It is difficult to overstate the power of visual images, particularly historical primary source photos, to provide a window into the past. Here, the authors outline how educators can utilize historic photos to provide students with a deeper understanding of the past. When students do not see their heritage and culture represented in images, the development of their historical understanding can be incomplete or fragmented. Historical understanding can be enhanced, however, when students “see themselves” in the primary sources presented to them.

This article posits that children’s literature can present difficult knowledge about wars in a child-friendly way. The author shares transnational children’s literature and a sample lesson to teach about the Korean War in a more critical and complete manner than is usually provided to students

North Platte Canteen Nebraska 1941 Eric Groce, Tina Heafner, Elizabeth Bellows, and Robin Groce The Green Book: Finding Safe Passage in Jim Crow America Steven S. Lapham and Calvin Alexander Ramsey

An overview of teaching materials provided by the Women’s Suffrage Centennial Commission for the Nineteenth Amendment, including an online version of a giant mural created by British visual artist Helen Marshall and exhibited in Washington, DC, in 2020. 

Creating classroom book clubs with e-readers helps connect adolescent interests, digital literacies, and content area academic goals.

M. Gail Hickey, ed. Reflecting on Service‐Learning in Higher Education. Lanham, MD: Lexington Books/Rowman & Littlefield, 2016. 230 pages. $80.0 cloth; 79.77 eBook.This book examines forms of pedagogy such as service‐learning, experiential learning, and problem‐based learning in order to determine how students make connections between and among abstract academic concepts and real‐life issues. This edited collection is divided into three sections—“Reflecting on Community Partnerships,” “Reflecting on Classroom Practice,” and “Reflecting on Diversity”—so as to represent interdisciplinary…

This article highlights effective films for teaching world history and suggests related classroom activities.

1. Thank you for agreeing to this interview! Could you tell us about yourselves? Dr. Jeremiah Clabough is an Associate Professor of Social Science Education at the University of Alabama at Birmingham where he trains pre-service teachers to be middle and high school social studies teachers. He earned his PhD at The University of Tennessee in Spring 2012. Before this, he was a middle and high school social studies teacher. His research interests center on strengthening middle and high school students’ civic thinking skills as outlined by the indicators in the C3 Framework. Additionally, his…

The featured photographs, in conjunction with a New Deal-era report about Puerto Rico, can inspire a provocative classroom debate about the use of terminology, historical vocabulary, and the meaning of “progress.”