Society for History Education, Inc.
A non-profit organization and publisher of The History Teacher since 1967

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 50 (2016-2017)
is delivered internationally
in print to members of the
non-profit organization, the
Society for History Education.


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The History Teacher cover

The History Teacher
Volume 43, No. 2
February 2010

The History Teacher

Volume 43, No. 2
February 2010
 

Cover: Headquarters of the National Association Opposed to Woman Suffrage, 1911(?). Harris and Ewing, New York City. Library of Congress Prints and Photographs Division. LC-USZ62-25338.

Five men and a woman peer through the windows of the National Association Opposed to Woman Suffrage (NAOWS), organized in November 1911 by Mrs. Arthur M. Dodge. The image is among the Library of Congress collection, By Popular Demand: "Votes for Women" Suffrage Pictures, 1850-1920, available at memory.loc.gov/ammem/vfwhtml/vfwhome.html.

The Woman Suffrage Amendment, proposing "The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex," was originally introduced to Congress in 1878 and was finally ratified as the Nineteenth Amendment to the United States Constitution in 1920.

Mary E. Frederickson reframes the history of women suffragists in the United States and beyond in "Going Global: New Trajectories in U.S. Women's History," which begins on page 169 of this issue.


The History Teacher
Volume 43, No. 2
February 2010

Front Matter | Back Matter

GENERAL

Going Global: New Trajectories in U.S. Women's History
  by Mary E. Frederickson   (pp. 169-190)

Nouns in History: Packaging Information, Expanding Explanations, and Structuring Reasoning
  by Luciana C. de Oliveira   (pp. 191-204)

THE CRAFT OF TEACHING

Learning to Read the Signs
  by John M. Osborne and Christine Bombaro   (pp. 205-222)

Redrawing the Boundaries: A Constructivist Approach to Combating Student Apathy in the Secondary History Classroom
  by Christopher Kaiser   (pp. 223-232)

Assessment Strategies for a History Exam, or, Why Short-Answer Questions are Better than In-Class Essays
  by Alexander Maxwell   (pp. 233-246)

THE STATE OF THE PROFESSION

Sleeping with the Enemy: Wikipedia in the College Classroom
  by Cullen J. Chandler and Alison S. Gregory   (pp. 247-258)

Wikipedia: How it Works and How it Can Work for You
  by Elizabeth M. Nix   (pp. 259-264)

NOTES AND COMMENTS

Cultivating Critical Thinking: Five Methods for Teaching the History of U.S. Foreign Policy
  by Roger Peace   (pp. 265-274)

How Could a Beaver Start a War?
  by Robert Millward   (pp. 275-282)

Escaping Myopia: Teaching Students about Historical Causality
  by Scott M. Waring   (pp. 283-288)

Harry Potter and the Ghost Teacher: Resurrecting the Lost Art of Lecturing
  by Kathryn N. McDaniel   (pp. 289-296)

REVIEWS

Full Reviews Section   (pp. 297-316)

Campbell, James M. and Rebecca J. Fraser, eds. Perspectives in American Social History: Reconstruction: People and Perspectives
  by Ann Gilberthorpe

Cox, Thomas H. Gibbons v. Ogden, Law, and Society in the Early Republic
  by David A. Reichard

Daly, Jonathan and Leonid Trofimov, eds. Russia in War and Revolution, 1914-1922: A Documentary History
  by Andrew Jenks

Demos, John. The Enemy Within: A Short History of Witch-Hunting
  by Jon E. Purmont

Hunner, Jon. J. Robert Oppenheimer, the Cold War, and the Atomic West
  by Kirk Tyvela

Judd, Richard W. The Untilled Garden: Natural History and the Spirit of Conservation in America, 1740-1840
  by Patricia Ann Owens

Lemire, Elise. Black Walden: Slavery and Its Aftermath in Concord, Massachusetts
  by Douglas R. Egerton

Loewen, James W. Teaching What Really Happened: How to Avoid the Tyranny of Textbooks and Get Students Excited About Doing History
  by Wayne Journell

Mather, James. Pashas: Traders and Travellers in the Islamic World
  by April L. Najjaj

Pacyga, Dominic A. Chicago: A Biography
  by Kathleen A. Brosnan

Warren, Wilson J. and D. Antonio Cantu, eds. History Education 101: The Past, Present, and Future of Teacher Preparation
  by Marjorie Hunter

Wasson, Ellis. A History of Modern Britain: 1714 to the Present
  by Dino E. Buenviaje

Waugh, Joan. Ulysses S. Grant: American Hero, American Myth
  by John M. Belohlavek

Werner, Emmy E. In Pursuit of Liberty: Coming of Age in the American Revolution
  by D. Antonio Cantu

IN EVERY ISSUE

167   Contributors to The History Teacher
317   Questionnaire for Potential Reviewers
318   Membership/Subscription Information
320   Submission Guidelines for The History Teacher

ADVERTISERS IN THIS ISSUE

Cover 2 Facts on File: Encyclopedia of American History
190   Harlan Davidson: New Titles from Harlan Davidson!
204   Association for Asian Studies: Teach About Asia, Learn About Asia
258   Bedford/St. Martin's: A History of Western Society
296   World History Association: WHA 19th Annual Conference
316   Society for History Education: Advertise in The History Teacher
Cover 3   Organization of American Historians: Become a Member of the OAH Today!
Cover 4   Northern Illinois University Libraries: Mark Twain's Mississippi


CONTRIBUTORS

Christine Bombaro (M.L.S., Drexel University) is the Associate Director for Library Collections at Dickinson College in Carlisle, Pennsylvania. She specializes in teaching professional research methods to history majors as well as English and art history majors. She also develops innovative information literacy programs for first-year students.

Cullen J. Chandler earned his Ph.D. in Medieval History from Purdue University, and is Assistant Professor of History at Lycoming College in Williamsport, Pennsylvania. Chandler has taught undergraduate history for eleven years.

Luciana C. de Oliveira (Ph.D., University of California, Davis) is Assistant Professor of Literacy and Language Education in the Department of Curriculum and Instruction at Purdue University, Indiana. Her research focuses on academic literacy development in the content areas, especially by English language learners. She was a linguistics researcher with the History Project at the University of California, Davis, working with hundreds of teachers throughout California to infuse discipline-specific literacy strategies into the history curriculum.

Mary E. Frederickson is on the faculty in the Department of History at Miami University, where she has served as Director of Graduate Studies and Director of the Honors Program. Her Ph.D. is from the University of North Carolina at Chapel Hill, where she served as Assistant Director of the Southern Oral History Program. Her work on gender, social, and labor history has included both academic scholarship and activism. Her next book, Looking South: Transformation and Resistance from Reconstruction to Globalization, will be published later this year.

Alison S. Gregory earned her M.S.L.S. from Clarion University of Pennsylvania and is an Assistant Professor and Instructional Services Librarian at Lycoming College, where she has taught undergraduate research and information skills for four years. She contributed "An Eight-Course Library Meal" to the Association of College and Research Libraries' The Library Instruction Cookbook (2009), edited by Ryan Sittler and Doug Cook.

Christopher Kaiser has taught U.S., European, and world history for eleven years at Charlotte High School in Michigan and for seven years online for the Michigan Virtual School, where he also served as Social Studies Department Chair. After earning a B.A. in English at Michigan State University, he majored in History at Indiana University, and obtained a Master's in Education and teaching certificate at Aquinas College. A past participant of the Teaching American History program, Kaiser is currently a doctoral student in the Teaching, Curriculum, and Educational Policy program at Michigan State University.

Kathryn N. McDaniel is McCoy Associate Professor of History at Marietta College, where she has won teaching awards for innovative techniques used in her courses on modern European history, world history, and senior research seminars. She holds M.A. and Ph.D. degrees in British history from Vanderbilt University. Her research focuses on early British imperial history, though she has recently ventured into the world of Harry Potter scholarship.

Alexander Maxwell researches nationalism in East-Central Europe. He completed his Ph.D. at the University of Wisconsin in 2003. He has held post-doctoral fellowships in Germany and Romania as well as teaching positions in Wales and Nevada. Since 2007, he has been teaching at Victoria University in Wellington, New Zealand, where he runs the Antipodean East European Study Group. He is presently writing a book on nationalism and clothing.

Robert Millward is a Professor of Education and currently directs the doctoral program in Administration and Leadership Studies at Indiana University, Pennsylvania. For the past eight years, Bob has been reading and researching events related to the French and Indian War Era and with the help and cooperation of artist Robert Griffing, he has produced a DVD entitled Bringing History to Life.

Elizabeth M. Nix is a lecturer at the University of Baltimore, where she has taught "Exploring the Past" for five years. She worked with librarian Tamara Smith to develop the course, which emphasizes local history, archival work, and the analysis of primary sources.

John M. Osborne (Ph.D., Stanford University) is an Associate Professor of History at Dickinson College in Carlisle, Pennsylvania. His specialties are European history and the application of new technologies in the teaching of history. He is co-director of the House Divided Project, an ambitious effort to produce a research engine for the study of mid nineteenth-century America.

Roger Peace has taught U.S. and world history courses at the community college level for nine years. He received his doctorate in U.S. Diplomatic History at Florida State University in 2007 and is currently Adjunct Professor of History at Tallahassee Community College, a two-year residential college located in Tallahassee, Florida. He is the author of A Just and Lasting Peace: The U.S. Peace Movement from the Cold War to Desert Storm (Noble Press, 1991).

Scott M. Waring earned his Ph.D. in Social Studies Education, with a minor in Instructional Technology, from the University of Virginia. Currently, he is an Assistant Professor and Program Coordinator of Social Science Education at the University of Central Florida. His research interests include the teaching and learning of history and technology integration.


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