American History grant for grade five and eight teachers. The Lowell Public Schools was eager to partner in this grant because it has seen the instructional changes and learning benefits for students whose teachers have participated in their TAH program. Both educational partners bring experience with TAH grants. Both bring valuable resources and well-established connections with university faculty and resources in the greater Boston and Lowell areas. Both have expertise and success working with public school administration. Cultural resources have committed to (1) work closely with the educational partners to design programming that extends the content learning in summer institutes, (2) provide opportunities for field study and research directly related to the theme and content learning in summer institutes, and (3) provide educators to speak at the annual CCH History conference on the designated annual theme. Encounters and Exchange in US HistoryCCH professionalour program is a collaboration of fxxxx--Reading, North Reading, Danvers and Lowellxxxxxxxxxxxxxxxxx -- and educational--Primary Source and University of Oklahoma Lowell Graduate School of Educationknolwedgerces with CCH teachers through Study Tfour Oklahoma STEM (Science, Technology, Engineering Model) professional development program. share their knowledge and resources with CCH teachers through study tours and field Cultural resources have committed to educators to speak at the annual CCH History conference on the designated annual theme. educators to speak at the annual CCH History conference on the designated annual theme. Quality of Partnerships: The CCH professional development program is a collaboration of xxxx public school districts (Western Heights, xxxxxxxxxxxxxxxxx), two training partners (University of Oklahoma and Big6), and a multitude of museums, historical libraries, and other local and national organizations who have agreed to (1) work closely with the educational partners to design programming that extends the content learning in summer institutes, (2) provide opportunities for field study and research directly related to the theme and content learning in summer institutes, and (3) provide educators to speak at the annual CCH History conference on the designated annual theme. trips. All of the CCH school districts have collegial relationships and most recently partnered in the federal Teacher Incentive Fund grant, which was also a professional development oriented program. Three districts are members of Primary Source. District teachers who have participated in Primary Sources other professional development offerings have been extremely pleased by the high standards and exceptional quality of their instructors. trips. Three districts are members of Primary Source. District teachers who have participated in Primary Sources other professional development offerings have been extremely pleased by the high standards and exceptional quality of their instructors. Each partner was carefully selected based on its ability to effectively fulfill its program role and responsibility. All of the TEACH partners have worked collaboratively on the design and implementation plan for the program meeting a multitude of times over the past year to perform the needs assessment (described above) and build consensus. As the target region hosts one of the highest concentrations of institutes of higher education, museums, and cultural organizations in the country, Manatee County Schools has selected its partner organizations based upon previous experience, their capacity to be active participants in the program, recommendations from classroom teachers and administrators, their willingness to work hand-in-hand with teachers on a sustained basis, and their readiness to form a comprehensive collaboration wherein all services are aligned and coordinated. Manatee Schools was selected as an ideal lead applicant of the grant based on its level of capacity to incorporate effective classroom practices into its content-based curriculum as well as its commitment to institutionalizing the TEACH offerings into its teacher training and education system. designated annual theme. Each partner was carefully selected based on its ability to effectively fulfill its program role and responsibility. All of the TEACH partners have worked collaboratively on the design and implementation plan for the program meeting a multitude of times over the past year to perform the needs assessment (described above) and build consensus. As the target region hosts one of the highest concentrations of institutes of higher education, museums, and cultural organizations in the country, Manatee County Schools has selected its partner organizations based upon previous experience, their capacity to be active participants in the program, recommendations from classroom teachers and administrators, their willingness to work hand-in-hand with teachers on a sustained basis, and their readiness to form a comprehensive collaboration wherein all services are aligned and coordinated. Manatee Schools was selected as an ideal lead applicant of the grant based on its level of capacity to incorporate effective classroom practices into its content-based curriculum as well as its commitment to institutionalizing the TEACH offerings into its teacher training and education system.TEACHManatee County Schools hasts selected iManatee SchoolsHeiightsEACHment to institutionalizing the TmangingGrantds'ned, and met 100% of the grantorcommittmentsxxxxxxxxxxxxxxxx Acollegial relationships an Lowell educational Lowell Public Schools Teaching American History for grade five and eight teachersxxxxxxxxxxxxxxThe Lowell Public Schoolsthisrogramhave participated in their TAH pBoth educational partners bring experience with TAH grants. BothThe universityoterh Reading Massecheute4etees -Massechusetsg and learning of US history at greater Boston and Lowell areasCultural resources have committed to (1) work closely with the educational partners to design programming that extends the content learning in summer institutes, (2) provide opportunities for field study and research directly related to the theme and content learning in summer institutes, and (3) provide educators to speak at the annual CCH History conference on the designated annual theme. Robbie these are example of capacity statements taken from another TAH grant I wrote. For OU and the musems/historical resources that you will be having teachers visit, I need descriptions in detail of their capacity and experience very similar to these below: EXAMPE: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. Robbie these are example of capacity statements taken from another TAH grant I wrote. For OU and the musems/historical resources that you will be having teachers visit, I need descriptions in detail of their capacity and experience very similar to these below: EXAMPE: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. (Each participating teacher will meet with his/her districts instructional specialist or equivalent to discuss and prepare lesson plans and curriculum designed for school year and summer institutes, workshops, and book discussion study groups. The instructional specialist will observe the teacher teach the lesson in the classroom and conduct a follow-up debriefing. (Teachers will present their work products from study groups, mini-sabbaticals, workshops, and research institutes to the CCH Advisory Committee and complete annual surveys on how their participation has impacted their quality of instruction. (Teachers will share their classroom experiences and work products with colleagues through the CCH website medium, at the annual program conference, at common planning times within their districts, and at scheduled follow-up days. Teachers will be encouraged to submit articles to professional journals such as the Oklahoma History Teachers Association and the National Council for History Education newsletter and to do presentations at professional conferences for history teachers. the program evaluation team isinstitutesdistricts instructional specialistor equivalent instructional specialisttrainersyYou need to go back and insert how you will track leadership role tasks above, after Robbie gives you new draftYou need to go back and insert how you will track leadership role tasks above, after Robbie gives you new draft trhough the use of teacher leadersteachers are moTprogress And, fi National Resource Materials and Gatherings:InvitationalInvitationalInvitational Priority III Invitational Priority IV INVITATIONAL invitationalINVITATIONAL knolwedge, aldescibedperferenceachevementegy to upgrade teacher quality .A) Building Local Capacity for Professional Development Reading, North Reading, Danvers, and Lowell public school districts are partnering to build district capacity for professional development for 256 teachers of American history in grades three to five and grades eight to eleven. Together, the four districts serve 25,234 students. The Lowell Public Schools is in its fourth year dissemination and no-cost extension with a Teaching American History grant that targets the Lowell Public schools grades five and eight teachers of American history. This grant will enable Lowell to expand professional development in teaching American history to its grade three and high school American history teachers. The three other partnering districts will be able to provide professional development to teachers of American history in grades three to five and eight to eleven. The districts have not focused on professional development in American history due to state mandated standardized testing in reading, English language arts, math, and science. Reading, North Reading, and Danvers public school districts have similar student profiles: over 95% white, primarily English-speaking, and between 2.1% and 7.1% low income. Lowell, a midsize urban city, has a highly diverse student population: 43% are white, 65.1% are low income, and for 41.2%, English is not the primary language. Two key indicators of the lack of appreciable interest or extensive content knowledge about US history among the high school students are (1) the relatively small number of students taking Honors US History or AP History in each district and (2) the poor performance by grade eight students on the 2000 and 2001 Oklahoma state standardized test (MCAS) in history. DistrictGrades 9-12 Population# and % Honors US History# and % AP HistoryDanvers1,01311511%403%N. Reading71598 13%Not OfferedReading1,222836.7%Not OfferedLowell3,8002506.6%501% MCAS scores graphically demonstrate an extraordinarily poor level of content knowledge. In 2007, Oklahoma students will be tested in American history in grades five and eleven. All four districts need to ensure that teachers provide learning and teaching strategies that will significantly improve student learning and performance on MCAS. DistrictYear 2000: % Scoring in Needs Improvement or Failing CategoryYear 2001: % Scoring in Needs Improvement or Failing CategoryDanvers79%82%N. Reading61%64%Reading76%74%Lowell96%96% Teacher qualifications and district needs related to teaching American history were identified by surveying and interviewing high school social studies chairpersons, elementary social studies coordinators, and Directors of Curriculum and Instruction. Of thirty-seven US history middle school and high school teachers, seven (19%) are not certified in either social studies or history. Of 166 grades three to five teachers, two have a degree in history and none are certified in social studies or history. However, the No Child Left Behind Act mandates that all elementary teachers demonstrate competence in the core academic subject areas by 2006-07. The elementary history coordinator in one district summarized the need when she said, Elementary teachers just do not have the content knowledge to teach US history. That is not what they trained to do. A significant number of grades three to five teachers have not visited Oklahoma historical sites, do not access or use primary sources in their teaching, are not familiar with the concept of historical thinking, and how to infuse historical thinking and methodology into curriculum design. However, the Oklahoma Curriculum Framework states that grade three students learn Oklahoma history, grade four students learn regional immigration and migration, and grade five students learn US history from the period of discovery through the nineteenth century. Danvers and Reading are changing their high school history curriculum in 2006-07, thereby requiring eighteen teachers who have not previously done so to teach US history. All four districts indicate that most high school history teachers feel they have a knowledge gap in twentieth century American history. B) Importance or Magnitude of the Results or Outcomes At the end of three years, we anticipate significant changes in content knowledge, instruction, and student learning. 150 grades three to five and grades eight to eleven teachers of American history will have a deepened understanding of the topics they teach as they learn the encounters and exchanges that have shaped US history from its founding; Teachers will understand the continuing significance of our founding documents--the Declaration of Independence, the Bill of Rights, and the Constitution--and how they inform unfolding political, economic, and social forces in different periods of American history; Teachers will be prepared to teach American history as a stand-alone history course using the resources and approaches that characterize historical study; A database of online curriculum materials, background readings, and web links will be available both during the grant period and after the grant funding concludes to provide teachers successful links to scholarly resources, field-tested lesson plans and classroom activities; Participants and their colleagues will have unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology to use in their classrooms; Student interest and content knowledge of American history will increase; A greater percentage of students will score in the proficient range on the standardized state history tests compared to the results of the 2000 and 2001 MCAS history test results; and Professional relationships among colleagues will be developed, teacher leadership opportunities in each district will present itself, and professional pride will increase. C) Teacher Use of Knowledge Acquired From Program Activities Encounters and Exchanges in US History will improve the quality of instruction and create a culture of high standards. Studies show that teacher expertise is one of the most important factors in determining student achievement. Teachers with increased subject matter knowledge are more likely to ask higher-level questions, involve students in lessons, and allow more student-directed activities. Teachers will use their knowledge to develop accessible curricula that integrate content, historical thinking, and an appropriate mix of technologies and media to enable students to effectively use primary sources, engage in historical thinking, conduct effective historical research and reporting, and implement program-based self-directed learning. Ultimately, teachers will use their knowledge to (1) implement curriculum and instructional strategies that improve student outcomes on standardized state tests and on teacher-designed assessments, and (2) ensure all students understand the meaning and significance of our founding documents and how they inform unfolding political, economic, and social forces in different periods of American history. 2. SIGNIFICANCE (Selection Criteria 1 - Program Quality: 1Program Quality The content of the CCH professional development program for teachers is designed to spiral around the overarching theme of Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address teacher knowledge gaps in US history,(3) provide depth by examining keyhistorical documents andby reading historical texts, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in the way US history is taught and learned.To accomplish the CCH goals, objectives and anticipated outcomes as articulated in the chart above, the CCH Program Director and training team will be responsible for coordinating and facilitating the following activities: (Content-based Summer Institutes: a 7-day institute that will take place in June of each of the 3 grant years. Prior to each institute, a full-day orientation will be scheduled in May to provide teachers with an overview of the topics they will study and equip teachers with resources that will prepare them for the training. Following each institute, a full day follow up session will be delivered by the training team at each CCH school district. (s : a 7-day institute that will take place in June of each of the 3 grant years. Prior to each institute, a full-day orientation will be scheduled in May to provide teachers with an overview of the topics they will study and equip teachers with resources that will prepare them for the training. Following each institute, a full day follow up session will be delivered by the training team at each CCH school district. The content of the CCH professional development program for teachers is designed to spiral around the overarching theme of Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address teacher knowledge gaps in US history,(3) provide depth by examining keyhistorical documents andby reading historical texts, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in the way US history is taught and learned.To accomplish the CCH goals, objectives and anticipated outcomes as articulated in the chart above, the CCH Program Director and training team will be responsible for coordinating and facilitating the following activities: Content-based Summer Institutes, (School Year Content-Based Institutes: Every year, 4 full-day content enriched institutes will be facilitated in September, November, January, and March. A follow up day to the institutes will be scheduled every April. (: Every year, 4 full-day content enriched institutes will be facilitated in September, November, January, and March. A follow up day to the institutes will be scheduled every April. The content of the CCH professional development program for teachers is designed to spiral around the overarching theme of Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address teacher knowledge gaps in US history,(3) provide depth by examining keyhistorical documents andby reading historical texts, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in the way US history is taught and learned.To accomplish the CCH goals, objectives and anticipated outcomes as articulated in the chart above, the CCH Program Director and training team will be responsible for coordinating and facilitating the following activities: Content-based Summer Institutes, School Year Content-Based Institutes, ( Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom: Every year, 4 full-day workshops focusing on pedagogical skill building, curriculum design, applied research, infusing technology into the classroom, and improving classroom learning through historical inquiry and thinking methods will be scheduled. ( : Every year, 4 full-day workshops focusing on pedagogical skill building, curriculum design, applied research, infusing technology into the classroom, and improving classroom learning through historical inquiry and thinking methods will be scheduled. The content of the CCH professional development program for teachers is designed to spiral around the overarching theme of Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address teacher knowledge gaps in US history,(3) provide depth by examining keyhistorical documents andby reading historical texts, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in the way US history is taught and learned.To accomplish the CCH goals, objectives and anticipated outcomes as articulated in the chart above, the CCH Program Director and training team will be responsible for coordinating and facilitating the following activities: Content-based Summer Institutes, School Year Content-Based Institutes, Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom (Coaching for teachers and reviewing teacher/student work products will occur through a 3 Phase Professional Development Model. (for teachers and reviewing teacher/student work products will occur through a 3 Phase Professional Development Model. The content of the CCH professional development program for teachers is designed to spiral around the overarching theme of Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address teacher knowledge gaps in US history,(3) provide depth by examining keyhistorical documents andby reading historical texts, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in the way US history is taught and learned.To accomplish the CCH goals, objectives and anticipated outcomes as articulated in the chart above, the CCH Program Director and training team will be responsible for coordinating and facilitating the following activities: Content-based Summer Institutes, School Year Content-Based Institutes, Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom, Teacher Coaching, ( Teacher Assessment will be carried out trainer experts using state-of-the art wireless technology devices tied to a quantitative assessment that is completed during unannounced classroom observation visits. ( will be carried out trainer experts using state-of-the art wireless technology devices tied to a quantitative assessment that is completed during unannounced classroom observation visits.Teacher Assessment The content of the CCH professional development program for teachers is designed to spiral around the overarching theme of Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address teacher knowledge gaps in US history,(3) provide depth by examining keyhistorical documents andby reading historical texts, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in the way US history is taught and learned.To accomplish the CCH goals, objectives and anticipated outcomes as articulated in the chart above, the CCH Program Director and training team will be responsible for coordinating and facilitating the following activities: Content-based Summer Institutes, School Year Content-Based Institutes, Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom, Teacher Coaching, Teacher Assessment, (History Book Discussion Study Groups ( The content of the CCH professional development program for teachers is designed to spiral around the overarching theme of Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address teacher knowledge gaps in US history,(3) provide depth by examining keyhistorical documents andby reading historical texts, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in the way US history is taught and learned.To accomplish the CCH goals, objectives and anticipated outcomes as articulated in the chart above, the CCH Program Director and training team will be responsible for coordinating and facilitating the following activities: Content-based Summer Institutes, School Year Content-Based Institutes, Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom, Teacher Coaching, Teacher Assessment, History Book Discussion Study Groups, (Mini-Sabbaticals that allow for teacher research opportunities (To accomplish the CCH goals, objectives and anticipated outcomes as articulated in the chart above, the CCH Program Director and training team will be responsible for coordinating and facilitating the following activities: Content-based Summer Institutes, School Year Content-Based Institutes, Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom, Teacher Coaching, Teacher Assessment, History Book Discussion Study Groups, Mini-Sabbaticals that allow for teacher research opportunities (Field Trips for teachers during weekends (Annual CCH Conference (The CCH Website and online resource exchange (Primary Source Document Book development and exchange (School-Based Resource Centers (National Resource Materials and Gatherings The content of the CCH professional development program for teachers is designed to spiral around the overarching theme of Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address teacher knowledge gaps in US history,(3) provide depth by examining keyhistorical documents andby reading historical texts, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in the way US history is taught and learned. The personnel responsible for the implementation of these activities will include a full-time Program Director who will be paid for out of the grant, in addition to xxxxxxxxxxxx, xxxxx, and a team of trainers from the University of Oklahoma and various other training partners. These staff and consultants will be assigned to coordinate the professional development activities, to provide for integration of content instruction with instructional strategies, to lead the curriculum re-alignment and development effort, to continually motivate and recruit teachers to actively participate in the CCH trainings, to provide coaching and touchback support opportunities to participates, to update and maintain the CCH website, and to assist in conducting formative program evaluation activities. The individuals who will fill the staffing and consulting positions have already expressed a great desire to participate as framers and implementers of CCH as all have been involved in the extensive needs assessment and program planning process that led to the collaborative development of this grant proposal. Their expertise and knowledge of US history is described throughout this grant proposal. This team of leaders, scholars, and experts will work together through the CCH Advisory Committee, which will act as the overseers (i.e., watchdogs) of the program. these sible for the implementation of oftheand professional development A description of each is as follows:the program the in-service activities. The American History Specialists will provide lesson plans and supporting content to the Western Maryland American History Teachers Initiative website. The American History Specialists will assist the project director in conducting the internal evaluation of the Western Maryland American History Initiative. An advisory team will be composed of Dr. Clyde Harrell, Washington County Supervisor for Secondary Social Studies who will serve as advisory team chairperson. Other advisory team members will include Mary Louise Jones, Allegany County Supervisor of Social Studies, Jim Morris, Garrett County Coordinator of Staff Development, Judy Dobbs, Maryland Humanities Council Education Coordinator, Kathleen OConnor, Education Director of the Western Maryland Regional Library, Cecilia Hartsell, Educational Coordinator at the Gilder-Lehrman Institute, and one participating American history teacher from each county The table below summarizes the professional development activities: WESTERN MARYLAND AMERICAN HISTORY TEACHERS INITIATIVE ACTIVITIES TIMELINE DateEvent# of ParticipantsLocationResponsibilitySummer 2006Summer Institute We The People30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2006Summer Seminars10Various CampusesGilder LehrmanAugust 2006Content Strategy In-service80School SitesWMAHT SpecialistsOct 2006Study Tour- National Archives30Washington DCWMAHTSpecialistsJanuary 2007Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2007Study Tour Constitution Center30PhiladelphiaWMAHTSpecialistsApril 2007Study Tour-MD Historical Society30BaltimoreWMAHTSpecialistsSummer 2007Summer Institute America on the Move30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2007Summer Seminars10Various CampusesGilder LehrmanAugust 2007Content Strategy In-service80School SitesWMAHT SpecialistsOct 2007Study Tour- Canal Place30CumberlandWMAHTSpecialistsJanuary 2008Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2008Study Tour- WM Room, Museums30Hagerstown/BaltimoreWMAHTSpecialistsApril 2008Study Tour- Civil War Sites30Sharpsburg, Harpers FerryWMAHTSpecialistsSummer 2008Summer Institute All the People30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2008Summer Seminars10Various CampusesGilder LehrmanAugust 2008Content Strategy In-service80School SitesWMAHTSpecialistsOct 2008Study Tour-R.L. Lewis Museum30BaltimoreWMAHTSpecialistsJanuary 2009Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2009Study Tour- Museums30Washington DCWMAHTSpecialistsApril 2009Study Tour Allegheny Highlands30Garrett CountyWMAHTSpecialiststhe in-service activities. The American History Specialists will provide lesson plans and supporting content to the Western Maryland American History Teachers Initiative website. The American History Specialists will assist the project director in conducting the internal evaluation of the Western Maryland American History Initiative. An advisory team will be composed of Dr. Clyde Harrell, Washington County Supervisor for Secondary Social Studies who will serve as advisory team chairperson. Other advisory team members will include Mary Louise Jones, Allegany County Supervisor of Social Studies, Jim Morris, Garrett County Coordinator of Staff Development, Judy Dobbs, Maryland Humanities Council Education Coordinator, Kathleen OConnor, Education Director of the Western Maryland Regional Library, Cecilia Hartsell, Educational Coordinator at the Gilder-Lehrman Institute, and one participating American history teacher from each county The table below summarizes the professional development activities: WESTERN MARYLAND AMERICAN HISTORY TEACHERS INITIATIVE ACTIVITIES TIMELINE DateEvent# of ParticipantsLocationResponsibilitySummer 2006Summer Institute We The People30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2006Summer Seminars10Various CampusesGilder LehrmanAugust 2006Content Strategy In-service80School SitesWMAHT SpecialistsOct 2006Study Tour- National Archives30Washington DCWMAHTSpecialistsJanuary 2007Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2007Study Tour Constitution Center30PhiladelphiaWMAHTSpecialistsApril 2007Study Tour-MD Historical Society30BaltimoreWMAHTSpecialistsSummer 2007Summer Institute America on the Move30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2007Summer Seminars10Various CampusesGilder LehrmanAugust 2007Content Strategy In-service80School SitesWMAHT SpecialistsOct 2007Study Tour- Canal Place30CumberlandWMAHTSpecialistsJanuary 2008Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2008Study Tour- WM Room, Museums30Hagerstown/BaltimoreWMAHTSpecialistsApril 2008Study Tour- Civil War Sites30Sharpsburg, Harpers FerryWMAHTSpecialistsSummer 2008Summer Institute All the People30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2008Summer Seminars10Various CampusesGilder LehrmanAugust 2008Content Strategy In-service80School SitesWMAHTSpecialistsOct 2008Study Tour-R.L. Lewis Museum30BaltimoreWMAHTSpecialistsJanuary 2009Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2009Study Tour- Museums30Washington DCWMAHTSpecialistsApril 2009Study Tour Allegheny Highlands30Garrett CountyWMAHTSpecialists The American History Specialists will provide lesson plans and supporting content to the Western Maryland American History Teachers Initiative website. The American History Specialists will assist the project director in conducting the internal evaluation of the Western Maryland American History Initiative. The American History Specialists will provide lesson plans and supporting content to the Western Maryland American History Teachers Initiative website. The American History Specialists will assist the project director in conducting the internal evaluation of the Western Maryland American History Initiative. An advisory team will be composed of Dr. Clyde Harrell, Washington County Supervisor for Secondary Social Studies who will serve as advisory team chairperson. Other advisory team members will include Mary Louise Jones, Allegany County Supervisor of Social Studies, Jim Morris, Garrett County Coordinator of Staff Development, Judy Dobbs, Maryland Humanities Council Education Coordinator, Kathleen OConnor, Education Director of the Western Maryland Regional Library, Cecilia Hartsell, Educational Coordinator at the Gilder-Lehrman Institute, and one participating American history teacher from each county An advisory team will be composed of Dr. Clyde Harrell, Washington County Supervisor for Secondary Social Studies who will serve as advisory team chairperson. Other advisory team members will include Mary Louise Jones, Allegany County Supervisor of Social Studies, Jim Morris, Garrett County Coordinator of Staff Development, Judy Dobbs, Maryland Humanities Council Education Coordinator, Kathleen OConnor, Education Director of the Western Maryland Regional Library, Cecilia Hartsell, Educational Coordinator at the Gilder-Lehrman Institute, and one participating American history teacher from each county QUALITY OF THE MANAGEMENT PLAN The management plan has been carefully designed to ensure seamless coordination of all professional development and evaluation program components and to achieve program objectives on time and within budget. The Reading Public Schools will be the fiscal agent. Kara Gleason, the Program Director, is a highly qualified educator who has served in many leadership capacities. She will administer, supervise and evaluate all program components and activities including hiring program consultants and preparing and filing all performance and financial reports. (See Appendices for Program Director Job Description) One teacher liaison from the elementary level and one teacher liaison from the middle school level will provide seamless integration of the program with the needs and broader professional development agenda for elementary and middle schools in all four participating districts, help recruit teachers for the program activities, and maintain timely communication with the districts and program participants. Primary Source will coordinate history content institutes. University of Oklahoma Lowell Graduate School of Education Center for Field Services and Studies will provide technology consultation, support for the historical archive website development, and teacher training in effective use of primary sources. Robert Allison, chairperson of the Suffolk University History Department, will be the history book discussion study group lecturer and facilitator. Big6 and Fresh Pond Education will train teachers of American history in effective research and information gathering skills to access and use primary sources in the American history classroom. The Encounters and Exchanges in US History Advisory Council will oversee the program and provide valuable assistance to the Program Director. The Council will meet quarterly to review progress on goals, provide guidance, approve changes, and review applications for mini-sabbaticals. Council members include the Program Director, the Program elementary and middle school liaisons, the district liaisons for the four partnering schools (John Doherty, Asst. Superintendent of Curriculum and Instruction, Reading; Pamela Beaudoin, Director of Curriculum and Technology, North Reading; Cynthia Young, co-Curriculum Director of Humanities, Danvers; and Pamela Buchek, Coordinator for English Language Arts/Social Studies, Lowell); Dr. Deborah Cunningham, Program Director, Primary Source; Dr. Patricia Fontaine, faculty member, University of Oklahoma Lowell, Graduate School of Education; Jeff Sun, Program Evaluator, Sun Associates; and history teachers representing the elementary, middle and high schools from each partnering district. A three-member Teacher Work Product Review Board includes the Program Director, a historian, and a history teacher. The Board will review all summer and school year institute, book discussion study group, mini-sabbatical, and technology and Big6 workshop work products. The chart below defines the program components, participants, tasks, and time period in which tasks will be undertaken. (See Appendix: Three-Year Activity Schedule) PROGRAM COMPONENTPARTICIPANTS (Person Responsible Noted With Asterisk)TASKS/RESPONSIBILITIESTIME PERIODSummer and School Year Curriculum and Content Institute: Grades 8 to 11 *Primary Source Historians, Lead Teachers, Site interpreters Hire and pay scholars, develop institute content, purchase all related books and materials, arrange and pay for all site visits, and report activities.Jan. 1, 2007 to end of award 2009History Book Discussion Study Groups *Robert Allison, Historian Program Director Lecture and facilitate discussion. Schedules district study groups, purchases books, assists in reviewing work products. Award to end of award 2009 Mini-Sabbaticals*Program Director Program Advisory Council Work Product Review Committee HistoriansReviews and awards applications for mini-sabbaticals with input from Advisory Council, assigns program historian to advise teacher, and schedules research program review with Work Product Review Committee.October 2006 to May 2009Master Teacher of Teaching With Primary Sources Program*Dr. Patricia FontaineMeets with Institute participants in 20 school buildings in Year Two and Three to observe lesson implementation and model lesson using primary source.November 2007 to May 2009History Research and Technology*Program Director John Wren Big6 and Fresh Pond consultants District technology coordinatorsDesign historical archive web page, conduct 2 Big6 workshops in 2007, research and media professional development.Award to award-end 2009 Annual Conference*Program Director Advisory Council Historians Develop annual March conference for historians lectures and history teaching demonstrations.Award to award end 2009Program Evaluation*Program Director *External evaluator-Sun Associates Advisory Council Teacher Work Product Review Board Peer evaluatorDirector conducts program performance monitoring system and reporting and presents to Advisory Council. External evaluator implements performance and outcome evaluation plan and reporting. Work Product Review Board reviews teacher work products Peer evaluators review summer institute teacher-developed curriculum. Award to award-end 2009 hree county public school systems Allegany County, Garrett County, and Washington County -The t Western Maryland American History Teachers Initiative American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. The Gilder Lehrman Institute will provide instructional materials for the thirty teachers who are full participants including annotated primary sources from the Gilder Lehrman Collection, which holds over 80,000 items documenting the political and social history of the United States: letters and diaries, maps, pamphlets, sketchbooks, printed books, photographs, and other materials. Each of the full time participants will receive a History in a Box resource kit on The Founding Era. The teaching kit includes an introduction, a timeline, thirty primary documents, teaching strategies, posters for classroom display, interactive CD-ROMs, and videos. Each full time participant will also receive a resource kit of lessons on selected topics in American history, from the colonial period to the 1990s. The lessons were developed for use during Gilder-Lehrman summer seminars and the lesson topics include ones on George Washington developed at a seminar led by Gordon Wood, North American Slavery developed at a seminar led by Ira Berlin, Issues, Strategies and Leadership of the Civil War developed at a seminar led by James McPherson, and America between the Wars developed at a seminar led by Alan Brinkley. Gilder Lehrman will also provide traveling panel exhibits on themes in American history. The exhibits feature documents from the Gilder Lehrman Collection. The traveling exhibits include supplementary videos, CD-ROMs, and teacher guides which provide a basis for student discussions and projects and allow for special programming at schools. Another important partner is the Maryland Humanities Council. The Maryland Humanities Council works closely with scholars, researchers, and curators at institutions of higher learning, libraries and archives, and museums and historical societies both in Maryland and throughout the country. The Maryland Humanities Council offers a network of experts in history and will work with our American History Specialists to recommend resource people for the local component of the summer symposia as well as for the site based content/strategy in-service professional development. The Maryland Humanities Council coordinates Marylands statewide History Day program, which emphasizes the use of primary sources in the classroom. Maryland Humanities Council has supported History Day in middle and high schools in Allegany County for several years and this past year began working with teachers in Washington County. Judy Dobbs is the Maryland Humanities Councils education coordinator for History Day and has been instrumental in promoting hands on document based history projects to teachers and students in Western Maryland. The Maryland Humanities Council has experience working with two other Teaching American History grant programs. Maryland Humanities Council staff members have conducted sessions for summer institutes in Hartford County and have also provided resources for Teaching American History programs for Baltimore County. Maryland Humanities Council will provide coordination activities, student tutoring and mentoring for teachers in preparation for the state and National History Day Competitions. The Maryland Historical Society, located in Baltimore, is the state's oldest cultural institution and includes a museum, a library press, and numerous educational programs for both students and teachers. The Maryland Historical Society houses the most extensive collection of objects and artifacts in the state of Maryland, and one of the largest collections of Americana in the world. The Historical Societys library contains over 5.4 million objects including books, extensive genealogy indexes, photographs, and manuscripts. The Historical Society sponsors lectures, symposia, living history performances, and Traveling Trunks primary document kits for use by teachers. It also provides excellent professional development for teachers both onsite and in the schools including several workshops that promote active learning using documents and artifacts. These workshops include: Working with Primary Sources, Bringing History to Life, and Teaching with Objects: Material Culture in the Classroom. The Western Maryland Regional Library System is an important source for local historic documents and program support. The Western Maryland Regional Library System has experience in working closely with Western Maryland schools on numerous projects. The Washington County Free Library in Hagerstown, the Allegany County Public Library in Cumberland, and the Ruth Enlow Library in Garrett County provide in-service support to American history teachers. John Venditta coordinates the three county library system that serves the western Maryland region. In September of 2005 Kathleen OConnell and Pat Wisher worked with Advanced Placement United States history teachers in coordinating a series of lectures to commemorate and educate students about the history of the United States Constitution. Also earlier this year John Frye, curator of the archives collection in the Western Maryland Room, worked with American History teachers producing a 50 page pictorial history with primary source documents of the Washington County Schools which was published as an insert in the Herald-Mail, a regional newspaper. Jill Craig coordinates the development of the Western Maryland Historical Library (WHILBR) a digitalized collection of photographs, newspaper articles, government records, and rare books. Collections in the digital library include genealogy resources, Battle of Antietam reports from the local 1862 Herald and Freedom Torch Light newspaper, and a documentary on local Rosie the Riveter female WWII workers. Continuation Activities: To ensure that (1) participating teachers effectively apply their learning in the classroom, (2) program implementers and evaluators are provided data to see the impact of the institutes and workshops on both teachers and students, and (3) all work products meet quality control standards before being uploaded on the program website and shared with colleagues, a series of continuation activities will be implemented, as follows: (Teachers will complete the pre and annual post content knowledge assessment, the TAS assessment, and the attitudes-beliefs-perspectives assessment as are described in the competitive preference section 2 (please cross reference). These data, in addition to student achievement data on state assessments, will be used in the summative assessment by trainers and staff to identify future training content and a long-term strategy to upgrade teacher quality. (One follow-up curriculum day in the fall will be scheduled to refine the curriculum lesson plans developed during the summer curriculum planning session. (Each participating teacher will meet with his/her training partner to discuss and prepare lesson plans and curriculum designed for school year and summer institutes, workshops, and book discussion study groups. The trainer will observe the teacher teach the lesson in the classroom and conduct a follow-up debriefing. (Teachers will present their work products from study groups, mini-sabbaticals, workshops, and research institutes to the CCH Advisory Committee and complete annual surveys on how their participation has impacted their quality of instruction. (Teachers will share their classroom experiences and work products with colleagues through the CCH website medium, at the annual program conference, at common planning times within their districts, and at scheduled follow-up days. Teachers will be encouraged to submit articles to professional journals such as the Oklahoma History Teachers Association and the National Council for History Education newsletter and to do presentations at professional conferences for history teachers. (Finally, because one of our key strategies for sustaining the CCH program will be through teachers who take on leadership roles, it will be imperative to this effort that leaders are monitored and supported to do so. After developing a detailed checklist of duties and goals that must be accomplished by the leaders weekly, monthly, and annually, the CCH Program Director will be responsible for meeting with the leaders, once a month, to review their progress in accordance with the checklist. Leaders will also be asked to submit bi-annual reports of their progress, as will be reviewed and approved by the Director and Advisory before annual stipends are released. Support for leaders will take shape in the form of the annual stipend, flex time/release time, and ongoing training. In order to successfully sustain the CCH initiative in years to come, it was essential to utilize and build upon existing resources in the state and local historical community. As demonstrated in the partnership descriptions above and in the budget narrative, a variety of donations have been promised as an in-kind match to the program, which totals $155,200 (annual) in community matching cash and resources. Cost-efficiency through local resource-leveraging is essential in the design of the proposed initiative, which features a program model that will be implemented successfully in a resource-poor, urban community setting. Grant funds are requested primarily to support intensive capacity-building during an initial three year period (i.e., teacher and staff professional development/planning time, program start-up staff, resource and technology purchases, curriculum development). Our consortium anticipates that the overall impact of the grant - and the program itself will continue long after this initial funding period is over. There was no choice but to keep program costs as reasonable as possible due to the limited duration of funding and strong need for CCH services. CCH Schools has specifically designed the budget in such a way that the program will become infused into the operational budgets of its schools and district by the end of funding term. Strategies that will allow us to accomplish such a task include: the training and formation of a cadre of specialized teacher leaders who will be train-the-trainers and able to replicate trainings on their sites; the strategic use of existing school and community facilities to host the program at no added cost; curriculum adoption at the district level; and strategic planning between all partners to commit resources to cover the cost of the program in current and future years. We believe that the cohesive and intensive work we have planned for CCH teachers each summer and academic year will provoke a paradigm shift, impacting the classroom practice of individual teachers immediately and becoming contagious throughout the district with time. Thus, the apprenticeship of teachers and students can continue long beyond the years of this grant. (Selection Criteria 2 - Significance: The xxx public school districts collaborating in the Western Maryland American History Teachers Initiative educate approximately 35,000 students in the predominately rural region of western Maryland. There are a total of 82 elementary, middle, and high schools in the three systems. Allegany County, with a 2006 school census of 9,668 students, has 14 elementary schools, four middle schools and five high schools. Allegany has 47 percent of its students enrolled in the free and reduced meals program. Garrett Countys 2006 school population of 4,656 students are educated in nine elementary schools, two elementary-middle schools, two middle schools, and two high schools. 42.7 percent of Garrett County students qualify for the free and reduced meals program. Washington County is the largest of the three public school systems with a 2006 school population of 20,807. There are 25 elementary schools, seven middle schools, one middle high school, and seven high schools in Washington County. 35 percent of Washington County students qualify for free and reduced meals. American History is taught in elementary grades 4 and 5 as recommended by the Maryland State Department of Education. Major topics taught in the elementary grades include Native American cultures and exploration. United States History I, a survey of American History through the Civil War, is taught at grade 8 in each of the middle schools. United States History II, which covers the history of the nation from Reconstruction to the present, is taught at Grade 9 in Washington County and Garrett County and at Grade 11 in Allegany County and is a requirement for high school graduation. Advanced Placement United States History is also offered in 12 of the 14 high schools in the tri-county region. Each county school system has encouraged participation in Advanced Placement United States History however the total number of students taking the advanced history class was limited to 184 total students during the last school year with 155 taking the Advanced Placement exam. Of that number, only 44 percent of the test takers passed with a score of three or higher. This Western Maryland American History Teachers Initiative grant is needed to improve content-based teaching and learning of American History as a separate discipline. Content specific professional development will address crucial essential topics and themes and highlight individuals, and movements that have shaped our nation. All fourth and fifth grade elementary teachers in Allegany, Garrett, and Washington County have the responsibility for teaching American history objectives. Because of the lack of American history training and because current emphasis in the elementary schools centers on reading and math instruction, the quality and quantity of history teaching is less than ideal. Most middle and high school teachers that teach American history have undergraduate training in history including some with undergraduate majors or concentrations. Few however have taken course work in American History or received American History specific training since beginning their teaching. Only 11 of 80 Western Maryland secondary history teachers have masters degrees in history. Funding for staff development has been targeted at helping students with reading and math. Because American history is not an assessed area, state and county resources have not been devoted to American history content or methods for teaching history. In Maryland the state assessment program requires students to pass an end of course government test, not an American History test. The state has established Governors Academies to provide content training for teachers to more effectively teach government but similar opportunities have not been forthcoming to address the needs of American History teachers. The Maryland Teacher Professional Development Standards states that Effective professional development deepens all teachers content knowledge and the knowledge and skills necessary to provide effective instruction and to assess student progress. James Stronges report on teacher effectiveness (2002) provides support for the Maryland professional development standard by his finding that academic content preparation is a significant indicator of teacher classroom effectiveness. The professional development provided for in the project summer symposia and institutes and the history in-service provided by the Western Maryland American History Teachers Initiative specialists as well as the weekend study tours will be content specific to important topics, themes and periods in the history of our nation. Stronge also indicates studies support the finding that fully prepared teachers with background knowledge of pedagogy are better able to recognize individual student needs and customize instruction to increase overall student achievement." In 2002, the American Historical Association developed guidelines for professional development in teaching American History as a discipline. The guidelines include recommendations that professional development of history teachers must involve sound approaches to teaching historical content, must attend to pedagogy and active learning, must emphasize several definable habits of mind including uses of evidence and interpretation in forming arguments and understanding issues of change over time, and promote appropriate and effective assessment methodologies. Fundamentally, the guidelines proclaim, two understandings must guide professional development of history teachers. First, training must interweave content, pedagogy, and historical thinking, Secondly content, pedagogy and historical thinking should be related to classroom experience (American Historical Association Benchmarks, 2002). These guidelines, which detail suggestions for collaboration and define historical thinking skills, will provide focus during planning and implementation and will provide reference for the programs internal and external evaluation. The professional development activities will provide increased content knowledge of participating teachers, improved understanding of how to teach for historical understanding, and increased historical thinking through the engaging use of historical documents and visuals. The teachers participating in the summer symposia and summer seminars will develop greater local expertise in vital topics and issues of American history. Weekend Study Tour participants will gain knowledge and insight through educational visits to museums and historic places and will learn how to incorporate local resources into the teaching curriculum. Every middle and high school American history teacher will gain greater knowledge of content and methodology and improve their capacity to teach for historical thinking through participation in the history specific professional development activities. The Western Maryland American History Specialists will provide continuing support for teaching American History in the three county school systems through coaching and coordinating events including expansion of National History Day participation. The local libraries, museums, and historical societies will be come stronger partners with the schools through their participation in the program. Stronger support, greater visibility of history teaching, and improved access to lessons and resources through workshops, the project website, expanded networking of teachers with local historians and history advocates will all contribute to the success of the initiative and the sustainability of better teaching of American history. Management Plan Dr. John Wiseman will serve as Project Director for the Western Maryland American History Teachers Initiative. In his role he will meet with the advisory team and provide direction for hiring the American History Specialists. He will coordinate activities with the project manager and the three American History Specialists. He will attend the summer symposia and review the planned itineraries for the Weekend Study Tours. He will review the plans for county-based professional development history in-service with each of the American History Specialists. Dr. Wiseman will work with the American History specialists in developing and conducting the internal evaluation for the project. Trish Yoder, Associate Director of Education for the Tri-County Council, will serve as project manager and will be responsible for the planning, reporting, compliance with scope of work, implementation, coordination, and internal assessment of the Western Maryland American History Teachers Initiative. She will schedule all meetings of the advisory team, coordinate the interviewing process for the three American History Specialists, and consult with the advisory team on hiring for those positions. She will work with the specialists to determine their assignment and the process for selection of fulltime participants from each of the counties. She will also work with the American History Specialists in organizing and coordinating the summer symposia with Rocky Gap State Park and all partners, and in assigning full time participants to Gilder Lehrman summer seminars. Under her direction, Tri-County Council will coordinate and deliver all communication to participants, and participant school systems. She will schedule quarterly meetings of the Western Maryland American History Teachers Initiative advisory team to be held at Tri-County Council or other convenient location. She is also responsible for public relations for the Western Maryland American History Teachers Initiative. The three American History Specialists will be responsible for coordinating and directing the Thursday and Friday activities of the three summer seminars. They will work with the Maryland Humanities Council, the Western Maryland Regional Library, and local historical societies to schedule local historians and experts for the Thursday sessions. On Friday of each symposium week, they will work with the participants of their assigned county at a designated county site to lead discussion of the symposia experience on integrating content lesson models into the county curriculum. The American History Specialists will be responsible for arranging, coordinating, and directing the three Weekend Study Tours as assigned by the project manager. This will include coordinating with museums and other sites to visit, selecting participants, and securing and coordinating travel and lodging arrangements in conjunction with Tri-County Council. They will lead in the development of lessons related to the study tour visits using document based historical investigation and Teaching with Historic Places models. The American History Specialists will coordinate, direct, and lead the county based in-service activities to be held at designated county sites during the school term for each year of the grant. They will arrange for presentations by local historians and organize support from the Western Maryland Libraries, the local historical societies, and the Maryland Historical Society. They will also coordinate with Maryland Humanities Council staff to schedule National History Day training and provide support for each countys National History Day competition. The American History Specialists will provide continuous support for engaging instruction that is content intensive and document based in their assigned school system. They will observe and provide coaching feedback to each of the summer symposia participants twice during each school year of the grant. They will meet with the selected participants and the social studies supervisor or staff development coordinator to discuss plans for county in-service and coordinate the symposia participants contributions to the in-service activities. The American History Specialists will provide lesson plans and supporting content to the Western Maryland American History Teachers Initiative website. The American History Specialists will assist the project director in conducting the internal evaluation of the Western Maryland American History Initiative. An advisory team will be composed of Dr. Clyde Harrell, Washington County Supervisor for Secondary Social Studies who will serve as advisory team chairperson. Other advisory team members will include Mary Louise Jones, Allegany County Supervisor of Social Studies, Jim Morris, Garrett County Coordinator of Staff Development, Judy Dobbs, Maryland Humanities Council Education Coordinator, Kathleen OConnor, Education Director of the Western Maryland Regional Library, Cecilia Hartsell, Educational Coordinator at the Gilder-Lehrman Institute, and one participating American history teacher from each county The table below summarizes the professional development activities: WESTERN MARYLAND AMERICAN HISTORY TEACHERS INITIATIVExxxthe approximately 35,000xxxxxxxxxxxxpredominately rural region of western Maryland82threeAllegany Countyx2006 school 9,6684 students, has 1four schools five . Allegany has- 47 percen with a t students and meals Garrett Countysx' 2006 school population of 4,656are educated in ninetwoelementary-middle schools, two two-. 42.7 percent of Garrett County students qualify for the free and reduced meals program.Washington County is the largest of the three public school systems with a 2006 school population of 20,807. There are 25 elementary schools, seven middle schools, one middle high school, and seven high schools in Washington County. 35 percent of Washington County students qualify for free and reduced meals. eEtc.rRepeat as needed American History is taught in elementary grades 4 and 5 as recommended by the Maryland State Department of Education. Major topics taught in the elementary grades include Native American cultures and exploration. United States History I, a survey of American History through the Civil War, is taught at grade 8 in each of the middle schools. United States History II, which covers the history of the nation from Reconstruction to the present, is taught at Grade 9 in Washington County and Garrett County and at Grade 11 in Allegany County and is a requirement for high school graduation. Advanced Placement United States History is also offered in 12 of the 14 high schools in the tri-county region. Each county school system has encouraged participation in Advanced Placement United States History however the total number of students taking the advanced history class was limited to 184 total students during the last school year with 155 taking the Advanced Placement exam. Of that number, only 44 percent of the test takers passed with a score of three or higher. Maryland and the National Archives Building in Washington, D.C. The second tour participants will travel to the Philadelphia area and visit the National Constitution Center, the Franklin Museum, and Valley Forge. The third tour will be to Baltimore to visit the Maryland Historical Society and tour Fort McHenry and the Flag House and Star Spangled Banner Museum. During the second year the first two study tours will focus on transportation and local history. Participants will visit The Allegany County Museum to study local artifacts and documents and also the Canal Place Heritage Area in Cumberland, MD to extend their understanding of the role of the C. and O. Canal in the economic history of the region and its influence during the Civil War. On the second tour, participants will tour the Hager House on Friday morning and then visit the Western Maryland Room of the Washington County Free Library to study local historic documents and learn how to incorporate the digital document collections of the WHILBR (Western Maryland Historic Library) database in their lesson plans. They will then travel to Baltimore to explore the Maryland Railroad Museum and the Maryland Museum of Industry. The third tour will be a Civil War weekend including tours of Harpers Ferry National Park and Antietam National Battlefield with seminars by noted local Civil War historians. In the third year, the first two Study Tours will focus on civil rights in the 20th century. The first weekend Study Tour participants will travel to Baltimore visiting the Reginald Lewis Museum of African American History and Culture and the Maryland Historical Society to research documents relative to the progress of civil rights for women and ethnic minorities in Western Maryland. On the second weekend Study Tour participants will travel to Washington D.C. visiting the Smithsonian Institutes National Museum of American History, the National Museum of the American Indian, the National Museum of African American Art and Culture, and the National Womens History Museum. The final study tour participants will visit the Garrett County Historical Society Museum and visit historic sites in the Allegheny Highlands region area including Fort Necessity. Annual CCH Conference: The annual conference theme will be the same as the annual summer institute theme and will be another pathway for up participating teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Three tracks will be offered: one for grade 5 teachers, one for grade 8 teachers, and one for grades 9-12 history teachers. Topics will be directly related to the Oklahoma PASS standards and Curriculum Frameworks, be grade-level appropriate, and help teachers deepen their content knowledge. Historians and museum educators from the cultural resources listed in the partnership description sections below will be invited to conduct lectures in their area of expertise and related to the content. These include xxxxxxxxxxxxxxxxxxxx. Teachers will also learn, observe and analyze a range of approaches to teaching and learning American history. Teachers will be invited to share content, work products, and strategies on how to implement them in the classroom. OU will suggest scholars and lead teachers and will help facilitate the annual event. CCH Website and Online Resource Exchange: The CCH website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. xxxxxxxx, the technology consultant from xxxxxxxxxxx, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. Primary Source Document Book: Each year at the annual conference, the CCH training and staff team will present to every participant teacher a program developed primary source document book. This annual compilation will include primary source documents related to the years American history theme. The book will also contain instructional resources and sample lesson plans for teachers to use in the coming year that integrate technology and literacy, exemplifies best practices of curriculum-assessment-instruction related to the teaching of American history, and that is tied to Oklahomas History PASS Standards and Core Curriculum Framework as well as the national standards to teaching US history. This resource compilation will offer teachers an expanded toolbox that they can take back to their classrooms to improve the teaching of US history at their schools. School-Based Resource Centers: Every participating CCH school will designate a dedicated space on its campus to house a school-based CCH resource center. These centers will house a rich array of resource materials for both students and teachers to access through a lending/check out system. Inventory, which will complement the annual history theme and promote state and national standards, will include books, artifacts, primary source document replicas, historical art and music, DVDs of training events and fieldtrips, virtual tours, documentary videos, training and informational handouts, curricular support materials, historical biographies, maps, pictures, assessments, history journal publications, and fun classroom lesson plans, historical reenactment scripts for students, the primary source document books, We the People Bookshelf, and national publications on teaching and learning traditional American history. These sources will supply a rich reservoir of historical materials for the classroom as they bring alive the pivotal events and crucial ideas of the nations history and allow teachers and their students to think like and become historians. National Resource Materials and Gatherings: To provide teachers with opportunities to maintain awareness of new American history research and findings, CCH staff and participant teachers will have the opportunity to receive paid membership to the National Council for History Education, which includes publication subscriptions, curriculum booklets, access to a network of historians and educators, and partially paid attendance at the national history conference. Participating teachers and trainers of the program will also receive Journal of American History subscriptions and will be invited to attend regional and national history colloquia and conferences sponsored by these national organizations (with grant and in-kind funds helping pay their attendance). In turn, information from these resources will help CCH trainers and teachers to derive valuable content for future training sessions and classroom activities. Quality of Partnerships: The CCH professional development program is a collaboration of xxxx public school districts (Western Heights, xxxxxxxxxxxxxxxxx), two training partners (University of Oklahoma and Big6), and a multitude of museums, historical libraries, and other local and national organizations who have agreed to (1) work closely with the educational partners to design programming that extends the content learning in summer institutes, (2) provide opportunities for field study and research directly related to the theme and content learning in summer institutes, and (3) provide educators to speak at the annual CCH History conference on the designated annual theme. Each partner was carefully selected based on its ability to effectively fulfill its program role and responsibility. All of the CCH partners have worked collaboratively on the design and implementation plan for the program meeting a multitude of times over the past year to perform the needs assessment (described above) and build consensus. As the target region hosts one of the highest concentrations of institutes of higher education, museums, and cultural organizations in the country, we have selected our partner organizations based upon previous experience, their capacity to be active participants in the program, recommendations from classroom teachers and administrators, their willingness to work hand-in-hand with teachers on a sustained basis, and their readiness to form a comprehensive collaboration wherein all services are aligned and coordinated. Western Heights was selected as an ideal lead applicant of the grant due to the fact that it has the most experience, among the partnering school districts, in managing federal grants. Grants that the district has implemented, sustained, and met 100% of the grant goals/objectives/outcomes/commitments include: xxxxxxxxxxxxxxxx. Western Heights was also selected based on its level of capacity to incorporate effective classroom practices into its content-based curriculum as well as its commitment to institutionalizing the CCH offerings into its teacher training and education system. Regardless of its leadership role, all of the CCH school districts have a strong history of collaborative with each other on grant programs - and most recently partnered in the federal Teacher Incentive Fund grant, which was also a professional development oriented program. University of Oklahoma has a rich history of working with TAH grantees as it was the training partner for the xxxxxxxxxxxxxx TAH grants. The university was eager to partner in the CCH grant because it has seen the instructional changes and learning benefits for students whose teachers have participated in their TAH training programs in the past. Big6 was also a key partner of the Reading Massachusetts and several other TAH grant programs and it, too, has witnessed tremendous improvements in the teaching and learning of US history among grantees. Both of these training partners bring valuable resources and well-established connections with university faculty and resources in the Oklahoma City region and the national historical community. Both have expertise and success working with public school administration. Robbie these are example of capacity statements taken from another TAH grant I wrote. For OU and the musems/historical resources that you will be having teachers visit, I need descriptions in detail of their capacity and experience very similar to these below: EXAMPE: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Maryland has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Maryland American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the CCH American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. The Gilder Lehrman Institute will provide instructional materials for the thirty teachers who are full participants including annotated primary sources from the Gilder Lehrman Collection, which holds over 80,000 items documenting the political and social history of the United States: letters and diaries, maps, pamphlets, sketchbooks, printed books, photographs, and other materials. Each of the full time participants will receive a History in a Box resource kit on The Founding Era. The teaching kit includes an introduction, a timeline, thirty primary documents, teaching strategies, posters for classroom display, interactive CD-ROMs, and videos. Each full time participant will also receive a resource kit of lessons on selected topics in American history, from the colonial period to the 1990s. The lessons were developed for use during Gilder-Lehrman summer seminars and the lesson topics include ones on George Washington developed at a seminar led by Gordon Wood, North American Slavery developed at a seminar led by Ira Berlin, Issues, Strategies and Leadership of the Civil War developed at a seminar led by James McPherson, and America between the Wars developed at a seminar led by Alan Brinkley. Gilder Lehrman will also provide traveling panel exhibits on themes in American history. The exhibits feature documents from the Gilder Lehrman Collection. The traveling exhibits include supplementary videos, CD-ROMs, and teacher guides which provide a basis for student discussions and projects and allow for special programming at schools. Another important partner is the Maryland Humanities Council. The Maryland Humanities Council works closely with scholars, researchers, and curators at institutions of higher learning, libraries and archives, and museums and historical societies both in Maryland and throughout the country. The Maryland Humanities Council offers a network of experts in history and will work with our American History Specialists to recommend resource people for the local component of the summer symposia as well as for the site based content/strategy in-service professional development. The Maryland Humanities Council coordinates Marylands statewide History Day program, which emphasizes the use of primary sources in the classroom. Maryland Humanities Council has supported History Day in middle and high schools in Allegany County for several years and this past year began working with teachers in Washington County. Judy Dobbs is the Maryland Humanities Councils education coordinator for History Day and has been instrumental in promoting hands on document based history projects to teachers and students in Western Maryland. The Maryland Humanities Council has experience working with two other Teaching American History grant programs. Maryland Humanities Council staff members have conducted sessions for summer institutes in Hartford County and have also provided resources for Teaching American History programs for Baltimore County. Maryland Humanities Council will provide coordination activities, student tutoring and mentoring for teachers in preparation for the state and National History Day Competitions. The Maryland Historical Society, located in Baltimore, is the state's oldest cultural institution and includes a museum, a library press, and numerous educational programs for both students and teachers. The Maryland Historical Society houses the most extensive collection of objects and artifacts in the state of Maryland, and one of the largest collections of Americana in the world. The Historical Societys library contains over 5.4 million objects including books, extensive genealogy indexes, photographs, and manuscripts. The Historical Society sponsors lectures, symposia, living history performances, and Traveling Trunks primary document kits for use by teachers. It also provides excellent professional development for teachers both onsite and in the schools including several workshops that promote active learning using documents and artifacts. These workshops include: Working with Primary Sources, Bringing History to Life, and Teaching with Objects: Material Culture in the Classroom. The Western Maryland Regional Library System is an important source for local historic documents and program support. The Western Maryland Regional Library System has experience in working closely with Western Maryland schools on numerous projects. The Washington County Free Library in Hagerstown, the Allegany County Public Library in Cumberland, and the Ruth Enlow Library in Garrett County provide in-service support to American history teachers. John Venditta coordinates the three county library system that serves the western Maryland region. In September of 2005 Kathleen OConnell and Pat Wisher worked with Advanced Placement United States history teachers in coordinating a series of lectures to commemorate and educate students about the history of the United States Constitution. Also earlier this year John Frye, curator of the archives collection in the Western Maryland Room, worked with American History teachers producing a 50 page pictorial history with primary source documents of the Washington County Schools which was published as an insert in the Herald-Mail, a regional newspaper. Jill Craig coordinates the development of the Western Maryland Historical Library (WHILBR) a digitalized collection of photographs, newspaper articles, government records, and rare books. Collections in the digital library include genealogy resources, Battle of Antietam reports from the local 1862 Herald and Freedom Torch Light newspaper, and a documentary on local Rosie the Riveter female WWII workers. Continuation Activities: To ensure that (1) participating teachers effectively apply their learning in the classroom, (2) program implementers and evaluators are provided data to see the impact of the institutes and workshops on both teachers and students, and (3) all work products meet quality control standards before being uploaded on the program website and shared with colleagues, a series of continuation activities will be implemented, as follows: (Teachers will complete the pre and annual post content knowledge assessment, the TAS assessment, and the attitudes-beliefs-perspectives assessment as are described in the competitive preference section 2 (please cross reference). These data, in addition to student achievement data on state assessments, will be used in the summative assessment by trainers and staff to identify future training content and a long-term strategy to upgrade teacher quality. (One follow-up curriculum day in the fall will be scheduled to refine the curriculum lesson plans developed during the summer curriculum planning session. (Each participating teacher will meet with his/her training partner to discuss and prepare lesson plans and curriculum designed for school year and summer institutes, workshops, and book discussion study groups. The trainer will observe the teacher teach the lesson in the classroom and conduct a follow-up debriefing. (Teachers will present their work products from study groups, mini-sabbaticals, workshops, and research institutes to the CCH Advisory Committee and complete annual surveys on how their participation has impacted their quality of instruction. (Teachers will share their classroom experiences and work products with colleagues through the CCH website medium, at the annual program conference, at common planning times within their districts, and at scheduled follow-up days. Teachers will be encouraged to submit articles to professional journals such as the Oklahoma History Teachers Association and the National Council for History Education newsletter and to do presentations at professional conferences for history teachers. (Finally, because one of our key strategies for sustaining the CCH program will be through teachers who take on leadership roles, it will be imperative to this effort that leaders are monitored and supported to do so. After developing a detailed checklist of duties and goals that must be accomplished by the leaders weekly, monthly, and annually, the CCH Program Director will be responsible for meeting with the leaders, once a month, to review their progress in accordance with the checklist. Leaders will also be asked to submit bi-annual reports of their progress, as will be reviewed and approved by the Director and Advisory before annual stipends are released. Support for leaders will take shape in the form of the annual stipend, flex time/release time, and ongoing training. In order to successfully sustain the CCH initiative in years to come, it was essential to utilize and build upon existing resources in the state and local historical community. As demonstrated in the partnership descriptions above and in the budget narrative, a variety of donations have been promised as an in-kind match to the program, which totals $155,200 (annual) in community matching cash and resources. Cost-efficiency through local resource-leveraging is essential in the design of the proposed initiative, which features a program model that will be implemented successfully in a resource-poor, urban community setting. Grant funds are requested primarily to support intensive capacity-building during an initial three year period (i.e., teacher and staff professional development/planning time, program start-up staff, resource and technology purchases, curriculum development). Our consortium anticipates that the overall impact of the grant - and the program itself will continue long after this initial funding period is over. There was no choice but to keep program costs as reasonable as possible due to the limited duration of funding and strong need for CCH services. CCH Schools has specifically designed the budget in such a way that the program will become infused into the operational budgets of its schools and district by the end of funding term. Strategies that will allow us to accomplish such a task include: the training and formation of a cadre of specialized teacher leaders who will be train-the-trainers and able to replicate trainings on their sites; the strategic use of existing school and community facilities to host the program at no added cost; curriculum adoption at the district level; and strategic planning between all partners to commit resources to cover the cost of the program in current and future years. We believe that the cohesive and intensive work we have planned for CCH teachers each summer and academic year will provoke a paradigm shift, impacting the classroom practice of individual teachers immediately and becoming contagious throughout the district with time. Thus, the apprenticeship of teachers and students can continue long beyond the years of this grant. (Selection Criteria 2 - Significance: The xxx public school districts collaborating in CCH educate xxxxxxxxxxxx students in the Oklahoma City region. There are a total of xxx elementary, middle, and high schools in the xxx systems. Xxxx School District, with a census of xxxx students, has xxx elementary schools, xxx middle and xx high schools with xxx% of its total student population enrolled in the free/reduced program. Xxxx Schoo District serves xxxx students in its xxx elementary schools, xxx middle schools, and xxx high schools with xx% of its student population receiving free/reduced lunches. Repeat as needed American History is taught in elementary grades 4 and 5 as recommended by the Maryland State Department of Education. Major topics taught in the elementary grades include Native American cultures and exploration. United States History I, a survey of American History through the Civil War, is taught at grade 8 in each of the middle schools. United States History II, which covers the history of the nation from Reconstruction to the present, is taught at Grade 9 in Washington County and Garrett County and at Grade 11 in Allegany County and is a requirement for high school graduation. Advanced Placement United States History is also offered in 12 of the 14 high schools in the tri-county region. Each county school system has encouraged participation in Advanced Placement United States History however the total number of students taking the advanced history class was limited to 184 total students during the last school year with 155 taking the Advanced Placement exam. Of that number, only 44 percent of the test takers passed with a score of three or higher. This CCH grant is needed to improve content-based teaching and learning of American History as a separate discipline. Content specific professional development will address crucial essential topics and themes and highlight individuals, and movements that have shaped our nation. All fourth and fifth grade elementary teachers in Allegany, Garrett, and Washington County have the responsibility for teaching American history objectives. Because of the lack of American history training and because current emphasis in the elementary schools centers on reading and math instruction, the quality and quantity of history teaching is less than ideal. Most middle and high school teachers that teach American history have undergraduate training in history including some with undergraduate majors or concentrations. Few however have taken course work in American History or received American History specific training since beginning their teaching. Only 11 of 80 Western Maryland secondary history teachers have masters degrees in history. Funding for staff development has been targeted at helping students with reading and math. Because American history is not an assessed area, state and county resources have not been devoted to American history content or methods for teaching history. In Maryland the state assessment program requires students to pass an end of course government test, not an American History test. The state has established Governors Academies to provide content training for teachers to more effectively teach government but similar opportunities have not been forthcoming to address the needs of American History teachers. The Maryland Teacher Professional Development Standards states that Effective professional development deepens all teachers content knowledge and the knowledge and skills necessary to provide effective instruction and to assess student progress. James Stronges report on teacher effectiveness (2002) provides support for the Maryland professional development standard by his finding that academic content preparation is a significant indicator of teacher classroom effectiveness. The professional development provided for in the project summer symposia and institutes and the history in-service provided by the CCH specialists as well as the weekend study tours will be content specific to important topics, themes and periods in the history of our nation. Stronge also indicates studies support the finding that fully prepared teachers with background knowledge of pedagogy are better able to recognize individual student needs and customize instruction to increase overall student achievement." In 2002, the American Historical Association developed guidelines for professional development in teaching American History as a discipline. The guidelines include recommendations that professional development of history teachers must involve sound approaches to teaching historical content, must attend to pedagogy and active learning, must emphasize several definable habits of mind including uses of evidence and interpretation in forming arguments and understanding issues of change over time, and promote appropriate and effective assessment methodologies. Fundamentally, the guidelines proclaim, two understandings must guide professional development of history teachers. First, training must interweave content, pedagogy, and historical thinking, Secondly content, pedagogy and historical thinking should be related to classroom experience (American Historical Association Benchmarks, 2002). These guidelines, which detail suggestions for collaboration and define historical thinking skills, will provide focus during planning and implementation and will provide reference for the programs internal and external evaluation. The professional development activities will provide increased content knowledge of participating teachers, improved understanding of how to teach for historical understanding, and increased historical thinking through the engaging use of historical documents and visuals. The teachers participating in the summer symposia and summer seminars will develop greater local expertise in vital topics and issues of American history. Weekend Study Tour participants will gain knowledge and insight through educational visits to museums and historic places and will learn how to incorporate local resources into the teaching curriculum. Every middle and high school American history teacher will gain greater knowledge of content and methodology and improve their capacity to teach for historical thinking through participation in the history specific professional development activities. The Western Maryland American History Specialists will provide continuing support for teaching American History in the three county school systems through coaching and coordinating events including expansion of National History Day participation. The local libraries, museums, and historical societies will be come stronger partners with the schools through their participation in the program. Stronger support, greater visibility of history teaching, and improved access to lessons and resources through workshops, the project website, expanded networking of teachers with local historians and history advocates will all contribute to the success of the initiative and the sustainability of better teaching of American history. Management Plan Dr. John Wiseman will serve as Project Director for the CCH. In his role he will meet with the advisory team and provide direction for hiring the American History Specialists. He will coordinate activities with the project manager and the three American History Specialists. He will attend the summer symposia and review the planned itineraries for the Weekend Study Tours. He will review the plans for county-based professional development history in-service with each of the American History Specialists. Dr. Wiseman will work with the American History specialists in developing and conducting the internal evaluation for the project. Trish Yoder, Associate Director of Education for the Tri-County Council, will serve as project manager and will be responsible for the planning, reporting, compliance with scope of work, implementation, coordination, and internal assessment of the CCH. She will schedule all meetings of the advisory team, coordinate the interviewing process for the three American History Specialists, and consult with the advisory team on hiring for those positions. She will work with the specialists to determine their assignment and the process for selection of fulltime participants from each of the counties. She will also work with the American History Specialists in organizing and coordinating the summer symposia with Rocky Gap State Park and all partners, and in assigning full time participants to Gilder Lehrman summer seminars. Under her direction, Tri-County Council will coordinate and deliver all communication to participants, and participant school systems. She will schedule quarterly meetings of the CCH advisory team to be held at Tri-County Council or other convenient location. She is also responsible for public relations for the CCH. The three American History Specialists will be responsible for coordinating and directing the Thursday and Friday activities of the three summer seminars. They will work with the Maryland Humanities Council, the Western Maryland Regional Library, and local historical societies to schedule local historians and experts for the Thursday sessions. On Friday of each symposium week, they will work with the participants of their assigned county at a designated county site to lead discussion of the symposia experience on integrating content lesson models into the county curriculum. The American History Specialists will be responsible for arranging, coordinating, and directing the three Weekend Study Tours as assigned by the project manager. This will include coordinating with museums and other sites to visit, selecting participants, and securing and coordinating travel and lodging arrangements in conjunction with Tri-County Council. They will lead in the development of lessons related to the study tour visits using document based historical investigation and Teaching with Historic Places models. The American History Specialists will coordinate, direct, and lead the county based in-service activities to be held at designated county sites during the school term for each year of the grant. They will arrange for presentations by local historians and organize support from the Western Maryland Libraries, the local historical societies, and the Maryland Historical Society. They will also coordinate with Maryland Humanities Council staff to schedule National History Day training and provide support for each countys National History Day competition. The American History Specialists will provide continuous support for engaging instruction that is content intensive and document based in their assigned school system. They will observe and provide coaching feedback to each of the summer symposia participants twice during each school year of the grant. They will meet with the selected participants and the social studies supervisor or staff development coordinator to discuss plans for county in-service and coordinate the symposia participants contributions to the in-service activities. The American History Specialists will provide lesson plans and supporting content to the CCH website. The American History Specialists will assist the project director in conducting the internal evaluation of the Western Maryland American History Initiative. An advisory team will be composed of Dr. Clyde Harrell, Washington County Supervisor for Secondary Social Studies who will serve as advisory team chairperson. Other advisory team members will include Mary Louise Jones, Allegany County Supervisor of Social Studies, Jim Morris, Garrett County Coordinator of Staff Development, Judy Dobbs, Maryland Humanities Council Education Coordinator, Kathleen OConnor, Education Director of the Western Maryland Regional Library, Cecilia Hartsell, Educational Coordinator at the Gilder-Lehrman Institute, and one participating American history teacher from each county The table below summarizes the professional development activities: CCH ACTIVITIES TIMELINE DateEvent# of ParticipantsLocationResponsibilitySummer 2006Summer Institute We The People30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2006Summer Seminars10Various CampusesGilder LehrmanAugust 2006Content Strategy In-service80School SitesWMAHT SpecialistsOct 2006Study Tour- National Archives30Washington DCWMAHTSpecialistsJanuary 2007Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2007Study Tour Constitution Center30PhiladelphiaWMAHTSpecialistsApril 2007Study Tour-MD Historical Society30BaltimoreWMAHTSpecialistsSummer 2007Summer Institute America on the Move30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2007Summer Seminars10Various CampusesGilder LehrmanAugust 2007Content Strategy In-service80School SitesWMAHT SpecialistsOct 2007Study Tour- Canal Place30CumberlandWMAHTSpecialistsJanuary 2008Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2008Study Tour- WM Room, Museums30Hagerstown/BaltimoreWMAHTSpecialistsApril 2008Study Tour- Civil War Sites30Sharpsburg, Harpers FerryWMAHTSpecialistsSummer 2008Summer Institute All the People30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2008Summer Seminars10Various CampusesGilder LehrmanAugust 2008Content Strategy In-service80School SitesWMAHTSpecialistsOct 2008Study Tour-R.L. Lewis Museum30BaltimoreWMAHTSpecialistsJanuary 2009Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2009Study Tour- Museums30Washington DCWMAHTSpecialistsApril 2009Study Tour Allegheny Highlands30Garrett CountyWMAHTSpecialists 4. QUALITY OF THE PROJECT EVALUATION The following chart illustrates the data collection and methods to measure if benchmarks and outcomes have been reached. Measures for extent program integrated with district teacher-development initiatives, extent program implemented and conducted as planned, and extent program activities met standards for effective professional developmentMETHODDATA INSTRUMENTS TIME FRAMEPerformance Monitoring System1) Checklist of all program components (proposed activities, services, and staffing) with detailed implementation timeline; monthly report on implementation status and any recommended changes or modifications to Advisory Council members, district professional development coordinators, and key staff.1) Ongoing Professional Development Quality AssessmentEvaluator observes and analyzes professional development activities using a scoring rubric based on the seven features of effective professional development programs, the program-created benchmark indicator rubric to measure teacher work products, and the overarching performance indicators built from the evaluation questions and tied to the goals. 1) OngoingMeasures for improvement in teacher content knowledge and knowledge of instruction, increased interest in American history, ability to use historical methods and resources and analyze and interpret historical data, and participation in professional leadership activities. Pre-and Post Program Teacher ProfilesIncludes demographic information, American history professional credentials, data about teaching practices, curriculum and technology integration, participation in professional follow-up activities such as mentoring, facilitating study teams to assess changes in participants learning from the program.Begin year one, ongoing for new participants, end year threeTeacher Questionnaire; Focus GroupsSolicit teachers perceptions of changes in their knowledge, learning and instructional practices of American history. AnnuallyParticipant Feedback QuestionnaireFeedback from participants following an institute, workshop, conference, and/or book discussion study group series to determine usefulness of content and design to implementing new knowledge and skills in the classroom.OngoingWork Product DataA 3-person review team uses a US History National Assessment of Educational Progress (NAEP)-based materials review rubric that guides the materials production and measures effectiveness and quality of teacher work products such as curriculum materials, research papers, website materials, lesson plans.Three times AnnuallyMeasures for improvement in student performance and increased interest in US history.Standardized Student Per-formance DataCollect and compare performance results on Oklahoma MCAS US history test administered in grades five and eleven over 3-year period.Annually-SpringParticipation in Honors, AP US History and ElectivesCompare annual enrollment figures.Annually-FallTeacher AssessmentsResults of student performance on program-related lessons in participants classes.QuarterlyClassroom ObservationEvaluator observes classes of participants implementing program-inspired curriculum programs.Ongoing D) External Evaluator RESUMES Page Number Program Director Kara Gleason R-2 Primary Source Program Director Deborah Cunningham R-4 University of Oklahoma Lowell Patricia Fontaine R-7 John Wren R-10 Sun Associates Jeanne Clark R-11 Zara Slapak-Warren R-12 Jeff Sun R-13 FreshPond Education Robert Ramsdell R-15 Big6 Research Robert Berkowitz R-17 Scholars Robert Allison R-18 Alex Bloom R-27 David Engerman R-29 David Hall R-34 Christina Klein R-36 Beth LaDow R-42 Heather Cox Richardson R-44 John Stauffer R-49 Kara Gleason 54B Steeplechase Court, Haverhill, MA 01832 (978) 702-4076 KGleason@reading.k12.ma.us  HYPERLINK mailto:Kagie20@aol.com  CERTIFICATION Oklahoma State Initial Certification in History June 2001 Middle School Education (5-8) High School Education (9-12) EDUCATION Salem State College Salem, MA Select Masters level History courses 2003-2005 University of Oklahoma Lowell, MA Master of Education in Curriculum and Instruction, GPA: 4.0 June 2001 Secondary Concentration University of Oklahoma Lowell, MA Bachelor of Arts in American Studies May 2000 TEACHING EXPERIENCE Reading Public Schools Reading, MA History Teacher, Reading Memorial High School 2001 to the present Aligned the curriculum with the National History Day program, sending students on to regional, state, and national competitions with real world exhibits, documentaries, and performances. Designed webquests with a focus on history, writing, and critical thinking. Worked with other social studies teachers to create a thorough research packet for all students. Created primary and secondary source analysis instructional activities that promote research, reading, writing and analytical skills. Designed a World History II curriculum aligned with the Oklahoma History and Social Science Curriculum Framework. Promoted independent learning, utilizing creative approaches to meet varied learning needs. Collaborated with special education teachers and other members of a professional team; coordinated instruction to meet the needs of all students. Incorporated varied teaching techniques to make learning fun, resulting in effective classroom management and increased student focus. Communicated high standards and expectations to students that resulted in a climate that was conducive to learning. RELATED EXPERIENCE Reading Memorial High School Professional Development Committee June 2004 June 2005 Created a survey to gauge professional development needs. Gathered and presented data from other schools regarding professional development time. Utilized current research on professional development strategies and implementation. Organized and implemented study groups for the faculty. Produced guidelines and instructions for study groups to follow to ensure success. Reading Memorial High School Class Advisor to the Class of 2006 September 2002 to the present Organized class activities such as the Junior Prom, the Sophomore Semi, and the Freshman Progressive Dinner Collaborated with administration, fellow advisors, and parents to ensure a positive high school experience for the students Provided leadership to class officers regarding their roles as class leaders and advised in the planning and advertising of class events. RECENT PROFESSIONAL DEVELOPMENT Modern Latin America Fall 2003 National History Day Study Group October 2004 May 2005 Byzantium & Medieval Warfare Fall 2004 Creating Sustainable Leadership Conference March 2005 Northeast Regional Conference for the Social Studies March 2002 & 2005 The Early Modern Balkans Fall 2005 China & Japan: A Comparative Perspective (through Primary Source) Fall 2005 to the present AWARDS Centennial Scholarship Award Spring 2001 Coburn Award for Excellence in Teaching June 2001 DEBORAH LYNN CUNNINGHAM 1 Amory Place 617-939-7113 Cambridge, MA 02139 deborah@primarysource.org Education History: Oxford University D.Phil in Educational Studies, May 2004. Dissertation title: Professional Practice and Perspectives in the Teaching of Historical Empathy, April 2004 Harvard Graduate School of Education, M.Ed. (Teaching and Curriculum Program), May 1995 Yale College, B.A. May 1993. Graduated Magna cum laude, with distinction in history Phi Beta Kappa, Inducted into Yale chapter of national academic honor society, 1992 Directed Studies, honors program for 80 freshmen involving 3 year-long seminars in Western classics Mount Anthony Union High School, Bennington, Vermont, 1989 (valedictorian) Current Employment: Senior Program Director, Primary Source, Watertown, MA, beginning 11/03. Responsible for planning, implementation, and evaluation of professional development programs for teachers. Past Employment: YouthAgency Coordinator, National Association for Gifted Children, U.K., 10/98 - 5/03. Managed long-distance social, intellectual, and creative network of gifted & talented teenagers across Britain; edited quarterly Muse magazine; maintained website; offered support & information services to teens, teachers, government. Teaching Experience: Sessions taught at Oxford University Department of Educational Studies: Cultivating historical empathy for students in history teacher-education program (PGCE) Educational Research Methodology Qualitative research design for teachers in ERM Masters program and Diploma courses; Qualitative data analysis software for research students (ATLAS/ti) Acton-Boxborough Regional High School, Acton, Oklahoma (large suburban public school) Courses taught: Advanced Placement European History (grade 12) (130 students/year) World History (grade 9, three different ability levels) The US and the World (grade 11) Independent Study on Modern Chinese History (grade 12) Activities advised: Acton-Boxborough Community Outreach, student group undertaking a broad variety of community-service programs Newton North High School, Newton, Oklahoma: completed a 225-hour student teaching practicum in World and US History (Advanced Placement level) and 420-hour teaching internship. Publications and Conference Presentations: Capturing Candor: Accessing Teachers Thinking about the Cultivation of Historical Empathy, chapter in Keith Barton (Ed.), Research Methods in Social Studies Education: Contemporary Issues and Perspectives, Greenwich, Ct: Information Age Publishing, 2006. Empathy without Illusions, Teaching History, 114, 2004, pp. 24-29. Internationalizing the K-12 US History Curriculum, in Re:Source (Primary Source newsletter), Vol. 17 (Winter 2005), p. 1. American Educational Research Association 2004 (San Diego): Negotiating the Foreign and Familiar in History: Four Teachers Means of Managing Divergent Empathetic Goals Research with Teacher-Education Students, Oxford University: Using Research Data as a Source for the Professional Learning of Beginning History Teachers (now completing with A. Pendry and K. Burn) American Educational Research Association 2003 (Chicago): Teaching Historical Empathy: British Teachers Practices and Perspectives on the Invisible Skill Honors and Fellowships: Oxford University Graduate Studentship 3 year scholarship to pursue doctoral studies, 2000-2003 Overseas Research Student Award 3 year scholarship given by CVCP for 2000-2003 Yale Parker Huang Travel Fellowship for nine months' study, research, and travel in P.R.China, 1993-1994 Chinese Studies Scholarship awarded by the Government of the PRC for 1993-1994 Truman Scholar Finalist, 1992 Yale Community Service Fellowship, given by Association of Yale Alumni for work at Union Station, a soup kitchen, homeless shelter, and addict-recovery center in Pasadena, California. Summer 1991. Japan Cultural Exchange Travel Fellowship, sponsored by Shuwa Corporation. Summer 1990. 1989 United States Presidential Scholar 1989 American Academy of Achievement Honoree Professional Courses: Transatlantic Perspectives on US History, Jesus College, Cambridge (UK), Gilder Lehrman Institute, 7/00 "The Media and American Democracy," Institute at Harvard Grad. School of Education, 2/08/98 - 9/08/98 "Teaching Advanced Placement European History," summer course at Taft Educational Center, Watertown, Connecticut, 6/7/97 - 18/7/97 "Leadership in Revolutionary America," interdisciplinary Monticello-Stratford Hall Summer Seminar. Resided at several historic Virginia locales, visited sites to study revolutionary leaders & their world. 23/6/96 - 12/7/96. "Modern China: Society in Transition," Primary Source of Watertown, MA and National Endowment for the Humanities summer course. 24/7/95 - 18/8/95. Other Employment: Editorial Assistant, Oxford Review of Education, Spring 2001 Assistant to Dr. Barbara Nelson, Vice-President of Radcliffe College, 6/95 - 8/95 US Immigration and Naturalization Service, researcher and assistant to INS historian, 5/93 - 8/93 Intern, Chicago Historical Society, March 1991 Professional Skills, Language Skills and Personal Interests: Software skills: ATLAS/ti Qualitative Data Analysis; SPSS; Dreamweaver; Adobe Photoshop Proficient Spanish and Mandarin Chinese Reading, travel, violin, vocal music, international relations discussions and lectures, salsa, running, skiing Patricia L. Fontaine 32 Roy Street Nashua, N.H. 03060 (603) 891-0833 EDUCATION 1996 Ed.D. College of Education, University of Oklahoma, Lowell, MA. Dissertation topic: A comparative study of civic education in France and the United States. 1980-1981 M.A. in History. Tufts University, Medford, MA. 1976-1977 M.A. in French. Middlebury College, Middlebury, VT. 1971-1973 B.A. in French and History. Rivier College, Nashua, N.H. 1969-1971 A.A. in French. American College in Paris, Paris, France. PROFESSIONAL EXPERIENCE 1996- to present University of Oklahoma, Lowell, MA: Assistant professor: responsibilities include orientation, advising, instruction and supervision of Initial Certification students on the secondary and elementary level. Instructor for the following courses : - Curriculum and Instruction: Methods course in the teaching of social studies/history on the secondary level. - Curriculum and Instruction: Ancient History for teachers - Curriculum and Instruction: History for history teachers - Curriculum and Instruction: ELL methods - Curriculum and Instruction: Methods course in the teaching of social studies/history on the elementary level. Student practicum supervisor : - Supervisor of student practicum Curriculum consultant and facilitator 1996- PRESENT Curriculum consultant and facilitator for the revision of the Social Studies curriculum and its alignment with the Oklahoma State Social Studies frameworks for the city of Lowell, MA. Curriculum consultant and facilitator for the revision of the Social Studies curriculum and its alignment with the Oklahoma State Social Studies frameworks for the city of Milford, MA. 1986-1989 Lexington Schools, Lexington, MA: Teacher of French. 1978-1986 American School of Paris, Paris, France: Teacher of French and history. K-6 coordinator of Lower School French Department. 1981 (6 months) Boston University, Boston, MA: Lecturer. Instructor of French for Freshmen and Junior language courses. 1974-1976 Mascenic Regional High School, New Ipswich, NH: Teacher of middle school French and high school history. Drama teacher and class advisor. WORKSHOPS GIVEN for the teachers of the Lowell school system : Fall, 1995 University of Oklahoma Lowell: Teaching strategies for the second language classroom. Spring, 1996 University of Oklahoma Lowell: Teaching strategies for the second language classroom. Spring, 1996 University of Oklahoma Lowell: Integration of the Oklahoma Social Studies frameworks into the school curriculum. Fall, 1996 University of Oklahoma Lowell: Teaching strategies for the elementary social studies classroom. Fall, 1996 to PRESENT College facilitator for the revision of the Social Studies curriculum and its alignment with the Oklahoma State Social Studies frameworks for the city of Lowell, MA. GRANTS RECEIVED: Fall, 2002 D.O.E Grant Teaching American History (Co-Investigator) - Teachers as Scholars, Communities as Classrooms. Fall, 1999 D.O.E grant: Ready to Teach (Design team leader) - Preparing tomorrows teachers for using technology. Summer, 1997 D.O.E. FIPSE Grant ( Co-Investigator) - Looking into classrooms: a technology mediated observation program. Fall, 1998 D.O.E.Grant (State) Instructor for a graduate course, Digging up history: Uncovering ancient civilizations. REFERENCES : References will be furnished upon request. John Wren Center for Field Services and Studies University of Oklahoma Lowell Lowell, MA 01824 (978) 934-4653 Fax: (978) 934-3002 John_Wren@uml.edu Experience Digital Media Specialist CFSS Graduate School of Education, University of Oklahoma Lowell 2000 Present Palm Education Technology Coordinator (PECT) Web Design and Maintenance Student / Faculty Training in multimedia applications for teaching Online Photographic Library creation Virtual Field Trip development VR Photographer Technology Lab design and procurement for GSE Digital Imaging Instructor Chelmsford Community Education, Chelmsford, MA 2000 Present Field Service Engineer and Customer Training Eastman Kodak On Demand Printing Systems Wellesley, MA 1985 2000 Education University of Oklahoma Lowell Multimedia & Web Design, 1995 2000 Maricopa Technical Institute Phoenix, Arizona Digital Electronics 1980 - 1982 University of Maryland London, England UK Business Management 1975 1978 Professional Associations National Association of Photoshop Professionals International VR Photography Association Jeanne E. Clark jclark@sun-associates.com EDUCATION Harvard Graduate School of Education, Cambridge, MA Ed.M -Technology in Education, 1995 Connecticut College, New London, CT B.A. Psychology EXPERIENCE Evaluation Associate 1996-1997, 2005-present Sun Associates Educational Technology Integration -- North Chelmsford, MA Program evaluation for K-12 education programs Sun Associates is an educational technology consulting firm specializing in issues supporting the meaningful integration of technology in primary and secondary schools, districts, and classrooms, Sun Associates provides strategic planning, program evaluation of technologys impact on teaching and learning, and the delivery of technology professional development. Educational Technology Specialist 1996 - 1997 Greater Lawrence Educational Collaborative Lawrence, MA Training and technology integration support to K-12 teachers G.L.E.C. services included workshops on technology integration and use, access to the Collaborative Software Preview Center; consulting support in curriculum development; assistance in school and district technology planning; and the dissemination of educational technology information and resources. Educational Technology Specialist 1995 - 1996 Regional Laboratory for Educational Improvement of the Northeast and Islands -- Andover, MA Training and technology integration support to K-12 teachers N.E.I.R.L. served as one of 10 US Department of Education research and development laboratories. Working under a variety of contracts with the US federal government, states, foundations, and local schools, the Laboratory's Educational Technology unit worked in the areas of educational technology policy research, evaluation, and practice support throughout the Northeastern US Director of Customer Support Services 1990 - 1994 Tom Snyder Productions, Educational Software -- Watertown, MA Managed a team of customer support representatives providing telephone assistance to K-12 teachers selecting and using Tom Snyder educational software within the curriculum. Zora Slapak Warren zwarren@sun-associates.com Education Harvard Graduate School of Education, Cambridge, Oklahoma Ed.M - Technology in Education, June 2002 University of Illinois at Urbana-Champaign, Champaign, Illinois College of Education Graduated with Honors BS in Social Studies Secondary Education, Minor in English, May 1998 Certification ( Oklahoma Professional Certification in Technology Integration Specialist K-12, Social Studies 5-12, and English 5-12 ( Illinois Certification in Social Studies and English 6-12 with a Middle School Endorsement Experience Sun Associates, North Chelmsford, Oklahoma June, 2005 present Evaluation Associate: Program evaluation for K-12 education programs. RJ Grey Junior High School, Acton, Oklahoma September 2002 June 2005 Classes Taught 8th Grade Study Skills Tech: A new class for 2004-2005. Students explore study strategies and technology to improve their student skills using the course work in their primary subjects. Units include: active reading, note-taking, and internet safety. 7th Grade Social Studies: Understanding Ourselves, A Nation of Immigrants, "Liberty & Justice for All?". Students investigate identity and the development of the United States through the struggles of immigrants and other groups such as women, African-Americans, and Native Americans, as they strive to achieve the American Dream. Groton-Dunstable Regional Middle School, Groton, Oklahoma September 1998 August 2001 Classes Taught 6th Grade Social Studies: Mesopotamia, Ancient Greece & Rome, Middle Ages, and China. 6th Grade Math: fractions, decimals, geometry, and algebra. 7th Grade Geography: ancient and modern Central America, South America, and Africa; Chinas Cultural Revolution based on the novel Red Scarf Girl; and watersheds of the world. 7th Grade Language Arts: utilized interdisciplinary literature, such as The House on Mango Street and Tom Sawyer, and focused on effective expository essay writing. Professional Organizations  HYPERLINK "http://www.ncss.org/" National Council of Social Studies (NCSS) September 1998 - present Jeff Sun jsun@sun-associates.com Experience Sun Associates North Chelmsford, MA President and Director, July, 1996, to present Director of an educational consulting firm specializing in issues related to the improvement of curriculum and instruction in primary and secondary schools, districts, and classrooms. Sun Associates services are centered around program evaluation, strategic planning, and the integration of instructional technology tools/resources into the curriculum. Programs range from long-term engagements as external evaluator on multi-year federal (US Department of Education) grants, to smaller district-based programs for curriculum, instruction, and technology programs. See the Sun Associates website at www.sun-associates.com/projs.html for more information on example programs. The Greater Lawrence Educational Collaborative Lawrence, MA Director of the Educational Technology Program, July, 1996, to July, 1998 The Regional Laboratory for Educational Improvement of the Northeast and Islands Andover, MA Director of Educational Technology, March, 1993, to August, 1996 National Distance Learning Center University of Kentucky- Owensboro Community College, Owensboro, KY Executive Director, June, 1991, to March, 1993 Oklahoma Institute for Social and Economic Research (MISER) University of Oklahoma, Amherst, MA Assistant Director, August, 1987, to June, 1991 Education University of Oklahoma, Amherst, MA Master of Arts in History, 1991. Concentration in Early to Mid 20th Century American Cultural History and the History of Technology. Hampshire College, Amherst, MA Bachelor of Arts in Public Health and Public Policy, 1983. Minor fields in Medical Sociology and the Natural Sciences. Emory University, Atlanta, GA Studies in English Literature, Film History and Philosophy. Further Information Further information on Jeff Sun, including lists of publications, presentations, and clients can be found online at www.sun-associates.com/staff Robert W. Ramsdell 202 Lexington Avenue Cambridge, MA 02138 617-576-0575 (h) 617-864-2425 (w) robr@freshpond.com EDUCATION Harvard University, Graduate School of Education Cambridge, MA Ed.M. Technology in Education, June 1996 Columbia University, Teachers College New York, NY M.A.T. Educational Administration, May 1995 Brown University Providence, RI B.A. Modern European History, May 1989 PROFESSIONAL EXPERIENCE FRESHPOND EDUCATION, INC. Cambridge, MA Founder & Managing Director, March 1996 - present Manage sales, marketing, finances, and operations. Lead design and delivery of services to a client base of more than 15 schools and school districts. Consult school administrators as they design programs for technology professional development. Support educators as they develop curriculum activities that take advantage of available technologies. LEADERSHIP AND THE NEW Harvard University TECHNOLOGIES INSITUTE Cambridge, MA Faculty, November 1997 present Contribute to the development of curriculum for week-long national institute for school leaders. Act as facilitator and presenter during institute. TECHNOLOGY LEADERSHIP CONFERENCE Sturbridge, Core Planning Team Member, January 1998 present Oklahoma Contribute to development of curriculum for two-day conference for Oklahoma superintendents. Consult on the identification of content and presenters for conference. CURRICULUM AND TECHNOLOGY INTEGRATION Oklahoma LEADERSHIP PROGRAM (state-wide) Program Coordinator, February 1998 present Coordinate all aspects of program development for a year-long program to support district teams who will play a leadership role in their district. Manage and contribute to the development of content for the Leadership Program. Identify presenters and facilitators for the program. Act as a lead facilitator and presenter during the programs various events. MASS EDUCATIONAL TECHNOLOGY TASK FORCE Oklahoma Core Member, December 1997 - present (state-wide) Contribute to the mission of the task force to promote the rapid implementation of educational technology in the public schools of the Commonwealth of Oklahoma. PORTLEDGE SCHOOL Locust Valley, NY Classroom Teacher, September 1989 - June 1995 Taught social studies to 7th, 9th, 10th and 12th grades. Director of Admissions, June 1991 - June 1995 Directed all admissions activities for pre-nursery through grade twelve. Robert R. Berkowitz Robert E. Berkowitz-Co-Creator of the Big6 Skills, Managing Partner-Big6 Associates, LLC is also School Library Media Specialist, Wayne Central School District, Ontario Center, NY. Bob has successfully managed school libraries for Head Start-12th grade in both rural and urban settings. He has been an educational professional since 1971. Bob is a strong believer in active, curriculum-centered library media programs and promotes the integration of information literacy skills across the entire curriculum. He consults with state education departments, school districts and local schools. He is often asked to share his ideas at state, regional, and local conferences and seminars as well as at international conferences. Bob has been an adjunct professor at Syracuse University's School of Information Studies, SUNY Buffalo's Library and Information School, and consultant to Mansfield University's School of Library & Information Technologies. Bob is a graduate of the American International College, BA (Springfield, MA). He earned an MA in Education, George Washington University; MLS State University of New York at Albany; Doctoral studies at University of Maryland (College Park, MD); and School Administrator's Certification, North Adams State College (North Adams, MA). Bob has collaborated with Mike Eisenberg to write: Helping with Homework (1996), Teaching Information & Technology Skills: The Big6 in Elementary Schools (1999), Teaching Information & Technology Skills: The Big6 in Secondary Schools (2000). Recently published interviews with Bob Berkowitz include: "Moving Every Child Ahead: The Big6 Success Strategy," (May/June,2002), MultiMedia Schools; and "Acing the Exam: How Can Librarians Boost Students' Test Scores?"(October, 2002), School Library Journal. Robert J. Allison Chair, History Department Associate Professor of History; Director, American Studies Program; Suffolk University 8 Ashburton Place, Boston, Oklahoma 02108 Home: 612 East Fifth Street South Boston, MA 02127 Phone: (617) 573-8510 Fax: (617) 723-7255 E-Mail: ballison@ suffolk.edu Education Ph.D., Harvard University, History of American Civilization, 1992 A.M., Harvard University, History, 1988 A.L.B., Harvard University, Extension School, 1986 Teaching Suffolk University, 1992- American Constitutional History; Native American History, Colonial America; The Civil War; History of Boston; Law, Literature, and History; Cultural Contact in World History; Modern Asian History. Harvard University, Extension School, 1992- American Constitutional History; US History Survey; Colonial America; the American Revolution; History of Boston; Writing and History; Seminar: The Pursuit of Jefferson. Publications: Books Stephen Decatur, American Naval Hero, 1779-1820. Amherst: University of Oklahoma Press, 2005. A Short History of Boston. Beverly, Oklahoma: Commonwealth Editions, 2004. Revolutionary Sites of Greater Boston, with photographer Ulrike Welsch, Commonwealth Editions, 2005. The Crescent Obscured: The United States and the Muslim World, 1776-1815. New York: Oxford University Press, 1995. Paperback, University of Chicago Press, 2000. Editor, The Interesting Narrative of Olaudah Equiano, or Gustavus Vassa, the African. [Orig.pub. 1789] Boston: Bedford Books, 1995. Co-Author, with Judith Freeman Clark, Oklahoma: From Colony to Commonwealth. Sun Valley, California: American Historical Press, 2002. Editor, American Eras: Development of a Nation, 1783-1815. Detroit: Gale Research, 1997. Editor, American Eras: Revolutionary Era, 1754-1783. Detroit: Gale Research, 1998. Editor, History In Dispute: American Political and Social Movements, 1900-1945: The Pursuit of Progress. Detroit: St. James Press, a Gale imprint, 2000. Editor, History in Dispute: American Political and Social Movements, 1945-Present: The Pursuit of Liberty. Detroit: St. James Press, a Gale imprint, 2000. Current Programs: A Short History of Cape Cod, Commonwealth Editions, proj. pub, 2006 The First Revolution: New England confronts Edmund Andros, 1685-1691. New England Remembers the Boston Massacre. Commonwealth Editions, 2006. Programed future volumes: New England Remembers the Boston Tea Party (2007); New England Remembers Bunker Hill (2008); New England Remembers Lexington and Concord (2009). Working Committee, organizing J.Joseph Moakley Institute for Public Policy at Suffolk University, and organizing Congressman Moakley's papers at Suffolk Law School. Organizing Boston History Network, collaborative effort among Boston historical societies and Suffolk University. Publications: Articles and Chapters Liberty and Slavery in the Era of the American Revolution. Introduction to A Song Full of Hope: 1770, 1830, Volume 2 of Making Freedom: African-Americans in US History, 5-volume sourcebook for teachers, prepared by Primary Source. Also served on advisory committee. Series published by Heinemann, 2004. "Bainbridge's Banquet: The United States and the Muslim World." Journal of American Studies of Turkey, 2001. "The United States and the Spectre of Islam: The Early 19th Century." The United States and the Middle East: Diplomatic and Economic Relations in Historical Perspective. Abbas Amanat, Editor. New Haven: Yale Council for International and Area Studies, 2000. "Americans and the Muslim World: First Encounters." (chapter) The Middle East and the United States: A Historical and Political Reassessment. David Lesch, editor. Second Edition. Westview, 1999. "Olaudah Equiano." (chapter) The Human Tradition in US History, Ian Steele and Nancy Rhoden, editors. Scholarly Resources, 1998. "Sailing to Algiers: American Sailors encounter the Muslim World." American Neptune, Spring 1997. "Law and Justice." (chapter) American Eras 1878-1899: Development of Industrial America. Gale Research, 1997. "Law and Justice." (chapter) American Decades, 1901-1910. Gale Research, 1996. "From the Covenant of Peace, a Simile of Sorrow: James Madison's American Allegory." Virginia Magazine of History and Biography, July 1991. Short Articles and Reviews Immigration and Immigrants: Political Refugees. Encyclopedia of the New American Nation. Charles Scribners Sons, Gale Group, to be published 2005. Grolier Encyclopedia of American Studies: The Federalist Papers. Grolier, Forthcoming. Macmillan Encyclopedia of Slavery: "Olaudah Equiano," "Barbary Captivity". Macmillan, 1998. Oxford Companion to American Military History: "Thomas Jefferson"; "War with France (1798)"; "Sedition Act"; "Tripolitan War (1801-1805)". Oxford University Press, 1998. Reviews: Documentary Editing; The Historian; Journal of American History; Journal of Interdisciplinary History; Reviews in American History; Virginia Magazine of History and Biography, William and Mary Quarterly. Editorial Work. New England Remembers. Series Editor, to publish 2-4 books each year on topics in New England History, Commonwealth Editions. Forthcoming titles include: Aram Goudzousian, The Hurricane of 1938 (Fall, 2004). James A. Aloisi, The Big Dig (Fall, 2004). Eli Bortman, Sacco and Vanzetti (Spring, 2005). Stephanie Schorow, The Cocoanut Grove Fire (Spring 2005) William M. Bulger, James Michael Curley (Spring 2006). Karen Chaney, Lizzie Borden (Spring 2006). Kerri Greenidge, Bostons Abolitionists (Spring 2007). Stephen ONeill, The Plymouth Colony (Spring 2007). Alan Rogers, The Boston Strangler (Spring 2006). Teacher Training Workshops and Curriculum Development. John Adams and the Oklahoma Constitution. Teaching American History Grant, Weymouth Public Schools. Adams National Historic Site, Quincy. July 28, 2005. Slavery in the Colonial Period. Teaching American History Grant, Quincy, Randolph, Newton, Braintree School Districts, Wheelock College. July 22, 2005. Boston History: An Overview. People and Places Program, Workshop for teachers in Greater Boston. National Park Service. Boston Public Library. July 19, 2005. Boston in the Revolution. Childrens Book Summit. Expeditionary Learning/Outward Bound. Week-long workshop on teaching American Revolution for teachers in EL/OB schools nationwide. Emerson College, July 20-25, 2005. Who was Olaudah Equiano? Presentation for Boston Public School teachers in workshop, Standing in the Shadows of American History, sponsored by Museum of African-American History, Boston. Suffolk University, June 28, 2005. African-Americans in Colonial Times. Primary Source Teachers Workshop, Milton Public Schools, Milton, May 6, 2004. American History: the Beginnings. American Studies Institute, C.V. Starr Center for American History, Washington College, Chestertown, Maryland. Seminar for 24 Muslim students from India, Pakistan, and Bangladesh. June 23, 2004. Boston in the Revolution. Childrens Book Summit. Expeditionary Learning/Outward Bound. Week-long workshop on teaching American Revolution for teachers in EL/OB schools nationwide. Suffolk University, Boston. June 26-July 1, 2004. Emerson College, July 20-25, 2005. Evolution and Expansion of Slavery: Anthony Johnson to Dred Scott. In Primary Source Summer Teachers Institute, African-Americans and the Making of America: 1650-2000. Tufts University, Medford. July 12, 2004. John Adams and the Oklahoma and United States Constitutions. Teacher Institute, John Adams: Independence Forever! Adams National Historic Site, Quincy. July 15, 2004. (Other panelists included David McCullough, Gordon Wood, Hiller Zobel, Joseph Ellis). Short History of Boston. Introduction to city for Kentucky Delegation, Democratic National Convention. Sponsored by Kentuckians of Boston. Suffolk University Law School, July 25, 2004. Introduction to John Joseph Moakley: In Service to His Country, exhibition, South Boston Neighborhood House, Senior Center, 136 H Street. September 21, 2004. Short History of Boston. South Boston Historical Society, September 27, 2004. An Armchair Tour of Cape Cod and the Islands, Alumni Reception for Suffolk alumni on Cape Cod; The Club, New Seabury, Oklahoma, September 30, 2004. Oklahoma History Overview. Medford Public Library, Medford, Oklahoma. October 4, 2004. Founding Ideas of the American Republic. Part of American Government: New Perspectives seminar, Salem Athenaeum, Salem, Oklahoma. October 18, 2004. Short History of Boston. Dorchester Historical Society, October 21, 2004. "Making Freedom" Summer Institute for teachers of African-American history. Presented workshop on African-Americans in American revolution, Bentley College, July 2001. Consultant, Primary Source, in preparing curriculum for Making Freedom, source book for teachers on African-American history. Summer, 2000. Teacher Workshop, Colonial America. Primary Source, Boston, Oklahoma, Summer 2002, March 2000; August 2000. Geared to Middle School teachers. Teacher Workshop, Two American Revolutions, Tsongas Industrial Center, Lowell, Oklahoma, November-December 1999; Spring 2002.Geared to teachers in grades 3-5. Children's Book Summit, Expeditionary Learning/Outward Bound, Teaching the American Revolution. Boston, July 1999; July 2000; July, 2001, July 2002. Middle School Teachers. Teacher Workshop, Primary Source, Boston, November 1998. Middle school teachers. Edison Program, consultant; preparing social studies curriculum for high school students, 1997. USS. Constitution Museum, Bicentennial Education Advisory Committee 1995-1997. Museum and Public History Work. Oklahoma Historical Records Advisory Board. Appointed by Sec. of State William Galvin. Fellows Committee, Oklahoma Historical Society. Vice President, South Boston Historical Society. Clerk, Friends of the Commonwealth Museum. Friends of the Commonwealth Museum, Columbia Point. Clerk, Board of Directors. Exhibit Gallery, Suffolk University Law School. Planning committee for exhibit space. Boston History Collaborative, Advisory panel planning Boston By Sea: Maritime Trail, 1998-2004. International Institute of Boston, Dreams of Freedom planning for new immigration museum, 1999-2000. USS. Constitution Museum, Education Committee; Exhibit Planning Committee. Conference Presentations African American Content in the History Classroom. Presentation with Richard Barry Fulton and Yvonne Powell, Boston Latin School, at 19th Annual METCO (Metropolitan Council for Educational Opportunity) Directors Association Annual Conference, Framingham. 21 November 2003. The Future of Local History. Moderated Panel, Annual Meeting of Bay State Historical League. Panelists included Nina Zannieri, Executive Director, Paul Revere Memorial Association; David Glassberg, University of Oklahoma-Amherst; Museum of American Textile History, Lowell, Oklahoma, 9 June 2003. Chaired Panel, "The Future of Boston's Heritage," American Historical Association Annual Meeting, Boston, January 2001. Paper Presentation. Umar Ibn Said and James Riley: Trans-Atlantic Experiences of Slavery. Presented at "Sometimes an Art: A Symposium in Celebration of Bernard Bailyn." Harvard, May 2000. Paper Presentation. The US and the Spectre of Islam: First Encounters, and Umar Ibn Said and James Riley: Trans-Atlantic Experiences of Slavery. British Association of American Studies, Swansea, Wales, April 2000. Paper Presentation. "Bainbridge's Banquet: Islam and American Identity," 23rd Annual American Studies Seminar, American Studies Association of Turkey, Mersin, Turkey, November 1998. Other Activities Sense Preferable to Sound: The Life and Legacy of Benjamin Franklin. Lecture as part of Benjamin Franklin 300th Birthday Celebration, Franklin Public Library, Franklin, Oklahoma. January 14, 2006. Short History of Boston. Allston-Brighton Historical Society, November 17, 2005. Conspiracy Theories on the Web. Greater Boston with Emily Rooney (WGBH, Channel 2) November 15, 2005. The First Oklahoma Miracle: The Merrimack River Valley. White Fund Lecture, Northern Essex Community College. Lawrence, Oklahoma. November 10, 2005. Bostons Beginnings. Society of the Cincinnati. Old State House, Boston. October 26, 2005. Creating and Exporting American Democracy. Aspen Institute 25th Reunion, Boston Harbor Hotel, October 21, 2005. The Boston City Council. Commentary on Channel 56 News, October 17, 2005. The Supreme Court and the Constitution. Constitution Day Panel Discussion, with John OCallaghan and Victoria Dodd. Suffolk University, September 20, 2005. Walking Tour, Historic Boston. For 60th Reunion, USS Los Angeles. Boston, September 9, 2005. Invited by crewmember Hiller B. Zobel. Hurricane of 1938. Commentary for Documentary prepared by Towers Productions to be aired on the History Channel, 2006. History of the Back Bay. Commentary for 50th Anniversary of Neighborhood Association of the Back Bay, Fall 2005. Keynote Speaker, annual Paul Reveres Row commemoration, Charlestown Navy Yard, sponsored by Boston National Historical Park. April 17, 2005. The Battle of Balls Bluff. Civil War Round-table, Boston Athenaeum, February 2005. Commentary on Presidential Inauguration, Morning News Shows, Channels 38 and Channel 5, January 20, 2005. History Detectives, Episode 211, shown on Public Broadcasting System, September 19, 2004. Short History of Boston. East Boston Public Library. June 7, 2004. Donald McKay and the Clippership Era. Part of Harbor Celebration, Piers Park, East Boston, June 12, 2004. Short History of Boston, on Citizens Corner with Mike Bare, Boston Neighborhood Network News (Channel 9) 26 May, 2004. (Other guest: Congressman Stephen F. Lynch). Short History of Boston. On Arnie Arnesen Show, various New Hampshire radio stations, July 23, 2004. Judge, Essay Contest for Middle School Students, sponsored by Bostonian Society and Boston Duck Tours. 2002-2004-2005. "Changing Meanings of Freedom: 225th Anniversary of the American Revolution," Symposium, Suffolk University, June, 2000. Planning Committee. Colonial Society of America, Graduate Student Conference. Planning Committee for second annual conference. May, 2000. New England Historical Association, Co-ordinating local activities to coincide with American Historical Association Meeting, Boston, January 2001. "Rex v. Wemms" Dramatic re-enactment of Boston Massacre Trial. Faneuil Hall, May 1, 1999. Historical consultant, prepared program notes, played role of juror Abraham Wheeler. Historical Commentary on Faneuil Hall Marketplace. "Chronicle," July 6, 2001. Historical Commentary, "In Search of History: Pirates of the Barbary Coast," History Channel, September 1998. Historical Commentary, "In Search of History: Charles Ponzi," History Channel, January 1999. New England Cable News, July 21, 1997. Historical Commentary during coverage of USS.Constitution's sail. Public Lectures: The Barbary Wars and American Character. Old South Meeting House, 4 March 2004. "Meet the Oklahoma Constitution." South Boston Historical Society, April 2002; Oklahoma State Archives, September 8, 2001. "Introduction to Boston History." Lecture for incoming Nieman Fellows, Harvard University. Held at Old State House, August 29, 2002; August 28, 2001. "Chatham Chase." Helped create historical scavenger hunt for Universal Pictures distribution retreat, Chatham, Oklahoma, September 2002. Have also presented lectures at Adams National Historic Site, Quincy; Provincetown Public Library; South Boston Historical Society. Prizes and Grants Petra T. Shattuck Distinguished Teaching Award, Harvard University Extension School, 1997. William T. Lothrop Prize runner-up, American Neptune, 1997. Harvard Merit Fellowship, 1990-91. Robert Middlekauff Fellow, Huntington Library, San Marino, California, 1991. National Endowment for the Humanities, Young Scholars Award, 1986. Community Service Community Juror. Evaluated year-end presentations by High School students, City on a Hill Charter School, Boston. June 16, 2004. Presentations on Boston History, Class VI English classes, Boston Latin School, September 18, 2004; May 27, 2005. Memberships Board of Overseers, USS Constitution Museum; Fellows Committee, Oklahoma Historical Society; Board of Directors, Old State House Vice President, South Boston Historical Society American Historical Association; Boston Athenaeum; Castle Island Association; Colonial Society of Oklahoma; Omohundru Institute of Early American History and Culture; Organization of American Historians; Phi Alpha Theta;. Personal. Married, Phyllis Allison 1985; children John Robert (3/13/90), Philip (6/19/93) Alexander Bloom Department of History 144 Foster Street Wheaton College Brighton, MA 02135 Norton, MA 02766 (617) 787-0237 (508) 286-3673 e-mail: abloom@wheatonma.edu EDUCATION University of California, Los Angeles 1964-66 University of California, Santa Cruz 1966-68 A.B. Boston College 1971-73 M.A. Boston College 1973-79 Ph.D. Professional Director of American Studies, Professor, 1992-; Chair, 1991-95, 2002-; A. Howard Meneely Professor, 1994-1996, Associate Professor, 1986-1992; Assistant Professor, 1980-1986. Department of History. Wheaton College. MAJOR PUBLICATIONS: Books The End of the Tunnel: The Vietnam Experience and the Shape of American Life manuscript in progress. Long Time Gone: Sixties America Then and Now New York: Oxford University Press, 2001. Takin It to the Streets: A Sixties Reader, (co-editor) New York: Oxford University Press, 1995. 2nd Edition, 2002. Prodigal Sons: The New York Intellectuals and Their World New York: Oxford University Press, 1986; London: Oxford University Press, 1987. Chapters, Articles, and Review Essays Vietnam War Mythology and the Rise of Public Cynicism, with Christian Appy, in Long Time Gone: Sixties America Then and Now, New York: Oxford University Press, 2001. Intellectual Life, The Encyclopedia of New York City Kenneth Jackson, ed., Yale University Press, 1995. An Age of Lead to an Age of Gold: New York in the Fifties, The World and I , January 1994 Cold War Childhood: A Different America, Children of the Left: A Story About Family and Politics in America, Oklahoma Foundation for the Humanities, 1990. Destructive History and the Constructive Generation, The World and I, August 1989 Partisan Review, The Encyclopedia of The American Left, Mari Jo Buhle, Paul Buhle, Dan Georgakas, eds. New York: Garland Publishing Co., 1989. Irving Howe, Leslie Fiedler, Philip Rahv, and Norman Podhoretz, The Blackwell Companion to Jewish Culture, Glenda Abramson, ed., Oxford: Basil Blackwell, 1989. The Social and Intellectual Life of the City, New York: Culture Capital of the World, 1940-1965, Leonard Wallock ed., New York: Rizzoli, 1988; Paris: Sueil, 1988, Tokyo, 1991. Rock n Roll Graduate School, The World and I, April 1987. Peeling the Pornographic Onion, The World and I, February, l986 Chapters, Articles, and Review Essays, cont'd. The Neoconservatives: Strange Bedfellows of the Right Coalition, The World and I, October, 1986 Neo-Conservatism: A Review Essay, Telos, Winter 1979-1980 The Neo-Conservatives: Sounding a Liberal Retreat, MBA, January 1977. Book Reviews appearing in The American Historical Review, The Journal of American History, Shofar, The Annals: Journal of the American Academy of Political and Social Science, Studies in Contemporary Jewry, Choice, The Jewish Spectator, Juris Doctor, America PAPERS, Talks, and Comments at the American Studies Association, Annual Convention; American Historical Association, Annual Convention; Organization of American Historians, Annual Convention; New England American Studies Association, Annual Meeting; as well as invited speaker on a number of campuses and panels. EDITORIAL BACKGROUND, includes: Reader: Oxford University Press, Duke University Press, The University of Oklahoma Press, Penn State University Press, Twayne Publishers, Rand-McNally Publishing, D.C. Heath and Company, Addison-Wellesley Publishing HONORS AND AWARDS, include: Fulbright Lectureship, University of Rome, Spring 2002; Prodigal Sons, nominated for the Bancroft Prize, the Merle Curti Prize in Intellectual History, the Pulitzer Prize, and as an American Library Association Notable Book of 1986. DAVID C. ENGERMAN Department of History MS 036 97 Lowell Street, #3 Brandeis University Somerville, MA 02143 Waltham, MA 02454 telephone: 617/776-2204 telephone: 781/736-2281 email:  HYPERLINK "mailto:engerman@brandeis.edu" engerman@brandeis.edu Current Academic Positions Fellow, Radcliffe Institute for Advanced Study, Harvard University, 2003-2004. Assistant Professor of History (tenure-track), Brandeis University, 1999-present. Research Associate, Davis Center for Russian and Eurasian Studies, Harvard University, 2001-2004. Previous Academic Positions Fellow, Charles Warren Center for the Study of American History, Harvard University, 2000-2001. Lecturer in History, University of California-Berkeley, 1998-1999. Education Ph.D. University of California-Berkeley, 1998 M.A. Rutgers University-New Brunswick, 1993 B.A. Swarthmore College, 1988 Current Programs Know Your Enemy: American Sovietology and the Making of the Cold War book and articles. Ideology and the Origins of the Cold War, 1917-1962, for The Cambridge History of the Cold War, ed. Odd Arne Westad and Melvyn P. Leffler (due December 2005). Books Modernization from the Other Shore: American Intellectuals and the Romance of Russian Development. Harvard University Press, 2003. Staging Growth: Modernization, Development, and the Global Cold War. University of Oklahoma Press, 2003 (Co-editor and contributor). The God That Failed: Six Studies of Communism. Columbia University Press, 2001. (Wrote new Foreword.) Articles in Refereed Journals The Romance of Economic Development and New Histories of the Cold War, Diplomatic History 28:1 (January 2004): 23-54. Rethinking Cold War Universities, Journal of Cold War Studies 5:3 (Summer 2003): 80-95. Modernization from the Other Shore: American Observers and the Costs of Soviet Economic Development, American Historical Review105:2 (April 2000): 383-416. New Society, New Scholarship: Soviet Studies Programmes in Interwar America, Minerva 37:1 (Spring 1999): 25-43. William Henry Chamberlin and Russia's Revolt against Western Civilization, Russian History/Histoire Russe 26:1 (Spring 1999): 45-64. Economic Reconstruction in Soviet Russia: The Courting of Herbert Hoover in 1922, International History Review 19:4 (November 1997): 836-47. Amerikanskaia pomoshch Rossii, 1921-1923 gg.: konflikty i sotrudnichestvo, Amerikanskii ezhegodnik 1995, 192-214; with Nana Tsikhelashvili. [American Aid to Russia, 1921-23: Conflicts and Cooperation, in American Yearbook.] A Research Agenda for the History of Tourism as a Foreign Relation: Towards an International Social History, American Studies International, 32:2 (October 1994): 3-31. Other Articles (Selected) East Meets West: The Center for International Studies and Indian Economic Development, in Staging Growth: Modernization, Development, and the Global Cold War (University of Oklahoma Press, 2003). Give a Party for the Party, American Communist History 1:1 (Autumn 2002): 73-89. * Discussed in New York Times, January 13, 2003. * Excerpted in Harpers Magazine, March 2003. John Dewey, Leon Trotsky, and the Soviets: Soviet Documents Describe an Episode in American Intellectual History, Intellectual History Newsletter 20 (1998): 68-70. Forthcoming Articles The Soviet Union and the Fate of Convergence Theory, in Imagining Capitalism, ed. Nelson Lichtenstein (forthcoming from University of Pennsylvania Press). The Ironies of the Iron Curtain: The Cold War and the Rise of Russian Studies, The Humanities and the Dynamics of Inclusion, ed. David A. Hollinger (due March 2004). Golod i revoliutsiia, Kriticheskii slovar Russkoi revoliutsii, ed. V. Iu. Cherniaev, William Rosenberg, and Edward Acton (BLITZ, in press). [Famine and Revolution, in Critical Dictionary of the Russian Revolution (Russian edition).] Book Reviews for the following journals: History of Education Quarterly; Journal of American History; Journal of Economic History; Kentucky Historical Register; Pacific Historical Review; Reviews in American History; Russian History/Histoire Russe; Russian Review; Slavic Review; also H-Diplo and H-Russia electronic lists. Honors and Major Fellowships (Selected) Visiting Scholar, American Academy of Arts and Sciences, 2003-04 (declined). Olin Postdoctoral Fellowship in International Security Studies, Yale University, 1999-2001 (declined). Postdoctoral Fellowship, Mershon Center, Ohio State University, 1998-99 (declined). Alternate, Research Fellowship Competition, Kennan Institute for Advanced Russian Studies, 1998. Outstanding Graduate Student Instructor, Berkeley Graduate Division, 1997. Dissertation Write-Up Fellowship, Mellon Foundation, 1997-98. John L. Simpson Fellowship in Comparative Studies, Institute for International Studies, 1997-98. Mabelle McLeod Lewis Fellowship in the Humanities, 1996-97. Jacob K. Javits Fellow, US Department of Education, 1992-96. Other Fellowships and Grants from Brandeis University, Franklin D. Roosevelt Presidential Library; Herbert Hoover Presidential Library; Kennan Institute for Advanced Russian Studies; Kitteredge Educational Fund; Mellon Foundation; Rockefeller Archive Center; Rutgers University; US Department of State; University of California-Berkeley. Invited Presentations (Selected) The Ironies of the Iron Curtain: The Cold War and the Rise of Russian Studies, for The Humanities and the Dynamics of Inclusion, 1945-1985, American Academy of Arts and Sciences, November 2003. After Ideology, What? The Rise and Fall of Convergence Theory, for Capitalism and Its Culture: Rethinking Mid-Twentieth-Century American Thought, University of California-Santa Barbara, February-March 2003. The Past, Present, and Future of Soviet Studies, for Critical Histories: Rethinking International Studies in a Changing Global Context, Social Science Research Council, April 2002. The Organization of Russian Research Centers in America: Choices between Scholarly Integrity and Government Direction, Kennan Institute for Advanced Russian Studies, March 2002. Internal Boundaries as Obstacles to a More Cosmopolitan American History, for Internationalizing the Study of American History, OAH/NYU, July 2000. The Role of 'National Character' Assessments in Foreign Policy Formation, for New Approaches to International History, International Security Studies, Yale University, December 1999. Transnational History and the Politics of Time: Backwardness and the Future of American History, for Internationalizing the Study of American History, OAH/NYU, July 1998. Other Conference Presentations at American Association for the Advancement of Slavic Studies; American Historical Association; American Historical Association/Pacific Branch; Organization of American Historians; Rothermere Institute for American Studies, University of Oxford; Social History Society (U.K.); and Society for Historians of American Foreign Relations. Professional Service Documents Editor, American Communist History, 2002-. Manuscript reviewer for Cornell University Press, the University of North Carolina Press, and various textbook publishers. Anonymous referee for American Historical Review; Diplomatic History; Peace and Change; Radical History Review; Russian History/Histoire Russe; Slavic Review. Member, Stuart L. Bernath Dissertation Grant Committee, Society for Historians of American Foreign Relations (SHAFR), 2001-2004 (Chair, 2003-04). External examiner (US Diplomatic History), Department of History, Swarthmore College, May 2001. Campus Service includes two years as Graduate Chair in American History (2001-2003); search committee for Mellon Post-Doctoral Fellow in US-Asian Relations; and other selection and advisory committees. Courses Taught Graduate Seminars: American Historians and American Identity; Cosmopolitan History of American Thought; Radical 1950s Undergraduate Lecture Courses: America Ascendant (foreign relations, 1898-1945); American Century (foreign relations 1945-2001); Modern Thought and Culture in the United States; Socialism and Communism in American History; United States since 1865 Undergraduate Seminars: America and the Rise of the Third World; Modern Ideas and Modern Identities; New Approaches to International History; Stalinism at Home and Abroad Publications and Presentations on Teaching (Selected) Towards a Cosmopolitan History of American Thought: A Syllabus, Intellectual History Newsletter 22 (2000): 92-96. The Bolshevik Revolution in Global Perspective, for World 2000: Teaching History and Geography, University of Texas-Austin, February 2000. International Interests: Liberal Arts Colleges Take the High Road, Educational Record 73:2 (Spring 1992): 42-46; with Parker G. Marden. Teaching-Related Grants from the Hewlett Foundation and Atlantic Philanthropies for courses on American foreign relations, American radicalism, a first-year seminar, and the US survey. RESUME DAVID D. HALL Education A.B., Harvard College, 1958 (History and Literature) Ph.D., Yale University, 1964 (American Studies) Appointments: Teaching Instructor-Associate Professor of History and American Studies, Yale University, 1962-70 Associate to Professor (1974) of History, Boston University, 1970-89 Directeur d'etudes invitees, Ecole des Hautes Etudes en Sciences Sociales (Paris) May 1985, March 2001 Distinguished Visiting Professor of American History, UCLA, 1989 Professor of American Religious History, Harvard Divinity School, 1989- (on the Bartlett and Emerson Foundations; as of 2001, John Bartlett Professor of New England Church History Appointments: Administrative (selected) Director, American and New England Studies Program, Boston University, 1970-76, 1987-88 Chair, Committee on the Study of Religion, Harvard University, 1998- 2004; acting chair, 1995 Professional Service (selected) Chairman, Program in the History of the Book in American Culture, American Antiquarian Society, 1984-93 General Editor, "A History of the Book in America" (5 volume series, to be published by Cambridge University Press ) Editor, Intellectual History Newsletter, 1985-90 Research Associate, Museum of Fine Arts, Boston, 1976-81 (for exhibition "New England Begins") Member, Council of the Institute of Early American History and Culture, Williamsburg, Virginia, 1984-89; Chair, 1987-89 Publications (selected) The Antinomian Controversy, 1636-1638: A Documentary History (Wesleyan University Press, 1968; second edition, with a new preface and notes, Duke University Press, 1990) The Faithful Shepherd: A History of the New England Ministry in the Seventeenth Century (Institute of Early American History/University of North Carolina Press, 1972; repr., The Norton Library, 1974) co-editor, Printing and Society in Early America (American Antiquarian Society, 1983) co-editor, Saints and Revolutionaries: Essays on Early American History (W. W. Norton, 1984) co-editor, Seventeenth-Century New England (Colonial Society of Oklahoma, 1984) Worlds of Wonder, Days of Judgment: Popular Religious Belief in Early New England (A. A. Knopf, 1989; paperback ed., Harvard University Press, 1990) Witch-hunting in Seventeenth Century New England: A Documentary History, 1638-1692 (Northeastern University Press, 1990; second, revised edition, 1999) "Witchcraft and the Limits of Interpretation," New England Quarterly 58 (1985), 253-81 "On Common Ground: The Coherence of American Puritan Studies," William and Mary Quarterly, 3rd ser., 44 (1987), 327-63 editor, Ecclesiastical Writings of Jonathan Edwards: The Works of Jonathan Edwards, volume 12 (Yale University Press, 1994) Cultures of Print: Essays in the History of the Book (University of Oklahoma Press, 1996) editor, Lived Religion in America: Toward a History of Practice (Princeton University Press, 1997) editor (with Hugh Amory), and principal contributor to: The Colonial Book in the Atlantic World, vol. 1 A History of the Book in America (Cambridge University Press, 2000) Fellowships and Honors (selected) National Endowment for the Humanities, Senior Fellowship, 1977-78 Guggenheim Memorial Foundation Fellowship, 1981-82 NEH Centers for Research/American Antiquarian Society Fellowship, 1981-82 Member, School of Historical Studies, Institute of Advanced Study, 1986 Fellow, Shelby Cullum Davis Center, Princeton University, 1988 Merle Curti Prize (Organization of American Historians) for Worlds of Wonder, 1991 Philip Schaff Prize (American Society for Church History) for Worlds of Wonders, 1991 CHRISTINA KLEIN (January 8, 2005) Literature Section Oklahoma Institute of Technology 14N-437 Cambridge, MA 02139 (617) 253-4450 cklein@mit.edu Education Yale University Ph.D., American Studies, 1997 M.A., American Studies, 1991 Wesleyan University B.A., Film Studies, 1986 Employment MIT, Mitsui Career Development Professor, 2003-2005 MIT, Associate Professor (untenured) of Literature, 2001-present MIT, Assistant Professor of Literature, 1997-2001 Lafayette College, Visiting Instructor in English, Spring, 1997 Yale, Instructor in American Studies, Spring, 1995 Publications Books Transnational US-Asian Cinema (under contract, University of California Press). Cold War Orientalism: Asia in the Middlebrow Imagination, 1945-1961 (University of California Press, 2003) Publications Articles and Book Chapters Is Kung Fu Hustle Un-American? Los Angeles Times, February 27, 2005. "'Copywood' No Longer," YaleGlobal Online, published by the Yale Center for the Study of Globalization, October 12, 2004; reprinted South China Morning Post (Hong Kong) "Why Does Hollywood Dominate US Cinemas?," YaleGlobal Online, published by the Yale Center for the Study of Globalization, August 17, 2004; reprinted International Herald Tribune; South China Morning Post (Hong Kong); Statesman (Calcutta, India) "The Hollowing-Out of Hollywood," YaleGlobal Online, published by the Yale Center for the Study of Globalization, April 30, 2004; reprinted Singapore Straits Times (Singapore); Korea Herald (Seoul); Outlook (India) "Martial Arts and the Globalization of US and Asian Film Industries," Comparative American Studies 2.3 (2004) 360-384 Crouching Tiger, Hidden Dragon: A Diasporic Reading, Cinema Journal, 43.4 (2004): 18-42 Transnational Conversations: A Web Pedagogy, with Jeffrey Partridge, Academic Exchange Quarterly (Spring 2003): 282-286 "The Asia Factor in Global Hollywood," YaleGlobal Online, published by the Yale Center for the Study of Globalization, March 2003; reprinted The Telegraph (Calcutta, India) March 31, 2003 When Chinese Martial Arts Flies Through the Global Box Office, YaleGlobal Online, published by the Yale Center for the Study of Globalization, December 2002; reprinted South China Morning Post (Hong Kong), December 14, 2002. "The King and I: Modernization as Cultural Transformation," Modernization, Development, and the Globalization of the Cold War, eds. David Engerman, Nils Gilman, Mark Haefele, Michael Latham. (University of Oklahoma Press, 2003): 129-162 "Rethinking Cold War Culture: From Containment to Global Integration," the minnesota review No. 55-57 (2002): 153-166 "Family Ties and Political Obligation: The Discourse of Adoption and the Cold War Commitment to Asia," Cold War Constructions: The Political Culture of United States Imperialism, 1945-1964, ed. Christian Appy (Amherst: University of Oklahoma Press, 2000): 35-66 "Syudan Anzenhosho no Kuwadate: Reisen no Sokan tositeno Osama to Watashi," (Japanese translation of "'Shall We Dance?': Staging Collective Security") Doshisha Amerika Kenkyu No. 34 (1998): 91-98 "'Everything of interest in the late Pine Ridge War are held by us for sale': Popular Culture and Wounded Knee," Western Historical Quarterly 25.1 (1994): 45-68 Publications Book Reviews Review of Yale Richmond, Cultural Exchange and the Cold War: Raising the Iron Curtain, in American Studies (forthcoming) Review of Melani McAlister, Epic Encounters: Culture, Media, and US Interests in the Middle East, 1945-2000, in Paradoxa: Studies in World Literary Genres No. 18 (2003): 345-349 Review of Toby Miller et al., Global Hollywood and Lev Manovich, The Language of New Media, in American Literature 75.2 (2003): 456-458 Conferences and Invited Lectures "The Crossroads of American Studies and Diplomatic History: A Roundtable Discussion," American Studies Association, November 2004 "Roundtable: The Intersections of Cultural Studies and Diplomatic History," Society for Historians of American Foreign Relations, June 2004 "Martial Arts and the Globalization of US and Asian Film Industries" -- Martial Arts/Global Flows, Duke University conference, February 2005 -- Department of Asian and African Languages, Duke University, May 2004 -- Center for Advanced Study, University of Illinois, October 2003 "Quentin Tarantino's Kill Bill and the Shaw Brothers' Legacy in a Globalizing World," University of Illinois conference, "Constructing Pan-Chinese Cultures: Globalism and the Shaw Brothers Cinema," October 2003 Jackie Chan in Hollywood: The Globalization of Film Industries in the US and Asia, Colby College, March 2003 The Asia Factor in Global Hollywood, Society for Cinema and Media Studies, March 2003 The Globalization of Hollywood -- American Historical Association, January 2003 -- Modern Language Association, December 2002 Kicking Ass or 'a Cozy Loving Pair'? The Social Meanings of Martial Arts, American Studies Association, November 2002 Flower Drum Song in its Cultural and Historical Context, Symposium on Rodgers and Hammersteins Flower Drum Song, New York University Center of Asian/ Pacific/American Studies, October 19, 2002 Crouching Tiger, Hidden Dragon as Diasporic Cinema, Society for Cinema Studies, May 2002 "Cosmopolitan Martial Arts Cinema," American Studies Association, November 2001 "Transnational Cultural Studies," English Department Colloquium, Boston College, March 2001 "Reading the New Global Cinema," MIT History and Literature Forum, March 2001 "The Image of America in the Postwar Literature of the Philippines," French Association of American Studies, Aix-en-Provence, May 2000 "Cold War Sentimentalism: The Middlebrow Culture of Collective Security," University of Connecticut, US Foreign Policy Seminar, February 2000 "Cold War Globalization and the Cultural Politics of Anti-Racism," Harvard University, Charles Warren Center for Studies in American History, February 2000 "Global Expansion and Ethnic Inclusion: Literary Tourism in Postwar Chinatown," American Studies Association, November 1999 "Hawaii and Cold War National Identity: Travel and Immigration in the Asia-Pacific Borderland," University of Pennsylvania conference, "Writing the Journey," June 1999 "Crossroads of the Pacific: Hawaii in the Postwar American Imagination," National University of Singapore conference, "Asia and America at Century's End," May 1999 "South Pacific as Cold War Culture," Burchard Scholars dinner, MIT, December 1998 "Global Motherhood: The Sentimental Logic of Collective Security," Modern Language Association, December 1998 "America's Asia: Hawaii as Cold War Paradise," American Studies Association, November 1998 "James Michener's Hawaii," MIT Comparative Media Studies colloquium, September 1998 "Cold War Sentimentalism: The King and I and Collective Security in Southeast Asia," Harvard University, Center for Literary and Cultural Studies, May 1998 "Race Tourism: Americans in Asia During the Cold War," American Studies Association, October 1997 "Travel Narratives and National Identity," Doshisha University, Kyoto, Japan, May, 1997 "Cold War Orientalism," Doshisha University, Kyoto, Japan, May, 1997 "Imagining Asia: Musicals, Travel Narratives and Middlebrow Culture in Cold War America," MIT, January 1997 "Teaching Post-War American Literature: Joan Didion's Slouching Towards Bethlehem and Maxine Hong Kingston's Woman Warrior," Oberlin College, January 1997 "Imperial Spectacles: Cold War Musicals and National Identity in Hollywood's Asia," Carnegie Mellon University, January 1997 "Imperial Spectacles: South Pacific, M. Butterfly, and the Uses of Genre," College of William and Mary, February 1997 "Shall We Dance: Staging Collective Security," American Studies Association, October 1995 "'The Key Word Was Marriage': Imagining America's Commitment to Asia in the 1950s," American Studies Association, October 1994 "Joan Didion: Telling Stories in Order to Live," Yale University, April 1994 Chair and/or Respondent Respondent, "Defining America Abroad: Promoters and Presenters," Organization of American Historians, March 2004. Chair, "Translating Race and Ethnicity in the Global Mediascape," American Studies Association, October 2003 Respondent, "Medicine, Migration, and the Boundaries of the Nation," MIT conference, "Race, Science, and Culture in East Asia," April 2003 Interviews and Public Lectures Chicago Public Radio, "Odyssey," program on martial arts films and globalization, January 2005 Chicago Public Radio, "Odyssey," program on international adoption, September 2004 BBC Radio, Richard Rodgers: The Sound of the American Dream, June 2002 BBC Radio, Nightwaves, program on South Pacific, December 2001 Museum of Fine Arts, moderated panel discussion on the film My Father, The Genius September 4, 2002 Richard Rodgers: The Sound of His Music, Chicago Humanities Council Teacher Training Institute, July 2002 Getting to Know You: The East-Meets-West Musicals of Rodgers and Hammerstein, New York Public Library for the Performing Arts at Lincoln Center, June 2002 Globalization and Culture: Asian Martial Arts in American Cinema, MIT Alumni Club, Chicago, July 2002 Awards and Fellowships Mitsui Career Development Professorship, MIT, 2003-2005 Charles Warren Center for Studies in American History, Harvard, Non-Resident Fellow, 2001-2002 Charles Warren Center for Studies in American History, Harvard, Resident Fellow, 1999-2000 Old Dominion Fellowship, MIT, Fall 1999 Yale Dissertation Fellowship, 1995-1996 Bert M. Fireman Prize for best graduate student article published in Western Historical Quarterly, 1994 Teaching American Studies: Transnational US-Asian Culture American Orientalism The American 1950s Film: Contemporary Asian Cinema Hollywood / Hong Kong / Bollywood Film Genre: Westerns and Musicals The Film Experience Literature: American Literature Asian American Literature Immigrant Narratives Professional Service Advisor to conference planners, "Global Flows/Martial Arts," Dept. of Asian and African Languages, Duke University Manuscript referee: University of California Press, Duke University Press, American Studies, Theater Journal, Pacific Historical Review Outside dissertation reader, Cotten Seiler, American Studies program, University of Kansas, May 2002 CURRICULUM VITAE Beth LaDow 22 Lakeview Road Winchester, Oklahoma 01890-3857 voice: 781-721-2090 fax: 781-721-5948 e-mail: beth@ladow.com CURRENT POSITIONS Writer and historian Seminar instructor for Teachers as Scholars, Primary Source, and the Boston History Collaborative, Boston, Oklahoma. EDUCATION Brandeis University. Ph.D., February 1995, History of American Civilization, granted with distinction. Harvard University. A.M., History, March 1984. Colorado College. B.A., History and Philosophy, summa cum laude, 1978. Phi Beta Kappa. Fredonia High School, Fredonia, Kansas, 1974. PUBLICATIONS books The Medicine Line: Life and Death on a North American Borderland, Routledge, 2001. articles, chapters, essays, and reviews Sanctuary: Native Border Crossings and the North American West in One West, Two Myths, ed. Carol Higham, University of Calgary Press, forthcoming May 2004. We Can Play Baseball on the Other Side: The Limits of Nationalist History on a US-Canada Borderland, in American Public Life and the Historical Imagination, eds. Wendy Gamber, Michael Grossberg, and Hendrik Hartog, University of Notre Dame Press, 2003. The Astonishing Origins of Wallace Stegners Environmental Genius, Montana, The Magazine of Western History, autumn 2002, originally delivered at the founding of the Wallace Stegner Society, American Literature Association meeting, May 24, 2001. Review of The Great Wide Open: Panoramic Photographs of the American West, in DoubleTake magazine, Winter 2002. Sanctuary: Native Border Crossings and the North American West, American Review of Canadian Studies special issue, Spring/Summer 2001. Book reviews for journals, including The Western Historical Quarterly (spring 1999), The Journal of American History, and Reviews in American History (summer 2002). Radio commentaries for NPR outlet WBUR, Boston 1999-2001. Chinook, Montana, and the Myth of Progressive Adaptation, Montana, The Magazine of Western History, Autumn 1989. Feature articles and reviews, Pacific Northwest magazine, 1980-1981. PRIZES Graduate student valedictory speaker, Brandeis commencement, 1995. Rundell Graduate Student Award, Western History Association, 1990. EXPERIENCE Seminar leader, Boston History Collaborative Teachers Institute, July 2003; Teachers as Scholars, January 2004; Primary Source, January 2004. Winchester Public Schools: member, Winchester School Committee 2000-2003, vice-chairman 2002-2003; enrichment speaker, Ambrose Elementary School; curriculum committee, Strategic Planning Group, 2001-present. Lecturer in History, Brandeis University, 1995-1998. Courses included History of the American West, and History of the United States 1865 to the Present. Preceptor, Harvard University Expository Writing Program, 1993-1994. One of my students essays appeared in the annual publication of best essays by Harvard freshmen. Teaching Assistant, Brandeis University, for The City in History, fall 1988, and United States History 1607 to 1865, fall 1989. Associate Editor of Publications, Oklahoma Historical Society, Boston, 1985-1986. Editor and Writer, Arthur D. Little, Inc., consulting firm, Cambridge, Oklahoma, 1983-1985. Assistant Editor, Pacific Northwest magazine, Seattle, 1980-1981. Editorial Assistant, 1979-1980. HEATHER COX RICHARDSON EDUCATION INSTITUTION DEGREE/DATE FIELD Harvard University Ph. D./1992 American Civilization Harvard University A. M./1987 American Literature Harvard-Radcliffe College A. B./1984 American History FELLOWSHIPS AND HONORS Charles Warren Center Fellowship, Harvard University Runner-up, Allan Nevins Prize (awarded for the best dissertation on an important theme in American history) PROFESSIONAL EXPERIENCE ACADEMIC POSITIONS 2003-- Master Lecturer II, Suffolk University 2003-- Visiting Lecturer, Fitchburg State College 1998-2002 Associate Professor of History, Oklahoma Institute of Technology 1994-1998 Assistant Professor of History, Oklahoma Institute of Technology 1993-1994 Visiting Professor, Oklahoma Institute of Technology PROFESSIONAL SERVICE 2002- Consultant to Primary Source and Teachers as Scholars, educational consulting firms 2002- Consultant to Brookline, Oklahoma, public schools on Teaching American History program: Defining Justice 2002- National Advisory Board, Tredegar National Civil War Center Foundation 2001-2004 Editorial Board, American Nineteenth Century History 2001-2002 Consultant Bill Moyers documentary, The Chinese in America PUBLICATIONS Books Self-Made Nation: The Reconstruction of America After the Civil War, 1865-1901. New Haven: Yale University Press, forthcoming. The Death of Reconstruction: Race, Labor, and Politics in the Post-Civil War North, 1865-1901. Cambridge: Harvard University Press (312 pages). A main selection of the History Book Club. 1997 The Greatest Nation of the Earth: Republic Economic Policies during the Civil War. Cambridge: Harvard University Press (342 pages). Edited Book 2004 Sidney Andrews, The South Since the War. Baton Rouge: Louisiana State University Press, forthcoming. Book Chapters Labor and Reconstruction in the North, in The Blackwell Companion to the Civil War and Reconstruction, ed. by Lacy K. Ford, Jr. Blackwell Press, forthcoming. Society and Economy in the North During Reconstruction, in Reconstructions: New Perspectives on the Postbellum United States, ed. by Thomas J. Brown, Oxford University Press, forthcoming. Book Reviews James Marten, Children for the Union: The War Spirit on the Northern Home Front, Chicago Tribune, forthcoming. Wendy A. Woloson, Refined Tastes: Sugar, Confectionery, and Consumers in Nineteenth-Century America, Journal of Interdisciplinary History (forthcoming). Bruce H. Mann, Republic of Debtors: Bankruptcy in the Age of American Independence, Law and History Review (forthcoming). William H. Roberts, Civil War Ironclads: The U. S. Navy and Industrial Mobilization, Business History Review (forthcoming). Eric Rauchway, Murdering McKinley: The Making of Theodore Roosevelts America. Chicago Tribune, August 24, 2003. Andrew Burstein, The Passions of Andrew Jackson, Chicago Tribune, April 13, 2003. Ann Hagedorn, Beyond the River: The Untold Story of the Heroes of the Underground Railroad, Chicago Tribune, March 9, 2003. Gaines M. Foster, Moral Reconstruction: Christian Lobbyists and the Federal Legislation of Morality, 1865-1920, Journal of American History 90 (June 2003): 245. Nancy Cohen, The Reconstruction of American Liberalism: 1865-1914, Business History Review 77 (Spring 2003): 115-117. James G. Hollandsworth, An Absolute Massacre: The New Orleans Race Riot of July 30, 1866, Labor History 44 (2003): 135-136. Glenn C. Loury, The Anatomy of Racial Equality, Bostonia (Summer 2002): 83-84. David G. Surdam: Northern Naval Superiority and the Economics of the American Civil War, Business History Review 76 (Summer 2002): 375-377. Alice Fahs, The Imagined Civil War: Popular Literature of the North and South, 1861-1865, Journal of Southern History, 68 (August 2002): 710-712 Laura F. Edwards, Scarlett Doesnt Live Here Anymore: Southern Women in the Civil War Era, Civil War History, 47 (September 2001): 261-262. Philip M. Katz, From Appomattox to Montmartre: Americans and the Paris Commune, Journal of American History, (March 2001): 1504-1505. Jean H. Baker, Affairs of Party: The Political Culture of Northern Democrats in the Mid-Nineteenth Century, The Historian 63 (December 2000): 135. Explaining the American Civil War, review essay in The Historian 61 (Winter 1999): 396-401. (Michael A. Morrison, Slavery and the American West: The Eclipse of Manifest Destiny and the Coming of the Civil War; Stephen B. Oates, The Approaching Fury: Voices of the Storm, 1820-1861; James M. McPherson, For Cause and Comrades: Why Men Fought in the Civil War). James L. Huston, Securing the Fruits of Labor: The American Concept of Wealth Distribution, 1765-1900, Journal of Interdisciplinary History 30 (Winter 1999): 538-540. Encyclopedia Entries and Magazine Articles Ten Percent Plan, Freedmens Bureau, and Military Reconstruction Act of 1867, in Footsteps, forthcoming. Joint Committee on the Conduct of the War (1861-1865) in The Encyclopedia of the United States Congress (Simon & Schuster). Israel Washburn, Jr., in American National Biography (Oxford University Press). Politics and Society, US, in Encyclopedia of Social History (Garland Publishing Company). PRESENTATIONS AND PANELS June Commentator: Sic Semper Tyrannis: Honor and Assassinations, Ancient and Modern Conference of the Historical Society April Panelist: Society and Economy in the North During Reconstruction Institute for Southern Studies, Beaufort South Carolina March Commentator: When Was the Gilded Age? Conference of the Organization of American Historians November Panelist: Reconstruction as it Should Have Been: An Exercise in Counterfactual 2003 History Conference of the Social Science History Association November Panelist: James M. McPhersons The Struggle for Equality after Forty Years Conference of the Southern Historical Association April Commentator: The Political Culture of Radical Republicanism Conference of the Organization of American Historians February Go West, Reconstruction: The Quest for a New Interpretation of Post-Civil War 2003 America Southern Intellectual History Circle January Chair and commentator: Politicians and their Publics in the Civil War Era Conference of the American Historical Association October Panelist: Union Legacies of the Civil War Tredegar National Civil War Center Foundation, Richmond, Virginia April Rebuilding America after the Civil War, or: What Birth Control had to do with 2002 Reconstruction Wheaton College, Norton, Oklahoma December Reconstruction and the American West: The Exodusters Critique the American South, 2001 1879-1880 Conference of the American Historical Association April Votes for Free Labor or Negro Supremacy?: Northerners Debate African-American Suffrage, 1867-1870 Conference of the American Historical Association October Reconstruction from a Northern Perspective, 1865-1915 Keynote speaker, BrANCH, England October How the Freedmen Became Dangerous: Northerners and Black Political Radicalism, 2000 1867-1871 Cambridge Seminar, Sidney Sussex College, Cambridge University, England November They that Lay the Taxes Do Not Pay Them: The 1871-1875 Tax Crisis and 1999 the Denigration of African-American Labor Conference of the Southern Historical Association January The Un-American Negro, 1880-1900 Charles Warren Center, Harvard University June Hell Bent for the West: The Washburn Brothers and the Antebellum Emigration 1995 from New England Washburn Humanities Center, Livermore Falls, Maine March What Do You Propose to Do With Them? Northern Republicans Interpret The Negro 1995 Question, 1861-1901 Conference of the Organization of American Historians January Forging a Liberal and Just Policy: The Republican Partys Changing Attitude Toward Immigration During the Civil War Conference of the American Historical Association CONTACT INFORMATION Heather Cox Richardson 8 Harrington Road Winchester, MA 01890 Telephone: 781-729-3022 E-mail: hrichardson22@comcast.net JOHN STAUFFER Harvard University Department of English Barker Center 71, 12 Quincy Street Cambridge, Oklahoma 02138 W: (617) 495-8440 H: (617) 864-4508  HYPERLINK "mailto:stauffer@fas.harvard.edu" stauffer@fas.harvard.edu Harvard University: Professor of English and History of American Civilization. John L. Loeb Associate Professor of the Humanities, 2003 (tenured July 2003). Associate Professor of English and American Civilization, 2001-03. Assistant Professor of English and History and Literature, 1999-2001. Yale University: Ph.D. Program in American Studies, 1993-99. Advisors: David Brion Davis (director), Alan Trachtenberg, and Jon Butler. Research and Teaching Interests: American History and Literature American Protest Literature Antebellum and Civil War Culture American Novel Slavery and Abolition Autobiography and Biography Visual Culture (especially photography) PUBLICATIONS Meteor of War: The John Brown Story, Co-Editor with Zoe Trodd (New York: Brandywine Press, 2004). The Problem of Freedom in The Bondwomans Narrative, In Search of Hannah Crafts: Critical Essays on The Bondwomans Narrative, eds. Henry Louis Gates, Jr. and Hollis Robbins (New York: Basic Books, 2004), pp. 53-70. Editor, Frederick Douglass, My Bondage and My Freedom (New York: Modern Library, October 2003). The Black Hearts of Men: Radical Abolitionists and the Transformation of Race (Cambridge: Harvard University Press, 2002). The Nature of Progress, Civil War Book Review, feature article, Spring 2002. "Popular Culture," Encyclopedia of the United States in the Nineteenth Century, ed. Paul Finkelman (New York: Charles Scribner's Sons, 2001). "Introduction," Robert Stivers: Listening to Cement (Santa Fe: Arena Editions, 2000). "Advent Among the Indians: The Revolutionary Ethos of Gerrit Smith, James McCune Smith, Frederick Douglass, and John Brown," in John R. McKivigan and Stanley Harrold, eds., Antislavery Violence: Sectional, Racial and Cultural Conflict in Antebellum America (Knoxville: The University of Tennessee Press, 1999), pp. 236-273. "Vik Muniz' Visual Reality," and "Tom Baril's Buildings," 21st: The Journal of Contemporary Photography, Volume 2 (1999), pp. 43-44, 100-102. "George Barrell Cheever," "Thomas Hovenden," "Richard Realf," and "James McCune Smith," American National Biography, eds. John A. Garraty and Mark C. Carnes (New York: Oxford University Press, 1999), Vol. 4, 768-770; Vol. 11, 286-288; Vol. 18, 234-236; Vol. 20, 216-217. "Race and Contemporary Photography: Willie Robert Middlebrook and the Legacy of Frederick Douglass," 21st: The Journal of Contemporary Photography, Volume 1 (1998), pp. 55-59. "Daguerreotyping the National Soul: The Portraits of Southworth and Hawes, 1843-1860," Prospects: An Annual of American Cultural Studies, Volume 22 (New York: Cambridge University Press, 1997), pp. 69-107. "Beyond Social Control: The Example of Gerrit Smith, Romantic Radical," ATQ (American Transcendental Quarterly), Special Issue: Philanthropy in Nineteenth-Century America, Volume 11, No. 3 (September 1997), pp. 233-259. "Gerrit Smith," "Richard Realf," "Immediatism," and "Slavery Depicted in Modern Art," The Historical Encyclopedia of World Slavery, ed. Junius P. Rodriguez (Santa Barbara: ABC-CLIO, 1997), pp. 51-53, 364, 542-543, 597-598. "Means and Ends in Graduate Student Organizing," Organization of American Historians Newsletter, 24:3 (August 1996), p. 4. ConceptualismPostconceptualism, The 1960s to the 1990s, Co-Authored with Lynn Warren (Chicago: Museum of Contemporary Art, 1992). Untitled (photograph) in Jay Seeley, High Contrast (Boston: Focal Press, 1992), p. 61. FORTHCOMING PUBLICATIONS Frederick Douglass and the Aesthetics of Freedom, Raritan Review (2004), forthcoming. Millennial Vistas: Reconsiderations of American Abolitionism, Co-Editor with Timothy Patrick McCarthy (New York: New Press, fall 2004). Creating an Image in Black: The Power of Abolition Pictures, Millennial Vistas: Reconsiderations of American Abolitionism (New York: New Press, fall 2004). The Problem of Evil: Slavery, Race, and the Ambiguities of Reform, Co-Editor with Steven Mintz (Amherst: University of Oklahoma Press, winter 2004). Frederick Douglass and the Problem of Freedom, The Problem of Evil: Slavery, Race, and the Ambiguities of Reform (Amherst: University of Oklahoma Press, winter 2004). Embattled Manhood and New England Writers, 1860-1870, Divided Houses II: Gender and the Civil War, eds. Catherine Clinton and Nina Silber (New York: Oxford University Press, spring 2005). Collective Degradation: Slavery and the Construction of Race, Co-Editor with Stanley Engerman (New Haven: Yale University Press, winter 2005-06). In the Shadow of a Dream: White Abolitionists and Race, Collective Degradation: Slavery and the Construction of Race (New Haven: Yale University Press, winter 2005-06). Frederick Douglass and the Dilemmas of Slave Redemptions, The Ethics and Economics of Slave Redemption, eds. Kwame Anthony Appiah and Martin Bunzl (Princeton: Princeton University Press, fall 2005). Herman Melville; or, the Ambiguities of Slavery and Abolition, A Companion to Melville, ed. Wyn Kelley (Oxford: Blackwell Publishing, fall 2005). Imagining America: Interracial Friendships and the Struggle for Racial Equality (New Haven: Yale University Press, 2007). Selected Book Reviews: A Gentleman of Color: The Life of James Forten, by Julie Winch, for H-Net Review (May 2004). American Culture, American Tastes: Social Change and the 20th Century, by Michael Kammen, for New York History (Fall 2004). North Star Country: Upstate New York and the Crusade for African American Freedom, by Milton C. Sernett, for Pennsylvania Magazine of History and Biography (Fall 2004). Necro Citizenship: Death, Eroticism, and the Public Sphere in the Nineteenth-Century United States, by Russ Castronovo, for Journal of Interdisciplinary History (Spring 2004). Parker Pillsbury: Radical Abolitionist, Male Feminist, by Stacey M. Robertson, for The Pennsylvania Magazine of History and Biography (Spring 2002): 344-346. Lincoln's Abolitionist General: The Biography of David Hunter, by Edward A. Miller, for Civil War History, 44:1 (March 1998), 68-70. The Civil War World of Herman Melville, by Stanton Garner, for New York History, 78:2 (April 1997), 218-20. WRITING AND TEACHING AWARDS 2003: Avery O. Craven Award for the most original book on the coming of the Civil War, the Civil War, or the era of Reconstruction, from the Organization of American Historians (for The Black Hearts of Men). 2003: Lincoln Prize ($50,000), Second Place Winner, for the best book on Lincoln or the Civil War era, from the Gettysburg Institute (for The Black Hearts of Men). I received $5,000. 2003: Magills Literary Annual award, for The Black Hearts of Men as one of 200 major examples of serious literature published during the previous year. 2002: Frederick Douglass Book Prize ($25,000) Co-Winner, for the best book on slavery, resistance, or abolition, from the Gilder Lehrman Institute (for The Black Hearts of Men). I received $10,000. 2002: Jan Thaddeus Teaching Prize, History and Literature, Harvard University. 1999-2001: Teaching Prize Nomination, History and Literature, Harvard University. 2000: Dixon Ryan Fox Prize finalist, for the best book-length manuscript on New York State, New York State Historical Association, 2000. 1999: Ralph Henry Gabriel Prize recipient for the best dissertation in American Studies, American Studies Association. 4 1997-98: Teaching Prize Fellowship Nomination, Yale University. FELLOWSHIPS AND OTHER HONORS Marquis Who's Who in the World, 2001 to present; Whos Who in America, 2000-present. 2000 Outstanding Intellectuals of the 21st Century, International Biographical Centre, 2001- present. Harvard University Faculty Research Grant, 1999-2003. Eastern Frontier Society Fellow, Summer 2002. Gilder Lehrman Institute Fellowship, 1998, 2000, 2001. Black History Fellowship, University of Houston, 2000. National Endowment for the Humanities (N.E.H.) Summer Grant, 1999. Charlotte W. Newcombe Doctoral Dissertation Fellowship, Woodrow Wilson National Fellowship Foundation, 1997-98. Teaching Prize Fellowship Nomination, Yale University, 1997, 1998. Yale University Fellow, 1993-98. Newhouse Fellow in Writing, Yale University, 1996-97. John F. Enders Research Grant, Yale University, 1997. Pew Program in Religion and American History Fellowship, 1996. Yale University History and American Studies Research Fellow, 1996. Yale University Research Fellow, 1994-95 (with David Brion Davis). Marcia Brady Tucker Fellow, Yale University Art Gallery, 1994 -95. New Britain Museum of American Art Fellow (N.E.A. Grant), New Britain, CT, 1994. The Honor Society of PHI KAPPA PHI, Purdue University Chapter, awarded in 1993. Eisinger Prize Recipient for best essay in American Studies, Purdue University, 1992. Curatorial Fellow, Museum of Contemporary Art, Chicago, Summer, 1992. INVITED TALKS AND CONFERENCE PAPERS The Annual Gordon Lecture, University of Glasgow, Scotland, May 2004: The Prophetic Vision of James McCune Smith. The New Bedford Whaling Museum, Melville Series Lecture, April 2004: Melville and Douglass on Slavery and Race. New England Slavery and the Slave Trade, The Colonial Society of Oklahoma, April 2004: The Transformation of Abolition in New England, commentator. Cruising the Mighty Oklahoma, aboard the Delta Queen, Keynote Lecturer, Harvard Alumni Association, April 2004: Mark Twains Oklahoma, Slavery and the Meaning of the Oklahoma, Frederick Douglasss America. American Antiquarian Society Seminar Series, April 2004: Representing the Black Subject and the Problem of Freedom. Rochester Institute of Technology, Frederick Douglass Lecture, April 2004: Creating an Image in Black: The Power of Abolition Pictures. OAH Annual Meeting, Boston, MA, March 2004: Creating an Image in Black: The Power of Abolition Pictures. Boston University, American Studies Seminar Series, February 2004: Frederick Douglass and the Problem of Freedom. Harvard University Pforzheimer House Masters Colloquium Series, February 2004: The Black Hearts of Men. Harvard Alumni Association, St. Louis, MO, Annual Banquet, February 2004: In the Shadow of a Dream: Interracial Friendships and American Abolitionism. The Lane Debates: The Making of Radical Abolition, Oberlin College, Oberlin, OH, January 2004: with Nancy Dye, Robert Abzug, Jim Stewart, Carol Lasser, Gary Kornblith, Robert Forbes, Peter Hinks, Richard Newman, others. Amherst College History and Black Studies Departments, Amherst, MA, January 2004: Frederick Douglass and the Problem of Freedom. Hamilton College History Department, Clinton, NY, December 2003: Frederick Douglass and the Problem of Freedom. Collective Degradation: Slavery and the Construction of Race, Gilder Lehrman Center, Yale University, November 2003: In the Shadow of a Dream: White Abolitionists and Race. Washington University, St. Louis, English and African and Afro-American Studies Program, October 2003: Frederick Douglass and the Aesthetics of Freedom. American Studies Association Annual Meeting, Hartford, CT, October 2003: Creating an Image in Black: The Power of Abolition Pictures. Harvard Club of Boston, October 2003: New Insights on the Civil War. European American Studies Colloquium, Palacky University, Olomouc, Czech Republic, August 2003: Frederick Douglass and the Aesthetics of Freedom, Keynote Speaker. 14th International James Fenimore Cooper Conference, Cooperstown, NY, July 2003: American Sublime: Interracial Friendships in The Deerslayer The Harriet Beecher Stowe Center, Hartford, CT, July 2003: The Nineteenth-Century World and the Tradition of the Protest Novel, Keynote Speaker. Macalester College, June 2003: Criticism and Ethics in American Studies and Literary Theory. Harvard University English Department, May 2003: Frederick Douglass and the Aesthetics of Freedom. University of MarylandAmerican HUS history is taught in elementary grades 4 and 5 as recommended by the Oklahoma State Department of Education. Major topics taught in the elementary grades include Native American cultures and exploration. United States History I, a survey of American History through the Civil War, is taught at grade 8 in each of the middle schools. United States History II, which covers the history of the nation from Reconstruction to the present, is taught at Grade 9 in Washington County and Garrett County and at Grade 11 in Allegany County and is a requirement for high Fundamentally, the guidelines proclaim, two understandings must guide professional development of history teachers. First, training must interweave content, pedagogy, and historical thinking, Secondly content, pedagogy and historical thinking should be related to classroom experience (American Historical Association Benchmarks, 2002). These guidelines, which detail suggestions for collaboration and define historical thinking skills, will provide focus during planning and implementation and will provide reference for the programs internal and external evaluation. In 2002, the American Historical Association developed guidelines for professional development in teaching American History as a discipline. The guidelines include recommendations that professional development of history teachers must involve sound approaches to teaching historical content, must attend to pedagogy and active learning, must emphasize several definable habits of mind including uses of evidence and interpretation in forming arguments and understanding issues of change over time, and promote appropriate and effective assessment methodologies. Funding for staff development has been targeted at helping students with reading and math. Because American history is not an assessed area, state and county resources have not been devoted to American history content or methods for teaching history. In Oklahoma the state assessment program requires students to pass an end of course government test, not an American History test. The state has established Governors Academies to provide content training for teachers to more effectively teach government but similar opportunities have not been forthcoming to address the needs of American History teachers. The Oklahoma Teacher Professional Development Standards states that Effective professional development deepens all teachers content knowledge and the knowledge and skills necessary to provide effective instruction and to assess student progress. James Stronges report on teacher effectiveness (2002) provides support for the Oklahoma professional development standard by his finding that academic content preparation is a significant indicator of teacher classroom effectiveness. The professional development provided for in the project summer symposia and institutes and the history in-service provided by the CCH specialists as well as the weekend study tours will be content specific to important topics, themes and periods in the history of our nation. Stronge also indicates studies support the finding that fully prepared teachers with background knowledge of pedagogy are better able to recognize individual student needs and customize instruction to increase overall student achievement." US history is taught in elementary grades 4 and 5 as recommended by the Oklahoma State Department of Education. Major topics taught in the elementary grades include Native American cultures and exploration. United States History I, a survey of American History through the Civil War, is taught at grade 8 in each of the middle schools. United States History II, which covers the history of the nation from Reconstruction to the present, is taught at Grade 9 in Washington County and Garrett County and at Grade 11 in Allegany County and is a requirement for high school graduation. Advanced Placement United States History is also offered in 12 of the 14 high schools in the tri-county region. Each county school system has encouraged participation in Advanced Placement United States History howevers 4 and the elementary gradesthexploraitonMtjethe Mrth""" resoning; . They also studyMnd the Jacksonian Era; aInformation on the Class System can be found in the attachments.be automated Native American cultures and exploration. United States History I, a survey of American History through the Civil War, is taught at grade 8 in each of the middle schools. taught at Grade 9 in Washington County and Garrett County and at Grade 11 in Allegany County and is a requirement fortht ADD Net Trekker Here and Microsoft Class Systemleader teachersteachersCapturing HistoryThe two-day workshops prepare teachers to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will also create an HTML program on CD.Bob BerkowitzMay 2008 (repeated in May of 2009 and 2010) United States12 14the tri-county regionounty. Each cconsoritumAdvanced Placement United Statesthe advanced history184155Advanced Placement44 percentThis CCH grant is needed to improve content-based teaching and learning of American History as a separate discipline. Content specific professional development will address crucial essential topics and themes and highlight individuals, and movements                             CCH) grant program. CCH represents a three-year professional development program and student achievement initiative that will be managed and fiscally operated by the Western Heights School District as the qualified Local Education Agency (LEA) lead applicant, in collaborative partnership with a consortium of 15 local area school districts in addition to several community-based education, historical, and other organizations that are dedicated improving the teaching and learning of traditional US history in Oklahoma. Over the course of the past year, these partnering agencies have joined forces with Western Heights School District in the planning and development of this Teaching American History grant proposal. These organizations, which include the University of Oklahoma, several historical societies, archive-rich libraries, and historically significant museums, will act as co-collaborators and co-implementers of the Teaching American History grant and CCH program. The training and support services that will be delivered by the CCH program will directly impact and benefit the teachers and students of the following school districts: Western Heights Pubic Schools, xxxxxxxxxxxxxxxx. All of these LEAs serve the Oklahoma City region and all enroll an impoverished, at risk population of students. The total enrollment of the LEAs is xxxxxxxxx students. Therefore, the CCH program qualifies for a potential grant award of $x00,000 over the 3 year grant period. As the participating education systems report a disproportionably high rate of NCLB defined under-qualified/not highly qualified teachers, student poverty, and low student achievement when compared to most other Oklahoma schools, our consortium represents urban inner city, high-needs schools that are ready and eager for educational reform through teacher development. As the current year budget of our schools have been cut by more than xx% and as no professional teacher training in history has been offered in over xxx years, the partnering LEAs and our teachers are extremely excited about this grant opportunity. However, due to these same issues of budget limitations and infrequent teacher training offerings in US history, the participating LEAs could not engage such an undertaking on its own. Therefore, the resources of the local, state, and national historical community have been pooled to plan, development, and implement the CCH initiative. CCH is an educator development initiative that has been designed to meet the absolute priority of the Teaching American History grant as it is built to embrace collaboration among a community of nationally recognized scholars, historians, and educational leaders from an array of partner institutions. The absolute priority of the grant as stated in the federal register reads as follows: The absolute priority is partnerships with other agencies or institutions. Each applicant LEA must propose to work in collaboration with one or more of the following: An institution of higher education. A non-profit history or humanities organization. A library or museum. CCH fully meets the conditions of the absolute priority through its development of and reliance on partnerships with a variety of institutions of higher education, non-profit historical organizations, museums and historical libraries, and other organizations of the consortium that will be actively participating in the grant program. Specifically, the agencies listed below have agreed to partner with Western Heights School District and collaborating LEAs to help implement and coordinate the proposed Teaching American History grant. NON-PROFIT MUSEUMS, LIBRARIES, AND HISTORICAL ORGANIZATIONS Several non-profit museums, historical libraries with primary sources and archival resources, and regional and local historically significant organizations have joined our consortium of collaborative partners to provide targeted teachers with once-in-a-lifetime experiential learning opportunities and training experiences that will enable them to improve their knowledge, pedagogy, and instructional skill sets related to the teaching of traditional American history. Western Heights School District has worked closely with the nationally recognized, historically significant organizations listed in the chart below to plan for this undertaking. All of these agencies have agreed to donate their staff time and resources to hosting training workshops for participating teachers who attend the program scheduled experiential field trips at the partners historical sites, museum facilities, and libraries. Moreover, our partner organizations will provide participating teachers with maps, DVDs, trade books, audiotapes, posters, and other donated resources to incorporate into their classrooms, lesson plans, and curricula. Teacher experiential field trips to our partner sites will consist of customized workshops presented by curators and educational staff of our partnering organizations as well as the introduction of the museum/historical organizations collection of historical resources and the availability of these to participants as they conduct self-directed, independent studies and analysis. Our partners include but are not limited to: Insert chart pertaining to museums, libraries, and historical organizations ONLY here The historical societies, organizations, and museum partners of the CCH initiative all have vast resources of artifacts, archives, primary source documents, period diaries, and resident historians who will be involved in the summertime and school year training workshops and professional development sessions that will occur over then next three program years. The museums and historical organizations, listed above, as collaborating partners in this grant initiative are located in some of the oldest settler communities in the United States. Together they possess an enormous amount of resources (dating from the early 1600s to the present time) that bring to life the social, political, cultural, and economic history of early and modern day America. Each of our partners has provided a letter of support documenting its commitment of supporting the CCH program and donating the use of its resources, facilities, and personnel to helping implement CCHs experiential and training programming for Oklahoma City teachers. These letters of support can be found in the Letters of Support Attachments of this grant proposal. INSTITUTIONS OF HIGHER EDUCATION PARTNERS During the planning of this grant initiative, Western Heights School District established a long-term commitment from both the Department of History and the College of Education of the University of Oklahoma to develop and deploy the majority of the training and professional development sessions that will be offered to participating teachers for the CCH grant program. These departments have worked jointly in the past and have built a solid reputation for outstanding in-service programs that combine the scholarship of university historians with the expertise of classroom teachers (elementary, middle, and secondary). Several scholars and professors of the two university departments have agreed to provide their time and various university resources to train, coach, and mentor the actively participating educators from CCH schools. The resumes and curricula vitas of these trainers can be found in the Resume Attachments of this grant proposal. University of Oklahoma is a long-time collaborator and partner of the Western Heights School District and our partner LEAs. The faculty of the history and education departments who will be co-implementing the CCH trainings include many nationally recognized and published American history scholars who are experts in various periods and themes of American history. The history scholars of University of Oklahoma will lead the professional training activities of the CCH program as they work in a tri-partite collaborative approach with elementary, middle, and secondary level professors and leaders of education of the university who will further bring with them exceptional skills and knowledge regarding the best practices of instruction, assessment, and curriculum development in context to the teaching, pedagogy, and instruction of traditional US history in the pubic K-12 classroom. All of the training activities to be offered will be built around participation by scholars and lead teachers. By fostering a climate of intellectual exchange between university scholars and teachers, we acknowledge the pivotal role teachers play in the creation of a more sophisticated and aware American public. Teachers will able to obtain professional development points and university credits after completing a significant portion of the of trainings to be offered by University of Oklahoma. In addition to facilitating the school year trainings, coachings, and touchback sessions, one of the most important activities that the university will coordinate deals with the annual two week summer training institutes for the 120 CCH enrolled educators which will take place at xxxxxxxxxxxx. University of Oklahoma has documented in-kind contributions of its staff, training resources, and training materials to be used in the program to support the annual summer learning event. The summer institutes will consist of: content rich presentations by university history scholars and history education practitioners; workshops on a variety of topics which include the use of primary source materials, effective teaching strategies and pedagogy, measuring student achievement, aligning curriculum with state and national standards, historical inquiry, research, and the use of technology and assessment in the classroom; and practical application of the training content and best practices in the K-12 classroom. Through the summer institutes and through a variety of other school year, content-driven training seminars that will be facilitated by our university training team, participating history teachers will be equipped with the knowledge, understanding, experience, skills, materials, resources, and confidence they need to effectively teach traditional American history as a stand alone academic subject. Pedagogical methods of the many CCH training events will be presented within the context of American history content in order to demonstrate the relationship between these activities and in-depth historical text. Participating teachers (and, in turn, their students) will also be given opportunities to learn how historians conduct research and use archives and resources to engage the learner. Our partnering university trainers and practitioners will further support teachers in acquiring instructional materials, information on local and national initiatives, and technologies that they can use to improve the curriculum of their schools as well as improve the classroom learning environment. Ultimately, the continued involvement of our university training partner will help to foster the development of an informed, responsible citizenry committed to the fundamental values and principles of the US Constitution who are actively engaged in the practice of democracy in the United States. The collaborating professors of University of Oklahoma as well as University of Oklahoma institutional department heads have provided letters of support documenting their commitment to participating in the program and maintaining a strong collaborative partnership with Western Heights School District and the consortium in deploying the CCH program. Please cross reference their documentation of partnership in the Letters of Support Attachments of this grant proposal, which further articulate their commitment of in-kind donations and resources to the program. All of the above partnering agencies, including a team of teachers and administrators from the partnering LEAs and schools, have spent a great deal of time planning the CCH program for the benefit of inner-city Oklahoma City teachers and students. We will all continually work with supporters and administrators from the California Department of Education and the educational leaders of the program consortium to infuse the CCH initiative with research-based strategies that focus on improving the teaching and learning of American history and effectively integrating activities that make American history alive and exciting for students in their classrooms. To demonstrate its commitment to the program, our partners have promised, in writing, $xxxxxxxxxx of (annual) in-kind resources and contributions to help run the CCH program, which includes the donated use of facilities, personnel, cash revenue, technology, and instructional resource materials for teachers. Collaboration through a network of strong partners is and will continue to be the foundation of the CCH program. Upon award of the Teaching American History grant, a subcommittee of stakeholders from our partner agencies will be formed to oversee the program operations in a spirit of collaboration. This advisory will consist of representatives from the University of Oklahoma history and education departments, as well as teachers, administrators, principals, parents, students, history buffs, curators, and directors of the partnering LEAs and key partner organizations who will all work together to support this comprehensive effort to improve the teaching and learning of American history. The advisory will meet regularly to make systematic improvements and modifications to the implementation of the CCH initiative based on data and feedback from schools, from our partnering university trainers and teachers, and from the evaluation team. The attachments to this proposal include letters of support and memorandums of understanding from each of our partnering organizations that document each partners role in the program as well as its commitment to donating and providing the resources necessary to implement CCH over the 3 year grant term. Please cross reference these documents in the Letters of Support Attachment section of this grant proposal. COMPETITIVE PRIORITY ONE The CCH program that is being proposed by Western Heights School District meets, in full, the conditions set forth by the first competitive preference priority. For the CCH program, history teachers of the xxxx LEAs of our consortium will be invited to either receive training and related support services of the Teaching American History grant from the CCH program trainers and staff or to participate in the CCH control group. The Program Significance Section of the grant proposal offers a summary of the extreme needs and poor student learning conditions of the schools that will participate in CCH, please cross reference. The following chart summarizes this need: Demographics of CCH Students ChartLEA# of StudentsStudent Demographics W: White B: Black H: Hispanic A: Asian% Enrolled in Free Reduced Lunch% of Students Scoring Below Proficiency on the 2005-06 State Tests M: Failed Math R: Failed Reading S: Failed Science H: Failed HistoryNCLB Improvement StatusElementary: Middle: High School:W: xx% B: xx% H: xx% A: XX%M: xx% R: xx% S: xx% H: xx%Elementary: Middle: High School:W: xx% B: xx% H: xx% A: XX%M: xx% R: xx% S: xx% H: xx%Elementary: Middle: High School:W: xx% B: xx% H: xx% A: XX%M: xx% R: xx% S: xx% H: xx%Elementary: Middle: High School:W: xx% B: xx% H: xx% A: XX%M: xx% R: xx% S: xx% H: xx%AverageXxW: xx% B: xx% H: xx% A: XX%Xxx%M: xx% R: xx% S: xx% H: xx%Xxx Not Meeting AYP Of the xxx schools that are governed by the LEAs that will participate in CCH, xxx have not met the state defined measures of Adequate Yearly Progress (AYP) for one or more years and are in some form of NCLB school improvement. The remainder of these schools (xxx) are programed to transition into not meeting AYP status when the new testing results are sent out by the state. This is due to the increased rigor in state testing and AYP mandates that have recently gone into effect. Moreover, xxx of the participating schools are Title I due to the impoverished, disadvantaged student populations they served. There are a variety of factors that contribute to our schools failure to meet AYP. Poverty is a key problem among students as xxx% of our children are enrolled in the free and reduced lunch program due to the low income and impoverished economic state of the households where they reside. Moreover, a significant number of our students (xxx%) are English Language Learners or special education students who are failing to meet proficiency on state testing because they have unique and individualized learning needs that are not fully being met by our school system. Student mobility (up to xxx%) is high among these schools, which further agitates the learning environment. Moreover, xxx% of our students, during the last school year, failed to meet academic proficiency in reading/language arts; xxx% scored under the average-proficient level on the state writing exam; xxx% are failing to meet proficiency in math; and xxx% are considered to be under-proficient in history and social studies content. Other issues, such as low attendance rates (with the average attendance at our schools being only xxx% as compared with the state average of xx%) make it difficult for teachers to keep children on track. All of these factors contribute to AYP. It is the hope and intention of our consortium of partners to use the CCH educator training initiative as a tool for raising student achievement and teacher effectiveness in the targeted low performing schools, thus, transitioning these school systems OUT of NCLB needs improvement status. Each of our LEA partners believe that the education of children is an ever-evolving process that should be continually evaluated and improved through curricular and instructional rigor (a raising of the bar), educator development, and reward for achieving educational outcomes. It is also our belief that outside of a childs home, our educators can be some of the greatest influencers of childrens ability and desire to perform academically. This power to inspire and teach is a special gift that will be molded, perfected, and recognized among Oklahoma City history teachers over the next 3 years through the Teaching American History grant. Because the CCH program will use a quasi-experimental research design, it will be a fairly easy process to identify and recruit history teachers from schools and districts that are not meeting AYP or that are in some form of NCLB Needs Improvement status. The quasi-experimental design will allow for the evaluators of the grant to representatively assign (from the xxx member pool of CCH school districts) a district to participate in the control or experimental group. Because the assignment will be made at the district level, all of the schools within the district will either be a control or experimental group participant. Because the evaluation design is dealing with a comparative study approach, it was absolutely vital from the beginning of planning the grant program that the districts that chose to participate as part of the CCH consortium be extremely similar in regards to the demographics of students, the Academic Performance Index or API scores of their schools, and other characteristics so that a true comparison can be made between the control and experimental grouping of LEAs. As you will see in the chart above, the districts that will be a part of the evaluation design are extremely similar. The race and ethnicity of students and teachers are nearly identical; the student scores on the state achievement tests only differ just a couple of percentage points between the districts; and all of the districts have participated in similar professional development programs and state initiatives since they are all in close proximity with each other and all required to fulfill similar state mandates. The way that the state of Oklahoma determines API, AYP, and school improvement rankings is very complicated. The slightest difference in the students attendance rate from school to school or a slight difference in the state test scores of the special education students vs. the Title I students of a school can make this determination. However, because of the similarities among all of our partnering schools and districts, the evaluation consultants who will help implement the CCH evaluation plan have concurred that it would be an acceptable methodology to representatively assign districts without schools that are currently needs of improvement to the control group and the assign the remainder of the districts to the experimental group. Therefore, 100% of the history teachers within those not meeting AYP or in Needs of Improvement schools of the consortium will participate fully in the CCH program. Partnering districts that do not have schools in needs of improvement/not meeting AYP but that do, as discussed, have schools that are similar to those of the experimental group will comprise the control group. The following chart provides a breakdown of this configuration. Note that control group districts will receive incentives to encourage participation in the assessment components of the program so a volume sample is secured. Experimental and Control Group Assignment ChartExperimental GroupControl GroupWestern Heights School Districtxxxxxx Data collected from the CCH control and experimental groups will enable program implementers and researchers to determine the best combination of offerings and incentives that are the most efficient and effective at raising student achievement in Oklahoma City. The justification of why the CCH LEAs have chosen this approach is described in the Evaluation Plan Section, below. COMPETITIVE PRIORITY TWO A comprehensive and rigorous evaluation plan has been developed and will be implemented for the CCH program under the guidance of an expert team of third party researchers. The proposed evaluation plan, which incorporates multiple levels of checks and balances will ensure Accountability: Produces evidence that CCH is meeting its goals, objectives, and activity commitments; Program Management: Monitors the routines of CCH operations - guiding short-term corrections and planning for the future; Staying on Track: Keeps implementers focused on program goals, objectives, and outcomes; increases understanding of service delivery successes and need for improvement; Efficiency: Streamlines service delivery; improves coordination of CCH services; Sustainability: Provides evidence as to whether or not CCH merits continued expenditures of funds; and Replicability: Provides useful information to ease program replication at other school districts in the future. The CCH evaluation design includes both a localized evaluation plan and a commitment to support and participate in the US Department of Educations national evaluation effort for the Teaching American History program. Nearby research firm, Evaluation Associates, will work cooperatively with the stakeholders and leaders of Western Heights School District (and the CCH partners) to coordinate this two-pronged evaluation effort. The broad scope of services that Evaluation Associates will roll out, starting in October 2007 includes: providing training for the program staff on how to properly administer assessments and how to properly collect archival records documenting program activities; coordinating CCH assessment activities and the development of assessment tools; aggregating data, developing and presenting (to staff and stakeholders) summative and formative evaluation reports and progress updates; attending (as needed) the Advisory Committee meetings to review CCH data and progress so that decision-making regarding program changes and improvements is driven by data and feedback looping processes; performing regular site visits to monitor and assess the fidelity of the program; and working with CCH staff to align the local level evaluation process with the national evaluation model and requirements. During the planning phase of this grant, several senior level evaluators from Evaluation Associates worked with Western Heights and the CCH consortium school districts to prepare an evaluation plan that would build upon the resources and strengths of our educational communities and that would articulate with the GPRA reporting criteria, goals, objectives, and outcomes of the Teaching American History grant and CCH initiatives. Working as third party consultants to the program, these senior evaluators (who will continue to consult for the program once the grant award is secured) are extremely qualified for this undertaking. Evaluation team members, such as Dr. Greg Muller who holds a doctorate degree in Sociology and Research from Texas A&M University, bring a wealth of knowledge and experience to the table. Dr. Muller has been providing research and evaluation services to local school districts for over 18 years. In addition to his 30 (plus) book and scientific journal publications on professional development best practices for teachers, pedagogical skill building approaches, and other topics related to educational reform and accountability, Dr. Muller has successfully worked on research and evaluation programs for the US Department of Educations Advanced Placement Incentive Program (including one that targets preAP/AP course development in history and social studies domains), Comprehensive School Reform Program, GEAR UP, and the Teaching American History Grant (for 2 other grantees from the 2005 funding round). He shares his belief in using data to improve educational systems with his senior associate, Dr. Brian Olstead whose post-graduate education is in the field of Research and Education and who also has publications and completed research evaluations dealing with teacher training systems and educator development models. In addition to being a classroom teacher in the K-12 public education system for several years, Brian also just completed a 16-month duty in Iraq working in the Army Core of Engineers. This dedicated team of professionals will help us determine the data-validated strengths and weaknesses of the CCH initiative as it unfolds over the next 3 years and allow us to continually refine the program so that a fine-tuned model is produced; one that can be replicated by other schools and districts throughout the state and country. Like Western Heights and its partners, the evaluation team is strongly committed to accountability in education and to improving educational effectiveness through the use of sound evaluation techniques and empirical-based best practices. The evaluators are recognized through their publications and tenures as leaders in educational research who have, for many years, provided their expertise to public and private educational institutions to help them incorporate value-added assessments and feedback looping processes into their grant programs and school improvement efforts. Approximately 10% of the Teaching American History grant funds have been set aside from our budget to pay for the evaluation teams time, travel, and material/resource costs associated with the development of reports, presentations, use of the teams online surveying system, and research assistants time. All parties involved in CCH, including the evaluation team, agree that this budgeted amount is appropriate in covering all necessary costs associated with a quasi-experimental evaluation program of this size and scope. The CCH evaluation is designed to answer 4 basic questions: 1. Did the CCH interventions impact teachers knowledge, understanding, and appreciation of state/national US history content standards and the documents, persons, turning points, and events of American history? 2. Did the CCH interventions impact teachers pedagogical instructional strategies in the classroom including the teachers use of new and innovative resources when teaching the subject matter? 3. Did the CCH interventions impact students knowledge, understanding, and appreciation of state/national US history content standards and the documents, persons, turning points, and events of American history? To what extent has CCH been successful in developing new leadership and training structures to strengthen the capacity of participating districts to teach American history throughout and beyond the term of funding? Each of these questions will be answered by analyzing data that are collected/produced from a set of indicators. Examples of the CCH indicators that are tied to answering each of these questions and to measuring the degree to which the program goals, objectives, and outcomes are accomplished (such as the student achievement data produced by the End-of-Instruction US History criterion reference tests taken each year - and in Spring 2007 as the baseline year - by all 9th-12th graders of CCH schools; or the quantitative Teacher Appraisal System scores of CCH history teachers as given by the CCH expert trainers based on 13 criterion of effective instruction in US history) are listed in great detail in the Data Indicator Chart below (see page xxx). The work to develop these indicators was one of the first aspects of planning this grant and involved the input of all partners and key stakeholders (teachers, district administrators, principals, the evaluation team, university trainers, parents, and students) which took place through a series of focus groups and formal meetings. Through their participation in helping to frame the programs indicators of success -- stakeholder buy-in was strengthened, early on, which will be a necessary element in our success to sustain CCH. Moreover, because of their involvement in planning the grant and collaboratively identifying the indicators, CCH stakeholders already have a strong understanding of the programs purpose, how it intends to meet its goals, and what it takes for the program to be considered successful. This will only grow over time. The evaluation plan for CCH will employ within a rigorous and scientifically valid quasi-experimental evaluation design (pretest-posttest using a control group) data collection and reporting features that will answer the 4 research questions while measuring the programs success at meeting the GEPRA reporting criteria as well as the goals, objectives, and outcomes specific to CCH which, again, will all be measured by the data collected within the indicator categories. Because a quasi-experimental design represents a very intense and challenging approach to research, the evaluation team must be fully supported by Western Heights School District as well as the stakeholders and partners of the CCH program. Strategies in which we will support the evaluation activities include: providing the evaluation team with immediate access to coded and protected student achievement records and teacher records (course schedules, licensure/certification type, educational background, etc.); collecting and maintaining site based records, reports, and archival data to help document who/what/where/when program activities occur; offering incentives and encouragement to teachers, principals and stakeholders to participate in the assessment components of the program; and opening our facilities for the evaluation teams audits and monitoring visits. Western Heights and its partners have experience in managing large grant awards as well as supporting third party evaluators in completing independent studies and analysis of our grant programs (while at the same time protecting our staff and students right to privacy). We are committed to pooling our resources and experiences to support the national and local evaluation of CCH. One of the key resources that will ease the reporting burden of the CCH districts is that fact that all of the districts use the state mandated Wengage database system, which already can offer two-way data flowing ability to collect and share coded student achievement data, personnel data, demographic data on students and staff, and several other of the data indicator fields which will clearly save a lot of time on both our part and the evaluation teams part. As a fundamental element of the evaluation plan, CCH will include as part of its overall grant management process, a total quality management (TQM) system which incorporates the use of evaluation data into program realignment and a continuous improvement process, as well as feeding information back into the evaluation plan. TQM is a comprehensive and structured approach to grant management that seeks to improve the quality of programmatic services through ongoing refinements in response to continuous feedback. TQM processes are divided into four sequential categories: plan, do, check, and act (the PDCA cycle). In the planning phase, the district defined the problem to be addressed, has collected relevant data, and ascertained the problem's root cause. In the doing phase, the district has developed a solution and will begin implementing that solution along with identified measurements to gauge its effectiveness. In the checking phase, CCH staff and the evaluation team will confirm the results through before-and-after data comparisons; and in the acting phase, we will document the results, inform others about process changes, and make recommendations for the problems to be addressed/weaknesses in the next PDSA cycle. Using the PDSA cycle as well, the CCH evaluation team will assess the management, quality, effectiveness and impact of the CCH program and will continually and systematically offer useful information with respect to several key operational and outcome-related issues, including: the management structure and effectiveness of implementation; the degree to which the program meets its goals, objectives, and outcomes; and customer satisfaction and perception of the utility and effectiveness of services. In doing so, there will be 4 distinct types of evaluation that will be conducted to provide information that can feed back into the PDSA cycle to support program decision making, assessing progress, refinement, and responding to GPRA indicators. The 4 types of evaluation are as follows: Type 1: Descriptive Evaluation provides documentation of who has participated in the program and in what ways, forming a longitudinal database of participant involvement. Provides demographic and background data on participants. Type 2: Formative Evaluation interviews, observations, and surveys are conducted as products and services are delivered, to determine their quality and usefulness, and to optimize benefits to participants. Type 3: Implementation Analysis includes monitoring of program activities and reviewing the quality of implementation -- whether processes are working as intended to ensure the greatest benefit to all participants, and in ways that ensure meeting the program goals and objectives. Type 4: Effects, Impact and Sustainability focuses on review of progress towards goals and objectives. Includes effectiveness of components and strategies of the grant program, and plans for sustainability of the model and its components. The evaluation plan for CCH will serve several purposes. First and foremost, it will provide accurate and continually updated data to program planners, partners, and implementers so that we can better see where we started, what have we accomplished, and what needs to change in order to achieve the mission and goals of the program. By continually collecting, aggregating, and interpreting data, we will have the ability to Assess Consumer and Stakeholder NeedsComprehensively identify and understand target population history students and teachers collective and individualized educational and pedagogical building needs, respectively.Predict and Eliminate PitfallsAnalyze performance/implementation gaps and consumer feedback so that program implementers can identify obstacles blocking student academic advancement and teacher successes.Continuous RefinementManage the development and modification of strategies to successfully overcome student and teacher performance obstacles in a cycle of continuous improvement.Ongoing AssessmentEvaluate the successes of program refinements and modifications as we continually work towards a common goal of improving the content knowledge, pedagogy, and instructional skills of US history teachers as well as the academic achievement, performance, and passion for learning traditional US history content among Oklahoma City students. With the input and guidance of the evaluation team, our consortium of program planners, implementers, and partners will systematically help collect, track, and analyze program implementation and teacher and student outcome and process data. This, in turn, will enable the above described data-driven-decision-making process and PDSA cycle to take place. The formative component of the evaluation plan is designed to assess the impact of program strategies and interventions towards achieving program goals and outcomes. To this end, the evaluation will use a quasi-experimental research design that features the representative assignment of school districts (not the assignment of schools or teachers). It also features a regression analysis comparing the data indicators of all experimental and control groups subjects using baseline and post data that will be collected over the 3 year grant period, and an overall hierarchical linear model analysis of participation levels and effects among all program-eligible teachers and students for the baseline and 3 year grant period (of both the control and experimental groups). The quasi-experimental design will be used to determine whether participants in the full breadth of the CCH training program (attending a significant portion of the CCH professional development interventions and offerings) improve their content knowledge, their understanding and appreciation of significant turning points in US history, their instructional practice, and their attitudes/beliefs/behavior in regards to the teaching of US history as compared to a control group that receives no program services. The study will further examine the impact of teacher participation on student achievement and appreciation of US history subject matter. The high degree of buy-in and desire to participate in the program among the administrators and staff of Western Heights School District and its xxxx LEA partners will allow for the representative-based assignment of school districts immediately upon notification of the grant award. Planners of the CCH program felt that a representative assignment methodology at the district level complimented the CCH program design the best due to the fact that groups of teachers from an entire district will be participating in the training activities together. This also will prevent cross contamination issues (for example, if a portion of teachers were participating in a school or district were to share their lesson plans or primary source books with their fellow control group teachers, this could contaminate the research design). If the group assignment were to be made at the individual teacher or school level, the teacher team participation approach that is highlighted in the CCH program design (including the emphasis of teacher teams attending trainings in vertical groups of multiple school and grade levels as they work together to improve the alignment of curriculum) would be much more difficult if not impossible to accomplish. School districts will be representatively assigned to the control and experimental groups so that both groups contain comparable subjects, such as student enrollment, percent of students qualifying for free or reduced-price lunch, number of history teachers, teacher background and experience, API scores, student achievement data scores, and district size. This will be somewhat of a simple process because all of the consortium school districts which have very similar educator and student populations have already agreed to provide access to their data as control or experimental group sites. Data collected from the control and experimental groups will allow program implementers and researchers to determine the best combination of offerings and activities that are the most efficient and effective in raising student achievement and teacher effectiveness in US history. Although all of the consortium school districts have volunteered to participate in this cross study (with none requesting funding to pay for their participation), we will set aside a $1,000 stipend per year, from the grant to compensate the control group districts for their participation. This will help cover the time of the districts technology staff to gather data from their Wengage database systems to forward to the evaluation team or can be used to compensate teachers for their time in completing the teacher assessment components of the evaluation plan, as outlined below. Again, all of the consortium school districts will be assigned to one of two study groups. Group A districts (the experimental group) will be the recruiting grounds for program eligible history teachers who will be encouraged to actively participate in the CCH training activities, receiving the full immersion experience called for in the CCH program design. Group B LEAs (the control group) will not be included in any teacher recruitment efforts and will not receive any of the CCH interventions; yet they will be required to participate in all of the CCH assessment activities. Using this type of assignment to create such groups for comparison is scientifically valid, cost-effective, and feasible based on the program design. Again, baseline and post implementation data which will be quantitative, qualitative, and descriptive in nature sources will be collected from the teachers and students of both groups to assess the effectiveness and outcomes of the program. Among the experiment (Group A) school districts, xxxx teachers will be enrolled, on a first come first serve basis, to complete at least xxx hours of the annual CCH training offerings in order to be considered active participants. As we lose teachers due to attrition, new program eligible teachers from Group A LEAs will be recruited and encouraged to catch up to the active participation level by attending webcasts and the ongoing training events. Despite the emphasis on establishing an initial group of actively participating teachers in year one and carrying that same group of actively participating teachers through to the end of year 3, it is likely that program eligible teachers will join the program at different intervals and may not meet active participation requirements at the same level as their peers. Subgroupings will therefore be determined as appropriate (i.e., high, medium, low attendees) to help control for variables between experimental group teachers that may influence the extent to which the intensity/dosage of the program services impacts their performance outcomes; which is part of the evaluations hierarchical linear model (described in greater detail below). Three experimental group cohorts will therefore be created: High Attendees=A1, Medium Attendees=A2, and Low Attendees=A4. The experimental group cohorts will be compared to the control group (B) consisting of non-participating teachers (and students). Experimental and control groups will then be compared based on a number of data and performance indicators that are listed in the Data Indicator Chart, below. It will be the job of the evaluation team to develop instruments and processes to collect and measure these indicators. Sound statistical tests, such as MANOVA and ANOVA, will then be performed regularly using industry standard statistical software with output being used to create interim and annual progress reports. Linear Regression Analysis: Again, students and teachers of Group A and Group B will be tracked and assessed throughout the entire 3-year program term (and prior to the term using the baseline data for several of the set data indicators). Linear Regression Analysis, which is a commonly used statistical technique for evaluating linear relationships, is a core strategy of the CCH evaluation plan. The use of this regression analysis protocol will help the evaluation team to determine short, middle, and long-range outcomes and impacts of the programs intervention. To control for validity, Group A and Group B schools will be representatively assigned. Hierarchical Linear Modeling: Hierarchical linear modeling of the CCH program will allow the evaluation team to analyze and assess the relationships between levels of teacher involvement in CCH and improvements in the teacher and his/her students, accounting for the hierarchical structure of the data. This level of insight will prove extremely valuable to the participating districts, state, and national educational entities trying to determine the most effective and efficient training programs in regards to dosage, content, delivery, and intensity. Data Collection Plan: The CCH data collection plan is designed to support program implementers and stakeholders as they assess and continually reassess the learning, instruction, and other needs, challenges, and obstacles of teachers and students in the realm of teaching and understanding US history so that program strategies can be adjusted to improve the effectiveness of the CCH interventions. Data and the continual interpretation of data using the PDSA cycle will guide program refinement and improvements so that learning needs, challenges, and obstacles are overcome and so that the program interventions are more consistently linked with higher levels of content knowledge, enhanced pedagogy and instruction, and higher student academic achievement in the US history content standards. A commitment to continuous evaluation is at the core of the data collection effort. Thus data collection and interpretation of data will be carried out regularly and systematically; program refinement will be ongoing; and reassessment of the ever-changing needs of program consumers and impacts of programmatic adjustments are incessant. The following chart provides a summary of the core values of why and how data will be used in the CCH program: CORE VALUEHOW DATA WILL BE USEDEstablishes FocusThe system of data collection and the constant review of data comparing progress with the grant proposals scope of work will help to keep CCH staff and stakeholders focused on meeting the goals, objectives, and outcomes of the program. This will also lead to an enhanced level of understanding of service delivery successes, challenges, and solutions.Management of the CCH ProgramData, as noted in activity reports, sign-in sheets, and budget expenditure reports, will be systematically collected by staff and shared with stakeholders. These data will allow for the monitoring of CCH activities and activity schedules - guiding short-term corrections and planning for the future to make sure timelines and activity commitments are met in an efficient manner.Operational EfficiencyKnowing what has been accomplished and what still needs to be accomplished using data and the CCH management plan as our guide will help to streamline service delivery and enhance the coordination of CCH services to teachers.Accountability to the Funder, Consumers, and StakeholdersFormative and summative data will produce empirical and documented evidence that CCH is meeting its goals, objectives, and activity commitments.Replication of Best PracticesOutcome and summative data of the program will serve to produce evidence as to whether or not CCH merits replication among other school districts and educational agencies in Oklahoma and throughout the country. Progress reports and the continued documentation of program practices and strategies will be compiled as a guide for replication if we indeed pass the litmus test. Outcome and summative data of the program will also serve to produce evidence as to whether or not CCH merits continued expenditures of grant and other funds and resources. Data which documents the implementation efficiency of CCH will be systematically collected and assessed based upon adherence to the established process-based objectives, activities, and the program implementation timeline (as documented in the management plan). These quantitative and qualitative data may include, but are not limited to, sign-in sheets, surveys, self-reports, minutes of meetings, etc. There will be a strong emphasis on collecting data that documents how staff, partners, and consumers are perceiving the effectiveness and usefulness of the program services. Such data will be collected by means of focus groups, stakeholder and consumer feedback surveys, observations, interviews, and other mediums. These data will tell us how we are doing; if we are meeting our commitments; and ways to continuously improve program services. The evaluation team has worked with Western Heights School District and its partners to directly connect program activities to evaluation strategies and data collection processes and sources. Upon award of the grant, a detailed Evaluation Implementation Action Plan, including timelines, will be created and adopted by all parties involved. This plan will help to further align the evaluation activities with intended outcomes and to build a common understanding of the role of evaluation in the programs implementation. Measurable indicators will be assigned to all process and outcome objectives and milestones as appropriate. The evaluation team will systematically collect and analyze such data for each year as nested in the following layers: program level, school level, teacher level, and classroom level. Examination of all Group A and Group B schools, teachers, and students will be conducted on a pre/baseline basis (during the first month of the award) and on an ongoing basis (every nine months). This type of repeated measures protocol for data collection will be used to establish baseline data and to track changes over time between the control and experimental groups, and among the subgroupings of subjects. Interim and annual progress reports will be developed (and reviewed by staff and stakeholders) that will provide updates and information on data collection progress, follow through, quality, clean-up, and evaluation gaps. These reports will also summarize preliminary findings and perceived trends apparent in data analysis. This regular process of data collection, compilation, and analysis will serve to minimize the risks associated with violations of construct and internal validity. For the collection of data from participating and non-participating teachers of Group A and B, all efforts will be made to maintain teacher anonymity in accordance with the Family Education Rights and Privacy Act and other related guidelines of research ethics. Data will be reported in such a way that individual teachers cannot be identified. The processing of data will be carried out through the use of anonymous coded identifiers assigned to teachers rather than the teacher names and/or school association. The master decoder list will be kept off-site from the CCH school districts and schools in a locked filing cabinet in the evaluation firms office. Absolutely no copies of the decoder list or of other completed data collection mediums will be distributed or made public for any reason. For the collection of data from students (of teachers of Group A and Group B LEAs), it is important to note that surveys and other forms of data will only be collected at the classroom level as opposed to the individual student level. This means that coded identifiers are not necessary for the students but will be used to mark the classroom and school. This higher level of broad identification will help to further protect the identity and rights of students. As with the teacher data, those data collected from Group A and B students will be protected in accordance with the Family Education Rights and Privacy Act and other related guidelines of research ethics. Moreover, a process of obtaining active and informed parental consent will be carried out prior to the collection of data as needed. Basic descriptors and indicators of all groups and subgroup teachers and the students of those teachers will be collected and used in the cross-study. These include, but are not limited to: Data Indicator Chart Data Descriptors and IndicatorsHow/When will Data be GatheredType of DataDescriptors and Indicators of Control Group and Experimental Group TEACHERS(Courses currently teaching (Number of years experience teaching US history (Total # of years teaching experience (Highly qualified teacher status (Level and type of college education, certification, licensure (Participation level in continuing education and training (types/hours) (Number of years since attended last academic/college history course (Socio-economic indicators (Race, culture, home language indicators (NCLB qualification status (Courses currently teaching and number of sections, socio-economic status and indicators of the school where teaching(Descriptive Indicators of Teachers: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as personnel are hired and courses are scheduled. Data is updated as staff is hired/leaves and as courses are scheduled.Descriptive(CCH program/initiative involvement levels (Involvement level in professional development related to history content and/or pedagogy during the program term that falls outside of the CCH trainings.(Program and Training Dosage: A feature will be added to the existing Wengage database system to not only track staff hours of training, but to also automatically upload training materials and the work produced by staff at the training sessions to the CCH website. Specifically, the database will produce a single site that lists links to all of the CCH trainings for staff. Clicking into the link will take the user to an HTML form that must be partially completed by the trainer, educator, and then verified by the CCH Program Director for accuracy (comparing actual attendance sign-in sheets with reports of attendance). This form will ask for hours of attendance, satisfaction with the training, feedback, and an opportunity to upload training materials and examples of teacher work (which will be loaded to the CCH website and shared with CCH participants). There may also be training competency quizzes on the site that the educators must complete and pass before receiving credit for their training hours. The number of hours reported and verified for the trainings will be automated in the system Interim reports can be produced at any time to determine if we need to change the format/content of trainings to improve effectiveness and access for the staff. Trainings attended by teachers outside of CCH that are relevant to history will also be reported by teachers. All participating teachers, CCH trainers, and potential users of the system will receive training on how to use the program before the training activities commence. This feature will be added to Wengage by January 2008, and will be updated daily as new trainings are scheduled and attendance is tracked.Quantitative(Attitude/motivation/behavior/ beliefs/ appreciation in regards to teaching history and towards history as a subject matter( Teacher attitudes/beliefs assessment: The attitudes, beliefs, interest, understanding, appreciation, motivation levels in learning, teaching, and interest in exploring US history as assessed among teachers by an evaluation team developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers. (Focus Groups: Biannual focus groups will be facilitated by the evaluation team specifically for teachers, principals, and then program staff. Questions will specifically solicit information on perceived strengths and weaknesses of the trainings, recommendations for improvements, and attitude-motivation-beliefs regarding the application of training content in the classroom.Qualitative Quantitative(Interest/appreciation/pedagogical skills related to the teaching of traditional US history(TAS: CCH districts will purchase and use the Teacher Appraisal System (TAS) which was developed by Northeastern Oklahoma University. For TAS, the expert CCH training team members will use the TAS QUARTERLY walk-through method of observation to assess the pedagogical skills and classroom strategies of teachers. The schedule of the walk-throughs are not pre-announced to the CCH teachers thus, the experts can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the expert observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. These indicators include: classroom management, classroom climate, organization, record keeping, demonstration, content area knowledge, level of direction, defining purpose, encouraging response, supervision, adoption of varied techniques, learner success, performance and conduct. The expert will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at the CCH office, the expert will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and expert then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the expert completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. (Panel Assessment using Program Developed Rubric: The lesson plans, use of program developed instructional resources (i.e., virtual tours, assessments), self-efficacy in teaching the subject matter, instruction and curriculum as tied with grade level state and national standards, and application of program recommended pedagogy will be assessed by a panel of experts. The panel will require that each assessed teacher develop a portfolio of instructional artifacts that the teacher has used in the classroom over a period of twenty school days (e.g., lesson plans, assessments, classroom programs, exercises, examples of student work). The panel will then collaboratively develop and use a rubric to rate these instructional portfolios to dimensions of teacher practice and pedagogy. This will occur once at the beginning of the program and then annually.Qualitative Quantitative(Content knowledge levels based on state and national US history standards( Teacher Content Knowledge Assessment: The content knowledge level and proficiency of teachers in context to state and national US history standards will be assessed by a Evaluation Associates developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers.Qualitative QuantitativeDescriptors and Indicators of Control Group and Experimental Group STUDENTS(Title I and free/reduced lunch count enrollment (Socio-economic indicators (Race, culture, home language indicators (GPA and course grades (Courses currently taking (Program/initiative involvement levels of the student and his/her family(Descriptive Indicators of Students: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(K 5th Grade Students: Content knowledge levels based on state and national US history standards (K 5th Grade Students: Demonstration of use of historical inquiry and historical thinking(Net Trekker Interim Assessment System: At this time, there is no formal assessment used in Oklahoma to measure the knowledge of K-5th grade students in history. Luckily, it will not take much time or effort to get this underway. The University of Oklahomas Center for Effective Schools has already gone through an extensive and exhaustive process of developing, piloting, and adopting the Net Trekker interim Assessment system, which over 85 Oklahoma K-12 schools are now using. Net Trekker is a state standards-aligned, validated and tested online assessment that is given in participating Oklahoma schools every 9 weeks - and has shown a great deal of success in other districts (particularly in preparing students for state testing and predicting (within 95% accuracy) student performance on the state criterion reference tests). The Net Trekker system provides immediate results and maintains the interim assessment data over time so that data can be used for longitudinal comparisons and for evaluating the effectiveness of interventions (such as the professional development of teachers or curriculum changes). The Net Trekker output is further used to provide teachers with multiple student performance data points during the year, thus allowing teachers to modify instructional strategies and content as appropriate. Beginning in the 07-08 school year, CCH districts will begin using the Net Trekker system. Net Trekker will provide teachers with pre-developed assessments that cover the PASS standards and the state/local curriculum in US history. Benchmarks for advanced, proficient, under-proficient, and non-satisfactory guide the automated scoring process of the assessments. The output of results are extremely detailed and show each content area that each student (and various groups of students, such as classroom, females, etc.) scored. Again, this will be helpful in applying the results for curriculum and instructional improvements. CCH staff and stakeholders can also use the results in the planning of upcoming training events. There is an additional feature of the Net Trekker system that will be beneficial to our educators. Teachers can use the Net Trekker test item bank (this is a separate feature of the program) to develop additional standards-aligned benchmark assessments in between the 9-week formal interim assessment periods. Teachers can also create worksheets, lesson plans, and flashcards to help prepare students for state mandated tests. These teacher developed assessments and study resource features can be varied based on groupings of students in a classroom and adjusted to reflect the curriculum content covered to date. Quantitative Qualitative(6th-12 Grade Students: Content knowledge levels based on state and national US history standards (6th-12 Grade Students: Demonstration of use of historical inquiry and historical thinking(OCCT and EOI: There are two state assessments that are given to Oklahoma students in grades 6-12 that can be used for this student achievement data indicator. The first is the Oklahoma Core Curriculum Test (OCCT). Although the OCCT is administered to students in grades 3-8 in the early Spring of each school year, grades 3-5 only take the English and math sections of the test. Grades 6-8th take all portions of the test, including English, math, social studies, US history, science, and geography. The test is aligned to state standards and will provide excellent baseline and post annual data on student achievement in US history in grades 6-8th. The test incorporates not only quantitative questions, but also always the student to demonstrate historical thinking and inquiry through long answer and essay portions. (All Oklahoma students in grades 9-12 take the End-of-Grade assessment in Spring, annually. There is a US history section to this test, therefore the test output will allow for baseline and post data collection. The test additionally incorporates questions that measure historical thinking and inquiry in addition to multiple choice questions on content areas. ( Net Trekker will be purchased and used in grades 6-12 as well to provide interim assessment output among students in US history.Quantitative QualitativeDescriptors and Indicators of Control Group and Experimental Group SCHOOLS/LEAS(Title I status (AYP status (NCLB state rating (Academic Performance Index Rating (Socio-economic indicators of student body (Race, culture, home language indicators of student body (Student Dropout and Mobility Rate(Descriptive indicators of districts and schools: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(Programs and initiatives that the schools and districts may be involved with outside of CCH.(Programs/Initiatives: This information is reported in the Fall of each year on the school improvement plans of schools and the report cards of districts.Qualitative For the reporting of these data, the evaluation team will rely on frequency distributions and cross-tabulations to report quantitative data from most of the surveys and data collection mediums. Graphical representations of data will further be used as appropriate in reporting quantitative data from surveys and these other mediums. The use of ethnographic techniques can be used as appropriate to assess and report on the qualitative data that is obtained from interviews, observations, and focus groups. The evaluation teams internet hosting site, which allows for online surveying, will also likely be used to help minimize double entry and personnel resources at the school sites. The use of an online surveying system will also help to fast track data collection for almost immediate aggregation and output. Objective Measures: In developing the evaluation plan, the grant planners and stakeholders of the CCH districts worked with the evaluation team to establish clearly stated goals for the program. The goals can be found in the Quality Section of the grant proposal narrative. Corresponding to the program goals, are 3 types of measurable objectives. These include: 1) process objectives, 2) outcome objectives, and 3) GPRA objectives. Process objectives answer the question What number and quality of activities are being carried out by the program? They measure the quantity and quality of program activities for use in the formative assessment for continuous improvement and in the implementation assessment. Outcome objectives answer the question, So what difference did the activities make? They measure the changes in the targeted goals that occurred as a result of completing the activities. The GPRA objectives will produce the data required by the Department of Education. The objectives related to each of the 3 types are shown in the chart below along with the outcomes that will be produced by accomplishing the objectives and ways in which we will measure the degree to which such accomplishment has taken place. Objectives-Outcomes-Data Indicator Alignment Chart OBJECTIVESOUTCOMESDATA INDICATORS TO MEASURE OBJECTIVES & OUTCOMES(OBJECTIVE: By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.(OUTCOME: Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.(Teacher content knowledge assessment ( Teacher attitudes/beliefs assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups (Copies of applied research projects and work completed by teachers in the training sessions(OBJECTIVE: By September 30th of each grant year, the actively participating group of at least 90 participating US history teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards pedagogical instructional skill building and use of new/innovative instructional resources in the classroom.(OUTCOME: Every year, the group of actively participating teachers will show a significant increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history compared with baseline levels. (OUTCOME: Unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology will be developed and made available to in hundreds of classrooms throughout Oklahoma City.( Panel assessment using program developed rubric ( TAS ( Teacher attitudes/beliefs assessment ( Teacher attitudes/beliefs assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups ( OBJECTIVE At the end of each school year, 100% of CCH teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the CCH program of that year in their classrooms. By the third year of the program, xxxx highly trained CCH teachers who have completed at least xx total hours of CCH trainings will be fully prepared, willing, and ready to step into the CCH leadership positions.( OUTCOME: History students of actively participating teachers will demonstrate a significant increase in their content knowledge and appreciation of/interest in US history compared with baseline levels. ( OUTCOME: Professional bonds among colleagues will be developed; teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will increase.( Descriptive Indicators of Students ( Net Trekker Interim Assessment System ( OCCT and EOI ( Focus groups ( Panel assessment of student work and classroom resources using program developed rubric ( TAS There will be additional performance indicators collected among CCH consumers, partners, and staff to measure the effectiveness and efficiency of the program implementation itself. These indicators include, but are not limited to: case studies of the CCH training approach and its weaknesses/effectiveness; focus groups of CCH partners that provide information on partner involvement and feedback levels, perceived program strengths, perceived weaknesses, financial or resource commitment level to supporting the sustainability of CCH; consumer feedback of each training session as administered to teachers and trainers; school program offering changes based on the number, quality, and level of advanced and elective history courses offered (such concurrent enrollment government classes, Advanced Placement and pre-Advanced Placement courses, etc.), and the data indicators listed under the school/LEA section of the data indicator chart (i.e., descriptive indicators and program/initiative indicators). Similarly, the perspectives of school principals, Advisory Committee, and the CCH staff will also be tapped through periodic consumer satisfaction surveys, interviews, and focus groups. These individuals will provide input on administrative concerns and problems with implementing CCH, as well as perceived benefits to the schools. All of these data will be systematically coded and compiled to be included in the monthly progress reports and weekly staff meetings so that modification can be made to improve program offerings in a consumer-driven environment and so that the impact of the program can be determined at all levels, including the student, teacher, school district, and educational community level. It is our hypothesis that CCH participating schools will evolve into educational institutions that are jam packed full with rich offerings that are inclusive of advanced history classes (based on history high school models) that offer pathways of learning in history that lead to postsecondary degree programs; full day and after school day history clubs and elective or advanced exploration opportunities in the areas of history (e.g., underground railroad investigation teams, history fair clubs); etc. Upon award of the grant, the evaluation team will immediately begin work to create all of the data collection instruments described above, secure school and district approval for the use of these instruments, and obtain teacher and parent active permission and informed consent to access and collect data for use in the program evaluation. The evaluation team has already put several of these items in place in an effort to minimize the time needed for planning and start-up between the award of the grant and the implementation of the evaluation plan. Active permissions slips for parents of students, for example, have already been developed and will be included in the standard forms packages that students parents and teachers are asked to read, sign, and return to the schools at the beginning of the school year (prior to the program start date). Additionally, survey tools will be adopted from existing instruments of other TAH grantees or from those instruments recommended by the national TAH evaluator. This will prevent the evaluation team from having to re-invent the wheel so to speak. To guide collection of program data and to memorialize adopted processes and techniques, the evaluation team will develop an easy-to-use evaluation handbook that will include all survey tools, data collection techniques, protocols, guidelines, rubrics, checklists, and evaluation timelines. It will essentially be a how to guide of who/what/where/when/how the CCH evaluation will roll out. The handbook will also include forms and tools that will be used to document program activities (e.g., sign-in sheet templates, outlines for recording minutes of meetings, activity tracking report sheets, etc.). This handbook must be reviewed and approved by the CCH implementation staff and stakeholders for quality assurance. During the first month of each program year, the evaluation team will arrange for and will facilitate a training session for the full CCH staff so that they can support site level data collection. Staff will be trained, for example, on the fact that the handbook sign-in sheets must be used as a back-up document to confirm attendance at every CCH training activities. Staff will also be trained on how to use the handbooks activity tracking reports, which must be filled out by the CCH implementer and trainer during/after every key program activity is implemented. These reports, for example, will provide information on what teachers are learning in their training activities; when trainings and courses are being offered; how many teachers attend each session; success stories and anecdotal based accomplishments from the staffs or teachers perspective; practitioner time clock reports for dosage levels; documentation of any concerns and recommendations for improvement; description of partner resources used in each activity and the in-kind contribution dollar equivalent; and a description of how the activity aligns with the activities called for in the grant proposal, etc. There are other process oriented tools in the handbook that will additionally help the evaluation team and program implementers determine what has taken place to date, what needs to take place, and how effective were the efforts that have taken place as far as their relationship to answering the 4 main research questions posed. Formative Evaluation: The formative evaluation of CCH will take place in monthly meetings of the Advisory Committee and will be used primarily to determine if the data to date indicate a need for programmatic adjustment and, if so, what that adjustment should be and who will implement it. Clearly, the evaluation handbook and the training offered to staff to help staff support the data collection effort will of monumental assistance in the formative evaluation effort. Formative evaluation will focus on the following questions: Is the program completing the activities as scheduled? Is the quality and quantity of activities as expected? What changes need to be made in the program implementation to improve the results and ensure meeting the goals? When, how, and by whom will these changes be implemented? What barriers may be anticipated in the next quarter and what pro-active steps can be taken to eliminate or minimize these barriers? Because the decision makers (i.e., Advisory Committee members, CCH staff and consultants) are in the room for the formative assessment process, adjustments can be made quickly without going through bureaucratic channels. In this way, the formative evaluation is the element that ensures the timely and thorough feedback loop resulting in continuous improvement. During the monthly meetings of the Committee, the CCH Program Director will take gather formative data and develop, every month, a formative progress report. The reports will be reviewed at the meetings and used to compare actual progress with the promised contractual obligations (i.e., outcomes, objectives, activities) listed in this proposal to determine what has been accomplished and what needs to be accomplished. Identified gaps will be documented and action items will be given to site level staff as a result of this process. To further assist program implementers and stakeholders with ensuring that the program is efficiently being implemented, on time, and within our defined commitments, the evaluation team will offer grant and programmatic monitoring and fidelity assessment services. During each site visit, the evaluation team will prepare a case study report which will be subjected to a cross-case analysis to determine fidelity to the program design and best practices. The report will also be reviewed at the scheduled Advisory meetings in support of the formative evaluation effort. Progress Reports: Clearly, the use of formative and summative evaluation reports and the review of the reports by implementers and stakeholders will help the program stay on task and allow for refinement to be made in a cycle of continuous improvement. User-friendly evaluation-driven program reports will therefore be developed to permit regular assessment (formative and summative) of progress towards achieving program outcomes and promises. Industry standard software will help the Program Director and evaluation team generate all required and requested program reports needed to fulfill federal, state, and local reporting requirements and to provide stakeholders with systematic program performance feedback. Again, regular program updates will also be shared with stakeholders through presentations, newsletters, journal articles, and formal publications. Reports to be produced for CCH are as follows: Monthly Formative Evaluation Reports: Summarizes process data and data documenting the implementation of activities. These data will demonstrate if/how the program is meeting activity commitments and if implementation of services occurs on time and within budget. Summative Evaluation Interim Reports: Summarizes outcome and performance data related to the goals, objectives, and outcomes of the program. The quarterly reports will indicates which data is missing or of poor quality. The reports will present interim findings and perceived trends apparent in data analysis Annual Progress Report: Describes program activities and demonstrates progress toward achieving outcomes and process objectives. The report will include data from all sources, summaries of progress towards goals and objectives, and findings from the experimental design component of the evaluation. Overall conclusions, recommendations, as well as local and national significance will continually be drawn from the program data. Formative Evaluation Report: These reports can be made available at any time. Tracks any and all aspects of program progress including progress in meeting program goals, objectives, activities, and outcomes. The Program Director will place on his/her schedule to produce this report at least monthly for the Advisory Committee to review. Scholarly Publications and Other Nationally Published Reports: Describes strategies implemented and the evaluation design, including used methods and instruments and lessons learned/progress made as a result of specific program strategies. The evaluation handbook that is produced will become a program evaluation portfolio that is ever evolving so that it documents evaluation processes, reports, outcomes, adjustments, and program refinements. By the end of the 3-year program period, the handbook will be used as a guide for replication of the programs best practices and evaluation plan, if CCH merits replication among other schools and districts throughout the state and nation. We hypothesize that it will. Avoiding Potential Pitfalls: Although the CCH evaluation design is seemingly straightforward, it could be subject to a few potential pitfalls. We believe, however, that the evaluation design addresses all of them at this time. A variety of strategies will be put into place to control for the following potential pitfalls and threats: Construct Validity: One common finding in evaluation research is that non-participants actually receive elements of the program under evaluation. Curriculum and instruction within the schools and districts of the CCH partnership may be vulnerable to this type of contamination due to the fact that teachers are commonly transferred between schools and because they do come together in group settings (i.e., of teachers from multiple schools) for in-service trainings and during off hours in social settings. This is also the case for students. When this contamination occurs, then finding no difference between participants and non-participants masks what might be effects in both settings. Other and similar types of construct validity threats include: Compensatory Rivalry: control group teachers and students may be motivated to do better to show that they can do as well as or better than the experimental group subjects. Reactivity to the Experimental Situation: experimental group subjects reporting progress because they believe they should have made progress and not because progress was actually made. Treatment Diffusion: experimental group subjects sharing what they learn with control group subjects as is described above. There are a variety of strategies for reducing this and the other threats. For example, in addressing treatment diffusion, the evaluators will collect unit plans from Group A and Group B teachers so that they can observe the extent to which similarities exist. Internal Validity: Are the observed effects really a direct result of the CCH program? Types of potential internal validity threats include: (1) Attrition (i.e., experimental group and control group teachers leaving the program and/or districts); (2) Maturation (i.e., teachers and students are doing better simply due to more experience with the passage of time); and (3) History (i.e., additional services offered by the participating school districts that are not part of the CCH program). The CCH evaluation plan is designed to address these potential issues through the following strategies: xxxxxxxxxxxxxxxxxxxxxxxxxxx Evaluation Timetable: The following timeline provides a visual representation of how our program and evaluation activities will work in concert: CCH Evaluation TimeLine (Years 1 3) Evaluation ActivitiesOctNovDecJanFebMarAprMayJunJulAugSeptAdvisory Committee convenes and begins meeting monthly.(Contract is reviewed and secured with evaluation team. Duties are clearly defined.(Evaluation handbook is developed and approved by the Committee for use.((Staff and stakeholders are trained on how to support data collection processes.(Data to track implementation/process data is collected.((((((((((((Representative sample of control and experimental groups is confirmed. (All experimental group districts receive an introduction and orientation to the program. CCH training interventions commence in full force.((((((((((Advisory Committee meetings continue. Program Director delivers monthly formative evaluation report to Committee for review.((((((((((((Program Director and evaluation team confirm with the technology coordinators of the participating school districts that the Wengage system is fully functional to collect all descriptive indicators and support a two-way flow of information between the districts and evaluation team. Make adjustments as needed.((Wengage is upgraded to track the training dosage tracking mechanism and website interface.(((Teacher attitudes/beliefs assessment is administered.(Focus groups are coordinated. Site visits are deployed.((TAS is conducted b y experts.((((Panel assessment using program developed rubric is conducted.( (baseline) (Teacher content knowledge assessment is administered.( (baseline)(Net Trekker interim assessment system commences.((((((((((OCCT and EOI assessments commence.(Quarterly summative reporting occurs.((((Scholarly publications and nationally published reports are published.(Annual end of year summative progress report is developed and presented to the Committee and sent to the Department of Education.( Unlike other societies, Americans are not bound together by a common religion or a common ethnicity. Instead, our binding heritage is a democratic vision of liberty, equality, and justice. If Americans are to preserve that vision and bring it to daily practice, it is imperative that all citizens understand how it was shaped in the past past. (Selection Criteria 1 - Program Quality: This quote, taken from the Bradly Commissions 2005 Building a History Curriculum for Schools publication, defines the goals and work that Western Heights School District of Oklahoma City, and its xxx partnering school district, have set out to accomplish with Teaching American History (TAH) grant funding. As the Bradly Commission points out, focusing our energies and resources on improving teacher effectiveness and student learning in the concentrated area of US history brings with it a higher purpose. American history is our common bond with each other as well as the cornerstone, necessary, for preserving the principles of democracy and freedom in the future. The students we serve in Oklahoma City are our future workforce and leaders. It is vital that they know about the leaders, conflicts, and events that make up our common history so that they can participate fully in the American democratic system. The research of xxxxxxxx states that the best indicator of students understanding of US history is their teachers knowledge and ability to effectively teach this subject matter. Therefore, for students to fully be prepared for their role as a member of an informed, proactive, American citizenry, it is crucial that history teachers receive focused and ongoing training that builds their knowledge, mastery, interest, and pedagogical skills related to teaching the events, documents, leaders, and politics that have formed this great nation. The great return on this investment of grant funds and school district resources is that if we accomplish this challenging task, we are in essence, perpetuating the principles and values of American democracy and freedom for future generations. Western Heights School District and its collaborative of central Oklahoma public school districts, higher education institutions, museums, historical libraries, educational practitioners and experts are proposing to cultivate a community of historians and an engaged American citizenry (teachers and students alike) whose knowledge, interest, passion for, and understanding of US history will lead to not only improved academic achievement among students and to the enhanced knowledge and pedagogy of the classroom teacher, but will have long term effects on the schools and communities where we live. We envision our schools transforming into information and technology centers for learning and exploring US history with built-in programs of study and pathways that seamlessly transition student historians from school to college degrees and careers in government, public service, and history education. We envision what are now resource poor, run down, outdated social studies classrooms transitioning into laboratories of US history where school day and after school teams and clubs of student historians convene to investigate, analyze, and explore the 200 (+) year old dramatic tale that has led the United States to become the hegemonic superpower of the world. Our schools will be settings where teachers, who were once unsupported and under-trained, will be advanced as action researchers, historians, leaders, and scholars who will use inquiry, technology, and the full resources of the local and national historical community to bring US history alive and to make crystal clear the connection of how history is so very relevant to life today and to the future of America. All of these exciting visions will be outgrowths of an initial 3 year teacher development program that Western Heights School District as the coordinating lead fiscal agent - is requesting funding for in this grant proposal. The LEAs that will participate in the grant include Western Heights School District, xxxx, xxx, and xxx. Combined, we serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% or our students do not speak English as a primary language; xxx% will drop out of school by the 12th grade; and xxx% of our students reported on the state youth risk survey (last year) that they take drugs regularly or are a member of a street gang. Although our consortium enrolls what most would call a high-risk population of children and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with historical museums, library archives, and (interestingly) a legacy of Spanish and Mexican conquistador explorations (led by Coronado, Onate, and others) that defined our state and its history. It was therefore only fitting to entitle our Teaching American History grant: Conquistadors Conquering History! (CCH for short). For the grant, CCH will employ the mediums of content rich, historical document based teacher training institutes, workshops, colloquia, practitioner demonstrations, mentoring, teacher leadership roles, and a variety of other educator development exercises to broaden and deepen teachers knowledge of and instructional and pedagogical skills related to the fundamental documents, ideas, individuals, turning points, and events that have shaped America so that they can more effectively teach US history as a stand alone academic subject that is separate from social studies. Our collaborative of university and education institution partners is fully committed and prepared for this undertaking. We will do so with the common belief that if provided with the right support and resources, every teacher can possess the power and ability to raise student achievement. It is also our belief that few things are more closely tied to student achievement than the level of ability, passion, knowledge, and effectiveness of the classroom teacher. Educational research supports the truth behind these beliefs as researchers have found that the main difference between exemplary and low performing schools is that more teachers in high-performing schools are better prepared (with training and education) to teach challenging content in history, math, science, and reading. CCH Goals, Objectives, and Outcomes: As will be coordinated under the leadership of a xxx year master history teacher who also brings with xx a xxx year career in coordinating teacher training initiatives and grants, the funds provided from the federal TAH grant combined with personnel and financial resources of the participating school districts and partners of CCH will produce an initiative that will dramatically impact the way US history is taught and learned in central Oklahoma. Systemic reform of this magnitude will require change on the curricular, instructional, educator training, and educator support levels. CCH will be the catalyst to detonate the pathway for change and ignite in our teachers and students - a true passion for learning US history. CCH will accomplish this by strengthening the fundamental academic programs, curriculum, instruction, and teacher effectiveness of the consortium LEAs so that traditional American history is effectively taught as a separate academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum frameworks). The goals and objectives of CCH are as follows: Goal 1(Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.Goal 2(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.Goal 3(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Goal 4(Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. Objective 1(By September 30th of each grant year, at least 90 teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.Objective 2(By September 30th of each grant year, at least 90 CCH teachers will have completed at least 60% of the CCH annual training sessions that are targeted towards pedagogical instructional skill building and use of new/innovative instructional resources in the classroom.Objective 3(At the end of each school year, 100% of CCH teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the CCH program of that year in their classrooms. By the third year of the program, xxxx highly trained CCH teachers who have completed at least xx total hours of CCH trainings will be fully prepared, willing, and ready to step into the CCH leadership positions. CCH will produce many positive changes over the next 3 years, including: xx history teachers will have a deepened understanding and mastery of the content they teach the significance of our founding documents; participating teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies; unit-specific lesson plans and curriculum materials that integrate content, historical thinking, historical literacy, historical documents, and technology will be available to in hundreds of classrooms throughout Oklahoma City; student interest, historical understanding, historical thinking skills, and content knowledge of US history as well as their appreciation of American History, local history, historic preservation, and civic responsibility will deepen as teachers incorporate new technology, instructional resources, and project-based research activities in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; partnerships between the University of Oklahoma, Oklahoma City public school systems, national historical organizations, museums, and libraries will be strengthened and expanded in a cooperative effort to promote and sustain teaching excellence and student achievement and engagement in the subject of American history; professional bonds among colleagues will be developed; teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of Coronado and other conquistadors to lay stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to CCH can be made and used to shape a model program that is worthy of statewide replication. CCH Program Design: By empowering teachers to enhance their content knowledge and instructional capabilities in the subject of traditional US history, CCH will be providing our school partners and educators with important tools to raise academic achievement and to transition local schools from what are now some of the lowest performing in Oklahoma into centers of educational excellence. The mission of CCH is three-pronged. It is to first create significant, systemic change in the way US history is taught in K-12 classrooms. Secondly, it is to enhance the pedagogical and instructional skills of teachers and the academic achievement of students in the study of US history; and finally to create an ever-growing society of passionate historians and leaders (teachers and students alike) who are informed and more active citizens within the local, state, and national community. As with any teacher development program, one key thing must happen in order for the training to make a real impact on student achievement: the shift of teachers paradigms, professional goals, curricular resources, and desire to create change that results in their self-definition as US history scholars. Every program offering will support teachers in making these paradigm shifts. Underlying the CCH trainings will be two core values: first - standards, content, pedagogy, and historical thinking must be intertwined and infused in the training experience; and secondly - standards, content, pedagogy, and historical thinking must be related to the classroom experience. It is our belief that just like their students, teachers must be actively engaged in the subject matter they are being trained in. They must understand its relevance to their lives and futures and be offered with resource materials, supports, and extra time to prepare for applying and transferring what they have learned into the classroom. This can be done through common planning time, through the use of classroom assessments, by acquiring classroom resource materials, and a variety of other strategies highlighted in the CCH program. The proposed trainings will focus first on content knowledge building and mastery and then on enhancing and practicing pedagogical methods, use of historical inquiry, use of instructional resources, and active professional collaboration and civic engagement among participant teachers. The CCH program design and content are driven by and aligned with the American Historical Association Benchmarks for Professional Development in Teaching of History as a Discipline. The following assumptions and observations are therefore fundamental to the program design. (Prior collegial relationships and ongoing communication among the partners are essential to effectively plan, expedite, and implement a complex, multi-faceted program. (Professional development must address the specific content areas and teaching methodologies that were indicated (during the planning of this grant through a needs assessment process) as areas of need by teachers and instructional supervisors. (The program must seamlessly integrate with each districts curriculum initiatives, professional development models, technology capacity, staff scheduling, and unique organizational requirements. (All program activities must reinforce, integrate and deepen concepts and skills and lead to good classroom instruction in American history. (Teachers must have a common skill set in research and information management to effectively use primary sources, manage the vast amounts of available information, and train their students to use these skills for successful learning of American history. (All teachers of history must have knowledge competency to meet the key provisions in the Oklahoma Education Reform Act of 1990 that calls for all students to learn about the major principles of the Declaration of Independence, the United States Constitution, and the Federalist Papers so they understand and appreciate the vision that holds us together as one people of many diverse origins and cultures; to understand and respectthe contributions made by diverse cultural, ethnic, and racial groups to the life of the commonwealth. (Professional development in American history must be related to grade-level standards and content in the Oklahoma Curriculum Frameworks. (All programs aim to support teachers in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies. (All courses feature work with primary sources, discussions of how to increase students research skills, translate insights from scholarly sessions into classroom terms and shape essential questions, and lead to creating unit-specific research programs. (Each participating district provides opportunity for leadership positions for CCH teachers who meet NCLB highly qualified teacher status in history and who have completed at least xxx total hours of CCH training. (Developing professional pride and setting high standards for participants is essential. (Teachers will have one or more pathways available to learn content, skills, develop work products, and join an on-line virtual community of professionals. (The program is scaled up in each district to enable all American history teachers to improve their classroom instruction. (Evaluation and assessment is integrated into every facet of program planning and implementation to ensure progress towards meeting benchmarks and outcomes. The approach that CCH will use to train our teachers is further built upon other best practices that are shown, through research, to result in higher levels of retention of content knowledge, skills development, and the improved rate of transfer of such knowledge and skills into the classroom. The approaches to training that will be used include: training that is expert led; allows time for reflection with peers; training is practical, hands-on, of varying frequencies, durations, and intensities; training that is student achievement-outcome driven and standards-based; teachers are not talked down to; follow up and touchback sessions are used to sustain practice of learning, etc. According to the research of the National Staff Development Council (2002), at least 100 training hours are necessary for teacher professional development programs to have a true impact and effect on pedagogy and student achievement for massive reform initiatives, like what we are proposing. Anything less is unlikely to result in long-lasting change. CCH will therefore provide well over 100 hours of training opportunities, annually, to participating teachers. These teachers will be encouraged to pick and choose the training menu that they are most interested in and that fits their schedules, that are included in their NCLB professional development plans, and by the grade levels and standards that they are required to teach. Throughout the program implementation period, CCH will serve a cohort of xxxx teachers from the participating Oklahoma City school districts and will ultimately impact the learning of over xxxxxxxxx K-12 students. In an effort to extend partnerships within the schools and school systems and to promote horizontal and vertical collaboration, the term program eligible teachers will be defined as: any teacher of the participating school districts who is scheduled to teach a US history course, a history related course, or a course that embeds history in its content. The training opportunities will also be available to media specialists, librarians, and other teachers who could potentially benefit from participation. Program eligible teachers who desire to participate will be asked to commit to participating in a minimum of 60% of the CCH training offerings over the 3. We recognize that this intense amount of training hours (up to 100 hours) for teachers to complete is extremely ambitious, but based on the above research and on failed training programs that have been coordinated in the past with lesser intensity a high dosage of training is essential to cultivate significant change. In order to enhance the articulation of learning between teachers at varying grade levels, CCH will encourage vertical (among different grade levels) and horizontal (among common grade levels) teams of teachers to commit to participating. Training that targets vertical teams of elementary, middle, and high school teachers will enable the discussion and troubleshooting of how content can be better articulated between grade levels to maximize learning for children. However, the majority of training sessions will be designed for horizontal teams which will help groups of teacher/learners of common grades understand and build content knowledge, resources, and best practices that effect the grade and standards in which they teach. CCH is well prepared to handle the diversity of multi-grade attendees as we have selected professors and trainer experts who have extensive teaching and research experience that compliments each level to be represented (i.e., history scholars, elementary/middle/secondary education specialists and master level US history teachers, etc.). In addressing the particular learning needs of teachers at each grade level, CCH will apply the National History Councils best practice of Tri-Partite Alliance, which means that much of the CCH trainings will not be led by one person, but by an instructional team of three members who each bring a unique perspective to the training content. These members include a Master Classroom History Teacher, a Historian, and an Education Specialist. We will rely on the Historian, because this program is about history and content is essential; we rely on the Education Specialist, because we want the knowledge of someone who has thought professionally about how to teach history effectively and how students of all ages learn; and we include the Master Teacher because the practical pressures of the classroom and school schedule are different from the university and it is the professional teacher who translates academic research into teachable lessons. (Ribar, NCHE: 2002) All CCH trainings will be accessible via webcast online for inter-active real time participation or closed-post participation so that new teachers to the participating districts can potentially join the cohort of CCH teachers as they fulfill the annual active participation hours. Flextime and the offering of substitutes to cover the classrooms of participating teachers during special events will be offered, as well, to increase teachers access to the CCH offerings. The commitment of active participation will be reflected and incorporated into the teachers professional development plans and the training initiatives of the participating schools and districts so that it represents a top-to-bottom commitment from administrators and teachers, alike. Actively participating teachers can earn up to 14 graduate and continuing education credits for participating in the training activities as well as an annual stipend of $750. These credits can be applied towards meeting highly qualified teacher status under NCLB, teacher licensing points, and district pay scale advancements. The credits will be offered free of cost to teachers. Such incentives will ultimately help to advance teachers careers in our districts thus indirectly addressing job turnover issues. Rarely do teachers have the opportunity to learn from and interact with scholars, yet the study of history relies on academics and historians to interpret the past and apply knowledge gained to the present and future. To support this essential connection between history teachers and scholars, a team of history professors and historians from our partnering universities and regional historical organizations will lead the CCH instruction and practitioner support services. Our training partners are published scholars and experts in the area of teaching elementary, middle, and secondary level history courses. They are also strongly committed to delivering the program trainings as they have spent countless hours helping to create course content and schedules based on teacher needs, availability, and student achievement gaps. The curriculum vitae of these trainers can be found in the resume attachment section (please cross reference); however, a brief summary of our trainers qualifications, expertise, and scholarly publications is as follows: Trainer Biography Chart TrainerCredentialsProfessional Experience??????Example: Richard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. ??????Example: Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. ??????Example: Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the CCH experience as a trainer in the program.??????????????????Bob BerkowitzI will addI will add The content of the CCH professional development program for teachers is designed to spiral around the overarching theme of Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address teacher knowledge gaps in US history,(3) provide depth by examining keyhistorical documents andby reading historical texts, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in the way US history is taught and learned.The personnel responsible for the implementation of the CCH activities will include a full-time Program Director who will be paid for out of the grant, in addition to xxxxxxxxxxxx, xxxxx, and a team of trainers from the University of Oklahoma and various other training partners. These staff and consultants will be assigned to coordinate the professional development activities, to provide for integration of content instruction with instructional strategies, to lead the curriculum re-alignment and development effort, to continually motivate and recruit teachers to actively participate in the CCH trainings, to provide coaching and touchback support opportunities to participates, to update and maintain the CCH website, and to assist in conducting formative program evaluation activities. The individuals who will fill the staffing and consulting positions have already expressed a great desire to participate as framers and implementers of CCH as all have been involved in the extensive needs assessment and program planning process that led to the collaborative development of this grant proposal. Their expertise and knowledge of US history is described throughout this grant proposal. This team of leaders, scholars, and experts will work together through the CCH Advisory Committee, which will act as the overseers (i.e., watchdogs) of the program. Over the course of the 3 year grant (October 1, 2007 - September 30, 2010), program participants will explore the encounters and biographies that have shaped American history. The CCH trainings will incorporate 3 overarching themes: Conflict and Consensus Among Peoples; US Expansion and Connections to the World; and Social, Cultural and Diplomatic Change and Exchange. The focus of each years content knowledge based training menu will push such content and concepts into the trainings as: (1) the significant issues, episodes, and turning points in the history of the United States; (2) how the words and deeds of individuals have determined the course of our nation; and (3) how the principles of freedom and democracy articulated in the founding documents of this nation have shaped America's struggles, achievements, and its social, political, and legal institutions and relations. The menu for the CCH professional development activities that focuses on pedagogy will emphasize document based teaching, teaching for understanding through modeling, teaching historical thinking skills, and active hands on approaches to teaching history. All program activities will spiral around these themes and culminate in classroom refining of the curriculum products and the evaluation of classroom implementation to ensure student learning of American history content, historical thinking, and research skills using primary and secondary sources. In doing so, the training content is designed to transfer to the curriculum writing process as participants and staff will work in vertical and horizontal groups to develop curriculum modules, model lesson plans, and virtual field trips for elementary, middle, and high school American History courses. The curriculum and instructional products produced by out teacher teams will be published on the CCH website to be made available for use teachers across the CCH districts, state, and nation. Each component of CCH includes activity descriptions and continuation activities that link training to content knowledge building as well as changing practice in the classroom. CCH component include: History Content-Rich Institutes: Working hand-in-hand with teachers, scholars, and the broader community, the University of Oklahoma (OU) has been providing learning opportunities and curriculum resources to thousands of K-12 Oklahoma educators of history and the humanities for over 50 years. As will be coordinated under the leadership of Susan Kidd (the Administrative Director of the universitys Center for Education), OU will deliver a content-based professional development model for CCH that involves courses taught by leading academic historians, independent scholars, and education/content specialists chosen for their knowledge and experience. For this effort, the University of Oklahomas Center for Effective Schools has teamed up with its History Department and School of Education to collaboratively provide the CCH content knowledge-based school year and summertime institutes. History scholars and researchers of the University of Oklahoma (OU) History Department, former elementary level and secondary level history teachers and content knowledge specialists from the OU School of Education, and pedagogical experts and school reform specialists from the universitys Center for Effective Schools have formed a dream team of trainers who bring with them diverse knowledge and expertise. Grouping the trainers of different backgrounds to co-instruct the content institutes will allow for the tri-partite or interdisciplinary approach to occur. We will refer to this team of trainers as the OU Trainers, and, again, their professional backgrounds and biographies can be found in the Trainer Biography Chart above or in the resumes that are attached to this grant proposal. The training institutes that have been planned by OU are specifically designed to deepen content knowledge in US history and will have the capacity to serve up to xxx program eligible teachers for each of the 3 grant years. The content of the trainings will align with the PASS standards and state curriculum frameworks for American history for the grades in which history is taught in Oklahoma (grades 5, 8-12). History teachers of the CCH schools who are required to instruct history at these grade levels will be the target recruitment group that will be strongly encouraged to attend. Participating teachers will have the option to earn professional development points necessary for recertification or graduate credit from OU (as paid for by the grant and made available for free to teachers) in addition to receiving a financial stipend for their participation. The majority of institutes will take place on the OU campus, which is centrally located and nearby all of the CCH districts. The lecture rooms located near the OU library will be the optimal site. This will allow for our teachers to conduct research using the extensive resources and archives of the OU library. These resources include a huge selection of biographies and books on US history, a DVD and video library that covers the eras, leaders, events, cultures, and wars of America, audio tapes of historically significant songs, and an excellent computerized collection of teacher curriculum guides and lesson plans which have been gathered over the past several years from US history teachers of Oklahoma and other states. Included in this collection are sample lesson plans and activities that focus classroom learning on history themes and content but that would be appropriate for use in world history, social studies, math, reading, and other core subjects courses. All of these sources can be checked out or accessed using the library and school computers. As you will read below, attendees will also have the opportunity to learn outside of the OU library as they travel to archival collections and museums of the region during several of the training events. By drawing upon local resources and places of historical interest and importance, connections between the education community and historical community will be expanded and strengthened. This will, in turn, help to provide a framework for development and sustaining community interest and support for excellence in American history education in Oklahoma City. The timeline, list of trainers, content of the trainings, and resources to be used for the summertime and school year content institutes are outlined in the charts that follow. The first series of charts describes the 3 annual summertime institutes, including the daily content of the institutes, participating scholars, key texts used, and the cultural resources that will be used for fieldtrips, site visits by individual teachers to visit and report back about, or to inform teachers describing their offerings. Prior to each institute, a full-day orientation will be scheduled in May to provide teachers with an overview of the topics they will study and provide them with resources to prepare for the institute. During this orientation, teachers will receive reading lists that include relevant primary and recent secondary sources, web sites that they can visit to explore the historical topics, and sources that discuss how children learn history all of which will help to prepare them for a maximum learning experience for the upcoming summertime institute. The 7-day summertime institute event will then commence during the second week of June. After the conclusion of the institute, a follow-up touchback training day will be scheduled in the September following the summer institute schedule. Summer Institute 2008, Conflict & Consensus Among Peoples of the American Colonies to the New Republic Morning SessionAfternoon SessionOrientation (May)Review of summer institute learning objectives and resources. Discussion on Colonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe US Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Oklahoma City Public Library, Oklahoma Antiquarian Society, Oklahoma City Bombing Museum and Historical Site)Follow-Up (September)Sharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington) Summer Institute 2009, US Expansion and Connections to the World in Antebellum America Morning SessionAfternoon SessionOrientation (May)Review of summer institute learning objectives and resources. Discussion: the transatlantic reform tradition in antebellum AmericaReligion and reform Day 1Foreign perspectives on the US from DeTocqueville to WildeSlavery and abolitionismDay 2Staking a place among nations: The Barbary Wars, War of 1812 and the Monroe DoctrineThe international womens movement Day 3Cross-currents: Connecting to the world through trade and industryField trip to the Peabody Essex Museum to study the China trade of the 19th centuryDay 4Foreign relations in the era of Mexican-American War and 1848The Native West after Lewis and ClarkDay 5A new look at the Old West: The convergence of peoples from around the compassThe many worlds of the California Gold RushDay 6Teaching applications: Teaching the USs role in the 19th century world Resources and strategiesDay 7Curriculum-writing workshops; preparation for curriculum programsFollow-Up (September)Sharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. John Stauffer, Dr. Larry Buell, Dr. Bonnie Anderson, Dr. Heather Cox Richardson, Dr. David Quigley, Dr. Beth LaDowKey TextS. Mintz, Moralists and Modernizers; J.B. Stewart, Holy Warriors; selected chapters of other textsCultural ResourcesThe Peabody Essex Museum, The Concord Museum, Boston Athenaeum, Schlesinger Library on the History of Women in America, Old Sturbridge Village, Salem Maritime National Park Summer Institute 2010, Oklahoma and National History, 1620-1846 Morning SessionAfternoon SessionOrientation (May)Review of summer institute learning objectives and resources. ??????????????????Day 1Pilgrims, Puritans and their religion in early Oklahoma (including performance by re-enactors of Anne Hutchinson and Roger Williams)Colonial-Indian encounters in OklahomaDay 2State and national events leading up to the RevolutionWalking Tour: Boston Freedom Trail and African-American Heritage TrailDay 3How life changed after the Revolution (maritime growth, Constitution of 1780, Shays Rebellion, Second Great AwakeningIsaiah Thomas Patriot Printer (performance by re-enactor)Day 4????Day 5????Day 6????Day 7????Follow-Up (September)Sharing of teachers updated curricula and lesson plans pertaining to early Oklahoma history in working groups; constructive critiques and classroom-tested ideasScholarsDr. David Hall, Dr. Barry OConnell, Dr. Tom Conroy, Dr. Jack Tager, Ms. Anna Roelofs Key TextsR.D. Brown and J. Tager, Oklahoma: A Concise History; D.D. Hall (Ed.), Puritans in the New World: A Critical Anthology; J.D. Drake, King Philips War: Civil War in New England, 1675-1676 Cultural ResourcesAmerican Antiquarian Society, Boston National Historical Park, Oklahoma Foundation for the Humanities (Mass Moments Program), Oklahoma Studies Program at UMass Boston The OU Trainers have additionally arranged to facilitate the school year content-based trainings, which will take place during 4 full day training sessions on the OU campus, every year. After the trainings are complete for the year (in March), an annual touchback day will also be scheduled on every participating district site thus, every district will have their own touchback day as opposed to just one touchback training being offered over the course of a single year for all to attend. The content of the school year institutes will cover the key PASS standards in the grades in which history is taught in Oklahoma; however, the content will often times focus very deeply on a selection of standards and content that may be more appropriate for 5th grade teachers, for example, than 11th grade teachers. Because of this, the Program Director will be responsible for including in the training schedule that is given to teachers the key standards and grade levels that the content of every training will focus on. This way, teachers can select the menu of training that best meets their needs. For some teachers, this may include learning about the content that their students may have to take in future years so that vertical articulation strategies can begin to take form; for other teachers, a menu of completing training in the areas that are most relevant to their current course schedules will be the most fitting. Regardless, all actively participating teachers will be asked to attend a minimum of 2 or more institutes a year AND the follow up session. Note that 2 of school year institute training days will be scheduled during the in-service days of our districts; for the remaining days of training, substitute teachers will be paid for out of the grant to cover teacher classrooms. Teachers will be given release time to encourage their attendance. Fall/Spring Seminars 2007-2008, The Cold War and Post-Cold War Period: The US on the World Stage Morning SessionAfternoon SessionInstitute 1 (September)The domestic culture of the early Cold War The Cold War as a global conflict: case studies from foreign interventionsInstitute 2 (November)Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sInstitute 3 (January)The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsInstitute 4 (March)Teaching the Cold War at home and abroad: curriculum-writing workshopsFollow-Up Day (April)Curriculum-writing workshops; preparation for curriculum programs on the Cold War and Post-Cold War Period. Sharing of teachers newly written curricula in working groups; constructive critiques and classroom-tested ideas.ScholarsDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesJohn F. Kennedy Museum and LibraryFall/Spring Seminars 2008-2009, insert theme here Morning SessionAfternoon SessionInstitute 1 (September)????Institute 2 (November)????Institute 3 (January)????Institute 4 (March)????Follow-Up Day (April)??Scholars??Key Texts??Cultural Resources??Fall/Spring Seminars 2009-2010, US Immigration, Migration and Race Relations Morning SessionAfternoon SessionInstitute 1 (September)Themes in four centuries of US immigration history. Race relations from Reconstruction to the presentImmigration, citizenship and the politics of race in the 19th century. American race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy.Institute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuries. Case study: The jazz ambassadorsInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Native American migrations from the 17th -19th centuries Issues in educating immigrant children. Teaching applications: Reframing the teaching of US immigration policy and experiencesFollow-Up Day (April)Curriculum-writing workshops; preparation for curriculum programs on immigration, migration, and race relations. Sharing of teachers newly written curricula in working groups; constructive critiques and classroom-tested ideas.ScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesLowell National Historical Park, Slater Mill Historic Site Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom: An exciting partnership that has developed during the planning of this grants is one with Bob Berkowitz of Big6. Bob and his associates are long time educators who developed the Big6 instruction, research, and learning method which will be a huge compliment to the CCH training menu. Information on the Big6 methodology can be found in the attachments along with bobs resume. As you will read, Big6 is a problem-solving approach that will be taught to and used by CCH history teachers to infuse the concepts of inquiry, research, an d informational literacy skills into the history classroom. The trainings will be specifically designed to support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association and the National Council for the Teaching of Social Studies. An additional portion of the trainings will concentrate on technology integration into the history classroom; which will additionally allow teachers to engage their students in historical inquiry and deepen their content knowledge. Xxdescribewhatwillbeproducedfrom workshops here. Four two-day workshops will be held each year. Participating teachers will be asked to attend at least one workshops annually. The chart below illustrates the training opportunities that will be offered. Training TitleContentProviderScheduleThe Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. The second half of day 2 will be a Train-the-Trainer workshop. Bob BerkowitzDecember 2008 (repeated in December of 2009 and 2010)Technology in the American History Classroom: An IntroductionThis two-day workshop provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. Bob BerkowitzFebruary 2008 (repeated in February of 2009 and 2010)Web-Based Resources and Multimedia Tools in the American History ClassroomThis two-day workshop is designed to assist teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. Bob BerkowitzApril 2008 (repeated in April of 2009 and 2010)Capturing HistoryThe two-day workshops prepare teachers to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will also create an HTML program on CD.Bob BerkowitzMay 2008 (repeated in May of 2009 and 2010) Coaching and Teacher Assessment: The above training opportunities are really only the first phase of a 3 phase professional development model. A traditional 3 phase model is designed to sustain the training effort and ensure that the training content and practices are being transferred into the classroom. It does this by offering (in phase one), content and pedagogical building training. These trainings are outlined above. During phase 2, teachers observe the pedagogical strategies and content (that were highlighted in the phase one trainings) as they are modeled to students in a classroom setting by CCH trainers. Because it would be resource draining to have the entire CCH training cadre instruct courses on every school site; we will assign each member of the training team (which includes the OU trainers and Dr. Berkowitz) to work with a particular school site (or a couple of sites based on the trainers availability). The methodology used to match the trainers with the sites will take into consideration the school needs, grade levels taught, and the expertise and background of the trainer. Three full days of the trainers time will be spent at his/her assigned site for phase two. During the trainers time at the schools, several hours of each phase two day will be dedicated to observation. As the trainers deliver lesson plans to CCH students, participant teachers will have the opportunity to observe the trainers skill and strategy in the classroom setting. Time will then be set aside for the teachers to discuss, inquire, and reflect on what they observed with the trainer in small groups and one-on-one and also time for the teachers to demonstrate what they learned with each other in a classroom environment. In phase 3, the trainers will then observe each CCH participating teacher presenting the content and pedagogical strategies (learned through the phase 1 and 2 trainings) to students. At this time, the trainer will also assess the quality of lesson plans and student work (using a rubric), and then will meet with each teacher for at least a one hour period offering feedback and support. These observation and coaching sessions will be scheduled twice each year for every teacher. In its feedback sessions with teachers, the trainers will focus primarily on the strategies most recently discussed in the trainings but will use spiraling techniques to continue to improve implementation of all the pedagogical strategies presented to date. The teams will therefore spend the majority of their time working one-on-one and in small groups with teachers as they perform these services so that the needs of each teacher will drive the coaching platform, the future content of professional development, and the time allocation of the teams. Teachers and administrators of our participating school districts agree that this type of training that targets the improvement of instructional strategies through a coaching process will be one of the most powerful forces for change in our districts. It is our intent to provide this type of training system as a way to build the capacity of Oklahoma City schools to sustain the CCH program offerings and trainings in future years. By the end of the grant period, a team of master teacher leaders will be formed, consisting of those effective and highly qualified teachers who have consistently met the active participation requirements of the CCH trainings as well as those who are ranked effective based on the teacher assessment system, which is described immediately below. These teachers will have the capacity and skills to continue to coordinate and deliver the CCH trainings and coaching beyond the grant funding cycle as they assume school-wide leadership roles. Compensation for taking on the role of a trainer will be paid for out of district Title II funds and the TAH grant and will breakdown to a $3,000 stipend per year (to cover one teacher leader at every school site starting in year 2 and then year 3 of the grant). Flex time and release time will be available to these leaders to encourage their active participation. Teachers who take on leadership roles will be asked to dedicate 2-3 hours of their time, each week during the year to joining the CCH training team in planning upcoming training sessions, co-delivering training and coaching sessions, and recruiting teachers to participate. An additional duty of the leaders will be to coordinate curriculum planning and re-development groups during the summertime. For this task, vertical and horizontal teams of history teachers from the school will come together for several weeks in the summertime to map out the curriculum for the year and adjust the history curriculum to include the CCH training concepts and pedagogy. All teachers involved in this process will be eligible to receive a $1,000 stipend for their participation. This is an in-kind contribution to the program as it will be covered by the Title II budgets of the CCH districts. Because of our strategy to train and use teacher leaders, the investment of training dollars in outside trainers will no longer be necessary after the third year of CCH. This will ultimately help to create a community of practice at our schools to promote and sustain improved content knowledge and pedagogical practices of our teachers for many years to come. This approach to teacher development is validated through research to promote learning, support change in practice, and reduce the isolation of teachers. Teacher Assessment: In their recently published evaluation of educator management practices, researchers - DavidHoldzkom and BarbaraKuligowski - point out that one of the most effective practices for raising teacher effectiveness is through the use of research-based teacher appraisal systems. Characteristics of these types of systems include the identification of standards and best practices in the areas of classroom effectiveness, the observation and quantitative rating of teachers in meeting such standards, the support of teachers in meeting the standards, and the consistent re-evaluation and support of teachers promoting a cycle of continuous improvement. At this time, none of the CCH schools uses a standardized educator evaluation system that meets these criteria. This is going to change under the CCH initiative. Produced by a group of education and administrative specialists out of Northeastern State University, the Teacher Appraisal System (TAS) is a state-of-the-art technology enriched teacher assessment model that is national standards-based and scientifically based and that is ideal for our trainers to use to quantitatively and qualitatively assess CCH history teachers. Under the model, the trainer assigned to each school will use a QUARTERLY walk-through method of observation in the rooms of participating history teachers. The schedule of the walk-throughs are not pre-announced to teachers thus, the trainers can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the trainer observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. The indicators have been adjusted to also reflect the national and state benchmarks and standards in teaching and learning US history. These indicators include: classroom management, classroom climate, organization, record keeping, demonstration, content area knowledge, level of direction, defining purpose, encouraging response through use of historical inquiry and questioning, supervision, adoption of varied techniques, learner success, performance and conduct. The trainer will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at their office, the trainer will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and trainer then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the trainer completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. The data that are collected during these processes are automatically compiled and reported. The compilation of data can not only be used as a needs assessment for future training and for NCLB accountability reporting, but the system further allows for teacher financial incentive recommendations so that teachers receiving 100% satisfactory marks and teachers who improve their satisfactory marking percentages by at least 25% from evaluation to evaluation period will be eligible to receive a $75 bonus every quarter as paid for by the grant and our Title II funds. History Book Discussion Study Groups: Participating CCH teachers will meet for seven 2-hour history book discussion study groups each year to deepen their content knowledge of the designated historical periods and theme studied that year. The study groups will provide opportunity to read and discuss in a collegial atmosphere five biographies, memoirs, historical fiction, and historical works related to the program years theme. (See attachments for the History Book Discussion Study Group Booklist) Participants will develop a related work product such as a discussion journal, in-depth review of a book, lesson plans, and multi-media presentation, which will be shared with the group and uploaded on the CCH website. Dr. Robert Allison, chair of the Suffolk University Department of History and Director of the American Studies Program, will present a deeper historical perspective and context for the books read, lead discussions, assist participants in forming their programs, and evaluate their work for historical accuracy. Mini-Sabbaticals: CCH in US History will provide mini-grants for up to $500 each year to 6 teachers a year to take a 37-hour mini-sabbatical. A historian with expertise in the interest area (from either the training team or our historical partner agencies) will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom (and shared on the CCH website). Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Field Trips: Weekend Study Tours will be available to program eligible teachers during each of the school years of the grant term. The Study Tours will be arranged and organized by the CCH Program Director with input from our partners at OU. A total of 3 study tours for up to xxx teachers to attend will be held each program year. All actively enrolled CCH teachers will be expected to participate in a minimum of one study tour each year. Tour participants will travel by chartered bus departing on Friday morning, stay at arranged lodging on Friday evening, continue with the tour activities on Saturday, and return late Saturday afternoon. The tours will split between learning experiences at museums or libraries where participants will study artifacts and documents, and historic sites where participants will explore the use of field study as an instructional tool to incorporate local history into classroom activities. Strategies and resources developed by the National Park Services Teaching with Historic Places project will be utilized. Participants will provide input into the development of classroom lesson plans for elementary, middle and high school classrooms including virtual field trips. The Study Tour lessons and virtual field trips will be made available on the CCH website and offered for publication on the National Parks Service Teaching with Historic Palaces website. During the first grant year, study tour participants will visit the National Archive Research Center in College Park, Oklahoma and the National Archives Building in Washington, D.C. The second tour participants will travel to the Philadelphia area and visit the National Constitution Center, the Franklin Museum, and Valley Forge. The third tour will be to Baltimore to visit the Oklahoma Historical Society and tour Fort McHenry and the Flag House and Star Spangled Banner Museum. During the second year the first two study tours will focus on transportation and local history. Participants will visit The Allegany County Museum to study local artifacts and documents and also the Canal Place Heritage Area in Cumberland, MD to extend their understanding of the role of the C. and O. Canal in the economic history of the region and its influence during the Civil War. On the second tour, participants will tour the Hager House on Friday morning and then visit the Western Oklahoma Room of the Washington County Free Library to study local historic documents and learn how to incorporate the digital document collections of the WHILBR (Western Oklahoma Historic Library) database in their lesson plans. They will then travel to Baltimore to explore the Oklahoma Railroad Museum and the Oklahoma Museum of Industry. The third tour will be a Civil War weekend including tours of Harpers Ferry National Park and Antietam National Battlefield with seminars by noted local Civil War historians. In the third year, the first two Study Tours will focus on civil rights in the 20th century. The first weekend Study Tour participants will travel to Baltimore visiting the Reginald Lewis Museum of African American History and Culture and the Oklahoma Historical Society to research documents relative to the progress of civil rights for women and ethnic minorities in Western Oklahoma. On the second weekend Study Tour participants will travel to Washington D.C. visiting the Smithsonian Institutes National Museum of American History, the National Museum of the American Indian, the National Museum of African American Art and Culture, and the National Womens History Museum. The final study tour participants will visit the Garrett County Historical Society Museum and visit historic sites in the Allegheny Highlands region area including Fort Necessity. Annual CCH Conference: The annual conference theme will be the same as the annual summer institute theme and will be another pathway for up participating teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Three tracks will be offered: one for grade 5 teachers, one for grade 8 teachers, and one for grades 9-12 history teachers. Topics will be directly related to the Oklahoma PASS standards and Curriculum Frameworks, be grade-level appropriate, and help teachers deepen their content knowledge. Historians and museum educators from the cultural resources listed in the partnership description sections below will be invited to conduct lectures in their area of expertise and related to the content. These include xxxxxxxxxxxxxxxxxxxx. Teachers will also learn, observe and analyze a range of approaches to teaching and learning American history. Teachers will be invited to share content, work products, and strategies on how to implement them in the classroom. OU will suggest scholars and lead teachers and will help facilitate the annual event. CCH Website and Online Resource Exchange: The CCH website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. xxxxxxxx, the technology consultant from xxxxxxxxxxx, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. Note that the participating school districts already use the Microsoft Class System server that requires all teachers to enter their lesson plans into a computerized system, select the standards that the lesson plans align with, and upload the lessons to the internal servers of the district. This technology will be tied in with the CCH website so that the upload of lessons from participating teachers using Class will be sent through an automation process to the Program Director for approval, and then will be automatically uploaded onto the website. Information on the Class System can be found in the attachments. Primary Source Document Book: Each year at the annual conference, the CCH training and staff team will present to every participant teacher a program developed primary source document book. This annual compilation will include primary source documents related to the years American history theme. The book will also contain instructional resources and sample lesson plans for teachers to use in the coming year that integrate technology and literacy, exemplifies best practices of curriculum-assessment-instruction related to the teaching of American history, and that is tied to Oklahomas History PASS Standards and Core Curriculum Framework as well as the national standards to teaching US history. This resource compilation will offer teachers an expanded toolbox that they can take back to their classrooms to improve the teaching of US history at their schools. School-Based Resource Centers: ADD Net Trekker Here and Microsoft Class System Every participating CCH school will designate a dedicated space on its campus to house a school-based CCH resource center. These centers will house a rich array of resource materials for both students and teachers to access through a lending/check out system. Inventory, which will complement the annual history theme and promote state and national standards, will include books, artifacts, primary source document replicas, historical art and music, DVDs of training events and fieldtrips, virtual tours, documentary videos, training and informational handouts, curricular support materials, historical biographies, maps, pictures, assessments, history journal publications, and fun classroom lesson plans, historical reenactment scripts for students, the primary source document books, We the People Bookshelf, and national publications on teaching and learning traditional American history. These sources will supply a rich reservoir of historical materials for the classroom as they bring alive the pivotal events and crucial ideas of the nations history and allow teachers and their students to think like and become historians. National Resource Materials and Gatherings: To provide teachers with opportunities to maintain awareness of new American history research and findings, CCH staff and participant teachers will have the opportunity to receive paid membership to the National Council for History Education, which includes publication subscriptions, curriculum booklets, access to a network of historians and educators, and partially paid attendance at the national history conference. Participating teachers and trainers of the program will also receive Journal of American History subscriptions and will be invited to attend regional and national history colloquia and conferences sponsored by these national organizations (with grant and in-kind funds helping pay their attendance). In turn, information from these resources will help CCH trainers and teachers to derive valuable content for future training sessions and classroom activities. Quality of Partnerships: The CCH professional development program is a collaboration of xxxx public school districts (Western Heights, xxxxxxxxxxxxxxxxx), two training partners (University of Oklahoma and Big6), and a multitude of museums, historical libraries, and other local and national organizations who have agreed to (1) work closely with the educational partners to design programming that extends the content learning in summer institutes, (2) provide opportunities for field study and research directly related to the theme and content learning in summer institutes, and (3) provide educators to speak at the annual CCH History conference on the designated annual theme. Each partner was carefully selected based on its ability to effectively fulfill its program role and responsibility. All of the CCH partners have worked collaboratively on the design and implementation plan for the program meeting a multitude of times over the past year to perform the needs assessment (described above) and build consensus. As the target region hosts one of the highest concentrations of institutes of higher education, museums, and cultural organizations in the country, we have selected our partner organizations based upon previous experience, their capacity to be active participants in the program, recommendations from classroom teachers and administrators, their willingness to work hand-in-hand with teachers on a sustained basis, and their readiness to form a comprehensive collaboration wherein all services are aligned and coordinated. Western Heights was selected as an ideal lead applicant of the grant due to the fact that it has the most experience, among the partnering school districts, in managing federal grants. Grants that the district has implemented, sustained, and met 100% of the grant goals/objectives/outcomes/commitments include: xxxxxxxxxxxxxxxx. Western Heights was also selected based on its level of capacity to incorporate effective classroom practices into its content-based curriculum as well as its commitment to institutionalizing the CCH offerings into its teacher training and education system. Regardless of its leadership role, all of the CCH school districts have a strong history of collaborative with each other on grant programs - and most recently partnered in the federal Teacher Incentive Fund grant, which was also a professional development oriented program. University of Oklahoma has a rich history of working with TAH grantees as it was the training partner for the xxxxxxxxxxxxxx TAH grants. The university was eager to partner in the CCH grant because it has seen the instructional changes and learning benefits for students whose teachers have participated in their TAH training programs in the past. Big6 was also a key partner of the Reading Massachusetts and several other TAH grant programs and it, too, has witnessed tremendous improvements in the teaching and learning of US history among grantees. Both of these training partners bring valuable resources and well-established connections with university faculty and resources in the Oklahoma City region and the national historical community. Both have expertise and success working with public school administration. Robbie these are example of capacity statements taken from another TAH grant I wrote. For OU and the musems/historical resources that you will be having teachers visit, I need descriptions in detail of their capacity and experience very similar to these below: EXAMPE: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Oklahoma has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Oklahoma American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the CCH American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. The Gilder Lehrman Institute will provide instructional materials for the thirty teachers who are full participants including annotated primary sources from the Gilder Lehrman Collection, which holds over 80,000 items documenting the political and social history of the United States: letters and diaries, maps, pamphlets, sketchbooks, printed books, photographs, and other materials. Each of the full time participants will receive a History in a Box resource kit on The Founding Era. The teaching kit includes an introduction, a timeline, thirty primary documents, teaching strategies, posters for classroom display, interactive CD-ROMs, and videos. Each full time participant will also receive a resource kit of lessons on selected topics in American history, from the colonial period to the 1990s. The lessons were developed for use during Gilder-Lehrman summer seminars and the lesson topics include ones on George Washington developed at a seminar led by Gordon Wood, North American Slavery developed at a seminar led by Ira Berlin, Issues, Strategies and Leadership of the Civil War developed at a seminar led by James McPherson, and America between the Wars developed at a seminar led by Alan Brinkley. Gilder Lehrman will also provide traveling panel exhibits on themes in American history. The exhibits feature documents from the Gilder Lehrman Collection. The traveling exhibits include supplementary videos, CD-ROMs, and teacher guides which provide a basis for student discussions and projects and allow for special programming at schools. Another important partner is the Oklahoma Humanities Council. The Oklahoma Humanities Council works closely with scholars, researchers, and curators at institutions of higher learning, libraries and archives, and museums and historical societies both in Oklahoma and throughout the country. The Oklahoma Humanities Council offers a network of experts in history and will work with our American History Specialists to recommend resource people for the local component of the summer symposia as well as for the site based content/strategy in-service professional development. The Oklahoma Humanities Council coordinates Oklahomas statewide History Day program, which emphasizes the use of primary sources in the classroom. Oklahoma Humanities Council has supported History Day in middle and high schools in Allegany County for several years and this past year began working with teachers in Washington County. Judy Dobbs is the Oklahoma Humanities Councils education coordinator for History Day and has been instrumental in promoting hands on document based history projects to teachers and students in Western Oklahoma. The Oklahoma Humanities Council has experience working with two other Teaching American History grant programs. Oklahoma Humanities Council staff members have conducted sessions for summer institutes in Hartford County and have also provided resources for Teaching American History programs for Baltimore County. Oklahoma Humanities Council will provide coordination activities, student tutoring and mentoring for teachers in preparation for the state and National History Day Competitions. The Oklahoma Historical Society, located in Baltimore, is the state's oldest cultural institution and includes a museum, a library press, and numerous educational programs for both students and teachers. The Oklahoma Historical Society houses the most extensive collection of objects and artifacts in the state of Oklahoma, and one of the largest collections of Americana in the world. The Historical Societys library contains over 5.4 million objects including books, extensive genealogy indexes, photographs, and manuscripts. The Historical Society sponsors lectures, symposia, living history performances, and Traveling Trunks primary document kits for use by teachers. It also provides excellent professional development for teachers both onsite and in the schools including several workshops that promote active learning using documents and artifacts. These workshops include: Working with Primary Sources, Bringing History to Life, and Teaching with Objects: Material Culture in the Classroom. The Western Oklahoma Regional Library System is an important source for local historic documents and program support. The Western Oklahoma Regional Library System has experience in working closely with Western Oklahoma schools on numerous projects. The Washington County Free Library in Hagerstown, the Allegany County Public Library in Cumberland, and the Ruth Enlow Library in Garrett County provide in-service support to American history teachers. John Venditta coordinates the three county library system that serves the western Oklahoma region. In September of 2005 Kathleen OConnell and Pat Wisher worked with Advanced Placement United States history teachers in coordinating a series of lectures to commemorate and educate students about the history of the United States Constitution. Also earlier this year John Frye, curator of the archives collection in the Western Oklahoma Room, worked with American History teachers producing a 50 page pictorial history with primary source documents of the Washington County Schools which was published as an insert in the Herald-Mail, a regional newspaper. Jill Craig coordinates the development of the Western Oklahoma Historical Library (WHILBR) a digitalized collection of photographs, newspaper articles, government records, and rare books. Collections in the digital library include genealogy resources, Battle of Antietam reports from the local 1862 Herald and Freedom Torch Light newspaper, and a documentary on local Rosie the Riveter female WWII workers. Continuation Activities: To ensure that (1) participating teachers effectively apply their learning in the classroom, (2) program implementers and evaluators are provided data to see the impact of the institutes and workshops on both teachers and students, and (3) all work products meet quality control standards before being uploaded on the program website and shared with colleagues, a series of continuation activities will be implemented, as follows: (Teachers will complete the pre and annual post content knowledge assessment, the TAS assessment, and the attitudes-beliefs-perspectives assessment as are described in the competitive preference section 2 (please cross reference). These data, in addition to student achievement data on state assessments, will be used in the summative assessment by trainers and staff to identify future training content and a long-term strategy to upgrade teacher quality. (One follow-up curriculum day in the fall will be scheduled to refine the curriculum lesson plans developed during the summer curriculum planning session. (Each participating teacher will meet with his/her training partner to discuss and prepare lesson plans and curriculum designed for school year and summer institutes, workshops, and book discussion study groups. The trainer will observe the teacher teach the lesson in the classroom and conduct a follow-up debriefing. (Teachers will present their work products from study groups, mini-sabbaticals, workshops, and research institutes to the CCH Advisory Committee and complete annual surveys on how their participation has impacted their quality of instruction. (Teachers will share their classroom experiences and work products with colleagues through the CCH website medium, at the annual program conference, at common planning times within their districts, and at scheduled follow-up days. Teachers will be encouraged to submit articles to professional journals such as the Oklahoma History Teachers Association and the National Council for History Education newsletter and to do presentations at professional conferences for history teachers. (Finally, because one of our key strategies for sustaining the CCH program will be through teachers who take on leadership roles, it will be imperative to this effort that leaders are monitored and supported to do so. After developing a detailed checklist of duties and goals that must be accomplished by the leaders weekly, monthly, and annually, the CCH Program Director will be responsible for meeting with the leaders, once a month, to review their progress in accordance with the checklist. Leaders will also be asked to submit bi-annual reports of their progress, as will be reviewed and approved by the Director and Advisory before annual stipends are released. Support for leaders will take shape in the form of the annual stipend, flex time/release time, and ongoing training. In order to successfully sustain the CCH initiative in years to come, it was essential to utilize and build upon existing resources in the state and local historical community. As demonstrated in the partnership descriptions above and in the budget narrative, a variety of donations have been promised as an in-kind match to the program, which totals $155,200 (annual) in community matching cash and resources. Cost-efficiency through local resource-leveraging is essential in the design of the proposed initiative, which features a program model that will be implemented successfully in a resource-poor, urban community setting. Grant funds are requested primarily to support intensive capacity-building during an initial three year period (i.e., teacher and staff professional development/planning time, program start-up staff, resource and technology purchases, curriculum development). Our consortium anticipates that the overall impact of the grant - and the program itself will continue long after this initial funding period is over. There was no choice but to keep program costs as reasonable as possible due to the limited duration of funding and strong need for CCH services. CCH Schools has specifically designed the budget in such a way that the program will become infused into the operational budgets of its schools and district by the end of funding term. Strategies that will allow us to accomplish such a task include: the training and formation of a cadre of specialized teacher leaders who will be train-the-trainers and able to replicate trainings on their sites; the strategic use of existing school and community facilities to host the program at no added cost; curriculum adoption at the district level; and strategic planning between all partners to commit resources to cover the cost of the program in current and future years. We believe that the cohesive and intensive work we have planned for CCH teachers each summer and academic year will provoke a paradigm shift, impacting the classroom practice of individual teachers immediately and becoming contagious throughout the district with time. Thus, the apprenticeship of teachers and students can continue long beyond the years of this grant. (Selection Criteria 2 - Significance: The xxx public school districts collaborating in CCH educate xxxxxxxxxxxx students in the Oklahoma City region. There are a total of xxx elementary, middle, and high schools in the xxx systems. Xxxx School District, with a census of xxxx students, has xxx elementary schools, xxx middle and xx high schools with xxx% of its total student population enrolled in the free/reduced program. Xxxx Schoo District serves xxxx students in its xxx elementary schools, xxx middle schools, and xxx high schools with xx% of its student population receiving free/reduced lunches. Repeat as needed In our schools, US history is taught in elementary grade 5 as recommended by the Oklahoma State Department of Education. Major topics taught in 5th grade include: using and understanding primary sources; the early exploration of America; colonial America; the American Revolution; the Early Federal Period; and US geography. For 8th grade, students also revisit primary sources and work on developing process and reasoning skills. They also perform case studies on the American Revolution; the US Constitution; the Bill of Rights; the Jacksonian Era; the Civil War; and American economics, politics, culture, race relations, and society of 1801-1877. United States History II, which covers the history of the nation from Reconstruction to the present (with case studies on the world wars, the Great Depression, and the Industrial Revolution), is a requirement for high school graduation and is offered to students of the 9-12th grade. Advanced Placement (AP) US History is also offered in xxx of the xxx high schools in our consortium. Each CCH school system has encouraged participation in AP History however the total number of students taking this class was limited to xxx total students during the last school year with xx taking the AP exam. Of that number, only xx% of the test takers passed with a score of three or higher. This CCH grant is needed to improve content-based teaching and learning of American History as a separate discipline. Content specific professional development will address crucial essential topics and themes and highlight individuals, and movements that have shaped our nation. All fourth and fifth grade elementary teachers in Allegany, Garrett, and Washington County have the responsibility for teaching American history objectives. Because of the lack of American history training and because current emphasis in the elementary schools centers on reading and math instruction, the quality and quantity of history teaching is less than ideal. Most middle and high school teachers that teach American history have undergraduate training in history including some with undergraduate majors or concentrations. Few however have taken course work in American History or received American History specific training since beginning their teaching. Only 11 of 80 Western Oklahoma secondary history teachers have masters degrees in history. Funding for staff development has been targeted at helping students with reading and math. Because American history is not an assessed area, state and county resources have not been devoted to American history content or methods for teaching history. In Oklahoma the state assessment program requires students to pass an end of course government test, not an American History test. The state has established Governors Academies to provide content training for teachers to more effectively teach government but similar opportunities have not been forthcoming to address the needs of American History teachers. The Oklahoma Teacher Professional Development Standards states that Effective professional development deepens all teachers content knowledge and the knowledge and skills necessary to provide effective instruction and to assess student progress. James Stronges report on teacher effectiveness (2002) provides support for the Oklahoma professional development standard by his finding that academic content preparation is a significant indicator of teacher classroom effectiveness. The professional development provided for in the project summer symposia and institutes and the history in-service provided by the CCH specialists as well as the weekend study tours will be content specific to important topics, themes and periods in the history of our nation. Stronge also indicates studies support the finding that fully prepared teachers with background knowledge of pedagogy are better able to recognize individual student needs and customize instruction to increase overall student achievement." In 2002, the American Historical Association developed guidelines for professional development in teaching American History as a discipline. The guidelines include recommendations that professional development of history teachers must involve sound approaches to teaching historical content, must attend to pedagogy and active learning, must emphasize several definable habits of mind including uses of evidence and interpretation in forming arguments and understanding issues of change over time, and promote appropriate and effective assessment methodologies. Fundamentally, the guidelines proclaim, two understandings must guide professional development of history teachers. First, training must interweave content, pedagogy, and historical thinking, Secondly content, pedagogy and historical thinking should be related to classroom experience (American Historical Association Benchmarks, 2002). These guidelines, which detail suggestions for collaboration and define historical thinking skills, will provide focus during planning and implementation and will provide reference for the programs internal and external evaluation. The professional development activities will provide increased content knowledge of participating teachers, improved understanding of how to teach for historical understanding, and increased historical thinking through the engaging use of historical documents and visuals. The teachers participating in the summer symposia and summer seminars will develop greater local expertise in vital topics and issues of American history. Weekend Study Tour participants will gain knowledge and insight through educational visits to museums and historic places and will learn how to incorporate local resources into the teaching curriculum. Every middle and high school American history teacher will gain greater knowledge of content and methodology and improve their capacity to teach for historical thinking through participation in the history specific professional development activities. The Western Oklahoma American History Specialists will provide continuing support for teaching American History in the three county school systems through coaching and coordinating events including expansion of National History Day participation. The local libraries, museums, and historical societies will be come stronger partners with the schools through their participation in the program. Stronger support, greater visibility of history teaching, and improved access to lessons and resources through workshops, the project website, expanded networking of teachers with local historians and history advocates will all contribute to the success of the initiative and the sustainability of better teaching of American history. Management Plan Dr. John Wiseman will serve as Project Director for the CCH. In his role he will meet with the advisory team and provide direction for hiring the American History Specialists. He will coordinate activities with the project manager and the three American History Specialists. He will attend the summer symposia and review the planned itineraries for the Weekend Study Tours. He will review the plans for county-based professional development history in-service with each of the American History Specialists. Dr. Wiseman will work with the American History specialists in developing and conducting the internal evaluation for the project. Trish Yoder, Associate Director of Education for the Tri-County Council, will serve as project manager and will be responsible for the planning, reporting, compliance with scope of work, implementation, coordination, and internal assessment of the CCH. She will schedule all meetings of the advisory team, coordinate the interviewing process for the three American History Specialists, and consult with the advisory team on hiring for those positions. She will work with the specialists to determine their assignment and the process for selection of fulltime participants from each of the counties. She will also work with the American History Specialists in organizing and coordinating the summer symposia with Rocky Gap State Park and all partners, and in assigning full time participants to Gilder Lehrman summer seminars. Under her direction, Tri-County Council will coordinate and deliver all communication to participants, and participant school systems. She will schedule quarterly meetings of the CCH advisory team to be held at Tri-County Council or other convenient location. She is also responsible for public relations for the CCH. The three American History Specialists will be responsible for coordinating and directing the Thursday and Friday activities of the three summer seminars. They will work with the Oklahoma Humanities Council, the Western Oklahoma Regional Library, and local historical societies to schedule local historians and experts for the Thursday sessions. On Friday of each symposium week, they will work with the participants of their assigned county at a designated county site to lead discussion of the symposia experience on integrating content lesson models into the county curriculum. The American History Specialists will be responsible for arranging, coordinating, and directing the three Weekend Study Tours as assigned by the project manager. This will include coordinating with museums and other sites to visit, selecting participants, and securing and coordinating travel and lodging arrangements in conjunction with Tri-County Council. They will lead in the development of lessons related to the study tour visits using document based historical investigation and Teaching with Historic Places models. The American History Specialists will coordinate, direct, and lead the county based in-service activities to be held at designated county sites during the school term for each year of the grant. They will arrange for presentations by local historians and organize support from the Western Oklahoma Libraries, the local historical societies, and the Oklahoma Historical Society. They will also coordinate with Oklahoma Humanities Council staff to schedule National History Day training and provide support for each countys National History Day competition. The American History Specialists will provide continuous support for engaging instruction that is content intensive and document based in their assigned school system. They will observe and provide coaching feedback to each of the summer symposia participants twice during each school year of the grant. They will meet with the selected participants and the social studies supervisor or staff development coordinator to discuss plans for county in-service and coordinate the symposia participants contributions to the in-service activities. The American History Specialists will provide lesson plans and supporting content to the CCH website. The American History Specialists will assist the project director in conducting the internal evaluation of the Western Oklahoma American History Initiative. An advisory team will be composed of Dr. Clyde Harrell, Washington County Supervisor for Secondary Social Studies who will serve as advisory team chairperson. Other advisory team members will include Mary Louise Jones, Allegany County Supervisor of Social Studies, Jim Morris, Garrett County Coordinator of Staff Development, Judy Dobbs, Oklahoma Humanities Council Education Coordinator, Kathleen OConnor, Education Director of the Western Oklahoma Regional Library, Cecilia Hartsell, Educational Coordinator at the Gilder-Lehrman Institute, and one participating American history teacher from each county The table below summarizes the professional development activities: CCHCCH for short). The purpose of CCH is to ignite a passion for learning and teaching US history. CCH will accomplish this by strengthening the fundamental academic programs, curriculum, and instruction of the consortium LEAs so that traditional American history is effectively taught as a stand alone academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum frameworks). The primary goals of CCH include: IMPROVE THE CONTENT KNOWLEDGE OF TEACHERS of in the key events, eras, and turning points of US history by not only studying the words and deeds of the people who shaped them, but also by researching and understanding primary and secondary sources and documents; SUPPORT TEACHERS WORK IN MEETING THE HISTORICAL THINKING BENCHMARKS of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and CREATE A COMMUNITY OF HIGHLY QUALIFIED & EFFECTIVE HISTORY TEACHERS with the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US history classrooms. The content of the CCH professional development program for teachers is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma and others, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals for research programs, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, continuation activities, and a website that will allow for the posting and downloads of all training materials, examples of CCH lesson plans, and assessments tools (rubrics, surveys) that can be used in the classroom to help teachers gauge student learning and content knowledge/curriculum/instructional effectiveness levels. All of the CCH training activities culminate in the classroom transfer and refining of the curriculum of the participating CCH school districts. CCH will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding and mastery of the content they teach and the significance of our founding documents; participating teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, content, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of US history will deepen as teachers incorporate new technology and research skills in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of Coronado and other conquistadors to lay stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to CCH PAGE 72 Western Heights School District, PAGE 54 Western Heights School District, PAGE 84 Western Heights School District, PAGE 72 Western Heights School District, PAGE 63 Western Heights School District,  PAGE  PAGE 2 Western Heights School District, PAGE  PAGE 1 Western Heights School District, ABSOLUTE PRIORITY NON-PROFIT MUSEUMS, LIBRARIES, AND HISTORICAL ORGANIZATIONS INSTITUTIONS OF HIGHER EDUCATION PARTNERS COMPETITIVE PRIORITY ONE COMPETITIVE PRIORITY TWO (interestingly) Spanish and Mexican conquistador(led by Coronado, Onate, and others) egacy a lhistorical explorations selttlementsdefinedsettlements and conquestsconquestsherioicchallenge and settlements s thatdefinehistoryand its Teaching American HistoryConquistadors Coronado and other conquistadors early pioeherorictoConquistadors Conquer History (Pioneers)Oklahoma City is enriched with historical museums, library archives, and (interestingly) a legacy of Spanish and Mexican conquistador explorations (led by Coronado, Onate, and others) that defined our state and its history. It was therefore only fitting to entitle our Teaching American History grant: Conquistadors Conquering History! (Pioneers for short). and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). The purpose of Pioneers is to ignite a passion for learning and teaching US history. Pioneers will accomplish thisCoronado and other conquistadors to Evaluation AssociatesA for Encounters and Exchanges 427       layed NON-PROFIT MUSEUMS, LIBRARIES, AND HISTORICAL ORGANIZATIONS NON-PROFIT MUSEUMS, LIBRARIES, AND HISTORICAL ORGANIZATIONS INSTITUTIONS OF HIGHER EDUCATION PARTNERS Pioneerssprogramed PAGE 10 Western Heights School District, PAGE 113 Western Heights School District, PAGE 54 Western Heights School District, PAGE 11 Western Heights School District, PAGE 113 Western Heights School District, PAGE 57 Western Heights School District, PAGE 113 Western Heights School District, PAGE 90 Western Heights School District, PAGE 38 Western Heights School District, PAGE 86 Western Heights School District, PAGE 10 Western Heights School District, PAGE 10 Western Heights School District, PAGE 10 Western Heights School District, During the planning phase of this grant, several senior level evaluators from Evaluation Associates worked with Western Heights and the Pioneers consortium school districts to prepare an evaluation plan that would build upon the resources and strengths of our educational communities and that would articulate with the GPRA reporting criteria, goals, objectives, and outcomes of the Teaching American History grant and Pioneers initiatives. Working as third party consultants to the program, these senior evaluators (who will continue to consult for the program once the grant award is secured) are extremely qualified for this undertaking. Evaluation team members, such as Dr. Greg Muller who holds a doctorate degree in Sociology and Research from Texas A&M University, bring a wealth of knowledge and experience to the table. Dr. Muller has been providing research and evaluation services to local school districts for over 18 years. In addition to his 30 (plus) book and scientific journal publications on professional development best practices for teachers, pedagogical skill building approaches, and other topics related to educational reform and accountability, Dr. Muller has successfully worked on research and evaluation programs for the US Department of Educations Advanced Placement Incentive Program (including one that targets preAP/AP course development in history and social studies domains), Comprehensive School Reform Program, GEAR UP, and the Teaching American History Grant (for 2 other grantees from the 2005 funding round). He shares his belief in using data to improve educational systems with his senior associate, Dr. Brian Olstead whose post-graduate education is in the field of Research and Education and who also has publications and completed research evaluations dealing with teacher training systems and educator development models. In addition to being a classroom teacher in the K-12 public education system for several years, Brian also just completed a 16-month duty in Iraq working in the Army Core of Engineers. This dedicated team of professionals will help us determine the data-validated strengths and weaknesses of the Pioneers initiative as it unfolds over the next 3 years and allow us to continually refine the program so that a fine-tuned model is produced; one that can be replicated by other schools and districts throughout the state and country. Like Western Heights and its partners, the evaluation team is strongly committed to accountability in education and to improving educational effectiveness through the use of sound evaluation techniques and empirical-based best practices. The evaluators are recognized through their publications and tenures as leaders in educational research who have, for many years, provided their expertise to public and private educational institutions to help them incorporate value-added assessments and feedback looping processes into their grant programs and school improvement efforts. Approximately 10% of the Teaching American History grant funds have been set aside from our budget to pay for the evaluation teams time, travel, and material/resource costs associated with the development of reports, presentations, use of the teams online surveying system, and research assistants time. All parties involved in Pioneers, including the evaluation team, agree that this budgeted amount is appropriate in covering all necessary costs associated with a quasi-experimental evaluation program of this size and scope. A comprehensive and rigorous evaluation plan has been developed and will be implemented for the Pioneers program under the guidance of an expert team of third party researchers. The proposed evaluation plan, which incorporates multiple levels of checks and balances will ensure Accountability: Produces evidence that Pioneers is meeting its goals, objectives, and activity commitments; Program Management: Monitors the routines of Pioneers operations - guiding short-term corrections and planning for the future; Staying on Track: Keeps implementers focused on program goals, objectives, and outcomes; increases understanding of service delivery successes and need for improvement; Efficiency: Streamlines service delivery; improves coordination of Pioneers services; Sustainability: Provides evidence as to whether or not Pioneers merits continued expenditures of funds; and Replicability: Provides useful information to ease program replication at other school districts in the future. The Pioneers evaluation design includes both a localized evaluation plan and a commitment to support and participate in the US Department of Educations national evaluation effort for the Teaching American History program. Nearby research firm, Evaluation Associates, will work cooperatively with the stakeholders and leaders of Western Heights School District (and the Pioneers partners) to coordinate this two-pronged evaluation effort. The broad scope of services that Evaluation Associates will roll out, starting in October 2007 includes: providing training for the program staff on how to properly administer assessments and how to properly collect archival records documenting program activities; coordinating Pioneers assessment activities and the development of assessment tools; aggregating data, developing and presenting (to staff and stakeholders) summative and formative evaluation reports and progress updates; attending (as needed) the Advisory Committee meetings to review Pioneers data and progress so that decision-making regarding program changes and improvements is driven by data and feedback looping processes; performing regular site visits to monitor and assess the fidelity of the program; and working with Pioneers staff to align the local level evaluation process with the national evaluation model and requirements. During the planning phase of this grant, several senior level evaluators from Evaluation Associates worked with Western Heights and the Pioneers consortium school districts to prepare an evaluation plan that would build upon the resources and strengths of our educational communities and that would articulate with the GPRA reporting criteria, goals, objectives, and outcomes of the Teaching American History grant and Pioneers initiatives. Working as third party consultants to the program, these senior evaluators (who will continue to consult for the program once the grant award is secured) are extremely qualified for this undertaking. Evaluation team members, such as Dr. Greg Muller who holds a doctorate degree in Sociology and Research from Texas A&M University, bring a wealth of knowledge and experience to the table. Dr. Muller has been providing research and evaluation services to local school districts for over 18 years. In addition to his 30 (plus) book and scientific journal publications on professional development best practices for teachers, pedagogical skill building approaches, and other topics related to educational reform and accountability, Dr. Muller has successfully worked on research and evaluation programs for the US Department of Educations Advanced Placement Incentive Program (including one that targets preAP/AP course development in history and social studies domains), Comprehensive School Reform Program, GEAR UP, and the Teaching American History Grant (for 2 other grantees from the 2005 funding round). He shares his belief in using data to improve educational systems with his senior associate, Dr. Brian Olstead whose post-graduate education is in the field of Research and Education and who also has publications and completed research evaluations dealing with teacher training systems and educator development models. In addition to being a classroom teacher in the K-12 public education system for several years, Brian also just completed a 16-month duty in Iraq working in the Army Core of Engineers. This dedicated team of professionals will help us determine the data-validated strengths and weaknesses of the Pioneers initiative as it unfolds over the next 3 years and allow us to continually refine the program so that a fine-tuned model is produced; one that can be replicated by other schools and districts throughout the state and country. Like Western Heights and its partners, the evaluation team is strongly committed to accountability in education and to improving educational effectiveness through the use of sound evaluation techniques and empirical-based best practices. The evaluators are recognized through their publications and tenures as leaders in educational research who have, for many years, provided their expertise to public and private educational institutions to help them incorporate value-added assessments and feedback looping processes into their grant programs and school improvement efforts. Approximately 10% of the Teaching American History grant funds have been set aside from our budget to pay for the evaluation teams time, travel, and material/resource costs associated with the development of reports, presentations, use of the teams online surveying system, and research assistants time. All parties involved in Pioneers, including the evaluation team, agree that this budgeted amount is appropriate in covering all necessary costs associated with a quasi-experimental evaluation program of this size and scope. The Pioneers evaluation is designed to answer 4 basic questions: 1. Did the Pioneers interventions impact teachers knowledge, understanding, and appreciation of state/national US history content standards and the documents, persons, turning points, and events of American history? 2. Did the Pioneers interventions impact teachers pedagogical instructional strategies in the classroom including the teachers use of new and innovative resources when teaching the subject matter? 3. Did the Pioneers interventions impact students knowledge, understanding, and appreciation of state/national US history content standards and the documents, persons, turning points, and events of American history? To what extent has Pioneers been successful in developing new leadership and training structures to strengthen the capacity of participating districts to teach American history throughout and beyond the term of funding? Each of these questions will be answered by analyzing data that are collected/produced from a set of indicators. Examples of the Pioneers indicators that are tied to answering each of these questions and to measuring the degree to which the program goals, objectives, and outcomes are accomplished (such as the student achievement data produced by the End-of-Instruction US History criterion reference tests taken each year - and in Spring 2007 as the baseline year - by all 9th-12th graders of Pioneers schools; or the quantitative Teacher Appraisal System scores of Pioneers history teachers as given by the Pioneers expert trainers based on 13 criterion of effective instruction in US history) are listed in great detail in the Data Indicator Chart below (see page xxx). The work to develop these indicators was one of the first aspects of planning this grant and involved the input of all partners and key stakeholders (teachers, district administrators, principals, the evaluation team, university trainers, parents, and students) which took place through a series of focus groups and formal meetings. Through their participation in helping to frame the programs indicators of success -- stakeholder buy-in was strengthened, early on, which will be a necessary element in our success to sustain Pioneers. Moreover, because of their involvement in planning the grant and collaboratively identifying the indicators, Pioneers stakeholders already have a strong understanding of the programs purpose, how it intends to meet its goals, and what it takes for the program to be considered successful. This will only grow over time. The evaluation plan for Pioneers will employ within a rigorous and scientifically valid quasi-experimental evaluation design (pretest-posttest using a control group) data collection and reporting features that will answer the 4 research questions while measuring the programs success at meeting the GEPRA reporting criteria as well as the goals, objectives, and outcomes specific to Pioneers which, again, will all be measured by the data collected within the indicator categories. Because a quasi-experimental design represents a very intense and challenging approach to research, the evaluation team must be fully supported by Western Heights School District as well as the stakeholders and partners of the Pioneers program. Strategies in which we will support the evaluation activities include: providing the evaluation team with immediate access to coded and protected student achievement records and teacher records (course schedules, licensure/certification type, educational background, etc.); collecting and maintaining site based records, reports, and archival data to help document who/what/where/when program activities occur; offering incentives and encouragement to teachers, principals and stakeholders to participate in the assessment components of the program; and opening our facilities for the evaluation teams audits and monitoring visits. Western Heights and its partners have experience in managing large grant awards as well as supporting third party evaluators in completing independent studies and analysis of our grant programs (while at the same time protecting our staff and students right to privacy). We are committed to pooling our resources and experiences to support the national and local evaluation of Pioneers. One of the key resources that will ease the reporting burden of the Pioneers districts is that fact that all of the districts use the state mandated Wengage database system, which already can offer two-way data flowing ability to collect and share coded student achievement data, personnel data, demographic data on students and staff, and several other of the data indicator fields which will clearly save a lot of time on both our part and the evaluation teams part. As a fundamental element of the evaluation plan, Pioneers will include as part of its overall grant management process, a total quality management (TQM) system which incorporates the use of evaluation data into program realignment and a continuous improvement process, as well as feeding information back into the evaluation plan. TQM is a comprehensive and structured approach to grant management that seeks to improve the quality of programmatic services through ongoing refinements in response to continuous feedback. TQM processes are divided into four sequential categories: plan, do, check, and act (the PDCA cycle). In the planning phase, the district defined the problem to be addressed, has collected relevant data, and ascertained the problem's root cause. In the doing phase, the district has developed a solution and will begin implementing that solution along with identified measurements to gauge its effectiveness. In the checking phase, Pioneers staff and the evaluation team will confirm the results through before-and-after data comparisons; and in the acting phase, we will document the results, inform others about process changes, and make recommendations for the problems to be addressed/weaknesses in the next PDSA cycle. Using the PDSA cycle as well, the Pioneers evaluation team will assess the management, quality, effectiveness and impact of the Pioneers program and will continually and systematically offer useful information with respect to several key operational and outcome-related issues, including: the management structure and effectiveness of implementation; the degree to which the program meets its goals, objectives, and outcomes; and customer satisfaction and perception of the utility and effectiveness of services. In doing so, there will be 4 distinct types of evaluation that will be conducted to provide information that can feed back into the PDSA cycle to support program decision making, assessing progress, refinement, and responding to GPRA indicators. The 4 types of evaluation are as follows: Type 1: Descriptive Evaluation provides documentation of who has participated in the program and in what ways, forming a longitudinal database of participant involvement. Provides demographic and background data on participants. Type 2: Formative Evaluation interviews, observations, and surveys are conducted as products and services are delivered, to determine their quality and usefulness, and to optimize benefits to participants. Type 3: Implementation Analysis includes monitoring of program activities and reviewing the quality of implementation -- whether processes are working as intended to ensure the greatest benefit to all participants, and in ways that ensure meeting the program goals and objectives. Type 4: Effects, Impact and Sustainability focuses on review of progress towards goals and objectives. Includes effectiveness of components and strategies of the grant program, and plans for sustainability of the model and its components. The evaluation plan for Pioneers will serve several purposes. First and foremost, it will provide accurate and continually updated data to program planners, partners, and implementers so that we can better see where we started, what have we accomplished, and what needs to change in order to achieve the mission and goals of the program. By continually collecting, aggregating, and interpreting data, we will have the ability to Assess Consumer and Stakeholder NeedsComprehensively identify and understand target population history students and teachers collective and individualized educational and pedagogical building needs, respectively.Predict and Eliminate PitfallsAnalyze performance/implementation gaps and consumer feedback so that program implementers can identify obstacles blocking student academic advancement and teacher successes.Continuous RefinementManage the development and modification of strategies to successfully overcome student and teacher performance obstacles in a cycle of continuous improvement.Ongoing AssessmentEvaluate the successes of program refinements and modifications as we continually work towards a common goal of improving the content knowledge, pedagogy, and instructional skills of US history teachers as well as the academic achievement, performance, and passion for learning traditional US history content among Oklahoma City students. With the input and guidance of the evaluation team, our consortium of program planners, implementers, and partners will systematically help collect, track, and analyze program implementation and teacher and student outcome and process data. This, in turn, will enable the above described data-driven-decision-making process and PDSA cycle to take place. The formative component of the evaluation plan is designed to assess the impact of program strategies and interventions towards achieving program goals and outcomes. To this end, the evaluation will use a quasi-experimental research design that features the representative assignment of school districts (not the assignment of schools or teachers). It also features a regression analysis comparing the data indicators of all experimental and control groups subjects using baseline and post data that will be collected over the 3 year grant period, and an overall hierarchical linear model analysis of participation levels and effects among all program-eligible teachers and students for the baseline and 3 year grant period (of both the control and experimental groups). The quasi-experimental design will be used to determine whether participants in the full breadth of the Pioneers training program (attending a significant portion of the Pioneers professional development interventions and offerings) improve their content knowledge, their understanding and appreciation of significant turning points in US history, their instructional practice, and their attitudes/beliefs/behavior in regards to the teaching of US history as compared to a control group that receives no program services. The study will further examine the impact of teacher participation on student achievement and appreciation of US history subject matter. The high degree of buy-in and desire to participate in the program among the administrators and staff of Western Heights School District and its xxxx LEA partners will allow for the representative-based assignment of school districts immediately upon notification of the grant award. Planners of the Pioneers program felt that a representative assignment methodology at the district level complimented the Pioneers program design the best due to the fact that groups of teachers from an entire district will be participating in the training activities together. This also will prevent cross contamination issues (for example, if a portion of teachers were participating in a school or district were to share their lesson plans or primary source books with their fellow control group teachers, this could contaminate the research design). If the group assignment were to be made at the individual teacher or school level, the teacher team participation approach that is highlighted in the Pioneers program design (including the emphasis of teacher teams attending trainings in vertical groups of multiple school and grade levels as they work together to improve the alignment of curriculum) would be much more difficult if not impossible to accomplish. School districts will be representatively assigned to the control and experimental groups so that both groups contain comparable subjects, such as student enrollment, percent of students qualifying for free or reduced-price lunch, number of history teachers, teacher background and experience, API scores, student achievement data scores, and district size. This will be somewhat of a simple process because all of the consortium school districts which have very similar educator and student populations have already agreed to provide access to their data as control or experimental group sites. Data collected from the control and experimental groups will allow program implementers and researchers to determine the best combination of offerings and activities that are the most efficient and effective in raising student achievement and teacher effectiveness in US history. Although all of the consortium school districts have volunteered to participate in this cross study (with none requesting funding to pay for their participation), we will set aside a $1,000 stipend per year, from the grant to compensate the control group districts for their participation. This will help cover the time of the districts technology staff to gather data from their Wengage database systems to forward to the evaluation team or can be used to compensate teachers for their time in completing the teacher assessment components of the evaluation plan, as outlined below. Again, all of the consortium school districts will be assigned to one of two study groups. Group A districts (the experimental group) will be the recruiting grounds for program eligible history teachers who will be encouraged to actively participate in the Pioneers training activities, receiving the full immersion experience called for in the Pioneers program design. Group B LEAs (the control group) will not be included in any teacher recruitment efforts and will not receive any of the Pioneers interventions; yet they will be required to participate in all of the Pioneers assessment activities. Using this type of assignment to create such groups for comparison is scientifically valid, cost-effective, and feasible based on the program design. Again, baseline and post implementation data which will be quantitative, qualitative, and descriptive in nature sources will be collected from the teachers and students of both groups to assess the effectiveness and outcomes of the program. Among the experiment (Group A) school districts, xxxx teachers will be enrolled, on a first come first serve basis, to complete at least xxx hours of the annual Pioneers training offerings in order to be considered active participants. As we lose teachers due to attrition, new program eligible teachers from Group A LEAs will be recruited and encouraged to catch up to the active participation level by attending webcasts and the ongoing training events. Despite the emphasis on establishing an initial group of actively participating teachers in year one and carrying that same group of actively participating teachers through to the end of year 3, it is likely that program eligible teachers will join the program at different intervals and may not meet active participation requirements at the same level as their peers. Subgroupings will therefore be determined as appropriate (i.e., high, medium, low attendees) to help control for variables between experimental group teachers that may influence the extent to which the intensity/dosage of the program services impacts their performance outcomes; which is part of the evaluations hierarchical linear model (described in greater detail below). Three experimental group cohorts will therefore be created: High Attendees=A1, Medium Attendees=A2, and Low Attendees=A4. The experimental group cohorts will be compared to the control group (B) consisting of non-participating teachers (and students). Experimental and control groups will then be compared based on a number of data and performance indicators that are listed in the Data Indicator Chart, below. It will be the job of the evaluation team to develop instruments and processes to collect and measure these indicators. Sound statistical tests, such as MANOVA and ANOVA, will then be performed regularly using industry standard statistical software with output being used to create interim and annual progress reports. Linear Regression Analysis: Again, students and teachers of Group A and Group B will be tracked and assessed throughout the entire 3-year program term (and prior to the term using the baseline data for several of the set data indicators). Linear Regression Analysis, which is a commonly used statistical technique for evaluating linear relationships, is a core strategy of the Pioneers evaluation plan. The use of this regression analysis protocol will help the evaluation team to determine short, middle, and long-range outcomes and impacts of the programs intervention. To control for validity, Group A and Group B schools will be representatively assigned. Hierarchical Linear Modeling: Hierarchical linear modeling of the Pioneers program will allow the evaluation team to analyze and assess the relationships between levels of teacher involvement in Pioneers and improvements in the teacher and his/her students, accounting for the hierarchical structure of the data. This level of insight will prove extremely valuable to the participating districts, state, and national educational entities trying to determine the most effective and efficient training programs in regards to dosage, content, delivery, and intensity. Data Collection Plan: The Pioneers data collection plan is designed to support program implementers and stakeholders as they assess and continually reassess the learning, instruction, and other needs, challenges, and obstacles of teachers and students in the realm of teaching and understanding US history so that program strategies can be adjusted to improve the effectiveness of the Pioneers interventions. Data and the continual interpretation of data using the PDSA cycle will guide program refinement and improvements so that learning needs, challenges, and obstacles are overcome and so that the program interventions are more consistently linked with higher levels of content knowledge, enhanced pedagogy and instruction, and higher student academic achievement in the US history content standards. A commitment to continuous evaluation is at the core of the data collection effort. Thus data collection and interpretation of data will be carried out regularly and systematically; program refinement will be ongoing; and reassessment of the ever-changing needs of program consumers and impacts of programmatic adjustments are incessant. The following chart provides a summary of the core values of why and how data will be used in the Pioneers program: CORE VALUEHOW DATA WILL BE USEDEstablishes FocusThe system of data collection and the constant review of data comparing progress with the grant proposals scope of work will help to keep Pioneers staff and stakeholders focused on meeting the goals, objectives, and outcomes of the program. This will also lead to an enhanced level of understanding of service delivery successes, challenges, and solutions.Management of the Pioneers ProgramData, as noted in activity reports, sign-in sheets, and budget expenditure reports, will be systematically collected by staff and shared with stakeholders. These data will allow for the monitoring of Pioneers activities and activity schedules - guiding short-term corrections and planning for the future to make sure timelines and activity commitments are met in an efficient manner.Operational EfficiencyKnowing what has been accomplished and what still needs to be accomplished using data and the Pioneers management plan as our guide will help to streamline service delivery and enhance the coordination of Pioneers services to teachers.Accountability to the Funder, Consumers, and StakeholdersFormative and summative data will produce empirical and documented evidence that Pioneers is meeting its goals, objectives, and activity commitments.Replication of Best PracticesOutcome and summative data of the program will serve to produce evidence as to whether or not Pioneers merits replication among other school districts and educational agencies in Oklahoma and throughout the country. Progress reports and the continued documentation of program practices and strategies will be compiled as a guide for replication if we indeed pass the litmus test. Outcome and summative data of the program will also serve to produce evidence as to whether or not Pioneers merits continued expenditures of grant and other funds and resources. Data which documents the implementation efficiency of Pioneers will be systematically collected and assessed based upon adherence to the established process-based objectives, activities, and the program implementation timeline (as documented in the management plan). These quantitative and qualitative data may include, but are not limited to, sign-in sheets, surveys, self-reports, minutes of meetings, etc. There will be a strong emphasis on collecting data that documents how staff, partners, and consumers are perceiving the effectiveness and usefulness of the program services. Such data will be collected by means of focus groups, stakeholder and consumer feedback surveys, observations, interviews, and other mediums. These data will tell us how we are doing; if we are meeting our commitments; and ways to continuously improve program services. The evaluation team has worked with Western Heights School District and its partners to directly connect program activities to evaluation strategies and data collection processes and sources. Upon award of the grant, a detailed Evaluation Implementation Action Plan, including timelines, will be created and adopted by all parties involved. This plan will help to further align the evaluation activities with intended outcomes and to build a common understanding of the role of evaluation in the programs implementation. Measurable indicators will be assigned to all process and outcome objectives and milestones as appropriate. The evaluation team will systematically collect and analyze such data for each year as nested in the following layers: program level, school level, teacher level, and classroom level. Examination of all Group A and Group B schools, teachers, and students will be conducted on a pre/baseline basis (during the first month of the award) and on an ongoing basis (every nine months). This type of repeated measures protocol for data collection will be used to establish baseline data and to track changes over time between the control and experimental groups, and among the subgroupings of subjects. Interim and annual progress reports will be developed (and reviewed by staff and stakeholders) that will provide updates and information on data collection progress, follow through, quality, clean-up, and evaluation gaps. These reports will also summarize preliminary findings and perceived trends apparent in data analysis. This regular process of data collection, compilation, and analysis will serve to minimize the risks associated with violations of construct and internal validity. For the collection of data from participating and non-participating teachers of Group A and B, all efforts will be made to maintain teacher anonymity in accordance with the Family Education Rights and Privacy Act and other related guidelines of research ethics. Data will be reported in such a way that individual teachers cannot be identified. The processing of data will be carried out through the use of anonymous coded identifiers assigned to teachers rather than the teacher names and/or school association. The master decoder list will be kept off-site from the Pioneers school districts and schools in a locked filing cabinet in the evaluation firms office. Absolutely no copies of the decoder list or of other completed data collection mediums will be distributed or made public for any reason. For the collection of data from students (of teachers of Group A and Group B LEAs), it is important to note that surveys and other forms of data will only be collected at the classroom level as opposed to the individual student level. This means that coded identifiers are not necessary for the students but will be used to mark the classroom and school. This higher level of broad identification will help to further protect the identity and rights of students. As with the teacher data, those data collected from Group A and B students will be protected in accordance with the Family Education Rights and Privacy Act and other related guidelines of research ethics. Moreover, a process of obtaining active and informed parental consent will be carried out prior to the collection of data as needed. Basic descriptors and indicators of all groups and subgroup teachers and the students of those teachers will be collected and used in the cross-study. These include, but are not limited to: Data Indicator Chart Data Descriptors and IndicatorsHow/When will Data be GatheredType of DataDescriptors and Indicators of Control Group and Experimental Group TEACHERS(Courses currently teaching (Number of years experience teaching US history (Total # of years teaching experience (Highly qualified teacher status (Level and type of college education, certification, licensure (Participation level in continuing education and training (types/hours) (Number of years since attended last academic/college history course (Socio-economic indicators (Race, culture, home language indicators (NCLB qualification status (Courses currently teaching and number of sections, socio-economic status and indicators of the school where teaching(Descriptive Indicators of Teachers: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as personnel are hired and courses are scheduled. Data is updated as staff is hired/leaves and as courses are scheduled.Descriptive(Pioneers program/initiative involvement levels (Involvement level in professional development related to history content and/or pedagogy during the program term that falls outside of the Pioneers trainings.(Program and Training Dosage: A feature will be added to the existing Wengage database system to not only track staff hours of training, but to also automatically upload training materials and the work produced by staff at the training sessions to the Pioneers website. Specifically, the database will produce a single site that lists links to all of the Pioneers trainings for staff. Clicking into the link will take the user to an HTML form that must be partially completed by the trainer, educator, and then verified by the Pioneers Program Director for accuracy (comparing actual attendance sign-in sheets with reports of attendance). This form will ask for hours of attendance, satisfaction with the training, feedback, and an opportunity to upload training materials and examples of teacher work (which will be loaded to the Pioneers website and shared with Pioneers participants). There may also be training competency quizzes on the site that the educators must complete and pass before receiving credit for their training hours. The number of hours reported and verified for the trainings will be automated in the system Interim reports can be produced at any time to determine if we need to change the format/content of trainings to improve effectiveness and access for the staff. Trainings attended by teachers outside of Pioneers that are relevant to history will also be reported by teachers. All participating teachers, Pioneers trainers, and potential users of the system will receive training on how to use the program before the training activities commence. This feature will be added to Wengage by January 2008, and will be updated daily as new trainings are scheduled and attendance is tracked.Quantitative(Attitude/motivation/behavior/ beliefs/ appreciation in regards to teaching history and towards history as a subject matter( Teacher attitudes/beliefs assessment: The attitudes, beliefs, interest, understanding, appreciation, motivation levels in learning, teaching, and interest in exploring US history as assessed among teachers by an evaluation team developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers. (Focus Groups: Biannual focus groups will be facilitated by the evaluation team specifically for teachers, principals, and then program staff. Questions will specifically solicit information on perceived strengths and weaknesses of the trainings, recommendations for improvements, and attitude-motivation-beliefs regarding the application of training content in the classroom.Qualitative Quantitative(Interest/appreciation/pedagogical skills related to the teaching of traditional US history(TAS: Pioneers districts will purchase and use the Teacher Appraisal System (TAS) which was developed by Northeastern Oklahoma University. For TAS, the expert Pioneers training team members will use the TAS QUARTERLY walk-through method of observation to assess the pedagogical skills and classroom strategies of teachers. The schedule of the walk-throughs are not pre-announced to the Pioneers teachers thus, the experts can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the expert observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. These indicators include: classroom management, classroom climate, organization, record keeping, demonstration, content area knowledge, level of direction, defining purpose, encouraging response, supervision, adoption of varied techniques, learner success, performance and conduct. The expert will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at the Pioneers office, the expert will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and expert then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the expert completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. (Panel Assessment using Program Developed Rubric: The lesson plans, use of program developed instructional resources (i.e., virtual tours, assessments), self-efficacy in teaching the subject matter, instruction and curriculum as tied with grade level state and national standards, and application of program recommended pedagogy will be assessed by a panel of experts. The panel will require that each assessed teacher develop a portfolio of instructional artifacts that the teacher has used in the classroom over a period of twenty school days (e.g., lesson plans, assessments, classroom programs, exercises, examples of student work). The panel will then collaboratively develop and use a rubric to rate these instructional portfolios to dimensions of teacher practice and pedagogy. This will occur once at the beginning of the program and then annually.Qualitative Quantitative(Content knowledge levels based on state and national US history standards( Teacher Content Knowledge Assessment: The content knowledge level and proficiency of teachers in context to state and national US history standards will be assessed by a Evaluation Associates developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers.Qualitative QuantitativeDescriptors and Indicators of Control Group and Experimental Group STUDENTS(Title I and free/reduced lunch count enrollment (Socio-economic indicators (Race, culture, home language indicators (GPA and course grades (Courses currently taking (Program/initiative involvement levels of the student and his/her family(Descriptive Indicators of Students: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(K 5th Grade Students: Content knowledge levels based on state and national US history standards (K 5th Grade Students: Demonstration of use of historical inquiry and historical thinking(Net Trekker Interim Assessment System: At this time, there is no formal assessment used in Oklahoma to measure the knowledge of K-5th grade students in history. Luckily, it will not take much time or effort to get this underway. The University of Oklahomas Center for Effective Schools has already gone through an extensive and exhaustive process of developing, piloting, and adopting the Net Trekker interim Assessment system, which over 85 Oklahoma K-12 schools are now using. Net Trekker is a state standards-aligned, validated and tested online assessment that is given in participating Oklahoma schools every 9 weeks - and has shown a great deal of success in other districts (particularly in preparing students for state testing and predicting (within 95% accuracy) student performance on the state criterion reference tests). The Net Trekker system provides immediate results and maintains the interim assessment data over time so that data can be used for longitudinal comparisons and for evaluating the effectiveness of interventions (such as the professional development of teachers or curriculum changes). The Net Trekker output is further used to provide teachers with multiple student performance data points during the year, thus allowing teachers to modify instructional strategies and content as appropriate. Beginning in the 07-08 school year, Pioneers districts will begin using the Net Trekker system. Net Trekker will provide teachers with pre-developed assessments that cover the PASS standards and the state/local curriculum in US history. Benchmarks for advanced, proficient, under-proficient, and non-satisfactory guide the automated scoring process of the assessments. The output of results are extremely detailed and show each content area that each student (and various groups of students, such as classroom, females, etc.) scored. Again, this will be helpful in applying the results for curriculum and instructional improvements. Pioneers staff and stakeholders can also use the results in the planning of upcoming training events. There is an additional feature of the Net Trekker system that will be beneficial to our educators. Teachers can use the Net Trekker test item bank (this is a separate feature of the program) to develop additional standards-aligned benchmark assessments in between the 9-week formal interim assessment periods. Teachers can also create worksheets, lesson plans, and flashcards to help prepare students for state mandated tests. These teacher developed assessments and study resource features can be varied based on groupings of students in a classroom and adjusted to reflect the curriculum content covered to date. Quantitative Qualitative(6th-12 Grade Students: Content knowledge levels based on state and national US history standards (6th-12 Grade Students: Demonstration of use of historical inquiry and historical thinking(OCCT and EOI: There are two state assessments that are given to Oklahoma students in grades 6-12 that can be used for this student achievement data indicator. The first is the Oklahoma Core Curriculum Test (OCCT). Although the OCCT is administered to students in grades 3-8 in the early Spring of each school year, grades 3-5 only take the English and math sections of the test. Grades 6-8th take all portions of the test, including English, math, social studies, US history, science, and geography. The test is aligned to state standards and will provide excellent baseline and post annual data on student achievement in US history in grades 6-8th. The test incorporates not only quantitative questions, but also always the student to demonstrate historical thinking and inquiry through long answer and essay portions. (All Oklahoma students in grades 9-12 take the End-of-Grade assessment in Spring, annually. There is a US history section to this test, therefore the test output will allow for baseline and post data collection. The test additionally incorporates questions that measure historical thinking and inquiry in addition to multiple choice questions on content areas. ( Net Trekker will be purchased and used in grades 6-12 as well to provide interim assessment output among students in US history.Quantitative QualitativeDescriptors and Indicators of Control Group and Experimental Group SCHOOLS/LEAS(Title I status (AYP status (NCLB state rating (Academic Performance Index Rating (Socio-economic indicators of student body (Race, culture, home language indicators of student body (Student Dropout and Mobility Rate(Descriptive indicators of districts and schools: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(Programs and initiatives that the schools and districts may be involved with outside of Pioneers.(Programs/Initiatives: This information is reported in the Fall of each year on the school improvement plans of schools and the report cards of districts.Qualitative For the reporting of these data, the evaluation team will rely on frequency distributions and cross-tabulations to report quantitative data from most of the surveys and data collection mediums. Graphical representations of data will further be used as appropriate in reporting quantitative data from surveys and these other mediums. The use of ethnographic techniques can be used as appropriate to assess and report on the qualitative data that is obtained from interviews, observations, and focus groups. The evaluation teams internet hosting site, which allows for online surveying, will also likely be used to help minimize double entry and personnel resources at the school sites. The use of an online surveying system will also help to fast track data collection for almost immediate aggregation and output. Objective Measures: In developing the evaluation plan, the grant planners and stakeholders of the Pioneers districts worked with the evaluation team to establish clearly stated goals for the program. The goals can be found in the Quality Section of the grant proposal narrative. Corresponding to the program goals, are 3 types of measurable objectives. These include: 1) process objectives, 2) outcome objectives, and 3) GPRA objectives. Process objectives answer the question What number and quality of activities are being carried out by the program? They measure the quantity and quality of program activities for use in the formative assessment for continuous improvement and in the implementation assessment. Outcome objectives answer the question, So what difference did the activities make? They measure the changes in the targeted goals that occurred as a result of completing the activities. The GPRA objectives will produce the data required by the Department of Education. The objectives related to each of the 3 types are shown in the chart below along with the outcomes that will be produced by accomplishing the objectives and ways in which we will measure the degree to which such accomplishment has taken place. Objectives-Outcomes-Data Indicator Alignment Chart OBJECTIVESOUTCOMESDATA INDICATORS TO MEASURE OBJECTIVES & OUTCOMES(OBJECTIVE: By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the Pioneers annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.(OUTCOME: Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.(Teacher content knowledge assessment ( Teacher attitudes/beliefs assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups (Copies of applied research projects and work completed by teachers in the training sessions(OBJECTIVE: By September 30th of each grant year, the actively participating group of at least 90 participating US history teachers will have completed at least 60% of the Pioneers annual training sessions that are targeted towards pedagogical instructional skill building and use of new/innovative instructional resources in the classroom.(OUTCOME: Every year, the group of actively participating teachers will show a significant increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history compared with baseline levels. (OUTCOME: Unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology will be developed and made available to in hundreds of classrooms throughout Oklahoma City.( Panel assessment using program developed rubric ( TAS ( Teacher attitudes/beliefs assessment ( Teacher attitudes/beliefs assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups ( OBJECTIVE At the end of each school year, 100% of Pioneers teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the Pioneers program of that year in their classrooms. By the third year of the program, xxxx highly trained Pioneers teachers who have completed at least xx total hours of Pioneers trainings will be fully prepared, willing, and ready to step into the Pioneers leadership positions.( OUTCOME: History students of actively participating teachers will demonstrate a significant increase in their content knowledge and appreciation of/interest in US history compared with baseline levels. ( OUTCOME: Professional bonds among colleagues will be developed; teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will increase.( Descriptive Indicators of Students ( Net Trekker Interim Assessment System ( OCCT and EOI ( Focus groups ( Panel assessment of student work and classroom resources using program developed rubric ( TAS There will be additional performance indicators collected among Pioneers consumers, partners, and staff to measure the effectiveness and efficiency of the program implementation itself. These indicators include, but are not limited to: case studies of the Pioneers training approach and its weaknesses/effectiveness; focus groups of Pioneers partners that provide information on partner involvement and feedback levels, perceived program strengths, perceived weaknesses, financial or resource commitment level to supporting the sustainability of Pioneers; consumer feedback of each training session as administered to teachers and trainers; school program offering changes based on the number, quality, and level of advanced and elective history courses offered (such concurrent enrollment government classes, Advanced Placement and pre-Advanced Placement courses, etc.), and the data indicators listed under the school/LEA section of the data indicator chart (i.e., descriptive indicators and program/initiative indicators). Similarly, the perspectives of school principals, Advisory Committee, and the Pioneers staff will also be tapped through periodic consumer satisfaction surveys, interviews, and focus groups. These individuals will provide input on administrative concerns and problems with implementing Pioneers, as well as perceived benefits to the schools. All of these data will be systematically coded and compiled to be included in the monthly progress reports and weekly staff meetings so that modification can be made to improve program offerings in a consumer-driven environment and so that the impact of the program can be determined at all levels, including the student, teacher, school district, and educational community level. It is our hypothesis that Pioneers participating schools will evolve into educational institutions that are jam packed full with rich offerings that are inclusive of advanced history classes (based on history high school models) that offer pathways of learning in history that lead to postsecondary degree programs; full day and after school day history clubs and elective or advanced exploration opportunities in the areas of history (e.g., underground railroad investigation teams, history fair clubs); etc. Upon award of the grant, the evaluation team will immediately begin work to create all of the data collection instruments described above, secure school and district approval for the use of these instruments, and obtain teacher and parent active permission and informed consent to access and collect data for use in the program evaluation. The evaluation team has already put several of these items in place in an effort to minimize the time needed for planning and start-up between the award of the grant and the implementation of the evaluation plan. Active permissions slips for parents of students, for example, have already been developed and will be included in the standard forms packages that students parents and teachers are asked to read, sign, and return to the schools at the beginning of the school year (prior to the program start date). Additionally, survey tools will be adopted from existing instruments of other TAH grantees or from those instruments recommended by the national TAH evaluator. This will prevent the evaluation team from having to re-invent the wheel so to speak. To guide collection of program data and to memorialize adopted processes and techniques, the evaluation team will develop an easy-to-use evaluation handbook that will include all survey tools, data collection techniques, protocols, guidelines, rubrics, checklists, and evaluation timelines. It will essentially be a how to guide of who/what/where/when/how the Pioneers evaluation will roll out. The handbook will also include forms and tools that will be used to document program activities (e.g., sign-in sheet templates, outlines for recording minutes of meetings, activity tracking report sheets, etc.). This handbook must be reviewed and approved by the Pioneers implementation staff and stakeholders for quality assurance. During the first month of each program year, the evaluation team will arrange for and will facilitate a training session for the full Pioneers staff so that they can support site level data collection. Staff will be trained, for example, on the fact that the handbook sign-in sheets must be used as a back-up document to confirm attendance at every Pioneers training activities. Staff will also be trained on how to use the handbooks activity tracking reports, which must be filled out by the Pioneers implementer and trainer during/after every key program activity is implemented. These reports, for example, will provide information on what teachers are learning in their training activities; when trainings and courses are being offered; how many teachers attend each session; success stories and anecdotal based accomplishments from the staffs or teachers perspective; practitioner time clock reports for dosage levels; documentation of any concerns and recommendations for improvement; description of partner resources used in each activity and the in-kind contribution dollar equivalent; and a description of how the activity aligns with the activities called for in the grant proposal, etc. There are other process oriented tools in the handbook that will additionally help the evaluation team and program implementers determine what has taken place to date, what needs to take place, and how effective were the efforts that have taken place as far as their relationship to answering the 4 main research questions posed. Formative Evaluation: The formative evaluation of Pioneers will take place in monthly meetings of the Advisory Committee and will be used primarily to determine if the data to date indicate a need for programmatic adjustment and, if so, what that adjustment should be and who will implement it. Clearly, the evaluation handbook and the training offered to staff to help staff support the data collection effort will of monumental assistance in the formative evaluation effort. Formative evaluation will focus on the following questions: Is the program completing the activities as scheduled? Is the quality and quantity of activities as expected? What changes need to be made in the program implementation to improve the results and ensure meeting the goals? When, how, and by whom will these changes be implemented? What barriers may be anticipated in the next quarter and what pro-active steps can be taken to eliminate or minimize these barriers? Because the decision makers (i.e., Advisory Committee members, Pioneers staff and consultants) are in the room for the formative assessment process, adjustments can be made quickly without going through bureaucratic channels. In this way, the formative evaluation is the element that ensures the timely and thorough feedback loop resulting in continuous improvement. During the monthly meetings of the Committee, the Pioneers Program Director will take gather formative data and develop, every month, a formative progress report. The reports will be reviewed at the meetings and used to compare actual progress with the promised contractual obligations (i.e., outcomes, objectives, activities) listed in this proposal to determine what has been accomplished and what needs to be accomplished. Identified gaps will be documented and action items will be given to site level staff as a result of this process. To further assist program implementers and stakeholders with ensuring that the program is efficiently being implemented, on time, and within our defined commitments, the evaluation team will offer grant and programmatic monitoring and fidelity assessment services. During each site visit, the evaluation team will prepare a case study report which will be subjected to a cross-case analysis to determine fidelity to the program design and best practices. The report will also be reviewed at the scheduled Advisory meetings in support of the formative evaluation effort. Progress Reports: Clearly, the use of formative and summative evaluation reports and the review of the reports by implementers and stakeholders will help the program stay on task and allow for refinement to be made in a cycle of continuous improvement. User-friendly evaluation-driven program reports will therefore be developed to permit regular assessment (formative and summative) of progress towards achieving program outcomes and promises. Industry standard software will help the Program Director and evaluation team generate all required and requested program reports needed to fulfill federal, state, and local reporting requirements and to provide stakeholders with systematic program performance feedback. Again, regular program updates will also be shared with stakeholders through presentations, newsletters, journal articles, and formal publications. Reports to be produced for Pioneers are as follows: Monthly Formative Evaluation Reports: Summarizes process data and data documenting the implementation of activities. These data will demonstrate if/how the program is meeting activity commitments and if implementation of services occurs on time and within budget. Summative Evaluation Interim Reports: Summarizes outcome and performance data related to the goals, objectives, and outcomes of the program. The quarterly reports will indicates which data is missing or of poor quality. The reports will present interim findings and perceived trends apparent in data analysis Annual Progress Report: Describes program activities and demonstrates progress toward achieving outcomes and process objectives. The report will include data from all sources, summaries of progress towards goals and objectives, and findings from the experimental design component of the evaluation. Overall conclusions, recommendations, as well as local and national significance will continually be drawn from the program data. Formative Evaluation Report: These reports can be made available at any time. Tracks any and all aspects of program progress including progress in meeting program goals, objectives, activities, and outcomes. The Program Director will place on his/her schedule to produce this report at least monthly for the Advisory Committee to review. Scholarly Publications and Other Nationally Published Reports: Describes strategies implemented and the evaluation design, including used methods and instruments and lessons learned/progress made as a result of specific program strategies. The evaluation handbook that is produced will become a program evaluation portfolio that is ever evolving so that it documents evaluation processes, reports, outcomes, adjustments, and program refinements. By the end of the 3-year program period, the handbook will be used as a guide for replication of the programs best practices and evaluation plan, if Pioneers merits replication among other schools and districts throughout the state and nation. We hypothesize that it will. Avoiding Potential Pitfalls: Although the Pioneers evaluation design is seemingly straightforward, it could be subject to a few potential pitfalls. We believe, however, that the evaluation design addresses all of them at this time. A variety of strategies will be put into place to control for the following potential pitfalls and threats: Construct Validity: One common finding in evaluation research is that non-participants actually receive elements of the program under evaluation. Curriculum and instruction within the schools and districts of the Pioneers partnership may be vulnerable to this type of contamination due to the fact that teachers are commonly transferred between schools and because they do come together in group settings (i.e., of teachers from multiple schools) for in-service trainings and during off hours in social settings. This is also the case for students. When this contamination occurs, then finding no difference between participants and non-participants masks what might be effects in both settings. Other and similar types of construct validity threats include: Compensatory Rivalry: control group teachers and students may be motivated to do better to show that they can do as well as or better than the experimental group subjects. Reactivity to the Experimental Situation: experimental group subjects reporting progress because they believe they should have made progress and not because progress was actually made. Treatment Diffusion: experimental group subjects sharing what they learn with control group subjects as is described above. There are a variety of strategies for reducing this and the other threats. For example, in addressing treatment diffusion, the evaluators will collect unit plans from Group A and Group B teachers so that they can observe the extent to which similarities exist. Internal Validity: Are the observed effects really a direct result of the Pioneers program? Types of potential internal validity threats include: (1) Attrition (i.e., experimental group and control group teachers leaving the program and/or districts); (2) Maturation (i.e., teachers and students are doing better simply due to more experience with the passage of time); and (3) History (i.e., additional services offered by the participating school districts that are not part of the Pioneers program). The Pioneers evaluation plan is designed to address these potential issues through the following strategies: xxxxxxxxxxxxxxxxxxxxxxxxxxx Evaluation Timetable: The following timeline provides a visual representation of how our program and evaluation activities will work in concert: Pioneers Evaluation TimeLine (Years 1 3) Evaluation ActivitiesOctNovDecJanFebMarAprMayJunJulAugSeptAdvisory Committee convenes and begins meeting monthly.(and school district resources challenging taskprinciples and American Our collaborative of university and education institution partners is fully committed and prepared for this undertaking. We will do so with the common belief that if provided with the right support and resources, every teacher can possess the power and ability to raise student achievement. It is also our belief that few things are more closely tied to student achievement than the level of ability, passion, knowledge, and effectiveness of the classroom teacher. Educational research supports the truth behind these beliefs as researchers have found that the main difference between exemplary and low performing schools is that more teachers in high-performing schools are better prepared (with training and education) to teach challenging content in history, math, science, and reading. as a stand alone academic subject that is separate from social studiesPioneers (Selection Criteria 1 - Program Quality: This quote, taken from the Bradly Commissions 2005 Building a History Curriculum for Schools publication, defines the goals and work that Western Heights School District of Oklahoma City, and its xxx partnering school district, have set out to accomplish with Teaching American History (TAH) grant funding. As the Bradly Commission points out, focusing our energies and resources on improving teacher effectiveness and student learning in the concentrated area of US history brings with it a higher purpose. American history is our common bond with each other as well as the cornerstone, necessary, for preserving the principles of democracy and freedom in the future. The students we serve in Oklahoma City are our future workforce and leaders. It is vital that they know about the leaders, conflicts, and events that make up our common history so that they can participate fully in the American democratic system. The research of xxxxxxxx states that the best indicator of students understanding of US history is their teachers knowledge and ability to effectively teach this subject matter. Therefore, for students to fully be prepared for their role as a member of an informed, proactive, American citizenry, it is crucial that history teachers receive focused and ongoing training that builds their knowledge, mastery, interest, and pedagogical skills related to teaching the events, documents, leaders, and politics that have formed this great nation. The great return on this investment of grant funds is that if we accomplish this task, we are in essence, perpetuating the values of democracy and freedom for future generations. , American and ongoing mastery, Western Heights School District and its collaborative of central Oklahoma public school districts, higher education institutions, museums, historical libraries, educational practitioners and experts are proposing to cultivate a community of historians and an engaged American citizenry (teachers and students alike) whose knowledge, interest, passion for, and understanding of US history will lead to not only improved academic achievement among students and to the enhanced knowledge and pedagogy of the classroom teacher, but will have long term effects on the schools and communities where we live. We envision our schools transforming into information and technology centers for learning and exploring US history with built-in programs of study and pathways that seamlessly transition student historians from school to college degrees and careers in government, public service, and history education. We envision what are now resource poor, run down, outdated social studies classrooms transitioning into laboratories of US history where school day and after school teams and clubs of student historians convene to investigate, analyze, and explore the 200 (+) year old dramatic tale that has led the United States to become the hegemonic superpower of the world. Our schools will be settings where teachers, who were once unsupported and under-trained, will be advanced as action researchers, historians, leaders, and scholars who will use inquiry, technology, and the full resources of the local and national historical community to bring US history alive and to make crystal clear the connection of how history is so very relevant to life today and to the future of America. All of these exciting visions will be outgrowths of an initial 3 year teacher development program that Western Heights School District as the coordinating lead fiscal agent - is requesting funding for in this grant proposal. The LEAs that will participate in the grant include Western Heights School District, xxxx, xxx, and xxx. Combined, we serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% or our students do not speak English as a primary language; xxx% will drop out of school by the 12th grade; and xxx% of our students reported on the state youth risk survey (last year) that they take drugs regularly or are a member of a street gang. Although our consortium enrolls what most would call a high-risk population of children and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). For the grant, Pioneers will employ the mediums of content rich, historical document based teacher training institutes, workshops, colloquia, practitioner demonstrations, mentoring, teacher leadership roles, and a variety of other educator development exercises to broaden and deepen teachers knowledge of and instructional and pedagogical skills related to the fundamental documents, ideas, individuals, turning points, and events that have shaped America so that they can more effectively teach US history. (Pioneers for short).colloquia, professional development of this grantsAn exciting partnership that has developed during the planning of this grant is one with Bob Berkowitz of Big6. Bob and his associates are long time educators who developed the Big6 instruction, research, and learning method which will be a huge compliment to the Pioneers training menu. Information on the Big6 methodology can be found in the attachments along with bobs resume. As you will read, Big6 is a problem-solving approach that will be taught to and used by Pioneers history teachers to infuse the concepts of inquiry, research, an d informational literacy skills into the history classroom. TheThis two-day workshop provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. This two-day workshop provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks.ry teacher productivity needs. Pioneers (Each participating teacher will meet with his/her training partner to discuss and prepare lesson plans and curriculum designed for school year and summer institutes, workshops, and book discussion study groups. The trainer will observe the teacher teach the lesson in the classroom and conduct a follow-up debriefing. (Teachers will present their work products from study groups, mini-sabbaticals, workshops, and research institutes to the Pioneers Advisory Committee and complete annual surveys on how their participation has impacted their quality of instruction. (Teachers will share their classroom experiences and work products with colleagues through the Pioneers website medium, at the annual program conference, at common planning times within their districts, and at scheduled follow-up days. Teachers will be encouraged to submit articles to professional journals such as the Oklahoma History Teachers Association and the National Council for History Education newsletter and to do presentations at professional conferences for history teachers. (Finally, because one of our key strategies for sustaining the Pioneers program will be through teachers who take on leadership roles, it will be imperative to this effort that leaders are monitored and supported to do so. After developing a detailed checklist of duties and goals that must be accomplished by the leaders weekly, monthly, and annually, the Pioneers Program Director will be responsible for meeting with the leaders, once a month, to review their progress in accordance with the checklist. Leaders will also be asked to submit bi-annual reports of their progress, as will be reviewed and approved by the Director and Advisory before annual stipends are released. Support for leaders will take shape in the form of the annual stipend, flex time/release time, and ongoing training. In order to successfully sustain the Pioneers initiative in years to come, it was essential to utilize and build upon existing resources in the state and local historical community. As demonstrated in the partnership descriptions above and in the budget narrative, a variety of donations have been promised as an in-kind match to the program, which totals $155,200 (annual) in community matching cash and resources. Cost-efficiency through local resource-leveraging is essential in the design of the proposed initiative, which features a program model that will be implemented successfully in a resource-poor, urban community setting. Grant funds are requested primarily to support intensive capacity-building during an initial three year period (i.e., teacher and staff professional development/planning time, program start-up staff, resource and technology purchases, curriculum development). Our consortium anticipates that the overall impact of the grant - and the program itself will continue long after this initial funding period is over. There was no choice but to keep program costs as reasonable as possible due to the limited duration of funding and strong need for Pioneers services. Pioneers Schools has specifically designed the budget in such a way that the program will become infused into the operational budgets of its schools and district by the end of funding term. Strategies that will allow us to accomplish such a task include: the training and formation of a cadre of specialized teacher leaders who will be train-the-trainers and able to replicate trainings on their sites; the strategic use of existing school and community facilities to host the program at no added cost; curriculum adoption at the district level; and strategic planning between all partners to commit resources to cover the cost of the program in current and future years. We believe that the cohesive and intensive work we have planned for Pioneers teachers each summer and academic year will provoke a paradigm shift, impacting the classroom practice of individual teachers immediately and becoming contagious throughout the district with time. Thus, the apprenticeship of teachers and students can continue long beyond the years of this grant. One follow-up curriculum day in the fall will be scheduled to refine the curriculum lesson plans developed during the summer curriculum planning session. (Each participating teacher will meet with his/her training partner to discuss and prepare lesson plans and curriculum designed for school year and summer institutes, workshops, and book discussion study groups. The trainer will observe the teacher teach the lesson in the classroom and conduct a follow-up debriefing. (Teachers will present their work products from study groups, mini-sabbaticals, workshops, and research institutes to the Pioneers Advisory Committee and complete annual surveys on how their participation has impacted their quality of instruction. (Teachers will share their classroom experiences and work products with colleagues through the Pioneers website medium, at the annual program conference, at common planning times within their districts, and at scheduled follow-up days. Teachers will be encouraged to submit articles to professional journals such as the Oklahoma History Teachers Association and the National Council for History Education newsletter and to do presentations at professional conferences for history teachers. (Finally, because one of our key strategies for sustaining the Pioneers program will be through teachers who take on leadership roles, it will be imperative to this effort that leaders are monitored and supported to do so. After developing a detailed checklist of duties and goals that must be accomplished by the leaders weekly, monthly, and annually, the Pioneers Program Director will be responsible for meeting with the leaders, once a month, to review their progress in accordance with the checklist. Leaders will also be asked to submit bi-annual reports of their progress, as will be reviewed and approved by the Director and Advisory before annual stipends are released. Support for leaders will take shape in the form of the annual stipend, flex time/release time, and ongoing training. In order to successfully sustain the Pioneers initiative in years to come, it was essential to utilize and build upon existing resources in the state and local historical community. As demonstrated in the partnership descriptions above and in the budget narrative, a variety of donations have been promised as an in-kind match to the program, which totals $155,200 (annual) in community matching cash and resources. Cost-efficiency through local resource-leveraging is essential in the design of the proposed initiative, which features a program model that will be implemented successfully in a resource-poor, urban community setting. Grant funds are requested primarily to support intensive capacity-building during an initial three year period (i.e., teacher and staff professional development/planning time, program start-up staff, resource and technology purchases, curriculum development). Our consortium anticipates that the overall impact of the grant - and the program itself will continue long after this initial funding period is over. There was no choice but to keep program costs as reasonable as possible due to the limited duration of funding and strong need for Pioneers services. Pioneers Schools has specifically designed the budget in such a way that the program will become infused into the operational budgets of its schools and district by the end of funding term. Strategies that will allow us to accomplish such a task include: the training and formation of a cadre of specialized teacher leaders who will be train-the-trainers and able to replicate trainings on their sites; the strategic use of existing school and community facilities to host the program at no added cost; curriculum adoption at the district level; and strat This Pioneers grant is needed to improve content-based teaching and learning of American History as a separate discipline. Content specific professional development will address crucial essential topics and themes and highlight individuals, and movements that have This Pioneers grant is needed to improve content-based teaching and learning of American History as a separate discipline. Content specific professional development will address crucial essential topics and themes and highlight individuals, and movements that have shaped our nation. The local libraries, museums, and historical societies will be come stronger partners with the schools through their participation in the program. Stronger support, greater visibility of history teaching, and improved access to lessons and resources through workshops, the project website, expanded networking of teachers with local historians and history advocates will all contribute to the success of the initiative and the sustainability of better teaching of American history. ar with xx taking the AP exam. In order to successfully sustain the Pioneers initiative in years to come, it was essential to utilize and build upon existing resources in the state and local historical community. As demonstrated in the partnership descriptions above and in the budget narrative, a variety of donations have been promised as an in-kind match to the program, which totals $155,200 (annual) in community matching cash and resources. Cost-efficiency through local resource-leveraging is essential in the design of the proposed initiative, which features a program model that will be implemented successfully in a resource-poor, urban community setting. Grant funds are requested primarily to support intensive capacity-building during an initial three year period (i.e., teacher and staff professional development/planning time, program start-up staff, resource and technology purchases, curriculum development). Our consortium anticipates that the overall impact of the grant - and the program itself will continue long after this initial funding period is over. There was no choice but to keep program costs as reasonable as possible due to the limited duration of funding and strong need for Pioneers services. Pioneers Schools has specifically designed the budget in such a way that the program will become infused into the operational budgets of its schools and district by the end of funding term. Strategies that will allow us to accomplish such a task include: the training and formation of a cadre of specialized teacher leaders who will be train-the-trainers and able to replicate trainings on their sites; the strategic use of existing school and community facilities to host the program at no added cost; curriculum adoption at the district level; and strategic planning between all partners to commit resources to cover the cost of the program in current and future years. We believe that the cohesive and intensive work we have planned for Pioneers teachers each summer and academic year will provoke a paradigm shift, impacting the classroom practice of individual teachers immediately and becoming contagious throughout the district with time. Thus, the apprenticeship of teachers and students can continue long beyond the years of this grant. s in the Oklahoma City region. Xxxx School District, with a census of xxxx students, has xxx elementary schools, xxx middle and xx high schools with xxx% of its total student population enrolled in the free/reduced program. Xxxx Schoo District serves xxxx students in its xxx elementary schools, xxx middle schools, and xxx high schools with xx% of its student population receiving free/reduced lunches. Repeat as neededbreakdowoutput ""priortythe xxxx. As you will read in the chart (Selection Criteria 1 - Program Quality: This quote, taken from the Bradly Commissions 2005 Building a History Curriculum for Schools publication, defines the goals and work that Western Heights School District of Oklahoma City, and its xxx partnering school district, have set out to accomplish with Teaching American History (TAH) grant funding. As the Bradly Commission points out, focusing our energies and resources on improving teacher effectiveness and student learning in the concentrated area of US history brings with it a higher purpose. American history is our common bond with each other as well as the cornerstone, necessary, for preserving the principles of democracy and freedom in the future. The students we serve in Oklahoma City are our future workforce and leaders. It is vital that they know about the leaders, conflicts, and events that make up our common history so that they can participate fully in the American democratic system. The research of xxxxxxxx states that the best indicator of students understanding of US history is their teachers knowledge and ability to effectively teach this subject matter. Therefore, for students to fully be prepared for their role as a member of an informed, proactive citizenry, it is crucial that their history teachers receive focused training that builds their knowledge, interest, and pedagogical skills related to teaching the events, documents, leaders, and politics that have formed this great nation. The great return on this investment of grant funds is that if we accomplish this task, we are in essence, perpetuating the values of democracy and freedom for future generations. 2005 Bradly Americanpedagogical skillshave thisin Oklahoma City Western Heights School District and its collaborative of central Oklahoma public school districts, higher education institutions, museums, historical libraries, educational practitioners and experts are proposing to cultivate a community of historians and an engaged American citizenry (teachers and students alike) whose knowledge, interest, passion for, and understanding of US history will lead to not only improved academic achievement among students and to the enhanced knowledge and pedagogy of the classroom teacher, but will have long term effects on the schools and communities where we live. We envision our schools transforming into information and technology centers for learning and exploring US history with built-in programs of study and pathways that seamlessly transition student historians from school to college degrees and careers in government, public service, and history education. We envision what are now resource poor, run down, outdated social studies classrooms transitioning into laboratories of US history where school day and after school teams and clubs of student historians convene to investigate, analyze, and explore the 200 (+) year old dramatic tale that has led the United States to become the hegemonic superpower of the world. Our schools will be settings where teachers, who were once unsupported and under-trained, will be advanced as action researchers, historians, leaders, and scholars who will use inquiry, technology, and the full resources of the local and national historical community to bring US history alive and to make crystal clear the connection of how history is so very relevant to life today and to the future of America. All of these exciting visions will be outgrowths of an initial 3 year teacher development program that Western Heights School District as the coordinating lead fiscal agent - is requesting funding for in this grant proposal. The LEAs that will participate in the grant include Western Heights School District, xxxx, xxx, and xxx. Combined, we serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% or our students do not speak English as a primary language; xxx% will drop out of school by the 12th grade; and xxx% of our students reported on the state youth risk survey (last year) that they take drugs regularly or are a member of a street gang. Although our consortium enrolls what most would call a high-risk population of children and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! For the grant, Pioneers will employ the mediums of content rich, historical document based teacher training institutes, workshops, practitioner demonstrations, mentoring, teacher leadership roles, and a variety of other educator development exercises to broaden and deepen teachers knowledge of and instructional and pedagogical skills related to the fundamental documents, ideas, individuals, turning points, and events that have shaped America so that they can more effectively teach US history. Bob BerkowitzDecember 2008 (repeated in December of 2009 and 2010)Technology in the American History Classroom: An IntroductionThis two-day workshop provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. Bob BerkowitzFebruary 2008 (repeated in February of 2009 and 2010)Web-Based Resources and Multimedia Tools in the American History ClassroomThis two-day workshop is designed to assist teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. Bob BerkowitzBob Berkowitz(which includes the OU trainers and Dr. Berkowitz) Western Heights Public School District, in partnership with xxx high-needs Local Education Agencies (LEAs) and the University of Oklahoma, is requesting grant funding to implement and sustain a state-of-the-art professional development system that will improve the classroom effectiveness of xxxx Oklahoma City history teachers and that will raise the academic achievement levels of over xxxxx public school children in the state and national content standards of American history. The LEAs that will participate in the grant include Western Heights School District, xxxx, xxx, and xxx. Combined, we serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% or our students do not speak English as a primary language; xxx% will drop out of school by the 12th grade; and xxx% of our students reported on the state youth risk survey (last year) that they take drugs regularly or are a member of a street gang. Although our consortium enrolls what most would call a high-risk population and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). The purpose of Pioneers is to ignite a passion for learning and teaching US history. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, and instruction of the consortium LEAs so that traditional American history is effectively taught as a stand alone academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum frameworks). The primary goals of Pioneers include: IMPROVE THE CONTENT KNOWLEDGE OF TEACHERS of in the key events, eras, and turning points of US history by not only studying the words and deeds of the people who shaped them, but also by researching and understanding primary and secondary sources and documents; SUPPORT TEACHERS WORK IN MEETING THE HISTORICAL THINKING BENCHMARKS of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and CREATE A COMMUNITY OF HIGHLY QUALIFIED & EFFECTIVE HISTORY TEACHERS with the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US history classrooms. The content of the Pioneers professional development program for teachers is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma and others, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals for research programs, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, continuation activities, and a website that will allow for the posting and downloads of all training materials, examples of Pioneers lesson plans, and assessments tools (rubrics, surveys) that can be used in the classroom to help teachers gauge student learning and content knowledge/curriculum/instructional effectiveness levels. All of the Pioneers training activities culminate in the classroom transfer and refining of the curriculum of the participating Pioneers school districts. Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding and mastery of the content they teach and the significance of our founding documents; participating teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, content, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of US history will deepen as teachers incorporate new technology and research skills in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide and national replication. Western Heights Public School District, in partnership with xxx high-needs Local Education Agencies (LEAs) and the University of Oklahoma, is requesting grant funding to implement and sustain a state-of-the-art professional development system that will improve the classroom effectiveness of xxxx Oklahoma City history teachers and that will raise the academic achievement levels of over xxxxx public school children in the state and national content standards of American history. The LEAs that will participate in the grant include Western Heights School District, xxxx, xxx, and xxx. Combined, we serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% or our students do not speak English as a primary language; xxx% will drop out of school by the 12th grade; and xxx% of our students reported on the state youth risk survey (last year) that they take drugs regularly or are a member of a street gang. Although our consortium enrolls what most would call a high-risk population and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). The purpose of Pioneers is to ignite a passion for learning and teaching US history. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, and instruction of the consortium LEAs so that traditional American history is effectively taught as a stand alone academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum frameworks). The primary goals of Pioneers include: IMPROVE THE CONTENT KNOWLEDGE OF TEACHERS of in the key events, eras, and turning points of US history by not only studying the words and deeds of the people who shaped them, but also by researching and understanding primary and secondary sources and documents; SUPPORT TEACHERS WORK IN MEETING THE HISTORICAL THINKING BENCHMARKS of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and CREATE A COMMUNITY OF HIGHLY QUALIFIED & EFFECTIVE HISTORY TEACHERS with the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US history classrooms. The content of the Pioneers professional development program for teachers is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma and others, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals for research programs, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, continuation activities, and a website that will allow for the posting and downloads of all training materials, examples of Pioneers lesson plans, and assessments tools (rubrics, surveys) that can be used in the classroom to help teachers gauge student learning and content knowledge/curriculum/instructional effectiveness levels. All of the Pioneers training activities culminate in the classroom transfer and refining of the curriculum of the participating Pioneers school districts. Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding and mastery of the content they teach and the significance of our founding documents; participating teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, content, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of US history will deepen as teachers incorporate new technology and research skills in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide and national replication.Public include Western Heights School District, xxxx, xxx, and xxx. Combined, weand mastery participating content, US new technology and research skillsprogram for teachers participants and others for research programsexamples of Pioneers that can be used in the classroom to help teachers gauge student learning and content knowledge/curriculum/instructional effectiveness levelsWestern Heights School District, in partnership with xxx high-needs Local Education Agencies (LEAs) and the University of Oklahoma, is requesting grant funding to implement and sustain a state-of-the-art professional development system that will improve the classroom effectiveness of xxxx Oklahoma City history teachers and that will raise the academic achievement levels of over xxxxx public school children in the state and national content standards of American history. The LEAs that will participate in the grant serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% or our students do not speak English as a primary language; xxx% will drop out of school by the 12th grade; and xxx% of our students reported on the state youth risk survey (last year) that they take drugs regularly or are a member of a street gang. Although our consortium enrolls what most would call a high-risk population and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). The purpose of Pioneers is to ignite a passion for learning and teaching US history. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, and instruction of the consortium LEAs so that traditional American history is effectively taught as a stand alone academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum frameworks). The primary goals of Pioneers include: Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding of the content they teach and the significance of our founding documents; teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of history will deepen as teachers incorporate an improved curriculum in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide and national replication. Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding of the content they teach and the significance of our founding documents; teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of history will deepen as teachers incorporate an improved curriculum in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide and national replication. The content of the Pioneers professional development activities is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teachers study the countrys founding up to the twentieth century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, continuation activities, and a website that will allow for the posting and downloads of all training materials, Pioneer lesson plans, and assessments tools (rubrics, surveys). All of the Pioneers training activities culminate in the classroom transfer and refining of the curriculum of the participating Pioneers school districts. 4. QUALITY OF THE PROJECT EVALUATION The following chart illustrates the data collection and methods to measure if benchmarks and outcomes have been reached. Measures for extent program integrated with district teacher-development initiatives, extent program implemented and conducted as planned, and extent program activities met standards for effective professional developmentMETHODDATA INSTRUMENTS TIME FRAMEPerformance Monitoring System1) Checklist of all program components (proposed activities, services, and staffing) with detailed implementation timeline; monthly report on implementation status and any recommended changes or modifications to Advisory Council members, district professional development coordinators, and key staff.1) Ongoing Professional Development Quality AssessmentEvaluator observes and analyzes professional development activities using a scoring rubric based on the seven features of effective professional development programs, the program-created benchmark indicator rubric to measure teacher work products, and the overarching performance indicators built from the evaluation questions and tied to the goals. 1) OngoingMeasures for improvement in teacher content knowledge and knowledge of instruction, increased interest in American history, ability to use historical methods and resources and analyze and interpret historical data, and participation in professional leadership activities. Pre-and Post Program Teacher ProfilesIncludes demographic information, American history professional credentials, data about teaching practices, curriculum and technology integration, participation in professional follow-up activities such as mentoring, facilitating study teams to assess changes in participants learning from the program.Begin year one, ongoing for new participants, end year threeTeacher Questionnaire; Focus GroupsSolicit teachers perceptions of changes in their knowledge, learning and instructional practices of American history. AnnuallyParticipant Feedback QuestionnaireFeedback from participants following an institute, workshop, conference, and/or book discussion study group series to determine usefulness of content and design to implementing new knowledge and skills in the classroom.OngoingWork Product DataA 3-person review team uses a US History National Assessment of Educational Progress (NAEP)-based materials review rubric that guides the materials production and measures effectiveness and quality of teacher work products such as curriculum materials, research papers, website materials, lesson plans.Three times AnnuallyMeasures for improvement in student performance and increased interest in US history.Standardized Student Per-formance DataCollect and compare performance results on Oklahoma MCAS US history test administered in grades five and eleven over 3-year period.Annually-SpringParticipation in Honors, AP US History and ElectivesCompare annual enrollment figures.Annually-FallTeacher AssessmentsResults of student performance on program-related lessons in participants classes.QuarterlyClassroom ObservationEvaluator observes classes of participants implementing program-inspired curriculum programs.Ongoing D) External Evaluator ""d-of-year assessment last year; satingxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxThis grant 'subjkectsubject subjec subjectthisotry Pioneers is needed to improve content-based teaching and learning of American History as a separate discipline. Content specific professional development will address crucial essential topics and themes and highlight individuals, and movements that have shaped our nation. All fourth and fifth grade elementary teachers in Allegany, Garrett, and Washington County have the responsibility for teaching American history objectives. Because of the lack of American history training and because current emphasis in the elementary schools centers on reading and math instruction, the quality and quantity of history teaching is less than ideal. Most middle and high school teachers that teach American history have undergraduate training in history including some with undergraduate majors or concentrations. Few however have taken course work in American History or received American History specific training since beginning their teaching. Only 11 of 80 Western Oklahoma secondary history teachers have masters degrees in history. PAGE 78 Western Heights School District, AIn order for Mthpreapredxlicensure lxx% hold only generalnaitonal also Among our districts, there are xxx 5th grade teachers are teach this content; much of whom are under prepared to do so. Xxx% of these teachers did not major (or hold a masters degree) in history and none hold national or state certification in history or social studies. For 8th grade, students are directed to revisit primary sources and work on developing process and reasoning skills. They also perform case studies on the American Revolution; the US Constitution; the Bill of Rights; the Jacksonian Era; the Civil War; and American economics, politics, culture, race relations, and society of 1801-1877. United States History II, which covers the history of the nation from Reconstruction to the present (with case studies on the world wars, the Great Depression, and the Industrial Revolution), is a requirement for high school graduation and is offered to students of the 9-12th grade. th5th and 8th gradeththare teachthis contentone nteachersAll fourth and fifth grade elementary teachers in Allegany, Garrett, and Washington County have the responsibility for teaching American history objectives. Because of the lack of American history training and because current emphasis in the elementary schools centers on reading and math instruction, the quality and quantity of history teaching is less than ideal. Most middle and high school teachers that teach American history have undergraduate training in history including some with undergraduate majors or concentrations. Few however have taken course work in American History or received American History specific training since beginning their teaching. Only 11 of 80 Western Oklahoma secondary history teachers have masters degrees in history.()of these teachers did not major or minor orn in history or social studies. Conv Only 11 of 80 Western Oklahoma secondary history teachers have masters degrees in history. n in history or social studies. O1180 Western Oklahoma secondary certifed In our schools, US history is taught in elementary grade 5 as recommended by the Oklahoma State Department of Education. Major topics taught in 5th grade include: using and understanding primary sources; the early exploration of America; colonial America; the American Revolution; the Early Federal Period; and US geography. For 8th grade, students are directed to revisit primary sources and work on developing process and reasoning skills. They also perform case studies on the American Revolution; the US Constitution; the Bill of Rights; the Jacksonian Era; the Civil War; and American economics, politics, culture, race relations, and society of 1801-1877. United States History II, which covers the history of the nation from Reconstruction to the present (with case studies on the world wars, the Great Depression, and the Industrial Revolution), is a requirement for high school graduation and is offered to students of the 9-12th grade. Among our districts, there are xxx 5th, 8th, and high school teachers who instruct these course; much of whom are under prepared to do so. Xxx% of these teachers did not major, did not minor, and do not hold a masters degree in history and only xxx (of xxx%) hold national or state certification in history or social studies (i.e., only xxx of xxx of our history teachers have masters degrees in history and only xxx are certified or endorsed to teach history). In our schools, US history is taught in elementary grade 5 as recommended by the Oklahoma State Department of Education. Major topics taught in 5th grade include: using and understanding primary sources; the early exploration of America; colonial America; the American Revolution; the Early Federal Period; and US geography. For 8th grade, students are directed to revisit primary sources and work on developing process and reasoning skills. They also perform case studies on the American Revolution; the US Constitution; the Bill of Rights; the Jacksonian Era; the Civil War; and American economics, politics, culture, race relations, and society of 1801-1877. United States History II, which covers the history of the nation from Reconstruction to the present (with case studies on the world wars, the Great Depression, and the Industrial Revolution), is a requirement for high school graduation and is offered to students of the 9-12th grade. Among our districts, there are xxx 5th, 8th, and high school teachers who instruct these course; much of whom are under prepared to do so. Xxx% of these teachers did not major, did not minor, and do not hold a masters degree in history and only xxx (of xxx%) hold national or state certification in history or social studies (i.e., only xxx of xxx of our history teachers have masters degrees in history and only xxx are certified or endorsed to teach history). Moreover, many of our educators are new to this field as xxx% have 3 or less years of teaching experience. In our schools, US history is taught in elementary grade 5 as recommended by the Oklahoma State Department of Education. Major topics taught in 5th grade include: using and understanding primary sources; the early exploration of America; colonial America; the American Revolution; the Early Federal Period; and US geography. For 8th grade, students are directed to revisit primary sources and work on developing process and reasoning skills. They also perform case studies on the American Revolution; the US Constitution; the Bill of Rights; the Jacksonian Era; the Civil War; and American economics, politics, culture, race relations, and society of 1801-1877. United States History II, which covers the history of the nation from Reconstruction to the present (with case studies on the world wars, the Great Depression, and the Industrial Revolution), is a requirement for high school graduation and is offered to students of the 9-12th grade. Among our districts, there are xxx 5th, 8th, and high school teachers who instruct these course; much of whom are under prepared to do so. Xxx% of these teachers did not major, did not minor, and do not hold a masters degree in history and only xxx (of xxx%) hold national or state certification in history or social studies (i.e., only xxx of xxx of our history teachers have masters degrees in history and only xxx are certified or endorsed to teach history). Moreover, many of our educators are new to this field as xxx% have 3 or less years of teaching experience. -traiingmuch less than reosurcesxxxxxxxBecause of the lack of American history training and because current emphasis in the elementary schools centers on reading and math instruction, the quality and quantity of history teaching is less than ideal. Most middle and high school teachers that teach American history have undergraduate training in history including some with undergraduate majors or concentrations. Few however have taken course work in American History or received American History specific training since beginning their teaching. Funding for staff development has been targeted at helping students with reading and math.measilyBecause American history is not an assessed area, state and county resources have not been devoted to American history content or methods for teaching history. In Oklahoma the state assessment program requires students to pass an end of course government test, not an American History test. The state has established Governors Academies to provide content training for teachers to more effectively teach government but similar opportunities have not been forthcoming to address the needs of American History teachers. resemblenceshows little resemblance(some over 20 year old) It is extremely disturbing that it is extremely disturbing that will make is a ugent is a urgent The Oklahoma Teacher Professional Development Standards states that Effective professional development deepens all teachers content knowledge and the knowledge and skills necessary to provide effective instruction and to assess student progress. James Stronges report on teacher effectiveness (2002) provides support for the Oklahoma professional development standard by his findingtextbooks used by our students that are outdated (some over 20 year old), it is undisputable that Pioneers is urgently needed here. The Oklahoma Teacher Professional Development Standards states that Effective professional development deepens all teachers content knowledge and the knowledge and skills necessary to provide effective instruction and to assess student progress. James Stronges report on teacher effectiveness (2002) provides support for the Oklahoma professional development standard by his finding that academicproject'symposia and the history in-serviceprovided Pioneers weekendsabaticalsindicates'professional development In 2002, the American Historical Association developed guidelines for professional development in teaching American History as a discipline. The guidelines include recommendations that the training of history teachers must involve sound approaches to teaching historical content, must attend to pedagogy and active learning, must emphasize several definable habits of mind including uses of evidence and interpretation in forming arguments and understanding issues of change over time, and promote appropriate and effective assessment methodologies. Fundamentally, the guidelines proclaim, two understandings must guide professional development of history teachers. First, training must interweave content, pedagogy, and historical thinking, Secondly content, pedagogy and historical thinking should be related to classroom experience (American Historical Association Benchmarks, 2002). These guidelines, which detail suggestions for collaboration and define historical thinking skills, will provide focus during planning and implementation and will provide reference for the programs internal and external evaluation. In 2002, the American Historical Association developed guidelines for professional development in teaching American History as a discipline. The guidelines include recommendations that the training of history teachers must involve sound approaches to teaching historical content, must attend to pedagogy and active learning, must emphasize several definable habits of mind including uses of evidence and interpretation in forming arguments and understanding issues of change over time, and promote appropriate and effective assessment methodologies. Fundamentally, the guidelines proclaim, two understandings must guide professional development of history teachers. First, training must interweave content, pedagogy, and historical thinking, Secondly content, pedagogy and historical thinking should be related to classroom experience (American Historical Association Benchmarks, 2002). These guidelines, which detail suggestions for collaboration and define historical thinking skills, will provide focus during planning and implementation and will provide reference for the programs internal and external evaluation. ctive assessment methodologies. 'providesummer symposia and summer seminars. Eevery middle and high school American historypartcipating teacherWestern Oklahoma American History Specialiststhree county schoolparticipaingexansion,project'   xxxx. As you will read in the chart, our districts serve some of the neediest, impoverished, disenfranchised children in the state. on, please cross reference page oxxxx. chidlrenMspecailistspecialist emajori""workin working with xnstrudingteahcers5Oklahmapayscalerelieve her advancements, Pioneers will relieveincrease the retention of releiverelieve oals of Pioneers is to increase to inhistoro National Commission on Teaching and Americas Future, What Matters Most: Teaching for Americas Future, p.6.  Darling-Hammond and Ball, Teaching for High Standards: What Policymakers Need to Know and Be Able to Do, p.5. ublic pinthe xxx systems'ELL percentages, NCLB Needs Improvement rankings, andin history and other core subject areas xxxthe chart in thea, impoverished, disenfranchisedAs you will read in the chartprerequisitexxx xxxpopulation a large xxxxxxxxxthese issuescontent in the Pioneerinits that deal with has agreed topedagogical xxxachieve atUS of xxx-particulary particularly those that delve deep into truct these courses effectively To instruct these courses effectively. much Xxxxxxxxxered in the Pioneers trainings. -thesethese and (of; (i.e., only Converesly). Conversely, our only 'instructing history Moreover, mxxxth OUaccessed ' BMorevoersabaticalsenhancealso Eachbthe Pioneers hasin howeverAlthough all of our school systems have encouraged participation in AP History, Two key indicators of the lack of appreciable interest or extensive content knowledge about U.S. history among the high school students areTwo key indicators of theowledge about U.S. the high school students are studentersds ncludes the few numbers w the total number of students was limited tototal students during the last school year with xx taking tonly xx took the exam last year)he AP exam. Of that numok the exam last year, with onlyber, only % of the test takers passedthis subject matterhinstorymanybring AP inin Teachers skills to 'knolwedgefrom trainingthis is successfulin these areas inour xxxcontent and hours of training in their inxxxxxxcontent classrooms. The Oklahoma Teacher Professional Development Standards states that Effective professional development deepens all teachers content knowledge and the knowledge and skills necessary to provide effective instruction and to assess student progress. James Stronges report on teacher effectiveness (2002) provides support for the Oklahoma professional development standard by his finding that academic content preparation is a significant indicator of teacher classroom effectiveness. The professional development provided for in the programs summer institutes and other The Pioneers professional development activities will result in the increased content knowledge of participating teachers, improved understanding of how to teach for historical understanding, and increased historical thinking through the engaging use of historical documents and visuals. The teachers participating in the trainings will develop greater local expertise in vital topics and issues of American history. Weekend Study Tour participants will gain knowledge and insight through educational visits to museums and historic places and will learn how to incorporate local resources into the teaching curriculum; and all participants will gain greater knowledge of content and methodology and improve their capacity to teach for historical thinking through participation in the history specific professional development activities. The training specialists from OU and the effective teachers promoted into leadership roles will provide continuing support for teaching American History in the participating systems through coaching and coordinating events including expansion of National History Day participation and expansion of AP and honors courses in history. The local libraries, museums, and historical societies will be come stronger partners with the schools through their participation in the program. Stronger support, greater visibility of history teaching, and improved access to lessons and resources through workshops, the Pioneers website, expanded networking of teachers with local historians and history advocates will all contribute to the success of the initiative and the sustainability of better teaching of American history. The Pioneers professional development activities will result in the increased content knowledge of participating teachers, improved understanding of how to teach for historical understanding, and increased historical thinking through the engaging use of historical documents and visuals. The teachers participating in the trainings will develop greater local expertise in vital topics and issues of American history. Weekend Study Tour participants will gain knowledge and insight through educational visits to museums and historic places and will learn how to incorporate local resources into the teaching curriculum; and all participants will gain greater knowledge of content and methodology and improve their capacity to teach for historical thinking through participation in the history specific professional development activities. The training specialists from OU and the effective teachers promoted into leadership roles will provide continuing support for teaching American History in the participating systems through coaching and coordinating events including expansion of National History Day participation and expansion of AP and honors courses in history. The local libraries, museums, and historical societies will be come stronger partners with the schools through their participation in the program. Stronger support, greater visibility of history teaching, and improved access to lessons and resources through workshops, the Pioneers website, expanded networking of teachers with local historians and history advocates will all contribute to the success of the initiative and the sustainability of better teaching of American history. Encounters and Exchanges in U.S. History A significant number of grades three to five teachers have not visited Massachusetts historical sites, do not access or use primary sources in their teaching, are not familiar with the concept of historical thinking, and how to infuse historical thinking and methodology into curriculum design. However, the Massachusetts Curriculum Framework states that grade three students learn Massachusetts history, grade four students learn regional immigration and migration, and grade five students learn U.S. history from the period of discovery through the nineteenth century. Outcomes , capacity building, continuation, how teachers will use training in the classroom/how will this be assured through assessment-coaching, hnetworking of teachers with local historians and history advocates will all contribute to the success of the initiative and the sustainability of better teaching of American history. At the end of three years, we anticipate significant changes in content knowledge, instruction, and student learning. 150 grades three to five and grades eight to eleven teachers of American history will have a deepened understanding of the topics they teach as they learn the encounters and exchanges that have shaped U.S. history from its founding; Teachers will understand the continuing significance of our founding documents--the Declaration of Independence, the Bill of Rights, and the Constitution--and how they inform unfolding political, economic, and social forces in different periods of American history; Teachers will be prepared to teach American history as a stand-alone history course using the resources and approaches that characterize historical study; A database of online curriculum materials, background readings, and web links will be available both during the grant period and after the grant funding concludes to provide teachers successful links to scholarly resources, field-tested lesson plans and classroom activities; Participants and their colleagues will have unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology to use in their classrooms; Student interest and content knowledge of American history will increase; A greater percentage of students will score in the proficient range on the standardized state history tests compared to the results of the 2000 and 2001 MCAS history test results; and Professional relationships among colleagues will be developed, teacher leadership opportunities in each district will present itself, and professional pride will increase. Pioneers will improve the quality of instruction and create a culture of high standards. Studies show that teacher expertise is one of the most important factors in determining student achievement. Teachers with increased subject matter knowledge are more likely to ask higher-level questions, involve students in lessons, and allow more student-directed activities. Teachers will use their knowledge to develop accessible curricula that integrate content, historical thinking, and an appropriate mix of technologies and media to enable students to effectively use primary sources, engage in historical thinking, conduct effective historical research and reporting, and implement project-based self-directed learning. Ultimately, teachers will use their knowledge to (1) implement curriculum and instructional strategies that improve student outcomes on standardized state tests and on teacher-designed assessments, and (2) ensure all students understand the meaning and significance of our founding documents and how they inform unfolding political, economic, and social forces in different periods of American history. How will we know if outcomes have been met/monitoring piece three At the end of 3 years, we anticipate significant changes in content knowledge, instruction, and student learning. n, and student learning. xxxThe Oklahoma Teacher Professional Development Standards states that Effective professional development deepens all teachers content knowledge and the knowledge and skills necessary to provide effective instruction and to assess student progress. James Stronges report on teacher effectiveness (2002) provides support for the Oklahoma professional development standard by his finding that academic content preparation is a significant indicator of teacher classroom effectiveness. The professional development provided for in the programs summer institutes and other training mediums by the OU specialists as well as the mini-sabbaticals and study tours will be content specific to important topics, themes and periods in the history of our nation. Stronge also states studies support the finding that fully prepared teachers with background knowledge of pedagogy are better able to recognize individual student needs and customize instruction to increase overall student achievement." This will, also, be an outcome of the Pioneers trainings.Oklahoma"support for the Oklahoma professional development standard by inetitutesprofessional development provided for in the programs summer institutes and other training mediums by the OU specialists as well as the mini-sabbaticals and study tours will be'. Stronge also statesstudies support the finding that overall alsothe OK the of our nation , (American Historical Association Benchmarks, 2002)guidelinestenentsprovide focus during planning and' implementation and historicalAmerican teaching history specific professional development activitiescontent and pedagogical rom OUraining specialists f the 'American H(and effective Pioneers teachers who will be promoted into leadership roles) ooperatively cknolwdge'instrucinghistory courses lessonnlesson and will then offer feedback, anaysis of lesson planen offer constructive feedback; lesson plans followed usanalyzeas well as analyzinganayzlethen wilperforming the quarterly Appraiasalperforming the quarterly'applicatoinknolwedgewill provide continuing support for teaching US history in the participating school systems through coaching, job embedded trainings, and coordinating events including expansion of National History Day participation and expansion of AP and honors courses in history. These strategies will -trianed'' so that they can join (anms 'the trainer team 'educatinalThe localwill be come- Our partnering libraries, museums, and historical societies as stronger partners with the schools through their participation in the program. Stronger support, communiyAs we continue to s our the resources of our community will come together to offer a forum of n'to sustain Pioneers for years to come.y our teachers in years to come olarsm Moreover, these r and that willThus, allowingallow a forum greater visibility of history teaching, and 'whihcmatialrs, 4000+ 's Server system as it interfaces with the website. -offreshare resources continaullyimproved access to lessons and resources through workshops, the Pioneers website, expanded networking of teachers with local historians and history advocates will all contribute to the success of the initiative and the sustainability of better teaching of American history. At the end of 3 years, we anticipate significant changes in content knowledge, instruction, and student learning. Specific outcomes include: 150 grades three to five and grades eight to eleven teachers of American history will have a deepened understanding of the topics they teach as they learn the encounters and exchanges that have shaped U.S. history from its founding; Teachers will understand the continuing significance of our founding documents--the Declaration of Independence, the Bill of Rights, and the Constitution--and how they inform unfolding political, economic, and social forces in different periods of American history; Teachers will be prepared to teach American history as a stand-alone history course using the resources and approaches that characterize historical study; A database of online curriculum materials, background readings, and web links will be available both during the grant period and after the grant funding concludes to provide teachers successful links to scholarly resources, field-tested lesson plans and classroom activities; integrate content, historical thinking, and technology to use in their classrooms that Participants and their colleagues will have unit-specific lesson plans and curriculum materials that; Student interest and content knowledge of American history will increase; A greater percentage of students will score in the proficient range on the standardized state history tests compared to the results of the 2000 and 2001 MCAS history test results; and Professional relationships among colleagues will be developed, teacher leadership opportunities in each district will present itself, and professional pride will increase. Panel aPanel a( Teacher attitudes/beliefs assessment ( Teacher attitudes/beliefs assessment The University of Oklahomas Center for Effective Schools  HYPERLINK "http://www.thinkronize.com/" \t "_blank" Thinkronize,Thinkronize,underway. Thinkronize Inc. (an educational product developer) has already gone through an extensive and exhaustiveNet TrekkerThinkronize Inc.Net Trekker interim Assessment system, which over 85 Oklahoma K-12 schools are now using. Net Trekker is a state standards-aligned, validated and tested online assessment that is given in participating Oklahoma schools every 9 weeks - and has shown a great deal of success in other districts (particularly in preparing students for state testing and predicting (within 95% accuracy) student performance on the state criterion reference tests). The Net Trekker system provides immediate results and maintains the interim assessment data over time so that data can be used for longitudinal comparisons and for evaluating the effectiveness of interventions (such as the professional development of teachers or curriculum changes). The Net Trekker output is further used to provide teachers with multiple student performance data points during the year, thus allowing teachers to modify instructional strategies and content as appropriate. Beginning in the 07-08 school year, Pioneers districts will begin using the Net Trekker system. Net Trekker will provide teachers with pre-developed assessments that cover the PASS standards and the state/local curriculum in US history. Benchmarks for advanced, proficient, under-proficient, and non-satisfactory guide the automated scoring process of the assessments. The output of results are extremely detailed and show each content area that each student (and various groups of students, such as classroom, females, etc.) scored. Again, this will be helpful in applying the results for curriculum and instructional improvements. Pioneers staff and stakeholders can also use the results in the planning of upcoming training events. There is an additional feature of the Net Trekker system that will be beneficial to our educators. Teachers can use the Net Trekker test item bank (this is a separate feature of the program) to develop additional standards-aligned benchmark assessments in between the 9-week formal interim assessment periods. Teachers can also create worksheets, lesson plans, and flashcards to help prepare students for state mandated tests. These teacher developed assessments and study resource features can be varied based on groupings of students in a classroom and adjusted to reflect the curriculum content covered to date. Quantitative Qualitative(6th-12 Grade Students: Content knowledge levels based on state and national US history standards (6th-12 Grade Students: Demonstration of use of historical inquiry and historical thinking(OCCT and EOI: There are two state assessments that are given to Oklahoma students in grades 6-12 that can be used for this student achievement data indicator. The first is the Oklahoma Core Curriculum Test (OCCT). Although the OCCT is administered to students in grades 3-8 in the early Spring of each school year, grades 3-5 only take the English and math sections of the test. Grades 6-8th take all portions of the test, including English, math, social studies, US history, science, and geography. The test is aligned to state standards and will provide excellent baseline and post annual data on student achievement in US history in grades 6-8th. The test incorporates not only quantitative questions, but also always the student to demonstrate historical thinking and inquiry through long answer and essay portions. (All Oklahoma students in grades 9-12 take the End-of-Grade assessment in Spring, annually. There is a US history section to this test, therefore the test output will allow for baseline and post data collection. The test additionally incorporates questions that measure historical thinking and inquiry in addition to multiple choice questions on content areas. ( Net Trekker will be purchased and used in grades 6-12 as well to provide interim assessment output among students in US history.Quantitative QualitativeDescriptors and Indicators of Control Group and Experimental Group SCHOOLS/LEAS(Title I status (AYP status (NCLB state rating (Academic Performance Index Rating (Socio-economic indicators of student body (Race, culture, home language indicators of student body (Student Dropout and Mobility Rate(Descriptive indicators of districts and schools: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(Programs and initiatives that the schools and districts may be involved with outside of Pioneers.(Programs/Initiatives: This information is reported in the Fall of each year on the school improvement plans of schools and the report cards of districts.Qualitative For the reporting of these data, the evaluation team will rely on frequency distributions and cross-tabulations to report quantitative data from most of the surveys and data collection mediums. Graphical representations of data will further be used as appropriate in reporting quantitative data from surveys and these other mediums. The use of ethnographic techniques can be used as appropriate to assess and report on the qualitative data that is obtained from interviews, observations, and focus groups. The evaluation teams internet hosting site, which allows for online surveying, will also likely be used to help minimize double entry and personnel resources at the school sites. The use of an online surveying system will also help to fast track data collection for almost immediate aggregation and output. Objective Measures: In developing the evaluation plan, the grant planners and stakeholders of the Pioneers districts worked with the evaluation team to establish clearly stated goals for the program. The goals can be found in the Quality Section of the grant proposal narrative. Corresponding to the program goals, are 3 types of measurable objectives. These include: 1) process objectives, 2) outcome objectives, and 3) GPRA objectives. Process objectives answer the question What number and quality of activities are being carried out by the program? They measure the quantity and quality of program activities for use in the formative assessment for continuous improvement and in the implementation assessment. Outcome objectives answer the question, So what difference did the activities make? They measure the changes in the targeted goals that occurred as a result of completing the activities. The GPRA objectives will produce the data required by the Department of Education. The objectives related to each of the 3 types are shown in the chart below along with the outcomes that will be produced by accomplishing the objectives and ways in which we will measure the degree to which such accomplishment has taken place. Objectives-Outcomes-Data Indicator Alignment Chart OBJECTIVESOUTCOMESDATA INDICATORS TO MEASURE OBJECTIVES & OUTCOMES(OBJECTIVE: By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the Pioneers annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.(OUTCOME: Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.(Teacher content knowledge assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups (Copies of applied research projects and work completed by teachers in the training sessions(OBJECTIVE: By September 30th of each grant year, the actively participating group of at least 90 participating US history teachers will have completed at least 60% of the Pioneers annual training sessions that are targeted towards pedagogical instructional skill building and use of new/innovative instructional resources in the classroom.(OUTCOME: Every year, the group of actively participating teachers will show a significant increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history compared with baseline levels. (OUTCOME: Unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology will be developed and made available to in hundreds of classrooms throughout Oklahoma City.( Assessment using program developed rubric ( TAS ( Teacher attitudes/beliefs assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups ( OBJECTIVE At the end of each school year, 100% of Pioneers teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the Pioneers program of that year in their classrooms. By the third year of the program, xxxx highly trained Pioneers teachers who have completed at least xx total hours of Pioneers trainings will be fully prepared, willing, and ready to step into the Pioneers leadership positions.( OUTCOME: History students of actively participating teachers will demonstrate a significant increase in their content knowledge and appreciation of/interest in US history compared with baseline levels. ( OUTCOME: Professional bonds among colleagues will be developed; teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will increase.( Descriptive Indicators of Students ( Net Trekker Interim Assessment System ( OCCT and EOI ( Focus groups ( Assessment of student work and classroom resources using program developed rubric ( TAS There will be additional performance indicators collected among Pioneers consumers, partners, and staff to measure the effectiveness and efficiency of the program implementation itself. These indicators include, but are not limited to: case studies of the Pioneers training approach and its weaknesses/effectiveness; focus groups of Pioneers partners that provide information on partner involvement and feedback levels, perceived program strengths, perceived weaknesses, financial or resource commitment level to supporting the sustainability of Pioneers; consumer feedback of each training session as administered to teachers and trainers; school program offering changes based on the number, quality, and level of advanced and elective history courses offered (such concurrent enrollment government classes, Advanced Placement and pre-Advanced Placement courses, etc.), and the data indicators listed under the school/LEA section of the data indicator chart (i.e., descriptive indicators and program/initiative indicators). Similarly, the perspectives of school principals, Advisory Committee, and the Pioneers staff will also be tapped through periodic consumer satisfaction surveys, interviews, and focus groups. These individuals will provide input on administrative concerns and problems with implementing Pioneers, as well as perceived benefits to the schools. All of these data will be systematically coded and compiled to be included in the monthly progress reports and weekly staff meetings so that modification can be made to improve program offerings in a consumer-driven environment and so that the impact of the program can be determined at all levels, including the student, teacher, school district, and educational community level. It is our hypothesis that Pioneers participating schools will evolve into educational institutions that are jam packed full with rich offerings that are inclusive of advanced history classes (based on history high school models) that offer pathways of learning in history that lead to postsecondary degree programs; full day and after school day history clubs and elective or advanced exploration opportunities in the areas of history (e.g., underground railroad investigation teams, history fair clubs); etc. Upon award of the grant, the evaluation team will immediately begin work to create all of the data collection instruments described above, secure school and district approval for the use of these instruments, and obtain teacher and parent active permission and informed consent to access and collect data for use in the program evaluation. The evaluation team has already put several of these items in place in an effort to minimize the time needed for planning and start-up between the award of the grant and the implementation of the evaluation plan. Active permissions slips for parents of students, for example, have already been developed and will be included in the standard forms packages that students parents and teachers are asked to read, sign, and return to the schools at the beginning of the school year (prior to the program start date). Additionally, survey tools will be adopted from existing instruments of other TAH grantees or from those instruments recommended by the national TAH evaluator. This will prevent the evaluation team from having to re-invent the wheel so to speak. To guide collection of program data and to memorialize adopted processes and techniques, the evaluation team will develop an easy-to-use evaluation handbook that will include all survey tools, data collection techniques, protocols, guidelines, rubrics, checklists, and evaluation timelines. It will essentially be a how to guide of who/what/where/when/how the Pioneers evaluation will roll out. The handbook will also include forms and tools that will be used to document program activities (e.g., sign-in sheet templates, outlines for recording minutes of meetings, activity tracking report sheets, etc.). This handbook must be reviewed and approved by the Pioneers implementation staff and stakeholders for quality assurance. During the first month of each program year, the evaluation team will arrange for and will facilitate a training session for the full Pioneers staff so that they can support site level data collection. Staff will be trained, for example, on the fact that the handbook sign-in sheets must be used as a back-up document to confirm attendance at every Pioneers training activities. Staff will also be trained on how to use the handbooks activity tracking reports, which must be filled out by the Pioneers implementer and trainer during/after every key program activity is implemented. These reports, for example, will provide information on what teachers are learning in their training activities; when trainings and courses are being offered; how many teachers attend each session; success stories and anecdotal based accomplishments from the staffs or teachers perspective; practitioner time clock reports for dosage levels; documentation of any concerns and recommendations for improvement; description of partner resources used in each activity and the in-kind contribution dollar equivalent; and a description of how the activity aligns with the activities called for in the grant proposal, etc. There are other process oriented tools in the handbook that will additionally help the evaluation team and program implementers determine what has taken place to date, what needs to take place, and how effective were the efforts that have taken place as far as their relationship to answering the 4 main research questions posed. Formative Evaluation: The formative evaluation of Pioneers will take place in monthly meetings of the Advisory Committee and will be used primarily to determine if the data to date indicate a need for programmatic adjustment and, if so, what that adjustment should be and who will implement it. Clearly, the evaluation handbook and the training offered to staff to help staff support the data collection effort will of monumental assistance in the formative evaluation effort. Formative evaluation will focus on the following questions: Is the program completing the activities as scheduled? Is the quality and quantity of activities as expected? What changes need to be made in the program implementation to improve the results and ensure meeting the goals? When, how, and by whom will these changes be implemented? What barriers may be anticipated in the next quarter and what pro-active steps can be taken to eliminate or minimize these barriers? Because the decision makers (i.e., Advisory Committee members, Pioneers staff and consultants) are in the room for the formative assessment process, adjustments can be made quickly without going through bureaucratic channels. In this way, the formative evaluation is the element that ensures the timely and thorough feedback loop resulting in continuous improvement. During the monthly meetings of the Committee, the Pioneers Program Director will take gather formative data and develop, every month, a formative progress report. The reports will be reviewed at the meetings and used to compare actual progress with the promised contractual obligations (i.e., outcomes, objectives, activities) listed in this proposal to determine what has been accomplished and what needs to be accomplished. Identified gaps will be documented and action items will be given to site level staff as a result of this process. To further assist program implementers and stakeholders with ensuring that the program is efficiently being implemented, on time, and within our defined commitments, the evaluation team will offer grant and programmatic monitoring and fidelity assessment services. During each site visit, the evaluation team will prepare a case study report which will be subjected to a cross-case analysis to determine fidelity to the program design and best practices. The report will also be reviewed at the scheduled Advisory meetings in support of the formative evaluation effort. Progress Reports: Clearly, the use of formative and summative evaluation reports and the review of the reports by implementers and stakeholders will help the program stay on task and allow for refinement to be made in a cycle of continuous improvement. User-friendly evaluation-driven program reports will therefore be developed to permit regular assessment (formative and summative) of progress towards achieving program outcomes and promises. Industry standard software will help the Program Director and evaluation team generate all required and requested program reports needed to fulfill federal, state, and local reporting requirements and to provide stakeholders with systematic program performance feedback. Again, regular program updates will also be shared with stakeholders through presentations, newsletters, journal articles, and formal publications. Reports to be produced for Pioneers are as follows: Monthly Formative Evaluation Reports: Summarizes process data and data documenting the implementation of activities. These data will demonstrate if/how the program is meeting activity commitments and if implementation of services occurs on time and within budget. Summative Evaluation Interim Reports: Summarizes outcome and performance data related to the goals, objectives, and outcomes of the program. The quarterly reports will indicates which data is missing or of poor quality. The reports will present interim findings and perceived trends apparent in data analysis Annual Progress Report: Describes program activities and demonstrates progress toward achieving outcomes and process objectives. The report will include data from all sources, summaries of progress towards goals and objectives, and findings from the experimental design component of the evaluation. Overall conclusions, recommendations, as well as local and national significance will continually be drawn from the program data. Formative Evaluation Report: These reports can be made available at any time. Tracks any and all aspects of program progress including progress in meeting program goals, objectives, activities, and outcomes. The Program Director will place on his/her schedule to produce this report at least monthly for the Advisory Committee to review. Scholarly Publications and Other Nationally Published Reports: Describes strategies implemented and the evaluation design, including used methods and instruments and lessons learned/progress made as a result of specific program strategies. The evaluation handbook that is produced will become a program evaluation portfolio that is ever evolving so that it documents evaluation processes, reports, outcomes, adjustments, and program refinements. By the end of the 3-year program period, the handbook will be used as a guide for replication of the programs best practices and evaluation plan, if Pioneers merits replication among other schools and districts throughout the state and nation. We hypothesize that it will. Avoiding Potential Pitfalls: Although the Pioneers evaluation design is seemingly straightforward, it could be subject to a few potential pitfalls. We believe, however, that the evaluation design addresses all of them at this time. A variety of strategies will be put into place to control for the following potential pitfalls and threats: Construct Validity: One common finding in evaluation research is that non-participants actually receive elements of the program under evaluation. Curriculum and instruction within the schools and districts of the Pioneers partnership may be vulnerable to this type of contamination due to the fact that teachers are commonly transferred between schools and because they do come together in group settings (i.e., of teachers from multiple schools) for in-service trainings and during off hours in social settings. This is also the case for students. When this contamination occurs, then finding no difference between participants and non-participants masks what might be effects in both settings. Other and similar types of construct validity threats include: Compensatory Rivalry: control group teachers and students may be motivated to do better to show that they can do as well as or better than the experimental group subjects. Reactivity to the Experimental Situation: experimental group subjects reporting progress because they believe they should have made progress and not because progress was actually made. Treatment Diffusion: experimental group subjects sharing what they learn with control group subjects as is described above. There are a variety of strategies for reducing this and the other threats. For example, in addressing treatment diffusion, the evaluators will collect unit plans from Group A and Group B teachers so that they can observe the extent to which similarities exist. Internal Validity: Are the observed effects really a direct result of the Pioneers program? Types of potential internal validity threats include: (1) Attrition (i.e., experimental group and control group teachers leaving the program and/or districts); (2) Maturation (i.e., teachers and students are doing better simply due to more experience with the passage of time); and (3) History (i.e., additional services offered by the participating school districts that are not part of the Pioneers program). The Pioneers evaluation plan is designed to address these potential issues through the following strategies: xxxxxxxxxxxxxxxxxxxxxxxxxxx Evaluation Timetable: The following timeline provides a visual representation of how our program and evaluation activities will work in concert: Pioneers Evaluation TimeLine (Years 1 3) Evaluation ActivitiesOctNovDecJanFebMarAprMayJunJulAugSeptAdvisory Committee convenes and begins meeting monthly.(Contract is reviewed and secured with evaluation team. Duties are clearly defined.(Evaluation handbook is developed and approved by the Committee for use.((Staff and stakeholders are trained on how to support data collection processes.(Data to track implementation/process data is collected.((((((((((((Representative sample of control and experimental groups is confirmed. (All experimental group districts receive an introduction and orientation to the program. Pioneers training interventions commence in full force.((((((((((Advisory Committee meetings continue. Program Director delivers monthly formative evaluation report to Committee for review.((((((((((((Program Director and evaluation team confirm with the technology coordinators of the participating school districts that the Wengage system is fully functional to collect all descriptive indicators and support a two-way flow of information between the districts and evaluation team. Make adjustments as needed.((Wengage is upgraded to track the training dosage tracking mechanism and website interface.(((Teacher attitudes/beliefs assessment is administered.(Focus groups are coordinated. Site visits are deployed.((TAS is conducted b y experts.((((Panel assessment using program developed rubric is conducted.( (baseline) (Teacher content knowledge assessment is administered.( (baseline)(Net Trekker interim assessment system commences.((((((((((OCCT and EOI assessments commence.(Quarterly summative reporting occurs.((((Scholarly publications and nationally published reports are published.(Annual end of year summative progress report is developed and presented to the Committee and sent to the Department of Education.( Unlike other societies, Americans are not bound together by a common religion or a common ethnicity. Instead, our binding heritage is a democratic vision of liberty, equality, and justice. If Americans are to preserve that vision and bring it to daily practice, it is imperative that all citizens understand how it was shaped in the past past. (Selection Criteria 1 - Program Quality: This quote, taken from the Bradly Commissions Building a History Curriculum for Schools publication, defines the goals and work that Western Heights School District of Oklahoma City, and its xxx partnering school districts, have set out to accomplish with Teaching American History (TAH) grant funding. As the Commission points out, focusing our energies and resources on improving teacher effectiveness and student learning in the concentrated area of US history brings with it a higher purpose. American history is our common bond with each other as well as the cornerstone, necessary, for preserving the principles of democracy and freedom in the future. The students we serve are our future workforce and leaders. It is vital that they know about the leaders, conflicts, and events that make up our common history so that they can participate fully in the US democratic system. The research of xxxxxxxx states that the best indicator of students understanding of US history is their teachers knowledge and ability to effectively teach this subject matter. Therefore, for students to fully be prepared for their role as a member of an informed, proactive citizenry, it is crucial that their history teachers receive focused training that builds their knowledge, interest, and pedagogy related to teaching the events, documents, leaders, and politics that formed this great nation. The great return on the investment of grant funds is that if we accomplish this task, we are in essence, perpetuating the values of democracy and freedom for future generations. Western Heights School District and its collaborative of central Oklahoma public school districts, higher education institutions, museums, historical libraries, educational practitioners and experts are proposing to cultivate a community of historians and an engaged American citizenry (teachers and students alike) whose knowledge, interest, passion for, and understanding of US history will lead to not only improved academic achievement among students and to the enhanced knowledge and pedagogy of the classroom teacher, but will have long term effects on the schools and communities where we live. We envision our schools transforming into information and technology centers for learning and exploring US history with built-in programs of study and pathways that seamlessly transition student historians from school to college degrees and careers in government, public service, and history education. We envision what are now resource poor, run down, outdated social studies classrooms transitioning into laboratories of US history where school day and after school teams and clubs of student historians convene to investigate, analyze, and explore the 200 (+) year old dramatic tale that has led the United States to become the hegemonic superpower of the world. Our schools will be settings where teachers, who were once unsupported and under-trained, will be advanced as action researchers, historians, leaders, and scholars who will use inquiry, technology, and the full resources of the local and national historical community to bring US history alive and to make crystal clear the connection of how history is so very relevant to life today and to the future of America. All of these exciting visions will be outgrowths of an initial 3 year teacher development program that Western Heights School District as the coordinating lead fiscal agent - is requesting funding for in this grant proposal. The LEAs that will participate in the grant include Western Heights School District, xxxx, xxx, and xxx. Combined, we serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% or our students do not speak English as a primary language; xxx% will drop out of school by the 12th grade; and xxx% of our students reported on the state youth risk survey (last year) that they take drugs regularly or are a member of a street gang. Although our consortium enrolls what most would call a high-risk population of children and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! For the grant, Pioneers will employ the mediums of content rich, historical document based teacher training institutes, workshops, practitioner demonstrations, mentoring, teacher leadership roles, and a variety of other educator development exercises to broaden and deepen teachers knowledge of and instructional and pedagogical skills related to the fundamental documents, ideas, individuals, turning points, and events that have shaped America so that they can more effectively teach US history. Pioneers Goals, Objectives, and Outcomes: As will be coordinated under the leadership of a xxx year master history teacher who also brings with xx a xxx year career in coordinating teacher training initiatives and grants, the funds provided from the federal TAH grant combined with personnel and financial resources of the participating school districts and partners of Pioneers will produce an initiative that will dramatically impact the way US history is taught and learned in central Oklahoma. Systemic reform of this magnitude will require change on the curricular, instructional, educator training, and educator support levels. Pioneers will be the catalyst to detonate the pathway for change and ignite in our teachers and students - a true passion for learning US history. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, instruction, and teacher effectiveness of the consortium LEAs so that traditional American history is effectively taught as a separate academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum frameworks). The goals and objectives of Pioneers are as follows: Goal 1(Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.Goal 2(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.Goal 3(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Goal 4(Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. Objective 1(By September 30th of each grant year, at least 90 teachers will have completed at least 60% of the Pioneers annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.Objective 2(By September 30th of each grant year, at least 90 Pioneers teachers will have completed at least 60% of the Pioneers annual training sessions that are targeted towards pedagogical instructional skill building and use of new/innovative instructional resources in the classroom.Objective 3(At the end of each school year, 100% of Pioneers teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the Pioneers program of that year in their classrooms. By the third year of the program, xxxx highly trained Pioneers teachers who have completed at least xx total hours of Pioneers trainings will be fully prepared, willing, and ready to step into the Pioneers leadership positions. Pioneers will produce many positive changes over the next 3 years, including: xx history teachers will have a deepened understanding and mastery of the content they teach the significance of our founding documents; participating teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies; unit-specific lesson plans and curriculum materials that integrate content, historical thinking, historical literacy, historical documents, and technology will be available to in hundreds of classrooms throughout Oklahoma City; student interest, historical understanding, historical thinking skills, and content knowledge of US history as well as their appreciation of American History, local history, historic preservation, and civic responsibility will deepen as teachers incorporate new technology, instructional resources, and project-based research activities in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; partnerships between the University of Oklahoma, Oklahoma City public school systems, national historical organizations, museums, and libraries will be strengthened and expanded in a cooperative effort to promote and sustain teaching excellence and student achievement and engagement in the subject of American history; professional bonds among colleagues will be developed; teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the heroic pioneers who layed stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide replication. Program Design: By empowering teachers to enhance their content knowledge and instructional capabilities in the subject of traditional US history, Pioneers will be providing our school partners and educators with important tools to raise academic achievement and to transition local schools from what are now some of the lowest performing in Oklahoma into centers of educational excellence. The mission of Pioneers is three-pronged. It is to first create significant, systemic change in the way US history is taught in K-12 classrooms. Secondly, it is to enhance the pedagogical and instructional skills of teachers and the academic achievement of students in the study of US history; and finally to create an ever-growing society of passionate historians and leaders (teachers and students alike) who are informed and more active citizens within the local, state, and national community. As with any teacher development program, one key thing must happen in order for the training to make a real impact on student achievement: the shift of teachers paradigms, professional goals, curricular resources, and desire to create change that results in their self-definition as US history scholars. Every program offering will support teachers in making these paradigm shifts. Underlying the Pioneers trainings will be two core values: first - standards, content, pedagogy, and historical thinking must be intertwined and infused in the training experience; and secondly - standards, content, pedagogy, and historical thinking must be related to the classroom experience. It is our belief that just like their students, teachers must be actively engaged in the subject matter they are being trained in. They must understand its relevance to their lives and futures and be offered with resource materials, supports, and extra time to prepare for applying and transferring what they have learned into the classroom. This can be done through common planning time, through the use of classroom assessments, by acquiring classroom resource materials, and a variety of other strategies highlighted in the Pioneers program. The proposed trainings will focus first on content knowledge building and mastery and then on enhancing and practicing pedagogical methods, use of historical inquiry, use of instructional resources, and active professional collaboration and civic engagement among participant teachers. The Pioneers program design and content are driven by and aligned with the American Historical Association Benchmarks for Professional Development in Teaching of History as a Discipline. The following assumptions and observations are therefore fundamental to the program design. (Prior collegial relationships and ongoing communication among the partners are essential to effectively plan, expedite, and implement a complex, multi-faceted program. (Professional development must address the specific content areas and teaching methodologies that were indicated (during the planning of this grant through a needs assessment process) as areas of need by teachers and instructional supervisors. (The program must seamlessly integrate with each districts curriculum initiatives, professional development models, technology capacity, staff scheduling, and unique organizational requirements. (All program activities must reinforce, integrate and deepen concepts and skills and lead to good classroom instruction in American history. (Teachers must have a common skill set in research and information management to effectively use primary sources, manage the vast amounts of available information, and train their students to use these skills for successful learning of American history. (All teachers of history must have knowledge competency to meet the key provisions in the Oklahoma Education Reform Act of 1990 that calls for all students to learn about the major principles of the Declaration of Independence, the United States Constitution, and the Federalist Papers so they understand and appreciate the vision that holds us together as one people of many diverse origins and cultures; to understand and respectthe contributions made by diverse cultural, ethnic, and racial groups to the life of the commonwealth. (Professional development in American history must be related to grade-level standards and content in the Oklahoma Curriculum Frameworks. (All programs aim to support teachers in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies. (All courses feature work with primary sources, discussions of how to increase students research skills, translate insights from scholarly sessions into classroom terms and shape essential questions, and lead to creating unit-specific research programs. (Each participating district provides opportunity for leadership positions for Pioneers teachers who meet NCLB highly qualified teacher status in history and who have completed at least xxx total hours of Pioneers training. (Developing professional pride and setting high standards for participants is essential. (Teachers will have one or more pathways available to learn content, skills, develop work products, and join an on-line virtual community of professionals. (The program is scaled up in each district to enable all American history teachers to improve their classroom instruction. (Evaluation and assessment is integrated into every facet of program planning and implementation to ensure progress towards meeting benchmarks and outcomes. The approach that Pioneers will use to train our teachers is further built upon other best practices that are shown, through research, to result in higher levels of retention of content knowledge, skills development, and the improved rate of transfer of such knowledge and skills into the classroom. The approaches to training that will be used include: training that is expert led; allows time for reflection with peers; training is practical, hands-on, of varying frequencies, durations, and intensities; training that is student achievement-outcome driven and standards-based; teachers are not talked down to; follow up and touchback sessions are used to sustain practice of learning, etc. According to the research of the National Staff Development Council (2002), at least 100 training hours are necessary for teacher training programs to have a true impact and effect on pedagogy and student achievement for massive reform initiatives, like what we are proposing. Anything less is unlikely to result in long-lasting change. Pioneers will therefore provide well over 100 hours of training opportunities, annually, to participating teachers. These teachers will be encouraged to pick and choose the training menu that they are most interested in and that fits their schedules, that are included in their NCLB professional development plans, and by the grade levels and standards that they are required to teach. Throughout the program implementation period, Pioneers will serve a cohort of xxxx teachers from the participating Oklahoma City school districts and will ultimately impact the learning of over xxxxxxxxx K-12 students. In an effort to extend partnerships within the schools and school systems and to promote horizontal and vertical collaboration, the term program eligible teachers will be defined as: any teacher of the participating school districts who is scheduled to teach a US history course, a history related course, or a course that embeds history in its content. The training opportunities will also be available to media specialists, librarians, and other teachers who could potentially benefit from participation. Program eligible teachers who desire to participate will be asked to commit to participating in a minimum of 60% of the Pioneers training offerings over the 3. We recognize that this intense amount of training hours (up to 100 hours) for teachers to complete is extremely ambitious, but based on the above research and on failed training programs that have been coordinated in the past with lesser intensity a high dosage of training is essential to cultivate significant change. In order to enhance the articulation of learning between teachers at varying grade levels, Pioneers will encourage vertical (among different grade levels) and horizontal (among common grade levels) teams of teachers to commit to participating. Training that targets vertical teams of elementary, middle, and high school teachers will enable the discussion and troubleshooting of how content can be better articulated between grade levels to maximize learning for children. However, the majority of training sessions will be designed for horizontal teams which will help groups of teacher/learners of common grades understand and build content knowledge, resources, and best practices that effect the grade and standards in which they teach. Pioneers is well prepared to handle the diversity of multi-grade attendees as we have selected professors and trainer experts who have extensive teaching and research experience that compliments each level to be represented (i.e., history scholars, elementary/middle/secondary education specialists and master level US history teachers, etc.). In addressing the particular learning needs of teachers at each grade level, Pioneers will apply the National History Councils best practice of Tri-Partite Alliance, which means that much of the Pioneers trainings will not be led by one person, but by an instructional team of three members who each bring a unique perspective to the training content. These members include a Master Classroom History Teacher, a Historian, and an Education Specialist. We will rely on the Historian, because this program is about history and content is essential; we rely on the Education Specialist, because we want the knowledge of someone who has thought professionally about how to teach history effectively and how students of all ages learn; and we include the Master Teacher because the practical pressures of the classroom and school schedule are different from the university and it is the professional teacher who translates academic research into teachable lessons. (Ribar, NCHE: 2002) All Pioneers trainings will be accessible via webcast online for inter-active real time participation or closed-post participation so that new teachers to the participating districts can potentially join the cohort of Pioneers teachers as they fulfill the annual active participation hours. Flextime and the offering of substitutes to cover the classrooms of participating teachers during special events will be offered, as well, to increase teachers access to the Pioneers offerings. The commitment of active participation will be reflected and incorporated into the teachers professional development plans and the training initiatives of the participating schools and districts so that it represents a top-to-bottom commitment from administrators and teachers, alike. Actively participating teachers can earn up to 14 graduate and continuing education credits for participating in the training activities as well as an annual stipend of $750. These credits can be applied towards meeting highly qualified teacher status under NCLB, teacher licensing points, and district pay scale advancements. The credits will be offered free of cost to teachers. Such incentives will ultimately help to advance teachers careers in our districts thus indirectly addressing job turnover issues. Rarely do teachers have the opportunity to learn from and interact with scholars, yet the study of history relies on academics and historians to interpret the past and apply knowledge gained to the present and future. To support this essential connection between history teachers and scholars, a team of history professors and historians from our partnering universities and regional historical organizations will lead the Pioneers instruction and practitioner support services. Our training partners are published scholars and experts in the area of teaching elementary, middle, and secondary level history courses. They are also strongly committed to delivering the program trainings as they have spent countless hours helping to create course content and schedules based on teacher needs, availability, and student achievement gaps. The curriculum vitae of these trainers can be found in the resume attachment section (please cross reference); however, a brief summary of our trainers qualifications, expertise, and scholarly publications is as follows: Trainer Biography Chart TrainerCredentialsProfessional Experience??????Example: Richard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. ??????Example: Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. ??????Example: Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the Pioneers experience as a trainer in the program.??????????????????Bob BerkowitzI will addI will add The content of the Pioneers professional development program for teachers is designed to spiral around the overarching theme of Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address teacher knowledge gaps in US history,(3) provide depth by examining keyhistorical documents andby reading historical texts, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in the way US history is taught and learned.The personnel responsible for the implementation of the Pioneers activities will include a full-time Program Director who will be paid for out of the grant, in addition to xxxxxxxxxxxx, xxxxx, and a team of trainers from the University of Oklahoma and various other training partners. These staff and consultants will be assigned to coordinate the professional development activities, to provide for integration of content instruction with instructional strategies, to lead the curriculum re-alignment and development effort, to continually motivate and recruit teachers to actively participate in the Pioneers trainings, to provide coaching and touchback support opportunities to participates, to update and maintain the Pioneers website, and to assist in conducting formative program evaluation activities. The individuals who will fill the staffing and consulting positions have already expressed a great desire to participate as framers and implementers of Pioneers as all have been involved in the extensive needs assessment and program planning process that led to the collaborative development of this grant proposal. Their expertise and knowledge of US history is described throughout this grant proposal. This team of leaders, scholars, and experts will work together through the Pioneers Advisory Committee, which will act as the overseers (i.e., watchdogs) of the program. Over the course of the 3 year grant (October 1, 2007 - September 30, 2010), program participants will explore the encounters and biographies that have shaped American history. The Pioneers trainings will incorporate 3 overarching themes: Conflict and Consensus Among Peoples; US Expansion and Connections to the World; and Social, Cultural and Diplomatic Change and Exchange. The focus of each years content knowledge based training menu will push such content and concepts into the trainings as: (1) the significant issues, episodes, and turning points in the history of the United States; (2) how the words and deeds of individuals have determined the course of our nation; and (3) how the principles of freedom and democracy articulated in the founding documents of this nation have shaped America's struggles, achievements, and its social, political, and legal institutions and relations. The menu for the Pioneers professional development activities that focuses on pedagogy will emphasize document based teaching, teaching for understanding through modeling, teaching historical thinking skills, and active hands on approaches to teaching history. All program activities will spiral around these themes and culminate in classroom refining of the curriculum products and the evaluation of classroom implementation to ensure student learning of American history content, historical thinking, and research skills using primary and secondary sources. In doing so, the training content is designed to transfer to the curriculum writing process as participants and staff will work in vertical and horizontal groups to develop curriculum modules, model lesson plans, and virtual field trips for elementary, middle, and high school American History courses. The curriculum and instructional products produced by out teacher teams will be published on the Pioneers website to be made available for use teachers across the Pioneers districts, state, and nation. Each component of Pioneers includes activity descriptions and continuation activities that link training to content knowledge building as well as changing practice in the classroom. Pioneers component include: History Content-Rich Institutes: Working hand-in-hand with teachers, scholars, and the broader community, the University of Oklahoma (OU) has been providing learning opportunities and curriculum resources to thousands of K-12 Oklahoma educators of history and the humanities for over 50 years. As will be coordinated under the leadership of Susan Kidd (the Administrative Director of the universitys Center for Education), OU will deliver a content-based professional development model for Pioneers that involves courses taught by leading academic historians, independent scholars, and education/content specialists chosen for their knowledge and experience. For this effort, the University of Oklahomas Center for Effective Schools has teamed up with its History Department and School of Education to collaboratively provide the Pioneers content knowledge-based school year and summertime institutes. History scholars and researchers of the University of Oklahoma (OU) History Department, former elementary level and secondary level history teachers and content knowledge specialists from the OU School of Education, and pedagogical experts and school reform specialists from the universitys Center for Effective Schools have formed a dream team of trainers who bring with them diverse knowledge and expertise. Grouping the trainers of different backgrounds to co-instruct the content institutes will allow for the tri-partite or interdisciplinary approach to occur. We will refer to this team of trainers as the OU Trainers, and, again, their professional backgrounds and biographies can be found in the Trainer Biography Chart above or in the resumes that are attached to this grant proposal. The training institutes that have been planned by OU are specifically designed to deepen content knowledge in US history and will have the capacity to serve up to xxx program eligible teachers for each of the 3 grant years. The content of the trainings will align with the PASS standards and state curriculum frameworks for American history for the grades in which history is taught in Oklahoma (grades 5, 8-12). History teachers of the Pioneers schools who are required to instruct history at these grade levels will be the target recruitment group that will be strongly encouraged to attend. Participating teachers will have the option to earn professional development points necessary for recertification or graduate credit from OU (as paid for by the grant and made available for free to teachers) in addition to receiving a financial stipend for their participation. The majority of institutes will take place on the OU campus, which is centrally located and nearby all of the Pioneers districts. The lecture rooms located near the OU library will be the optimal site. This will allow for our teachers to conduct research using the extensive resources and archives of the OU library. These resources include a huge selection of biographies and books on US history, a DVD and video library that covers the eras, leaders, events, cultures, and wars of America, audio tapes of historically significant songs, and an excellent computerized collection of teacher curriculum guides and lesson plans which have been gathered over the past several years from US history teachers of Oklahoma and other states. Included in this collection are sample lesson plans and activities that focus classroom learning on history themes and content but that would be appropriate for use in world history, social studies, math, reading, and other core subjects courses. All of these sources can be checked out or accessed using the library and school computers. As you will read below, attendees will also have the opportunity to learn outside of the OU library as they travel to archival collections and museums of the region during several of the training events. By drawing upon local resources and places of historical interest and importance, connections between the education community and historical community will be expanded and strengthened. This will, in turn, help to provide a framework for development and sustaining community interest and support for excellence in American history education in Oklahoma City. The timeline, list of trainers, content of the trainings, and resources to be used for the summertime and school year content institutes are outlined in the charts that follow. The first series of charts describes the 3 annual summertime institutes, including the daily content of the institutes, participating scholars, key texts used, and the cultural resources that will be used for fieldtrips, site visits by individual teachers to visit and report back about, or to inform teachers describing their offerings. Prior to each institute, a full-day orientation will be scheduled in May to provide teachers with an overview of the topics they will study and provide them with resources to prepare for the institute. During this orientation, teachers will receive reading lists that include relevant primary and recent secondary sources, web sites that they can visit to explore the historical topics, and sources that discuss how children learn history all of which will help to prepare them for a maximum learning experience for the upcoming summertime institute. The 7-day summertime institute event will then commence during the second week of June. After the conclusion of the institute, a follow-up touchback training day will be scheduled in the September following the summer institute schedule. Summer Institute 2008, Conflict & Consensus Among Peoples of the American Colonies to the New Republic Morning SessionAfternoon SessionOrientation (May)Review of summer institute learning objectives and resources. Discussion on Colonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe US Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Oklahoma City Public Library, Oklahoma Antiquarian Society, Oklahoma City Bombing Museum and Historical Site)Follow-Up (September)Sharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington) Summer Institute 2009, US Expansion and Connections to the World in Antebellum America Morning SessionAfternoon SessionOrientation (May)Review of summer institute learning objectives and resources. Discussion: the transatlantic reform tradition in antebellum AmericaReligion and reform Day 1Foreign perspectives on the US from DeTocqueville to WildeSlavery and abolitionismDay 2Staking a place among nations: The Barbary Wars, War of 1812 and the Monroe DoctrineThe international womens movement Day 3Cross-currents: Connecting to the world through trade and industryField trip to the Peabody Essex Museum to study the China trade of the 19th centuryDay 4Foreign relations in the era of Mexican-American War and 1848The Native West after Lewis and ClarkDay 5A new look at the Old West: The convergence of peoples from around the compassThe many worlds of the California Gold RushDay 6Teaching applications: Teaching the USs role in the 19th century world Resources and strategiesDay 7Curriculum-writing workshops; preparation for curriculum programsFollow-Up (September)Sharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. John Stauffer, Dr. Larry Buell, Dr. Bonnie Anderson, Dr. Heather Cox Richardson, Dr. David Quigley, Dr. Beth LaDowKey TextS. Mintz, Moralists and Modernizers; J.B. Stewart, Holy Warriors; selected chapters of other textsCultural ResourcesThe Peabody Essex Museum, The Concord Museum, Boston Athenaeum, Schlesinger Library on the History of Women in America, Old Sturbridge Village, Salem Maritime National Park Summer Institute 2010, Oklahoma and National History, 1620-1846 Morning SessionAfternoon SessionOrientation (May)Review of summer institute learning objectives and resources. ??????????????????Day 1Pilgrims, Puritans and their religion in early Oklahoma (including performance by re-enactors of Anne Hutchinson and Roger Williams)Colonial-Indian encounters in OklahomaDay 2State and national events leading up to the RevolutionWalking Tour: Boston Freedom Trail and African-American Heritage TrailDay 3How life changed after the Revolution (maritime growth, Constitution of 1780, Shays Rebellion, Second Great AwakeningIsaiah Thomas Patriot Printer (performance by re-enactor)Day 4????Day 5????Day 6????Day 7????Follow-Up (September)Sharing of teachers updated curricula and lesson plans pertaining to early Oklahoma history in working groups; constructive critiques and classroom-tested ideasScholarsDr. David Hall, Dr. Barry OConnell, Dr. Tom Conroy, Dr. Jack Tager, Ms. Anna Roelofs Key TextsR.D. Brown and J. Tager, Oklahoma: A Concise History; D.D. Hall (Ed.), Puritans in the New World: A Critical Anthology; J.D. Drake, King Philips War: Civil War in New England, 1675-1676 Cultural ResourcesAmerican Antiquarian Society, Boston National Historical Park, Oklahoma Foundation for the Humanities (Mass Moments Program), Oklahoma Studies Program at UMass Boston The OU Trainers have additionally arranged to facilitate the school year content-based trainings, which will take place during 4 full day training sessions on the OU campus, every year. After the trainings are complete for the year (in March), an annual touchback day will also be scheduled on every participating district site thus, every district will have their own touchback day as opposed to just one touchback training being offered over the course of a single year for all to attend. The content of the school year institutes will cover the key PASS standards in the grades in which history is taught in Oklahoma; however, the content will often times focus very deeply on a selection of standards and content that may be more appropriate for 5th grade teachers, for example, than 11th grade teachers. Because of this, the Program Director will be responsible for including in the training schedule that is given to teachers the key standards and grade levels that the content of every training will focus on. This way, teachers can select the menu of training that best meets their needs. For some teachers, this may include learning about the content that their students may have to take in future years so that vertical articulation strategies can begin to take form; for other teachers, a menu of completing training in the areas that are most relevant to their current course schedules will be the most fitting. Regardless, all actively participating teachers will be asked to attend a minimum of 2 or more institutes a year AND the follow up session. Note that 2 of school year institute training days will be scheduled during the in-service days of our districts; for the remaining days of training, substitute teachers will be paid for out of the grant to cover teacher classrooms. Teachers will be given release time to encourage their attendance. Fall/Spring Seminars 2007-2008, The Cold War and Post-Cold War Period: The US on the World Stage Morning SessionAfternoon SessionInstitute 1 (September)The domestic culture of the early Cold War The Cold War as a global conflict: case studies from foreign interventionsInstitute 2 (November)Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sInstitute 3 (January)The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsInstitute 4 (March)Teaching the Cold War at home and abroad: curriculum-writing workshopsFollow-Up Day (April)Curriculum-writing workshops; preparation for curriculum programs on the Cold War and Post-Cold War Period. Sharing of teachers newly written curricula in working groups; constructive critiques and classroom-tested ideas.ScholarsDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesJohn F. Kennedy Museum and LibraryFall/Spring Seminars 2008-2009, insert theme here Morning SessionAfternoon SessionInstitute 1 (September)????Institute 2 (November)????Institute 3 (January)????Institute 4 (March)????Follow-Up Day (April)??Scholars??Key Texts??Cultural Resources??Fall/Spring Seminars 2009-2010, US Immigration, Migration and Race Relations Morning SessionAfternoon SessionInstitute 1 (September)Themes in four centuries of US immigration history. Race relations from Reconstruction to the presentImmigration, citizenship and the politics of race in the 19th century. American race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy.Institute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuries. Case study: The jazz ambassadorsInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Native American migrations from the 17th -19th centuries Issues in educating immigrant children. Teaching applications: Reframing the teaching of US immigration policy and experiencesFollow-Up Day (April)Curriculum-writing workshops; preparation for curriculum programs on immigration, migration, and race relations. Sharing of teachers newly written curricula in working groups; constructive critiques and classroom-tested ideas.ScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesLowell National Historical Park, Slater Mill Historic Site Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom: As will be delivered by OU, the proposed pedagogical trainings will be specifically designed to support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association and the National Council for the Teaching of Social Studies. An additional portion of the trainings will concentrate on technology integration into the history classroom; which will additionally allow teachers to engage their students in historical inquiry and deepen their content knowledge. Xxdescribewhatwillbeproducedfrom workshops here. Four two-day workshops will be held each year. Participating teachers will be asked to attend at least one workshops annually. The chart below illustrates the training opportunities that will be offered. Training TitleContentProviderScheduleThe Big6 Research ModelA two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. The second half of day 2 will be a Train-the-Trainer workshop. December 2008 (repeated in December of 2009 and 2010)Technology in the American History Classroom: An IntroductionThis two-day workshop provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. February 2008 (repeated in February of 2009 and 2010)Web-Based Resources and Multimedia Tools in the American History ClassroomThis two-day workshop is designed to assist teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. April 2008 (repeated in April of 2009 and 2010)Capturing HistoryThe two-day workshops prepare teachers to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will also create an HTML program on CD. May 2008 (repeated in May of 2009 and 2010) Coaching and Teacher Assessment: The above training opportunities are really only the first phase of a 3 phase professional development model. A traditional 3 phase model is designed to sustain the training effort and ensure that the training content and practices are being transferred into the classroom. It does this by offering (in phase one), content and pedagogical building training. These trainings are outlined above. During phase 2, teachers observe the pedagogical strategies and content (that were highlighted in the phase one trainings) as they are modeled to students in a classroom setting by Pioneers trainers. Because it would be resource draining to have the entire Pioneers training cadre instruct courses on every school site; we will assign each member of the training team to work with a particular school site (or a couple of sites based on the trainers availability). The methodology used to match the trainers with the sites will take into consideration the school needs, grade levels taught, and the expertise and background of the trainer. Three full days of the trainers time will be spent at his/her assigned site for phase two. During the trainers time at the schools, several hours of each phase two day will be dedicated to observation. As the trainers deliver lesson plans to Pioneers students, participant teachers will have the opportunity to observe the trainers skill and strategy in the classroom setting. Time will then be set aside for the teachers to discuss, inquire, and reflect on what they observed with the trainer in small groups and one-on-one and also time for the teachers to demonstrate what they learned with each other in a classroom environment. In phase 3, the trainers will then observe each Pioneers participating teacher presenting the content and pedagogical strategies (learned through the phase 1 and 2 trainings) to students. At this time, the trainer will also assess the quality of lesson plans and student work (using a rubric), and then will meet with each teacher for at least a one hour period offering feedback and support. These observation and coaching sessions will be scheduled twice each year for every teacher. In its feedback sessions with teachers, the trainers will focus primarily on the strategies most recently discussed in the trainings but will use spiraling techniques to continue to improve implementation of all the pedagogical strategies presented to date. The teams will therefore spend the majority of their time working one-on-one and in small groups with teachers as they perform these services so that the needs of each teacher will drive the coaching platform, the future content of professional development, and the time allocation of the teams. Teachers and administrators of our participating school districts agree that this type of training that targets the improvement of instructional strategies through a coaching process will be one of the most powerful forces for change in our districts. It is our intent to provide this type of training system as a way to build the capacity of Oklahoma City schools to sustain the Pioneers program offerings and trainings in future years. By the end of the grant period, a team of master teacher leaders will be formed, consisting of those effective and highly qualified teachers who have consistently met the active participation requirements of the Pioneers trainings as well as those who are ranked effective based on the teacher assessment system, which is described immediately below. These teachers will have the capacity and skills to continue to coordinate and deliver the Pioneers trainings and coaching beyond the grant funding cycle as they assume school-wide leadership roles. Compensation for taking on the role of a trainer will be paid for out of district Title II funds and the TAH grant and will breakdown to a $3,000 stipend per year (to cover one teacher leader at every school site starting in year 2 and then year 3 of the grant). Flex time and release time will be available to these leaders to encourage their active participation. Teachers who take on leadership roles will be asked to dedicate 2-3 hours of their time, each week during the year to joining the Pioneers training team in planning upcoming training sessions, co-delivering training and coaching sessions, and recruiting teachers to participate. An additional duty of the leaders will be to coordinate curriculum planning and re-development groups during the summertime. For this task, vertical and horizontal teams of history teachers from the school will come together for several weeks in the summertime to map out the curriculum for the year and adjust the history curriculum to include the Pioneers training concepts and pedagogy. All teachers involved in this process will be eligible to receive a $1,000 stipend for their participation. This is an in-kind contribution to the program as it will be covered by the Title II budgets of the Pioneers districts. Because of our strategy to train and use teacher leaders, the investment of training dollars in outside trainers will no longer be necessary after the third year of Pioneers. This will ultimately help to create a community of practice at our schools to promote and sustain improved content knowledge and pedagogical practices of our teachers for many years to come. This approach to teacher development is validated through research to promote learning, support change in practice, and reduce the isolation of teachers. Teacher Assessment: In their recently published evaluation of educator management practices, researchers - DavidHoldzkom and BarbaraKuligowski - point out that one of the most effective practices for raising teacher effectiveness is through the use of research-based teacher appraisal systems. Characteristics of these types of systems include the identification of standards and best practices in the areas of classroom effectiveness, the observation and quantitative rating of teachers in meeting such standards, the support of teachers in meeting the standards, and the consistent re-evaluation and support of teachers promoting a cycle of continuous improvement. At this time, none of the Pioneers schools uses a standardized educator evaluation system that meets these criteria. This is going to change under the Pioneers initiative. Produced by a group of education and administrative specialists out of Northeastern State University, the Teacher Appraisal System (TAS) is a state-of-the-art technology enriched teacher assessment model that is national standards-based and scientifically based and that is ideal for our trainers to use to quantitatively and qualitatively assess Pioneers history teachers. Under the model, the trainer assigned to each school will use a QUARTERLY walk-through method of observation in the rooms of participating history teachers. The schedule of the walk-throughs are not pre-announced to teachers thus, the trainers can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the trainer observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. The indicators have been adjusted to also reflect the national and state benchmarks and standards in teaching and learning US history. These indicators include: classroom management, classroom climate, organization, record keeping, demonstration, content area knowledge, level of direction, defining purpose, encouraging response through use of historical inquiry and questioning, supervision, adoption of varied techniques, learner success, performance and conduct. The trainer will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at their office, the trainer will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and trainer then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the trainer completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. The data that are collected during these processes are automatically compiled and reported. The compilation of data can not only be used as a needs assessment for future training and for NCLB accountability reporting, but the system further allows for teacher financial incentive recommendations so that teachers receiving 100% satisfactory marks and teachers who improve their satisfactory marking percentages by at least 25% from evaluation to evaluation period will be eligible to receive a $75 bonus every quarter as paid for by the grant and our Title II funds. History Book Discussion Study Groups: Participating Pioneers teachers will meet for seven 2-hour history book discussion study groups each year to deepen their content knowledge of the designated historical periods and theme studied that year. The study groups will provide opportunity to read and discuss in a collegial atmosphere five biographies, memoirs, historical fiction, and historical works related to the program years theme. (See attachments for the History Book Discussion Study Group Booklist) Participants will develop a related work product such as a discussion journal, in-depth review of a book, lesson plans, and multi-media presentation, which will be shared with the group and uploaded on the Pioneers website. Dr. Robert Allison, chair of the Suffolk University Department of History and Director of the American Studies Program, will present a deeper historical perspective and context for the books read, lead discussions, assist participants in forming their programs, and evaluate their work for historical accuracy. Mini-Sabbaticals: Pioneers in US History will provide mini-grants for up to $500 each year to 6 teachers a year to take a 37-hour mini-sabbatical. A historian with expertise in the interest area (from either the training team or our historical partner agencies) will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom (and shared on the Pioneers website). Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Field Trips: Weekend Study Tours will be available to program eligible teachers during each of the school years of the grant term. The Study Tours will be arranged and organized by the Pioneers Program Director with input from our partners at OU. A total of 3 study tours for up to xxx teachers to attend will be held each program year. All actively enrolled Pioneers teachers will be expected to participate in a minimum of one study tour each year. Tour participants will travel by chartered bus departing on Friday morning, stay at arranged lodging on Friday evening, continue with the tour activities on Saturday, and return late Saturday afternoon. The tours will split between learning experiences at museums or libraries where participants will study artifacts and documents, and historic sites where participants will explore the use of field study as an instructional tool to incorporate local history into classroom activities. Strategies and resources developed by the National Park Services Teaching with Historic Places project will be utilized. Participants will provide input into the development of classroom lesson plans for elementary, middle and high school classrooms including virtual field trips. The Study Tour lessons and virtual field trips will be made available on the Pioneers website and offered for publication on the National Parks Service Teaching with Historic Palaces website. During the first grant year, study tour participants will visit the National Archive Research Center in College Park, Oklahoma and the National Archives Building in Washington, D.C. The second tour participants will travel to the Philadelphia area and visit the National Constitution Center, the Franklin Museum, and Valley Forge. The third tour will be to Baltimore to visit the Oklahoma Historical Society and tour Fort McHenry and the Flag House and Star Spangled Banner Museum. During the second year the first two study tours will focus on transportation and local history. Participants will visit The Allegany County Museum to study local artifacts and documents and also the Canal Place Heritage Area in Cumberland, MD to extend their understanding of the role of the C. and O. Canal in the economic history of the region and its influence during the Civil War. On the second tour, participants will tour the Hager House on Friday morning and then visit the Western Oklahoma Room of the Washington County Free Library to study local historic documents and learn how to incorporate the digital document collections of the WHILBR (Western Oklahoma Historic Library) database in their lesson plans. They will then travel to Baltimore to explore the Oklahoma Railroad Museum and the Oklahoma Museum of Industry. The third tour will be a Civil War weekend including tours of Harpers Ferry National Park and Antietam National Battlefield with seminars by noted local Civil War historians. In the third year, the first two Study Tours will focus on civil rights in the 20th century. The first weekend Study Tour participants will travel to Baltimore visiting the Reginald Lewis Museum of African American History and Culture and the Oklahoma Historical Society to research documents relative to the progress of civil rights for women and ethnic minorities in Western Oklahoma. On the second weekend Study Tour participants will travel to Washington D.C. visiting the Smithsonian Institutes National Museum of American History, the National Museum of the American Indian, the National Museum of African American Art and Culture, and the National Womens History Museum. The final study tour participants will visit the Garrett County Historical Society Museum and visit historic sites in the Allegheny Highlands region area including Fort Necessity. Annual Pioneers Conference: The annual conference theme will be the same as the annual summer institute theme and will be another pathway for up participating teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Three tracks will be offered: one for grade 5 teachers, one for grade 8 teachers, and one for grades 9-12 history teachers. Topics will be directly related to the Oklahoma PASS standards and Curriculum Frameworks, be grade-level appropriate, and help teachers deepen their content knowledge. Historians and museum educators from the cultural resources listed in the partnership description sections below will be invited to conduct lectures in their area of expertise and related to the content. These include xxxxxxxxxxxxxxxxxxxx. Teachers will also learn, observe and analyze a range of approaches to teaching and learning American history. Teachers will be invited to share content, work products, and strategies on how to implement them in the classroom. OU will suggest scholars and lead teachers and will help facilitate the annual event. Website and Online Resource Exchange: The Pioneers website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. xxxxxxxx, the technology consultant from xxxxxxxxxxx, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. Note that the participating school districts already use the Microsoft Class System server that requires all teachers to enter their lesson plans into a computerized system, select the standards that the lesson plans align with, and upload the lessons to the internal servers of the district. This technology will be tied in with the Pioneers website so that the upload of lessons from participating teachers using Class will be sent through an automation process to the Program Director for approval, and then will be automatically uploaded onto the website. Information on the Class System can be found in the attachments. Primary Source Document Book: Each year at the annual conference, the Pioneers training and staff team will present to every participant teacher a program developed primary source document book. This annual compilation will include primary source documents related to the years American history theme. The book will also contain instructional resources and sample lesson plans for teachers to use in the coming year that integrate technology and literacy, exemplifies best practices of curriculum-assessment-instruction related to the teaching of American history, and that is tied to Oklahomas History PASS Standards and Core Curriculum Framework as well as the national standards to teaching US history. This resource compilation will offer teachers an expanded toolbox that they can take back to their classrooms to improve the teaching of US history at their schools. School-Based Resource Centers: ADD Net Trekkersystem Scan underway. ScanTron (an educational product developer) has already gone through an extensive and exhaustive process of developing, piloting, and adopting the Achievement Seriesunderway. ScanTron (an educational product developer) has already gone through an extensive and exhaustive process of developing, piloting, and adopting the Achievement SeriesTPanel Descriptors and Indicators of Control Group and Experimental Group TEACHERS(Courses currently teaching (Number of years experience teaching US history (Total # of years teaching experience (Highly qualified teacher status (Level and type of college education, certification, licensure (Participation level in continuing education and training (types/hours) (Number of years since attended last academic/college history course (Socio-economic indicators (Race, culture, home language indicators (NCLB qualification status (Courses currently teaching and number of sections, socio-economic status and indicators of the school where teaching(Descriptive Indicators of Teachers: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as personnel are hired and courses are scheduled. Data is updated as staff is hired/leaves and as courses are scheduled.Descriptive(Pioneers program/initiative involvement levels (Involvement level in professional development related to history content and/or pedagogy during the program term that falls outside of the Pioneers trainings.(Program and Training Dosage: A feature will be added to the existing Wengage database system to not only track staff hours of training, but to also automatically upload training materials and the work produced by staff at the training sessions to the Pioneers website. Specifically, the database will produce a single site that lists links to all of the Pioneers trainings for staff. Clicking into the link will take the user to an HTML form that must be partially completed by the trainer, educator, and then verified by the Pioneers Program Director for accuracy (comparing actual attendance sign-in sheets with reports of attendance). This form will ask for hours of attendance, satisfaction with the training, feedback, and an opportunity to upload training materials and examples of teacher work (which will be loaded to the Pioneers website and shared with Pioneers participants). There may also be training competency quizzes on the site that the educators must complete and pass before receiving credit for their training hours. The number of hours reported and verified for the trainings will be automated in the system Interim reports can be produced at any time to determine if we need to change the format/content of trainings to improve effectiveness and access for the staff. Trainings attended by teachers outside of Pioneers that are relevant to history will also be reported by teachers. All participating teachers, Pioneers trainers, and potential users of the system will receive training on how to use the program before the training activities commence. This feature will be added to Wengage by January 2008, and will be updated daily as new trainings are scheduled and attendance is tracked.Quantitative(Attitude/motivation/behavior/ beliefs/ appreciation in regards to teaching history and towards history as a subject matter( Teacher attitudes/beliefs assessment: The attitudes, beliefs, interest, understanding, appreciation, motivation levels in learning, teaching, and interest in exploring US history as assessed among teachers by an evaluation team developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers. (Focus Groups: Biannual focus groups will be facilitated by the evaluation team specifically for teachers, principals, and then program staff. Questions will specifically solicit information on perceived strengths and weaknesses of the trainings, recommendations for improvements, and attitude-motivation-beliefs regarding the application of training content in the classroom.Qualitative Quantitative(Interest/appreciation/pedagogical skills related to the teaching of traditional US history(TAS: Pioneers districts will purchase and use the Teacher Appraisal System (TAS) which was developed by Northeastern Oklahoma University. For TAS, the expert Pioneers training team members will use the TAS QUARTERLY walk-through method of observation to assess the pedagogical skills and classroom strategies of teachers. The schedule of the walk-throughs are not pre-announced to the Pioneers teachers thus, the experts can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the expert observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. These indicators include: classroom management, classroom climate, organization, record keeping, demonstration, content area knowledge, level of direction, defining purpose, encouraging response, supervision, adoption of varied techniques, learner success, performance and conduct. The expert will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at the Pioneers office, the expert will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and expert then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the expert completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. (Assessment of Teacher/Student Products and Work using Program Developed Rubric: The lesson plans, use of program developed instructional resources (i.e., virtual tours, assessments), self-efficacy in teaching the subject matter, instruction and curriculum as tied with grade level state and national standards, and application of program recommended pedagogy will be assessed by a panel of experts. The panel will require that each assessed teacher develop a portfolio of instructional artifacts that the teacher has used in the classroom over a period of twenty school days (e.g., lesson plans, assessments, classroom programs, exercises, examples of student work). The panel will then collaboratively develop and use a rubric to rate these instructional portfolios to dimensions of teacher practice and pedagogy. This will occur once at the beginning of the program and then annually.Qualitative Quantitative(Content knowledge levels based on state and national US history standards( Teacher Content Knowledge Assessment: The content knowledge level and proficiency of teachers in context to state and national US history standards will be assessed by a Evaluation Associates developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers.Qualitative QuantitativeDescriptors and Indicators of Control Group and Experimental Group STUDENTS(Title I and free/reduced lunch count enrollment (Socio-economic indicators (Race, culture, home language indicators (GPA and course grades (Courses currently taking (Program/initiative involvement levels of the student and his/her family(Descriptive Indicators of Students: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(K 5th Grade Students: Content knowledge levels based on state and national US history standards (K 5th Grade Students: Demonstration of use of historical inquiry and historical thinking(Achievement Series Interim Assessment System: At this time, there is no formal assessment used in Oklahoma to measure the knowledge of K-5th grade students in history. Luckily, it will not take much time or effort to get this underway. Scantron (an educational product developer) has already gone through an extensive and exhaustive process of developing, piloting, and adopting the Achievement Series interim Assessment system, which over 85 Oklahoma K-12 schools are now using. Achievement Series is a state standards-aligned, validated and tested online assessment that is given in participating Oklahoma schools every 9 weeks - and has shown a great deal of success in other districts (particularly in preparing students for state testing and predicting (within 95% accuracy) student performance on the state criterion reference tests). The Achievement Series provides immediate results and maintains the interim assessment data over time so that data can be used for longitudinal comparisons and for evaluating the effectiveness of interventions (such as the professional development of teachers or curriculum changes). The Achievement Series output is further used to provide teachers with multiple student performance data points during the year, thus allowing teachers to modify instructional strategies and content as appropriate. Beginning in the 07-08 school year, Pioneers districts will begin using the Achievement Series system. Achievement Series will provide teachers with pre-developed assessments that cover the PASS standards and the state/local curriculum in US history. Benchmarks for advanced, proficient, under-proficient, and non-satisfactory guide the automated scoring process of the assessments. The output of results are extremely detailed and show each content area that each student (and various groups of students, such as classroom, females, etc.) scored. Again, this will be helpful in applying the results for curriculum and instructional improvements. Pioneers staff and stakeholders can also use the results in the planning of upcoming training events. There is an additional feature of the Achievement Series system that will be beneficial to our educators. Teachers can use the Achievement Series test item bank (this is a separate feature of the program) to develop additional standards-aligned benchmark assessments in between the 9-week formal interim assessment periods. Teachers can also create worksheets, lesson plans, and flashcards to help prepare students for state mandated tests. These teacher developed assessments and study resource features can be varied based on groupings of students in a classroom and adjusted to reflect the curriculum content covered to date. Quantitative Qualitative(6th-12 Grade Students: Content knowledge levels based on state and national US history standards (6th-12 Grade Students: Demonstration of use of historical inquiry and historical thinking(OCCT and EOI: There are two state assessments that are given to Oklahoma students in grades 6-12 that can be used for this student achievement data indicator. The first is the Oklahoma Core Curriculum Test (OCCT). Although the OCCT is administered to students in grades 3-8 in the early Spring of each school year, grades 3-5 only take the English and math sections of the test. Grades 6-8th take all portions of the test, including English, math, social studies, US history, science, and geography. The test is aligned to state standards and will provide excellent baseline and post annual data on student achievement in US history in grades 6-8th. The test incorporates not only quantitative questions, but also always the student to demonstrate historical thinking and inquiry through long answer and essay portions. (All Oklahoma students in grades 9-12 take the End-of-Grade assessment in Spring, annually. There is a US history section to this test, therefore the test output will allow for baseline and post data collection. The test additionally incorporates questions that measure historical thinking and inquiry in addition to multiple choice questions on content areas. ( Achievement Series will be purchased and used in grades 6-12 as well to provide interim assessment output among students in US history.Quantitative QualitativeDescriptors and Indicators of Control Group and Experimental Group SCHOOLS/LEAS(Title I status (AYP status (NCLB state rating (Academic Performance Index Rating (Socio-economic indicators of student body (Race, culture, home language indicators of student body (Student Dropout and Mobility Rate(Descriptive indicators of districts and schools: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(Programs and initiatives that the schools and districts may be involved with outside of Pioneers.(Programs/Initiatives: This information is reported in the Fall of each year on the school improvement plans of schools and the report cards of districts.Qualitativeknolwedgeexpert Evaluation Associates Cical skills classroom management, classroom climate, organization, record keeping, demonstration, content area knowledge, level of direction, defining purpose, encouraging response, supervision, adoption of varied techniques, learner success, performance and conductxxxexpert expertexpertself-efficacy in teaching the subject matter, instruction and and application of program recommended pedagogy , e., virtual tours, assessments),and e., virtual tours, assessments) a panel of expertshIUiniversitypanel panel Descriptors and Indicators of Control Group and Experimental Group TEACHERS(Courses currently teaching (Number of years experience teaching US history (Total # of years teaching experience (Highly qualified teacher status (Level and type of college education, certification, licensure (Participation level in continuing education and training (types/hours) (Number of years since attended last academic/college history course (Socio-economic indicators (Race, culture, home language indicators (NCLB qualification status (Courses currently teaching and number of sections, socio-economic status and indicators of the school where teaching(Descriptive Indicators of Teachers: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as personnel are hired and courses are scheduled. Data is updated as staff is hired/leaves and as courses are scheduled.Descriptive(Pioneers program/initiative involvement levels (Involvement level in professional development related to history content and/or pedagogy during the program term that falls outside of the Pioneers trainings.(Program and Training Dosage: A feature will be added to the existing Wengage database system to not only track staff hours of training, but to also automatically upload training materials and the work produced by staff at the training sessions to the Pioneers website. Specifically, the database will produce a single site that lists links to all of the Pioneers trainings for staff. Clicking into the link will take the user to an HTML form that must be partially completed by the trainer, educator, and then verified by the Pioneers Program Director for accuracy (comparing actual attendance sign-in sheets with reports of attendance). This form will ask for hours of attendance, satisfaction with the training, feedback, and an opportunity to upload training materials and examples of teacher work (which will be loaded to the Pioneers website and shared with Pioneers participants). There may also be training competency quizzes on the site that the educators must complete and pass before receiving credit for their training hours. The number of hours reported and verified for the trainings will be automated in the system Interim reports can be produced at any time to determine if we need to change the format/content of trainings to improve effectiveness and access for the staff. Trainings attended by teachers outside of Pioneers that are relevant to history will also be reported by teachers. All participating teachers, Pioneers trainers, and potential users of the system will receive training on how to use the program before the training activities commence. This feature will be added to Wengage by January 2008, and will be updated daily as new trainings are scheduled and attendance is tracked.Quantitative(Attitude/motivation/behavior/ beliefs/ appreciation in regards to teaching history and towards history as a subject matter( Teacher attitudes/beliefs assessment: The attitudes, beliefs, interest, understanding, appreciation, motivation levels in learning, teaching, and interest in exploring US history as assessed among teachers by an evaluation team developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers. (Focus Groups: Biannual focus groups will be facilitated by the evaluation team specifically for teachers, principals, and then program staff. Questions will specifically solicit information on perceived strengths and weaknesses of the trainings, recommendations for improvements, and attitude-motivation-beliefs regarding the application of training content in the classroom.Qualitative Quantitative(Pedagogical skills, use of historical benchmarks and historical inquiry in the classroom, and application of content knowledge related to the teaching of traditional US history(TAS: Pioneers districts will purchase and use the Teacher Appraisal System (TAS) which was developed by Northeastern Oklahoma University. For TAS, the expert Pioneers training team members will use the TAS QUARTERLY walk-through method of observation to assess the pedagogical skills and classroom strategies of teachers. The schedule of the walk-throughs are not pre-announced to the Pioneers teachers thus, the trainers can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the expert observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. These indicators include: xxx. The trainer will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at the Pioneers office, the trainer will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and trainer then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the expert completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. (Assessment of Teacher/Student Products and Work using Program Developed Rubric: The lesson plans, use of program developed instructional resources (i.e., virtual tours, assessments), curriculum as tied with grade level state and national standards (including the national history benchmarks), and the finished work products of students will be assessed by the training experts from the University of Oklahoma. The trainers will require that each assessed teacher develop a portfolio of instructional artifacts that the teacher has used in the classroom over a period of twenty school days (e.g., lesson plans, assessments, classroom programs, exercises, examples of student work). The trainers will then collaboratively develop and use a rubric to rate these instructional portfolios to dimensions of teacher practice and pedagogy. This will occur once at the beginning of the program and then annually.Qualitative Quantitative(Teacher content knowledge levels based on state and national US history standards( Teacher Content Knowledge Assessment: The content knowledge level and proficiency of teachers in context to state and national US history standards will be assessed by a program developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers.Qualitative QuantitativeDescriptors and Indicators of Control Group and Experimental Group STUDENTS(Title I and free/reduced lunch count enrollment (Socio-economic indicators (Race, culture, home language indicators (GPA and course grades (Courses currently taking (Program/initiative involvement levels of the student and his/her family(Descriptive Indicators of Students: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(K 5th Grade Students: Content knowledge levels based on state and national US history standards (K 5th Grade Students: Demonstration of use of historical inquiry and historical thinking(Achievement Series Interim Assessment System: At this time, there is no formal assessment used in Oklahoma to measure the knowledge of K-5th grade students in history. Luckily, it will not take much time or effort to get this underway. Scantron (an educational product developer) has already gone through an extensive and exhaustive process of developing, piloting, and adopting the Achievement Series interim Assessment system, which over 85 Oklahoma K-12 schools are now using. Achievement Series is a state standards-aligned, validated and tested online assessment that is given in participating Oklahoma schools every 9 weeks - and has shown a great deal of success in other districts (particularly in preparing students for state testing and predicting (within 95% accuracy) student performance on the state criterion reference tests). The Achievement Series provides immediate results and maintains the interim assessment data over time so that data can be used for longitudinal comparisons and for evaluating the effectiveness of interventions (such as the professional development of teachers or curriculum changes). The Achievement Series output is further used to provide teachers with multiple student performance data points during the year, thus allowing teachers to modify instructional strategies and content as appropriate. Beginning in the 07-08 school year, Pioneers districts will begin using the Achievement Series system. Achievement Series will provide teachers with pre-developed assessments that cover the PASS standards and the state/local curriculum in US history. Benchmarks for advanced, proficient, under-proficient, and non-satisfactory guide the automated scoring process of the assessments. The output of results are extremely detailed and show each content area that each student (and various groups of students, such as classroom, females, etc.) scored. Again, this will be helpful in applying the results for curriculum and instructional improvements. Pioneers staff and stakeholders can also use the results in the planning of upcoming training events. There is an additional feature of the Achievement Series system that will be beneficial to our educators. Teachers can use the Achievement Series test item bank (this is a separate feature of the program) to develop additional standards-aligned benchmark assessments in between the 9-week formal interim assessment periods. Teachers can also create worksheets, lesson plans, and flashcards to help prepare students for state mandated tests. These teacher developed assessments and study resource features can be varied based on groupings of students in a classroom and adjusted to reflect the curriculum content covered to date. Quantitative Qualitative(6th-12 Grade Students: Content knowledge levels based on state and national US history standards (6th-12 Grade Students: Demonstration of use of historical inquiry and historical thinking(OCCT and EOI: There are two state assessments that are given to Oklahoma students in grades 6-12 that can be used for this student achievement data indicator. The first is the Oklahoma Core Curriculum Test (OCCT). Although the OCCT is administered to students in grades 3-8 in the early Spring of each school year, grades 3-5 only take the English and math sections of the test. Grades 6-8th take all portions of the test, including English, math, social studies, US history, science, and geography. The test is aligned to state standards and will provide excellent baseline and post annual data on student achievement in US history in grades 6-8th. The test incorporates not only quantitative questions, but also always the student to demonstrate historical thinking and inquiry through long answer and essay portions. (All Oklahoma students in grades 9-12 take the End-of-Grade assessment in Spring, annually. There is a US history section to this test, therefore the test output will allow for baseline and post data collection. The test additionally incorporates questions that measure historical thinking and inquiry in addition to multiple choice questions on content areas. ( Achievement Series will be purchased and used in grades 6-12 as well to provide interim assessment output among students in US history.Quantitative QualitativeDescriptors and Indicators of Control Group and Experimental Group SCHOOLS/LEAS(Title I status (AYP status (NCLB state rating (Academic Performance Index Rating (Socio-economic indicators of student body (Race, culture, home language indicators of student body (Student Dropout and Mobility Rate(Descriptive indicators of districts and schools: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(Programs and initiatives that the schools and districts may be involved with outside of Pioneers.(Programs/Initiatives: This information is reported in the Fall of each year on the school improvement plans of schools and the report cards of districts.QualitativeDescriptors and Indicators of Control Group and Experimental Group SCHOOLS/LEAS(Title I status (AYP status (NCLB state rating (Academic Performance Index Rating (Socio-economic indicators of student body (Race, culture, home language indicators of student body (Student Dropout and Mobility Rate(Descriptive indicators of districts and schools: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(Programs and initiatives that the schools and districts may be involved with outside of Pioneers.(Programs/Initiatives: This information is reported in the Fall of each year on the school improvement plans of schools and the report cards of districts.Qualitative(Attitude/motivation/behavior/ beliefs/ appreciation in regards to teaching history and towards history as a subject matter( Teacher attitudes/beliefs assessment: The attitudes, beliefs, interest, understanding, appreciation, motivation levels in learning, teaching, and interest in exploring US history as assessed among teachers by an evaluation team developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers. (Focus Groups: Biannual focus groups will be facilitated by the evaluation team specifically for teachers, principals, and then program staff. Questions will specifically solicit information on perceived strengths and weaknesses of the trainings, recommendations for improvements, and attitude-motivation-beliefs regarding the application of training content in the classroom.Qualitative Quantitativeteaching history and towardshistory as a subject matterTeachermotivation/behavior/ /behavior/ Descriptors and Indicators of Control Group and Experimental Group TEACHERS(Courses currently teaching (Number of years experience teaching US history (Total # of years teaching experience (Highly qualified teacher status (Level and type of college education, certification, licensure (Participation level in continuing education and training (types/hours) (Number of years since attended last academic/college history course (Socio-economic indicators (Race, culture, home language indicators (NCLB qualification status (Courses currently teaching and number of sections, socio-economic status and indicators of the school where teaching(Descriptive Indicators of Teachers: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as personnel are hired and courses are scheduled. Data is updated as staff is hired/leaves and as courses are scheduled.Descriptive(Pioneers program/initiative involvement levels (Involvement level in professional development related to history content and/or pedagogy during the program term that falls outside of the Pioneers trainings.(Program and Training Dosage: A feature will be added to the existing Wengage database system to not only track staff hours of training, but to also automatically upload training materials and the work produced by staff at the training sessions to the Pioneers website. Specifically, the database will produce a single site that lists links to all of the Pioneers trainings for staff. Clicking into the link will take the user to an HTML form that must be partially completed by the trainer, educator, and then verified by the Pioneers Program Director for accuracy (comparing actual attendance sign-in sheets with reports of attendance). This form will ask for hours of attendance, satisfaction with the training, feedback, and an opportunity to upload training materials and examples of teacher work (which will be loaded to the Pioneers website and shared with Pioneers participants). There may also be training competency quizzes on the site that the educators must complete and pass before receiving credit for their training hours. The number of hours reported and verified for the trainings will be automated in the system Interim reports can be produced at any time to determine if we need to change the format/content of trainings to improve effectiveness and access for the staff. Trainings attended by teachers outside of Pioneers that are relevant to history will also be reported by teachers. All participating teachers, Pioneers trainers, and potential users of the system will receive training on how to use the program before the training activities commence. This feature will be added to Wengage by January 2008, and will be updated daily as new trainings are scheduled and attendance is tracked.Quantitative(Attitude/motivation/behavior/ beliefs/ appreciation in regards to teaching history and towards history as a subject matter( Teacher attitudes/beliefs assessment: The attitudes, beliefs, interest, understanding, appreciation, motivation levels in learning, teaching, and interest in exploring US history as assessed among teachers by an evaluation team developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers. (Focus Groups: Biannual focus groups will be facilitated by the evaluation team specifically for teachers, principals, and then program staff. Questions will specifically solicit information on perceived strengths and weaknesses of the trainings, recommendations for improvements, and attitude-motivation-beliefs regarding the application of training content in the classroom.Qualitative Quantitative(Pedagogical skills, use of historical benchmarks and historical inquiry in the classroom, and application of content knowledge related to the teaching of traditional US history(TAS: Pioneers districts will purchase and use the Teacher Appraisal System (TAS) which was developed by Northeastern Oklahoma University. For TAS, the expert Pioneers training team members will use the TAS QUARTERLY walk-through method of observation to assess the pedagogical skills and classroom strategies of teachers. The schedule of the walk-throughs are not pre-announced to the Pioneers teachers thus, the trainers can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the expert observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. These indicators include: xxx. The trainer will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at the Pioneers office, the trainer will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and trainer then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the expert completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. (Assessment of Teacher/Student Products and Work using Program Developed Rubric: The lesson plans, use of program developed instructional resources (i.e., virtual tours, assessments), curriculum as tied with grade level state and national standards (including the national history benchmarks), and the finished work products of students will be assessed by the training experts from the University of Oklahoma. The trainers will require that each assessed teacher develop a portfolio of instructional artifacts that the teacher has used in the classroom over a period of twenty school days (e.g., lesson plans, assessments, classroom programs, exercises, examples of student work). The trainers will then collaboratively develop and use a rubric to rate these instructional portfolios to dimensions of teacher practice and pedagogy. This will occur once at the beginning of the program and then annually.Qualitative Quantitative(Teacher content knowledge levels based on state and national US history standards( Teacher Content Knowledge Assessment: The content knowledge level and proficiency of teachers in context to state and national US history standards will be assessed by a program developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers.Qualitative QuantitativeDescriptors and Indicators of Control Group and Experimental Group STUDENTS(Title I and free/reduced lunch count enrollment (Socio-economic indicators (Race, culture, home language indicators (GPA and course grades (Courses currently taking (Program/initiative involvement levels of the student and his/her family(Descriptive Indicators of Students: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(K 5th Grade Students: Content knowledge levels based on state and national US history standards (K 5th Grade Students: Demonstration of use of historical inquiry and historical thinking(Achievement Series Interim Assessment System: At this time, there is no formal assessment used in Oklahoma to measure the knowledge of K-5th grade students in history. Luckily, it will not take much time or effort to get this underway. Scantron (an educational product developer) has already gone through an extensive and exhaustive process of developing, piloting, and adopting the Achievement Series interim Assessment system, which over 85 Oklahoma K-12 schools are now using. Achievement Series is a state standards-aligned, validated and tested online assessment that is given in participating Oklahoma schools every 9 weeks - and has shown a great deal of success in other districts (particularly in preparing students for state testing and predicting (within 95% accuracy) student performance on the state criterion reference tests). The Achievement Series provides immediate results and maintains the interim assessment data over time so that data can be used for longitudinal comparisons and for evaluating the effectiveness of interventions (such as the professional development of teachers or curriculum changes). The Achievement Series output is further used to provide teachers with multiple student performance data points during the year, thus allowing teachers to modify instructional strategies and content as appropriate. Beginning in the 07-08 school year, Pioneers districts will begin using the Achievement Series system. Achievement Series will provide teachers with pre-developed assessments that cover the PASS standards and the state/local curriculum in US history. Benchmarks for advanced, proficient, under-proficient, and non-satisfactory guide the automated scoring process of the assessments. The output of results are extremely detailed and show each content area that each student (and various groups of students, such as classroom, females, etc.) scored. Again, this will be helpful in applying the results for curriculum and instructional improvements. Pioneers staff and stakeholders can also use the results in the planning of upcoming training events. There is an additional feature of the Achievement Series system that will be beneficial to our educators. Teachers can use the Achievement Series test item bank (this is a separate feature of the program) to develop additional standards-aligned benchmark assessments in between the 9-week formal interim assessment periods. Teachers can also create worksheets, lesson plans, and flashcards to help prepare students for state mandated tests. These teacher developed assessments and study resource features can be varied based on groupings of students in a classroom and adjusted to reflect the curriculum content covered to date. Quantitative Qualitative(6th-12 Grade Students: Content knowledge levels based on state and national US history standards (6th-12 Grade Students: Demonstration of use of historical inquiry and historical thinking(OCCT and EOI: There are two state assessments that are given to Oklahoma students in grades 6-12 that can be used for this student achievement data indicator. The first is the Oklahoma Core Curriculum Test (OCCT). Although the OCCT is administered to students in grades 3-8 in the early Spring of each school year, grades 3-5 only take the English and math sections of the test. Grades 6-8th take all portions of the test, including English, math, social studies, US history, science, and geography. The test is aligned to state standards and will provide excellent baseline and post annual data on student achievement in US history in grades 6-8th. The test incorporates not only quantitative questions, but also always the student to demonstrate historical thinking and inquiry through long answer and essay portions. (All Oklahoma students in grades 9-12 take the End-of-Grade assessment in Spring, annually. There is a US history section to this test, therefore the test output will allow for baseline and post data collection. The test additionally incorporates questions that measure historical thinking and inquiry in addition to multiple choice questions on content areas. ( Achievement Series will be purchased and used in grades 6-12 as well to provide interim assessment output among students in US history.Quantitative Qualitative(Attitude/beliefs/ /behavior/motivation beliefs/ appreciation/interest in regards to learning US history( Student attitudes/beliefs assessment: The attitudes, beliefs, interest, understanding, appreciation, motivation levels in learning, teaching, and interest in exploring US history as assessed among teachers by an evaluation team developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers. (Focus Groups: Biannual focus groups will be facilitated by the evaluation team specifically for teachers, principals, and then program staff. Questions will specifically solicit information on perceived strengths and weaknesses of the trainings, recommendations for improvements, and attitude-motivation-beliefs regarding the application of training content in the classroom.Qualitative QuantitativeDescriptors and Indicators of Control Group and Experimental Group SCHOOLS/LEAS(Title I status (AYP status (NCLB state rating (Academic Performance Index Rating (Socio-economic indicators of student body (Race, culture, home language indicators of student body (Student Dropout and Mobility Rate(Descriptive indicators of districts and schools: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(Programs and initiatives that the schools and districts may be involved with outside of Pioneers.(Programs/Initiatives: This information is reported in the Fall of each year on the school improvement plans of schools and the report cards of districts.QualitativeDescriptors and Indicators of Control Group and Experimental Group TEACHERS(Courses currently teaching (Number of years experience teaching US history (Total # of years teaching experience (Highly qualified teacher status (Level and type of college education, certification, licensure (Participation level in continuing education and training (types/hours) (Number of years since attended last academic/college history course (Socio-economic indicators (Race, culture, home language indicators (NCLB qualification status (Courses currently teaching and number of sections, socio-economic status and indicators of the school where teaching(Descriptive Indicators of Teachers: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as personnel are hired and courses are scheduled. Data is updated as staff is hired/leaves and as courses are scheduled.Descriptive(Pioneers program/initiative involvement levels (Involvement level in professional development related to history content and/or pedagogy during the program term that falls outside of the Pioneers trainings.(Program and Training Dosage: A feature will be added to the existing Wengage database system to not only track staff hours of training, but to also automatically upload training materials and the work produced by staff at the training sessions to the Pioneers website. Specifically, the database will produce a single site that lists links to all of the Pioneers trainings for staff. Clicking into the link will take the user to an HTML form that must be partially completed by the trainer, educator, and then verified by the Pioneers Program Director for accuracy (comparing actual attendance sign-in sheets with reports of attendance). This form will ask for hours of attendance, satisfaction with the training, feedback, and an opportunity to upload training materials and examples of teacher work (which will be loaded to the Pioneers website and shared with Pioneers participants). There may also be training competency quizzes on the site that the educators must complete and pass before receiving credit for their training hours. The number of hours reported and verified for the trainings will be automated in the system Interim reports can be produced at any time to determine if we need to change the format/content of trainings to improve effectiveness and access for the staff. Trainings attended by teachers outside of Pioneers that are relevant to history will also be reported by teachers. All participating teachers, Pioneers trainers, and potential users of the system will receive training on how to use the program before the training activities commence. This feature will be added to Wengage by January 2008, and will be updated daily as new trainings are scheduled and attendance is tracked.Quantitative(Attitude/motivation/behavior/ beliefs/ appreciation in regards to teaching history and towards history as a subject matter( Teacher attitudes/beliefs assessment: The attitudes, beliefs, interest, understanding, appreciation, motivation levels in learning, teaching, and interest in exploring US history as assessed among teachers by an evaluation team developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers. (Focus Groups: Biannual focus groups will be facilitated by the evaluation team specifically for teachers, principals, and then program staff. Questions will specifically solicit information on perceived strengths and weaknesses of the trainings, recommendations for improvements, and attitude-motivation-beliefs regarding the application of training content in the classroom.Qualitative Quantitative(Pedagogical skills, use of historical benchmarks and historical inquiry in the classroom, and application of content knowledge related to the teaching of traditional US history(TAS: Pioneers districts will purchase and use the Teacher Appraisal System (TAS) which was developed by Northeastern Oklahoma University. For TAS, the expert Pioneers training team members will use the TAS QUARTERLY walk-through method of observation to assess the pedagogical skills and classroom strategies of teachers. The schedule of the walk-throughs are not pre-announced to the Pioneers teachers thus, the trainers can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the expert observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. These indicators include: xxx. The trainer will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at the Pioneers office, the trainer will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and trainer then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the expert completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. (Assessment of Teacher/Student Products and Work using Program Developed Rubric: The lesson plans, use of program developed instructional resources (i.e., virtual tours, assessments), curriculum as tied with grade level state and national standards (including the national history benchmarks), and the finished work products of students will be assessed by the training experts from the University of Oklahoma. The trainers will require that each assessed teacher develop a portfolio of instructional artifacts that the teacher has used in the classroom over a period of twenty school days (e.g., lesson plans, assessments, classroom programs, exercises, examples of student work). The trainers will then collaboratively develop and use a rubric to rate these instructional portfolios to dimensions of teacher practice and pedagogy. This will occur once at the beginning of the program and then annually.Qualitative Quantitative(Teacher content knowledge levels based on state and national US history standards( Teacher Content Knowledge Assessment: The content knowledge level and proficiency of teachers in context to state and national US history standards will be assessed by a program developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers.Qualitative QuantitativeDescriptors and Indicators of Control Group and Experimental Group STUDENTS(Title I and free/reduced lunch count enrollment (Socio-economic indicators (Race, culture, home language indicators (GPA and course grades (Courses currently taking (Program/initiative involvement levels of the student and his/her family(Descriptive Indicators of Students: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(K 5th Grade Students: Content knowledge levels based on state and national US history standards (K 5th Grade Students: Demonstration of use of historical inquiry and historical thinking(Achievement Series Interim Assessment System: At this time, there is no formal assessment used in Oklahoma to measure the knowledge of K-5th grade students in history. Luckily, it will not take much time or effort to get this underway. Scantron (an educational product developer) has already gone through an extensive and exhaustive process of developing, piloting, and adopting the Achievement Series interim Assessment system, which over 85 Oklahoma K-12 schools are now using. Achievement Series is a state standards-aligned, validated and tested online assessment that is given in participating Oklahoma schools every 9 weeks - and has shown a great deal of success in other districts (particularly in preparing students for state testing and predicting (within 95% accuracy) student performance on the state criterion reference tests). The Achievement Series provides immediate results and maintains the interim assessment data over time so that data can be used for longitudinal comparisons and for evaluating the effectiveness of interventions (such as the professional development of teachers or curriculum changes). The Achievement Series output is further used to provide teachers with multiple student performance data points during the year, thus allowing teachers to modify instructional strategies and content as appropriate. Beginning in the 07-08 school year, Pioneers districts will begin using the Achievement Series system. Achievement Series will provide teachers with pre-developed assessments that cover the PASS standards and the state/local curriculum in US history. Benchmarks for advanced, proficient, under-proficient, and non-satisfactory guide the automated scoring process of the assessments. The output of results are extremely detailed and show each content area that each student (and various groups of students, such as classroom, females, etc.) scored. Again, this will be helpful in applying the results for curriculum and instructional improvements. Pioneers staff and stakeholders can also use the results in the planning of upcoming training events. There is an additional feature of the Achievement Series system that will be beneficial to our educators. Teachers can use the Achievement Series test item bank (this is a separate feature of the program) to develop additional standards-aligned benchmark assessments in between the 9-week formal interim assessment periods. Teachers can also create worksheets, lesson plans, and flashcards to help prepare students for state mandated tests. These teacher developed assessments and study resource features can be varied based on groupings of students in a classroom and adjusted to reflect the curriculum content covered to date. Quantitative Qualitative(6th-12 Grade Students: Content knowledge levels based on state and national US history standards (6th-12 Grade Students: Demonstration of use of historical inquiry and historical thinking(OCCT and EOI: There are two state assessments that are given to Oklahoma students in grades 6-12 that can be used for this student achievement data indicator. The first is the Oklahoma Core Curriculum Test (OCCT). Although the OCCT is administered to students in grades 3-8 in the early Spring of each school year, grades 3-5 only take the English and math sections of the test. Grades 6-8th take all portions of the test, including English, math, social studies, US history, science, and geography. The test is aligned to state standards and will provide excellent baseline and post annual data on student achievement in US history in grades 6-8th. The test incorporates not only quantitative questions, but also always the student to demonstrate historical thinking and inquiry through long answer and essay portions. (All Oklahoma students in grades 9-12 take the End-of-Grade assessment in Spring, annually. There is a US history section to this test, therefore the test output will allow for baseline and post data collection. The test additionally incorporates questions that measure historical thinking and inquiry in addition to multiple choice questions on content areas. ( Achievement Series will be purchased and used in grades 6-12 as well to provide interim assessment output among students in US history.Quantitative Qualitative(Attitude/beliefs//behavior/motivation beliefs/ appreciation/interest in regards to learning US history( Student attitudes/beliefs assessment: The attitudes, beliefs, interest, understanding, appreciation, motivation levels in learning, teaching, and interest in exploring US history as assessed among teachers by an evaluation team developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers. (Focus Groups: Biannual focus groups will be facilitated by the evaluation team specifically for teachers, principals, and then program staff. Questions will specifically solicit information on perceived strengths and weaknesses of the trainings, recommendations for improvements, and attitude-motivation-beliefs regarding the application of training content in the classroom.Qualitative QuantitativeDescriptors and Indicators of Control Group and Experimental Group SCHOOLS/LEAS(Title I status (AYP status (NCLB state rating (Academic Performance Index Rating (Socio-economic indicators of student body (Race, culture, home language indicators of student body (Student Dropout and Mobility Rate(Descriptive indicators of districts and schools: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(Programs and initiatives that the schools and districts may be involved with outside of Pioneers.(Programs/Initiatives: This information is reported in the Fall of each year on the school improvement plans of schools and the report cards of districts.Qualitativebeliefs/ Attitude/motivation/behavior/ beliefs/ appreciation teachers, principals, and then program staffperceived strengths and weaknesses of the trainings, recommendations for improvements, and application of training content in the classrooperceviedm., teaching, teachers as(Attitude/beliefs/behavior/motivation appreciation/interest in regards to learning US history( Student attitudes/beliefs assessment: The attitudes, beliefs, interest, understanding, appreciation, motivation levels in learning and interest in exploring US history will be assessed among students by an evaluation team developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers. (Focus Groups: Biannual focus groups will be facilitated by the evaluation team specifically for students. Questions will specifically solicit information on attitude-motivation-beliefs regarding the learning of history and perceived changes in how history is taught and learned.Qualitative Quantitative(Title I status (AYP status (NCLB state rating (Academic Performance Index Rating (Socio-economic indicators of student body (Race, culture, home language indicators of student body (Student Dropout and Mobility Rate(Descriptive indicators of districts and schools: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(Programs and initiatives that the schools and districts may be involved with outside of Pioneers.(Programs/Initiatives: This information is reported in the Fall of each year on the school improvement plans of schools and the report cards of districts.QualitativeTeacher The specific pertaining to studentsknolwedgeoutcomeanaylsisbelefs-measruethese indicatsxxxmadatorycovering the'courses and activities Pioneers will improve the quality of instruction and create a culture of high standards. Studies show that teacher expertise is one of the most important factors in determining student achievement. Teachers with increased subject matter knowledge are more likely to ask higher-level questions, involve students in lessons, and allow more student-directed activities. Teachers will use their knowledge to develop accessible curricula that integrate content, historical thinking, and an appropriate mix of technologies and media to enable students to effectively use primary sources, engage in historical thinking, conduct effective historical research and reporting, and implement project-based self-directed learning. Ultimately, teachers will use their knowledge to (1) implement curriculum and instructional strategies that improve student outcomes on standardized state tests and on teacher-designed assessments, and (2) ensure all students understand the meaning and significance of our founding documents and how they inform unfolding political, economic, and social forces in different periods of American history. % or ; and xxx% of our students reported on the state youth risk survey (last year) that they take drugs regularly or are a member of a street gang.   Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding of the content they teach and the significance of our founding documents; teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of history will deepen as teachers incorporate an improved curriculum in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide and national replication. The content of the Pioneers professional development activities is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teachers study the countrys founding up to the twentieth century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, continuation activities, and a website that will allow for the posting and downloads of all training materials, Pioneer lesson plans, and assessments tools (rubrics, surveys). All of the Pioneers training activities culminate in the classroom transfer and refining of the curriculum of the participating Pioneers school districts. and state curriculum frameworks of The content of the PioneersPioneerproposed'twentiethcontinuation activitiess, surveys). All of the Pioneersthe 'Pioneers accomplished and to what level, and then toforumndings will be presented to an aof 1990 United Statesand respect'collahorativecollaborativecollaborating for Pioneers Field Trips: Weekend Study Tours will be available to program eligible teachers during each of the school years of the grant term. The Study Tours will be arranged and organized by the Pioneers Program Director with input from our partners at OU. A total of 3 study tours for up to xxx teachers to attend will be held each program year. All actively enrolled Pioneers teachers will be expected to participate in a minimum of one study tour each year. Tour participants will travel by chartered bus departing on Friday morning, stay at arranged lodging on Friday evening, continue with the tour activities on Saturday, and return late Saturday afternoon. The tours will split between learning experiences at museums or libraries where participants will study artifacts and documents, and historic sites where participants will explore the use of field study as an instructional tool to incorporate local history into classroom activities. Strategies and resources developed by the National Park Services Teaching with Historic Places project will be utilized. Participants will provide input into the development of classroom lesson plans for elementary, middle and high school classrooms including virtual field trips. The Study Tour lessons and virtual field trips will be made available on the Pioneers website and offered for publication on the National Parks Service Teaching with Historic Palaces website. During the first grant year, study tour participants will visit the National Archive Research Center in College Park, Oklahoma and the National Archives Building in Washington, D.C. The second tour participants will travel to the Philadelphia area and visit the National Constitution Center, the Franklin Museum, and Valley Forge. The third tour will be to Baltimore to visit the Oklahoma Historical Society and tour Fort McHenry and the Flag House and Star Spangled Banner Museum. During the second year the first two study tours will focus on transportation and local history. Participants will visit The Allegany County Museum to study local artifacts and documents and also the Canal Place Heritage Area in Cumberland, MD to extend their understanding of the role of the C. and O. Canal in the economic history of the region and its influence during the Civil War. On the second tour, participants will tour the Hager House on Friday morning and then visit the Western Oklahoma Room of the Washington County Free Library to study local historic documents and learn how to incorporate the digital document collections of the WHILBR (Western Oklahoma Historic Library) database in their lesson plans. They will then travel to Baltimore to explore the Oklahoma Railroad Museum and the Oklahoma Museum of Industry. The third tour will be a Civil War weekend including tours of Harpers Ferry National Park and Antietam National Battlefield with seminars by noted local Civil War historians. In the third year, the first two Study Tours will focus on civil rights in the 20th century. The first weekend Study Tour participants will travel to Baltimore visiting the Reginald Lewis Museum of African American History and Culture and the Oklahoma Historical Society to research documents relative to the progress of civil rights for women and ethnic minorities in Western Oklahoma. On the second weekend Study Tour participants will travel to Washington D.C. visiting the Smithsonian Institutes National Museum of American History, the National Museum of the American Indian, the National Museum of African American Art and Culture, and the National Womens History Museum. The final study tour participants will visit the Garrett County Historical Society Museum and visit historic sites in the Allegheny Highlands region area including Fort Necessity. e--Effective school use vague language--language we mayad Add national geographic matierals as a partner Add national geographic matierals as a partnerPioneers xxx. There are a total of in these LEAshoolsOur districts serve some of the neediest children in the state. As you will read in the chart, Ostudents in the Oklahoma City in the region ' and % ofyearsworkshop,contentguidesmatierals sessionsIn our schools, US history is taught in elementary grade 5 as recommended by the Oklahoma State Department of Education. Major topics taught in 5th grade include: using and understanding primary sources; the early explorationiiInclude in here strategies for teaching title I, special education, and ELL populationIn our schools, US history is taught in elementary grade 5 as recommended by the Oklahoma State Department of Education. Major topics taught in 5th grade include: using and understanding primary sources; the early exploration of America. Major topics taught in 5th grade includeas recommended by the Oklahoma State Department of Education, the th (annual for Pioneers services. Pioneers ShasPioneer schools havxpics are covered in the Pioneersof whomfxxxxxxof xxx% xxxXxxYou will also find that mxxxhis heseer turnover rate of over 50%). T usesAnother address this through itshelp enablingto gainalsoOne xxxx Oopics and themes, in depth, and quaifiedto teach these high level coursesTeachers newly gained knowledge and skills gained from training will ensure success. teach the classesand confident tosuchPioneers is urgently needed hereall sin In 2002, the American Historical Association developed guidelines for professional development in teaching American History as a discipline. The guidelines include recommendations that the training of history teachers must involve sound approaches to teaching historical content, must attend to pedagogy and active learning, must emphasize several definabletrainingsIn 2002, the American Historical Association developed guidelines for professional development in teaching American History as a discipline. The guidelines include recommendations that the training of history teachers must involve sound approaches to teaching historical content, must attend to pedagogy and active learning, must emphasize several definable habits of mindstudents that are outdated (some over 20 years old), it is undisputable that Pioneers is urgently needed. The approach and content that will be used for Pioneers is supported by our state standards and by research. The OK'supportedis: too, be an outcome of Pioneers'detailwill be necessaryin Pioneers will improve the quality of In 2002, the American Historical Association developed guidelines for professional development in teaching American History as a discipline. The guidelines include recommendations that the training of history teachers must involve sound approaches to teaching historical content, must attend to pedagogy and active learning, must emphasize several definable habits of mind including uses of evidence and interpretation in forming arguments and understanding issues of change over time, and promote appropriate and effective assessment methodologies. Fundamentally, the guidelines proclaim, two understandings must guide professional development of history teachers. First, training must interweave content, pedagogy, and historical thinking, Secondly content, pedagogy and historical thinking should be related to classroom experience. These tenants, which additionally offer suggestions for collaboration and that define historical thinking skills, are key elements that have been pushed into all of the Pioneers trainings and will provide reference for the programs internal and external evaluation. . 'Tuse Pioneers will improve the quality of instruction of our teachers and will create a culture of high standards at our schools. Studies show that teacher expertise is one of the most important factors in determining student achievement. Teachers with increased subject matter knowledge are more likely to ask higher-level questions, involve students in lessons, and allow more student-directed activities. Pioneers teachers will be directed to apply their knowledge to develop accessible curricula that integrate content, historical thinking, and an appropriate mix of technologies and media to enable students to effectively use primary sources, engage in historical thinking, conduct effective historical research and reporting, and implement project-based self-directed learning. Ultimately, teachers will use their knowledge to (1) implement curriculum and instructional strategies that improve student outcomes on standardized state tests and on teacher-designed assessments, and (2) ensure that all students understand the meaning and significance of our founding documents and how they inform unfolding political, economic, and social forces in different periods of American history. Even though history is a component of our state assessment and therefore performance in this area is tied to NCLB and API rankings, the resources dedicated to training and supporting our educators in this subject matter is extremely limited. Compared to the $xxxx that was spent last year in training and curriculum for reading and math teachers, just $xxx was spent on these same resources for our history programs. As math and reading teachers of our district received xxx hours of training in the subject areas they teach (over the past 3 years); history teachers of our districts received a measly xxx hours of training in this same time period (none of which included history content building) and only xxx% of our history teachers report to have taken a college or other training course related to history within the past 5 years. The lack of investment in history can be clearly observed from the moment on steps foot into our classrooms. Between the outdated history curriculum that is absent of higher ordered thinking skill development and useful to only a learner skilled in short term memory - and the textbooks used by our students that are outdated (some over 20 years old), it is undisputable that Pioneers is urgently needed. Pioneers will improve the quality of instruction of our teachers and will create a culture of high standards at our schools. Studies show that teacher expertise is one of the most important factors in determining student achievement. Teachers with increased subject matter knowledge are more likely to ask higher-level questions, involve students in lessons, and allow more student-directed activities. Pioneers teachers will be directed to apply their knowledge to develop accessible curricula that integrate content, historical thinking, and an appropriate mix of technologies and media to enable students to effectively use primary sources, engage in historical thinking, conduct effective historical research and reporting, and implement project-based self-directed learning. Ultimately, teachers will use their knowledge to (1) implement curriculum and instructional strategies that improve student outcomes on standardized state tests and on teacher-designed assessments, and (2) ensure that all students understand the meaning and significance of our founding documents and how they inform unfolding political, economic, and social forces in different periods of American history. Even though history is a component of our state assessment and therefore performance in this area is tied to NCLB and API rankings, the resources dedicated to training and supporting our educators in this subject matter is extremely limited. Compared to the $xxxx that was spent last year in training and curriculum for reading and math teachers, just $xxx was spent on these same resources for our history programs. As math and reading teachers of our district received xxx hours of training in the subject areas they teach (over the past 3 years); history teachers of our districts received a measly xxx hours of training in this same time period (none of which included history content building) and only xxx% of our history teachers report to have taken a college or other training course related to history within the past 5 years. The lack of investment in history can be clearly observed from the moment on steps foot into our classrooms. Between the outdated history curriculum that is absent of higher ordered thinking skill development and useful to only a learner skilled in short term memory - and the textbooks used by our students that are outdated (some over 20 years old), it is undisputable that Pioneers is urgently needed. Pioneers will improve the quality of instruction of our teachers and will create a culture of high standards at our schools. Studies show that teacher expertise is one of the most important factors in determining student achievement. Teachers with increased subject matter knowledge are more likely to ask higher-level questions, involve students in lessons, and allow more student-directed activities. Pioneers teachers will be directed to apply their knowledge to develop accessible curricula that integrate content, historical thinking, and an appropriate mix of technologies and media to enable students to effectively use primary sources, engage in historical thinking, conduct effective historical research and reporting, and implement project-based self-directed learning. Ultimately, teachers will use their knowledge to (1) implement curriculum and instructional strategies that improve student outcomes on standardized state tests and on teacher-designed assessments, and (2) ensure that all students understand the meaning and significance of our founding documents and how they inform unfolding political, economic, and social forces in different periods of American history. professional developmentoutcomes achievement knolwedge and measured by aindicates How will we know if outcomes have been met/monitoring piece 24Significance: - Management Plan: The American History Specialists will coordinate, direct, and lead the county based in-service activities to be held at designated county sites during the school term for each year of the grant. They will arrange for presentations by local historians and organize support from the Western Oklahoma Libraries, the local historical societies, and the Oklahoma Historical Society. They will also coordinate with Oklahoma Humanities Council staff to schedule National History Day training and provide support for each countys National History Day competition. The American History Specialists will be responsible for arranging, coordinating, and directing the three Weekend Study Tours as assigned by the project manager. This will include coordinating with museums and other sites to visit, selecting participants, and securing and coordinating travel and lodging arrangements in conjunction with Tri-County Council. They will lead in the development of lessons related to the study tour visits using document based historical investigation and Teaching with Historic Places models. The three American History Specialists will be responsible for coordinating and directing the Thursday and Friday activities of the three summer seminars. They will work with the Oklahoma Humanities Council, the Western Oklahoma Regional Library, and local historical societies to schedule local historians and experts for the Thursday sessions. On Friday of each symposium week, they will work with the participants of their assigned county at a designated county site to lead discussion of the symposia experience on integrating content lesson models into the county curriculum. Dr. John Wiseman will serve as Project Dr. John Wiseman will serve as Project Dr. John Wiseman will serve as Project Dr. John Wiseman will serve as Project The management plan has been carefully designed to ensure seamless coordination of all professional development and evaluation program components and to achieve program objectives on time and within budget. The Reading Public Schools will be the fiscal agent The Reading Public Schools will be the fiscal agent The American History Specialists will be responsible for arranging, coordinating, and directing the three Weekend Study Tours as assigned by the project manager. This will include coordinating with museums and other sites to visit, selecting participants, and securing and coordinating travel and lodging arrangements in conjunction with Tri-County Council. They will lead in the development of lessons related to the study tour visits using document based historical investigation and Teaching with Historic Places models. The American History Specialists will coordinate, direct, and lead the county based in-service activities to be held at designated county sites during the school term for each year of the grant. They will arrange for presentations by local historians and organize support from the Western Oklahoma Libraries, the local historical societies, and the Oklahoma Historical Society. They will also coordinate with Oklahoma Humanities Council staff to schedule National History Day training and provide support for each countys National History Day competition. The American History Specialists will provide continuous support for engaging instruction that is content intensive and document based in their assigned school system. They will observe and provide coaching feedback to each of the summer symposia participants twice during each school year of the grant. They will meet with the selected participants and the social studies supervisor or staff development coordinator to discuss plans for county in-service and coordinate the symposia participants contributions to the in-service activities. T The American History Specialists will be responsible for arranging, coordinating, and directing the three Weekend Study Tours as assigned by the project manager. This will include coordinating with museums and other sites to visit, selecting participants, and securing and coordinating travel and lodging arrangements in conjunction with Tri-County Council. They will lead in the development of lessons related to the study tour visits using document based historical investigation and Teaching with Historic Places models. The American History Specialists will coordinate, direct, and lead the county based in-service activities to be held at designated county sites during the school term for each year of the grant. They will arrange for presentations by local historians and organize support from the Western Oklahoma Libraries, the local historical societies, and the Oklahoma Historical Society. They will also coordinate with Oklahoma Humanities Council staff to schedule National History Day training and provide support for each countys National History Day competition. The American History Specialists will provide continuous support for engaging instruction that is content intensive and document based in their assigned school system. They will observe and provide coaching feedback to each of the summer symposia participants twice during each school year of the grant. They will meet with the selected participants and the social studies supervisor or staff development coordinator to discuss plans for county in-service and coordinate the symposia participants contributions to the in-service activities. The American History Specialists will provide lesson plans and supporting content to the Pioneers website. The American History Specialists will assist the project director in conducting the internal evaluation of the Western Oklahoma American History Initiative. TAmerican History Specialists will be responsible for arranging, coordinating, and directing the three Weekend Study Tours as assigned by the project manager. This will include coordinating with museums and other sites to visit, selecting participants, and securing and coordinating travel and lodging arrangements in conjunction with Tri-County Council. They will lead in the development of lessons related to the study tour visits using document based historical investigation and Teaching with Historic Places models. The American History Specialists will coordinate, direct, and lead the county based in-service activities to be held at designated county sites during the school term for each year of the grant. They will arrange for presentations by local historians and organize support from the Western Oklahoma Libraries, the local historical societies, and the Oklahoma Historical Society. They will also coordinate with Oklahoma Humanities Council staff to schedule National History Day training and provide support for each countys National History Day competition. The American History Specialists will provide continuous support for engaging instruction that is content intensive and document based in their assigned school system. They will observe and provide coaching feedback to each of the summer symposia participants twice during each school year of the grant. They will meet with the selected participants and the social studies supervisor or staff development coordinator to discuss plans for county in-service and coordinate the symposia participants contributions to the in-service activities. The American History Specialists will provide lesson plans and supporting content to the Pioneers website. The American History Specialists The Trainers will be responsible for arranging, coordinating, and directing the three Weekend Study Tours as assigned by the project manager. This will include coordinating with museums and other sites to visit, selecting participants, and securing and coordinating travel and lodging arrangements in conjunction with Tri-County Council. They will lead in the development of lessons related to the study tour visits using document based historical investigation and Teaching with Historic Places models. The Trainers will coordinate, direct, and lead the county based in-service activities to be held at designated county sites during the school term for each year of the grant. They will arrange for presentations by local historians and organize support from the Western Oklahoma Libraries, the local historical societies, and the Oklahoma Historical Society. They will also coordinate with Oklahoma Humanities Council staff to schedule National History Day training and provide support for each countys National History Day competition. The Trainers will provide continuous support for engaging instruction that is content intensive and document based in their assigned school system. They will observe and provide coaching feedback to each of the summer symposia participants twice during each school year of the grant. They will meet with the selected participants and the social studies supervisor or staff development coordinator to discuss plans for county in-service and coordinate the symposia participants contributions to the in-service activities. The Trainers will provide lesson plans and supporting content to the Pioneers website. The Trainers will assist the project director in conducting the internal evaluation of the Western Oklahoma American History Initiative. Trish Yoder, Associate Director of Education for the Tri-County Council, will serve as project manager and will be responsible for the planning, reporting, compliance with scope of work, implementation, coordination, and internal assessment of the Pioneers. She will schedule all meetings of the advisory team, coordinate the interviewing process for the three American History Specialists, and consult with the advisory team on hiring for those positions. She will work with the specialists to determine their assignment and the process for selection of fulltime participants from each of the counties. She will also work with the American History Specialists in organizing and coordinating the summer symposia with Rocky Gap State Park and all partners, and in assigning full time participants to Gilder Lehrman summer seminars. Under her direction, Tri-County Council will coordinate and deliver all communication to participants, and participant school systems. She will schedule quarterly meetings of the Pioneers advisory team to be held at Tri-County Council or other convenient location. She is also responsible for public relations for the Pioneers. set and manage the training schedule and trainers, and to implement and oversee the day-to-day operations of TEACH. (Selection Criteria 3 - Management Plan: The management plan has been carefully designed to ensure the seamless coordination of all professional development and evaluation program components and to achieve program objectives on time and within budget. A full time Program Director, who is a proven educational leader with exceptional, long-time experience in teaching US history in the public school environment and with a strong background in managing teacher training and grant programs will be hired and paid for by the grant to the planning, reporting, compliance with scope of work, implementation, coordination, and internal assessment of the Pioneers. She will schedule all meetings of the advisory team, coordinate the interviewing process for the three American History Specialists, and consult with the advisory team on hiring for those positions. She will work with the specialists to determine their assignment and the process for selection of fulltime participants from each of the counties. She will also work with the American History Specialists in organizing and coordinating the summer symposia with Rocky Gap State Park and all partners, and in assigning full time participants to Gilder Lehrman summer seminars. At this time, Elaine Graham, MA has been tentatively identified to fill this position. Ms. Graham is an exceptional candidate and proven veteran teacher leader who brings with her over 15 years experience teaching US history in Florida schools at the middle and high school levels; 15 years experience in coordinating and implementing teacher training initiatives and grant programs as a Director of Curriculum and Instruction; and a MA Degree in Education with an emphasis on history and history curriculum instruction. See job description attached. (Selection Criteria 3 - Management Plan: The management plan has been carefully designed to ensure the seamless coordination of all professional development and evaluation program components and to achieve program objectives on time and within budget. A full time Program Director, who is a proven educational leader with exceptional, long-time experience in teaching US history in the public school environment and with a strong background in managing teacher training and grant programs will be hired and paid for by the grant to the planning, reporting, compliance with scope of work, implementation, coordination, and internal assessment of the Pioneers. She will schedule all meetings of the advisory team, coordinate the interviewing process for the three American History Specialists, and consult with the advisory team on hiring for those positions. She will work with the specialists to determine their assignment and the process for selection of fulltime participants from each of the counties. She will also work with the American History Specialists in organizing and coordinating the summer symposia with Rocky Gap State Park and all partners, and in assigning full time participants to Gilder Lehrman summer seminars. At this time, Elaine Graham, MA has been tentatively identified to fill this position. Ms. Graham is an exceptional candidate and proven veteran teacher leader who brings with her over 15 years experience teaching US history in Florida schools at the middle and high school levels; 15 years experience in coordinating and implementing teacher training initiatives and grant programs as a Director of Curriculum and Instruction; and a MA Degree in Education with an emphasis on history and history curriculum instruction. See job description attached. program and to achieve toDuties of tincludeimplementation, the planning, reporting, compliance with scope of work, implementation, coordination, and internal assessment of the Pioneers. advisory teaminterviewingfor the three American History Specialistsadvisory teammplementingrs . She will work with the specialists to determine their assignment and the process for selection of fulltime participants from each of the counties. She will also work with the American History Specialists in organizing and coordinating the summer symposia with Rocky Gap State Park and all partners, and in assigning full time participants to Gilder Lehrman summer seminars. At this time, Elaine Graham, MA has been tentatively identified to fill process ,contractors and She the specialiststhe OU training team to determine their assignment and the process for selection of fulltime participants from each of the countiesteahcer 'traiing schedule, She will also work with the American History Specialistssymposia with Rocky Gap State Park and all partners, and in assigning full time participants to Gilder Lehrman summer seminarsare on board hiring for those positions. The Director will work also with school principals and district administrators to develop and oversee a teacher recruitment plan that will ensure teachers are informed of the Pioneer training schedule, that they understand the benefits to participating, and that they are provided with the support they need to attend. Additionally, the Director will work closely with the OU trainers in organizing and coordinating the summertime nd school year training schedule - assuring all partners and special speakers are on board. At this time, Elaine Graham, MA has been tentatively identified to fill thisFloridachool year training schedule - matieralsT The OU trainers will be responsible for arranging, coordinating, and directing the three Weekend Study Tours as assigned by the project manager. This will include coordinating with museums and other sites to visit, selecting participan'Pioner'for Pioneers Pionnersallprogram ensure thea the and components of the program'feedback looping processes the proposed andaccordinace.faciliateproduce, exceptional, (who is a proven educational leader with long-time experience in teaching US history in the public school environment and with a strong background in managing teacher training and grant programs) (who is a proven educational leader with long-time experience in teaching US history in the public school environment and with a strong background in managing teacher training and grant programs) Pioneers' of the grant program the hiring for those positionsonindivicualsindividuals who should fill the leadership positions.leacdersschool oversee attendAdditionally, tElaine Graham, MAMs. GrahamSee j'attachedGrahmsSee Ms. Grahams resume and the job description for the Program Director in the attachments.OU trainersextremely will be professional three Weekend Study Tours as assigned by the project managerselecting participantsmatieralsTri-County CouncilThey willstudy tourThe training team from OU will be responsible for arranging, coordinating, and directing the experiential learning field trips for our teachers during the summertime institutes. This will include coordinating with museums and other sites to visit, providing materialsTThe trainers will coordinate, direct, and lead the county based in-service activities to be held at designated county sites during the school term for each year of the grant. They will arrange for presentations by local historians and organize support from the Western Oklahoma Libraries, the local historical societies, and the Oklahoma Historicalcounty based in-service activities to be held at designated county sites during the school term for each year of the grant titutes, the pedagogy training, , the pedagogy trainings, . Tfrom the Western Oklahoma Libraries, the local historical societies, and the Oklahoma Historical Societystudnetsxxxxxmodels. The trainers will additionally coordinate, direct, and lead the content-based training institutes and the pedagogy trainings. They will also arrange for special presentations by local historians and organize support fromour 'Oklahoma Humanities Councileach countysThe Trainers will provide continuous support for engaging instruction that is content intensive and document based in their assigned school system. They will observe and provide coaching feedback to each of the summer symposia participants twice during each school year of the grant. They will meet with the selected participants andThey will also coordinate with Oklahoma Humanities Council staff to schedule the National History Day training and provide support for our local National History Day competitionThe Trainers will provide continuous support for engaging instruction that is content intensive and document based in their assigned school system. They will observe and provide coaching feedback to each of the summer symposia participants twice during each school year of the grant. They will meet with the selected participants and the social studiesT. They will also coordinate withthwTheAnother key role of the trainers will One of theeach of the summer'Pioners symposia participants twice during each school year of the grant.'signed school system. They will allow the teachers oopportunities to year in addition to allowing teachers to observe the trainers skills selected participants'join applyThey will meet with their assigned teachers and the social studies supervisor or staff development coordinator to discuss plans for county in-service and coordinate the symposia participants contributions to the in-service activities. hers observing best practices), xxxThe Trainers will provide lesson plans and supporting content to the Pioneers website. The Trainers will assist the project director in conducting the internal evaluation of the Western Oklahoma American History Initiative. knolwedgeteacher Dr. John Wiseman will serve as Project Director for the Pioneers. In his role he will meet with the advisory team and provide direction for hiring the American History Specialists. He will coordinate activities with the project manager and the three American History Specialists. He will attend the summer symposia and review the planned itineraries for the Weekend Study Tours. He will review the plans for county-based professional development history in-service with each of the American History Specialists. Dr. Wiseman will work with the American History specialists in developing and conducting the internal evaluation for the project. andManatee County Schools, FSU, and selected educatorswhich will be titled the Leadership stakeholder body (Advisory Committee) The Program Director and trainers will report to a small, intimate, stakeholder body of highly dedicated key administrators and history teachers of our participating districts, OU, historical organization partners, and contractors. To ensure the integrity and efficiency of the program implementation, this Advisory Committee will convene monthly (more frequently as needed during the initial implementation phase) to continually develop and improve upon a solid, quality-based management infrastructure to oversee operations and to make appropriate implementation adjustments consistent with the goals, objectives, and activities committed in this proposal (and mandates of the grantor). This management approach will allow for input, collaboration, and shared responsibilities between representatives of key institutions involved in the program. During formal meetings, the Program Director and the Advisory will work together to collaboratively plan program activities and promotional events; develop and deliver funding sustainability efforts to expand and support the program (i.e., presentations, fundraisers, in-kind); disseminate program results and progress to community leaders and stakeholders to justify future and expanded support for the program; and assess summative and formative evaluation reports and processes to identify programming strengths and reduce implementation weaknesses in a cycle of continuous improvement. The Program Director will be responsible for sharing financial reports, formal evaluation results, and other pertinent data with the Advisory at every meeting so that input and direction may be provided on future programming and planning efforts. This process will ensure accountability of expenditures and implementation. management approach will allow for input, collaboration, and shared responsibilities between representatives of key institutions involved in the program. During formal meetings, the Program Director and the Advisory will work together to collaboratively plan program activities and promotional events; develop and deliver funding sustainability efforts to expand and support the program (i.e., presentations, fundraisers, in-kind); disseminate program results and progress to community leaders and stakeholders to justify future and expanded support for the program; and assess summative and formative evaluation reports and processes to identify programming strengths and reduce implementation weaknesses in a cycle of continuous improvement. The Program Director will be responsible for sharing financial reports, formal evaluation results, and other pertinent data with the Advisory at every meeting so that input and direction may be provided on future programming and planning efforts. This process will ensure accountability of expenditures and implementation.implementation phase) to continually develop and improve upon a solid, quality-based management infrastructure to oversee operations and to make appropriate implementation adjustments consistent with the goals, objectives, and activities committed in this proposal (and mandates of the grantor). ThisThe Program Director and trainers will report to a small, intimate, stakeholder body of highly dedicated key administrators and history teachers of our participating districts, OU, historical organization partners, and contractors. To ensure the integrity and efficiency of the program implementation, this Advisory Committee will convene monthly (more frequently as needed during the initial implementationand trainers report toThe Program Director will coordinate a this'plan program activities and promotional events; develop and deliver funding sustainability efforts to expand and support the program (i.e., presentations, fundraisers, in-kind); disseminate program results and progress to community leaders and stakeholders to justify future and expanded support for the program; and assess summative and formative evaluation reports and processes to identify programming strengths and reduce implementation weaknesses in a cycle of continuous improvementcollaboratively work together to showingThe Program Director will be responsible for sharing financial reports, formal evaluation results, and other pertinent data with the Advisory at every meeting so that input and direction may be provided on future programming and planning efforts. strategiesd teacher bui-in.This process will ensure accountability of expenditures and implementation; and adjustments)( . . Ddecision makersdecision making each conductcontiunousto streamline decision-making in a cycle of continuous improvement help make allow for help to of Pioneers Membership of both implementers and consumers will fast track the program refinement process.that can The three American History Specialists will be responsible for coordinating and directing the Thursday and Friday activities of the three summer seminars. They will work with the Oklahoma Humanities Council, the Western Oklahoma Regional Library, and local historical societies to schedule local historians and experts for the Thursday sessions. On Friday of each symposium week, they will work with the participants of their assigned county at a designated county site to lead discussion of the symposia experience on integrating content lesson models into the county curriculum. Program An advisory team will be composed of Dr. Clyde Harrell, Washington County Supervisor for Secondary Social Studies who will serve as advisory team chairperson. Other advisory team members will include Mary Louise Jones, Allegany County Supervisor of Social Studies, Jim Morris, Garrett County Coordinator of Staff Development, Judy Dobbs, Oklahoma Humanities Council Education Coordinator, Kathleen OConnor, Education Director of the Western Oklahoma Regional Library, Cecilia Hartsell, Educational Coordinator at the Gilder-Lehrman Institute, and one participating American history teacher from each county one per school-2 (at least 1 or more per district) The table below summarizes the professional development activities: DateEvent# of ParticipantsLocationResponsibilitySummer 2006Summer Institute We The People30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2006Summer Seminars10Various CampusesGilder LehrmanAugust 2006Content Strategy In-service80School SitesWMAHT SpecialistsOct 2006Study Tour- National Archives30Washington DCWMAHTSpecialistsJanuary 2007Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2007Study Tour Constitution Center30PhiladelphiaWMAHTSpecialistsApril 2007Study Tour-MD Historical Society30BaltimoreWMAHTSpecialistsSummer 2007Summer Institute America on the Move30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2007Summer Seminars10Various CampusesGilder LehrmanAugust 2007Content Strategy In-service80School SitesWMAHT SpecialistsOct 2007Study Tour- Canal Place30CumberlandWMAHTSpecialistsJanuary 2008Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2008Study Tour- WM Room, Museums30Hagerstown/BaltimoreWMAHTSpecialistsApril 2008Study Tour- Civil War Sites30Sharpsburg, Harpers FerryWMAHTSpecialistsSummer 2008Summer Institute All the People30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2008Summer Seminars10Various CampusesGilder LehrmanAugust 2008Content Strategy In-service80School SitesWMAHTSpecialistsOct 2008Study Tour-R.L. Lewis Museum30BaltimoreWMAHTSpecialistsJanuary 2009Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2009Study Tour- Museums30Washington DCWMAHTSpecialistsApril 2009Study Tour Allegheny Highlands30Garrett CountyWMAHTSpecialistsSummer 2006Summer Institute We The People30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2006Summer Seminars10Various CampusesGilder LehrmanAugust 2006Content Strategy In-service80School SitesWMAHT SpecialistsOct 2006Study Tour- National Archives30Washington DCWMAHTSpecialistsJanuary 2007Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2007Study Tour Constitution Center30PhiladelphiaWMAHTSpecialistsApril 2007Study Tour-MD Historical Society30BaltimoreWMAHTSpecialistsSummer 2007Summer Institute America on the Move30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2007Summer Seminars10Various CampusesGilder LehrmanAugust 2007Content Strategy In-service80School SitesWMAHT SpecialistsOct 2007Study Tour- Canal Place30CumberlandWMAHTSpecialistsJanuary 2008Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2008Study Tour- WM Room, Museums30Hagerstown/BaltimoreWMAHTSpecialistsApril 2008Study Tour- Civil War Sites30Sharpsburg, Harpers FerryWMAHTSpecialistsSummer 2008Summer Institute All the People30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2008Summer Seminars10Various CampusesGilder LehrmanAugust 2008Content Strategy In-service80School SitesWMAHTSpecialistsOct 2008Study Tour-R.L. Lewis Museum30BaltimoreWMAHTSpecialistsJanuary 2009Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2009Study Tour- Museums30Washington DCWMAHTSpecialistsApril 2009Study Tour Allegheny Highlands30Garrett CountyWMAHTSpecialistsDateEvent# of ParticipantsLocationResponsibility 3Management -Evaluation Plan: proposed TEACHour RFP selection criteria section finvitationalfour TEACH fully responds to the all of the invitational priorities set for the grant program, particularly priority four due to the fact that it will apply an experimental evaluation design that uses random assignment based on schools. invitational fourattachedscore this evaluation section and to ourxxxxx (Selection Criteria 4 Evaluation Plan: The evaluation plan narrative that has been developed for the Pioneers program responds to both this RFP selection criteria section and to the competitive preference priority two criteria. Please read the competitive preference priority two section (pages xxx to xx) to read the evaluation plan. (Selection Criteria 4 Evaluation Plan: The evaluation plan narrative that has been developed for the Pioneers program responds to both this RFP selection criteria section and to the competitive preference priority two criteria. Please read the competitive preference priority two section (pages xxx to xx) to read the evaluation plan. RESUMES Primary Source Program Director Deborah Cunningham R-4 University of Oklahoma Lowell Patricia Fontaine R-7 John Wren R-10 Sun Associates Jeanne Clark R-11 Zara Slapak-Warren R-12 Jeff Sun R-13 FreshPond Education Robert Ramsdell R-15 Big6 Research Robert Berkowitz R-17 Scholars Evaluator Brian Olstead Gregg Muller Brian Olstead Gregg Muller Kara Gleason ensuring that all teachers have ensuring that all teachers havetake on the additional duty of developing theNote that xxx of the team has agreed to set aside an added 5 hours a week of her time to help the Director with the development of the Primary Source Book, working with every school site to oversee the development/purchases of the school resource centers, and ensuring that all teachers receive their xxx journal subscriptions and other classroom resources. Note that xxx of the OU training team has agreed to set aside an added 5 hours a week of her time to help the Director with the development of the Primary Source Book, working with every school site to oversee the development/purchases of the school resource centers, and ensuring that all teachers receive their xxx journal subscriptions and other classroom resources. See Ms. Grahams resume and the job description for the Director in the attachments. Note that xxx of the OU training team has agreed to set aside an added 5 hours a week of her time to help the Director with the development of the Primary Source Book, working with every school site to oversee the development/purchases of the school resource centers, and ensuring that all teachers receive their xxx journal subscriptions and other classroom resources.'the for the Director Kara Gleason 54B Steeplechase Court, Haverhill, MA 01832 (978) 702-4076 KGleason@reading.k12.ma.us  HYPERLINK mailto:Kagie20@aol.com  CERTIFICATION Oklahoma State Initial Certification in History June 2001 Middle School Education (5-8) High School Education (9-12) EDUCATION Salem State College Salem, MA Select Masters level History courses 2003-2005 University of Oklahoma Lowell, MA Master of Education in Curriculum and Instruction, GPA: 4.0 June 2001 Secondary Concentration University of Oklahoma Lowell, MA Bachelor of Arts in American Studies May 2000 TEACHING EXPERIENCE Reading Public Schools Reading, MA History Teacher, Reading Memorial High School 2001 to the present Aligned the curriculum with the National History Day program, sending students on to regional, state, and national competitions with real world exhibits, documentaries, and performances. Designed webquests with a focus on history, writing, and critical thinking. Worked with other social studies teachers to create a thorough research packet for all students. Created primary and secondary source analysis instructional activities that promote research, reading, writing and analytical skills. Designed a World History II curriculum aligned with the Oklahoma History and Social Science Curriculum Framework. Promoted independent learning, utilizing creative approaches to meet varied learning needs. Collaborated with special education teachers and other members of a professional team; coordinated instruction to meet the needs of all students. Incorporated varied teaching techniques to make learning fun, resulting in effective classroom management and increased student focus. Communicated high standards and expectations to students that resulted in a climate that was conducive to learning. RELATED EXPERIENCE Reading Memorial High School Professional Development Committee June 2004 June 2005 Created a survey to gauge professional development needs. Gathered and presented data from other schools regarding professional development time. Utilized current research on professional development strategies and implementation. Organized and implemented study groups for the faculty. Produced guidelines and instructions for study groups to follow to ensure success. Reading Memorial High School Class Advisor to the Class of 2006 September 2002 to the present Organized class activities such as the Junior Prom, the Sophomore Semi, and the Freshman Progressive Dinner Collaborated with administration, fellow advisors, and parents to ensure a positive high school experience for the students Provided leadership to class officers regarding their roles as class leaders and advised in the planning and advertising of class events. RECENT PROFESSIONAL DEVELOPMENT Modern Latin America Fall 2003 National History Day Study Group October 2004 May 2005 Byzantium & Medieval Warfare Fall 2004 Creating Sustainable Leadership Conference March 2005 Northeast Regional Conference for the Social Studies March 2002 & 2005 The Early Modern Balkans Fall 2005 China & Japan: A Comparative Perspective (through Primary Source) Fall 2005 to the present AWARDS Centennial Scholarship Award Spring 2001 Coburn Award for Excellence in Teaching June 2001 DEBORAH LYNN CUNNINGHAM 1 Amory Place 617-939-7113 Cambridge, MA 02139 deborah@primarysource.org Education History: Oxford University D.Phil in Educational Studies, May 2004. Dissertation title: Professional Practice and Perspectives in the Teaching of Historical Empathy, April 2004 Harvard Graduate School of Education, M.Ed. (Teaching and Curriculum Program), May 1995 Yale College, B.A. May 1993. Graduated Magna cum laude, with distinction in history Phi Beta Kappa, Inducted into Yale chapter of national academic honor society, 1992 Directed Studies, honors program for 80 freshmen involving 3 year-long seminars in Western classics Mount Anthony Union High School, Bennington, Vermont, 1989 (valedictorian) Current Employment: Senior Program Director, Primary Source, Watertown, MA, beginning 11/03. Responsible for planning, implementation, and evaluation of professional development programs for teachers. Past Employment: YouthAgency Coordinator, National Association for Gifted Children, U.K., 10/98 - 5/03. Managed long-distance social, intellectual, and creative network of gifted & talented teenagers across Britain; edited quarterly Muse magazine; maintained website; offered support & information services to teens, teachers, government. Teaching Experience: Sessions taught at Oxford University Department of Educational Studies: Cultivating historical empathy for students in history teacher-education program (PGCE) Educational Research Methodology Qualitative research design for teachers in ERM Masters program and Diploma courses; Qualitative data analysis software for research students (ATLAS/ti) Acton-Boxborough Regional High School, Acton, Oklahoma (large suburban public school) Courses taught: Advanced Placement European History (grade 12) (130 students/year) World History (grade 9, three different ability levels) The US and the World (grade 11) Independent Study on Modern Chinese History (grade 12) Activities advised: Acton-Boxborough Community Outreach, student group undertaking a broad variety of community-service programs Newton North High School, Newton, Oklahoma: completed a 225-hour student teaching practicum in World and US History (Advanced Placement level) and 420-hour teaching internship. Publications and Conference Presentations: Capturing Candor: Accessing Teachers Thinking about the Cultivation of Historical Empathy, chapter in Keith Barton (Ed.), Research Methods in Social Studies Education: Contemporary Issues and Perspectives, Greenwich, Ct: Information Age Publishing, 2006. Empathy without Illusions, Teaching History, 114, 2004, pp. 24-29. Internationalizing the K-12 US History Curriculum, in Re:Source (Primary Source newsletter), Vol. 17 (Winter 2005), p. 1. American Educational Research Association 2004 (San Diego): Negotiating the Foreign and Familiar in History: Four Teachers Means of Managing Divergent Empathetic Goals Research with Teacher-Education Students, Oxford University: Using Research Data as a Source for the Professional Learning of Beginning History Teachers (now completing with A. Pendry and K. Burn) American Educational Research Association 2003 (Chicago): Teaching Historical Empathy: British Teachers Practices and Perspectives on the Invisible Skill Honors and Fellowships: Oxford University Graduate Studentship 3 year scholarship to pursue doctoral studies, 2000-2003 Overseas Research Student Award 3 year scholarship given by CVCP for 2000-2003 Yale Parker Huang Travel Fellowship for nine months' study, research, and travel in P.R.China, 1993-1994 Chinese Studies Scholarship awarded by the Government of the PRC for 1993-1994 Truman Scholar Finalist, 1992 Yale Community Service Fellowship, given by Association of Yale Alumni for work at Union Station, a soup kitchen, homeless shelter, and addict-recovery center in Pasadena, California. Summer 1991. Japan Cultural Exchange Travel Fellowship, sponsored by Shuwa Corporation. Summer 1990. 1989 United States Presidential Scholar 1989 American Academy of Achievement Honoree Professional Courses: Transatlantic Perspectives on US History, Jesus College, Cambridge (UK), Gilder Lehrman Institute, 7/00 "The Media and American Democracy," Institute at Harvard Grad. School of Education, 2/08/98 - 9/08/98 "Teaching Advanced Placement European History," summer course at Taft Educational Center, Watertown, Connecticut, 6/7/97 - 18/7/97 "Leadership in Revolutionary America," interdisciplinary Monticello-Stratford Hall Summer Seminar. Resided at several historic Virginia locales, visited sites to study revolutionary leaders & their world. 23/6/96 - 12/7/96. "Modern China: Society in Transition," Primary Source of Watertown, MA and National Endowment for the Humanities summer course. 24/7/95 - 18/8/95. Other Employment: Editorial Assistant, Oxford Review of Education, Spring 2001 Assistant to Dr. Barbara Nelson, Vice-President of Radcliffe College, 6/95 - 8/95 US Immigration and Naturalization Service, researcher and assistant to INS historian, 5/93 - 8/93 Intern, Chicago Historical Society, March 1991 Professional Skills, Language Skills and Personal Interests: Software skills: ATLAS/ti Qualitative Data Analysis; SPSS; Dreamweaver; Adobe Photoshop Proficient Spanish and Mandarin Chinese Reading, travel, violin, vocal music, international relations discussions and lectures, salsa, running, skiing Patricia L. Fontaine 32 Roy Street Nashua, N.H. 03060 (603) 891-0833 EDUCATION 1996 Ed.D. College of Education, University of Oklahoma, Lowell, MA. Dissertation topic: A comparative study of civic education in France and the United States. 1980-1981 M.A. in History. Tufts University, Medford, MA. 1976-1977 M.A. in French. Middlebury College, Middlebury, VT. 1971-1973 B.A. in French and History. Rivier College, Nashua, N.H. 1969-1971 A.A. in French. American College in Paris, Paris, France. PROFESSIONAL EXPERIENCE 1996- to present University of Oklahoma, Lowell, MA: Assistant professor: responsibilities include orientation, advising, instruction and supervision of Initial Certification students on the secondary and elementary level. Instructor for the following courses : - Curriculum and Instruction: Methods course in the teaching of social studies/history on the secondary level. - Curriculum and Instruction: Ancient History for teachers - Curriculum and Instruction: History for history teachers - Curriculum and Instruction: ELL methods - Curriculum and Instruction: Methods course in the teaching of social studies/history on the elementary level. Student practicum supervisor : - Supervisor of student practicum Curriculum consultant and facilitator 1996- PRESENT Curriculum consultant and facilitator for the revision of the Social Studies curriculum and its alignment with the Oklahoma State Social Studies frameworks for the city of Lowell, MA. Curriculum consultant and facilitator for the revision of the Social Studies curriculum and its alignment with the Oklahoma State Social Studies frameworks for the city of Milford, MA. 1986-1989 Lexington Schools, Lexington, MA: Teacher of French. 1978-1986 American School of Paris, Paris, France: Teacher of French and history. K-6 coordinator of Lower School French Department. 1981 (6 months) Boston University, Boston, MA: Lecturer. Instructor of French for Freshmen and Junior language courses. 1974-1976 Mascenic Regional High School, New Ipswich, NH: Teacher of middle school French and high school history. Drama teacher and class advisor. WORKSHOPS GIVEN for the teachers of the Lowell school system : Fall, 1995 University of Oklahoma Lowell: Teaching strategies for the second language classroom. Spring, 1996 University of Oklahoma Lowell: Teaching strategies for the second language classroom. Spring, 1996 University of Oklahoma Lowell: Integration of the Oklahoma Social Studies frameworks into the school curriculum. Fall, 1996 University of Oklahoma Lowell: Teaching strategies for the elementary social studies classroom. Fall, 1996 to PRESENT College facilitator for the revision of the Social Studies curriculum and its alignment with the Oklahoma State Social Studies frameworks for the city of Lowell, MA. GRANTS RECEIVED: Fall, 2002 D.O.E Grant Teaching American History (Co-Investigator) - Teachers as Scholars, Communities as Classrooms. Fall, 1999 D.O.E grant: Ready to Teach (Design team leader) - Preparing tomorrows teachers for using technology. Summer, 1997 D.O.E. FIPSE Grant ( Co-Investigator) - Looking into classrooms: a technology mediated observation program. Fall, 1998 D.O.E.Grant (State) Instructor for a graduate course, Digging up history: Uncovering ancient civilizations. REFERENCES : References will be furnished upon request. John Wren Center for Field Services and Studies University of Oklahoma Lowell Lowell, MA 01824 (978) 934-4653 Fax: (978) 934-3002 John_Wren@uml.edu Experience Digital Media Specialist CFSS Graduate School of Education, University of Oklahoma Lowell 2000 Present Palm Education Technology Coordinator (PECT) Web Design and Maintenance Student / Faculty Training in multimedia applications for teaching Online Photographic Library creation Virtual Field Trip development VR Photographer Technology Lab design and procurement for GSE Digital Imaging Instructor Chelmsford Community Education, Chelmsford, MA 2000 Present Field Service Engineer and Customer Training Eastman Kodak On Demand Printing Systems Wellesley, MA 1985 2000 Education University of Oklahoma Lowell Multimedia & Web Design, 1995 2000 Maricopa Technical Institute Phoenix, Arizona Digital Electronics 1980 - 1982 University of Oklahoma London, England UK Business Management 1975 1978 Professional Associations National Association of Photoshop Professionals International VR Photography Association Jeanne E. Clark jclark@sun-associates.com EDUCATION Harvard Graduate School of Education, Cambridge, MA Ed.M -Technology in Education, 1995 Connecticut College, New London, CT B.A. Psychology EXPERIENCE Evaluation Associate 1996-1997, 2005-present Sun Associates Educational Technology Integration -- North Chelmsford, MA Program evaluation for K-12 education programs Sun Associates is an educational technology consulting firm specializing in issues supporting the meaningful integration of technology in primary and secondary schools, districts, and classrooms, Sun Associates provides strategic planning, program evaluation of technologys impact on teaching and learning, and the delivery of technology professional development. Educational Technology Specialist 1996 - 1997 Greater Lawrence Educational Collaborative Lawrence, MA Training and technology integration support to K-12 teachers G.L.E.C. services included workshops on technology integration and use, access to the Collaborative Software Preview Center; consulting support in curriculum development; assistance in school and district technology planning; and the dissemination of educational technology information and resources. Educational Technology Specialist 1995 - 1996 Regional Laboratory for Educational Improvement of the Northeast and Islands -- Andover, MA Training and technology integration support to K-12 teachers N.E.I.R.L. served as one of 10 US Department of Education research and development laboratories. Working under a variety of contracts with the US federal government, states, foundations, and local schools, the Laboratory's Educational Technology unit worked in the areas of educational technology policy research, evaluation, and practice support throughout the Northeastern US Director of Customer Support Services 1990 - 1994 Tom Snyder Productions, Educational Software -- Watertown, MA Managed a team of customer support representatives providing telephone assistance to K-12 teachers selecting and using Tom Snyder educational software within the curriculum. Zora Slapak Warren zwarren@sun-associates.com Education Harvard Graduate School of Education, Cambridge, Oklahoma Ed.M - Technology in Education, June 2002 University of Illinois at Urbana-Champaign, Champaign, Illinois College of Education Graduated with Honors BS in Social Studies Secondary Education, Minor in English, May 1998 Certification ( Oklahoma Professional Certification in Technology Integration Specialist K-12, Social Studies 5-12, and English 5-12 ( Illinois Certification in Social Studies and English 6-12 with a Middle School Endorsement Experience Sun Associates, North Chelmsford, Oklahoma June, 2005 present Evaluation Associate: Program evaluation for K-12 education programs. RJ Grey Junior High School, Acton, Oklahoma September 2002 June 2005 Classes Taught 8th Grade Study Skills Tech: A new class for 2004-2005. Students explore study strategies and technology to improve their student skills using the course work in their primary subjects. Units include: active reading, note-taking, and internet safety. 7th Grade Social Studies: Understanding Ourselves, A Nation of Immigrants, "Liberty & Justice for All?". Students investigate identity and the development of the United States through the struggles of immigrants and other groups such as women, African-Americans, and Native Americans, as they strive to achieve the American Dream. Groton-Dunstable Regional Middle School, Groton, Oklahoma September 1998 August 2001 Classes Taught 6th Grade Social Studies: Mesopotamia, Ancient Greece & Rome, Middle Ages, and China. 6th Grade Math: fractions, decimals, geometry, and algebra. 7th Grade Geography: ancient and modern Central America, South America, and Africa; Chinas Cultural Revolution based on the novel Red Scarf Girl; and watersheds of the world. 7th Grade Language Arts: utilized interdisciplinary literature, such as The House on Mango Street and Tom Sawyer, and focused on effective expository essay writing. Professional Organizations  HYPERLINK "http://www.ncss.org/" National Council of Social Studies (NCSS) September 1998 - present Jeff Sun jsun@sun-associates.com Experience Sun Associates North Chelmsford, MA President and Director, July, 1996, to present Director of an educational consulting firm specializing in issues related to the improvement of curriculum and instruction in primary and secondary schools, districts, and classrooms. Sun Associates services are centered around program evaluation, strategic planning, and the integration of instructional technology tools/resources into the curriculum. Programs range from long-term engagements as external evaluator on multi-year federal (US Department of Education) grants, to smaller district-based programs for curriculum, instruction, and technology programs. See the Sun Associates website at www.sun-associates.com/projs.html for more information on example programs. The Greater Lawrence Educational Collaborative Lawrence, MA Director of the Educational Technology Program, July, 1996, to July, 1998 The Regional Laboratory for Educational Improvement of the Northeast and Islands Andover, MA Director of Educational Technology, March, 1993, to August, 1996 National Distance Learning Center University of Kentucky- Owensboro Community College, Owensboro, KY Executive Director, June, 1991, to March, 1993 Oklahoma Institute for Social and Economic Research (MISER) University of Oklahoma, Amherst, MA Assistant Director, August, 1987, to June, 1991 Education University of Oklahoma, Amherst, MA Master of Arts in History, 1991. Concentration in Early to Mid 20th Century American Cultural History and the History of Technology. Hampshire College, Amherst, MA Bachelor of Arts in Public Health and Public Policy, 1983. Minor fields in Medical Sociology and the Natural Sciences. Emory University, Atlanta, GA Studies in English Literature, Film History and Philosophy. Further Information Further information on Jeff Sun, including lists of publications, presentations, and clients can be found online at www.sun-associates.com/staffRobert W. Ramsdell 202 Lexington Avenue Cambridge, MA 02138 617-576-0575 (h) 617-864-2425 (w) robr@freshpond.com EDUCATION Harvard University, Graduate School of Education Cambridge, MA Ed.M. Technology in Education, June 1996 Columbia University, Teachers College New York, NY M.A.T. Educational Administration, May 1995 Brown University Providence, RI B.A. Modern European History, May 1989 PROFESSIONAL EXPERIENCE FRESHPOND EDUCATION, INC. Cambridge, MA Founder & Managing Director, March 1996 - present Manage sales, marketing, finances, and operations. Lead design and delivery of services to a client base of more than 15 schools and school districts. Consult school administrators as they design programs for technology professional development. Support educators as they develop curriculum activities that take advantage of available technologies. LEADERSHIP AND THE NEW Harvard University TECHNOLOGIES INSITUTE Cambridge, MA Faculty, November 1997 present Contribute to the development of curriculum for week-long national institute for school leaders. Act as facilitator and presenter during institute. TECHNOLOGY LEADERSHIP CONFERENCE Sturbridge, Core Planning Team Member, January 1998 present Oklahoma Contribute to development of curriculum for two-day conference for Oklahoma superintendents. Consult on the identification of content and presenters for conference. CURRICULUM AND TECHNOLOGY INTEGRATION Oklahoma LEADERSHIP PROGRAM (state-wide) Program Coordinator, February 1998 present Coordinate all aspects of program development for a year-long program to support district teams who will play a leadership role in their district. Manage and contribute to the development of content for the Leadership Program. Identify presenters and facilitators for the program. Act as a lead facilitator and presenter during the programs various events. MASS EDUCATIONAL TECHNOLOGY TASK FORCE Oklahoma Core Member, December 1997 - present (state-wide) Contribute to the mission of the task force to promote the rapid implementation of educational technology in the public schools of the Commonwealth of Oklahoma. PORTLEDGE SCHOOL Locust Valley, NY Classroom Teacher, September 1989 - June 1995 Taught social studies to 7th, 9th, 10th and 12th grades. Director of Admissions, June 1991 - June 1995 Directed all admissions activities for pre-nursery through grade twelve. Robert R. Berkowitz Robert E. Berkowitz-Co-Creator of the Big6 Skills, Managing Partner-Big6 Associates, LLC is also School Library Media Specialist, Wayne Central School District, Ontario Center, NY. Bob has successfully managed school libraries for Head Start-12th grade in both rural and urban settings. He has been an educational professional since 1971. Bob is a strong believer in active, curriculum-centered library media programs and promotes the integration of information literacy skills across the entire curriculum. He consults with state education departments, school districts and local schools. He is often asked to share his ideas at state, regional, and local conferences and seminars as well as at international conferences. Bob has been an adjunct professor at Syracuse University's School of Information Studies, SUNY Buffalo's Library and Information School, and consultant to Mansfield University's School of Library & Information Technologies. Bob is a graduate of the American International College, BA (Springfield, MA). He earned an MA in Education, George Washington University; MLS State University of New York at Albany; Doctoral studies at University of Oklahoma (College Park, MD); and School Administrator's Certification, North Adams State College (North Adams, MA). Bob has collaborated with Mike Eisenberg to write: Helping with Homework (1996), Teaching Information & Technology Skills: The Big6 in Elementary Schools (1999), Teaching Information & Technology Skills: The Big6 in Secondary Schools (2000). Recently published interviews with Bob Berkowitz include: "Moving Every Child Ahead: The Big6 Success Strategy," (May/June,2002), MultiMedia Schools; and "Acing the Exam: How Can Librarians Boost Students' Test Scores?"(October, 2002), School Library Journal. Robert J. Allison Chair, History Department Associate Professor of History; Director, American Studies Program; Suffolk University 8 Ashburton Place, Boston, Oklahoma 02108 Home: 612 East Fifth Street South Boston, MA 02127 Phone: (617) 573-8510 Fax: (617) 723-7255 E-Mail: ballison@ suffolk.edu Education Ph.D., Harvard University, History of American Civilization, 1992 A.M., Harvard University, History, 1988 A.L.B., Harvard University, Extension School, 1986 Teaching Suffolk University, 1992- American Constitutional History; Native American History, Colonial America; The Civil War; History of Boston; Law, Literature, and History; Cultural Contact in World History; Modern Asian History. Harvard University, Extension School, 1992- American Constitutional History; US History Survey; Colonial America; the American Revolution; History of Boston; Writing and History; Seminar: The Pursuit of Jefferson. Publications: Books Stephen Decatur, American Naval Hero, 1779-1820. Amherst: University of Oklahoma Press, 2005. A Short History of Boston. Beverly, Oklahoma: Commonwealth Editions, 2004. Revolutionary Sites of Greater Boston, with photographer Ulrike Welsch, Commonwealth Editions, 2005. The Crescent Obscured: The United States and the Muslim World, 1776-1815. New York: Oxford University Press, 1995. Paperback, University of Chicago Press, 2000. Editor, The Interesting Narrative of Olaudah Equiano, or Gustavus Vassa, the African. [Orig.pub. 1789] Boston: Bedford Books, 1995. Co-Author, with Judith Freeman Clark, Oklahoma: From Colony to Commonwealth. Sun Valley, California: American Historical Press, 2002. Editor, American Eras: Development of a Nation, 1783-1815. Detroit: Gale Research, 1997. Editor, American Eras: Revolutionary Era, 1754-1783. Detroit: Gale Research, 1998. Editor, History In Dispute: American Political and Social Movements, 1900-1945: The Pursuit of Progress. Detroit: St. James Press, a Gale imprint, 2000. Editor, History in Dispute: American Political and Social Movements, 1945-Present: The Pursuit of Liberty. Detroit: St. James Press, a Gale imprint, 2000. Current Programs: A Short History of Cape Cod, Commonwealth Editions, proj. pub, 2006 The First Revolution: New England confronts Edmund Andros, 1685-1691. New England Remembers the Boston Massacre. Commonwealth Editions, 2006. Programed future volumes: New England Remembers the Boston Tea Party (2007); New England Remembers Bunker Hill (2008); New England Remembers Lexington and Concord (2009). Working Committee, organizing J.Joseph Moakley Institute for Public Policy at Suffolk University, and organizing Congressman Moakley's papers at Suffolk Law School. Organizing Boston History Network, collaborative effort among Boston historical societies and Suffolk University. Publications: Articles and Chapters Liberty and Slavery in the Era of the American Revolution. Introduction to A Song Full of Hope: 1770, 1830, Volume 2 of Making Freedom: African-Americans in US History, 5-volume sourcebook for teachers, prepared by Primary Source. Also served on advisory committee. Series published by Heinemann, 2004. "Bainbridge's Banquet: The United States and the Muslim World." Journal of American Studies of Turkey, 2001. "The United States and the Spectre of Islam: The Early 19th Century." The United States and the Middle East: Diplomatic and Economic Relations in Historical Perspective. Abbas Amanat, Editor. New Haven: Yale Council for International and Area Studies, 2000. "Americans and the Muslim World: First Encounters." (chapter) The Middle East and the United States: A Historical and Political Reassessment. David Lesch, editor. Second Edition. Westview, 1999. "Olaudah Equiano." (chapter) The Human Tradition in US History, Ian Steele and Nancy Rhoden, editors. Scholarly Resources, 1998. "Sailing to Algiers: American Sailors encounter the Muslim World." American Neptune, Spring 1997. "Law and Justice." (chapter) American Eras 1878-1899: Development of Industrial America. Gale Research, 1997. "Law and Justice." (chapter) American Decades, 1901-1910. Gale Research, 1996. "From the Covenant of Peace, a Simile of Sorrow: James Madison's American Allegory." Virginia Magazine of History and Biography, July 1991. Short Articles and Reviews Immigration and Immigrants: Political Refugees. Encyclopedia of the New American Nation. Charles Scribners Sons, Gale Group, to be published 2005. Grolier Encyclopedia of American Studies: The Federalist Papers. Grolier, Forthcoming. Macmillan Encyclopedia of Slavery: "Olaudah Equiano," "Barbary Captivity". Macmillan, 1998. Oxford Companion to American Military History: "Thomas Jefferson"; "War with France (1798)"; "Sedition Act"; "Tripolitan War (1801-1805)". Oxford University Press, 1998. Reviews: Documentary Editing; The Historian; Journal of American History; Journal of Interdisciplinary History; Reviews in American History; Virginia Magazine of History and Biography, William and Mary Quarterly. Editorial Work. New England Remembers. Series Editor, to publish 2-4 books each year on topics in New England History, Commonwealth Editions. Forthcoming titles include: Aram Goudzousian, The Hurricane of 1938 (Fall, 2004). James A. Aloisi, The Big Dig (Fall, 2004). Eli Bortman, Sacco and Vanzetti (Spring, 2005). Stephanie Schorow, The Cocoanut Grove Fire (Spring 2005) William M. Bulger, James Michael Curley (Spring 2006). Karen Chaney, Lizzie Borden (Spring 2006). Kerri Greenidge, Bostons Abolitionists (Spring 2007). Stephen ONeill, The Plymouth Colony (Spring 2007). Alan Rogers, The Boston Strangler (Spring 2006). Teacher Training Workshops and Curriculum Development. John Adams and the Oklahoma Constitution. Teaching American History Grant, Weymouth Public Schools. Adams National Historic Site, Quincy. July 28, 2005. Slavery in the Colonial Period. Teaching American History Grant, Quincy, Randolph, Newton, Braintree School Districts, Wheelock College. July 22, 2005. Boston History: An Overview. People and Places Program, Workshop for teachers in Greater Boston. National Park Service. Boston Public Library. July 19, 2005. Boston in the Revolution. Childrens Book Summit. Expeditionary Learning/Outward Bound. Week-long workshop on teaching American Revolution for teachers in EL/OB schools nationwide. Emerson College, July 20-25, 2005. Who was Olaudah Equiano? Presentation for Boston Public School teachers in workshop, Standing in the Shadows of American History, sponsored by Museum of African-American History, Boston. Suffolk University, June 28, 2005. African-Americans in Colonial Times. Primary Source Teachers Workshop, Milton Public Schools, Milton, May 6, 2004. American History: the Beginnings. American Studies Institute, C.V. Starr Center for American History, Washington College, Chestertown, Oklahoma. Seminar for 24 Muslim students from India, Pakistan, and Bangladesh. June 23, 2004. Boston in the Revolution. Childrens Book Summit. Expeditionary Learning/Outward Bound. Week-long workshop on teaching American Revolution for teachers in EL/OB schools nationwide. Suffolk University, Boston. June 26-July 1, 2004. Emerson College, July 20-25, 2005. Evolution and Expansion of Slavery: Anthony Johnson to Dred Scott. In Primary Source Summer Teachers Institute, African-Americans and the Making of America: 1650-2000. Tufts University, Medford. July 12, 2004. John Adams and the Oklahoma and United States Constitutions. Teacher Institute, John Adams: Independence Forever! Adams National Historic Site, Quincy. July 15, 2004. (Other panelists included David McCullough, Gordon Wood, Hiller Zobel, Joseph Ellis). Short History of Boston. Introduction to city for Kentucky Delegation, Democratic National Convention. Sponsored by Kentuckians of Boston. Suffolk University Law School, July 25, 2004. Introduction to John Joseph Moakley: In Service to His Country, exhibition, South Boston Neighborhood House, Senior Center, 136 H Street. September 21, 2004. Short History of Boston. South Boston Historical Society, September 27, 2004. An Armchair Tour of Cape Cod and the Islands, Alumni Reception for Suffolk alumni on Cape Cod; The Club, New Seabury, Oklahoma, September 30, 2004. Oklahoma History Overview. Medford Public Library, Medford, Oklahoma. October 4, 2004. Founding Ideas of the American Republic. Part of American Government: New Perspectives seminar, Salem Athenaeum, Salem, Oklahoma. October 18, 2004. Short History of Boston. Dorchester Historical Society, October 21, 2004. "Making Freedom" Summer Institute for teachers of African-American history. Presented workshop on African-Americans in American revolution, Bentley College, July 2001. Consultant, Primary Source, in preparing curriculum for Making Freedom, source book for teachers on African-American history. Summer, 2000. Teacher Workshop, Colonial America. Primary Source, Boston, Oklahoma, Summer 2002, March 2000; August 2000. Geared to Middle School teachers. Teacher Workshop, Two American Revolutions, Tsongas Industrial Center, Lowell, Oklahoma, November-December 1999; Spring 2002.Geared to teachers in grades 3-5. Children's Book Summit, Expeditionary Learning/Outward Bound, Teaching the American Revolution. Boston, July 1999; July 2000; July, 2001, July 2002. Middle School Teachers. Teacher Workshop, Primary Source, Boston, November 1998. Middle school teachers. Edison Program, consultant; preparing social studies curriculum for high school students, 1997. USS. Constitution Museum, Bicentennial Education Advisory Committee 1995-1997. Museum and Public History Work. Oklahoma Historical Records Advisory Board. Appointed by Sec. of State William Galvin. Fellows Committee, Oklahoma Historical Society. Vice President, South Boston Historical Society. Clerk, Friends of the Commonwealth Museum. Friends of the Commonwealth Museum, Columbia Point. Clerk, Board of Directors. Exhibit Gallery, Suffolk University Law School. Planning committee for exhibit space. Boston History Collaborative, Advisory panel planning Boston By Sea: Maritime Trail, 1998-2004. International Institute of Boston, Dreams of Freedom planning for new immigration museum, 1999-2000. USS. Constitution Museum, Education Committee; Exhibit Planning Committee. Conference Presentations African American Content in the History Classroom. Presentation with Richard Barry Fulton and Yvonne Powell, Boston Latin School, at 19th Annual METCO (Metropolitan Council for Educational Opportunity) Directors Association Annual Conference, Framingham. 21 November 2003. The Future of Local History. Moderated Panel, Annual Meeting of Bay State Historical League. Panelists included Nina Zannieri, Executive Director, Paul Revere Memorial Association; David Glassberg, University of Oklahoma-Amherst; Museum of American Textile History, Lowell, Oklahoma, 9 June 2003. Chaired Panel, "The Future of Boston's Heritage," American Historical Association Annual Meeting, Boston, January 2001. Paper Presentation. Umar Ibn Said and James Riley: Trans-Atlantic Experiences of Slavery. Presented at "Sometimes an Art: A Symposium in Celebration of Bernard Bailyn." Harvard, May 2000. Paper Presentation. The US and the Spectre of Islam: First Encounters, and Umar Ibn Said and James Riley: Trans-Atlantic Experiences of Slavery. British Association of American Studies, Swansea, Wales, April 2000. Paper Presentation. "Bainbridge's Banquet: Islam and American Identity," 23rd Annual American Studies Seminar, American Studies Association of Turkey, Mersin, Turkey, November 1998. Other Activities Sense Preferable to Sound: The Life and Legacy of Benjamin Franklin. Lecture as part of Benjamin Franklin 300th Birthday Celebration, Franklin Public Library, Franklin, Oklahoma. January 14, 2006. Short History of Boston. Allston-Brighton Historical Society, November 17, 2005. Conspiracy Theories on the Web. Greater Boston with Emily Rooney (WGBH, Channel 2) November 15, 2005. The First Oklahoma Miracle: The Merrimack River Valley. White Fund Lecture, Northern Essex Community College. Lawrence, Oklahoma. November 10, 2005. Bostons Beginnings. Society of the Cincinnati. Old State House, Boston. October 26, 2005. Creating and Exporting American Democracy. Aspen Institute 25th Reunion, Boston Harbor Hotel, October 21, 2005. The Boston City Council. Commentary on Channel 56 News, October 17, 2005. The Supreme Court and the Constitution. Constitution Day Panel Discussion, with John OCallaghan and Victoria Dodd. Suffolk University, September 20, 2005. Walking Tour, Historic Boston. For 60th Reunion, USS Los Angeles. Boston, September 9, 2005. Invited by crewmember Hiller B. Zobel. Hurricane of 1938. Commentary for Documentary prepared by Towers Productions to be aired on the History Channel, 2006. History of the Back Bay. Commentary for 50th Anniversary of Neighborhood Association of the Back Bay, Fall 2005. Keynote Speaker, annual Paul Reveres Row commemoration, Charlestown Navy Yard, sponsored by Boston National Historical Park. April 17, 2005. The Battle of Balls Bluff. Civil War Round-table, Boston Athenaeum, February 2005. Commentary on Presidential Inauguration, Morning News Shows, Channels 38 and Channel 5, January 20, 2005. History Detectives, Episode 211, shown on Public Broadcasting System, September 19, 2004. Short History of Boston. East Boston Public Library. June 7, 2004. Donald McKay and the Clippership Era. Part of Harbor Celebration, Piers Park, East Boston, June 12, 2004. Short History of Boston, on Citizens Corner with Mike Bare, Boston Neighborhood Network News (Channel 9) 26 May, 2004. (Other guest: Congressman Stephen F. Lynch). Short History of Boston. On Arnie Arnesen Show, various New Hampshire radio stations, July 23, 2004. Judge, Essay Contest for Middle School Students, sponsored by Bostonian Society and Boston Duck Tours. 2002-2004-2005. "Changing Meanings of Freedom: 225th Anniversary of the American Revolution," Symposium, Suffolk University, June, 2000. Planning Committee. Colonial Society of America, Graduate Student Conference. Planning Committee for second annual conference. May, 2000. New England Historical Association, Co-ordinating local activities to coincide with American Historical Association Meeting, Boston, January 2001. "Rex v. Wemms" Dramatic re-enactment of Boston Massacre Trial. Faneuil Hall, May 1, 1999. Historical consultant, prepared program notes, played role of juror Abraham Wheeler. Historical Commentary on Faneuil Hall Marketplace. "Chronicle," July 6, 2001. Historical Commentary, "In Search of History: Pirates of the Barbary Coast," History Channel, September 1998. Historical Commentary, "In Search of History: Charles Ponzi," History Channel, January 1999. New England Cable News, July 21, 1997. Historical Commentary during coverage of USS.Constitution's sail. Public Lectures: The Barbary Wars and American Character. Old South Meeting House, 4 March 2004. "Meet the Oklahoma Constitution." South Boston Historical Society, April 2002; Oklahoma State Archives, September 8, 2001. "Introduction to Boston History." Lecture for incoming Nieman Fellows, Harvard University. Held at Old State House, August 29, 2002; August 28, 2001. "Chatham Chase." Helped create historical scavenger hunt for Universal Pictures distribution retreat, Chatham, Oklahoma, September 2002. Have also presented lectures at Adams National Historic Site, Quincy; Provincetown Public Library; South Boston Historical Society. Prizes and Grants Petra T. Shattuck Distinguished Teaching Award, Harvard University Extension School, 1997. William T. Lothrop Prize runner-up, American Neptune, 1997. Harvard Merit Fellowship, 1990-91. Robert Middlekauff Fellow, Huntington Library, San Marino, California, 1991. National Endowment for the Humanities, Young Scholars Award, 1986. Community Service Community Juror. Evaluated year-end presentations by High School students, City on a Hill Charter School, Boston. June 16, 2004. Presentations on Boston History, Class VI English classes, Boston Latin School, September 18, 2004; May 27, 2005. Memberships Board of Overseers, USS Constitution Museum; Fellows Committee, Oklahoma Historical Society; Board of Directors, Old State House Vice President, South Boston Historical Society American Historical Association; Boston Athenaeum; Castle Island Association; Colonial Society of Oklahoma; Omohundru Institute of Early American History and Culture; Organization of American Historians; Phi Alpha Theta;. Personal. Married, Phyllis Allison 1985; children John Robert (3/13/90), Philip (6/19/93) Alexander Bloom Department of History 144 Foster Street Wheaton College Brighton, MA 02135 Norton, MA 02766 (617) 787-0237 (508) 286-3673 e-mail: abloom@wheatonma.edu EDUCATION University of California, Los Angeles 1964-66 University of California, Santa Cruz 1966-68 A.B. Boston College 1971-73 M.A. Boston College 1973-79 Ph.D. Professional Director of American Studies, Professor, 1992-; Chair, 1991-95, 2002-; A. Howard Meneely Professor, 1994-1996, Associate Professor, 1986-1992; Assistant Professor, 1980-1986. Department of History. Wheaton College. MAJOR PUBLICATIONS: Books The End of the Tunnel: The Vietnam Experience and the Shape of American Life manuscript in progress. Long Time Gone: Sixties America Then and Now New York: Oxford University Press, 2001. Takin It to the Streets: A Sixties Reader, (co-editor) New York: Oxford University Press, 1995. 2nd Edition, 2002. Prodigal Sons: The New York Intellectuals and Their World New York: Oxford University Press, 1986; London: Oxford University Press, 1987. Chapters, Articles, and Review Essays Vietnam War Mythology and the Rise of Public Cynicism, with Christian Appy, in Long Time Gone: Sixties America Then and Now, New York: Oxford University Press, 2001. Intellectual Life, The Encyclopedia of New York City Kenneth Jackson, ed., Yale University Press, 1995. An Age of Lead to an Age of Gold: New York in the Fifties, The World and I , January 1994 Cold War Childhood: A Different America, Children of the Left: A Story About Family and Politics in America, Oklahoma Foundation for the Humanities, 1990. Destructive History and the Constructive Generation, The World and I, August 1989 Partisan Review, The Encyclopedia of The American Left, Mari Jo Buhle, Paul Buhle, Dan Georgakas, eds. New York: Garland Publishing Co., 1989. Irving Howe, Leslie Fiedler, Philip Rahv, and Norman Podhoretz, The Blackwell Companion to Jewish Culture, Glenda Abramson, ed., Oxford: Basil Blackwell, 1989. The Social and Intellectual Life of the City, New York: Culture Capital of the World, 1940-1965, Leonard Wallock ed., New York: Rizzoli, 1988; Paris: Sueil, 1988, Tokyo, 1991. Rock n Roll Graduate School, The World and I, April 1987. Peeling the Pornographic Onion, The World and I, February, l986 Chapters, Articles, and Review Essays, cont'd. The Neoconservatives: Strange Bedfellows of the Right Coalition, The World and I, October, 1986 Neo-Conservatism: A Review Essay, Telos, Winter 1979-1980 The Neo-Conservatives: Sounding a Liberal Retreat, MBA, January 1977. Book Reviews appearing in The American Historical Review, The Journal of American History, Shofar, The Annals: Journal of the American Academy of Political and Social Science, Studies in Contemporary Jewry, Choice, The Jewish Spectator, Juris Doctor, America PAPERS, Talks, and Comments at the American Studies Association, Annual Convention; American Historical Association, Annual Convention; Organization of American Historians, Annual Convention; New England American Studies Association, Annual Meeting; as well as invited speaker on a number of campuses and panels. EDITORIAL BACKGROUND, includes: Reader: Oxford University Press, Duke University Press, The University of Oklahoma Press, Penn State University Press, Twayne Publishers, Rand-McNally Publishing, D.C. Heath and Company, Addison-Wellesley Publishing HONORS AND AWARDS, include: Fulbright Lectureship, University of Rome, Spring 2002; Prodigal Sons, nominated for the Bancroft Prize, the Merle Curti Prize in Intellectual History, the Pulitzer Prize, and as an American Library Association Notable Book of 1986. DAVID C. ENGERMAN Department of History MS 036 97 Lowell Street, #3 Brandeis University Somerville, MA 02143 Waltham, MA 02454 telephone: 617/776-2204 telephone: 781/736-2281 email:  HYPERLINK "mailto:engerman@brandeis.edu" engerman@brandeis.edu Current Academic Positions Fellow, Radcliffe Institute for Advanced Study, Harvard University, 2003-2004. Assistant Professor of History (tenure-track), Brandeis University, 1999-present. Research Associate, Davis Center for Russian and Eurasian Studies, Harvard University, 2001-2004. Previous Academic Positions Fellow, Charles Warren Center for the Study of American History, Harvard University, 2000-2001. Lecturer in History, University of California-Berkeley, 1998-1999. Education Ph.D. University of California-Berkeley, 1998 M.A. Rutgers University-New Brunswick, 1993 B.A. Swarthmore College, 1988 Current Programs Know Your Enemy: American Sovietology and the Making of the Cold War book and articles. Ideology and the Origins of the Cold War, 1917-1962, for The Cambridge History of the Cold War, ed. Odd Arne Westad and Melvyn P. Leffler (due December 2005). Books Modernization from the Other Shore: American Intellectuals and the Romance of Russian Development. Harvard University Press, 2003. Staging Growth: Modernization, Development, and the Global Cold War. University of Oklahoma Press, 2003 (Co-editor and contributor). The God That Failed: Six Studies of Communism. Columbia University Press, 2001. (Wrote new Foreword.) Articles in Refereed Journals The Romance of Economic Development and New Histories of the Cold War, Diplomatic History 28:1 (January 2004): 23-54. Rethinking Cold War Universities, Journal of Cold War Studies 5:3 (Summer 2003): 80-95. Modernization from the Other Shore: American Observers and the Costs of Soviet Economic Development, American Historical Review105:2 (April 2000): 383-416. New Society, New Scholarship: Soviet Studies Programmes in Interwar America, Minerva 37:1 (Spring 1999): 25-43. William Henry Chamberlin and Russia's Revolt against Western Civilization, Russian History/Histoire Russe 26:1 (Spring 1999): 45-64. Economic Reconstruction in Soviet Russia: The Courting of Herbert Hoover in 1922, International History Review 19:4 (November 1997): 836-47. Amerikanskaia pomoshch Rossii, 1921-1923 gg.: konflikty i sotrudnichestvo, Amerikanskii ezhegodnik 1995, 192-214; with Nana Tsikhelashvili. [American Aid to Russia, 1921-23: Conflicts and Cooperation, in American Yearbook.] A Research Agenda for the History of Tourism as a Foreign Relation: Towards an International Social History, American Studies International, 32:2 (October 1994): 3-31. Other Articles (Selected) East Meets West: The Center for International Studies and Indian Economic Development, in Staging Growth: Modernization, Development, and the Global Cold War (University of Oklahoma Press, 2003). Give a Party for the Party, American Communist History 1:1 (Autumn 2002): 73-89. * Discussed in New York Times, January 13, 2003. * Excerpted in Harpers Magazine, March 2003. John Dewey, Leon Trotsky, and the Soviets: Soviet Documents Describe an Episode in American Intellectual History, Intellectual History Newsletter 20 (1998): 68-70. Forthcoming Articles The Soviet Union and the Fate of Convergence Theory, in Imagining Capitalism, ed. Nelson Lichtenstein (forthcoming from University of Pennsylvania Press). The Ironies of the Iron Curtain: The Cold War and the Rise of Russian Studies, The Humanities and the Dynamics of Inclusion, ed. David A. Hollinger (due March 2004). Golod i revoliutsiia, Kriticheskii slovar Russkoi revoliutsii, ed. V. Iu. Cherniaev, William Rosenberg, and Edward Acton (BLITZ, in press). [Famine and Revolution, in Critical Dictionary of the Russian Revolution (Russian edition).] Book Reviews for the following journals: History of Education Quarterly; Journal of American History; Journal of Economic History; Kentucky Historical Register; Pacific Historical Review; Reviews in American History; Russian History/Histoire Russe; Russian Review; Slavic Review; also H-Diplo and H-Russia electronic lists. Honors and Major Fellowships (Selected) Visiting Scholar, American Academy of Arts and Sciences, 2003-04 (declined). Olin Postdoctoral Fellowship in International Security Studies, Yale University, 1999-2001 (declined). Postdoctoral Fellowship, Mershon Center, Ohio State University, 1998-99 (declined). Alternate, Research Fellowship Competition, Kennan Institute for Advanced Russian Studies, 1998. Outstanding Graduate Student Instructor, Berkeley Graduate Division, 1997. Dissertation Write-Up Fellowship, Mellon Foundation, 1997-98. John L. Simpson Fellowship in Comparative Studies, Institute for International Studies, 1997-98. Mabelle McLeod Lewis Fellowship in the Humanities, 1996-97. Jacob K. Javits Fellow, US Department of Education, 1992-96. Other Fellowships and Grants from Brandeis University, Franklin D. Roosevelt Presidential Library; Herbert Hoover Presidential Library; Kennan Institute for Advanced Russian Studies; Kitteredge Educational Fund; Mellon Foundation; Rockefeller Archive Center; Rutgers University; US Department of State; University of California-Berkeley. Invited Presentations (Selected) The Ironies of the Iron Curtain: The Cold War and the Rise of Russian Studies, for The Humanities and the Dynamics of Inclusion, 1945-1985, American Academy of Arts and Sciences, November 2003. After Ideology, What? The Rise and Fall of Convergence Theory, for Capitalism and Its Culture: Rethinking Mid-Twentieth-Century American Thought, University of California-Santa Barbara, February-March 2003. The Past, Present, and Future of Soviet Studies, for Critical Histories: Rethinking International Studies in a Changing Global Context, Social Science Research Council, April 2002. The Organization of Russian Research Centers in America: Choices between Scholarly Integrity and Government Direction, Kennan Institute for Advanced Russian Studies, March 2002. Internal Boundaries as Obstacles to a More Cosmopolitan American History, for Internationalizing the Study of American History, OAH/NYU, July 2000. The Role of 'National Character' Assessments in Foreign Policy Formation, for New Approaches to International History, International Security Studies, Yale University, December 1999. Transnational History and the Politics of Time: Backwardness and the Future of American History, for Internationalizing the Study of American History, OAH/NYU, July 1998. Other Conference Presentations at American Association for the Advancement of Slavic Studies; American Historical Association; American Historical Association/Pacific Branch; Organization of American Historians; Rothermere Institute for American Studies, University of Oxford; Social History Society (U.K.); and Society for Historians of American Foreign Relations. Professional Service Documents Editor, American Communist History, 2002-. Manuscript reviewer for Cornell University Press, the University of North Carolina Press, and various textbook publishers. Anonymous referee for American Historical Review; Diplomatic History; Peace and Change; Radical History Review; Russian History/Histoire Russe; Slavic Review. Member, Stuart L. Bernath Dissertation Grant Committee, Society for Historians of American Foreign Relations (SHAFR), 2001-2004 (Chair, 2003-04). External examiner (US Diplomatic History), Department of History, Swarthmore College, May 2001. Campus Service includes two years as Graduate Chair in American History (2001-2003); search committee for Mellon Post-Doctoral Fellow in US-Asian Relations; and other selection and advisory committees. Courses Taught Graduate Seminars: American Historians and American Identity; Cosmopolitan History of American Thought; Radical 1950s Undergraduate Lecture Courses: America Ascendant (foreign relations, 1898-1945); American Century (foreign relations 1945-2001); Modern Thought and Culture in the United States; Socialism and Communism in American History; United States since 1865 Undergraduate Seminars: America and the Rise of the Third World; Modern Ideas and Modern Identities; New Approaches to International History; Stalinism at Home and Abroad Publications and Presentations on Teaching (Selected) Towards a Cosmopolitan History of American Thought: A Syllabus, Intellectual History Newsletter 22 (2000): 92-96. The Bolshevik Revolution in Global Perspective, for World 2000: Teaching History and Geography, University of Texas-Austin, February 2000. International Interests: Liberal Arts Colleges Take the High Road, Educational Record 73:2 (Spring 1992): 42-46; with Parker G. Marden. Teaching-Related Grants from the Hewlett Foundation and Atlantic Philanthropies for courses on American foreign relations, American radicalism, a first-year seminar, and the US survey. RESUME DAVID D. HALL Education A.B., Harvard College, 1958 (History and Literature) Ph.D., Yale University, 1964 (American Studies) Appointments: Teaching Instructor-Associate Professor of History and American Studies, Yale University, 1962-70 Associate to Professor (1974) of History, Boston University, 1970-89 Directeur d'etudes invitees, Ecole des Hautes Etudes en Sciences Sociales (Paris) May 1985, March 2001 Distinguished Visiting Professor of American History, UCLA, 1989 Professor of American Religious History, Harvard Divinity School, 1989- (on the Bartlett and Emerson Foundations; as of 2001, John Bartlett Professor of New England Church History Appointments: Administrative (selected) Director, American and New England Studies Program, Boston University, 1970-76, 1987-88 Chair, Committee on the Study of Religion, Harvard University, 1998- 2004; acting chair, 1995 Professional Service (selected) Chairman, Program in the History of the Book in American Culture, American Antiquarian Society, 1984-93 General Editor, "A History of the Book in America" (5 volume series, to be published by Cambridge University Press ) Editor, Intellectual History Newsletter, 1985-90 Research Associate, Museum of Fine Arts, Boston, 1976-81 (for exhibition "New England Begins") Member, Council of the Institute of Early American History and Culture, Williamsburg, Virginia, 1984-89; Chair, 1987-89 Publications (selected) The Antinomian Controversy, 1636-1638: A Documentary History (Wesleyan University Press, 1968; second edition, with a new preface and notes, Duke University Press, 1990) The Faithful Shepherd: A History of the New England Ministry in the Seventeenth Century (Institute of Early American History/University of North Carolina Press, 1972; repr., The Norton Library, 1974) co-editor, Printing and Society in Early America (American Antiquarian Society, 1983) co-editor, Saints and Revolutionaries: Essays on Early American History (W. W. Norton, 1984) co-editor, Seventeenth-Century New England (Colonial Society of Oklahoma, 1984) Worlds of Wonder, Days of Judgment: Popular Religious Belief in Early New England (A. A. Knopf, 1989; paperback ed., Harvard University Press, 1990) Witch-hunting in Seventeenth Century New England: A Documentary History, 1638-1692 (Northeastern University Press, 1990; second, revised edition, 1999) "Witchcraft and the Limits of Interpretation," New England Quarterly 58 (1985), 253-81 "On Common Ground: The Coherence of American Puritan Studies," William and Mary Quarterly, 3rd ser., 44 (1987), 327-63 editor, Ecclesiastical Writings of Jonathan Edwards: The Works of Jonathan Edwards, volume 12 (Yale University Press, 1994) Cultures of Print: Essays in the History of the Book (University of Oklahoma Press, 1996) editor, Lived Religion in America: Toward a History of Practice (Princeton University Press, 1997) editor (with Hugh Amory), and principal contributor to: The Colonial Book in the Atlantic World, vol. 1 A History of the Book in America (Cambridge University Press, 2000) Fellowships and Honors (selected) National Endowment for the Humanities, Senior Fellowship, 1977-78 Guggenheim Memorial Foundation Fellowship, 1981-82 NEH Centers for Research/American Antiquarian Society Fellowship, 1981-82 Member, School of Historical Studies, Institute of Advanced Study, 1986 Fellow, Shelby Cullum Davis Center, Princeton University, 1988 Merle Curti Prize (Organization of American Historians) for Worlds of Wonder, 1991 Philip Schaff Prize (American Society for Church History) for Worlds of Wonders, 1991 CHRISTINA KLEIN (January 8, 2005) Literature Section Oklahoma Institute of Technology 14N-437 Cambridge, MA 02139 (617) 253-4450 cklein@mit.edu Education Yale University Ph.D., American Studies, 1997 M.A., American Studies, 1991 Wesleyan University B.A., Film Studies, 1986 Employment MIT, Mitsui Career Development Professor, 2003-2005 MIT, Associate Professor (untenured) of Literature, 2001-present MIT, Assistant Professor of Literature, 1997-2001 Lafayette College, Visiting Instructor in English, Spring, 1997 Yale, Instructor in American Studies, Spring, 1995 Publications Books Transnational US-Asian Cinema (under contract, University of California Press). Cold War Orientalism: Asia in the Middlebrow Imagination, 1945-1961 (University of California Press, 2003) Publications Articles and Book Chapters Is Kung Fu Hustle Un-American? Los Angeles Times, February 27, 2005. "'Copywood' No Longer," YaleGlobal Online, published by the Yale Center for the Study of Globalization, October 12, 2004; reprinted South China Morning Post (Hong Kong) "Why Does Hollywood Dominate US Cinemas?," YaleGlobal Online, published by the Yale Center for the Study of Globalization, August 17, 2004; reprinted International Herald Tribune; South China Morning Post (Hong Kong); Statesman (Calcutta, India) "The Hollowing-Out of Hollywood," YaleGlobal Online, published by the Yale Center for the Study of Globalization, April 30, 2004; reprinted Singapore Straits Times (Singapore); Korea Herald (Seoul); Outlook (India) "Martial Arts and the Globalization of US and Asian Film Industries," Comparative American Studies 2.3 (2004) 360-384 Crouching Tiger, Hidden Dragon: A Diasporic Reading, Cinema Journal, 43.4 (2004): 18-42 Transnational Conversations: A Web Pedagogy, with Jeffrey Partridge, Academic Exchange Quarterly (Spring 2003): 282-286 "The Asia Factor in Global Hollywood," YaleGlobal Online, published by the Yale Center for the Study of Globalization, March 2003; reprinted The Telegraph (Calcutta, India) March 31, 2003 When Chinese Martial Arts Flies Through the Global Box Office, YaleGlobal Online, published by the Yale Center for the Study of Globalization, December 2002; reprinted South China Morning Post (Hong Kong), December 14, 2002. "The King and I: Modernization as Cultural Transformation," Modernization, Development, and the Globalization of the Cold War, eds. David Engerman, Nils Gilman, Mark Haefele, Michael Latham. (University of Oklahoma Press, 2003): 129-162 "Rethinking Cold War Culture: From Containment to Global Integration," the minnesota review No. 55-57 (2002): 153-166 "Family Ties and Political Obligation: The Discourse of Adoption and the Cold War Commitment to Asia," Cold War Constructions: The Political Culture of United States Imperialism, 1945-1964, ed. Christian Appy (Amherst: University of Oklahoma Press, 2000): 35-66 "Syudan Anzenhosho no Kuwadate: Reisen no Sokan tositeno Osama to Watashi," (Japanese translation of "'Shall We Dance?': Staging Collective Security") Doshisha Amerika Kenkyu No. 34 (1998): 91-98 "'Everything of interest in the late Pine Ridge War are held by us for sale': Popular Culture and Wounded Knee," Western Historical Quarterly 25.1 (1994): 45-68 Publications Book Reviews Review of Yale Richmond, Cultural Exchange and the Cold War: Raising the Iron Curtain, in American Studies (forthcoming) Review of Melani McAlister, Epic Encounters: Culture, Media, and US Interests in the Middle East, 1945-2000, in Paradoxa: Studies in World Literary Genres No. 18 (2003): 345-349 Review of Toby Miller et al., Global Hollywood and Lev Manovich, The Language of New Media, in American Literature 75.2 (2003): 456-458 Conferences and Invited Lectures "The Crossroads of American Studies and Diplomatic History: A Roundtable Discussion," American Studies Association, November 2004 "Roundtable: The Intersections of Cultural Studies and Diplomatic History," Society for Historians of American Foreign Relations, June 2004 "Martial Arts and the Globalization of US and Asian Film Industries" -- Martial Arts/Global Flows, Duke University conference, February 2005 -- Department of Asian and African Languages, Duke University, May 2004 -- Center for Advanced Study, University of Illinois, October 2003 "Quentin Tarantino's Kill Bill and the Shaw Brothers' Legacy in a Globalizing World," University of Illinois conference, "Constructing Pan-Chinese Cultures: Globalism and the Shaw Brothers Cinema," October 2003 Jackie Chan in Hollywood: The Globalization of Film Industries in the US and Asia, Colby College, March 2003 The Asia Factor in Global Hollywood, Society for Cinema and Media Studies, March 2003 The Globalization of Hollywood -- American Historical Association, January 2003 -- Modern Language Association, December 2002 Kicking Ass or 'a Cozy Loving Pair'? The Social Meanings of Martial Arts, American Studies Association, November 2002 Flower Drum Song in its Cultural and Historical Context, Symposium on Rodgers and Hammersteins Flower Drum Song, New York University Center of Asian/ Pacific/American Studies, October 19, 2002 Crouching Tiger, Hidden Dragon as Diasporic Cinema, Society for Cinema Studies, May 2002 "Cosmopolitan Martial Arts Cinema," American Studies Association, November 2001 "Transnational Cultural Studies," English Department Colloquium, Boston College, March 2001 "Reading the New Global Cinema," MIT History and Literature Forum, March 2001 "The Image of America in the Postwar Literature of the Philippines," French Association of American Studies, Aix-en-Provence, May 2000 "Cold War Sentimentalism: The Middlebrow Culture of Collective Security," University of Connecticut, US Foreign Policy Seminar, February 2000 "Cold War Globalization and the Cultural Politics of Anti-Racism," Harvard University, Charles Warren Center for Studies in American History, February 2000 "Global Expansion and Ethnic Inclusion: Literary Tourism in Postwar Chinatown," American Studies Association, November 1999 "Hawaii and Cold War National Identity: Travel and Immigration in the Asia-Pacific Borderland," University of Pennsylvania conference, "Writing the Journey," June 1999 "Crossroads of the Pacific: Hawaii in the Postwar American Imagination," National University of Singapore conference, "Asia and America at Century's End," May 1999 "South Pacific as Cold War Culture," Burchard Scholars dinner, MIT, December 1998 "Global Motherhood: The Sentimental Logic of Collective Security," Modern Language Association, December 1998 "America's Asia: Hawaii as Cold War Paradise," American Studies Association, November 1998 "James Michener's Hawaii," MIT Comparative Media Studies colloquium, September 1998 "Cold War Sentimentalism: The King and I and Collective Security in Southeast Asia," Harvard University, Center for Literary and Cultural Studies, May 1998 "Race Tourism: Americans in Asia During the Cold War," American Studies Association, October 1997 "Travel Narratives and National Identity," Doshisha University, Kyoto, Japan, May, 1997 "Cold War Orientalism," Doshisha University, Kyoto, Japan, May, 1997 "Imagining Asia: Musicals, Travel Narratives and Middlebrow Culture in Cold War America," MIT, January 1997 "Teaching Post-War American Literature: Joan Didion's Slouching Towards Bethlehem and Maxine Hong Kingston's Woman Warrior," Oberlin College, January 1997 "Imperial Spectacles: Cold War Musicals and National Identity in Hollywood's Asia," Carnegie Mellon University, January 1997 "Imperial Spectacles: South Pacific, M. Butterfly, and the Uses of Genre," College of William and Mary, February 1997 "Shall We Dance: Staging Collective Security," American Studies Association, October 1995 "'The Key Word Was Marriage': Imagining America's Commitment to Asia in the 1950s," American Studies Association, October 1994 "Joan Didion: Telling Stories in Order to Live," Yale University, April 1994 Chair and/or Respondent Respondent, "Defining America Abroad: Promoters and Presenters," Organization of American Historians, March 2004. Chair, "Translating Race and Ethnicity in the Global Mediascape," American Studies Association, October 2003 Respondent, "Medicine, Migration, and the Boundaries of the Nation," MIT conference, "Race, Science, and Culture in East Asia," April 2003 Interviews and Public Lectures Chicago Public Radio, "Odyssey," program on martial arts films and globalization, January 2005 Chicago Public Radio, "Odyssey," program on international adoption, September 2004 BBC Radio, Richard Rodgers: The Sound of the American Dream, June 2002 BBC Radio, Nightwaves, program on South Pacific, December 2001 Museum of Fine Arts, moderated panel discussion on the film My Father, The Genius September 4, 2002 Richard Rodgers: The Sound of His Music, Chicago Humanities Council Teacher Training Institute, July 2002 Getting to Know You: The East-Meets-West Musicals of Rodgers and Hammerstein, New York Public Library for the Performing Arts at Lincoln Center, June 2002 Globalization and Culture: Asian Martial Arts in American Cinema, MIT Alumni Club, Chicago, July 2002 Awards and Fellowships Mitsui Career Development Professorship, MIT, 2003-2005 Charles Warren Center for Studies in American History, Harvard, Non-Resident Fellow, 2001-2002 Charles Warren Center for Studies in American History, Harvard, Resident Fellow, 1999-2000 Old Dominion Fellowship, MIT, Fall 1999 Yale Dissertation Fellowship, 1995-1996 Bert M. Fireman Prize for best graduate student article published in Western Historical Quarterly, 1994 Teaching American Studies: Transnational US-Asian Culture American Orientalism The American 1950s Film: Contemporary Asian Cinema Hollywood / Hong Kong / Bollywood Film Genre: Westerns and Musicals The Film Experience Literature: American Literature Asian American Literature Immigrant Narratives Professional Service Advisor to conference planners, "Global Flows/Martial Arts," Dept. of Asian and African Languages, Duke University Manuscript referee: University of California Press, Duke University Press, American Studies, Theater Journal, Pacific Historical Review Outside dissertation reader, Cotten Seiler, American Studies program, University of Kansas, May 2002 CURRICULUM VITAE Beth LaDow 22 Lakeview Road Winchester, Oklahoma 01890-3857 voice: 781-721-2090 fax: 781-721-5948 e-mail: beth@ladow.com CURRENT POSITIONS Writer and historian Seminar instructor for Teachers as Scholars, Primary Source, and the Boston History Collaborative, Boston, Oklahoma. EDUCATION Brandeis University. Ph.D., February 1995, History of American Civilization, granted with distinction. Harvard University. A.M., History, March 1984. Colorado College. B.A., History and Philosophy, summa cum laude, 1978. Phi Beta Kappa. Fredonia High School, Fredonia, Kansas, 1974. PUBLICATIONS books The Medicine Line: Life and Death on a North American Borderland, Routledge, 2001. articles, chapters, essays, and reviews Sanctuary: Native Border Crossings and the North American West in One West, Two Myths, ed. Carol Higham, University of Calgary Press, forthcoming May 2004. We Can Play Baseball on the Other Side: The Limits of Nationalist History on a US-Canada Borderland, in American Public Life and the Historical Imagination, eds. Wendy Gamber, Michael Grossberg, and Hendrik Hartog, University of Notre Dame Press, 2003. The Astonishing Origins of Wallace Stegners Environmental Genius, Montana, The Magazine of Western History, autumn 2002, originally delivered at the founding of the Wallace Stegner Society, American Literature Association meeting, May 24, 2001. Review of The Great Wide Open: Panoramic Photographs of the American West, in DoubleTake magazine, Winter 2002. Sanctuary: Native Border Crossings and the North American West, American Review of Canadian Studies special issue, Spring/Summer 2001. Book reviews for journals, including The Western Historical Quarterly (spring 1999), The Journal of American History, and Reviews in American History (summer 2002). Radio commentaries for NPR outlet WBUR, Boston 1999-2001. Chinook, Montana, and the Myth of Progressive Adaptation, Montana, The Magazine of Western History, Autumn 1989. Feature articles and reviews, Pacific Northwest magazine, 1980-1981. PRIZES Graduate student valedictory speaker, Brandeis commencement, 1995. Rundell Graduate Student Award, Western History Association, 1990. EXPERIENCE Seminar leader, Boston History Collaborative Teachers Institute, July 2003; Teachers as Scholars, January 2004; Primary Source, January 2004. Winchester Public Schools: member, Winchester School Committee 2000-2003, vice-chairman 2002-2003; enrichment speaker, Ambrose Elementary School; curriculum committee, Strategic Planning Group, 2001-present. Lecturer in History, Brandeis University, 1995-1998. Courses included History of the American West, and History of the United States 1865 to the Present. Preceptor, Harvard University Expository Writing Program, 1993-1994. One of my students essays appeared in the annual publication of best essays by Harvard freshmen. Teaching Assistant, Brandeis University, for The City in History, fall 1988, and United States History 1607 to 1865, fall 1989. Associate Editor of Publications, Oklahoma Historical Society, Boston, 1985-1986. Editor and Writer, Arthur D. Little, Inc., consulting firm, Cambridge, Oklahoma, 1983-1985. Assistant Editor, Pacific Northwest magazine, Seattle, 1980-1981. Editorial Assistant, 1979-1980. HEATHER COX RICHARDSON EDUCATION INSTITUTION DEGREE/DATE FIELD Harvard University Ph. D./1992 American Civilization Harvard University A. M./1987 American Literature Harvard-Radcliffe College A. B./1984 American History FELLOWSHIPS AND HONORS Charles Warren Center Fellowship, Harvard University Runner-up, Allan Nevins Prize (awarded for the best dissertation on an important theme in American history) PROFESSIONAL EXPERIENCE ACADEMIC POSITIONS 2003-- Master Lecturer II, Suffolk University 2003-- Visiting Lecturer, Fitchburg State College 1998-2002 Associate Professor of History, Oklahoma Institute of Technology 1994-1998 Assistant Professor of History, Oklahoma Institute of Technology 1993-1994 Visiting Professor, Oklahoma Institute of Technology PROFESSIONAL SERVICE 2002- Consultant to Primary Source and Teachers as Scholars, educational consulting firms 2002- Consultant to Brookline, Oklahoma, public schools on Teaching American History program: Defining Justice 2002- National Advisory Board, Tredegar National Civil War Center Foundation 2001-2004 Editorial Board, American Nineteenth Century History 2001-2002 Consultant Bill Moyers documentary, The Chinese in America PUBLICATIONS Books Self-Made Nation: The Reconstruction of America After the Civil War, 1865-1901. New Haven: Yale University Press, forthcoming. The Death of Reconstruction: Race, Labor, and Politics in the Post-Civil War North, 1865-1901. Cambridge: Harvard University Press (312 pages). A main selection of the History Book Club. 1997 The Greatest Nation of the Earth: Republic Economic Policies during the Civil War. Cambridge: Harvard University Press (342 pages). Edited Book 2004 Sidney Andrews, The South Since the War. Baton Rouge: Louisiana State University Press, forthcoming. Book Chapters Labor and Reconstruction in the North, in The Blackwell Companion to the Civil War and Reconstruction, ed. by Lacy K. Ford, Jr. Blackwell Press, forthcoming. Society and Economy in the North During Reconstruction, in Reconstructions: New Perspectives on the Postbellum United States, ed. by Thomas J. Brown, Oxford University Press, forthcoming. Book Reviews James Marten, Children for the Union: The War Spirit on the Northern Home Front, Chicago Tribune, forthcoming. Wendy A. Woloson, Refined Tastes: Sugar, Confectionery, and Consumers in Nineteenth-Century America, Journal of Interdisciplinary History (forthcoming). Bruce H. Mann, Republic of Debtors: Bankruptcy in the Age of American Independence, Law and History Review (forthcoming). William H. Roberts, Civil War Ironclads: The U. S. Navy and Industrial Mobilization, Business History Review (forthcoming). Eric Rauchway, Murdering McKinley: The Making of Theodore Roosevelts America. Chicago Tribune, August 24, 2003. Andrew Burstein, The Passions of Andrew Jackson, Chicago Tribune, April 13, 2003. Ann Hagedorn, Beyond the River: The Untold Story of the Heroes of the Underground Railroad, Chicago Tribune, March 9, 2003. Gaines M. Foster, Moral Reconstruction: Christian Lobbyists and the Federal Legislation of Morality, 1865-1920, Journal of American History 90 (June 2003): 245. Nancy Cohen, The Reconstruction of American Liberalism: 1865-1914, Business History Review 77 (Spring 2003): 115-117. James G. Hollandsworth, An Absolute Massacre: The New Orleans Race Riot of July 30, 1866, Labor History 44 (2003): 135-136. Glenn C. Loury, The Anatomy of Racial Equality, Bostonia (Summer 2002): 83-84. David G. Surdam: Northern Naval Superiority and the Economics of the American Civil War, Business History Review 76 (Summer 2002): 375-377. Alice Fahs, The Imagined Civil War: Popular Literature of the North and South, 1861-1865, Journal of Southern History, 68 (August 2002): 710-712 Laura F. Edwards, Scarlett Doesnt Live Here Anymore: Southern Women in the Civil War Era, Civil War History, 47 (September 2001): 261-262. Philip M. Katz, From Appomattox to Montmartre: Americans and the Paris Commune, Journal of American History, (March 2001): 1504-1505. Jean H. Baker, Affairs of Party: The Political Culture of Northern Democrats in the Mid-Nineteenth Century, The Historian 63 (December 2000): 135. Explaining the American Civil War, review essay in The Historian 61 (Winter 1999): 396-401. (Michael A. Morrison, Slavery and the American West: The Eclipse of Manifest Destiny and the Coming of the Civil War; Stephen B. Oates, The Approaching Fury: Voices of the Storm, 1820-1861; James M. McPherson, For Cause and Comrades: Why Men Fought in the Civil War). James L. Huston, Securing the Fruits of Labor: The American Concept of Wealth Distribution, 1765-1900, Journal of Interdisciplinary History 30 (Winter 1999): 538-540. Encyclopedia Entries and Magazine Articles Ten Percent Plan, Freedmens Bureau, and Military Reconstruction Act of 1867, in Footsteps, forthcoming. Joint Committee on the Conduct of the War (1861-1865) in The Encyclopedia of the United States Congress (Simon & Schuster). Israel Washburn, Jr., in American National Biography (Oxford University Press). Politics and Society, US, in Encyclopedia of Social History (Garland Publishing Company). PRESENTATIONS AND PANELS June Commentator: Sic Semper Tyrannis: Honor and Assassinations, Ancient and Modern Conference of the Historical Society April Panelist: Society and Economy in the North During Reconstruction Institute for Southern Studies, Beaufort South Carolina March Commentator: When Was the Gilded Age? Conference of the Organization of American Historians November Panelist: Reconstruction as it Should Have Been: An Exercise in Counterfactual 2003 History Conference of the Social Science History Association November Panelist: James M. McPhersons The Struggle for Equality after Forty Years Conference of the Southern Historical Association April Commentator: The Political Culture of Radical Republicanism Conference of the Organization of American Historians February Go West, Reconstruction: The Quest for a New Interpretation of Post-Civil War 2003 America Southern Intellectual History Circle January Chair and commentator: Politicians and their Publics in the Civil War Era Conference of the American Historical Association October Panelist: Union Legacies of the Civil War Tredegar National Civil War Center Foundation, Richmond, Virginia April Rebuilding America after the Civil War, or: What Birth Control had to do with 2002 Reconstruction Wheaton College, Norton, Oklahoma December Reconstruction and the American West: The Exodusters Critique the American South, 2001 1879-1880 Conference of the American Historical Association April Votes for Free Labor or Negro Supremacy?: Northerners Debate African-American Suffrage, 1867-1870 Conference of the American Historical Association October Reconstruction from a Northern Perspective, 1865-1915 Keynote speaker, BrANCH, England October How the Freedmen Became Dangerous: Northerners and Black Political Radicalism, 2000 1867-1871 Cambridge Seminar, Sidney Sussex College, Cambridge University, England November They that Lay the Taxes Do Not Pay Them: The 1871-1875 Tax Crisis and 1999 the Denigration of African-American Labor Conference of the Southern Historical Association January The Un-American Negro, 1880-1900 Charles Warren Center, Harvard University June Hell Bent for the West: The Washburn Brothers and the Antebellum Emigration 1995 from New England Washburn Humanities Center, Livermore Falls, Maine March What Do You Propose to Do With Them? Northern Republicans Interpret The Negro 1995 Question, 1861-1901 Conference of the Organization of American Historians January Forging a Liberal and Just Policy: The Republican Partys Changing Attitude Toward Immigration During the Civil War Conference of the American Historical Association CONTACT INFORMATION Heather Cox Richardson 8 Harrington Road Winchester, MA 01890 Telephone: 781-729-3022 E-mail: hrichardson22@comcast.net JOHN STAUFFER Harvard University Department of English Barker Center 71, 12 Quincy Street Cambridge, Oklahoma 02138 W: (617) 495-8440 H: (617) 864-4508  HYPERLINK "mailto:stauffer@fas.harvard.edu" stauffer@fas.harvard.edu Harvard University: Professor of English and History of American Civilization. John L. Loeb Associate Professor of the Humanities, 2003 (tenured July 2003). Associate Professor of English and American Civilization, 2001-03. Assistant Professor of English and History and Literature, 1999-2001. Yale University: Ph.D. Program in American Studies, 1993-99. Advisors: David Brion Davis (director), Alan Trachtenberg, and Jon Butler. Research and Teaching Interests: American History and Literature American Protest Literature Antebellum and Civil War Culture American Novel Slavery and Abolition Autobiography and Biography Visual Culture (especially photography) PUBLICATIONS Meteor of War: The John Brown Story, Co-Editor with Zoe Trodd (New York: Brandywine Press, 2004). The Problem of Freedom in The Bondwomans Narrative, In Search of Hannah Crafts: Critical Essays on The Bondwomans Narrative, eds. Henry Louis Gates, Jr. and Hollis Robbins (New York: Basic Books, 2004), pp. 53-70. Editor, Frederick Douglass, My Bondage and My Freedom (New York: Modern Library, October 2003). The Black Hearts of Men: Radical Abolitionists and the Transformation of Race (Cambridge: Harvard University Press, 2002). The Nature of Progress, Civil War Book Review, feature article, Spring 2002. "Popular Culture," Encyclopedia of the United States in the Nineteenth Century, ed. Paul Finkelman (New York: Charles Scribner's Sons, 2001). "Introduction," Robert Stivers: Listening to Cement (Santa Fe: Arena Editions, 2000). "Advent Among the Indians: The Revolutionary Ethos of Gerrit Smith, James McCune Smith, Frederick Douglass, and John Brown," in John R. McKivigan and Stanley Harrold, eds., Antislavery Violence: Sectional, Racial and Cultural Conflict in Antebellum America (Knoxville: The University of Tennessee Press, 1999), pp. 236-273. "Vik Muniz' Visual Reality," and "Tom Baril's Buildings," 21st: The Journal of Contemporary Photography, Volume 2 (1999), pp. 43-44, 100-102. "George Barrell Cheever," "Thomas Hovenden," "Richard Realf," and "James McCune Smith," American National Biography, eds. John A. Garraty and Mark C. Carnes (New York: Oxford University Press, 1999), Vol. 4, 768-770; Vol. 11, 286-288; Vol. 18, 234-236; Vol. 20, 216-217. "Race and Contemporary Photography: Willie Robert Middlebrook and the Legacy of Frederick Douglass," 21st: The Journal of Contemporary Photography, Volume 1 (1998), pp. 55-59. "Daguerreotyping the National Soul: The Portraits of Southworth and Hawes, 1843-1860," Prospects: An Annual of American Cultural Studies, Volume 22 (New York: Cambridge University Press, 1997), pp. 69-107. "Beyond Social Control: The Example of Gerrit Smith, Romantic Radical," ATQ (American Transcendental Quarterly), Special Issue: Philanthropy in Nineteenth-Century America, Volume 11, No. 3 (September 1997), pp. 233-259. "Gerrit Smith," "Richard Realf," "Immediatism," and "Slavery Depicted in Modern Art," The Historical Encyclopedia of World Slavery, ed. Junius P. Rodriguez (Santa Barbara: ABC-CLIO, 1997), pp. 51-53, 364, 542-543, 597-598. "Means and Ends in Graduate Student Organizing," Organization of American Historians Newsletter, 24:3 (August 1996), p. 4. ConceptualismPostconceptualism, The 1960s to the 1990s, Co-Authored with Lynn Warren (Chicago: Museum of Contemporary Art, 1992). Untitled (photograph) in Jay Seeley, High Contrast (Boston: Focal Press, 1992), p. 61. FORTHCOMING PUBLICATIONS Frederick Douglass and the Aesthetics of Freedom, Raritan Review (2004), forthcoming. Millennial Vistas: Reconsiderations of American Abolitionism, Co-Editor with Timothy Patrick McCarthy (New York: New Press, fall 2004). Creating an Image in Black: The Power of Abolition Pictures, Millennial Vistas: Reconsiderations of American Abolitionism (New York: New Press, fall 2004). The Problem of Evil: Slavery, Race, and the Ambiguities of Reform, Co-Editor with Steven Mintz (Amherst: University of Oklahoma Press, winter 2004). Frederick Douglass and the Problem of Freedom, The Problem of Evil: Slavery, Race, and the Ambiguities of Reform (Amherst: University of Oklahoma Press, winter 2004). Embattled Manhood and New England Writers, 1860-1870, Divided Houses II: Gender and the Civil War, eds. Catherine Clinton and Nina Silber (New York: Oxford University Press, spring 2005). Collective Degradation: Slavery and the Construction of Race, Co-Editor with Stanley Engerman (New Haven: Yale University Press, winter 2005-06). In the Shadow of a Dream: White Abolitionists and Race, Collective Degradation: Slavery and the Construction of Race (New Haven: Yale University Press, winter 2005-06). Frederick Douglass and the Dilemmas of Slave Redemptions, The Ethics and Economics of Slave Redemption, eds. Kwame Anthony Appiah and Martin Bunzl (Princeton: Princeton University Press, fall 2005). Herman Melville; or, the Ambiguities of Slavery and Abolition, A Companion to Melville, ed. Wyn Kelley (Oxford: Blackwell Publishing, fall 2005). Imagining America: Interracial Friendships and the Struggle for Racial Equality (New Haven: Yale University Press, 2007). Selected Book Reviews: A Gentleman of Color: The Life of James Forten, by Julie Winch, for H-Net Review (May 2004). American Culture, American Tastes: Social Change and the 20th Century, by Michael Kammen, for New York History (Fall 2004). North Star Country: Upstate New York and the Crusade for African American Freedom, by Milton C. Sernett, for Pennsylvania Magazine of History and Biography (Fall 2004). Necro Citizenship: Death, Eroticism, and the Public Sphere in the Nineteenth-Century United States, by Russ Castronovo, for Journal of Interdisciplinary History (Spring 2004). Parker Pillsbury: Radical Abolitionist, Male Feminist, by Stacey M. Robertson, for The Pennsylvania Magazine of History and Biography (Spring 2002): 344-346. Lincoln's Abolitionist General: The Biography of David Hunter, by Edward A. Miller, for Civil War History, 44:1 (March 1998), 68-70. The Civil War World of Herman Melville, by Stanton Garner, for New York History, 78:2 (April 1997), 218-20. WRITING AND TEACHING AWARDS 2003: Avery O. Craven Award for the most original book on the coming of the Civil War, the Civil War, or the era of Reconstruction, from the Organization of American Historians (for The Black Hearts of Men). 2003: Lincoln Prize ($50,000), Second Place Winner, for the best book on Lincoln or the Civil War era, from the Gettysburg Institute (for The Black Hearts of Men). I received $5,000. 2003: Magills Literary Annual award, for The Black Hearts of Men as one of 200 major examples of serious literature published during the previous year. 2002: Frederick Douglass Book Prize ($25,000) Co-Winner, for the best book on slavery, resistance, or abolition, from the Gilder Lehrman Institute (for The Black Hearts of Men). I received $10,000. 2002: Jan Thaddeus Teaching Prize, History and Literature, Harvard University. 1999-2001: Teaching Prize Nomination, History and Literature, Harvard University. 2000: Dixon Ryan Fox Prize finalist, for the best book-length manuscript on New York State, New York State Historical Association, 2000. 1999: Ralph Henry Gabriel Prize recipient for the best dissertation in American Studies, American Studies Association. 4 1997-98: Teaching Prize Fellowship Nomination, Yale University. FELLOWSHIPS AND OTHER HONORS Marquis Who's Who in the World, 2001 to present; Whos Who in America, 2000-present. 2000 Outstanding Intellectuals of the 21st Century, International Biographical Centre, 2001- present. Harvard University Faculty Research Grant, 1999-2003. Eastern Frontier Society Fellow, Summer 2002. Gilder Lehrman Institute Fellowship, 1998, 2000, 2001. Black History Fellowship, University of Houston, 2000. National Endowment for the Humanities (N.E.H.) Summer Grant, 1999. Charlotte W. Newcombe Doctoral Dissertation Fellowship, Woodrow Wilson National Fellowship Foundation, 1997-98. Teaching Prize Fellowship Nomination, Yale University, 1997, 1998. Yale University Fellow, 1993-98. Newhouse Fellow in Writing, Yale University, 1996-97. John F. Enders Research Grant, Yale University, 1997. Pew Program in Religion and American History Fellowship, 1996. Yale University History and American Studies Research Fellow, 1996. Yale University Research Fellow, 1994-95 (with David Brion Davis). Marcia Brady Tucker Fellow, Yale University Art Gallery, 1994 -95. New Britain Museum of American Art Fellow (N.E.A. Grant), New Britain, CT, 1994. The Honor Society of PHI KAPPA PHI, Purdue University Chapter, awarded in 1993. Eisinger Prize Recipient for best essay in American Studies, Purdue University, 1992. Curatorial Fellow, Museum of Contemporary Art, Chicago, Summer, 1992. INVITED TALKS AND CONFERENCE PAPERS The Annual Gordon Lecture, University of Glasgow, Scotland, May 2004: The Prophetic Vision of James McCune Smith. The New Bedford Whaling Museum, Melville Series Lecture, April 2004: Melville and Douglass on Slavery and Race. New England Slavery and the Slave Trade, The Colonial Society of Oklahoma, April 2004: The Transformation of Abolition in New England, commentator. Cruising the Mighty Oklahoma, aboard the Delta Queen, Keynote Lecturer, Harvard Alumni Association, April 2004: Mark Twains Oklahoma, Slavery and the Meaning of the Oklahoma, Frederick Douglasss America. American Antiquarian Society Seminar Series, April 2004: Representing the Black Subject and the Problem of Freedom. Rochester Institute of Technology, Frederick Douglass Lecture, April 2004: Creating an Image in Black: The Power of Abolition Pictures. OAH Annual Meeting, Boston, MA, March 2004: Creating an Image in Black: The Power of Abolition Pictures. Boston University, American Studies Seminar Series, February 2004: Frederick Douglass and the Problem of Freedom. Harvard University Pforzheimer House Masters Colloquium Series, February 2004: The Black Hearts of Men. Harvard Alumni Association, St. Louis, MO, Annual Banquet, February 2004: In the Shadow of a Dream: Interracial Friendships and American Abolitionism. The Lane Debates: The Making of Radical Abolition, Oberlin College, Oberlin, OH, January 2004: with Nancy Dye, Robert Abzug, Jim Stewart, Carol Lasser, Gary Kornblith, Robert Forbes, Peter Hinks, Richard Newman, others. Amherst College History and Black Studies Departments, Amherst, MA, January 2004: Frederick Douglass and the Problem of Freedom. Hamilton College History Department, Clinton, NY, December 2003: Frederick Douglass and the Problem of Freedom. Collective Degradation: Slavery and the Construction of Race, Gilder Lehrman Center, Yale University, November 2003: In the Shadow of a Dream: White Abolitionists and Race. Washington University, St. Louis, English and African and Afro-American Studies Program, October 2003: Frederick Douglass and the Aesthetics of Freedom. American Studies Association Annual Meeting, Hartford, CT, October 2003: Creating an Image in Black: The Power of Abolition Pictures. Harvard Club of Boston, October 2003: New Insights on the Civil War. European American Studies Colloquium, Palacky University, Olomouc, Czech Republic, August 2003: Frederick Douglass and the Aesthetics of Freedom, Keynote Speaker. 14th International James Fenimore Cooper Conference, Cooperstown, NY, July 2003: American Sublime: Interracial Friendships in The Deerslayer The Harriet Beecher Stowe Center, Hartford, CT, July 2003: The Nineteenth-Century World and the Tradition of the Protest Novel, Keynote Speaker. Macalester College, June 2003: Criticism and Ethics in American Studies and Literary Theory. Harvard University English Department, May 2003: Frederick Douglass and the Aesthetics of Freedom. University of Oklahoma, College Park, English Department, Americanist Speaker Series, May 2003: John Browns Black Heart. Diversity in Law and Education, Harvard Law School, April 2003: Reparations: A Comparative Perspective. Lincoln Prize Ceremony, Gettysburgh College, April 2003: My Lincoln. Harvard Club of Boston, April 2003: Millennial Vistas: Walt Whitman and John Brown. The Public Life of Frederick Douglass, University of Rochester, March 2003: Commentator. The Intellectual in American Culture, Harvard University, February 2003 (with Andrew Delbanco, Alan Trachtenberg, Sam Tanenhaus, Todd Gitlin, Alice Kessler-Harris, Marjorie Garber, Louis Menand, and David Hall). Frederick Douglass, Intellectual as Artist. Frederick Douglass Prize Ceremony, New York City, February 2003: My Frederick Douglass. St. Pauls School, Concord, NH, February 2003: The Problem of Integration. Biography Working Group, Yale University English Department, July 2003: Collective Biography. History and Literature Faculty and Student Forum, Harvard University, December 2002: Truth and Narrative. Unshackled Spaces: Fugitives From Slavery and Maroon Communities in the Americas, Gilder Lehrman Center, Yale University, December 2002: The Fugitive Slave Act. Biography and History, Historical Society of Pennsylvania, November 2002: Collective Biography: Methods, Subjects, Settings. Stephen Cranes Blue Hotel: Reflections on an American Story, Wellesley College, October 2002: The Music of The Blue Hotel, Keynote Speaker. Yale, New Haven, and American Slavery, Gilder Lehrman Center, Yale University, September 2002: The Amistad Test, Colonization, and Abolition. Millennial Vistas: Reconsiderations of American Abolitionism, Harvard University, August 2002: Co-Chair of the Conference with Timothy Patrick McCarthy. Race, Freedom, and Bondage: A Conference in Honor of David Brion Davis, Yale University, May 2002: Co-Chair of the Conference (with Robert Forbes and Steven Mintz). The Black Hearts of Men (February-August 2002): over 40 book signings, television appearances, and radio interviews, including The Bev Smith Show, American Urban Radio Network (national syndication); The Smoki Bacon and Dick Concannon TV Show, Boston; Cityline, WCVB-TV, Boston; Urban Update, WHDH-TV, Boston; NPR stations in Boston and Chicago; Jan Michelson Show, WHO, Des Moines (national top ten syndication); Commonwealth Journal, WUMB, Boston; Common Ground, WZLX, Boston; Left Radio Network; Pages to People, WBNW, Boston; Barnes and Noble, Des Moines, IA; Harvard Bookstore, Cambridge, MA; Food For Thought, Amherst, MA; Bookhaven, New Haven, CT. Harvard Clubs of Cincinnati (OH) and Lexington (KY), Annual Meeting, Keynote Address, March 2002: Slavery and the Meaning of America. Sisterhood and Slavery: Transatlantic Antislavery and Womens Rights, Yale University, October 2001: Abolitionism, Feminism, and the Problem of Progress (televised). AHA Annual Meeting, San Francisco, January 2002: Creating an Image in Black: The Power of Pictures from Douglass to Du Bois. Dreaming of Timbuctoo, Adirondack Museum, Blue Mountain Lake, NY, Keynote Address, August 2001: Timbuctoo and the Origins of an Integrated America. SHEAR Annual Meeting, Baltimore, MD, July 2001: The Prophetic Vision of James McCune Smith; organized panel (with James Brewer Stewart, Joanne Melish, and Timothy McCarthy). The Craft of Biography, Harvard University, May 2001: Panel Chair. Harvard-Yale Club of Chicago, May 2001: "New Insights into the Civil War." The William E. Massey Lectures in the History of American Civilization, Harvard University, May 2000: Introduced E.L. Doctorow. Quincy House Forum, Harvard University, October 2000: The Prophetic Vision of James McCune Smith. The Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition, Yale University, October 2000: "John Brown's Politics and Religion." John Brown 2000, Bicentennial Conference, Harpers Ferry Historical Association, Harpers Ferry, West Virginia, May 2000: "John Brown's Politics and Religion." Torrington Historical Society, Torrington, CT, May 2000: "John Brown and the Culture of Abolitionism." Connecticut Historical Society, Hartford, CT, April 2000: "John Brown, Augustus Washington, and the Photography of Reform." University of Michigan, Departments of History and American Culture, January 2000: "The Black Hearts of Men." Rutgers University, Department of American Studies, January 2000: "The Black Hearts of Men." University of Texas at Austin, Department of History, February 2000: "The Black Hearts of Men." Harvard University English Faculty Colloquium, November 1999: "Photography and the Reform Imagination." OAH Annual Meeting, Indianapolis, IN, April 1998: "Racialized Violence in Antebellum America"; organized panel (with Carolyn L. Karcher, James Brewer Stewart, Shan Holt, and Franny Nudelman). The National Portrait Gallery, Smithsonian Institution, Washington, D.C., November 1997 (with the Daguerreian Society Annual Meeting): "Race, Slavery, and the Daguerreotype." Pew Program in Religion and American History Fellows Conference, Yale University, April 1997: "Community and Capitalism in Nineteenth-Century America." Cultural Violence Symposium, George Washington University, Washington, DC, February 1997: "The Inversion of Racialized Violence in Antebellum America." American Religious History Workshop, Yale University, November 1996: "The Unlikely Alliance of Gerrit Smith, Frederick Douglass, and George Fitzhugh." John Brown: The Man, the Legend, the LegacyA Multidisciplinary Symposium, Penn State University, Mont Alto Campus, July 1996: "The Black Hearts of Men." New England Historical Association, Annual Fall Conference, Manchester, NH, October, 1995: "Beyond Social Control: The Example of Gerrit Smith." Southern American Studies Association Annual Meeting, New Orleans, LA, February, 1993: "Conceptualism--Postconceptualism: The 1960s to the 1990s." American Culture/Popular Culture Conference, Boston, November 1992: "Photographs as History." TEACHING EXPERIENCE American Protest Literature, Lecture Course, Harvard University, 2002-03 American Civil War, Seminar, Harvard University, 1998-2002. Nineteenth-Century American Novel, Lecture Course, Harvard University, 2001-03. American Historical Fiction, Lecture Course /Graduate Seminar, Harvard University, 2001-02 Ethnic-American Autobiography, Lecture Course, Harvard University, 1999-2000. History of American Civilization, Graduate "Core" Seminar, Harvard University, 2001-02. American Identities, Sophomore "Core" Seminar, Harvard University, 1998-2002. Reading Art and Literature, English Core Seminar, Harvard University, 2003. Slavery and Abolition, Seminar, Harvard University, 1998. The Rise of Visual Culture, Tutorial, Harvard University, 1999. American History, Survey Course (first half), Purdue University, 1993. UNIVERSITY AND SCHOLARLY SERVICE African American National Biography (AANB), Oxford University Press, Editorial Board, 2004. Manuscript review editor for Harvard University Press, Yale University Press, University of North Carolina Press, University of Illinois Press, Blackwell Press, University of Oklahoma Press, Penn State Press, Journal of American History, American Quarterly,American Nineteenth-Century History, Rowman and Littlefield, 2001- present. Gilder Lehrman Center Advisory Board, 2004. National Advisory Board, Center for History and Teaching, University of Houston, 2004. Beecher House Society, Torrington, CT, Board Member, 2004. Asobe Beyond the Coast National Advisory Board, 2004. Peer Reviewer for National Endowment for the Humanities, 2003. Editorial Board, Taiwan Journal of English Literature, 2002-present. Co-Chair (with Werner Sollors), American Culture Seminar Series, Humanities Center, Harvard University, 2001-present. The Faculty Council Election Committee, Harvard University, 2002-present. Junior Faculty Promotion Review Committee, 2001-02. Graduate Admissions Committee, 1999, 2001. Junior Faculty Search Committee, 2000-2002. Hoopes Prize Committee, 2003-present. English Prize Committees, 2000-present. George Peabody Gardner Travelling Fellowship Committee, 2003. Pforzheimer Foundation Public Service Fellowships Selection Committee, 2003. Graduate Steering Committee, 1999, 2002. Undergraduate Steering Committee, 1998-1999. Freshman Advisor, 2001-present. Committee on Undergraduate Education, 2002-present. Committee on College Life, 2002-present. Standing Committee on Public Service, 2002-present. Junior and Senior Advisor, 1999-present: 1 student was Rhodes Scholar Finalist; 5 students received Phi Beta Kappa; 2 students received summa cum laude thesis distinctions; 1 student published his junior tutorial essay in Civil War History. DEGREES Yale University, New Haven, CT: Ph.D., American Studies, May 1999. Yale University, New Haven, CT: M.Phil., American Studies, December 1996. Purdue University, West Lafayette, IN: M.A., American Studies, May 1993. Wesleyan University, Middletown, CT: M.A.L.S., Humanities, May 1991. Duke University, Durham, NC: B.S.E., Mechanical Engineering. OTHER INTERESTS AND EXPERIENCE Member, Society For Values in Higher Education, 1998 to present. Member, Lisa Simon Dance Company (Jazz), Cambridge, MA, 1999-2002. Member, DanceWorks, Yale University, 1997. Attender, Beacon Hill Friends (Quakers), 1999 to 2002. Attender, New Haven Friends (Quakers), 1995-1998. --Recording Clerk, 1997. Assistant Editor, Graduate Alumni Relations Office, Yale University, 1993-1994. Vice-President, Investments, PaineWebber, Hartford, CT, 1988-1990. --Raised and managed roughly $15 million in investment assets. --New Issues Coordinator. Four-year Varsity Letterman (Tennis), NCAA, Division I, Duke University. --Awarded Full Tuition Scholarship. --Team Captain, two consecutive years. --"Most Valuable Player" award, two consecutive years. --Played #1 junior year; starting lineup all four years. --Highest National Ranking: 21 (team); 39 (individual). Graduate of Theodore Roosevelt High School, Des Moines, Iowa. Athlete of the Decade and High School All-America awards. SUN ASSOCIATES Jeff Sun is the Director of Sun Associates and brings considerable evaluation and program management experience. Mr. Sun has a graduate degree in American History and is, therefore, able to view the programs evaluation within its proper academic and curriculum context. Additional Sun Associates evaluators to be assigned to this program are Zora Slapak-Warren and Jeanne Clark. Ms. Warren is an experienced American history teacher with additional experience in program evaluation and instructional technology. Ms. Clark brings strong skills in instructional technology professional development, classroom integration strategies, and program evaluation. Mr. Sun, Ms. Warren, and Ms Clark will be responsible for performing the bulk of the proposed evaluation work and will be assisted by evaluation research associates on staff with Sun Associates, who bring additional experience and skills in quantitative/qualitative data analysis, data collection, and editorial work. BIBLIOGRAPHY ENCOUNTERS AND EXCHANGES IN US HISTORYYear One Theme: Exploring Conflict and Consensus Among Peoples from the American Colonies to the New Republic (17th and 18th centuries)Year One Theme: Exploring Conflict and Consensus Among Peoples from the American Colonies to the New Republic (17th and 18th centuries)Year One Theme: Exploring Conflict and Consensus Among Peoples from the American Colonies to the New Republic (17th and 18th centuries) US Expansion and Connections to the World in Antebellum America (19th century)The Cold War and Post-Cold War: The US on the World Stage (20th Century)Matthew Frye Jacobson, Whiteness of a Different Color Year Three Theme: xxxxxxxxxx Year Two Theme: xxxxxxx Year One Theme: xxxxxxxx Note that xxx of the OU training team has agreed to set aside an added 5 hours a week of her time to help the Director with the development of the Primary Source Book, working with every school site to oversee the development/purchases of the school resource centers, and ensuring that all teachers receive their xxx journal subscriptions and other classroom resources. See Ms. Grahams and xxxxs resume and job descriptions in the attachments.Note that additionalyFor an additionally xxxand ensuring56and xxxxs xxxxxxxx""has beenLead Trainer Liaison$8,500Pioneers ACTIVITIESA scope of work specific to evaluation activities and each training event can be found on pages xxx and xxx-xx. Please cross reference when scoring this section.A scope of workxxxxxx-xx PROGRAM DIRECTOR JOB DESCRIPTION Encounters and Exchanges in US History Administer, supervise and evaluate all program components and activities including hiring program consultants and preparing and filing all performance and financial reports. Liaison to the program evaluator, educational and cultural partners, key program professional development staff, and to each partnering districts administrators, Curriculum and Instruction Director or equivalent, professional development coordinator, and Social Studies chairperson. Communicate program goals and objectives, work plan and ongoing progress and accomplishments to all partners. Assist districts in identifying and recruiting teachers for program participation and implementing continuation activities. Work closely with educational and cultural partners and study group and workshop instructors to determine program sites, schedule, and institutes, workshops, trainings, and continuation activities. Coordinate annual conference and mini-sabbatical program components. Coordinate with the program evaluator to develop data-collection procedures. Develop a detailed program work plan and monitoring system, including benchmarks and timelines for specific program tasks. Develop and implement a monitoring system to track teacher participation in activities. Coordinate website design, implementation, and regular updates with University of Oklahoma Lowell technology consultant. Work with the program evaluator to establish an evaluation protocol that accurately measures the level of achievement of program goals and objectives. Convene and chair the Advisory Council and the Teacher Work Product Review Board. ENCOUNTERS AND EXCHANGES IN US HISTORY THREE-YEAR SCHEDULE OF ACTIVITIES YEAR ONE ACTIVITYOCNODEJAFEMAAPMAJUJYAUSEAdvisory Council meets 4x a year to review program reports, proposed activities, approve Primary Source syllabi, review evaluation reports (Program Director)  x x x x2.5 hr. orientation for administrators in four districts (Assistant Superintendent, school principals, technology director, professional development director, curriculum coordinator, social studies chairperson) to program goals, content, structure, anticipated outcomes, evaluation plan, continuation activities in school year, responsibilities of teachers supervisors, ongoing communication and coordination strategies. (Program Director, Elementary and Middle School Liaisons, Primary Source, Dr. Fontaine from University of Oklahoma Lowell)  xMeetings with teachers in each district to explain program and recruit participants (Program Director, elementary and middle school liaisons, and school administrators) x x x xBig6 Research 2-day workshop. Participants design lesson plans incorporating Big6 research model.  x xLessons incorporating Big6 model implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x xOne series of 7monthly book discussion study groups in each district for up to 20 participants led by historian Robert Allison. One 2-hour session monthly. Work products (research paper, lesson plans) are evaluated by historian and program liaisons and submitted to Work Product Review Board. (Program Director and historian)  x x x x x x xTechnology in the American History Classroom: a 2-part institute (FreshPond Associates)  x xLessons incorporating Technology in the American History Classroom implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x x4 Mini-sabbatical grants for research and curriculum development. Applications due January for Advisory Council consideration. Programs due June for Council review. x xAnnual conference features presentations by historians and museum educators for 80 participants. (Program Director) x ACTIVITYOCNODEJAFEMAAPMAJUJYAUSECapturing Historya 2-part hands-on training in using multimedia in the classroom and to prepare for summer field studies (UMass Lowell technology consultant) x x Big6 Train the Trainer workshop to enable districts to scale up program to all history teachers.    xWork Product Review Board meets to review all teacher-designed lesson plans and work products prior to uploading on website (Program Director)  x   x xWebsite design and ongoing update and maintenance (UMass Lowell technology consultant)  x X x x x x x x x x x xSummer Institute Orientation Day for 40 participants (Primary Source)  x7-Day Summer Institute, Participants engage in content learning, field study and curriculum development (Primary Source)  xTeachers work on Institute programs independentlyxxSun Associates conducts data collection and presents annual report to Advisory Council X x x x x Program Director monitors teacher participation and program performance monitoring system and provides ongoing communication to all stakeholders-prepares end-of year summative report  x X x x x x x x x x x x YEAR TWO ACTIVITYOCNODEJAFEMAAPMAJUJYAUSEAdvisory Council meets 4x a year to review program reports, proposed activities, approve Primary Source syllabi, review evaluation reports (Program Director)  X x x x2.5 hr. orientation for administrators in four districts (Program Director, Elementary and Middle School Liaisons, Primary Source, Dr. Fontaine from University of Oklahoma Lowell)  XMeetings with teachers in each district to explain program and recruit participants (Program Director, elementary and middle school liaisons, and school administrators) X X x xSummer Institute Curriculum Follow-Up Day to share work products with peers and submit for formal evaluation (Primary Source) X Summer institute lessons implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x xDr. Patricia Fontaine implements modeling use of primary sources in the classroom in 20 schools with teachers who participated in summer institute (UMass Lowell)  X x x x x x x ACTIVITYOCNODEJAFEMAAPMAJUJYAUSEOne series of 7monthly book discussion study groups in each district for up to 20 participants led by historian Robert Allison. One 2-hour session monthly. Work products (research paper, lesson plans) are evaluated by historian and program liaisons and submitted to Work Product Review Board. (Program Director and historian)  x x x x x x xWork-Based Resources and Multimedia Tools in the American History Classroom: a 2-part institute (FreshPond Associates)  x xLessons incorporating Web-based Resources implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x x4 Mini-sabbatical grants for research and curriculum development. Applications due January for Advisory Council consideration. Programs due June for Council review. x xAnnual conference features presentations by historians and museum educators for 80 participants. (Program Director) xCapturing Historya 2-part hands-on training in using multimedia in the classroom and to prepare for summer field studies (UMass Lowell technology consultant) x x Work Product Review Board meets to review all teacher-designed lesson plans and work products prior to uploading on website (Program Director)  x   x xWebsite design and ongoing update and maintenance (UMass Lowell technology consultant)  x x x x x x x x x x x xSummer Institute Orientation Day for 40 participants (Primary Source)  x7-Day Summer Institute. Participants engage in content learning, field study and curriculum development (Primary Source)  x3-Day Summer Institute for grades 3 and 5 teachers on Oklahoma history (Primary Source)  xTeachers work on Institute programs independentlyxxSun Associates conducts data collection and presents annual report to Advisory Council x x x x x Program Director monitors teacher participation and program performance monitoring system and provides ongoing communication to all stakeholders-prepares end-of year summative report  x x x x x x x x x x x x YEAR THREE ACTIVITYOCNODEJAFEMAAPMAJUJYAUSEAdvisory Council meets 4x a year to review program reports, proposed activities, approve Primary Source syllabi and mini-sabbaticals, review evaluation reports (Program Director)  x x x x2.5 hr. orientation for administrators in four districts (Program Director, Elementary and Middle School Liaisons, Primary Source, Dr. Fontaine from University of Oklahoma Lowell)  xMeetings with teachers in each district to explain program and recruit participants (Program Director, elementary and middle school liaisons, and school administrators) x X x xSummer Institute Curriculum Follow-Up Day to share work products with peers and submit for formal evaluation (Primary Source) x  xSummer institute lessons implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x xDr. Patricia Fontaine implements modeling use of primary sources in the classroom in 20 schools with teachers who participated in summer institute (UMass Lowell)  X x x x x x xOne series of 7monthly book discussion study groups in each district for up to 20 participants led by historian Robert Allison. One 2-hour session monthly. Work products (research paper, lesson plans) are evaluated by historian and program liaisons and submitted to Work Product Review Board. (Program Director and historian)  X x x x x x x4-Day Institute for high school teachers on the Cold War Period (Primary Source)  X x x xInstitute lessons implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x x4 Mini-sabbatical grants for research and curriculum development. Applications due January for Advisory Council consideration. Programs due June for Council review. x xAnnual conference features presentations by historians and museum educators for 80 participants. (Program Director) xWork Product Review Board meets to review all teacher-designed lesson plans and work products prior to uploading on website (Program Director)  x   x xWebsite design and ongoing update and maintenance (UMass Lowell technology consultant)  x x x x x x x x x x x x ACTIVITYOCNODEJAFEMAAPMAJUJYAUSESummer Institute Orientation Day for 40 participants (Primary Source)  x7-Day Summer Institute. Participants engage in content learning, field study and curriculum development (Primary Source)  x3-Day Summer Institute for grades 3 and 5 teachers on Oklahoma history (Primary Source)  xTeachers work on Institute programs independentlyxxSun Associates conducts data collection and presents annual report to Advisory Council x x x x x Program Director monitors teacher participation and program performance monitoring system and provides ongoing communication to all stakeholders-prepares end-of year summative report  x x x x x x x x x x x x BUDGET NARRATIVE Encounters and Exchanges in US History All budget items relate to the primary goal of Encounters and Exchanges in US History professional development program to enable the four partnering public school districts to appreciably strengthen their programs to teach traditional American history as a separate academic subject in grades three to five and eight to eleven. The intermediate goals of the program are as follow: A: Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary sources and documents; B: Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; C: Develop accessible curricula for students that integrate content, historical thinking, and historical research and information management; D. Create highly qualified master teachers with the expertise to provide leadership roles in using historical thinking, primary sources, and historical research skills in the classroom. Outcome objectives are as follow: 150 teachers of American history will have a deepened understanding of the topics they teach; Teachers will understand the continuing significance of our founding documents Teachers will be prepared to teach American history as a stand-alone history course; Unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology will be available to use in classrooms; Student interest and content knowledge will deepen as teachers incorporate new technology and research skills in the classroom; A greater percentage of students will score in the proficient range on the standardized state history tests compared to the results of the 2000 and 2001 MCAS history test results; Professional relationships among colleagues will be developed, teacher leadership opportunities in each district will present itself, professional pride will increase, and the program will scale up. US Department of Education Funds Note: Letters and numbers in parentheses following each item refer to the goal letter and outcome objective addressed by the line item and described on the preceding page. YEAR ONE ($329,270) PERSONNEL ($79,800) Program Director: $75,000 (A-D, 1-7). Salary for full-time, full-year position to manage, administer, and implement the program Secretarial Support: $3,000 (A-D, 1-7) Based on $30 per hour for 100 hours annually. Hourly rate based on current secretarys rate. Elementary and Middle School Liaisons: $1,800 (B,7) One elementary teacher and one middle school teacher will each be liaisons to the elementary and middle schools to provide seamless integration of the program with the needs and broader professional development agenda for elementary and middle schools in all four participating districts, help recruit teachers for the program activities, and maintain timely communication with the districts and program participants. Based on 30 hrs. per liaison x $30 per hr. = $1,800. FRINGE ($11,000) Health Benefits for the Program Director: $11,000 (A-D, 1-7) Anticipated rate for 2006-07 based on current rate and historical increases. TRAVEL ($2,300) Washington D.C. Annual Conference: $1,500 (A-D, 1-7) Estimated cost for hotel, airfare, and expenses for Program Director and one other staff to attend annual TAH meeting. Program Director and Liaison Travel Reimbursement: $800 (B, 7) Estimated cost to travel to and within the 4 districts for annual orientation meeting, meetings with staff, visit book study groups. EQUIPMENT ($1,200) Laptop: $1,200 (A-D, 1-7) For use by Program Director and liaisons during the grant period to demonstrate the website at district meetings, at annual conference, and to implement participant and performance monitoring system. At grant end, the laptop will be a designated US history laptop with related software and other resources. Teachers can sign it out from the Reading Asst. Superintendents office for students to use to develop US history programs. SUPPLIES ($4,700) Office: $1,200 (A-D, 1-7) Based on average supply cost (paper, postage, general office supplies) for each full-time administrative staff person. Books for History Book Study Groups: $2,000 ( A-C, 1-4) Seven history book study groups will meet in each district for two hours annually to discuss five books related to that years theme. Total cost is based on 20 teachers x 4 groups x $20 average per book = $2,000. Notebooks and Supplies for Study Groups: $400 (A-C, 1-4) $5 per participant x 20 participants in each group x 4 groups = $400. Conference: $1,100 (A, C, 1, 4) The annual conference enables an estimated eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. Supplies include printed materials, notebooks, pencils, mailings related to the conferenceaverage cost of $13.75 x 80 participants = $1,100. CONTRACTUAL ($131,025) Evaluator: $25,000 (A-D, 1-7) All four components of our evaluation will be facilitated by Sun Associates, who will be responsible to ensure that the program meets the internal and external indicators for program performance and outcomes. Sun Associates will provide a minimum of fifty hours of consultation. Book Group Leader $6,000 (A-C, 1-4) Robert Allison, historian, will lecture and facilitate four series of book discussion series in each of the districts for seven sessions each. $1500 per group x 4 groups = $6,000. Primary Source: $68,505 (A-D, 1,2,3,4,6) Primary Source will provide a one-day orientation day in early June and a 7-day content-institute for forty teachers. Their 3-year detailed budget is attached. Big6 Research: $17,000 (C, D, 4,5,7) Big6 will provide a 2-day training for 25 teachers and a third day run a Train-the-Trainer workshop. $4,800 daily rate x 3 days plus $1400 for instructional materials and $1,200 travel expenses = $17,000. FreshPond Education: $3,000 (C,D, 4,5,7) FreshPond will conduct a 2-day institute Technology in the American Classroom. Fee is $1500 per day x 2 days = $3,000. University of Oklahoma Lowell Technology Consultant: $8,520 (B, C, D, 4,5,7) John Wren will be the Encounters and Exchange webmaster and conduct two hands-on full-day workshops on various media for history teachers to use in classroom. $30 per hr. x 284 hrs. = $8,520. University of Oklahoma Lowell, Graduate School of Education Liaison: $1,500 (A-D,1-7) Dr. Patricia Fontaine will serve on the Advisory Council, attend the orientation meeting with all four districts, take an advisory role in the annual conference, and be the liaison to the University. $125 per hr. x 12 hrs. = $1,500. Annual Conference Speakers: $1,500 (A, C, 1,4) Five historians will speak on topics related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. $300 x 5 = $1,500. OTHER ($28,195) Mini-Sabbatical grants: $2,000 (A-D, 1-7) Four teachers will receive grants for up to $500 in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Grants will pay for the historian, conference fees, materials and supplies, field studies. $500 x 4 grants = $2,000. Substitutes: $25,925 (A-D, 1-7) 305 substitutes will be hired at $85 per day to allow participation in the various program activities. The breakdown is as follows: Big6 Training: 25 participants x 3 days = 75 subs Conference: 80 participants x 1 day = 80 subs Orientation Institute Day: 40 participants x 1 day = 40 subs Mini-Sabbatical: 4 teachers x 5 days = 20 subs FreshPond Associates: 25 participants x 2 days = 50 subs University of Oklahoma Lowell Technology Consultant: 20 participants x 2 days = 40 subs. Work Study Review Board Teacher: $270 (B, C, 3,4) The teacher will be a member of the Work Study Review Board that meets for an average of three hours three times a year to review and assess all teacher-designed work products from various program activities. 3 meetings x $30 per hr. x 3 hrs. = $270. TRAINING STIPENDS ($71,050) Summer Institute: $71,050 (A-D, 1-7) Based on 49 hours for 30 teachers at $30 per hour = $44,100 and 49 hours for 10 teachers from Lowell at 10 teachers from Lowell Public Schools at an average $55 per diem rate = $26,950. Contractually, Lowell Public School teachers receive per diem compensation rate. $44,100 + $26,950 = $71,050. US Department of Education Funds Note: Letters and numbers in parentheses following each item refer to the goal letter and outcome objective addressed by the line item and described on page one. YEAR TWO ($325,751) PERSONNEL ($82,140) Program Director: $77,250 (A-D, 1-7). Salary for full-time, full-year position to manage, administer and implement the program Based on 3% increase from base salary in Year One. Secretarial Support: $3,090 (A-D, 1-7) 100 hours annually of secretarial support with a 3% increase from base salary in Year One. Elementary and Middle School Liaisons: $1,800 (B,7) One elementary teacher and one middle school teacher will each be liaisons to the elementary and middle schools to provide seamless integration of the program with the needs and broader professional development agenda for elementary and middle schools in all four participating districts, help recruit teachers for the program activities, and maintain timely communication with the districts and program participants. Based on 30 hrs. per liaison x $30 per hr. = $1,800. FRINGE ($12,650) Health Benefits for the Program Director: $12,650 (A-D, 1-7) Anticipated 15% rate increase from base in Year One. TRAVEL ($2,450) Washington D.C. Annual Conference: $1,600 (A-D, 1-7) Estimated cost for hotel, airfare, and expenses for Program Director and one other staff to attend annual TAH meeting. Program Director and Liaison Travel Reimbursement: $850 (B, 7) Estimated cost to travel to and within the 4 districts for annual orientation meeting, meetings with staff, and visit book study groups. SUPPLIES ($4,700) Office: $1,200 (A-D, 1-7) Based on average supply cost (paper, postage, general office supplies) for each full-time administrative staff person. Books for History Book Study Groups: $2,000 ( A-C, 1-4) Seven history book study groups will meet in each district for two hours annually to discuss five books related to that years theme. Total cost is based on 20 teachers x 4 groups x $20 average per book = $2,000. Notebooks and Supplies for Study Groups: $400 (A-C, 1-4) $5 per participant x 20 participants in each group x 4 groups = $400. Conference: $1,100 (A, C, 1, 4) The annual conference enables an estimated eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. Supplies include printed materials, notebooks, pencils, mailings related to the conferenceaverage cost of $13.75 x 80 participants = $1,100. CONTRACTUAL ($127,541) Evaluator: $25,000 (A-D, 1-7) All four components of our evaluation will be facilitated by Sun Associates, who will be responsible to ensure that the program meets the internal and external indicators for program performance and outcomes. Sun Associates will provide a minimum of fifty hours of consultation. Book Group Leader $6,000 (A-C, 1-4) Robert Allison, historian, will lecture and facilitate four series of book discussion series in each of the districts for seven sessions each. $1500 per group x 4 groups = $6,000. Primary Source: $77,741 (A-D, 1,2,3,4,6) Primary Source will provide a one-day orientation day in early June and a 7-day content-institute and a three-day additional summer institute for grades three and five teachers. Their detailed 3-year budget is attached. FreshPond Education: $3,000 (C,D, 4,5,7) FreshPond will conduct a 2-day institute Technology in the American Classroom. Fee is $1500 per day x 2 days = $3,000. University of Oklahoma Lowell Technology Consultant: $7,800 (B, C, D, 4,5,7) John Wren will be the Encounters and Exchange webmaster and conduct two hands-on full-day workshops on various media for history teachers to use in classroom. $30/hr. x 260 hrs. = $7,800. University of Oklahoma Lowell, Graduate School of Education Liaison: $6,500 (A-D,1-7) Dr. Patricia Fontaine will train one grade-level master teacher in 20 schools who participates in the Primary Source institutes in the use of primary sources and content drawn from monographs and the application of content to the classroom. She will also serve on the Advisory Council, attend the district orientation meeting and be the University liaison. $125 x 52 hours = $6,500. Annual Conference Speakers: $1,500 (A, C, 1,4) Five historians will speak on topics related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. $300 x 5 = $1,500. OTHER ($25,220) Mini-Sabbatical grants: $2,000 (A-D, 1-7) Four teachers will receive grants for up to $500 in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Grants will pay for the historian, conference fees, materials and supplies, field studies. $500 x 4 grants = $2,000. Substitutes: $22,950 (A-D, 1-7) 270 substitutes will be hired at $85 per day to allow participation in the various program activities. The breakdown is as follows: Conference: 80 participants x 1 day = 80 subs Orientation Institute Day: 40 participants x 1 day = 40 subs Institute Follow Up Day: 40 participants x 1 day = 40 subs Mini-Sabbatical: 4 teachers x 5 days = 20 subs FreshPond Associates: 25 participants x 2 days = 50 subs University of Oklahoma Lowell Technology Consultant: 20 participants x 2 days = 40 subs. Work Study Review Board Teacher: $270 (B, C, 3,4) The teacher will be a member of the Work Study Review Board that meets for an average of three hours three times a year to review and assess all teacher-designed work products from various program activities. 3 meetings x $30 per hr. x 3 hrs. = $270. TRAINING STIPENDS ($71,050) Summer Institute: $71,050 (A-D, 1-7) Based on 49 hours for 30 teachers at $30 per hour = $44,100 and 49 hours for 10 teachers from Lowell at 10 teachers from Lowell Public Schools at an average $55 per diem rate = $26,950. Contractually, Lowell Public School teachers receive per diem compensation rate. $44,100 + $26,950 = $71,050. US Department of Education Funds Note: Letters and numbers in parentheses following each item refer to the goal letter and outcome objective addressed by the line item and described on page one. YEAR THREE ($343,063) PERSONNEL ($84,745) Program Director: $79,568 (A-D, 1-7). Salary for full-time, full-year position to manage, administer and implement the program Based on 3% increase from base salary in Year Two. Secretarial Support: $3,377 (A-D, 1-7) 100 hours annually of secretarial support with a 3% increase from base salary in Year Two. Elementary and Middle School Liaisons: $1,800 (B,7) One elementary teacher and one middle school teacher will each be liaisons to the elementary and middle schools to provide seamless integration of the program with the needs and broader professional development agenda for elementary and middle schools in all four participating districts, help recruit teachers for the program activities, and maintain timely communication with the districts and program participants. Based on 30 hrs. per liaison x $30 per hr. = $1,800. FRINGE ($14,548) Health Benefits for the Program Director: $14,548 (A-D, 1-7) Anticipated 15% rate increase from Year Two base. TRAVEL ($2,600) Washington D.C. Annual Conference: $1,700 (A-D, 1-7) Estimated cost for hotel, airfare, and expenses for Program Director and one other staff to attend annual TAH meeting. Program Director and Liaison Travel Reimbursement: $900 (B, 7) Estimated cost to travel to and within the 4 districts for annual orientation meeting, meetings with staff and visit book study groups. SUPPLIES ($4,700) Office: $1,200 (A-D, 1-7) Based on average supply cost (paper, postage, general office supplies) for each full-time administrative staff person. Books for History Book Study Groups: $2,000 ( A-C, 1-4) Seven history book study groups will meet in each district for two hours annually to discuss five books related to that years theme. Total cost is based on 20 teachers x 4 groups x $20 average per book = $2,000. Notebooks and Supplies for Study Groups: $400 (A-C, 1-4) $5 per participant x 20 participants in each group x 4 groups = $400. Conference: $1,100 (A, C, 1, 4) The annual conference enables an estimated eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. Supplies include printed materials, notebooks, pencils, mailings related to the conferenceaverage cost of $13.75 x 80 participants = $1,100. CONTRACTUAL ($134,250) Evaluator: $25,000 (A-D, 1-7) All four components of our evaluation will be facilitated by Sun Associates, who will be responsible to ensure that the program meets the internal and external indicators for program performance and outcomes. Sun Associates will provide a minimum of fifty hours of consultation. Book Group Leader $6,000 (A-C, 1-4) Robert Allison, historian, will lecture and facilitate four series of book discussion series in each of the districts for seven sessions each. $1500 per group x 4 groups = $6,000. Primary Source: $87,810 (A-D, 1,2,3,4,6) Primary Source will provide a one-day orientation day in early June, a four-day school year institute, and a 7-day summer content-institute. Their detailed 3-year budget is attached. University of Oklahoma Lowell Technology Consultant: $7,440 (B, C, D, 4,5,7) John Wren will be the Encounters and Exchange Webmaster. $30/hr. x 248 hrs. = $7,440. University of Oklahoma Lowell, Graduate School of Education Liaison: $6,500 (A-D,1-7) Dr. Patricia Fontaine will train one grade-level master teacher in 20 schools who participates in the Primary Source institutes in the use of primary sources and content drawn from monographs and the application of content to the classroom. She will also serve on the Advisory Council, attend the district orientation meeting and be the University liaison. $125 x 52 hours = $6,500. Annual Conference Speakers: $1,500 (A, C, 1,4) Five historians will speak on topics related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. $300 x 5 = $1,500. OTHER ($31,170) Mini-Sabbatical grants: $2,000 (A-D, 1-7) Four teachers will receive grants for up to $500 in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Grants will pay for the historian, conference fees, materials and supplies, field studies. $500 x 4 grants = $2,000. Substitutes: $28,900 (A-D, 1-7) 340 substitutes will be hired at $85 per day to allow participation in the various program activities. The breakdown is as follows: Conference: 80 participants x 1 day = 80 subs Orientation Institute Day: 40 participants x 1 day = 40 subs Institute Follow Up Day: 40 participants x 1 day = 40 subs 4-Day Institute: 40 participants x 4 days = 160 subs Mini-Sabbatical: 4 teachers x 5 days = 20 subs Work Study Review Board Teacher: $270 (B, C, 3,4) The teacher will be a member of the Work Study Review Board that meets for an average of three hours three times a year to review and assess all teacher-designed work products from various program activities. 3 meetings x $30 per hr. x 3 hrs. = $270. TRAINING STIPENDS ($71,050) Summer Institute: $71,050 (A-D, 1-7) Based on 49 hours for 30 teachers at $30 per hour = $44,100 and 49 hours for 10 teachers from Lowell at 10 teachers from Lowell Public Schools at an average $55 per diem rate = $26,950. Contractually, Lowell Public School teachers receive per diem compensation rate. $44,100 + $26,950 = $71,050. PRIMARY SOURCE BUDGET ENCOUNTERS AND EXCHANGES IN US HISTORY YEAR ONEYEAR TWOYEAR THREETOTALPERSONNEL Program Director19,69521,25821,36262,255 Program Coordinator7,0007,5307,57122,101 Library and Web Support4,5004,8554,86714,222 Grant Reporting/Financial Mgmt2,4252,5972,6237,645TOTAL PERSONNEL33,62036,24036,363106,223TAXES AND FRINGE Taxes3,0263,2623,2739,560 Benefits3,1103,3523,3649,826TOTAL TAXES & FRINGE6,1366,6146,63619,386TRAVEL AND MEALS Staff Mileage5005205361,556 Archives Visits and Field Trips1,4401,4982,2925,230 Scholar Travel and Hospitality1,0001,0401,0713,111TOTAL TRAVEL2,9403,0583,8999,897SUPPLIES Library Materials1,0005005002,000 Course Readers and Texts4,2006,7689,54220,510TOTAL SUPPLIES5,2007,26810,04222,510CONTRACTUAL Scholars8,1009,75012,67530,525 Lead Teachers5,4006,3758,45020,225 Peer Evaluators6001,05014003,050TOTAL CONTRACTUAL14,10017,17522,52553,800TOTAL DIRECT61,99670,35479,466211,815INDIRECT Facilities3,4103,8694,37111,650 G&A3,1003,5183,97310,591TOTAL INDIRECT COSTS6,5107,3878,34422,241TOTAL PRIMARY SOURCE68,50577,74187,810234,056 Non-Federal Funds YEAR ONE ($16,846) PERSONNEL ($9,300) Asst. Supt., Reading: $5,400 (A-D, 1-7). Supervises the Program Director and member of the Advisory Council $72 hr. x 75 hrs. = $5,400 District Administrators: $3,000 (A-D, 1-7) Administrators will participate in orientation meetings, staff meetings, and on Advisory Council. Based on average $500 per administrator x 6 = $3,000 Grants Management Office: $900 (A-D, 1-7) Based on 30 hrs. x $30 per hr. = $900 TRAVEL ($218) Intra- and Interdistrict Travel: $218 (A-D, 1-7) Partnering school administrators and program liaisons, members of Advisory Council to orientation meetings, meetings during year. 9 individuals x avg. 50 miles a year x $.485 = $218 SUPPLIES ($2,500) Office and Food: $2,500 (A-D, 1-7) General office supplies and f ood for meetings and annual conference. $1,000 for office and $1,200 for food. OTHER ($4,828) Facilities Use: $4,828 (A-D, 1-7) Reading High School, a brand new state-of-the art facility, will be the site for meetings, in-school trainings, and the annual conference. Fees are $4,180 plus $648 for custodian = $4,828 Year Two and Year Three are the same but reflect a 3% increase annual increase in each line item for anticipated annual inflation and increased personnel costs. G.E.P.A. (General Educational Provisions Act) Albert Einstein State Academy is a state designated local education agency that serves an academically, culturally, and socio-economically diverse population of children and families. The academy and its Board of Education are strongly committed to equal access and treatment for all students, families, employees, and the general public. The boards policy of nondiscrimination guides and governs decision making at all levels. These policies incorporate the following principles: the Board of Education shall not discriminate against children, parents or guardians of children, employees, applicants, contractors, or individuals participating in board and/or agency sponsored activities. The board is committed to the provision of equal access in all child/family/employment and business programs, activities, services and operations that are deployed or provided directly by the board, as well as those operated or provided by another entity on behalf of the board under contractual or other arrangements. This policy is established to provide an environment free from discrimination and harassment based upon age, race, color, disability, gender, marital status, national origin, religion, or sexual orientation. Albert Einstein State Academys Personnel Department monitors, coordinates, and recommends action to ensure compliance with the above policies. To effectively and fairly resolve conflicts should they arise, the academy has established grievance procedures related to equal access for applicants, employees and/or children and their families alleging discrimination. These procedures are accessible for use by consumers, employees, and the general public. The academy also offers in-service training to increase staff effectiveness in recognizing and correcting biased attitudes. Albert Einstein State Academy and its partners are committed to implementing ten specific strategies for ensuring equal access to and participation in the Teaching American History program for consumers, staff of partnering agencies, and employees. The following steps will be carried out with the intent to reduce and eliminate access barriers based on gender, race, national origin, color, disability, and age to maximize participation in the grant program: Develop and administer a pre-participation survey to targeted attendees of grant-related events, such as trainings and workshops. The purpose of the pre-participation survey will be to solicit information from consumers regarding special access requirements such as wheel chair access and signers. 2. All grant program-related sessions/activities should be held in Americans with Disabilities Act (ADA) accessible and compliant facilities. As needed, the grant staff will further develop and implement a plan of action that will address the identified special access needs indicated by program registrants that go over and beyond the access provisions of the ADA facilities, themselves. 3. Coordinate and offer cultural sensitivity and ADA training for program staff, as recommended by the Albert Einstein State Academys Personnel Department. 4. Hire, recruit, and involve individuals from social and ethnic minority groups, multi-lingual individuals, consumers, and individuals with disabilities to plan, implement, and evaluate program services, to the greatest extent possible. 5. Develop or acquire and disseminate culturally relevant and sensitive curriculum and information materials that can be understood and accessible to all potential participants, regardless of their unique challenges or backgrounds. 6. Offer transportation vouchers for advisory members of the program and participants who must use personal or public transportation to attend grant meetings, activities, and workshops, as needed and if available. 7. Offer multi-lingual services for consumers and others as needed and appropriate. 8. Offer onsite childcare for individuals who must bring their children to program training events and activities (as available). 9. Arrange for assistive technology devices to translate materials for participants in need of such services (as available). 10. Post information materials, schedules of events, and program assessments on the internet which will enable assistive computer devices to interpret the materials for users. Ensure all potential users have direct access to these resources through the provision of usable workstations and/or computer labs, to the greatest extent possible. The above listed provisions and strategies will help to ensure that the following principles are reflected in our work with children and the community: valuing diversity and similarities among all peoples; understanding and effectively responding to cultural differences; willingness to continually engage in cultural self-assessment at the individual and organizational level; making adoptions to the delivery of services; and institutionalizing cultural knowledge and avenues for improvement in programming and service delivery. A-  PAGE 81 Western Heights School District, Western Heights School District, Western Heights School District, PAGE 81 Western Heights School District, PAGE 12 Western Heights School District, PAGE 81 Western Heights School District, PAGE 81 Western Heights School District, PAGE 81 Western Heights School District, PAGE 90 Western Heights School District, PAGE 90 Western Heights School District, PAGE 90 Western Heights School District,   PAGE  PAGE 2 Western Heights School District, TABLE OF CONTENTS FORMS Standard Face Sheet (ED424) grants.gov enclosure Standard Budget Sheet (ED 524) grants.gov enclosure SF 424B-Assurances Non-Construction Programs grants.gov enclosure Disclosures of Lobbying Activities grants.gov enclosure ED-80-0014 Certification grants.gov enclosure ED-80-0013 Certification grants.gov enclosure ED-80-0013 Certification grants.gov enclosure GEPA grants.gov enclosure NARRATIVE Abstract Table of Contents Absolute Priority Competitive Priority I Competitive Priority II Program Quality Significance Quality of the Management Plan Quality of the Program Evaluation RESUMES Program Director Kara Gleason R-2 Primary Source Program Director Deborah Cunningham R-4 University of Oklahoma Lowell Patricia Fontaine R-7 John Wren R-10 Sun Associates Jeanne Clark R-11 Zara Slapak-Warren R-12 Jeff Sun R-13 FreshPond Education Robert Ramsdell R-15 Big6 Research Robert Berkowitz R-17 Scholars Robert Allison R-18 Alex Bloom R-27 David Engerman R-29 David Hall R-34 Christina Klein R-36 Beth LaDow R-42 Heather Cox Richardson R-44 John Stauffer R-49 LETTERS OF SUPPORT Partnering Schools Danvers LS-2 Lowell LS-3 North Reading LS-4 Reading LS-5 Education/Training Partners Primary Source LS-7 University of Oklahoma Lowell LS-9 Big6 Research LS-10 Fresh Pond Education LS-11 Evaluator-Sun Associates LS-12 Program Director-Kara Gleason LS-13 APPENDICES Qualifications Statement Primary Source A-2 Sun Associates A-5 Bibliography A-6 History Book Discussion Study Group Reading List A-7 Program Director Job Description A-8 Three-Year Activity Timetable A-9 BUDGET JUSTIFICATION ABSOLUTE PRIORITY Western Heights Public School District of Oklahoma City (Oklahoma) is respectfully requesting federal funding from the US Department of Educations Teaching American History competition for the purpose of establishing, operating, and assessing the proposed Pioneers grant program. Pioneers represents a three-year professional development program and student achievement initiative that will be managed and fiscally operated by the Western Heights School District as the qualified Local Education Agency (LEA) lead applicant, in collaborative partnership with a consortium of 15 local area school districts in addition to several community-based education, historical, and other organizations that are dedicated improving the teaching and learning of traditional US history in Oklahoma. Over the course of the past year, these partnering agencies have joined forces with Western Heights School District in the planning and development of this Teaching American History grant proposal. These organizations, which include the University of Oklahoma, several historical societies, archive-rich libraries, and historically significant museums, will act as co-collaborators and co-implementers of the Teaching American History grant and Pioneers program. The training and support services that will be delivered by the Pioneers program will directly impact and benefit the teachers and students of the following school districts: Western Heights Pubic Schools, xxxxxxxxxxxxxxxx. All of these LEAs serve the Oklahoma City region and all enroll an impoverished, at risk population of students. The total enrollment of the LEAs is xxxxxxxxx students. Therefore, the Pioneers program qualifies for a potential grant award of $x00,000 over the 3 year grant period. As the participating education systems report a disproportionably high rate of NCLB defined under-qualified/not highly qualified teachers, student poverty, and low student achievement when compared to most other Oklahoma schools, our consortium represents urban inner city, high-needs schools that are ready and eager for educational reform through teacher development. As the current year budget of our schools have been cut by more than xx% and as no professional teacher training in history has been offered in over xxx years, the partnering LEAs and our teachers are extremely excited about this grant opportunity. However, due to these same issues of budget limitations and infrequent teacher training offerings in US history, the participating LEAs could not engage such an undertaking on its own. Therefore, the resources of the local, state, and national historical community have been pooled to plan, development, and implement the Pioneers initiative. Pioneers is an educator development initiative that has been designed to meet the absolute priority of the Teaching American History grant as it is built to embrace collaboration among a community of nationally recognized scholars, historians, and educational leaders from an array of partner institutions. The absolute priority of the grant as stated in the federal register reads as follows: The absolute priority is partnerships with other agencies or institutions. Each applicant LEA must propose to work in collaboration with one or more of the following: An institution of higher education. A non-profit history or humanities organization. A library or museum. Pioneers fully meets the conditions of the absolute priority through its development of and reliance on partnerships with a variety of institutions of higher education, non-profit historical organizations, museums and historical libraries, and other organizations of the consortium that will be actively participating in the grant program. Specifically, the agencies listed below have agreed to partner with Western Heights School District and collaborating LEAs to help implement and coordinate the proposed Teaching American History grant. NON-PROFIT MUSEUMS, LIBRARIES, AND HISTORICAL ORGANIZATIONS Several non-profit museums, historical libraries with primary sources and archival resources, and regional and local historically significant organizations have joined our consortium of collaborative partners to provide targeted teachers with once-in-a-lifetime experiential learning opportunities and training experiences that will enable them to improve their knowledge, pedagogy, and instructional skill sets related to the teaching of traditional American history. Western Heights School District has worked closely with the nationally recognized, historically significant organizations listed in the chart below to plan for this undertaking. All of these agencies have agreed to donate their staff time and resources to hosting training workshops for participating teachers who attend the program scheduled experiential field trips at the partners historical sites, museum facilities, and libraries. Moreover, our partner organizations will provide participating teachers with maps, DVDs, trade books, audiotapes, posters, and other donated resources to incorporate into their classrooms, lesson plans, and curricula. Teacher experiential field trips to our partner sites will consist of customized workshops presented by curators and educational staff of our partnering organizations as well as the introduction of the museum/historical organizations collection of historical resources and the availability of these to participants as they conduct self-directed, independent studies and analysis. Our partners include but are not limited to: Insert chart pertaining to museums, libraries, and historical organizations ONLY here The historical societies, organizations, and museum partners of the Pioneers initiative all have vast resources of artifacts, archives, primary source documents, period diaries, and resident historians who will be involved in the summertime and school year training workshops and professional development sessions that will occur over then next three program years. The museums and historical organizations, listed above, as collaborating partners in this grant initiative are located in some of the oldest settler communities in the United States. Together they possess an enormous amount of resources (dating from the early 1600s to the present time) that bring to life the social, political, cultural, and economic history of early and modern day America. Each of our partners has provided a letter of support documenting its commitment of supporting the Pioneers program and donating the use of its resources, facilities, and personnel to helping implement Pioneers experiential and training programming for Oklahoma City teachers. These letters of support can be found in the Letters of Support Attachments of this grant proposal. INSTITUTIONS OF HIGHER EDUCATION PARTNERS During the planning of this grant initiative, Western Heights School District established a long-term commitment from both the Department of History and the College of Education of the University of Oklahoma to develop and deploy the majority of the training and professional development sessions that will be offered to participating teachers for the Pioneers grant program. These departments have worked jointly in the past and have built a solid reputation for outstanding in-service programs that combine the scholarship of university historians with the expertise of classroom teachers (elementary, middle, and secondary). Several scholars and professors of the two university departments have agreed to provide their time and various university resources to train, coach, and mentor the actively participating educators from Pioneers schools. The resumes and curricula vitas of these trainers can be found in the Resume Attachments of this grant proposal. University of Oklahoma is a long-time collaborator and partner of the Western Heights School District and our partner LEAs. The faculty of the history and education departments who will be co-implementing the Pioneers trainings include many nationally recognized and published American history scholars who are experts in various periods and themes of American history. The history scholars of University of Oklahoma will lead the professional training activities of the Pioneers program as they work in a tri-partite collaborative approach with elementary, middle, and secondary level professors and leaders of education of the university who will further bring with them exceptional skills and knowledge regarding the best practices of instruction, assessment, and curriculum development in context to the teaching, pedagogy, and instruction of traditional US history in the pubic K-12 classroom. All of the training activities to be offered will be built around participation by scholars and lead teachers. By fostering a climate of intellectual exchange between university scholars and teachers, we acknowledge the pivotal role teachers play in the creation of a more sophisticated and aware American public. Teachers will able to obtain professional development points and university credits after completing a significant portion of the of trainings to be offered by University of Oklahoma. In addition to facilitating the school year trainings, coachings, and touchback sessions, one of the most important activities that the university will coordinate deals with the annual two week summer training institutes for the 120 Pioneers enrolled educators which will take place at xxxxxxxxxxxx. University of Oklahoma has documented in-kind contributions of its staff, training resources, and training materials to be used in the program to support the annual summer learning event. The summer institutes will consist of: content rich presentations by university history scholars and history education practitioners; workshops on a variety of topics which include the use of primary source materials, effective teaching strategies and pedagogy, measuring student achievement, aligning curriculum with state and national standards, historical inquiry, research, and the use of technology and assessment in the classroom; and practical application of the training content and best practices in the K-12 classroom. Through the summer institutes and through a variety of other school year, content-driven training seminars that will be facilitated by our university training team, participating history teachers will be equipped with the knowledge, understanding, experience, skills, materials, resources, and confidence they need to effectively teach traditional American history as a stand alone academic subject. Pedagogical methods of the many Pioneers training events will be presented within the context of American history content in order to demonstrate the relationship between these activities and in-depth historical text. Participating teachers (and, in turn, their students) will also be given opportunities to learn how historians conduct research and use archives and resources to engage the learner. Our partnering university trainers and practitioners will further support teachers in acquiring instructional materials, information on local and national initiatives, and technologies that they can use to improve the curriculum of their schools as well as improve the classroom learning environment. Ultimately, the continued involvement of our university training partner will help to foster the development of an informed, responsible citizenry committed to the fundamental values and principles of the US Constitution who are actively engaged in the practice of democracy in the United States. The collaborating professors of University of Oklahoma as well as University of Oklahoma institutional department heads have provided letters of support documenting their commitment to participating in the program and maintaining a strong collaborative partnership with Western Heights School District and the consortium in deploying the Pioneers program. Please cross reference their documentation of partnership in the Letters of Support Attachments of this grant proposal, which further articulate their commitment of in-kind donations and resources to the program. All of the above partnering agencies, including a team of teachers and administrators from the partnering LEAs and schools, have spent a great deal of time planning the Pioneers program for the benefit of inner-city Oklahoma City teachers and students. We will all continually work with supporters and administrators from the California Department of Education and the educational leaders of the program consortium to infuse the Pioneers initiative with research-based strategies that focus on improving the teaching and learning of American history and effectively integrating activities that make American history alive and exciting for students in their classrooms. To demonstrate its commitment to the program, our partners have promised, in writing, $xxxxxxxxxx of (annual) in-kind resources and contributions to help run the Pioneers program, which includes the donated use of facilities, personnel, cash revenue, technology, and instructional resource materials for teachers. Collaboration through a network of strong partners is and will continue to be the foundation of the Pioneers program. Upon award of the Teaching American History grant, a subcommittee of stakeholders from our partner agencies will be formed to oversee the program operations in a spirit of collaboration. This advisory will consist of representatives from the University of Oklahoma history and education departments, as well as teachers, administrators, principals, parents, students, history buffs, curators, and directors of the partnering LEAs and key partner organizations who will all work together to support this comprehensive effort to improve the teaching and learning of American history. The advisory will meet regularly to make systematic improvements and modifications to the implementation of the Pioneers initiative based on data and feedback from schools, from our partnering university trainers and teachers, and from the evaluation team. The attachments to this proposal include letters of support and memorandums of understanding from each of our partnering organizations that document each partners role in the program as well as its commitment to donating and providing the resources necessary to implement Pioneers over the 3 year grant term. Please cross reference these documents in the Letters of Support Attachment section of this grant proposal. COMPETITIVE PRIORITY ONE The Pioneers program that is being proposed by Western Heights School District meets, in full, the conditions set forth by the first competitive preference priority. For the Pioneers program, history teachers of the xxxx LEAs of our consortium will be invited to either receive training and related support services of the Teaching American History grant from the Pioneers program trainers and staff or to participate in the Pioneers control group. The Program Significance Section of the grant proposal offers a summary of the extreme needs and poor student learning conditions of the schools that will participate in Pioneers, please cross reference. The following chart summarizes this need: Demographics of Pioneers Students ChartLEA# of StudentsStudent Demographics W: White B: Black H: Hispanic A: Asian% Enrolled in Free Reduced Lunch% of Students Scoring Below Proficiency on the 2005-06 State Tests M: Failed Math R: Failed Reading S: Failed Science H: Failed HistoryNCLB Improvement StatusElementary: Middle: High School:W: xx% B: xx% H: xx% A: XX%M: xx% R: xx% S: xx% H: xx%Elementary: Middle: High School:W: xx% B: xx% H: xx% A: XX%M: xx% R: xx% S: xx% H: xx%Elementary: Middle: High School:W: xx% B: xx% H: xx% A: XX%M: xx% R: xx% S: xx% H: xx%Elementary: Middle: High School:W: xx% B: xx% H: xx% A: XX%M: xx% R: xx% S: xx% H: xx%AverageXxW: xx% B: xx% H: xx% A: XX%Xxx%M: xx% R: xx% S: xx% H: xx%Xxx Not Meeting AYP Of the xxx schools that are governed by the LEAs that will participate in Pioneers, xxx have not met the state defined measures of Adequate Yearly Progress (AYP) for one or more years and are in some form of NCLB school improvement. The remainder of these schools (xxx) are programmed to transition into not meeting AYP status when the new testing results are sent out by the state. This is due to the increased rigor in state testing and AYP mandates that have recently gone into effect. Moreover, xxx of the participating schools are Title I due to the impoverished, disadvantaged student populations they served. There are a variety of factors that contribute to our schools failure to meet AYP. Poverty is a key problem among students as xxx% of our children are enrolled in the free and reduced lunch program due to the low income and impoverished economic state of the households where they reside. Moreover, a significant number of our students (xxx%) are English Language Learners or special education students who are failing to meet proficiency on state testing because they have unique and individualized learning needs that are not fully being met by our school system. Student mobility (up to xxx%) is high among these schools, which further agitates the learning environment. Moreover, xxx% of our students, during the last school year, failed to meet academic proficiency in reading/language arts; xxx% scored under the average-proficient level on the state writing exam; xxx% are failing to meet proficiency in math; and xxx% are considered to be under-proficient in history and social studies content. Other issues, such as low attendance rates (with the average attendance at our schools being only xxx% as compared with the state average of xx%) make it difficult for teachers to keep children on track. All of these factors contribute to AYP. It is the hope and intention of our consortium of partners to use the Pioneers educator training initiative as a tool for raising student achievement and teacher effectiveness in the targeted low performing schools, thus, transitioning these school systems OUT of NCLB needs improvement status. Each of our LEA partners believe that the education of children is an ever-evolving process that should be continually evaluated and improved through curricular and instructional rigor (a raising of the bar), educator development, and reward for achieving educational outcomes. It is also our belief that outside of a childs home, our educators can be some of the greatest influencers of childrens ability and desire to perform academically. This power to inspire and teach is a special gift that will be molded, perfected, and recognized among Oklahoma City history teachers over the next 3 years through the Teaching American History grant. Because the Pioneers program will use a quasi-experimental research design, it will be a fairly easy process to identify and recruit history teachers from schools and districts that are not meeting AYP or that are in some form of NCLB Needs Improvement status. The quasi-experimental design will allow for the evaluators of the grant to representatively assign (from the xxx member pool of Pioneers school districts) a district to participate in the control or experimental group. Because the assignment will be made at the district level, all of the schools within the district will either be a control or experimental group participant. Because the evaluation design is dealing with a comparative study approach, it was absolutely vital from the beginning of planning the grant program that the districts that chose to participate as part of the Pioneers consortium be extremely similar in regards to the demographics of students, the Academic Performance Index or API scores of their schools, and other characteristics so that a true comparison can be made between the control and experimental grouping of LEAs. As you will see in the chart above, the districts that will be a part of the evaluation design are extremely similar. The race and ethnicity of students and teachers are nearly identical; the student scores on the state achievement tests only differ just a couple of percentage points between the districts; and all of the districts have participated in similar professional development programs and state initiatives since they are all in close proximity with each other and all required to fulfill similar state mandates. The way that the state of Oklahoma determines API, AYP, and school improvement rankings is very complicated. The slightest difference in the students attendance rate from school to school or a slight difference in the state test scores of the special education students vs. the Title I students of a school can make this determination. However, because of the similarities among all of our partnering schools and districts, the evaluation consultants who will help implement the Pioneers evaluation plan have concurred that it would be an acceptable methodology to representatively assign districts without schools that are currently needs of improvement to the control group and the assign the remainder of the districts to the experimental group. Therefore, 100% of the history teachers within those not meeting AYP or in Needs of Improvement schools of the consortium will participate fully in the Pioneers program. Partnering districts that do not have schools in needs of improvement/not meeting AYP but that do, as discussed, have schools that are similar to those of the experimental group will comprise the control group. The following chart provides a breakdown of this configuration. Note that control group districts will receive incentives to encourage participation in the assessment components of the program so a volume sample is secured. Experimental and Control Group Assignment ChartExperimental GroupControl GroupWestern Heights School Districtxxxxxx Data collected from the Pioneers control and experimental groups will enable program implementers and researchers to determine the best combination of offerings and incentives that are the most efficient and effective at raising student achievement in Oklahoma City. The justification of why the Pioneers LEAs have chosen this approach is described in the Evaluation Plan Section, below. COMPETITIVE PRIORITY TWO A comprehensive and rigorous evaluation plan has been developed and will be implemented for the Pioneers program under the guidance of an expert team of third party researchers. The proposed evaluation plan, which incorporates multiple levels of checks and balances will ensure Accountability: Produces evidence that Pioneers is meeting its goals, objectives, and activity commitments; Program Management: Monitors the routines of Pioneers operations - guiding short-term corrections and planning for the future; Staying on Track: Keeps implementers focused on program goals, objectives, and outcomes; increases understanding of service delivery successes and need for improvement; Efficiency: Streamlines service delivery; improves coordination of Pioneers services; Sustainability: Provides evidence as to whether or not Pioneers merits continued expenditures of funds; and Replicability: Provides useful information to ease program replication at other school districts in the future. The Pioneers evaluation design includes both a localized evaluation plan and a commitment to support and participate in the US Department of Educations national evaluation effort for the Teaching American History program. Nearby research firm, Evaluation Associates, will work cooperatively with the stakeholders and leaders of Western Heights School District (and the Pioneers partners) to coordinate this two-pronged evaluation effort. The broad scope of services that Evaluation Associates will roll out, starting in October 2007 includes: providing training for the program staff on how to properly administer assessments and how to properly collect archival records documenting program activities; coordinating Pioneers assessment activities and the development of assessment tools; aggregating data, developing and presenting (to staff and stakeholders) summative and formative evaluation reports and progress updates; attending (as needed) the Advisory Committee meetings to review Pioneers data and progress so that decision-making regarding program changes and improvements is driven by data and feedback looping processes; performing regular site visits to monitor and assess the fidelity of the program; and working with Pioneers staff to align the local level evaluation process with the national evaluation model and requirements. During the planning phase of this grant, several senior level evaluators from Evaluation Associates worked with Western Heights and the Pioneers consortium school districts to prepare an evaluation plan that would build upon the resources and strengths of our educational communities and that would articulate with the GPRA reporting criteria, goals, objectives, and outcomes of the Teaching American History grant and Pioneers initiatives. Working as third party consultants to the program, these senior evaluators (who will continue to consult for the program once the grant award is secured) are extremely qualified for this undertaking. Evaluation team members, such as Dr. Greg Muller who holds a doctorate degree in Sociology and Research from Texas A&M University, bring a wealth of knowledge and experience to the table. Dr. Muller has been providing research and evaluation services to local school districts for over 18 years. In addition to his 30 (plus) book and scientific journal publications on professional development best practices for teachers, pedagogical skill building approaches, and other topics related to educational reform and accountability, Dr. Muller has successfully worked on research and evaluation programs for the US Department of Educations Advanced Placement Incentive Program (including one that targets preAP/AP course development in history and social studies domains), Comprehensive School Reform Program, GEAR UP, and the Teaching American History Grant (for 2 other grantees from the 2005 funding round). He shares his belief in using data to improve educational systems with his senior associate, Dr. Brian Olstead whose post-graduate education is in the field of Research and Education and who also has publications and completed research evaluations dealing with teacher training systems and educator development models. In addition to being a classroom teacher in the K-12 public education system for several years, Brian also just completed a 16-month duty in Iraq working in the Army Core of Engineers. This dedicated team of professionals will help us determine the data-validated strengths and weaknesses of the Pioneers initiative as it unfolds over the next 3 years and allow us to continually refine the program so that a fine-tuned model is produced; one that can be replicated by other schools and districts throughout the state and country. Like Western Heights and its partners, the evaluation team is strongly committed to accountability in education and to improving educational effectiveness through the use of sound evaluation techniques and empirical-based best practices. The evaluators are recognized through their publications and tenures as leaders in educational research who have, for many years, provided their expertise to public and private educational institutions to help them incorporate value-added assessments and feedback looping processes into their grant programs and school improvement efforts. Approximately 10% of the Teaching American History grant funds have been set aside from our budget to pay for the evaluation teams time, travel, and material/resource costs associated with the development of reports, presentations, use of the teams online surveying system, and research assistants time. All parties involved in Pioneers, including the evaluation team, agree that this budgeted amount is appropriate in covering all necessary costs associated with a quasi-experimental evaluation program of this size and scope. The Pioneers evaluation is designed to answer 4 basic questions: 1. Did the Pioneers interventions impact teachers knowledge, understanding, and appreciation of state/national US history content standards and the documents, persons, turning points, and events of American history? 2. Did the Pioneers interventions impact teachers pedagogical instructional strategies in the classroom including the teachers use of new and innovative resources when teaching the subject matter? 3. Did the Pioneers interventions impact students knowledge, understanding, and appreciation of state/national US history content standards and the documents, persons, turning points, and events of American history? To what extent has Pioneers been successful in developing new leadership and training structures to strengthen the capacity of participating districts to teach American history throughout and beyond the term of funding? Each of these questions will be answered by analyzing data that are collected/produced from a set of indicators. Examples of the Pioneers indicators that are tied to answering each of these questions and to measuring the degree to which the program goals, objectives, and outcomes are accomplished (such as the student achievement data produced by the End-of-Instruction US History criterion reference tests taken each year - and in Spring 2007 as the baseline year - by all 9th-12th graders of Pioneers schools; or the quantitative Teacher Appraisal System scores of Pioneers history teachers as given by the Pioneers expert trainers based on 13 criterion of effective instruction in US history) are listed in great detail in the Data Indicator Chart below (see page xxx). The work to develop these indicators was one of the first aspects of planning this grant and involved the input of all partners and key stakeholders (teachers, district administrators, principals, the evaluation team, university trainers, parents, and students) which took place through a series of focus groups and formal meetings. Through their participation in helping to frame the programs indicators of success -- stakeholder buy-in was strengthened, early on, which will be a necessary element in our success to sustain Pioneers. Moreover, because of their involvement in planning the grant and collaboratively identifying the indicators, Pioneers stakeholders already have a strong understanding of the programs purpose, how it intends to meet its goals, and what it takes for the program to be considered successful. This will only grow over time. The evaluation plan for Pioneers will employ within a rigorous and scientifically valid quasi-experimental evaluation design (pretest-posttest using a control group) data collection and reporting features that will answer the 4 research questions while measuring the programs success at meeting the GEPRA reporting criteria as well as the goals, objectives, and outcomes specific to Pioneers which, again, will all be measured by the data collected within the indicator categories. Because a quasi-experimental design represents a very intense and challenging approach to research, the evaluation team must be fully supported by Western Heights School District as well as the stakeholders and partners of the Pioneers program. Strategies in which we will support the evaluation activities include: providing the evaluation team with immediate access to coded and protected student achievement records and teacher records (course schedules, licensure/certification type, educational background, etc.); collecting and maintaining site based records, reports, and archival data to help document who/what/where/when program activities occur; offering incentives and encouragement to teachers, principals and stakeholders to participate in the assessment components of the program; and opening our facilities for the evaluation teams audits and monitoring visits. Western Heights and its partners have experience in managing large grant awards as well as supporting third party evaluators in completing independent studies and analysis of our grant programs (while at the same time protecting our staff and students right to privacy). We are committed to pooling our resources and experiences to support the national and local evaluation of Pioneers. One of the key resources that will ease the reporting burden of the Pioneers districts is that fact that all of the districts use the state mandated Wengage database system, which already can offer two-way data flowing ability to collect and share coded student achievement data, personnel data, demographic data on students and staff, and several other of the data indicator fields which will clearly save a lot of time on both our part and the evaluation teams part. As a fundamental element of the evaluation plan, Pioneers will include as part of its overall grant management process, a total quality management (TQM) system which incorporates the use of evaluation data into program realignment and a continuous improvement process, as well as feeding information back into the evaluation plan. TQM is a comprehensive and structured approach to grant management that seeks to improve the quality of programmatic services through ongoing refinements in response to continuous feedback. TQM processes are divided into four sequential categories: plan, do, check, and act (the PDCA cycle). In the planning phase, the district defined the problem to be addressed, has collected relevant data, and ascertained the problem's root cause. In the doing phase, the district has developed a solution and will begin implementing that solution along with identified measurements to gauge its effectiveness. In the checking phase, Pioneers staff and the evaluation team will confirm the results through before-and-after data comparisons; and in the acting phase, we will document the results, inform others about process changes, and make recommendations for the problems to be addressed/weaknesses in the next PDSA cycle. Using the PDSA cycle as well, the Pioneers evaluation team will assess the management, quality, effectiveness and impact of the Pioneers program and will continually and systematically offer useful information with respect to several key operational and outcome-related issues, including: the management structure and effectiveness of implementation; the degree to which the program meets its goals, objectives, and outcomes; and customer satisfaction and perception of the utility and effectiveness of services. In doing so, there will be 4 distinct types of evaluation that will be conducted to provide information that can feed back into the PDSA cycle to support program decision making, assessing progress, refinement, and responding to GPRA indicators. The 4 types of evaluation are as follows: Type 1: Descriptive Evaluation provides documentation of who has participated in the program and in what ways, forming a longitudinal database of participant involvement. Provides demographic and background data on participants. Type 2: Formative Evaluation interviews, observations, and surveys are conducted as products and services are delivered, to determine their quality and usefulness, and to optimize benefits to participants. Type 3: Implementation Analysis includes monitoring of program activities and reviewing the quality of implementation -- whether processes are working as intended to ensure the greatest benefit to all participants, and in ways that ensure meeting the program goals and objectives. Type 4: Effects, Impact and Sustainability focuses on review of progress towards goals and objectives. Includes effectiveness of components and strategies of the grant program, and plans for sustainability of the model and its components. The evaluation plan for Pioneers will serve several purposes. First and foremost, it will provide accurate and continually updated data to program planners, partners, and implementers so that we can better see where we started, what have we accomplished, and what needs to change in order to achieve the mission and goals of the program. By continually collecting, aggregating, and interpreting data, we will have the ability to Assess Consumer and Stakeholder NeedsComprehensively identify and understand target population history students and teachers collective and individualized educational and pedagogical building needs, respectively.Predict and Eliminate PitfallsAnalyze performance/implementation gaps and consumer feedback so that program implementers can identify obstacles blocking student academic advancement and teacher successes.Continuous RefinementManage the development and modification of strategies to successfully overcome student and teacher performance obstacles in a cycle of continuous improvement.Ongoing AssessmentEvaluate the successes of program refinements and modifications as we continually work towards a common goal of improving the content knowledge, pedagogy, and instructional skills of US history teachers as well as the academic achievement, performance, and passion for learning traditional US history content among Oklahoma City students. With the input and guidance of the evaluation team, our consortium of program planners, implementers, and partners will systematically help collect, track, and analyze program implementation and teacher and student outcome and process data. This, in turn, will enable the above described data-driven-decision-making process and PDSA cycle to take place. The formative component of the evaluation plan is designed to assess the impact of program strategies and interventions towards achieving program goals and outcomes. To this end, the evaluation will use a quasi-experimental research design that features the representative assignment of school districts (not the assignment of schools or teachers). It also features a regression analysis comparing the data indicators of all experimental and control groups subjects using baseline and post data that will be collected over the 3 year grant period, and an overall hierarchical linear model analysis of participation levels and effects among all program-eligible teachers and students for the baseline and 3 year grant period (of both the control and experimental groups). The quasi-experimental design will be used to determine whether participants in the full breadth of the Pioneers training program (attending a significant portion of the Pioneers professional development interventions and offerings) improve their content knowledge, their understanding and appreciation of significant turning points in US history, their instructional practice, and their attitudes/beliefs/behavior in regards to the teaching of US history as compared to a control group that receives no program services. The study will further examine the impact of teacher participation on student achievement and appreciation of US history subject matter. The high degree of buy-in and desire to participate in the program among the administrators and staff of Western Heights School District and its xxxx LEA partners will allow for the representative-based assignment of school districts immediately upon notification of the grant award. Planners of the Pioneers program felt that a representative assignment methodology at the district level complimented the Pioneers program design the best due to the fact that groups of teachers from an entire district will be participating in the training activities together. This also will prevent cross contamination issues (for example, if a portion of teachers were participating in a school or district were to share their lesson plans or primary source books with their fellow control group teachers, this could contaminate the research design). If the group assignment were to be made at the individual teacher or school level, the teacher team participation approach that is highlighted in the Pioneers program design (including the emphasis of teacher teams attending trainings in vertical groups of multiple school and grade levels as they work together to improve the alignment of curriculum) would be much more difficult if not impossible to accomplish. School districts will be representatively assigned to the control and experimental groups so that both groups contain comparable subjects, such as student enrollment, percent of students qualifying for free or reduced-price lunch, number of history teachers, teacher background and experience, API scores, student achievement data scores, and district size. This will be somewhat of a simple process because all of the consortium school districts which have very similar educator and student populations have already agreed to provide access to their data as control or experimental group sites. Data collected from the control and experimental groups will allow program implementers and researchers to determine the best combination of offerings and activities that are the most efficient and effective in raising student achievement and teacher effectiveness in US history. Although all of the consortium school districts have volunteered to participate in this cross study (with none requesting funding to pay for their participation), we will set aside a $1,000 stipend per year, from the grant to compensate the control group districts for their participation. This will help cover the time of the districts technology staff to gather data from their Wengage database systems to forward to the evaluation team or can be used to compensate teachers for their time in completing the teacher assessment components of the evaluation plan, as outlined below. Again, all of the consortium school districts will be assigned to one of two study groups. Group A districts (the experimental group) will be the recruiting grounds for program eligible history teachers who will be encouraged to actively participate in the Pioneers training activities, receiving the full immersion experience called for in the Pioneers program design. Group B LEAs (the control group) will not be included in any teacher recruitment efforts and will not receive any of the Pioneers interventions; yet they will be required to participate in all of the Pioneers assessment activities. Using this type of assignment to create such groups for comparison is scientifically valid, cost-effective, and feasible based on the program design. Again, baseline and post implementation data which will be quantitative, qualitative, and descriptive in nature sources will be collected from the teachers and students of both groups to assess the effectiveness and outcomes of the program. Among the experiment (Group A) school districts, xxxx teachers will be enrolled, on a first come first serve basis, to complete at least xxx hours of the annual Pioneers training offerings in order to be considered active participants. As we lose teachers due to attrition, new program eligible teachers from Group A LEAs will be recruited and encouraged to catch up to the active participation level by attending webcasts and the ongoing training events. Despite the emphasis on establishing an initial group of actively participating teachers in year one and carrying that same group of actively participating teachers through to the end of year 3, it is likely that program eligible teachers will join the program at different intervals and may not meet active participation requirements at the same level as their peers. Subgroupings will therefore be determined as appropriate (i.e., high, medium, low attendees) to help control for variables between experimental group teachers that may influence the extent to which the intensity/dosage of the program services impacts their performance outcomes; which is part of the evaluations hierarchical linear model (described in greater detail below). Three experimental group cohorts will therefore be created: High Attendees=A1, Medium Attendees=A2, and Low Attendees=A4. The experimental group cohorts will be compared to the control group (B) consisting of non-participating teachers (and students). Experimental and control groups will then be compared based on a number of data and performance indicators that are listed in the Data Indicator Chart, below. It will be the job of the evaluation team to develop instruments and processes to collect and measure these indicators. Sound statistical tests, such as MANOVA and ANOVA, will then be performed regularly using industry standard statistical software with output being used to create interim and annual progress reports. Linear Regression Analysis: Again, students and teachers of Group A and Group B will be tracked and assessed throughout the entire 3-year program term (and prior to the term using the baseline data for several of the set data indicators). Linear Regression Analysis, which is a commonly used statistical technique for evaluating linear relationships, is a core strategy of the Pioneers evaluation plan. The use of this regression analysis protocol will help the evaluation team to determine short, middle, and long-range outcomes and impacts of the programs intervention. To control for validity, Group A and Group B schools will be representatively assigned. Hierarchical Linear Modeling: Hierarchical linear modeling of the Pioneers program will allow the evaluation team to analyze and assess the relationships between levels of teacher involvement in Pioneers and improvements in the teacher and his/her students, accounting for the hierarchical structure of the data. This level of insight will prove extremely valuable to the participating districts, state, and national educational entities trying to determine the most effective and efficient training programs in regards to dosage, content, delivery, and intensity. Data Collection Plan: The Pioneers data collection plan is designed to support program implementers and stakeholders as they assess and continually reassess the learning, instruction, and other needs, challenges, and obstacles of teachers and students in the realm of teaching and understanding US history so that program strategies can be adjusted to improve the effectiveness of the Pioneers interventions. Data and the continual interpretation of data using the PDSA cycle will guide program refinement and improvements so that learning needs, challenges, and obstacles are overcome and so that the program interventions are more consistently linked with higher levels of content knowledge, enhanced pedagogy and instruction, and higher student academic achievement in the US history content standards. A commitment to continuous evaluation is at the core of the data collection effort. Thus data collection and interpretation of data will be carried out regularly and systematically; program refinement will be ongoing; and reassessment of the ever-changing needs of program consumers and impacts of programmatic adjustments are incessant. The following chart provides a summary of the core values of why and how data will be used in the Pioneers program: CORE VALUEHOW DATA WILL BE USEDEstablishes FocusThe system of data collection and the constant review of data comparing progress with the grant proposals scope of work will help to keep Pioneers staff and stakeholders focused on meeting the goals, objectives, and outcomes of the program. This will also lead to an enhanced level of understanding of service delivery successes, challenges, and solutions.Management of the Pioneers ProgramData, as noted in activity reports, sign-in sheets, and budget expenditure reports, will be systematically collected by staff and shared with stakeholders. These data will allow for the monitoring of Pioneers activities and activity schedules - guiding short-term corrections and planning for the future to make sure timelines and activity commitments are met in an efficient manner.Operational EfficiencyKnowing what has been accomplished and what still needs to be accomplished using data and the Pioneers management plan as our guide will help to streamline service delivery and enhance the coordination of Pioneers services to teachers.Accountability to the Funder, Consumers, and StakeholdersFormative and summative data will produce empirical and documented evidence that Pioneers is meeting its goals, objectives, and activity commitments.Replication of Best PracticesOutcome and summative data of the program will serve to produce evidence as to whether or not Pioneers merits replication among other school districts and educational agencies in Oklahoma and throughout the country. Progress reports and the continued documentation of program practices and strategies will be compiled as a guide for replication if we indeed pass the litmus test. Outcome and summative data of the program will also serve to produce evidence as to whether or not Pioneers merits continued expenditures of grant and other funds and resources. Data which documents the implementation efficiency of Pioneers will be systematically collected and assessed based upon adherence to the established process-based objectives, activities, and the program implementation timeline (as documented in the management plan). These quantitative and qualitative data may include, but are not limited to, sign-in sheets, surveys, self-reports, minutes of meetings, etc. There will be a strong emphasis on collecting data that documents how staff, partners, and consumers are perceiving the effectiveness and usefulness of the program services. Such data will be collected by means of focus groups, stakeholder and consumer feedback surveys, observations, interviews, and other mediums. These data will tell us how we are doing; if we are meeting our commitments; and ways to continuously improve program services. The evaluation team has worked with Western Heights School District and its partners to directly connect program activities to evaluation strategies and data collection processes and sources. Upon award of the grant, a detailed Evaluation Implementation Action Plan, including timelines, will be created and adopted by all parties involved. This plan will help to further align the evaluation activities with intended outcomes and to build a common understanding of the role of evaluation in the programs implementation. Measurable indicators will be assigned to all process and outcome objectives and milestones as appropriate. The evaluation team will systematically collect and analyze such data for each year as nested in the following layers: program level, school level, teacher level, and classroom level. Examination of all Group A and Group B schools, teachers, and students will be conducted on a pre/baseline basis (during the first month of the award) and on an ongoing basis (every nine months). This type of repeated measures protocol for data collection will be used to establish baseline data and to track changes over time between the control and experimental groups, and among the subgroupings of subjects. Interim and annual progress reports will be developed (and reviewed by staff and stakeholders) that will provide updates and information on data collection progress, follow through, quality, clean-up, and evaluation gaps. These reports will also summarize preliminary findings and perceived trends apparent in data analysis. This regular process of data collection, compilation, and analysis will serve to minimize the risks associated with violations of construct and internal validity. For the collection of data from participating and non-participating teachers of Group A and B, all efforts will be made to maintain teacher anonymity in accordance with the Family Education Rights and Privacy Act and other related guidelines of research ethics. Data will be reported in such a way that individual teachers cannot be identified. The processing of data will be carried out through the use of anonymous coded identifiers assigned to teachers rather than the teacher names and/or school association. The master decoder list will be kept off-site from the Pioneers school districts and schools in a locked filing cabinet in the evaluation firms office. Absolutely no copies of the decoder list or of other completed data collection mediums will be distributed or made public for any reason. For the collection of data from students (of teachers of Group A and Group B LEAs), it is important to note that surveys and other forms of data will only be collected at the classroom level as opposed to the individual student level. This means that coded identifiers are not necessary for the students but will be used to mark the classroom and school. This higher level of broad identification will help to further protect the identity and rights of students. As with the teacher data, those data collected from Group A and B students will be protected in accordance with the Family Education Rights and Privacy Act and other related guidelines of research ethics. Moreover, a process of obtaining active and informed parental consent will be carried out prior to the collection of data as needed. Basic descriptors and indicators of all groups and subgroup teachers and the students of those teachers will be collected and used in the cross-study. These include, but are not limited to: Data Indicator Chart Data Descriptors and IndicatorsHow/When will Data be GatheredType of DataDescriptors and Indicators of Control Group and Experimental Group TEACHERS(Courses currently teaching (Number of years experience teaching US history (Total # of years teaching experience (Highly qualified teacher status (Level and type of college education, certification, licensure (Participation level in continuing education and training (types/hours) (Number of years since attended last academic/college history course (Socio-economic indicators (Race, culture, home language indicators (NCLB qualification status (Courses currently teaching and number of sections, socio-economic status and indicators of the school where teaching(Descriptive Indicators of Teachers: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as personnel are hired and courses are scheduled. Data is updated as staff is hired/leaves and as courses are scheduled.Descriptive(Pioneers program/initiative involvement levels (Involvement level in professional development related to history content and/or pedagogy during the program term that falls outside of the Pioneers trainings.(Program and Training Dosage: A feature will be added to the existing Wengage database system to not only track staff hours of training, but to also automatically upload training materials and the work produced by staff at the training sessions to the Pioneers website. Specifically, the database will produce a single site that lists links to all of the Pioneers trainings for staff. Clicking into the link will take the user to an HTML form that must be partially completed by the trainer, educator, and then verified by the Pioneers Program Director for accuracy (comparing actual attendance sign-in sheets with reports of attendance). This form will ask for hours of attendance, satisfaction with the training, feedback, and an opportunity to upload training materials and examples of teacher work (which will be loaded to the Pioneers website and shared with Pioneers participants). There may also be training competency quizzes on the site that the educators must complete and pass before receiving credit for their training hours. The number of hours reported and verified for the trainings will be automated in the system Interim reports can be produced at any time to determine if we need to change the format/content of trainings to improve effectiveness and access for the staff. Trainings attended by teachers outside of Pioneers that are relevant to history will also be reported by teachers. All participating teachers, Pioneers trainers, and potential users of the system will receive training on how to use the program before the training activities commence. This feature will be added to Wengage by January 2008, and will be updated daily as new trainings are scheduled and attendance is tracked.Quantitative( Attitude/beliefs/behavior/ motivation appreciation/interest in regards to teaching history and towards history as a subject matter( Teacher attitudes/beliefs assessment: The attitudes, beliefs, interest, understanding, appreciation, motivation levels in learning, teaching, and interest in exploring US history as assessed among teachers by an evaluation team developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers. (Focus Groups: Biannual focus groups will be facilitated by the evaluation team specifically for teachers, principals, and then program staff. Questions will specifically solicit information on perceived strengths and weaknesses of the trainings, recommendations for improvements, and attitude-motivation-beliefs regarding the application of training content in the classroom.Qualitative Quantitative(Pedagogical skills, use of historical benchmarks and historical inquiry in the classroom, and application of content knowledge related to the teaching of traditional US history(TAS: Pioneers districts will purchase and use the Teacher Appraisal System (TAS) which was developed by Northeastern Oklahoma University. For TAS, the expert Pioneers training team members will use the TAS QUARTERLY walk-through method of observation to assess the pedagogical skills and classroom strategies of teachers. The schedule of the walk-throughs are not pre-announced to the Pioneers teachers thus, the trainers can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the expert observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. These indicators include: xxx. The trainer will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at the Pioneers office, the trainer will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and trainer then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the expert completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. (Assessment of Teacher/Student Products and Work using Program Developed Rubric: The lesson plans, use of program developed instructional resources (i.e., virtual tours, assessments), curriculum as tied with grade level state and national standards (including the national history benchmarks), and the finished work products of students will be assessed by the training experts from the University of Oklahoma. The trainers will require that each assessed teacher develop a portfolio of instructional artifacts that the teacher has used in the classroom over a period of twenty school days (e.g., lesson plans, assessments, classroom programs, exercises, examples of student work). The trainers will then collaboratively develop and use a rubric to rate these instructional portfolios to dimensions of teacher practice and pedagogy. This will occur once at the beginning of the program and then annually.Qualitative Quantitative(Teacher content knowledge levels based on state and national US history standards( Teacher Content Knowledge Assessment: The content knowledge level and proficiency of teachers in context to state and national US history standards will be assessed by a program developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers.Qualitative QuantitativeDescriptors and Indicators of Control Group and Experimental Group STUDENTS(Title I and free/reduced lunch count enrollment (Socio-economic indicators (Race, culture, home language indicators (GPA and course grades (Courses currently taking (Program/initiative involvement levels of the student and his/her family(Descriptive Indicators of Students: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(K 5th Grade Students: Content knowledge levels based on state and national US history standards (K 5th Grade Students: Demonstration of use of historical inquiry and historical thinking(Achievement Series Interim Assessment System: At this time, there is no formal assessment used in Oklahoma to measure the knowledge of K-5th grade students in history. Luckily, it will not take much time or effort to get this underway. Scantron (an educational product developer) has already gone through an extensive and exhaustive process of developing, piloting, and adopting the Achievement Series interim Assessment system, which over 85 Oklahoma K-12 schools are now using. Achievement Series is a state standards-aligned, validated and tested online assessment that is given in participating Oklahoma schools every 9 weeks - and has shown a great deal of success in other districts (particularly in preparing students for state testing and predicting (within 95% accuracy) student performance on the state criterion reference tests). The Achievement Series provides immediate results and maintains the interim assessment data over time so that data can be used for longitudinal comparisons and for evaluating the effectiveness of interventions (such as the professional development of teachers or curriculum changes). The Achievement Series output is further used to provide teachers with multiple student performance data points during the year, thus allowing teachers to modify instructional strategies and content as appropriate. Beginning in the 07-08 school year, Pioneers districts will begin using the Achievement Series system. Achievement Series will provide teachers with pre-developed assessments that cover the PASS standards and the state/local curriculum in US history. Benchmarks for advanced, proficient, under-proficient, and non-satisfactory guide the automated scoring process of the assessments. The output of results are extremely detailed and show each content area that each student (and various groups of students, such as classroom, females, etc.) scored. Again, this will be helpful in applying the results for curriculum and instructional improvements. Pioneers staff and stakeholders can also use the results in the planning of upcoming training events. There is an additional feature of the Achievement Series system that will be beneficial to our educators. Teachers can use the Achievement Series test item bank (this is a separate feature of the program) to develop additional standards-aligned benchmark assessments in between the 9-week formal interim assessment periods. Teachers can also create worksheets, lesson plans, and flashcards to help prepare students for state mandated tests. These teacher developed assessments and study resource features can be varied based on groupings of students in a classroom and adjusted to reflect the curriculum content covered to date. Quantitative Qualitative(6th-12 Grade Students: Content knowledge levels based on state and national US history standards (6th-12 Grade Students: Demonstration of use of historical inquiry and historical thinking(OCCT and EOI: There are two state assessments that are given to Oklahoma students in grades 6-12 that can be used for this student achievement data indicator. The first is the Oklahoma Core Curriculum Test (OCCT). Although the OCCT is administered to students in grades 3-8 in the early Spring of each school year, grades 3-5 only take the English and math sections of the test. Grades 6-8th take all portions of the test, including English, math, social studies, US history, science, and geography. The test is aligned to state standards and will provide excellent baseline and post annual data on student achievement in US history in grades 6-8th. The test incorporates not only quantitative questions, but also always the student to demonstrate historical thinking and inquiry through long answer and essay portions. (All Oklahoma students in grades 9-12 take the End-of-Grade assessment in Spring, annually. There is a US history section to this test, therefore the test output will allow for baseline and post data collection. The test additionally incorporates questions that measure historical thinking and inquiry in addition to multiple choice questions on content areas. ( Achievement Series will be purchased and used in grades 6-12 as well to provide interim assessment output among students in US history.Quantitative Qualitative(Attitude/beliefs/behavior/motivation appreciation/interest in regards to learning US history( Student attitudes/beliefs assessment: The attitudes, beliefs, interest, understanding, appreciation, motivation levels in learning and interest in exploring US history will be assessed among students by an evaluation team developed survey instrument. The survey will be administered during the first month (October) of each program year to obtain baseline, and annual post data from teachers. (Focus Groups: Biannual focus groups will be facilitated by the evaluation team specifically for students. Questions will specifically solicit information on attitude-motivation-beliefs regarding the learning of history and perceived changes in how history is taught and learned.Qualitative QuantitativeDescriptors and Indicators of Control Group and Experimental Group SCHOOLS/LEAS(Title I status (AYP status (NCLB state rating (Academic Performance Index Rating (Socio-economic indicators of student body (Race, culture, home language indicators of student body (Student Dropout and Mobility Rate(Descriptive indicators of districts and schools: The Wengage Database system (which is used by all Oklahoma School Districts) systematically collects these data automatically as students enroll and courses are scheduled. Data is updated as students unenroll and as courses schedules change.Descriptive(Programs and initiatives that the schools and districts may be involved with outside of Pioneers.(Programs/Initiatives: This information is reported in the Fall of each year on the school improvement plans of schools and the report cards of districts.Qualitative For the reporting of these data, the evaluation team will rely on frequency distributions and cross-tabulations to report quantitative data from most of the surveys and data collection mediums. Graphical representations of data will further be used as appropriate in reporting quantitative data from surveys and these other mediums. The use of ethnographic techniques can be used as appropriate to assess and report on the qualitative data that is obtained from interviews, observations, and focus groups. The evaluation teams internet hosting site, which allows for online surveying, will also likely be used to help minimize double entry and personnel resources at the school sites. The use of an online surveying system will also help to fast track data collection for almost immediate aggregation and output. Objective Measures: In developing the evaluation plan, the grant planners and stakeholders of the Pioneers districts worked with the evaluation team to establish clearly stated goals for the program. The goals can be found in the Quality Section of the grant proposal narrative. Corresponding to the program goals, are 3 types of measurable objectives. These include: 1) process objectives, 2) outcome objectives, and 3) GPRA objectives. Process objectives answer the question What number and quality of activities are being carried out by the program? They measure the quantity and quality of program activities for use in the formative assessment for continuous improvement and in the implementation assessment. Outcome objectives answer the question, So what difference did the activities make? They measure the changes in the targeted goals that occurred as a result of completing the activities. The GPRA objectives will produce the data required by the Department of Education. The objectives related to each of the 3 types are shown in the chart below along with the outcomes that will be produced by accomplishing the objectives and ways in which we will measure the degree to which such accomplishment has taken place. Objectives-Outcomes-Data Indicator Alignment Chart OBJECTIVESOUTCOMESDATA INDICATORS TO MEASURE OBJECTIVES & OUTCOMES(OBJECTIVE: By September 30th of each grant year, an actively participating group of at least 90 US history teachers will have completed at least 60% of the Pioneers annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.(OUTCOME: Every year, the group of actively participating teachers will show at least a 33% increase in their knowledge, understanding, interest, and appreciation of state and national US history content matter.(Teacher content knowledge assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups (Copies of applied research projects and work completed by teachers in the training sessions(OBJECTIVE: By September 30th of each grant year, the actively participating group of at least 90 participating US history teachers will have completed at least 60% of the Pioneers annual training sessions that are targeted towards pedagogical instructional skill building and use of new/innovative instructional resources in the classroom.(OUTCOME: Every year, the group of actively participating teachers will show a significant increase in their use of effective pedagogy, instructional skills, and program defined best practices in teaching traditional US history compared with baseline levels. (OUTCOME: Unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology will be developed and made available to in hundreds of classrooms throughout Oklahoma City.( Assessment using program developed rubric ( TAS ( Teacher attitudes/beliefs assessment ( Descriptive indicators of teachers ( Program and training dosage ( Focus groups ( OBJECTIVE At the end of each school year, 100% of Pioneers teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the Pioneers program of that year in their classrooms. By the third year of the program, xxxx highly trained Pioneers teachers who have completed at least xx total hours of Pioneers trainings will be fully prepared, willing, and ready to step into the Pioneers leadership positions.( OUTCOME: History students of actively participating teachers will demonstrate a significant increase in their content knowledge and appreciation of/interest in US history compared with baseline levels. ( OUTCOME: Professional bonds among colleagues will be developed; teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will increase.( Descriptive Indicators of Students ( Achievement Series Interim Assessment System ( OCCT and EOI ( Focus groups ( Assessment of student work and classroom resources using program developed rubric ( TAS ( Student attitudes/beliefs assessment There will be additional performance indicators collected among Pioneers consumers, partners, and staff to measure the effectiveness and efficiency of the program implementation itself. These indicators include, but are not limited to: case studies of the Pioneers training approach and its weaknesses/effectiveness; focus groups of Pioneers partners that provide information on partner involvement and feedback levels, perceived program strengths, perceived weaknesses, financial or resource commitment level to supporting the sustainability of Pioneers; consumer feedback of each training session as administered to teachers and trainers; school program offering changes based on the number, quality, and level of advanced and elective history courses offered (such concurrent enrollment government classes, Advanced Placement and pre-Advanced Placement courses, etc.), and the data indicators listed under the school/LEA section of the data indicator chart (i.e., descriptive indicators and program/initiative indicators). Similarly, the perspectives of school principals, Advisory Committee, and the Pioneers staff will also be tapped through periodic consumer satisfaction surveys, interviews, and focus groups. These individuals will provide input on administrative concerns and problems with implementing Pioneers, as well as perceived benefits to the schools. All of these data will be systematically coded and compiled to be included in the monthly progress reports and weekly staff meetings so that modification can be made to improve program offerings in a consumer-driven environment and so that the impact of the program can be determined at all levels, including the student, teacher, school district, and educational community level. It is our hypothesis that Pioneers participating schools will evolve into educational institutions that are jam packed full with rich offerings that are inclusive of advanced history classes (based on history high school models) that offer pathways of learning in history that lead to postsecondary degree programs; full day and after school day history clubs and elective or advanced exploration opportunities in the areas of history (e.g., underground railroad investigation teams, history fair clubs); etc. Upon award of the grant, the evaluation team will immediately begin work to create all of the data collection instruments described above, secure school and district approval for the use of these instruments, and obtain teacher and parent active permission and informed consent to access and collect data for use in the program evaluation. The evaluation team has already put several of these items in place in an effort to minimize the time needed for planning and start-up between the award of the grant and the implementation of the evaluation plan. Active permissions slips for parents of students, for example, have already been developed and will be included in the standard forms packages that students parents and teachers are asked to read, sign, and return to the schools at the beginning of the school year (prior to the program start date). Additionally, survey tools will be adopted from existing instruments of other TAH grantees or from those instruments recommended by the national TAH evaluator. This will prevent the evaluation team from having to re-invent the wheel so to speak. To guide collection of program data and to memorialize adopted processes and techniques, the evaluation team will develop an easy-to-use evaluation handbook that will include all survey tools, data collection techniques, protocols, guidelines, rubrics, checklists, and evaluation timelines. It will essentially be a how to guide of who/what/where/when/how the Pioneers evaluation will roll out. The handbook will also include forms and tools that will be used to document program activities (e.g., sign-in sheet templates, outlines for recording minutes of meetings, activity tracking report sheets, etc.). This handbook must be reviewed and approved by the Pioneers implementation staff and stakeholders for quality assurance. During the first month of each program year, the evaluation team will arrange for and will facilitate a training session for the full Pioneers staff so that they can support site level data collection. Staff will be trained, for example, on the fact that the handbook sign-in sheets must be used as a back-up document to confirm attendance at every Pioneers training activities. Staff will also be trained on how to use the handbooks activity tracking reports, which must be filled out by the Pioneers implementer and trainer during/after every key program activity is implemented. These reports, for example, will provide information on what teachers are learning in their training activities; when trainings and courses are being offered; how many teachers attend each session; success stories and anecdotal based accomplishments from the staffs or teachers perspective; practitioner time clock reports for dosage levels; documentation of any concerns and recommendations for improvement; description of partner resources used in each activity and the in-kind contribution dollar equivalent; and a description of how the activity aligns with the activities called for in the grant proposal, etc. There are other process oriented tools in the handbook that will additionally help the evaluation team and program implementers determine what has taken place to date, what needs to take place, and how effective were the efforts that have taken place as far as their relationship to answering the 4 main research questions posed. Formative Evaluation: The formative evaluation of Pioneers will take place in monthly meetings of the Advisory Committee and will be used primarily to determine if the data to date indicate a need for programmatic adjustment and, if so, what that adjustment should be and who will implement it. Clearly, the evaluation handbook and the training offered to staff to help staff support the data collection effort will of monumental assistance in the formative evaluation effort. Formative evaluation will focus on the following questions: Is the program completing the activities as scheduled? Is the quality and quantity of activities as expected? What changes need to be made in the program implementation to improve the results and ensure meeting the goals? When, how, and by whom will these changes be implemented? What barriers may be anticipated in the next quarter and what pro-active steps can be taken to eliminate or minimize these barriers? Because the decision makers (i.e., Advisory Committee members, Pioneers staff and consultants) are in the room for the formative assessment process, adjustments can be made quickly without going through bureaucratic channels. In this way, the formative evaluation is the element that ensures the timely and thorough feedback loop resulting in continuous improvement. During the monthly meetings of the Committee, the Pioneers Program Director will take gather formative data and develop, every month, a formative progress report. The reports will be reviewed at the meetings and used to compare actual progress with the promised contractual obligations (i.e., outcomes, objectives, activities) listed in this proposal to determine what has been accomplished and what needs to be accomplished. Identified gaps will be documented and action items will be given to site level staff as a result of this process. To further assist program implementers and stakeholders with ensuring that the program is efficiently being implemented, on time, and within our defined commitments, the evaluation team will offer grant and programmatic monitoring and fidelity assessment services. During each site visit, the evaluation team will prepare a case study report which will be subjected to a cross-case analysis to determine fidelity to the program design and best practices. The report will also be reviewed at the scheduled Advisory meetings in support of the formative evaluation effort. Progress Reports: Clearly, the use of formative and summative evaluation reports and the review of the reports by implementers and stakeholders will help the program stay on task and allow for refinement to be made in a cycle of continuous improvement. User-friendly evaluation-driven program reports will therefore be developed to permit regular assessment (formative and summative) of progress towards achieving program outcomes and promises. Industry standard software will help the Program Director and evaluation team generate all required and requested program reports needed to fulfill federal, state, and local reporting requirements and to provide stakeholders with systematic program performance feedback. Again, regular program updates will also be shared with stakeholders through presentations, newsletters, journal articles, and formal publications. Reports to be produced for Pioneers are as follows: Monthly Formative Evaluation Reports: Summarizes process data and data documenting the implementation of activities. These data will demonstrate if/how the program is meeting activity commitments and if implementation of services occurs on time and within budget. Summative Evaluation Interim Reports: Summarizes outcome and performance data related to the goals, objectives, and outcomes of the program. The quarterly reports will indicates which data is missing or of poor quality. The reports will present interim findings and perceived trends apparent in data analysis Annual Progress Report: Describes program activities and demonstrates progress toward achieving outcomes and process objectives. The report will include data from all sources, summaries of progress towards goals and objectives, and findings from the experimental design component of the evaluation. Overall conclusions, recommendations, as well as local and national significance will continually be drawn from the program data. Formative Evaluation Report: These reports can be made available at any time. Tracks any and all aspects of program progress including progress in meeting program goals, objectives, activities, and outcomes. The Program Director will place on his/her schedule to produce this report at least monthly for the Advisory Committee to review. Scholarly Publications and Other Nationally Published Reports: Describes strategies implemented and the evaluation design, including used methods and instruments and lessons learned/progress made as a result of specific program strategies. The evaluation handbook that is produced will become a program evaluation portfolio that is ever evolving so that it documents evaluation processes, reports, outcomes, adjustments, and program refinements. By the end of the 3-year program period, the handbook will be used as a guide for replication of the programs best practices and evaluation plan, if Pioneers merits replication among other schools and districts throughout the state and nation. We hypothesize that it will. Avoiding Potential Pitfalls: Although the Pioneers evaluation design is seemingly straightforward, it could be subject to a few potential pitfalls. We believe, however, that the evaluation design addresses all of them at this time. A variety of strategies will be put into place to control for the following potential pitfalls and threats: Construct Validity: One common finding in evaluation research is that non-participants actually receive elements of the program under evaluation. Curriculum and instruction within the schools and districts of the Pioneers partnership may be vulnerable to this type of contamination due to the fact that teachers are commonly transferred between schools and because they do come together in group settings (i.e., of teachers from multiple schools) for in-service trainings and during off hours in social settings. This is also the case for students. When this contamination occurs, then finding no difference between participants and non-participants masks what might be effects in both settings. Other and similar types of construct validity threats include: Compensatory Rivalry: control group teachers and students may be motivated to do better to show that they can do as well as or better than the experimental group subjects. Reactivity to the Experimental Situation: experimental group subjects reporting progress because they believe they should have made progress and not because progress was actually made. Treatment Diffusion: experimental group subjects sharing what they learn with control group subjects as is described above. There are a variety of strategies for reducing this and the other threats. For example, in addressing treatment diffusion, the evaluators will collect unit plans from Group A and Group B teachers so that they can observe the extent to which similarities exist. Internal Validity: Are the observed effects really a direct result of the Pioneers program? Types of potential internal validity threats include: (1) Attrition (i.e., experimental group and control group teachers leaving the program and/or districts); (2) Maturation (i.e., teachers and students are doing better simply due to more experience with the passage of time); and (3) History (i.e., additional services offered by the participating school districts that are not part of the Pioneers program). The Pioneers evaluation plan is designed to address these potential issues through the following strategies: xxxxxxxxxxxxxxxxxxxxxxxxxxx Evaluation Timetable: The following timeline provides a visual representation of how our program and evaluation activities will work in concert: Pioneers Evaluation TimeLine (Years 1 3) Evaluation ActivitiesOctNovDecJanFebMarAprMayJunJulAugSeptAdvisory Committee convenes and begins meeting monthly.(Contract is reviewed and secured with evaluation team. Duties are clearly defined.(Evaluation handbook is developed and approved by the Committee for use.((Staff and stakeholders are trained on how to support data collection processes.(Data to track implementation/process data is collected.((((((((((((Representative sample of control and experimental groups is confirmed. (All experimental group districts receive an introduction and orientation to the program. Pioneers training interventions commence in full force.((((((((((Advisory Committee meetings continue. Program Director delivers monthly formative evaluation report to Committee for review.((((((((((((Program Director and evaluation team confirm with the technology coordinators of the participating school districts that the Wengage system is fully functional to collect all descriptive indicators and support a two-way flow of information between the districts and evaluation team. Make adjustments as needed.((Wengage is upgraded to track the training dosage tracking mechanism and website interface.(((Teacher attitudes/beliefs assessment is administered.(Focus groups are coordinated. Site visits are deployed.((TAS is conducted b y experts.((((Panel assessment using program developed rubric is conducted.( (baseline) (Teacher content knowledge assessment is administered.( (baseline)(Achievement Series interim assessment system commences.((((((((((OCCT and EOI assessments commence.(Quarterly summative reporting occurs.((((Scholarly publications and nationally published reports are published.(Annual end of year summative progress report is developed and presented to the Committee and sent to the Department of Education.( Unlike other societies, Americans are not bound together by a common religion or a common ethnicity. Instead, our binding heritage is a democratic vision of liberty, equality, and justice. If Americans are to preserve that vision and bring it to daily practice, it is imperative that all citizens understand how it was shaped in the past past. (Selection Criteria 1 - Program Quality: This quote, taken from the Bradly Commissions Building a History Curriculum for Schools publication, defines the goals and work that Western Heights School District of Oklahoma City, and its xxx partnering school districts, have set out to accomplish with Teaching American History (TAH) grant funding. As the Commission points out, focusing our energies and resources on improving teacher effectiveness and student learning in the concentrated area of US history brings with it a higher purpose. American history is our common bond with each other as well as the cornerstone, necessary, for preserving the principles of democracy and freedom in the future. The students we serve are our future workforce and leaders. It is vital that they know about the leaders, conflicts, and events that make up our common history so that they can participate fully in the US democratic system. The research of xxxxxxxx states that the best indicator of students understanding of US history is their teachers knowledge and ability to effectively teach this subject matter. Therefore, for students to fully be prepared for their role as a member of an informed, proactive citizenry, it is crucial that their history teachers receive focused training that builds their knowledge, interest, and pedagogy related to teaching the events, documents, leaders, and politics that formed this great nation. The great return on the investment of grant funds is that if we accomplish this task, we are in essence, perpetuating the values of democracy and freedom for future generations. Western Heights School District and its collaborative of central Oklahoma public school districts, higher education institutions, museums, historical libraries, educational practitioners and experts are proposing to cultivate a community of historians and an engaged American citizenry (teachers and students alike) whose knowledge, interest, passion for, and understanding of US history will lead to not only improved academic achievement among students and to the enhanced knowledge and pedagogy of the classroom teacher, but will have long term effects on the schools and communities where we live. We envision our schools transforming into information and technology centers for learning and exploring US history with built-in programs of study and pathways that seamlessly transition student historians from school to college degrees and careers in government, public service, and history education. We envision what are now resource poor, run down, outdated social studies classrooms transitioning into laboratories of US history where school day and after school teams and clubs of student historians convene to investigate, analyze, and explore the 200 (+) year old dramatic tale that has led the United States to become the hegemonic superpower of the world. Our schools will be settings where teachers, who were once unsupported and under-trained, will be advanced as action researchers, historians, leaders, and scholars who will use inquiry, technology, and the full resources of the local and national historical community to bring US history alive and to make crystal clear the connection of how history is so very relevant to life today and to the future of America. All of these exciting visions will be outgrowths of an initial 3 year teacher development program that Western Heights School District as the coordinating lead fiscal agent - is requesting funding for in this grant proposal. The LEAs that will participate in the grant include Western Heights School District, xxxx, xxx, and xxx. Combined, we serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% or our students do not speak English as a primary language; xxx% will drop out of school by the 12th grade; and xxx% of our students reported on the state youth risk survey (last year) that they take drugs regularly or are a member of a street gang. Although our consortium enrolls what most would call a high-risk population of children and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! For the grant, Pioneers will employ the mediums of content rich, historical document based teacher training institutes, workshops, practitioner demonstrations, mentoring, teacher leadership roles, and a variety of other educator development exercises to broaden and deepen teachers knowledge of and instructional and pedagogical skills related to the fundamental documents, ideas, individuals, turning points, and events that have shaped America so that they can more effectively teach US history. Pioneers Goals, Objectives, and Outcomes: As will be coordinated under the leadership of a xxx year master history teacher who also brings with xx a xxx year career in coordinating teacher training initiatives and grants, the funds provided from the federal TAH grant combined with personnel and financial resources of the participating school districts and partners of Pioneers will produce an initiative that will dramatically impact the way US history is taught and learned in central Oklahoma. Systemic reform of this magnitude will require change on the curricular, instructional, educator training, and educator support levels. Pioneers will be the catalyst to detonate the pathway for change and ignite in our teachers and students - a true passion for learning US history. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, instruction, and teacher effectiveness of the consortium LEAs so that traditional American history is effectively taught as a separate academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum frameworks). The goals and objectives of Pioneers are as follows: Goal 1(Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary and secondary sources and documents.Goal 2(Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies.Goal 3(Develop and high quality curriculum for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments.Goal 4(Create a community of highly qualified master history teachers with the expertise to step into leadership roles at the school level as well as the skills to integrate historical thinking, primary and secondary sources, and historical research skills in their US history classrooms. Objective 1(By September 30th of each grant year, at least 90 teachers will have completed at least 60% of the Pioneers annual training sessions that are targeted towards content knowledge building, historical inquiry, applied research, and history appreciation.Objective 2(By September 30th of each grant year, at least 90 Pioneers teachers will have completed at least 60% of the Pioneers annual training sessions that are targeted towards pedagogical instructional skill building and use of new/innovative instructional resources in the classroom.Objective 3(At the end of each school year, 100% of Pioneers teachers will report to have fully implemented the new curriculum, pedagogical strategies, knowledge, and assessment/instructional resources that they gained from the Pioneers program of that year in their classrooms. By the third year of the program, xxxx highly trained Pioneers teachers who have completed at least xx total hours of Pioneers trainings will be fully prepared, willing, and ready to step into the Pioneers leadership positions. Pioneers will produce many positive changes over the next 3 years, including: xx history teachers will have a deepened understanding and mastery of the content they teach the significance of our founding documents; participating teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies; unit-specific lesson plans and curriculum materials that integrate content, historical thinking, historical literacy, historical documents, and technology will be available to in hundreds of classrooms throughout Oklahoma City; student interest, historical understanding, historical thinking skills, and content knowledge of US history as well as their appreciation of American History, local history, historic preservation, and civic responsibility will deepen as teachers incorporate new technology, instructional resources, and project-based research activities in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; partnerships between the University of Oklahoma, Oklahoma City public school systems, national historical organizations, museums, and libraries will be strengthened and expanded in a cooperative effort to promote and sustain teaching excellence and student achievement and engagement in the subject of American history; professional bonds among colleagues will be developed; teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the heroic pioneers who layed stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide replication. Program Design: By empowering teachers to enhance their content knowledge and instructional capabilities in the subject of traditional US history, Pioneers will be providing our school partners and educators with important tools to raise academic achievement and to transition local schools from what are now some of the lowest performing in Oklahoma into centers of educational excellence. The mission of Pioneers is three-pronged. It is to first create significant, systemic change in the way US history is taught in K-12 classrooms. Secondly, it is to enhance the pedagogical and instructional skills of teachers and the academic achievement of students in the study of US history; and finally to create an ever-growing society of passionate historians and leaders (teachers and students alike) who are informed and more active citizens within the local, state, and national community. As with any teacher development program, one key thing must happen in order for the training to make a real impact on student achievement: the shift of teachers paradigms, professional goals, curricular resources, and desire to create change that results in their self-definition as US history scholars. Every program offering will support teachers in making these paradigm shifts. Underlying the Pioneers trainings will be two core values: first - standards, content, pedagogy, and historical thinking must be intertwined and infused in the training experience; and secondly - standards, content, pedagogy, and historical thinking must be related to the classroom experience. It is our belief that just like their students, teachers must be actively engaged in the subject matter they are being trained in. They must understand its relevance to their lives and futures and be offered with resource materials, supports, and extra time to prepare for applying and transferring what they have learned into the classroom. This can be done through common planning time, through the use of classroom assessments, by acquiring classroom resource materials, and a variety of other strategies highlighted in the Pioneers program. The proposed trainings will focus first on content knowledge building and mastery and then on enhancing and practicing pedagogical methods, use of historical inquiry, use of instructional resources, and active professional collaboration and civic engagement among participant teachers. The Pioneers program design and content are driven by and aligned with the American Historical Association Benchmarks for Professional Development in Teaching of History as a Discipline. The following assumptions and observations are therefore fundamental to the program design. (Prior collegial relationships and ongoing communication among the partners are essential to effectively plan, expedite, and implement a complex, multi-faceted program. (Professional development must address the specific content areas and teaching methodologies that were indicated (during the planning of this grant through a needs assessment process) as areas of need by teachers and instructional supervisors. (The program must seamlessly integrate with each districts curriculum initiatives, professional development models, technology capacity, staff scheduling, and unique organizational requirements. (All program activities must reinforce, integrate and deepen concepts and skills and lead to good classroom instruction in American history. (Teachers must have a common skill set in research and information management to effectively use primary sources, manage the vast amounts of available information, and train their students to use these skills for successful learning of American history. (All teachers of history must have knowledge competency to meet the key provisions in the Oklahoma Education Reform Act that calls for all students to learn about the major principles of the Declaration of Independence, the US Constitution, and the Federalist Papers so they understand and appreciate the vision that holds us together as one people of many diverse origins and cultures; to understand the contributions made by diverse cultural, ethnic, and racial groups to the life of the commonwealth. (Professional development in American history must be related to grade-level standards and content in the Oklahoma Curriculum Frameworks. (All programs aim to support teachers in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies. (All courses feature work with primary sources, discussions of how to increase students research skills, translate insights from scholarly sessions into classroom terms and shape essential questions, and lead to creating unit-specific research programs. (Each participating district provides opportunity for leadership positions for Pioneers teachers who meet NCLB highly qualified teacher status in history and who have completed at least xxx total hours of Pioneers training. (Developing professional pride and setting high standards for participants is essential. (Teachers will have one or more pathways available to learn content, skills, develop work products, and join an on-line virtual community of professionals. (The program is scaled up in each district to enable all American history teachers to improve their classroom instruction. (Evaluation and assessment is integrated into every facet of program planning and implementation to ensure progress towards meeting benchmarks and outcomes. The approach that Pioneers will use to train our teachers is further built upon other best practices that are shown, through research, to result in higher levels of retention of content knowledge, skills development, and the improved rate of transfer of such knowledge and skills into the classroom. The approaches to training that will be used include: training that is expert led; allows time for reflection with peers; training is practical, hands-on, of varying frequencies, durations, and intensities; training that is student achievement-outcome driven and standards-based; teachers are not talked down to; follow up and touchback sessions are used to sustain practice of learning, etc. According to the research of the National Staff Development Council (2002), at least 100 training hours are necessary for teacher training programs to have a true impact and effect on pedagogy and student achievement for massive reform initiatives, like what we are proposing. Anything less is unlikely to result in long-lasting change. Pioneers will therefore provide well over 100 hours of training opportunities, annually, to participating teachers. These teachers will be encouraged to pick and choose the training menu that they are most interested in and that fits their schedules, that are included in their NCLB professional development plans, and by the grade levels and standards that they are required to teach. Throughout the program implementation period, Pioneers will serve a cohort of xxxx teachers from the participating Oklahoma City school districts and will ultimately impact the learning of over xxxxxxxxx K-12 students. In an effort to extend partnerships within the schools and school systems and to promote horizontal and vertical collaboration, the term program eligible teachers will be defined as: any teacher of the participating school districts who is scheduled to teach a US history course, a history related course, or a course that embeds history in its content. The training opportunities will also be available to media specialists, librarians, and other teachers who could potentially benefit from participation. Program eligible teachers who desire to participate will be asked to commit to participating in a minimum of 60% of the Pioneers training offerings over the 3. We recognize that this intense amount of training hours (up to 100 hours) for teachers to complete is extremely ambitious, but based on the above research and on failed training programs that have been coordinated in the past with lesser intensity a high dosage of training is essential to cultivate significant change. In order to enhance the articulation of learning between teachers at varying grade levels, Pioneers will encourage vertical (among different grade levels) and horizontal (among common grade levels) teams of teachers to commit to participating. Training that targets vertical teams of elementary, middle, and high school teachers will enable the discussion and troubleshooting of how content can be better articulated between grade levels to maximize learning for children. However, the majority of training sessions will be designed for horizontal teams which will help groups of teacher/learners of common grades understand and build content knowledge, resources, and best practices that effect the grade and standards in which they teach. Pioneers is well prepared to handle the diversity of multi-grade attendees as we have selected professors and trainer experts who have extensive teaching and research experience that compliments each level to be represented (i.e., history scholars, elementary/middle/secondary education specialists and master level US history teachers, etc.). In addressing the particular learning needs of teachers at each grade level, Pioneers will apply the National History Councils best practice of Tri-Partite Alliance, which means that much of the Pioneers trainings will not be led by one person, but by an instructional team of three members who each bring a unique perspective to the training content. These members include a Master Classroom History Teacher, a Historian, and an Education Specialist. We will rely on the Historian, because this program is about history and content is essential; we rely on the Education Specialist, because we want the knowledge of someone who has thought professionally about how to teach history effectively and how students of all ages learn; and we include the Master Teacher because the practical pressures of the classroom and school schedule are different from the university and it is the professional teacher who translates academic research into teachable lessons. (Ribar, NCHE: 2002) All Pioneers trainings will be accessible via webcast online for inter-active real time participation or closed-post participation so that new teachers to the participating districts can potentially join the cohort of Pioneers teachers as they fulfill the annual active participation hours. Flextime and the offering of substitutes to cover the classrooms of participating teachers during special events will be offered, as well, to increase teachers access to the Pioneers offerings. The commitment of active participation will be reflected and incorporated into the teachers professional development plans and the training initiatives of the participating schools and districts so that it represents a top-to-bottom commitment from administrators and teachers, alike. Actively participating teachers can earn up to 14 graduate and continuing education credits for participating in the training activities as well as an annual stipend of $750. These credits can be applied towards meeting highly qualified teacher status under NCLB, teacher licensing points, and district pay scale advancements. The credits will be offered free of cost to teachers. Such incentives will ultimately help to advance teachers careers in our districts thus indirectly addressing job turnover issues. Rarely do teachers have the opportunity to learn from and interact with scholars, yet the study of history relies on academics and historians to interpret the past and apply knowledge gained to the present and future. To support this essential connection between history teachers and scholars, a team of history professors and historians from our partnering universities and regional historical organizations will lead the Pioneers instruction and practitioner support services. Our training partners are published scholars and experts in the area of teaching elementary, middle, and secondary level history courses. They are also strongly committed to delivering the program trainings as they have spent countless hours helping to create course content and schedules based on teacher needs, availability, and student achievement gaps. The curriculum vitae of these trainers can be found in the resume attachment section (please cross reference); however, a brief summary of our trainers qualifications, expertise, and scholarly publications is as follows: Trainer Biography Chart TrainerCredentialsProfessional Experience??????Example: Richard Damms, PhD, Associate Professor of American History, Oklahoma University. Dr. Damms is a nationally known scholar of US history who has been published and has lectured on the subjects of the Eisenhower Presidency, Historical Inquiry, Gaining Literacy through History, and US History Methods for many years. Dr. Damms is the Director of the Center for Oklahoma Historical Studies and holds a Doctorate in history from Ohio State University. Dr. Damms brings with him over 10 years of teaching experience at the university level (at Oklahoma State University). His expertise and publications on the pedagogy of American history will make him an excellent trainer in conducting portions of the summer and school year institutes and also working as a practitioner coach. ??????Example: Peter C. Messer, PhD, Assistant Professor of History, Oklahoma State University. Dr. Messer holds a PhD in US history from Rutgers University. Dr. Messer is an exceptionally qualified professor trainer of US history who maintains both collegiate and K-12 teaching experience. Dr. Messer brings with him over 20 years of teaching American Constitutional History and Pre and Post-Revolutionary American classes and has taught at Oklahoma State University since 2002. His numerous publications on the topics of Constitutional History, US law, and related matter advance him as a scholar and expert in US history as well as in the teaching of US history as a pedagogical practice. ??????Example: Jason K. Phillips, PhD, Assistant Professor of History, Oklahoma State University. Dr. Phillips holds a Bachelors of Art in History from the University of Richmond, a Masters in History from Wake Forest University, and a Doctorate from Rice University. Dr. Philips has worked, for 3 years, as a professor of US history at Oklahoma State University and teaches classes on the Civil War, Reconstruction, and the South. With his wealth of knowledge, he will provide support to all teachers involved in the Pioneers experience as a trainer in the program.??????????????????Bob BerkowitzI will addI will add The content of the Pioneers professional development program for teachers is designed to spiral around the overarching theme of Encounters and Biographies that Shaped US History as teacher participants study the countrys founding up to the twentieth century. The trainings and themes are purposely structured to (1) get teachers excited about history, (2) address teacher knowledge gaps in US history,(3) provide depth by examining keyhistorical documents andby reading historical texts, (4) teach research and information management skills for the history classroom, and (5) create instructional change leading to increased knowledge and skills in the way US history is taught and learned.The personnel responsible for the implementation of the Pioneers activities will include a full-time Program Director who will be paid for out of the grant, in addition to xxxxxxxxxxxx, xxxxx, and a team of trainers from the University of Oklahoma and various other training partners. These staff and consultants will be assigned to coordinate the professional development activities, to provide for integration of content instruction with instructional strategies, to lead the curriculum re-alignment and development effort, to continually motivate and recruit teachers to actively participate in the Pioneers trainings, to provide coaching and touchback support opportunities to participates, to update and maintain the Pioneers website, and to assist in conducting formative program evaluation activities. The individuals who will fill the staffing and consulting positions have already expressed a great desire to participate as framers and implementers of Pioneers as all have been involved in the extensive needs assessment and program planning process that led to the collaborative development of this grant proposal. Their expertise and knowledge of US history is described throughout this grant proposal. This team of leaders, scholars, and experts will work together through the Pioneers Advisory Committee, which will act as the overseers (i.e., watchdogs) of the program. Over the course of the 3 year grant (October 1, 2007 - September 30, 2010), program participants will explore the encounters and biographies that have shaped American history. The Pioneers trainings will incorporate 3 overarching themes: Conflict and Consensus Among Peoples; US Expansion and Connections to the World; and Social, Cultural and Diplomatic Change and Exchange. The focus of each years content knowledge based training menu will push such content and concepts into the trainings as: (1) the significant issues, episodes, and turning points in the history of the United States; (2) how the words and deeds of individuals have determined the course of our nation; and (3) how the principles of freedom and democracy articulated in the founding documents of this nation have shaped America's struggles, achievements, and its social, political, and legal institutions and relations. The menu for the Pioneers professional development activities that focuses on pedagogy will emphasize document based teaching, teaching for understanding through modeling, teaching historical thinking skills, and active hands on approaches to teaching history. All program activities will spiral around these themes and culminate in classroom refining of the curriculum products and the evaluation of classroom implementation to ensure student learning of American history content, historical thinking, and research skills using primary and secondary sources. In doing so, the training content is designed to transfer to the curriculum writing process as participants and staff will work in vertical and horizontal groups to develop curriculum modules, model lesson plans, and virtual field trips for elementary, middle, and high school American History courses. The curriculum and instructional products produced by out teacher teams will be published on the Pioneers website to be made available for use teachers across the Pioneers districts, state, and nation. Each component of Pioneers includes activity descriptions and continuation activities that link training to content knowledge building as well as changing practice in the classroom. Pioneers component include: History Content-Rich Institutes: Working hand-in-hand with teachers, scholars, and the broader community, the University of Oklahoma (OU) has been providing learning opportunities and curriculum resources to thousands of K-12 Oklahoma educators of history and the humanities for over 50 years. As will be coordinated under the leadership of Susan Kidd (the Administrative Director of the universitys Center for Education), OU will deliver a content-based professional development model for Pioneers that involves courses taught by leading academic historians, independent scholars, and education/content specialists chosen for their knowledge and experience. For this effort, the University of Oklahomas Center for Effective Schools has teamed up with its History Department and School of Education to collaboratively provide the Pioneers content knowledge-based school year and summertime institutes. History scholars and researchers of the University of Oklahoma (OU) History Department, former elementary level and secondary level history teachers and content knowledge specialists from the OU School of Education, and pedagogical experts and school reform specialists from the universitys Center for Effective Schools have formed a dream team of trainers who bring with them diverse knowledge and expertise. Grouping the trainers of different backgrounds to co-instruct the content institutes will allow for the tri-partite or interdisciplinary approach to occur. We will refer to this team of trainers as the OU Trainers, and, again, their professional backgrounds and biographies can be found in the Trainer Biography Chart above or in the resumes that are attached to this grant proposal. The training institutes that have been planned by OU are specifically designed to deepen content knowledge in US history and will have the capacity to serve up to xxx program eligible teachers for each of the 3 grant years. The content of the trainings will align with the PASS standards and state curriculum frameworks for American history for the grades in which history is taught in Oklahoma (grades 5, 8-12). History teachers of the Pioneers schools who are required to instruct history at these grade levels will be the target recruitment group that will be strongly encouraged to attend. Participating teachers will have the option to earn professional development points necessary for recertification or graduate credit from OU (as paid for by the grant and made available for free to teachers) in addition to receiving a financial stipend for their participation. The majority of institutes will take place on the OU campus, which is centrally located and nearby all of the Pioneers districts. The lecture rooms located near the OU library will be the optimal site. This will allow for our teachers to conduct research using the extensive resources and archives of the OU library. These resources include a huge selection of biographies and books on US history, a DVD and video library that covers the eras, leaders, events, cultures, and wars of America, audio tapes of historically significant songs, and an excellent computerized collection of teacher curriculum guides and lesson plans which have been gathered over the past several years from US history teachers of Oklahoma and other states. Included in this collection are sample lesson plans and activities that focus classroom learning on history themes and content but that would be appropriate for use in world history, social studies, math, reading, and other core subjects courses. All of these sources can be checked out or accessed using the library and school computers. As you will read below, attendees will also have the opportunity to learn outside of the OU library as they travel to archival collections and museums of the region during several of the training events. By drawing upon local resources and places of historical interest and importance, connections between the education community and historical community will be expanded and strengthened. This will, in turn, help to provide a framework for development and sustaining community interest and support for excellence in American history education in Oklahoma City. The timeline, list of trainers, content of the trainings, and resources to be used for the summertime and school year content institutes are outlined in the charts that follow. The first series of charts describes the 3 annual summertime institutes, including the daily content of the institutes, participating scholars, key texts used, and the cultural resources that will be used for fieldtrips, site visits by individual teachers to visit and report back about, or to inform teachers describing their offerings. Prior to each institute, a full-day orientation will be scheduled in May to provide teachers with an overview of the topics they will study and provide them with resources to prepare for the institute. During this orientation, teachers will receive reading lists that include relevant primary and recent secondary sources, web sites that they can visit to explore the historical topics, and sources that discuss how children learn history all of which will help to prepare them for a maximum learning experience for the upcoming summertime institute. The 7-day summertime institute event will then commence during the second week of June. After the conclusion of the institute, a follow-up touchback training day will be scheduled in the September following the summer institute schedule. Summer Institute 2008, Conflict & Consensus Among Peoples of the American Colonies to the New Republic Morning SessionAfternoon SessionOrientation (May)Review of summer institute learning objectives and resources. Discussion on Colonial America: International at the creationNative cultures and encountersDay 1Cultural and religious differences among the coloniesSpanish, French and Dutch America Day 2The French and Indian WarThe African Diaspora and roles of blacks in the coloniesDay 3Life in 17th century New England: Field study at Plimoth Plantation (Plimoth village, Hobbamocks homesite, Mayflower reconstruction, Eat Like a Pilgrim luncheon, music and dance of the 17th century)Day 4Founding philosophies: Political thought of the Revolution Leadership in revolutionary AmericaDay 5The Enlightenment and political thought of the early RepublicThe US Constitution: Content and contextDay 6Teaching applications: Re-framing curriculum on colonial and Revolutionary AmericaTeaching the Founding DocumentsDay 7Curriculum-writing workshops; preparation for curriculum programs. Scheduling of visits to Oklahoma City-area archives (Oklahoma City Historical Society, Oklahoma City Public Library, Oklahoma Antiquarian Society, Oklahoma City Bombing Museum and Historical Site)Follow-Up (September)Sharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. Karen Ordahl Kupperman, Dr. William Fowler, Dr. Barry OConnell, Dr. Neal Salisbury, Dr. Pauline Maier, Dr. David HallKey TextsA. Taylor, American Colonies: The Settling of North America; J. Butler, Becoming America: The Revolution before 1776; Pauline Maier, American Scripture: Making the Declaration of IndependenceCultural ResourcesPlimoth Plantation, Adams National Historical Park, Boston National Historical Park, regional archives, National Heritage Museum (Lexington) Summer Institute 2009, US Expansion and Connections to the World in Antebellum America Morning SessionAfternoon SessionOrientation (May)Review of summer institute learning objectives and resources. Discussion: the transatlantic reform tradition in antebellum AmericaReligion and reform Day 1Foreign perspectives on the US from DeTocqueville to WildeSlavery and abolitionismDay 2Staking a place among nations: The Barbary Wars, War of 1812 and the Monroe DoctrineThe international womens movement Day 3Cross-currents: Connecting to the world through trade and industryField trip to the Peabody Essex Museum to study the China trade of the 19th centuryDay 4Foreign relations in the era of Mexican-American War and 1848The Native West after Lewis and ClarkDay 5A new look at the Old West: The convergence of peoples from around the compassThe many worlds of the California Gold RushDay 6Teaching applications: Teaching the USs role in the 19th century world Resources and strategiesDay 7Curriculum-writing workshops; preparation for curriculum programsFollow-Up (September)Sharing of teachers newly-written curricula in working groups; constructive critiques and classroom-tested ideasScholarsDr. John Stauffer, Dr. Larry Buell, Dr. Bonnie Anderson, Dr. Heather Cox Richardson, Dr. David Quigley, Dr. Beth LaDowKey TextS. Mintz, Moralists and Modernizers; J.B. Stewart, Holy Warriors; selected chapters of other textsCultural ResourcesThe Peabody Essex Museum, The Concord Museum, Boston Athenaeum, Schlesinger Library on the History of Women in America, Old Sturbridge Village, Salem Maritime National Park Summer Institute 2010, Oklahoma and National History, 1620-1846 Morning SessionAfternoon SessionOrientation (May)Review of summer institute learning objectives and resources. ??????????????????Day 1Pilgrims, Puritans and their religion in early Oklahoma (including performance by re-enactors of Anne Hutchinson and Roger Williams)Colonial-Indian encounters in OklahomaDay 2State and national events leading up to the RevolutionWalking Tour: Boston Freedom Trail and African-American Heritage TrailDay 3How life changed after the Revolution (maritime growth, Constitution of 1780, Shays Rebellion, Second Great AwakeningIsaiah Thomas Patriot Printer (performance by re-enactor)Day 4????Day 5????Day 6????Day 7????Follow-Up (September)Sharing of teachers updated curricula and lesson plans pertaining to early Oklahoma history in working groups; constructive critiques and classroom-tested ideasScholarsDr. David Hall, Dr. Barry OConnell, Dr. Tom Conroy, Dr. Jack Tager, Ms. Anna Roelofs Key TextsR.D. Brown and J. Tager, Oklahoma: A Concise History; D.D. Hall (Ed.), Puritans in the New World: A Critical Anthology; J.D. Drake, King Philips War: Civil War in New England, 1675-1676 Cultural ResourcesAmerican Antiquarian Society, Boston National Historical Park, Oklahoma Foundation for the Humanities (Mass Moments Program), Oklahoma Studies Program at UMass Boston The OU Trainers have additionally arranged to facilitate the school year content-based trainings, which will take place during 4 full day training sessions on the OU campus, every year. After the trainings are complete for the year (in March), an annual touchback day will also be scheduled on every participating district site thus, every district will have their own touchback day as opposed to just one touchback training being offered over the course of a single year for all to attend. The content of the school year institutes will cover the key PASS standards in the grades in which history is taught in Oklahoma; however, the content will often times focus very deeply on a selection of standards and content that may be more appropriate for 5th grade teachers, for example, than 11th grade teachers. Because of this, the Program Director will be responsible for including in the training schedule that is given to teachers the key standards and grade levels that the content of every training will focus on. This way, teachers can select the menu of training that best meets their needs. For some teachers, this may include learning about the content that their students may have to take in future years so that vertical articulation strategies can begin to take form; for other teachers, a menu of completing training in the areas that are most relevant to their current course schedules will be the most fitting. Regardless, all actively participating teachers will be asked to attend a minimum of 2 or more institutes a year AND the follow up session. Note that 2 of school year institute training days will be scheduled during the in-service days of our districts; for the remaining days of training, substitute teachers will be paid for out of the grant to cover teacher classrooms. Teachers will be given release time to encourage their attendance. Fall/Spring Seminars 2007-2008, The Cold War and Post-Cold War Period: The US on the World Stage Morning SessionAfternoon SessionInstitute 1 (September)The domestic culture of the early Cold War The Cold War as a global conflict: case studies from foreign interventionsInstitute 2 (November)Vietnam and its legacies Cold War and culture wars: The US in the 1960s and early 1970sInstitute 3 (January)The Conservative RevolutionPrinciples of American foreign policy in the Reagan and Clinton yearsInstitute 4 (March)Teaching the Cold War at home and abroad: curriculum-writing workshopsFollow-Up Day (April)Curriculum-writing workshops; preparation for curriculum programs on the Cold War and Post-Cold War Period. Sharing of teachers newly written curricula in working groups; constructive critiques and classroom-tested ideas.ScholarsDr. David Engerman, Dr. Stephen Whitfield, Dr. Christina Klein, Dr. Alex Bloom, Dr. Julian Zelizer Key TextsS. Whitfield, The Culture of the Cold War, A. Bloom (Ed.) Takin It to the Streets: A Sixties Reader, J.L. Gaddis, We Now Know: Rethinking Cold War HistoryCultural ResourcesJohn F. Kennedy Museum and LibraryFall/Spring Seminars 2008-2009, insert theme here Morning SessionAfternoon SessionInstitute 1 (September)????Institute 2 (November)????Institute 3 (January)????Institute 4 (March)????Follow-Up Day (April)??Scholars??Key Texts??Cultural Resources??Fall/Spring Seminars 2009-2010, US Immigration, Migration and Race Relations Morning SessionAfternoon SessionInstitute 1 (September)Themes in four centuries of US immigration history. Race relations from Reconstruction to the presentImmigration, citizenship and the politics of race in the 19th century. American race relations on the world stage; Linking the Cold War, Civil Rights Movements and US foreign policy.Institute 2 (November)Immigration, emigration and American identity in the 19th and 20th centuriesAfrican American migration narratives from the 18th to 20th centuries. Case study: The jazz ambassadorsInstitute 3 (January)White Southern migration and migratory labor US immigration since 1965: Causes and effects in the US and abroadInstitute 4 (March)Native American migrations from the 17th -19th centuries Issues in educating immigrant children. Teaching applications: Reframing the teaching of US immigration policy and experiencesFollow-Up Day (April)Curriculum-writing workshops; preparation for curriculum programs on immigration, migration, and race relations. Sharing of teachers newly written curricula in working groups; constructive critiques and classroom-tested ideas.ScholarsDr. Matthew Jacobson, Dr. Judith Smith, Dr. Davarian Baldwin, Dr. Christopher Cappozzola, Dr. Farah Jasmine Griffin, Dr. Andrew DarienKey TextsR. Daniels, Coming to America: A History of Immigration and Ethnicity in American Life, M.F. Jacobson, Whiteness of a Different Color, T. Borstelmann, The Cold War and the Color Line, P.A. Klinkner, The Unsteady MarchCultural ResourcesLowell National Historical Park, Slater Mill Historic Site10 total days Pedagogy Seminars Focusing on Historical Research and Technology in the Classroom: As will be delivered by OU, the proposed pedagogical trainings will be specifically designed to support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association and the National Council for the Teaching of Social Studies. An additional portion of the trainings will concentrate on technology integration into the history classroom; which will additionally allow teachers to engage their students in historical inquiry and deepen their content knowledge. Xxdescribewhatwillbeproducedfrom workshops here. Four two-day workshops will be held each year. Participating teachers will be asked to attend at least one workshops annually. The chart below illustrates the training opportunities that will be offered. Training TitleContentProviderScheduleThe Big6 Research Model Effective school use vague language we may Include in here strategies for teaching title I, special education, and ELL population A two-day workshop presents a widely-used approach to teaching information and technology skills. The model provides a strategy to manage the vast amounts of available information related to American history through technology and other research venues. The goal is for teachers to teach students of American history the Big6 information literacy model for their own learning and research. The second half of day 2 will be a Train-the-Trainer workshop. December 2008 (repeated in December of 2009 and 2010)Technology in the American History Classroom: An IntroductionThis two-day workshop provides an overview of the leading instructional technologies and how they are typically meshed with core history curriculum content standards and American history teacher productivity needs. Helps teachers determine the best ways in which technology can assist them in teaching American history to meet Historical Thinking Benchmarks. February 2008 (repeated in February of 2009 and 2010)Web-Based Resources and Multimedia Tools in the American History ClassroomThis two-day workshop is designed to assist teachers in using technology tools to create a variety of presentations using primary sources, gather information, analyze and apply information and communicate information. Participants will learn how to use PowerPoint and KidPix, and how to create hyperlinks including links to Web sites, files, Webpage authoring, and other applications. April 2008 (repeated in April of 2009 and 2010)Capturing HistoryThe two-day workshops prepare teachers to maximize their experiences with primary sources and create primary source archives for classroom learning. Participants receive hands-on training on digital cameras, photo editing, and content preparation for web/CD creation. Participants will also create an HTML program on CD. May 2008 (repeated in May of 2009 and 2010) Coaching and Teacher Assessment: The above training opportunities are really only the first phase of a 3 phase professional development model. A traditional 3 phase model is designed to sustain the training effort and ensure that the training content and practices are being transferred into the classroom. It does this by offering (in phase one), content and pedagogical building training. These trainings are outlined above. During phase 2, teachers observe the pedagogical strategies and content (that were highlighted in the phase one trainings) as they are modeled to students in a classroom setting by Pioneers trainers. Because it would be resource draining to have the entire Pioneers training cadre instruct courses on every school site; we will assign each member of the training team to work with a particular school site (or a couple of sites based on the trainers availability). The methodology used to match the trainers with the sites will take into consideration the school needs, grade levels taught, and the expertise and background of the trainer. Three full days of the trainers time will be spent at his/her assigned site for phase two. During the trainers time at the schools, several hours of each phase two day will be dedicated to observation. As the trainers deliver lesson plans to Pioneers students, participant teachers will have the opportunity to observe the trainers skill and strategy in the classroom setting. Time will then be set aside for the teachers to discuss, inquire, and reflect on what they observed with the trainer in small groups and one-on-one and also time for the teachers to demonstrate what they learned with each other in a classroom environment. In phase 3, the trainers will then observe each Pioneers participating teacher presenting the content and pedagogical strategies (learned through the phase 1 and 2 trainings) to students. At this time, the trainer will also assess the quality of lesson plans and student work (using a rubric), and then will meet with each teacher for at least a one hour period offering feedback and support. These observation and coaching sessions will be scheduled twice each year for every teacher. In its feedback sessions with teachers, the trainers will focus primarily on the strategies most recently discussed in the trainings but will use spiraling techniques to continue to improve implementation of all the pedagogical strategies presented to date. The teams will therefore spend the majority of their time working one-on-one and in small groups with teachers as they perform these services so that the needs of each teacher will drive the coaching platform, the future content of professional development, and the time allocation of the teams. Teachers and administrators of our participating school districts agree that this type of training that targets the improvement of instructional strategies through a coaching process will be one of the most powerful forces for change in our districts. It is our intent to provide this type of training system as a way to build the capacity of Oklahoma City schools to sustain the Pioneers program offerings and trainings in future years. By the end of the grant period, a team of master teacher leaders will be formed, consisting of those effective and highly qualified teachers who have consistently met the active participation requirements of the Pioneers trainings as well as those who are ranked effective based on the teacher assessment system, which is described immediately below. These teachers will have the capacity and skills to continue to coordinate and deliver the Pioneers trainings and coaching beyond the grant funding cycle as they assume school-wide leadership roles. Compensation for taking on the role of a trainer will be paid for out of district Title II funds and the TAH grant and will breakdown to a $3,000 stipend per year (to cover one teacher leader at every school site starting in year 2 and then year 3 of the grant). Flex time and release time will be available to these leaders to encourage their active participation. Teachers who take on leadership roles will be asked to dedicate 2-3 hours of their time, each week during the year to joining the Pioneers training team in planning upcoming training sessions, co-delivering training and coaching sessions, and recruiting teachers to participate. An additional duty of the leaders will be to coordinate curriculum planning and re-development groups during the summertime. For this task, vertical and horizontal teams of history teachers from the school will come together for several weeks in the summertime to map out the curriculum for the year and adjust the history curriculum to include the Pioneers training concepts and pedagogy. All teachers involved in this process will be eligible to receive a $1,000 stipend for their participation. This is an in-kind contribution to the program as it will be covered by the Title II budgets of the Pioneers districts. Because of our strategy to train and use teacher leaders, the investment of training dollars in outside trainers will no longer be necessary after the third year of Pioneers. This will ultimately help to create a community of practice at our schools to promote and sustain improved content knowledge and pedagogical practices of our teachers for many years to come. This approach to teacher development is validated through research to promote learning, support change in practice, and reduce the isolation of teachers. Teacher Assessment: In their recently published evaluation of educator management practices, researchers - DavidHoldzkom and BarbaraKuligowski - point out that one of the most effective practices for raising teacher effectiveness is through the use of research-based teacher appraisal systems. Characteristics of these types of systems include the identification of standards and best practices in the areas of classroom effectiveness, the observation and quantitative rating of teachers in meeting such standards, the support of teachers in meeting the standards, and the consistent re-evaluation and support of teachers promoting a cycle of continuous improvement. At this time, none of the Pioneers schools uses a standardized educator evaluation system that meets these criteria. This is going to change under the Pioneers initiative. Produced by a group of education and administrative specialists out of Northeastern State University, the Teacher Appraisal System (TAS) is a state-of-the-art technology enriched teacher assessment model that is national standards-based and scientifically based and that is ideal for our trainers to use to quantitatively and qualitatively assess Pioneers history teachers. Under the model, the trainer assigned to each school will use a QUARTERLY walk-through method of observation in the rooms of participating history teachers. The schedule of the walk-throughs are not pre-announced to teachers thus, the trainers can observe teaching as it really happens in a non-threatening environment. Utilizing a handheld device, the trainer observes teaching and records observations among 13 defined indicators that align with state and nationally adopted best practices, school improvement plans, and standards of teaching. The indicators have been adjusted to also reflect the national and state benchmarks and standards in teaching and learning US history. These indicators include: classroom management, classroom climate, organization, record keeping, demonstration, content area knowledge, level of direction, defining purpose, encouraging response through use of historical inquiry and questioning, supervision, adoption of varied techniques, learner success, performance and conduct. The trainer will select, based on his/her observation, a description for each indicator (i.e., satisfactory, needs improvement, not satisfactory, not observed). Back at their office, the trainer will print or email an immediate feedback copy of the formative observation for every teacher. The teacher and trainer then enjoy professional interaction and an improved working relationship whether discussing positive performance or working together to remedy a deficiency. After several observations and feedback reviews have taken place, the trainer completes the TAS formal summative evaluation, annually. The goal is for all deficiencies to have been corrected by this stage so that all marks for every teacher are satisfactory. If deficiencies are still noted, a formal growth improvement plan may be warranted. The data that are collected during these processes are automatically compiled and reported. The compilation of data can not only be used as a needs assessment for future training and for NCLB accountability reporting, but the system further allows for teacher financial incentive recommendations so that teachers receiving 100% satisfactory marks and teachers who improve their satisfactory marking percentages by at least 25% from evaluation to evaluation period will be eligible to receive a $75 bonus every quarter as paid for by the grant and our Title II funds. History Book Discussion Study Groups: Participating Pioneers teachers will meet for seven 2-hour history book discussion study groups each year to deepen their content knowledge of the designated historical periods and theme studied that year. The study groups will provide opportunity to read and discuss in a collegial atmosphere five biographies, memoirs, historical fiction, and historical works related to the program years theme. (See attachments for the History Book Discussion Study Group Booklist) Participants will develop a related work product such as a discussion journal, in-depth review of a book, lesson plans, and multi-media presentation, which will be shared with the group and uploaded on the Pioneers website. Dr. Robert Allison, chair of the Suffolk University Department of History and Director of the American Studies Program, will present a deeper historical perspective and context for the books read, lead discussions, assist participants in forming their programs, and evaluate their work for historical accuracy. Mini-Sabbaticals: Pioneers in US History will provide mini-grants for up to $500 each year to 6 teachers a year to take a 37-hour mini-sabbatical. A historian with expertise in the interest area (from either the training team or our historical partner agencies) will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom (and shared on the Pioneers website). Programs must engage classroom students in historical investigations, be relevant to state frameworks standards for US history, be historically accurate, and include study of the founding documents. The grants will pay for conference fees, materials, related field study, and the historian. The mini-sabbaticals allow teachers to study history in greater depth, foster professionalism, provide opportunity to develop classroom resources, and encourage teachers to implement instructional change that fosters greater appreciation and knowledge of American history by their students. Annual Pioneers Conference: The annual conference theme will be the same as the annual summer institute theme and will be another pathway for up participating teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Three tracks will be offered: one for grade 5 teachers, one for grade 8 teachers, and one for grades 9-12 history teachers. Topics will be directly related to the Oklahoma PASS standards and Curriculum Frameworks, be grade-level appropriate, and help teachers deepen their content knowledge. Historians and museum educators from the cultural resources listed in the partnership description sections below will be invited to conduct lectures in their area of expertise and related to the content. These include xxxxxxxxxxxxxxxxxxxx. Teachers will also learn, observe and analyze a range of approaches to teaching and learning American history. Teachers will be invited to share content, work products, and strategies on how to implement them in the classroom. OU will suggest scholars and lead teachers and will help facilitate the annual event. Website and Online Resource Exchange: The Pioneers website will be constantly evolving as new products are added and to meet unanticipated needs. It will be a vital source of communication for partners and participants and support teachers in their work. xxxxxxxx, the technology consultant from xxxxxxxxxxx, will assist in designing and developing a website to include teacher portfolios, i.e., collected web-accessible materials and computer-based resource folders accessible through an online storage area; a participant communication board; and online resources. Online resources will include a digital photo library that archives products from field studies; teacher-developed research papers, curriculum, lesson plans and other work products resulting from their institutes, workshops, mini-sabbaticals, and book study groups; and web links based on state history standards. Note that the participating school districts already use the Microsoft Class System server that requires all teachers to enter their lesson plans into a computerized system, select the standards that the lesson plans align with, and upload the lessons to the internal servers of the district. This technology will be tied in with the Pioneers website so that the upload of lessons from participating teachers using Class will be sent through an automation process to the Program Director for approval, and then will be automatically uploaded onto the website. Information on the Class System can be found in the attachments. Primary Source Document Book: Each year at the annual conference, the Pioneers training and staff team will present to every participant teacher a program developed primary source document book. This annual compilation will include primary source documents related to the years American history theme. The book will also contain instructional resources and sample lesson plans for teachers to use in the coming year that integrate technology and literacy, exemplifies best practices of curriculum-assessment-instruction related to the teaching of American history, and that is tied to Oklahomas History PASS Standards and Core Curriculum Framework as well as the national standards to teaching US history. This resource compilation will offer teachers an expanded toolbox that they can take back to their classrooms to improve the teaching of US history at their schools. School-Based Resource Centers: Add national geographic matierals as a partner ADD Achievement Series Here and Microsoft Class System Every participating Pioneers school will designate a dedicated space on its campus to house a school-based Pioneers resource center. These centers will house a rich array of resource materials for both students and teachers to access through a lending/check out system. Inventory, which will complement the annual history theme and promote state and national standards, will include books, artifacts, primary source document replicas, historical art and music, DVDs of training events and fieldtrips, virtual tours, documentary videos, training and informational handouts, curricular support materials, historical biographies, maps, pictures, assessments, history journal publications, and fun classroom lesson plans, historical reenactment scripts for students, the primary source document books, We the People Bookshelf, and national publications on teaching and learning traditional American history. These sources will supply a rich reservoir of historical materials for the classroom as they bring alive the pivotal events and crucial ideas of the nations history and allow teachers and their students to think like and become historians. National Resource Materials and Gatherings: To provide teachers with opportunities to maintain awareness of new American history research and findings, Pioneers staff and participant teachers will have the opportunity to receive paid membership to the National Council for History Education, which includes publication subscriptions, curriculum booklets, access to a network of historians and educators, and partially paid attendance at the national history conference. Participating teachers and trainers of the program will also receive Journal of American History subscriptions and will be invited to attend regional and national history colloquia and conferences sponsored by these national organizations (with grant and in-kind funds helping pay their attendance). In turn, information from these resources will help Pioneers trainers and teachers to derive valuable content for future training sessions and classroom activities. Quality of Partnerships: The Pioneers professional development program is a collaboration of xxxx public school districts (Western Heights, xxxxxxxxxxxxxxxxx), two training partners (University of Oklahoma and Big6), and a multitude of museums, historical libraries, and other local and national organizations who have agreed to (1) work closely with the educational partners to design programming that extends the content learning in summer institutes, (2) provide opportunities for field study and research directly related to the theme and content learning in summer institutes, and (3) provide educators to speak at the annual Pioneers History conference on the designated annual theme. Each partner was carefully selected based on its ability to effectively fulfill its program role and responsibility. All of the Pioneers partners have worked collaboratively on the design and implementation plan for the program meeting a multitude of times over the past year to perform the needs assessment (described above) and build consensus. As the target region hosts one of the highest concentrations of institutes of higher education, museums, and cultural organizations in the country, we have selected our partner organizations based upon previous experience, their capacity to be active participants in the program, recommendations from classroom teachers and administrators, their willingness to work hand-in-hand with teachers on a sustained basis, and their readiness to form a comprehensive collaboration wherein all services are aligned and coordinated. Western Heights was selected as an ideal lead applicant of the grant due to the fact that it has the most experience, among the partnering school districts, in managing federal grants. Grants that the district has implemented, sustained, and met 100% of the grant goals/objectives/outcomes/commitments include: xxxxxxxxxxxxxxxx. Western Heights was also selected based on its level of capacity to incorporate effective classroom practices into its content-based curriculum as well as its commitment to institutionalizing the Pioneers offerings into its teacher training and education system. Regardless of its leadership role, all of the Pioneers school districts have a strong history of collaborative with each other on grant programs - and most recently partnered in the federal Teacher Incentive Fund grant, which was also a professional development oriented program. University of Oklahoma has a rich history of working with TAH grantees as it was the training partner for the xxxxxxxxxxxxxx TAH grants. The university was eager to partner in the Pioneers grant because it has seen the instructional changes and learning benefits for students whose teachers have participated in their TAH training programs in the past. Big6 was also a key partner of the Reading Massachusetts and several other TAH grant programs and it, too, has witnessed tremendous improvements in the teaching and learning of US history among grantees. Both of these training partners bring valuable resources and well-established connections with university faculty and resources in the Oklahoma City region and the national historical community. Both have expertise and success working with public school administration. Robbie these are example of capacity statements taken from another TAH grant I wrote. For OU and the musems/historical resources that you will be having teachers visit, I need descriptions in detail of their capacity and experience very similar to these below: EXAMPE: The Gilder-Lehrman Institute was chosen as a partner after careful consideration. Western Oklahoma has several excellent community colleges and is the home of Frostburg State University. None of the schools, however, offer programs or course work in history past the bachelors degree. The Gilder-Lehrman Institute is unique in that it is able to provide outstanding academic historians as presenters at local venues. Gilder-Lehrman combines content scholarship with outstanding professional development in best practices for teaching history through using primary documents. The Gilder-Lehrman institute also provides collections of historical documents, selected teaching lessons, and traveling panel exhibitions useful for special programming. The summer institutes offered by Gilder-Lehrman, as part of their Teaching American History grant package, offer exceptional opportunities for history teachers to study intensively with other highly motivated history teachers under the tutelage of renowned historians. These opportunities will greatly increase levels of knowledge of Western Oklahoma American History Teachers participants, which will be focused back to their classrooms. Gilder-Lehrman will work with the Pioneers American History Specialists, the project director, and the other project partners to assess professional development needs and to coordinate professional development activities. The Gilder Lehrman Institute will provide instructional materials for the thirty teachers who are full participants including annotated primary sources from the Gilder Lehrman Collection, which holds over 80,000 items documenting the political and social history of the United States: letters and diaries, maps, pamphlets, sketchbooks, printed books, photographs, and other materials. Each of the full time participants will receive a History in a Box resource kit on The Founding Era. The teaching kit includes an introduction, a timeline, thirty primary documents, teaching strategies, posters for classroom display, interactive CD-ROMs, and videos. Each full time participant will also receive a resource kit of lessons on selected topics in American history, from the colonial period to the 1990s. The lessons were developed for use during Gilder-Lehrman summer seminars and the lesson topics include ones on George Washington developed at a seminar led by Gordon Wood, North American Slavery developed at a seminar led by Ira Berlin, Issues, Strategies and Leadership of the Civil War developed at a seminar led by James McPherson, and America between the Wars developed at a seminar led by Alan Brinkley. Gilder Lehrman will also provide traveling panel exhibits on themes in American history. The exhibits feature documents from the Gilder Lehrman Collection. The traveling exhibits include supplementary videos, CD-ROMs, and teacher guides which provide a basis for student discussions and projects and allow for special programming at schools. Another important partner is the Oklahoma Humanities Council. The Oklahoma Humanities Council works closely with scholars, researchers, and curators at institutions of higher learning, libraries and archives, and museums and historical societies both in Oklahoma and throughout the country. The Oklahoma Humanities Council offers a network of experts in history and will work with our American History Specialists to recommend resource people for the local component of the summer symposia as well as for the site based content/strategy in-service professional development. The Oklahoma Humanities Council coordinates Oklahomas statewide History Day program, which emphasizes the use of primary sources in the classroom. Oklahoma Humanities Council has supported History Day in middle and high schools in Allegany County for several years and this past year began working with teachers in Washington County. Judy Dobbs is the Oklahoma Humanities Councils education coordinator for History Day and has been instrumental in promoting hands on document based history projects to teachers and students in Western Oklahoma. The Oklahoma Humanities Council has experience working with two other Teaching American History grant programs. Oklahoma Humanities Council staff members have conducted sessions for summer institutes in Hartford County and have also provided resources for Teaching American History programs for Baltimore County. Oklahoma Humanities Council will provide coordination activities, student tutoring and mentoring for teachers in preparation for the state and National History Day Competitions. The Oklahoma Historical Society, located in Baltimore, is the state's oldest cultural institution and includes a museum, a library press, and numerous educational programs for both students and teachers. The Oklahoma Historical Society houses the most extensive collection of objects and artifacts in the state of Oklahoma, and one of the largest collections of Americana in the world. The Historical Societys library contains over 5.4 million objects including books, extensive genealogy indexes, photographs, and manuscripts. The Historical Society sponsors lectures, symposia, living history performances, and Traveling Trunks primary document kits for use by teachers. It also provides excellent professional development for teachers both onsite and in the schools including several workshops that promote active learning using documents and artifacts. These workshops include: Working with Primary Sources, Bringing History to Life, and Teaching with Objects: Material Culture in the Classroom. The Western Oklahoma Regional Library System is an important source for local historic documents and program support. The Western Oklahoma Regional Library System has experience in working closely with Western Oklahoma schools on numerous projects. The Washington County Free Library in Hagerstown, the Allegany County Public Library in Cumberland, and the Ruth Enlow Library in Garrett County provide in-service support to American history teachers. John Venditta coordinates the three county library system that serves the western Oklahoma region. In September of 2005 Kathleen OConnell and Pat Wisher worked with Advanced Placement United States history teachers in coordinating a series of lectures to commemorate and educate students about the history of the United States Constitution. Also earlier this year John Frye, curator of the archives collection in the Western Oklahoma Room, worked with American History teachers producing a 50 page pictorial history with primary source documents of the Washington County Schools which was published as an insert in the Herald-Mail, a regional newspaper. Jill Craig coordinates the development of the Western Oklahoma Historical Library (WHILBR) a digitalized collection of photographs, newspaper articles, government records, and rare books. Collections in the digital library include genealogy resources, Battle of Antietam reports from the local 1862 Herald and Freedom Torch Light newspaper, and a documentary on local Rosie the Riveter female WWII workers. Continuation Activities: To ensure that (1) participating teachers effectively apply their learning in the classroom, (2) program implementers and evaluators are provided data to see the impact of the institutes and workshops on both teachers and students, and (3) all work products meet quality control standards before being uploaded on the program website and shared with colleagues, a series of continuation activities will be implemented, as follows: (Teachers will complete the pre and annual post content knowledge assessment, the TAS assessment, and the attitudes-beliefs-perspectives assessment as are described in the competitive preference section 2 (please cross reference). These data, in addition to student achievement data on state assessments, will be used in the summative assessment by trainers and staff to identify future training content and a long-term strategy to upgrade teacher quality. (One follow-up curriculum day in the fall will be scheduled to refine the curriculum lesson plans developed during the summer curriculum planning session. (Each participating teacher will meet with his/her training partner to discuss and prepare lesson plans and curriculum designed for school year and summer institutes, workshops, and book discussion study groups. The trainer will observe the teacher teach the lesson in the classroom and conduct a follow-up debriefing. (Teachers will present their work products from study groups, mini-sabbaticals, workshops, and research institutes to the Pioneers Advisory Committee and complete annual surveys on how their participation has impacted their quality of instruction. (Teachers will share their classroom experiences and work products with colleagues through the Pioneers website medium, at the annual program conference, at common planning times within their districts, and at scheduled follow-up days. Teachers will be encouraged to submit articles to professional journals such as the Oklahoma History Teachers Association and the National Council for History Education newsletter and to do presentations at professional conferences for history teachers. (Finally, because one of our key strategies for sustaining the Pioneers program will be through teachers who take on leadership roles, it will be imperative to this effort that leaders are monitored and supported to do so. After developing a detailed checklist of duties and goals that must be accomplished by the leaders weekly, monthly, and annually, the Pioneers Program Director will be responsible for meeting with the leaders, once a month, to review their progress in accordance with the checklist. Leaders will also be asked to submit bi-annual reports of their progress, as will be reviewed and approved by the Director and Advisory before annual stipends are released. Support for leaders will take shape in the form of the annual stipend, flex time/release time, and ongoing training. In order to successfully sustain the Pioneers initiative in years to come, it was essential to utilize and build upon existing resources in the state and local historical community. As demonstrated in the partnership descriptions above and in the budget narrative, a variety of donations have been promised as an in-kind match to the program, which totals $155,200 (annual) in community matching cash and resources. Cost-efficiency through local resource-leveraging is essential in the design of the proposed initiative, which features a program model that will be implemented successfully in a resource-poor, urban community setting. Grant funds are requested primarily to support intensive capacity-building during an initial three year period (i.e., teacher and staff professional development/planning time, program start-up staff, resource and technology purchases, curriculum development). Our consortium anticipates that the overall impact of the grant - and the program itself will continue long after this initial funding period is over. There was no choice but to keep program costs as reasonable as possible due to the limited duration of funding and strong need for Pioneers services. We have specifically designed the budget in such a way that the program will become infused into the operational budgets of its schools and district by the end of funding term. Strategies that will allow us to accomplish such a task include: the training and formation of a cadre of specialized teacher leaders who will be train-the-trainers and able to replicate trainings on their sites; the strategic use of existing school and community facilities to host the program at no added cost; curriculum adoption at the district level; and strategic planning between all partners to commit resources to cover the cost of the program in current and future years. We believe that the cohesive and intensive work we have planned for Pioneers teachers each summer and academic year will provoke a paradigm shift, impacting the classroom practice of individual teachers immediately and becoming contagious throughout the district with time. Thus, the apprenticeship of teachers and students can continue long beyond the years of this grant. (Selection Criteria 2 - Significance: The xxx collaborating school districts of the Pioneers program educate xxxxxxxxxxxx Oklahoma City students through xxx elementary, xx middle, and xx high school campuses. The breakdown of poverty, free/reduced lunch rates, student demographics, and state testing results for each district can be found in a detailed chart in the competitive preference one section, please cross reference page xxx. As you will read in the chart, our districts serve some of the neediest children in the state. xxx of the schools of our districts are in some form of needs improvement; xxx% of students are enrolled in the free/reduced lunch program; xxx% are ELL; xxx% of students failed the history component of the state curriculum/end-of-instruction assessment last year (compared with only xx% of students failing throughout the state); and xxx% failed the English/reading component of the assessment, which, of course is a necessary skill to learning and understanding history. As we serve a large Title I (xx%), special education population (xxx%), and minority population of children (xxx% African American, xxx% Hispanic, xxx% Native American), inequity in academic achievement is a major problem as children who fall into these subgroups score an average of 30 points below their peers on state testing in all academic areas, including history. Because of this, OU will include in its trainings for teachers, instructional demonstrations and resource materials dealing with effective practices in teaching and engaging these populations. In our schools, US history is taught in elementary grade 5 on the topics of: using and understanding primary sources; early exploration of America; colonial America; the American Revolution; the Early Federal Period; and geography. For 8th grade, students are directed to revisit primary sources and work on developing process and reasoning skills. They also perform case studies on the American Revolution; the US Constitution; the Bill of Rights; the Jacksonian Era; the Civil War; and American economics, politics, culture, race relations, and society (1801-1877). United States History II, which covers the history of the nation from Reconstruction to the present (with case studies on the world wars, the Great Depression, and the Industrial Revolution), is a requirement for high school graduation and is offered to students of the 9th-12th grade. You will see that all of these topics are covered in the Pioneer trainings and in great depth. Among our districts, there are xxx 5th, 8th, and high school teachers who instruct such history courses; many who are under prepared to do so. Xxx% of our teachers did not major, did not minor, and do not hold a masters degree in history and only xxx (or xxx%) hold national or state certification in history or social studies (xxx of our history teachers do have masters degrees in history and xxx are certified or endorsed to teach history). Xxx% of Pioneers history teachers are emergency credentialed and not certified at all. Many of our educators are new to the field of teaching as xxx% have 3 or less years of teaching experience (much of which is due to a high teacher turnover rate of over 50%). Retention and these other issues occur more often in the state of Oklahoma where the average teacher salary is among the lowest 49th in the nation and is 46% less than the average salary of California teachers. Many teachers here are fresh out of college or are transplants from rural areas of the state who are unfamiliar with the historical resources of our community; for example, only xxx% of our teachers report to have used the OU archival library or other local historical resources within the past 5 years. A key reason behind this deals with the complete absence of a school-based budget to pay for field trips and greatly needed classroom resources. Pioneers will address these needs by offering mini-sabbaticals, paid trips to local and national historical sites, and by providing teachers with an abundance of resources they can use in their classrooms (DVDs, books, tapes, globes, the lesson plan database). Moreover, by offering teachers financial incentives to participate in trainings, taking on leadership roles, and by providing teachers with college credit that can be used for pay scale and other advancements, Pioneers will additionally impact educator retention (and recruitment) rates. Advanced Placement (AP) US History is offered in xxx of the xxx high schools of our consortium. A key indicator demonstrating the lack of appreciable interest or extensive content knowledge about US history among our high schoolers is the few number of students taking this class (only xxx or xx%) and the AP exam (only xx took the exam last year, with xx% of the test takers passing with a score of three or higher). This low passing rate is attributed to the fact that the history teachers of our districts who instruct these courses havent received training in history for years and most did not major in history in college. Because one of the goals of Pioneers is to bring AP history to every high school campus and pre-AP history to every middle school and high school campus, it was essential that our training content covered the AP history topics and themes, in depth, so that teachers are qualified and confident in their instruction. Creating a new menu of these courses on every campus will be the job of the curriculum re-development teams. Even though history is a component of our state assessment and therefore performance in this area is tied to NCLB and API rankings, the resources dedicated to training and supporting our educators in this subject matter is extremely limited. Compared to the $xxxx that was spent last year in training and curriculum for reading and math teachers, just $xxx was spent on these same resources for our history programs. As math and reading teachers of our district received xxx hours of training in the subject areas they teach (over the past 3 years); history teachers of our districts received a measly xxx hours of training in this same time period (none of which included history content building) and only xxx% of our history teachers report to have taken a college or other training course related to history within the past 5 years. The lack of investment in history can be clearly observed from the moment on steps foot into our classrooms. Between the outdated history curriculum that is absent of higher ordered thinking skill development and useful to only a learner skilled in short term memory - and the textbooks used by our students that are outdated (some over 20 years old), it is undisputable that Pioneers is urgently needed. Pioneers will improve the quality of instruction of our teachers and will create a culture of high standards at our schools. Studies show that teacher expertise is one of the most important factors in determining student achievement. Teachers with increased subject matter knowledge are more likely to ask higher-level questions, involve students in lessons, and allow more student-directed activities. Pioneers teachers will be directed to apply their knowledge to develop accessible curricula that integrate content, historical thinking, and an appropriate mix of technologies and media to enable students to effectively use primary sources, engage in historical thinking, conduct effective historical research and reporting, and implement project-based self-directed learning. Ultimately, teachers will use their knowledge to (1) implement curriculum and instructional strategies that improve student outcomes on standardized state tests and on teacher-designed assessments, and (2) ensure that all students understand the meaning and significance of our founding documents and how they inform unfolding political, economic, and social forces in different periods of American history. The approach and content that will be used for the Pioneers trainings are backed by our state standards and by research. The OK Teacher Professional Development Standards states that Effective professional development deepens teachers content knowledge and the knowledge and skills necessary to provide effective instruction and to assess student progress. James Stronges report on teacher effectiveness (2002) provides credence to our standards through his research finding that academic content preparation is a significant indicator of teacher classroom effectiveness and of student achievement. The majority of training that will be offered by Pioneers (i.e., the summer institute, the school year content institutes) articulate with Stronges findings as they will be content specific to the important topics, themes, and periods of US history and specific to the PASS standards. Stronge further concludes fully prepared teachers with background knowledge of pedagogy are better able to recognize individual student needs and customize instruction to increase student achievement." This will, too, be an outcome of Pioneers pedagogical workshops. In 2002, the American Historical Association developed guidelines for professional development in teaching American History as a discipline. The guidelines include recommendations that the training of history teachers must involve sound approaches to teaching historical content, must attend to pedagogy and active learning, must emphasize several definable habits of mind including uses of evidence and interpretation in forming arguments and understanding issues of change over time, and promote appropriate and effective assessment methodologies. Fundamentally, the guidelines proclaim, two understandings must guide professional development of history teachers. First, training must interweave content, pedagogy, and historical thinking, Secondly content, pedagogy and historical thinking should be related to classroom experience. These tenants, which additionally offer suggestions for collaboration and that define historical thinking skills, are key elements that have been pushed into all of the Pioneers trainings and will provide reference for the programs internal and external evaluation. The Pioneers training activities will result in the increased content knowledge of participating teachers, improved understanding of how to teach for historical understanding, and increased historical thinking through the engaging use of source documents and visuals. The teachers participating in the trainings will develop greater local expertise in vital topics and issues of history. Weekend Study Tour participants will gain knowledge and insight through educational visits to museums and historic places and will learn how to incorporate local resources into the curriculum; and all participants will gain greater knowledge of content and methodology and improve their capacity to teach for historical thinking through participation in the content and pedagogy trainings to be delivered by OU. The OU training specialists will provide the following activities to ensure that teachers are transferring their knowledge and skills into the classroom: (1) providing the phase 2 coaching services in where teachers observe the trainers delivering Pioneers lesson plans followed up with the teachers debriefing and practicing what they observed; (2) providing the phase 3 activities in where trainers observe teachers instructing history courses (trainers will also analyze student work and lesson plans) and l offer constructive feedback; (3) providing touchback coaching sessions where trainers perform follow up observations to ensure feedback was incorporated by the teacher; (4) using the Teacher Appraisal System to perform quarterly quantitative assessment of teachers application of pedagogy, knowledge, and resources gained from Pioneers; and (5) by requiring teachers to complete a baseline and annual content knowledge survey and a self-report of pedagogy strategies used and attitude/beliefs/opinions about the program (results from these assessments will be reviewed by the Advisory Committee and trainers regularly and used as to guide future training content). These strategies along with our strategy for promoting highly effective and trained Pioneers teachers into paid leadership roles so that they can join the trainers (and eventually take over trainers duties at our schools) will serve to embed Pioneers into the educational systems of our schools as a long-term initiative. Our strengthened and expanded partnerships with local libraries, museums, the university, and non-profits, will also help to ensure Pioneers continues long after grant funding. All of our partners maintain historical resources that can be accessed, for free, by our teachers and students in years to come. Partnerships will also provide the medium for the continued networking of our teachers with local historians, scholars, and history advocates and a greater visibility in our community of effective history teaching. The Pioneers website which will provide copies of all training materials, resources developed by the program, the upgraded curriculum, assessments, and the hundreds of lesson plans (that integrate content, historical thinking, and technology to use in their classrooms) as will be created by our teachers and made available through the Class Server system as it interfaces with the website will offer resources for the Pioneers and other districts of the state and nation to continually improve the teaching and learning of US history. Measurable objectives and outcomes that Pioneers will accomplish pertaining to student achievement (including gains in student content knowledge and historical thinking as measured by the state curriculum/end-of-course/9 week interim assessments as well as gains in student interest and appreciation of US history as measured by the baseline/annual attitudes and beliefs assessment) and pertaining to teacher outcomes (including increases in teacher content knowledge as assessed by a baseline/annual assessment, improvements in pedagogy as measured by TAS and a rubric measured analysis of teaching artifacts, and increases in appreciation for history as measured by the attitudes/beliefs assessment) are all described in detail in the chart on page xxx which also includes a description of the data indicators to be used to measure these gains. Please cross reference. Of equal importance, assessment regarding the changes in school systems (i.e., making training mandatory, merging the cost of teacher incentives with Title II monies, adopting and continuing the Pioneer leadership roles, increasing the number of US history courses and activities) will also take place by the evaluator by means of a case study. (Selection Criteria 3 - Management Plan: The Pioneers management plan has been carefully designed to ensure the seamless coordination of the programs professional development activities, evaluation activities, and consumer feedback looping processes so that the goals, objectives, and outcomes of the grant are fulfilled on time, within budget, and in accordance with the changing needs of Oklahoma City teachers and students. A full time Program Director will be hired and paid for by the grant to facilitate the management plan. The Director will be responsible for program planning, coordination, internal assessment, and implementation of the Pioneers scope of work. She will schedule all meetings of the Advisory Committee, coordinate the contracting process with OU and the evaluation contractors, monitor contractor services, supervise and coordinate the teacher leadership positions and curriculum development activities, and consult with the Advisory Committee and school principals regarding the hiring/recruitment of teacher leaders. The Director will work also with principals and district administrators to develop and manage a teacher recruitment plan that will ensure teachers are informed of the Pioneer training schedule, that they understand the benefits to participating, and that they are provided with the support they need to access the trainings. The Director will also work closely with the OU trainers in organizing and coordinating the summertime and school year training schedule - assuring all partners and special speakers are on board, that teachers receive their handouts and resource materials, and that all the details are attended to. At this time, Elaine Graham, MA has been tentatively identified to fill this position. Ms. Graham is an exceptional candidate and proven veteran teacher leader who brings with her over 15 years experience teaching US history in Oklahoma schools at the middle and high school levels; 15 years experience in coordinating and implementing teacher training initiatives and grant programs as a Director of Curriculum and Instruction; and a MA Degree in Education with an emphasis on history and history curriculum instruction. See Ms. Grahams resume and job descriptions in the attachments. For a financial stipend of $8,500 a year, xxxxx of the OU training team has graciously agreed to set aside an added 8 hours a week of her time to help the Director with the development of the Primary Source Book, working with every school site to oversee the development/purchases of the school resource centers, ensuring that all teachers receive their xxx journal subscriptions and other classroom resources, coordinating the mini-sabbatical grants and activities, and offering other support as needed. These duties will be carried out in addition to her direct training duties. This position is titled Lead Trainer Liaison. A small, intimate, stakeholder body of highly dedicated key administrators and history teachers of our participating districts, OU, historical organization partners, and contractors will support the Director in accomplishing these many tasks. To ensure the integrity and efficiency of the program implementation, the Pioneers Advisory Committee will convene monthly (more frequently as needed during the initial implementation phase) to continually develop and improve upon a solid, quality-based management infrastructure to oversee operations and to make appropriate implementation adjustments consistent with the goals, objectives, and activities committed in this proposal (and mandates of the grantor). This management approach will allow for input, collaboration, and shared responsibilities between representatives of key institutions involved in the program. Membership of both implementers and consumers will fast track the program refinement process. During formal meetings, the Program Director and the Advisory will (1) review monthly formative evaluation reports that describe what has been completed/when/and how to ensure implementation is on schedule (this will also include a review of budget expenditures and adjustments); (2) review interim summative evaluation reports and compare findings with the set goals, objectives, and outcomes set in this grant to determine if our efforts have been effective and what gaps may need to be addressed to improve effectiveness; and (3) identify activities for members to do to support teacher participation levels, use of the program resources, and teacher buy-in for the program. The training team from OU will be responsible for arranging, coordinating, and directing the experiential learning field trips for our teachers during the summertime institutes. This will include coordinating efforts with museums and other sites to visit, providing materials to teachers to prepare them for the trips, and securing and coordinating travel and lodging arrangements in conjunction with the Program Director. The trainers will take the lead in the development of lessons related to the field trip visits using document based historical investigation and Teaching with Historic Places models. The trainers will additionally coordinate, direct, and lead the content-based training institutes, the pedagogy trainings, and the book club meetings. They will also arrange for special presentations by local historians and organize support from our local partners at xxxxx to extend their resources to Pioneers teachers and students (this includes working with the Oklahoma Humanities Council staff to schedule the National History Day training and provide support for our local National History Day competition). One of their most important roles, however, will be to provide continuous support for engaging instruction that is content intensive and document based in their assigned school system. They will provide direct instruction to students (with teachers observing best practices), they will share their lesson plans with teachers through the xxx system and uploads to the website, and they will observe, evaluate knowledge/skills, and provide coaching feedback to all Pioneers enrolled teachers several times a year. It will be vital for members of the team to actively attend the Pioneers Advisory Committee meetings so that they can review consumer satisfaction data and summative findings of the program and then address the knowledge/pedagogy gaps of teachers and students as determined by the data in upcoming trainings. PIONEERS ACTIVIY TIMELINE DateEvent# of ParticipantsLocationResponsibilitySummer 2006Summer Institute We The People30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2006Summer Seminars10Various CampusesGilder LehrmanAugust 2006Content Strategy In-service80School SitesWMAHT SpecialistsOct 2006Study Tour- National Archives30Washington DCWMAHTSpecialistsJanuary 2007Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2007Study Tour Constitution Center30PhiladelphiaWMAHTSpecialistsApril 2007Study Tour-MD Historical Society30BaltimoreWMAHTSpecialistsSummer 2007Summer Institute America on the Move30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2007Summer Seminars10Various CampusesGilder LehrmanAugust 2007Content Strategy In-service80School SitesWMAHT SpecialistsOct 2007Study Tour- Canal Place30CumberlandWMAHTSpecialistsJanuary 2008Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2008Study Tour- WM Room, Museums30Hagerstown/BaltimoreWMAHTSpecialistsApril 2008Study Tour- Civil War Sites30Sharpsburg, Harpers FerryWMAHTSpecialistsSummer 2008Summer Institute All the People30Rocky Gap State ParkGilder Lehrman and WMAHTSpecialistsSummer 2008Summer Seminars10Various CampusesGilder LehrmanAugust 2008Content Strategy In-service80School SitesWMAHTSpecialistsOct 2008Study Tour-R.L. Lewis Museum30BaltimoreWMAHTSpecialistsJanuary 2009Content Strategy In-service80School SitesWMAHTSpecialistsFeb 2009Study Tour- Museums30Washington DCWMAHTSpecialistsApril 2009Study Tour Allegheny Highlands30Garrett CountyWMAHTSpecialists An action plan specific to evaluation activities and each training event can be found on pages xxx and xxx-xx. Please cross reference when scoring this section. (Selection Criteria 4 Evaluation Plan: The evaluation plan narrative that has been developed for the Pioneers program responds to both this RFP selection criteria section and to the competitive preference priority two criteria. Please read the competitive preference priority two section (pages xxx to xx) to read the evaluation plan. RESUME ATTACHMENTS Position Page Number Program Director Kara Gleason R-2 Trainers Robert Allison R-18 Alex Bloom R-27 David Engerman R-29 David Hall R-34 Christina Klein R-36 Beth LaDow R-42 Heather Cox Richardson R-44 John Stauffer R-49 Evaluator Brian Olstead Gregg Muller APPENDICES Page Number Qualifications Statement Primary Source A-2 Sun Associates A-5 Bibliography A-6 History Book Discussion Study Group Reading List A-7 Program Director Job Description A-8 Three-Year Activity Timetable A-9 Primary Source Educating for Global Understanding 101 Walnut St. Watertown, MA 02472  HYPERLINK "http://www.primarysource.org" www.primarysource.org Primary Source is a non-profit educational resource center with a 17-year history of offering high quality professional development and curriculum resources to K-12 teachers and school communities. Founded by two committed and experienced educators, Anna Roelofs, M.Ed. and Anne Watt, Ed.D., the organizations mission is to promote social studies and humanities education by connecting educators to people and cultures throughout the world. Primary Source is guided by a commitment to change the way students learn history and understand culture so that their knowledge base is broader, their thinking more flexible and given to inquiry, and their attitudes about peoples of the world more open and inclusive. By equipping teachers with the skills, knowledge, and resources to facilitate this type of learning, Primary Source prepares students for the challenges and complexities of our diverse nation and world. Our main content areas are Africa, East Asia, the Middle East, and the United States. Although we feel a particular responsibility to social studies teachers, our programs are interdisciplinary, and teachers of all subjects will benefit from a broader understanding of peoples and cultures. Our professional development opportunities include summer institutes, seminars, workshops and conferences. All programs are built around participation by scholars and lead teachers. By fostering a climate of intellectual exchange between university scholars and teachers, we acknowledge the pivotal role teachers play in the creation of a more sophisticated and aware American public. Teachers are able to obtain professional development points after completing all of our programs and graduate credit after completing summer institutes and select seminars. Primary Source works with teachers from throughout New England and in partnership with 33 schools and districts. In partnership, Primary Source staff members form ongoing relationships with curriculum coordinators, staff developers, and teachers. Teachers are offered a comprehensive selection of professional development programs and field study tours to Africa, China, and Japan. Although some districts are able to pay for these services through their professional development budgets, we are committed to making our high quality teacher training available to all districts by seeking grants and business support to fund partnerships with less affluent, urban districts in Oklahoma. Currently, Primary Sources district and school partners are: The Academy of the Pacific Rim, Bedford, Belmont, Brockton, Brookline, Burlington, Cambridge, Canton, Carlisle, Concord, Danvers, Dover-Sherborn, Framingham, Hingham, Lexington, Lincoln-Sudbury, Lowell, Malden, Milton, Natick, Needham, Newton, Pembroke, Quincy, Randolph, Reading, Sharon, Shrewsbury, Wayland, Weston, Whitman-Hanson, Winchester, and Bangor, ME. The Clara Hicks Resource Library at Primary Source is an essential support component available to K-12 educators and members of the broader community. This library is a repository for leading edge resource materials and on-line support, while seminars, institutes, and conferences offer essential in-service training. The library houses an extensive collection of books, catalogues, maps, articles, and bibliographies in our content areas. In addition, in-house curriculum materials that are companions to content covered in courses, seminars, and institutes are part of the library collection. Primary Source also develops publications for use by teachers. In the spring of 2004, Heinemann Publishing, Inc. released Making Freedom: African Americans in US History, a series of five curriculum sourcebooks on African American history from the fifteenth century through the Civil Rights Movement. Each book contains primary sources, including diaries, slave narratives, maps, official government documents, autobiographies, cartoons, broadsides, and photographs. Making Freedom: African Americans in US History presents African American history as a story of social agency and intellectual achievement that has been crucial to the development of the United States. In the spring of 2006 Cheng & Tsui will publish a second Primary Source sourcebook for teachers entitled The Enduring Legacy of Ancient China. Since it began 16 years ago, Primary Source has conducted summer institutes, courses, seminars, workshops, and conferences for 6,000 teachers, reaching 250,000 plus students. Our offices are located in Watertown, MA, and we have a full-time staff of 11 people, a part-time staff of 6, three regular consultants and two library volunteers. THE PRIMARY SOURCE METHOD AND APPROACH Content-Rich Professional Development Primary Source uses a professional development model that successfully helps teachers learn new content and improved pedagogical methods. Our professional development experiences are characterized by: The use of primary sources to connect students with the lives of real people who lived in a past era and place; The active involvement of scholars who are expert historians of a period and have a commitment to sharing their knowledge with teachers; The use of cultural artifacts, especially music, literature, and the visual arts to highlight the textures of life in a civilization or at a moment in history; The presentation of multiple perspectives on how historical developments affected women and important racial and ethnic groups in a society; Use of timelines and student-made big maps to help teachers and students develop an understanding of the context in which historical events and peoples have played their roles in history; The training and use of lead teachers to act as role models for teachers who are new to the subject matter and to our methods for studying history; The presentation of historical content designed to fill gaps in teachers knowledge about suggested or required teaching topics in the curriculum frameworks established by state boards of education. Teachers and Scholars Primary Source is dedicated to developing a long-term relationship with teachers. We realize that teachers are the intellectual leaders of their classrooms; thus we try to provide them with the historical and cultural content they need to engage students in a dialogue about our multi-cultural society and the multi-cultural world we live in. By fostering a climate of intellectual exchange between university scholars and teachers at each of our professional development offerings we recognize the pivotal role teachers play in the creation of a more sophisticated and world-wise American public. We also provide follow-up opportunities for teachers to continue to deepen their knowledge of a subject area. BIBLIOGRAPHY ENCOUNTERS AND EXCHANGES IN US HISTORY American Historical Association, Benchmarks for Professional Development in Teaching of History as a Discipline. Washington, D.C.: American Historical Association. Darling-Hammond, L., and D.L. Ball, Teaching for High Standards: What Policymakers Need to Know and Be Able to Do. Philadelphia: Consortium for Policy Research in Education, 1998. Oklahoma Department of Education, History and Social Science Curriculum Framework, Malden, MA: Oklahoma Department of Education, 2003. National Commission on Teaching and Americas Future, What Matters Most: Teaching for Americas Future. New York: National Commission on Teaching and Americas Future, 1996. US Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, Evaluation of the Teaching American History Program, Washington, D.C., 2005. Pioneers HISTORY BOOK DISCUSSION STUDY GROUP BOOK LIST Authors and Titles Year One Theme: xxxxxxxx David McCullough, John Adams John Demos, The Unredeemed Captive: a Family Story From Early America Mary Rowlandson, The Sovereignty and Goodness of God Autobiography of Benjamin Franklin Hector St. John Crevecoeur, Letters from an American Farmer and Sketches of Eighteenth Century America Year Two Theme: xxxxxxx Stephen Ambrose, Undaunted Courage: Meriweather Lewis, Thomas Jefferson and the Opening of the West Robert F. Dalzell, Jr., Enterprising Elite: The Boston Associates and the World They Made Nancy Zaroulis, Call the Darkness Light Stephen B. Oates, The Approaching Fury: Voices of the Storm 1820-1861 William Gienapp, Abraham Lincoln and Civil War America: a Biography Year Three Theme: xxxxxxxxxx Matthew Frye Jacobson, Whiteness of a Different Color Peter Nabokoy, ed., Native American Testimony Roger Daniels, Coming to America The Autobiography of Martin Luther King Christian Appy, Patriots: the Vietnam War Remembered From All Sides PROGRAM DIRECTOR JOB DESCRIPTION Encounters and Exchanges in US History Administer, supervise and evaluate all program components and activities including hiring program consultants and preparing and filing all performance and financial reports. Liaison to the program evaluator, educational and cultural partners, key program professional development staff, and to each partnering districts administrators, Curriculum and Instruction Director or equivalent, professional development coordinator, and Social Studies chairperson. Communicate program goals and objectives, work plan and ongoing progress and accomplishments to all partners. Assist districts in identifying and recruiting teachers for program participation and implementing continuation activities. Work closely with educational and cultural partners and study group and workshop instructors to determine program sites, schedule, and institutes, workshops, trainings, and continuation activities. Coordinate annual conference and mini-sabbatical program components. Coordinate with the program evaluator to develop data-collection procedures. Develop a detailed program work plan and monitoring system, including benchmarks and timelines for specific program tasks. Develop and implement a monitoring system to track teacher participation in activities. Coordinate website design, implementation, and regular updates with University of Oklahoma Lowell technology consultant. Work with the program evaluator to establish an evaluation protocol that accurately measures the level of achievement of program goals and objectives. Convene and chair the Advisory Council and the Teacher Work Product Review Board. ENCOUNTERS AND EXCHANGES IN US HISTORY THREE-YEAR SCHEDULE OF ACTIVITIES YEAR ONE ACTIVITYOCNODEJAFEMAAPMAJUJYAUSEAdvisory Council meets 4x a year to review program reports, proposed activities, approve Primary Source syllabi, review evaluation reports (Program Director)  x x x x2.5 hr. orientation for administrators in four districts (Assistant Superintendent, school principals, technology director, professional development director, curriculum coordinator, social studies chairperson) to program goals, content, structure, anticipated outcomes, evaluation plan, continuation activities in school year, responsibilities of teachers supervisors, ongoing communication and coordination strategies. (Program Director, Elementary and Middle School Liaisons, Primary Source, Dr. Fontaine from University of Oklahoma Lowell)  xMeetings with teachers in each district to explain program and recruit participants (Program Director, elementary and middle school liaisons, and school administrators) x x x xBig6 Research 2-day workshop. Participants design lesson plans incorporating Big6 research model.  x xLessons incorporating Big6 model implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x xOne series of 7monthly book discussion study groups in each district for up to 20 participants led by historian Robert Allison. One 2-hour session monthly. Work products (research paper, lesson plans) are evaluated by historian and program liaisons and submitted to Work Product Review Board. (Program Director and historian)  x x x x x x xTechnology in the American History Classroom: a 2-part institute (FreshPond Associates)  x xLessons incorporating Technology in the American History Classroom implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x x4 Mini-sabbatical grants for research and curriculum development. Applications due January for Advisory Council consideration. Programs due June for Council review. x xAnnual conference features presentations by historians and museum educators for 80 participants. (Program Director) x ACTIVITYOCNODEJAFEMAAPMAJUJYAUSECapturing Historya 2-part hands-on training in using multimedia in the classroom and to prepare for summer field studies (UMass Lowell technology consultant) x x Big6 Train the Trainer workshop to enable districts to scale up program to all history teachers.    xWork Product Review Board meets to review all teacher-designed lesson plans and work products prior to uploading on website (Program Director)  x   x xWebsite design and ongoing update and maintenance (UMass Lowell technology consultant)  x X x x x x x x x x x xSummer Institute Orientation Day for 40 participants (Primary Source)  x7-Day Summer Institute, Participants engage in content learning, field study and curriculum development (Primary Source)  xTeachers work on Institute programs independentlyxxSun Associates conducts data collection and presents annual report to Advisory Council X x x x x Program Director monitors teacher participation and program performance monitoring system and provides ongoing communication to all stakeholders-prepares end-of year summative report  x X x x x x x x x x x x YEAR TWO ACTIVITYOCNODEJAFEMAAPMAJUJYAUSEAdvisory Council meets 4x a year to review program reports, proposed activities, approve Primary Source syllabi, review evaluation reports (Program Director)  X x x x2.5 hr. orientation for administrators in four districts (Program Director, Elementary and Middle School Liaisons, Primary Source, Dr. Fontaine from University of Oklahoma Lowell)  XMeetings with teachers in each district to explain program and recruit participants (Program Director, elementary and middle school liaisons, and school administrators) X X x xSummer Institute Curriculum Follow-Up Day to share work products with peers and submit for formal evaluation (Primary Source) X Summer institute lessons implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x xDr. Patricia Fontaine implements modeling use of primary sources in the classroom in 20 schools with teachers who participated in summer institute (UMass Lowell)  X x x x x x x ACTIVITYOCNODEJAFEMAAPMAJUJYAUSEOne series of 7monthly book discussion study groups in each district for up to 20 participants led by historian Robert Allison. One 2-hour session monthly. Work products (research paper, lesson plans) are evaluated by historian and program liaisons and submitted to Work Product Review Board. (Program Director and historian)  x x x x x x xWork-Based Resources and Multimedia Tools in the American History Classroom: a 2-part institute (FreshPond Associates)  x xLessons incorporating Web-based Resources implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x x4 Mini-sabbatical grants for research and curriculum development. Applications due January for Advisory Council consideration. Programs due June for Council review. x xAnnual conference features presentations by historians and museum educators for 80 participants. (Program Director) xCapturing Historya 2-part hands-on training in using multimedia in the classroom and to prepare for summer field studies (UMass Lowell technology consultant) x x Work Product Review Board meets to review all teacher-designed lesson plans and work products prior to uploading on website (Program Director)  x   x xWebsite design and ongoing update and maintenance (UMass Lowell technology consultant)  x x x x x x x x x x x xSummer Institute Orientation Day for 40 participants (Primary Source)  x7-Day Summer Institute. Participants engage in content learning, field study and curriculum development (Primary Source)  x3-Day Summer Institute for grades 3 and 5 teachers on Oklahoma history (Primary Source)  xTeachers work on Institute programs independentlyxxSun Associates conducts data collection and presents annual report to Advisory Council x x x x x Program Director monitors teacher participation and program performance monitoring system and provides ongoing communication to all stakeholders-prepares end-of year summative report  x x x x x x x x x x x x YEAR THREE ACTIVITYOCNODEJAFEMAAPMAJUJYAUSEAdvisory Council meets 4x a year to review program reports, proposed activities, approve Primary Source syllabi and mini-sabbaticals, review evaluation reports (Program Director)  x x x x2.5 hr. orientation for administrators in four districts (Program Director, Elementary and Middle School Liaisons, Primary Source, Dr. Fontaine from University of Oklahoma Lowell)  xMeetings with teachers in each district to explain program and recruit participants (Program Director, elementary and middle school liaisons, and school administrators) x X x xSummer Institute Curriculum Follow-Up Day to share work products with peers and submit for formal evaluation (Primary Source) x  xSummer institute lessons implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x xDr. Patricia Fontaine implements modeling use of primary sources in the classroom in 20 schools with teachers who participated in summer institute (UMass Lowell)  X x x x x x xOne series of 7monthly book discussion study groups in each district for up to 20 participants led by historian Robert Allison. One 2-hour session monthly. Work products (research paper, lesson plans) are evaluated by historian and program liaisons and submitted to Work Product Review Board. (Program Director and historian)  X x x x x x x4-Day Institute for high school teachers on the Cold War Period (Primary Source)  X x x xInstitute lessons implemented and observed by supervisor in classroom, debriefing, and lessons uploaded to website. x x4 Mini-sabbatical grants for research and curriculum development. Applications due January for Advisory Council consideration. Programs due June for Council review. x xAnnual conference features presentations by historians and museum educators for 80 participants. (Program Director) xWork Product Review Board meets to review all teacher-designed lesson plans and work products prior to uploading on website (Program Director)  x   x xWebsite design and ongoing update and maintenance (UMass Lowell technology consultant)  x x x x x x x x x x x x ACTIVITYOCNODEJAFEMAAPMAJUJYAUSESummer Institute Orientation Day for 40 participants (Primary Source)  x7-Day Summer Institute. Participants engage in content learning, field study and curriculum development (Primary Source)  x3-Day Summer Institute for grades 3 and 5 teachers on Oklahoma history (Primary Source)  xTeachers work on Institute programs independentlyxxSun Associates conducts data collection and presents annual report to Advisory Council x x x x x Program Director monitors teacher participation and program performance monitoring system and provides ongoing communication to all stakeholders-prepares end-of year summative report  x x x x x x x x x x x x BUDGET NARRATIVE Encounters and Exchanges in US History All budget items relate to the primary goal of Encounters and Exchanges in US History professional development program to enable the four partnering public school districts to appreciably strengthen their programs to teach traditional American history as a separate academic subject in grades three to five and eight to eleven. The intermediate goals of the program are as follow: A: Improve the content knowledge of teachers of all grade levels in the key events and eras of US history by studying the words and deeds of the people who shaped them and by using primary sources and documents; B: Support teachers work in meeting the Historical Thinking Benchmarks of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; C: Develop accessible curricula for students that integrate content, historical thinking, and historical research and information management; D. Create highly qualified master teachers with the expertise to provide leadership roles in using historical thinking, primary sources, and historical research skills in the classroom. Outcome objectives are as follow: 150 teachers of American history will have a deepened understanding of the topics they teach; Teachers will understand the continuing significance of our founding documents Teachers will be prepared to teach American history as a stand-alone history course; Unit-specific lesson plans and curriculum materials that integrate content, historical thinking, and technology will be available to use in classrooms; Student interest and content knowledge will deepen as teachers incorporate new technology and research skills in the classroom; A greater percentage of students will score in the proficient range on the standardized state history tests compared to the results of the 2000 and 2001 MCAS history test results; Professional relationships among colleagues will be developed, teacher leadership opportunities in each district will present itself, professional pride will increase, and the program will scale up. US Department of Education Funds Note: Letters and numbers in parentheses following each item refer to the goal letter and outcome objective addressed by the line item and described on the preceding page. YEAR ONE ($329,270) PERSONNEL ($79,800) Program Director: $75,000 (A-D, 1-7). Salary for full-time, full-year position to manage, administer, and implement the program Secretarial Support: $3,000 (A-D, 1-7) Based on $30 per hour for 100 hours annually. Hourly rate based on current secretarys rate. Elementary and Middle School Liaisons: $1,800 (B,7) One elementary teacher and one middle school teacher will each be liaisons to the elementary and middle schools to provide seamless integration of the program with the needs and broader professional development agenda for elementary and middle schools in all four participating districts, help recruit teachers for the program activities, and maintain timely communication with the districts and program participants. Based on 30 hrs. per liaison x $30 per hr. = $1,800. FRINGE ($11,000) Health Benefits for the Program Director: $11,000 (A-D, 1-7) Anticipated rate for 2006-07 based on current rate and historical increases. TRAVEL ($2,300) Washington D.C. Annual Conference: $1,500 (A-D, 1-7) Estimated cost for hotel, airfare, and expenses for Program Director and one other staff to attend annual TAH meeting. Program Director and Liaison Travel Reimbursement: $800 (B, 7) Estimated cost to travel to and within the 4 districts for annual orientation meeting, meetings with staff, visit book study groups. EQUIPMENT ($1,200) Laptop: $1,200 (A-D, 1-7) For use by Program Director and liaisons during the grant period to demonstrate the website at district meetings, at annual conference, and to implement participant and performance monitoring system. At grant end, the laptop will be a designated US history laptop with related software and other resources. Teachers can sign it out from the Reading Asst. Superintendents office for students to use to develop US history programs. SUPPLIES ($4,700) Office: $1,200 (A-D, 1-7) Based on average supply cost (paper, postage, general office supplies) for each full-time administrative staff person. Books for History Book Study Groups: $2,000 ( A-C, 1-4) Seven history book study groups will meet in each district for two hours annually to discuss five books related to that years theme. Total cost is based on 20 teachers x 4 groups x $20 average per book = $2,000. Notebooks and Supplies for Study Groups: $400 (A-C, 1-4) $5 per participant x 20 participants in each group x 4 groups = $400. Conference: $1,100 (A, C, 1, 4) The annual conference enables an estimated eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. Supplies include printed materials, notebooks, pencils, mailings related to the conferenceaverage cost of $13.75 x 80 participants = $1,100. CONTRACTUAL ($131,025) Evaluator: $25,000 (A-D, 1-7) All four components of our evaluation will be facilitated by Sun Associates, who will be responsible to ensure that the program meets the internal and external indicators for program performance and outcomes. Sun Associates will provide a minimum of fifty hours of consultation. Book Group Leader $6,000 (A-C, 1-4) Robert Allison, historian, will lecture and facilitate four series of book discussion series in each of the districts for seven sessions each. $1500 per group x 4 groups = $6,000. Primary Source: $68,505 (A-D, 1,2,3,4,6) Primary Source will provide a one-day orientation day in early June and a 7-day content-institute for forty teachers. Their 3-year detailed budget is attached. Big6 Research: $17,000 (C, D, 4,5,7) Big6 will provide a 2-day training for 25 teachers and a third day run a Train-the-Trainer workshop. $4,800 daily rate x 3 days plus $1400 for instructional materials and $1,200 travel expenses = $17,000. FreshPond Education: $3,000 (C,D, 4,5,7) FreshPond will conduct a 2-day institute Technology in the American Classroom. Fee is $1500 per day x 2 days = $3,000. University of Oklahoma Lowell Technology Consultant: $8,520 (B, C, D, 4,5,7) John Wren will be the Encounters and Exchange webmaster and conduct two hands-on full-day workshops on various media for history teachers to use in classroom. $30 per hr. x 284 hrs. = $8,520. University of Oklahoma Lowell, Graduate School of Education Liaison: $1,500 (A-D,1-7) Dr. Patricia Fontaine will serve on the Advisory Council, attend the orientation meeting with all four districts, take an advisory role in the annual conference, and be the liaison to the University. $125 per hr. x 12 hrs. = $1,500. Annual Conference Speakers: $1,500 (A, C, 1,4) Five historians will speak on topics related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. $300 x 5 = $1,500. OTHER ($28,195) Mini-Sabbatical grants: $2,000 (A-D, 1-7) Four teachers will receive grants for up to $500 in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Grants will pay for the historian, conference fees, materials and supplies, field studies. $500 x 4 grants = $2,000. Substitutes: $25,925 (A-D, 1-7) 305 substitutes will be hired at $85 per day to allow participation in the various program activities. The breakdown is as follows: Big6 Training: 25 participants x 3 days = 75 subs Conference: 80 participants x 1 day = 80 subs Orientation Institute Day: 40 participants x 1 day = 40 subs Mini-Sabbatical: 4 teachers x 5 days = 20 subs FreshPond Associates: 25 participants x 2 days = 50 subs University of Oklahoma Lowell Technology Consultant: 20 participants x 2 days = 40 subs. Work Study Review Board Teacher: $270 (B, C, 3,4) The teacher will be a member of the Work Study Review Board that meets for an average of three hours three times a year to review and assess all teacher-designed work products from various program activities. 3 meetings x $30 per hr. x 3 hrs. = $270. TRAINING STIPENDS ($71,050) Summer Institute: $71,050 (A-D, 1-7) Based on 49 hours for 30 teachers at $30 per hour = $44,100 and 49 hours for 10 teachers from Lowell at 10 teachers from Lowell Public Schools at an average $55 per diem rate = $26,950. Contractually, Lowell Public School teachers receive per diem compensation rate. $44,100 + $26,950 = $71,050. US Department of Education Funds Note: Letters and numbers in parentheses following each item refer to the goal letter and outcome objective addressed by the line item and described on page one. YEAR TWO ($325,751) PERSONNEL ($82,140) Program Director: $77,250 (A-D, 1-7). Salary for full-time, full-year position to manage, administer and implement the program Based on 3% increase from base salary in Year One. Secretarial Support: $3,090 (A-D, 1-7) 100 hours annually of secretarial support with a 3% increase from base salary in Year One. Elementary and Middle School Liaisons: $1,800 (B,7) One elementary teacher and one middle school teacher will each be liaisons to the elementary and middle schools to provide seamless integration of the program with the needs and broader professional development agenda for elementary and middle schools in all four participating districts, help recruit teachers for the program activities, and maintain timely communication with the districts and program participants. Based on 30 hrs. per liaison x $30 per hr. = $1,800. FRINGE ($12,650) Health Benefits for the Program Director: $12,650 (A-D, 1-7) Anticipated 15% rate increase from base in Year One. TRAVEL ($2,450) Washington D.C. Annual Conference: $1,600 (A-D, 1-7) Estimated cost for hotel, airfare, and expenses for Program Director and one other staff to attend annual TAH meeting. Program Director and Liaison Travel Reimbursement: $850 (B, 7) Estimated cost to travel to and within the 4 districts for annual orientation meeting, meetings with staff, and visit book study groups. SUPPLIES ($4,700) Office: $1,200 (A-D, 1-7) Based on average supply cost (paper, postage, general office supplies) for each full-time administrative staff person. Books for History Book Study Groups: $2,000 ( A-C, 1-4) Seven history book study groups will meet in each district for two hours annually to discuss five books related to that years theme. Total cost is based on 20 teachers x 4 groups x $20 average per book = $2,000. Notebooks and Supplies for Study Groups: $400 (A-C, 1-4) $5 per participant x 20 participants in each group x 4 groups = $400. Conference: $1,100 (A, C, 1, 4) The annual conference enables an estimated eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. Supplies include printed materials, notebooks, pencils, mailings related to the conferenceaverage cost of $13.75 x 80 participants = $1,100. CONTRACTUAL ($127,541) Evaluator: $25,000 (A-D, 1-7) All four components of our evaluation will be facilitated by Sun Associates, who will be responsible to ensure that the program meets the internal and external indicators for program performance and outcomes. Sun Associates will provide a minimum of fifty hours of consultation. Book Group Leader $6,000 (A-C, 1-4) Robert Allison, historian, will lecture and facilitate four series of book discussion series in each of the districts for seven sessions each. $1500 per group x 4 groups = $6,000. Primary Source: $77,741 (A-D, 1,2,3,4,6) Primary Source will provide a one-day orientation day in early June and a 7-day content-institute and a three-day additional summer institute for grades three and five teachers. Their detailed 3-year budget is attached. FreshPond Education: $3,000 (C,D, 4,5,7) FreshPond will conduct a 2-day institute Technology in the American Classroom. Fee is $1500 per day x 2 days = $3,000. University of Oklahoma Lowell Technology Consultant: $7,800 (B, C, D, 4,5,7) John Wren will be the Encounters and Exchange webmaster and conduct two hands-on full-day workshops on various media for history teachers to use in classroom. $30/hr. x 260 hrs. = $7,800. University of Oklahoma Lowell, Graduate School of Education Liaison: $6,500 (A-D,1-7) Dr. Patricia Fontaine will train one grade-level master teacher in 20 schools who participates in the Primary Source institutes in the use of primary sources and content drawn from monographs and the application of content to the classroom. She will also serve on the Advisory Council, attend the district orientation meeting and be the University liaison. $125 x 52 hours = $6,500. Annual Conference Speakers: $1,500 (A, C, 1,4) Five historians will speak on topics related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. $300 x 5 = $1,500. OTHER ($25,220) Mini-Sabbatical grants: $2,000 (A-D, 1-7) Four teachers will receive grants for up to $500 in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Grants will pay for the historian, conference fees, materials and supplies, field studies. $500 x 4 grants = $2,000. Substitutes: $22,950 (A-D, 1-7) 270 substitutes will be hired at $85 per day to allow participation in the various program activities. The breakdown is as follows: Conference: 80 participants x 1 day = 80 subs Orientation Institute Day: 40 participants x 1 day = 40 subs Institute Follow Up Day: 40 participants x 1 day = 40 subs Mini-Sabbatical: 4 teachers x 5 days = 20 subs FreshPond Associates: 25 participants x 2 days = 50 subs University of Oklahoma Lowell Technology Consultant: 20 participants x 2 days = 40 subs. Work Study Review Board Teacher: $270 (B, C, 3,4) The teacher will be a member of the Work Study Review Board that meets for an average of three hours three times a year to review and assess all teacher-designed work products from various program activities. 3 meetings x $30 per hr. x 3 hrs. = $270. TRAINING STIPENDS ($71,050) Summer Institute: $71,050 (A-D, 1-7) Based on 49 hours for 30 teachers at $30 per hour = $44,100 and 49 hours for 10 teachers from Lowell at 10 teachers from Lowell Public Schools at an average $55 per diem rate = $26,950. Contractually, Lowell Public School teachers receive per diem compensation rate. $44,100 + $26,950 = $71,050. US Department of Education Funds Note: Letters and numbers in parentheses following each item refer to the goal letter and outcome objective addressed by the line item and described on page one. YEAR THREE ($343,063) PERSONNEL ($84,745) Program Director: $79,568 (A-D, 1-7). Salary for full-time, full-year position to manage, administer and implement the program Based on 3% increase from base salary in Year Two. Secretarial Support: $3,377 (A-D, 1-7) 100 hours annually of secretarial support with a 3% increase from base salary in Year Two. Elementary and Middle School Liaisons: $1,800 (B,7) One elementary teacher and one middle school teacher will each be liaisons to the elementary and middle schools to provide seamless integration of the program with the needs and broader professional development agenda for elementary and middle schools in all four participating districts, help recruit teachers for the program activities, and maintain timely communication with the districts and program participants. Based on 30 hrs. per liaison x $30 per hr. = $1,800. FRINGE ($14,548) Health Benefits for the Program Director: $14,548 (A-D, 1-7) Anticipated 15% rate increase from Year Two base. TRAVEL ($2,600) Washington D.C. Annual Conference: $1,700 (A-D, 1-7) Estimated cost for hotel, airfare, and expenses for Program Director and one other staff to attend annual TAH meeting. Program Director and Liaison Travel Reimbursement: $900 (B, 7) Estimated cost to travel to and within the 4 districts for annual orientation meeting, meetings with staff and visit book study groups. SUPPLIES ($4,700) Office: $1,200 (A-D, 1-7) Based on average supply cost (paper, postage, general office supplies) for each full-time administrative staff person. Books for History Book Study Groups: $2,000 ( A-C, 1-4) Seven history book study groups will meet in each district for two hours annually to discuss five books related to that years theme. Total cost is based on 20 teachers x 4 groups x $20 average per book = $2,000. Notebooks and Supplies for Study Groups: $400 (A-C, 1-4) $5 per participant x 20 participants in each group x 4 groups = $400. Conference: $1,100 (A, C, 1, 4) The annual conference enables an estimated eighty teachers annually to enrich their knowledge of history, the founding documents, and primary sources. Two tracks will be offered: one for grades three to five teachers and one for grades eight to eleven teachers. Topics will be related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. Supplies include printed materials, notebooks, pencils, mailings related to the conferenceaverage cost of $13.75 x 80 participants = $1,100. CONTRACTUAL ($134,250) Evaluator: $25,000 (A-D, 1-7) All four components of our evaluation will be facilitated by Sun Associates, who will be responsible to ensure that the program meets the internal and external indicators for program performance and outcomes. Sun Associates will provide a minimum of fifty hours of consultation. Book Group Leader $6,000 (A-C, 1-4) Robert Allison, historian, will lecture and facilitate four series of book discussion series in each of the districts for seven sessions each. $1500 per group x 4 groups = $6,000. Primary Source: $87,810 (A-D, 1,2,3,4,6) Primary Source will provide a one-day orientation day in early June, a four-day school year institute, and a 7-day summer content-institute. Their detailed 3-year budget is attached. University of Oklahoma Lowell Technology Consultant: $7,440 (B, C, D, 4,5,7) John Wren will be the Encounters and Exchange Webmaster. $30/hr. x 248 hrs. = $7,440. University of Oklahoma Lowell, Graduate School of Education Liaison: $6,500 (A-D,1-7) Dr. Patricia Fontaine will train one grade-level master teacher in 20 schools who participates in the Primary Source institutes in the use of primary sources and content drawn from monographs and the application of content to the classroom. She will also serve on the Advisory Council, attend the district orientation meeting and be the University liaison. $125 x 52 hours = $6,500. Annual Conference Speakers: $1,500 (A, C, 1,4) Five historians will speak on topics related to the Oklahoma Social Studies Curriculum Frameworks, be grade appropriate, and prepare teachers to support student reading of primary source documents as they learn major themes, concepts, and content. $300 x 5 = $1,500. OTHER ($31,170) Mini-Sabbatical grants: $2,000 (A-D, 1-7) Four teachers will receive grants for up to $500 in grades three to five and grades eight to eleven who apply for a 37-hour mini-sabbatical. A historian with expertise in the interest area will be assigned to work with the teachers to develop products such as papers, exhibits, oral and dramatic presentations, and/or audio-visual presentations that will be used in their American history classroom. Grants will pay for the historian, conference fees, materials and supplies, field studies. $500 x 4 grants = $2,000. Substitutes: $28,900 (A-D, 1-7) 340 substitutes will be hired at $85 per day to allow participation in the various program activities. The breakdown is as follows: Conference: 80 participants x 1 day = 80 subs Orientation Institute Day: 40 participants x 1 day = 40 subs Institute Follow Up Day: 40 participants x 1 day = 40 subs 4-Day Institute: 40 participants x 4 days = 160 subs Mini-Sabbatical: 4 teachers x 5 days = 20 subs Work Study Review Board Teacher: $270 (B, C, 3,4) The teacher will be a member of the Work Study Review Board that meets for an average of three hours three times a year to review and assess all teacher-designed work products from various program activities. 3 meetings x $30 per hr. x 3 hrs. = $270. TRAINING STIPENDS ($71,050) Summer Institute: $71,050 (A-D, 1-7) Based on 49 hours for 30 teachers at $30 per hour = $44,100 and 49 hours for 10 teachers from Lowell at 10 teachers from Lowell Public Schools at an average $55 per diem rate = $26,950. Contractually, Lowell Public School teachers receive per diem compensation rate. $44,100 + $26,950 = $71,050. PRIMARY SOURCE BUDGET ENCOUNTERS AND EXCHANGES IN US HISTORY YEAR ONEYEAR TWOYEAR THREETOTALPERSONNEL Program Director19,69521,25821,36262,255 Program Coordinator7,0007,5307,57122,101 Library and Web Support4,5004,8554,86714,222 Grant Reporting/Financial Mgmt2,4252,5972,6237,645TOTAL PERSONNEL33,62036,24036,363106,223TAXES AND FRINGE Taxes3,0263,2623,2739,560 Benefits3,1103,3523,3649,826TOTAL TAXES & FRINGE6,1366,6146,63619,386TRAVEL AND MEALS Staff Mileage5005205361,556 Archives Visits and Field Trips1,4401,4982,2925,230 Scholar Travel and Hospitality1,0001,0401,0713,111TOTAL TRAVEL2,9403,0583,8999,897SUPPLIES Library Materials1,0005005002,000 Course Readers and Texts4,2006,7689,54220,510TOTAL SUPPLIES5,2007,26810,04222,510CONTRACTUAL Scholars8,1009,75012,67530,525 Lead Teachers5,4006,3758,45020,225 Peer Evaluators6001,05014003,050TOTAL CONTRACTUAL14,10017,17522,52553,800TOTAL DIRECT61,99670,35479,466211,815INDIRECT Facilities3,4103,8694,37111,650 G&A3,1003,5183,97310,591TOTAL INDIRECT COSTS6,5107,3878,34422,241TOTAL PRIMARY SOURCE68,50577,74187,810234,056 Non-Federal Funds YEAR ONE ($16,846) PERSONNEL ($9,300) Asst. Supt., Reading: $5,400 (A-D, 1-7). Supervises the Program Director and member of the Advisory Council $72 hr. x 75 hrs. = $5,400 District Administrators: $3,000 (A-D, 1-7) Administrators will participate in orientation meetings, staff meetings, and on Advisory Council. Based on average $500 per administrator x 6 = $3,000 Grants Management Office: $900 (A-D, 1-7) Based on 30 hrs. x $30 per hr. = $900 TRAVEL ($218) Intra- and Interdistrict Travel: $218 (A-D, 1-7) Partnering school administrators and program liaisons, members of Advisory Council to orientation meetings, meetings during year. 9 individuals x avg. 50 miles a year x $.485 = $218 SUPPLIES ($2,500) Office and Food: $2,500 (A-D, 1-7) General office supplies and f ood for meetings and annual conference. $1,000 for office and $1,200 for food. OTHER ($4,828) Facilities Use: $4,828 (A-D, 1-7) Reading High School, a brand new state-of-the art facility, will be the site for meetings, in-school trainings, and the annual conference. Fees are $4,180 plus $648 for custodian = $4,828 Year Two and Year Three are the same but reflect a 3% increase annual increase in each line item for anticipated annual inflation and increased personnel costs. G.E.P.A. (General Educational Provisions Act) Albert Einstein State Academy is a state designated local education agency that serves an academically, culturally, and socio-economically diverse population of children and families. The academy and its Board of Education are strongly committed to equal access and treatment for all students, families, employees, and the general public. The boards policy of nondiscrimination guides and governs decision making at all levels. These policies incorporate the following principles: the Board of Education shall not discriminate against children, parents or guardians of children, employees, applicants, contractors, or individuals participating in board and/or agency sponsored activities. The board is committed to the provision of equal access in all child/family/employment and business programs, activities, services and operations that are deployed or provided directly by the board, as well as those operated or provided by another entity on behalf of the board under contractual or other arrangements. This policy is established to provide an environment free from discrimination and harassment based upon age, race, color, disability, gender, marital status, national origin, religion, or sexual orientation. Albert Einstein State Academys Personnel Department monitors, coordinates, and recommends action to ensure compliance with the above policies. To effectively and fairly resolve conflicts should they arise, the academy has established grievance procedures related to equal access for applicants, employees and/or children and their families alleging discrimination. These procedures are accessible for use by consumers, employees, and the general public. The academy also offers in-service training to increase staff effectiveness in recognizing and correcting biased attitudes. Albert Einstein State Academy and its partners are committed to implementing ten specific strategies for ensuring equal access to and participation in the Teaching American History program for consumers, staff of partnering agencies, and employees. The following steps will be carried out with the intent to reduce and eliminate access barriers based on gender, race, national origin, color, disability, and age to maximize participation in the grant program: Develop and administer a pre-participation survey to targeted attendees of grant-related events, such as trainings and workshops. The purpose of the pre-participation survey will be to solicit information from consumers regarding special access requirements such as wheel chair access and signers. 2. All grant program-related sessions/activities should be held in Americans with Disabilities Act (ADA) accessible and compliant facilities. As needed, the grant staff will further develop and implement a plan of action that will address the identified special access needs indicated by program registrants that go over and beyond the access provisions of the ADA facilities, themselves. 3. Coordinate and offer cultural sensitivity and ADA training for program staff, as recommended by the Albert Einstein State Academys Personnel Department. 4. Hire, recruit, and involve individuals from social and ethnic minority groups, multi-lingual individuals, consumers, and individuals with disabilities to plan, implement, and evaluate program services, to the greatest extent possible. 5. Develop or acquire and disseminate culturally relevant and sensitive curriculum and information materials that can be understood and accessible to all potential participants, regardless of their unique challenges or backgrounds. 6. Offer transportation vouchers for advisory members of the program and participants who must use personal or public transportation to attend grant meetings, activities, and workshops, as needed and if available. 7. Offer multi-lingual services for consumers and others as needed and appropriate. 8. Offer onsite childcare for individuals who must bring their children to program training events and activities (as available). 9. Arrange for assistive technology devices to translate materials for participants in need of such services (as available). 10. Post information materials, schedules of events, and program assessments on the internet which will enable assistive computer devices to interpret the materials for users. Ensure all potential users have direct access to these resources through the provision of usable workstations and/or computer labs, to the greatest extent possible. The above listed provisions and strategies will help to ensure that the following principles are reflected in our work with children and the community: valuing diversity and similarities among all peoples; understanding and effectively responding to cultural differences; willingness to continually engage in cultural self-assessment at the individual and organizational level; making adoptions to the delivery of services; and institutionalizing cultural knowledge and avenues for improvement in programming and service delivery. ______________________________________________________________________________ Reading Public Schools  PAGE 1 CREATE A COMMUNITY OF HIGHLY QUALIFIED & EFFECTIVE HISTORY TEACHERS with the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US history classrooms. The content of the Pioneers professional development activities is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teachers study the countrys founding up to the twenty first century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, practitioner coaching, and a website that will allow for the posting and downloads of all training materials, Pioneer lesson plans, and assessments tools (rubrics, surveys). All of the Pioneer training activities will culminate in classroom transfer and the refining of the curriculum of the participating school districts. Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding of the content they teach and the significance of our founding documents; teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of history will deepen as teachers incorporate an improved curriculum in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous  xxxsystemxxxxxxxx of xxxxxxxxxx50for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments and formal student assessments.interim and formal student assessments research skills into their US h content standards of American hn for learning and teaching US hthese he are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards andt , eras, and turning points of US hcentury. As will be coordinating3be better prepared to teach US history and social studies contentstandardized ore traditional US h; iXXXX%xxxxxxxxin the key events, eras, and turning points of US History by not only studying the words and deeds of the people who shaped them, but also by researching and understanding primary and secondary sources and documents; of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies;for students that is infused with state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with assessment; andwith the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US History classrooms. 6,400  National Commission on Teaching and Americas Future, What Matters Most: Teaching for Americas Future, p.6.  Darling-Hammond and Ball, Teaching for High Standards: What Policymakers Need to Know and Be Able to Do, p.5.  National Commission on Teaching and Americas Future, What Matters Most: Teaching for Americas Future, p.6.  Darling-Hammond and Ball, Teaching for High Standards: What Policymakers Need to Know and Be Able to Do, p.5.  National Commission on Teaching and Americas Future, What Matters Most: Teaching for Americas Future, p.6.  Darling-Hammond and Ball, Teaching for High Standards: What Policymakers Need to Know and Be Able to Do, p.5.  National Commission on Teaching and Americas Future, What Matters Most: Teaching for Americas Future, p.6.  Darling-Hammond and Ball, Teaching for High Standards: What Policymakers Need to Know and Be Able to Do, p.5.  National Commission on Teaching and Americas Future, What Matters Most: Teaching for Americas Future, p.6.  Darling-Hammond and Ball, Teaching for High Standards: What Policymakers Need to Know and Be Able to Do, p.5.  National Commission on Teaching and Americas Future, What Matters Most: Teaching for Americas Future, p.6.  Darling-Hammond and Ball, Teaching for High Standards: What Policymakers Need to Know and Be Able to Do, p.5.  National Commission on Teaching and Americas Future, What Matters Most: Teaching for Americas Future, p.6.  Darling-Hammond and Ball, Teaching for High Standards: What Policymakers Need to Know and Be Able to Do, p.5.  National Commission on Teaching and Americas Future, What Matters Most: Teaching for Americas Future, p.6.  Darling-Hammond and Ball, Teaching for High Standards: What Policymakers Need to Know and Be Able to Do, p.5.   PAGE  PAGE 53 Western Heights School District, A-  PAGE 129   PAGE  PAGE 72 Western Heights School District,  PAGE  PAGE 2 Western Heights School District,  PAGE  PAGE 1 Western Heights School District,    PAGE  PAGE 75 Western Heights School District,  PAGE  PAGE 116 Western Heights School District, A-  PAGE 82 ______________________________________________________________________________ Reading Public Schools  PAGE cxx Western Heights School District, Western Heights School District, PAGE  PAGE 90 Western Heights School District,  PAGE  PAGE 2 Western Heights School District,  PAGE  PAGE 2 Western Heights School District, ______________________________________________________________________________ Reading Public Schools  PAGE cxiii A Request for Teaching American History Grant Funding Submitted by Western Heights Public Schools  A Request for Teaching American History Grant Funding Submitted by Western Heights Public Schools  A Request for Teaching American History Grant Funding Submitted by Western Heights Public Schools     A Request for Teaching American History Grant Funding Submitted by Western Heights Public Schools ABSTRACT Western Heights School District, in partnership with xxx high-needs Local Education Agencies (LEAs) and the University of Oklahoma, is requesting grant funding to implement and sustain a state-of-the-art professional development system that will improve the classroom effectiveness of xxxx Oklahoma City history teachers and that will raise the academic achievement levels of over xxxxx public school children in the state and national content standards of American history. The LEAs that will participate in the grant serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% of our students do not speak English as a primary language; and xxx% will drop out of school by the 12th grade. Although our consortium enrolls what most would call a high-risk population and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). The purpose of Pioneers is to ignite a passion for learning and teaching US history. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, and instruction of the consortium LEAs so that traditional American history is effectively taught as a stand alone academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum frameworks). The primary goals of Pioneers include: IMPROVE THE CONTENT KNOWLEDGE OF TEACHERS of in the key events, eras, and turning points of US history by not only studying the words and deeds of the people who shaped them, but also by researching and understanding primary and secondary sources and documents; SUPPORT TEACHERS WORK IN MEETING THE HISTORICAL THINKING BENCHMARKS of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and CREATE A COMMUNITY OF HIGHLY QUALIFIED & EFFECTIVE HISTORY TEACHERS with the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US history classrooms. The content of the Pioneers professional development activities is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teachers study the countrys founding up to the twentieth century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, continuation activities, and a website that will allow for the posting and downloads of all training materials, Pioneer lesson plans, and assessments tools (rubrics, surveys). All of the Pioneers training activities culminate in the classroom transfer and refining of the curriculum of the participating Pioneers school districts. Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding of the content they teach and the significance of our founding documents; teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of history will deepen as teachers incorporate an improved curriculum in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level, and then to assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an advisory forum, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide and national replication. ABSTRACT Western Heights School District, in partnership with xxx high-needs Local Education Agencies (LEAs) and the University of Oklahoma, is requesting grant funding to implement and sustain a state-of-the-art professional development system that will improve the classroom effectiveness of xxxx Oklahoma City history teachers and that will raise the academic achievement levels of over xxxxx public school children in the state and national content standards of American history. The LEAs that will participate in the grant serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% of our students do not speak English as a primary language; and xxx% will drop out of school by the 12th grade. Although our consortium enrolls what most would call a high-risk population and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). The purpose of Pioneers is to ignite a passion for learning and teaching US history. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, and instruction of the consortium LEAs so that traditional American history is effectively taught as a stand alone academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum framework). The primary goals of Pioneers include: IMPROVE THE CONTENT KNOWLEDGE OF TEACHERS in the key events, eras, and turning points of US history by not only studying the words and deeds of the people who shaped them, but also by researching and understanding primary and secondary sources and documents; SUPPORT TEACHERS WORK IN MEETING THE HISTORICAL THINKING BENCHMARKS of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and CREATE A COMMUNITY OF HIGHLY QUALIFIED & EFFECTIVE HISTORY TEACHERS with the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US history classrooms. The content of the Pioneers professional development activities is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teachers study the countrys founding up to the twenty first century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, practitioner coaching, and a website that will allow for the posting and downloads of all training materials, Pioneer lesson plans, and assessments tools (rubrics, surveys). All of the Pioneer training activities will culminate in classroom transfer and the refining of the curriculum of the participating school districts. Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding of the content they teach and the significance of our founding documents; teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of history will deepen as teachers incorporate an improved curriculum in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level; it will then assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an Advisory Committee, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide and national replication. ABSTRACT Western Heights School District, in partnership with xxx high-needs Local Education Agencies (LEAs) and the University of Oklahoma, is requesting grant funding to implement and sustain a state-of-the-art professional development system that will improve the classroom effectiveness of xxxx Oklahoma City history teachers and that will raise the academic achievement levels of over xxxxx public school children in the state and national content standards of American history. The LEAs that will participate in the grant serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% of our students do not speak English as a primary language; and xxx% will drop out of school by the 12th grade. Although our consortium enrolls what most would call a high-risk population and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). The purpose of Pioneers is to ignite a passion for learning and teaching US history. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, and instruction of the consortium LEAs so that traditional American history is effectively taught as a stand alone academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum framework). The primary goals of Pioneers include: IMPROVE THE CONTENT KNOWLEDGE OF TEACHERS in the key events, eras, and turning points of US history by not only studying the words and deeds of the people who shaped them, but also by researching and understanding primary and secondary sources and documents; SUPPORT TEACHERS WORK IN MEETING THE HISTORICAL THINKING BENCHMARKS of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and CREATE A COMMUNITY OF HIGHLY QUALIFIED & EFFECTIVE HISTORY TEACHERS with the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US history classrooms. The content of the Pioneers professional development activities is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teachers study the countrys founding up to the twenty first century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, practitioner coaching, and a website that will allow for the posting and downloads of all training materials, Pioneer lesson plans, and assessments tools (rubrics, surveys). All of the Pioneer training activities will culminate in classroom transfer and the refining of the curriculum of the participating school districts. Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding of the content they teach and the significance of our founding documents; teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of history will deepen as teachers incorporate an improved curriculum in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level; it will then assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an Advisory Committee, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide and national replication. ABSTRACT Western Heights School District, in partnership with xxx high-needs Local Education Agencies (LEAs) and the University of Oklahoma, is requesting grant funding to implement and sustain a state-of-the-art professional development system that will improve the classroom effectiveness of xxxx Oklahoma City history teachers and that will raise the academic achievement levels of over xxxxx public school children in the state and national content standards of American history. The LEAs that will participate in the grant serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% of our students do not speak English as a primary language; and xxx% will drop out of school by the 12th grade. Although our consortium enrolls what most would call a high-risk population and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). The purpose of Pioneers is to ignite a passion for learning and teaching US history. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, and instruction of the consortium LEAs so that traditional American history is effectively taught as a stand alone academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum framework). The primary goals of Pioneers include: IMPROVE THE CONTENT KNOWLEDGE OF TEACHERS in the key events, eras, and turning points of US history by not only studying the words and deeds of the people who shaped them, but also by researching and understanding primary and secondary sources and documents; SUPPORT TEACHERS WORK IN MEETING THE HISTORICAL THINKING BENCHMARKS of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and CREATE A COMMUNITY OF HIGHLY QUALIFIED & EFFECTIVE HISTORY TEACHERS with the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US history classrooms. The content of the Pioneers professional development activities is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teachers study the countrys founding up to the twenty first century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, practitioner coaching, and a website that will allow for the posting and downloads of all training materials, Pioneer lesson plans, and assessments tools (rubrics, surveys). All of the Pioneer training activities will culminate in classroom transfer and the refining of the curriculum of the participating school districts. Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding of the content they teach and the significance of our founding documents; teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of history will deepen as teachers incorporate an improved curriculum in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level; it will then assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an Advisory Committee, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide and national replication. A Request for Teaching American History Grant Funding Submitted by Western Heights Public Schools ABSTRACT Western Heights School District, in partnership with xxx high-needs Local Education Agencies (LEAs) and the University of Oklahoma, is requesting grant funding to implement and sustain a state-of-the-art professional development system that will improve the classroom effectiveness of xxxx Oklahoma City history teachers and that will raise the academic achievement levels of over xxxxx public school children in the state and national content standards of American history. The LEAs that will participate in the grant serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% of our students do not speak English as a primary language; and xxx% will drop out of school by the 12th grade. Although our consortium enrolls what most would call a high-risk population and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). The purpose of Pioneers is to ignite a passion for learning and teaching US history. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, and instruction of the consortium LEAs so that traditional American history is effectively taught as a stand alone academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum framework). The primary goals of Pioneers include: IMPROVE THE CONTENT KNOWLEDGE OF TEACHERS in the key events, eras, and turning points of US history by not only studying the words and deeds of the people who shaped them, but also by researching and understanding primary and secondary sources and documents; SUPPORT TEACHERS WORK IN MEETING THE HISTORICAL THINKING BENCHMARKS of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and CREATE A COMMUNITY OF HIGHLY QUALIFIED & EFFECTIVE HISTORY TEACHERS with the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US history classrooms. The content of the Pioneers professional development activities is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teachers study the countrys founding up to the twenty first century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, practitioner coaching, and a website that will allow for the posting and downloads of all training materials, Pioneer lesson plans, and assessments tools (rubrics, surveys). All of the Pioneer training activities will culminate in classroom transfer and the refining of the curriculum of the participating school districts. Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding of the content they teach and the significance of our founding documents; teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of history will deepen as teachers incorporate an improved curriculum in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level; it will then assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an Advisory Committee, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide and national replication. ABSTRACT Western Heights School District, in partnership with xxx high-needs Local Education Agencies (LEAs) and the University of Oklahoma, is requesting grant funding to implement and sustain a state-of-the-art professional development system that will improve the classroom effectiveness of xxxx Oklahoma City history teachers and that will raise the academic achievement levels of over xxxxx public school children in the state and national content standards of American history. The LEAs that will participate in the grant serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% of our students do not speak English as a primary language; and xxx% will drop out of school by the 12th grade. Although our consortium enrolls what most would call a high-risk population and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). The purpose of Pioneers is to ignite a passion for learning and teaching US history. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, and instruction of the consortium LEAs so that traditional American history is effectively taught as a stand alone academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum framework). The primary goals of Pioneers include: IMPROVE THE CONTENT KNOWLEDGE OF TEACHERS in the key events, eras, and turning points of US history by not only studying the words and deeds of the people who shaped them, but also by researching and understanding primary and secondary sources and documents; SUPPORT TEACHERS WORK IN MEETING THE HISTORICAL THINKING BENCHMARKS of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and CREATE A COMMUNITY OF HIGHLY QUALIFIED & EFFECTIVE HISTORY TEACHERS with the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US history classrooms. The content of the Pioneers professional development activities is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teachers study the countrys founding up to the twenty first century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, practitioner coaching, and a website that will allow for the posting and downloads of all training materials, Pioneer lesson plans, and assessments tools (rubrics, surveys). All of the Pioneer training activities will culminate in classroom transfer and the refining of the curriculum of the participating school districts. Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding of the content they teach and the significance of our founding documents; teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of history will deepen as teachers incorporate an improved curriculum in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level; it will then assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. Summative and formative evaluation findings will be presented to an Advisory Committee, regularly, so that refinements to Pioneers can be made and used to shape a model program that is worthy of statewide and national replication. ABSTRACT Western Heights School District, in partnership with xxx high-needs Local Education Agencies (LEAs) and the University of Oklahoma, is requesting grant funding to implement and sustain a state-of-the-art professional development system that will improve the classroom effectiveness of xxxx Oklahoma City history teachers and that will raise the academic achievement levels of over xxxxx public school children in the state and national content standards of American history. The LEAs that will participate in the grant serve xxxx of the most impoverished, disenfranchised children within the county. XXXX% of our students live in poverty; xx% of our students failed the US history component of the state core curriculum/end-of-instruction assessment last year; xxx% of our students do not speak English as a primary language; and xxx% will drop out of school by the 12th grade. Although our consortium enrolls what most would call a high-risk population and despite the fact that the urban community in which we serve is infiltrated with crime, violence, and a culture of illiteracy and under-education, Oklahoma City is enriched with museums, library archives, and a legacy of heroic pioneer leaders who helped to settle the land and frame our state history. It was therefore only fitting to entitle our TAH grant: Pioneers Conquering History! (Pioneers for short). The purpose of Pioneers is to ignite a passion for learning and teaching US history. Pioneers will accomplish this by strengthening the fundamental academic programs, curriculum, and instruction of the consortium LEAs so that traditional American history is effectively taught as a stand alone academic subject in grades 5 and grades 8 through 12 (these are the grades in which US history is required to be taught in Oklahoma based on the state PASS standards and state curriculum framework). The primary goals of Pioneers include: IMPROVE THE CONTENT KNOWLEDGE OF TEACHERS in the key events, eras, and turning points of US history by not only studying the words and deeds of the people who shaped them, but also by researching and understanding primary and secondary sources and documents; SUPPORT TEACHERS WORK IN MEETING THE HISTORICAL THINKING BENCHMARKS of the American Historical Association, the Organization of American Historians, and the National Council for the Teaching of Social Studies; DEVELOP A HIGH QUALITY CURRICULUM for students that is infused with the state/national history standards, historical thinking, inquiry, historical research and information management and that is enriched with interim and formal student assessments; and CREATE A COMMUNITY OF HIGHLY QUALIFIED & EFFECTIVE HISTORY TEACHERS with the expertise to step into leadership roles at the school level and who have the demonstrated skills to integrate historical thinking, primary and secondary sources, and historical research skills into their US history classrooms. The content of the Pioneers professional development activities is designed to spiral around the overarching theme Encounters and Biographies that Shaped US History as teachers study the countrys founding up to the twenty first century. As will be coordinating by a team of historians, scholars, and content experts from our partners at the University of Oklahoma, over xxx direct training hours a year will be dedicated to delivering a series of content-based summer institutes, school year content-based institutes, history book discussion study groups, pedagogy workshops focusing on historical research and technology, mini-sabbaticals, an annual conference, the modeling and assessment of teaching with primary and secondary sources in the classroom, practitioner coaching, and a website that will allow for the posting and downloads of all training materials, Pioneer lesson plans, and assessments tools (rubrics, surveys). All of the Pioneer training activities will culminate in classroom transfer and the refining of the curriculum of the participating school districts. Pioneers will produce many positive outcomes over the next 3 years, including: xx history teachers will have a deepened understanding of the content they teach and the significance of our founding documents; teachers will be better prepared to teach US history as a stand-alone course that is separate from world history and social studies content; unit-specific lesson plans and curriculum materials that integrate state standards, historical thinking, and technology will be available to hundreds of classrooms throughout Oklahoma City; student interest and content knowledge of history will deepen as teachers incorporate an improved curriculum in the classroom; a greater percentage of students will score in the proficient range on the standardized state history assessment compared to this last years baseline results; professional bonds among colleagues will be developed and teacher leadership opportunities in schools will be presented and filled; and the professional pride, passion, and enthusiasm of our teachers and students to explore traditional US history will rival that of the early pioneers who laid stake in Oklahoma. A rigorous quasi-experimental evaluation study will determine, first, if these outcomes are accomplished and to what level; it will then assess the strengths and weaknesses of the various training services offered by the program, particularly in terms of its impact on student achievement. 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