The premise of the Teaching American History (TAH) project-a discretionary grant program funded under the U. S. Department of Education's Elementary and Secondary Education Act- is that in order to teach history better, teachers need to know more history. Unique among professional development programs in emphasizing specific content to be taught over a particular pedagogical approach, TAH grants assist schools in implementing scientifically-based research methods for improving the quality of instruction, professional development, and teacher education in American history.
Illustrating the diversity of these programs as they have been implemented in local education agencies throughout the nation, this collection of essays and research reports from TAH participants provides models for historians, teachers, teacher educators, and others interested in the teaching and learning of American History, and presents examples of lessons learned from a cross-section of TAH projects. Each chapter presents a narrative of innovation, documenting collaboration between classroom, community, and the academy that gives immediate and obvious relevance to the teaching and learning process of American history. By sharing these narratives, this book expands the impact of emerging practices from individual TAH projects to reach a larger audience across the nation.
Inhaltsverzeichnis
Foreword
Sam Wineburg, Stanford University
Preface
Part I: Emerging Practices for Historians
Part I Introduction
- Teachers as Historians: A Historian's Experiences with TAH Projects
Kelly A. Woestman, Pittsburg (KS) State University
- A New Focus for the History Professoriate: Professional Development for History Teachers as Professional Development for Historians
Peter Knupfer, Michigan State University and H-Net: Humanities and Social Sciences Online
- Engaging At-Risks Students: Teaching American Military History
G. L. Seligman, University of North Texas
- Lost in Translation: The Use of Primary Sources in Teaching History
Laura M. Westhoff, University of Missouri-St. Louis
Part II: Emerging Practices for Classroom Teachers
Part II Introduction
- Through the Lens of Local History: Enriching Instruction Using
Regional Primary Sources Donald D. Owen and Katherine Barbour, Urbana. IL School District #116,
- Introducing Teachers to Archives and Archivists (and Vice Versa)
Tim Rives, Eisenhower Presidential Library and Museum
Teachers' Voices in Teaching American History Projects
David Gerwin, Queens College/CUNY
- History in Every Classroom: Setting a K-5 Precedent
Elise Fillpot, University of Iowa
Part III: Emerging Practices for Professional Development
Part III Introduction
- Teaching American History Projects in Illinois: A Comparative Analysis of Professional Development Models
Rachel Ragland, Lake Forest College.
- Finding Common Ground: Conditions for Effective Collaboration between Education and History Faculty in Teacher Professional Development
Dawn Abt-Perkins, Lake Forest College
- Designing and Implementing Content-based Professiona Development for Teachers of American History
Ann Marie Ryan, Loyola University Chicago and Frank Valadez, Chicago Public Schools
- Artifacts as Inspiration: Building Connections Between Museum Educators and Classroom Teachers
D. Lynn McRainey, Chicago History Museum and Heidi Moisan, Chicago Historical Society
- How to Evaluate Teaching American History Projects
Julie Kearney, University of Iowa, Emily Lai, University of Iowa and Donald Yarbrough, University of Iowa
Part IV: Emerging Practices in a Larger Perspective
Part IV Introduction
- Mirrors, Mutuality of Interest, and Opportunities to Learn: The TAH Program, Assessment, and Faculty
Robert Rook, Towson State University
Teaching American History: Observation from the Fringes
Cary D. Wintz, Texas Southern University
Contributors
Index
