Chronology of the KCAC Project's Initial Work

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Original Proposal Submitted to NEH, 1999

A planning team of five teachers collaborated with co-directors Mimi Dyer and Sarah Robbins to write a proposal for the KCAC project.

Pre-institute and Summer Institute, 2000

Teachers attended a two-week summer institute at Kennesaw State University. In preparation, they met for a pre-institute workshop and studied a range of readings related to KCAC’s five thematic strands.

Academic-Year Continuity Program, 2000-2001

Teachers worked in "theme teams" of four to do research on community life. Each team investigated one of the project’s five themes and developed materials based on such inquiry techniques as visiting public history sites, gathering oral histories, taking photographs, and doing research in archives.

Summer Institute, 2001

Teachers attended a second two-week institute. Besides sharing the results of the research they had done in teams, they learned about approaches for public dissemination of community-based inquiry. The teachers then re-organized themselves into dissemination teams to focus on the website, print publications, workshops, or public performances.

Academic Year Continuity Program, 2001-02

Teachers continued to work in their dissemination teams but also gathered periodically as a whole group to share progress and contribute to each team’s work. For example, all KCAC participants wrote lesson plans for the print collection.

Summer Follow-up Activities, 2002

Summer follow-up activities in 2002 involved a carry-over of work done by the dissemination teams during the 2001-02 school year. In June of 2002, all participants attended a half-day conference, "Where Research Meets Creativity," organized by the project’s performance and workshop teams. Throughout the summer, teachers met in small groups to refine portions of the website, to revise and edit their contributions for a print collection of KCAC lesson plans, and to draft narrative essays about teaching growing out of the KCAC model.

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a project funded in part by the National Endowment for the Humanities