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.


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The History Teacher cover

The History Teacher
Volume 50, No. 2
February 2017

The History Teacher

Volume 50, No. 2
February 2017
thehistoryteacher.org/F17

Front Cover: Welcoming Dragon Chinese Lantern at the Missouri Botanical Garden. Photograph by Brock Roseberry, 15 August 2012, via Flickr (image reversed). Licensed under Creative Commons Attribution 2.0 Generic License. https://www.flickr.com/photos/syntheticaperture/7787040320/.

Back Cover: Chinese Dragon. Photograph by Luke Price, 25 January 2013, via Flickr. Licensed under Creative Commons Attribution 2.0 Generic License. https://www.flickr.com/photos/lukeprice88/8424792286/.

The iconic imagery of The Dragon has persisted through countless cultures across time and across the world. Stunning and symbolic, this imaginary creature has immeasurable real-world implications and has helped to shape history for millennia. While the dragon appears festive in the form of these Chinese lanterns, Ariane Knüsel uncovers a more sinister and propagandistic depiction in "Facing the Dragon: Teaching the Boxer Uprising Through Cartoons," which begins on page 201 of this issue of The History Teacher.


The History Teacher
Volume 50, No. 2
February 2017

Front Matter | Back Matter

THE CRAFT OF TEACHING

Using Innovative Sources

How Many Sources Do I Need?
  by Leah Shopkow   (pp. 169-200)

Facing the Dragon: Teaching the Boxer Uprising Through Cartoons
  by Ariane Knüsel   (pp. 201-226)

Popular Culture as Historical Text: Using Mass Media Sources to Teach American History
  by Benjamin J. J. Leff   (pp. 227-253)

Using Innovative Textbooks

A Call for Unitary History Textbook Design in a Post-Conflict Era: The Case of Lebanon
  by Rida Blaik Hourani   (pp. 255-284)

NOTES AND COMMENTS

Choosing Values: Toward an Ethical Framework in the Study of History
  by Roger Peace   (pp. 285-297)

REVIEWS

Full Reviews Section   (pp. 299-308)

Andrews, Gordon P., Wilson J. Warren, and James P. Cousins. Collaboration and the Future of Education: Preserving the Right to Think and Teach Historically
  by Melissa Archibald

Clune, Lori. Executing the Rosenbergs: Death and Diplomacy in a Cold War World
  by Christopher Foss

Cottrell, Robert C. Sex, Drugs, and Rock 'n' Roll: The Rise of America's 1960s Counterculture
  by Nathan Rosenberger

Lawrence, Tim. Life and Death on the New York Dance Floor, 1980-1983
  by Alan Parkes

Silverman, David J. Thundersticks: Firearms and the Violent Transformation of Native America
  by Garrett Wayne Wright

IN EVERY ISSUE

167   Contributors to The History Teacher
309   Questionnaire for Potential Reviewers
310   Membership/Subscription Information
312   Submission Guidelines for The History Teacher

ADVERTISERS IN THIS ISSUE

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


CONTRIBUTORS

Rida Blaik Hourani received her Ph.D. in Education from The University of Melbourne. She is currently an Assistant Professor at the Emirates College for Advanced Education and Division Head of Arts and Humanities. Teaching at both the B.Ed. and M.Ed. levels, her research focuses on social studies, sociology of education, school management, and leadership and school reform.

Ariane Knüsel received her Ph.D. from the University of Zurich, Switzerland in 2012. She was a Lecturer in modern history at the University of Zurich from 2010-2016 and has been teaching history at the Kantonsschule Baden since 2010. Knüsel has published widely on Western relations with China, was a Visiting Scholar at the University of California, Berkeley, as well as a Swiss Scholar at the Wilson Center, and is currently Senior Researcher at the University of Fribourg, Switzerland.

Benjamin Leff is a Social Studies Teaching Associate at University Laboratory High School in Urbana, Illinois, where he has taught since 2012. He received his A.M. in American History from Brown University in 2007. He currently teaches world history as well as the course "Race, Class, and Gender in Twentieth-Century American Popular Culture."

Roger Peace took up teaching in the second part of his working life, the first part being devoted to peace and justice community organizing. He taught U.S. and world history courses at the community college level for seventeen years, and is currently an independent scholar. He received his Ph.D. in American foreign relations from Florida State University in 2007. He is the author of A Call to Conscience: The Anti-Contra War Campaign (Amherst, MA: University of Massachusetts Press, 2012).

Leah Shopkow holds a Ph.D. in Medieval Studies from the University of Toronto. Her work on medieval historical writing, written with different premises from those of modern history, drew her to history pedagogy and the History Learning Project (HLP), which was awarded a Spencer and Teagle Foundations grant. She has published SoTL articles on Decoding the Disciplines with the HLP and independently, and has collaborated with Arlene Díaz on Threshold Concepts.


The History Teacher cover

Cover 4
The History Teacher
Volume 50, No. 2
February 2017


The History Teacher
The Print Edition
Volume 50
2016-2017


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Online Reading Room:
Gaming in the
History Classroom

from The History Teacher


Online Reading Room:
Comics, Cartoons,
and Graphic Novels

from The History Teacher


Online Reading Room:
Wikipedia, Twitter, and
"Instant Historying"

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The History Teacher
Ⓒ 1967-2017 Society for History Education, Inc.