Welcome to H-TEACH, a network for intellectual exchange on history teaching methods at all levels--high school, university, and graduate--in diverse settings. Special attention is paid to use of new technologies in and outside of the classroom, as well as specific teaching tools including texts, videos, exams, and assignments.
H-TEACH is now looking for new editors to join the team. Contact us through the link to the right!
Kelley Fanto Deetz. Bound to the Fire: How Virginia's Enslaved Cooks Helped Invent American Cuisine. Lexington: University Press of Kentucky, 2017. 192 pp. $29.95 (cloth), ISBN 978-0-8131-7473-0.
Reviewed by Jeffrey Smith (Lindenwood University) Published on H-Teach (August, 2018) Commissioned by Camarin M. Porter (Northern Arizona University)
Dear friends,
This year we are celebrating twenty-five years of service by scholars, teachers, and students for scholars, teachers, and students to the humanities and social sciences. We own our servers and our members own their contributions. H-Net is a free, independent, nonprofit service creating valuable resources for researchers and educators, stored in a public, permanent archive while safeguarding the privacy of our subscribers. No algorithms, no data selling, no spam, no shouting.
I would like to renew our network's call for book reviewers. At this time we would benefit especially from volunteers with research and teaching specialization in non-western history, but all others are welcome as well. As a community of teacher-scholars, H-Teach is uniquely positioned to offer book reviews of interest beyond specialized research, for the daily work of preparing lessons and lectures, creating assignments, and overseeing student research projects.
Your network editor has reposted this from H-Announce. The byline reflects the original authorship.
Currents in Teaching and Learning, a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines, welcomes submissions for its Spring 2018 issue (Volume 10, Number 2), and looks ahead to the special themed issue for Spring 2019. We consider all submissions that address new approaches to theories and practices of teaching and learning.
