A History of Freedom of Teaching in American Schools. By Howard K. Beale, Professor of History at the University of North Carolina. [Report of the Commission on the Social Studies, the American Historical Association, Part XVI.] (New York: Charles Scribner's Sons. 1941. Pp. xviii, 343. $2.00.)

Journal Article Report of the Commission on the Social Studies. Part II., An Introduction to the History of the Social Sciences in Schools. By Henry Johnson, Professor of History, Teachers College, Columbia University. [American Historical Association, Investigation of the Social Studies in the Schools.] (New York: Charles Scribner's Sons. 1932. Pp. vi, 145. $1.25.) Get access Report of the Commission on the Social Studies. Part II., An Introduction to the History of the Social Sciences in Schools. By Johnson Henry, Professor of History, Teachers College, Columbia University. [American Historical Association, Investigation of the Social Studies in the Schools.] (New York: Charles Scribner's Sons. 1932. Pp. vi, 145. $1.25.) William E. Lingelbach William E. Lingelbach The University of Pennsylvania Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 38, Issue 4, July 1933, Pages 721–723, https://doi.org/10.1086/ahr/38.4.721 Published: 01 July 1933

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Journal Article The South Carolina Rice Plantation as Revealed in the Papers of Robert F. W. Allston. Edited by J. H. Easterby, Professor of History, College of Charleston. [The American Historical Association, Albert J. Beveridge Memorial Fund.] (Chicago: University of Chicago Press. 1945. Pp. xxi, 478. $5.00.) Get access The South Carolina Rice Plantation as Revealed in the Papers of Robert F. W. Allston. Edited by Easterby J. H., Professor of History, College of Charleston. [The American Historical Association, Albert J. Beveridge Memorial Fund.] (Chicago: University of Chicago Press. 1945. Pp. xxi, 478. $5.00.) J. G. de Roulhac Hamilton J. G. de Roulhac Hamilton University of North Carolina Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 51, Issue 3, April 1946, Pages 516–517, https://doi.org/10.1086/ahr/51.3.516 Published: 01 April 1946

Conclusions and Recommendations of the Commission. Report of the Commission on the Social Studies. [American Historical Association.] (New York: Charles Scribner's Sons. 1934. Pp. xi, 168. $1.25.) Get access Conclusions and Recommendations of the Commission. Report of the Commission on the Social Studies. [American Historical Association.] (New York: Charles Scribner's Sons. 1934. Pp. xi, 168. $1.25) John S. Brubacher John S. Brubacher Yale University Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 40, Issue 2, January 1935, Pages 301–305, https://doi.org/10.1086/ahr/40.2.301 Published: 01 January 1935

A Charter for the Social Sciences in the Schools. By Charles A. Beard. [American Historical Association, Report of the Commission on Social Studies, Part I.] (New York: Charles Scribner's Sons. 1932. Pp. xii, 122. $1.25.) Get access A Charter for the Social Sciences in the Schools. By Beard Charles A.. [American Historical Association, Report of the Commission on Social Studies, Part I.] (New York: Charles Scribner's Sons. 1932. Pp. xii, 122. $1.25.) George F. Zook George F. Zook Washington Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 39, Issue 3, April 1934, Pages 495–497, https://doi.org/10.1086/ahr/39.3.495 Published: 01 April 1934

The Negro in Pennsylvania: Slavery—Servitude—Freedom, 1639–1861. By Edward Raymond Turner, Ph.D., Professor of History, University of Michigan. (Washington: The American Historical Association. 1911. Pp. xii, 314.) Get access The Negro in Pennsylvania: Slavery—Servitude—Freedom, 1639–1861. By Turner Edward Raymond, Ph.D., Professor of History, University of Michigan. (Washington: The American Historical Association. 1911. Pp. xii, 314.) Herman V. Ames Herman V. Ames Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 17, Issue 4, July 1912, Pages 848–849, https://doi.org/10.1086/ahr/17.4.848 Published: 01 July 1912

Journal Article Albert Gallatin Brown, Radical Southern Nationalist. By James Byrne Ranck, Professor of History, Hood College. [The American Historical Association.] (New York: D. Appleton-Century Company. 1937. Pp. xiv, 320. $5.00.) Get access Albert Gallatin Brown, Radical Southern Nationalist. By Ranck James Byrne, Professor of History, Hood College. [The American Historical Association.] (New York: D. Appleton-Century Company. 1937. Pp. xiv, 320. $5.00.) Avery Craven Avery Craven The University of Chicago Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 44, Issue 2, January 1939, Pages 411–412, https://doi.org/10.1086/ahr/44.2.411 Published: 01 January 1939

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Notes on Contributors

The Foundations of American Diplomacy, 1775–1823. By Samuel Flagg Bemis, Farnam Professor of Diplomatic History, Yale University. Volume I, The Diplomacy of the American Revolution. [The American Historical Association] (New York: D. Appleton-Century Company. 1935. Pp. xiii, 293. $3.50.) Get access The Foundations of American Diplomacy, 1775–1823. By Bemis Samuel Flagg, Farnam Professor of Diplomatic History, Yale University. Volume I, The Diplomacy of the American Revolution. [The American Historical Association.] (New York: D. Appleton-Century Company. 1935. Pp. xiii, 293. $3.50.) Edward S. Corwin Edward S. Corwin Princeton University Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 41, Issue 4, July 1936, Pages 769–771, https://doi.org/10.1086/ahr/41.4.769 Published: 01 July 1936

Women's History and Digital Media: Uniting Scholarship and Pedagogy Shelley E. Rose (bio) Thomas Dublin and Kathryn Kish Sklar. "Black Women Suffragists."Women and Social Movements in the United States, 1600–2000. Alexander Street Press. ISSN 2164-537X (Basic Edition); ISSN 2164-5361 (Scholar's Edition). http://wass.alexanderstreet.com. P. Gabrielle Foreman. Colored Conventions Project. http://coloredconven-tions.org/. "History of Women's Struggle in South Africa."South African History Online. http://www.sahistory.org.za/article/history-womens-struggle-south-africa. In the twenty-fifth anniversary issue of the Journal of Women's History( JWH), historian Claire Bond Potter asks, "Has the Internet made a difference to the practice of women'shistory? If so, what difference has it made?" 1Potter emphasizes the potential and challenges of a range of digital resources for women's and gender history, focusing on matters of access, creation of community, and the role of such "traditional" academic arenas as print journals and the standard of sole authored works in the process. This digital media review essay marks the beginning of a new JWHinitiative, connecting the traditional and digital realms of publishing while enhancing a sense of community among scholars of women's and gender history from diverse backgrounds and career paths. The Journal of Women's Historyjoins such peer-reviewed journals as the American Historical Review, the Journal of American History, Western Historical Quarterly, and Bulletin of the History of Medicinein vetting digital media. In a timely intervention, the historian Cameron Blevins calls for historians to seize and shape the current wave of reviews. He observes that peer-review of digital projects ranges from informal Twitter dialogues and blog posts to print journals and, in his analysis, falls into three general categories: pedagogy and public engagement, academic scholarship, and data and design criticism. 2Limiting a digital media review to only one or two of these categories, however, potentially obscures a major contribution of digital projects. 3This review therefore focuses on the primary strength [End Page 157]of digital media projects: the ability to bridge the gap between scholarship and pedagogy. Currently, many digital media reviews reinforce a false dichotomy between scholarship and pedagogy. The Journal of American History( JAH), for example, sponsored by the Organization of American Historians, began publishing "web site reviews" as early as June 2009 in collaboration with the educator resources site History Mattersjointly sponsored by American Social History Project and the Roy Rosenzweig Center for History and New Media. The JAHeditors explicitly name educators as their primary review audience. 4The American Historical Association (AHA) creates a similar separation between digital media scholarship and pedagogy. In 2016, the AHA Todayblog launched the excellent "Teaching with #DigHist" series, edited by historian and high school teacher John Rosinbum, which discusses the use of a range of digital projects in the secondary and university-level classroom. In terms of scholarship, Alex Lichtenstein's 2016 introduction to American Historical Review's "AHR Exchange: Reviewing Digital History," characterizes the AHR'sstrategy of pairing digital media reviews with responses from digital editors as an "opportunity to defend their approach and to clarify how the digital medium made it possible for them to push scholarship in new interpretive directions." 5This distinct focus on scholarly contributions in the traditional journal aligns with the AHA "Guidelines for the Professional Evaluation of Digital Scholarship by Historians," released in June 2015, where the terms "teaching" and "pedagogy" do not appear in the main section "Forms and Functions of Digital Scholarship." 6On the AHA website, however, these scholarship guidelines are found under the site heading "Teaching and Learning," which indicates the need for more focused discussions in the historical profession on the role of digital media projects in scholarship and teaching. Digital media consumers represent a broad audience, including academics who identify strongly with both scholar and educator communities. Early adopters of digital media, furthermore, are cognizant of statistics that reveal significant numbers of K-12 educators utilizing primary and secondary sources made available through large scale projects like German History in Documents and Images( GHDI) and the Library of Congress's American Memory. 7Data from...

Notes on Contributors

Notes on Contributors

History's Babel: Scholarship, Professionalization, and the History Enterprise in the United States, 1880-1940, by Robert B. Townsend. Chicago, Chicago University Press, 2013. xiii, 258 pp. $30.00 US (paper). Robert Townsend tells a complex and valuable story that should interest all historians and also those general readers who have a passion for history and curiosity about how historians work. He looks at the development of the history enterprise over the first sixty years of its professionalization. For me, the book holds great meaning for his story ends in 1940, just seven years before I began to think of myself as a historian. A college sophomore that year, I had been inspired by a truly great and unusually helpful teacher in a small university in the Northwest. A professor with a PhD from a major graduate program, he taught me history over a wide range in several courses and also helped me leam how to use a library, define and explore historical topics, and write historical essays, and he prepared me for advanced study and gave me great advice on the selection of a graduate program. He did not, however, teach me how the historical profession had become what it was by the 1940s, and he left to others the task of helping me make my way in the profession as a professor and, for a time, the executive secretary of the Organization of American Historians (OAH). The author writes from a good vantage point, bases his work on a strong foundation, and presents his findings in a clearly structured essay. He is the deputy director of the American Historical Association (AHA), has worked in it for more than twenty years, has given its members quantitative analyses of issues of interest to them, and includes that approach to history in this book. Furthermore, his notes of nearly sixty pages for a text of less than 200 testify to the richness of his research, and his structure divides the story into three chronological parts, each composed of three topical chapters. The book's first part covers the years from 1880 to 1910. It begins with the efforts of a small but increasing number of historians in major universities to make history scientific. They could accomplish that, they believed, by encouraging historians to base their work on primary sources, providing education on an advanced level that emphasized the seminar and led to the PhD, and demanding that the doctoral graduates publish their dissertations. This is what this generation of historians did at Johns Hopkins, Harvard, Columbia, and an expanding number of other universities, but the men did not limit their attention to academic institutions. They recognized that historians were also doing work of great value for the historical enterprise in other places: archives, historical societies, and secondary schools, so the academics reached out to these historians and drew them into the project. Furthermore, the AHA and the American Historical Review were established during this period and became important contributors. …

������ The founders and subsequent generations of members of the Coordinating Committee on Women in the Historical Profession have worked over the past twenty-five years, in the words of Berenice Carroll, change the profession of history, to change historical scholarship, and to change the direction of our own history.1 To bring about such changes, CCWHP has fought many battles and attained impressive achievements. Origin: During the 1960s and the beginning of the 1970s, when many women historians actively participated in movements for student free speech, civil rights, peace, and women's Uberation, the American Historical Association (AHA) remained a gentlemen's protection society which had ruled the association until then, openly supporting practices of sexism, racism, classism, heterosexism, and antisemitism.2 Acting within this context of social and poUtical agitation, Berenice CarroU in October of 1969 sent a petition with some thirty signatures to the AHA council on behalf of women historians. In response, the AHA council appointed a Committee on the Status of Women (CSW), charged with the duties specified in the petition. At the same time, Berenice CarroU circulated a letter among historians that caUed for improvment in the status of women in the profession. Some twenty-five interested women historians who attended a meeting at the annual conference of the AHA in Washington D.C. in December 1969 agreed to estabhsh an organization to encourage recruitment of women into the historical profession, to oppose discrimination against women in the profession, and to encourage research and instruction in women's history. To reflect the group's concern with both the status of women in the profession and the development of women's history as a scholarly field, the founders named the new organization the Coordinating Committee on Women in the Historical Profession. They presented their resolutions in early 1970 to the CSW and published them in the AHA Newsletter.3 The newly created organization became an affiliated organization of the AHA. Regional and Other Organizations: At the time of its founding, a question had been raised about the relationship between CCWHP and the existing regional organizations, namely the Berkshire Conference of Women Historians (founded in 1926), and the West Coast Historical Conference (founded in 1969, now the Western Association of Women Historians. Upon Sandi Cooper's recommendation, it was decided that CCWHP