PURPOSE: The World History Association is committed to working across all grade levels to maintain the use of current world history research in classroom practice.
THE SOURCES:Current historical research most frequently found in books and scholarly articles is a significant inspiration for our teaching. The WHA is committed to encouraging teachers at all levels to turn to substantive scholarship for content ideas. We are seeking lessons either inspired by or directly related to recent World History scholarship, including but not limited to pieces in the Journal of World History, published within the last ten years.
AWARD:The winning lesson will be published in the Fall WHA Bulletin. The designer of the winning lesson will receive a $750.00 cash award sponsored by Oxford University Press and recognition at the WHA Annual Meeting in June. Educators may have a letter announcing the award sent to their supervisors and local press. A one year membership in the WHA will also be included with each prize.
DEADLINE: E-mail your submission by the annual MAY 1st deadline, to Jen Laden, Chair, Teaching Prize Committee, at email@example.com. Submissions from all grade levels are welcome. All applicants must be members in good standing of the WHA.
Please note: Submissions for the Teaching Prize must be from current members of the WHA.
Teaching Prize Winner 2012
“Should They Stay or Should They Go?: the Jesuits, the Qing, and the Chinese Rites Controversy”
Colleen S. Kyle
History Teacher & Tatler Advisor
Lakeside Upper School
14050 1st Avenue NE
Seattle, WA 98125-3099
Upper School Director
14050 1st Ave NE
Seattle, WA 98125
“World History in State Standards: A Research Assignment for College Juniors and Seniors”
David C. Fisher, Ph.D.
Dept. of History
The University of Texas at Brownsville
80 Fort Brown • Brownsville, TX 78520
So as to encourage new recipients, winners from anytime in the past three years, as well as committee members, are ineligible. All competitors must be members in good standing of the WHA.
These are suggestions to guide your thinking. Feel free to add to the prompt questions below.
- Brief introduction
For whom is the lesson intended?
What is the purpose of the lesson?
How does it fit into your curriculum, or larger plan?
What are the lesson's links to current research?
- Procedures for implementation
What preparatory work is assigned?
How does the lesson work? (procedure, number of sessions, etc.)
How do you know that students have "gotten it?"
Reflections on how it went in your class?
(Student work and/or student reflections are encouraged)
How might you adapt it to more advanced or lower level students?
What other possible conceptual links do you see?
1. Appendix of relevant handouts or supporting materials used
2. Annotated list of available resources for students and teachers