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The History Colloquium Manual: EnergizingProfessional Development for History Teachers.Occasional Paper.National Council for History Education, Inc.,Westlake, OH.94

93p.National Council for H.story Education, Inc., 26915Westwood Road, Suite B-2 Westlake, OH 44145-4656.Guides Non Classroom Use (05D)

MF01/PC04 Plus Fostage.Curriculum Development; Educational Planning;*History Instruction; *Inservice Education;Institutes (Training Programs); InstructionalDevelopment; *Professional Continuing Education;*Professional Development; *Professional Training;*Staff Development; *Teacher Improvement

This occasional paper describes the National Councilfor History Education's program of professional development forhistory teachers along with the principles that were used toinstitute the program. The manual is intended as a guide foreducators to establish their own history colloquium programs. The 10sections are: (1) "Introduction"; (2) "The Colloquium Philosophy: AWay of Thinking About History and Teaching"; (3) "Planning the Kind

of Inservice Experience We Always Wanted"; (4) "Choosing the Team";(5) "Content: What Do We Do For Three Days?"; (6) "Logistics Are

Important"; (7) "'It's A Great Idea, But We Don't Have Any Money.'Some thoughts on Costs and Fundraising"; (8) "A Colloquium of Your

Own"; (9) "Personnel, Materials and Resources"; and (10) "Table ofContents for Appendixes." Twenty-two appendixes include sampleletters, posters, forms, and checklists. (EH) Appendices." (EH)

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ca' The History ColloquiumManual:

EnergizingProfessional Developmentfor History Teachers

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The History Colloquium Manual:Energizing Professional Development

for History Teachers

published by theNational Council for History Education, Inc.

Elaine W. ReedProject Director

Mark A. SivyColloquium Coordinator

Joseph P. Ribar, Betty B. FranksConsultants for the Manual

3

© Copyright 1994 The National Council for History Education, Inc.Westlake, Ohio

4

The History Colloquium Manual:Energizing Professional Development

for History Teachers

published by theNational Council for History Education, Inc.

Table of Contents

Introduction: 4

The Colloquium Philosophy: 6A Way Of Thinking About History andTeaching

Planning The Kind of Inservice Experience. 14We Always Wanted

Choosing The Team. 22

Content: What Do We 26Do For Three Days?

Logistics Are Important. 35

"It's A Great Idea, But We Don't Have. 40Any Money." Some Thoughts On Costs AndFundraising

A Colloquium of Your Own. 45

Personnel, Materials, and Resources 46

Table of Contents for Appendices 49

J

4. 41 4161

The idea for the History ColloquiumProgram came from teachers and schooladministrators who served on curriculumreview committees in various placesaround the USA. After September 1988,when the Bradley Commission's report,Building A History Curriculum: Guide-lines for Teaching History in Schools,was published. the staff of the BradleyCommission [and later of Bradley's suc-cessor, the National Council for HistoryEducation (NCHE)I met with many suchcommittees. We talked to them about theBradley Commission's nine recommenda-tions to improve history education (SeeAppendix A) and about the view of historyand history teaching advocated in theBradley guidelines.

Frequently the committees we met withtold us that they agreed with the Guide-lines and that they wanted to institutesuch a curriculum. "But how," they askedus, "can we give our teachers the back-ground and resource material they willneed to teach his-tory this way? Canyou help us pre-pare our teachersto teach this kindof history cur-riculum?"

At the time, allwe could do was tryto point these

detailed description of the National Coun-cil for History Education's program of pro-fessional development for history teachersand the principles that guided us in bring-ing the program to life.

We planned this Manual as a guide forothers in establishing their own HistoryColloquium Programs. For that reason wehave tried to put down on paper every-thing we have learned about conductingthe History Colloquium: from the big, phil-osophical principles, down to the smallestpractical details that make a meeting runsmoothly. We have also tried to includemany of the materials from the project inthe Appendices. If we have gone over-board, we have tried to make sure it is inproviding you with more than you mayneed to know. We included details forthose new to the professional developmentjob as well as reminders for experiencedprogram leaders.

We are grateful to the many individualsand organizations who have worked on

this project be-4

school districts inthe right direction and wish them well.But, all the while we were thinking, "If wehad the money to do it, what kind of pro-fessional development program could getthese schools started toward the kind ofhistory education envisioned by the Brad-ley Commissioners?"

In 1991 the Fund for the Improvementof Postsecondary Education (FIPSE) gaveus a three year opportunity to put thosethoughts into practice. This Manual is a

twee n. 1991 and1994, especiallythe Fund for theImprovement ofPostsecondary Ed-ucation, whosegenerous supportmade the entireproject possibly,its Director

Charles II. Karelis, and Program OfficersJaymie Lewis, Preston Forbes, and Sher-rin Marshall.

We owe a great deal to the coordinatorsin the school districts that sponsored thecolloquia including: Sherrie Brown, Ber-nice Burchett, Michael Crowley, JoeCrm, George Dubose, Kathryn Hamrick,Peter Hodges, Gus Huber, Gerry Katz, Ei-leen McSwiney, Dean Moore, Myrna Ne-koba, Doug Phillips, Brian Ross, GailRowe, and Jeffrey Shedd.

The Colloquium Team Leaders were es-sential to the success of the program andwe thank them all: John Ahern, Rodney

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Atkinson, Edward Berenson, Kieran Egan,Paul Filio, Geno Flores, Jana Flores, BettyB. Franks, John Lewis Gaddis, Paul A.Gagnon. Claudia Hoone, David Kyvig,Sherrin Marshall, Lawrence McBride, Wil-liam II. McNeill. Peter Rutkoff, CharlesSchierloh, Fred Schuld, Nancy Taylor,Carl Ubbelohde, Bernard Weisberger, Mi-chael Whelan, and Arthur Zilversmit. Ex-ternal Evaluator Suzanne Wilson providedvaluable information with her assessmentand NCI1E Communications ConsultantJoseph Ribar assisted with all phases ofwritten and verbal productions.

But most. of all we are grateful to thehundreds of classroom history teacherswho participated in the Colloquium pro-grams. Their intelligence. inquisitiveness,ingenuity, and their willingness to re-invent history education i. the real storyof the History Colloquium Program.

NCHE staff were Froject Director ElaineWrisley Reed and Colloquium CoordinatorMark A. Sivy who supervised all aspects ofthe program.

r fol

r'I

ir 4 f

Before plunging into the details of howto set up and run a History Colloquium,we would like to talk to you about the bigideas, the "landmarks" that kept us oncourse, as we planned a professional de-velopment program for history teachers.

At the heart of this project is a vision: avision of what history classes can be, in-deed, what they should be.

When you or I open the door to a his-tory classroom, what kind of class will wesee? Will we see rows of children com-mitting to memory lists of kings, pres-idents, generals, battles and dates? Willwe see teachers making a "mad dashthrough the centuries" in order to be ableto say that the material has been "cov-ered"? Will we see students in smallgroups exchanging unfounded opinionson current events in the name of "rel-evance"?

Or, when we open the history classdoor, will we see teachers offering the sortof history that only a minority have beenlucky enough to offer up to now? Will wesee courses that:

combine an analytical, chronologicalnarrative with frequent pauses forstudies in depth, neither of which cando without the insights of the other.deal constantly with the relation be-tween fact and concept, neither ofwhich educates without the other.carry significant, compelling themesand questions from the start of UnitedStates and world history down to thepresent day, frequently responding tothe students' challenge: "So what?"demonstrate the interdependence ofhistory and the social sciences, byteaching the concepts of the latter indramatic historical context.demonstrate the interdependence ofhistory and the humanities, by con-current studies of literature, phi-losophy, and the arts.are pluralist, multicultural, inclusive ofpeople of all backgrounds and condi-tions in whatever society is understudy.provide a sophisticated understandingof the origins, the advances and de-feats, the worldwide adventures of thedemocratic ideas that bind us togetheras one people.offer ninny chill Ices lOr active learning,inquiry and the levelopment of critical,

/

historical habits of the mind.are taught by a wide diversity of ped-agogical methods, of the teacher's ownchoice and design.Teaching the kind of history course de-

scribed above is a tall order. But at theNational Council for History Education wefelt certain when we started (and still arecertain today) that we would be able toopen classroom doors and see that kind ofhistory class, if we could convince the his-tory teachers to share the vision. It is fineif the district syllabus or the state frame-work calls for this kind of history, butthat is just paper on a shelf. When theclassroom door closes, it is what theteacher thinks and believes that makesthe difference. That is why we chose tocreate a professional development pro-gram, rather than a curriculum revisionprogram or a materials development pro-gram. Teachers, we believe, are the key toimproved history education.

The History Colloquium we developedis an opportunity for teachers, historians,and learning specialists to spend threedays talking together as colleagues abouthow they can make this vision of historyeducation part of their own classrooms. Itis also a time to talk about the prepara-tion, in terms of knowledge, research, andteaching techniques, that is necessary toteach such a history class.History Is Interesting, Exciting,Meaningful

We had heard about the surveys in-dicating Social Studies was among theleast liked subjects and we had heardplenty of comments such as "...I hatedhistory in school, but now that I'm out,I'm starting to like it more and more." Butwe thought that when people told us theyhad "hated history," they were really talk-ing about their Social Studies class, andthat what went on in their "Social Stud-ies" class was pi obably not history at all,let alone good history. The irony of the sit-uation is that if history was well taught,

8

the results of those "Social Studies Sur-veys" would turn out more positively.

It was, and is, our bedrock belief thathistory is a fascinating story, full of con-flict, triumph, and tragedy, which exploresthe many facets of what it means to be ahuman being. history is the story, per-haps more accurately the stories, of hu-man beings: and since we are all human,history is inherently interesting, and ex-citing, and meaningful. It is our story! Infact. we have had to work very hard toreach the point where children are not in-terested in the stories of history.History Invites Challenging Analysis

I list ory invites students to put its sto-ries together. take them apart, find outwhat makes them tick. History is thegreatest detective story of them all.

I listorian/detectives have the fun offinding the clues and establishing whathappenedresearching for evidence. de-termining its validity, putting the evidencetogether to form a complete picturebutthey also do historical interpretation, try-ing to determine the meaning of all thefacts they have assembled.

The realization that historians workingwith the same set of facts can have severaldifferent interpretations of the meaning ofthose facts, can challenge students to be-gin thinking about history for themselves.They can begin to have a "living" conceptof history when they realize that themeaning of history must be created andoftentimes recreated. They begin to seethat history is not finished and writtendown in their texts. but that what is intheir books is an interpretation. They be-gin to see that interpretations can be an-alyzed and accepted or rejected, and thatthere may well be other valid inter-pretations tbr the facts of a story. In theend we hope to convince our students thatthey arc capable of making the judgmentof the validity of historical interpretationsfor themselves.

To make one's own judgments abouthistorical interpretations is certainly achallenge, but to realize that one has theability'lo make those judgments is alsoempowering.

Teaching Is Knowing, Communicating,and Motivating

The History Colloquium is not justabout history as a body of knowledge. It isalso about passing on that knowledge tostudents, that is, about teaching history.We are certain that not just "anybody" canteach history well. It is important that stu-dents have a good teacher if they are tolearn history. During the Colloquium wewanted to focus part of the time on thecombination of qualities that make a goodhistory teacher.

We believe that a good history teacherknows the history he or she is teaching.We do not believe there is such an entityas the "generic" teacher, who can teachstudents regardless of his or her ownbackground in the subject matter. Butknowing history means the history teachermust read, research, take notes, andsearch for sources and corroboration.Knowing history is not a matter of staying"a chapter ahead of the class in the text-book." It takes time and we know of noshortcuts, but it is interesting and chal-lenging work.

Knowledge of history, while it is nec-essary, is not all that is needed to be agood teacher. One may know history butnot be able to get it across to students.

A good teacher communicates knowl-edge to students clearly and is able to findthe motivational levers that make stu-dents enthusiastic about learning history.We think the teachers' enthusiasm for his-tory is a quality that helps them com-municate with their students and motivatetheir students to want to learn history. If ateacher likes history. finds history's sto-ries important and exciting, and is anx-ious to share history with students, mostof the students will tend to pick up thosesame attitudes about history.Neither Content Nor Pedagogy MayDominateBoth Are Essential

We believe in good history, well taught.Good history means content that is ac-

curate and complete. Good history search-es for facts, confirms dates, and checksfor bias. It verifies sources, cross-checksreferences and remembrances. Good his-tory tells a complete story, making surethat significant facts or portions of thestory are not omitted to create a skeweredinterpretation. But good history is not justassembling a mountain of accurate data,it is more importantly the extraction ofmeaning from the data. Good history looksat data from many points of view: political,

social, economic, intellectual, cultural, ur-ban, local, family, to name a few. It meansexamining significant events in U.S. His-tory, Western Civilization, and World His-tory and placing those events in context.

But good history by itself is not enough,it must also be well taught. We believethat creative teachers must use effectivetechniques to engage students. As theBradley Commission concluded, teachers"...should feel free to choose their owncontent emphases and ways of teaching,according to their own teaching condi-tions, interests, and talents. And theyshould be encouraged to apply the axiomthat variety is the spice of learning, just asit is of life." Good history teaching cantake the form of a spellbinding lecture bya talented instructor...but not every day.

Good history teachers will also:include pedagogical techniques thathave students working independentlyand in small groups, in addition to thefull class lecture setting.use primary source materials including:documents, diaries, letters, newspapers,photos, music, recordings of oral his-tories, clothing, tools, furnishings andother artifacts.engage students with historical literatureand biography.have students express themselves ver-bally and on paper: in class discussion,prepared speeches, research papers,short paragraphs, plays based on re-search, posters/projects, video pro-ductions, or tape recorded interviews.It is not our purpose to present an ex-

haustive catalog of effective teaching tech-niques but rather to suggest a starter listthat may spark other ideas. However, inthe final analysis, good history educationwill always require effective teachingmethods and solid, complete, accuratehistorical content. Both are necessary;alone neither is sufficient.

Our conviction that there is no di-chotomy between content and pedagogyled us to two principles you will seestressed throughout the History Col-loquium. Those principles are: The Tri-Partite Alliance and The Collegiality Prin-ciple.

The Tri-Partite Alliance means that acolloquium is led not. by one person but bya team of leaders and that the make-up ofthat team reflects our conception of qual-ity history education. NCI IE teams consistof three co-equal members: a MasterClassroom I listory Teacher, an Historian,and an Education Specialist. "l'he His-torian is there because this program is

about history and content is essential; theEducation Specialist is there because wewant someone who has thought pro-fessionally about how to teach history ef-fectively and how students of all ageslearn; the Master Teacher is there becausethe practical pressures of the classroomand school schedule are different from theuniversity and it is the professional teach-er who translates academic research intoteachable lessons. The team is also a mod-el of professionalism for school historyteachers because it shows a classroomteacher as a co-equal team member withuniversity professors. And perhaps mostimportant, we want to show each teamleader being actively involved in both his-tory content and effective pedagogy, re-gardless of their individual specialty.

The Collegiality Principle means thatparticipants and team leaders meet in theHistory Colloquium as professional col-leagues, each involved in history educa-tion. Opinions within the Colloquiumstand on their own truth and merit, noton the title or institution of the speaker. Inlater sections we will discuss techniquesused to promote this collegiality, but fornow it may be enough to say that we be-lieve we are all in the profession of historyeducation together and that no one aspectis dominant over the others. To teach his-tory well requires good history contentand historical research, it requires know-ing and using the best in learning re-search and pedagogical technique, and itrequires the practical application of boththose bodies of knowledge in the class-room. Therefore we tried to design a pro-gram in which all the participants wouldconsider themselves to be in a meeting ofcolleagues.

Narrative HistoryHistory is a story, well told.We believe that the stories of history

are naturally engaging. Hcllywood pro-ducers know this and they regularly"steal" stories from the pages of history.Hollywood may know a good story when itsees one. but Hollywood does not alwayshave the same respect for facts that thehistorian does. That is one reason why wethink it is absolutely necessary that teach-ers pass along the stories of history tochildren. Teachers will tell a good story,but, in addition, they will make sure thatthe good story is also good history.

10

Not only does narrative history makefor interesting classes, the stories of his-tory also provide context for factual ma-terial. Names, dates, legislation, and trea-ties that are part of an historical narrativeare easier to place and recall than thesame information y-esented as a list to bememorized. When students remember thestory, they will recall the essential factualdel ?its.

Narratives are also the basis for his-torical analysis. They are history's rawmaterial. We want students to be able toplace events in context and relate whatwent befOre to what comes after. We wantthem to be able to do things such as dis-tinguish evidence from assertion and factfrom conjecture: be able to assess motive:and he able to tell the important from theincon quential. But these are not skillsthat are developed in a vacuum. Learningto think and analyze can only happen ifthere is something to think about. some-thing to analyze. The stories of history arethose somethings.igs.

Like any other story, a history story willhave characters., setting. and plot action.although the mix will vary from episode toepisode. In a Colloquium we want teach-ers to discuss the infinite number of com-binations of these elements so that theIlse of narrative history remains fresh.It's A Big Job, But There Are ThirteenYears To Get It Done

helping students leave high school withan understanding of U.S. History, WesternCivilization, and World History is a formid-able challenge. But we think it is im-portant that history teachers be neitheroverwhelmed by. nor in iimpressed with.the difficulty of the task.

The school history curriculum shouldbe thought of is stretching from kin-dergarten thn nigh the twelfth grade. Inour view. during those thirteen years theschool and the history teachers have anobligation to teach their students history.At the same time, we believe that the taskis both et imulative and sequentialno oneteacher in any single year has to teach thechole of 1 iist()ry to his or her students. On

the oilier hand, if the task is to be com-pleted. each teacher must do his or herpint and each of those parts should build,mu. upon the other.

Elementary school social studies oughtto prepare children for later formal studyof history by making them familiar withappropriate conceptions of time ( "...yourgrandparents were born long ago: GeorgeWashington was born long, long ago: thisstory about Ancient Greece is about a timelong, long, long ago.") or just the idea ofsequence, that some things happened be-fore or after other things. Myths. legends,folk-tales, and biographies can help youngchildren begin to think about other timesand other places.

Elementary students can also workwith the basic tools of the historian: pri-mary sources. They can look at photos. lis-ten to songs, listen to readings from diar-ies, examine tools, clothes, and otherartifacts. In this way even young childrenbegin to develop skills in asking questions.examining materials for information, anddrawing conclusions.

With this type of background studentscan more easily begin thinking about aformal history in the middle school and be"doing history" in high school. Local dis-tricts use their scope and sequence ofcourses to divide U.S. and World Historyinto manageable and coherent units sothat. between 5th and 12th grades, stu-dents confront the landmark historical ep-isodes. see the temporal and causal re-lAtionships among them, and explore a fairnumber of these "landmarks" in depth. Intheir study of history older children can:use dates to accurately place events intime: use the geographer's techniques todetermine spatial relationships: researchin libraries and archives to find primaryso,irces: write about their research andbegin telling the human story in their ownwords.

Themes In HistoryWhat is the ultimate purpose of all this

coordinated study of history during theentirety of a child's K -12 experience?Should all children reach their high schoolgraduation with the same array of in-formation and skills packed into theirheads?

Obviously no one can recall all the de-tails of history. and even two people whoknow a gre,it deal of history will not knowexactly the same intOrmation. And vet.I here is .,oint Mug about history that iscommon to all who study it. regardless ofthe particular eras of time or episodes ofhistory they study and know.

A g(10(1 history education gives a personthe understanding of the big ideas in the

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development of human civilizations, basedon knowledge of some factual data. Theunderstanding of those big ideasthosethemes, if you willshould form the basisfor the prudent judgment all citizens needto exercise in their public and privatelives.

The Bradley Commissioners identifiedsix significant ideas of history, and wesuggest that knowing these big ideas or Vi-tal Themes and Narratives is the reasonfor studying history. The lessoh, unit, orcourse may be about Ancient Sumer. theHan dynasty in China, medieval and Ren-aissance Europe, colonial America, post-colonial Africa, Russia in the 20th cen-tury, or any of another hundred possiblesegments of history, but through them all,students should always learn somethingabout the Vital Themes and Narratives.

The Vital Themes and Narratives iden-tified by the Bradley Commission on His-tory in Schools are:

Civilization, cultural diffusion, and in-novation.Human interaction with the environ-ment.Values, beliefs, political ideas, and in-stitutions.Conflict and cooperation.Comparative history of major develop-ments.Patterns of social and political inter-action.

(See Appendix B for a more detaileddiscussion of the Vital Themes and Nar-ratives.)

When we say that students "know" theVital Themes, we mean that they are ableto:

understand the Themes and can statethem in their own words,illustrate the Theme with episodes fromU.S. History, Western Civilization,andWorld History,

identify the Themes when they comeacross them in new reading or researchon historical epochs or episodes.

These six Themes are not offered as theonly possible aims for history education.You may well have other themes that areequally good; indeed even among theBradley Commissioners there were othersuggested themesthese six were merelythe ones they all agreed upon. We offerthem as six good reasons for studying his-tory that you could adopt as your own.A Way To Organize Content

We believe that knowledge, as definedabove, of the six Bradley CommissionThemes is a worthy goal for thirteen yearsof a history-centered program. Teachingfor them allows for a wide variety of cours-es, time periods, and historical inter-pretations within a course and within acurriculum; while at the same time plac-ing a common agenda, purpose, and goalover the study of all history. Knowledge ofhow a curriculum, course, unit and even adaily lesson leads to an understanding ofone or more of these Vital Themes gives ateacher or administrator a reason for se-lecting a particular lesson and course.

Throughout the History Colloquium weencourage the teachers to find examples ofthe Vital Themes in the historical materialwe introduce. We also ask them to thinkabout the material they cover in their ownclasses in terms of teaching Vital Themes.The Vital Themes can become the prin-ciples that help a teacher organize a co-herent course from a mammoth text thatmay be little more than an encyclopedia ofhistorical data. The Vital Themes allowteachers to have an answer to the ques-tions, "Why teach this rather than that?"and "What approach shall I take to thishistorical episode?"A Solution To The "Depth vs. Coverage"Dilemma

Not only are the Vital Themes or-ganizing principles for history education,they can also be a way to solve the prob-lem of covering an already huge, and con-tinually expaniiing, universe of historicalknowledge in a limited time. When thepurpose of a teacher's course is a deeperunderstanding of the Vital Themes. thereis no longer pressure to cover every epi-sode or fact that could be deemed sig-nificant. Episodes can be selected fromthe time and place being studied with aneye to how the Vital Themes are at workand how they may intertwine.

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(.01111CetiVe material between in-depthepis,Ndes can ne studied in a more cursoryias ion. as the prolog or epilogue to thein ilepth episodes. And (Well though a

May hr filling in the backgroundto the landmark events of the era, thatin:aerial might not he considered in-significant it it is also related to the VitalPicnics.

lii the end. no two histuty studentsmav have the same familiarity with thetarts on the same episodes of history. Yet;Ill history students should know the VitalThemes and be able to support thatknowledge with tactual data from his-torical episodes.History's Habits Of The Mind

The vision of hist pry education wehoped to pass on to teachers in the Col-loquium goes beyond knowledge of the Vi-tal Themes aril Narratives of History. Webelieve that good history education re-

iires students to practice certain in-tellectual and analytical skills. Historicalanalysis of episode after episode developsmental perspectives and modes ofthoughtful judgment that apply to theirlives over and above their formal study ofhistory in school. These modes of thoughtare called by the Bradley Commission His-tory's I labits of the Mind and may be the

inmate benefit of studying history.The Ilradlev Commission identified

thirteen tidbits of the Mind which takestlidents well beyond formal skills of crit-

ical thinking.History education should help studentsto:

understand the significance of the pastto their own lives, both private and pub-lic, and to their society.

distinguish between the important andthe inconsequential, to develop the "dis-criminating memory" needed for a dis-cerning judgment in public and personallife.

perceive past events and issues as theywere experienced by people at the time.to develop historical empathy as opposedto present-mindedness.

acquire at one and the same time acomprehension of diverse cultures and ofshared humanity.

understand how things happen andhow things change, how human in-tentions matter, but also how their con-sequences are shaped by the means ofcarrying them out, in a tangle of purposeand process.

comprehend the interplay of changeand continuity, and avoid assuming thateither is somehow more natural, or moreto be expected, than the other.

prepare to live with uncertainties andexasperating, even perilous, unfinishedbusiness. realizing that not all problemshave solutions.

grasp the complexity of historical caus-ation, respect particularity, and avoid ex-cessively abstract generalizations.

appreciate the often tentative nature ofjudgments about the past, and therebyavoid the temptation to seize upon par-ticular "lessons" of history as a cure forpresent ills.

recognize the importance of individualswho have made a difference in history,and the significance of personal characterfor both good and ill.

appreciate the force of the nonratienal,the irrational, the accidental, in historyand human affairs.

understand the relationship betweengeography and history as a matrix of timeand place. and as a context for events.

read widely and critically in order torecognize the difference between fact andconjecture, between evidence and asser-tion, and thereby to frame useful guys-

tions.Obviously, students will not learn to

think habitually about history and life inthese ways if a teacher merely has stu-dents memorizing names and dates for aquiz on Friday. If history teachers only askstudents to recall and recognize names,events, lists of causes, etc., students willsoon decide that history is merely the abil-ity to remember discrete bits of in-formation.

Developing History's Habits of the Mindrequires teachers to lead students throughthe analysis of historical episodes on sev-eral levels, time and again. It asks thathistory teachers frame their questions tostudents with some care and forethought.This preparation is important because thekinds of questions the teacher habituallyasks will directly affect how the studentshabitually look at new material.

Therefore, in the Colloquium we sug-gested that history teachers try to make ita practice to ask questions like:

"What is the significance of... ?""Why is that important, but this is in-

consequential?""Is that how you see it? Was that the

way the people at the time understood it?""How is this way of life different from

ours? Is anything the same for them as itis for us?"

"What. (or who) caused that to happen?I-low do you know? Are there other ex-planations? Is it possible that. we'll neverknow?"

"How did the place where this hap-pened affect the episode?"

"Where did this information comefrom'? Is it accurate? Is this data a fact, anopinion, an assertion, a half-truth, a false-hood? What makes you think so?"

An example: a 5th Grade U.S. Historyclass studying the 19th Century has reada selection from a primary source: McGuf-fey's Reader. The teacher wants to showthem what 5th graders in 1879 read inschool to spark their interest and to de-velop historical empathy. To begin theclass discussion the teacher might ask,"I low do you feel about what you read'?" or"Did anybody like the selection'?" Typicalanswers from students might be, "It wasweird" or 'They all talked funny and

14

looked different."But what kind of discussion might take

place if the teacher asked, "What kinds ofcitizens were the editors of McGuffey'sReader trying to produce?" or "Comparethe schoolbooks then and now," or "If youwere rewriting McGuffey's Reader for to-day's students, what would you keep andwhat would you throw out, and why?"

Habits do not develop overnight. Mak-ing even something as mundane as brush-ing your teeth into a personal habit, re-search tells us, takes something like fortyrepetitions. Developing History's Habits ofthe Mind requires many, many repetitionsduring the thirteen years students spendwith us. However, history students whouse these kinds of questions year afteryear will be able to apply this mode ofthinking to other areas of their educationand also in their capacity as citizens whenthey leave school.Answering The Most Important Ques-tion: "So What?"

Let us state one last guiding principlefor the History Colloquium, The "SoWhat?" Principle. There always seems tobe a smart-alec in history class who pipesup with: "So what? What does this have todo with me anyway? Why should wespend time learning about a bunch of deadpeople?" That student may certainly beannoying, but we think that smart-alecdeserves a response.

We think those are important questionsand they deserve serious answers. Wethink that the Vital Themes and the Habitsof the Mind provide some very good an-swers to the question, "So what?"The Colloquium Vision of Teaching inAction: The Louisiana Purchase Unit

As an example of how the Vital Themescan be used to organize a unit, how nar-rative history can engage the students andhow the Habits of the Mind can help stu-dents analyze a real historical episode, let .

us consider a topic that would probablyappear in most U.S. History course out-lines: The Louisiana Purchase.

Please look at the Louisiana PurchaseUnit in Appendix N. This teaching Unitwas developed by Betty 13. Franks, a Unit-ed States history teacher from MapleHeights High School (OH). She served asthe Master Classroom Teacher on theleadership team for several of*the HistoryColloquia, during which she modeled theteaching of this unit.

The unit begins with a class review ofprevious lessons on the Hamiltonians(Federalists) and Jeffersonians (Democrat-ic-Republicans). Students use two primary

source doeinnents (a map of North tunerica c. 1800. and a letter written by Thom-as ,Jefterson) to determine what theywould consider to be the most importantlocation for the new united States nationto control and why.

The tOrmin of the centerpiece lesson isvery (Teal iVC pedagogy. St l Kiel It s divideinto groups of four to read an account ofthe Louisiana Purchise and then they arcasked to tell the story of what happened.After 15 minutes of silent reading. thegroups begin discussing what they knowof the Louisiana Purchase. Often eachgroup member begins to think that all theothers are so much smarter because theother three are all bringing up informationand insights that were not in his or herreading. Soon the groups begin to discoverthat each person in the group was readinga different account of the Louisiana Pur-chase (all the versions are reprinted foryou in the Appendix N). Each account ofthe Louisiana Purchase contains accurateinformation. but each tells the story froma different perspective, with a different se-lection and interpretation of facts.

In the end, each discussion group mustdevelop a synthesis of the various versionsby deciding what would be the most ap-propriate way to commemorate the Pur-chase. In order to decide what (or who) tocommemorate, the group has to decidewhat wally happened.

Let's think about this lesson:First of all, it is an example of narrative

history. The !Our versions of the LouisianaPurchase, the synthesized version afterthe small group discussion, the story inthe textbook. all help make studentsaware of the characters, setting, and plot/action of the story. The narratives helpthem remember these elements. knowtheir significance, and place them in thecorrect time order. In addition, studentsbegin to realize that there arc differentways to tell a story and that just becausethey find an historical narrative printed.as in a textbook, it is not proof posit'that it is accurate or complete.

Next, what are the "big ideas of history," the Vital "bermes this episodic of his-tory illustrates?

Tlie iwing, differences between the po-litical parties. Jefferson's dilemma overthe central government buying the Loutsiana Territory. and L'Overturc's use Ofthe Ih,chutitim (Oho Rights 01 Alun .111drid witli Values, beliefs, political ide-

as, and institutions.The account of Toussaint L'Overture'sindigenous forces defeating the Frenchon I laiti, the geographical and temporalrelationships among France, England,Haiti. and New Orleans or the corn-metrial advantages resulting from con-trol of New Orleans. arc prime examplesof Human interaction with the en-vironment.The conflicts between France and Eng-land, Spain and the U.S.. and the U.S.and England and the cooperation of U.S.diplomats and the French to strike aS15 million real estate deal involve Con-flict and cooperation.

Finally this lesson gives students prac-tice in several of History's Habits of theMind:

L'Overture certainly is an individualwho has made a difference in history:

the connection of Haiti to Louisianademonstrates the relationship between ge-ography and history as a matrix of timeand place, and as a context for events:

the French defeats of the army bymosquitos and the navy by an ice stormpoint up the force of the accidental in his-tory and human affairs:

the various "true" versions of the sto-ry help students grasp the complexity ofhistorical causation, respect particularity,and avoid excessively abstract gener-alizations.

We believe the Vital Themes and theHabits the Mind help educators decidewhat to select for the curriculum by givingthem the reasons for the importance ofknowing that material. The six VitalThemes and thirteen Habits of the Mindshould be reinforced again and again dur-ing the course of a school year and then-sands of times K-12. Yet, because they areapplied to different episodes of history.with increasing degrees of sophistication,they do not become boring and rep-etitious. Instead history becomes the cu-mulative development of deeper and deep-er understandings of these basic elementsof history.

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1)

As we met to plan the History Col-loquium, we began talking, as many plan-ning groups do, not about the great thingswe wanted to do in the future, but of thethings we did not like about the past. Wewere not yet sure of everything we wantedto do in our new program, but we knewwhat we disliked about teacher inserviceprograms we had been involved in duringthe past.

Among the things we knew we did notlike were:

outside experts with the attitude that weneeded to be "fixed"one da: or, even worse, half-day won-ders who came, put on their "show,"then left, never to be seen againworkshops on some teaching process ortechnique we were hungry for con-tent, we wanted to talk about historybeing treated as if we knew very littleand were not professionals.As a result of this beginning, we tried

to make sure that the program weplanned would consciously avoid thosepitfalls. We began trying to imagine "thekind of inservice education experience wealways wanted." Our catchphrase was, "Ifwe could do it right, the way it ought to bedone, what would it look and feel like?"Before thinking about how feasible theidea was, we tried to envision a good pro-gram. Once we knew what a good programwould be, then we i ried tc overcome anyobstacles that stood in the way. As itturned out, we were usually able to makethings happen the way we had envisionedthem.

We arrived at several distinguishingcharacteristics we wanted for the pro-gram:

it would be a "Colloquium" rather thanan "inservice workshop" for two reasons.First of all, we wanted to promote pro-fessionalism and collegiality. We did notwant to be the "outside experts" comingin tc tell the locals how everythingshould be done. so we were consciouslythere to "talk together," to share our ide-as and listen to our participants. Sec-ondly, we had never liked the inserviceimagethat word seemed to imply thatteachers needed to be driven in everycouple thousand miles and have the oilchanged. and we never cared for the im-plication.it would be led by a tri-partite team witha classroom teacher co-equal with anhistorian and a learning specialist, andthe participants would also be treated ashistory professionals.it would be three days focused on historyso that the experience would be intenseand intellectual: we wanted to haveenough time to get into issues in-depth.it would be in the school district. Wewould take the program to the teachers:they would be living at home and goingto "work" each day, but not in theirclassroomsthis would give them theidea that developing themselves as his-torians and teachers was an ordinarypart of their profession, not somethingspecial they did when they went awaysomewhere.we would tailor the agenda to meet theneeds and desires of the participants.we would make the three days a pleas-ant and profitable professional ex-perience for participating teachers byhaving free materials and books for eachparticipant, by providing refreshmentsor a lunch if possible. by holding themeetings in as comfortable a setting aswe could arrange, and by providingname placards and posters on the walls.As you plan your professional develop-

ment program. we suggest that you thinkabout the the kind of inservic programyou have always wanted, then make ithappen.

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What follows are the things great andsmall that we have learned about con-chal ing an energized professional develop-ment program tbr history teachers. If youfind t hat even one of our suggestionshelps your program, t hen this Manual willhave been worthwhile.Your Leaders and Participants AreColleagues

"Thank you for not talking down to us."That was the most frequently voiced com-ment on the evaluation sheets from NCHEColloquia. No comment better expressesthe relationship which developed betweenthe Colloquium leaders and the par-ticipants.

The members of the Colloquium Lead-ership Team are leaders of the programonly in the sense that they take the re-sponsibility for keeping the program mov-ing along. They throw out the questions orprovide topics, materials, or readings fordiscussion, but in no sense are they thereto provide "all the answers." The teammakes a conscious effort to treat the par-ticipating teachers as colleagues and toshare information with them, rather thantalk down or lecture to them as students.It is common for colloquium leaders to re-port that they took as much knowledgeaway from the colloquium as they contrib-uted to it.

The leadership team is composed of,according to the Tri-Partite Alliance Prin-ciple (see p. 8), an Historian. a LearningSpecialist, and a Master Classroom Teach-er. This combination of two college pro-tbNsors and a class coin teacher mightcreate a situation in which the teacherwould be treated as the least importantmember of the team. Do not allow this sit-uation to develop.

Here are some techniques to promotecollegiality within the leadership team.First. the master teacher should receivethe same honoraria as the historian andthe learning specialist. Second, eventhough some master teachers have doc-torates. we suggest that the title of "Dr."not he I vied in any written cor-tcsponclence. phone calls, or in planningmeetings. Also, make it clear that eachteam member has as much say in the de-cision-aking process as any other. Theend result should be that within yourteam. you will model the collegial environ-ment that you want to establish with yourparticipants during the colloquium.

Belbre and during the colloquium, wesuggest you do whatever you can to foster

a collegial atmosphere. Some suggestionsare:

in the personalized letter (see AppendixD) that you send to each participantprior to the colloquium stress the col-legial aspect of the three days, and in-troduce the team leaders by first andlast name, but no titles.arrive early on the morning of the firstday to finish any last minute set up de-tails. Then the individual team membersshould walk the room, greeting par-ticipants as they arrive, introducingthemselves, asking where the par-ticipants conic from, what grades theyteach. etcas part of the opening remarks on DayOne, use an icebreaker in which par-ticipants introduce themselves to thegroup. Since mGst participants will notknow more than a fcw others in theroom, particularly when the grade levelsrepresented are K-12, or more than oneschool. district is involved, the icebreakercan also help to establish that ele-mentary teachers are just as importantas high school teachers and vice versa.if it fits with the plan and format, con-sider having your master classroomteacher make the first presentation.What better way to demonstrate yourbelief that teachers are important andhave a great deal to share? Team mem-bers can then refer to this presentationto help illustrate other sessions duringthe colloquium.during the three days, encourage par-ticipants to ask questions, make com-ments. and share their experiences. Tryto avoid sessions that rely on a pre-senter lecturing to the participants foran hour and then asking for questions.Instead, opt tar more active participationsessions where participants work insmall groups and discuss a primarysource document or examine maps. Askthem to "do" history as a model for theway you believe their students will enjoylearning history.

Participants Are In On The PlanningFrom The Beginning

Because your participants are col-leagues, we suggest you make it a practiceto seek information from the participantsbefore you begin planning the agenda.Consider using sonic variation of Ap-pendix C. NCIIE's Colloquium Back-grounder.

This four -page information sheet con-

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sists of one page of explanatory in-formation about the colloquium program,a second page of biographical information,a third page of possible topics to be dis-cussed during the colloquium, and thefourth page contains two short essayquestions designed to bring out more ofthe personality of that participant. ThisBackgrounder should be distrily ited to theparticipants by the local coordinator priorto the development of the agenda.

Collect the completed Backgroundersand copy them for each team leader sothat everyone involved in planning theagenda is working from the same in-formation. Make a determined effort tohave your participants fill out and returntheir Backgrounders [pester them if youhave tol, especially if more than one dis-trict is involved. Input from all the par-ticipants will help your team develop anagenda that meets the needs, and cap-tures the interest of the entire group.

The Backgrounder is a way to show re-spect for the ideas of the participants byasking for their input to help plan theagenda. Your participants will probablyfeel good that someone has taken the timeto ask their opinion, but do not let it endwith just a good feelingkeep after yourparticipants to fill out and return theBackgrounders before your planning meet-ing. Your leaderbhip team will come to relyheavily on this information in their plan-ning meeting to create the agenda. Theywill feel uncomfortable if they do not haveit in time for their meeting. You will haveto straddle the line between asking theparticipants for enough backgroundthinking on the agenda. yet keeping theform easy to fill out in a short time.

Since the Backgrounder will be im-portant to your planning, let's look moreclosely at some of the sections you maywant to include.

The _Autobiography section, aside fromgiving you a mailing address for your pre-colloquium material, is designed to giveyou a sense of the years of experience ofthe teachers and representation of the var-ious grade levels and areas of expertise.Experienced teachers are son tetimes moreresistant to change while less experiencedteachers may be more open to new ways ofteaching history. The question regardingteaching materials can help you decidewhat kinds of resource materials to pro-vide for the participants. Also, you may besurprised that some teachers do not knowwhat history courses are taught at what

grade levels in their district. Blank spacesor "I don't know's" in this section may ihdicate that some time needs to be spenton discussing the district's curriculum.

The Possibilities page has the most di-rect influence on the agenda. These 16topics in the sample in your Appendix C-3were pulled from agendas of previous col-loquia. There is some overlapping of top-ics, but your purpose is not to give a pre-cise menu of options, rather you want tospur some thought and try to get a feelingfor the participants' preferences. Four orfive topics will probably emerge as the"most needed." At the planning meeting,the coordinator and the team of leaderscan use them to fashion an agenda.

The page headed Colloquium was in-tended to give the leaders a sense of thepersonalities of the participants. Blankspaces on this page may indicate someonewho is not well motivated to attend or itmay be an overworked teacher who hasbeen to other inservice workshops before.Be careful not to prejudge these par-ticipants: they can become some of yourbest participants when they realize thatthe Colloquium is not the same type ofworkshop they have gone through in thepast.

Taken as a whole, the Backgrounder isone way to get a participating teacher tomake a written commitment to the threeday program rather than just putting hisor her name on a sign up sheet. You maydevelop a different way of gathering thesame kinds of information that the Back-grounder provided us. Use whatevermeans is most comfortable for you, oradapt the Backgrounder by changing it toreturn better information or a higher re-sponse rate. This document worked for us,but whatever method you choose, we rec-ommend that you ask your participants tofill out and return some sort of pre-planning meeting questionnaire so thatthe agenda reflects their needs.

To reiterate then, there are two mainreasons to have some type of Background-er mechanism: first, even though it is im-possible to satisfy all the needs of all 35participants in three clays, you will prob-ably find patterns in the information thatallow you to plan to meet the needs of amajority of the individuals. As with anyactivity, when you give a group of peoplean opportunity to discuss topics that theywant to talk about. your chances of creat-ing a successful professional developmentexperience go up considerably. Second,asking individuals what they would like tohave presented at their professional de-

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vclopnieiit piogram begins the crucial pm-cess of treating teachers as colleagues andseems to validate their experience as pro-fessional educators Mar, have ideas andmaterials to share It also marks this pro-gram from the very beginning as teacher-centered and quite different from most in-service programs they have attended int he past.

A Schedule That Provides Time:To Think, To Talk, To React

The sample Colloquium Agendas in-cluded in this manual (see Appendix E)represent our best efforts at planningshared dialogue between a team of threeleaders and 35 participants over threedays.

Note the large blocks of time (11/4 to11/9 hrs.) that allow leaders to delve into atopic for 50 60 minutes and leaves ampletime for discussions with the participants.During the course of this project, it be-came evident that scheduling sessions foran hour or less was adequate for a pres-entation. but did not allow for questionsand answers. When people are interestedand have good questions, you will nonwant to be faced with the dilemma of deal-ing with those questions and reducing thetime available for the next session or apol-ogizing for a tight agenda, cutting off ques-tions. and moving on.

In our opinion, it is better to have fewersessions. but do them well and allowenough time for participants to thinkabout, talk over, and react to the pres-entat ion.

Notice that the afternoon of the thirdday contains a block of time devoted to asession called "synthesis." We learned thatparticipants want time to talk amongthemselves about the colloquium ex-perience. So we suggest you make it apractice to keep the afternoon of the thirdday clear for the participants to gather insmall groups and discuss how they wouldutilize the experience in which they hadjust participated. These groups can be or-ganized by district, or by grade level, orsometimes across grade levels. You cansuggest that these groups brainstorm an-swers for questions such as "I low are wegoing to get the school administration tolisten to our ideas?" or "I low can we sharethis information with other teachers?" or"I low can we continue the momentum ofthis colloquium?" Conclude these dis-eiissions by reconvening the whole Col-loquium and asking each small group toshare t he ideas that were generated.

Promoting Dialog Across The GradesA central feature of the History Col-

loquium concept is that each one is tail-ored to fit the specific needs and audienceof whichever districts are participating in*.-ie colloquium. Some of our colloquiawere attended by teachers in grades K-6,others by teachers in grades 7-12. stillothers from K-12. Based on this ex-perience, we recommend that if a majorfocus of the program is going to be "scopeand sequence across the curriculum." it isextremely important to have repre-sentation from teachers of all tne grades.

It is an eye-opening experience towatch a high school teacher loci!: at a pri-mary teacher and say, "I don't know whatyou teach. as far as history goes, in yourclassroom, and I should." One primaryteacher's response was "What things doyou need me to teach so that students arebetter prepared for what you will be teach-ing?" Those types of exchanges are whatthe History Colloquium program is allabout, but they can't happen if the par-ticipants are all high school teachers or allprimary teachers, and if there is no timebuilt-in for them to talk and interact withone another.Team Leaders Custom Tailor TheAgenda

After the Backgrounders are collected,the task of tailoring the agenda to fit theaudience begins in earnest. There is prob-ably no single way to build the agenda,but our experience is that it is a dynamicprocess laid over a guiding structure andlimited by logistics ... and sometimes egos.Here are some agenda-building guidelinesyou may find helpful:

1. Your Colloquium agenda, much likeyour school's curriculum or your daily les-son goals and objectives, must have ascope and sequence. Our recommendationis that fewer topics with attention in depthwill be more successful than more topicsjust skimmed over. The sequence of thetopics can have an effect also because,just as in the classroom, the non-verbalagenda can be as important as the writtenagenda. Having the master classroomteacher make the first presentation helpssend a message to the participants thatthis program is a sharing among col-leagues. An active participation lesson (onusing literature or primary, sources insmall groups. for example) is a great wayto begin a three day program.

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We think you will find that curriculumissues such as assessment, multi-culturalism, or the role of Western Civ-ilization are the most draining for the par-ticipants because of emotions involvedand because of the theoretical nature ofthe discussion. Make sure you have es-tablished a friendly environment beforeembarking on such discussions and thatyou leave enough time to reestablish thatenvironment if things become negative.For these reasons, a logical place for cur-riculum issues is in the late morning orearly afternoon of the second day.

2. With 30-35 participants, allowabout an hour for the welcome and intro-ductory exercises. It may not take thatlong, but its much easier to be ahead ofschedule.

3. Teachers are active in their ownclassrooms and, as they reminded us onsome of the evaluations, they are not usedto sitting for long periods. Encourage in-dividual participants to feel free to get upin the middle of a session and refill theircoffee cups. Always plan a break in be-tween sessions. Generally, we suggest youschedule breaks for 15 minutes. Thebreak becomes a "pillow" that can be flat-tened or padded to keep the colloquiumon schedule.

4. We suggest that your team considerleaving 15 minutes at the end of each dayfor a wrapup/recap of the day. a shorthomework assignment (if needed), and atwo-sentence evaluation of the day. Yourevaluation can begin with a short questionlike "How are we doing'?" followed by ex-amples of some possible answers such as"Great, can't wait for tomorrow!" or "Iwould like more information on literature,"or "You haven't met these expectations...."You can use this exercise at the end of thefirst day as a way to evaluate yourprogress and also to allow participants an-other opportunity to express interest in atopic or question that your team may yetbe able to address through the Day Two orThree agenda. If the Day One evaluation issatisfactory. there is no need to repeat theprocess at the end of the Day Two. Laterin this document we will suggest a moreformal, written evaluation for Day Three.

5. Lunches can be a great opportunityfor sharing and team building during thecolloquium. On the other hand, they canbe a logistical nightmare and a destroyerof the time schedule on your agenda.We'll deal with the logistics later. but the

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time issue deserves attention here. Teach-ers are used to less than a half hour forlunch so there is a temptation to keep itthat short during a colloquium to squeezein more time for formal sessions. Our rec-ommendation is that you allow at least 45minutes if you decide to have boxedlunches brought directly to the site; onehour if the participants have to leave theroom to go buy lunch in a school cafeteria;and one hour and 15 minutes if they haveto leave the site and go to local res-taurants. If you try to schedule less time.you will probably fall behind schedule.

6. Your team may develop a strongurge to shorten the last time period de-voted to Synthesis. It falls at the end ofthe third day so that any logjam in theagenda is sure to jeopardize this session.We recommend that you resist the tempta-tion and keep this time period availablefor participants to discuss with one an-other the important question of "Where dowe go from here?" This session will domore to help in follow-up and follow-through than any other, and it will onlyhappen if you provide participants enoughtime to talk with each other. Leave at leastone hour for this session.

7. We believe that a key feature of ourtripartite leadership team is that eachmember of the team should make at leastone presentation on each day. There areseveral reasons we think it is important todo this: First, some incredibly strong con-nections result when one member of theteam refers to something from anotherteam member's session, for example, thelearning specialist may say to the par-ticipants "I like the way Betty used thistechnique in her lesson this morning, hereis another technique that you could alsouse...." or the master teacher may remark"I really appreciated the way Art dealt withsome of the issues in that document, nowlet's look at some other primary sourc-es..." When team members reinforce eachother, they draw connections for the par-ticipants that would be lost if one leaderoccupied a whole day or afternoon alone.Second. three days is a long time for theleaders, as well as for the participants. Ro-tating leaders will keep the program mov-ing and spread the workload more evenlyover the three days so that no one getsburned out.

8. When your team finishes planningthe agenda, ask the members to step backand look at the agenda from the viewpointof a participant. Does each session of aparticular day contribute towards the ex-planation .of a broader theme for that clay,such as curriculum revision, or primarysources, or History's Vital Themes' Isthere a flow from Day One to Day 'I'wo to

Da% Three? Are ideas and issues movingfrom macro to micro, or micro to macro?An agenda can be exhausting to developand sometimes the last thing you want todo is look at it once again. But takinglime to look at it from the participant'spoint of view, will help make the col-loquium a more fulfilling experience.Why Hold A Planning Meeting?

We believe that a major reason for thesuccess of our programs was that we heldlace to-lace planning sessions for the lead-ership team. We also had the Background-ers in hand by that time so that the par-ticipants played a part in the PlanningMeeting.

We think the Planning Meeting shouldaccomplish three things:

First. the team approach dependsstrongly on a sense of comraclerie and re-spect among the leaders. especially if theyhave never worked together. The planningmeeting will develop those relationships.We feel that the best time to start is 4-6weeks before the program, not the firstday of the colloquium.

Second, there are a number of logisticaldetails that are easier to solve when theteam is all together: flights, car rentals,hotels, and who is bringing which re-source materials.

Third, the agenda-building processtakes less time and you end up with a bet-ter product if you meet face-to-face ratherthan try to do it by phone and fax. This isnot to say. however, that the team cannotbenefit from informal contacts among theleaders or even a week-before conferencecall as a last minute check; but these fol-low-up contacts are always better if therehas been an in-person meeting.

I laving given you the whys of holding aplanning meeting, we should also discussthe wily riots. Obviously, the cost couldbe a major factor. Planning meetings areintense. all-day sessions and the teamleaders work hard. Because we askedthem to work hard, we paid our team lead-ers an honorarium for the planning day.Our learn leaders were drawn from vari-ous places around the U.S. and so we hadto pay tbr travel expenses. A planningmeeting for out-of-town leaders can easilycost over $2000 including: three honorar-ia. one or more airfares. one or more hotelrooms. and foocl expenses. There arc waysto reduce these costs, which will be dis-c iissed later, but committing yourself to aplat ming meet ing also means committingsome dollars to pay for it.

If there is not enough money to bringall three leaders together for a planning

meeting, it is possible, though not de-sirable, to have a long-distance planningsession. Try to use three experienced lead-ers so that you know each person'sstrengths. Because of the Backgrounders,you will know what the participants want.Create a rough draft agenda with generaltopics and approximate times. Mail theseto each team member along with copies ofthe backgrounders you have received. Askeach leader to respond with comments.suggestions, and more specific topics per-taining to their portion of the agenda.Make sure you begin a full six weeks inadvance because you may want to repeatthis process three times before the agendais completed. Then, one week from theprogram hold a conference call betweenyour office and the team leaders to gothrough the agenda line by line and makesure that each person is aware of what theothers are going to talk about in their par-ticular sessions.

On rare occasions, circumstancesforced us to plan a colloquium using onlythe mails and the telephone. We workedout a process and we were able to put ona good program. However, the success ofthose programs may have been due to ex-perienced colloquium leaders rather thanthe result of a sound planning process.

Two other cautionary notes deservem(mtion:

First. if you are not the local co-ordinator, then the planning meetingshould include the three leaders and thelocal coordinator. The leaders can prob-ably plan a great agenda, but cannot an-swer questions such as: How do we getinto the building? What time can we start,v:hat time should we finish? What is theusual lunch situation? What does theroom look like? And what are the equip-ment resources? Finding this informationcannot be left until the morning of thefirst day. The local coordinator should beintimately familiar with the meeting siteand its capabilities and limitations. It isbest if the coordinator is someone whoworks everyday in the building where themeeting will be held so that the agendacan be planned for that building and itsresources.

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A second caution is not to place toomuch time between the planning meetingand the actual colloquium. Our longesttime was more th'n three months and wethink that is too long a time. Even thoughwe had developed an agenda on paper.three months later we had difficulty re-membering exactly what we intended to doin some sessions.

On the other hand, we tried one pro-gram where the time between planningand execution was only two weeks. Thedifficulty here was that nearly an de-cisions had to be made at the time of theplanning meeting. Thus the accumulationof resource materials, copying of hand-outs, and the shipment of these materialsto the site all had to occur at lightningspeed and there was little time to makeadjustments.

We suggest that the ideal time for aplanning meeting is four to six weeks inadvance of the colloquium, allowingenough time for resource materials to bepurchased, handouts to be copied, and foreverything to be packed and shipped. Withthis time frame, you won't forget what youhad in mind to do when, for instance, youwrote a leader's name beside a sessionright before lunch on the third day.

To summarize. we recommend that youhold a face to face planning meeting be-tween the local coordinator and the threeleaders at least four to six weeks prior tothe colloquium. This gives your programthe best chance for success. If you are un-able to do a face-to-face meeting, then aconference call is a must. The three teammembers need to go over the agenda lineby line and communicate to each other intheir own words what exactly they are go-ing to do with their sessions. This is be-cause the leaders must work as a team,not as separate session speakers.

One possibility for a planning meetingis a multiple site videoconference. We ex-plored this option but were never able touse it. The technoloe exists, but we couldnot arrange a conference from all the cit-

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ies where we had leaders. Unless yourschool system has uplink capability or thelocal cable-TV company donates facilities,the cost is still beyond an affordable pricefor most situations. Nevertheless, thistechnique is worth exploring.Pre-Colloquium Mailing

After spending so much time planningthe colloquium, be sure to tell your par-ticipants about the experience you haveplanned for them. Show them that the in-formation they provided on the Back-grounders was used to develop the pro-gram for the Colloquium. Let them knowthey were part of the planning process.

In our colloquium programs, we sent apersonalized letter to each participant sev-en to ten days before the program (See Ap-pendix D). In the letter, we briefly intro-duced each member of the leadershipteam and then gave the name of a few ofthe sessions that were on the agenda. Wedid not send out the actual three dayagenda. This allowed us to change a ses-sion or two at the last minute. In de-scribing the sessions, we suggest you usebroad titles such as, The Integration ofLiterature in the Teaching of History" or"Primary Sources in the Elementary Class-room," which allows for changes or can-cellations.

Another reason not to send out a de-tailed three-day agenda is to prevent theparticipants from pre-judging the pro-gram. For example, in one of our pro-grams we were requested to discuss his-tory in the elementary curriculum.Although we do not think highly of the"expanding horizons" model, we hadplanned to discuss how teachers couldwork history into the "expanding horizon"model if that was what the curriculummandated. We sent out a PreliminaryAgenda indicating we would be talkingabout "Expanding Horizons." Some pri-mary teachers reviewed our agenda andchose not to attend because they did notlike the "expanding horizons" model theywere working under and did not want tohear (what they thought was) another pro-gram about it.

Here are examples of other items wemailed in a packet with the ParticipantsLetter. When preparing this packet, besure to send basic "survival" instructionson:

what time to be at the sitemaps with directions for parking and aparking permit, if necessarylunch arrangementswhat time they can expect to go home.

Details like these are sometimes for-gotten, but they are important to par-ticipants. In addition to these organiza-tional details:

we always mailed a copy of the BuildingA History Curriculum booklet with in-structions to review pp. 9-11, which in-trodiiced Ilis.otvs Habits of the Mindand Vital Themes. if we were going to bediscussing curriculum development/revision issues. we also requested thatpp. 12-23 be reviewed as a preparatoryexercise. These readings helped the par-ticipants become familiar with some keyconcepts that would be used throughoutthe three days.if a session leader wanted to discuss amultipage handout on the first day. wemailed that handout to the participantswith appropriate instructions. For ex-ample. we once mailed the book His-torical Literacy because we planned totalk about one of the chapters on thefirst clay.

Sending books to all participants canbe expensive (unless you have inter/intra-school mail), although for one colloquiumwe were able to fit everything into a$2.90/flat rate Priority Mail Pack from theU.S. Postal Service.

Be careful not to overload participantswith too much information before the Col-loquium. Use good judgment as you weighthe benefits of sending introductory ma-terial against the mental and financialcosts of mailing such material.Planning For Follow-Up

We view the History Colloquium as thebeginning of a process of professional de-velopment, not just a one-shot program.Therefore, we think your leaders shouldthink about how they can ( icourage theparticipants to follow-up on the Col-loquium experience once they get back tothe day-to-day classroom schedule.

Your leaders will develop their own ide-as but they may want to consider two gen-eral areas of tallow -up:

First: activity on the part of the pro-fession. Help your participants considerways that they can be history advocates.What can they do to "stand tip fOr history"iii t heir department meetings, in their

schools, with their local school board,with their state department of education,or wherever they happen to be?

Second. help the participants to con-centrate on situations where they haveauthority or control, situations where theyneed not "advocate" history to someoneelse but rather where they are the de-cision-maker. In these situations, ask theparticipants to brainstorm ideas on whatthey could do to follow-up on the HistoryColloquium. Suggest that they thinkabout:

their own classrooms what they canteach during the year, how to present alesson, how to involve students in doinghistory?their buildings with other teachers(trading classes, observing lessons, be-ing observed): in department meetings(discussing Building A History Cur-riculum, inviting in a nearby historian);with the principal (having follow-up col-loquium meetings, inviting the principalto observe a lesson): with parents or stu-dents.their school districts serving on a cur-riculum review committee; organizing acolloquium with other buildings or otherdistricts.their communities working with a localhistorian to research a topic; visitingand using the resources of the local his-torical society and its staff.The focus of follow-up should be on in-

dividual activity. Rather than a negativesession on what someone else should do.or what the department should do if it hadlots of money, we want them to thinkabout what they could do themselvesnowto implement the ideas they havebeen thinking about during the col-loquium.

One final. and vital, follow-up activityis for the team of leaders to write up a onepage log about the colloquium for the co-ordinator. They should make a general as-sessment of the program and mentionwhat they thought were the strengths, andhow it might be improved. We used the logas the closure activity for the leadershipteam. When we received the log, we mailedthe honorarium check.

Strong Individuals, But Also TeamSynergy

Choosing the three leaders for your col-loquium can be a difficult process becausethere are so many factors involved.

Can you find a person who is an expertin the topic or field you want presented? Isthat person available for your three clays?Will that person work for the amount ofmoney you can afford to pay?

Then you have to ask yourself the samequestions twice more because you needthree leaders. not just one. This is not aneasy task and we want to give you ourthoughts on what you should look for in acolloquium leader and tell you how weconstructed our teams.

First, let's talk about the individualcharacteristics that we feel contribute tothe success of a team of leaders. Probablythe most important characteristic is that aleader should be good at what he or shedoes. The Learning Specialist must be upto date on assessment tools and pedagog-ical theory. The Historian must have athorough command of content questionsand speak with authority and convictionabout the history profession. The MasterTeacher must be able to combine scholar-ship and teaching technique, and able todemonstrate to his or her peers practicaland exciting lessons for real history class-rooms.

Not only should colloquium leaders beexpert at what they do, they must be ableto communicate it effectively to an audi-ence of professional educators. Look forleaders who will be comfortable com-municating with teachers from a variety ofgrades and school districts.

You will also want to look for leaderswho share the colloquium's basic vision ofhistory and teaching. You might ask themto read Building A History Curriculumand the first chapter of this Manual and

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see what they think of the philosophy. It isnot necessary, or even desirable, that yourteam of leaders agree on every issue, butthey should share a common philosophyon the key ideas.

Other questions to ask yourself whenconsidering a possible team member:

Can this person be flexible withchanging circumstances? The agenda willbe revised numerous times prior to, andoccasionally during, the colloquium and aleader who cannot adapt to a necessarychange in the plan will experience, andprobably communicate, enormous frustra-tion.

Will this person look down on teach-ers? Look for leaders who respect teachersand will treat them accordingly.

There really is no gentle way to saythis but, does the person have an ego thatwill require constant attention and prioritytreatment? There is a difference between aperson who wants to be treated as a pro-fessional, and someone who wants his orher ego massaged. Look for leaders whoare strong enough to carry your bannerwhen it is their turn, but humble enoughto work cooperatively and share re-.sponsibility when another member of theteam is leading a session.

A key to a good colloquium experiencefor your participants is our Tri-PartiteTeam concept; three individuals whosecombined talents are Stronger than whateach of them could accomplish as in-dividuals. This is synergy, and it can onlybe created if your leaders are willing towork as a team.

Finally, consider the participants whenselecting your team. For instance, the pri-mary teachers in a K-12 audience will notbe satisfied if your historian works onlywith high school level content or ex-amples. if your learning specialist is usinglessons appropriate for junior high. or ifyour master teacher is an 1 lth grade APU.S. History teacher. Although each of theleaders may have conducted a fine ses-sion, the combination of the three wesketched above neglects the primaryteachers participating iu the colloquium.In the same way, if your leaders gear alltheir sessions toward elementary teachers,you may find the high school teachers willfold their arms across their chests andyou may not see some of them during the

next two days. We don't have any surefirecombination appropriate for each audi-ence because there are too many var-iables. If your team makes a conscious ef-fort to have a little something foreverybody, and all of them try to mentionways that the lessons can be adapted forother grade levels, this will not be a prob-lem for you.What Leaders Give, And What TheyShould Get

As you begin talking to a person whoknight become one of your colloquiumleaders. realize that you are setting up akind of contractual agreement. Althoughwe never used the word contract, or had aleader sign any sort of document, we feltcomfortable working in good faith with in-dividuals we knew. or whose references wecould easily check. Nevertheless we re-mained aware that we had an agreement.

You may choose to leave your agree-ments with leaders on the verbal level, oryou may decide to put them on paper asLetters of Agreement. Either way. here aresome things to keep in mind as you asksomeone to be a colloquium leader foryou. You need a person who will agree toparticipate in the planning process of thecolloquium, someone who will attend allthree days of the colloquium, someonewho will sit in on all sessions of the col-loquium (not leave for sightseeing if theyfinish their session and do not appear onthe agenda the rest of the day). Occa-sionally. you may make exceptions forspecial circumstances. e.g. the masterteacher leaving an hour early to catch aflight home so that he or she could beback at school the next day. Avoid this sit-uation if possible. but respect the per-sonal lives of the individuals you ask to beleaders.

A session leader should also bring plen-ty of handouts and resource materials. Wemade it a point to flood the participantswith well-chosen paper handouts. I land-out s make it easier for a participant to tryout a lesson or idea from a specific col-

un session in his or her classroom.I landouts help teachers to remember ide-as from a session without furious note-I for annotated bib-liographies. The handoi its giveparticipants an opportunity to go back ata later date to review lessons, ideas, and

books from the colloquium. What is pre-sented during the three days of the col-loquium is important, but what the par-ticipants do with the informationafterward is the final measure of a col-loquium's success.

In return, each member of your teamshould get a level of commitment from theCoordinator that matches the time and ef-fort you will be asking them to devote toyour colloquium. A colloquium leadershould receive an agreed upon compensa-tion at an agreed upon time. And a leadershould have the expectation of meetingwith an audience of participants who areexcited about history, interested in learn-ing about history, and willing to attend allthree days of the colloquium.

Some things that you will need to clar-ify are: who will make travel and lodgingarrangements; who will be responsible forcopying handouts; and who will be re-sponsible for any shipping (returnshipping as well) of presenters' materialsto the colloquium.

Sometimes it was advantageous for ourNCHE coordinator to handle these ar-rangements for the leaders; on other occa-sions, it made more sense for the leadersto make their own arrangements and thensubmit a voucher for reimbursement ofout-of-pocket expenses. Who makes thesearrangements for your colloquium is notas important as making sure these tasksare being taken care of by somebody.

Outside of the purely material con-siderations, your leaders should bring ex-pertise and competence to the colloquium.They should come with open minds and awillingness to share and to learn. Theywill leave tired, but excited at havingsparked teachers with enthusiasm forlearning and teaching history at a highlevel. They will have made some newfriends among participants. And from theother two leaders, they will have learnedsome new ideas that they can apply intheir own work.The Local Coordinator

Because NCHE was bringing a pro-fessional development program into a localdistrict, the NCHE Coordinator alwaysneeded someone on the scene helpmake arrangements. In our colloquiumprograms, we called this organizing per--.on a local coordinator and in terms of thecolloquium team, the local coordinatorcan have as large an influence on the suc-cess of the program as any of the threecolloquium leaders.

If you deckle to hold a colloquium pro-gram for your own teachers in your own

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district, it is possible that you will be boththe local coordinator and the overall co-ordinator at the same time. Havingworked with sixteen different local co-ordinators in our program, we have no-ticed some qualities that lend themselvesto a successful program.

Probably the most important character-istic is a commitment by the coordinatorto devote the time necessary to plan andcarry out the colloquium. As the col-loquium approaches, the demands on thecoordinator's time increase. Preparing forthe planning meeting. sending mailings tothe participants, and holding the col-loquium itself, call for a time commitmentwhich often becomes a full time job. Somake sure the person chosen is willing todevote that effort when the time comes. Ifthe person chosen to be the local co-ordinator is not an administrator, makesure that he or she has a clear under-standing of the decision making process.In other words, which decisions does thelocal coordinator have the authority tomake and which need to be made by anadministrator or the Board of Education?

This has already been mentioned but itis worth repeating. Having a local co-ordinator who works in the building wherethe colloquium will be held is the ideal forthe logistical needs of the program. Such aperson would know what room wouldwork best, what possible conflicts theremight be in scheduling, and most im-portantly, how to handle the unexpectedemergencies that always seem to materi-alize during the colloquium (blown outbulbs, missing extension cords, and thelike).

If the local coordinator does not workin the building where the program will beheld, we recommend a site visit with thelocal coordinator and a contact person ofsome authority at the site before the plan-ning meeting. Such a visit is especially im-portant if you are using a historical mu-seum or other site with other activitiesthat may involve the public. Such placesare usually very accommodating. but vonshould communicate your needs to th;in person and in writing prior to the plan-ning meeting so that you don't come upwith a great plan. only to arrive at the siteand fincl out you will not have break-out

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rooms, or you can't get in a day early toset up, or yoi: must leave the room by2:30 P.M. every day.

Another quality that is important forthe local coordinator is organization. Be-ing organized is most important when se-lecting and communicating with the par-ticipants, but it also applies to workingwith the leaders, administrators. and any-one else who becomes involved in the pro-gram. If the local coordinator doesn'tknow the answer to a question. then he orshe needs to know who does know the an-swer. Closely related to organization i. at-tention to detail. Even a misspelled namecan affect how a participant feels aboutyour colloquium program. Therefore wetried to pay attention to the smallest de-tails. The same attitude will help mak_your colloquium successful.

To summarize, if the local coordinatorcares about the quality of the programand has the authority to make decisionsaccordingly, then you are more likely tohave an excellent colloquium program. Re-member. the local coordinator will set thetone of the program from the very firststep taken in the planning stage, sochoose wisely.

The HistorianIt seems paradoxical, but. history teach-

ers rarely get the opportunity to speakwith a "real life" historian. In each of ourprograms, several individuals commentedon their evaluations about the value ofhaving an historian present for all threedays. This is usually because teachers, es-pecially in grades 7-12. are hungry forcontent and don't often receive it in typicalinservice programs after they leave college.

What then, should you look for as youchoose your historian? Your first con-sideration is probably going to be a dis-tinction between U.S. and work; history.Your colloquium may be focused specif-ically on world history, so naturally youwill ask a world historian first. If your col-loquium is going to have an audience of K-12 teachers, then the historian's specialtyin U.S. or world will not be as important.

Nearly as important, and sometimesmore difficult to find. is an historian whouses more than just lectures to shareknowledge. We stress the importance ofhaving sessions that involve the par-t icipants in working with and on historicaldata and sour rather than just lis-tening to information. We do not mean toimply, however, that a session devoted toa straight lecture will be a failure. Some-times, teachers who really want to learnsome content appreciate a great lecture,but more than one Is probably too many.

We suggest that the historian memberof the leadership team develop on twosessions that involve active participation.The other members of the team may workwith the historian to develop the kind ofsessions you want. For example, our his-torians have led sessions on: how to de-cide what to cover or teach in depth; pe-riodization in 11.S. or World history: howan historian researches and writes a his-torical narrative book; drawing a pictureof what comes to mind when you think ofhistory: sharing in small groups a per-sonal anecdote of how and why history be-came important in their own lives: and on"Why Study History?" (See Appendix S fora sample active participation session byhistorian Ed Berenson.)The College of Education or LearningSpecialist

This person may have the most difficulttime persuading the participants of thevalue of his or her presentations. Par-ticipants immediately accept the masterclassroom teacher because of the corn-raderie among teachers and the historianhas status because teachers rarely get theopportunity to meet and converse with anhistorian. The learning specialist, how-ever. represents methods classes thatteachers remember (often without fond-ness) from college. However, we feel thelearning specialist is important to teach-ing history and this must be demonstrat-ed to the participants.

Your learning specialist is the leader onthe team who has the research on howchildren learn. When history content ispresented with a sound pedagogical basis,students will learn history better. Wethink this works best when the learningspecialist highlights the educational the-ory behind a sound history lesson. Atough task for sure, but when successful,your participants will understand why thelearning specialist is part of your team.Sonic examples of sessions that might beled 1w a learning specialist include:

helping students view themselves as pro-ducers of information rather than con-si Inters of information;when and how literature, especially chil-dren's literature, can improve the teach-ing of history:

how to frame questions to develop His-tom's Habits qf the Mind.

The Master Classroom TeacherOf all your leaders, this person will

have the easiest time establishing rapportwith the participants, simply because ofthe shared job title. On the other hand,your master teacher needs to be Just that,

a master teacher. This is the person whotakes the educational theory of the learn-ing specialist and the historical content ofthe historian and molds them into a class-room lesson. Since your master teacheroften conducts the first session of the col-loquium, it is important that he or she beperceived as being on the cutting edge ofclassroom teaching technique.

The best sessions from the masterteacher are active participation lessonsthat the teacher uses in his or her class-room. The lesson should contain somebackground information about how themaster teacher developed the material,how long it takes to do the lesson, andwhat kinds of assessment tools the teach-er uses during or after the lesson.Working As A Team

Individual colloquium leaders shouldcertainly be competent in their own fields,but more than personal brilliance, theyshould share the conviction that teachinghistory well requires all three of their spe-cialties. Thus, during any session of thecolloquium, all team leaders should thinkof themselves as contributors, not observ-ers, anu be ready to provide their view-point to the topic under discussion. Whenone member of the team is leading a ses-sion, he or she should be aware of the oth-er members and be thinking of how theycould contribute.

Working as a team does not mean thateach leader will agree with the others oneverything. On the other hand, team mem-bers cannot be continually crossingswords. Contributing does not necessarilymean contradicting or correcting, al-though that could be appropriate if it isdone without "attacking" another teammember. Team members can best contrib-ute by providing supporting insights, giv-ing an alternative viewpoint, providing anillustration or anecdote, being a resourceto participants in small group situations,or helping the session leader draw theparticipants into the discussion.

In the final analysis, however, the teamof leaders you choose for your colloquiumshould model the idea that history well-taught requires content, pedagogy, andclassroom savvy.

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When your leaders get together fortheir Colloquium Planning Meeting. theywill probably be haunted by two fears:

as they look at the blank flip chart pagesfor the three days' agenda, they will bethinking, "How will we ever fill all thattime?"as they review the list of items requestedby the participants on the Background-ers, they will be saying to themselves,"How will we ever meet all these needs ?'These two concerns may appear to be

contradictory, but together they will temptyour team to plan an agenda that isjammed too full and always running be-hind.

Good leaders who, in the back of theirminds, are concerned about filling thetime tend to prepare about two hoursworth of material for each hour they haveon the agenda. "just in case things movefaster than anticipated." That extra ma-terial can be a problem if, after havingprepared the material, they decide itwould be wasteful not to use it. The resultcan be an extremely rushed last 15 min-utes of a session while the leader tries to"cover" everything, or it can mean ses-sions that always run over, throwing theschedule off and cutting time for othersessions.

In the same way, a team of leaders maytry to address every item mentioned onthe Backgrounders in an effort to be ashelpful as possible to the participants. Anagenda developed in such a fashion willbe disjointed and too full. It will lurchfrom topic to topic, never able to lingerlong enough to explore any in-depth or tomake connections between the material inone session and that from another.

It is the task of the Coordinator tohelp the team of leaders plan a useful. co-herent colloquium agenda that they cancomfortably accomplish. Among the tech-niques the Coordinator can use to helpthe team deal with the concerns of ap-propriate timing and addressing the Back-grounders arc:

On the planning flip charts. fill in all theknown segments before any planning

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discussion starts. Include: Registration/Coffee, Welcome/Introductions, Lunch,evaluation at the end of days 1 & 2, fi-nal wrapup and raffle on day three, andany other sessions you can predict. Youwill begin to put a skeleton on the col-loquium and a finite shape to the timeavailable.Be aware that most sessions will takelonger than anticipated, so encourageleaders not to try to do too much in asession. Offer the session leaders moretime for questions or an extended breakif things run short.Make sure the leaders review the Back-grounders before the Planning Meeting.Discuss the Backgrounders in the ag-gregate before any individual sessionsare planned to meet specific concerns.Help the leaders think about, "What twoor three issues appear repeatedly'?" Dosome rudimentary tallies from the Back-grounders so that the leaders havequantifiable data to back up general im-pressions.Make sure that sessions flow one to an-other. Try to plan the days around atheme or topic.Make sure that, before the planning ses-sion, the leaders have read The Col-loquium Philosophy chapter of this man-ual and the Bradley Commissionguidelines booklet.In the three days of the History Col-

loquium, the participants and leaders cancover a lot of territory, but they cannotdiscuss everything. The Coordinator musthelp the session leaders limit what theytry to cover so that they can do it well.

Below are descriptions of sessions thathave been used in NCHE History Col-loquia. Obviously no one Colloquium usedall of them, but neither do they exhaustthe universe of possible Colloquium ses-sions. You will probably adjust these foryour own needs or team leaders will de-velop their own. That is the way it shouldbe.

So. to get you started thinking about,"What will we do for three days?" con-sider:

Breaking The Ice: History Can HelpStrangers Become Acquainted

All of our colloquium programs in-volved teachers from more than oneschool and frequently from more than oneschool district. Since we were going towork with these teachers for three days,individually and in small groups, and en-(mirage them to continue as advocates ofthe new history, it was important to get offto a good start during the introductions.We relied on this icebreaker activity to not.only help people learn one another'snames, but also to help move the grouptowards inclusiveness around a similartopic, history.

Our method began with the followingquestion: "If you could invite anyone fromthe past to dinner tonight, who would it beand which of history's Vital Themes wouldyou discuss with the person?" The personcould be famous or little known, a worldfigure or a family member. We sometimesadded the stipulation that the personmust have been deceased for more than25 years and that people could not repeata name that had already been mentioned.The reason for the theme connection is tohelp focus attention on ideas that we weregoing to be using for the next three days.We had the Vital Themes and the Habits ofthe Mind printed on posters and hungaround the walls for ready reference (seeAppendices F and G).

A variant of this idea, which alsoworked, came from A Sense of Historypublished by American Heritage (distrib-uted by Houghton Mifflin, 1985). Editorsphrased the question this way, "What isthe one scene or incident in American his-tory you would like to have witnessedand why?" This could easily be changedto include world history and the connec-tion to the Vital Themes.

Here arc some examples that par-ticipants have given to the "dinner" ques-tion:

The person I would like to speak with isJohn Muir and the theme would be HumanInteraction With The Environment.

The person I would like to have dinnerwith would be Elizabeth Cady Stanton andthe themes would be Conflict And Coop-eration. and Patterns of Social and PoliticalInteraction.

The person I would like to have dinnerwith is Anne Frank and the theme wouldbe Patterns of Social and Political Inter-act ion.

I Icre are some examples of incidentsthat participants would like to have wit-iessed:

I would like to have been a student ofany of the great teachers in history: Con-fucius, Socrates.

I would like to have climbed Mt. Marcy,the tallest peak in the Adirondacic Moun-tains, with Old Man Phelps who led the

first expedition up that mountain.I would like to have been in Ford's Thea-

tre when Lincoln was assassinated.Your leaders will be able to learn a lot

about the participants and their interestsfrom the way they answer this icebreaker.During the three days, team leadersshould look for occasions in which theycan appropriately refer to some of theseindividuals or events within the sessions.

Having the participants share this littlestory about themselves and history will es-tablish a connection between your par-ticipants and the leaders, which helps tomake the relationship that much stronger.Also, when you go the additional step oftying the person or incident to one of theVital Themes. your participants become fa-miliar with the Themes without having tolisten to a lecture.

The main reason for using the ice-breaker is to get each individual to speak,introducing him or herself, the school af-filiation, and the grade they teach. It willhelp "break the ice" if you ask the leadersto go first, especially if they are preparedbeforehand, so that they can provide ex-amples and allow others a moment tothink of their own person or event. It willtake approximately 45 minutes to goaround a room of 35 people if little or notime is spent commenting on each personor event chosen. You may want to suggestthat participants try this activity withtheir students as well.Getting Down To Business: SomePossible Sessions

The possibilities that appear on theBackgrounder are just that, a list of topicsthat could be discussed during the courseof a three-day program. Discussion of anytopic may require more than one session.In addition the same topic may be coveredin different ways depending on the inter-ests of participants attending a particularColloquium. What follows is a brief de-scription of the kinds of sessions thatNCHE's leaders developed when workingwith the most requested topics. Where ap-propriate, we provide an explanation of anactual program that was used during anNCHE colloquium.

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Topics on this list were popular atNCI-IE colloquia, but they may not be thetopics that you need to address in yourcolloquium. Your Backgrounders will helpyou decide Clat. What we hope to give isnot ready-r. de sessions, but rather asense of how we approached a variety oftopics.

How to integrate literature into theteaching of history Many of our col-loquium participants requested in-formation on this topic and elementaryschool teachers were especially interestedin these sessions. Learning specialists/leaders John Ahern of the University ofToledo and Rod Atkinson of the CaliforniaDepartment of Education developed threeeffective session formats for this topic.

The first format was the presentationand review of a printed bibliography as-sembled by our leaders (See Appendix U).More often than not, these bibliographieswere aimed at specific subjects such asthe individual in history, books in worldhistory, or books on World War II. How-ever, regardless of the specific topic ortime period, the lists were also organizedaround one or two of the Vital Themes, orcategorized by each Habit of the Mind. Al-though the participants appreciated re-ceiving 1:he bibliographies, what seemed tobe more important to them was the writ-ten and verbal annotation in which ourteam leaders pointed out what in the bookwas pertinent to the topic and how itcould be used with students. One valuableresource for developing your own bib-liographies and annotations is Literaturefor History-Social Science, Kindergart-en Through Grade 8, see page 47 for or-dering details.

A second format could be called a booktalk or a book browse. In this session, oneof our leaders would have the books onhand and would hold them up, pagethrough them, read selections (especiallywith children's books), and make com-ments about the book. Participants whoknew or used the book were encouraged tocontribute their insights. In one case,small groups of participants reviewed 3 or4 children's books: then each of the smallgroups gave a "book talk" on their booksto the other groups including a brief de-scription of the book and how it could he

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used in their classrooms. Even in the caseof a book talk, we recommend a printedbibliography so that teachers will nothave to feverishly write down titles, au-thors, and publishers and still listen tothe description of the book.

A third format can be most enjoyablefor participants and later, for their stu-dents. It is called Reader's Theater and itinvolves participants acting the role of acharacter in the book and reading thatcharacter's words. John Ahern, NCHElearning specialist/leader, uses this tech-nique with the participants to dem-onstrate how the Reader's Theater tech-nique :_an help students learn history atthe fourth grade level. He creates a scriptfrom a section from the book Molly's Pil-grim (see Appendix M). Jack pre-selectsfive participants to read the five partsbased on their personalities, voices, andwillingness to read in front of the group.In Reader's Theater there are no props, noscenery, and there is no physical actionexcept for hand gestures. The idea is thatacting skill is not as important as whathappens to Molly in the story. After thefive participants portray their characters,Jack debriefs the lesson as it would bedone in a fourth grade class. With all theparticipants role-playing fourth graders,he asks reflective questions about howand why people move from their homes toother countries, what it can feel like for achild to be a minority in a different cul-ture, and about the significance ofThanksgiving, pilgrims, and dolls. Hisquestions are phrased to elicit considera-tion of History's Habits of the Mind andthe Vital Themes as seen in the Reader'sTheater story. For additional ideas aboutthis technique see Readers' Theater forChildren: Scripts and Script Development;order information on page 48.

How to analyze primary source doc-uments Sessions on this topic begin witha discussion of what constitutes a "primarysource." Activities were geared to help par-ticipants assume the role of an historian asthey examine a primary source.

One highly effective activity was de-veloped by one of our historian/leaders,Arthur Zilvcrsmit of Lake Forest College.The activity is to analyze the Jourdon An-derson letter (See Appendix K). This letterfrom a former slave to his former mastergives participants a chance to try thinkinglike an historian. After reading the letter,participants try to decide what questionsthey would like to ask about the letter,what information they can learn from theletter, and what criteria they would use toevaluate the significance of the letter.

Appendix K-1 includes the questionswe use to guide discussion of this letter.These same questions can be applied toother letters, other documents, and otherkinds of primary sources.

A significant outcome of this sessionshould be for participants to realize thatthe creative aspect of history is asking theright questions, not researching the an-swers. Researchers can dig out facts, buthistorians know where to dig and what tolook for.

How to integrate photographs andartifacts into the classroom A sessiondealing with photographs and artifacts in-troduces the idea that primary sourcesare not limited to print materials. As withdocuments, we want participants andtheir students to ask questions that anhistorian might ask about photographsand artifacts.

For example, historian/leader Law-rence McBride of Illinois State Universityat Normal developed a session on tech-niques to be used when examining a fami-ly photo (see Appendix P). The techniquewill be useful in an elementary schoolclass studying family history, in a middleschool class on local/neighborhood his-tory. or in a high school class that usesphotos in U.S. or World History. Studentsand teachers might ask questions suchas:

Why was the picture taken?What kinds of clothing are they wearing?What else appears in the picture thattells you about the family?Are they happy or sad? Why?

When examining an artifact, you mightask questions such as:

What is it?What was it used for?Who might have used it?Who made it?Where was it made?What does it tell you about the peoplewho used it?

Music recordings, oral history, movies,and video can also fit into this category ofalternative primary sources. Similar setsof analytic questions can be developed tohelp students find out about the peoplewho sang. spoke. listened to, watched, orprocluced these alternative primary sourc-es. One point of emphasis about al-ternative primary sources is that they aregood ways to help leach history. to stu-dents \'ho have difficulty reading.

Another successful way to work withartifacts is what we have called the Class-room Muse! Im. The idea is usually intro-duced during the wrapup session on thefirst clay. One of the leaders asks the par-

ticipants to go home that evening and lookfor something "old" to bring in on the thirdclay. By something old, we mean old pic-tures, books, clothing, quilts, toys, tools,or other artifacts. On the third day, ourmeeting room became the Museum. Par-ticipants brought items in the morningand placed them around the room undersigns with dates, 1930s, 1940s, 1950s,etc., so that the items were organizer'chronologically.

In the session right before lunch, one ofthe leaders would hold up each item andask the person who brought it to be thecurator. That person would stand up anddescribe where it came from and how itcame into his or her possession. If the ar-tifact was not easy to identify. the leadermight first ask the participants to try todeduce the identity of the artifact and ex-plain its function before having the ownergive an explanation.

When using this activity in the class-room, teachers might ask the students tofill out an index card with the following in-formation:

the name of the artifact.the date the artifact was made,its use,the country, region, state or city of or-igin,how the artifact came into the hands ofthe person who brought it.Another variation on. the Classroom Mu-

seum is to arrange the items by kind, in-stead of chronologically. In other words,all books in one area, all toys in another,all tools in a third and so on.

One school from an NC; E colloquiumprogram created their Classroom Museumand opened it up in the evening for par-ents to conic and visit. The idea of a Class-room Museum is flexible and our par-ticipants have found it a valuable way toexpand the idea of a primary source. Itprovides a natural transition into the for-mal analysis of artifacts (see Appendix 0),

How are other states orgauizing theircurriculum K-12 When school districtswere involved in a social studies cur-riculum revision, a session in which wediscussed what other states are doing wasoften requested.

A good starting point is the CaliforniaItistory-Social Science Framework. It is areal curriculum that exists not only in the-ory but also in practice. It also shows howone state is putting into practice many of

31

the recommendations of the Bradley Com-mission. We also give handouts on twoother states that have recently publishedstate curriculum documents. The stateswe chose were Alabama and Florida: youmay decide to select other states thathave a strong history core.

In addition to the state curriculum doc-uments, we acquainted the participatingteachers with other written resources.One example is Lessons from History,published by the National Center on His-tory in the Schools (UCLA). It offers anoverview of essential understandings inU.S. and world history.

Another curriculum development re-source is the Bradley Commission on His-tory in School's Building A History Cur-riculum: Guidelines for Teaching.History in School booklet. Pages 12-23contain specific topics the Commissionersthought belonged in a history curriculumfor both U.S. and world history and alsosome possible Scope and Sequence ar-rangements for courses by grade. TheBradley Commission suggestions providea great jumping off point for a discussionof the future direction of the curriculumin the participants' district.

(See pages 47-48 for addresses and or-dering information about these sources.)

How to revise curriculum K-12 Thistopic is a natural follow-up to the previousone, although of the two, it is probably themore important. Some colloquium pro-grams are dedicated to the task of making

. .decisions about what the district's K-12curriculum should look like. Three days isnot enough time to review and revise anentire history curriculum, but it is timeenough to discuss major issues and makestrategic decisions that will guide the re-vision process.

You will most likely need a session,perhaps two, for a thorough discussion ofthe major issues involved in changing acurriculum. Among those issues shouldbe:

the place )f history as the core of the so-cial studiesthe integration of social science conceptswithin the history/geography matrixthe ability of elementary school sit dentsto understand people in other times andother placesthe relative value of either dividing ti.S.history or World I list ory over two ormore years to allow time for in-depthstudies vs. studying all of U.S. or WorldI Iistory two or three times over the K-12spectrum but with a clllThrent emphasisand level of sophistication each time

the appropriateness of current assess-ment methods in light of the in-depth,Theme/Habits of the Mind orientedcourses recommended by the BradleyCommission.In addition to discussing curriculum

philosophy, our colloquium leaders try tohave available some concrete examples ofwhat other districts have produced whenrevising their curricula. And, althoughthis topic focuses on local issues, at. leastone of your colloquium leaders should befamiliar with current developments in his-tory curriculum on a national level. Wealso suggest that you talk about the socialdynamics of curriculum re,.;iew com-mittees and stress the powerful impact amotivated individual with a thoughtful, co-herent plan can have within a revisioncommittee.

Furthermore, you will want to makesure that your mix of participants is ap-propriate for the curriculum review youhave in mind. For example, a K-12 cur-riculum review ought to be conducted by agroup of teachers spanning the K-12 spec-trum, not just high school or just ele-mentary school teachers. If your Col-loquium has participants from severaldifferent school districts, be aware thateach of them will have a slightly differentcurriculum. Broad curriculum questionscan be dealt with in a large mixed group,but we suggest you break up into smallgroups by district when the discussionturns to specific curriculum design.

Ask your curriculum revision groups tocome up with some product for the timethey spend in the Colloquium. The exactproduct can vary from a written list ofprinciples to be followed by the Cur-riculum Committee, to a list of goals oroutcomes for the history/social scienceprogram. to a tentative Scope and Se-quence of courses for the district, or evenkey topics to be ii- eluded in courses atparticular grade levels. In any case, makesure the groups get their ideas down onpaper.

How to decide what to study orteach in depth Developing and applyingprinciples for selecting and teaching cer-

32

tam material from the nearly infinite arrayof human history is a topic that demandsconsideration on two levels:

On the macro level of a district cur-riculum, your team of leaders and yourparticipants will want to confront thequestion. "What historical content, habits,and techniques are most worth knowingfor a graduate of our school system?" Oneway of getting into this discussion is tohave the participants create a timeline ofU.S. and/or World History. Within a spe-cific span of time participants decidewhich are the most important events thatstudents should study. This exercise canalso be used as a homework assignmentafter the first day. Begin the morning ofthe second day by asking some par-ticipants to share their timelines; note thesimilarities and differences. Compare theirchoice of topics with those listed in theBradley guidelines booklet or in LessonsFrom History. Then one of your leadersmight point out some larger issues thatthe world's best historians are wrestlingwith even today.

On the micro level of the history cur-riculum within an individual classroom,leaders and participants should grapplewith the question, "In the time allotted tothis class, what historical episodes shouldwe study, in how much depth, and why?"There should be a direct connection be-tween goals at the macro level and thespecific implementation in the ^lassroom.Team leaders should avoid giving a de-finitive list of episodes; this is a topic fordialog in a colloquium setting.

Our team of leaders, especially ourmaster classroomteacher, suggestedguidelines teacherscould use to makecourse content de-cisions. For ex-ample. the BradleyCommission's VitalThemes offer a wayto make content se-lections. To help vis-ualize the re-lat ionship betweenthe Themes and theunits selected for aspecific class. wedeveloped a matrix(see Appendix I).The empty blocksdown the left side oft he page are forunits or topics thatmight be specifiedwithin a cur-

lin. Across thetop are the Vital

Themes If, for example, the course titlewere U.S. History and Geography to 1871,one Unit would probably be for 4 or 5weeks with a general title such as "TheEarly Republic, 1789-1815."

We asked participants to think of his-torical episodes from that period thatwould help them teach for each of the Vi-tal Themes. An episode would be placed inthe box under the Theme illustrated. Inthis example we would place "LouisianaPurchase" (the lesson from page 12 of thisManual) in the box under Conflict andCooperation and in the box under Humaninteraction with the environment. We wouldteach the "Alien and Sedition Acts" to il-lustrate Values, beliefs, political ideas, andinstitutions and Comparative history of ma-

jor developments. Other possible episodesfrom this period might be "The WhiskeyRebellion." 'The Lewis and Clark Expedi-tion," and "The War of 1812." WhichThemes would those episodes illustrate?By this time we would probably have aUnit with five historical episodes that cov-ered all six of the Vital Themes at leastonce, and probably more than once. Wethen asked, "Do the five episodes miss anymajor development of the period?" Shouldwe also include the story of the rise of thepolitical parties, the Hamiltonians vs. theJeffersonians? What would you answerand why?

The matrix provides a visual check forbalance among the Themes and for in-clusion of landma.k episodes in a Unit.Appendix H is a matrix for using History'sHabits of the Mind in the same way as theThemes.

The Early

1789-1815

Civilization,Cicultural

diffusion,innovation

Humaninteraction

with theenvironment

Values.

belie.fspolitical

ideas andinstitutions

Conflict andcooperation

Comparativehistory of

majordevelopments

Patterns ofsocial and

politicalinteraction

LouisianaPurchase X X X

Alien andSedition

ActsX X

WhiskeyRebellion

9 9

The Lewisand Clarkaped( limt

9e

9I

The War of1812

9

How to teach family, local,and statehistory Because many curricula specifythat state history be taught in 4th or 5thgrade, this topic tends to be more popularwhen there are more elementary teachersparticipating. Therefore, when your Back-grounders ask for this topic, we suggestthat one of your team leaders, preferablythe master classroom teacher. specializein elementary teaching.

A session that deals with all three as-pects of this topic was developed by NancyTaylor, one of our Master ClassroomTeachers from St. Michael School inWorthington. Ohio. The session is entitled"Moving to Ohio" (see Appendix T). Thelesson is about the migration of settlersfrom the east coast of the U.S. to the mid-west in the 1840s. We suggest cus-tomizing this idea to the locale of the Col-loquium. For example, when we led aColloquium in Boston, we began this ses-sion by asking participants to brainstormreasons why a family living in Boston inthe 1840s might want to move west, whymight they decide that they want to moveto the new state of Ohio, how might theydecide to try to get there ?: f we were in themidwest we might start the exercise fromthe destination end; if we were in someother part of the country we might pickanother time or a different migration. Butwe would try to use local references to askquestions such as, who came (or left)here, for what reasons, how did they gethere, what was it like when they arrived,what was the impactpositive and neg-ativeof the newcomers on the area?

After the brainstorming exercise, weasked the participants to role play insmall groups, each group constituting afamily that had decided to move from Bos-ton to somewhere in Ohio. The father ineach family was assigned a typical oc-cupation for the time and the family hadto decide what items to take on their jour-ney to Ohio. Also, the family had to decidewhich city in Ohio was the destination. Tohelp the groups decide on the city, eachfamily got a packet of background docu-ments including: 1840s maps of the east-ern states and of the Ohio area, a de-scription of the father's occupation, andan excerpt from The Western Pilot guide-book to the Ohio River which contains in-formation on the economic activities inOhio cities along the river.

This type of activity requires researchinto local history, state history, and thedynamics of a family's decision to move toa new state. Local history lessons are alldifferent because every locale is different.but each one holds unique interest for thelocal students. By focusing on family de-cisions, teachers can tic together family,

local, and state history. In addition theselessons are greatly enhanced by the use ofprimary source material: diaries, familyBibles, letters, oral history recordings, lo-cal newspapers, maps, portraits. guide-books, advertisements, photos, songs, andartifacts.

How to involve students in an oralhistory exercise This topic is related tofamily history because one popular tech-nique for researching a family is for stu-dents to create an oral history with a fami-ly member, a close family friend, or a localindividual.

John Ahern, one of our Learning Spe-cialist team members from the Universityof Toledo, developed an effective sessionfor teaching oral history interview tech-niques. He gave the participants a hand-out of some guiding questions for anyonegathering an oral history. along with gen-eral interview techniques (see Appendix L).After reviewing the handout, the par-ticipants paired off and interviewed eachother for 15 minutes each, according tothe questions on the handout. Then, eachparticipant would introduce his or herpartner to the whole group with in-formation from this brief interview.

After the introductions, Jack would askthe participants to focus on the process ofinterviewing by asking the participants toconsider questions such as, "Did anyonefeel especially comfortable because of themannerisms of their interviewer? What didthe interviewer do to make you feel com-fortable?" Answers to these kinds of ques-tions revealed that it takes more than justgood questions to get a good oral history.

Another successful session involvedone of our Master Teachers. Nancy Taylor,dressing up and acting as a characterfrom the 1860s, In order to engage theparticipants in 15 minutes of lively conversatior: as a character from anothertime, our leaders had to have done re-search on typical dress, speech, attitudes,events, and people of the time. After theconversation the session leader describedthe process of developing a first personcharacter. She also provided some hand-outs so that the participants could usethem to help their students research theirown characters (see Appendix R). Al-though this is not strictly an oral historyexercise, it does become one if the stu-dents interview and write about a char-acter in the first person. Also when stu-dents go through the question and answerwith a first-person reenactor, they arc

34

conducting a similar process to that of anoral interview with a historical personage.

What are the current issues in as-sessment and national standards - Thistopic presents two challenges. First, youwill need one leader for your team who isan expert in these issues as well as his orher function on the team. Second, the ses-sion your team develops on these issuesshould be more than a lecture.

Finding an expert on the standards isdifficult because the national standards(as of this writing) for U.S. History andWorld history are still in draft form. Thefinal form of the standards, and the im-plications of the standards for individualhistory teachers, are still unknown. Yetthese are exactly the topics participatingteachers are interested in discussing. Youwill need to find someone who has beenfollowing the various drafts of the stan-dards and feels comfortable making, anddiscussing, educated guesses as to thepossible effect of the standards in theclassroom. You can call the NCHE officefor a referral to an expert on standards oran update on the progress of the drafts.

Because each draft is more than 200pages. your participants will probably nothave made even a cursory review of thedocuments. Therefore, developing a ses-sion on the standards that is not a lectureby an "expert" is a challenge. We havetried to give participants a copy of a smallsegment from the standards that givesthem a taste of the levels and construc-tion of the documents. We also haveasked our leader to ask the participantswhat they want to know, letting the ques-tions direct the session rather than pre-senting a lecture and leaving a few min-utes for questions.

Amorphous as the topic of standardsis, we do not consider it a waste of timefor teachers and adniinistrators to beginthinking about the possible impact thestandards can have on a local school dis-trict's curriculum.

As for assessment, the current trendsarc toward more authentic assessment,which includes portfolios. The discussioncenters on how to assess students' his-t orient achievement. We suggest a sessionon the relationship between what is to beassessed and how it will be assessed. Ifthe goal of an assessment is to dem-oust rate students' achievement in under-standing the Vital Themes and in the stu-dents' proficiency in History's Habits ofthe Mind, then it is not difficult to de-termine if a specific technique (multiplechoice test, essay exam, research paper,

portfolio, performance, to name a few pos-sibilities) provides adequate evidence tomake an assessment,

What is the relationship of historyand geography Often this topic does notrequire a separate session of its own. Be-cause geography is included in both theVital Themes and History's Habits of theMind, this relationship was usually dis-cussed as a matter of course during othersessions of the Colloquium.

However, elementary teachers occa-sionally wanted a specific session on therelationship of history and geography, wewould recommend a session based on acollection of posters called The ChangingCountryside. available from Global Graph-ics, a California company. (See page 48)

These seven panoramas were paintedby Jorg Muller as a snapshot of a locationin Switzerland as it transformed over a pe-riod of 20 years. The evolution of thisscene, from farmland into a city, clearlydemonstrates the evidence of geography'sfive fundamental themes, as well as his-tory's six Vital Themes. In addition toworking with these pictures in smallgroups to identify the relationships be-tween history and geography, you mightalso mix up their order and ask your par-ticipants to put them back in the correctorder. A second series, The Changing City,uses the same format to depict the evolu-tion of a small city to a bustling me-tropolis.

How to use the new technologiesThis is another topic that requires a leaderon the team with special experience, spe-cifically in the use of CD-roms, laserdisks, and computers in the history class-room. In addition, your Colloquium sitewill require the necessary equipment for atechnology demonstration. Also, beforescheduling a technology session, makesure the participants are not only inter-ested in these new technologies, but thatthey have the equipment or at least a realpossibility of getting the equipment. Tech-nology sessions for teachers who have noequipment or any hope of getting suchequipment seem to result in frustrationand envy.

In our colloquium programs we had noformal session on technology in the his-tory classroom. Instead, we set up the CD-rorn by itself in a side area with severaldisks available for inspection. In this way,teachers who were really interested in theuse of this technology could use it and askquestions of our team member duringbreaks, but it was not part of the formalagenda. In this way, we met the needs of

the really interested teachers, but didn'timpinge on those who were less inter-ested.

As these interactive media technologiesbecorn. more readily available, this ses-sion v ill rise in importance. Make sure.howe.,er, that any discussion of the tech-nologies describes their value as a way toteach good history, and not just entertain.

Why Study History? A topic that isnot on the possibilities list in the Back-grounder, but which ended up appearingin more than one colloquium program wasWhy study history? This session de-veloped in response to participant com-ments on the Backg rounder. Many par-ticipants noted their need to motivatestudents to learn history and to answerthe "So what?" questions about history.

Ed Berenson, His'orian Leader fromUCLA. developed a session on this topic.(See Appendix S) The opening activity isan examination of quotes about history byfamous individuals (e. g. Henry Ford"History is more or less bunk," or MarkTwain "History never repeats itself, atbest it sometimes rhymes.") followed by adiscussion of them in small groups.

Next participants analyzed newspaperarticles containing historical references todetermine the validity of the references.For instance, during the Persian GulfWar, newspaper articles compared Sad-dam Hussein to Adolf Hitler. What are thesimilarities, what are the differences, howgood an analogy is it? These real world is-sues bring the focus of the value of his-tory right into a student's life, especiallythose who may have had family in the mil-itary at the time. We recommend thatwhere possible, a session of this type beincluded in the agenda to help par-ticipants prepare to deal with the frequentstudent complaint. "Why do we have tolearn this old stuff? It's ill about deadguys anyway!"

The Raffle and Evaluation The lastsession in our colloquium programs wasan evaluation and raffle.

As an example, we have included acopy of the evaluation form (See AppendixJ) we used. You should use whatever formor format you believe will give you thekind of information you want. The mostefiCctive evaluation questions we askedwere related directly back to our desiredoutcomes, which we had identified in ourPlanning Meeting. In the (.valtiat ion. weattempted to have the participants projectforward into their classes and school lifesome of the issues that had been dis-cussed in the Colloquium. We tried tohelp carry these thoughts into the hitt ire

by having each teacher write down onegoal related to the colloquium that theywanted to work on in the next month.They sealed the goal in an envelope ad-dressed to themselves and gave the en-velope to the Coordinator. One month lat-er we put a stamp on the envelope anddropped it into the mail. They remindedthemselves of an important goal from thecolloquium.

For the first two days we display on atable an array of books and materials forthe participants to browse; then we giveall the the material away to the par-ticipants at the end of the third day inwhat we call "The Raffle." Our rationale forthe Raffle is simple. Teachers often spendsome of their own money purchasingbooks and materials for their classrooms.The Raffle is our way of giving them addi-tional resources at no cost to them. It isalso a lighthearted way to end three daysof intensive work. The Raffle itself (seepages 47-48 for list of items) is easy to or-ganize. Each participant puts his or hername on a piece of paper and drops it in abox or hat. Start pulling the names fromthe hat. The first person selects an itemfrom the raffle table, the second person,the next item and so on.

In addition to the raffle prizes wepresent each participant with a parch-ment certificate with their name printedon it. It is suitable for framing and canserve as a tangible reminder of the col-loquium experience. (See sample certif-icate in Appendix Q)

What seems to work best is ap-proximately 10-15 minutes of quiet timeto begin the evaluation. Then begin theraffle while the evaluations are being corn-pleted. Beginning both simultaneouslyseems to create a lot of confusion and mayplace the focus on the raffle instead of theevaluation. On the other hand, waitinguntil everyone finishes the evaluationwould require at least 30 minutes beforethe raffle even begins.

Your agenda In this section we havediscussed most of the different types ofsessions from our colloquium programs.however, these topics and session ideasshould not rule out any other possibilitiesthat you inighi consider. If there is a topicyou feel is important or one is suggestedto you by your participants, by all meansinclude it in your agenda. You will want tofind a leader for you ir team who is an ex-pert on the topic and can present it in asession that is more than a lecture. Thissection of the Manual is meant only tosuggest ideas and, just as we did, youshould ta4:or your agenda to fit your par-ticipants' needs.

36

Logistics will be important to the suc-cess of your Colloquium. Providing yourleaders and participants with space. ma-terial. equipment, and creature comfortswill help them carry out a good academicplan. But a glitch in one of these areashas the potential of sinking even a bril-liant academic plan. Fortunately, pro-viding support is not particularly difficult,but it is extremely detailed. Your catchphrases will be: Start Early! Plan Ahead!Follow Through!

Get Administrative BackingA Colloquium is a substantial pro-

fessional development undertaking. It willrequire time on the part of the Co-ordinator: it will require materials, spaceand equipment from the school district;and it will require time and probably sub-stitute teachers for the participants.

These are significant resources andeven if professional development is part ofyour job description, we suggest that thesuperintendent of the host district and theprincipals of all buildings involved be con-tacted early in the process of decidingwhether to have a Colloquium. If morethan one district is involved, remember tocontact the superintendents of the par-ticipating districts. Among the topics youmay want to discuss are:

the importance of history in the educa-tional background of the students fromyour district; you may want to cite theBradley Commission Report;the importance of professional develop-ment of history teachers if students areto receive good history education;general areas the agenda might cover;target audience of teachers who mightparticipate:possible leadership team:resources that will be needed:

other districts or buildings that may beinvolved;

andobtain advice and suggestions from thesuperintendent.Indicate that you would like the super-

intendent to make some opening remarksat the session and attend as much of theColloquium as possible.Elements Of A Good Site

A good site will improve your col-loquium by helping to make everyonecomfortable and by eliminating dis-tractions. The site should help the Col-loquium participants achieve the agendaobjectives. If something about the site isnoticeable enough to be remembered, itprobably detracted from the intellectualobjectives. With that in mind, here is a listof what we consider to be the Elements ofA Good History Colloquium Site:

Available Breakout Rooms. De-pending on the size of the main presenta-tion room, you may find it helpful to ar-range for one or two smaller rooms forbreakout sessions. The need for suchrooms will be determined by the activitiesof the presenters, but we have found ithelpful to have rooms close by where l 0or 12 participants can meet with one ofthe team of leaders for a smaller groupsession while another group remains inthe larger room. Such a room can alsoserve the purpose of being locked to se-cure valuable equipment if the large roomcannot be locked.

Restrooms. Are there adequate (men'sand women's) restrooms close by in thesame building? Know how to give direc-tions to the restrooms from the meetingrooms and give those directions early onin the Day One proceedings.

Temperature Control. Check to see ifyou will have access to the temperaturecontrol for the room. Thirty-five or fortypeople in a room can raise the tem-perature considerably and you may needto turn up the air conditioner. Conversely.in a cold climate there may be a day ortwo of colder-than-normal weather andyou will want to turn the heat up to keepeveryone comfortable. Find the thermostatand, if you will not be able to adjust it,learn how to contact the custodian.

37

Lighting and Electrical Needs. If :jouplan to use overheads, slide projectors, orTV monitors, you need to be able to con-trol the light sources without having to gofind someone who does. This also meansthat the room should have adequate lightin the first place. Find the light box orswitches: are there shades or curtains,how do they operate? Where are the elec-trical outlets located. are they grounded,will extension cords be necessary'?

Security. If you or some of the par-ticipants supply equipment (overheads.slide projectors, cassette players. comput-ers, etc.) for any of the sessions. can thepresentation room be locked for securityreasons? If not, you may have to pack upthe equipment and bring it back the nextday. Also, if the room can be locked, whohas the key and will that person be avail-able in the morning when you arrive sothat you aren't delayed in getting started?At lunch time if you are leaving the room,how can that person be contacted?

Seating Comfort and Work Space.Human beings don't like to sit for long pe-riods of time, worse yet they do not like tosit for long periods of time on un-comfortable chairs. Sometimes this cannotbe controlled but, if possible, try to ar-range for chairs that are comfortable. Alsobe aware that chairs with their own sta-tionary or foldup writing surface are not agood substitute for chairs and tables. Wetended to give out multipage handouts,pass around books, and engage in activ-ities that required some space to lay ma-terials out and work with them. The chairswith their own writing surfaces that areusually found in colleges just aren't bigenough to allow adequate work space.

Room Size. What seems to work bestis a medium sized room capable of holding8-10 tal:.es with 3-4 participants at eachtable, and each person facing the front ofthe room. A smaller room, with fewer ta-bles, more persons per table, and somehaving to sit in awkward positions as theyface the speaker will feel crowded and un-comfortable. On the other hand, a largeauditorium-type room tends to absorb

38

sound, making it more difficult to hearsoft-spoken individuals and more difficultfor everyone to see pictures. posters, andbooks held up by session leaders. Some-thing in between these two extremes is op-timum.

Location of the Building. The buildingmust be centrally located for the par-ticipants so that getting to the site by 8:30A.M. does not prove an unreasonablehardship. There must be ample free park-ing and clear directions provided. Youshould also be aware of any handicap ac-cess that might be necessary. If par-ticipants must go out for lunch, considerthe proximity of restaurants and fast foodoutlets. Arrange for out-of-town leaders tostay in a hotel with a restaurant. that isclose to the building where the colloquiumwill be held.

Access to the Room.The presentationroom must be available on the day prior tothe colloquium so that the team of leaderscan set up tables and chairs, hang pos-ters, set up equipment, display materials,and generally get a feel for the meetingspace. Getting into the room the day be-fore is important because we do not thinkit is a good idea to began the Colloquiumby asking the leaders to arrive before 7A.M. (usually after traveling the previousday or night) for an hour of set upandyou may not even be able to get in thebuilding that early anyway. Check thebuilding schedule to make sure that noone else will be using the room during theColloquium schedule. Sometimes a largerroom is booked by a local community forevening classes or other activities thatmay require tables and chairs to bemoved. If this cannot be avoided, at leastyou will be aware of it so that you canplan to arrive earlier than normal to re-arrange the room, if necessary.

A Building Contact Person. By farthe MOST important element in the selec-tion of a site is that a member of the plan-ning team work in the building where thecolloquium will be held. At first glance,this may seem a stram. c requirement butexperience has shown that more logisticalproblems are avoided or solved quicklywhen a member of the planning teamworked at the site than when we had toinvolve another layer of authority.

An alternative, not ideal but certainlyacceptable, is to hold the program at a sitewhere some participants work in thebuilding. In this situation the pre-colloquium planning may encounter somedifficulties, but during the colloquium, ablown out bulb in an overhead projectorwill be easier to fix by asking a teacher fa-miliar with the school than by someone

who is not familiar with supplies andstorage in the building.

What follows is a list of some locationswe have used with a brief comment On [lieadvantages and disadvantages of each:

School Library- nice atmosphere,adequate tables and chairs, close to A-Vequipment, but interruptions by studentsand daily PA announcements: ()ken havepillars or Minim:aide book cases lvhich re-strict vision and prevent VilrielV Of S-(10111SOT! 11)

School Music Room- lots of space.but PA am. nineements and ('hairs withfold lip wriiirk4 surfaces were hindrances

General Purpose Room at a college-the room e- actuallylly too large. it was tooclose h) the cafeteria so there were interniptions during the 11111(11 holly. it couldnot he locked. other community groupshad hi use the kicility during the even-ings: and another group needed to usethe room during I het.ime we were atlunch

Local Historical Museum- great at-mosphere. good sized space. but we hadto pay for parking and we were not per-mitted to hang posters on the walls

Community Conference Center-one of our better locations although a sce-ni \ it'W of a mountain valley caused par-ticipants to linger during breaks. niceopen space. plenty of tables and chairs.cot be locke(l at night, free parking

College Classroom- we had tablesand chairs but the space was fairly small.some participants felt cramped, parkingwits tree and we were able to have lunchin the ),hool cafeteria

Private Party Room in rstaurailtlot an after-dinner session. easy to in-corporate food service. enough room. ta-bles and chairs available. all A-V equip-ment lutist be transported in and backola. not suitable l'or all day or multi-daysessions.

Some other plaices that we have nottised. butt would probably work well iire:local hotel conference room, historical so-ciety bitilclings, public library communitymeeting room. and lecture room/itiditoriums at historical sites. No doubttherc our otliers that we have not con-sidered. Keep the guidelines in mind andyou will be able to find au appropriate sitetor your colloquium.Equipment Needs

eqiiipmelit you need will dependOn th(' requirements of the leaders. The

most frequently requested A-V equipment:overhead projector with a screenslide projectorcassette playerver and monitor.

Make sure that there are adequate out-lets and extension cords with the rightplugs to fit into those outlets. Some ses-sion leaders to' want computer equip-ment that requires CD-rom players. laserdisk players, and monitors. You will needto make sure that if > fsssion leaders arcnot bringing their ow.) equipment, you willhe able to obtain the hilt configurationfur them. If equipmlit for a technology-he,)vy sessioit cannot be arranged (or fallstin ough at the last minute). it may be bet-ter to substitute allot her session than toat tctupt to hold the session without theproper equipment.

We suggest that you make it your prac-tice to videotape each session of the cobloquiur program. \Ve shared these tapeswith leaders of future colloquia as a train-ing tool. but they could also be madeavailable to teachers who were not able toattend the colloquium in person. It is away of recording an excellent learning ex-perience. Obviuusly. this requires a video-camera and someone familiar with thecamera to operate it during the program.You need not tape every second of the prograin, especially the small group dis-cussions, but try to capture the main por-tions of each session.Identification of Presenters and Par-ticipants

Iii a 1.4roup of 30-,)5 p,irticipants andthree leaders. many of whom have justmet. it is important to know who is talk-ing. \Ve experimented with several tech-niques fur identification:

Cardboard nameplates with 1" high let-ters on the table with an individual'sname are easy to read and participantslike to take them home or back to ('lass,but they c;Ill get lost or worn over the

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three days. It a table is crowded, it maybe hard to tell whose nameplate iswhose, and they are cumbersome whena participant is asked to get up andmove to another table for a small groupactivity.

Peel and stick name tags stay with theindividual, but are sometimes hard toread from a distance during a dis-cussion and generally have to be remadeeach day. Nametags that can be at-tached to clothing arc a little more per-manent. a little more expensive and maystill be hard to react The best option isattachable nametc,,s with the person'sfirst name in large print and in smallerprint, the person's first and last name sothat in small groups it can be read.Type and make available a list of all at-tendees (school, grade, and address)which will help in post-colloquium net-working activities. This list could in-clude the names. addresses. and phonenumbers of the team leaders for thesame reason.

Because of our Principle of Collegiality.we suggest you do nothing special to makeyour leaders stand out from the par-ticipants. Introductions should not belengthy, although a page containing a oneparagraph biography on each leadershould be provided as background alongwith your Day One Agenda at the be-ginning of the program. Also. we suggestthat you not have the leaders sit at a spe-cial table in the front of the room. We pre-ferred to remain informal and sit as in-dividuals on the sides or in the back of theroom.

We would recommend the same treat-ment for any administrators or otherguests, although you should certainly takethe time to thank them for their at-tendance and support and encouragethem to participate in whatever sessionsthey can, rather just sit in the back andobserve.

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What About FoodA surpnsmgly important aspect of the

program is the quality of the coffee andother refreshments provided in the morn-ing and throughout the day. People lovecoffee, not only in the morning butthroughout the day. and it should be oneof the amenities provided for them as pro-fessionals. Consider having an alternative,such as tea or juice. for those who do notlike coffee. We believe that having danish,doughnuts, fruit, cookies, or other snackfoods available throughout the day is nec-essary and that you have someone be re-sponsible for each day.

Lunches can be a logistical nightmareif they are not well planned. Determinewhat are the available options in your sit-uation. Arc there adequate eating facilitiesat the colloquium site? "Adequate" wouldinclude speedy service, menu options, anda space sc t aside for all participants to eattogether. If ou cannot eat at the site, arethere fast food services close by that par-ticipants can get to and return to the sitewithin an hour (although you should planto start an hour and 15 minutes afterbreaking for lunch)?

If neither of the previous options is fea-sible. can a caterer bring box lunches tothe site for a reasonable cost? Box lunch-es are sometimes less appetizing, but theyare faster, if they arrive on time. The lastchoice, but the least expensive would befor the participants to "brown-bag" bybringing their own lunches.

Whichever option you choose, makesure that you communicate your choice tothe participants prior to the colloquium.You will also need to let participants knowwho will pay for lunch. If you cannot payfor lunch, let them know what arrange-ments you have made and what the ap-proximate cost will be.

The final day of the program is gener-ally less intense and by this time, the par-ticipants and leaders have developed acomraderie that is unique. especiallywhen the team of leaders is from out oftown. For this reason, we were successfulin having a History Potluck Lunch on thethird day. Ask participants to bring a dishthat has been handed down from that per-son's heritage. Set out all the items buffet-style and after everyone has eaten a firsthelping, take a short break and go aroundthe room asking whoever brought in thefood i o describe \vital it is t hey broughtand any interesting facts about the item.especially its ethnic heritage and its place

in their family. We had little difficulty ingetting individuals to participate in thisactivity because we were successful in es-tablishing a strong sense of c ..aderiebetween and among the leaders and par-ticipants.

Aside from providing a good meal andsome fascinating oral family history. thisis an activity that teachers can use intheir classrooms to help develop theThemes of Civilization, Cultural Diffusion,A,id Innovation. and Patterns of Social andPolitical Interaction. They should havetheir students write on an index card thename of the dish. the recipe, the countryof origin. and how it came to be in thestudent's family.

Even the logistics of providing lunchfor the participants can tic in to a lessonon local or family history!

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"It's a great idea. but we don't have themoney," is a comment we have heardmany times as we have talked about theHistory Colloquium program for pro-fessional development of history teachers.It may be something that is going throughthe back of your mind as you readthrough this Manual right now.

If so, we are fairly certain that you area clear-thinking realist who knows that noone gets everything he or she wants, justbecause it is good.

However, our suggestion to you in thissection is not to equate your realismabout the money you have now, with pes-simism about your ability to raise themoney in the future. You may be correctthat you cannot. raise the money nec-essary for your own History Colloquium,but do not assume that is the case.

Before you give up on a colloquium, weimplore you to take a step that was nevertaken by many of the folks who told usthey "didn't have the money."

ASK FOR IT.

Say "Please," by all means, but don'tgive up without making a try.Before You Ask, Know How Much YouWant: Setting Up A Budget

Many people think of a budget as aplan for spending some pre-determinedamount of money. In our case, it is theprogram that is known and we are tryingto find out how much (or perhaps weshould say "how little") it will cost to carryout the program.

Since you may not already have themoney for a Colloquium, and since youare determined to at least ask for themoney and be turned down before aban-doning the idea, the "budget" is how youfind out how much you will request fromsome possible funder.

To prepare a budget for a three day col-loquium program, you will go through theentire process of the program in yourmind while keeping track of how muchmoney would be needed for each step. Asyou go through your colloquium mentally,here are the areas where you will probablyincur some costs, some issues you need tokeep in mind, and some ideas on ways toreduce some of those costs.

1. Coordinator The person you chooseto coordinate the program will spend a lotof time planning, setting up, and fa-cilitating the colloquium. Because in all ofour programs we were an outside or-ganization, we needed a local coordinatorin addition to our NCHE Coordinator. Ifyou are planning for a Colloquium in yourown district, you may be coordinating bothlocal arrangements and the colloquiumprogram. If professional development ispart of your current job description youshould be able to justify coordination aspart of your current duties and salary.

2. Substitutes Ideally, professional de-velopment should be done as part of thejob of teaching, thus requiring substitutesto cover classes on the colloquium days.Compute the number of teachers, timesthe average pay for a substitute, timesthree days, to determine the cost for sub-stitutes. If providing this time for historyteachers to improve themselves is a prob-lem, there are a couple of ways to reducethe amount you will need for subs.

One way is to schedule the colloquiumso that one of the days occurs on a pre-scheduled professional day, thereby sav-ing one third of the money for substitutepay, which might add up to $1000 ormore. A second suggestion is to make oneof the colloquium days a Saturday.

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Our recommendation is to avoid thissecond scenario it' possible. Although itsaves sonic money, some teachers who at-tend the first two clays will choose not Vshow up on Sat urday. If you must use theSaturday option, we suggest you de-liberately shorten the agenda on Saturdayto finish by 2 P.M. to make it less burden-some on the teachers. The drawback is

iat on effectively eliminate one sessionfrom the schedule, making it more dif-ficult to:

- have each leader make a presentationon Saturday.

have a synthesis session, orspend as much time in each session

as in the previous two days.3. Refreshments Coffee, tea, juices,

cookies, doughnuts, etc... can add a fewhundred dollars to the cost of the pro-gram, but we think that providing them ispart of treating the teachers in a pro-fessional manner. We asked the local co-ordinator to make these arrangementsand the choices ranged from coffee andboxed doughnuts from the store to moreelaborate refreshments purchased fromand set up by a local restaurant. If therewas absolutely no money for re-freshments, we asked members of a par-ticular school or group to be responsibleto bring in refreshments for one day each.This option meant that teachers paid forrefreshments out of their own pockets.Generally, they did not seem to mindsince the costs were shared by differentgroups over the three days.

4. Leaders' Honoraria You maychoose your team of leaders from the bestpeople you can find around the country,as we did in our three-year pilot program,but. you may also be able to find an ex-cellent team from universities and schooldistricts in your own area. As of this wilt-ing, the average per day honorarium is$250-$300 which might have to be paidfor four days of work if there is an on-siteplanning meeting. If your leaders arefrom within your district you may notneed to pay an honorarium over andabove their salary, although you mayhave to hire a sub. If your leaders arefrom nearby universities, they may re-quire a smaller honorarium or perhapsnone at all if the colloquium would qualifyas part of the university's community out-reach mission. When considering possibleleaders, don't forget education specialistsat nearby historical societies and mu-seums. They normally have communityoutreach and education as a part of theirmission, and are extremely effective at"hands-on history."

5. Leaders' Travel Expenses Expect topay travel expenses for your team of lead-ers to and from the Planning Meeting andthe Colloquium itself.

If you are fortunate enough to haveleaders who are within driving distance ofyour site, then reimburse at 28 cents amile (or whatever the current IRS mileagereimbursement allowance may be) andcount your blessings.

If you need to fly one or more leaders tothe site, expect to pay travel expenses fortheir transportation, meals, and lodgingwhile they are away from home. Here aresome things to keep in mind about co-ordinating the itineraries, the travel to andfrom the airport, and the billing pro-cedure.

First, consider some nuances of airlinetravel.

A. Saturday Night Stay This is thebest way to reduce the cost of airline trav-el. If a person flies to a destination andspends a Saturday night there, the airlinewill reduce the cost of the flight sig-nificantly. The problem is in coordinatingyour three day program so that you cantake advantage of the Saturday night stay.If your program days are Wed., Thurs.,and Fri., you'll need to persuade yourleader(s) to stay an additional two nightsand fly home on Sunday. Surprisingly, theadditional cost of two hotel nights andfood for two days can still be less than thecost of a ticket without a Saturday nightstay.

B. Advance Purchase Ticket prices goup the closer you get to the departuredate. Some tickets can be purchased as21 day advance, others at 14 day advance,and still others at 7 day advance. Thetradeoff is if you buy a 21 day advanceticket and some crisis forces a cancella-tion of a presenter or the whole col-loquium, you may be stuck with a non-refundable ticket. The airlines do offer ful-ly refundable tickets, but the cost of suchtickets is prohibitive if you are on a tightbudget.

C. Travel Agent Deals - Because theyare experts with the airlines' computerreservations system, travel agents cansometimes come up with deals, arrange-ments, and itineraries that cost sig-nificantly less than the standard fares oreven standard discounts. We suggest youfind a travel agent who will search thesedeals out for you. If the first fares theyfind arc too high, ask them to figure out ifthere is any other way to arrange the trav-el that would cost less.

When we arranged our travel, we used

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a travel agent to handle booking and bill-ing. If your district policy allows it, a trav-el agency is probably a good idea becausea working relationship with your travelagent can help you save money in otherways than simply lower airfares. Usingthe travel agent simplifies the process ofmaking reservations and allows you tokeep track of who is going where and forhow much.

Another alternative is for the leaders tobuy their own tickets and present a re-ceipt for reimbursement. However, if youare watching pennies, a leader may notchoose a schedule to save as much moneyas you would prf fer if you had made thearrangements.

6. Lodging El.:penses Look for bedand breakfast places first. For leadersfrom out of town, or out of state, a bedand breakfast captures the local charmand is usually staffed by a person who isfamiliar w;',11 local history. You may beable to ...egotiate the rate a little lowerthe to normal because of your nonprofitstatus and your education-related reasonfor being there. Book early though. sincethree rooms for three nights may not beavailable in peak season. You should alsomake sure that each room has its ownbathroom since 6:30 A.M. is not nec-essarily a good time to share personalspace at a bed and breakfast.

If you use a hotel/motel, try to nego-tiate a lower rate, either as a business ora government entity. Saving even $10 aroom for three people for three days addsup. If members of your team are flying in,check to see if the hotel has an airportshuttle. YOu will save yourself an addi-tional worry if you can rely on the hotel toget your team to and from the airport.

7. Meal Expenses for Team The bestway to handle this is to communicatewith your leaders about how much youcan allow for them to spend per day formeals. Ask them to save receipts for re-imbursement. Generally, $30 a day perperson is sufficient to allow for breakfast,lunch, arid dinner at a restaurant. Youwill have to adjust for your location.

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8. Rental Car Expense If this were aone day workshop, it would be very easy tohave someone pick up the leaders at theairport and return them after the program.The difficulty with a three day program isthat, for at least two evenings, your teamwill be in town with an urge to becometourists. People who are interested in his-tory love to go exploring at local museums,shops, or sometimes to just drive around.In addition, they need to find a restaurantwhere they can relax and talk about thenext days' activities. The point is, if noneof your presenters are driving to the col-loquium site, you may need to spend themoney and rent them a car or perhapsprovide a district vehicle. Check to see ifyou qualify for a weekly rate rather thanthe daily, and also see if you qualify for ei-ther nonprofit or government status.

9. Other Expenses Planning and ex-ecuting the Colloquium will mean pro-viding for:

Postage/Shipping: letters to pros-pective leaders, participants, Background-ers, plans, agendas, session materials toand from the Colloquium, reimburse lead-ers for shipping. Hint: use inter-office mailwhen possible, try e-mail and FAXes whenappropriate.

Phone: with leaders, arrangements forsite, for refreshments, travel, possible con-ference calls for leaders, reimburse leadersfor phone calls, FAXes. Hint: try to usepart of general budget for curriculum de-velopment or inservice.

Copying/Printing/Secretarial: letters,Backgrounders, planning meeting, agen-da/participants' pack, handouts for ses-sions, evaluations, nameplates, etc., Hint:use some of the general office budget.

Materials/Books: Building A HistoryCurriculum, Historical Literacy, LessonsFrom History, literature books, historybooks, illustrative material for leader's ses-sions, slides, overhead transparencies.markers, notepads, photos, primarysource documents. books for Raffle. Hint:check with sales people who serve yourdistrict or call magazine editors for dona-tions.

Equipment: Overhead projector, largescreen, slide projector, tape recorder/player, computer/monitor/CD-rom/LCDpanel, masking tape, posters, video cam-era, tripod, VCR. Hint: use district A-Vequipment whenever possible.

One way to develop a concrete budget isto make a grid. On the left side list the ma-jor activities that will have to take place toplan, prepare for, and conduct a col-

loquium. Across the top write the majorcategories of costs. Then for each activityestimate the costs associated with any ofthe categories at the top.

People Travel Office MaterialsRecruitTeachers

Back-grounders

RecruitLeaders

Plan Mtg

Prepare

Col loqDay 1

Day 2

Day 3

Foil OWIlp

Totals

Working though this exercise is a nec-essary first step to making a funding pro-posal because even though you may con-vince a potential funder that theColloquium is a program deserving sup-port, they will not be able to give you thego ahead until you can tell them, at leastin round numbers, how much it will cost.Who Do We Approach?

Armed with the knowledge of what youwant to do, and how much it will cost todo it. at least in general terms, make a listof possible funding sources. Your list willbe specific to your own area and situa-tion. but among the possibilities you maywant to consider are:

Your Own School District There is nosense in searching far afield if you donot have to: funds for professional de-velopment for history teachers may al-ready be available right at home. If youarc the Curriculum Coordinator, So-cial Studies Department Chair, or theDirector of Inservice Education/Professional Development you may al-ready have a budget for these kinds ofprograms. If you arc not in charge of in-service education, then that wouldprobably be the first person to ask. Ifthe budget is not big enough, do not as-sume that it could not be increased foran exceptional programask whoever is

in charge of inservice education. If youhave no luck with inservice education.check with higher level administrators:building Principals, Assistant Super-intendent, Superintendent. They mayhave the authority to increase the in-service budget or perhaps supplement itfrom other budget categories.

If the cost of the entire Colloquiumcannot be arranged through the local in-service education budget, perhaps thedistrict would commit to part if you canraise the rest elsewhere. Having a por-tion of what you need already in handfrom the local district may make it mucheasier to raise the rest from an outsidesource.Outside Your School District Checkwith your county or state Departmentof Education. These departments do notusually run schools themselves but rath-er support and oversee teachers,schools, and education-in-general. Theyoften have county or regional servicecenters that might sponsor the col-loquium and open it to history teachersfrom the region.The U.S. Department of Education hasprograms that make professional de-velopment funds available to state andlocal school districts. These grants aremade as a result of proposals submitteddescribing the program, its benefits, andits costs. The DOE publishes bookletscalled Requests For Proposals (RFPs)specifying what type of programs theyare looking for and who is eligible to ap-ply for the funds. Applying for thesefunds requires someone who will monitorthe RFPs and then write the proposal ap-plication, but the payoff can be a fullyfunded Colloquium.Private Foundations and Corporationscan be sources of funds. Look for a localconnection, make a preliminary contactsketching your idea and how it will ben-efit education, and ask them if such aproject fits with their interests. If theygive a positive response, prepare a pro-posal with the details of the program andthe budget.Nearby Colleges or Universities may bewilling to sponsor the program throughthe History Department or the Con-tinuing Education College. They could of-fer the Colloquium for either collegecredit or for CEUs. Participating teacherswould pay tuition to cover the costs.

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Teachers should be encouraged to in-vest in themselves as history educationprofessionals, and they would have theadditional incentive of getting credit to-ward future steps up the pay scale. Al-ternatively the school district might paythe tuition for the teachers as an educa-tion fringe benefit for faculty.

How Do We Persuade Them?No matter which of these funding agen-

cies you approach, a basic strategy tokeep in mind is: research the funder'sgoals first; then express your program interms of their goals. If you can talk aboutthe Colloquium in this way you may wellhave found a funding match.

Some broad brush examples:a foundation's guidelines say that one ofits goals is improving education for chil-dren; show them how better teachersmean better education for children andthe Colloquium results in improved his-tory teachers.a university's mission statement in-dicates that it is dedicated to researchand to community service; show themhow history education is vital to a cit-izen's public life and that the Col-loquium will improve history educationin the community.the U.S. Department of Education RFPsays it wants to encourage innovativeprograms in professional development;stress the ways the Colloquium is differ-ent from the standard half-day inserviceworkshop and highlight the innovativeteaching methods discussed in the typ-ical sessions.

Your approach will be tailored to yourprogram and the goals of the funder youare approaching, but the strategy will besimilar.

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The Big PictureA Colloquium is a complex under-

taking. In the previous sections of thisManual we have the parts of a Colloquiumin detail and they may seem over-whelming. One way of handling the com-plexity is to use a checklist. See AppendixV for the Master Checklist we use to keeptrack of the progress of a Colloquium andto make sure we have not forgotten to takecare of some important task.

You may want to start with this check-list and then develop one that reflectsyour own Colloquium. But in any case youwill probably feel more comfortable with alist rather than relying strictly on memory.Your Colloquium Will Be Unique

We hope you are inspired to try thistype of professional development for thehistory teachers in your district. As youbegin to plan your program we 0.-Aink youwill find that it begins to have a heart andsoul of its own. Because of your par-ticipants and their interests, because ofthe leaders you choose, and because ofyour own input and leadership, your col-loquium will develop its own personality.

Please feel free to use any ideas fromthis manual, and please call the NCHE Of-lice with your questions. We wish you wellwith your Histon Colloquium and wouldlike to help in any way we are able.We'd Like To Know What You Think OfThis Manual

This Manual is our attempt to sharewith you what we learned during this pro-ject about history education and aboutprofessional development. Howcy- we re-alize that we don't know everything thereis to know about either of those topics andwe'd be most grateful if you would give ussome feedback. Drop us a note with anycomments you may have about history ed-ucation in general, and this Manual inparticular. We would be most interested inyour thoughts on the following questions:1. Which Sections of the Manual were

most helpful in conducting your ownhistory Colloquium?

2. Were there any sections in the Manualthat were unnecessary?

3. Did we forget to put some informationin the Manual that you would havefound helpful?

If You Hold A Colloquium, Please TellUs About It

When your Colloquium is over, bragabout it to us. We'd love to hear all aboutit. Send a note or a letter telling us:1. Where was your colloquium held?2. When was it held?3. How many school districts and how

many participants?4. What were the goals of your history

colloquium?5. How and why did you meet or exceed

your goals?6. We would like to share the story of

your history colloquium with othersthrough our national newsletter His-tory Matters! Can we contact you toget your story?Thank you in advance for taking the

time to share your thoughts and ex-periences with us. We wish you the best ofluck with your History Colloquium!Would You Like To Know More AboutNCHE?

If you are not already a member ofNCHE, we would be happy to send youmore information about our organization,including a complimentary issue of ournewsletter, History Matters! Call orwrite us at the phone and address belowand we'll add you to our growing numberof concerned history educators.

National Council for History Education26915 Westwood Rd., Suite B-2

Westwood, OH 44145

216-835-1776216-835-1295 (FAX)

ae515@cleveland.freenet.edu (email)

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Colloquium Leaders from 1992-1994Master Classroom TeachersGeno Flores, Arroyo Grande H.S., Arroyo

Grande, CAJana Flores, Pine Grove El., Orcutt, CABetty B. Franks, Maple Heights H.S.,

Maple Heights, OHClaudia Hoone, Indianapolis Public

Schools, Indianapolis, INChuck Schierloh, Lima Alternative H.S.,

Lima, OH

Nancy Taylor, St. Michael School.Worthington. OH

Learning SpecialistsJohn F. Ahern, Elementary and Early

Childhood, University of Toledo, OH

Rodney Atkinson, Learning Consultant,St. Dep't. of Ed., Sacramento. CA

Kieran Egan, Faculty of Education. SimonFraser University, British Columbia

Paul FM°. Curriculum Specialist.Cincinnati Public Schools, Cincinnati.OH

Michael 'Whelan, College of Education.SUNY-New Paltz, NY

HistoriansEdward Berenson, Department of History,

UCLA

John Lewis Gaddis, Contemporary HistoryInstitute. Ohio University

Sherrin Marshall, U.S. Department ofEducation, Washington, D.C.

Lawrence W. McBride, Department ofHistory, Illinois State University,Normal IL

William H. McNeill, University of Chicago,Emeritus

Peter Rutkoff, Department of History,Kenyon College, OH

Fred N. Schuld, Historian, Macedonia. OHCarl Ubbelohde, Case Western Reserve

University, Emeritus, OHBernard Weisberger, Historian,

Evanston, ILAi chur Zilversmit, Department of History,

Lake Forest College, IL

External EvaluatorSuzanne Wilson, College of Educat ion,

Michigan State University

Colloquium Sites and LocalCoordinatorsYear OneCincinnati Public Schools, OH, Dean

Moore. Social Studies SpecialistWintersville/Indian Creek/Mingo Junction

Consolidated Schools, OH, Gus Huber,Assistant Principal. Wintersville H.S.

Akron City Schools, OH. BernadineBurchett, Curriculum Coordinator

Hathaway Brown School, OH, Brian Ross,Chair of the History Department

Ashtabula County Schools, OH, JosephCumo, Social Studies Coordinator

Year TwoBourne High School, Bourne, MA, Gail

Rowe, Asst. SuperintendentEssex Institute, Salem, MA, Sherrie

Brown. Principal, Swampscott PublicSchools, Ellen Fineberg, SpecialProjects Manager of the Essex Institute

Belmont High School, Belmont. MA,Eileen McSwiney of the EducationCollaborative

Alicia Reyes Elementary School, PeterHodges, Principal, Merced, CA

Year ThreeMt. Ararat School, Topsham, ME, Jeffrey

Shedd, Social Studies CoordinatorSchool District of Cheltenham Township,

Cheltenham, PA, Gerry Katz,Curriculum Associate

Middletown High School, Middletown, RI,Michael Crowley, Chair ofHistory/Social Studies

Anchorage Public Schools, Anchorage, AK,Doug Phillips, Social StudiesCoordinator

Hawaii Committee for the Humanities andHawaii Department of Education, Hilo,HI, Myrna Nekoba, District EducationSpecialist

Alabama Humanities Foundation, hostedby Enterprise State Junior College,Kathryn Hamrick, Program Associate,George Dubose. Teacher, Ozark CitySchools

48

Raffle and Resource MaterialsHistorical Literacy: The Case for History

in American Education, Houghton Mif-fin 1990, ISBN 0-395-57040-9. A col-lection of essays by noted history ed-ucators. Edited by Paul Gagnon for theBradley Commission on History inSchools. Also available from the Na-tional Council for I- Iistoiy Education Of-fice.

Building A History Curriculum: Guide-lines for Teaching History in theSchools. A precise, concise booklet de-scribing the Bradley Commission rec-ommendations regarding history in theschools. Order from the National Coun-cil for History Education, 26915 West-wood Rd.. Suite 13-2, Westlake, OH44145. ph: 216-835-1776.

Lessons From History: Essential Under-standings and Historical PerspectivesStudents Should Acquire, The Na-tional Center for History in the Schools,UCLA. Wilshire Blvd., Suite 761. LosAngeles, CA 90024-4108, ISBN 0-9633218 -0 -3. An excellent resource de-scribing the big ideas, themes, and hab-its of mind in both U.S. and world his-tory.

UCLA Booklets comprised of 15 world his-tory titles such as Ancient Ghana: Pre-Colonial Trading Empire and TheRole of Women in Medieval Europealong with 16 U.S. History titles suchas Early Jamestown and Slavery inthe Nineteenth Century . These in-clude primary source documents onvarious topics in U.S. and world historythat are inexpensive and geared to-wards grades 5-12. Contact UCLA ataddress above.

Helping Your Child Learn History, U.S.Department of Education. A good re-source for parents as well as primaryand elementary history teachers. Con-sumer Information Center, 4B P.O.Box100,Pueblo, CO 81002, Item #373A.

Cobblestone Magazine, Cobblestone Pub-lishing, Inc., 7 School St., Pe-terborough, NH 03458, (603) 924-7209.Each issue of the magazine is devotedto a central theme in U.S. History. Sis-ter magazines Calliope world history:Faces multiculturalism: and Odyssey

science offer the same quality treat-ment of their respective subjects.

Field Trip Magazine, Modern CurriculumPress, Customer Service Center, 4350Equity Service Center. P.O. Box 2649,Columbus, OH 43216, 1- 800 -321-3106. An excellent resource magazinefor topics in world history.

Literature for History-Social Science,Kindergarten Through Grade 8, Cal-ifornia Department of Education, P.O.Box 271, Sacramento, CA 95812-0271,ISBN 0-8011-0892-6. This affordableannotated bibliography is a must forteachers looking to supplement theirteaching with grade level appropriateliterature in both U.S. and world his-tory.

If You Series Sample titles: If YouSailed on the Mayflower, If you Trav-eled on the Underground Railroad, IfYou Lived in Colonial Times. Thechildren's literature books in this seriesare a great way to introduce history inthe elementary grades. Social StudiesSchool Services, 10200 Jefferson Blvd..Culver City, CA. 90232-0802, (800)421--4246.

Jean Fritz .... Series Titles such asCan't You Make Them Behave, KingGeorge? Will You Sign Here JohnHancock? and What's the Big IdeaBen Franklin? are another great wayto introduce history in the elementarygrades. Social Studies School Services,10200 Jefferson Blvd., Culver City, CA.90232-0802, (800) 421--4246.

Pyramid, Castle David Macau ley, SocialStudies School Services, 10200 Jeffer-son Blvd.. Culver City, CA, 90232-0802, (800) 421-4246. These videos,along with the companion books are agreat resource on the how's and why'sof building pyramids and castles.

43

Cooking Up U.S. History, Cooking UpWorld History, Suzanne I. Barchersand Patricia C. Marden, Social StudiesSchool Services, 10200 Jefferson Blvd.,Culver City, CA, 90232-0802, (800)421--4246. Aside from having wonder-ful recipes, this book also includes anannotated bibliography of both fictionand nonfiction books that coincide withthe recipes.

Social Studies Through Children's Lit-erature: An Integrated Approach byAnthony Fredericks, Libraries Un-limited, Teachers Ideas Press. 1 -800-237 -612. This superior book offerscritical thinking questions. relatedbooks and references, and activities for32 U.S. and world history children's lit-erature books. It also contains an ap-pendix of children's literature with bib-liographic annotations.

After The Fact: The Art of HistoricalDetection, James West Davidson andMark Hamilton Lytle, McGraw Hill Inc..1-800-722-4726. This book is a great"how to" of historical inquiry tech-niques. Each chapter takes the readerthrough an historical episode by ex-amining facts and the underlying as-sumptions made to interpret thosefacts. There are two separate volumesand a third volume which combines thefirst two.

Reader's Theatre for Children: Scriptsand Script Development, MildredKnight Laughlin and Kathy Howard La-trobe, Teachers Ideas Press, 1 -800-237 -6124. A good resource describingthe how's and why's of reader's theatre.

A History of US in 10 volumes, Joy Ha-kim, Oxford University Press, 200 Mad-ison Ave., New York, NY 10016-3987.212-679-7300. These volumes are thebest example to date of a textbook thatoffers historical information in the waythat humans understand it best, as acollection of true stories. Can be usedfrom grade 4 and older. (School editionavailable from D.C. Heath, Boston.)

The Changing City, seven panel collec-tion of prints depicting the twenty yearevolution of a small village into a thriv-ing metropolis and The ChangingCountryside, a seven panel collectionof prints depicting the twenty year ev-olution of a rural area into a thrivingcity are an excellent resource for teach-ing History's Vital Themes and Geog-raphy's Five Fundamental Themes.The artist is Jorg Muller and they canbe ordered from Global Graphics andResources, 2108 Hillside Drive, Bur-lingame, CA 94010, 415-579-4624.

The History Colloquium Manual

Table of Contents for Appendices

49

Appendix Title Page #

A Bradley Commission on History in SchoolsRecommendations 50

B History's Vital Themes 51

C Colloquium Backgrounder 52

D Sample Participant's Letter 56

E Sample Agendas 57

F Theme Posters 59

G Habits of Mind Posters 60

H Habits of Mind Matrix 62

I Vital Theme Matrix* 63

J Colloquium Evaluation Form 64

K Jourdon Anderson Letter 65

L Oral History Interviewing Skills 67

M Sample From Molly's Pilgrim, Reader's Theatre 68

N The Louisiana Purchase 69

O Guide for Analyzing Artifacts 74

P Looking at Photographs 75

Q Sample Certificate 76

R First Person Character Development 77

S Why Study History? 80

T Moving to Ohio 84

U Sample Bibliographies 87

V History Colloquium Checklist 88

Our thanks to those who have generously contributed their own work or materials forinclusion in this appendix. Where possible, we have cited their names in the nar-rative or on the appendix page.

51National Council for History Education, Inc.

50The History Colloquium Manual

Appendix A

Bradley Commission on History in SchoolsRecommendations

In recognition of the critical value of historicalstudy to the education of Americans, the BradleyCommission has adopted the following resolutions,ad dressed to all citizens who bear responsibility fordesigning and implementing courses of study in ourschools:

1. That the knowledge and habits of mind to begained from the study of history are indispensable tothe education of citizens in a democracy-. The studyof history should, therefore, be required of all stu-dents.

2. That such study must reach well beyond the ac-quisition of useful information. To develop judg-ment and perspective, historical study must often fo-cus upon broad, significant themes and questions,rather than short-lived memorization of facts with-out context. In doing so, historical study should pro-vide context for facts and training in critical judg-ment based upon evidence, including originalsources, and should cultivate the perspective arisingfrom a chronological view of the past down to thepresent day. Therefore it follows ...

3. That the curricular time essential to develop thegenuine understanding and engagement necessary toexercising judgment must be considerably greaterthan that presently common in American school pro-grams in history.

4. That the kindergarten through grade six socialstudies curriculum be history-centered.

5. That this Commission recommends to the statesand to local school districts the implementation of asocial studies curriculum requiring no fewer thanfour years of history among the six years spanninggrades 7 through 12.

The Commission regards such time as indispensable toconvey the three kinds of historical reality all citizens needto confront: American history to tell us who we arc and whowe are becoming; the history of Western civilization to re-veal our democratic political heritage and its vicissitudes;world history to acquaint us with the nations and peoplewith whom we shall share a common global destiny. It fol-lows._

6. That every student should have an under-standing of the world that encompasses the his-torical experiences of peoples of Africa, the Amer-icas, Asia, and Europe.

7. That history can best be understood when theroles of all constituent parts of society are in-cluded; therefore the history of women, racial andethnic minorities, and men and women of all class-es and conditions should be integrated into his-torical instruction.

8. That the completion of a substantial program inhistory (preferably a major, minimally a minor) atthe college or university level be required for thecertification of teachers of social studies in the mid-dle and high schools.

The Commission is concerned by the minimal, fre-quently insubstantial, state requirements for historicalstudies in the education of social studies teachers. Thekind of historical instruction we believe to be in-dispensable requires prior study of the subject in depth.

9. That college and university departments of his-tory review the structure and content of major pro-grams for their suitability to the needs of pros-pective teachers, with special attention to thequality and liveliness of those survey courseswhose counterparts are most often taught in theschools: world history, Western civilization, andAmerican history.

The Commission is concerned that the structures andrequirements of the undergraduate history major are too

frequently inchoate, and that insufficient attention is paidto courses demonstrating useful approaches to synthesis,selection, and understanding of organizing themes.

Source: Building A History Curriculum: Guidelines for Teach-ing History in Schools, 1988, Bradley Commission on History inSchools, Westlake, Ohio. Pgs. 7-8. Available from the NationalCouncil for History Education.

National Council for History Education. Inc.

The History Colloquium Manual

Appendix B

History's Vital Themes

5/

In our search for historical understanding of our-selves and others, certain themes emerge as vital,whether the subject he world history, the historyof Western civilization, or the history of the Unit-ed States.... To comprehend the forces for con-tinuity and change that have shaped and willcontinue to shape human life, teachers and stu-dents of history must have the opportunity to pur-sue many or most of the following matters:

Civilization, cultural diffusion, and innovation

The evolution of human skills and the means ofexerting power over nature and people. The riseof interaction, and decline of successive centersof such skills and power. The cultural floweringof major civilizations in the arts, literature, andthought. The role of social, religious, and polit-ical patronage of the arts and learning. The im-portance of the city in different eras and places.

Human interaction with the environment

The relationship among geography, technologyand culture, and their effects on economic, social,and political developments. The choices madepossible by climate, resources, and location, andthe effect of culture and human values on suchchoices. The gains and losses of technologicalchange. The central role of agriculture. The ef-fect of disease, and disease-fighting, on plants,animals, and human beings.

Values, beliefs, political ideas, and institutions

The origins and spread of influential religionsand ideologies. The evolution of political and so-cial institutions. at various stages of industrialand commercial development. The interplayamong ideas, material conditions, moral values,and leadership, especially in the evolution of

democratic societies. The tensions between theaspirations for freedom and security, for libertyand equality, for distinction and commonality, inhuman affairs.

Conflict and cooperation

The many and various causes of war, and of ap-proaches to peacemaking and war prevention.Relations between domestic affairs and ways ofdealing with the outside world. Contrasts be-tween international conflict and cooperation, be-tween isolation and interdependence. The causesof war and peace for societies and their cultures.

Comparative history of major developments

The characteristics of revolutionary, reactionary,and reform periods across time and place. Im-perialism, ancient and modern. Comparative in-stances of slavery and emancipation, feudalismand centralization, human successes and failures,of wisdom and folly. Comparative elites andaristocracies; the role of family, wealth, and mer-it.

Patterns of social and political interaction

The changing patterns of class, ethnic, racial, andgender structures and relations. Immigration,migration, and social mobility. The effects ofschooling. The new prominence of women, mi-norities, and the common people in the study ofhistory, and their relation to political power andinfluential elites. The characteristics of multi-cultural societies; forces for unit\ and disunity.

Source: Building A History Curriculum: Guidelines for TeachingIiistory in Schools, 1488, Bradley Commission on I listorySchools, Westlake, Ohio. rgs. 10-11. Available from the National

Council for History Education.

r-j j National Council for History Education, Inc.

5.2The History Colloquium Manual

Appendix C-1

Colloquium Backgrounder

National Council for History EducationColloquium Backgrounder

Colloqua - Latin for "to .share together"

the Bradlee orn mission declares once 'mire that history should ()cc ups a large and vital place in thec,hu anon of the prisate person and the public citizen. Unlike many other peoples. Americans arc' not boundtogether /IV a common religion Or a common ethnicity Instead, our binding heritage is II dentOrratie I i.ciun Ofliburrs; equality. and justice. If Antc,icans are to pre.s.erye that vision and bring it to daily practice. it isImperative that ail c ai-cns understand hate It eras chaped at the pact. what c rents anti forces either helped orobstruct( el it. and him- it has evolved down to the ell-elIMArt11,,CA (111(1 pOilliCUI diSOUISC of our time.

Bradley Commission on History in Schools 1988

We at the National Council for History Education are excited that you are interested in attending athree dav colloquium on teaching history. We will bring a professor from a college of education, amaster classroom teacher, and a historian to give you \ aried approaches to the teaching of historyin the classroom. Here are a few comments from previous participants:

\dele l:rhsas Canton Public Schools Boston. NIA- "it ucL' with relit( lance I came and with enthusiasm I leftet, ry dos: In 1111..?] years o teaching and at:trifling ountenno conferences, this was the best b.far

Nlargaret Marquis Salem Public Schools. Salem, M "IVe rceived lots oficleas and plactirai information thatthcorr."

Rench Alicia Res es Elementary - Merced. CA- rea/h liked the three per presents d bv thethree presenters. / /ic educator gal'e us sonic' practical theory which I plan to use nett week! The schoolteachergave us some .great practical activities. And the historian gave us a wondedid eAperience using primars soirees to5/1011' /rote Vey ("U'lli/f1; history is!"

.1110111aS McGo\ ern Watertov,n FI.S. Walertown. MA - '/ thought it enriching. informative, and in man waysinspirational. I ran hardly wait to get back tr the classroom.-

We ha\ c found that we can provide a t lore exciting and useful colloquium program to you it wehave sonic important information as we ;70 into the planning stages of our agenda. So a fewthoughtful minutes now will pay large dividends for you when we spend our three days together.

Thank you for your time and we look forward to hearing from you.

Mark Si''Colloquium Coordinator

National Council for History Education, Inc.t-tJ 4

The History Colloquium ManualAppendix C-2

Colloquium Backgrounder (cont.)

53

AutobiographyWe %, ill have some information to send to you prior to the colloquium and afterwards. Please give: us an address

and a phone where we can be sure to reach you and designate whether it is school or home.

Name

Si reet

('in StatC Zip

Phone t 1

II ou or >our school has an electronic mail address, we would like to put you on our electronic mailing list.

E-Mail address

Please give us sonic information about your classroom.

In w hat school do you teach?

What graders) do you teach?

What subjects) do you teach?

How long have you been a teacher? .

What textbooks do you currently use to teach history?

What additional materials do you use in the teaching of history?

.. ,What techniques do you use in the teaching of history?

Which historical topic do you like to teach the most'?

II >im were granted one wish for teaching materials on a particular historical topic, what would the topic and the

wish he'?

Please tell us what history courses arc taught at each grade level in your district.

K First Second

I hod Fourth Fifth

Sixth Seventh Eighth

Ninth Tenth Eleventh

55National Council for History Education, Inc.

54The History Colloquium Manual

Appendix C-3

Colloquium Backgrounder (cont.)

Possibilities

As we prepare our agenda for the three days, it would be helpful to know what topics you feelwould best help you in your classroom. Here is a list of possibilities and we want you to picktop FIVE choices. Number them one through five.

1. How to integrate literature into the teaching of history

your

2. How to us.' primary sources in teaching history

3. How to analyze primary sources

4. How to integrate photographs and artifacts into the classroom

5. How are other states organizing their K-I2 curriculum

6. How to revise our curriculum K-I2

7. How to decide what is important to study or teach in depth

8. What are the current issues in the field of history

9. How to teach family, local, and state history

10. How to involve students in an oral history

I 1 . What are the current issues in assessment and national standards

12. How to effectively use timelines in the classroom

13. How to use the jigsaw method for teaching history

14. What is the relationship of history and geography

15. How to use maps in the history classroom

16. How to use the new technologies (laser disk, cd-rom, e-mail)

Please list any others that you think might be beneficial to you.

National Council for History Education, Inc. 56

The History Colloquium Manual

Appendix C-4

Colloquium Backgrounder (cont.)

55

The Colloquium

A common problem we have heard from teachers is that they never have an opportunity to talk with other teachers.Which of these applies to you?

__l want to spend some time talking with teachers in my grade in my school.

______l want to talk with teachers in my school from the grades below mine and above mine. (articulation)

_____I want to talk with teachers in my grade from other school districts.

_I want a million dollars. (just seeing if you were paying attention)

What arc your expectations for the three days?

Almost finished. The person who invited us from your area (the local coordinator), the staff of the National Councilfor History Education and the precentors will examine your comments closely to come up with a colloquium thatsatisfies as many needs as possible. Keep in mind that there are other people filling these forms out and the col-loquium may not satisfy all of your particular needs simply because we may have to make some tough decisions be-tween two or three perfectly good alternatives. With that in mind, please use the space below to tell us what ques-tions or concerns are most important to you as a history teacher. .

Thank You.

wc kno,, this might hae taken sonic 16,1: but \\ c appreciate the effort. This will help us put together a valuablethree day event fur you. Thanks again and please return to your local coordinator as soon as possible.

National Council for History Education, Inc.

56The History Colloquium Manual

Appendix D

Sample Participant's Letter

National Council for History Education, Inc.

Board of Trustees

Theodore K. RabbChowPrinceton University

Betty Barclay Franks

Maple Heights High School (OH)

Byron HollinsheadVice ChoirAmerican Historical Publications

Gary B. Nash('ice cheerUturerdicomia,LosAngdgs

Earl P. Bellnit erstty of Chicago Lab School

Mary Bicouvaristhinipt011 POOL'S Academy (VA)

Marjorie Wall BinghamSt Louts Park High Sely...!(MNI

Philip CurtinItopkuis

Allan L. DamonHoran. Greek, High Schooll'happaquo INY1

Henry N. DrewryThe Andrew H. Mellon Foundation

Chester E. Finn, Jr.Vanderbilt linwersay

Marilynn Jo Hitchenslt'hrat Rider High Scheolte())

Claudia J HoonehthormimbrPuNwSMmk4M

Kenneth T. Jacksonr,.lunthon Unicersay

William E. LeuchtenburgCr.,,!, .1 North Carolina, Chapel Hill

Leon F. LitwackI ',if, ersity ,fralt forma. Berkekv

David McCulloughllisrnruw

Mary Beth Norton

John M. P,'neWest Milord TownshipPuhlw Schtsds (NJ)

Officers

Elaine Wrisley ReedE wenn NrC1110,,

Earl P. Bell

promoting the importance of history in school and society

April 10, 1994

Ms. Teacher1111 RoadAnytown, Alabama 99999

Dear Ms. Teacher;

At the invitation of Marion Carter, of the Alabama Human-ities Foundation, we at the National Council for HistoryEducation have planned a colloquium on April 19, 20, 21 atEnterprise Junior College. I am delighted that you willbe a participant in this sharing of ideas and would liketo introduce the people I'm bringing with me. Our threeteam members are Geno Flores, a secondary teacher from Ar-royo Grande High School in California; Paul Filio, ateaching specialist from the Cincinnati Public Schools inOhio; and Lawrence McBride, a Professor of History at Il-linois State University. Geno represents classroom teach-ers, Paul represents the field of teacher education, andLawrence represents historians in what we expect to be anexciting collaboration with you.

The agenda we have created for you with the help of in-formation you submitted to us on the "Backgrounder" ques-tionaire begins at 8:00 A.M on April 19th for re-freshments. Here are some of the activities we haveplanned: "Modern India," "World Geography in World His-tory," "Role of the Individual in World History," and"Current Thinking on Assessment in History."

Prior to the colloquium, you will want to review the book-let enclosed in your packet, entitled Building A HistoryCurriculum. This booklet is one that we will refer to ex-tensively dui.ing our three days so you will want to bringit with you to the colloquium. The specific pages youwill want to read are pp. 9-11, although you may find ituseful to review the rest of the booklet also.

We are looking forward to a mutually beneficial exchangeof ideas and hope that you are as excited as we are. Ifyou have any questions, please contact me at the addressor phone below. See you on April 19th.

Sincerely,

Mark SivyColloquium Coordinator

26915 Westwood Road, B-2 Westlake, Ohio 44145-4656 216-835-1776 (voice) 216-835-1295 (fax)

National Council for History Education, Inc. 58

The History Colloquium ManualAppendix E-1

Sample Agenda Philadelphia

57

National Council for History EducationHistory Colloquium

Philadelphia, PA AreaTuesday, November 16,1993

7:45 - 800 Registration (refreshments)

This is the actual agenda we used in our 8:00 - 8:45 Welcome and Introductions Mark

colloquium in Philadelphia. The team 845 . 9:45 The Louisiana Purchase Betty Franks

leaders were: 9:45-10:15 Review of Building a History CurriculumBetty

Mark Sivy Colloquium Coordinator10:15.10:30 Break

10:30-12:00 Thinking About Teaching HistoryMichael Whelan

Betty Franks Master Classroom Teacher 12:00 - 1:00 Lunch

1:00. 2:00 Doing History: Prime Time

Michael Whelan Learning SpecialistArt ZilVittfalnit

2:00 - 3:15 Discussion of Prologue to LtsftpLfteipcd.. Art, Mike, Betty

3:15 - 3:30 Rap-Up, Feedback, Closure Mark

Art Zilversmit - HistorianDesired Learning Outcomes for Tursday:

1. Participants are introduced to History's Habits of Mind through a oemonstration lesson.

2. Following a discussion of an overall framework for history instruction, participantsexperience a demonstration lesson of the difference between an -input' lesson and an

'output- lesson.

3. Participants use a primary source to examine the 'doing'. of history.

4. Participants team elements of historical process.

5. Participants differentiate between 'facts' and -history.'

National Council for History EducationNational Council for History Education

History Colloquium1, °Au ire

Philadelphia, PA Area PthiiilsatCluelpChcial a

Wednesday, November 17,1993Thursday, November 18,1993

8 00 8 30 Refreshments 8 00.830 Refreshments

6 30 - 9-30 Thinking About Teaching History Further Mike 830 930 Making History More Inclusive An

930 -1000 Dorothea Lange Photographs Art 9 30 10 15 Curriculum Gatekeeping Mike

10 00 .1015 Break 10.15. 10-30 Break

10:15 1130 Oral History (Ch 7, After the Fact) Art 1030 1200 Becoming History Advocates Betty

11 30 12 30 Lunch 12-00. 12 30 Lunch

12 30 200 Women in Japan Betty 12 30 . 1 30 The Nature of History Betty, Art, Mike

2 03 2.15 Break 130 -215 Where Do We Go From Here' Mike

2 15 3 15 Simulations Made Simple Mike 2.15 . 2.30 Break

3 ' 3 30 Rap-Up. Thursday preview Mark2 30 3 30 Written Evaluation. Raffle Mark

Desired Learning Outcomes for Wednesday:Desired Learning Outcomes for Thursday:

I Participants use hintchcal photographs and oral history as teaching techniques 1 Participants discuss what history is and why study a

2 Participants experience use of prmary sources and issues regarding gender and senodizatienin the leaching ot World History through a demonstration lesson

2 Participants learn about changes in the locus of history dating from the coal rights movement

1 Participants identify strategies for making curriculum decisions in their own school districts

.1 Pao twat% turn cp.testioning. discussion. and simulation techniques loi their cur, ;SCOOMS4 Participants engage in a discussion of current issues ri the field .:4 history education

.1 Rut...pants differentiate between evidence and ovum

BEST COPY AVAILABLE

National Council for History Education, Inc.

The History Colloquium Manual

Appendix E-2

Sample Agenda Maine

National Council for History EducationHistory ColloquiumTopsham, Maine

Wednesday October 13,1993

7:45 - 8:00 Coffee. donuts

8:00 - 8:15 Welcome and Opening Remarks

8:15 - 9:15 Introduction of Themes Mark

9:15 - 10:00 History: Telling It Like It Was Bernie WeisbergerThis is the actual agenda we used inMaine. The team leaders were: io:co 10:15 Break

10:15 - 10:45 Integration of Literature and History BernieMark Sivy Colloquium Coordinator

10:45 - 11:45 Literature and the Themes Jack Ahern

Nancy Taylor Master Classroom 11:45 - 12:30 LunchTeacher

12:30 - 2:30 Flatboat Lesson Nancy Taylor

Jack Ahern Learning Specialist 2:30 - 2:50 What Historians Do Bernie

Bernie Weisberger Historian 2:50 - 3:00 Introduce Classroom Museum Jack

Desired Learning Outcomes for Wednesday:

1. Participants learn about current issues in the field of history.

2. Participants learn how a historian perceives literature and history.

3. Participants experience a teaching technique utilizing literature toteach themes.

4. Participants experience a teaching technique demonstrating the use ofthemes.

National Council for History Education National Council for History EducationHistory Colloquium History ColloquiumTopsham, Maine Topsham, MaineThursday October 14,1993

Friday October 15, 1993

7:45 8:00 Coffee, donuts7:45 - 8:00 Coffee, donuts

8:00 9 :00 Habits of Mind Introduction Nancy8:00 - 9:00 Story Hour: LaFollette Family Bernie

9:00 - 10:15 Reader's Theatre Jack9:00 - 9:30 Open Discussion with Bernie

10:15 - 10:30 Break9:30. 10:30 Oral History, Drama Jack, Nancy, Mark

10:30 - 11:45 Curriculum Frameworks Discussion Jack10:30 - 10:45 Break

11:45 - 12.30 Lunch

10:45 - 11:45 Classroom Museum Jack, Nancy12:30 - 1:45 Learning Objectives in a Classroom Lesson Nancy

1:45 - 2:00 Break 11:45 - 12:30 Lunch

2:00 3:00 Maine and the WPA Writers Project Bernie 12:30 - 2:15 Synthesis of the 3 days Jack, Nancy, Jeff

2:15 - 3:00 Evaluation and Raffle Jack, MarkDesired Learning Outcomes for Thursday:

1. Participants are introduced to the Habits of Mind through the use of a Desired Learning Outcomes for Friday:classroom lesson.

1. Participants will understand how a historical narrative is developed by2. Participants use a hands on teaching technique to understand the Habits

of Mind.a historian using primary sources.

2. Participants will experience living history for the purpose of3 Participants examine various curriculum frameworks as a means of

revising their own framework. recognizing the importance of the individual in history.

3. Participants will learn Ideas for doing oral and family history4. Participants utilize learning objectives to examine a classroom lesson. interviews.

5. Participants learn how a historian uses a primary source to develop anarrative. 4. Participants will experience the process of using artifacts, pictures,

and documents in a classroom lesson

National Council for History Education, Inc. 6 0 BEST COPY AVAILABLE

The History Colloquium ManualAppendix F

Theme Posters

These are the 6 Vital Theme postersthat we displayed during ourcolloquium programs. Many teachersrequested copies of them for theirclassrooms. Camera-ready copies(size 8 1/2 X 11) can be ordered fromthe NCHE office for $3 a set.

THEME:

Humaninteraction with theenvironment.

THEME:

Conflictand cooperation.

THEME:

Patterns ofsocial and politicalinteraction.

THEME:

Civilization, cs4cultural diffusion, andinnovation.

THEME:

Values,

beliefs, political ideas,

and institutions.

THEME:

Comparativehistory of majordevelopments.

61 National Council for History Education, Inc.

60The History Colloquium Manual

Appendix G-1

Habits of Mind Posters

These are the 13 Habits of Mind pos-ters that we displayed during our col-loquium programs. Many teachersrequested copies of them for theirclassrooms. Camera-ready copies(size 8 1/2 X 11) can be ordered fromthe NCH E office for $5 a set.

Habits of the Mind

...understand thesignificance of the pastto their own lives, bothprivate and public, and

to their society.

Habits of the Mind 2...distinguish between the

important and theinconsequential, to develop

the "discriminating memory"needed for discerningjudgment in public and

personal life.

Habits of the Mind 3

...perceive past events andissues as they were

experienced by people at thetime, to develop historical

empathy as opposed topresent-mindedness.

Habits of the Mind 4

...acquire at one and thesame time a

comprehension ofdiverse cultures and of

shared humanity.

Habits of the Mind 5....understand how things happen

and how things change, howhuman intentions matter, but

also how their consequences areshaped by the means of carrying

them out, in a tangle betweenpurpose and process.

Habits of the Mind 6

...comprehend the interplayof change and continuity,and avoid assuming thateither is somehow morenatural, or more to be

expected, than the other.

National Council for History Education, Inc. 62

The History Colloquium Manual

Appendix G-2

Habits of Mind Posters (cont.)

6/

Habits of the Mind 7...prepare to live with

uncertainties andexasperating--evenperilous -- unfinished

business, realizing that not all"problems" have solutions.

Habits of the Mind 8

...grasp the complexityof historical causation,

respect particularity, andavoid excessively

abstract generalizations.

Habits of the Mind 9...appreciate the often tentativenature of judgments about the

past, and thereby avoid thetemptation to sieze upon

particular "lessons" of historyas cures for present His.

Habits of the Mind 10...recognize the importance

of individuals who havemade a difference in

history, and the significanceof personal character for

both good and ill.

Habits of the Mind 11

...appreciate the force ofthe nonrational, the

irrational, theaccidental, in historyand human affairs.

Habits of the Mind 12

...understand therelationship between

geography and history asa matrix of time and place,and as context for events.

Habits of the Mind 13

...read widely and critically inorder to recognize the

difference between fact andconjecture, between evidenceand assertion, and thereby to

frame useful questions.

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62The History Colloquium Manual

Appendix H

Habits of Mind Matrix

Habits ofMind

GradeHow can I integrate each Habit of Mindinto my classroom at my grade level?

1 ...understand the significance of thepast to their own lives, both private and

public, and to their society.

...distinguish between the important and the2. inconsequential, to develop the "discriminating

memory" needed for discerning judgment inpublic and personal life.

...perceive past events and issues as they3. were experienced by people at the time, to

develop historical empathy as opposed topresent-mindedness.

...acquire at one and the same time a4 comprehension of diverse cultures and ofshared humanity.

...understand how things happen and how5. things change, how human intentions matter,

but also how their consequences are shaped bythe means of carrying them out.

...comprehend the interplay of change andcontinuity, and avoid assuming that either is

somehow more natural, or more to be expectedthan the other.

...prepare to live with uncertainties and7. exasperating--even perilousunfinished

business, realizing that not all "problems"have solutions.

0 ...grasp the complexity of historical causation0 respect particularity, and avoid excessively

kabstract generalizations.

...appreciate the often tentative nature of9. judgments about the past, and thereby avoid the

temptation to sieze upon particular "lessons" ofhistory ascures for nresent ills.

...recognize the importance of individuals10. who have made a difference in history,

and the significance of personal characterfor both good and ill.

11. -*appreciate the force of the nonrational, theirrational, the accidental, in history and

12. -.understandthe relationship between geog-

raphy and history as a matrix of time andspace, and as context for events.

1 Q ...read widely and critically in order to recognize2-uthe difference between fact and conjecture, be-

tween evidence and assertion, and thereby toframe useful questions.

Notes:

National Council for History Education, Inc. 6`l

M

0250004000

Unit

Taskm

a.....410.

Them

e

-

Which T

heme w

ould you emphasize

while teaching each unit?

IIIIi1.

Civiliza-

tion, culturaldiffusion, and

innovation

2. Hum

aninteraction

with the

environment.

3. Values,

beliefs, polit-ical ideas, and

institutions.

4. Conflict and

cooperation. 101:5. C

omparative

history of major

developments.

6. Patterns

of socialand politicalinteraction.

---,

The History Colloquium Manual

Appendix J

Colloquium Evaluation Form

National Council for History Education, Inc.Reflections

January 28-29-30, 1993History Colloquium Program forBelmont and Area Schools (MA)

Name

School and District Grade level(s)

1. If you could only take one idea about history away from this program, what wouldyou choose and why?

2. Could you think of two examples of ways you would use the "Six Vital Themes" and"History's Habits of the Mind" to enrich the curriculum in your district?

3. What instructional strategies suggested at this colloquium would you be willing to usefor enriching your history curriculum?

4. Would you be willing to answer a follow up questionnaire 3 months from now thatwould ask how you have been able to implement some of the ideas you have taken fromthis colloquium?

5. What did we do right at this colloquium?

6. How can we improve this experience for other teachers and school districts?

Additional comments:

National Council for History Education, Inc. 66

The History Colloquium Manual

Appendix K-1

Jourdon Anderson Letter

65

DOING HISTORY

in order to "do" history, an historian needs to evaluate documents. For the purpose of this

exercise, you should think of yourself as someone who is engaged in learning about the

ways in which African-Americans reacted to emancipation. Someone has suggested that

you evaluate the attached document in this connection.

What questions would you ask about the document?

What kinds of information can you learn from this document?

What criteria would you use to evaluate the significance of this document?

67 National Council for History Education, Inc.

I 66The History Colloquium Manual

Appendix K-2

Jourdon Anderson Letter (cont.)Dayton, Ohio, Au;ust 7, 1865

To My Old Master, Colonel P.H. AndersonBig Spring, Tennessee

Sir: I got your letter and was glad to find you had not forgotten Jourdon, and that you wanted me to comeback and live with you again, prop icing to do better for me than anybody else can. I have often felt uneasyabout you. I thought the Yankees would have hung you long before this for harboring Rebs they found at yourhouse. I suppose they never heard about your going to Col. Martin's to kill the Union soldier that was left byhis company in their stable. Although you shot at me twice before I lets you, I did riot want to hear of your be-ing hurt, and am glad you are still living. It would do me good to go back to the dear old home again and seeMiss Mary and Miss Martha and Allen, Esther, Green, and Lee. Give my love to them all, and tell them I hopewe will meet in the better world, if not in this. I would have gone back to see you all when I was working in theNashville hospital, but one of the neighbors told me Henry intended to shoot me if he ever got a chance.

I want to know particularly what the good chance is you propose to give me. I am doing tolerably well here;I get 525 a month, with victuals and clothing; have a comfortable home for Mandy (the folks here call her Mrs.Anderson), and the children, Milly, Jane and Grundy, go to school and are learning well; the teachersaysGrundy has a head for a preacher. They go to Sunday-School, and Mandy and me attend church regularly. Weare kindly treated; sometimes we overhear others saying, "Them colored people were slaves" down in Ten-nessee. The children feel hurt when they hear such remarks, but I tell them it was no disgrace in Tennessee tobelong to Col. Anderson. Many darkies would have been proud, as I used to was, to call you master. Now, ifyou will write and say what wages you will give me, I will be better able to decide whether it would be to myadvantage to move back again.

: \s to my freedom, which you say I can have, there is nothing to be gained on that score, as I got my free-papers in 1864 from the Provost-Marshall-General of the Department at Nashville. Mandy says she would beafraid to go back without some proof that you are sincerely disposed to treat us justly and kindlyand wehave concluded to test your sincerity by asking you to send us our wages for the time we served you. This willmake us forget and forgive old scores, and rely on your justice and friendship in the future. I served you faith-fully for thirty-two years and Mandy twenty years. At $25 a month for me, and $2 a week for Mandy, our earn-ings would amount to $11,680. Add to this the interest for the time our wages has been kept back and deductwhat you paid for our clothing and three doctor's visits to me, and pulling a tooth for Mandy, and the balancewill show what we are in justice entitled to. Please send the money by Adams Express, in care of V. Winters,esq, Dayton, Ohio. If you fail to pay us for faithful labors in the past we can have little faith in your promises inthe future. We trust the good Maker has opened your eyes to the wrongs which you and your fathers havedone to me and my fathers, in making us toil for you for generations without recompense. Here I draw mywages every Saturday night, but in Tennessee there was never any pay day for the negroes any more than forthe horses and cows. Surely there will be a day of reckoning for those who defraud the laborer of his hire.

In answering this letter please state if there would be any safety for my Milly and Jane, who are now grownup and both good-looking girls. You know how it was with poor Matilda and Catherine. I would rather stayhere and starve and die if it comes to that than have my girls brought to shame by the violence and wickednessof their yoimg masters. You will also please state if there has been any schools opened for the colored childrenin your neighborhood, the great desire of my life now is to give my children an education, and have them formvirtuous habits.

:).S.Sav howdy to George Carter, and thank him for taking the pistol from you when you were shooting atme.

From your old servant,

Jourdon Anderson

This letter is reproduced by Leon F. Litwack in Been In The Storm So Long: The Aftermath of Slavery,New York, Alfred A. Knopf, Inc. 1979, pp. 333-335. The citation indicates that the letterwas originally printedin the Cincinnati Commercial. It was reprinted many times: New York Tribune, Aug. 22, 1865, as a "letter dictatedby a servant," also "Letter from a Freedman to His Old Master, written just as he dictated it," in Lydia MariaChild (ed.), The Freedmen's Book (Boston, 1865), 265-67, and Carter G. Woodson (ed.), The Mind of the Negro as Re-flected in Letters Written During the Crisis 1800-1860 (Washington, D.C., 1926, 537-39.

National Council for History Education, Inc.68

The History Colloquium Manual

Appendix L

Oral History Interviewing Skills

67

Teaching Oral History Techniques O.C.S.S. ReviewSpring. 1990 John Ahern University of Toledo

Inter % icwing Techniques

Listening Skills

Most of us are natural listeners. Without being aware ofit. we send signals to the person who is talking that we areinterested in what they are saying. The following tech-niques arc useful in doing oral history because they en-courage a speaker to go beyond a brief response to a ques-tion.

I. USE ENCOURAGING SOUNDS: "uh huh" and"Imn" are effective ways of encouraging someone to con-tinue without interrupting them.

2. REPEAT THE INTERVIEWEE'S FINAL WORDS:Echoing a subject's last word or phrase is a nonjudgmentalmanner of demonstrating you are listening to them.

3. PARAPHRASE A RESPONSE: Statements such ashear you saving ..." or "By that I understand you to

mean..." forces you to put the person's ideas in your ownwords and ensures that you understand what they are say-ing and. equally important. that you care about what theyare sa\ ing.

4. WORDLESS ENCOURAGEMENT: Most of ushas e our own way of silently encouraging others to talk.For some individuals eye contact is effective, althoughsonic ,..ople might interpret an accepting look as an in-timidting stare. An alternative to eye-to-eye contact is forthe interviewer lo end eye-to-eye contact and to acquire apensie look. Nodding one's head is a traditional meanssignalling encouragement in this culture. Use whatevertechnique becomes natural to you.

Questioning Skills

Obviously questions are as important as listening skills.The rules for answering questions are few but basic:

1. AVOID CLOSE ENDED QUESTIONS: Although aquestion that can be answered with a simple "yes" or "no"or a one word answer may provoke a lengthy response, theopposite is more likely to occur. Questions that begin "Doyou ..." usually solicit one word responses. Questions thatbegin with words such as "Why" or "How" elicit morelengthy responses. Naturally there are times when you aregoing to want to know when something happened. In thatcase you should use a question that elicits a response know-ing that your follow up question could be used to provide anexplanation or analysis.

2. AVOID LEADING QUESTIONS: Lawyers oftenwant a witness to respond a certain way. An oral historianis nonjudgmental because he or she doesn't want to in-fluence a subject's response. "Don't you think that...";"Don't you agree that..."; "Would you tell us why that waswrong ..." arc all examples of leading the subject - which ishow not to get the subject's insight into an event. Encour-aging a subject to elaborate an opinion is quite differentfrom asking a leading question.

3. USE NON-THREATENING PROBES: Frequently assubjects recount their life experiences they may make a cas-ual allusion that needs elaboration. Linda Shopes (1980)has identified three phases that she has found are effectivein drawing out a subject:

"Tell me more about...""Give me an example of...""Why do you think..."

4. EVALUATE DIGRESSIONS CAREFULLY: Thereare two approaches to the situation when the subject veersfrom your questions and interjects a new theme. If you findthe digressions to be inappropriate, gently return to the topicat hand with statements such as these:

"1 really was intrigued by your earlier remarksabout..."

"May we return to your thoughts about..."

If you consider the digression appropriate. let the subjectwander from your topic. A number of individuals v ho haveallowed that to happen find that they learn more than theyintended and appreciate the subject's initiative.

63 National Council for History Education, Inc.

68The History Colloquium Manual

Appendix M

Sample from Molly's PilgrimReader's Theatre

Narrator:

Molly's Pilgrimby Barbara Cohen

Adapted for Reader's Theatre by John Ahern University of ToledoTo be used after reading earlier pages.

Characters: Narrator, Elizabeth, Miss Stick ley, Molly, Emma

I was sure there was something wrong with what mama was saying.She was not the kind of Pilgrim Miss Stick ley or the reading bookhad been talking about. But it was too late to make another dollnow. All 1 could do was to take the only one I had to school with me.

Most of the dolls were out on the desk. I had carried mine in a littlepaper bag. I put it inside my desk without even taking it out of thebag. The bell hadn't rung yet. Elizabeth and Hilda were walking upand down the aisles. pointing to the dolls and whispering. Whenthey came to my desk Elizabeth said:

Elizabeth (in a low voice):Miss Stick ley's going to be mad at you, Jolly Molly. She doesn't likepeople who don't do their homework.

Mr Ily (muttered):I did it.

Well, then, let's see it.

I shook my head.

Elizabeth:

Narrator:

Elizabeth (taunted):You didn't do it. You didn't. You didn't.

Narrator:

Elizabeth:

Narrator:

I opened the desk and took out the paper bag. I closed the desk andset the bag on top. Slowly I pulled out the doll.

Oh, my goodness. How can anyone be as dumb as you Jolly Molly?That's not a Pilgrim. Miss Stick ley is going to be really mad at you.Miss Stick ley's going to get you this time.

My face felt as hot as fire. I looked clown at my desktop. The bellrang. Elizabeth and Hilda rushed to their seats. I shoved the dollback into my desk. (See Raffle and Resources section on page 48for citation.)

National Council for History Education, Inc. 70

The History Colloquium ManualAppendix N-1

The Louisiana Purchase

69-J

Theme: Conflict and CooperationHuman Interaction with the Environment

Topic: The Changing Relationshi? of the United States in the World

Lesson: The Louisiana Purchase

Goals: This lesson is designed to help students:

1. recognize the importance of individuals who have made a difference in history,and the significance of personal character for both good and ill;2. appreciate the force of the nonrational, the irrational, the accidental in historyand human affairs;3. understand the relationship between geography and history as a matrix of timeand place, and as context for events;4. understand how things happen and how things change, how human intentionsmatter, but also how their consequences are shaped by the means of carryingthem out, in a tangle of purpose and process;5. distinguish between the important and the inconsequential, to develop the "dis-criminating memory needed for a discerning judgment In public and personal life.

Objectives: The students will be able to:

1. identify the Louisiana Territory;2. explain why the Louisiana Territory was significant to the future developmentof the United States;3. describe the roles of Toussaint L'Ouverture, Thomas Jefferson, and NapoleonBonaparte in the transfer of the Louisiana Territory from France to the UnitedStates;4. discuss the significance of unexpected events in the decision making process;5. identify the factors involved in the transfer of the Louisiana Territory fromFrance to the United States;6. write their own account of the acquisition of the Louisiana Territory by theUnited States;7. evaluate the account of the acquisition of the Louisiana Territory contained intheir textbook:8. explain why it is important to examine historical events from different per-spectives.

Procedures:

. Involve the students in the lesson by showing them a map of North America (circa 1800). Tell thestudents that Jefferson wrote that there is one spot on the globe the possessor of which is our nat-ural enemy...." Ask them to examine the map and give reasons for their selection of a particulararea.

2. Give the students copies of the letter which Jefferson wrote to Robert Livingston. the Americanminister to France. Ask a student to read the letter to the class. List the reasons why JeffersonIhmight that the possessor of New Orleans was the natural enemy of the United States. Discusswhy he feared France more than Spain. Call attention to the date of the letter. Use the document todist ingiiish between statements of fact and opinion. Note that the treaty between France and Spainhad been kept secret. News of the transfer reached the U.S. in 1802.

3. Explain that the students \vitt now work as historians to tell the story of how the United Statesobtained the Louisiana Territory.

4. I )ividc the students into groups of fur. Give each of the students one of the readings. I lave thestudents read silently and answer the questions called for on the worksheet. (To save time, this canbe done as a homework assignment).

7 1 National Council for History Education, Inc.

70The History Colloquium Manual

Appendix N-2

The Louisiana Purchase (cont.)

5. When all of the students have finished. have them "tell the story of the transfer of the LouisianaTerritory from France to the United States." Each student. will have a different perspective to sharewith the group.

6. Next have the students compare and contrast the stories which have been told.

7. Using the worksheet as a discussion guide, each group should prepare to tell the story of theLouisiana Purchase from its perspective.

Groups can write the story, but more time will be needed. If this procedure is fol-lowed, have the students develop questions and then conduct further research.Written stories can be illustrated with maps, cartoons, or drawings.

8. Ask each group to tell its story to the class.

Evaluation:

Give each group transparencies and marking pens. Tell the students that they have been invit.to serve on a national commission whose purpose it is to commemorate the 200th anniversary ofthe Louisiana Purchase. Ask each group why it is important to remember this event. What typesof events would they plan for the commemoration? Would they erect a statue to Napoleon, Tous-saint L'Ouverture. Jefferson? Some students may not want to observe the 200th anniversary. Tellthem to write a letter explaining why they would not want to serve on the commission. Have eachgroup report to the class.

Conclude the lesson by having the students discuss the importance of the individual and the sig-nificance of the accidental to the acquisition of the Louisiana Territory by the United States.

For homework, ask the students to read the account of the Louisiana Purchase contained in theirtextbook. Evaluate the account. From what perspective was the story told? Discuss.

Eitrichment Activities:

I lave the students consult biographies of Jefferson, Napoleon. L'Ouverture. Hold a panel dis-cussion. Ask the participants to discuss the way their story was told by different historians. Todevelop historical empathy have the students role play the three men and have the class interviewthem. Include a representative of the Spanish government for a more interesting discussion of theevent.

Sources:

Bailey. Thomas A. A Diplomatic History of the American People. Englewood Cliffs, New Jersey:Prentice-Ilan. Inc.. 1980 ed.Padover, Saul K. Jefferson. New American Library. New York: Lothrop, Lee & Shepard Co..1970.For a discussion of the use of narrative history, see the chapter by Joseph P. Mbar in HistoricalLiteracy: The Case for History in American Education, edited by Paul Gagnon and the BradleyCommission on History in Schools. New York: Macmillan Publishing Company, 1989.

Net ty [3. Franks, Maple I Its. H.S., 5500 Clement Dr., Maple Hts., OH 44137 (216) 587-3200

National Council for History Education, Inc. 72

The History Colloquium ManualAppendix N-3

The Louisiana Purchase (cont.)

7'

THE STORY OF THE LOUISIANA PURCHASE

A Haitian general named Toussaint L'Ouvertureplayed a major role in the obtaining of the LouisianaTerritory by the United States. Known as the "Bon-aparte of the Antilles," L'Ouverture, a slave until hewas 48 years old, led the Haitian soldiers against theFrench army. Fueled by the ideas of the French Rev-olution, the Haitians began their revolt in 1791. Un-der the leadership of L'Ouverture, the Haitians wontheir independence and established a constitutionalgovernment in 1801. That same year, Napoleon madeplans to return the island to French control and to re-store slavery. Haiti supplied one-half the cotton, cof-fee, and sugar needed by the continent of Europe.Once Haiti was under French control, Napoleonplanned to use the Louisiana territory as the granaryfor his Caribbean Empire.

The United States government was not isolatedfrom the events which were occurring in Haiti. Na-poleon asked for American help in putting down therebellion. Jefferson, a friend of France and a Re-publican, promised to aid him, but no action was evertaken. The representative of the United States govern-ment in Haiti feared that Toussaint L'Ouverturewould invade the southern United States and lead aslave rebellion. L'Ouverture indicated that he had nointerest in invading the United States, but was con-cerned about rebuilding his country. Military aid hadbeen given to him by the Federalists when they werein power and trade was encouraged between the twocountries.

Toussaint L'Ouverture was a gifted general.Thought to be the grandson of an African chief, hespoke French and Arada. At one time, he com-manded an army of 50,000 men which was larger thanthe continental army commanded by George Wash-ington. Toussaint expected retaliation by the French,but he did not expect the large number of troops sent.He led his solders into battle with the statement: Thewhole of France has come to our island to avenge her-self and make us slaves again. Let us at least proveworthy of Liberty." Through his efforts, the Haitianarmy prevented the French from returning to power.I ..Ouverture was taken prisoner during negotiationswith the French. Even though L'Ouverture died in acold Furopean prison, his followers fought until Na-poleon exclaimed. -damn sugar, damn coffee, damncolonic Withdrawing from Haiti, Napoleon nolonger needed Louisiana.

THE STORY OF THE LOUISIANA PURCHASE

A series of unforeseen events led to the purchase ofthe Louisiana territory by the United States. Napoleonplanned to use the Louisiana Territory as a granary forhis Caribbean Empire. Haiti was once a prize Frenchcolony where over one-half million slaves from Africaproduced one-half the coffee, sugar, and cotton for theEuropean continent. In 1791, the Haitians revoltedagainst the French, but France never lost interest inHaiti. In 1801, Napoleon decided to regain control ofHaiti and to restore slavery to the island. A-victory inthe Caribbean would compensate for military losses inEurope and restore French prestige.

The fate of the French army was affected by geog-raphy, disease, and the will power of the Haitians.Napoleon placed his brother-in-law, General Leclerc,in command of the first contingent of 20,000 troops.The troops were unaccustomed to the tropical climate.The French general did not expect the Haitians to besuch fierce fighters. Fueled by the desire to remainfree, 5000 Haitians fought agai., t the powerful Frencharmy. Rather than remain prisoners, 173 strangledthemselves after a battle. Then thousands of Na-poleon's soldiers lost their lives in a yellow fever epi-demic. In one month in 1802, 4000 soldiers died of yel-low fever. Leclerc estimated that he needed 12,000acclimated troops and predicted that retaking the is-land would cost 70,000 French liYes and would destroythe economy of the island.

Napoleon encountered more trouble when he or-dered the French army to occupy the Louisiana Ter-ritory. Under the command of General Victor, thearmy was to join the Native Americans and cause un-rest in the area, but the fleet was ice bound in Hollandduring the months of January and February of 1803.Its departure was further delayed by storms. Newsreached Napoleon that General Leclerc died in the yel-low fever epidemic. Since the French had already lost50,000 soldiers in trying to colonize Haiti, Napoleondecided to withdraw from the island. The LouisianaTerritory was no longer needed by him. In order toprevent the British from taking New Orleans, Na-poleon decided to commit what he called "Louisian-acide." His brother Lucien approached Napoleon inhis bath and tried to persuade him not to sell, but wassplashed by the frustrated Napoleon who ordered hisMinister to sell the Louisiana territory to the UnitedStates.

National Council for History Education, Inc.

The History Colloquium ManualAppendix N-4

The Louisiana Purchase (cont.)

1 HE S1 ORY OF THE LOUISIANA PURCHASE

The sale of the Louisiana territory to the Unitedstates was a clever act on the part of Napoleon.France held the Louisiana territory until the end ofthe Seven Years War when it was transferred toSpain. The Spanish used it as a buffer against Amer-ican expansion, but the defense of the territory was aconstant drain on the treasury. The French longed torestore the Louisiana Territory to the empire to com-pensate for the loss of Canada. When Napo pro-posed to trade the Louisiana Territory for the North-ern Italian Kingdom of Tuscany, Charles IV of Spainagreed. The Treaty of San Ildefonso (October 1, 1800)was kept secret for two years. During that time, Na-poleon made no effort to transfer Tuscany to Spain.To quell Spanish fears, the French minister to Spainsigned a pledge that France would never sell Loui-siana to a third party. On October 15, 1802, CharlesIV finally agreed to transfer the Louisiana Territoryto France.

Napoleon realized that his prestige was falling onthe continent and that he needed military victc7ies toerase the memory of the loss of Haiti. The Peace ofAmiens (1801) brought about a temporary truce withthe British and permitted Napoleon to try to regainI laiti. Since his generals lost, Napoleon no longerneeded Louisiana. Convinced that the British wouldtake New Orleans if the two countries did go to war,Napoleon instructed Talleyrand to sell all of the Loui-siana Territory to the United States. Even though theAmericans were only interested in purchasing NewOrleans and western Florida, Napoleon recognizedthe difficulty of selling the Louisiana territory with-out New Orleans. It was to be an "all or nothing"deal.

Napoleon succeeded in selling land for which hehad no use and which would probably fall into Brit-ish hands to the Americans who came to buy a cityand who would be involved in land disputes with theSpanish for 'ears to come. When Livingston askedabout the boundary of the territory, Talleyrand re-plied that "he did not know" and instructed theAmerican,. to "make the most of it." Talleyiand notedthat if there had been no legal claim by Spain, hewould have had to invent one Napoleon observedthat the Americans had paid ''Sixty millions of francsfor an occupation which would not perhaps last aday''' Nlore importantly, Napoleon had the money heneeded for his war efforts in Europe. He planned totake back the Louisiana Territory at a future cl;)te.

THE STORY OF THE LOUISIANA PURCHASE

Thomas Jefferson, the political realist, took ad-vantage of a changing world situation and purchasedthe Louisiana territory in order to insure the future ofthe republic. Late in 1802 his supporters in the westwere angered because Spain violated the PinckneyTreaty (1795) and withdrew the right of deposit inNew Orleans. Each year, western farmers left over onemillion dollars in produce in New Orleans beforeshipping it to the eastern U.S. or to Europe. Onceword reached the United States that Spain had trans-ferred the Louisiana Territory to France, many west-erners suspected that Napoleon had revoked the rightof deposit. Jefferson's political enemies, the Feder-alists, called for war with France, but even western Re-publicans knew that the United States was not pre-pared. Congress gave Jefferson permission to ask thestate governors to call up 80,000 militia men. Jeffersonused the cries for war to get the Spanish diplomats torestore the right of deposit.

Jefferson wrote to Robert Livingston, his minister toFrance, that there is "one spot on the globe the pos-sessor of which is our natural enemy...New Orleans."Jefferson who distrusted diplomats turned to di-plomacy to deal with the problem. He used a secretappropriation of $2 million to enter negotiations forNew Orleans and West Florida. He appointed JamesMonroe, a Republican, as Envoy Extraordinary to joinLivingston. If France would not accept $10 million forNew Orleans and West Florida, then Monroe and Li-vingston were to offer $7.5 million for New Orleans. Ifthat failed, they were to get perpetual guarantees forthe right of deposit. If that failed, they were to nego-tiate an Anglo-American alliance.

The day before Monroe arrived in France, Tal-leyrand, Napoleon's minister, asked Livingston whatthe United States would give for all of the LouisianaTerritory. For one week, both Monroe and Livingstonnegotiated with the French representatives to arrive ata figure suitable to both sides for the "all or nothingpurchase." The Americans agreed to pay $15 millionfor all of Louisiana, whose boundary was uncertain.Livingston and Monroe urged Jefferson to 'ct quicklyto have the treaty ratified before Napoleon changed hismind. Jefferson, the strict constructionist, was not cer-tain whether the Constitution permitted the acquisitionof territory in this way, but he supported the rat-ification of the treaty which the Senate approved by avote of 24 to 7. On behalf of future generations, Jeffer-son succeeded in purchasing 828,000 square miles ofterritory for 3 cents an acre.

National Council for History Education, Inc.74

The History Colloquium ManualAppendix N-5

The Louisiana Purchase (cont.)

73

Tell the story of the acquisition of theLouisiana Territory by the United States.

Characters:

Protagonists

Antagonists

Setting

Location

Time

Political Setting

Economic Setting

Social Setting

Plot/Action

Problem(s)

Action

Reaction

Results

Questions For Further Research

To Robert R. LivingstonWashington, Apr. 18, 1802

... The cession of Louisiana and the Floridas bySpain to France works most sorely on the U.S.

Of all nations of any consideration France isthe one which hitherto has offered the fewestpoints on which we could have any conflict ofright and the most points of a communion ofinterests. From these causes, we have everlooked to her as our natural friend as one withwhich we never could have an occasion of dif-ference. Her growth, therefore, we viewed asour own, her misfortunes, ours. There is onthe globe one single spot, the possessor ofwhich is our natural and habitual enemy. It isNew Orleans, through which the produce ofthree -eighths of our territory must pass tomarket, and from its fertility it will ere longyield more than half of our whole produce andcontain more than half our inhabitants. Franceplacing herself in that door assumes to us theattitude of defiance. Spain might have re-tained it quietly for years. Her pacific dis-positions, her feeble state, would induce her toincrease our facilities there, so that her posses-sion of the place would be hardly felt by us,and it would not perhaps be very long beforesome circumstance might arise which mightmake the cession of it to us the price of some-thing of more worth to her. Not so can it everbe in the hands of France. The impetuosity ofher temper, the energy and restlessness of hercharacter, placed in a point of eternal frictionwith us, and our character, which thoughquiet, and loving peace and the pursuit ofwealth, is high minded, despising wealth incompetition with insult or injury, enterprisingand energetic as any nation on earth, these cir-cumstances render it impossible that Franceand the U.S. can continue long friends whenthey meet in so irritable a position....

(Letter from Thomas Jefferson)

75 National Council for History Education, Inc.

74The History Colloquium Manual

Appendix 0

Guide for Analyzing Artifacts

1. What might this artifact be?a. Is there a name on it?b. Are there any instructions for its use?c. Does it have an indoor or outdoor use?d. Is it for heavy or light duty?e. Are there any moving parts?f. What happens when they are moved?

2. How old is the artifact?a. Is there a date on it?b. Can VOU tell the age by looking at the artifact?c. Did it do something that was useful only during a certain historic period?

3. What is the artifact made of?a. Are the component parts of the artifact rare or unusual, or are they made from commonplace materials?b. Do the materials used to make this artifact present any special problems to the manufacturer?

4. Was the artifact manufactured with a machine or was it hand made?a. Would special skills have been required to make it?b. Did the person who made it have a good plan or just a rough idea?c. Is the artifact aesthetically pleasing in overall design in its details?

5. Are there any distinguishing marks on the artifact?a. Are there any labels?b. Is there a signature?c. Is there a patent number?d. Are there any marks made through use?e. Are there any marks made on purpose (for example, gradations for measuring)?

6. Where was the artifact made?a. Is the place of manufacture identified on the artifact?b. Is there a trade mark on the artifact?c. Can you contact the manufacturer?d. Is this type of artifact produced mainly in one locality or region?

7. Does the artifact tell us anything about the people who might have used it?a. What might their socio-economic status have been?b. What might the artifact reveal about their culture or occupation?c. Would a man or woman, or an adult or child, use this object?

8. What is the value of this artifact?a. Consider the material it is made from and the quality of the construction.b. Was it made to last for an extended period of time or was it disposable?c. Was it a luxury item or a necessity?d. Was it ornamental or functional?e. Is this artifact more valuable because it is associated with famous people, places, or events?1. How much would you be willing to pay for this item today, in its present condition?

9. Is there an object comparable to this artifact available today?a. If this artifact is no longer in use, what has replaced it?b. Why might the artifact have fallen out o' use?c. How is today's item similar?d. How is it different?

Lawrence W. McBrideIllinois State University (19Q4)

National Council for History Education. Inc. 76

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The History Colloquium Manual

Appendix R-1

First Person Character Development

77

Mike FollinInterpretive Specialist

Columbus, Ohio

Jan KehrInterpretive SpecialistGreenville, Indiana

1st Person Character Development Exercise

Name Trade

Born Where

Spouse Born

Date of Marriage Where

Early Life

Father's Name Born at

Mother's Name Born

Parents' History:

Character's Children

at

Name birth at death

Name birth at death

Name birth at death

Name birth at death

Social and Economic Status:

Leisure Activities:

Reading Habits:

8 /National Council for History Education. Inc.

78The History Colloquium Manual

Appendix R-2

First Person Character Development (cont.)Mike Foilin

Interpretive SpecialistColumbus. Ohio

Jan KehrInterpretive SpecialistGreenville, Indiana

Character Development page 2

Individual Character Mindset

1 What is the purpose/rationale for the portrayal of this character?(What historical insight/perspective is provided by this character's presence?)

_. Visually, how is this character perceived as different or similar from other characters?

3. Verbally, how is this character perceived as different or similar from other characters?

4. List 5 phrases/words that this character would use in interpretive conversation.

List 5 adjectives that "fellow travelers" (other interpretive characters) would use to describe thischaracter.

6. List 5 adjectives that this character would use to describe himself or herself.

7. Why is this character traveling?

8. Where and how (mode of transportation) is this character traveling?

9. Name one historical fact this character provides to the total interpretive picture.

10. Name one historical memory (true fact) that is in this character's personal memory bank.

1 1. Name one historical fact/memory that this character heard from his or her parents.

Religion: Is this character religious?

To what degree?

Education: Is this character educated?

Literate?

Specific schools attended?

Politics: Is this character political?

Churched? Both?

Which persuasion'?

Schooled'? Both'?

To what degree?

Subjects studieP

To what degree'?

Political opinions and persuasions'?

Reform inferences, i I any?

National Council for History Education, Inc.82

The History Colloquium Manual

Appendix R-3

Book Character Interview

79

Carla GreenNancy Taylor

St. Michael SchoolWorthington, Ohio

Book Character Interview

Book Title:

Author:

Character Interviewed:

Student's Name:

Interviewer's Name:

1. When were you born?

2. Could you share with us something about when you were growing up?

3. What kind of training or schooling did you have?

4. What is the most important thing you accomplished in your life?

5. Why was this important to you and other people?

6. Can you tell us a little about your family? or friends?

7. Do you think is a good book about you?

K. What was the most difficult problem you faced in the book?

9. Is there anything the hook did not mention about you that you could s' ,..ce? (Students should re-search information about their character from other sources also.)

83 National Council for History Education, Inc.

80The History Colloquium Manual

Appendix S-1

Why Study History?

WHY STUDY HISTORY?

Ed BerensonProfessor of History, UCLA

Principal InvestigatorCalifornia History-Social Science Project

I. Why Study History?

IL Framework

The message of this lesson is appropriate for allgrade levels, K-12: its activities and materials aredesigned for classroom teachers. The contentdraws on both United States and world history,and it address such Framework strands ofhistorical literacy and historical empathy as wellas critical thinking.

III. Rationale

History is embedded in our everyday lives,though many of us fail to perceive its presence.Overtly, our society depicts history as somethingthat is dead and gone. Covertly and oftenunconsciously, however, history is invokedalmost everywhere we turn. During the recentelectoral campaign, for example, it was virtuallyimpossible to read about the candidates. theirstrategy, ideas and promises withoutencountering references to the previous elections

references, that is. to historical events. BillClinton is said to have begun his barnstormingimmediately after the Democratic conventionbecause Dukakis's failure to do so is widelybelieved to have contributed to his defeat. Thepolitical commentator Kevin Phillips arguedthroughout the year that the Democrats werelikely to win in 1992 for the same reasons thatthe Republicans did in 1968: the party in powerhas run out of steam, its ideology has lost itsforce.

When it collies to foreign affairs, history's cry isjust as loud. After Sadclam Hussein invadedKuwait, the media and the politicians were unitedin proclaiming that the "lessons of history"dictated that we had to intervene against the Iraqiruler. We had to avoid appeasing Hussein tokeep from making the deadly mistakes of thosewho appeased Adolf Hitler.

This presentation is designed to encourageparticipants to see the extent to which referencesto history' shape the thought and discourse of ourpublic life. Participants will see that thesehistorical references are really historicalinterpretations and that we perceive the present inpart through the filter of those interpretations. Inthis lesson, we will consider how the "lessons ofhistory" are presented and attempt to makeexplicit the interpretations they embody. One ofthe lesson's goals is to help teachers makeconscious their own reasons for studying andteaching history and to suggest strategies andideas for kindling their students' interest andenthusiasm for the subject. Much of the lessoninvolves analyzing accounts of current events fortheir historical content and for the ways in whichthey use historical analogies.

IV. Primary Sources

The Los Angeles TimesThe New York TimesTime MagazineHarry S. Truman, Memoirs (Garden City, NY,1955) Anthony Eden. Full Circle (Boston. 1960)State Department Bulletin, 7 June 1965

V. Historical Context

The context for this lesson comprises two aspectsof current political life: The Gulf War and itsaftermath and the 1992 presidential election.

The secondary sources consulted include:

Paul Gagnon, "Why Study History," AtlanticMonthly, November 1988 and Glen D. Paige.The Korean Decision (New York, 1968)

VI. Activities

1. Participants divide into seven groups of five.Each group briefly discusses one of the sevenquotations or aphorisms presented under ActivityI. A spc esperson for each group then reads itsquote aloud to all the participants and summarizesthe group's sense of what it means.

National Council for History Education. Inc.

The History Colloquium Manual

Appendix S-2

Why Study History?

[8f

2. Participants remain divided into seven groups,each taking a historian's quote listed underActivity II. Each group member takes a number,and then, as a group, they discuss the quote'smeaning. Participants then do a jigsaw in whichthey regroup according to number, with eachmember of the new group explaining to the othermembers the quote he or she originallyconsidered.

3. Presenter then segues to the Gulf War (ActivityIII) and the historical analogies that were used togive, it meaning. What analogies are used? Howvalid are they? Why is it crucially important to beable to evaluate the appropriateness of theseanalogies? Participants come together as onelarge group and consider highlighted passagesfrom the Los Angeles Times articles included inthe packet.

4. Participants then turn to the quotations fromPresident Truman and other high-levelpolicy-makers of the recent past (Activity IV).We read each quote aloud and discuss thehistorical analogies each uses. Presenter asksparticipants to compare the analogies used in theGulf War with the historical analogies politicalfigures have used to justify wars of the past.

5. Concluding Activity V, time-permitting, hasthe participants turn to Paul Gagnon's twelvereasons for studying history. Each group takes tenminutes to develop examples of how Gagnon'smaxims might be demonstrated in the classroom .What kinds of activities, assignments, readings,simulations, readers' theater, and other workwould enable students to see and feel theimportance of history for themselves?

VII. Assessment

To check comprehension of the lesson's ideas, theteacher gives students articles describing the 1992presidential campaign. Students are asked toidentify the historical analogies or referencesemployed and explain their purpose. Theassessment concludes with an evaluation of theappropriateness of the analogies and referencesused.

VIII. AppendixQuotations and primary sources for the lesson'ssix activities.

Activity I

Don Johnson:BAM! BAM! BAM! "You're History, pal!"

Langston Hughes:The past has been a mint Of blood and sorrow.That must not be True of tomorrow.

Folk saying:"Historians cannot predict the future; they have ahard enough time predicting the past."

Stephan Vaughn:"Those who do not remember the past are foreverin jeopardy of suffering at the hands of those whosay they do."

Mark Twain:"History never repeats itself; at best it sometimesrhymes."

Folk saying:"The past is not dead; it's not even past."

Henry Ford:"History is more or less bunk." (He also said,"The farther you look back, the farther you cansee ahead.")

Activity II

1. Henry Steele Commager:

"History is the memory of man, and it is thereforethe way by which man knows himself. A peoplewithout history is like a man without memory:each generation would have to learn everythinganew--make the same discoveries, invent thesame tools and techniques, wrestle with the sameproblems, commit the same errors."

"We can be sure that students will experienceenormous changes over their lifetimes. History isthe discipline that can best help them tounderstand and deal with change, and at the sametime to identify the deep continuities that linkpast and present."

85 National Council for History Education, Inc.

82The History Colloquium Manual

Appendix S-3

Why Study History?

2. Robin Collingwood:

"Knowing yourself means knowing what you cando. and since nobody knows what he can do untilhe tries, the only clue to what man can do is whatman has done . The value of history. then, is thatit teaches us what man has done and thus whatman is."

3. Rod Farmer:

"There are no absolute laws or lessons fromhistory. The discipline of history does not itselfpossess ready-made lessons of history; it ispeople who create the lessons. The lessons ofhistory are always based on interpretations,human-made opinions, of historical facts. Thestudent will realize that when someone says"history proves." the speaker is merely giving thespeaker's own interpretation.'

"Human beings do not make intelligent decisionsthrough instinct but by reasoning based onexperience: this experience, this history, is theGround from which sound generalizations grow."

4. Robert E. Lee:

"The march of Providence is so slow and ourdesires so impatient; the work of progress is soimmense and our means of aiding it so feeble; thelife of humanity is so long, that of the individualNo brief, that we often see only the ebb of theadvancing ways, and are thus discouraged. It ishistory that teaches us to hope."

5. Richard F. Snow:

"The counsels of the present are so strident, andthose of the past so quiet, that it is easy to forgetthe tatter's powerful ability to offer solace.Whatever it is we are facing now, the record tellsus that Americans have managed to get throughfar worse before. ... The terrible urgency of thepresent raises frightening specters; more oftenthan not. history dispels them."

6. Thomas Jefferson:

"History, by apprizing [students] of the past, willenable them to judge of the future; it will availthem of the experience of other times and

nations; it will qualify them as judges of the;Actions and designs of men."

7. Karl Marx

"Men make their own history, but they do notmake it just as they please; they do not make itunder circumstances chosen by themselves, butunder circumstances directly found, given andtransmitted from the past. The tradition of all thedead generations weighs like a nightmare on thebrain of the living."

Activity III

Use the following articles (or ones with similarhistorical references and analogies):The Los Angeles Times, August 4, 1990, Sudden

Invasion of Kuwait was Blitzkrieg, ShowingThat Force... by Douglas JehlThe Los Angeles Times August 7, 1990, IraqShock: Only response is to Repel, PunishAggression editorialThe Los Angeles Times, August 9, 1990, BushAims Low-Key Speech Abroad by Thomas B.RosenstielThe Los Angeles Times Magazine., November 18,

1990, Inside Hussein's Iraq by Mark Fineman

Activity IV

1. Harry Truman reminiscing about his decisionto send U.S. troops to Korea after the North'sinvasion of the South:

"I had time to think aboard the plane. In myGeneration, this was not the first occasion when thestrong had attacked the weak. I recalled someearlier instances: Manchuria, Ethiopia, Austria. I

remembered how each time that the democraciesfailed to act it had encouraged the aggressors tokeep going ahead. Communism was acting inKorea just as Hitler, Mussolini, and the Japanesehad acted ten, fifteen. and twenty years earlier ...If this was allowed to go unchallenged it wouldmean a third world war, just as similar incidentshad brought on a second world war."

[From Harry S. Truman, Memoirs, vol. II (GardenCity, NY, 1955-5601, pp. 332-333.

National Council for History Education, Inc. 86

The History Colloquium Manual

Appendix S-4

Why Study History?

P83

In a 1957 interview, Truman reaffirmed the Activity V"belief that the 'lessons of history' offered clearguides to 'right principles' of action." He addedthat he had "weighed the North Korean invasionin the balance of past experience."

The New York Times, June 18, 1991, SouthAfrica Scraps Law Defining People by Race byChristopher S. Wren

[Quoted in Glenn D. Paige, The Korean Activity VIDecision (New York, 1968), p. 114]

2. Anthony Eden, English Prime Minister in1956, explaining his attempts to prevent Egyptfrom seizing the Suez Canal:

"Success in a number of adventures involvingthe breaking of agreements in Abyssinia, in theRhineland, in Austria, in Czechoslovakia, inAlbania had persuaded Hitler and Mussolini thatthe democracies had not the will to resist, thatthey could now march with the certitude ofsuccess from signpost to signpost along the roadwhich led to world dominion ... As mycolleagues and I surveyed the scene in theseautumn months of 1956, we were determined thatthe like should not come again."

1From Anthony Eden, Full Circle (Boston,1960), p. 5781

3. George Ball, one of Lyndon Johnson's topadvisors explaining the American government'sdecision to intervene militarily in Vietnam:

"We have . . . come to realize from theexperience of the past years that aggression musthe dealt with wherever it occurs and no matterwhich mask it may wear . In the 1930sManchuria seemed a long way away ... Ethiopiaseemed a long way away. The rearmament of theRhineland was regarded as regrettable but notworth a shooting war. Yet after that cameAustria, and after Austria, Czechoslovakia. ThenPoland. Then the Second World War."

"The central issue we face in South Viet-Nam ... is whether a small state on the periphery ofCommunist power should he permitted tomaintain its freedom. And that is an issue of vitalimportance to small states everywhere."

'From: State Department Bulletin, June 7,1965), p. 9221

Give examples of how studying history can (orperhaps cannot) accomplish these goals:

1. Studying history helps students to develop asense of "shared humanity;"

Studying history helps students to understandthemselves and "otherness" by learning how theyresemble and how they differ from other people,over time and space;

2. Studying history helps students to questionstereotypes of others, and of themselves;

Studying history helps students to discern thedifference between fact and conjecture;

3. Studying history helps students to grasp thecomplexity of historical cause ;

Studying history helps students to distrust thesimple answer and the dismissive explanation;

4. Studying history helps students to respectparticularity and avoid false analogy;

Studying history helps students to recognize theabuse of historical "lessons," and to weigh thepossible consequences of such abuse;

5. Studying history helps students to consider thatignorance of the past may make us prisoners of it;

Studying history helps students to realize thatnot all problems have solutions;

6. Studying history helps students to be preparedfor the irrational, the accidental, in human affairs;

Studying history helps students to grasp thepower of ideas and character in history.

(From Paul Gagnon, "Why Study History? TheAtlantic Monthly, November 1988. See also theBradley Commission on History in the Schools,Building a History Curriculum: Guidelines forTeaching History in Schools, 1988.)

87 National Council for History Education, Inc.

! 84The History Colloquium Manual

Appendix T-1

Moving to Ohio

Topic: Era of ExpansionLesson: Moving to Ohio

Theme: Human Interaction with the EnvironmentHabits of Mind:

1. to perceive past events and issues as they were experienced by people at thetime, to develop historical empathy as opposed to present-mindedness

2. to understand the relationship between geography and history as a matrix oftime and place, and as context for events

3. to read widely and critically in order to recognize the difference between factand conjecture, between evidence and assertion, and thereby to frame usefulquestions.

Process Standards:ComprehensionInterpretation and Analysis

Objectives: Students will be able to:1. describe settlements along the Ohio River in the 1840s2. discuss the advantages and disadvantages of living in settlements along the

Ohio River3. evaluate The Western Pilot as a source of information for settlers during the

era of expansionMaterials: Excerpts from The Western Pilot

Activities:Involve students in the lesson by telling them that it is 1849 and they are

planning to move to a settlement along the Ohio River.Divide students into small groups. The lesson can he organized in three ways:

1. Give students the Bio Cards describing the settlers and have each person inthe group represent one of the settlers.

2. Assign each group one Bio Card (see sample below for Thaddeus Hancock)and have the members of the group make recommendations to that particularsettler.

3. Have students work as individuals developing their own backgrounds andchoosing their own settlement.

Have students brainstorm a list of questions they would like to have answeredbefore they leave their present community. What would they want to know aboutthe settlements along the Ohio River and how would they find out?

National Council for History Education, Inc. 88

The History Colloquium Manual

Appendix T-2

Moving to Ohio

85

Explain that Samuel Cummings wrote a book published in 1848 called TheWestern Pilot. His book provided a guide for navigators of flatboats as well asdescriptions of settlements along the Ohio River.

Give students a map of the United States (circa 1848) and have each group plot acourse to Ohio. Students should explain how they would travel and choose the bestpossible route for their journey. When they meet at the Ohio River ask them toshare their stories about their travels to Ohio.

Show students a drawing of a flatboat. Discuss its dimensions. Use primarysources to learn what settlers took with them when they made the trip. Afterreading a passage from the journal of F. A. Michaux concerning the dangersinvolved in flatboat travel, ask the students to explain why settlers would use TheWestern Pilot.

Read the descriptions of the settlements included in The Western Pilot (seesample on Marietta). Because of its length, leave out Cincinnati on the firstreading. Have students locate each settlement on the map.

Give each group time to discuss the settlements and to select the one where theywant to settle. Then read about Cincinnati and give students an opportunity tochange their minds.

Evaluation: Students can prepare posters highlighting the benefits of their newcommunities. Place the posters around the room and discuss the advantages anddisadvantages of each settlement.

Other activities:After students have been involved in reading The Western Pilot, give them map

number five from the document and have them follow the route recommended inthe source. (Comprehension)

Give students time lines of the United States. Ask them to think about eventswhich were occurring in the era of reform and expansion which affected thesettlement of Ohio. (Chronology)

Have students examine other primary sources. What questions should be askedabout The Western Pilot, the maps of Ohio (circa 1840), the diary of a settler, anewspaper published in Marietta, Ohio in the 1840s. (Interpretation and Analysis)

Students can use a data retrieval sheet to compare and contrast the settlementsalong the Ohio River. (Interpretation and Analysis)

Students should forecast the future of their settlement and discuss the effects ofsettlement on Native Amencans. (Issues Analysis and Historical Decision Making)

8 National Council for History Education, Inc.

The History Colloquium Manual

Appendix T-3

Moving to Ohio

To conclude the unit, students are asked to conduct research on what thesettlements along the river are like today. (Research)

Sample Bio Card:

Thaddeus Hancock is an abolitionist from Boston, Massachusetts.He and his spouse Claudia Bowman Hancock have worked to preventthe spread of slavery in the United States. Both have met FrederickDouglass and William Lloyd Garrison. They hope to enlist others inthe fight against slavery. Thaddeus Hancock was opposed to theMexican War because he thought it was a way to spread slavery intothe territories of the United States. They have two small children.

Sample City Card from The Western Pilot:Marietta

Is situated just above the mouth of the Muskingham River. Itcontains about 500 houses, and, the whole corporation about 2500inhabitants. It has two churches, an academy, two printing offices, acourt house, a bank, and about twenty stores. It was one of the firstsettled towns in the state of Ohio, by emigrants principally from NewEngland. It was laid out by the Ohio Company. Among the foundersof this settlement was General Putnam, who was one of the mostdistinguished citizens of Ohio. Marietta was formerly considered themost important and flourishing town in the state. But it has notincreased so fast as some other times, owing, among other causes, tothe inundations of the river, which sometimes overflows the town,filling the first story of buildings with water, and sweeping awayhorses, cattle, &c.... The soil is exceedingly fertile about the town; butthe country in the interior is broken and hilly. Within the limits of thetown are the remains of an extensive Indian fortification. Theinhabitants are noted for their sobriety, industry, and civildeportment; and much attention is paid to education.

From Marietta the channel is almost directly towards the left shore,at low water between the bar, at the foot of Duval's Island, andMuskingham bars on the right; keep to the right, round the latter, toavoid a small bar on the left.

Sources: Nancy Taylor, St. Michael School, Worthington, OhioBetty B. Franks, Maple Heights High School, OhioThe Western Pilot, by Samuel Cummings, 1848

National Council for History Education, Inc.90

The History Colloquium Manual

Appendix U

Sample Bibfiograp!ties

87

A Sampler of LiteratureOrganized by "History's Habits of

Mind"Prepared by Rod Atkinson

Understand the significance of the pastto their own lives, both private andpublic, and to their society.

Fisher, Leonard Everett. Gutenberg. Mac-millan, 1993.

Gray, Libby Moore. Dear Willie Rudd. Si-mon and Schuster, 1993.

Jager, Ronald. Eighty Acres: Elegy for aFamily Farm. Beacon Press, 1990.

Pomerantz, Charlotte. The Chalk Doll.Lippincott, 1989.

Precek, Katherine Wilson. Penny in theRoad. Macmillan, 1989.

Perceive past events and issues as theywere experienced by people at thetime, to develop historical empathy asopposed to present-mindedness.

Defoe, Daniel. Robinson Crusoe. Scrib-ner's reprint or other edition.

Geras, Adele. Voyage. Atheneum, 1983.

Greenfield, Eloise and Lessie Jones Little.Childtimes. Crowell, 1979.

McGraw, Eloise Jarvis. Mara, Daughter ofthe Nile. Penguin, 1985. See also TheGolden Goblet (Penguin, 1986).

Meltzer, Milton. Voices from the Civil War.Crowell, 1989. See also A History of BlackAmericans in Their Own Words, etc....

Turner, Ann. Time of the Bison. Mac-millan, 1987, or Justin Denzel's Boy of thePainted Cave. (Philomel, 1988).

New and Classic Literature for Teach-ing History in The Middle Grades

John Ahern

1. Wood, A.J. Illustrated by HemeshAlles. Errata. Green Tiger, 1992. ISBN0-671-77569-3. 10 up. 930 This is a"why didn't I think of this" book. Stu-dents who love "Where's Waldo" will en-joy this work. Twelve detailed, realisticdrawings of historical activities from"Farming on the Banks of the Nile inancient Egypt" to "The Inca army re-turns to the valley Cuzco, high in thePeruvian Andes." The reader is to find10 errors on the illustrations. The er-rors range from obvious to subtle. Theanswer page identifies not only the errorbut also provides information about thesituation. A book middle students will"read."

2. Blocksma, Mary. Illustrated by Su-san Dennen. Ticket to the Twenties.Little Brown, 1993. ISBN 0- 316 09974-0 10 up, $15.95. Very well done workto acquaint young people with life in the1920's. The author selects informationof interest to children and employs aformat that reflects the attention spanof the young. Highly recommended.

3. Tanaka, Shelley. Disaster of theHindenburg. Scholastic, 1993. ISBN0-590-45750-0. 10 up 363.12 Glossary.Bibliography. Appealing language uti-lizing fictionalized history as well assurvivor accounts and carefully selectedtechnical information make this a veryuseful tool in motivating the study ofhistory. Formatting of historical photo-graphs and the colorful, detailed il-lustrations is particularly commend-able.

91 National Council for History Education, Inc.

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88The History Colloquium Manual

Appendix VHistory Colloquium Checklist

PRE-PLANNING 6 MONTHS FROMCOLLOQUIUM

seek administrative supportarrange financial supportselect dates of colloquiumpreliminary site selectionpreliminary team leader selectionsend out backgrounders

COLLOQUIUM SITE ARRANGEMENTS5 MONTHS BEFORE COLLOQUIUM

reserve meeting space, breakout space[3 arrange set up time one day prior

make audio-visual arrangements: vcr,tv. camera, overhead, cassette, film pro-jector, computers, extension cords, 3prong adaptors. copy machine availablerefreshment arrangements

SCHEDULE THE PLANNING MEETING4 MONTHS BEFORE COLLOQUIUM

arrange site of planning meetingmake travel arrangements for leaders,send mapsmake lodging and food arrangementsfor leaders

[.3 copy backgrounders and send to leadersprior to meeting

0 plan an agenda for planning meeting,send to leaders

PLANNING MEETING 6 WEEKSBEFORE COLLOQUIUM

oversee arrival of leaders1-.3 tour colloquium site

prepare agenda for colloquiumdecide resource materials to purchase

PRE COLLOQUIUM MAILING 2WEEKS BEFORE COLLOQUIUMrj prepare personalized letterLi include directions, parking arrange-

ments, lunch arrangementsU stmd any precolloquium reading

materialsinvite administrators

COLLOQUIUM MATERIALS ONEWEEK BEFORE COLLOQUIUM

nametags (blanks for late arrivals andmisspelled names)folders for handoutsevaluation sheetscopies of agendadouble check arrival of resource aridraffle materialsextra magic markers, pens, overheadmarkers, transparenciessign in sheet

SET UP AT SITE ONE DAY BEFORECOLLOQUIUM

set up all tables, chairsunpack materials, handoutsdouble check that all av equipment ispresent and workingoversee arrival of leaders, hotelcheck indouble check refreshment arrangementsdouble check lunch arrangements

DURING COLLOQUIUMarrive early to greet leaders andparticipantsplace signs on entrance doors indicatingroom locationoversee your three day agendahelp leaders as necessarycollect completed evaluation forms

FOLLOWUP AFTER COLLOQUIUMsend thank you notes to administrators,leaders, any othersoversee all payments of honoraria toleaders, travel reimbursement,lodging reimbursement, Linch andrefreshment reimbursement

[:3 send copies of participant evaluationsheets to each leadersend copies of leaders' logs to eachother

National Council for History Education, Inc. 92

CURRICULUM COORDINATORSHISTORY TEACHERSDEPARTMENT CHAI

Who Should Read This Manual?ca.

(enBetween 1991 and 1994 the National Council for History Education developed

and conducted a new program for professional development of history teachers. The0 program, called The History Colloquium, engaged history teachers from Maine to

Hawaii, from southern Alaska to southern Alabama, in an intense, three-day conver-sation about history and education.

Over the three year span we held 15 Colloquia, for more than 575 history teach-ers, from 9 states and more than 50 different school districts. Each Colloquium wasled by a three-person team consisting of an Historian, a Learning Specialist, and aMaster Classroom Teacher and was far different from the standard "inservice educa-tion workshop.

Here are some comments about the program:

"...a K-12 history training cadre (formedfrom colloquium participants) is now takingshape to provide teacher training to over1100 elementary teachers in our Districtthis coming fall. This training is vital as thehistorical themes were adopted last eveningby our school board as core themes for history in the district...this means that the his-torical themes will impact approximately27.000 elementary students in our Districteach year."--Douglas A. Phillips, Local SiteCoordinator. Anchorage, Alaska

"...we have been writing a new Grades 5-8 socialstudies curriculum and many of the teachers onthe writing team have used the lessons learnedduring the colloquium. Obviously, this has a di-rect effect on the quality of instruction and cur-riculum for our students. this is the finestquality in-service that has ever been offered..."-Gerry Katz, Local Site Coordinator, CheltenhamTownship, Pennsylvania

1 have heard nothing but ravereviews from the teachers whoattended and many who did notattend were lamenting theirmissed opportunity. I have hadmany opportunities to workwith national groups and con-sultants but your group wasthe BEST ever."--Myrna Neko-ba, Local Site Coordinator, Hilo,Hawaii

"The opportunity to work withthe staff of the National Councilfor History Education during thethree day colloquium in Mercedat our school was a signal mo-ment in our staff development ef-fort in this discipline." --PeterHodges. Local Site Coordinator,Merced, California

If you are interested in learning how to create a professional developmentprogram that elicits this kind of enthusiasm, you will want to read this Man-

° ual. We've tried to share with you why we think the Colloquium works, how0 we put a Colloquium together, and how you can create a History ColloquiumU) of your own.(;) If you care about history and how history is taught this Manual was writ-

(.4ten for you!

z

a.,

CURRICULUM

0The History Colloquium is a program of theNational Council for History Education, Inc. U)

26915 Westwood Rd., Suite B-2 '1;Westlake, OH 44145

Ph: 216-835-1776 FAX: 216-835-1295E-mail: ae515@cleveland.freenet.edu

cnCOORDINATORSFilSTORY TEACHERSDEPARTMENT CHAIRS*

9.3