Back Cover: The Ending of the War, Starting Home (1930-1933). Oil on canvas by Horace Pippin (1888-1946). Philadelphia Museum of Art, Accession No. 1941-2-1, Gift of Robert Carlen, 1941. https://philamuseum.org/collection/object/46280.

Horace Pippin was an American artist and a World War I veteran who served in the legendary "Harlem Hellfighters." Officially named the 369th Infantry Regiment, the Harlem Hellfighters demonstrated enduring bravery, provided key strategic victories, received numerous national and international honors, and were never taken prisoner—all while being segregated from the remainder of the American military.

Despite an injury from sniper shots that prohibited the use of his right arm, Pippin began documenting his personal and wartime experiences hrough paintings and sketchings. His works were featured in museums and galleries around the country, and continue to be on exhibition to this day.

Pippin's art also serves as inspiration for young students to create their own art while exploring history, as seen in the innovative approach developed by Jeremiah Clabough and Caroline C. Sheffield. Their article, "Pictures of the Harlem Hellfighters: Trade Books and Visual Primary Sources in the 6th Grade U.S. History Classroom," begins this issue's special focus on Alternative Assignments.

Pictures of the Harlem Hellfighters: Trade Books and Visual Primary Sources in the 6th Grade U.S. History Classroom
  by Jeremiah Clabough and Caroline C. Sheffield   (pp. 297-328)

"I Can Do What I Want?": Student Agency in a U.S. History Survey
  by Chris Babits   (pp. 329-355)

Experimental Archaeology for Historians: Hands-On History in the College Curriculum
  by James W. Paxton and Sandy Bardsley   (pp. 357-395)

A Potions Lesson: Experiential Learning in the History Classroom
  by Alex Hidalgo   (pp. 397-407)

Full Reviews Section   (pp. 409-426)

Abrams, Annie. Short Changed: How Advanced Placement Cheats Students
  by John Essington

Altman, Ida. Life and Society in the Early Spanish Caribbean: The Greater Antilles, 1493-1550
  by Erin W. Stone

Dunning, Claire. Nonprofit Neighborhoods: An Urban History of Inequality and the American State
  by Kristin M. Szylvian

Elmore, Bart. Country Capitalism: How Corporations from the American South Remade Our Economy and the Planet
  by Madison W. Cates

Gutierrez-Romine, Alicia. From Back Alley to the Border: Criminal Abortion in California, 1920-1969
  by Simone M. Caron

Hirsch, Paul S. Pulp Empire: The Secret History of Comic Book Imperialism
  by Russ Crawford

Kanjwal, Hafsa. Colonizing Kashmir: State-Building Under Indian Occupation
  by Rajbir Singh Judge

Knight, Roger. Convoys: The British Struggle Against Napoleonic Europe and America
  by Michael Romero

Schields, Chelsea. Offshore Attachments: Oil and Intimacy in the Caribbean
  by Tyler Priest

Yacovone, Donald. Teaching White Supremacy: America's Democratic Ordeal and the Forging of Our National Identity
  by J. Anthony Guillory

Zevin, Jack. Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools
  by Elizabeth George

295   Contributors to The History Teacher
427   The History of The History Teacher
429   Questionnaire for Potential Reviewers
430   Membership/Subscription Information
431   Submission Guidelines for The History Teacher

296   Society for History Education: Celebrating National History Day
356   Society for History Education: The Eugene Asher Teaching Award
396   Society for History Education: THT Journal Archives
408   Society for History Education: AHA Member Discount
428   Society for History Education: The History Teacher

Chris Babits is the Director of Education and Learning in the Division of Diversity, Equity, and Inclusion at Utah State University. He earned his Ph.D. in United States History from The University of Texas at Austin in 2019.

Sandy Bardsley earned her Ph.D. from The University of North Carolina at Chapel Hill, and is a Professor at Moravian University, where she researches and writes on medieval and women's history. She is the author of Women's Roles in the Middle Ages and Venomous Tongues: Speech and Gender in Late Medieval England.

Jeremiah Clabough is a former middle- and high-school history teacher. He is currently the Secondary History Education Program Coordinator at The University of Alabama at Birmingham. His research focuses on accurately teaching civil rights issues in U.S. history with primary sources and trade books.

Alex Hidalgo earned a Ph.D. in Latin American History from the University of Arizona. He is an Associate Professor of History at Texas Christian University, where he teaches classes at the undergraduate and graduate level on the histories of colonial Mexico and the Iberian Atlantic, research methodology, museums and collecting, and early modern ecologies. He is the author of Trail of Footprints: A History of Indigenous Maps from Viceregal Mexico and has published articles in The American Historical Review, Ethnohistory, and The Washington Post.

James W. Paxton earned his Ph.D. from Queen's University in Kingston, Ontario and is an Associate Professor at Moravian University, where he researches and writes on Indigenous history. He is the author of Joseph Brant and His World: Eighteenth-Century Mohawk Warrior and Statesman.

Caroline C. Sheffield taught middle-school social studies in Jacksonville and Tampa, Florida before earning her Ph.D. in Curriculum and Instruction from the University of South Florida. She is currently an Associate Professor of Social Studies Education at the University of Louisville in Louisville, Kentucky. Her research examines multimodal literacy in the social studies and the use of trade books in the middle and secondary social studies classroom.