The History Teacher

The History Teacher is a quarterly academic journal concerned with the teaching of history in schools, colleges, and universities. It began in 1940 at the History Department at the University of Notre Dame as the Quarterly Bulletin of the Teachers' History Club.[1] Nuns attending the graduate history program in the summer edited and mimeographed the bulletin. Each issue ran 20-50 pages, with informal teaching tips, evaluations of textbooks, and short thematic essays by Notre Dame professors. Its 110 subscribers were mostly teachers at Catholic high schools in the Midwest.[2]

The History Teacher
DisciplineEducation
LanguageEnglish
Edited byJane Dabel
Publication details
Former name(s)
Quarterly Bulletin of the Teachers' History Club
History1967–present
Publisher
Society for History Education (United States)
FrequencyQuarterly
Standard abbreviations
ISO 4Hist. Teach.
Indexing
ISSN0018-2745
LCCN74003356
OCLC no.51205644
Links

In 1967 Notre Dame history Professor Leon Bernard transformed the bulletin into a national quarterly journal under the current title. He brought in a national advisory board of eminent scholars. It included only one professor based in a school of education and only one from a Catholic school. The circulation climbed to 3000. In 1972 Professor Eugene L. Asher brought it to coordinating faculty members at the Department of History at California State University, Long Beach,[1] and built a large staff and attracted essays from prominent scholars. The emphasis shifted from high school to college teachers. Asher set up the Society for History Education as official publisher outside the university chain of command, and it was the vehicle for applying for major federal grants for conferences. The subscriber base reached 4000. Meanwhile, the American Historical Association waxed hot and cold, with many of its leaders hostile to the idea of promoting undergraduate teaching (as opposed to graduate level teaching). It gave no help.[3]

The journal has articles on history teaching primarily at the undergraduate level, as well as historiography covering a full range of historical topics. It reviews textbooks and monographs of value in undergraduate education.

History teachers prepare and deliver lectures on topics such as ancient history, medieval history, postwar civilizations, and the history of third-world countries. They are responsible for evaluate and grade students' class work, assignments, and papers, prepare course materials and syllabi, facilitate and moderate classroom discussions, maintain student attendance records, plan, evaluate, and revise curricula, course content, and course materials and methods of instruction. A history teacher also conducts research, advises students on academic and vocational curricula, collaborates with colleagues to address teaching and research issues, participates in campus and community events, offers professional consulting services to government, educational institutions, and organizations.

References
  1. SHE homepage.
  2. Weber 2012, p. 338.
  3. Weber 2012, pp. 339—342.

Further reading

Weber, William (May 2012). "The Evolution of" The History Teacher" and the Reform of History Education" (PDF). The History Teacher. 45 (3): 329–357. ISSN 0018-2745. JSTOR 23265892.CS1 maint: ref=harv (link)

"The History Teacher, published by the Society for History Education". Society for History Education, Inc. Retrieved 2017-04-22.


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