NHEC is a central place for information on history education. The site includes access to history content on the web, best practices in teaching history, a discussion of relevant policy and research matters, information about work going on in Department of Education Teaching American History grants, and a gateway to professional development opportunities for teachers. NHEC is funded by the U.S. Department of Education.
Position: Co-Director (2007-2010), Director of Teaching History Commons (2010-2011)
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HTM provides high school students with a framework that teaches them to read documents like historians. Using these “habits of mind,” they will be able to interrogate historical sources and use them to form reasoned conclusions about the past. Equally important, they will become critical users of the vast historical archives on the web. Historical Thinking Matters equips students to navigate the uncharted waters of the World Wide Web. Historical Thinking Matters was funded by the William and Flora Hewlett Foundation.
Position: Director
URL: http://historicalthinkingmatters.org
Awards: 2008 James Harvey Robinson Prize for Outstanding Teaching Aid from the American Historical Association
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Object of History is a cooperative project between the Smithsonianâ€
s National Museum of American History and George Mason Universityâ€s Center for History and New Media. The project was conceived of in an effort to find a low cost way for students and teacher of U.S. History to have access to the museumâ€s collections and the expertise of the curators. As a result the materials on the site are designed to improve students†content knowledge of standard topics in U.S. History and to improve their ability to understand material culture objects as types of historical evidence. Object of History was funded by a grant from the Institute of Museum and Library Services.
Position: Director
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Women in World History reflects three approaches central to current scholarship in world history and the history of women: an emphasis on comparative issues rather than civilizations in isolation; a focus on contacts among different societies; and an attentiveness to “global†forces, such as technology diffusion, migration, or trade routes, that transcend individual societies. Project materials also utilize recent advances in our understanding of how historical learning takes place, including complex interaction with sources, recursive reading, and skills used by historians.
Position: Associate Director
Awards: 2006 James Harvey Robinson Prize for Outstanding Teaching Aid as part of World History Matters <http://worldhistorymatters.org/> from the American Historical Association
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