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 Due Date: June 29 

For the Summer Institute you will be completing a classroom activity based on one of the Connecting to the Past Core Themes:
Peopling the New World:
Immigration and Migration of Natives and Newcomers
Creating the New Nation:
The Revolution and Constitutional Development
Growing the Nation:
Transportation, Communication, and Westward Movement
HERE is a list of the Summer Institute Project Groups.
The Summer Institute project must include:
1. A description of the activity using the format provided. HERE you can download the format instructions in Word 
2. A five minute video
3. Two to three primary sources for analysis
4. Pre- and post- assessments
5. A handout 
At the Summer Institute, on Friday afternoon, June 29, the group will make a 10-15 minute presentation about the project to their Connecting to the Past colleagues. This presentation will focus on:
1. the goals of the lesson
2. the primary sources used
3. the activities engaged in
4. screening the video
(Note: the activity should be longer than 15 minutes; no other time limit than that is specified here. The presentation to the Connecting to the Past group cannot be longer than 10-15 minutes or there will not be time to get through them all)
The video cameras have been provided with the idea that you can turn the actual field trips you take part in through Connecting to the Past into virtual fieldtrips for your students. In particular, through filming primary sources that you see, such as buildings and objects, you can make these available to your students.
The video component can be
* A short documentary that incorporates places you see, images of photographs and documents, and formal narration
* A collection of clips of places and objects
* Something in between. 
The assessment can take the form of a short test, a writing assignment, or some other measure to effectively determine learning outcomes.
The handout can be a primary source analysis worksheet(s) prepared specifically for the sources used in the activity or some other original piece that relates to the activity.
Before the Summer Institute
* You will be organized into groups of three to four based on grade level so you can get to know each other (if you don’t already). This is to encourage the group project to be a group project. 
* Planning, early production, and (depending on what your group is doing) implementation should occur before the Summer Institute in order to produce a quality activity.
During the Summer Institute
* Time will be allotted for final development of the project and preparation of the presentation to the larger group. 
After the Summer Institute
* The activities created will be posted on the website so that all may have access to them.
Examples of Past Projects

Cahokia & Mississippian Cultures

The Molasses Act & the Coming of the Revolution

The Ohio & Erie Canal 

NOTE: some details of this assignment have changed over the years. See the specific instructions on this page for what your group needs to do.

HERE you can download these instructions as a PDF.


Latest News!


For your participation in Connecting to the Past, you have earned Three Graduate Non-Degree Credit Semester Hours from the Ohio State University.

For an official record of those hours, you may request a transcript from Ohio State. Those credits will be posted after August 20, 2012.

To get a transcript, you must order it on-line.

Note: Only YOU can order a transcript. Entities that cannot order your transcript include: The History Teaching Institute, Tri-County Educational Service Center, the Ohio Historical Society, and the Connecting to the Past program

Before ordering a transcript, please read the Overview and proceed through the tabs, "Payment" "Authorization" and "Pricing." To order transcript, you will click on the "Start My Order" button on the upper right of the screen accessed at the link above. Note that your credit is being assigned in the Summer Semester 2012.


Document-based whole-class discussion is a classroom activity where students engage in the interpretation and reconciliation of multiple historical documents. Rather than a heated debate, the classroom dynamic resembles a deliberative seminar, where the teacher plays an active role in facilitating student participation.

You can download a detailed description, with handouts. Another teaching resource from your friends at teachinghistory.org

The APRIL NEWSLETTER is now availible! Click the link at left to Learn about:

The Connecting to the Past Quilt

Remember making a history-themed quilt square at the Orientation? Molly has put them all together and taken a picture.

Following the links:

on our eHistory site

ORIGINS: Current Events in Historical Perspective


Our August Issue:

cover image

Russia, America, and the Conspiratorial Worldview (by Stephen M. Norris)