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The Teaching American History Project


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Table of Contents


Sam Wineburg, Stanford University


Part I: Emerging Practices for Historians

Part I Introduction

  1. Teachers as Historians: A Historian's Experiences with TAH Projects
  2. Kelly A. Woestman, Pittsburg (KS) State University

  3. A New Focus for the History Professoriate: Professional Development for History Teachers as Professional Development for Historians
  4. Peter Knupfer, Michigan State University and H-Net: Humanities and Social Sciences Online

  5. Engaging At-Risks Students: Teaching American Military History
  6. G. L. Seligman, University of North Texas

  7. Lost in Translation: The Use of Primary Sources in Teaching History
  8. Laura M. Westhoff, University of Missouri-St. Louis

    Part II: Emerging Practices for Classroom Teachers

    Part II Introduction

  9. Through the Lens of Local History: Enriching Instruction Using
    Regional Primary Sources
  10. Donald D. Owen and Katherine Barbour, Urbana. IL School District #116,

  11. Introducing Teachers to Archives and Archivists (and Vice Versa)
  12. Tim Rives, Eisenhower Presidential Library and Museum

    Teachers' Voices in Teaching American History Projects

    David Gerwin, Queens College/CUNY

  13. History in Every Classroom: Setting a K-5 Precedent
  14. Elise Fillpot, University of Iowa

    Part III: Emerging Practices for Professional Development

    Part III Introduction

  15. Teaching American History Projects in Illinois: A Comparative Analysis of Professional Development Models
    Rachel Ragland, Lake Forest College.
  16. Finding Common Ground: Conditions for Effective Collaboration between Education and History Faculty in Teacher Professional Development
  17. Dawn Abt-Perkins, Lake Forest College

  18. Designing and Implementing Content-based Professiona Development for Teachers of American History
  19. Ann Marie Ryan, Loyola University Chicago and Frank Valadez, Chicago Public Schools

  20. Artifacts as Inspiration: Building Connections Between Museum Educators and Classroom Teachers
  21. D. Lynn McRainey, Chicago History Museum and Heidi Moisan, Chicago Historical Society

  22. How to Evaluate Teaching American History Projects
  23. 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

  24. 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



About the Author

Rachel G. Ragland is Assistant Professor of Education at Lake Forest College. She currently serves as the Director of Clinical Partnerships for the Education Department and is a national co-editor for the H-NET Humanities and Social Sciences Online Discussion Network on Teaching American History. She was Assistant Academic Director for the Model Collaboration: Rethinking American History TAH grant from 2001-2004 and a TAH grant reviewer in 2007. Kelly A. Woestman is Professor of History and History Education Director at Pittsburg (KS) State University. She has written or co-written twelve Teaching American History grants, and has served as Project Director for 5 grants in Kansas and as external evaluator for TAH grants in Missouri, New Mexico, Colorado, and Maryland. A founding editor of the H-TAH list community, she was elected President of H-Net Humanities and Social Sciences Online ( for 2009.


"!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

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