This image was among the diverse artwork that students created for a hybrid history course, Revolutions: Art and Revolution in Latin America, taught by Elizabeth Kiddy and Kristen T. Woodward at Albright College. Warrington's woodcut was inspired by Article 27 of the 1917 Mexican Constitution, along with the artistic and historical themes explored throughout the class.

Revolutions: Interdisciplinary Approaches to Teaching Printmaking and Latin American History
  by Elizabeth Kiddy and Kristen T. Woodward   (pp. 169-191)

How the Air Felt on My Cheeks: Using Avatars to Access History
  by Steven S. Volk   (pp. 193-214)

Methods in Teaching Region and Diversity in U.S. Western Women's History
  by Brenda K. Jackson-Abernathy   (pp. 215-229)

Good Readers Make Good Historians: "Can we just settle it on 'a lot of people died'?"
  by Scott T. Barksdale   (pp. 231-251)

Crossing the Educational Rubicon without the TAH: Collaboration among University and Secondary-Level History Educators
  by Gordon Andrews, Wilson J. Warren, and Sarah Drake Brown   (pp. 253-266)

Teaching Historical Research Skills to Generation Y: One Instructor's Approach
  by Valerie S. Thaler   (pp. 267-281)

Extra! Extra! Read All About It!: Structuring the U.S. History Survey Around the Motif of the Newspaper
  by Erica A. Morin   (pp. 283-292)

Full Reviews Section   (pp. 293-316)

Acland, Charles R. and Haidee Wasson, eds. Useful Cinema
  by Darryl Hattenhauer

Chomsky, Aviva. A History of the Cuban Revolution
  by David M. Carletta

Dyer, Geoff. The Missing of the Somme
  by Linda Kelly Alkana

Eckes, Alfred E., Jr. The Contemporary Global Economy: A History Since 1980
  by Julian J. DelGaudio

Icks, Martijn. The Crimes of Elagabalus: The Life and Legacy of Rome's Decadent Boy Emperor
  by Josiah Osgood

Jones, Brian Madison. Abolishing the Taboo: Dwight D. Eisenhower and American Nuclear Doctrine, 1945-1961
  by David C. Turpie

Jurmain, Claudia, David Lavender, and Larry L. Meyer. Rancho Los Alamitos: Ever Changing, Always the Same
  by Donna M. Binkiewicz

Kidd, Thomas S. Patrick Henry: First Among Patriots
  by Dee E. Andrews

Lendon, J. E. Song of Wrath: The Peloponnesian War Begins
  by Ryan Horne

Lesh, Bruce. "Why Won't You Just Tell Us the Answer?": Teaching Historical Thinking in Grades 7-12
  by Michael Lovorn

Ling, Huping. Chinese Chicago: Race, Transnational Migration, and Community Since 1870
  by Abraham Hoffman

MacKinnon, Aran and Elaine MacKinnon, eds. Place of Encounter: Time, Place, and Connectivity in World History, Volume I: To 1600. Place of Encounter: Time, Place, and Connectivity in World History, Volume II: Since 1500
  by Scott Alan Metzger

McDuffie, Erik S. Sojourning for Freedom: Black Women, American Communism, and the Making of Black Left Feminism
  by Mary Ellen Pethel

Naficy, Hamid. A Social History of Iranian Cinema, Vol. 1: The Artisanal Era, 1897-1941. A Social History of Iranian Cinema, Vol. 2: The Industrializing Years, 1941-1978
  by Kathryn Green

Popkin, Jeremy D. A Concise History of the Haitian Revolution
  by Micah Wright

Retman, Sonnet. Real Folks: Race and Genre in the Great Depression
  by Ron Briley

Stolfi, R. H. S. Hitler: Beyond Evil and Tyranny
  by Amy R. Sims

Stricklin, David. Louis Armstrong: The Soundtrack of the American Experience
  by Richard L. Hughes

167   Contributors to The History Teacher
317   Questionnaire for Potential Reviewers
318   Membership/Subscription Information
320   Submission Guidelines for The History Teacher

192   Bedford/St. Martin's: We're Serious About History
230   Association for Asian Studies: Teach About Asia, Learn About Asia
282   National History Club: Why Join NHC?
Cover 4   Organization for American History: Become an OAH Member Today

Gordon Andrews received his Ph.D. in History from Western Michigan University in 2011, and is currently an Assistant Professor of History at Grand Valley State University in Allendale, Michigan. He teaches courses in history education and supervises intern teachers. Before joining Grand Valley State University in 2009, he taught history and social studies at the secondary level for twenty-three years in Michigan.

Scott Barksdale is currently a 4th grade public school teacher in Maine. This is his tenth year as a classroom teacher, and he has taught at both the elementary and middle school levels. He also serves on the board of Critical Explorers, Inc. (www.criticalexplorers.org), a nonprofit dedicated to helping teachers develop and share inquiry-based curricula and instructional approaches. He received a Master's degree in education from Harvard University.

Sarah Drake Brown is an Assistant Professor of History and Director of the History Department's Teacher Education Program at Ball State University in Muncie, Indiana. Her current research focuses on assessment in history education.

Brenda K. Jackson-Abernathy earned her Ph.D. at Washington State University and is currently an Associate Professor and History Department Chair at Belmont University in Nashville, Tennessee. Her research interests include the American West, the Civil War era, and U.S. women's history. She is the author of Domesticating the West: The Re-Creation of the Nineteenth-Century American Middle Class (University of Nebraska Press, 2005).

Elizabeth W. Kiddy is an Associate Professor of History at Albright College and directs the Latin American and Caribbean Studies program. Kiddy received her Ph.D. in Latin American Studies from the University of New Mexico. Her book, Blacks of the Rosary: Memory and History in Minas Gerais, Brazil, was published in 2005 by Penn State Press.

Erica A. Morin received her Ph.D. in History from Purdue University in 2012. Her research concentration is U.S. Environmental History and Policy, but teaching is her first love. She has presented her newspaper teaching method in a poster session at the 2012 American Historical Association Annual Meeting and at the inaugural 2012 TEDx PurdueU event. She is currently serving as a Visiting Assistant Professor at Texas Tech University and she continues to use the newspaper format in the classroom.

Valerie S. Thaler is an Assistant Professor of History at Towson University, and a member of the Graduate Faculty for Towson University's Jewish Studies M.A. programs. She earned her Ph.D. in American Jewish history from Yale University. Her research focuses on post-World War II American Jewish identity. Thaler also holds an M.A. from Brandeis University in Judaic Studies and Jewish Communal Service/Education, and a B.A. from Yale in American Studies.

Steven Volk is a Professor of History at Oberlin College, where he teaches Latin American history and directs the teaching and learning center. He has published on nineteenth- and twentieth-century Chile, Mexico, and U.S.-Latin American relations. Volk was named the 2011 Outstanding Baccalaureate Colleges Professor of the Year by the Carnegie Foundation for the Advancement of Teaching. In 2003, he received the American Historical Association's Nancy Lyman Roelker Mentorship Award, and in 2001, he was honored by the Government of Chile for his role in "helping to restore democracy in Chile."

Wilson J. Warren is a Professor of History at Western Michigan University. He is the secondary education program coordinator in the History Department, and has published two books and several articles focused on history education, including Teaching History in the Digital Classroom (2003) and History Education 101: The Past, Present, and Future of Teacher Preparation (2008).