Teachers absorb, pass on history

Grant is paying dividends in professional development and classroom learning.

April 07, 2011|By Megan O'Neil,

Yvonne Quinonez was well versed in the horrors of the American slave trade — the teacher covers it as part of her social studies instruction at La Crescenta Elementary School. But what she read in textbooks could not fully prepare her for a recent tour through the Deep South.

“Hearing the tour guide tell us that they actually kept them in pens, and that they actually were chained, and just envisioning all of that and being in the South, it really made me almost want to cry, that we as Americans did that to them,” Quinonez said.

She was one of two dozen Glendale and Burbank educators who visited parts of Mississippi, Tennessee and Alabama in late March for a first-hand lesson in the expansion of the American west. The trip was one component of the $1-million Teaching American History grant — awarded to Glendale Unified in August — which is designed to support and augment history instruction.


The federal grant gives teachers access to first-hand sources, university-level instruction and lesson plans.

“It is very enriching for me because when the professor does a lecture, it is just the same as when I was in graduate school, but then they turn all the information around so it is accessible to our students in the form of lessons and timelines and visuals and things like that,” said Timothy Stemm, who teaches eighth-grade history at Toll Middle School.

Thus far, the grant has exposed Glendale and Burbank teachers to professors from USC, UCLA and Cal State Dominguez Hills.

“They are really sharing their own field of expertise to help us understand, for instance, the different driving forces of the westward movement in ways our current history text couldn’t even hope to [do],” said Christopher Stanley, a fifth-grade teacher at Jefferson Elementary School. “It grounds us in the basic background of so much information. It helps us be better presenters.”

All presentations are followed up with curriculum development sessions that can be translated directly into the classroom. And the participating teachers are responsible for developing an assessment exam that will be administered to all fifth-grade students at the end of the year.

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