Includes bibliographical references.

Introduction / Robert Cohen and Michael Stoll -- 1. Slavery. Framing the questions: A talk by Ira Berlin, New York City, June 23, 2006 -- Essay: Teaching about slavery, learning to be historians: a disciplinary approach to teaching history / Joan Malczewski, with Ryan Mills and Ashley Merriman -- Chapter resources. Lesson framework: Teaching about slavery -- Primary document: Two letters written by Hawkins Wilson -- Example of student work: Illustrated notes on Boston King -- Examples of student work: Poems -- Relevant New York State and NAEP standards -- 2. The Civil War. Framing the questions: An interview with James Oakes / Conducted by Rachel Mattson -- Essay: Personalizing the lives of great people in history and making historical documents come alive: Frederick Douglass, William Lloyd Garrison, and the Abolitionist Movement / Michael Stoll, ... [et al.] -- Chapter resources. Lesson framework: The Constitution and the Abolitionist Movement -- Relevant New York State and NAEP standards -- 3. Immigration. Framing the questions: An interview with Hasia Diner / Conducted by Rachel Mattson -- Essay: Teaching immigration in a nation of immigrants / Diana Turk with Dwight Forquignon and Sarah Reiley -- Chapter resources. Unit framework: Immigration in the late nineteenth-century United States -- Lesson framework: Immigration in the late nineteenth-century United States -- Sources used in lessons -- Relevant New York State and NAEP standards -- 4. The progressive era. Framing the questions: An interview with Kevin Murphy / Conducted by Rachel Mattson -- Essay: Using process drama to teach gender, race, and reform in the Progressive Era / Michael Stoll, ... [et al.] -- Chapter resources. Lesson framework: Progressive Era -- Relevant New York State and NAEP standards -- 5. The New Deal. Framing the questions: An interview with Robert Cohen / Conducted by Rachel Mattson -- Essay: Teaching the New Deal in multi-ethnic urban public schools / Shari Dickstein, with Cara Renner and Benjamin Geballe -- Chapter resources. Lesson framework: Teaching the Great Depression -- Popular protest in the Great Depression, 1933-1939 -- Primary document: American Youth Congress (July 4, 1936), The declaration of the rights of American youth -- Primary document: Letter from a fifteen-year-old from Cleveland, Ohio, to Eleanor Roosevelt. Received January 17, 1935 -- Final assessment: "Dear Mrs. Roosevelt" iMovie project -- Relevant New York State and NAEP standards -- 6. The Civil Rights Movement. Framing the questions: An interview with Adam Green / Conducted by Rachel Mattson -- Essay: The transformational properties of the mundane: teaching the Civil Rights Movement through the lens of community organizers / Diana Turk, with Stacie Brensilver Berman and Ryan Mills -- Chapter resources. Unit framework: The Civil Rights Movement -- Lesson framework: The Civil Rights Movement -- Graphic organizer for taking notes on student presentations -- Civil rights project assignment, eleventh- and twelfth-grade U.S. history -- Student pamphlet, front -- Student pamphlet, back -- Relevant New York State and NAEP standards -- 7. U.S. imperialism. Framing the questions: An interview with Laura Briggs / Conducted by Rachel Mattson -- Essay: Pivotal failures: experiments in a secondary history classroom / Rachel Mattson with Jill Jeffery and Terra Lynch -- Chapter resources. Lesson framework: U.S. imperialism -- In-class questionnaire: Student ideas about the Regents exam -- Relevant New York State and NAEP standards -- Concluding thoughts: Research on teaching and learning history: teacher professionalization and student cognition and culture / Terrie Epstein.

Teaching U.S. History: Dialogues among Social Studies Teachers and Historians offers an innovative approach to social studies teaching by connecting historians to real-world social studies classrooms and social studies teachers. In an unusual, even unprecedented, dialogue between scholars and practitioners, this book weds historical theory and practice with social studies pedagogy. Seven chapters are organized around key U.S. history eras and events from the time of slavery through the Civil Rights Movement and are complemented by detailed discussions of a particular methodological approach including primary source analysis, oral history, and more. Interviews with historians open each chapter to bring the reader into important conversations about the most cutting-edge issues in U.S. history today and are followed by essays from expert teachers and teacher education on the rewards and challenges of implementing these topics in the classroom. Each chapter also includes a wealth of practical resources including suggested key documents or artifacts; a lesson plan for middle school and/or high school; and suggested readings and questions for further study.