Back Cover: [Uncredited], "Un Espejo Diabólico," El Capitán Marvel #14 (ca. 1947), Barcelona, Spain: Hispano Americana de Ediciones, cover. Image and additional information from "El Capitan Marvel 14," Comic Book Plus, http://comicbookplus.com/?dlid=38848, [slide 1 of 16].

Superheroes swoop through this issue of The History Teacher, with visits from El Superhombre and El Capitán Marvel. While these comic books from 1940s-1950s Barcelona might sound familiar, only the latter is an adaptation from an English-language title. In the former series, justice-seeking Juanito Montalbán, invigorated by the power of El Disco Del Sol, transforms into flying phenomenon El Superhombre. Meanwhile, radio reporter Billy Batson zaps into El Capitán Marvel with a shout of the magic word—¡SHAZAM!

History, Play, and the Public: Wikipedia in the University Classroom
  by Robert L. Nelson and Heidi L. M. Jacobs   (pp. 483-500)

Queue Tips: Teaching Socialist Consumer Culture with Kolejka
  by Kraig Larkin   (pp. 501-516)

All Fall Down: Simulating the Spread of the Black Plague in the High School History Classroom
  by Cory Wright-Maley and Parag Joshi   (pp. 517-534)

Negotiation Simulation Games for any History Class
  by Todd Allin Morman   (pp. 535-549)

Lessons Learned While Escaping From a Zombie: Designing a Breakout EDU Game
  by Wendy Rouse   (pp. 553-564)

Recasting the History Textbook as an e-Book: The Collaborative Creation of Student-Authored Interactive Texts
  by Jeremy D. Jimenez and Laura Moorhead (co-authors)   (pp. 565-595)

"None of My History Classes Were Like This": An Experiment in Mastery Pedagogy
  by Jennifer L. Cote   (pp. 597-627)

Index to Volume 50   (pp. 629-634)

481   Contributors to The History Teacher
635   Questionnaire for Potential Reviewers
636   Membership/Subscription Information
638   Submission Guidelines for The History Teacher

552   Association for Asian Studies: Teach About Asia, Learn About Asia
595   Society For History Education: Celebrating 50 Years

Jennifer Cote is an Associate Professor of History and Director of the first-year seminar at the University of Saint Joseph in Connecticut. She holds a Ph.D. from Boston College and is currently working on a manuscript about gender, science, and early social workers. She lives in West Hartford, Connecticut with her husband and two cats.

Heidi L. M. Jacobs has a Ph.D. in English (University of Nebraska-Lincoln) and a Master of Library and Information Science (University of Western Ontario). Currently, she is an Information Literacy Librarian and the Liaison for English and History at the University of Windsor's Leddy Library. Her research and publications relate to critical pedagogy, critical librarianship, librarian research culture, and digital humanities. In 2016, she co-edited an issue of Library Trends, titled "Valuing Librarianship: Core Values in Theory and Practice."

Jeremy D. Jimenez is an Assistant Professor of Education at SUNY Cortland. He earned his Ph.D. in the International and Comparative Education Program at Stanford University. His research focuses on empathic discourse in social studies classrooms. He previously taught high school social studies in New Jersey, Venezuela, and Norway.

Parag Joshi is a Teacher of Social Studies at Manchester High School in Connecticut, where he teaches world history, civics, economics, and applied philosophy. In 2015, he produced a TEDx conference at Manchester High School, followed by a second annual TEDx in 2016. Joshi holds a Master of Arts degree in Education Policy from Stanford University.

Kraig Larkin earned his Ph.D. in European History from Stony Brook University in New York. He is currently an Assistant Professor of History at Colby-Sawyer College in New Hampshire. His research focuses on the history of consumer culture, public health, and regulation, with a particular emphasis on twentieth-century German history.

Laura Moorhead is an Assistant Professor of Journalism at San Francisco State University. She works to improve educational practice in the areas of media literacy and open access to knowledge. She holds a Ph.D. from Stanford University's Learning Sciences and Technology Design program.

Todd Allin Morman specializes in the legal history of indigenous religious freedom in the United States, earning his Ph.D. from the University of Missouri and his J.D. from the University of Montana. He worked as an attorney for half a decade and has considerable experience exploring games and teaching. He has taught at Central State University in Wilberforce, Ohio and is currently with Anishinabe Legal Services in Cass Lake, Minnesota, providing legal services to members of the Leech Lake Band of Ojibwe before the Leech Lake Band of Ojibwe tribal court.

Robert L. Nelson is an Associate Professor in the Department of History at the University of Windsor in Ontario, Canada. He received his Ph.D. in History from the University of Cambridge in 2003. In 2010, he was awarded the Kathleen E. McCrone Teaching Award at the University of Windsor, and in 2014, he received that university's highest teaching honor, the Alumni Award for Distinguished Contributions to University Teaching.

Wendy Rouse has a Ph.D. in History from the University of California, Davis. She presently teaches courses in history education for future elementary and secondary school teachers in the Social Science Teacher Preparation program at San Jose State University. In addition to gaming inside and outside the classroom, Rouse enjoys collaborating with fellow educators and can be contacted at Wendy.Rouse@sjsu.edu.

Cory Wright-Maley is an Assistant Professor of Education at St. Mary's University in Calgary, Canada. He earned his Ph.D. at the University of Connecticut in Curriculum and Instruction, specializing in social studies education. His research has concentrated on simulations in the social studies classroom, and his next project involves studying pre-service teachers as they attempt to develop and implement teaching simulations for their own students.