The Teaching American History Project

Abstract

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