Recommended Reading for History Teaching

External Resource Links

Advanced Placement European History


Best of History Web Sites

Best Social Studies Websites for Teachers (2 May 2017)

Center for History and New Media (George Mason University)

Difference Matters

Digital History

Facing History and Ourselves: Teaching Strategies

The Gallery Walk Teaching Strategy

History Gateways Resources (American Historical Association)

H-Teach (Member of the H-Net Humanities & Social Sciences Online Initiative)

History Teacher Net

Institute for Historical Research (Great Britain)

Library of Congress

MERLOT: Multimedia Educational Resource for Learning and Online Teaching

National Council for History Education

National Council for Social Studies

National History Education Clearing House


Organization of American Historians Teaching Tools

Southern Poverty Law Center's Teaching Tolerance

Spartacus Educational

Stanford History Education Group

Teaching American History

Teaching History (National History Education Clearing House

Teaching History: A Journal of Methods

The Ultimate History Project

United States Holocaust Memorial Museum

United States National Archives and Records Administration

UMBC Teaching of American History (University of Maryland Baltimore County Center for History Education)


Recommended Reading for Teaching University

Teaching University

Advisement Syllabus

Advisement Essentials

Get Organized for Yearly Evaluations: Know Your Audiences

Get Organized for Yearly Evaluations: Record Keeping

Get Organized for Yearly Evaluations: Teaching

Get Organized for Yearly Evaluations: Scholarly Growth

Get Organized for Yearly Evaluations: Service

Instructional Design Basics (with specific reference to eLearning)

Mid-Semester Evaluations

Rubric Basics

Outcomes Assessment Essentials

Outcomes Assessment Essentials No. 1: Articulate Goals, Objectives, Outcomes Identifies methods departments can adopt to develop learning goals; compares learning goal statements to identify better practices; provides a list of "action verbs" to write learning goals; provides hyperlinks to useful websites.

Outcomes Assessment Essentials No. 2: Types of Outcomes Assessment Measures Defines direct and indirect measures; provides a list of both kinds of measures; explains the advantages of course-embedded assessment; explains add-on and value-added assessment methods; identifies "four characteristics of useful assessment"; addresses faculty concerns about assessment; includes hyperlinks.

Outcomes Assessment Essentials No. 3: Assessment Audit Helps programs and departments identify how they may already be doing outcomes assessment; lists a number of questions that departments should ponder when they complete the audit; specifically raises questions for BU faculty to consider and makes references to the General Education Guidelines.

Outcomes Assessment Essentials No 4: Test Blueprinting, A Course-Embedded Tool defines test blueprinting and explains how student scores on individual test items can be used to report outcomes. It explains advantages to learning, teaching, and writing objective exams by demonstrating the link between test items and student learning objectives. Of course, how test blueprinting can be use to report course or program-level outcomes assessment is also explained. In addition, you may find this Test Blueprint Template (Microsoft Word 2010) useful.

Outcomes Assessment Essentials No. 5: Rubrics, A Course-Embedded Tool briefly discusses why accrediting bodies believe grades in isolation cannot be used to report outcomes, but that assignment grades linked to rubrics can be. Briefly explains how rubrics can be advantageous to teaching and learning as well as outcomes assessment. Describes the steps to creating criteria-based rubrics.

Teaching History & University

So much of what teachers do derives from tradition: we teach as we were taught. To grow and develop as a teacher, it is necessary to regularly look closely and critically at what we are doing and ask why.

Growth across the career rests on accepting who I am but never being satisfied with what I do.

Maryellen Weimer, Inspired College Teaching, (2010), 34, 40.

In the News:

"An Immodest Proposal: Reworking the Intro Course," Mary Lindemann, Perspectives on HIstory (AHA) (24 February 2020)

"What took the place of Western Civ?" (Mark Bauerlein, Inside Higher Ed, 19 February 2020)

"How Dr. Hasan Jeffries is Rethinking the Way we Teach Black History"(Diverse, 7 February 2020)

Trump "Embodies Nearly Every Aspect of a Racist," Author Says (NPR, 13 August 2019)

Misinformation is everywhere. These scientists can teach you to fight BS. (Washington Post, 24 June 2019)

Misinformation is everywhere. These scientists can teach you to fight BS (Washington Post, 24 June 2019)

The Student Strike that Changed Higher Ed Forever (21 March 2019, NPR)

White Nationalist Rhetoric Heard Today Echoes America a Century Ago (14 March 2019, NPR)

How to Teach Black History (NPR, Rachel Martin, Jason Fuller, 28 February 2019)

"History Gateways: A New AHA Initiative to Rethink Introductory Courses," Julia Brookins, James Grossman, and Emily Swafford, Perspectives on History (1 November 2018)

"Is techonology bringing history to life or distorting it?"(Washington Post, 10 May 2018)

"This College Class on 'Historical Frauds' is Fighting Pseudoscience Head-On" (Huffington Post, 22 March 2017) describes a course at North Carolina State University.

L is for Learning: A New Book on Proven Approaches and How Teachers Can Use Them (NPR, 12 August 2016)

At these Museums, Tragedy is a History Lesson (NPR, 3 August 2016)

In this "Students aren't Coddled. They're Defeated,"(blog post), John Warner shares why he believes students struggle with intrinsic motivation and a technique he uses to get them to see the relevance of a general education course.

"These Videos Could Change How You Think About Teaching" (Chronicle of Higher Education (27 August 2015)

School Board Wants Civil Disorder De-Emphasized; Students Walk Out (NPR, 3 October 2014)