The History Teacher
Volume 51, No. 3
Front Matter | Back Matter
THE CRAFT OF TEACHING
Race in the United States, Part II: Community and Communication
Using Civil War Monuments as a Catalyst for Race Discussions in Secondary History Classrooms
by Stewart Waters and Sara Demoiny
Rediscovering "Baptistown": A Historical Geography Project on Local African American History
by Tamara L. Hunt and Donovan Weight (pp. 387-407)
Teaching Dixie in the Heartland: Racial and Sectional Imaginaries at a Midwestern University
by Paul M. Renfro
Centers and Margins: Exploring Falwell's and King's Constructions of God as a Way to Understand Religious Tensions in a Predominantly White, Evangelical History Classroom
by Esther June Kim
Barack Obama, Racial Literacy, and Lessons from "A More Perfect Union"
by William L. Smith and Ryan M. Crowley (pp. 445-476)
Student Voices: Collaboration and Conversation
Collaborative Argumentation: Tenth Graders Read Modern Iranian History
by Gayle Cribb, Crystal Maglio, and Cynthia Greenleaf
Full Reviews Section
Bedasse, Monique A. Jah Kingdom: Rastafarians, Tanzania, and Pan-Africanism in the Age of Decolonization
by Harry Odamtten
Forner, Karlyn. Why the Vote Wasn't Enough for Selma
by Brianna P. Nelloms
Hunter, Douglas. The Place of Stone: Dighton Rock and the Erasure of America's Indigenous Past
by Patricia Cleary
Johnson, Kendall A. The New Middle Kingdom: China and the Early American Romance of Free Trade
by Pang Yang Huei
Waterfield, Robin. Creators, Conquerors, and Citizens: A History of Ancient Greece
by Mik Larsen
IN EVERY ISSUE
367 Contributors to The History Teacher
537 Questionnaire for Potential Reviewers
538 Membership/Subscription Information
540 Submission Guidelines for The History Teacher
ADVERTISERS IN THIS ISSUE
408 Association for Asian Studies: Teach About Asia, Learn About Asia
536 Society For History Education: Celebrating 50 Years
Gayle Cribb holds a B.A. in History from the University of California, Santa Cruz, an M.A. in Education from Stanford University, and teaching credentials in History, Spanish, and Bilingual/Bicultural Education. She taught in a diverse high school for thirty-two years and led a ten-year schoolwide reform in academic literacy using the Reading Apprenticeship Framework, narrowing the equity gap significantly. She currently designs, facilitates, and researches professional development in disciplinary literacy with the Strategic Literacy Initiative at WestEd.
Ryan M. Crowley is an Assistant Professor of Social Studies Education at the University of Kentucky. Ryan completed his doctoral work at The University of Texas after eight years of teaching secondary social studies in Texas. His research interests include critical race theory, critical whiteness studies, and critical approaches to social studies curricula.
Sara Demoiny is an Assistant Professor of Social Science Education in the Department of Curriculum and Teaching at Auburn University. She earned her Ph.D. in Social Science Education from the University of Tennessee and taught middle school social studies before moving into higher education.
Cynthia Greenleaf holds a Ph.D. from the University of California, Berkeley. She conducts research to advance students' academic and disciplinary literacy through teacher professional development. Her work aims to create rigorous, supportive, and equitable classroom learning environments for all students. Greenleaf co-directs the Strategic Literacy Initiative at WestEd, where she oversees ongoing research and development, design of learning engagements for teachers and students, and studies of the effects of this work to ensure its impact.
Tamara L. Hunt has a Ph.D. in Modern British History from the University of Illinois at Urbana-Champaign. Author of several books and scholarly articles, she was also the lead researcher on the grant from the Institute of Museum and Library Services for the Baptistown Project. As former Chair of the History Department at the University of Southern Indiana, she oversaw the social science teaching major for future secondary school teachers. She is now Director of the Master of Arts in Liberal Studies Program.
Esther June Kim earned an M.A. in Religion at Yale Divinity School, and is currently a Ph.D. student at The University of Texas at Austin in Curriculum and Instruction with a focus on Social Studies Education. Prior to her doctoral studies, she taught high school history and humanities for six years in South Korea and California.
Crystal Maglio holds a B.A. in Urban Studies and an M.A. in Education from Stanford University. Primarily teaching modern world history, she taught at a diverse public high school for twelve years. She serves as the Academic Dean at Leadership Public School in Hayward, California, supporting literacy initiatives at the school, coaching teachers, and facilitating professional development.
Paul M. Renfro is a Postdoctoral Fellow in the Center for Presidential History at Southern Methodist University. His scholarship has been published in Enterprise & Society, Southern Cultures, and American Quarterly. He earned his Ph.D. in History at the University of Iowa in 2016. Renfro is also the founding Editor-in-Chief of the Middle West Review, an interdisciplinary journal focused on the American Midwest and published by the University of Nebraska Press.
William L. Smith is an Assistant Professor in the Department of Teaching, Learning & Sociocultural Studies at The University of Arizona. His research and teaching interests center on issues of race, curriculum, and social studies education. William completed a Master's in Teaching and Curriculum from the Harvard Graduate School of Education and earned his Ph.D. in Curriculum and Instruction with an emphasis on Social Studies Education from The University of Texas at Austin.
Stewart Waters is an Assistant Professor of Social Science Education at The University of Tennessee, Knoxville. He serves as the Assistant Editor for the Journal of Social Studies Research and the Annual Conference Coordinator for the International Society for the Social Studies. 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.
Donovan Weight received his Ph.D. in History from Southern Illinois University Carbondale. He taught previously at the University of Southern Indiana and now teaches at Texas A&M International University (TAMIU). Weight was the 2015 recipient of TAMIU's Instructional Technology Enhancement Excellence Award. His research interests include slavery, race, and religion in early America. He has taught classes on the Atlantic world, early America, African America, and the Civil Rights Movement.