Sunday, January 4, 2009: 9:20 AM
New York Ballroom East (Sheraton New York)
From 2005 to 2008, a consortium of five southern Chicago suburban high
school districts used a Teaching American History grant to bring
graduate-level classes, taught by faculty at the University ofIllinois at
Chicago , to high school history teachers. The philosophy behind the grant
was that history teachers are truly reflective historians, and that
frequently the best professional development for them to offer the most
challenging scholarly engagement possible. Kolimas and Johnston will
discuss the way that the grant served to increase teachers' disciplinary
knowledge, bring more secondary issues and work into the classroom, and
forge a closer relationship between a research university and a set of
public school districts.
school districts used a Teaching American History grant to bring
graduate-level classes, taught by faculty at the University of
was that history teachers are truly reflective historians, and that
frequently the best professional development for them to offer the most
challenging scholarly engagement possible. Kolimas and Johnston will
discuss the way that the grant served to increase teachers' disciplinary
knowledge, bring more secondary issues and work into the classroom, and
forge a closer relationship between a research university and a set of
public school districts.
See more of: Innovations in Collaboration: Building University-School Partnerships
See more of: AHA Sessions
See more of: AHA Sessions