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The document supports instruction through research-based professional development, coaching cycles, and technology-enabled collaboration, while defining management and evaluation methods using objective measures and performance feedback.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/a-more-perfect-union-ampu-gilder-lehrman-institute-of-american-history/241677/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-more-perfect-union-ampu-gilder-lehrman-institute-of-american-history/241677.png","ImageObject",442,249,{"name":42,"@type":43},"Caleb Sterling","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-11","2026-09-12",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the core purpose of the A More Perfect Union (AMPU) project design?","Question",{"text":62,"@type":63},"The project design aims to strengthen teaching and learning in history, civics, and geography and to address priority needs through a structured approach, including teacher and principal development and student-focused instruction.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does AMPU organize professional development for teachers and principals?",{"text":67,"@type":63},"AMPU uses teacher and principal cohorts, coaching cycles, workshop schedules, and a research-based professional development model, supported by readings and structured program activities.",{"name":69,"@type":60,"acceptedAnswer":70},"How will AMPU evaluate project progress and outcomes?",{"text":71,"@type":63},"The evaluation emphasizes objective performance measures tied to intended outcomes, combines quantitative and qualitative data, provides formative feedback through periodic assessment, and includes an impact study on the professional development model’s implementation effects.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},241677,1791745267,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":22,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":91,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},962084925290,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45",11,"A More Perfect Union (AMPU) Gilder Lehrman Institute of American History  \n\n| A More Perfect Union (AMPU) Table of Contents |  |\n| --- | --- |\n| Section | Page |\n| A. Quality of the project design (35 points) | 1 |\n| Introduction | 1 |\n| A More Perfect Union Logic Model | 3 |\n| (i) The extent to which the proposed project represents an exceptional approach to the priority or priorities established for the competition. | 4 |\n| Addressing the Absolute Priority in Innovative and Replicable Ways | 4 |\n| California’s New History–Social Science Framework (2016) and the Fair Act of 2012 | 6 |\n| A More Perfect Union Program Description | 8 |\n| A More Perfect Union Teacher and Principal Cohorts | 8 |\n| Cohort Content Focus | 8 |\n| Saturday Meeting Schedule Template | 9 |\n| Readings in American History, Government, and Civics from the Gilder Collection | 10 |\n| Integrating Geography | 11 |\n| Workshop Schedule for 2017-18 (Grades 4/5) | 12 |\n| Gilder Lehrman Institute Open Source and Low Cost Resources | 15 |\n| Professional Development Supported with Coaching Cycles | 17 |\n| School Principal Participation | 18 |\n| (ii) The extent to which the services to be provided by the proposed project involve the collaboration of appropriate partners for maximizing the effectiveness of the project. | 19 |\n| Table of Project Partners | 19 |\n| (iii) The extent to which the design of the proposed project reflects up-to-date knowledge from research and effective practice. | 20 |\n| A Research-Based Professional Development Model | 20 |\n| Teaching Effective Educational Practices | 23 |\n| Improving Student Literacy | 24 |\n| Improving Student Engagement | 25 |\n| Addressing the Competitive Preference Priority | 27 |\n| Using Technology to Bring Scholars to Teachers—Affordably | 28 |\n| Using Technology to Support Teacher Collaboration | 29 |\n| Flipping the Professional Development Classroom | 30 |\n| B. Significance. (20 points) | 30 |\n| (i) The extent to which the proposed project is likely to build local capacity to provide, improve, or expand services that address the needs of the target population. | 30 |\n| Locations to be Served | 32 |\n| Four Underserved, Low-Performing Subpopulations to be Served | 34 |\n| (ii) The importance or magnitude of the results or outcomes likely to be attained by the proposed project, especially improvements in teaching and student achievement. | 35 |\n| A More Perfect Union Project Goals | 35 |\n| (iii) The extent to which the results of the proposed project are to be disseminated in | 36 |\n\nA More Perfect Union (AMPU) Gilder Lehrman Institute of American History  \n\n| ways that will enable others to use the information or strategies. |  |\n| --- | --- |\n| C. Quality of the Management Plan. (20 points) | 37 |\n| (i) The adequacy of the management plan to achieve the objectives ofthe proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks. | 37 |\n| Gilder Lehrman, LAUSD, Northern California Teams | 38 |\n| Job Descriptions of Key Staff | 38 |\n| Year One (2017-18) Management Plan Timeline | 41 |\n| Selecting Teachers | 41 |\n| (ii) The extent to which the time commitments of the project director and principal investigator and other key project personnel are appropriate and adequate to meet the objectives of the proposed project. | 42 |\n| D. Quality of the project evaluation (25 points) | 42 |\n| (i) The extent to which the methods of evaluation include the use of objective performance measures that are clearly related to the intended outcomes of the project and will produce quantitative and qualitative data to the extent possible. | 43 |\n| A More Perfect Union Project Goals, Measureable Objectives and Data Measures | 43 |\n| Additional Research Questions | 44 |\n| (ii) The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes. | 45 |\n| Quantitative and Qu","cbCairek8FibOxq0","https://ap.wps.com/l/cbCairek8FibOxq0","pdf",1123590,5,52,"English","# A. Quality of the project design (35 points)\n## Introduction\n## A More Perfect Union Logic Model\n## A More Perfect Union Program Description\n## A More Perfect Union Teacher and Principal Cohorts\n## Professional Development Supported with Coaching Cycles\n## School Principal Participation\n## (ii) Collaboration of appropriate partners\n## Table of Project Partners\n## (iii) Up-to-date knowledge from research and effective practice\n## A Research-Based Professional Development Model\n## Teaching Effective Educational Practices\n## Addressing the Competitive Preference Priority\n## Using Technology to Bring Scholars to Teachers—Affordably\n## Using Technology to Support Teacher Collaboration\n## Flipping the Professional Development Classroom\n# B. Significance. (20 points)\n## Locations to be Served\n## Four Underserved, Low-Performing Subpopulations to be Served\n## A More Perfect Union Project Goals\n## (iii) Dissemination of results\n# C. Quality of the Management Plan. (20 points)\n## Gilder Lehrman, LAUSD, Northern California Teams\n## Job Descriptions of Key Staff\n## Year One (2017-18) Management Plan Timeline\n# D. Quality of the project evaluation (25 points)\n## Objective performance measures\n## Quantitative and Qualitative Data\n## Ongoing formative assessment\n## Impact Study on implementation of the PD model","[{\"question\":\"What is the core purpose of the A More Perfect Union (AMPU) project design?\",\"answer\":\"The project design aims to strengthen teaching and learning in history, civics, and geography and to address priority needs through a structured approach, including teacher and principal development and student-focused instruction.\"},{\"question\":\"How does AMPU organize professional development for teachers and principals?\",\"answer\":\"AMPU uses teacher and principal cohorts, coaching cycles, workshop schedules, and a research-based professional development model, supported by readings and structured program activities.\"},{\"question\":\"How will AMPU evaluate project progress and outcomes?\",\"answer\":\"The evaluation emphasizes objective performance measures tied to intended outcomes, combines quantitative and qualitative data, provides formative feedback through periodic assessment, and includes an impact study on the professional development model’s implementation effects.\"}]","A More Perfect Union (AMPU) - Gilder Lehrman Institute of American History | PDF",1789179047,18,{"code":4,"msg":81,"data":100},[101,104,109,114,119,124,129,133,137],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":102,"slug":103},90,"presentations",{"id":105,"doc_module":22,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},12,"Resumes",80,"resumes",{"id":110,"doc_module":22,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},14,"Invoices",70,"invoices",{"id":115,"doc_module":22,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},15,"Posters",60,"posters",{"id":120,"doc_module":22,"doc_module_name":25,"category_name":121,"show_sort_weight":122,"slug":123},16,"Social Media",50,"social-media",{"id":125,"doc_module":22,"doc_module_name":25,"category_name":126,"show_sort_weight":127,"slug":128},17,"Forms",40,"forms",{"id":98,"doc_module":22,"doc_module_name":25,"category_name":130,"show_sort_weight":131,"slug":132},"Letters",30,"letters",{"id":134,"doc_module":22,"doc_module_name":25,"category_name":135,"show_sort_weight":91,"slug":136},21,"Paper Templates","papers-templates",{"id":138,"doc_module":22,"doc_module_name":25,"category_name":139,"show_sort_weight":4,"slug":140},158,"General","general-158"]