It is not too early to ask what legacy the Teaching American History grants will leave behind. Put another way, when all the money is spent, when all the seminars are done, when all the professional development has ended, what evidence will there be that the program ever existed? Will historians in the future look back at the evidence left behind and be able to reconstruct what happened, or will they be baffled, like archaeologists gazing at the mute statues of Easter Island? This article presents an overview of three papers that attempt to answer these questions.These are: Wilson Warren's paper, an examination of American history as a K-16 enterprise; Timothy Hall and Renee Scott's paper, an examination of schools in Northern Michigan; and Stephen Mucher's paper, an examination on the tools and techniques from Teaching American History activities.