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The History Teacher, Volume 43, No. 4 (August 2010)

Volume 43, No. 4: (August 2010)
Cover: Another Call "More Men and Still More Until the Enemy is Crushed" Lord Kitchener, 1914. Hill, Siffken, and Co., London, U.K. Library of Congress Prints and Photographs Division. LCUSZC4-10883. This lithograph issued by Britain's Parliamentary Recruiting Committee is among the Library of Congress collection, World War I Posters, available at Implicitly acknowledging massive loss of life on multiple fronts, numerous colorful, emotional, and even cartoonish posters urged people to continue fueling war with "Men, Munitions, and Money." In the aftermath of World War I, survivors mourning the millions of deaths turned to more stark representations of war, such as the Edwin Luytens memorials analyzed by David A. Johnson and Nicole F. Gilbertson in "Commemorations of Imperial Sacrifice at Home and Abroad: British Memorials of the Great War," which begins on page 563 of this issue.

Read our featured article right now: "One if by Land! Two if by River? Or, What if Everything You Thought You Knew were Wrong?" by Christine Baron of Baron Consulting. [PDF 365KB]

August 2010: Contents | Contributors


489   "What is the Text Doing?": Preparing Pre-Service Teachers to Teach Primary Sources Effectively [PDF 1,078 KB]
  by David J. Neumann


513   From Living under Attap to Residing in the Sky: Imagination and Empathy in Source-Based History Education in Singapore [PDF 3,231 KB]
  by Loh Kah Seng and Lee Si Wei

535   Using Graffiti to Teach Students How to Think Like Historians [PDF 1,680 KB]
  by Eric V. Franco

545   Getting Medieval on American History Research: A Method to Help Students Think Historically [PDF 1,790 KB]
  by Peter Burkholder

563   Commemorations of Imperial Sacrifice at Home and Abroad: British Memorials of the Great War [PDF 3,200 KB]
  by David A. Johnson and Nicole F. Gilbertson


585   If You Require It, Will They Learn from It? Student Perceptions of an Independent Research Project [PDF 218 KB]
  by Jerusha O. Conner

595   The Case of the Reluctant Epistemologists [PDF 207 KB]
  by Clara Shaw Hardy

605   One if by Land! Two if by River? Or, What if Everything You Thought You Knew were Wrong? [PDF 702 KB]
  by Christine Baron


615-625   Full Reviews Section [PDF 352 KB]

Feimster, Crystal. Southern Horrors: Women and the Politics of Rape and Lynching
  by Barbara McGowan

Foster, Benjamin R. and Karen Polinger Foster. Civilizations of Ancient Iraq
  by John P. Nielsen

Gourley, Catherine. The Horrors of Andersonville: Life and Death Inside a Civil War Prison
  by Marjorie Hunter

Hunt, Michael H., ed. A Vietnam War Reader: A Documentary History from American and Vietnamese Perspectives
  by John G. Selby

Peterson, Derek R., ed. Abolitionism and Imperialism in Britain, Africa, and the Atlantic
  by Lawrence B. Goodheart

Sklaroff, Lauren Rebecca. Black Culture and the New Deal: The Quest for Civil Rights in the Roosevelt Era
  by Lane Demas

Ward, Brian, ed. The 1960s: A Documentary Reader
  by Theresa Kaminski

Widener, Daniel. Black Arts West: Culture and Struggle in Postwar Los Angeles
  by Jamie J. Wilson


627   Index to Volume 43 [PDF 435KB]


487   Contributors to this issue
637   Questionnaire for potential reviewers
638   Subscription information
640   Submission guidelines for The History Teacher


Cover 2   National Center for History in the Schools: World History: The Big Eras
512   Association for Asian Studies: Teach About Asia, Learn About Asia
534   National History Club: Our Mission
544   Facts on File: Encyclopedia of American History
614   Organization of American Historians: Become a Member of the OAH Today!
626   Society for History Education: The Extraordinary Teacher
636   Society for History Education: Advertise in The History Teacher
Cover 3   Harlan Davidson: New Titles from Harlan Davidson!
Cover 4   National Center for History in the Schools: Forbidden Love

Back to Top | Contributors


Christine Baron is principal of Baron Consulting, Beverly, Massachusetts and a doctoral candidate at the Boston University School of Education.

Peter Burkholder (Ph.D., University of Minnesota) is an Assistant Professor of history at Fairleigh Dickinson University. His research interests include medieval history in film, medieval warfare, and Angevin history. Burkholder is the recipient of several teaching related grants, and he is a frequent presenter on history pedagogy. He was a Teaching Fellow with the University of Wisconsin in 2004-2005, and he was named Teacher of the Year at Fairleigh Dickinson in 2009.

Jerusha Conner is an Assistant Professor in the Department of Education at Villanova University, where she teaches courses in educational policy, instructional leadership, and diversity. She received her Ph.D. from Stanford University School of Education. Prior to completing her doctorate, she taught high school English for several years in Miami, Florida. Her research interests include student voice in school reform and student engagement in the senior year of high school.

Eric V. Franco, Ed.D., teaches a variety of courses at Edgewood College within the School of Education as well as K-12 history at Robert M. LaFollette High School in Madison, Wisconsin.

Nicole Gilbertson is the Director of the University of California, Irvine History Project. She organizes and administers programs in United States history, world history, and literacy for the history classroom.

Clara Shaw Hardy received her B.A. in Latin from Oberlin College and her Ph.D. in Classical Philology from Brown University. She currently teaches at Carleton College; her principal interests are in the performance of Greek and Roman drama and gender studies. Hardy has published articles on Herodotus, Plautus, Virgil, and Ovid, as well as some pieces on the teaching of writing and drama. Hardy is currently working on a study of the year 415 B.C.E. in Athens.

David A. Johnson is an Assistant Professor of history at the University of North Carolina, Charlotte. He teaches courses on British imperialism, modern South Asia, and world/transnational history.

Lee Si Wei is a secondary school teacher in history and social studies. A teacher presently at Anglo-Chinese School, she also taught at Marsiling Secondary, where the pilot study for this issue's article was conducted.

Loh Kah Seng is a Visiting Research Fellow at the Institute of Southeast Asia Studies, Singapore. His Ph.D. examined the role of a kampong fire in the making of modern Singapore. He was previously a history teacher in a junior college.

David J. Neumann is Site Director of The History Project at CSU Long Beach and Dominguez Hills, an organization that provides professional development to K-12 teachers through partnerships with university faculty. He is also a member of the History Department at California State University, Long Beach, where he teaches history courses for undergraduates and history education courses for pre-service teachers. A high school teacher for over ten years, Neumann completed an M.A. degree in History through a James Madison Fellowship.

Back to Top | Contributors

The History Teacher is the most widely recognized journal in the United States devoted to the teaching of history. Published quarterly (released in November, February, May, and August), it features informative and inspirational peer-reviewed analyses of traditional and innovative teaching techniques in the primary, secondary, and higher education classroom. Please visit our subscriptions page for information on ordering print or print/online versions.

The Society for History Education, which publishes The History Teacher, supports all disciplines in history education in universities, community colleges, and schools. SHE is a non-profit organization and is a proud educational partner of the Department of History at California State University, Long Beach.

The Society for History Education is an Affiliate of the American Historical Association (AHA).

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