 So there's a show on television called Inside the Actors Studio where professionals come in and they interview them. And what they're really trying to do is to get that professional to externalize a process that they just intuit it. So along with Bob Bain, we do a variation of what's called Inside the Historian Study. And so it gives teachers the chance to ask questions to say, how do you work? How do you do this? So that they hear teachers, they hear professors rather, scholars in the field say, this is how I go about it. And most of them have done it so many times that it's just second nature to them. For them to externalize that process and really verbalize it so that teachers can be clear about it. Teachers sometimes, again after teaching for many years, they may kind of intuitively do it but if they can make it even more clear for themselves and for their students, it seems to raise the whole level of what happens. Part of our grant was to connect rather the local situation, local events with the national narrative and try and realize that place really matters and that if students can connect those things, it's a lot richer environment for them. We're going to go down to the Bass Museum and Cultural Center. Boise has a pretty sizable bass community, ethnic group in Spain and France that runs along the border there. And so I think that we're more sensitive to saying, okay, where does it fit in the curriculum, where could it fit in the curriculum, what's the problem that we're dealing with and then what's the sources that we could tag that would more accurately help them work with this problem rather with their students in their classroom at the 5th, 9th and 11th. So in that way it feels like it's much more bottom up, much more consistent with this process that we've been talking about and it's less just hoping that if you pour enough information in somehow it's going to stick a couple topics that might help teachers out. We feel like it's just a much more natural way in the sense that that's really how historians work and ultimately we think that's how students learn or learn more effectively anyway. What we have found at Another Lesson Learned is very difficult for teachers to think of curriculum in terms of problem or problem spaces or essential questions and enduring understandings. That's kind of Jay McTion, Grant Wagan's, you know, verbiage for it. That is a one marker of a higher quality of intellectual engagement that we would hope to see in instruction, in lesson planning and finally in student work. So when kids are engaged in problems and thinking about it during understandings, that's a higher level of intellectual quality and that's what we're looking for.