The History Teacher
Volume 54, No. 2
Front Matter | Back Matter
THE CRAFT OF TEACHING
Encountering America's Public Lands: Abundant Landscapes, Complex Histories, and a Multitude of Teaching Opportunities
by Matthew Lindaman
Pedagogy on the National Landscape: Using Counter-Monuments in Kelly Ingram Park to Challenge the Master Narrative
by Sara B. Demoiny and Stewart Waters
Victory Gardening in the Undergraduate Classroom: Enhancing Student Research and Combating "Nature-Deficit Disorder" Across the University
by Emilie Raymond
War and Genocide
Memorialization, Reconciliation, and Reflection: Teaching the Aftermaths of Genocide in Postwar Europe and Rwanda
by Laura J. Hilton
Comparative Genocide Pedagogy and Survivor Testimony: Lessons from a Unit on the Holocaust and the Rwandan Genocide
by Stephanie F. Reid, Taylor M. Kessner, Lauren McArthur Harris, Volker Benkert, and Jason Bruner
Lessons from the Trenches: A Transdisciplinary Approach to the Great War
by Corey Campion and Trevor Dodman
NOTES AND COMMENTS
Dialogues on the Experience of War: Using History and Student-Led Discussion Groups to Explore the Nature of Military Service
by Frederick H. Dotolo III
Full Reviews Section
Derr, Jennifer L. The Lived Nile: Environment, Disease, and Material Colonial Economy in Egypt
by Heather J. Hoag
Farber, David. Crack: Rock Cocaine, Street Capitalism, and the Decade of Greed
by Will Cooley
Johnson, Emily Suzanne. This Is Our Message: Women's Leadership in the New Christian Right
by Philip D. Byers
Lasso, Marixa. Erased: The Untold Story of the Panama Canal
by James E. Sanders
Lee, Jacob E. Masters of the Middle Waters: Indian Nations and Colonial Ambitions along the Mississippi
by Brandon Dean
Oda, Meredith. The Gateway to the Pacific: Japanese Americans and the Remaking of San Francisco
by Evelyn Hu-DeHart
Osseo-Asare, Abena Dove. Atomic Junction: Nuclear Power in Africa after Independence
by Abou B. Bamba
Robichaud, Andrew A. Animal City: The Domestication of America
by Thomas G. Andrews
Rotter, Andrew J. Empires of the Senses: Bodily Encounters in Imperial India and the Philippines
by Troy Bickham
Specht, Joshua. Red Meat Republic: A Hoof-to-Table History of How Beef Changed America
by Jeannette Vaught
Vuic, Kara Dixon. The Girls Next Door: Bringing the Home Front to the Front Lines
by Sarah Parry Myers
Wagner, Kim A. Amritsar 1919: An Empire of Fear and the Making of a Massacre
by Michelle Tusan
Clark, Catherine E. Paris and The Cliché of History: The City and Photographs, 1860-1970
by Lela F. Kerley
IN EVERY ISSUE
207 Contributors to The History Teacher
396 The History of The History Teacher
397 Questionnaire for Potential Reviewers
398 Membership/Subscription Information
400 Submission Guidelines for The History Teacher
ADVERTISERS IN THIS ISSUE
234 Society for History Education: Celebrating the AHA Gilbert Award
254 American Historical Association: New AHA Booklet
296 Sultan Qaboos Cultural Center: Indian Ocean in World History
336 Association for Asian Studies: Attend an AAS Conference
356 Society for History Education: Celebrating 50 Years
Volker Benkert is an Assistant Professor in History at Arizona State University. His research focuses on the impact of sudden regime change on biographies after both totalitarian regimes in twentieth-century Germany. He is the author of Glückskinder der Einheit? Lebenswege der um 1970 in der DDR Geborenen (Ch. Links Verlag, 2017).
Jason Bruner is an Associate Professor of Religious Studies at Arizona State University. His research interests include the cultural history of East Africa, religion and violence, and global Christianity. He is author of Living Salvation in the East African Revival in Uganda (University of Rochester Press, 2017) and Imagining Persecution: Why American Christians Believe There is a Global War Against Their Faith (Rutgers University Press, 2021).
Corey Campion holds a Ph.D. in European History. He is an Associate Professor of History and Global Studies at Hood College in Frederick, Maryland, where he teaches courses in history, global studies, and the humanities. In addition to topics on the First World War, he has published on interdisciplinarity pedagogy in the humanities.
Sara B. Demoiny is an Assistant Professor of Elementary Education in the Department of Curriculum and Teaching at Auburn University. She earned her Ph.D. in Social Science Teacher Education from the University of Tennessee, Knoxville. Her research interests focus on the manner in which race and whiteness are incorporated into social studies teacher education.
Trevor Dodman holds a Ph.D. in English Literature and teaches courses on war literature and British and American modernisms as an Associate Professor of English at Hood College in Frederick, Maryland. He is the author of Shell Shock, Memory, and the Novel in the Wake of World War I (Cambridge University Press, 2015).
Frederick H. Dotolo III earned his Ph.D. in History from the State University of New York at Buffalo. He is an Associate Professor of History at St. John Fisher College in Rochester, New York. His research interests include small wars, Italian colonialism, and counterinsurgency warfare.
Lauren McArthur Harris (Ph.D., University of Michigan) is an Associate Professor of History Education at Arizona State University. Her work explores the teaching of difficult histories, historical pedagogical content knowledge of teachers, and issues in history curriculum and standards. She is the co-editor of The Wiley International Handbook of History Teaching and Learning (Wiley-Blackwell, 2018).
Laura Hilton (Ph.D., Modern European History, The Ohio State University) is a Professor of History at Muskingum University, where she has taught since 2001. She has been a fellow at the Holocaust Education Foundation's Summer Institute and is the co-editor of Understanding and Teaching the Holocaust (University of Wisconsin Press, 2020). She is currently working on a project about the culture of rumors in postwar Germany.
Taylor M. Kessner (M.A., University of Michigan) is a Ph.D. candidate in the Learning, Literacies, and Technologies Program at Arizona State University. His work explores history- and social studies-oriented simulation games at the intersection of history and social studies education, games scholarship, and the learning sciences.
Matthew Lindaman earned his Ph.D. in History from the University of Kansas. He is currently a Professor of History at Winona State University, where he directs the Social Science/History Teaching Program.
Emilie Raymond received her Ph.D. in History from the University of Missouri. She specializes in twentieth-century U.S. political culture, and is a Professor and the Director of graduate studies in the History Department at Virginia Commonwealth University. Her most recent book is Stars for Freedom: Hollywood, Black Celebrities, and the Civil Rights Movement
(University of Washington Press, 2015).
Stephanie F. Reid (Ph.D., Arizona State University) is an Assistant Professor in the Phyllis J. Washington College of Education at the University of Montana. Stephanie's research focuses on literacy education and pedagogy in middle and high school contexts. Her scholarship has been published in Theory and Research in Social Education, the Journal of Language and Literacy Education, Voices from the Middle, and Visual Communication.
Stewart Waters is an Associate Professor of Social Science Education at the University of Tennessee, Knoxville. He is the Associate Editor for the The Journal of Social Studies Research and the Coordinator for the International Society for the Social Studies Annual Conference. He earned his Ph.D. in Social Science Education from the University of Central Florida and taught middle school social studies before moving into higher education.