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.


About the Organization
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The History Teacher, the American Historical Review, Perspectives on History, and AHA membership


The History Teacher
Society for History Education
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(562) 985-2573
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The History Teacher cover

The History Teacher
Volume 50, No. 1
November 2016

The History Teacher

Volume 50, No. 1
November 2016

Cover: Frederick R. Weisman Art Museum, Minneapolis, Minnesota. Photograph by Carol M. Highsmith, 18 April 2007. Library of Congress, Prints and Photographs Division, LC-DIG-highsm-04873. https://www.loc.gov/item/2010630854/.

Back Cover:Weisman Art Museum, Minneapolis, Minnesota. Photograph by Carol M. Highsmith, 18 April 2007. Library of Congress, Prints and Photographs Division, LC-DIG-highsm-04471. https://www.loc.gov/item/2010630457/.

From the Carol M. Highsmith's America Project of the Library of Congress, "The Frederick R. Weisman Art Museum located on the University of Minnesota Twin Cities campus in Minneapolis, Minnesota has been a teaching museum for the university since 1934. This building, designed by renowned architect Frank Gehry, was completed in 1993."

This issue of The History Teacher reaches outside of the classroom to explore how veteran and pre-service teachers have coordinated with cultural institutions such as museums, archives, and historic sites to develop inventive teaching techniques. Timothy Patterson and Christine Woyshner begin with "History in Other Contexts: Pre-Service History Teachers' Field Placements at Cultural Institutions," followed by "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.


The History Teacher
Volume 50, No. 1
November 2016

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   (pp. 9-31)

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   (pp. 33-53)

SPECIAL FEATURE
NATIONAL HISTORY DAY 2016 PRIZE ESSAYS

Introduction
  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   (pp. 127-138)

REVIEWS

Full Reviews Section   (pp. 129-153)

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

CONTRIBUTORS

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 Management program.

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.


The History Teacher cover

Cover 4
The History Teacher
Volume 50, No. 1
November 2016


The History Teacher
The Print Edition
Volume 50
2016-2017


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Ⓒ 1967-2016 Society for History Education, Inc.