Presentation on OHS\' approach to federal Teaching American History grants, given at AASLH 2007 conference

2. OHS Outreach Services & TAH
• OHS has played a part in ten Teaching
American History grants since 2002
• Role in partnerships vary from project to
project by typically include:
– Products and services,
– Curation, or
– Full project management

3. Program Components
• Seminars (half-day, full-day or weekend)
– Include multiple components (detailed next)
– Aligned to OACS
• Workshops
– Hands-on opportunities to work with experts and
collections
• Field trips
• Summer institutes
– Extended programming (one or two weeks) that mix
the above activities

4. Seminar Components
• Content
– Historiography
– Historical context
• Analysis
– Awareness and access to available primary source
material
– Practice using the material
– Construction of new knowledge
• Application
– Immediate and practical use in the classroom

5. Example
Think History: Populating the Hocking
Valley
– German immigration
– Appalachian immigration
– Negotiating cultural differences on the frontier
– Visible cultural legacy
• Perry-Hocking Educational Service Center
in New Lexington
• Dr. Tim Anderson, Ohio University

6. Content
• Preparation materials
(readings & CD-ROM
with primary source
materials)
• Lecture/discussion
with Dr. Anderson
• Mini field trip to a
Perry County
homestead

7. Analysis
• Engaging multiple
primary sources
• Mapping
populations
• Dissecting the built
environment
• Constructing a
thesis

8. Application
• Master teachers
model lesson plans
– Standards-aligned
– Local history
orientation
– Make use of primary
sources
• Provide an immediate
and practical use of
content and resources

9. Results
• Significant teacher Chart 5: How Likely Are You to Use The Information You
Received
knowledge gain Somewhat likely
(pre- and post-test) Very likely
9
• Perceived value
13
• High satisfaction Chart 3: Detailed Satisfaction Ratings
level 25
Number of Teachers
20
Very Satisfied
15
Somewhat Satisfied
10 Somewhat Dissatisfied
5
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