News
Lessons from the Road: Field Study with Sacramento-Area Teachers
September 3, 2009
This June, a small group of history teachers from the Folsom-Cordova and Center Unified School Districts completed a 7-day field trip to the East Coast—the culminating professional development experience supported by this Teaching American History grant. As the primary partner on the grant, the History Project at UC Davis organized and facilitated the trip.
Designing and delivering a useful and intellectually satisfying experience proved to be major challenge. History Project programs foster high expectations and we knew that a pre-packaged tour would not fit the bill. As we began planning this trip, we wondered: “How do we convert a travel opportunity into an adult learning experience and meet the high expectations of our teachers for productive scholarly interactions?" We negotiated for worry-free transportation, comfortable accommodations, and meals with one vendor, but knew that the major lifting on the itinerary had to come in-house.
Our answer was to provide a full spectrum of on-site history experiences including the requisite tours of homes, battlefields, and museums, as well as visits to archives and scholar centers. Since our teachers appreciate working closely with scholars, we used our network to locate East Coast scholars who were interested in working with our experienced teachers on location. History Project Director Pam Tindall developed an itinerary and located scholars through our UC Davis scholar network and like-minded folks involved with TAH projects in the East.
Our group arrived in Richmond, Virginia, filled with anticipation and armed with notebooks filled with itineraries, maps, and primary source selections. We began with an unplanned bus ride down Monument Avenue, a great photo opportunity, en route to the Virginia Historical Society (VHS). Having the museum to ourselves was a treat and Bill Obrachta's work set the bar high for the remainder of the trip. Obrochta, the Director of Education at VHS, pulled some documents out of the VHS archives to share with us. We deciphered and discussed a series of fascinating diary entries recorded by a Virginia man heading to California during the gold rush. We unanimously agreed that they held great promise for use with students. We appreciated Mr. Obrochta’s personal attention and efforts to make a Virginia-California connection and place this experience within a larger historical context. He even distributed facsimiles of the documents in their original size so we could examine every aspect including handwriting, postmarks and other illuminating details. What a great start!
The following day, our interaction with Will Harris, founding Director and Principal Scholar at the Center for the Constitution provided context and much more at the beginning of our back-to-back visits to Montpelier and Monticello. We met Harris at James Madison’s home Montpelier, where we engaged in a lecture and discussion entitled “Constitutional Liberty…WHAT is it?” Harris provided a framework for thinking about Madison and Jefferson, the concepts of “freedom” and “liberty” and the dimensions of federalist and anti-federalists views that show up throughout American history. Many of us gained a new appreciation for Madison, which added much-needed depth to the story recited by the docent when we later toured his home.
Though we left Harris at Montpelier where he was running a four-day institute with teachers from Placer County, his ideas continued to percolate as we embarked on our tour of Thomas Jefferson’s Monticello. Here we could not help but compare and contrast the living spaces of Madison and Jefferson. We were fascinated with how these homes reflected Madison and Jefferson’s thoughts and ideas about the democratic republic they had helped to form. Physically occupying these two spaces while grappling with the ideas presented by Harris was a memorable and engaging experience.
After Monticello, it was on to the University of Virginia (UVA). Our TAH-network friend Andy Mink, Director of Outreach and Education at the Virginia Center for Digital History, introduced us to Professor Kent Germany who shared his work with the Miller Center of Public Affairs on the Presidential Recordings Program. Through the recordings and transcripts, we explored Lyndon Johnson’s role in the aftermath of the Freedom Summer Murders. Germany suggested we frame our investigation by asking “What can a president DO?” as we considered the limits of federal power with this case study. We were surprised to discover what sound recordings can reveal.
On to Gettysburg—where we had a private tour with Mr. John Fuss, Licensed Battlefield Guide. I was not sure what to expect here, but Mr. Fuss did not disappoint. Our group found his commentary on the monuments including when, where, why they were placed and by whom to be excellent fuel for conversations on history and memory.
On our way to Harpers Ferry and our last scholar appointment, we stopped briefly at Antietam where we stood in Sunken Lane, read a diary entry from Lt. Frederick Hitchcock, and contemplated his account of “Baptism of Fire at Bloody Lane.” At both of these battlefield stops, less was more as the powerful of influence of “being there” worked its magic.
Since we only had a few hours at Harpers Ferry, we truly benefitted from having a scholar to focus our visit. Harpers Ferry is a many-layered place that offers entry points into America’s stories of industrialism, early transportation, sectional division, African Americans education, the Niagara Movement and more. Dr. Carol Wilson, Chair of the Washington College History Department provided a narrative, leading us on a walking tour with stops at key places to review the “obvious” story of this place—John Brown’s raid—and to go in to depth on some of the lesser known aspects. We appreciated her respect for us as adult learners who had some knowledge of history and could make sense of her discussion of historical interpretation. Of course, the stunning views and tangible sense of how geography helped to shape history enhanced this experience as well.
We spent the last leg of our trip with a couple of days in Washington, DC. With so much to see and do, we encouraged teachers to prioritize according to their teaching assignment and leave the rest for another trip. Our teachers focused with determination on this task. Some managed to secure personal attention at the Supreme Court—apparently, a certain clerk there “loves teachers” and was very helpful providing resources. Other highlights included the exhibits at the Library of Congress and the Newseum. Teachers spent productive time where they felt it ultimately would provide the most benefit to their students. Each bus ride back to the hotel was filled with conversations about what they had seen, collected, and thought about that day. There is no stopping a bus filled with history teachers in Washington DC from having a great time! Still, we missed the context, questions, and framing devices offered by the scholars at the start of our trip. This critical element of all of our programming was sadly missing from the final days of our trip. Next time, we won't leave home without one.
Though we returned exhausted, I was very satisfied to have had this last experience with this particular group of teachers, some of whom had participated in our TAH cohort for all three years of the grant. They were thoughtful and readily engaged in all aspects of the experience. We now count "organizing field study" as another skill set in our professional development repertoire. Having recently been awarded two new TAH grants featuring this very kind of focused travel, the History Project at UC Davis looks forward to further adventures in history.
Sacramento Area TAH Showcase
Since its inception in 2001, Teaching American History (TAH) grants have afforded teachers throughout the nation opportunities to engage in quality professional development with partners in public history and higher education. The annual TAH project directors’ conference gives grant leaders from across the nation a chance to share with colleagues. Sacramento-area directors recently concluded that providing a similar opportunity for teachers in the region would be a great benefit for all.
With that in mind, The History Project at UC Davis is collaborating to plan a TAH Showcase in the late afternoon/early evening of May 7, 2009. The event, to be held at the Sutter Square Galleria in downtown Sacramento, will feature teacher-led workshops highlighting their projects, explaining their particular approach, and sharing essential understandings that have contributed to improved student achievement. Mark your calendars and look for more information soon. If you would like to be on our mailing list for the Showcase and other events in the greater Sacramento area, contact us at historyproject@ucdavis.edu.
Getting Smart about Writing Grant Proposals
If you’re looking for a quick and dirty way to win millions in grant funding, you’re reading the wrong article. Proposal writing takes substantial time and effort. Funding, even for the best laid plans, does not always materialize as a result. Though fully aware of this dilemma, many in our world continue to dream up programs, craft plans, and develop proposals. What’s wrong with us? Not a thing; we know that effective planning provides the backbone for the most effective proposals and that the process of crafting such plans opens the door for strengthening existing organizations and building valuable partnerships—with or without additional funding.
Click here to read the rest of this article.
Solano's Teachers Gear Up!
On August 5, 8th-grade teachers from across Solano County will convene at Solano Community College to consider "Founding Documents that Shaped the Nation." This event kicks off our latest Teaching American History grant, won in partnership with Solano County Office of Education and Solano Community College . In addition to examining the role of the founding documents with SCC historians, History Project leaders will train participants in historical thinking and academic literacy strategies, expanding their teaching repetoire with valuable tools for engaging students. Participants can expect to walk away with new knowledge, resources, strategies, model lessons, books, and County colleagues to hit the ground running for the new school year. For more information, see the calendar section of our website or email Stacey Greer-Crabtree.
UCD History Project Tackles the 8th-grade CST Conundrum
A team of HP teacher-leaders, concerned about student performance on the California Standards Test given at the end of 8th grade that covers the previous three years of study, have developed a 3-day symposium in consultation with historians. Entitled Building Thematic Bridges Across the History Curriculum, the program promises to expand teachers' understanding of the content assigned to each grade level, six through eight, so they can capitalize on opportunities to preview and review content with students. Participants will learn how continuity and change can be observed across three themes: commerce, religion, and government. Two historians will participate in the symposium, each giving a formal talk and helping us make connections within the wide-ranging content. In addition, six practicing teachers will demonstrate model lessons and quick review activities like "Six Degrees of Historical Separation." If you teach 6th-, 7th-, or 8th-grade history, this symposium is for you! See the July calendar for further details.
Join Us to Celebrate!
What better way to celebrate May Day than to toast the good work of fellow history teachers?
Join us on May 1 from 4:00 pm to 6:00 pm in Sac State Library's Special Collections Room. Eat, drink, and enjoy the company of fellow history educators--elementary, secondary, and university.
If you have earned the distinction of History Project Fellow by participating in sustained curriculum development work totaling 60 hours or more, we'll have a snazzy lapel pin for you!
Please email historyproject@ucdavis.edu or call 530.752.4383 to let us know if you plan to attend.
The Best of Yolo County: A History-Social Science Symposium
April 12, 2008
Fifteen Yolo County and Dixon teachers recently demonstrated the outstanding lessons they developed as participants in the History Project’s Teaching American History grant programs. The grant, awarded to Yolo County Office of Education and the History Project at UC Davis in 2004, funded workshops and institutes focused on historical content and literacy-building strategies.
The event, held April 11-12, highlighted lessons teachers developed to apply their training. Each lesson had been classroom tested and teachers spoke from experience and shared student work in each workshop. Teachers teaching teachers at its finest!
UC Davis historians Ari Kelman and Beverly Bossler also participated at the Symposium as keynote speakers.
Charles Postel's Book is a Winner!
March 14, 2008
CSUS professor and perennial History Project favorite Charles Postel's book, The Populist Vision, has won not one but two prestigious awards. The Frederick Jackson Turner Award from the Organization of American Historians recognizes an author's first book on some significant phase of American history.
Just as the confetti started to settle in our celebration of that award, we learned that Charles's work had also been awarded the Bancroft Prize. This prize, awarded each year by the trustees of Columbia University, is considered one of the most prestigious awards in the field of American history writing.
Congratulations, Charles!