The History Teacher
Volume 52, No. 4
Front Matter | Back Matter
THE CRAFT OF TEACHING
Tradebooks, Textbooks, and Narrative
Martin Luther King's Historical Representation in Primary, Intermediate, and Middle Level Books
by John H. Bickford III and Theresa Byas
"We Are Not Enemies": An Analysis of Textbook Depictions of Fort Sumter and the Beginning of the Civil War
by Mark Pearcy
Teaching The American Promise: On Textbooks, Quizzes, and the U.S. Survey
by Peter Conolly-Smith
The Textbook as Technology in the Age of Open Education Resources
by Jordan M. Reed
NOTES AND COMMENTS
Textbooks in the Balance: An Insider's Review of the History-Social Science Textbook Adoption Process
by Dave Neumann
Problems with Narrative in the U.S. Survey and How Fiction can Help
by Kevin Vanzant
The Romance and Tragedy of American History: Analyzing Narrative from Day One
by Summer Cherland
Full Reviews Section
Clark, Catherine E. Paris and The Cliché of History: The City and Photographs, 1860-1970
by Lela F. Kerley
Lim, Julian. Porous Borders: Multiracial Migrations and the Law in the U.S.-Mexico Borderlands
by Chloe Bell-Wilson
Mauldin, Erin Stewart. Unredeemed Land: An Environmental History of Civil War and Emancipation in the Cotton South
by G. David Schieffler
Murphy, Mary-Elizabeth B. Jim Crow Capital: Women and Black Freedom Struggles in Washington, D.C., 1920-1945
by Marshall Hyatt
Rosenthal, Caitlin. Accounting for Slavery: Masters and Management
by Patricia M. Muhammad
Smith, Benjamin T. The Mexican Press and Civil Society 1940-1976: Stories from the Newsroom, Stories from the Street
by Zachary Cuddy
Smith, Steven Carl. An Empire of Print: The New York Publishing Trade in the Early American Republic
by Emily J. Arendt
Strang, Cameron B. Frontiers of Science: Imperialism and Natural Knowledge in the Gulf South Borderlands, 1500-1850
by Hadley Sinclair Cluxton
Index to Volume 52
IN EVERY ISSUE
547 Contributors to The History Teacher
737 Questionnaire for Potential Reviewers
738 Membership/Subscription Information
740 Submission Guidelines for The History Teacher
ADVERTISERS IN THIS ISSUE
594 Association for Asian Studies: 2019 Book Releases
652 Society For History Education: Celebrating 50 Years
John H. Bickford III, a former Mid-Prairie (Iowa) Middle School Social Studies Teacher, is currently an Associate Professor of Social Studies/History Education in the Department of Early Childhood, Elementary, and Middle Level Education at Eastern Illinois University. His undergraduate, graduate, and doctoral work in Secondary Social Studies Education are all from the University of Iowa. He explores the texts and tasks that facilitate elementary and middle level students' history literacy, historical thinking, and historical argumentation.
Theresa Byas recently earned her undergraduate degree from the Department of Early Childhood, Elementary, and Middle Level Education at Eastern Illinois University. She is now a Teacher of Third Grade at Lincoln Elementary School in Evanston, Illinois.
Summer Cherland teaches American, Mexican-American, and African-American history at South Mountain Community College in Phoenix, Arizona. She is a co-founder of the South Phoenix Oral History Project. She earned her Ph.D. in History at the University of Nevada, Las Vegas.
Peter Conolly-Smith teaches American Culture and History at CUNY-Queens College in New York. He has published articles on war, immigration, ethnicity, theater, and film. His book, Translating America: An Immigrant Press Visualizes Popular American Culture, 1895-1918, was published by the Smithsonian Press in 2004. He received his Ph.D. in American Studies from Yale University in 1996.
Dave Neumann (Ph.D., History, University of Southern California) is an Assistant Professor of Education at California State Polytechnic University, Pomona. His teaching focuses on historical thinking, historical literacy, and the intersection between scholarship and pedagogy. His history research interests include American religion, the Cold War, and
Southern California. His book, Finding God through Yoga: Paramahansa Yogananda and Modern American Religion in a Global Age, was published by The University of North Carolina Press in 2019.
Mark Pearcy (Ph.D., Social Science Education, University of South Florida) is an Assistant Professor of Teacher Education at Rider University in Lawrenceville, New Jersey. Prior to that, he was a National Board-Certified Social Studies Teacher in public high schools for nineteen years. His research interests include American history, social studies pedagogy, and the "Just War" doctrine.
Jordan M. Reed is a Caspersen School Fellow and Ph.D. candidate in History and Culture at Drew University. He is a History Teacher at Morristown-Beard School and an Adjunct Professor of History at Ramapo College of New Jersey, where he utilizes the American History Textbook Project (AHTP) in his teaching. His research focuses on the history of American history textbooks and textbook authors. His scholarship has appeared in Book History and Transformations: The Journal of Inclusive Scholarship and Pedagogy.
Kevin Vanzant received his Ph.D. in History from Vanderbilt University in 2013. He is an Adjunct Professor at Tennessee State University in Nashville in the Department of History, Political Science, Geography, and Africana Studies, where he teaches multiple sections of the U.S. survey every semester.