The Teaching American History Project Book

Foreword

Sam Wineburg, Stanford University

Preface

Part I: Emerging Practices for Historians

Part I Introduction

1. 
   
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.
17. 
    

    
    

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
27. 
    

Robert Rook, Towson State University

Teaching American History: Observation from the Fringes

Cary D. Wintz, Texas Southern University

Contributors

Index