About the Project Team
Sarah Whelan (Project Coordinator) taught middle school and high school history in Alexandria City Public Schools for several years. She served as a department chair, team leader, and mentor teacher. She received the University of Virginia Curry School of Education’s Outstanding Middle School Teacher Award in 2005, and the Del Ray Citizens’ Association Excellence in Education Award in 2004. She served as a Master Teacher in “Creating a More Perfect Community”, the Teaching American History grant for Alexandria City Public Schools. She graduated from the University of Virginia with a B.A. in government and history, and a master’s degree in teaching social studies.
Christopher Hamner (Lead Historian) is an assistant professor of history at George Mason University where he specializes in the social dimensions of U.S. military history. An honors graduate of Dartmouth College, he received his Ph.D. from the University of North Carolina in 2004. His dissertation explores the changes in individual soldiers’ experiences in combat and the factors that motivated them to continue fighting as warfare became progressively more industrialized. He has been a fellow at Harvard University’s John M. Olin Institute for Strategic Studies and the U.S. Army’s Center for Military History, and taught at Duke University and Appalachian State University in North Carolina before coming to GMU in 2005. He continues to pursue his research interest in the individual experience of combat and combat motivation by extending his analysis to the post-industrial, irregular battlefield. Christopher is currently the Editor-in-Chief of the Papers of the War Department, 1784-1800.
Adam Turner (Project Associate) Adam Turner is the project associate for
“Foundations of U.S. History,” the Teaching American History Grant for Loudoun County Public Schools, as well as for “Conflict and Consensus,” the TAH Grant for Montgomery County Public Schools in Maryland. He graduated magna cum laude from the University of Mary Washington in 2007 with a B.A. in History and a secondary education license in History and Social Sciences with a Meritorious New Teacher Designation. He completed his undergraduate thesis on the Eugenics Movement and the 1924 Racial Integrity Act in Virginia during the early twentieth century. Research interests include the development of history education and cultural memory, twentieth-century U.S. cultural history, and the history of conflict resolution.
William F. Brazier (Instructional Supervisor, Social Sciences) is an instructional coordinator for Loudoun County Public Schools, as well as an adjunct instructor at Northern Virginia Community College. Before becoming Supervisor of Social Science Instruction, he served as Social Science Department Chair at Stone Bridge High School for three years and as a member of the Social Science Department at Loudoun County High School for nine years. Before teaching, he was an analyst for the American Committee on US-Soviet Relations, and a Corporate Maintenance Supervisor for the Massachusetts Secretary of the Commonwealth. Recently, he worked to develop skills articulation and curriculum pacing guides for history curricula in grades 2, 3, 4, 6, 7, 8, 9, 10, and 11, and benchmark US History tests for grades 4, 6, 7, and 11. He received a B.A. in Political Science from Boston College, an M.I.A. and Harriman Institute Certificate from Columbia University, a Teaching Certificate from George Washington University, and an M.A. in Liberal Studies from GMU.
Kelly Schrum (Academic Program Director) Kelly Schrum is the Director of Educational Projects at the Center for History and New Media and an Associate Professor at George Mason University. Schrum received her PhD from Johns Hopkins University in 2000 and is the author of Some Wore Bobby Sox: The Emergence of Teenage Girls’ Culture, 1920-1950 (2004; paperback 2006). Other publications include U.S. History Matters: A Student Guide to History Online (co-authored, 2004; 2nd ed 2008), World History Matters: A Student Guide to History Online (co-authored, 2008) and “‘Teena Means Business’: Teenage Girls’ Culture and Seventeen Magazine, 1944-1950,” in Delinquent Daughters: Twentieth-Century American Girls’ Culture, reprinted in Major Problems in American History since 1945. Schrum is co-director of the websites Making the History of 1989, Children and Youth in History, World History Sources and Women in World History, and is associate director for History Matters. She is the Academic Program Director on four Teaching American History grants in Virginia and Maryland. She has worked extensively in the areas of 20th-century American culture, new media, and teacher training.
Roy Rosenzweig (Senior Historian) Roy Rosenzweig was Mark and Barbara Fried Professor of History and New Media at George Mason University, where he also headed the Center for History and New Media (CHNM). He co-authored with Elizabeth Blackmar The Park and the People: A History of Central Park, which won several awards including the 1993 Historic Preservation Book Award and the 1993 Urban History Association Prize for Best Book on North American Urban History. He also co-authored (with David Thelen) The Presence of the Past: Popular Uses of History in American Life, which has won prizes from the Center for Historic Preservation and the American Association for State and Local History. He was co-author of the CD-ROM, Who Built America?, which won James Harvey Robinson Prize of American Historical Association for its “outstanding contribution to the teaching and learning of history.” His most recent book (co-authored with Daniel Cohen) was Digital History: A Guide to Gathering, Preserving, and Presenting the Past on the Web, He has been the recipient of a Guggenheim Fellowship and has lectured in Australia as a Fulbright Professor. He recently served as Vice-President for Research of the American Historical Association.
As founder and director of CHNM, he was involved in a number of different digital history projects including websites on U.S. history, historical thinking, the French Revolution, the history of science and technology, world history, and the September 11, 2001 attacks. All of these are available through the CHNM website. His work in digital history was recognized in 2003 with the Richard W. Lyman Award (awarded by the National Humanities Center and the Rockefeller Foundation) for “outstanding achievement in the use of information technology to advance scholarship and teaching in the humanities.”
Hugh T. Sockett (Professional Development Consultant) is Professor of Education at GMU based in the College of Arts and Sciences. Before coming to GMU in 1987, he was Dean of Education at the University of East Anglia (UK) and Professor and Director of the Institute of Continuing Education at the New University of Ulster based in Londonderry, Northern Ireland. At GMU, he was founding director of the Center for Applied Research and Development (CARD), later merged into the Institute for Educational Transformation (IET), which he devised and directed from 1991 to 1998. He has published numerous articles and six books, including The Moral Base for Teacher Professionalism, and Transforming Teacher Education with Betsy Demulder, Pamela LePage, and Diane Wood. He is also President of The Urban Alternatives Foundation, a non-profit organization that runs a major community project in south Arlington, Virginia.