Grant Award #U215X080115
The Four Corners Teaching American History project is managed by the Three Rivers Education Foundation. Farmington Municipal Schools serves as the fiscal agent.
The Four Corners Teaching American History (4C-TAH) project seeks to
- Enhance K-12 teachers’ knowlege of American history,
- Improve K-12 teachers’ ability to teach American history, and
- Create a “community of learners” focused on American history.
The 4C-TAH project is funded by the U.S. Department of Education. In collaboration with San Juan Community College, the project serves teachers in Aztec Municipal Schools, Bloomfield School District, Central Consolidated School District, and Farmington Municipal Schools. Collectively, these school districts serve approximately 23,500 students in 49 schools, with a large population of Native American and Hispanic students.
- 90% of teachers will demonstrate significant increases in knowledge of American history,
- Participating teachers will demonstrate improved instructional strategies for teaching American history, and
- Students of participating teachers will demonstrate greater increases in knowledge of American history greater than increases by students of non-participating teachers.
Participating teachers receive intensive professional development through college coursework leading to a master’s degree in history, summer trips to Washington D.C. and Philidelphia, workshops, day-long seminars, field-based study and trips, and Chautauquas.
The 4C-TAH supports three types of participants:
- Community / General Public: These are all community members, including teachers, who are invited to participate in the Chautauquahs.
- External Cohort (“the 50”): These are teachers who also attend seminars, special workshops, and day-trips to historical sites and history-related events. External cohort participants are included in the project evaluation pertaining to changes in student gowth and instructional strategies.
- Master’s Cohort: TAH supports 2 cohorts of teachers who not only get all the benefits of the first two participant types but also (a) join us on the “Freedom Trail” summer institutes in Washington, D.C., Philadelphia, PA, and other historical regions, and (b) receive tuition reimbursement and support for coursework leading to a master’s degree in History. These teachers, too, participate in project evaluation strategies.
Chautauqua, seminar, and workshop topics are chosen each year to reflect self-identified gaps in teachers’ knowledge of American history topics; and both normed and locally developed assessments are used to gauge increases in student learning. Additionally, Chautauquas are open to the public.