Tag Archive


Teaching Public History Online: A Report From This Summer’s Working Group

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Editors’ Note: This post from the facilitators of the NCPH Teaching Public History Online Working Group summarizes the group’s efforts to develop best practices and lesson plans for teaching public history online during the COVID-19 pandemic. For more information on the working group and the materials they developed, go here Read More

Reflecting on the Georgia Incarceration Performance Project

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Editor’s note: This essay is part of a series of reflective posts written by winners of awards intended to be given out at the NCPH 2020 annual meeting in Atlanta, Georgia. Jan Levinson-Hebbard of the Hargrett Rare Book and Manuscript Library at the University of Georgia received an honorable mention for the Outstanding Public History Project Award. Read More

Native American Playwrights Practicing Public History: New Wave History Plays

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It’s been five years since Hamilton: An American Musical debuted at the Public Theatre in New York, a notable moment for numerous reasons, not least of which was the ensuing (and ongoing) clamor among Americans for tickets to see a musical about history. Read More

Excavating subterranean histories of Ringwood Mines and the Ramapough Lunaape Nation, part 2

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Editor’s note: this is the second in a two-part series. Part 1 was published on November 28, 2019.

I first visited Ringwood, New Jersey, in February of 2018 with a group of fifteen students enrolled in my design studio class at Rutgers University’s department of landscape architecture. Read More

Meeting people where they are: Reinterpreting Freeman Tilden

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Editors’ Note: This is one of two posts reflecting on a working group that met at the 2019 National Council on Public History Annual Meeting in Hartford, Connecticut.

In his 1957 book Interpreting Our Heritage, Freeman Tilden attempted to provide one of the first working definitions of what it means to interpret history and nature to public audiences. Read More

Incorporating “Growth Mindset” into public history teaching

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Last summer, when offered a rare opportunity to receive funding for course development, I applied for a university grant to test the value of incorporating growth mindset theories into my public history course. At first glance, these two pedagogies did not seem particularly compatible, but I was curious to see if I could combine them to a positive effect. Read More