Society for History Education, Inc.
A non-profit organization and publisher of The History Teacher

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 57 (2023-2024)
is delivered internationally
in print to members of the
non-profit organization, the
Society for History Education.

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Society for History Education
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55th Anniversary

The History Teacher
1967 • 2022

The History Teacher - Order

The History Teacher - Order

The History Teacher

Volume 51, No. 1
November 2017

Front Cover: Covers from The History Teacher, Volume 48-present.

Back Cover: Back covers from The History Teacher, Volume 48-present.

This array of recent covers from The History Teacher includes Volume 48 (2014-2015) through Volume 51 (2017-2018). The History Teacher began printing full-color covers with Volume 48, and also decided at that time that the journal's back covers would be dedicated to featuring historical documents as opposed to paid advertisements.

Noticeably unusual in this depiction is the back[wards] cover, a playful reminder that historical documents, and historical presentations, should be investigated from multiple sides, multiple angles, and multiple perspectives.

These and additional covers are available at, with information about each issue and each cover, as well as links to downloadable images and copyright-free libraries where available.

As we look back on 50 years of publishing, and look forward to 50 more, we must acknowledge the contributing authors to The History Teacher and the supporting members of the Society for History Education who have made this journal possible. Thank you!

The History Teacher
Volume 51, No. 1
November 2017

Front Matter | Back Matter


History of Education

What the Lens of Philanthropy Might Bring to the History of U.S. Higher Education
  by Andrea Walton   (pp. 9-36)

The Amherst Project and Reform of History Education, 1959-1972
  by William Weber   (pp. 37-64)


Crafting and Recrafting the U.S. Survey

Developing A Signature Pedagogy for the High School U.S. History Survey: A Case Study
  by Susannah Walker and Gustavo Carrera   (pp. 65-88)

Active Learning in History Survey Courses: The Value of In-Class Peer Mentoring
  by Carole Srole, Christopher Endy, and Birte Pfleger   (pp. 89-102)


  by Jane Dabel, The History Teacher   (pp. 103-104)

“By the Code of Humanity”: Ralph Carr Takes a Stand for Japanese American Rights in World War II
  by Stephanie Reitzig, Senior Division   (pp. 105-122)

Margaret Sanger, Taking a Stand for Birth Control
  by Ingrid Mundt, Junior Division   (pp. 123-161)


Full Reviews Section   (pp. 163-176)

Campbell, Marne L. Making Black Los Angeles: Class, Gender, and Community, 1850-1917
  by David Neumann

Diner, Steven J. Universities and Their Cities: Urban Higher Education in America
  by Alexander Hyres

Fouché, Rayvon. Game Changer: The Techno-Scientific Revolution in Sports
  by Simon Cordery

Grayzel, Susan R. and Tammy M. Proctor, eds. Gender and the Great War
  by Virginia R. Boynton

Karp, Matthew. This Vast Southern Empire: Slaveholders at the Helm of American Foreign Policy
  by Linda Noel

McPherson, James M. The War That Forged a Nation: Why the Civil War Still Matters
  by Christopher Phillips

Shrum, Rebecca K. In the Looking Glass: Mirrors and Identity in Early America
  by Eve Kornfeld


7   Contributors to The History Teacher
177   Questionnaire for Potential Reviewers
178   Membership/Subscription Information
180   Submission Guidelines for The History Teacher


162  Association for Asian Studies: Teach About Asia, Learn About Asia


Gustavo Carrera received his M.A. in History from Ashland University. He chairs the History Department at Buckingham Browne & Nichols School, where he has led several curriculum reform and pedagogical/professional development projects, and where he co-directs the new faculty mentoring program.

Ingrid Mundt is a student at Capitol Hill Gifted and Talented Magnet School in St. Paul, Minnesota. She was awarded first place in the Junior Paper competition for National History Day 2017 for her paper, "Margaret Sanger, Taking a Stand for Birth Control." Mundt was also named "Most Philosophical 5th Grader in America" during the 2014 Kids Philosophy Slam for her composition, "Truth vs. Beauty."

Stephanie Reitzig of Niwot High School in Longmont, Colorado won first place in the Senior Paper competition for National History Day 2017 for her paper, "'By the Code of Humanity': Ralph Carr Takes a Stand for Japanese American Rights in World War II." A leader in Model United Nations, Interact, and the National Honor Society, Reitzig has also received a Centennial Award from the John F. Kennedy Presidential Library's Profiles in Courage essay contest and an Honorable Mention in the National Center for Women in Information Technology Aspirations in Computing.

Carole Srole (Ph.D., University of California, Los Angeles), Christopher Endy (Ph.D., The University of North Carolina at Chapel Hill), and Birte Pfleger (Ph.D., University of California, Irvine) teach history at California State University, Los Angeles. Srole has published five articles on teaching and received the AHA's Eugene Asher Distinguished Teaching Award. As Special Assistant to the President at CSULA, Endy has led faculty programs on in-class peer mentoring. Pfleger advises CSULA's student history journal, which has won multiple Gerald D. Nash awards.

Susannah Walker received her Ph.D. in History from Carnegie Mellon University. She was an Associate Professor at Virginia Wesleyan College before joining Buckingham Browne & Nichols in 2012. Her research interests and previous publications are in African American history, U.S. women's and gender history, and the history of consumer culture.

Andrea Walton received her Ph.D. in History and Education from Teachers College, Columbia University. She is an Associate Professor in the Department of Educational Leadership and Policy Studies at Indiana University Bloomington. Walton is currently writing a book on the history of philanthropy in U.S. higher education.

William Weber (Harvard College and the University of Chicago) taught modern European history at California State University, Long Beach from 1968 to 2007. He supervised student teachers, participated in the California History-Social Science Project, and was Vice-President of the American Historical Association for the Teaching Division, 2001-2004. His publications include Music and the Middle Class, Rise of Musical Classics in Eighteenth-Century England, and Great Transformation of Musical Taste: Concert Programming from Haydn to Brahms.

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The History Teacher
Volume 51, No. 1
November 2017

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