The authors provide the reader an opportunity to see how second-grade children can use a twelfth-century painting as historical evidence to identify transportation modes, economic activities, and cultural features of Bianjing, an ancient Chinese city. They compare Bianjing with their community using modern mapping technology. Through this approach, art, history, geography, economics, technology, and civics are integrated into an engaging inquiry lesson.

When used well, film can make the past come alive, develop historical empathy, and stimulate student interest in learning.

Those who would ban or burn books recognize that the threat to their power comes when people learn to think for themselves.

Students can use the large Trans-Atlantic Slave Trade Database to conduct research and discover the scope of the slave trade over four centuries.

A close look at the digitized version of a newly discovered German publication promoting Nazi Germany can launch im-portant classroom deliberations on nationalism, culture, propaganda, and media.

Teachers can successfully integrate student-centered, disciplined inquiry, and technology into their classroom using the three-part approach to monitoring instruction described in this article.

We must move beyond the “conqueror narratives” of our teaching because the struggles and resistance of colonized peoples are part of our national story.

Students will gain a much broader understanding of World War I by studying the Battle of Gallipoli—its outcome and effects—from multiple perspectives.