Table of Contents
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