Within the elementary social studies standards, history is one-fourth of the curriculum, yet less than 1% of elementary teachers majored in history, and less than 12% are rated as "highly qualified" in social studies. This project seeks to rectify this situation by offering content-based professional development, district-adopted units to raise student achievement, and ongoing support for teachers as they implement history units. The centerpiece of the project, the Summer Institutes, will build upon teachers' foundation of knowledge by scaffolding critical elements of history education. The first cornerstone will be placed by the lead historian, drawn from partner institutions, who will address the teacher as a learner by exploring a central theme of the national story with interactive lectures and a sound reading list. The next layer will incorporate small breakout sessions based on primary resource analysis and critical discussion. Here historians will challenge teachers' interpretation of evidence and push them to think like professional historians.

Waterford faces a high failure rate of students in American history classes, with state assessment scores at or below state scores and well below county scores. Recent local assessment data indicated that fewer than half of students met or exceeded standards relating to American history knowledge. Current American history teachers demonstrate low levels of professional training and minimal knowledge of subject matter content in grades 5, 8, and 10. The project will provide these teachers with extended, sustained professional development led by distinguished historians. The result will be an increase in content knowledge of American history and a heightened understanding of effective instructional strategies for delivering this content.