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In addition, the NCHS has published over 70 teaching units in U.S. and world history that draw on historical primary sources and link lessons to National History Standards. The NCHS is part of a dynamic network of university-based programs that partner with school districts and K-12 teachers to develop innovative teaching units.
With funding from the U.S. Department of Education under the Office of Innovation and Improvement, Teachinghistory.org, also known as the National History Education Clearinghouse, was developed through a collaboration between the Roy Rosenzweig Center for History and New Media (CHNM) at George Mason University and the Stanford History Education Group at Stanford University.
Today, the National Women's History Alliance is known nationally as the only clearinghouse providing information and training in multicultural women’s history for educators, community organizations, and parents-for anyone wanting to expand their understanding of the historic contributions of women.
National History Day is a non-profit which aims to "improve the teaching and learning of history." Its flagship event is an annual competition in which students in grades 6-12 develop presentations about topics in history that interest them. [1]
From 1910 to 1940, high schools grew in number and size, reaching out to a broader clientele. In 1910, for example, 9% of Americans had a high school diploma; in 1935, the rate was 40%. [194] By 1940, the number had increased to 50%. [195] This phenomenon was uniquely American; no other nation attempted such widespread coverage.
Education was a controversial topic in the 1930s, [34] "and sex-segregated school systems protected "the virtue of female high school students." [35] Home economics and industrial education were new elements of the high school curriculum unmistakably designed for women's occupations. [36]
Between 2003 and 2014, ASHP/CML partnered with school districts in New York City and Pennsylvania to develop and implement a total of nine Teaching American History professional development programs funded by the U.S. Department of Education. These programs served middle and high school teachers in New York City. [21]
The purpose of the project is to increase both teaching and learning. High school graduation standards have declined for several decades. School reform or the No Child Left Behind Act of 2001 [2] is a way to bring value back to the high school diploma as well as support students as they go out into the world prepared for college, a job, the military, entrepreneurship, internship, or whatever ...