HIS 6710 CO 1
Graduate Credit—3
Instructor of Record--Dr. Mike Austin

Summer Seminar 2005 - July 11th to the 15th 
Timeframe of the Seminar from July 2005 to April 2006

• Attendance at two meetings on campus in both fall and spring semesters
• Observation of an Approved Mentor Teacher in both fall and spring semesters
  If you have already observed a teacher at your grade, you are encouraged to observe a teacher above or below your grade level to understand how students come into your class and how you prepare them for the next grade level.
  
  Course Description
  The course examines the major political, social, cultural, diplomatic and economic developments in the second half of the nineteenth century, with special emphasis on the impact of urbanization, immigration, and industrialization, the emergence of the Populist and Progressive movements of the nineteenth century, nativism, and the legacies of World War I, and the clash of cultures in the 1920s in restricting immigration. Teacher-participants examine primary and secondary documents in concert with scholars, mentor teachers, and fellow high school, middle school, and elementary school teachers.

The teacher-participant will participate in the summer seminar and two meetings in the fall and three in the spring and submit an in-depth lesson plan on an aspect of this time period suitable for other teachers to use as a model and provide useful resources such as annotated book lists. The lesson plan and book lists become part of the Teaching American History Seminar and will be posted on its Website to help other teachers in southwestern Vermont.

Two weeks after the Summer Seminar submit a two or three paragraph summary of your proposal.

In the spring following the Summer Seminar, upon completion of all work: 3 graduate credits  will be issued.

For historical government documents please check the following web sites. The last site lists important historical documents and relates them to various grade levels. It also has the Vermont Constitution--a very convenient site.

Cost for graduate credit
If the teacher-participant wants graduate credit for the course, the special reduced rate is $99 per credit, or $297 for a 3 credit course.  For more information on special rates for teachers, contact the Castleton Center for Schools: Peter Mello or John Paul.

Contact Hours - Summer Seminar

Goals for the Seminar

• Enlarge and enhance teachers' background and understanding of Immigration and Industrialization, especially the  late19th and  early 20th  centuries..
• Improve teacher practice and student success in the  design using primary documents and the implementation of American history in participating schools.
• Update and revise American history curriculum in the participating schools.
• Develop a recommended collection of American history primary and secondary
   resources.
• Utilize  document based questions (DBQ). critical thinking skills as well as writing and reading skills
  

Texts and Readings for the Project
The following books will be supplied to participants in the seminar and will be used for background and the project: 

National Standards for History, Revised Edition, 1996 (NH160)
Bring History Alive!, A Sourcebook for Teaching U.S. History (NH 148) Building a U.S. History Curriculum Perspectives on Teaching Innovations: Teaching to Think Historically by Susan W. Gillespie (Washington, DC: American Historical Association 1999) 
An Age of Extremes, 1870-1917 by Joy Hakim (New York: Oxford Press)

Additional material recommended by speakers and Advisory Board. Check the Website for this information in Summer ‘05, under the speaker's name.

Course Projects, Objectives, and Grading
This seminar is designed to help you integrate the knowledge and skills that you have so that they may be used to enhance your overall courses. While each person will complete the same basic assignments, you have freedom and flexibility in adapting the assignments to fit your individual and classroom needs.

• When you receive the materials for the class be sure to familiarize yourself with them. Complete assigned readings that the teacher-facilitator indicates and be present and participate in all meetings of the summer seminar. As soon as you receive the materials begin work on the project and reading list. You will be responsible for participating in small group discussions on the focused topic. Submit within two weeks of the end of the summer seminar your preliminary proposal for your web project (by August 1, 2005) Your project proposal can focus on document based questions (DBQ). It must include specific references to Vermont Standards and an annotated bibliography in writing. Your proposal must have a minimum of 5 annotated texts, not including the core texts listed above.

      Fall 2005

• In the first of the fall meetings bring a detailed reading list of content books  related to project proposal  useful for teacher or pupil and a progress report which you will share in discussion with fellow teachers and submit to the Evaluation Team for comment (Note: pre-professional teachers may be joining us at these meetings throughout the year).
• Prior to the second of the fall meetings observe a mentor teacher at your respective grade level.
• In the second of the fall meetings bring and discuss a book list on professional development and teaching strategies that you have discovered by your observation of a Mentor Teacher and discussion with fellow teachers  which you will share in discussion with fellow teacher-participants and submit to the Teacher Evaluation Team. 

      Spring 2006

• In the first of the spring meetings bring the Susan Gillespie, Perspectives on Teaching Innovations:  (listed above) for a  discussion with fellow  teacher-participants about fostering an historical perspective. 
• In the first of the spring meetings, elementary school teacher-participants will be discussing a separate book on historical perspectives.
• Prior to the  second of the spring meetings observe a mentor  teacher not at your respective grade level. This will help you to understand, foster, and appreciate continuity in the curriculum and your colleague's approaches. 
• In the final spring meeting  hand in a Reflection Paper of a minimum of two pages to the Evaluation Team reflecting on how this Project has helped you in your teaching.
• In the final spring meeting make a Final Presentation to your group. The Presentation could include a video, a PowerPoint, lesson plan, but not limited to these. It demonstrates the project you have worked on throughout the year.

Academic Honesty Policy
As a community of scholars, the administration, faculty, students and your colleagues expect all to maintain the highest integrity in scholarly work. All projects must be the work of the individual or group assigned. Any work that is not original must be properly credited or it is plagiarized. Any violation of academic honesty will be considered cheating and will be dealt with accordingly by the grader. The Castleton policy can be found on page 12 of the Castleton College Handbook, which is also accessible on line at: http://www.castleton.edu/campus/StudentHandbook/pages6to43.pdf

Grading Policy
Grades are indicated by letters with a designated "quality point" value assigned to each as follows:

Additional grading information can be found beginning on page 22 of the "Castleton College Handbook & Calendar, 2003-2004", also accessible online at: http://www.castleton.edu/campus/StudentHandbook/pages6to43.pdf

Grading Policy

• The final grade is determined by the Support Team which is comprised of internal and external evaluators: Jonathan Spiro (Castleton State College History Department), Mike Austin (Project Director, Teaching American History Project, Castleton State College History Department), Lincoln Fenn, and Mary Fregosi (former teachers in the Rutland Public Schools) and Alis Headlam (supervisor of student teachers at Castleton). 
  
• More about the evaluation team

For other information about the Teaching American History Project, please check our web site (www.castleton.edu/tah).

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Copyright 2004, Teaching American History