The History Teacher
Volume 52, No. 3
Front Matter | Back Matter
THE CRAFT OF TEACHING
Writing in History
Historians' Social Literacies: How Historians Collaborate and Write
by Jeffery D. Nokes and Alisa Kesler-Lund
Scaffolding the Writing of Argumentative Essays in History: A Functional Approach
by Silvia Pessoa, Thomas D. Mitchell, and Benjamin Reilly
Situated Word Inquiry: Supporting Inquiry and Language-Rich Environments through Technology-Mediated, Contextualized Word Learning
by Tina L. Heafner and Dixie Massey
Writing in the Eighteenth Century
by Heather Morrison
Follow the Footnote
by Marni Davis and Jill E. Anderson
NOTES AND COMMENTS
The Politics of Evil: Teaching a Political Violence Film Course
by Joe P. Dunn
Full Reviews Section
Carter, Sarah Anne. Object Lessons: How Nineteenth-Century Americans Learned to Make Sense of the Material World
by John H. Bickford III
Charles, Patrick J. Armed in America: A History of Gun Rights from Colonial Militias to Concealed Carry
by Cari S. Babitzke
Fallace, Thomas D. In the Shadow of Authoritarianism: American Education in the Twentieth Century
by Mark Oromaner
Jackson, Peter. The Mongols and the Islamic World: From Conquest to Conversion
by Ali İğmen
Kelly, Matthew Kraig. The Crime of Nationalism: Britain, Palestine, and Nation-Building on the Fringe of Empire
by Kenneth Shonk Jr.
Martinez, Monica Muñoz. The Injustice Never Leaves You: Anti-Mexican Violence in Texas
by John Weber
Parsons, Anne E. From Asylum to Prison: Deinstitutionalization and the Rise of Mass Incarceration after 1945
by Clarence Jefferson Hall Jr.
Patiño, Jimmy. Raza Sí, Migra No: Chicano Movement Struggles for Immigrant Rights in San Diego
by Elvia Rodríguez
IN EVERY ISSUE
367 Contributors to The History Teacher
536 The History of The History Teacher
537 Questionnaire for Potential Reviewers
538 Membership/Subscription Information
540 Submission Guidelines for The History Teacher
ADVERTISERS IN THIS ISSUE
410 Society For History Education: Celebrating 50 Years
476 Association for Asian Studies: Discover Asia
Jill E. Anderson is a Humanities Librarian at Georgia State University. Anderson received her Ph.D. from Rutgers University, and is the author of several articles on information literacy and history instruction and on post-World War II girls' literature and culture. She is currently working on a project on post-war girl poets and intellectual culture.
Marni Davis is an Associate Professor of History at Georgia State University. Davis received her Ph.D. from Emory University, and is the author of Jews and Booze: Becoming American in the Age of Prohibition (New York University Press, 2012). She is currently writing about immigrant neighborhoods and urban renewal in the Jim Crow South. She is also the co-founder of teachingatlanta.org, a website for college and high school instructors who want to utilize the city in their curriculum.
Joe P. Dunn is the Charles A. Dana Professor of History and Politics, and the Department Chair at Converse College. He received a B.S. in History from Southeast Missouri State University, an M.A. and Ph.D. in History from the University of Missouri, and also completed post-doctorate work in Political Science at Duke University. Dunn has authored/edited six books and over seventy-five articles, and is the recipient of thirteen
Tina L. Heafner earned her Ph.D. in Curriculum and Instruction from the University of North Carolina at Greensboro and is a Professor at the University of North Carolina at Charlotte. Heafner is the 2018-2019 President-Elect of the National Council for the Social Studies (NCSS). Her publications include eleven co-authored books, including Beginning Inquiry: Short Texts for Inexperienced Readers in U.S. History (Social Studies School Service, 2017) and Seeds of Inquiry: Using Short Texts to Enhance Student Understanding of World History (Social Studies School Service, 2016).
Alisa Kesler-Lund is an Assistant Professor at Brigham Young University. She received a Ph.D. in Curriculum, Teaching, and Educational Policy from Michigan State University in 2012. She researches the work of history in K-12 classrooms and has studied elementary students' engagement in historical thinking in classrooms and museums, how teachers co-plan historical thinking lessons, and teachers' interaction during "Lesson Study." She currently teaches a methods of teaching course and a course on democratic classroom design.
Dixie Massey is Program Coordinator of the Reading Endorsement at the University of Washington, where she is a Senior Lecturer in the Department of Language, Literacy, and Culture. She is co-author, along with Tina Heafner, of Strategic Reading in World History and Strategic Reading in U.S. History (Social Studies School Service, 2006); Targeted Vocabulary Strategies for Secondary Social Studies (Social Studies School Service, 2012); and the Seeds of Inquiry series (Social Studies School Service, 2016).
Thomas D. Mitchell is an Assistant Teaching Professor of English at Carnegie Mellon University in Qatar. He holds a Ph.D. in Rhetoric from Carnegie Mellon University. Mitchell has published on history writing in Linguistics and Education and the Journal of Second Language Writing.
Heather Morrison is an Associate Professor and Department Chair at the State University of New York at New Paltz. She teaches a range of courses in history, including a writing-intensive seminar on "The Enlightenment," a freshman seminar on "Youth Culture in Europe," and a senior seminar on "Eighteenth-Century Travel." She has worked on developing faculty-generated departmental and university-wide curricular improvement initiatives. Her scholarly publications focus on the enlightenment in Vienna in the 1780s.
Jeffery D. Nokes (Ph.D., Teaching and Learning, University of Utah) is an Associate Professor in the History Department at Brigham Young University. A former secondary teacher, his research focuses on history instruction, historical literacy, teacher preparation, and civic engagement. He wrote Building Students' Historical Literacies: Learning to Read and
Reason with Historical Texts and Evidence (Routledge, 2013) and co-authored Explorers of the American West: Mapping the World through Primary Documents (ABC-CLIO, 2016).
Silvia Pessoa is an Associate Teaching Professor of English at Carnegie Mellon University in Qatar. She holds a Ph.D. in Second Language Acquisition from Carnegie Mellon University. Her research interests include writing in the disciplines. She has published on history writing in Linguistics and Education and the Journal of Second Language Writing.
Benjamin Reilly is an Associate Teaching Professor of History at Carnegie Mellon University in Qatar. He holds a Ph.D. in History from the University of Pittsburgh. He has published extensively on environmental history.