The Let’s Do History Tour is a professional development program that is designed to energize the teaching of American history by introducing K-12 educators to exciting and effective techniques, powerful online tools, and authentic content that they can use in their classrooms. The program brings National Museum of American History (NMAH) staff to communities nationwide for teacher training that shares the Museum’s interdisciplinary approach to teaching with its focus on everyday objects, people-centered stories, and dialogue.
In this blog post, Mark Moore from the West Virginia Department of Education describes his experience bringing the Let's Do History Tour to his state.
A few sample teacher comments:
“My expectations were wildly surpassed. Best in-service I’ve attended in the past 5 years.”
“Next time a 5-day conference would be best! :-) This was great!”
“Knew that it would be different and interesting and invigorating and it was!”
Booking the Let's Do History Tour
Are you an administrator interested in bringing the Let's Do History Tour to your state or district? Review the program outline, summary of evaluation data, and our overview of the opportunities provided in the tour and requirements of the district. Then contact us at firstname.lastname@example.org to learn more and schedule a date for the program!
Large Session Resources
Are you a teacher who attended either the elementary or secondary large group session? You can find links to resources from the program below.
Small Group Workshop Resources
Are you a teacher who attended small group session? You can find links to resources from the program below.
Teachers in Rapid City, SD test an early method of firemaking
Parent Night Resources
If you attended the parent night, you’ll find the accompanying resources below.
Join us in Edmodo
You can keep in touch with us via our publishers page on Edmodo!
- We also recommend the following articles:
- “Looking at Artifacts, Thinking about History” by Steven Lubar and Kathleen Kendrick
- VanSledright, Bruce A. “Fifth Graders Investigating History in the Classroom: Results from a Researcher-Practitioner Design Experiment.” The Elementary School Journal 103.2 (2002), pp. 131-160.
- Wineburg, Samuel S. “Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence.” Journal of Educational Psychology 83.1 (1991), pp. 73-87.
- Use the links below to find the History Explorer team and the National Museum of American History on our social media channels on Twitter, Facebook, and Youtube.
- Sign up for our email newsletter or send us a message at email@example.com with comments, suggestions for new resources, or questions about our site or materials!