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Teachers must make sure they are telling the whole story, not just his/her favorite version.

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-Build in a set of common experiences

-Build in challenges prior to knowledge that provide models of multiple perspectives

-Provide specific, in class, help in selecting, collecting, and organizing data

-Provide specific help with how to report real audiences

(Levstick and Barton, p. 52).

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we must find ways to spark and support student inquiry

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"Young children generally haven't the slightest idea what "research" means, and for older students, as most of us remember all too well, research often means poorly disguised plagiarism, and suffocatingly boring reports" (Pappas et al, p. 1).

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All history is interpretive!!!

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"But history has a more vital fate; because many stories can be told about the past, and because those stories powerfully influence our understanding of who we are and where we come from, history is destined to be among the most controversial areas of human knowledge" (Novick, p. 7).

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I feel that when I "learned" history, I was just expected to memorize dates and it meant absolutely nothing to me. I believe this is the reason why I have such a strong dislike for the subject.

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Specific history facts are not compelling and do not interest students.

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Curriculum should be engaging and focus on significant themes and questions that happened.

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solely focused on the memorization of dates and battles and specific people.

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When students do not view themselves to be a part of a group, they lack viable models for the future

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"Because history is a work in progress, it always tells us more than who we were or who we are at the moment" (Holt, p. 2).

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Educators must rethink the way that history is being taught and the language we are using while instructing.

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This caused many of us to become "invisible" to the historical settings we are teaching to our students.

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"History instruction began with the assumption of a unified society, telling a broad story that ended to deemphasize racial, ethnic, gender, and class distinction" (Epstein, p. 2).