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)
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The History Teacher

Volume 44, No. 3
May 2011

Cover: Front of "Slave Pen," Alexandria, Va. Photograph by Andrew J. Russell, ca. 1861-1865. Library of Congress Prints and Photographs Division. LC-DIG-ppmsca-11746.

The Library of Congress online catalog entry for this item at describes a "Photograph showing a Union army guard and other men in front of a building designated Price, Birch & Co., dealers in slaves...Inscribed on item: Building contained numerous cells and a whipping post."

Although the Framers of the U.S. Constitution delicately avoided using terms such as "slavery" and "slaves," the slave trading industry capitalized on advertising far less subtle, as evidenced by this storefront sign. Michael Henry analyzes how the Framers' personal and political dealings with slavery were--or were not--presented in American history textbooks in "Sacred and Profane American History: Does It Exist in Textbooks?" which begins on page 405 of this issue.

The History Teacher
Volume 44, No. 3
May 2011

Front Matter | Back Matter


The Nation Behind the Diary: Anne Frank and the Holocaust of the Dutch Jews
  by Jennifer L. Foray   (pp. 329-352)


Medieval Cities of Europe: Click, Tweet, Map, and Present
  by Kathryn Reyerson, Kevin Mummey, and Jude Higdon   (pp. 353-367)

"But Mine's Better": Teaching History in a Remix Culture
  by T. Mills Kelly   (pp. 369-377)

Recognizing and Addressing the Barriers to Adolescents' "Reading Like Historians"
  by Jeffery D. Nokes   (pp. 379-404)


Sacred and Profane American History: Does It Exist in Textbooks?
  by Michael Henry   (pp. 405-419)

High School World History Textbooks: An Analysis of Content Focus and Chronological Approaches
  by Michael P. Marino   (pp. 421-446)

Developing Teachers' Ability to Make Claims about Historical Significance: A Promising Practice from a Teaching American History Grant Program
  by Mimi Lee and Mimi Coughlin   (pp. 447-461)


Full Reviews Section   (pp. 463-475)

Canaday, Margot. The Straight State: Sexuality and Citizenship in Twentieth-Century America
  by Theresa Kaminski

Dattel, Gene. Cotton and Race in the Making of America: The Human Costs of Economic Power
  by Timothy R. Buckner

Fossier, Robert. The Axe and the Oath: Ordinary Life in the Middle Ages
  by Whitney Leeson

Foster, Anne L. Projections of Power: The United States and Colonial Southeast Asia, 1919-1941
  by Alexander Shelby

Guglielmo, Jennifer. Living the Revolution: Italian Women's Resistance and Radicalism in New York City, 1880-1945
  by Michael Gialanella

Lambert, Frank. Religion in American Politics: A Short History
  by Bill Issel

Ragland, Rachel G. and Kelly A. Woestman, eds. The Teaching American History Project: Lessons for History Educators and Historians
  by Mary Lopez and Robert D. Johnston

Ropp, Paul S. China in World History
  by Robert Entenmann

Rosenbloom, Nancy J., ed. Women in American History Since 1880: A Documentary Reader
  by Anne Taylor Kirschmann

Weeks, Theodore R. Across the Revolutionary Divide: Russia and the USSR, 1861-1945
  by Andrew J. Jenks


327   Contributors to The History Teacher
477   Questionnaire for Potential Reviewers
478   Membership/Subscription Information
480   Submission Guidelines for The History Teacher


Cover 2   Routledge: History as Mystery
Cover 3   Organization of American Historians: Become a Member of the OAH Today!
368   Harlan Davidson: New Titles from Harlan Davidson!
378   Association for Asian Studies: Teach About Asia, Learn About Asia
420   Bedford/St. Martin's: A New Interpretation for a New Generation
462   Society for History Education: The Extraordinary Teacher
476   Society for History Education: Advertise in The History Teacher
Cover 4   Adam Matthew Education: The North American 'Discovery Package'


Mimi Coughlin is an Associate Professor in the College of Education at California State University, Sacramento. She is also actively involved with the Teaching American History grant program. Before earning a Ph.D. in Curriculum and Instruction at Boston College, she was a high school history teacher.

Jennifer L. Foray is an Assistant Professor of History at Purdue University, teaching courses on imperialism, decolonization, and modern European history. She received her Ph.D. in History from Columbia University. She is completing her manuscript for her first book, entitled The Kingdom Shall Rise Again: Dutch Resistance, Collaboration, and Imperial Planning in the Nazi-Occupied Netherlands, and is presently serving as a Kluge Fellow at the Library of Congress in Washington, D.C., where she is examining the effects of decolonization in the Netherlands.

Michael Henry is an Adjunct Professor of History at Prince George's Community College in Largo, Maryland. From 1977 until 1998, he taught Advanced Placement American History in Prince George's county, Maryland. He earned his Ph.D. and two Master's degrees from the University of Maryland, College Park. He serves as a consultant for the College Board and is an exam leader at the annual AP reading in Louisville, Kentucky. Henry has written two books on Advanced Placement American History, numerous teacher's guides, and seventeen articles on the teaching of history and social studies at the high school and college level.

Jude Higdon is the Director of Innovative Learning and Academic Technology in the College of Pharmacy at the University of Minnesota. He also teaches courses in the College of Education and Human Development. He holds an Ed.D. in Educational Psychology from the University of Southern California, an Ed.M. in Technology in Education from the Harvard University Graduate School of Education, and a B.S. in African Politics from Northwestern University.

Mills Kelly is an Associate Professor in the Department of History and Art History at George Mason University where he is also an Associate Director of the Center for History and New Media. He blogs about history, education, and technology at

Mimi Lee earned her doctorate at the University of Michigan and taught at California State University, Sacramento and Iowa State University. She is currently working as an evaluator for a Teaching American History grant program in the metro Sacramento area.

Michael P. Marino is an Assistant Professor in the Department of History at The College of New Jersey. At TCNJ, he coordinates the history education program and teaches courses in history and social studies methods. He received his Ph.D. from Teachers College, Columbia University and has taught social studies in high school and junior high school in New York City.

Kevin Mummey is a retired professional musician, now pursuing a doctorate at the University of Minnesota under the supervision of Dr. Kathryn Reyerson and Dr. Ruth Karras. His forthcoming dissertation is on women and slavery in late fourteenth-century Majorca.

Jeffery D. Nokes is currently an Assistant Professor in the History Department at Brigham Young University, teaching methods and early world civilizations. In 2005, he received a Ph.D. from the University of Utah in Teaching and Learning with an emphasis on building historical literacy. He taught middle school and high school history for 15 years. He has published several articles and book chapters on literacy in history classrooms and teacher preparation.

Kathryn Reyerson is a Professor of History at the University of Minnesota. She teaches world history, Mediterranean history, French history, crusades, urban history, and general European medieval history. Recent publications include The Art of the Deal: Intermediaries of Trade in Medieval Montpellier (Leiden: Brill, 2002); Jacques Coeur: Entrepreneur and King's Bursar (New York: Longman, 2004); and the co-authored Medieval Notaries and Their Acts: The 1327-1328 Register of Jean Holanie (Kalamazoo, MI: TEAMS/Medieval Institute Publications, 2004).

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