Kelman Wins Bancroft Prize!
April 8, 2014
We are thrilled to share the news that UC Davis History Project Faculty Advisor, Ari Kelman, has won the Bancroft Prize! Columbia University awards this prize to two authors each year. When we traveled with Sacramento City and San Juan Unified teachers to Colorado in 2011 for Field Study, we were fortunate to hear directly from Kelman who accompanied us. During our visit to the historic Stanley Hotel, Kelman shared his research and previewed his now award-winning book, A Misplaced Massacre, which tackles the politics of history and memory surrounding the 1864 massacre in Sand Creek, Colorado. Later, while visiting the state capital we were able to view the monument installed on the Capital grounds with greater understanding informed by Kelman’s research. Join us in sending kudos to Kelman for this achievement!
Empire - Online World History Seminars
September 26, 2013
The History Project's World History online seminars continue. This year's theme is Empire, and our topics include:
November 21 - Spain in the New World (10th grade)
December 5 - The Fall of Tenochtitlan (7th grade)
January 16 - British in India (10th grade)
February 6 - Portuguese in Malaysia (7th grade)
From 4:00 to 6:30 pm on each of these nights, join a community of teachers from across the state for
live, online professional development in the comfort of your home or classroom
Each evening's session will include a contextual talk by a professor of history and a model lesson, designed with the Common Core in mind and presented by History Project Teacher Leader.
Registration is $30 per session or $100 for all four.
To sign up for all four, visit - here
November - here
December - here
January - here
February - here
Sustained HP Professional Development = RESULTS!
February 7, 2013
Students of teachers involved in sustained work with the History Project demonstrate increased proficiency on the California Standards Test in both the history/social science and the English/language arts sub-tests. In fact, the Center for Research and Evaluation found that the gains of teachers in the HP cohort increased with each year of work. (Click here for a visual showing 3 years of data.) Our emphasis on writing, reading, and critical thinking—skills now associated with the Common Core State Standards but long emphasized by the HP—may explain the statically significant gains made by students of HP teachers and the increasing difference between these students and their peers.
This corroborates the findings of SRI International expressed in this video and those of Gargani & Co., the external evaluator on two previous grants. Gargani’s analysis indicated that HP’s professional development program had a statistically significant impact on students. In fact, Gargani tied student achievement to the number of hours teachers spent in HP programs. It seems that higher the ‘dose’ of HP involvement, the greater gains in student achievement!
Online World History Seminars
September 27, 2012
2012-2013 World History Seminars
live, online professional development in the comfort of your home or classroom
Each evening's session will include a contextual talk by a professor of history and a model lesson presented by HP teacher leader Jessica Williams.
4pm to 6:30pm on Thursday evenings
November 15th - 19th Century Imperialism
December 13th - Beginnings of Cold War Tension
January 17th - Cold War Hot Spots (Congo)
February 21st - The Mexican Revolution
March 14th - Ancient Philosophies' Influence on the Development of Democracy
Tuition is $25 per session or $100 for all five. Special conditions* apply to teachers in the Northern California counties outside the History Project’s regular service area (Sacramento, Yolo, and Solano Counties).
Contact Phillip Barron at firstname.lastname@example.org with questions or visit http://bit.ly/HPOnlineSeminars to register.
*Free tuition + teachers who complete all five seminars are eligible for a modest stipend.
History and Memory of the Holocaust program accepting applications
September 11, 2012
For the 2012-2013 academic year, the History and Memory of the Holocaust program returns. With generous support from The Claims Conference and the Pell Family Foundation, The History Project and UC Davis Jewish Studies are excited to offer high school teachers a year-long professional development workshop on teaching the Holocaust.
See http://holocaust.historyproject.ucdavis.edu/ for more information and applications.
Applications will be accepted through October 1. Space is limited.
Contact Phillip Barron (email@example.com) with any questions.
HP Fellow Receives Geography Teaching Award
May 2, 2012
The History Project is proud to announce that long-time Project Fellow Barbara Boyd was recently honored as the recipient of the California Geographical Society’s K-12 Distinguished Teaching Award at their annual spring conference. The purpose of this award, established in 1974, is to “honor those teachers who are largely responsible for generating the love for geography” among K-12 students.John Aubert , Past President of the California Geographical Society and Chair of American River College’s Earth Sciences Department, spearheaded Barbara’s nomination.
Barbara teaches at Rosemont high School in the Sacramento City Unified School District. She has been involved as a learner and leader with the History Project for many years. During this time, she was a vital contributor in the HP’s geography programs; she helped develop and deliver geography training for the HP’s geography professional development series from 2004-2006. Her enthusiasm and commitment to geography have also led her to pursue opportunities for professional development abroad in Asia and Europe through the Korea Society and Atlantik-Brucke.
Barbara is well-respected by her colleagues and administrators for her collaborative and generous spirit, classroom innovation, and support of life-long learning for herself and her students. Rosemont Social-Science Department Chair Julieann Skvarla, declared "Barbara has single-handedly put geography on the curricular map of the Sacramento City Unified School District." Katie Durham, former Rosemont High School teacher noted that her love of learning and treatment of her classroom as a geography “laboratory” where key concepts in geography are combined with essential lifelong skills such as teamwork and literacy. As a result, “her 9th-grade students benefit tremendously…because she teaches them about their community and its place in the globe, and she lays a foundation for her students' success in high school and beyond.” Former teaching partner, Kenneth Durham explained how much he appreciated her as a collaborator during his first year teaching when he “absorbed everything Barbara could teach me about the teaching of geography,” noting “even though she is a veteran teacher, she never stops learning and is always rearranging her teaching based on new knowledge or self-reflection.” Rosemont Principal, Leise Martinez, appreciates the way Barbara uses technology to engage the students and help them see its relevance to their classes noting, “Whenever I want to demonstrate that a classroom does not have to be students sitting quietly in rows, I use Barbara's classroom. Kids are up moving around researching and reporting.”
Finally, in the words of Professor Aubert, Barbara is an “energetic and committed geography educator” working “tirelessly in service of geography education.” Please join our K-16 History Social Science community in celebrating Barbara’s contributions to the field and accomplishment as honoree of this well-deserved award.
Into the Marchand Archive
January 31, 2012
The History Project is thrilled to announce a new way for our community to discover and interact with the documentary source problems and images contained in our Marchand Archive. Our blog, Into the Marchand Archive, regularly features selected resources from the Archive along with commentary from members of our K-16 community about why those resources are interesting and useful for teaching and learning. Each post features a historian, teacher, or student of history, and when relevant, is paired with a list of related resources available on-line or in our Marchand Room here on campus. We invite you to participate in the blog by sharing your own ideas on how these images support teaching and learning in the “comments” section of the relevant post, or by submitting an idea via email for a post about one of the resources in the archive.
The launch of our blog coincides with our 2012 series, Saturdays at the Marchand Room, hosted by our Marchand librarian, Kate Bowen , on January 21, February 25, and April 28. Join us to peruse our lesson plan collection, check out books, or get help searching the on-line archive. Technology break-out sessions will also be offered. These events are offered free of charge. Please see our professional development calendar for more information.
World History Seminars Online!
September 21, 2011
The History Project at UC Davis is offering a series of professional development seminars in World History during the 2011-12 school year. Teachers will be able to log in from the comfort of their homes or classrooms, using only a modern web browser and an Internet-connected computer.
Following the 10th grade standards, the North State World History Seminars will cover the following topics:
- Dec. 8 - "Global Consequences of World War I"
- Jan. 26 - "The Russian Revolution"
- Feb. 16 - "Rise and Fall of Nazi Germany"
- Mar. 15 - "The Vietnam War as a Cold War Event"
- Apr. 19 - "Comparing Democratic Revolutions"
The online seminars are dynamic and interactive.
Each session is led by a history professor from the California State University at Chico and a History Project teacher leader.
Participants will enhance their teaching with lessons refined by the History Project and interact with the seminar instructors and other participants through online meeting software and a new series of forums designed to facilitate lesson plan sharing.
Participants earn modest stipends for completing all seminars and online module.
To learn more and to register for the North State World History Seminars, please contact Phillip Barron at the UC Davis History Project.
Registration link: http://bit.ly/HistProjRegistration
History Project Teacher Wins Prestigious Award!
June 16, 2011
The History Project at UC Davis is proud to announce that Jed Larsen has been awarded Gilder Lehrman’s 2011 California History Teacher of the year.
The History Project (HP) nominated Jed in February, he was named as the California winner in May, and he is now in the running to be named the National History Teacher of the Year. Gilder Lehrman will announce this award in fall. The National winner receives a $10,000 prize.
Jed’s skill and commitment as a teacher, combined with his endearing manner and zeal for the discipline of history make him a vital team member in HP’s service to elementary history educators.
Jed became an HP “fellow” in 2005 standing out as a knowledgeable and enthusiastic participant during a two-week Teaching American History Institute on the UC Davis campus. Since then, he has contributed to the HP community’s K-16 efforts to improve student engagement and achievement by producing and presenting lessons and strategies that model challenging and creative ways to teach history.
Recently, Jed helped HP develop, evaluate, and refine our approach to Lesson Study, a “teaching improvement process” traditionally used by math teachers, which we have re-designed for the history classroom. He now facilitates groups of his colleagues as they learn about history instruction and assessment through the Lesson Study process.
When we visit Jed’s classroom and see him in action, it is clear that what drives him is his passion for history and his belief that ALL students have the capacity to learn and therefore deserve high-quality, literacy-focused, history learning opportunities. See Jed in action below
Jed’s charge to provide all students with quality history instruction that simultaneously bolsters literacy is laudable, serving as a model for elementary history instruction, and this is why the History Project nominated him to be the Gilder Lehrman history teacher of the year. Please join us as we thank him for his service to the teaching community and wish him the best of luck as the national award process continues.
Attention World History Teachers!
UC Davis is pleased to continue service to world history teachers through two new programs. Our World History Seminar Series, “Asia at the Crossroads,” kicks off on February 2, building on the work from our Scholar Seminar Series last year. At each session, scholars and teacher leaders will guide participants to examine significant periods when events in one area of Asia had far reaching ties to other areas in the world. Additionally, in partnership with the Jewish Studies Program at UC Davis, UCD has been awarded funding for our “History and Memory of the Holocaust” five-day summer institute from the CLAIMS CONFERENCE and a matching donor gift. Scholars from history, political science and sociology will provide the academic content through lecture and seminar discussions of readings while teacher leaders will model lessons and coach teachers to design brief lessons. Throughout the 2011-2012 school year we will be assessing the effectiveness of the program through online discussions, reviews of final lesson plans with student work, and the results of pre- & post-surveys.
Lesson Study in the Spotlight
Lesson Study, an approach to professional development that originated in Japan, calls on teachers to cooperatively plan a lesson, teach, observe, reflect, revise, and reteach. Perhaps more importantly than these observable features, the process requires teachers to re-evaluate some of their assumptions about teaching and learning, and reconsider fundamental choices in their teaching practice. This frequently leads to improved instruction.
In implementing Lesson Study in three grants over the last year, Davis Project leaders have noted increases in teachers’ ability to observe students, to use assessment to inform instruction, and to see the relationship between their long term goals for student learning and the instructional choices in one day’s lesson. Lesson Study focuses on studying one instructional problem at a time. Teachers come to consensus about what structure, strategy, or approach holds the greatest promise for wearing away at an existing barrier; then they test out their hypotheses in their classroom laboratories. Teachers’ sense of efficacy and motivation to keep working at their craft grows as the process reminds participants that teaching can be studied, analyzed, and improved.
With a second chance to implement Lesson Study in three grants and three additional grants just starting the process, we’ve taken some clues from this reflective process ourselves. We’ve devised ways to be more clear and specific as we scaffold the process for our participants. We’re extremely enthusiastic about both what our teachers are learning about their practice and what we’re learning about supporting professional learning.
We’re Smarter Together: Better Investigations Result from Collaboration
In the history classroom, inquiry starts with historically relevant questions. Teachers frame classroom investigations with questions in order to set a purpose for analyzing a particular set of sources. Students glean evidence from the documents and use it to construct credible claims about the past that respond to the investigative question their teacher has proposed.
To construct these investigations, teachers frequently enter the research and planning process with a question derived from the content standards. This initial question is a work in progress, the starting place that informs one’s source selections. A look at the historiography reveals what has interested historians about a particular problem in history; a teacher will often adapt his or her question to better reflect current scholarship. Turning to primary source documents, a question may morph further as it’s fine-tuned to better fit available sources. This recursive process results in standards-based questions that are grounded in current scholarship.
A critical final step involves taking one’s question and source set out for a test drive. At the recent Teaching with Primary Sources workshop in Sacramento, groups of like-grade teachers examined source sets and refined proposed guiding questions based on their discussion of the following:
• How well do the questions fit the sources and the sources fit the questions?
• What evidence do these sources provide?
• Will students need additional sources? Are there redundant sources that should be omitted?
As you can imagine, these prompts inspired rich conversations about teaching and history. What’s more, they reinforced the value of collaboration. Just like we tell our students: We’re smarter together!