The History Teacher
Volume 54, No. 3
Front Matter | Back Matter
THE CRAFT OF TEACHING
Navigating through the Civil War with Diaries in Hand: The Diaries of Two Company Clerks in the 17th Wisconsin Infantry
by Daniel Kotzin
Women's History Students Learn About Race Through Memoir: Anne Moody's Coming of Age in Mississippi
by Jessica B. Schocker
Alternative Strategies for Family History Projects: Rethinking Practice in Light of Indigenous Perspectives
by Meredith L. McCoy, Leilani Sabzalian, and Tommy Ender
Games and Role-Play
Making History Come Alive: The Boston Massacre Trials
by Julie Anne Sweet
The Possibilities and Problems of Sid Meier's Civilization in History Classrooms
by Matt King
Game of Thrones and Gaming the History Classroom
by Sarah M. Spalding
IN EVERY ISSUE
406 Contributors to The History Teacher
408 The History of The History Teacher
597 Questionnaire for Potential Reviewers
598 Membership/Subscription Information
600 Submission Guidelines for The History Teacher
ADVERTISERS IN THIS ISSUE
568 Duke University Press: Ethnohistory
591 Association for Asian Studies: Attend an AAS Conference
592 Society for History Education: The Eugene Asher Award
594 Society for History Education: The Richard & Louise Wilde Award
595 Society for History Education: Celebrating 50 Years
Tommy Ender (Muisca descent) is an Assistant Professor of Educational Studies and History at Rhode Island College. Ender was previously a middle school and high school history teacher and post-doctoral fellow at Loyola University Maryland. He received his doctorate in Education from The University of North Carolina at Chapel Hill.
Matt King is an Assistant Professor of Medieval History and Digital Humanities at the University of South Florida. His research focuses on interfaith interactions across the medieval Mediterranean through the analysis of written texts in dialogue with digital and environmental data. He was also fortunate to teach the course "History and Video Games" at the University of Minnesota, which inspired his article in this issue.
Daniel P. Kotzin received his Ph.D. in History from New York University. He is a Professor of History at Medaille College. Kotzin's biography, Judah L. Magnes: An American Jewish Nonconformist, was published by Syracuse University Press. He has also published articles and reviews on teaching history in The History Teacher and Teaching History: A Journal of Methods. His current research is focused on Irish soldiers in the Union Army.
Meredith McCoy (Turtle Mountain Band of Chippewa descent) is an Assistant Professor and Andersen Fellow of American Studies and History at Carleton College. McCoy has previously worked as a middle school teacher, a Policy Assistant at the White House Initiative on American Indian and Alaska Native Education, and an instructor at both Turtle Mountain Community College and Freedom University. She received her doctorate in American Studies from The University of North Carolina at Chapel Hill.
Leilani Sabzalian (Alutiiq) is an Assistant Professor of Indigenous Studies in Education and Co-Director of the Sapsik'ʷałá Teacher Education Program at the University of Oregon. Sabzalian's research focuses on creating spaces to support Indigenous students and Indigenous self-determination in public schools, and preparing teachers to challenge colonialism in curriculum, policy, and practice.
Jessica Schocker (Ph.D., Educational Psychology, Temple University) is an Associate Professor of Social Studies Education and Women's Studies at Penn State Berks, where she teaches courses in social studies education, education foundations and politics, women's history, and critical race theory. Before moving into higher education, Schocker was a high school history teacher. Her research focuses on the inclusion of women, particularly women of color, in teaching history. She is also interested in critical approaches to teacher education and civic engagement among urban youth and their teachers.
Sarah M. Spalding received her Ph.D. in Medieval History from The Catholic University of America. She is currently serving as the Associate Dean for the College of Business, Innovation, Leadership, and Technology at Marymount University, and also teaches history courses for School of Humanities. Her research interests include gender, religious reform, and intellectual culture in the high middle ages.
Julie Anne Sweet received her Ph.D. in History from the University of Kentucky in 2002 and is currently a Professor of History at Baylor University in Waco, Texas, where she specializes in colonial and revolutionary America. She double-majored in History and Theatre at the University of Notre Dame as an undergraduate, which explains her unique approach to teaching, and worked in public history at Jamestown Island and Colonial Williamsburg before embarking on her academic career.