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. 3
May 2014

The History Teacher

Volume 47, No. 3
May 2014

History Education Online and
Student Analysis of Historical Images

Cover: Postal Telegraph Messengers, Indianapolis. Location: Indianapolis, Indiana. Photograph by Lewis Wickes Hine, 1908. Library of Congress, Prints and Photographs Division, LC-DIG-nclc-03223.

Long before the Internet—and child labor laws—American communications companies employed children and teenagers to rush cablegrams from the telegraph office to recipients as quickly as possible. Today's technology not only allows instant communication in a variety of formats, it also empowers people, including youth, to deliver their message "to all the world."

One particular modern-day development, Twitter, is put to use in the history classroom in Elizabeth Ann Pollard's "Tweeting on the Backchannel of the Jumbo-Sized Lecture Hall: Maximizing Collective Learning in a World History Survey" and Brian A. McKenzie's "Teaching Twitter: Re-enacting the Paris Commune and the Battle of Stalingrad," both of which appear in this issue of The History Teacher. This Lewis Hine image and nearly 5,500 more are included in the Library of Congress's National Child Labor Committee Collection, available at http://www.loc.gov/pictures/collection/nclc/.


The History Teacher
Volume 47, No. 3
May 2014

Front Matter | Back Matter

THE CRAFT OF TEACHING

History Education Online

Tweeting on the Backchannel of the Jumbo-Sized Lecture Hall: Maximizing Collective Learning in a World History Survey
  by Elizabeth Ann Pollard   (pp. 329-354)

Teaching Twitter: Re-enacting the Paris Commune and the Battle of Stalingrad
  by Brian A. McKenzie   (pp. 355-372)

Lessons Learned Building the Online History Program at the University of Memphis
  by Stephen K. Stein   (pp. 373-386)

Student Analysis of Historical Images

Student-Centered Reading of Lewis Hine's Photographs
  by Kate Sampsell-Willmann   (pp. 387-419)

A Case for Using Images to Teach Women's History
  by Jessica B. Schocker   (pp. 421-450)

NOTES AND COMMENTS

IDs: Memory or Meaning? A Guide For Answering Identification Questions That Encourages Thinking Historically
  by Robert Blackey   (pp. 451-458)

REVIEWS

Full Reviews Section   (pp. 459-476)

Brekus, Catherine A. Sarah Osborn's World: The Rise of Evangelical Christianity in Early America
  by Jewel L. Spangler

Burke, Edmund III, David Christian, and Ross E. Dunn. Edited by Meredith Ryley. A Compact History of Humankind…: The History of the World in Big Eras
  by Linda Cargile

Foote, Nicola, ed. The Caribbean History Reader
  by David M. Carletta

Getz, Trevor, ed. African Voices of the Global Past: 1500 to the Present
  by Joel E. Tishken

Goodall, Alex. Loyalty and Liberty: American Countersubversion from World War I to the McCarthy Era
  by T. Michael Ruddy

McMeekin, Sean. July 1914: Countdown to War
  by Martha (Murph) E. Kinney

Perry, Lewis. Civil Disobedience: An American Tradition
  by Michelle Stonis

Rubin Stuart, Nancy. Defiant Brides: The Untold Story of Two Revolutionary-Era Women and the Radical Men They Married
  by Sara Brooks Sundberg

Simms, Brendan. Europe: The Struggle for Supremacy, from 1453 to Present
  by Dean Ferguson

Smith, Stacey L. Freedom's Frontier: California and the Struggle Over Unfree Labor, Emancipation, and Reconstruction
  by Maria Raquel Casas

Starr, S. Frederick. Lost Enlightenment, Central Asia's Golden Age from the Arab Conquest to Tamerlane
  by Ali İğmen

Storch, Randi. Working Hard for the American Dream: Workers and their Unions, World War I to the Present
  by Bill Barry

Tully, John Day, Matthew Masur, and Brad Austen, eds. Understanding and Teaching the Vietnam War
  by Anne Paulet

IN EVERY ISSUE

327   Contributors to The History Teacher
477   Questionnaire for Potential Reviewers
478   Membership/Subscription Information
480   Submission Guidelines for The History Teacher

ADVERTISERS IN THIS ISSUE

Cover 4   Association for Asian Studies: Teach About Asia, Learn About Asia
354   University of Memphis: The University of Memphis MA in History
420   Organization for American History: Become a Member of the OAH


CONTRIBUTORS

Robert Blackey is a Professor of History at California State University, San Bernardino and author and editor of articles and books on history teaching and learning, comparative revolutions, and British history. His History: Core Elements for Teaching and Learning was published by Wildside Press in 2011. He has been Vice President (Teaching Division) of the American Historical Association, a long-time editor of the teaching column in the AHA's Perspectives, and both Chief Reader and Chair of the Test Development Committee for AP European History. He received the AHA's Eugene Asher Distinguished Teaching Award and CSU's Wang Family Excellence Award.

Brian McKenzie has a Ph.D. in European History from the State University of New York at Stony Brook. He is the author of Remaking France: Americanization, Public Diplomacy, and the Marshall Plan (Berghahn Books, 2005). His pedagogical research interests include game-based learning, simulations, and New Media.

Elizabeth Ann Pollard (Ph.D. in Ancient History, University of Pennsylvania) is Associate Professor of History at San Diego State University, where she has been teaching since 2002. She is working on a monograph exploring witchcraft accusations against women in the Greco-Roman world from the first to the fifth centuries CE and she is a contributing author for the forthcoming concise edition of Worlds Together, Worlds Apart (W. W. Norton). She has published articles investigating images of witches in Roman art, Roman-Indian trade in world-historical context, the impact of world-historical thinking on traditional Greek and Roman history, and writing about witchcraft on Wikipedia.

Kate Sampsell-Willmann received her Ph.D., with distinction, from Georgetown University in 2002. She is the author of Lewis Hine as Social Critic (University Press of Mississippi, 2009), the first monograph on the person who invented social documentary photography. A professional photographer, she currently lives in Bishkek, Kyrgyzstan, where she is an Associate Professor of History at the American University of Central Asia. Her current projects include a book exploring the democratic nature of American art in the twentieth century and essays on ten years of teaching U.S. history in the Muslim world.

Jessica Schocker is an Assistant Professor of Social Studies Education and Women's Studies at the Pennsylvania State University, Berks Campus. She earned her Ph.D. in Educational Psychology at Temple University. Schocker teaches and conducts research in women's history, social studies education, and educational psychology.

Stephen K. Stein is an Associate Professor at the University of Memphis, where he directs its online history program and teaches courses in military history and the history of technology. His publications include From Torpedoes to Aviation: Washington Irving Chambers and Technological Innovation in the New Navy, 1877-1913 (University of Alabama Press, 2007) and "The Greely Relief Expedition and the New Navy" in the International Journal of Naval History (December 2006).


The History Teacher
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Volume 50
2016-2017


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Online Reading Room:
Gaming in the
History Classroom

from The History Teacher


Online Reading Room:
Comics, Cartoons,
and Graphic Novels

from The History Teacher


Online Reading Room:
Wikipedia, Twitter, and
"Instant Historying"

from The History Teacher


 
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