The Boston College Department of History, located in Chestnut Hill, Massachusetts, is one of the largest departments in the College of Arts and Sciences, with thirty-five full-time faculty members, regular visiting professors from both the United States and abroad, and over 600 history majors. Professors allocate their time between research and teaching in undergraduate and doctoral programs as well as participating in the wider intellectual life of the University and beyond. Although they are accomplished scholars, their primary mission is to mentor and teach students. The department offers students a comprehensive and high quality education in U.S. history.
Primary Source, a non-profit history organization, based in Watertown, Massachusetts, is an educational resource center. It has a 20-year history of offering high quality professional development and curriculum resources to grades K-12 teachers and school communities. The organization’s mission is to promote social studies and humanities education by connecting educators to people and cultures throughout the United States and the world. Professional development opportunities provided include summer institutes, seminars, workshops and conferences. All programs involve participation by scholars and lead teachers. By fostering a climate of intellectual exchange between university scholars and teachers, Primary Source acknowledges the pivotal role teachers play in the creation of a more sophisticated and aware American public. Primary Source works with teachers from throughout New England and in partnership with forty-one schools and districts.
Tsongas Industrial History Center is located in Lowell, Massachusetts. The Tsongas Center is a partnership between the University of Massachusetts Lowell Graduate School of Education and the Lowell National Historical Park. Each provides a portion of the funding and staff to operate the Center. Since 1991, the Tsongas Center has been a professional development provider, offering teachers exciting workshops and primary-source-based teaching activities.
Teachers can earn professional development points and, in some cases, graduate credit for their work at the Center. The Center provides teachers a resource for historical content; interdisciplinary teaching approaches for history, science, language arts, or mathematics; and curriculum planning. All workshops are participatory and provide teachers with useful teaching materials and activities.
The University of Massachusetts Lowell Graduate School Of Education develops professionals who help transform the region through leadership roles in education. The Graduate School of Education has an outstanding reputation for educating future teachers and educational leaders who are creative, inquiry oriented, responsive to the needs of all learners, and knowledgeable in their field. The School offers Master's degrees leading to elementary and secondary teacher licensure. Students preparing to teach history receive content knowledge, pedagogy, and 21st century skills. History and technology-related externally funded projects in which the School is currently engaged include Teaching American History (US Department of Education); Landmarks of American History and Culture (National Endowment for the Humanities); and iCode: Internet Community of Design Engineers (National Science Foundation).
Through a commitment to individualized instruction, assessment, supervision and support, the Danvers Public Schools creates a dynamic community of lifelong learners who are dedicated to intellectual and personal excellence and prepared to contribute to our global society. The system has five elementary schools, a middle school and a high school. All of the work of this community of learners is driven by its four core values: Caring...The members of the community care about each other and others in the greater community. Quality...The members of the community believe in establishing and attaining high standards for all. Commitment...The members of the community are committed to excellence in teaching and learning. Collaboration...The members of the community collaborate to implement the mission and to make the vision a reality.
The Dracut School System embraces a vision of an educational community committed to developing each student as a life-long learner, capable of meeting his or her fullest intellectual, emotional, and physical potential in an ever-changing, culturally diverse and technologically expanding society. The Dracut School Community is committed to foster a safe and caring learning environment where tolerance, respect, and cooperation are valued; to provide our students with the knowledge and skills necessary for success in a changing world; to inspire all students to become life-long learners and responsible, productive citizens.
In partnership with our community the Haverhill Public Schools is committed to excellence in education and will meet and exceed the academic and developmental goals of success for all students. The Haverhill public School system is dedicated to ensuring each learner meets or exceeds rigorous academic standards to become citizens with integrity, skills, and the resources to succeed in the global community.
The Lowell Public Schools, founded in 1824, established the first public co-educational high school in the country. Continuing its tradition as a model for equity and educational excellence in a city of immigrants, Lowell continues its commitment to meeting the needs of all children, be they children of the City’s newest immigrants from Brazil, Colombia and Cambodia or the grandchildren of Lowell’s earlier immigrants from places like Ireland, Greece and Quebec. In 2000 the School Committee adopted five-year goals designed to achieve the district’s mission: “a challenging educational environment in each school that supports ALL students to learn high level skills, concepts and habits needed for successful life-long learning in a democratic multicultural world.” Work focused on five arenas key to achieving high-level student learning: a safe and respectful environment; excellence in teaching; adequate resources and equitable facilities; strong community and family partnerships; and, collaborative goal setting, planning, and problem solving.
The mission of the North Reading Public Schools is to educate all students by providing a safe learning environment which challenges and encourages them to be thinking, creative and responsible individuals who are confident and committed to excellence, service, and life-long learning. The North Reading School District is an inclusive school district. As such, we are a collaborative culture that welcomes all members into our learning community. With the recognition that students share more similarities than differences, our learning community respects each individual’s unique contributions. As an inclusive school district, we expect all adults share the responsibility to provide every student with access to and participation in high quality general education.
Preparing Reading's youth to be productive, informed, independent citizens in a global society. The Reading Public Schools strives to ensure that all students will have common challenging meaningful learning experiences in the academics, health and wellness, the arts, community service, co-curricular activities and athletics. We will lead and manage our school community to reflect the values and culture of the Reading Community, and guide and support our students to develop the appropriate skills, strategies, creativity and knowledge necessary to be productive informed independent citizens in a global society.
The mission of the Stoneham Public Schools is to develop students who: are creative, critical, and independent thinkers, have respect and tolerance for self and others, know and apply communication and computation skills, are healthy and responsible contributors to society. The School Committee and staff of Stoneham Public Schools believe that this mission requires that we: commit to a common and understood purpose, hold high expectations for all children, honor teaching, value diversity, insist on competence and professionalism, reject political behavior, foster innovation, seek newknowledge and growth, trust, respect, and involve others, communicate directly, openly, and honestly, listen with understanding, establish purposebefore action, and work together. As a small, suburban community north of Boston, we take great pride in our cultural heritage, and cherish our ability to identify and meet the needs of each student.
The Wakefield Public School System is committed to the pursuit of academic excellence, respect for individual differences, and the development of personal responsibility. Students are challenged to reach their full potential through curriculum and instruction that is developmentally appropriate, data driven, and differentiated to meet the needs of all learners. In collaboration with parents and the community, we are dedicated to providing all students with the skills necessary to become contributing members of society.
Wilmington Public Schools will provide a student centered education which fosters critical inquiry enabling the individual to be a productive citizen, respectful of self and others, capable of adapting to a changing world and its technology. Wilmington High School will provide a student-centered education that promotes academic, personal, and social growth and achievement for all learners. Our school, with the support of the community, will ensure a learning environment that includes a challenging, quality standards-based curriculum, varied technological tools, current instructional materials and resources, up-to-date facilities and a safe and respectful environment. It is our goal that the students leave WHS with the appreciation for learning, and are capable of living and working in a global society.