GENERAL
329 The Evolution of The History Teacher and the Reform of History Education
by William Weber
THE STATE OF THE PROFESSION
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
THE CRAFT OF TEACHING
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
NOTES AND COMMMENTS
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
REVIEWS
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
IN EVERY ISSUE
327 Contributors to this issue
477 Questionnaire for potential reviewers
478 Subscription information
480 Submission guidelines for The History Teacher
ADVERTISERS IN THIS ISSUE
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
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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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