Society for History Education, Inc.
A non-profit organization and publisher of The History Teacher

The History Teacher
(ISSN: 0018-2745)
is a peer-reviewed
quarterly journal.

THT publishes inspirational scholarship on traditional and unconventional techniques
in history education.

Volume 57 (2023-2024)
is delivered internationally
in print to members of the
non-profit organization, the
Society for History Education.

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55th Anniversary

The History Teacher
1967 • 2022

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The History Teacher

Volume 57, No. 2
February 2024

Front Cover: Polar bear (Ursus) maritimus female with its cub, Svalbard (2).jpg. Photograph uploaded to Wikimedia Commons by user "AWeith" on 30 July 2015. Creative Commons Attribution-Share Alike 4.0 International license (image cropped to size). [Link to image at Wikimedia Commons].

Back Cover: Ursus maritimus dive.jpg. Photograph uploaded to Wikimedia Commons by user "Like tears in rain" on 31 December 2007. Creative Commons Attribution-Share Alike 3.0 Unported license (image fitted to size). [Link to image at Wikimedia Commons].

On The History Teacher's cover, a natural moment between family members—a polar bear and her cub traverse along the icy waters of Svalbard, an archipelago in the northernmost point of Norway in the Arctic Ocean more than 500 miles north of the country's mainland. On the rear cover, in a setting not quite as natural, an enclosed polar bear goes for a swim in the Zoo sauvage de Saint-Félicien (Wild Zoo of Saint-Félicien) in Quebec, Canada.

Among the treasures in this issue, Amanda I. Seligman and Jaclyn J. Kelly share how their students used our professional discipline along with modern social media applications to bring to life of a range of historical events, including the landmark day in 1932 when Zero the Polar Bear was born. Little Zero had the dubious honor of being the first polar bear cub born in a North American zoo to survive to maturity.

Like professional historians, these students grappled with complex information, both positive and negative, to explore the history of humanity (and non-humanity), culminating in thoughtful, respectful historical reenactments on Twitter that synthesized their historical skills and garnered media attention on and off campus.

Acknowledging that the historical discipline can be arduous both academically and emotionally, we hope you and your students are enlightened and empowered by the possibilities presented in this issue of The History Teacher, which includes a special focus on Teaching with Digital History. Thank you for having the courage and skill to be a History Teacher.

The History Teacher
Volume 57, No. 2
February 2024

Front Matter | Back Matter


Teaching with Digital History

"I Wanted to Know!": Engaging Learners in the History of Higher Education through Authentic Digital Assessment
  by Kelly Schrum, Sophia Abbot, Allie Loughry, and D. Chase J. Catalano   (pp. 153-177)

Staging Historical Reenactments on Twitter: History, Methods, and Ethics
  by Amanda I. Seligman and Jaclyn J. Kelly   (pp. 179-209)


The Evolution of Our Approach to History Education Using Wikipedia
  by John R. Bawden and Clark E. Hultquist   (pp. 211-228)

Teaching the History of Food Online: Using Instagram and Active Learning to Connect the Past and the Present
  by Elizabeth Horodowich   (pp. 229-253)

Old Stories and Modern Storytelling: Using Digital Video Projects to Depict Historical Narratives
  by Fabio Montella   (pp. 255-266)


Full Reviews Section   (pp. 267-282)

Burke, Patrick. Tear Down the Walls: White Radicalism and Black Power in 1960s Rock
  by J. Michael Butler

Carroll, Dillon J. Invisible Wounds: Mental Illness and Civil War Soldiers
  by Muhammad Rafi

Crane, Susan A. Nothing Happened: A History
  by Christopher Ferguson

Faragher, John Mack. California: An American History
  by Julie Haltom

Jackson, Stephen. The Patchwork of World History in Texas High Schools: Unpacking Eurocentrism, Imperialism, and Nationalism in the Curriculum, 1920-2021
  by Stanley M. Burstein

Joskowicz, Ari. Rain of Ash: Roma, Jews, and the Holocaust
  by Wendy Adele-Marie

Kolker, Robert P. Triumph over Containment: American Film in the 1950s
  by Thomas Doherty

Lewis, Tiffany. Uprising: How Women Used the US West to Win the Right to Vote
  by Rachel Michelle Gunter

McCandlish, Earl A. and George D. Jepson. Crash Boat: Rescue and Peril in the Pacific During
World War II

  by Adrian R. Lewis

Namakkal, Jessica. Unsettling Utopia: The Making and Unmaking of French India
  by Rama Sundari Mantena


151   Contributors to The History Teacher
254   The History of The History Teacher
285   Questionnaire for Potential Reviewers
286   Membership/Subscription Information
288   Submission Guidelines for The History Teacher


178   Society for History Education: The William & Edwyna Gilbert Award
210   Society for History Education: AHA Member Discount
283   Society for History Education: THT Journal Archives
284   Society for History Education: The History Teacher


Sophia Abbot is a doctoral student in Higher Education at George Mason University and a graduate assistant for Anti-Racist and Inclusive Teaching in the Stearns Center for Teaching and Learning. Her work focuses on the scholarship of teaching and learning, pedagogical partnership, inclusion and equity in college teaching, and educational development. She currently serves as the co-chair of the International Society for the Scholarship of Teaching and Learning's Student Engagement and Co-Inquiry interest group.

John Bawden teaches in the School of History, Philosophy, and Religion at Oregon State University. He earned his Ph.D. from the University of California, Riverside. Bawden's research focuses on Chilean history during the Cold War and U.S.-Latin American relations.

D. Chase J. Catalano is an Assistant Professor of Higher Education at Virginia Tech. He earned his Ed.D. in Social Justice Education from the University of Massachusetts Amherst. His research focuses on social justice education in the context of colleges and universities, as well as queer and trans issues.

Elizabeth Horodowich is the Chair of the History Department at New Mexico State University. She obtained her Ph.D. from the University of Michigan in 2000, has taught at NMSU since 2002, and is the author of five books about early modern Italian history and global history.

Clark Hultquist is a Professor of History in the Department of Behavioral and Social Sciences at the University of Montevallo. He earned his Ph.D. in History from The Ohio State University. His research specializes in the history of the French advertising profession and the rise of consumer culture. He also serves as the Chief Reader for Advanced Placement's European History exam.

Jaclyn J. Kelly (M.A., History, University of Wisconsin-Milwaukee) spent thirteen years in the Education Department of the Milwaukee Public Museum, where she communicated history to learners of all ages. She now serves as the Executive Director of the Wisconsin Labor History Society, where she focuses on adult education about labor in American history.

Allie Loughry is the Associate Director of Experiential Learning at Johns Hopkins Carey Business School. She earned her Master's degree in Higher Education and Student Development from George Mason University in 2022. As a student in the Higher Education Program, she focused on experiential and international education. She is the production manager for Teaching and Learning Inquiry, the journal for the International Society for the Scholarship of Teaching and Learning (ISSOTL).

Fabio Montella is an Associate Professor of History and Library Services at Suffolk County Community College in Riverhead, New York, where he teaches history and research courses in several modalities. He holds an M.A. in History from Stony Brook University, an M.L.I.S. from Long Island University, and an M.A. in Learning and Emerging Technologies from SUNY Empire State College. His current area of interest is the history of black baseball and its convergence with semi-professional community baseball.

Kelly Schrum is a Professor in the Higher Education Program at George Mason University. She earned her Ph.D. in History from Johns Hopkins University. Her work focuses on the scholarship of teaching and learning (SoTL), digital humanities, history education, and teaching and learning in the digital age. She is the co-editor for Teaching and Learning Inquiry, the journal for the International Society for the Scholarship of Teaching and Learning (ISSOTL).

Amanda I. Seligman (Ph.D., History, Northwestern University) is a Professor of History and Urban Studies at the University of Wisconsin-Milwaukee. She is co-editor of the Encyclopedia of Milwaukee and teaches courses on the historical method, the history of American cities, and careers for historians.

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The History Teacher
Volume 57, No. 2
February 2024

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