The History Teacher
Volume 43, No. 3
May 2010
Front Matter | Back Matter
GENERAL
Teaching Magna Carta in American History: Land, Law, and Legacy
by David W. Saxe
(pp. 329-344)
Magna Carta: Teaching Medieval Topics for Historical Significance
by Scott Alan Metzger
(pp. 345-356)
THE CRAFT OF TEACHING
Teaching the Bill of Rights in China
by Kurt Mosser
(pp. 357-373)
Teaching as Counterinsurgency: Enhancing Pedagogical Effectiveness and Student Learning in a Culture of Distraction
by Robert G. Kane
(pp. 375-396)
Quit Surfing and Start "Clicking": One Professor's Effort to Combat the
Problems of Teaching the U.S. Survey in a Large Lecture Hall
by Stephanie Cole with Greg Kosc
(pp. 397-410)
Creating a Caring Classroom in which to Teach Difficult Histories
by Maia G. Sheppard
(pp. 411-426)
NOTES AND COMMENTS
Invisible Evidence: The Story is There, but the Sources are Scarce
by Sarah Machiels Bennison
(pp. 427-431)
SPECIAL FEATURE
Teaching Teaching while Teaching History: How College Faculty Can Help Their Students Become Better Secondary Social Studies Educators
by John A. Shedd
(pp. 433-434)
Preventing "Back-atcha": Improving Secondary School Instruction by Introducing Prospective Teachers to Historiography
by Barbara J. Blaszak
(pp. 435-439)
Uncovering History for Future History Teachers
by Fritz Fischer
(pp. 441-448)
Glimpsing at Pedagogy while Teaching History: A Mixture of Metacognition, Bird-Walking, and Quick Tips for Future Teachers
by John A. Shedd
(pp. 449-454)
Thinking Historically, Teaching Historically: Perspectives on the Professional Development of Teachers from a Teaching American History Grant
by Kevin B. Sheets
(pp. 455-461)
REVIEWS
Full Reviews Section
(pp. 463-475)
Black, Jeremy. War in European History, 1660-1792
by Robert A. Pierce
Hall, Richard C. Consumed by War: European Conflict in the 20th Century
by Jeffrey C. Williams
Lentz-Smith, Adriane. Freedom Struggles: African Americans and World War I
by Sharita Jacobs Thompson
Marcus, Alan S., Scott Alan Metzger, Richard J. Paxton, and Jeremy D. Stoddard. Teaching History with Film: Strategies for Secondary Social Studies
by David Neumann
Meyers, Debra and Burke Miller, eds. Inequity in Education: A Historical Perspective
by Jon E. Purmont
Moss, Hilary J. Schooling Citizens: The Struggle for African American Education in Antebellum America
by Sandra Slater
Summers, Mark Wahlgren. A Dangerous Stir: Fear, Paranoia, and the Making of Reconstruction
by Joel M. Sipress
Taddeo, Julie Anne and Ken Dvorak, eds. The Tube Has Spoken: Reality TV and History
by Charles L. Ponce de Leon
Uglow, Jenny. A Gambling Man: Charles II's Restoration Game
by Roy Schreiber
Young, Nigel, ed. International Encyclopedia of Peace
by Charles F. Howlett
IN EVERY ISSUE
Cover 2 Facts on File: Encyclopedia of American History
374 Bedford/St. Martin's: A History of Western Society
432 World History Association: WHA 19th Annual Conference
440 Society for History Education: The Extraordinary Teacher
462 Association for Asian Studies: Teach About Asia, Learn About Asia
476 Society for History Education: Advertise in The History Teacher
Cover 3 Organization of American Historians: Become a Member of the OAH Today!
Cover 4 Northern Illinois University Libraries: Mark Twain's Mississippi
ADVERTISERS IN THIS ISSUE
Cover 2 Routledge: History as Mystery
Cover 3 Organization of American Historians: Become a Member of the OAH Today!
368 Harlan Davidson: New Titles from Harlan Davidson!
378 Association for Asian Studies: Teach About Asia, Learn About Asia
420 Bedford/St. Martin's: A New Interpretation for a New Generation
462 Society for History Education: The Extraordinary Teacher
476 Society for History Education: Advertise in The History Teacher
Cover 4 Adam Matthew Education: The North American 'Discovery Package'
CONTRIBUTORS
Sarah Machiels Bennison received her Ph.D. in History of Education from New York University, where she is now a visiting Assistant Professor. A historian of education and a former New York City public school teacher, her work has focused on missionary education among Native Americans in the nineteenth- and early twentieth-century West.
Barbara J. Blaszak (Le Moyne College), Fritz Fischer (University of Northern Colorado), John A. Shedd (State University of New York at Cortland), and Kevin B. Sheets (State University of New York at Cortland) collaborated to produce a panel presentation on secondary social science education at the 122nd Annual Meeting of the American Historical Association in Washington, D.C., "Teaching Teaching while Teaching History: How College Faculty Can Help Their Students Become Better Secondary Social Studies Educators."
Stephanie Cole received her Ph.D. from the University of Florida in 1994, and is currently an Associate Professor of History at the University of Texas at Arlington, where she has taught courses in the U.S. survey, women's history, and the history of gender, race, and work since 1996. Her latest publication, "'Neither Matron nor Maid:' Race, Gender, Class, and Marriage in Jim Crow Texas" is forthcoming in a collection of essays honoring southern historian Bertram Wyatt-Brown to be published by University Press of Florida.
Robert G. Kane received his Ph.D. in History from the University of Pennsylvania, where he won a Dean's Award for Distinguished Teaching in 2001. He is currently an Assistant Professor of History at Niagara University in New York, and teaches courses on modern China, modern Japan, the Vietnam War, U.S. foreign relations, and a variety of other subjects.
Gregory Kosc is a doctoral candidate at the University of Texas at Arlington, where he is working on a dissertation entitled "Performing Masculinity and Reconciling Class in the American West: British Gentlemen Hunters and Their Travel Accounts, 1865-1914." In addition to serving as the pilot project manager and research assistant for UTA's investigation of classroom response systems (CRS) and the development of higher order thinking skills, he has taught the U.S. survey at UTA and other area institutions since 2006.
Scott Alan Metzger is an Assistant Professor in the College of Education at Pennsylvania State University. Before earning his doctorate from Michigan State University, he was a high school history teacher in Michigan public schools. At Penn State, he teaches undergraduate social studies teacher education and in the Language, Culture, and Society graduate program. His research interests include history teaching and learning, history in film and popular media, and the sociology, philosophy, and history of education.
Kurt Mosser earned his B.A. in History and Philosophy from Southern Methodist University and his Ph.D. in Philosophy from the University of Chicago. His research interests focus on Kant's Critique of Pure Reason, and he has published papers addressing issues of grammar and logic in Kant's critical strategy, culminating in Necessity and Possibility: The Logical Strategy of Kant's Critique of Pure Reason (Catholic University Press, 2008). Mosser also publishes on Nietzsche, Wittgenstein, feminism, popular music, various class and race issues, and other philosophical topics.
David W. Saxe (Ph.D., University of Illinois-Urbana) is an Associate Professor at Pennsylvania State University and teaches History-Heritage Education. He is also Director of the Arboretum at the Penn State Heritage Education Interpretation Project. He taught history in public schools for eleven years, taught history education at Penn State for twenty years, and is a former Member of the Pennsylvania State Board of Education. Considered a national expert on History Standards, Saxe is also author of traditional history textbooks Land and Liberty I: A Chronology of Traditional American History and Land and Liberty II: The Basics of Traditional American History.
Maia G. Sheppard is a doctoral candidate in the Department of Curriculum and Instruction at the University of Minnesota, Twin Cities. She has taught in high schools and worked with community-based education programs in a variety of contexts, from rural Africa to New York City, and recently collaborated with a group of educators to start a small high school for immigrants and refugees in the Bronx. Her research interests are rooted in the role schools, and particularly teachers, play in shaping students' civic identities as active and critical participants in a democracy.
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