The Investigation We Conducted Dr. Bernard L. Herrman conducted the first research seminar, "African American Domestic Spaces," on September 25, 2000 and Dr. Theresa A. Singleton presented the second seminar, "African American Archaeology," on October 9, 2000. The content from these two research seminars has been incorporated into week-long summer workshops on the Underground Railroad in southeastern Pennsylvania that have been offered in 2001, 2002, and 2003. We devised a number of different strategies (i.e., web-based activities, field studies, archival research) for engaging K-12 teachers in the practice of historical research and interpretation of enslavement, escape, and emancipation. Borough of Columbia, PA Columbia, PA Columbia panels from "Telling Stories: Slavery & Freedom in Lancaster County" The Resources We Used The resources provided by the National Park Service--especially Exploring a Common Past: Researching and interpreting a Common Past and Underground Railroad Resources in the United States: Theme Study--have been particularly useful in establishing a common starting point for UGRR research. Sites listed on Aboard the Underground Railroad: A National Register Travel Itinerary and the National UGRR Network to Freedom Program furnished examples of UGRR sites across the country. The premises of the NPS's Teaching With Historic Places have informed the design and format of the summer workshop field studies.

The Questions We Asked How can we "read" historic buildings and landscapes? How can teachers learn from historic places so that they can teach with historic places and landscapes? How do teachers incorporate their insights about learning from historic places into specific lesson and unit plans? Stevens-Smith Historic Site Lancaster, PA The Joseph Smith Station The Southern End of Lancaster County The Underground Railroad in Southern Lancaster County

The Case Studies We Developed The various inquiry activities of the summer workshops will be read as the intentions of this investigation into the professional education of teachers, while the online postings generated during the summer institutes and fall and spring follow-up workshops, as well as the lesson and unit plans and other curricular and interpretive resources developed by K-16 educators will be interrogated as evidence of faculty learning. The results of both formative and summative assessments (interviews with selected institute participants and workshop and project evaluations, respectively) complete the body of evidence to be analyzed. Christiana "Riot House" Christiana, PA Christiana Resistance of 1851 The Partners We Relied On The American Social History Project's Learning to Look: Visual Evidence and the U.S. Past in the New Media Classroom inspired us to interrogate the material record and the built environment for evidence of UGRR activity. The Visible Knowledge Project emboldened us to "go public" with our observations and questions about the relationship between student learning and professional practice. The National Endowment for the Humanities supplied generous funding for this project.