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The History Teacher continues its 55th Anniversary Edition by looking at what is looking at us. Perhaps unnoticeable on first glance, surveillance systems increasingly permeate public locations, from the magnificent to the mundane. Camouflaged within the ornate architecture of the State Historical Museum in Moscow, Russia, cameras gaze down at local visitors and international tourists flocking to admire the priceless arts and artifacts held within. Meanwhile, in a stark and even sterile fashion, cameras in the New York City Subway suspend from above to scan millions of riders during their regular daily commute.

More recently, cameras have inundated another realm—public education. Beyond occasional cell phone recordings in the classroom, it is now routine (and sometimes required) for classes to operate via teleconferencing, with teachers on camera in their offices and students on camera in their homes.

This issue of The History Teacher opens with a special focus on Writing History, with inspiring multifaceted contributions from Chauncey Monte-Sano and Sarah Thomson, Matthew B. Kautz and M. Yianella Blanco, and Masami Kimura. Next, we examine History through Literature with a thought-provoking twist: using a single text or author as a medium for delving into the past. Casey Harison entices students with a celebrated classic in "A Big Book in the History Classroom: Victor Hugo's Les Misérables," while Andrew McFarland invites students to the intriguing world of a legendary writer in "'Such, Such Have Been the Joys': Teaching Twentieth-Century European History with George Orwell."

"It's not that simple": Re-Thinking Historical Writing Tasks Based on Insights from
Disciplinary Experts
  by Chauncey Monte-Sano and Sarah Thomson   (pp. 391-418)

Youth Historians and the Radical Possibilities of Writing History
  by Matthew B. Kautz and M. Yianella Blanco   (pp. 419-461)

Writing a Common History Text for Mutual Understanding among Japanese, Korean, and
Chinese Students
  by Masami Kimura   (pp. 463-495)

A Big Book in the History Classroom: Victor Hugo's Les Misérables
  by Casey Harison   (pp. 497-528)

"Such, Such Have Been the Joys": Teaching Twentieth-Century European History with George Orwell
  by Andrew McFarland   (pp. 529-552)

Full Reviews Section   (pp. 553-576)

Baker, Gabriel. Spare No One: Mass Violence in Roman Warfare
  by Jonathan P. Roth

Bishop, Donald M., ed. Pacifist to Padre: The World War II Memoir of Chaplain Roland B. Gittelsohn, December 1941-January 1946
  by G. Kurt Piehler

Blair, Ann and Nicholas Popper, eds. New Horizons for Early Modern European Scholarship
  by William Keene Thompson

Burnard, Trevor. The Atlantic in World History, 1490-1830
  by Chelsea Berry

Galarte, Francisco J. Brown Trans Figurations: Rethinking Race, Gender, and Sexuality in Chicanx/Latinx Studies
  by L. Heidenreich

Hammond, Kelly A. China's Muslims and Japan's Empire: Centering Islam in World War II
  by Arianne Ekinci

Hinton, Alexander Laban. It Can Happen Here: White Power and the Rising Threat of
Genocide in the US
  by Mark Oromaner

Jemison, Elizabeth L. Christian Citizens: Reading the Bible in Black and White in the
Postemancipation South
  by Nicole Myers Turner

Jensen, Erik. The Greco-Persian Wars: A Short History with Documents
  by Lee L. Brice

Miller, Douglas. The Greatest Escape: A True American Civil War Adventure
  by Angela Zombek

Priest, Andrew. Designs on Empire: America's Rise to Power in the Age of European Imperialism
  by Kristin Hoganson

Schrag, Zachary M. The Princeton Guide to Historical Research
  by Donald A. Westbrook

Sides, Josh. Backcountry Ghosts: California Homesteaders and the Making of a Dubious Dream
  by Julie Haltom

Wendt, Simon. The Daughters of the American Revolution and Patriotic Memory in the
Twentieth Century
  by Rebekah Bryer

Whitney, Katherine and Leila Emery, eds. My Shadow is My Skin: Voices from the Iranian Diaspora
  by Ida Yalzadeh

387   Contributors to The History Teacher
389   The History of The History Teacher
577   Questionnaire for Potential Reviewers
578   Membership/Subscription Information
580   Submission Guidelines for The History Teacher

390   Society for History Education: 55th Anniversary
462   Association for Asian Studies: Asia Shorts
496   Society for History Education: Endless Possibilities

M. Yianella Blanco is an Assistant Professor of Education at the University of California Davis. She is a former high school teacher who taught special education and social studies in New York City.

Casey Harison received a Ph.D. from the University of Iowa in 1993. He is a Professor Emeritus of History at the University of Southern Indiana. He teaches courses on modern European and world history and is the author of Paris in Modern Times: From the Old Regime to the Present Day (Bloomsbury, 2019) and The Stonemasons of Creuse in Nineteenth-Century Paris (University of Delaware Press, 2008).

Matthew B. Kautz is an Assistant Professor of Education at Eastern Michigan University. He is a former high school teacher who has worked in schools in Detroit, Chicago, and New York.

Masami Kimura received her Ph.D. from the University of Arizona in 2013. She is a tenured Lecturer at Tokyo University of Foreign Studies. She teaches modern Japanese history and Japanese foreign relations, focusing on the United States and East Asia. Her major publications include "American Asia Experts, Liberal Internationalism, and the Occupation of Japan: Transcending Cold War Politics and Historiography" (2014). She is currently working to revise her dissertation under a grant-in-aid for scientific research.

Andrew McFarland earned a Ph.D. in Modern Spanish History from the University of Texas Austin in 2004. He teaches at Indiana University Kokomo, where he serves as the Chair of History, Political Science, and Philosophy and the Program Director for several system-wide online history degrees. His expertise is the history of sport and physical education in early twentieth-century Spain, about which he has published numerous articles.

Chauncey Monte-Sano is a Professor of Educational Studies at the University of Michigan. A former High School History Teacher and National Board Certified Teacher, her current work examines how students learn to reason with evidence through writing and talk in social studies classes, and how their teachers learn to teach such disciplinary thinking through inquiry. With Mary Schleppegrell, she recently launched Read.Inquire.Write., research-based social studies curriculum focused on disciplinary thinking and argument writing with sources.

Sarah Thomson is a former Middle School Social Studies Teacher and was the original Project Manager for Read.Inquire.Write., a curriculum designed to prepare students to write arguments that are supported by evidence and disciplinary reasoning. She earned her M.Ed. from the University of Maryland and her M.A. from the University of Michigan.