The National History Center works with foundations and partners to assess history education throughout the nation, particularly in light of new research on history teaching and learning as well as comparisons with similar history teaching reform efforts abroad. The Center is also a partner with the National History Education Clearinghouse.
How would you organize a high school U.S. history survey course? That was the question the National History Center and the National History Education Clearinghouse recently asked six people whose professional lives center around history and education. As part of a roundtable discussion, Lendol Calder (Augustana College, IL), Fiona Halloran (Rowland Hall School, UT), Andrew [...]
The National History Center will partner with the American Historical Association’s Teaching Division and its Graduate and Early Career Committee (GECC) to present a workshop on “Excellence in Undergraduate Teaching” at the AHA’s 125th Annual Meeting in Boston, Massachusetts in January, 2011. The all-day workshop will convene Thursday, January 6, the first day of the [...]
The National History Center partnered with the American Historical Association to publish its report for the Teagle Foundation on “The Role of the History Major in Liberal Education” into a pamphlet for the AHA. The pamphlet, entitled The History Major and Undergraduate Liberal Education, is the report prepared by the National History Center’s working group [...]
As partners with the National History Education Clearinghouse, the Center has prepared an in-depth study of one topic of special interest to history teachers. The Center commissioned six papers to deal with the “Special Topic Analysis” on this year’s focus: State assessment of students’ historical understanding. How do states produce and organize their history assessment [...]
In a report issued this week, a working group of the National History Center urges history departments to reassess their curriculum for history majors, with an eye towards emphasizing the goals and values of liberal education. A history major, the report argues, should “nurture [students'] liberal and civic capacities, in part by integrating disciplinary knowledge, [...]
The National History Center is partnering with the Center for History and New Media at George Mason University, Stanford University, the American Historical Association, and the U.S. Department of Education to create a repository of information and knowledge about history education. The National History Center is helping to produce history education policy briefing papers for [...]
National History Center promotes the role of historical scholarship and understanding in public discourse, especially with regard to public policy. In early 2007, the Center was awarded by the Teagle Foundation, a grant to undertake the study of the role of historical study in liberal learning, particularly how a history major prepares students for diverse [...]
This project is designed to promote and improve the history of science and technology on the Web. The project is co-sponsored by the National History Center, the Center for History and New Media at George Mason University, and the Alfred P. Sloan Foundation. Through ECHO, 15 advanced graduate students, assistant professors, and public historians came [...]
The National History Center is having a day-long conference on Reforming History Education on June 12, 2007 at the National Archives in Washington, DC beginning at 10 A.M.. The conference, co-sponsored by the American Historical Association, Newberry Library, National Council for the Social Studies, and Organization of American Historians, will address the current state of [...]
Speaker: Maris Vinovskis Vinovskis, Bentley Professor of History, Research Professor at ISR, and Professor of Public Policy at the Gerald R. Ford School of Public Policy at the University of Michigan, spoke on the historical aspects of the No Child Left Behind Act. Maris Vinovskis congressional briefing