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 49, No. 1
November 2015

The History Teacher

Volume 49, No. 1
November 2015

Cover: Weihnachten im Feld! 1914. Spendet Liebesgaben für unsere Krieger! / AM. Lithograph by Adolf Franz Theodor Münzer, Munich, Germany, 1914. Library of Congress, Prints and Photographs Division, LC-USZC4-11707.

Back Cover: [Ich gehe hinaus an die Front. Hast du die 6. Kriegsanleihe schon gezeichnet?] / MKOLL. Lithograph by Magda Lena Koll, Bremen, Germany, 1917. Library of Congress, Prints and Photographs Division, LC-USZC4-11710.

These examples of German artwork from the Library of Congress World War I Posters Collection ask support of the war effort with messages that emphasize the humanity of the soldiers on the battleground. In one case, a Christmas tree is accompanied by German text that reads, "Christmas in the field! 1914. Donate gift packages for our warriors!" In the other, the wide eyes of a soldier look directly to the audience, originally alongside the German words, "I'm going to the Front. Have you subscribed to the 6th War Loan yet?"

In this issue of The History Teacher, Kathryn N. McDaniel explores the inspiring and incredible story of peace among enemies during the Christmas Truce of World War I. McDaniel teaches about the history of the Truce, as well as how that history is used for memorializing and even marketing purposes, in "Commemorating the Christmas Truce: A Critical Thinking Approach for Popular History," which begins on page 89.


The History Teacher
Volume 49, No. 1
November 2015

Front Matter | Back Matter

THE CRAFT OF TEACHING

Yes, No, Wait, What?: The Benefits of Student Mistakes in the Classroom
  by Dominic DeBrincat   (pp. 9-34)

Bridging the Understanding Gap: An Approach to Teaching First-Year Students How to "Do" History
  by Elizabeth Belanger   (pp. 35-62)

Evoking Students' Curiosity and Complicating Their Historical Thinking through Manageable, Engaging Confusion
  by John H. Bickford III and Molly Sigler Bickford   (pp. 63-88)

NOTES AND COMMENTS

Commemorating the Christmas Truce: A Critical Thinking Approach for Popular History
  by Kathryn N. McDaniel   (pp. 89-100)

SPECIAL FEATURE
NATIONAL HISTORY DAY 2015 PRIZE ESSAYS

Introduction
  by Jane Dabel, The History Teacher   (pp. 101-102)

Socialism With a Human Face: The Leadership and Legacy of the Prague Spring
  by Anna J. Stoneman, Senior Division   (pp. 103-125)

Margaret Sanger: Demonstrating Leadership and Legacy Through Her Crusade For Women's Reproductive Rights
  by Caroline E. Katzive, Junior Division   (pp. 127-138)

REVIEWS

Full Reviews Section   (pp. 139-156)

Broderick, Suzanne. Real War vs. Reel War: Veterans, Hollywood, and WWII
  by Ron Briley

Marten, James, ed. Children and Youth during the Gilded Age and Progressive Era
  by Virginia R. Boynton

May, Gary. Bending Toward Justice: The Voting Rights Act and the Transformation of American Democracy
  by Jeff Bloodworth

Monte-Sano, Chauncey, Susan De La Paz, and Mark Felton. Reading, Thinking, and Writing about History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12
  by D. Antonio Cantù

Pierson, Sharon Gay. Laboratory of Learning: HBCU Laboratory Schools and Alabama State College Lab High in the Era of Jim Crow
  by Linda Jones Black

Piott, Steven L. Americans in Dissent: Thirteen Influential Social Critics of the Nineteenth Century
  by John Henderson

Richardson, Heather Cox. To Make Men Free: A History of the Republican Party
  by Mark R. Cheathem

Schocket, Andrew M. Fighting over the Founders: How We Remember the American Revolution
  by Eve Kornfeld

Sunderland, Willard. The Baron's Cloak: A History of the Russian Empire in War and Revolution
  by Ali İğmen

Tucker, Sherrie. Dance Floor Democracy: The Social Geography of Memory at the Hollywood Canteen
  by Peter Haro

IN EVERY ISSUE

7   Contributors to The History Teacher
157   Questionnaire for Potential Reviewers
158   Membership/Subscription Information
160   Submission Guidelines for The History Teacher

ADVERTISERS IN THIS ISSUE

Cover 2  NEH Institute at Ferris State University: War, Revolution, and Empire
8  International Big History Association: 2016 IBHA Conference
126  Association for Asian Studies: Teach About Asia, Learn About Asia
Cover 3  American Historical Association: The William and Edwyna Gilbert Award


CONTRIBUTORS

Elizabeth Belanger received her Ph.D. from Brown University and currently teaches American Studies at Hobart and William Smith Colleges. Her work in the scholarship of teaching and learning has been published in the Journal of American History and The Public Historian.

John H. Bickford III is a former Mid-Prairie (Iowa) Middle School Social Studies Teacher and a current Associate Professor of Social Studies/History Education in the Department of Early Childhood, Elementary, and Middle Level Education at Eastern Illinois University. His doctorate in Secondary Social Studies Education is from the University of Iowa. He has published more than two dozen articles and books on the texts and tasks that facilitate elementary- and middle-level students' historical thinking.

Molly Sigler Bickford has almost a decade of experience as a sixth grade English/language arts teacher at Unity Junior High School (Tolono, Illinois). Her B.S. and M.S.Ed. are both from Eastern Illinois University. She has teaching and research interests in human rights education within and beyond America’s borders.

Dominic DeBrincat is an Assistant Professor of U.S. History at Missouri Western State University. He received his Ph.D. from the University of Connecticut, and his J.D. from Wayne State University Law School. His current research project examines judicial discretion, legal culture, and local courts in colonial New England. His article stems from his participation in the Eastern Connecticut State University Title III Faculty Development Course, sponsored by the Center for Educational Excellence.

Caroline E. Katzive, now a freshman at Georgetown Day School in Washington, D.C., attended Alice Deal Middle School when she participated in the 2015 National History Day competition. She enjoys singing in her school's choir, writing for the newspaper, and participating in theatre productions. She has also received two DC STEM Fair grand awards. This was her first time competing in NHD and she hopes to do so again in the future.

Kathryn N. McDaniel is McCoy Professor of History and Chair of the Department of History, Philosophy, and Religion at Marietta College in Marietta, Ohio. Having earned her Ph.D. in British history at Vanderbilt University, she has taught world and European history, as well as the senior research seminar, for more than fifteen years. Along with her scholarship on travel literature, she has published pedagogy articles on effective classroom strategies and bridging generational divides through historicism.

Anna J. Stoneman is a junior at Stanford University Online High School and a resident of Fitchburg, Wisconsin. Her primary research interest is twentieth-century Eastern European history, with particular emphasis on the Cold War, the Soviet Union, and the freedom revolutions of 1989. She enjoys studying literature, Latin, ancient Greek, math, physics, and philosophy. She is a four-time National History Day national finalist, and, in her free time, an avid reader, tennis player, and traveler.


The History Teacher cover

Cover 4
The History Teacher
Volume 49, No. 1
November 2015


The History Teacher
The Print Edition
Volume 50
2016-2017


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