{"product_id":"the-teaching-american-history-project-9780415988810","title":"The Teaching American History Project","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe 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. \u003c\/p\u003e\u003cp\u003eIllustrating 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 \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"…This book will be of great use to faculty and graduate students…it includes many interesting and enlightening anecdotes. Summing up: Recommended.\"--\u003cstrong\u003e\u003cem\u003eCHOICE\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\"The editors have organized the book well….In the right hands, \u003cem\u003eThe Teaching American History Project\u003c\/em\u003e 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.\"--\u003cstrong\u003eTeaching History: A Journal of Methods\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword\u003c\/p\u003e\u003cp\u003eSam Wineburg, Stanford University\u003c\/p\u003e\u003cp\u003ePreface \u003c\/p\u003e\u003cp\u003ePart I: Emerging Practices for Historians\u003c\/p\u003e\u003cp\u003ePart I Introduction\u003c\/p\u003e\u003col\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTeachers as Historians: A Historian’s Experiences with TAH Projects\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003eKelly A. Woestman, Pittsburg (KS) State University\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eA New Focus for the History Professoriate: Professional Development for History Teachers as Professional Development for Historians\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003ePeter Knupfer, Michigan State University and H-Net: Humanities and Social Sciences Online\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eEngaging At-Risks Students: Teaching American Military History\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003eG. L. Seligman, University of North Texas\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eLost in Translation: The Use of Primary Sources in Teaching History\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003eLaura M. Westhoff, University of Missouri-St. Louis\u003c\/p\u003e \u003cp\u003ePart II: Emerging Practices for Classroom Teachers\u003c\/p\u003e \u003cp\u003ePart II Introduction\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eThrough the Lens of Local History: Enriching Instruction Using\u003cbr\u003eRegional Primary Sources\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003eDonald D. Owen and Katherine Barbour, Urbana. IL School District #116, \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eIntroducing Teachers to Archives and Archivists (and Vice Versa)\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003eTim Rives, Eisenhower Presidential Library and Museum\u003c\/p\u003e \u003cp\u003eTeachers’ Voices in Teaching American History Projects\u003c\/p\u003e \u003cp\u003eDavid Gerwin, Queens College\/CUNY\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eHistory in Every Classroom: Setting a K-5 Precedent \u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003eElise Fillpot, University of Iowa\u003c\/p\u003e \u003cp\u003ePart III: Emerging Practices for Professional Development \u003c\/p\u003e \u003cp\u003ePart III Introduction\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTeaching American History Projects in Illinois: A Comparative Analysis of Professional Development Models\u003cbr\u003eRachel Ragland, Lake Forest College. \u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eFinding Common Ground: Conditions for Effective Collaboration between Education and History Faculty in Teacher Professional Development\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003eDawn Abt-Perkins, Lake Forest College \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eDesigning and Implementing Content-based Professiona Development for Teachers of American History\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003eAnn Marie Ryan, Loyola University Chicago and Frank Valadez, Chicago Public Schools\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eArtifacts as Inspiration: Building Connections Between Museum Educators and Classroom Teachers\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003eD. Lynn McRainey, Chicago History Museum and Heidi Moisan, Chicago Historical Society\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eHow to Evaluate Teaching American History Projects\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003eJulie Kearney, University of Iowa, Emily Lai, University of Iowa and Donald Yarbrough, University of Iowa\u003c\/p\u003e \u003cp\u003ePart IV: Emerging Practices in a Larger Perspective\u003c\/p\u003e \u003cp\u003ePart IV Introduction\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eMirrors, Mutuality of Interest, and Opportunities to Learn: The TAH Program, Assessment, and Faculty\u003c\/li\u003e\n\u003c\/ol\u003e\u003cp\u003eRobert Rook, Towson State University \u003c\/p\u003e\u003cp\u003eTeaching American History: Observation from the Fringes\u003c\/p\u003e\u003cp\u003eCary D. Wintz, Texas Southern University\u003c\/p\u003e\u003cp\u003eContributors\u003c\/p\u003e\u003cp\u003eIndex\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":49402163462487,"sku":"9780415988810","price":137.75,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/bookcurl.com\/products\/the-teaching-american-history-project-9780415988810","provider":"Book Curl","version":"1.0","type":"link"}