Doug Perry
Teacher of English and History, Peninsula High School
Gig Harbor, Washington
Link to Team Portfolio

In 1980 and 1981, I took part in NEH institutes which trained teachers to teach American Studies (combining English and history). After our training we were expected to spread the ideas with our colleagues in Washington State. I enjoyed working with that model of learning and inservice. The American Memory Project seems based on that proven dynamic of collegiality.

The prospect of using online materials from the Library of Congress also attracted me because in the research I have done at the Library (and National Archives) over the past 17 years, I have been overwhelmed at those four (plus) storehouses of primary resources that are accessible to students and scholars in the Washington, D.C. area but not to students and scholars who cannot afford to get to DC. Being part of this project has a bit of a moon landing feeling to it.

As a high school teacher, I have been trained primarily in English but American history and American Studies have been my passion since I became an American Studies teacher (both the English and history portions but the line of distinction is fading) in 1979.

I hope that my family (wife Sally and children Geoff, 19; Gina 16; and Joel 14) will be able to join me in Washington, D.C. at the end of our workshop for a family vacation.


Wendy Sauer
Social Studies Education and Dept. Chairperson, Mercer Island High School
Mercer Island, Washington
Link to Team Portfolio

I originally became interested in technology, as it applied to social studies instruction, in the fall of 1994. At the beginning of that school year, our high school received monies to set up three technology classrooms. I applied to be one of them and, upon being chosen, found myself in a classroom with ten Macintosh computers, two laser printers and a LCD monitor. Needless to say, I was somewhat overwhelmed -- using technology is easier to think about in the abstract than in the concrete. From the moment that I received the computers, I began to get educated on how to effectively utilize them in a content classroom.

Over the past two years, I have developed several technology-intensive projects using e-mail, the internet, HyperStudio (a multimedia program) and Claris Works. While I am happy about both my students' and my steep learning curves in the realm of technology, I realize more than ever how hard it is to effectively use technology, especially the internet, in the classroom. This realization sparked my interest in the National Digital Library Institute. I am anxious to hear about how other educators effectively employ technology and to share some of my own ideas and experiences.

Currently, I am the Social Studies Department Chairperson at our school. I have tried to excite my coworkers about the possibilities inherent in bringing technology tools into the classroom. We as a department have discussed the benefits and liabilities of using such tools and I have tried to provide instruction in technology use where I can. This year, I primarily teach American Studies, an integrated U.S. History/American Literature course. I have also taught World History, Pacific Northwest History and International Studies. With my colleagues, I have worked to consider how technology could enhance each of these courses.

When I find the time to walk away from my studies, I particularly enjoy outdoor activities. I am a runner and enjoy hiking and camping as well. The Pacific Northwest offers plenty of opportunities for such activity. I also spend time playing with my Chocolate Labrador, Peet.