Description

Book Synopsis

The premise of the Teaching American History (TAH) projectâa discretionary grant program funded under the U.S. Department of Educationâs Elementary and Secondary Education Actâ 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

Trade Review

"…This book will be of great use to faculty and graduate students…it includes many interesting and enlightening anecdotes. Summing up: Recommended."--CHOICE

"The editors have organized the book well….In the right hands, The Teaching American History Project might coax historians to nurture relationships with K-12 teachers. Collegial historians might collaborate with education faculty to design a historical methods course. College teachers who wish to expand their repertoire beyond the traditional lecture will find encouragement in this book."--Teaching History: A Journal of Methods



Table of Contents

Foreword

Sam Wineburg, Stanford University

Preface

Part I: Emerging Practices for Historians

Part I Introduction

  2. Teachers as Historians: A Historian’s Experiences with TAH Projects

  3. Kelly A. Woestman, Pittsburg (KS) State University

  4. A New Focus for the History Professoriate: Professional Development for History Teachers as Professional Development for Historians

  5. Peter Knupfer, Michigan State University and H-Net: Humanities and Social Sciences Online

  6. Engaging At-Risks Students: Teaching American Military History

  7. G. L. Seligman, University of North Texas

  8. Lost in Translation: The Use of Primary Sources in Teaching History

  9. Laura M. Westhoff, University of Missouri-St. Louis

    Part II: Emerging Practices for Classroom Teachers

    Part II Introduction

  10. Through the Lens of Local History: Enriching Instruction Using
    Regional Primary Sources

  11. Donald D. Owen and Katherine Barbour, Urbana. IL School District #116,

  12. Introducing Teachers to Archives and Archivists (and Vice Versa)

  13. Tim Rives, Eisenhower Presidential Library and Museum

    Teachers’ Voices in Teaching American History Projects

    David Gerwin, Queens College/CUNY

  14. History in Every Classroom: Setting a K-5 Precedent

  15. Elise Fillpot, University of Iowa

    Part III: Emerging Practices for Professional Development

    Part III Introduction

  16. Teaching American History Projects in Illinois: A Comparative Analysis of Professional Development Models
    Rachel Ragland, Lake Forest College.

  18. Finding Common Ground: Conditions for Effective Collaboration between Education and History Faculty in Teacher Professional Development

  19. Dawn Abt-Perkins, Lake Forest College

  20. Designing and Implementing Content-based Professiona Development for Teachers of American History

  21. Ann Marie Ryan, Loyola University Chicago and Frank Valadez, Chicago Public Schools

  22. Artifacts as Inspiration: Building Connections Between Museum Educators and Classroom Teachers

  23. D. Lynn McRainey, Chicago History Museum and Heidi Moisan, Chicago Historical Society

  24. How to Evaluate Teaching American History Projects

  25. 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

  26. 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

The Teaching American History Project

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    A Hardback by Rachel G. Ragland, Kelly A. Woestman

    15 in stock

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      View other formats and editions of The Teaching American History Project by Rachel G. Ragland

      Publisher: Taylor & Francis Ltd
      Publication Date: 14/05/2009
      ISBN13: 9780415988810, 978-0415988810
      ISBN10: 0415988810
      Also in:
      Primary and middle schools Teaching of a specific subject

      Description

      Book Synopsis

      The premise of the Teaching American History (TAH) projectâa discretionary grant program funded under the U.S. Department of Educationâs Elementary and Secondary Education Actâ 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

      Trade Review

      "…This book will be of great use to faculty and graduate students…it includes many interesting and enlightening anecdotes. Summing up: Recommended."--CHOICE

      "The editors have organized the book well….In the right hands, The Teaching American History Project might coax historians to nurture relationships with K-12 teachers. Collegial historians might collaborate with education faculty to design a historical methods course. College teachers who wish to expand their repertoire beyond the traditional lecture will find encouragement in this book."--Teaching History: A Journal of Methods



      Table of Contents

      Foreword

      Sam Wineburg, Stanford University

      Preface

      Part I: Emerging Practices for Historians

      Part I Introduction

      2. Teachers as Historians: A Historian’s Experiences with TAH Projects

      3. Kelly A. Woestman, Pittsburg (KS) State University

      4. A New Focus for the History Professoriate: Professional Development for History Teachers as Professional Development for Historians

      5. Peter Knupfer, Michigan State University and H-Net: Humanities and Social Sciences Online

      6. Engaging At-Risks Students: Teaching American Military History

      7. G. L. Seligman, University of North Texas

      8. Lost in Translation: The Use of Primary Sources in Teaching History

      9. Laura M. Westhoff, University of Missouri-St. Louis

        Part II: Emerging Practices for Classroom Teachers

        Part II Introduction

      10. Through the Lens of Local History: Enriching Instruction Using
        Regional Primary Sources

      11. Donald D. Owen and Katherine Barbour, Urbana. IL School District #116,

      12. Introducing Teachers to Archives and Archivists (and Vice Versa)

      13. Tim Rives, Eisenhower Presidential Library and Museum

        Teachers’ Voices in Teaching American History Projects

        David Gerwin, Queens College/CUNY

      14. History in Every Classroom: Setting a K-5 Precedent

      15. Elise Fillpot, University of Iowa

        Part III: Emerging Practices for Professional Development

        Part III Introduction

      16. Teaching American History Projects in Illinois: A Comparative Analysis of Professional Development Models
        Rachel Ragland, Lake Forest College.

      18. Finding Common Ground: Conditions for Effective Collaboration between Education and History Faculty in Teacher Professional Development

      19. Dawn Abt-Perkins, Lake Forest College

      20. Designing and Implementing Content-based Professiona Development for Teachers of American History

      21. Ann Marie Ryan, Loyola University Chicago and Frank Valadez, Chicago Public Schools

      22. Artifacts as Inspiration: Building Connections Between Museum Educators and Classroom Teachers

      23. D. Lynn McRainey, Chicago History Museum and Heidi Moisan, Chicago Historical Society

      24. How to Evaluate Teaching American History Projects

      25. 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

      26. 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

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