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Copyright of Historische Zeitschrift is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

College Press, 2020, 304 pp., $34.95 (paperback), ISBN: 9780807764466; 105.00 (hardcover), ISBN: 9780807764473; 27.96 (ebook), ISBN: 9780807779132 This range of subjects not only allows world history teachers to incorporate the lessons right away, but also offers examples of ways to think about world history content more broadly and representatively. While world history has become a regularized aspect of the social studies curriculum (Shreiner & Zwart, [11]), there are not as many ready-to-use resources for world history teachers as there are for U.S. history. While many states have added world history as a graduation requirement in the past 20 years, resources for teaching world history are not as plentiful as the subject's growth. [Extracted from the article]

The Use of History in Putin's Russia: James Pearce, Wilmington, Delaware: Vernon Press, 2021. They also raise interesting questions about how the Kremlin's increasingly centralising force over history might clash with a post-USSR generation of history teachers and whether the state's obsession with the past necessarily limits its ability to modernise. Thus, in conclusion I , The Use of History in Putin's Russia i contributes to our knowledge of how historical narratives have been and continue to be transmitted and negotiated in Russia under Vladimir Putin. [Extracted from the article]

In her notes Ute/Elizabeth, asks her daughter to continue her novel. Whatever Ute/Elizabeth accomplished in the first half of the novel evaporates with the tired specificity of Lea's contribution in the second. Lea does not keep her promise to write her mother's novel, instead providing "les principaux élèments du puzzle" (242) and wondering whether it still makes sense to ask who is responsible for what: 'se poser la question "qui est responsible et de quoi" a-t-il encore un sens?. [Extracted from the article]

The third was Nicole Mockler's chapter (chapter 23, pp. 323-36) on navigating professional identity as an early career teacher. The second was Robert Parkes' chapter (chapter 6, pp. 72-88) offering some reflections on the various debates all history teachers will need to navigate in their first few years. The first was Anna Clarke's chapter (chapter 4, pp. 47-59) on historical practice and disciplinary method, which provides a succinct introduction to some of the "anxieties" that have become central to discussions about history education in Australia. [Extracted from the article]

The article reviews the book "History Education 101: The Past, Present, Future of Teacher Preparation," edited by Wilson Warren and Antonio Cantu.

By the Light of the Silvery Moon: Teacher Moonlighting and the Dark Side of Teachers' Work: By Eleanor J. Blair. Most pertinent to the aims of this book, constructive moonlighting - e.g., teaching at the college level - is an indicator that teacher moonlighting is frequently done to satisfy a professional need that is otherwise going unmet. Through careful curation of wide-ranging studies and essays, Eleanor J. Blair demonstrates that teacher moonlighting is ubiquitous, covert, and ripe with potential for supporting new conceptions of teacher professionalism. [Extracted from the article]

Reviews the book 'No Substitute for Madness: A Teacher, His Kids, and the Lessons of Real Life,' by Ron Jones.

A review of the book "Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms," by Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano is presented.

The article reviews the book "Teaching History With Big Ideas: Cases of Ambitious Teachers," edited by S.G. Grant and Jill M. Gradwell.

The article reviews the book "Modern America: A Documentary History of the Nation Since 1945," edited by Gary Donaldson.

The article reviews the book "Are We Making Good at Teaching History?."

The article reviews the book "A Theory of Great Men," by Daniel Greenstone.

The article reviews the book "Paths of Glory," by Jeffrey Archer.

The article reviews the book "Survive and Thrive as a History NQT."

The article reviews the book "A Grave in Gaza: An Omar Yussef Mystery," by Matt Meynon Rees.