The roles were reversed for 19 local teachers as they became the students and learned how to utilize an interactive, online database called Decision Point! through a problem-based unit plan about the Civil Rights Movement.  The one-week training seminar July 7-11 was part of the "Teaching American History Grant" that was awarded to Auburn University, Auburn City Schools and Opelika City Schools.

Dr. John Saye, an associate professor in the College of Education's Department of Curriculum and Teaching, and Dr. Tom Brush from the Indiana University School of Education were co-directors for the training seminar.

The local teachers, whose positions ranged from a fourth grade classroom to 12^th grade, learned how to teach using the Persistent Issues in History (PIH) approach?meaning there is a focus on improving student thinking about history and helping them use their historical knowledge to make sound decisions about enduring societal questions.

"Decision Point! is the vehicle we're using to introduce teachers to the PIH approach," Saye said.

Saye and Brush developed and field-tested Decision Point! (DP)  with the help of Cory Callahan and Todd Freeman, who are now serving as mentor teachers for the project. Callahan, who will begin his second year as a history teacher at Auburn High School this fall, assisted with the field-testing of DP while he was a teacher at LaGrange High School in Georgia for four years. Freeman was already teaching at AHS and field-tested the program in his classroom there.

"There are so many things that I like about Decision Point! From the academic side, its critical thinking and it's challenging, but it's not so challenging the students feel like they can't achieve what it is asking of them," Callahan said. "I like that the process is broken down bit by bit and guides the students through the system step-by-step.

"For the students, it's very engaging. They are actually acting as historians actively investigating the period through the primary documents and video footage, so they're getting a first-hand experience of the movement and then they're responding to that," he said. "The students take on various roles and are able to form an opinion about issues such as when are citizens justified in revolting against the government?these are questions that need to be answered."

As part of this interactive multimedia site and the activities it provides, students can be divided into groups and assigned an identity such the early Student Nonviolent Coordinating Committee (SNCC), Black Panthers and late SNCC.

Graduate Teaching Assistant Charles Farmer explained that after the students take on their roles, they search the DP database that has 1,400 primary documents to find out all they can about their identity. The students are then presented with a question about an issue raised by the Civil Rights Movement and answer it from the perspective of their assigned role.

"The group uses the DP database with its primary documents, sorts through them, forms an opinion and uses the evidence presented in the documents to support their argument," Farmer said. "Then they go on the site and prepare formatted presentations using what Dr. Saye calls 'storyboards.' "

There are a number of activities this software allows teachers to prepare for their students including holding press conferences where all sides are represented and tough questions are asked and answered?all citing primary documents in support of their opinions.

"There are exciting things going on and we are very lucky to not only have been awarded the grant, but to have the opportunity to work with such a great group of people," said Effie Cannon, co-coordinator for the grant.