The History Teacher
Volume 43, No. 4
Front Matter | Back Matter
"What is the Text Doing?": Preparing Pre-Service Teachers to Teach Primary Sources Effectively
by David J. Neumann
THE CRAFT OF TEACHING
From Living under Attap to Residing in the Sky: Imagination and Empathy in Source-Based History Education in Singapore
by Loh Kah Seng and Lee Si Wei
Using Graffiti to Teach Students How to Think Like Historians
by Eric V. Franco
Getting Medieval on American History Research: A Method to Help Students Think Historically
by Peter Burkholder
Commemorations of Imperial Sacrifice at Home and Abroad: British Memorials of the Great War
by David A. Johnson and Nicole F. Gilbertson
NOTES AND COMMENTS
If You Require It, Will They Learn from It? Student Perceptions of an Independent Research Project
by Jerusha O. Conner
The Case of the Reluctant Epistemologists
by Clara Shaw Hardy
One if by Land! Two if by River? Or, What if Everything You Thought You Knew were Wrong?
by Christine Baron
Full Reviews Section
Feimster, Crystal. Southern Horrors: Women and the Politics of Rape and Lynching
by Barbara McGowan
Foster, Benjamin R. and Karen Polinger Foster. Civilizations of Ancient Iraq
by John P. Nielsen
Gourley, Catherine. The Horrors of Andersonville: Life and Death Inside a Civil War Prison
by Marjorie Hunter
Hunt, Michael H., ed. A Vietnam War Reader: A Documentary History from American and Vietnamese Perspectives
by John G. Selby
Peterson, Derek R., ed. Abolitionism and Imperialism in Britain, Africa, and the Atlantic
by Lawrence B. Goodheart
Sklaroff, Lauren Rebecca. Black Culture and the New Deal: The Quest for Civil Rights in the Roosevelt Era
by Lane Demas
Ward, Brian, ed. The 1960s: A Documentary Reader
by Theresa Kaminski
Widener, Daniel. Black Arts West: Culture and Struggle in Postwar Los Angeles
by Jamie J. Wilson
Index to Volume 43
IN EVERY ISSUE
487 Contributors to The History Teacher
637 Questionnaire for Potential Reviewers
638 Membership/Subscription Information
640 Submission Guidelines for The History Teacher
ADVERTISERS IN THIS ISSUE
Cover 2 National Center for History in the Schools: World History: The Big Eras
512 Association for Asian Studies: Teach About Asia, Learn About Asia
534 National History Club: Our Mission
544 Facts on File: Encyclopedia of American History
614 Organization of American Historians: Become a Member of the OAH Today!
626 Society for History Education: The Extraordinary Teacher
636 Society for History Education: Advertise in The History Teacher
Cover 3 Harlan Davidson: New Titles from Harlan Davidson!
Cover 4 National Center for History in the Schools: Forbidden Love
Christine Baron is principal of Baron Consulting, Beverly, Massachusetts and a doctoral candidate at the Boston University School of Education.
Peter Burkholder (Ph.D., University of Minnesota) is an Assistant Professor of history at Fairleigh Dickinson University. His research interests include medieval history in film, medieval warfare, and Angevin history. Burkholder is the recipient of several teaching related grants, and he is a frequent presenter on history pedagogy. He was a Teaching Fellow with the University of Wisconsin in 2004-2005, and he was named Teacher of the Year at Fairleigh Dickinson in 2009.
Jerusha Conner is an Assistant Professor in the Department of Education at Villanova University, where she teaches courses in educational policy, instructional leadership, and diversity. She received her Ph.D. from Stanford University School of Education. Prior to completing her doctorate, she taught high school English for several years in Miami, Florida. Her research interests include student voice in school reform and student engagement in the senior year of high school.
Eric V. Franco, Ed.D., teaches a variety of courses at Edgewood College within the School of Education as well as K-12 history at Robert M. LaFollette High School in Madison, Wisconsin.
Nicole Gilbertson is the Director of the University of California, Irvine History Project. She organizes and administers programs in United States history, world history, and literacy for the history classroom.
Clara Shaw Hardy received her B.A. in Latin from Oberlin College and her Ph.D. in Classical Philology from Brown University. She currently teaches at Carleton College; her principal interests are in the performance of Greek and Roman drama and gender studies. Hardy has published articles on Herodotus, Plautus, Virgil, and Ovid, as well as some pieces on the teaching of writing and drama. Hardy is currently working on a study of the year 415 B.C.E. in Athens.
David A. Johnson is an Assistant Professor of history at the University of North Carolina, Charlotte. He teaches courses on British imperialism, modern South Asia, and world/transnational history.
Lee Si Wei is a secondary school teacher in history and social studies. A teacher presently at Anglo-Chinese School, she also taught at Marsiling Secondary, where the pilot study for this issue's article was conducted.
Loh Kah Seng is a Visiting Research Fellow at the Institute of Southeast Asia Studies, Singapore. His Ph.D. examined the role of a kampong fire in the making of modern Singapore. He was previously a history teacher in a junior college.
David J. Neumann is Site Director of The History Project at CSU Long Beach and Dominguez Hills, an organization that provides professional development to K-12 teachers through partnerships with university faculty. He is also a member of the History Department at California State University, Long Beach, where he teaches history courses for undergraduates and history education courses for pre-service teachers. A high school teacher for over ten years, Neumann completed an M.A. degree in History through a James Madison Fellowship.