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The History Teacher, Volume 45, No. 3 (May 2012)

Volume 45, No. 3: (May 2012)
Cover: Covers, 2008-present. This array of recent covers from The History Teacher includes Volume 42 (2008-2009) through Volume 45 (2011-2012). Noticeably absent from this depiction is the "final" issue, an absence that symbolizes the concepts that the historical process is never "complete" and that historical chronology involves the past, the present, and the future. These and additional covers are available at the Society's website at, with information about each issue and each cover, as well as links to downloadable images and copyright-free libraries where available. This issue of The History Teacher reflects upon the history and development of the journal itself, featuring William Weber's "The Evolution of The History Teacher and the Reform of History Education," beginning on page 329.

Read our featured article right now: "Of Faith and Fiction: Teaching W. E. B. Du Bois and Religion," by Phillip Luke Sinitiere of the College of Biblical Studies in Houston, Texas. [PDF 554KB]

May 2012: Contents | Contributors


329   The Evolution of The History Teacher and the Reform of History Education
  by William Weber


359   Forging New Partnerships: Collaboration between University Professors and Classroom Teachers to Improve History Teaching, 1983-2011
  by Linda Symcox

383   Training Teachers to think Historically: Applying Recent Research to Professional Development
  by David Neumann


405   Avoiding the Complex History, Simple Answer Syndrome: A Lesson Plan for Providing Depth and Analysis in the High School History Classroom
  by David H. Lindquist

421   Of Faith and Fiction: Teaching W. E. B. Du Bois and Religion
  by Phillip Luke Sinitiere


437   Using "Master Narratives" to Teach History: The Case of the Civil Rights Movement
  by Jennifer Frost

447   "So That's What the Whiskey Rebellion Was!": Teaching Early U.S. History With GIS
  by Jeffrey W. Snyder and Thomas C. Hammond


457-475   Full Reviews Section [PDF 330 KB]

Berman, Morris. Why America Failed: The Roots of Imperial Decline
  by Robert C. Cottrell

Bowen, Michael. The Roots of Modern Conservatism: Dewey, Taft and the Battle for the Soul of the Republican Party
  by Jeff Bloodworth

Brundage, W. Fitzhugh, ed. Beyond Blackface: African Americans and the Creation of American Popular Culture, 1890-1930
  by Roger House

Bruns, Roger. Cesar Chavez and the United Farm Workers Movement
  by Marjorie Hunter

Cazorla Sánchez, Antonio. Fear and Progress: Ordinary Lives in Franco's Spain, 1939-1975
  by Jennifer L. Foray

Clayton, Lawrence A. Bartolomé de las Casas and the Conquest of the Americas
  by Jose Mendez

Gladstone, Brooke. The Influencing Machine: Brooke Gladstone on the Media
  by Linda Kelly Alkana

Hanioğlu, M. Şükrü. A Brief History of the Late Ottoman Empire
  by Jacob L. Hamric

Haq, Gary and Alistair Paul. Environmentalism Since 1945
  by David M. Chamberlain

Humphrey, Carol Sue, ed. Voices of Revolutionary America: Contemporary Accounts of Daily Life
  by David Neumann

Jorae, Wendy Rouse. The Children of Chinatown: Growing Up Chinese American in San Francisco, 1850-1920
  by Eileen H. Tamura

Lookingbill, Brad D., ed. American Military History: A Documentary Reader
  by Edward F. Finch

McCall, Jeremiah. Gaming the Past: Using Video Games to Teach Secondary History
  by Katy Swalwell

Rubenstein, Jay. Armies of Heaven: The First Crusade and the Quest for the Apocalypse
  by Gregory S. Beirich

Wallace, David. Capital of the World: A Portrait of New York City in the Roaring Twenties
  by Jamie J. Wilson


327   Contributors to this issue
477   Questionnaire for potential reviewers
478   Subscription information
480   Submission guidelines for The History Teacher


358   Association for Asian Studies: Teach About Asia, Learn About Asia
404   Organization for American History: Become an OAH Member Today
456   Bedford/St. Martin's: A New Interpretation for a New Generation
476   Society for History Education: Advertise in The History Teacher
Cover 4   Society for History Education: Special Issue of The History Teacher

Back to Top | Contributors


Jennifer Frost received her Ph.D. in United States Women's History from the University of Wisconsin-Madison and currently is Associate Professor of History at the University of Auckland, New Zealand. She is the author of "An Interracial Movement of the Poor": Community Organizing and the New Left in the 1960s (New York: New York University Press, 2001) and Hedda Hopper's Hollywood: Celebrity Gossip and American Conservatism (New York: New York University Press, 2011). Currently, she is researching the production and reception of U.S. "message movies" of the 1950s and 1960s, and teaches courses on history and film, African-American freedom struggles, and "the sixties."

David H. Lindquist, Ph.D., is an Associate Professor and Coordinator of the undergraduate Secondary Education program at Indiana University-Purdue University Fort Wayne. He is also a Museum Teacher Fellow and Regional Museum Educator for the United States Holocaust Memorial Museum. He has been named a Distinguished Teacher by the White House Commission on Presidential Scholars.

David Neumann is Site Director of The History Project at California State University, Long Beach and California State University, 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.

Phillip Luke Sinitiere is Associate Professor of History at the College of Biblical Studies, a multi-ethnic school located in Houston's culturally rich Mahatma Gandhi district. He is co-author of Holy Mavericks: Evangelical Innovators and the Spiritual Marketplace (New York: New York University Press, 2009). He is completing a book on Joel Osteen and American religion as well as a co-edited collection of essays on The Crisis magazine and a study of W. E. B. Du Bois and American religious culture.

Jeffrey W. Snyder is a secondary social studies teacher and holds both a B.A. and M.Ed. from Lehigh University. Thomas C. Hammond is an Assistant Professor in Lehigh's Teaching, Learning, and Technology program. His research focuses on technology-mediated social studies instruction.

Linda Symcox (Ph.D., UCLA, 1999) is a Professor and Assistant Director of the Educational Leadership Doctoral Program at California State University, Long Beach, a consultant for Teaching American History grants, and a curriculum designer for the Huntington Library. Before that, she was Assistant Director of the National History Standards Project at UCLA (1989-1996). Symcox is author of Whose History? The Struggle for National Standards in American Classrooms (New York: Teachers College Press, 2002); co-editor of Social Justice, Peace, and Environmental Education: Transformative Standards (New York: Routledge, 2009), and co-editor of National History Standards: The Problem of the Canon and the Future of Teaching History (Charlotte, NC: Information Age Publishing, 2009).

William Weber was educated at Harvard College and the University of Chicago, and taught modern European history at California State University, Long Beach from 1968 to 2007. He supervised student teachers, participated in the California History-Social Science Project, and was Vice-President of the American Historical Association for the Teaching Division, 2001-2004. His publications include Music and the Middle Class (London, U.K.: Holmes & Meier, 1975), Rise of Musical Classics in Eighteenth-Century England (Oxford, U.K.: Clarendon Press, 1992), and Great Transformation of Musical Taste: Concert Programming from Haydn to Brahms (New York: Cambridge University Press, 2008).

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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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