Beveridge Family Teaching Prize
Established in 1995, this prize honors the Beveridge family’s long-standing commitment to the AHA and K–12 teaching. Friends and family members endowed this award to recognize excellence and innovation in elementary, middle school, and secondary history teaching, including career contributions and specific initiatives. The prize will be awarded on a two-year cycle rotation: in even-numbered years, to a group; in odd-numbered years, to an individual.
The 2018 prize will be awarded to a group, which can be recognized either for excellence in teaching or for an innovative initiative applicable to the entire field.
Submission Information
Nominations should include:
- A nomination letter describing the nominee's contribution, discussing the achievement or innovation in approach and development, and summarizing the historical scolarship utilized.
- The nominee's CV (maximum length 5 pages)
- Up to 10 pages of appropriate supporting materials can be included (i.e., additional letters of support, course materials, excerpts from a textbook, or other evidence of contribution).
Generally, one individual serves as the organizer for the nomination, writes one of the letters nominating the individual, procures the nominee's CV (condenses to 5-page limit as necessary) and additional materials, and contacts individuals to write additional letters of support. Self nominations are welcome.
Deadline and Notification
Nominations should be submitted through Interfolio by May 15, 2018, to be eligible for the 2018 competition. Mailed, e-mailed, or faxed applications will not be accepted. Recipients will be announced on the AHA website in October 2018 and recognized during a ceremony at the January 2019 AHA annual meeting in Chicago.
For questions, please contact the Prize Administrator.
2016 Beveridge Family Teaching Prize
Craig Blackman, on behalf of Indian River High School
Craig Blackman’s student-centered local civil rights history project demonstrates excellence and innovation because, among other things, it brought students and the community together. Blackman mastered something that many K–12 social studies teachers struggle to achieve: he “brought history to life.” Researching and chronicling the “Norfolk 17,” Blackman engaged young learners in the traditional art of historical detection and facilitated the creation of a community-based learning lab where students studied the civil rights movement.