2008-09 Program Options
2008 Summer Colloquia
Choose from one to four, three-day colloquia led by scholars and veteran teacher-leaders provide content and methods in the teaching of traditional American history. Held on the Smith College Campus.
• U.S. Immigration 1920-2008
• Civil Rights Movement 1940-1970
• Constitutional Debates: Intellectual Roots; 1780s Northampton; and Issues Today
• Issues in Contemporary History: Women’s Movement, Conservative Movement, and The New Economy
2008-09 School Year Programs
• Six-hour school-year Saturday seminars (at least 4 planned) (Lunch included) Planned topics include: Viet Nam War, Cold War, U.S. in the Middle East, and disabilities in America.
• Two-hour after-school historical skills workshops (at least 4 planned)
2008-09 Program Participation Options
All participants must attend a three-hour program introduction (June 23 or July 7) and complete at least one three-day summer colloquium, written assignments, and at least six hours of school-year professional development.
Participants may earn stipends, pdps, and optional graduate credits at various levels.
Level I - Up to $1,000 stipend. 75 pdps or 3 graduate credits.
Level II - Up to $500 stipend. 67.5 pdps or 3 graduate credits.
Level III - Up to $500 stipend. 51 pdps.
For full description of program options, click here to download a pdf of the program brochure.
Assignments
Written work helps to ensure that learning from speakers and workshops takes root. We urge (though we do not require) teachers to implement their written lessons and project plans to deepen understanding and provide a medium for discussion and sharing through the school year.
All four assignments must be uploaded on the Emerging America TAH Moodle site by August 25, 2008. Participants may submit drafts or outlines for feedback up to August 1.
Electronic submission of written work via Moodle simplifies program management and creates a permanent program archive. (Moodle is an online course management system similar to Blackboard or WebCT.) Many participants have decided to use Moodle in their own teaching. HEC’s Moodle entry is at http://moodle.collaborative.org. (Participants get their password at the Intro.) Download Moodle instructions, including step-by-step instructions for logging in.
1) RESEARCH NOTES
Research notes from work with primary sources in a local archive or library to gain experience in analysis of primary sources. Your notes must identify location(s) or research, subject(s) investigated, sources examined, and specific thoughts on how you could use these sources in your teaching.
You will be assessed as complete or not. 5% of grad credit grade.
2) LESSON (Or other teaching aid.)
A lesson, unit outline, or other written teaching aid (such as a study guide, or an annotated guide for how to use selected local primary source documents). Must follow Emerging America program form downloaded from this site. Guidelines feature use of primary sources in the classroom.
Assessed using the 2008 Assignment Ratings on this site. 70% of grad credit grade.
3) HISTORY WEB SITE DESCRIPTION
A brief description of a history web site that features primary sources, coded to the Massachusetts Frameworks for History. See Virtual Resource Room (VRROOM) web site for format: http://ccbit.cs.umass.edu/vrroom/. Choose a new resource. Check the VRROOM to see if your chosen site is already there.
You will be assessed as complete or not. 5% of grad credit grade.
4) ACTION PLAN
Submit a completed Emerging America 2008 planning form downloaded from Moodle. You may submit one action plan for multiple teachers from the same school or school district. (Your completed plan does not commit you to put the plan into action.)
Assessed using the 2008 Assignment Ratings on Moodle site. 20% of grad credit grade.
Create a plan for a Windows on History site, involving students in putting local primary sources and stories online. Teams are preferred. Or submit a plan for a field trip, speakers’ series, or other program that brings your students in contact with primary sources and local community resources. Teams are preferred.
PDPs and Graduate Credit
PROFESSIONAL DEVELOPMENT POINTS (PDPs)
LEVEL IA or IB - Teachers who complete 75 hours of professional development (including two or more summer colloquia and at least six hours during school year) and written assignments may receive 75 PDPs in addition to a stipend up to $1,000. (Alternate 3 Graduate Credits Optional)
LEVEL II - Teachers who complete 51 hours of professional development (including two summer colloquia and at least six hours during school year) and written assignments may receive 67.5 PDPs in addition to a stipend up to $500. (Alternate 3 Graduate Credits Optional)
LEVEL III - Teachers who complete 51 hours of professional development (including one summer colloquium and six hours during school year) and written assignments may receive up to 51 PDPs in addition to a stipend up to $500. (Graduate Credit not available.)
GRADUATE CREDIT
The Courses
Title: "The Changing Face of America"
Instructor: Rich Cairn, Director, Emerging America: Teaching American History Program, Hampshire Educational Collaborative
Title: "Citizens and Rights in 20th Century America"
CRN 40338 Course Number 6161E
Deadline to register with Fitchburg is June 23, 2008.
Please register at the June 23 TAH program intro. (If you will attend the July 7 intro. instead, please notify us by June 10, and we will mail you the registration information so you can complete and return it to us by June 23.)
Cost
Those wishing to receive graduate credit must pay Fitchburg State College $255. (There is no cost for participation in the Institute itself unless you want credit.)
Credits
Course registrants may choose between:
Course Requirements
(Note: Any program participant who receives a stipend must complete four written assignments and participation requirements.)
* Methods course registrants must:
- Write and teach a history lesson (or other approved teaching aid) using local historical documents,
- Create a personally designed professional development product, which might include a Windows on History application, research project in a local museum or library archive, or annotated descriptions of online resources.
* Content course registrants must write a 20-page history research paper in addition to stipends requirements.
For general information about Fitchburg State College: http://www.fsc.edu/extended/
FAQs
What is the difference between the requirements for the two types of grad credit?
Methods Credit:
If you meet our requirements for a stipend and 67.5 PDPs at level I or II, you will have met all the requirements for methods credit. The only difference between getting 67.5 PDPs or 3 graduate credits is that you must pay $255 to register the credits with Fitchburg.
Content Credit:
In order to get content credit, you must write a 20-page research paper. You do not have to write a lesson plan or action plan to get content credit. However, you do still have to write a lesson plan and an action plan in order to get a stipend.
You must complete at least two three-day Emerging America summer colloquia to get either type of grad credit.
See full explanation of stipend requirements in program brochure.
Is the "Content" credit the same as "History" credit?
That depends. Because of the way the program at Fitchburg is structured, this credit is labeled "Professional Development." On the other hand, the course clearly demonstrates a rigorous level of history content in the readings, lectures, and paper assignment.
Can I register for credit through UMass?
Individual students may approach UMass faculty members about setting up an Independent Study credit in History through UMass. If you are not currently in a graduate program at UMass, you could then register through UMass Continuing Education. (Current cost is $240/graduate credit.)
