Q&A with Noralee Frankel, American Historical Association. (Curriculum update: the latest developments in math, science, language arts and social studies).

Q: What types of collaborations are you seeing between districts and other institutions?

A: Collaborations in history are often between K-12 and post-secondary history teachers to further professional development [They] may also involve historical organizations, including museums and archives.

Given new state standards, teachers may need additional knowledge in ... world history. [They] also want to be introduced to newer historical interpretations on topics such as the Civil War. How best to make use of primary sources [is another area of interest].

Collaboration sometimes involves seminars for K-12 teachers with faculty or museum staff, during the summer or on [some] weekends during the year. [These] are less "one-shot" professional development days than real partnerships [that take place] over time.

The most important development on collaborations between schools and historians is the Teaching American History grants from the U.S. Department of Education.... In 2002, $100 million was available and the Department of Education plans to fired at least 120 collaborations [over five years. Districts] must apply in partnership with institutions of higher education, non-profit history or humanities organizations, libraries or museums. (See www.ed.gov/offices/OESE/TAH/).

Q: How might a school/district approach a history institution about a partnership?

A: Consider [your] pedagogical and intellectual needs [first].... Once these interests have been identified, learn about expert/se of the local history faculty through college Web sites or course catalogues. [Then] contact faculty, museum or archives specialists with a flexible plan of how [you] would like [your district's] professional development goals met. The best projects are coordinated with close involvement of all the partners early in the process.

Publicly funded institutions such as museums, archives and colleges are aware of their obligation toward K-12 education and are increasingly receptive to overtures from school administrations.

Q: What are some unique projects you've seen districts develop to enhance history education?

A: South Carolina's Teaching American History project is providing professional development through summer institutes led by historians in three [state] regions. Goals include helping teachers develop innovative teaching techniques based on local primary sources and connecting national history to local and regional history. Teachers involved in the program will provide a network of mentors to other teachers. Other examples of programs can be seen at the AHA's Web directory of collaboratives, www.theaha.org/teaching, and [at] the Teaching American History Web site.

Q: When applying for grants for history education, how might districts stand out?

A: Make sure that [the] collaborative is well grounded with historians who are knowledgeable in the subject areas on which the grant focuses. Projects tied to state standards that include pedagogical innovations as well as content are highly competitive.

Noralee Frankel is assistant director on women, minorities and teaching at the American Historical Association.