Friday, September 30, 2011

Grants for Teachers (National Humanities Center)

The National Humanities Center (NHC) has posed an excellent question to teachers: "How do you engage your students with primary source materials?"

To answer this question, NHC is offering its new 'We are Teachers' grant program. Highlights of this program include:

$200, cash grant to fund your project.
Flip Video camera to capture your project idea.
Free seminars from the National Humanities Center.
T-shirts and tote bags.

Wednesday, September 21, 2011

Wall Street Journal: The Education Our Economy Needs; We lag in science, but students' historical illiteracy hurts our politics and our businesses.

America's historical illiteracy is once again highlighted, this time in this piece in today's Wall Street Journal. Norm Augustine is the author. Our favorite quote:

“It’s the other things that subjects like history impart: critical thinking, research skills, and the ability to communicate clearly and cogently. Such skills are certainly important for those at the top, but in today’s economy they are fundamental to performance at nearly every level....Now is a time to re-establish history’s importance in American education.”

Go to this link to read the article and offer your comments.

The Education Our Economy Needs
We lag in science, but students' historical illiteracy hurts our politics and our businesses.

In the spirit of the new school year, here's a quiz for readers: In which of the following subjects is the performance of American 12th-graders the worst? a) science, b) economics, c) history, or d) math?

With all the talk of America's very real weaknesses in the STEM subjects (science, technology, engineering and math), you might be surprised to learn that the answer—according to the federal government's National Assessment of Educational Progress—is neither science nor math. And despite what might be suggested by the number of underwater home loans, high-school seniors actually fare best in economics.

Which leaves history as the answer, the subject in which students perform the most poorly. It's a result that puts American employers and America's freedoms in a worrisome spot.

But why should a C grade in history matter to the C-suite? After all, if a leader can make the numbers, does it really matter if he or she can recite the birthdates of all the presidents?

Well, it's not primarily the memorized facts that have current and former CEOs like me concerned. It's the other things that subjects like history impart: critical thinking, research skills, and the ability to communicate clearly and cogently. Such skills are certainly important for those at the top, but in today's economy they are fundamental to performance at nearly every level. A failing grade in history suggests that students are not only failing to comprehend our nation's story and that of our world, but also failing to develop skills that are crucial to employment across sectors. Having traveled in 109 countries in this global economy, I have developed a considerable appreciation for the importance of knowing a country's history and politics.

The good news is that a candidate who demonstrates capabilities in critical thinking, creative problem-solving and communication has a far greater chance of being employed today than his or her counterpart without those skills. The better news is these are not skills that only a graduate education or a stint at McKinsey can confer. They are competencies that our public elementary and high schools can and should be developing through subjects like history.

Far more than simply conveying the story of a country or civilization, an education in history can create critical thinkers who can digest, analyze and synthesize information and articulate their findings. These are skills needed across a broad range of subjects and disciplines.

In fact, students who are exposed to more modern methods of history education—where critical thinking and research are emphasized—tend to perform better in math and science. As a case in point, students who participate in National History Day—actually a year-long program that gets students in grades 6-12 doing historical research—consistently outperform their peers on state standardized tests, not only in social studies but in science and math as well.

In my position as CEO of a firm employing over 80,000 engineers, I can testify that most were excellent engineers—but the factor that most distinguished those who advanced in the organization was the ability to think broadly and read and write clearly.

Now is a time to re-establish history's importance in American education. We need to take this opportunity to ensure that today's history teachers are teaching in a more enlightened fashion, going beyond rote memorization and requiring students to conduct original research, develop a viewpoint and defend it.

If the American economy is to recover from the Great Recession—and I believe it can—it will be because of a ready supply of workers with the critical thinking, creative problem-solving, technological and communications skills needed to fuel productivity and growth. The subject of history is an important part of that foundation.

Mr. Augustine, a former under secretary of the Army, is the retired chairman and CEO of Lockheed Martin.

Monday, September 19, 2011

Constitution Week: Constitutional History of Hawaii 1840

The February 16, 1840 edition of The Polynesian led with the following letter from "The Translator," an anonymous writer to J. Jarves, editor:

SIR: -A few months since, your readers were informed that the King and Chiefs of the Hawaiian Islands were engaged in framing a Constitution for the government and also revising the laws.

The Constitution has been issued from the press, and there are embraced on the same pamphlet a number of laws which many of your readers would doubtless be pleased to peruse; I have therefore commenced a translation into English, which I will continue if you think best to publish it.

A considerable portion of the pamphlet consists of a revised edition of the laws relating to taxation published in June 1839.

Those laws, as the public were informed in the Hawaiian Spectator, were originally drawn up, by a graduate of the Seminary at Lahainaluna, and after being revised by the chiefs were re-written by himself. The other laws were drawn up by several different persons, but all have been revised by the King and a council of those chiefs whose names are mentioned in the Constitution. The attendance however has not been universal. The Constitution, after it had been approved by the other chiefs, was sent by a messenger appointed for that object, to Gov. Adams, of Hawaii. He approved of the whole except that part which limits the powers of the Governors. The King and Chiefs who have been together, have been unanimous in the acts which they have passed.

The have received many suggestions both by letter and orally, from foreign residents and visitors. They have also received suggestions in both these ways from their own subjects.

The translation which I send you is a free one, not adhering strictly to the letter, as that would materially violate the English idiom. But I have attempted always to convey the sense in the clearest and most concise manner.

Yours truly,

The text of the 1840 Constitution of the then-Kingdom of Hawaii is available online. Click here to read the English and Hawaiian language versions.

Saturday, September 17, 2011

Constitution Day September 17, 2011: National Constitution Center

This day marks Constitution Day on our history calendars. Constitution Day commemorates the formation and signing of the U.S. Constitution by thirty-nine brave men on September 17, 1787, recognizing all who, are born in the U.S. or by naturalization, have become citizens.

During the coming week of September 19-23, 2011, History Education Hawaii will be sharing various online-based resources and reminders celebrating the significance of constitutional history.

Teachers, history students, historians and all the history buffs will, we hope, find these materials enriching.

Stay tuned for more this coming week from History Education Hawaii!

Thursday, September 8, 2011

1852: Chinese Sophomore Wins Yale College English Composition Prize

Well done, Chinaman!
The Friend (Honolulu). July, 1852, page 20

A friend has recently allowed us to copy the following letter, dated March 6th, New Haven, Ct.

“Only within a few days the prize in the sophmore class, Yale College, for English Composition has been taken by a Chinaman –a Simon-pure Celestial named YOUNG WING. This speaks well for the capacities of the Chinese, and shows what they might become under civilized culture.”

We were not aware as any Chinaman had ever become a student in an American College. May the success of this one induce hundreds and thousands more, to go to America for an education, and contest the palm of scholarship with the youth of the land.

Constitution Day 'Gift to the Nation' from Colonial Williamsburg

This week's mail brought exciting news from Colonial Williamsburg! Occasionally opportunities for professional development come across our desks that we feel will be worth your attention. History Education Hawaii hopes that you will find this offer of interest.

Colonial Williamsburg's Gift to the Nation is another one of its outstanding electronic field trip. This one, entitled "A More Perfect Union" is available via complimentary access September 6-30, 2011. Take advantage of this FREE opportunity to bring this exciting, relevant program into your school or home.

Go to this link today to learn more about this electronic field trip and others available today!

Colonial Williamsburg's Gift to the Nation for Constitution Day offers students an opportunity to interact virtually with historical characters and provides teachers with unique resources to engage students in the study of our United States Constitution.

The Electronic Field Trip, "A More Perfect Union", tells the story of the ratification of the Constitution and has as the first person narrator a young student from the late 1700s. This Electronic Field Trip builds background knowledge for educators and students, leading to better understanding of the challenges and choices made during the ratification of our Constitution.

  • Available online 24/7 from September 6 to September 30, 2011
  • On-demand video streaming over the web

  • Email historical character, Benjamin Franklin

  • Interactive online games

  • Downloadable resources, such as the teacher guide and program script (PDF)

  • Comprehensive lesson plans

Tuesday, September 6, 2011

Education Week: Congress Returns to Face ESEA, Ed. Funding Issues

Education Week
September 6, 2011
By Alyson Klein

Congress returns from its summer recess this week with a full plate of unfinished business on the future of K-12 spending and policy—a tall order in Washington’s polarized political climate.
Federal lawmakers, who have already had two protracted battles this year over budget issues, must finish the appropriations bills for fiscal 2012. The budget process is complicated by the work of a new panel created as part of a deal to raise the federal debt ceiling and charged with finding ways to significantly cut the deficit over the next decade.
The panel’s recommendations, due in November, could have a dramatic impact on discretionary federal spending, including for education.
Lawmakers are also continuing to ponder reauthorization of the Elementary and Secondary Education Act, although the U.S. House of Representatives and the Senate are taking far different approaches to the long-stalled renewal, which few observers expect to be completed this year.
At the same time, the Obama administration is preparing to offer states waivers of parts of the current version of the law—the No Child Left Behind Act—if they are willing to embrace reform priorities expected to be outlined later this month.
The upcoming spending battles have broad implications for the waiver plan and for ESEA reauthorization in general, said Kate Tromble, the director of government relations for the Education Trust, a Washington-based advocacy group for disadvantaged and minority students.
“What happens with the funding is going to be the biggest thing to watch this fall,” she said. Creating “a new generation” of the NCLB law will “require some money. It’s difficult to figure out how you continue moving forward” on education redesign if there are significant cuts, she added.
And advocates are keeping a close eye on President Barack Obama’s scheduled Sept. 8 address to Congress, in which he is expected to outline his plan for jump-starting the nation’s sluggish economy and putting more Americans back to work. Some are pressing for new money for K-12 schools, including funds to prevent further teacher layoffs and to revamp aging school facilities.
The deficit-reduction panel, nicknamed the “supercommittee,” was created this summer as part of a compromise between President Obama and congressional leaders on raising the debt ceiling.
It is made up of 12 lawmakers—three Democrats and three Republicans from each chamber—and is tasked with drafting legislation to carve at least $1.2 trillion out of the budget deficit over the next 10 years.
Members of the panel have until Nov. 23 to come up with a plan. Their colleagues can then pass it or reject it, without the opportunity to make changes.
The committee has broad authority and is permitted to suggest specific spending levels for domestic programs, including education. But few expect the panel will take that route. Instead, committee members are more likely to consider education in the context of overall domestic, discretionary spending, which also includes many health, jobs, and environmental programs.
Regardless, education proponents are watching the panel’s work closely. If the committee can’t reach agreement—or if Congress rejects its plan—deep cuts kick in that would affect almost every federal program.
The Center for Budget and Policy Priorities, a research organization in Washington, is predicting an across-the-board cut of 9 percent for affected programs in nondefense agencies—including the U.S. Department of Education—if the committee doesn’t come up with a viable alternative.
That would amount to roughly a $4 billion slice out of the Education Department’s nearly $70 billion budget, according to the Committee for Education Funding, a Washington-based lobbying coalition.
“The biggest threat to education is if the [supercommittee] doesn’t do what it’s supposed to do,” said Joel Packer, the executive director of the CEF.
Budget Battles
Meanwhile, advocates also are keeping a wary eye on fiscal 2012 appropriations legislation. Mr. Obama asked for $77.4 billion for education, a 10.7 percent increase, in part to help cover the rising cost of Pell Grants, which help low-income students pay for college.
But supporters agree that the overall increase is unlikely to materialize
“At best, we will wind up with a freeze,” Mr. Packer said. “There will probably be cuts to some programs.”
What would be particularly vulnerable are programs that the president slated for consolidation in his budget request for fiscal 2012, which begins Oct. 1. Many long-standing Education Department programs, such as state grants for educational technology, were scrapped after a budget standoff earlier this year that nearly resulted in a government shutdown.
But some programs that House Republicans and the Obama administration sought to eliminate skated by, including the $52 million Elementary and Secondary School Counseling program.
Now, champions of those programs are worried their luck may not hold.
For instance, the American School Counselors Association is informing lawmakers about the impact the counseling program has in their districts, said Amanda Fitzgerald, the organization’s director of public policy.
Even some of the president’s priorities are on shaky ground. The high-profile Race to the Top and Investing in Innovation grant programs, originally part of the 2009 federal economic-stimulus program, received small increases in fiscal 2011. But those programs may be susceptible this year, as lawmakers seek to significantly reduce spending.
To get new money for those programs last year, administration officials likely made it clear to Congress that they were his highest priority, said Jennifer Cohen, a senior policy analyst for the Federal Education Budget Project at the New America Foundation, a Washington think tank.
“It’s hard to say whether the president is going to put all his weight behind the same program two years in a row,” she said.
Job Creation
The first part of what could be another spending showdown could begin this week, when President Obama is expected to unveil his plan for spurring job creation.
School construction proponents are urging the administration to close certain tax loopholes and funnel the savings to school maintenance and repair. The 21st Century Schools Fund, a research and advocacy organization in Washington that promotes high-quality facilities, would like to see Mr. Obama put $50 billion toward upgrading schools.
“There is an enormous backlog” of construction projects, said Mary Filardo, the group’s executive director. “At the same time, we have skilled trades people out of work in communities across the United States.”
Mr. Obama gave those advocates reason to be optimistic during an Aug. 30 interview on “The Tom Joyner Morning Show,” a nationally syndicated radio program.
“We’ve got a lot of stuff that needs to get done,” he said. “There are schools all across the country that right now you could put people to work fixing up.”
The president even hinted at the possibility of federal funding to stave off further teacher-job cuts.
“We’ve got the capacity right now to help local school districts make sure that they’re not laying off more teachers,” Mr. Obama said. “We haven’t been as aggressive as we need to, both at the state and federal level.”
Still, any school construction proposal is likely to face significant hurdles, particularly among Republicans who believe school facilities should be a local expenditure.
In fact, school construction funding was a major sticking point when a Democratic-controlled Congress negotiated the American Recovery and Reinvestment Act, the 2009 stimulus law that provided some $100 billion for education.
The legislation’s sponsors initially sought to include a new school construction grant program in the bill, but it was jettisoned to garner support from moderate Democrats and Republicans. Now, with the GOP in control of the House, a school construction program would face even longer political odds.
Finding money to stave off layoffs could also be an uphill battle. The administration had a tough time securing $10 billion for the Education Jobs Fund in the summer of 2010, also at a time when both chambers of Congress were in Democratic hands.
ESEA Stalled
The House, meanwhile, is likely to consider at least three bills this fall aimed at reworking targeted pieces of the ESEA, all of which have already gotten a stamp of approval from the House Education and the Workforce Committee.
But only one of the measures—a bill to bolster charter schools—has support from lawmakers on both sides of the aisle. The other two pieces of legislation caused division in the committee and were approved along strict party lines.
One of those measures would eliminate more than 40 programs in the Education Department. Many of them have been on the books for years, but haven’t received federal money recently, such as the Star Schools Distance Learning program. But others, such as the $46 million Teaching American History initiative, are still operating

Another, more controversial measure, which passed out of the education committee on a party-line vote in July, would offer districts expanded flexibility in using federal dollars. The bill would permit districts to shift money aimed at particular populations of students, such as children in poverty, and direct it to other activities or groups of students, such as those in special education.
Republicans argue the measure would make it easier for districts and states to direct federal money where it is needed most, while Democrats maintain that it would allow districts to ignore poor and minority children.
Although all three bills would make important changes to federal K-12 policy, none gets at the accountability and teacher-quality issues at the heart of the NCLB law. Rep. John Kline, R-Minn., the chairman of the House education committee, is planning to introduce a pair of new ESEA-related bills this fall that would address such issues.
On the Senate side, Sens. Tom Harkin, D-Iowa, the chairman of the Senate Health, Education, Labor, and Pensions Committee, and Michael B. Enzi, R-Wyo., its ranking member, have been meeting regularly to consider comprehensive legislation.
Mr. Harkin initially set a goal of considering an ESEA reauthorization bill in committee last spring. But lawmakers have struggled to reach agreement on key issues, including accountability and the scope of the federal role in K-12 education.