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 2016 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.
Each letter of nomination must include the name, address, and e-mail address of the nominee. After receipt of this nomination letter, this individual will be contacted and asked to submit the following: CV (no more than three pages), 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).
The prize will be awarded at the January 2017 AHA annual meeting in Denver.
Only the letter(s) of nomination should be e-mailed to firstname.lastname@example.org. Please be sure to include “Beveridge Family Teaching Prize Nomination” in the subject line.
The deadline for nominations is May 15, 2016.
For questions, please contact the Prize Administrator.
2014 Beveridge Family Teaching Prize
Laura Gagnon, Pamela O’Connor, Tara Coppolo, Donna Pacatte, Jen Hanes, Meka Osterhoudt, Rosemary Peterson, Cathy Dewitt, Susan Ginsburg, and Elizabeth Bisnett, Joseph B. Radez Elementary School, Cobleskill-Richmondville Central School District, New York
The Radez Elementary School education team “brought history to life” by integrating mapmaking, audio-visual production, writing, and acting with basic research and project collaboration in producing multi-media local history projects. These projects engaged the fifth-grade students at the heart of the program, while involving students of other ages and the community generally, in a way which can be learned from and reproduced by teachers elsewhere. They exemplify both excellence in teaching and innovation.