Exploring digitized archives, such as the featured exhibit about a young Holocaust survivor, can spark important classroom discussions about prejudice and the responsibilities of ordinary citizens.

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.

Despite the urgent need to improve the world history curriculum, disagreements on the subject have divided scholars, educators, and policymakers into different camps at cross purposes with each other.

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.

Spotlighting a sample lesson on the expansion of Islam in West Africa, the author demonstrates the important role that direct instruction plays in fostering inquiry-based instruction.  

When teachers create lessons that include historical sources, it’s important to pay attention to source choice and source attribution. 

Teaching difficult histories has many challenges but it also offers important opportunities.

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

The specific scaffolds and strategy instructions outlined in this article will help students engage in the complex task of historical inquiry. 

Promising practices offer educators opportunities to confront the perspective of white settler colonialism that has permeated the study of the history of Indigenous peoples.