Fourth and fifth grade students at the Hilltown Cooperative Charter School published their research at: Colonial Voices of Williamsburg. The site lays out students' entire path of discovery, including: photos and discussions from visits to local archives, student-created traditional Colonial floor cloths, a historical timeline, and ultimately, the gravestone of Master, Jonathan Warner. Document Excerpt: …Bind the aforesaid John Curtis with his consent Apprintice to Jonathan Warner of Williamsburgh in the County of hampshire Yeoman to learn his art trade or mystery being a house Carpenter or Joiner after the manner of an apprintis to Serve him from the day of the Date hereof for and During the full term of four years three months and twenty days… Students began their investigation into a 1771 indenture document at the Williamsburg, Massachusetts Historical Society. Having seen the real thing, they knew where the document came from and when. Now they gave it a close reading, picking out characteristics (old yellowed paper, stained, old-fashioned cursive, lots of signatures, probably a legal document). Once they figured out that it bound an apprentice to his master, they explored what the master had to do (teach a trade, and provide him with room and board) and what the apprentice had to do (obey) and not do (marry, leave, gamble, drink, etc.). Students discussed what these obligations might say about social relations in the era. Then they brainstormed where they could find out about these two people and their era.

Guest Post: Rusty Annis, Belchertown, Massachusetts, Teacher World War II marked a watershed for American identity, equality and opportunity. Advocates called bastions of racism into question and for the first time effectively challenged many aspects of discrimination. The war gave minorities (including women) a chance to contribute in a noticeable way to American society. It was not an easy transition. Horrifying reactions occurred. Axis propagandists used America racism to knock America off its high horse of moral superiority. An excellent book utilizing personal accounts from this time period is Double Victory, by Professor Ronald Takaki (Back Bay Books, Little, Brown and Co. New York). Takaki gives an overview of many ethnic stories of striving for American identity. The phrase double victory refers to a February 7, 1942 letter to the editor of the Pittsburgh Courier from James G. Thompson, encouraging equality for people of color in the United States. “The first V for victory over our enemies from without, the second V for victory over our enemies from within.” Link to a wiki on the impact of the Double Victory Campaign. (The "Double V for Victory" button by the page title leads to a unique large photo of a Double V rally.)

Since before the American Revolution, it has been common knowledge in Western Massachusetts that there lies a tension between the wealthy centers of farming and trade along the Connecticut River and the steep, rocky, and isolated "Hilltowns." Yet these small towns, like communities everywhere, have sometimes played outsized roles at key turning points of our nation's history. Over the winter of 2010-2011, Dawne Piers-Gamble's eighth graders at Gateway Regional Middle School, in Huntington, Massachusetts set out to uncover and publish some of those stories at: Gateway Hilltown History. In addition to a host of primary sources, such as census data, maps, town histories, employment data, and images such as the one displayed here, students pored over such secondary sources as a 1982 Historical Commission survey, a 2004 study of New England mill towns, and a 1916 History of Paper Manufacturing. Students also hiked part of the route of the Boston to Albany Railroad and interviewed historical reenactors. Here are a few highlights from their retelling of this multi-layered American tale:

Emerging America embraces social media as a means to fulfill our mission to provide high-quality professional development to K-12 teachers on History, primary sources, and the Common Core State Standards. Quality professional development is more than just attending workshops and seminars. It requires a sustained process of learning and developing ideas about how our work impacts students. Social media offers a space where this kind of development can continue long after the workshops are over.

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"Civility in politics is a contradiction in terms," declared a historian colleague with a chuckle when I suggested the topic for a possible lecture series. Still, like most Americans, I find the current national political discourse worrisome. My history educator's mind makes me wonder, "Has it always been this way?" Well… of course, there were the Revolutionary War, Shays Rebellion, the Whiskey Rebellion, slave insurrections, the Civil War, Homestead and other labor conflicts, lynching, race riots, Stonewall riots… And despite continuing bitter words, it's hard to imagine today the equivalent of Rep. Preston Brooks'es beating of Sen. Charles Sumner on the very floor of the Senate. (See image by Winslow Homer, "Arguments of the Chivalry,"from the collections of the Library of Congress.)  In actuality, by most measures, political violence has declined enormously in recent years. The Oklahoma City Bombing in 1995 marked the last large-scale eruption of wholly domestic political violence in the U.S. Deeper questions arise: - To what extent does the American Political system effectively allay violence by offering genuine change through voting and other nonviolent means? Does the system effectively balance the factions that James Madison envisioned in Federalist 10? - Do mass media today only inflame passions? Or do they also provide a vital outlet for unpopular and contrarian views? - What other factors are at play? For one source of rich debate steeped in primary sources and thoughtful analysis, I recommend the ongoing discussion on Civility on the Constitution Daily, blog of the National Constitution Center in Philadelphia. The Center is a non-partisan, non-profit organization dedicated to education and debate about citizenship and of course, our own Federal Constitution. Recent articles include "Should the people be able to veto Supreme Court decisions?" and an "opinion lab" for classroom use, asking, "Is divided government good or bad for the country?" Sign in, and speak up.

This new blog will share our deep-rooted experience at the local, regional and national levels of history education. We will present thoughtful discussion, links to powerful primary sources, and challenging and useful tools to stimulate critical thinking in the classroom. We will tap the tremendous expertise of the Collaborative for Educational Services to meet the needs of struggling learners.