This quantitative study developed a measurement instrument, The Assessment of Historical Perspective-Taking (AHPT), to evaluate historical perspective-taking skills among 15- and 16-year-old students within their United States History classes by adapting an existing measurement instrument developed in Germany. Applying a theoretical framework that blended social perspective-taking, self-concept, and historical consciousness theories, the researcher used a cross-sectional survey approach to isolate the sub-constructs associated with historical perspective-taking skills and collected data throughout three development phases to determine the validity and reliability of the instrument. The phases of development included a preliminary development phase, pilot study, and implementation with 10th grade students at a public high school in Connecticut. The AHPT supports history educators' ability to examine students' historical perspective-taking skills among the broader range of historical thinking skills that have been commonly defined in United States history curricula. Results showed that content validity, face validity, and internal reliability could be established, and the AHPT instrument can be used to measure the HPT skill levels of 10th grade students. However, additional research is needed in order to establish criterion validity for the AHPT instrument. Further development of this measurement instrument will support assessment practices in history education, specifically educators' ability to fully understand students' development of historical perspective-taking skills within the broader set of historical thinking skills that drive history education methods in the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]