Back Cover: Washington's prominent figures listen to Marian Anderson's singing. Washington, D.C., April 9. Behind Marian Anderson, the heroic statue of Lincoln; beside her, Cabinet members and Senators; before her a crowd of 75,000 black and white listeners. Left to right - Secretary of the Treasury Henry Morganthau, Mrs. Morganthau, Secretary of the Interior Harold Ickes, [...] at the piano, Marian Anderson. 4-9-39. Photograph by Harris and Ewing, 9 April 1939 (image cropped). Library of Congress, Prints and Photographs Division, LC-DIG-hec-26452. https://www.loc.gov/item/2016875409/.

Marian Anderson, the world-renowned contralto from Philadelphia, dazzled audiences across the country, gained admiration from international heads of state, and, yes, encountered racism despite her stunning success and talent. When the Daughters of the American Revolution refused to let her sing to an integrated audience in their Constitution Hall in 1939, an advocate and admirer by the name of Eleanor Roosevelt openly criticized the decision, resigned her membership with the DAR, and helped organize a highly publicized Easter Sunday concert at the iconic Lincoln Memorial in Washington, D.C. On April 9, 1939, Marian Anderson shared her voice with 75,000 attendants in the crowd, millions of listeners over the radio, and countless others through history.

A newsreel of the concert is available on YouTube via the UCLA Film & Television Archive's "Hearst Metrotone News Collection" at https://www.youtube.com/watch?v=XF9Quk0QhSE.

Teaching African Enslavement: A Pluralistic Approach
  by Laura J. Dull   (pp. 189-220)

Resistance within Enslavement as a Case Study for Personhood in American History
  by Lisa Gilbert   (pp. 221-246)

Daughters and Sons of the Dust: The Challenges of Accuracy in African American Historical Film
  by Kathryn M. Silva   (pp. 247-267)

Primary Elementary Students' Historical Literacy, Thinking, and Argumentation about Helen Keller and Anne Sullivan
  by John H. Bickford III   (pp. 269-292)

Facilitating Students' Historical Argumentation about Eleanor Roosevelt, The Conscience of a Generation
  by John H. Bickford III and Molly Sigler Bickford   (pp. 293-322)

Developing Perspective Consciousness via Middle Grades Trade Books that Feature the Global South(s): A Case for Using Thanhha Lai's Inside Out and Back Again
  by Elizabeth Barrow and Kathryn Caprino   (pp. 323-348)

Full Reviews Section   (pp. 349-356)

Brands, H. W. The General vs. The President: MacArthur and Truman at the Brink of Nuclear War
  by Scott Alan Metzger

Bristol, Douglas Walter Jr. and Heather Marie Stur, eds. Integrating the US Military: Race, Gender, and Sexual Orientation since World War II
  by Theresa Kaminski

Ervin, Keona K. Gateway to Equality: Black Women and the Struggle for Economic Justice in St. Louis
  by Kyle T. Goyette

Neem, Johann N. Democracy's Schools: The Rise of Public Education in America
  by Steven Drouin

Smalley, Andrea L. Wild by Nature: North American Animals Confront Colonization
  by Emelin E. Miller

187   Contributors to The History Teacher
357   Questionnaire for Potential Reviewers
358   Membership/Subscription Information
360   Submission Guidelines for The History Teacher

268   Association for Asian Studies: Teach About Asia, Learn About Asia

Elizabeth "Betsy" Barrow, a former high school history teacher, earned her doctorate in Curriculum and Instruction at The University of North Carolina at Chapel Hill. Her research interests include social studies education, teacher education, and international and comparative education. She published "Using Trade Books to Teach Difficult Dialogues in Elementary Social Methods" in the Oregon Journal of the Social Studies. Betsy teaches undergraduate and graduate secondary social studies methods courses and supervises student teachers in the Department of Teaching and Learning at Georgia Southern University.

John H. Bickford is a former Mid-Prairie (Iowa) Middle School Social Studies Teacher and a current Associate Professor of Social Studies/History Education in the Department of Early Childhood, Elementary, and Middle Level Education at Eastern Illinois University. His doctorate in Secondary Social Studies Education is from the University of Iowa. He teaches and researches about the texts and tasks that facilitate elementary and middle-level students' history literacy, historical thinking, and historical argumentation.

Molly Sigler Bickford has a decade of experience as a sixth-grade English/Language Arts Teacher at Unity Junior High School (Tolono, Illinois), and now teaches at Charleston Middle School in Charleston, Illinois. Her B.S. and M.S.Ed. are both from Eastern Illinois University. She has teaching and research interests in human rights education within and beyond America's borders.

Kathryn Caprino earned her doctorate in Education from The University of North Carolina at Chapel Hill and is an Assistant Professor of Education, PK-12 New Literacies, in the Education Department at Elizabethtown College in Elizabethtown, Pennsylvania. Previously, she was a Clinical Assistant Professor at the University of Florida's College of Education, where she was the co-coordinator of the English Education Program. Caprino researches technology integration in the secondary English classroom, critical literacy, the teaching of writing, and children's and young adult literature. She teaches courses in English methods, children's literature, digital storytelling, and technology and media literacy.

Laura J. Dull is a Professor in the Teaching and Learning Department at the State University of New York at New Paltz. In 2003, she earned a Ph.D. in International Education from New York University. Prior to doctoral studies, she taught social studies in New York City public alternative schools. She is the author of Disciplined Development: Teachers and Reform in Ghana (2006) and co-author of Teaching Recent Global History: Dialogues among Historians, Social Studies Teachers, and Students (2014).

Lisa Gilbert earned her doctorate in Social Studies Education at Saint Louis University. A former museum professional, she frequently directed educational programming for exhibits dealing with the history of American enslavement. Her research interests include students' interactions with historical narratives, particularly in regard to the development of historical empathy and the interplay of emotion and contemporary identity. Her writing has also appeared in Theory & Research in Social Education and Social Studies Research and Practice.

Kathryn M. Silva (Ph.D., History, University of South Carolina) is an Assistant Professor of History at Claflin University and specializes in African American and Southern labor history. She is currently working on her book project, "At Times We May Seem Bold": African American Women in the Southern Textile Industry, 1895-1954. She also serves a scholar for the Teacher Institute on slavery at Mount Vernon, George Washington's home and historical site. Silva is also a contributing editor for Unsweetened: Voices from a Feminist South (previously Auntie Bellum: A New South Carolina Journal for Women).