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With the end of the Teaching American History grants, it is natural for those of us intimately involved to reflect on the process. What have we learned? What have we achieved?
Assessing the success of TAH has been an ongoing topic for discussion. Some believe that without hard quantitative data gathered through an experimental model, no definitive measure of effectiveness can be made.
As a presenter for over 30 grants, and the project director for 5 TAH grants, I disagree. …Continue
I had the opportunity to hear Sam Wineberg speak last week and these quotes got my attention:
How can we know so many facts and yet not be good at history?
Common Assumption: with lots of names and dates kids will be able to think historically-NOT!
We need to have our kids talk to dead people.
But, from a classroom teacher…it can be so boring for the students!
So here is our task; Students need to know more than just…Continue
So many students approach the study of history as a seemingly endless series of facts to memorize rather than as a set of problems to be explored, often with no clear resolution or "correct" answer. Critical to this problem based approach is developing an understanding of the process historians use to determine what information, documents and sources are significant to analyze based on purpose. This understanding of significance as it relates to purpose (whether it's generating and…Continue
The American Institute for History Education is pleased to offer high-quality professional development for teachers of Advanced Placement courses. Our workshops are intended to help novice and experienced AP teachers. In addition, we encourage teachers of Honors classes to take advantage of this unique opportunity. Courses include History, Social Sciences, Biology, Calculus, Chemistry, English Literature, European History, and much more.
The AP summer workshops will be held Monday -…Continue
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