[Congressional Record Volume 149, Number 92 (Friday, June 20, 2003)]
[Senate]
[Pages S8261-S8265]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




           AMERICAN HISTORY AND CIVICS EDUCATION ACT OF 2003

  The PRESIDING OFFICER. Under the previous order, the hour of 9 a.m. 
having arrived, the Senate will resume the consideration of S. 504, 
which the clerk will report.
  The legislative clerk read as follows:

       A bill (S. 504) to establish academies for teachers and 
     students of American history and civics and a national 
     alliance of teachers of American history and civics, and for 
     other purposes.

  The PRESIDING OFFICER. The Senator from Tennessee.


                           Amendment No. 951

  Mr. ALEXANDER. Mr. President, I ask unanimous consent the substitute 
amendment to S. 504, which is at the desk, be agreed to, and the motion 
to reconsider be laid upon the table.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  The amendment (No. 951) was agreed to.
  (The amendment is printed in today's Record under ``Text of 
Amendments.'')
  Mr. ALEXANDER. Mr. President, on March 4, I made the maiden speech 
the majority leader has encouraged each of us new Senators to make. I 
chose two urgent issues I care most about: The education of our 
children, No. 1; and the principles that unite us as Americans, No. 2. 
I then introduced S. 504, the American History and Civics Education Act 
of 2003.
  In a few minutes, we will vote on that bill. Its purpose is to help 
put the teaching of American history and civics in its rightful place 
in our schools so our children can grow up learning what it means to be 
an American. Its purpose is to inspire better teaching and more 
learning of the key events, key documents, key persons,

[[Page S8262]]

and key ideas that shaped the institutions and democratic heritage of 
the United States of America.
  This legislation would do that by creating summer academies for 
students and teachers of American history and civics. There will be up 
to 12 Presidential Academies for teachers. These might last 2 weeks and 
be sponsored by an educational institution or a nonprofit organization. 
And there will be up to 12 4-week Congressional Academies for students.
  It also creates a State-by-State national alliance of history and 
civics teachers, and authorizes $25 million for these purposes.
  We need this legislation because our children are not learning what 
it means to be an American. In his testimony before our committee, 
author David McCullough spoke of Ivy League college students who think 
Abraham Lincoln was President before the Civil War and that Germany and 
Italy were our Allies during World War II. One-third of fourth, eighth, 
and twelfth graders do not even have basic knowledge about American 
history and civics, making them what one might call civic illiterates. 
They are not learning it because, in too many instances, it is not 
being taught.
  Civics too often is dropped from school curricula. More than half the 
States have no requirements for a course in American government and 
American history. When it is taught, it is too often watered down. The 
textbooks are too dull, the pages too often feature victims and 
diminish heroes. Because of politically correct attitudes from the 
right and from the left, teachers are afraid to teach the great 
controversies, the great conflicts, the great struggles, the great 
stories that are the heritage, the essence of American history.
  This effort has overwhelming support in the Congress--36 U.S. 
Senators of both parties. An identical bill has been introduced in the 
House of Representatives by Roger Wicker of Mississippi, and 160 
Members of the House, of both parties, support it.

  I want especially to reiterate my thanks to the majority leader who, 
during a busy time, has found time for this small but important piece 
of legislation, and to the Democratic whip, Mr. Reid, who has also made 
it possible for there to be time for this in the midst of this debate 
and who is the prime cosponsor of this legislation. I thank Chairman 
Gregg of our committee for reporting it promptly and for cosponsoring 
it, and Senator Kennedy, the ranking member, who did not just cosponsor 
it but was busy gathering other cosponsors.
  I want to acknowledge, too, the support of Conrad Burns, the Senator 
from Montana, a historian who is chairman of the relevant 
appropriations subcommittee, and especially Senator Byrd of West 
Virginia, who has been a leader in other legislation that has passed 
this body on American history, and who took the time to come to the 
hearing on this legislation, in person, and to testify.
  I yield the floor and reserve whatever time remains.
  The PRESIDING OFFICER. The Senator from Nevada.
  Mr. REID. I ask unanimous consent Senator Lautenberg be added as a 
cosponsor to S. 504.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  Mr. REID. Senator Alexander said, ``It's time to put the teaching of 
history and civics back in its rightful place in our schools so our 
children grow up learning what it means to be an American.''
  That is really what this is all about. It is about having history and 
civics as a part of what our schools are about and should be about. I 
acknowledge, as I did last night on the Senate floor, the leadership of 
the Senator from Tennessee, the former Secretary of Education, in 
pushing this legislation to the point where it is.
  I hope this is the first of many such measures that we work on here. 
I believe in local control of schools. But I also believe the Federal 
Government must recognize national problems in education and address 
those problems and help local school districts meet what I believe are 
national imperatives. Certainly, this is one.
  It is so easy to shortchange these courses. As I look back at some of 
the great teachers I had, they taught history and government on the 
high school level. A man by the name of Michael Callahan taught basic 
history and government in high school in Henderson, NV, where I went to 
school. But for him I am not sure I would have the interest in 
government and history that I have today. He allowed us to participate 
in government. He allowed us to understand history. He was a dynamic 
teacher.

  I believe that is what we are trying to do here--give teachers the 
tools they need to become better teachers. Obviously, teachers have 
chosen their profession in the effort to improve the lives of children 
they teach. This legislation deals with courses K through 12. But even 
though these teachers have chosen teaching as their profession, it 
doesn't mean they don't need help. That is what this is all about--to 
help them through this academy and become better teachers who are 
better equipped to do the things they need to do to teach.
  This legislation is not going to be based just in the South or the 
Northeast or just in the Midwest. The legislation calls for 12 regional 
academies to be determined by the Chairman of the National Endowment 
for the Humanities. He will choose the academies on a regional basis. 
This program will be effective all over the United States. I am 
confident that the Presidential Academies for teaching American history 
and civics will be important. There will be 12 of them. There will be 
up to 12 Congressional Academies for students of American history and 
civics.
  I am convinced that if we show we are concerned about education here 
in Washington, the schools at home will become better schools and 
teachers will become better teachers. I hope this will receive 
unanimous support.
  This is only the first step. It is easy for us here in Washington to 
pass legislation where we authorize things to happen, but the next step 
is appropriating the money to make sure that the authorization we have 
made is effective. The distinguished Senator from Tennessee and I have 
had the assurance of members of the Appropriations Committee that they 
will allow us to go this next step and have money appropriated.
  As I indicated last night, Senator Byrd having participated in the 
public hearing is a step in the right direction. Senator Conrad Burns  
has indicated he will be helpful. I look forward to working in the 
appropriations process to make sure we carry forward on the promise of 
Senator Lamar Alexander, a Senator who authored this legislation, 
indicating it is important to put the teaching of American history and 
civics in its right place in our schools so children can grow and learn 
what it means to be an American.
  Mr. Kennedy. Mr. President, I am pleased to support the American 
History and Civics Education Act to create academies for teachers and 
high school students of American history. The bill will expand the 
programs of the National Endowment for the Humanities to improve the 
educational experience of young Americans and broaden their 
understanding of our unique heritage.
  The American national experience is a comparatively short one, but 
its early struggles, revolutionary roots, and democratic ideals have 
shaped our national character. Early American history includes eras of 
prosperity and progress, dark years of war, and racial struggles. Each 
of these defining moments has called forth great leaders and national 
heroes, in all walks of life, who unhesitatingly offered their 
resources, their efforts and, sometimes, their lives on behalf of their 
belief in the principles of tolerance, religious freedom, and equality. 
Each generation of Americans has defended those principles and, in the 
process, strengthened our national purpose and resolve.
  To prepare the next generation of American leaders, we must ensure 
that they understand not only these historic challenges and 
achievements but also the key documents that are our enduring 
guideposts, especially the Constitution and Bill of Rights.
  This legislation, introduced by my colleague from Tennessee, will 
authorize a competitive grant program for institutions of higher 
education and nonprofit educational research centers to conduct summer 
seminars for history teachers to strengthen their skills in

[[Page S8263]]

their subject area. These seminars will enable teachers to develop a 
broader understanding of history and also new skills and enthusiasm to 
present this material to their students.
  The legislation also authorizes a competitive grant program for 
academies for outstanding high school juniors and seniors who have 
excelled in their study of history. These academies will enable these 
promising young students to learn from especially talented teachers and 
provide a special opportunity for them to advance their understanding 
of the great achievements of our proud Nation.
  The HELP Committee conducted an impressive hearing on this 
legislation earlier this year. Among the several distinguished 
witnesses who appeared before the committee was the Pulitzer Prize-
winning historian, David McCullough. He spoke eloquently of the urgent 
need to improve the educational experience of history students.
  He reminded us that passion for learning is ``caught not taught,'' 
and that the better prepared our teachers are, the more likely we are 
to stimulate a new generation of historians, history lovers, and 
national leaders.
  Mr. McCullough also suggested that those institutions that ultimately 
conduct these academies should reach out to their local Park Service 
historic sites, which offer incredible resources and a birds-eye view 
of history to enthusiastic visitors. He has been an ongoing presence at 
both the Longfellow House and the Adams Historic Park sites in 
Massachusetts during his research on his impressive biography of John 
Adams. Those same artifacts are accessible to all aspiring history 
lovers and can ignite a passion for visitors to these sites as they 
visualize John Adams at his desk writing his friend, Thomas Jefferson, 
debating the goals and dreams of a young Nation.
  John Adams wrote, ``I must study politics and war that my sons may 
have the liberty to study mathematics and philosophy . . .  in order to 
give their children the right to study painting, poetry and music.'' 
Our second President was a great leader in his time and his words 
inspire all Americans to learn more about our past in order to better 
prepare for the future. If we neglect study in the arts and humanities, 
we will know considerably less about ourselves, our Nation, our allies 
and our adversaries--and we will be considerably less prepared for the 
challenges which loom on the horizon.
  The new academies will be under the jurisdiction of the National 
Endowment for the Humanities whose Chairman, Bruce Cole, is doing an 
impressive job at the Endowment. As an historian himself, he knows the 
importance of our goal.
  The bill is a timely and important initiative which will make 
American history come alive for students, and serve our communities and 
our country well in the years ahead. I commend Senator Alexander for 
his leadership in developing this bipartisan legislation that is based 
on the model which he implemented earlier as Governor of Tennessee. I 
am confident that these summer academies will enrich the learning 
experience of thousands of young students who want to know more about 
their heritage as Americans.
  It is a visionary effort and I hope that my colleagues will join me 
in supporting it today.
  Mr. ALEXANDER. Mr. President, I thank the Senator from Nevada, the 
distinguished assistant Democratic leader, for his comments late last 
evening when we discussed this bill and for his support. I look forward 
to working with him on other education legislation in a bipartisan way. 
I am glad he talked about appropriations. Senator Stevens also is a 
cosponsor of the bill, for which we are pleased.
  People from potential sponsoring institutions have asked me how this 
might work.
  First, the legislation has to be passed. But given the strong 
bipartisan support it has in both Houses, if it were to be passed and 
the money were to be appropriated in a reasonable period of time, the 
first of these academies might open in the summer of 2004. For that to 
happen, the National Endowment for the Humanities would need to receive 
applications beginning this fall. I hope the universities, the 
nonprofit organizations, and the State educational institutions will 
begin to prepare for that. They might look at the Governors' Schools 
across this country in many States as models.
  At a time when the United States of America is under attack because 
of who we are, it is crucial that our children learn the values and 
principles that make this the United States of America. When you move 
to France or Japan, you don't become French or Japanese. When you move 
to the United States and seek to become an American citizen, you become 
an American, because of what we believe in, a few principles--liberty, 
equal opportunity, individualism, laissez-faire, the rule of law, 
federalism, e pluribus unum, the free exercise of religion, the 
separation of church and state, and a belief in progress. We almost all 
agree on those principles. Our politics is about applying them. That is 
what we debate every day here. We need to be teaching our children, as 
the Senator from Nevada said, these principles so they will grow up 
knowing what it means to be an American.
  I urge all Senators to support this legislation.
  Mr. President, I ask for the yeas and nays.
  The PRESIDING OFFICER. Is there a sufficient second?
  There is a sufficient second.
  The question is on the engrossment and third reading of the bill.
  The bill was ordered to be engrossed for a third reading and was read 
the third time.
  The PRESIDING OFFICER. The question is on passage of the bill, as 
amended. The clerk will call the roll.
  The legislative clerk called the roll.
  Mr. McCONNELL. I announce that the Senator from Utah (Mr. Bennett), 
the Senator from Colorado (Mr. Campbell), the Senator from Nebraska 
(Mr. Hagel), the Senator from Indiana (Mr. Lugar), and the Senator from 
Ohio (Mr. Voinovich) are necessarily absent.
  Mr. REID. I announce that the Senator from Delaware (Mr. Biden), the 
Senator from North Carolina (Mr. Edwards), the Senator from Hawaii (Mr. 
Inouye), the Senator from Massachusetts (Mr. Kerry), and the Senator 
from Vermont (Mr. Leahy) are necessarily absent.
  I further announce that, if present and voting, the Senator from 
Massachusetts (Mr. Kerry), and the Senator from Vermont (Mr. Leahy) 
would each vote ``yea.''
  The PRESIDING OFFICER. Are there any other Senators in the Chamber 
desiring to vote?
  The result was announced--yeas 90, nays 0, as follows:

                      [Rollcall Vote No. 231 Leg.]

                                YEAS--90

     Akaka
     Alexander
     Allard
     Allen
     Baucus
     Bayh
     Bingaman
     Bond
     Boxer
     Breaux
     Brownback
     Bunning
     Burns
     Byrd
     Cantwell
     Carper
     Chafee
     Chambliss
     Clinton
     Cochran
     Coleman
     Collins
     Conrad
     Cornyn
     Corzine
     Craig
     Crapo
     Daschle
     Dayton
     DeWine
     Dodd
     Dole
     Domenici
     Dorgan
     Durbin
     Ensign
     Enzi
     Feingold
     Feinstein
     Fitzgerald
     Frist
     Graham (FL)
     Graham (SC)
     Grassley
     Gregg
     Harkin
     Hatch
     Hollings
     Hutchison
     Inhofe
     Jeffords
     Johnson
     Kennedy
     Kohl
     Kyl
     Landrieu
     Lautenberg
     Levin
     Lieberman
     Lincoln
     Lott
     McCain
     McConnell
     Mikulski
     Miller
     Murkowski
     Murray
     Nelson (FL)
     Nelson (NE)
     Nickles
     Pryor
     Reed
     Reid
     Roberts
     Rockefeller
     Santorum
     Sarbanes
     Schumer
     Sessions
     Shelby
     Smith
     Snowe
     Specter
     Stabenow
     Stevens
     Sununu
     Talent
     Thomas
     Warner
     Wyden

                             NOT VOTING--10

     Bennett
     Biden
     Campbell
     Edwards
     Hagel
     Inouye
     Kerry
     Leahy
     Lugar
     Voinovich
  The bill (S. 504), as amended, was passed as follows:

                                 S. 504

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``American History and Civics 
     Education Act of 2003''.

     SEC. 2. DEFINITIONS.

       In this Act:
       (1) American history and civics.--The term ``American 
     history and civics'' means the key events, key persons, key 
     ideas, and key documents that shaped the institutions and 
     democratic heritage of the United States of America.
       (2) Chairman.--The term ``Chairman'' means the Chairman of 
     the National Endowment for the Humanities.

[[Page S8264]]

       (3) Educational institution.--The term ``educational 
     institution''--
       (A) means--
       (i) an institution of higher education;
       (ii) an educational institution created by a legislative 
     act of a State for the express purpose of teaching American 
     history and civics to elementary school and secondary school 
     students; or
       (iii) a nonprofit educational institution, library, or 
     research center; and
       (B) includes a consortium of entities described in 
     subparagraph (A).
       (4) Institution of higher education.--The term 
     ``institution of higher education'' has the meaning given the 
     term in section 101(a) of the Higher Education Act of 1965 
     (20 U.S.C. 1001(a)).
       (5) Key documents.--The term ``key documents'' means the 
     documents that established or explained the foundational 
     principles of democracy in the United States, including the 
     United States Constitution and the amendments to the 
     Constitution (particularly the Bill of Rights), the 
     Declaration of Independence, the Federalist Papers, and the 
     Emancipation Proclamation.
       (6) Key events.--The term ``key events'' means the critical 
     turning points in the history of the United States (including 
     the encounter of Native Americans with European settlers, the 
     American Revolution, the Civil War, the world wars of the 
     twentieth century, the civil rights movement, and the major 
     court decisions, legislation, literature, and the arts) that 
     established democracy and extended its promise in American 
     life.
       (7) Key ideas.--The term ``key ideas'' means the ideas that 
     shaped the democratic institutions and heritage of the United 
     States, including the notions of liberty, equal opportunity, 
     individualism, laissez faire, the rule of law, federalism and 
     e pluribus unum, the free exercise of religion, the 
     separation of church and state, and a belief in progress.
       (8) Key persons.--The term ``key persons'' means the men 
     and women who led the United States as Founding Fathers, 
     Native American leaders, elected officials, scientists, 
     inventors, pioneers, advocates of equal rights, 
     entrepreneurs, and artists.
       (9) State.--The term ``State'' means each of the 50 States 
     and the District of Columbia.
       (10) Teachers of american history and civics.--The term 
     ``teachers of American history and civics'' means 
     kindergarten through grade 12 teachers who teach American 
     history, government, or civics, or who incorporate such 
     subjects into their teaching.

     SEC. 3. PRESIDENTIAL ACADEMIES FOR TEACHING OF AMERICAN 
                   HISTORY AND CIVICS.

       (a) Establishment.--From amounts appropriated under 
     subsection (j), the National Endowment for the Humanities 
     shall award grants, on a competitive basis, to educational 
     institutions to establish Presidential Academies for Teaching 
     of American History and Civics (in this section referred to 
     as ``Academies'') that shall offer workshops for teachers of 
     American history and civics--
       (1) to strengthen such teachers' knowledge of the subjects 
     of American history and civics; and
       (2) to learn how better to teach such subjects.
       (b) Application.--
       (1) In general.--An educational institution that desires to 
     receive a grant under this section shall submit an 
     application to the National Endowment for the Humanities at 
     such time, in such manner, and containing such information as 
     the National Endowment for the Humanities may require.
       (2) Contents.--An application submitted under paragraph (1) 
     shall--
       (A) include the criteria that will be used to determine 
     which teachers will be selected to attend workshops offered 
     by the Academy;
       (B) identify the individual the educational institution 
     intends to appoint to be the primary scholar at the Academy;
       (C) include a description of the curriculum to be used at 
     workshops offered by the Academy; and
       (D) provide an assurance that the recruitment plan for 
     which teachers will be selected to attend workshops offered 
     by the Academy will include teachers from schools receiving 
     assistance under part A of title I of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.), 
     particularly those schools with high concentrations of 
     students described in section 1124(c) of such Act.
       (c) Number of Grants.--The National Endowment for the 
     Humanities shall award not more than 12 grants to different 
     educational institutions under this section.
       (d) Distribution.--The Chairman shall encourage equitable 
     distribution of grants under this section among the 
     geographical regions of the United States.
       (e) Grant Terms.--Grants awarded under this section shall 
     be for a term of 2 years.
       (f) Use of Funds.--
       (1) Workshops.--
       (A) In general.--An educational institution that receives a 
     grant under this section shall establish an Academy that 
     shall offer a workshop during the summer, or during another 
     appropriate time, for teachers of American history and 
     civics--
       (i) to strengthen such teachers' knowledge of the subjects 
     of American history and civics; and
       (ii) to learn how better to teach such subjects.
       (B) Duration of workshop.--A workshop offered pursuant to 
     this section shall be approximately 2 weeks in duration.
       (2) Academy staff.--
       (A) Primary scholar.--Each Academy shall be headed by a 
     primary scholar identified in the application submitted under 
     subsection (b) who shall--
       (i) be accomplished in the field of American history and 
     civics; and
       (ii) design the curriculum for and lead the workshop.
       (B) Core teachers.--Each primary scholar shall appoint an 
     appropriate number of core teachers. At the direction of the 
     primary scholar, the core teachers shall teach and train the 
     workshop attendees.
       (3) Selection of teachers.--
       (A) In general.--
       (i) Number of teachers.--Each year, each Academy shall 
     select kindergarten through grade 12 teachers of American 
     history and civics to attend the workshop offered by the 
     Academy.
       (ii) Flexibility in number of teachers.--Each Academy shall 
     select not more than 300 and not less than 50 teachers under 
     clause (i).
       (B) Teachers from public and private schools.--An Academy 
     may select teachers from public schools and private schools 
     to attend the workshop offered by the Academy.
       (g) Costs.--
       (1) In general.--Except as provided in paragraph (2), a 
     teacher who attends a workshop offered pursuant to this 
     section shall not incur costs associated with attending the 
     workshop, including costs for meals, lodging, and materials 
     while attending the workshop, and may receive a stipend to 
     cover such costs.
       (2) Travel costs.--A teacher who attends a workshop offered 
     pursuant to this section shall use non-Federal funds to pay 
     for such teacher's costs of transit to and from the Academy.
       (h) Evaluation.--
       (1) In general.--At the completion of all of the workshops 
     assisted in the third year grants are awarded under this 
     section, the National Endowment for the Humanities shall 
     conduct an evaluation and submit a report on its findings to 
     the relevant committees of Congress.
       (2) Content of evaluation.--The evaluation conducted 
     pursuant to paragraph (1) shall--
       (A) determine the overall success of the grant program 
     authorized under this section; and
       (B) highlight the best grantees' practices in order to 
     become models for future grantees.
       (i) Non-Federal Funds.--An educational institution 
     receiving Federal assistance under this section may 
     contribute non-Federal funds toward the costs of operating 
     the Academy.
       (j) Authorization of Appropriations.--There is authorized 
     to be appropriated to carry out this section $7,000,000 for 
     each of fiscal years 2004 through 2007.

     SEC. 4. CONGRESSIONAL ACADEMIES FOR STUDENTS OF AMERICAN 
                   HISTORY AND CIVICS.

       (a) Establishment.--From amounts appropriated under 
     subsection (j), the National Endowment for the Humanities 
     shall award grants, on a competitive basis, to educational 
     institutions to establish Congressional Academies for 
     Students of American History and Civics (in this section 
     referred to as ``Academies'') that shall offer workshops for 
     outstanding students of American history and civics to 
     broaden and deepen such students' understanding of American 
     history and civics.
       (b) Application.--
       (1) In general.--An educational institution that desires to 
     receive a grant under this section shall submit an 
     application to the National Endowment for the Humanities at 
     such time, in such manner, and containing such information as 
     the National Endowment for the Humanities may require.
       (2) Contents.--An application submitted under paragraph (1) 
     shall--
       (A) include the criteria that will be used to determine 
     which students will be selected to attend workshops offered 
     by the Academy;
       (B) identify the individual the educational institution 
     intends to appoint to be the primary scholar at the Academy;
       (C) include a description of the curriculum to be used at 
     workshops offered by the Academy; and
       (D) include a description of how the educational 
     institution will--
       (i) inform students from schools receiving assistance under 
     part A of title I of the Elementary and Secondary Education 
     Act of 1965 (20 U.S.C. 6311 et seq.), particularly those 
     schools with high concentrations of students described in 
     section 1124(c) of such Act, of the Academy; and
       (ii) provide such students with information on how to apply 
     to attend workshops offered by the Academy so that such 
     students may attend the workshops.
       (c) Number of Grants.--The National Endowment for the 
     Humanities shall award not more than 12 grants to different 
     educational institutions under this section.
       (d) Distribution.--The Chairman shall encourage equitable 
     distribution of grants under this section among the 
     geographical regions of the United States.
       (e) Grant Terms.--Grants awarded under this section shall 
     be for a term of 2 years.
       (f) Use of Funds.--
       (1) Workshops.--

[[Page S8265]]

       (A) In general.--An educational institution that receives a 
     grant under this section shall establish an Academy that 
     shall offer a workshop during the summer, or during another 
     appropriate time, for outstanding students of American 
     history, government, and civics to broaden and deepen such 
     students' understanding of American history and civics.
       (B) Duration of workshop.--A workshop offered pursuant to 
     this section shall be approximately 4 weeks in duration.
       (2) Academy staff.--
       (A) Primary scholar.--Each Academy shall be headed by a 
     primary scholar identified in the application submitted under 
     subsection (b) who shall--
       (i) be accomplished in the field of American history and 
     civics; and
       (ii) design the curriculum for and lead the workshop.
       (B) Core teachers.--Each primary scholar shall appoint an 
     appropriate number of core teachers. At the direction of the 
     primary scholar, the core teachers shall teach the workshop 
     attendees.
       (3) Selection of students.--
       (A) Number of students.--Each year, each Academy shall 
     select between 100 and 300 eligible students to attend the 
     workshop offered by the Academy.
       (B) Eligible students.--A student shall be eligible to 
     attend a workshop offered by an Academy if the student--
       (i) is recommended by the student's secondary school 
     principal (or other head of such student's academic program) 
     to attend the workshop; and
       (ii) will be a junior or senior in the academic year 
     following attendance at the workshop.
       (g) Costs.--
       (1) In general.--Except as provided in paragraph (2), a 
     student who attends a workshop offered pursuant to this 
     section shall not incur costs associated with attending the 
     workshop, including costs for meals, lodging, and materials 
     while attending the workshop.
       (2) Travel costs.--A student who attends a workshop offered 
     pursuant to this section shall use non-Federal funds to pay 
     for such student's costs of transit to and from the Academy.
       (h) Evaluation.--
       (1) In general.--At the completion of all of the workshops 
     assisted in the third year grants are awarded under this 
     section, the National Endowment for the Humanities shall 
     conduct an evaluation and submit a report on its findings to 
     the relevant committees of Congress.
       (2) Content of evaluation.--The evaluation conducted 
     pursuant to paragraph (1) shall--
       (A) determine the overall success of the grant program 
     authorized under this section; and
       (B) highlight the best grantees' practices in order to 
     become models for future grantees.
       (i) Non-Federal Funds.--An educational institution 
     receiving Federal assistance under this section may 
     contribute non-Federal funds toward the costs of operating 
     the Academy.
       (j) Authorization of Appropriations.--There is authorized 
     to be appropriated to carry out this section $14,000,000 for 
     each of fiscal years 2004 through 2007.

     SEC. 5. NATIONAL ALLIANCE OF TEACHERS OF AMERICAN HISTORY AND 
                   CIVICS.

       (a) Establishment.--
       (1) In general.--From amounts appropriated under subsection 
     (e), the National Endowment for the Humanities shall award 1 
     or more grants to organizations for the creation of a 
     national alliance of elementary school and secondary school 
     teachers of American history and civics.
       (2) Purpose.--The purpose of the national alliance is--
       (A) to facilitate the sharing of ideas among teachers of 
     American history and civics; and
       (B) to encourage best practices in the teaching of American 
     history and civics.
       (b) Application.--An organization that desires to receive a 
     grant under this section shall submit an application to the 
     National Endowment for the Humanities at such time, in such 
     manner, and containing such information as the National 
     Endowment for the Humanities may require.
       (c) Grant Term.--A grant awarded under this section shall 
     be for a term of 2 years and may be reapplied after the 
     initial term expires.
       (d) Use of Funds.--An organization that receives a grant 
     under this section may use the grant funds for any of the 
     following:
       (1) Creation of a website on the Internet to facilitate 
     discussion of new ideas on improving American history and 
     civics education.
       (2) Creation of in-State chapters of the national alliance, 
     to which individual teachers of American history and civics 
     may belong, that sponsors American history and civics 
     activities for such teachers in the State.
       (3) Seminars, lectures, or other events focused on American 
     history and civics, which may be sponsored in cooperation 
     with, or through grants awarded to, libraries, States' 
     humanities councils, or other appropriate entities.
       (4) Coordinate activities with other nonprofit educational 
     alliances that promote the teaching or study of subjects 
     related to American history and civics.
       (e) Authorization of Appropriations.--There is authorized 
     to be appropriated to carry out this section, and for any 
     administrative costs associated with carrying out sections 3 
     and 4, $4,000,000 for each of fiscal years 2004 through 2007.
  Mr. BAUCUS. Mr. President, I move to reconsider the vote and I move 
to lay that motion on the table.
  The motion to lay on the table was agreed to.

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