ie teachinghistoryhumanities (neh), is spotlighting classroom materials related to the public...

research, and news; search for lesson plans;and locate nearby history museums. Answerthe new weekly History Quiz and enter to win aNational History Education Clearinghouse flashdrive. Ask a question of a historian or a masterteacher or join in the conversation on whatmakes a quality lesson plan.

The National History Education Clearinghousehas plenty of valuable resources to help younavigate this busy back-to-school season andreturn to the classroom ready to engage andchallenge your students.

Issue 02

August 2008

National History Education Clearinghouse

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Fairfax, VA 22030Toll Free: [email protected]

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Back to School!It's that time again—a new year, new students,new ideas. A time for thinking about the suc-cesses of last year and the topics where youwant to try something different. Visit theNational History Education Clearinghouse forhelp with all of these things!

The second issue of History Education Newshighlights new features as well as topics thatare especially relevant this fall, such as presi-dential campaigns, elections, and inaugurationsfrom the eighteenth century to the twenty-first.Explore new content, teaching strategies,

8 TEACHING MATERIALSio SSUES AND RESEARCH

12 TAH GRANTSOff14 ' SSIONAL. DEVELOPMENT

News

First Lady Laura Bush presented the2008 Preserve America PresidentialAwards in a White House Ceremony onMay 12. The winners are the AfricanBurial Ground Project in New YorkCity, the Corinth and Alcorn CountyHeritage Tourism Initiative, the LowerEast Side Tenement Museum (featuredon page 5), and the Texas HistoricCourthouse Preservation Program.Visit http://www.preserveamerica.gov/for more information.

EDSITEment, a website of theNational Endowment for theHumanities (NEH), is spotlightingclassroom materials related to thePublic Broadcasting Service (PBS)series, The Presidents. These lessonplans are directed towards grades9-12, but incorporate materials thatmay be useful for younger students.Explore http://edsitement.neh.gov/today.

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Lower East Side Tenement Museum, New York City

AboutThe National History Education Clearinghouse (NHEC)is designed to help K-12 teachers access resources andmaterials to improve U.S. history education in the class-room. NHEC is funded by the U.S. Department ofEducation Office of Innovation and Improvement'sTeaching American History (TAH) program under contractnumber ED-07-CO-0088. It builds on and disseminatesthe valuable lessons learned by more than 800 TAH proj-ects designed to raise student achievement by improvingteachers' knowledge and understanding of traditionalU.S. history. The content of this publication does notnecessarily reflect the views or policies of the U.S.Department of Education nor does mention of tradenames, commercial products, or organizations implyendorsement by the U.S. Government.

(c.) 2008 Center for History and New Media

Created by the Center for History and New Media atGeorge Mason University and the Stanford UniversityHistory Education Group, in partnership with theAmerican Historical Association and the National HistoryCenter.

Staff:Sam Wineburg, Executive Producer and Senior ScholarSharon Leon, Co-DirectorDaisy Martin, Co-DirectorKelly Schrum, Co-DirectorTeresa DeFlitch, Project ManagerLee Ann Ghajar, Project ManagerJane Heckley Kon, Project CoordinatorLaura Veprek, Lead Web DesignerAmmon Shepherd, WebmasterJon Lesser, Lead ProgrammerBrenda Frink, Research AssociateBrad Fogo, Research AssociateNikole Richardson, Research AssociateJack Schneider, Research AssociateEric Shed, Research AssociateLuke Tarra, Research AssociateLara Harmon, Research Assistant

teachinghistory.org 0Issue 02 I August 2008

“*,Ask

President-elect Woodrow Wilson with President WilliamHoward Taft, Library of Congress. Prints and PhotographsDivision

HISTORY CONTENTJust in time for the fall 2008 election sea-son! Are you looking for materials that willhelp your students learn about presidentialelections, past and present? Visit teachinghistory.org to search thousands ofresources by time period, type of source,and/or keyword. History Content will helpyou quickly locate quality resources,including primary sources, websites,exhibits, and online history lectures.

Featured Website Reviews

I Do Solemnly Swear ... PresidentialInaugurationshttp://memory.loc.gov/ammem/pihtml/pihome.html

From George Washington to George W.Bush, all presidents have at least one thingin common: presidential inaugurations.Discover resources from every presidentialinauguration, including diaries and lettersof presidents; handwritten drafts of inaugu-

ral addresses; broadsides; inaugural tick-ets; and photographs.

The Living Room Candidate:Presidential Campaign Commercials,1952-2004http://livingroomcandidate.org/Have you ever wondered what the first tel-evised presidential campaign commercials

looked like? Or how they changed in thepast half century? Explore more than 250commercials that appeared on Americantelevision sets and computers (beginningwith those on TV in 1952) to sell presiden-tial candidates to the public. You canbrowse the advertisements by year and bycandidate, as well as by type of commer-cial. Additional resources include essayson advertising strategies and eight lessonplans.

Public Papers of the Presidencyhttp://www.presidency.ucsb.edu/index.phpBringing together a wide range of materialon the public communications of Americanpresidents, as well as election data andstatistical information, this website pres-ents the public messages, statements,speeches, and news conference remarksof presidents from Herbert Hoover toGeorge W. Bush. A media archive containsaudio and video clips from the twentiethcentury.

3 I National HistoryEducation Clearinghouse

Plimoth Plantation, Massachusetts

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NITENPerfect for Younger Students!You Are the Historian: Investigating

the First Thanksgiving

http://www.plimoth.org/education/olc/index_js2.html

This interactive multimedia website givesstudents the opportunity to explore the first

Thanksgiving from the perspectives of twochildren, a pilgrim girl and a Wampanoagboy. Students can examine an eyewitnessaccount of the 1621 harvest celebrationwritten by Plymouth colonist EdwardWinslow in several ways—reading theoriginal, using a magic lens to read thesource in modern English, and listening tothe letter being read. They can then askquestions, compare information withWampanoag oral tradition, and see how ahistorian makes sense of these sources.An in-depth Teacher's Guide is available.

Online History Lectures

Are you looking for a quick review of howthe Electoral College works? Or a deeperunderstanding of how the party systemdeveloped in America? Discover onlineaudio and video lectures on history andhistory education from public historians,educators, authors, and university profes-sors through this searchable database.

Featured Online History LecturesThe Electoral College in U.S.Presidential Elections: Logical

Foundations, Mathematics, and Politics

http://mitworld.mit.edu/video/472/

Scholar Alexander S. Belenky examinesthe presidential election process and theinstitution of the Electoral College, asdefined in the U.S. Constitution, the appli-cation of this form, and the possible imbal-ances and stalemates that can result inelections due to this institution. He alsosuggests changes in the system that mightguard against stalemates and imbalances.

Lincoln and American Party Politics

http://lincoln.lib.niu.edu/video1.html

This lecture, created by the AbrahamLincoln Historical Digitization Project, fol-lows the progression of political eventsfrom the end of the eighteenth century toAbraham Lincoln's election as president. Itpays special attention to the formation anddissolution of political parties and the riseof tensions between North and South.

teachinghistory.orgIssue 02 I August 2008

History ContentIn Your Backyard

Need a break from election coverage? Thisfall, bring a museum into your classroom.Search Historic Sites and Museums to findlocal museums and historic sites for stan-dards-based outreach programs or virtualfield trips. You can also explore nationallocations online! Search by topic, time peri-od, place type, state, and/or keyword.

Featured Resources

Conner Prairie Outreach andDistance Learninghttp://www.connerprairie.org/teachers/index

Experience the thrill of Conner Prairie with-out leaving your school! A large living his-tory site in Indiana, Conner Prairie offersnumerous educational resources in nine-teenth-century history, including outreachprograms and virtual field trips for gradesK-12. Topics range from Native Americanand pioneer life to the UndergroundRailroad and nineteenth-century schoolsand can be designed to fit your schedule.Enjoy a compelling program through inter-active videoconferencing or, if in the vicini-ty, schedule a visit from a museum educa-tor to bring history into your classroom.

The Lower East Side Tenement MuseumVirtual Tourhttp://www.tenement.org/index_virtual.html

Visit this award-winning historic site in NewYork City, New York, from the comfort ofyour classroom. Located on Manhattan's

Lower East Side, an immigrant portal foralmost two centuries, 97 Orchard Streetwas home to an estimated 7,000 peoplefrom more than 20 nations between 1863and 1935. Your students can take a virtualtour of the tenement and experience fivedifferent stories of immigrant families wholived in the building. In addition, a "ruinapartment" shows the building before itwas restored.

Ask a Historian

"Did President Lincoln actuallyforetell his death to a reporter theday before he was killed?"

"Was corn served at the firstThanksgiving? If so, what kind?"

Find out the answers at teachinghistory.org!

Submit a question you have alwayswanted to ask or a question yourstudents posed today in class.

5I National History

Education Clearinghouse

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BEST PRACTICESExplore state-of-the-art practices and mul-timedia examples of classroom teachingand historical thinking. The content onteachinghistory.org draws on the latesthistorical scholarship and research into theteaching and learning of history.

Sourcing (v.) considering the source ofa document and generating questions,before launching into the document'scontents.

Using Primary Sources

Political cartoons, maps, letters, diaries,and objects ... all of these help us discoverthe past. But helping students learn to ana-lyze these sources can be a challenge. Visitthe National History Education Clearing-house for tools that teach students how toread different kinds of primary sources.Watch historians in action as they talkabout how to analyze historical sources.

Featured Resources

Scholars in Action: Analyzing aPolitical Cartoonhttp://historymatters.gmu.edu/mse/sia/cartoon.htm

How do historians interpret different kindsof historical evidence? This series of inter-views shows scholars "in action" as theyanalyze primary sources. In the years fol-lowing the Civil War, one of the many majordebates of the day centered on money:should the currency of the United Statesbe based on gold (the "gold standard") oron paper (known as "greenbacks")? Thepolitical cartoon, "Milk Tickets for Babies,in Place of Milk," created by Thomas Nastin 1876, comments with wit and humor onthis issue. These debates about the natureof money, and the meaning of value itself,coincided with equally fundamental socialand political debates about the nature ofcitizenship as it applied to the newly eman-

cipated slaves. Political cartoons were amajor form of commentary in latenineteenth-century American life, andThomas Nast (1840-1902) was the mostfamous cartoonist of his day.


Examples of HistoricalThinking

Over the past few years, researchers havemade great strides in understanding howstudents learn history. On teachinghistory.org , you will find videos that showhistorians and students thinking out loudabout primary sources and historicalquestions.

Featured Model

Seeing (and Engaging in) HistoricalThinking: An Interactive Tutorialhttp://www.historicalinquiry.com/scim/participation2/participation2.cfm

In this tutorial, viewers practice a strategyknown as SCIM—Summarizing,Contextualizing, Inferring, and Monitoring—through analyzing a letter written byGeorge Washington to a spy for theContinental Army. Historian Tom Ewingnarrates this interactive tutorial and asksviewers questions requiring them to applyeach strategy. After viewers select ananswer, they are immediately given specific

feedback. Ewing explains right and wronganswers using highlighted passages fromthe document. This interactive video,drawn from Historical Inquiry: ScaffoldingWise Practices in the History Classroom,models historical reading and directlyengages the viewer in the process.

Examples of TeachingAt teachinghistory.org , you can exploreonline examples of teachers in action andgain insight into the planning and thinkingthat went into creating these activities.

Causes of WWIhttp://www.teachers.tv/video/23938

This video shows a ninth-grade historyclass applying new knowledge aboutcausal reasoning to the question ofwhether two bullets were, in fact, responsi-ble for the start of World War I. The instruc-tor builds on a previous lesson on historicalcausality to help his mixed-ability studentsrethink their previous understandings of theorigins of WWI. The students draw visualdiagrams of the causes of the war, usenew vocabulary to describe historical

change, and develop richer and more com-plex historical understandings.

Teaching with Textbooks

The Grammar of History TextbooksPart I: Getting Meaning ThroughLanguage AnalysisGetting Meaning Through LanguageAnalysis is a strategy that linguists MarySchleppergrell and her colleagues devel-oped while working with middle school andhigh school history teachers and students.This technique works well for short text-book passages with important standards-related material. Students identify thegrammatical elements of each sentenceand see how the elements relate. In theprocess, they not only develop literacyskills but also notice the choices textbookauthors make in presenting historicalmeaning.

Read more at teachinghistory.org .

7 I National HistoryEducation Clearinghouse

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HISTORY

Reviewed Lesson Plans

Explore reviewed lesson plans! Classroomteachers have reviewed and critiqued theselesson plans according to the NationalHistory Education Clearinghouse rubricwith categories focused on analytic think-ing, lesson structure, and scaffolding.Comment on the lessons and reviews tojoin in the conversation about what makesselected plans and activities "classroomworthy."

Primary source (n.) Primary sources arematerials directly related to a topic bytime or participation. These materialsinclude letters, speeches, diaries, newspa-per articles, oral history interviews, docu-ments, photographs, artifacts, or anythingelse that provides first-hand accountsabout a person or event.

[Definition from the National History Day website athttp://www.nhd.org/PrimarySourceMaterial.htm.)

Featured Lesson Plans

Lewis and Clark: Same Place,Different Perspectiveshttp://www.nationalgeographic.com/xpeditions/lessons/06/g35/sameplace.html

ElementaryIn small groups, students analyze short

excerpts from primary and secondarysources that describe an encounterbetween the Lewis and Clark expeditionand a Native American tribe. They sharetheir analysis with the class and considerhow varied locations influenced the waysin which the explorers and the variousnative tribes interacted.

History of the Expedition under the command of Captains Lewis and Clark, Library of Congress


Weekly History QuizCan you solve this PresidentialSudoku puzzle? Connect textbookpassages with their year of publi-cation? Identify the correct decadefor advertisements spanning morethan a century? Visit teachinghistory.org regularly to solve thenew weekly History Quiz and enterto win a National HistoryEducationClearinghouseflash drive!

Constitution Day,September 17

Visit teachinghistory.org forresources for learning about the U.S.Constitution and its role in history.

Rosa Parks being fingerprinted, Montgomery, Alabama(Library of Congress, Number LC-USZ62-109643)

Opening Up the Textbook: Rosa Parkshttp://historicalthinkingmatters.org/rosaparks/1 /materials/textbook/

High SchoolUsing a textbook passage and two primarysources, this lesson engages students inusing historical evidence in order to cri-tique a textbook passage. In this way, italso allows teachers to introduce the text-book as one source among many, ratherthan the final word on historical events.

Ask a Master Teacher

"Lectures and documents: Howdo I teach with both?"

"I want to have my studentsanalyze primary sources, but toooften, the language is a barrier.For example, James Otis' speechon the Writs of Assistance is toohard for eighth-grade students tounderstand. How can I use thesetypes of primary sources withouthaving to break the whole docu-ment down for them?"

Read answers to these questionsor submit your own questiontoday! Experienced classroomteachers are on hand to help thinkthrough teaching history and learn-ing strategies.

9 National History


High school students analyzing a nineteenth-century speech.

ISSUES AND RESEARCHStay up to date with current issues andresearch that affect history education.Visit teachinghistory.org to share yourideas with history educators nationwide.

Special Topic Analysis

How are states assessing student under-standing of history? Each year, in partner-ship with the National History Center, theClearinghouse will prepare an in-depthstudy of one topic of special interest tothe history education community. In 2008,we will examine current models andpractices for assessing historical under-standing in the schools, looking specifi-cally at California, Illinois, Kansas,Massachusetts, New York, and Virginia.


Annual Report on the Stateof U.S. History Education

There is enormous variation in how statesorganize, frame, detail, and use require-ments and recommendations for teachingand learning U.S. history. However, fromthis variety emerges a story of increasedattention paid to history education overthe past two decades, including U.S. his-tory education.

Created by the National History EducationClearinghouse, this report examines thestate of U.S. history education primarilyat the state level. In this first in a series ofannual reports, we focus on state stan-dards, assessments, and teacher subject-matter requirements. We also look at sig-nificant educational programs that crossstate boundaries.


Columbus, Exploration, and the Idea of the Flat Earth

Research Briefs

Learning to Think Historically:Columbus, Exploration, and the Ideaof the Flat EarthAs part of The National Research Council'sHow People Learn series, Bob Bain (nowa professor of History Education at theUniversity of Michigan's School ofEducation) described a classroom in whichhistorical questions were central to the cur-riculum. Through this particular investiga-tion, Bain's students learned about fif-teenth-century Europe. Columbus's voy-age, and the nature of history and historicalaccounts.

Rather than presenting a story ofColumbus's journey to his students, Bainfirst elicited student ideas about the voy-age and its context. "What do you knowabout Columbus sailing the ocean blue in1492? What do you know about the peopleof Europe on the eve of Columbus's voy-ages?" After hearing students recall thestandard flat-earth story about Columbus,Bain asked them how they knew what they

supposedly knew. What evidence did theyhave for their Columbus stories?


Tell Us What You Think

We are grateful to our users whohave shared with us what theythink about teachinghistory.organd History Education News!

The National History EducationClearinghouse is a new resource.We want to know what we can doto make the site more useful toyou. Please take a moment andlet us know what you think of thenewsletter and the website atteachinghistory.org . Use the feed-back form on the site, email com-ments to [email protected] ,or call us at 1-866-539-8381. Weappreciate your time and thankyou for all that you do for historyeducation!

11 National History


TEACHING AMERICAN HISTORY GRANTS

What Is the TeachingAmerican History GrantProgram?

Teaching American History (TAH) is a dis-cretionary grant program funded under theElementary and Secondary Education Act.Its goal is to support programs that raisestudent achievement by improving teach-ers' knowledge, understanding, and appre-ciation of American history. To date, theTAH program has funded over 800 projectsnationwide. At teachinghistory.org you canexplore resources related to TAH grants,learn from current and past projects, andplan for future grant applications.

TAH Grants DatabaseExplore the TAH database to find projectabstracts, award amounts, contact infor-mation, and partners. Quickly find projectsin your state or ones that focus on specific

content areas, teaching strategies, orgrade levels.

Lessons Learned

Lesson Learned features essays fromdirectors, project partners, and participat-ing teachers reflecting on their grant expe-riences. Topics include recruitment, sus-tainability, partnerships, effective work-shops, and teacher needs. Read theseessays and more on teachinghistory.org .

From K-12 Outreach to K-16Collaboration"Fifteen years ago, when I first began

working with K-12 history teachers, thestandard term used to characterize suchactivity was K-12 outreach. As a partici-pant in the History Project at UC Davis—one of the nineteen subject-matter sitesestablished by the California History-SocialScience Project—I believed that what I had

to offer K-12 teachers was my scholarlyexpertise. I would lecture to the teachers—treating them essentially as returning col-lege students—on historiographic develop-ments, and they would (I thought) return totheir classrooms enriched by what I had totell them. ... Fortunately, I was surroundedby people—not just Roland Marchand, buta talented corps of K-12 teacher-leaders inNorthern California—with a more sophisti-cated, and far more promising, under-standing of our work."

-Karen Halttunen (California)

Teaching American History ThroughBiography: Lessons from MaineEducators"This summer, for the third consecutiveyear, I will have the great privilege of work-ing with nearly 100 Maine teachers ingrades 5-12 in a program entitled`Teaching American History ThroughBiography.' Each summer, this workshop


offers participants opportunities tostrengthen their ability to teach Americanhistory through study and research onnotable Americans. ... We have studiedfigures as diverse as Tituba, the Afro-Indianwoman accused of sparking the Salemwitchcraft trials of the late 1600s, toAndrew Carnegie, the famous nineteenth-

century industrialist and philanthropist. Wehave explored the nature of biography as agenre of literature and as a means ofunderstanding broader patterns in history."-Patrick Rael (Maine)

Project Spotlight

Multimedia Teaching Resources:New Jersey History Partnershiphttp://www.njhistorypartnership.org/home_page.html

It is November 1776 and you are GeneralGeorge Washington. You are outnumberedand do not know where the British armywill strike next. Should you evacuate FortWashington and Fort Lee, fight to defendthese locations, or leave the decision to thearea commander? What would you do?This is the kind of question asked by aninteractive exercise created by the NewJersey History Partnership TAH grant aspart of a larger multimedia websitedesigned to teach U.S. history throughNew Jersey history.

-The New Jersey History Partnership

Bringing History Homehttp://www.bringinghistoryhome.org/

Bringinghistoryhome.org builds lessonplans on the analogy that students, likecarpenters, need to learn to use tools ofthe trade. In the case of the study of histo-ry, these tools are historical narratives,timelines, written and visual primarysources, maps, and historical narrative.Curricular units within each grade level andthroughout the progression of grade levels,K-12, introduce increased levels of sophis-tication into the use and application of thetools of historical thinking. Sequentialdevelopment of knowledge and of learningprocesses is a primary focus, and lessonplans review content from earlier grade lev-els, reminding teachers and students ofwhat has gone before.

-University of Iowa, WashingtonCommunity School District

Stay TunedInformation on the 2009 TAH programis coming soon! Visit http://www.ed.gov/programs/teachinghistory/index .html for more information.

13 National History


AmericanHistoricalAssociation

123rd Annual MeetingJanuary 2-5, 2009

N eto R K

Workshops and Lectures

Special Announcement!

American Historical Association:National History EducationClearinghouse WorkshopSaturday, January 3, 2009

A history education workshop for K-12teachers! Join us at the American HistoricalAssociation Annual Meeting in New YorkCity for an exciting day of activities onAmerican history and history education. Asmall fee covers registration for the entireconference and lunch on Saturday.

Sessions include a discussion on teachingcolonial and revolutionary history moderat-ed by Professor Laurel Thatcher Ulrich(Harvard University), a workshop on teach-ing black freedom struggles from WorldWar II to the 1960s, and a presentation byDr. Allida Black, Project Director of the

Eleanor Roosevelt Papers. A speciallunchtime talk by Professor Sam Wineburg(Stanford University) will focus on InvertingBloom's Taxonomy: What's Basic WhenReading History?

Log on to the NHEC website for moredetails, or visit the American HistoricalAssociation website at http://www.historians.org .

PROFESSIONAL DEVELOPMENTExperience one of many workshops, dis-tance learning courses, and conferencesoffered to educators throughout the year.At teachinghistory.org you can search forevents, professional organizations, andfellowships nationally or next door.

Online Courses

Sleuthing with Mapshttp://memory.loc.gov/learn/educators/video/index.html

Staff at the Library of Congress lead atwo-hour interactive workshop for schoolson the educational uses of maps. In thiscourse, teachers receive guided practicein analyzing pre-selected maps and learnhow maps can contribute to historicalunderstanding. The program is free; con-tact the Library of Congress for details.


National History

Education Clearinghouse151

Fourth-grade students studying Massive Resistancein Virginia.

Conferences

National Council for HistoryEducation ConferenceRevolutions in HistoryMarch 12-14, 2009Boston, MA

New ideas, individuals that made a differ-ence, and context have converged to pro-duce revolutions. Do they lead to progressor regression? Promote optimism and faithin the future or nostalgia and reaction infavor of the past? Produce unintended aswell as intended consequences? Rewardsome at the expense of others? Explorethese and other interesting topics at theNational Council for History Educationconference next spring. Plan to attendor submit a proposal. Proposal deadlineis September 1, 2008. Visit http://www.nche.net/conference/index.html formore information.

Grants and Fellowships

All educators deserve recognition for theirdedication and hard work. There arenumerous awards that honor the work ofhistory teachers nationwide. Explore theseand many others at teachinghistory.org .

Travel Grants for Jefferson-relatedProjectshttp://www.monticello.org/research/fellowships/travelgrants.html

Awards fund travel for "scholars and teach-ers wishing to make short-term visits toMonticello to pursue research or educa-tional projects related to Jefferson." Grantsare made twice yearly; application dead-lines are April 1 and November 1.

History Teacher of the Year Awardhttp://www.gilderlehrman.org/teachers/student8.html

The History Teacher of the Year Award,established by Preserve America, recog-nizes outstanding American history teach-ers and the crucial importance of Americanhistory education. Winners are selected

from each of the fifty states, the District ofColumbia, Department of Defense schools,and U.S. Territories. These winnersbecome finalists for the National HistoryTeacher of the Year Award. Each state win-ner receives $1,000 and an archive ofbooks and educational resources for hisor her school's library. Deadlines varyby state.

NATIONALHISTORYEDUCATIONCLEARINGHOUSE

Center for History and New Media

George Mason University

4400 University Drive, MSN 1 E7

Fairfax, VA 22030

NONPROFIT ORGUS POSTAGE

PAIDPERMIT NO. 1532

FAIRFAX. VA22030

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