Society for History Education, Inc.
A non-profit organization and publisher of The History Teacher since 1967

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 50 (2016-2017)
is delivered internationally
in print to members of the
non-profit organization, the
Society for History Education.

About the Organization
The History Teacher Archives
Contributing Materials
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AHA-SHE Joint Membership for K-12 Teachers
The History Teacher, the American Historical Review, Perspectives on History, and AHA membership

The History Teacher
Society for History Education
CSULB - 1250 Bellflower Blvd.
Long Beach, CA 90840-1601
(562) 985-2573

The History Teacher cover

The History Teacher
Volume 50, No. 4
August 2017

The History Teacher

Volume 50, No. 4
August 2017

Front Cover: Juan Llarch (w) and Joan Giral (a), "El Falso Superhombre," Superhombre #58 (ca. 1958), Barcelona, Spain: Exclusivas Ferma, cover. Image and additional information from "SuperHombre 58 El Falso SuperHombre," Comic Book Plus,, [slide 1 of 12].

Back Cover: [Uncredited], "Un Espejo Diabólico," El Capitán Marvel #14 (ca. 1947), Barcelona, Spain: Hispano Americana de Ediciones, cover. Image and additional information from "El Capitan Marvel 14," Comic Book Plus,, [slide 1 of 16].

Superheroes swoop through this issue of The History Teacher, with visits from El Superhombre and El Capitán Marvel. While these comic books from 1940s-1950s Barcelona might sound familiar, only the latter is an adaptation from an English-language title. In the former series, justice-seeking Juanito Montalbán, invigorated by the power of El Disco Del Sol, transforms into flying phenomenon El Superhombre. Meanwhile, radio reporter Billy Batson zaps into El Capitán Marvel with a shout of the magic word—¡SHAZAM!

These comics are in honor of this extraordinary edition of the journal, which takes an unprecedented look at books published by student authors in lieu of the professional authors regularly featured in the Reviews section. Spanning two issues, this student showcase continues with "Recasting the History Textbook as an e-Book: The Collaborative Creation of Student-Authored Interactive Texts," by Jeremy D. Jimenez and Laura Moorhead. This issue also features the delightful collection, Students as Players: Games and Play in the History Classroom.

The History Teacher
Volume 50, No. 4
August 2017

Front Matter | Back Matter


Students as Players: Games and Play in the History Classroom

History, Play, and the Public: Wikipedia in the University Classroom
  by Robert L. Nelson and Heidi L. M. Jacobs   (pp. 483-500)

Queue Tips: Teaching Socialist Consumer Culture with Kolejka
  by Kraig Larkin   (pp. 501-516)

All Fall Down: Simulating the Spread of the Black Plague in the High School History Classroom
  by Cory Wright-Maley and Parag Joshi   (pp. 517-534)

Negotiation Simulation Games for any History Class
  by Todd Allin Morman   (pp. 549-549)

Lessons Learned While Escaping From a Zombie: Designing a Breakout EDU Game
  by Wendy Rouse   (pp. 553-564)

Students as Authors: Independent Publishing, Independent History

Recasting the History Textbook as an e-Book: The Collaborative Creation of Student-Authored Interactive Texts
  by Jeremy D. Jimenez and Laura Moorhead   (pp. 565-595)

Students as Teachers: Independent Learning, Independent History

"None of My History Classes Were Like This": An Experiment in Mastery Pedagogy
  by Jennifer L. Cote   (pp. 597-627)


Index to Volume 50   (pp. 629-634)


481   Contributors to The History Teacher
635   Questionnaire for Potential Reviewers
636   Membership/Subscription Information
638   Submission Guidelines for The History Teacher


552   Association for Asian Studies: Teach About Asia, Learn About Asia
595   Society For History Education: Celebrating 50 Years


Jennifer Cote is an Associate Professor of History and Director of the first-year seminar at the University of Saint Joseph in Connecticut. She holds a Ph.D. from Boston College and is currently working on a manuscript about gender, science, and early social workers. She lives in West Hartford, Connecticut with her husband and two cats.

Heidi L. M. Jacobs has a Ph.D. in English (University of Nebraska-Lincoln) and a Master of Library and Information Science (University of Western Ontario). Currently, she is an Information Literacy Librarian and the Liaison for English and History at the University of Windsor's Leddy Library. Her research and publications relate to critical pedagogy, critical librarianship, librarian research culture, and digital humanities. In 2016, she co-edited an issue of Library Trends, titled "Valuing Librarianship: Core Values in Theory and Practice."

Jeremy D. Jimenez is an Assistant Professor of Education at SUNY Cortland. He earned his Ph.D. in the International and Comparative Education Program at Stanford University. His research focuses on empathic discourse in social studies classrooms. He previously taught high school social studies in New Jersey, Venezuela, and Norway.

Parag Joshi is a Teacher of Social Studies at Manchester High School in Connecticut, where he teaches world history, civics, economics, and applied philosophy. In 2015, he produced a TEDx conference at Manchester High School, followed by a second annual TEDx in 2016. Joshi holds a Master of Arts degree in Education Policy from Stanford University.

Kraig Larkin earned his Ph.D. in European History from Stony Brook University in New York. He is currently an Assistant Professor of History at Colby-Sawyer College in New Hampshire. His research focuses on the history of consumer culture, public health, and regulation, with a particular emphasis on twentieth-century German history.

Laura Moorhead is an Assistant Professor of Journalism at San Francisco State University. She works to improve educational practice in the areas of media literacy and open access to knowledge. She holds a Ph.D. from Stanford University's Learning Sciences and Technology Design program.

Todd Allin Morman specializes in the legal history of indigenous religious freedom in the United States, earning his Ph.D. from the University of Missouri and his J.D. from the University of Montana. He worked as an attorney for half a decade and has considerable experience exploring games and teaching. He has taught at Central State University in Wilberforce, Ohio and is currently with Anishinabe Legal Services in Cass Lake, Minnesota, providing legal services to members of the Leech Lake Band of Ojibwe before the Leech Lake Band of Ojibwe tribal court.

Robert L. Nelson is an Associate Professor in the Department of History at the University of Windsor in Ontario, Canada. He received his Ph.D. in History from the University of Cambridge in 2003. In 2010, he was awarded the Kathleen E. McCrone Teaching Award at the University of Windsor, and in 2014, he received that university's highest teaching honor, the Alumni Award for Distinguished Contributions to University Teaching.

Wendy Rouse has a Ph.D. in History from the University of California, Davis. She presently teaches courses in history education for future elementary and secondary school teachers in the Social Science Teacher Preparation program at San Jose State University. In addition to gaming inside and outside the classroom, Rouse enjoys collaborating with fellow educators and can be contacted at

Cory Wright-Maley is an Assistant Professor of Education at St. Mary's University in Calgary, Canada. He earned his Ph.D. at the University of Connecticut in Curriculum and Instruction, specializing in social studies education. His research has concentrated on simulations in the social studies classroom, and his next project involves studying pre-service teachers as they attempt to develop and implement teaching simulations for their own students.

The History Teacher cover

Cover 4
The History Teacher
Volume 50, No. 4
August 2017

The History Teacher
The Print Edition
Volume 50

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