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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Society for History Education
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55th Anniversary

The History Teacher
1967 • 2022

The History Teacher - Order

The History Teacher - Order

The History Teacher

Volume 55, No. 1
November 2021

Front Cover: 55th Anniversary of Our Journal. Recent cover images from The History Teacher. Collage by Elisa Herrera, 2021.

Back Cover: Evolution of Our Journal. Historic cover images from The History Teacher. Compiled by Elisa Herrera, 2021.

In celebration of the 55th Anniversary of The History Teacher, our front cover features a colorful bouquet of recent issues from the journal. As we reflect on over half a century of our own history, we gaze in awe at the original visionaries who made this journal possible. From seemingly humble beginnings of individual history teachers hoping to improve their craft, we now share a powerful legacy of education, excellence, innovation, and inspiration—all thanks to history teachers.

Continuing the celebration, our back cover charts every evolutionary change to the journal since The History Teacher's first issue in 1967. Beginning with a composite image of the original cover art from Volume 1, No. 1, we then see how the staple binding of Volume 2 (1968-1969) quite literally evolved into a spine for Volume 4 (1970-1971). Next, the book blazed out with a vibrant cover, a bold new logo, and stylized embellishments for Volume 6 (1972-1973), when the journal relocated from the History Teachers' Association at the University of Notre Dame to the non-profit Society for History Education established by teachers at California State University, Long Beach.

In a truly revolutionary shift at Volume 9 (1975-1976), The History Teacher transformed itself from a book to a primary source exhibit, curating historical documents and photographs on every single cover going forward. After a slight sizing adjustment for Volume 13 (1979-1980), the journal adopted its modern form for Volume 15 (1981-1982). Aside from adding the "Inc." name suffix to "The Society for History Education" during Volume 39 (2005-2006), the journal held this design for thirty-three years, rotating each issue's cover ink in blue, black, green, and brown.

Forty-seven years after the pamphlet-style first issue, a 200-page, perfect-bound edition of The History Teacher launched in full color, featuring thought-provoking historical sources on both front and back covers. Our colorful tradition continues as we now mark our 55th Anniversary. We hope you and your students enjoy the possibilities presented in this issue of The History Teacher, each issue from the past, and every issue in the future. Please join us in celebrating The History Teacher—and, indeed, all History Teachers.

The History Teacher
Volume 55, No. 1
November 2021

Front Matter | Back Matter


Digital History

Spatializing Race, Understanding History: A Professional Development Experience Centered on African American History and Culture
  by Jennifer Sdunzik, Chrystal S. Johnson, and Ningning N. Kong   (pp. 11-33)

Spatial Approaches to the Past: Story Maps in the History Classroom
  by Christopher Saladin and Shana Crosson   (pp. 35-59)

Teaching Thanksgiving

First Graders' Historical Inquiry into Thanksgiving, The World's Most Famous Potluck
  by John H. Bickford   (pp. 61-118)


  by Jane Dabel, The History Teacher   (pp. 119-120)

Kindling the Flame of Revolution: Communication and Committees of Correspondence in Colonial America
  by Michelle Miao, Senior Division   (pp. 121-136)

Lithuanian Awakening: How a Book Ban Rebirthed a National Identity
  by Elise Williams, Junior Division   (pp. 137-152)


Full Reviews Section   (pp. 153-174)

Buelna, Enrique M. Chicano Communists and the Struggle for Social Justice
  by Lorena V. Márquez

Clavin, Matthew J. The Battle of Negro Fort: The Rise and Fall of a Fugitive Slave Community
  by Jeffrey R. Kerr-Ritchie

Collins, Marcus and Peter N. Stearns. Why Study History?
  by Paul Nienkamp

Flores, Lisa A. Deportable and Disposable: Public Rhetoric and the Making of the "Illegal" Immigrant
  by Ralph Armbruster Sandoval

Frank, Andrew K. and A. Glenn Crothers, eds. Borderland Narratives: Negotiation and Accommodation in North America's Contested Spaces, 1500-1850
  by Franklin Sammons

Kang, Laura Hyun Yi. Traffic in Asian Women
  by Margaret D. Stetz

Kristofic, Jim. Medicine Women: The Story of the First Native American Nursing School
  by Juliet Larkin-Gilmore

Lee, Erika. The Making of Asian America: A History
  by Noreen Naseem Rodríguez

Levy, David W. Breaking Down Barriers: George McLaurin and the Struggle to End Segregated Education
  by Brian Daugherity

Martel, Heather. Deadly Virtue: Fort Caroline and the Early Protestant Roots of American Whiteness
  by Gunner Joachim

Neuman, Johanna. Gilded Suffragists: The New York Socialites Who Fought for Women's Right to Vote
  by Kelly L. Marino

Silverman, David J. This Land is Their Land: The Wampanoag Indians, Plymouth Colony, and the Troubled History of Thanksgiving
  by Melissa Archibald

Ware, Susan. Why They Marched: Untold Stories of the Women Who Fought for the Right to Vote
  by Sara Egge


7   Contributors to The History Teacher
174   The History of The History Teacher
177   Questionnaire for Potential Reviewers
178   Membership/Subscription Information
280   Submission Guidelines for The History Teacher


9  Society for History Education: 55th Anniversary
10  Society for History Education: The Richard & Louise Wilde Award
34  Association for Asian Studies: Asia Shorts
60  Polity Books: History: Why It Matters


John H. Bickford is a former Mid-Prairie (Iowa) Middle School Social Studies Teacher and a current Professor of Social Studies/History Education in the Department of Teaching, Learning, and Foundations at Eastern Illinois University. His undergraduate degree in History, graduate degree in Education, and doctoral degree in Secondary Social Studies Education are all from the University of Iowa. He teaches and researches about the sources and strategies that facilitate students' historical inquiry.

Shana Crosson joined the University of Minnesota (UMN) as an academic technologist helping faculty integrate digital projects into courses after many years in history museums as a digital content and curriculum developer. Seeing GIS as a technology that has significant impact on how we study, interpret, and communicate about history, Crosson continues to work with the Story Maps Curriculum team full-time as a Spatial Technology Consultant at the UMN using GIS in higher education and in K-12 schools.

Chrystal S. Johnson is an Associate Professor Social Studies Education and Past President of African American Educators for Social Studies and the Indiana Council for the Social Studies. Her scholarly contributions in the fields of character education, citizenship development, and the social studies have been published in top tier journals. She currently teaches social studies methods in the elementary and secondary programs.

Ningning N. Kong is an Associate Professor in Geographic Information Systems (GIS) at Purdue University Libraries and School of Information Studies. Her research emphasizes applying geospatial information in multi-disciplinary education and studies. Her research interests include geospatial data discovery, integration, visualization, management, and spatial analysis.

Michelle Miao is a student at Talawanda High School in Oxford, Ohio. Her paper, "Kindling the Flame of Revolution: Communication and Committees of Correspondence in Colonial America," won first place in the 2021 National History Day contest Senior Paper division. President of Model United Nations and youth representative on her city council, Miao has also received an American Voices Award and Gold Medal from the Scholastic Writing Contest. She hopes to study government, economics, and international relations.

Christopher Saladin is a Ph.D. candidate in History at the University of Minnesota and a graduate of Augustana College (B.A.) in Rock Island, Illinois. An ancient Roman historian by training, Saladin has teaching experience in a wide range of premodern history courses. From Fall 2018 to Summer 2020, he worked for Minnesota's U-Spatial mapping center as part of the Story Maps Curriculum Team, which helps instructors implement digital mapping assignments across a wide range of disciplines.

Jennifer Sdunzik received her Ph.D. in American Studies from Purdue University. She uses a combination of archival, geospatial, and ethnographic methods in her research to understand the legacies of longstanding exclusionary attitudes and policies in the Midwest. She is the recipient of Purdue University's 2019 College of Liberal Arts Distinguished Dissertation Award. Sdunzik is currently a postdoctoral research associate in the Evaluation and Learning Research Center at Purdue University.

Elise Williams lives in New Jersey and is currently in high school. She won first place in the Junior Paper division at the 2021 National History Day contest for her essay, "Lithuanian Awakening: How a Book Ban Rebirthed a National Identity." She loves to read and admittedly likes to rewrite the endings of her favorite books. Her favorite genres are fantasy and historical fiction. In her free time, Williams enjoys writing, gardening, listening to music, and baking. Her favorite subjects are English and History. She also plays the flute and piano.

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The History Teacher
Volume 55, No. 1
November 2021

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