Found 21 results
Hey! Don't I Know You?: Making Connections to the Past and in the Present
Communities of history educators certainly existed before the TAH program began . . . but before TAH, while some partnerships existed, it was uncommon for members of one community to interact on a regular basis with members of the others.
Historical Evidence in the Material World: Art History, Material Culture, and Historical Thinking [NY]
Examining material culture sparks students' curiosity; introduces the idea of connections between art, history, and culture; and develops critical-thinking skills.
Getting Smart about Writing Grant Proposals [CA]
If you're looking for a quick and dirty way to win millions in grant funding, you're reading the wrong article. Proposal writing takes substantial time and effort.
Evaluating Change in Student and Teacher History Content Knowledge as a Result of Teaching American History Grants [NJ]
Rigorous evaluation is required to determine the extent to which teacher knowledge, understanding of, and appreciation for U.S. History has increased and to correlate this increase with increased student performance as a result of TAH program efforts.
Dynamic vs. Static Models for TAH Professional Development [AK]
Seldom in professional development are things completely black or white, and accurately judging degree can be of essential value to professional development leaders and groups.
From the Present to the Future: Transforming the TAH Program into a Model for Training the Next Generation of Teachers [MD]
The greatest lesson I have learned is the need to alter the role historians play in the development of K–12 history teachers . . .
Learning from Lesson Plans [RI]
Being a successful history teacher also necessarily involves being an engaged teacher, and putting teachers in the role of students can have brilliant consequences when mixed with new content.
The Challenge of Assessing American History Knowledge Development Among Teachers [MD]
What constitutes the success of a Teaching American History (TAH) program, and what are the evaluation criteria for that success?
Overcome Your Teaching American History (TAH) Challenges at the Building Level [NJ]
Passionate project directors can spell the difference between dynamic success and so-so program implementation for TAH grants.
From K-12 Outreach to K-16 Collaboration [CA]
Fifteen years ago, when I first began working with K-12 history teachers, the standard term used to characterize such activity was K-12 outreach.