The History Teacher
Volume 51, No. 2
Front Matter | Back Matter
THE CRAFT OF TEACHING
Race in the United States, Part I: African Slave Trade
Teaching African Enslavement: A Pluralistic Approach
by Laura J. Dull
Resistance within Enslavement as a Case Study for Personhood in American History
by Lisa Gilbert
Daughters and Sons of the Dust: The Challenges of Accuracy in African American Historical Film
by Kathryn M. Silva
Trade Books in Elementary and Middle School
Primary Elementary Students' Historical Literacy, Thinking, and Argumentation about Helen Keller and Anne Sullivan
by John H. Bickford III
Facilitating Students' Historical Argumentation about Eleanor Roosevelt, The Conscience of a Generation
by John H. Bickford III and Molly Sigler Bickford
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
Full Reviews Section
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
IN EVERY ISSUE
187 Contributors to The History Teacher
357 Questionnaire for Potential Reviewers
358 Membership/Subscription Information
360 Submission Guidelines for The History Teacher
ADVERTISERS IN THIS ISSUE
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).