This study investigated an approach to teaching students to evaluate online information in the context of a high school history class. Over the course of a semester, I collaborated with a teacher to teach and refine a series of eight lessons focused on "civic online reasoning." We aimed to use students' historical reading as a bridge to…

This mixed-methods study explored the factors secondary history teachers use to determine historical content for their classrooms and the degree of perceived control in decision-making. Through a survey (N = 260) and follow-up interviews (n = 23), we found that secondary history teachers in the United States ranked historical significance most…

In this mixed-methods study, we use a postcolonial framework to investigate how state standards represent Indigenous histories and cultures. The research questions that guided this study include: (a) What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level U.S. history standards for K-12? (b) What is…

Understanding world history is critical for our development as citizens in our interconnected society. Yet it is not clear that the standards for world history courses in the U.S. foster understanding of the whole world or of its history. The authors argue that the high school world history standards mapped out by various states promulgate a…

Teaching about the Holocaust is a deeply sensitive and controversial topic in the Republic of Latvia. Due to a Soviet-imposed silence on the topic and the developing nature of democratic education in Latvia, many schools cover this history superficially, if it is covered at all. This study examines a cross-cultural curriculum development project…