The History Teacher
Volume 50, No. 1
Front Matter | Back Matter
THE CRAFT OF TEACHING
History in Other Contexts: Pre-Service History Teachers' Field Placements at Cultural Institutions
by Timothy Patterson and Christine Woyshner
Assessing the Effect of Historic Site-Based Professional Development on History Teaching and Learning
by Kelly Schrum, Karen Kortecamp, Jennifer Rosenfeld,
Kevin Briscoe, and Kathleen Steeves
NATIONAL HISTORY DAY 2016 PRIZE ESSAYS
by Jane Dabel, The History Teacher (pp. 55-56)
A Pure Invention: Japan, Impressionism, and the West, 1853-1906
by Amir Lowell Abou-Jaoude, Senior Division (pp. 57-82)
American Colonial Committees of Correspondence: Encountering Oppression, Exploring Unity, and Exchanging Visions of the Future
by Benjamin Warford-Johnston, Junior Division
Full Reviews Section
Anderson, Ryan K. Frank Merriwell and the Fiction of All-American Boyhood: The Progressive Era Creation of the Schoolboy Sports Story
by Timothy J. Williams
Berlin, Ira. The Long Emancipation: The Demise of Slavery in the United States
by David Noon
Berry, Mary Frances. We Are Who We Say We Are: A Black Family's Search for Home Across the Atlantic World
by Will Guzmán
Buckley, Thomas E. Establishing Religious Freedom: Jefferson's Statute in Virginia
by Dan Wells
Cuban, Larry. Teaching History Then and Now: A Story of Stability and Change in Schools
by Jonathan Nash
Des Jardins, Julie. Lillian Gilbreth: Redefining Domesticity
by Jacob Kramer
Iber, Patrick. Neither Peace nor Freedom: The Cultural Cold War in Latin America
by David M. Carletta
Jeffery, Keith. 1916: A Global History
by Aaron Weinacht
Kittelstrom, Amy. The Religion of Democracy: Seven Liberals and the American Moral Tradition
by Guy Aiken
Lees, Andrew. The City: A World History
by Marjorie J. Hunter
Nadasen, Premilla. Household Workers Unite: The Untold Story of African American Women Who Built a Movement
by Kyle Goyette
Patel, Kiran Klaus. The New Deal: A Global History
by Erika Cornelius Smith
Quigley, Joan. Just Another Southern Town: Mary Church Terrell and the Struggle for Racial Justice in the Nation's Capital
by Alexander Hyres
Wilkman, Jon. Floodpath: The Deadliest Man-Made Disaster of 20th-Century America and the Making of Los Angeles
by Paul J. P. Sandul
Young, Ralph. Dissent: The History of an American Idea
by David Neumann
IN EVERY ISSUE
8 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
32 Association for Asian Studies: Teach About Asia, Learn About Asia
54 St. John’s University: Study World History in "The World's Borough"
154 Society For History Education: Celebrating 50 Years
Amir Lowell Abou-Jaoude is a 2016 graduate and valedictorian of Henry Clay High School in Lexington, Kentucky. He researched D. W. Griffith's cinematic innovations and Richard Wagner's musical legacy for previous Kentucky History Day competitions. His passion for art history and Japanese culture inspired his winning National History Day paper. Amir aspires to write and direct films, cognizant that in order to create works that speak to present, one must understand the past. He is currently a freshman at Stanford University.
Kevin Briscoe is a National Board Certified Teacher for high school social science. He served as project coordinator for the Loudoun County Public Schools Teaching American History grant. He previously served as a tenured Foreign Service Officer with the U.S. Department of State. He earned his B.A. in Political Science and Economics from Northwestern University, an M.A. in International Relations from Georgetown University, and an M.A. in Secondary Social Science Education from George Washington University.
Karen Kortecamp earned her Ph.D. in Public Policy Analysis at the University of Illinois, Chicago and is an Associate Professor of Curriculum and Pedagogy at The George Washington University. She conducts research and publishes in the areas of teacher professional development and program evaluation, and has presented papers at the annual meetings of the American Evaluation Association and the American Educational Research Association. Kortecamp has led numerous evaluations of educational programs, including six Teaching American History grants.
Timothy Patterson holds a Ph.D. from Teachers College, Columbia University. He is currently an Assistant Professor of Practice in the College of Education at Temple University. He has published articles on teacher education and curriculum theory around global and social studies education.
Jennifer Rosenfeld is Associate Director of Educational Projects at the Roy Rosenzweig Center for History and New Media. She has worked extensively in public history and history education as a museum educator, deputy executive director, and consultant. Rosenfeld has presented on historical thinking and technology nationally. She holds a B.A. in History from the College of William and Mary and an M.A. in History Museum Studies from the Cooperstown Graduate Program, SUNY-Oneonta. Rosenfeld serves as adjunct faculty for Mason's Arts
Kelly Schrum is Director of Educational Projects at the Roy Rosenzweig Center for History and New Media, and an Associate Professor in the Higher Education Program at George Mason University. She has published widely on history education, teacher professional development, online learning, and digital humanities and directs numerous digital history education projects, including Teachinghistory.org. She served as Academic Program Director on multiple Teaching American History grants. Schrum holds a Ph.D. in History from Johns Hopkins University.
Kathleen Anderson Steeves (Ph.D., American Studies, George Washington University) is a consultant in history education, project evaluation, and education policy in K-12 schools and public history venues, universities, and non-profit history organizations. Steeves has taught history/social studies at the secondary and college level in multiple states; participated in teacher preparation emphasizing history teaching and learning; and has published in history and education policy. She has served as a historian, history educator, and evaluator with Teaching American History grants in multiple states since 2002.
Benjamin Warford-Johnston was a seventh-grade student at Gentry Junior High in Texas at the time of the 2015-2016 National History Day competition. He has qualified to compete at the national level of NHD during both years of his eligibility. Ben is a two-time contributor to the Texas Historian, an academic journal dedicated to publishing secondary students. He particularly enjoys researching topics in early American history. At school, Ben is a member of the National Honor Society, as well as art and theater arts programs.
Christine Woyshner is a Professor of Education in Teaching and Learning at Temple University. She conducts research in the history of American education and diversifying the K-12 history curriculum.