History Teachers Heading Back to the Classroom

American history will come alive for students throughout Bergen County who will benefit from a federal grant that promises to deepen teachers' approaches to the subject.

Wyckoff and Ramapo Indian Hills teachers will join educators from 13 other districts in a three- to five-year Profiles & Perspectives in American History program funded by the Department of Education. The professional development series will seek to both further teachers' understanding of the subject matter while honing their skills in the classroom.

"We want teachers to learn how to do the work of historians," said Hank Bitten, social studies supervisor at Indian Hills High School and project director for the multi-year program.

And to work like historians, teachers must collaborate with historians. 

Each year, the group will meet with at least three historians from institutions such as Princeton, Columbia, Seton Hall, George Washington and Rutgers universities, as well as Dr. Henry Bischoff of the Hermitage, which is a partner in the grant project. They will share profiles of ordinary and famous Americans, share current research with the local teachers and offer perspective on how to teach relevant topics.

"It's a fantastic opportunity for teachers which then reaps benefits in the classroom," he said.

The federal government awarded $999,947 to a consortium of school districts: Wyckoff, RIH, Ridgewood, Waldwick, Ramsey, Passaic, Pascack Regional, Paramus, Mahwah, Oakland, Hoboken, Franklin Lakes, Fort Lee, Westwood and Bergenfield. The nearly $1 million grant was one of 125 awarded out of 500 applications received, and can be supplemented by a $500,000 grant to fund a fourth and fifth year of professional development.

Thirty teachers from the aforementioned districts will do independent study, meet with historians, research and collaborate with others. They will be tested, as will students, to determine whether the grant is helping to develop "best practices" among history educators.

"The grant is very specific on changing teacher behavior," Bitten said.

The program will focus on specific periods of history over the three years. Year one will deal with the Colonial period; year two on slavery and industrialization; and year three on the 20th century. Should the group of districts earn a fourth and fifth year, those will be spent on foreign policy and domestic and constitutional issues.

Participating teachers will have the benefit of the resources of the grant's partners, including Hermitage, the Gilder Lerhman Institute of American History and Princeton, Rutgers and Columbia universities. 

"They're very prestigious," Bitten said. "We're very lucky and happy to have them."

Profiles & Perspectives in American History doesn't seek to alter approved curricula or necessarily change teachers' unique approaches to instruction. Rather, the seminars seek to hone educators' ability to offer "active learning lessons" for their students with a strong foundation in the academics while incorporating new media, such as podcasts.

"The grant emphasizes the teaching of traditional American history," Bitten said.

The emphasis is even more important in today's educational environment, the longtime educator said, as students are exposed to a wealth of information at the click of a mouse. Without having to visit a library, any youngster can find answers through a variety of online resources. The obvious benefits of technological innovation can come at a price: understanding.

"Student's today scan" material, Bitten said. "They don't always understand the meaning of words.

"The wealth of information is there... what we're trying to do is streamline that so it's active and engaging."

Both students and teachers will be tested as part of the program, with assessments made prior to lessons and following units of study. Both kids and educators will be asked to write essays—students' ability to analyze material will be observed, while teachers' tests and essays will go a long way toward determining whether there is a fourth and fifth year of the program.

Bitten said teachers must reach targets showing 15 percent progress on their own test scores over the first three years to ensure the continuation of the program.

"The benchmarks are extremely important."

Additionally, teachers will be observed in the classroom four times a year to determine the level of critical thinking during lessons.

The bulk of the training will take place on Saturdays and in the summer, Bitten said. A kick-off meeting is scheduled for Nov. 3.