Society for History Education, Inc.
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The History Teacher
(ISSN: 0018-2745)
is a peer-reviewed
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THT publishes inspirational scholarship on traditional and unconventional techniques
in history education.

Volume 57 (2023-2024)
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The History Teacher
1967 • 2022

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The History Teacher

Volume 54, No. 2
February 2021

Front Cover: Sow the Seeds of Victory! Plant & Raise Your Own Vegetables. Lithograph by James Montgomery Flagg, c. 1918. Library of Congress, Prints and Photographs Division, LC-USZC4-10234.

Back Cover: Uncle Sam Says - Garden To Cut Food Costs - Ask the U.S. Department of Agriculture, Washington, D.C., For a Free Bulletin on Gardening - It's Food For Thought. Lithograph by A. Hoen & Co., Baltimore, 1917. Library of Congress, Prints and Photographs Division, LC-USZC4-7931.

Throughout the world and throughout time, teachers "sow the seeds of victory" for students to blossom in their academic careers and in their individual lives. In "Victory Gardening in the Undergraduate Classroom," Emilie Raymond literally takes learning a step further, bringing students outside the classroom to develop lifelong practical, personal, and historical skills in planting and raising a vegetable garden—encountering seeds, soil, sun, and wriggly worms all along the way.

In the Victory Garden tradition, today's "Covid Gardens" allow students to add a chapter to the historical record with their own unique twist. With an enemy neither foreign nor domestic, but instead global yet invisible, a new type of "warfare" has emerged. We are not battling against fellow humans, we are battling for them.

We hope you and your students will benefit from the possibilities presented in this edition of The History Teacher, including a special focus on History Outdoors and War and Genocide.

The History Teacher
Volume 54, No. 2
February 2021

Front Matter | Back Matter


History Outdoors

Encountering America's Public Lands: Abundant Landscapes, Complex Histories, and a Multitude of Teaching Opportunities
  by Matthew Lindaman   (pp. 209-233)

Pedagogy on the National Landscape: Using Counter-Monuments in Kelly Ingram Park to Challenge the Master Narrative
  by Sara B. Demoiny and Stewart Waters   (pp. 235-253)

Victory Gardening in the Undergraduate Classroom: Enhancing Student Research and Combating "Nature-Deficit Disorder" Across the University
  by Emilie Raymond   (pp. 255-270)

War and Genocide

Memorialization, Reconciliation, and Reflection: Teaching the Aftermaths of Genocide in Postwar Europe and Rwanda
  by Laura J. Hilton   (pp. 271-295)

Comparative Genocide Pedagogy and Survivor Testimony: Lessons from a Unit on the Holocaust and the Rwandan Genocide
  by Stephanie F. Reid, Taylor M. Kessner, Lauren McArthur Harris, Volker Benkert, and Jason Bruner   (pp. 297-335)

Lessons from the Trenches: A Transdisciplinary Approach to the Great War
  by Corey Campion and Trevor Dodman   (pp. 337-355)


Dialogues on the Experience of War: Using History and Student-Led Discussion Groups to Explore the Nature of Military Service
  by Frederick H. Dotolo III   (pp. 357-374)


Full Reviews Section   (pp. 375-395)

Derr, Jennifer L. The Lived Nile: Environment, Disease, and Material Colonial Economy in Egypt
  by Heather J. Hoag

Farber, David. Crack: Rock Cocaine, Street Capitalism, and the Decade of Greed
  by Will Cooley

Johnson, Emily Suzanne. This Is Our Message: Women's Leadership in the New Christian Right
  by Philip D. Byers

Lasso, Marixa. Erased: The Untold Story of the Panama Canal
  by James E. Sanders

Lee, Jacob E. Masters of the Middle Waters: Indian Nations and Colonial Ambitions along the Mississippi
  by Brandon Dean

Oda, Meredith. The Gateway to the Pacific: Japanese Americans and the Remaking of San Francisco
  by Evelyn Hu-DeHart

Osseo-Asare, Abena Dove. Atomic Junction: Nuclear Power in Africa after Independence
  by Abou B. Bamba

Robichaud, Andrew A. Animal City: The Domestication of America
  by Thomas G. Andrews

Rotter, Andrew J. Empires of the Senses: Bodily Encounters in Imperial India and the Philippines
  by Troy Bickham

Specht, Joshua. Red Meat Republic: A Hoof-to-Table History of How Beef Changed America
  by Jeannette Vaught

Vuic, Kara Dixon. The Girls Next Door: Bringing the Home Front to the Front Lines
  by Sarah Parry Myers

Wagner, Kim A. Amritsar 1919: An Empire of Fear and the Making of a Massacre
  by Michelle Tusan


207   Contributors to The History Teacher
396   The History of The History Teacher
397   Questionnaire for Potential Reviewers
398   Membership/Subscription Information
400   Submission Guidelines for The History Teacher


234   Society for History Education: Celebrating the AHA Gilbert Award
254   American Historical Association: New AHA Booklet
296   Sultan Qaboos Cultural Center: Indian Ocean in World History
336   Association for Asian Studies: Attend an AAS Conference
356   Society for History Education: Celebrating 50 Years


Volker Benkert is an Assistant Professor in History at Arizona State University. His research focuses on the impact of sudden regime change on biographies after both totalitarian regimes in twentieth-century Germany. He is the author of Glückskinder der Einheit? Lebenswege der um 1970 in der DDR Geborenen (Ch. Links Verlag, 2017).

Jason Bruner is an Associate Professor of Religious Studies at Arizona State University. His research interests include the cultural history of East Africa, religion and violence, and global Christianity. He is author of Living Salvation in the East African Revival in Uganda (University of Rochester Press, 2017) and Imagining Persecution: Why American Christians Believe There is a Global War Against Their Faith (Rutgers University Press, 2021).

Corey Campion holds a Ph.D. in European History. He is an Associate Professor of History and Global Studies at Hood College in Frederick, Maryland, where he teaches courses in history, global studies, and the humanities. In addition to topics on the First World War, he has published on interdisciplinarity pedagogy in the humanities.

Sara B. Demoiny is an Assistant Professor of Elementary Education in the Department of Curriculum and Teaching at Auburn University. She earned her Ph.D. in Social Science Teacher Education from the University of Tennessee, Knoxville. Her research interests focus on the manner in which race and whiteness are incorporated into social studies teacher education.

Trevor Dodman holds a Ph.D. in English Literature and teaches courses on war literature and British and American modernisms as an Associate Professor of English at Hood College in Frederick, Maryland. He is the author of Shell Shock, Memory, and the Novel in the Wake of World War I (Cambridge University Press, 2015).

Frederick H. Dotolo III earned his Ph.D. in History from the State University of New York at Buffalo. He is an Associate Professor of History at St. John Fisher College in Rochester, New York. His research interests include small wars, Italian colonialism, and counterinsurgency warfare.

Lauren McArthur Harris (Ph.D., University of Michigan) is an Associate Professor of History Education at Arizona State University. Her work explores the teaching of difficult histories, historical pedagogical content knowledge of teachers, and issues in history curriculum and standards. She is the co-editor of The Wiley International Handbook of History Teaching and Learning (Wiley-Blackwell, 2018).

Laura Hilton (Ph.D., Modern European History, The Ohio State University) is a Professor of History at Muskingum University, where she has taught since 2001. She has been a fellow at the Holocaust Education Foundation's Summer Institute and is the co-editor of Understanding and Teaching the Holocaust (University of Wisconsin Press, 2020). She is currently working on a project about the culture of rumors in postwar Germany.

Taylor M. Kessner (M.A., University of Michigan) is a Ph.D. candidate in the Learning, Literacies, and Technologies Program at Arizona State University. His work explores history- and social studies-oriented simulation games at the intersection of history and social studies education, games scholarship, and the learning sciences.

Matthew Lindaman earned his Ph.D. in History from the University of Kansas. He is currently a Professor of History at Winona State University, where he directs the Social Science/History Teaching Program.

Emilie Raymond received her Ph.D. in History from the University of Missouri. She specializes in twentieth-century U.S. political culture, and is a Professor and the Director of graduate studies in the History Department at Virginia Commonwealth University. Her most recent book is Stars for Freedom: Hollywood, Black Celebrities, and the Civil Rights Movement (University of Washington Press, 2015).

Stephanie F. Reid (Ph.D., Arizona State University) is an Assistant Professor in the Phyllis J. Washington College of Education at the University of Montana. Stephanie's research focuses on literacy education and pedagogy in middle and high school contexts. Her scholarship has been published in Theory and Research in Social Education, the Journal of Language and Literacy Education, Voices from the Middle, and Visual Communication.

Stewart Waters is an Associate Professor of Social Science Education at the University of Tennessee, Knoxville. He is the Associate Editor for the The Journal of Social Studies Research and the Coordinator for the International Society for the Social Studies Annual Conference. He earned his Ph.D. in Social Science Education from the University of Central Florida and taught middle school social studies before moving into higher education.

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The History Teacher
Volume 54, No. 2
February 2021

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