Society for History Education, Inc.
A non-profit organization and publisher of The History Teacher

The History Teacher
(ISSN: 0018-2745)
is a peer-reviewed
quarterly journal.

THT publishes inspirational scholarship on traditional and unconventional techniques
in history education.

Volume 54 (2020-2021)
is delivered internationally
in print to members of the
non-profit organization, the
Society for History Education.


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The History Teacher
The Print Edition
Volume 54
2020-2021


The History Teacher cover

The History Teacher
Volume 53, No. 4
August 2020

The History Teacher

Volume 53, No. 4
August 2020
thehistoryteacher.org/A20

Front Cover: Weird Tales, vol. 27, no. 6 (June 1936), cover art by Margaret Brundage. Digital image uploaded to Wikipedia Commons by user "AdamBMorgan" on 15 December 2009. https://commons.wikimedia.org/wiki/File:Weird_Tales_ June_1936.jpg.

Back Cover: Weird Tales, vol. 35, no. 10 (July 1941), cover art by Hannes Bok. Digital image uploaded to Wikimedia Commons by user "AdamBMorgan" on 15 December 2009. https://commons.wikimedia.org/wiki/File:Weird_Tales_ July_1941.jpg.

In a weird and wild world, our hopes and fears permeate the stories we tell—in fiction and in fact. Classic tales pit heroes against villains, whether embodied by individuals, organizations, or abstract ideas. In "History of the Future: A Powerful Way to Teach the Past (and Present)," Eric Otremba demonstrates how even time itself is depicted as potential savior as we imagine a future that inevitably solves all our current problems. Meanwhile, in "Enchanted Capitalism: Myths, Monsters, and Markets," Alex Zukas explores creatures of horror across history, and how they relate to concepts and mechanisms that have influenced markets and minds around the world.

On the topic of cherished heroes, this issue also specifically highlights the role of the teacher, with insightful contributions from Lauren McArthur Harris and Brian Girard, Eve Kornfeld, and Chauncey Monte-Sano, Anne Bordonaro, and Jared Aumen.

We hope you and your students enjoy the possibilities presented in this edition of The History Teacher, which includes a special focus on The Teacher and a feature on Heroes and Villains.


The History Teacher
Volume 53, No. 4
August 2020

Front Matter | Back Matter

THE CRAFT OF TEACHING

The Teacher

Evaluating the Support of Teacher Choice in State History Standards
  by Lauren McArthur Harris and Brian Girard   (pp. 613-633)

Failing to Teach, Disrupted Lessons, and Resistance in the "History for Teachers" Classroom
  by Eve Kornfeld   (pp. 635-674)

Successes and Challenges in Learning to Teach History as Inquiry: Novices' Uptake of Core Practices
  by Chauncey Monte-Sano, Anne Bordonaro, and Jared Aumen   (pp. 675-706)

Heroes and Villains

History of the Future: A Powerful Way to Teach the Past (and Present)
  by Eric Otremba   (pp. 707-731)

Enchanted Capitalism: Myths, Monsters, and Markets
  by Alex Zukas   (pp. 733-782)

NOTES AND COMMENTS

Taking a Knee: Colin Kaepernick and America's Forgotten Freedom Fighters
  by James A. Bryant Jr.   (pp. 783-794)

SPECIAL SECTION

In Memoriam: Simeon J. Crowther, 1943–2019   (pp. 608-609)

Index to Volume 53   (pp. 795-800)

IN EVERY ISSUE

606   Contributors to The History Teacher

610   The History of The History Teacher
801   Questionnaire for Potential Reviewers
802   Membership/Subscription Information
804   Submission Guidelines for The History Teacher

ADVERTISERS IN THIS ISSUE

611   Society for History Education: The Richard and Louise Wilde Award
612   American Historical Association: New AHA Booklet
634   Association for Asian Studies: Attend an AAS Conference
732   Sultan Qaboos Cultural Center: Indian Ocean in World History


CONTRIBUTORS

Jared Aumen received his Ph.D. from the University of Michigan in Teaching and Teacher Education. Prior to his doctoral work, Aumen taught middle school and high school in the Washington, D.C. area. In addition to being a Teacher Expert for the Read.Inquire.Write project, he is currently a middle-school social studies Teacher for Ann Arbor Public Schools.

Anne Bordonaro received her doctorate in History Education from the University of Michigan, Ann Arbor. Her research concerns how to bring marginalized perspectives on national history into the curricular mainstream and address challenges of engaging students in civil, informed dialogue about different perspectives on contentious questions that have implications for multicultural education, intergroup relations, educational equity, and history/social studies education. Currently, she directs federal and education support programs for the Vermont Agency of Education.

James A. Bryant Jr. is the Founder and Director of the Gadugi Scholars Program, a partnership between Appalachian State University and the Eastern Band of Cherokee Indians. He is the author of Curley (Hamilton Books, 1994), a novel that describes his grandfather's experience growing up as an Eastern Cherokee Indian in the Depression-Era South, and Now More Than Ever: "Social Studies" in the Twenty-First Century (University Press of America, 2007).

Brian Girard is an Associate Professor of Secondary Education in the School of Education at The College of New Jersey. He coordinates the undergraduate secondary teacher education program and teaches courses in social studies methods and educational foundations in addition to supervising field experiences. His current research interests include world history teacher reasoning in instruction, teacher practices that develop of classroom communities, and the preparation of history educators.

Lauren McArthur Harris (Ph.D., University of Michigan) is an Associate Professor of History Education at Arizona State University. Her work explores the complexities involved in structuring larger narratives in world history, the historical pedagogical content knowledge of teachers, issues in history curriculum and standards, and the role of sociocultural context and personal background on students' historical reasoning. She is the co-editor of The Wiley International Handbook of History Teaching and Learning (2018).

Eve Kornfeld, Senate Distinguished Professor and Professor of History, San Diego State University, earned her B.A. at Princeton University and her M.A. and Ph.D. in History at Harvard University. Her books were published by St. Martin's Press, and her articles appeared in the William and Mary Quarterly, Journal of the Early Republic, Journal of American Studies, The History Teacher, and many other journals. She received SDSU's Excellence in Teaching Award in the Humanities and Social Sciences in 2018.

Chauncey Monte-Sano is an Associate Professor of Educational Studies at the University of Michigan. A former high school history teacher and National Board Certified teacher, she earned her Ph.D. at Stanford University. In addition to her research, she currently prepares novice teachers for social studies classrooms, works with veteran social studies teachers through a variety of professional development programs, and works with novice teacher educators and educational researchers. She most recently launched Read.Inquire.Write (readinquirewrite.umich.edu), research-based social studies curriculum focused on argument writing and disciplinary thinking.

Eric Otremba is Programs Director at Middle Tree, a non-profit tutoring and college readiness center in Claremont, California. Prior to joining Middle Tree, Eric worked as an Assistant Professor at Macalester College and a Postdoctoral Researcher at UCLA. He earned his Ph.D. in History from the University of Minnesota in 2012. Educating students is Eric's main passion, and he continues to teach part-time at Pitzer College in addition to his Middle Tree duties.

Alex Zukas received his Ph.D. in Early-Modern and Modern European History from the University of California, Irvine and is a Professor of History at National University in San Diego, California. He has published on working-class and environmental history, European imperialism and colonialism, the history of cartography, and teaching online courses effectively. He is researching and writing a book with the working title "Herman Moll and the Entangled Cartography of the British Empire" for the Lexington Book series "Empire and Entanglements in the Early Modern World."


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The History Teacher
Volume 53, No. 4
August 2020


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