December 1, 2003, Extra Credit
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December 1, 2003
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 November 26
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NCLB's Teaching American History Grants Are Making A Difference

No Child Left Behind's Teaching American History grant program helps support three-year projects to improve teachers' knowledge, understanding, and appreciation for traditional American history through intensive, ongoing professional development. Following are excerpts from recent news articles highlighting the impact this program is having in communities across the country:

Roanoke Rapids, N.C.: "During the first week in June, professors from N.C. State University and UNC-Chapel Hill will hold workshops for local teachers. In the second week, the group will visit Penn Center in South Carolina. The center is the site of one of the country's first schools for freed slaves and is considered one of the most significant African-American historical and cultural institutions in existence today. At the end of the event, teachers will gather to create lesson plans from the knowledge they have acquired. The [Teaching American History] grant provides stipends for teachers and visiting professors as well as travel and lodging expenses. In 2005 and 2006, different teachers will participate in the program. They will study different topics each year." - "Roanoke Rapids High school teacher to direct grant," The full Roanoke Rapids Daily Herald , November 21, 2003 article is available by subscription online on

Battle Creek, Mich.: "In September, seven Battle Creek area public and private schools received a $928,000 Teaching American History grant from the U.S. Department of Education. The money is being used to create a partnership between Michigan State University historians and 60 elementary and secondary teachers throughout the districts. It serves as an expansion of the Project TIME program used in the same districts. The goal is to create a 'professional learning community' through which local teachers, including those who use the Living through History model, can gain additional knowledge, technological skills and teaching techniques." - "Task from the past," Battle Creek Enquirer, November 22, 2003.

Long Beach, Calif.: "The three-year program begins with a two-week summer seminar for history teachers to learn new methods, followed by nationwide fieldtrips for them to observe some of the top history experts in the country and is maintained by regular meetings with university professors to discuss lesson plans, course content and more. The program also offers a unique opportunity for struggling history students. While advanced placement courses are usually reserved for students who are performing well, they are now available to students having trouble with history. The new classes are two years in length, as opposed to one year. The first year of the courses consists of learning new skills and study methods to prepare students for the second year, which focuses more on subject matter. 'The target audience for these grants are students who don't do well,' said Donald Schwartz, one of seven Cal State Long Beach history professors working on the program." - "Education grants awarded," Daily Forty-Niner, November 19, 2003. Article available online.


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Last Modified: 01/29/2008