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 47, No. 2
February 2014

The History Teacher

Volume 47, No. 2
February 2014

History Education Online and
History and the Individual

Cover: Get Ahead! Adult Education Classes: For Adults at No Charge. Silkscreen by the WPA Art Program, c. 1936-1941. Library of Congress, Prints and Photographs Division, LC-USZC2-5400.

In addition to its myriad construction and infrastructure programs, the New Deal's Work Projects Administration offered free classes for citizens to develop trade skills or improve their knowledge in traditional subjects. This poster and over 900 more are included in the Library of Congress Work Projects Administration (WPA) Poster Collection, available at http://www.loc.gov/pictures/collection/wpapos/.


The History Teacher
Volume 47, No. 2
February 2014

Front Matter | Back Matter

THE CRAFT OF TEACHING

History Education Online

Student, Teacher, Professor: Three Perspectives on Online Education
  by Mark Pearcy   (pp. 169-185)

Teaching Historical Literacy and Making World History Relevant in the Online Discussion Board
  by Courtney Luckhardt   (pp. 187-196)

Constructing the Past Online: Discussion Board as History Lab
  by Lisa M. Lane   (pp. 197-207)

"Writing wasn't really stressed, accurate historical analysis was stressed": Student Perceptions of In-Class Writing in the Inverted, General Education, University History Survey Course
  by Daniel S. Murphree   (pp. 209-219)

The Flipped Classroom in World History
  by Judy E. Gaughan   (pp. 221-244)

History and the Individual

First-Person Assignments: Considering How History Affects and Is Affected by the Individual
  by Mary Carroll Johansen   (pp. 245-252)

Engaging Past and Present: Service-Learning in the College History Classroom
  by Emily E. Straus and Dawn M. Eckenrode   (pp. 253-266)

The Challenges of Collaborative Learning Across the BorderóCanada and the United States: Divergent Paths/Intertwined Futures
  by Claire Puccia Parham   (pp. 267-288)

A Relationship Analysis: A Professor, 500 Students, and an Assigned Textbook
  by Ryan A. Swanson   (pp. 289-302)

REVIEWS

Full Reviews Section   (pp. 303-316)

Beckwith, Christopher I. Warriors of the Cloisters: The Central Asian Origins of Science in the Medieval World
  by Rafis Abazov and Zhanat Doskhozhina

Beeman, Richard R. Our Lives, Our Fortunes and Our Sacred Honor: The Forging of American Independence, 1774-1776
  by Jeff Bremer

Breitman, Richard and Allan J. Lichtman. FDR and the Jews
  by Donald Schwartz

Gillette, Michael L. Lady Bird Johnson: An Oral History
  by Naomi Rendina

Gristwood, Sarah. Blood Sisters: The Women Behind the Wars of the Roses
  by Marc Schwarz

Haas, Mark L. and David W. Lesch, eds. The Arab Spring: Change and Resistance in the Middle East
  by Max Reibman

Heineman, Kenneth J. Civil War Dynasty: The Ewing Family of Ohio
  by Earl J. Hess

Norris, Stephen M. and Willard Sunderland, eds. Russia's People of Empire: Life Stories from Eurasia, 1500 to the Present
  by Mark Soderstrom

Roll, David L. The Hopkins Touch: Harry Hopkins and the Forging of the Alliance to Defeat Hitler
  by Christopher Thomas

Wilson, Bee. Consider the Fork: A History of How We Cook and Eat
  by Ron Briley

Wineburg, Sam, Daisy Martin, and Chauncey Monte-Sano. Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms
  by Julie L. Peters

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

186   Association for Asian Studies: Teach About Asia, Learn About Asia
208   Organization for American History: Become a Member of the OAH
220   Bedford/St. Martin's:We're Serious About History


CONTRIBUTORS

Sarah Brooks is an Assistant Professor of Education at Elmhurst College in Elmhurst, Illinois. She taught seventh- and eighth-grade social studies for five years in New Hampshire, Connecticut, and Virginia before receiving her Ph.D. from the University of Virginia. Her scholarship focuses on the fostering and display of historical understanding and has been published in Theory and Research in Social Education, Social Studies: Research and Practice, and The Journal of Social Studies Research.

Dawn M. Eckenrode is a Reference and Instruction Librarian at the SUNY Fredonia. She serves as the Director of the University's Professional Development Center. She received an M.S. in Library and Information Science from the University of Texas at Austin.

Judy E. Gaughan earned her Ph.D. in Ancient History and Mediterranean Archaeology from the University of California, Berkeley, and now teaches at Colorado State University-Pueblo. A specialist in the Ancient Mediterranean, Gaughan's research focuses on the Roman Republic and Empire. Her book, Murder was not a Crime: Homicide and Power in the Roman Republic, was published by the University of Texas Press in 2010. Her current research is on First Ladies and emperors' wives. She also serves as faculty advisor to the History Club and the Theta Chi branch of Phi Alpha Theta.

Mary Carroll Johansen is a Professor of History at Holy Family University in Philadelphia. She holds a Ph.D. in American History from the College of William and Mary. Her article, "Reformers and Role Models: Women Educators in the Early Nineteenth-Century Upper South," was recently published in the Maryland Historical Magazine; she has also published articles in Virginia Cavalcade and The Dictionary of Virginia Biography. She has taught since 1996 at the high school, community college, undergraduate, and graduate levels at public and private institutions.

Lisa M. Lane has been teaching History classes at MiraCosta College in Oceanside, California since 1989. She was an early adopter of technologies for teaching over the Internet, and founded the Program for Online Teaching in 2005. POT offers workshops in online pedagogy for faculty, and an open online class in teaching via the web. Her work has appeared in First Monday, Educause Review, and several books on distance education.

Courtney Luckhardt received her Ph.D. in Medieval Studies from the University of Notre Dame in 2011, specializing in early medieval cultural and religious history. She currently teaches history at the University of Memphis, developing online upper-division and graduate courses in her specialty, as well as World Civilization I online. She also taught for a year at the University of Glasgow (United Kingdom) on a predoctoral fellowship from the Kaneb Center for Teaching and Learning.

Daniel S. Murphree received his Ph.D. from Florida State University and is currently an Associate Professor of History at the University of Central Florida. His publications include "An Unexpected Bridge: The AHA Tuning Project and Writing Across the Curriculum" in Perspectives on History (April 2013), Native America: A State-by-State Historical Encyclopedia (2012) and Constructing Floridians: Natives and Europeans in the Colonial Floridas, 1513-1783 (2006).

Claire Puccia Parham has been a Lecturer in the History Department at Siena College in Albany, New York since 2002. In August 2011, she became the Director of Siena's Center for Faculty Excellence and Innovation. Parham has authored two books and numerous articles and reviews in scholarly journals. She received her Ph.D. in American History from Binghamton University, her M.S. in Labor Studies from University of Massachusetts at Amherst, and her B.A. in Government from St. Lawrence University.

Mark Pearcy is a Professor of Social Studies Education at Rider University in Lawrenceville, New Jersey. Prior to coming to Rider, he was a National Boardcertified social studies teacher in Florida for nineteen years. He has been published in a variety of journals, including The Journal of Social Studies Research, the Ohio Social Studies Review, and Contemporary Issues in Teacher Education. His research interests include American history and "Just War" doctrine.

Emily E. Straus is an Assistant Professor of History at SUNY Fredonia and was a Postdoctoral Fellow at Rice University's Kinder Institute for Urban Research. She received her Ph.D. in American History from Brandeis University.

Ryan Swanson is an Assistant Professor of History at George Mason University. He is also affiliated with GMU's Center for the Study of Sport and Leisure in Society.


The History Teacher
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Volume 50
2016-2017


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