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Aaslh 2007
OHS Outreach Services & TAH
• OHS has played a part in ten Teaching
  American History grants since 2002
• Role in partnerships vary from project to
  project by typically include:
  – Products and services,
  – Curation, or
  – Full project management
Program Components
• Seminars (half-day, full-day or weekend)
  – Include multiple components (detailed next)
  – Aligned to OACS
• Workshops
  – Hands-on opportunities to work with experts and
    collections
• Field trips
• Summer institutes
  – Extended programming (one or two weeks) that mix
    the above activities
Seminar Components
• Content
  – Historiography
  – Historical context
• Analysis
  – Awareness and access to available primary source
    material
  – Practice using the material
  – Construction of new knowledge
• Application
  – Immediate and practical use in the classroom
Example
 Think History: Populating the Hocking
                  Valley
  – German immigration
  – Appalachian immigration
  – Negotiating cultural differences on the frontier
  – Visible cultural legacy
• Perry-Hocking Educational Service Center
  in New Lexington
• Dr. Tim Anderson, Ohio University
Content
• Preparation materials
  (readings & CD-ROM
  with primary source
  materials)
• Lecture/discussion
  with Dr. Anderson
• Mini field trip to a
  Perry County
  homestead
Analysis
    • Engaging multiple
      primary sources
    • Mapping
      populations
    • Dissecting the built
      environment
    • Constructing a
      thesis
Application
• Master teachers
  model lesson plans
  – Standards-aligned
  – Local history
    orientation
  – Make use of primary
    sources
• Provide an immediate
  and practical use of
  content and resources
Results
• Significant teacher                                  Chart 5: How Likely Are You to Use The Information You
                                                                              Received


  knowledge gain                                                                                                    Somewhat likely


  (pre- and post-test)                                                                                              Very likely
                                                                                                      9




• Perceived value
                                                                      13




• High satisfaction                                                        Chart 3: Detailed Satisfaction Ratings


  level                                       25


                         Number of Teachers
                                              20
                                                                                                                       Very Satisfied
                                              15
                                                                                                                       Somewhat Satisfied
                                              10                                                                       Somewhat Dissatisfied
                                              5

                                              0




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Aaslh 2007

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Aaslh 2007

  • 2. OHS Outreach Services & TAH • OHS has played a part in ten Teaching American History grants since 2002 • Role in partnerships vary from project to project by typically include: – Products and services, – Curation, or – Full project management
  • 3. Program Components • Seminars (half-day, full-day or weekend) – Include multiple components (detailed next) – Aligned to OACS • Workshops – Hands-on opportunities to work with experts and collections • Field trips • Summer institutes – Extended programming (one or two weeks) that mix the above activities
  • 4. Seminar Components • Content – Historiography – Historical context • Analysis – Awareness and access to available primary source material – Practice using the material – Construction of new knowledge • Application – Immediate and practical use in the classroom
  • 5. Example Think History: Populating the Hocking Valley – German immigration – Appalachian immigration – Negotiating cultural differences on the frontier – Visible cultural legacy • Perry-Hocking Educational Service Center in New Lexington • Dr. Tim Anderson, Ohio University
  • 6. Content • Preparation materials (readings & CD-ROM with primary source materials) • Lecture/discussion with Dr. Anderson • Mini field trip to a Perry County homestead
  • 7. Analysis • Engaging multiple primary sources • Mapping populations • Dissecting the built environment • Constructing a thesis
  • 8. Application • Master teachers model lesson plans – Standards-aligned – Local history orientation – Make use of primary sources • Provide an immediate and practical use of content and resources
  • 9. Results • Significant teacher Chart 5: How Likely Are You to Use The Information You Received knowledge gain Somewhat likely (pre- and post-test) Very likely 9 • Perceived value 13 • High satisfaction Chart 3: Detailed Satisfaction Ratings level 25 Number of Teachers 20 Very Satisfied 15 Somewhat Satisfied 10 Somewhat Dissatisfied 5 0 ty on y e s s on lit nc ut vi ati do ua iti sti a lev iz ns Q an ue an Se Re H Q rg O