Teaching American History Steering Committee Minutes
Friday, 9 February 2007
SC Department of Archives and History Minutes
Prepared by Mary Anne Hamblen, Assistant Project Director
Present at Meeting
Paul Anderson, Clemson University
Mary Paige Boyce, Richland School District 2
Ashley Chapman, SC State Park Service, Colonial Dorchester
Robin Copp, South Caroliniana Library
Jane Eason, Richland School District 1
Mary Anne Hamblen, SC Department of Archives and History
Fritz Hamer, SC State Museum
Lewis Huffman, SC Department of Education
Isa Mandell, TAHSC Independent Evaluator
George McDaniel, Drayton Hall
Susan Miles, Charleston County School District
Connie Schulz, University of South Carolina History Department
Don Stewart, SC Department of Archives and History
Joel Walker, SC Department of Archives and History
Welcome and Call to Order
Don Stewart called the meeting to order at 2:30 P.M. and welcomed all attending.
A few moments were taken to look over the minutes from the 30 August 2006 steering committee meeting, and today’s agenda. Mary Paige requested that “heavily” be added to the WWI indicators section toward the end of page 5 indicators. (The same indicator as Panama Canal.) Also, Jane corrected the spelling of Mary Bostic’s name. Since Krissy Dunn is now History Curator at the Relic Room, and no longer at Historic Columbia, Connie asked if we had a new contact. Don said John Sherrer is our Historic Columbia steering representative for the time being.
- George made a motion to approve the minutes, and Robin seconded the motion. Fritz moved to approve the agenda; Mary Paige seconded.
Director’s Report
2007 Summer Institutes:
The first item on the agenda was a discussion of the 2007 Summer Institutes. Don said it is essentially the same course as last year, but with topics broken up between the three institutes in chronological fashion. This format will allow more in-depth study and understanding of the subject matter.
Master Scholar/Master Teacher Search:
The search for this summer’s professors is ongoing. Don asked for thoughts on whom to approach for the Lowcountry and Pee Dee institutes. Larry Nelson is our top candidate for the Pee Dee institute, as he did such a good job the first two years. George agreed that the teachers responded well to Dr. Nelson’s pedagogy. There is no Master Scholar yet for the Lowcountry,. George recommended Paul Anderson for the Lowcountry Institute, or Larry Nelson if available. Paul will check dates and schedules to determine his availability. Don feels we should wait for Paul’s answer before contacting possible others. Connie agreed that Paul is the first choice. In the event that Paul cannot do the Lowcountry Institute, there are possible candidates in the Charleston area, specifically the College of Charleston.
As for Master Teachers, Kim Harrelson and Allison Goff are interested and available for the Pee Dee Institute. For the Lowcountry, Susan has spoken with Rosamond Lawson, and will let us know if she is available. Pam Rose of Keenan High is a possibility for the Midlands. Don is exploring other options as well, and will keep the committee updated through email.
Cultural Institutions:
Cultural institution sessions for the summer will include one session per institute by the State Library. They will provide a session tailored to using the Internet to teach history. The DISCUS database is sponsored by the State Library. Connie added that DISCUS is a reliable source for students because all material has already been reviewed. Other new cultural institution contacts include the National Bean Market Museum in Lake City, which is close to Browntown. Browntown is an agricultural farm museum, although it is undeveloped, and has not been interpreted. Connie remarked that it fits nicely in the time period between the wars. Fritz agreed that Browntown has much to offer.
2007 Teacher Recruitment:
In the area of recruitment, the numbers are lower this year than in other years at this time. Connie voiced concern that teachers are signing up for other opportunities, but Mary Paige said typically teachers begin planning for summer in April, and not to be alarmed. Teachers may not be as eager to participate in the Midlands Institute due to the low popularity of the topic. However, test scores are down in that period of history, so it is much needed material. This year’s Pee Dee and Lowcountry topics are always popular with teachers.
Connie asked if teachers are allowed to apply for more than one institute per summer, and how would the application process be handled? Don said the graduate credit would be the most difficult part, and will talk to USC. Connie believes we could use the same course number, with a different section number (for example, A,B,C) for each.
Don said he is pushing for fifth grade teachers first and foremost. This is the area in the greatest need, and this sentiment is heard from Washington, as well.
Website Update:
The TAHSC website continues to grow, with a number of new lessons and primary sources added over the last few months, especially on the primary source timeline. Most of the sources are connected to lessons that teachers in the program created.
Connie asked if any progress was made in contacting Edsitement, the NEH’s website for teacher created lesson plans. Mary Anne reported that contact was made, and guidelines were emailed for lessons to be submitted. The first criteria in selecting teachers’ lessons for posting is if there is a need for the content on the website.
Don mentioned the National Park Service’s Teaching with Historic Places website. Connie requested more information on that, and will do some lobbying for TAHSC.
Evaluation Report
Isa reported that evaluations so far included 12 different classrooms. Observing teachers in their classrooms gives a sense of the broad range of styles and skills, some disappointing, but some surprises. We have clearly found that the students really like primary sources; they love seeing images, holding documents, etc. Isa reiterated how important it is for us to be overt and clear to teachers, and how it is in their best interest to utilize primary sources.
Isa reported that students in the focus groups all seem to like the wars. Another interesting observation she made was more than one instance where a child believed the sources were not “real.” This shows that we need to spend a good deal of time discussing with teachers how to introduce and talk about primary sources. Even in some great lessons teachers do not tell the students about the sources. Robin pointed out that many teachers themselves do not know exactly what a primary source is. She suggested that this is something Paul can stress in his lectures and discussions. Paul said one of the benefits of our institute is the chance to go over the concept of a primary source everyday.
Connie pointed out that some of the confusion about a source being “real” might be in the level of truth. We have such a focus on bringing together literature and history, that this may be part of the misunderstanding. Lewis reported that another frequently asked question is whether or not a source is “real” versus a “copy.”
Isa believes teachers need to define primary sources on a more basic level for their students. Also, when the Master Teachers have their discussions during the institutes, they can take a document and model how it can be used, and offer guidelines and tips. Another possibility is to have someone like Marc Turner come in and model an actual lesson. Paul said that it really struck him last summer during the afternoon sessions that he cannot tell teachers how to reach 5th grade students, but the master teachers can do this.
Joel suggested we videotape lessons so teachers can really see what we want them to do. A variety of teachers could be filmed, then edit the clips. Connie expressed concern that teachers might be appalled at the prospect of being filmed. Both Robin and Isa agreed that there is an intimidation factor involved. Don suggested that we videotape three or four teachers from past institutes that have taught really good lessons for us. A small stipend could be offered. Mary Paige said the key is to allow teachers to videotape themselves. This way they have “editorial rights.”
Don requested thoughts and ideas for a tip sheet with a few guidelines for teaching history. Enthusiasm seems to be the number one element in good teaching. George commented that many teachers lose their enthusiasm. For example, his wife (a teacher) no longer has time to read books because everything is now so skills oriented, and she doesn’t have time. He suggested that subjects could be more integrated, such as Language Arts and Social Studies. Making social studies interdisciplinary might serve to generate confidence and enthusiasm. Jane said the lack of enthusiasm at the elementary level stems from insecurity about content; in middle school it is from students acting up in class. Mary Paige commented that the real life existence of an elementary school teacher is hard to pin down, when they are running in from PE, the bathroom brigade, etc. Everyday they need to review the When, What, Where and Why. Isa said that during one recent classroom observation the class lasted 1 ½ hours, but instruction included no dates, names or facts at all.
Jane commented that while it is hard for us to realize, a lot of elementary teachers do not like history, and do as little as they can. Mary Paige said teachers are rushed; time is part of the problem, but half the battle is in the area of content. Isa reported that elementary teachers seem thrilled to receive content, and it increases their comfort level. Enthusiasm, again, is crucial. George inquired if teachers are using art, buildings and music as primary sources. He believes if we could integrate objects more into the lessons that this would generate enthusiasm. He suggested a book by Tom Schlereth, written in the 1970s, called How to Read an Artifact.
Mary Paige pointed out that in working with Language Arts, teachers talk about strategies of teaching reading, and five or six discreet strategies have been identified. Mary Paige is in the process of compiling a similar strategy list for social studies. She also thinks the Springboard program is a good one. Elementary teachers do not know the content, or how to teach social studies. A lot of teachers need the secret that reading has recently discovered, which is just beginning to be a discussion. She thinks tips are good, but we need to get together and come up with strategies.
Don said he has seen this type of thing on the Internet, such as 7 rules for teaching history effectively. Connie read a recent AHA Perspectives magazine that included an article on good teaching strategies utilizing the 5 Cs, which are Content, Context, Causation, Contingency, and Character.
Jane spoke about the new PACT testing. PACT used to test every student in grades 3-8, but a new law this year has grades 4 and 7 testing in social studies. The other grades will get half social studies and half science. Tests are random through the schools, across grade level. The General Assembly felt there was too much testing, and also wanted to save money. This testing plan should save money. The good news is that we are still on the report card, and this is what counts. Fourth grade is early US history, from the beginnings to 1865. Seventh grade is world history, part II. Third graders are still testing orally, which could be why their grades are so good. The theory is that if you give choices orally you can hint at the correct answer choice.
George commented that lack of diagnostics from PACT test scores is a problem. He has been told this is driven by the State Department of Education. Lewis responded that at one time tests were short answer. This is much better for diagnostics, but the tests take too long. Because we cannot cut back on math and language arts, social studies and science get cut. Joel said that the state of Illinois does not do social studies testing at all. George said the TAH grant should be a voice for social studies, and for the enhancement of teaching social studies.
Susan Miles arrived at 4:05 P.M.
Mary Paige said that we are actively marketing the course to 11 grade teachers, and this summer will be the high school summer. These teachers want a more defined course. Jane reported that the high school “end of course” test for US history only will begin next year, the high school equivalent to PACT. It will be required by law, and will count as 20% of a student’s grade. Teachers are terrified. We have heard that incentive pay may be tied to PACT scores. Mary Paige is afraid teachers will not have an incentive to teach US history, and will not want to teach it.
Mary Paige said teachers are suggesting that US history be split into two parts: Part I is Early National, and is an elective, called American Studies. Jane said she would like to see a push requiring four history courses to graduate; we now only require three.
New Business
New Grant:
Don talked about the new grant. Many things will stay the same as in the current grant. We have good information from the Department of Education as to their priorities, and are in sync with them. Connie mentioned that the grant now must be submitted through Grants.gov. Don said that Arleen Bakutes at Richland 2 is helping with the new grant. George commented that we are one of the few TAH grants that is almost statewide, and we are working with a state agency. However, the fact that we have already had a grant for several years may be an obstacle. Connie said that our reports and statistics are in our favor.
Don considered working with four regions, but is not sure that would be possible. Richland One has been courted, but Mary Paige does not think two grants will be awarded to Richland One. Don said he wants to remain in the Pee Dee, and is looking to Fairfield and Kershaw counties, poorer districts, as well. He has talked with someone in Oconee County, and there is a district in Anderson that would like to partner with the Archives.
Connie wondered if we could get 20-25 teachers from some of the more rural areas. Mary Paige wondered about the Jasper, Bamberg and Colleton areas, and Don said he did not have a good contact there. Connie inquired about USC Salkahatchie where Jane Brewer is a good contact. Ms. Brewer is already working with high school teachers, and that area does not have a district social studies coordinator. Don said he is thinking of including counties along the Heritage Corridor. Jane said that is certainly an area of need. Mary Paige pointed out that if we want to stay in Charleston, Colleton is close, and there is a need there as well.
Midyear Retreat Plans/Schedule Overview:
Plans for this weekend’s retreat are similar to other years. We begin with the Friday night dinner, and storyteller Mike Miller is our entertainment. A trivia contest with questions from the Treasure Trove will be ongoing throughout the weekend. All attendees have meal tickets for breakfast and lunch.
Paul starts the day on Saturday, then Lewis, Chanda Robinson and Leslie Skinner from the State Department of Education will each speak. Next will be an ETV presentation about their new Road Trip! website. After lunch we will break into smaller groups, and teachers will have a chance to see what their colleagues have done since the summer. Each committee member will serve as a moderator for one of the groups, which will be divided by grade and topic. Bloom’s Taxonomy will be an important part of the discussion, and Lewis will include this in his presentation. Moderators can help teachers see how it fits for their lessons. After the group sessions we will have a visit from Mary McCleod Bethune, represented by Carolyn Taylor.
Our overall theme is the history of Springmaid, in particular the 1950s. Artwork for the brochure was taken from 1950s travel guides housed in the Archives. The ETV website fits nicely within the theme.
Next Steering Committee Meeting:
The next steering committee meeting is scheduled for May 4, 2007 at 10:00 A.M. at the SC Department of Archives and History.
The meeting adjourned at 4:45 P.M.