The History Teacher
Volume 53, No. 4
Front Matter | Back Matter
THE CRAFT OF TEACHING
Evaluating the Support of Teacher Choice in State History Standards
by Lauren McArthur Harris and Brian Girard (pp. 613-633)
Failing to Teach, Disrupted Lessons, and Resistance in the "History for Teachers" Classroom
by Eve Kornfeld
Successes and Challenges in Learning to Teach History as Inquiry: Novices' Uptake of Core Practices
by Chauncey Monte-Sano, Anne Bordonaro, and Jared Aumen
Heroes and Villains
History of the Future: A Powerful Way to Teach the Past (and Present)
by Eric Otremba
Enchanted Capitalism: Myths, Monsters, and Markets
by Alex Zukas
NOTES AND COMMENTS
Taking a Knee: Colin Kaepernick and America's Forgotten Freedom Fighters
by James A. Bryant Jr.
In Memoriam: Simeon J. Crowther, 1943–2019
Index to Volume 53
IN EVERY ISSUE
606 Contributors to The History Teacher
610 The History of The History Teacher
801 Questionnaire for Potential Reviewers
802 Membership/Subscription Information
804 Submission Guidelines for The History Teacher
ADVERTISERS IN THIS ISSUE
611 Society for History Education: The Richard and Louise Wilde Award
612 American Historical Association: New AHA Booklet
634 Association for Asian Studies: Attend an AAS Conference
732 Sultan Qaboos Cultural Center: Indian Ocean in World History
Jared Aumen received his Ph.D. from the University of Michigan in Teaching and Teacher Education. Prior to his doctoral work, Aumen taught middle school and high school in the Washington, D.C. area. In addition to being a Teacher Expert for the Read.Inquire.Write project, he is currently a middle-school social studies Teacher for Ann Arbor Public Schools.
Anne Bordonaro received her doctorate in History Education from the University of Michigan, Ann Arbor. Her research concerns how to bring marginalized perspectives on national history into the curricular mainstream and address challenges of engaging students in civil, informed dialogue about different perspectives on contentious questions that have implications for multicultural education, intergroup relations, educational equity, and history/social studies education. Currently, she directs federal and education support programs for the Vermont Agency of Education.
James A. Bryant Jr. is the Founder and Director of the Gadugi Scholars Program, a partnership between Appalachian State University and the Eastern Band of Cherokee Indians. He is the author of Curley (Hamilton Books, 1994), a novel that describes his grandfather's experience growing up as an Eastern Cherokee Indian in the Depression-Era South, and Now More Than Ever: "Social Studies" in the Twenty-First Century (University Press of America, 2007).
Brian Girard is an Associate Professor of Secondary Education in the School of Education at The College of New Jersey. He coordinates the undergraduate secondary teacher education program and teaches courses in social studies methods and educational foundations in addition to supervising field experiences. His current research interests include world history teacher reasoning in instruction, teacher practices that develop of classroom communities, and the preparation of history educators.
Lauren McArthur Harris (Ph.D., University of Michigan) is an Associate Professor of History Education at Arizona State University. Her work explores the complexities involved in structuring larger narratives in world history, the historical pedagogical content knowledge of teachers, issues in history curriculum and standards, and the role of sociocultural context and personal background on students' historical reasoning. She is the co-editor of The Wiley International Handbook of History Teaching and Learning (2018).
Eve Kornfeld, Senate Distinguished Professor and Professor of History, San Diego State University, earned her B.A. at Princeton University and her M.A. and Ph.D. in History at Harvard University. Her books were published by St. Martin's Press, and her articles appeared in the William and Mary Quarterly, Journal of the Early Republic, Journal of American Studies, The History Teacher, and many other journals. She received SDSU's Excellence in Teaching Award in the Humanities and Social Sciences in 2018.
Chauncey Monte-Sano is an Associate Professor of Educational Studies at the University of Michigan. A former high school history teacher and National Board Certified teacher, she earned her Ph.D. at Stanford University. In addition to her research, she currently prepares novice teachers for social studies classrooms, works with veteran social studies teachers through a variety of professional development programs, and works with novice teacher educators and educational researchers. She most recently launched Read.Inquire.Write
(readinquirewrite.umich.edu), research-based social studies curriculum focused on argument writing and disciplinary thinking.
Eric Otremba is Programs Director at Middle Tree, a non-profit tutoring and college readiness center in Claremont, California. Prior to joining Middle Tree, Eric worked as an Assistant Professor at Macalester College and a Postdoctoral Researcher at UCLA. He earned his Ph.D. in History from the University of Minnesota in 2012. Educating students is Eric's main passion, and he continues to teach part-time at Pitzer College in addition to his Middle Tree duties.
Alex Zukas received his Ph.D. in Early-Modern and Modern European History from the University of California, Irvine and is a Professor of History at National University in San Diego, California. He has published on working-class and environmental history, European imperialism and colonialism, the history of cartography, and teaching online courses
effectively. He is researching and writing a book with the working title "Herman Moll and the Entangled Cartography of the British Empire" for the Lexington Book series "Empire and Entanglements in the Early Modern World."