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 2017 prize will be awarded to an individual, which can be recognized either for excellence in teaching or for an innovative initiative applicable to the entire field.
Each letter of nomination must include the name, address, and e-mail address of the nominee. After receipt of this nomination letter, the nominee will be contacted and asked to submit the following: CV, an essay of no more than five pages in length describing the contribution or product, discussing the achievement or innovation in approach and development, and summarizing the historical scholarship utilized. Up to 10 pages of appropriate supporting materials can be included (i.e., letters of support and course materials, excerpts from a textbook, or other evidence of contribution).
Only the letter(s) of nomination should be e-mailed to email@example.com. Please be sure to include “Beveridge Family Teaching Prize Nomination” in the subject line.
The deadline for nominations is May 15, 2017. Recipients will be announced on the AHA website in October 2017 and recognized during a ceremony at the January 2018 AHA annual meeting in Washington, DC.
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.