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The article suggests the effectiveness of incorporating digital video projects into retelling of local historical narratives to facilitate student learning of history in the U.S. Topics include the importance of considering the local history of a certain narrative before constructing a comprehensive retelling of any particular national history, and a background on the development of the Satchel & the Yastrzemskis digital video project to retell America's black baseball history.

The article discusses a study which examined the impact of an authentic digital assessment on student engagement with the history of higher education in the U.S. Topics include the number of Higher Education and Student Affairs (HESA) programs in the U.S. that included a course on the history of higher education, the importance of an authentic learning assessment in history education, and the indicators of engagement of students who participated in the study such as hard work.

Southern United States folk music is rich in not only sound, but in voices of the past. Folk songs were created by working class individuals who described aspects of their life in connection with societal issues and events. Folk songs, now digitally archived, can serve as primary historical sources that can be used to enhance the secondary social studies U.S. history curriculum. The vast offerings of folk songs can allow students to listen, read, and analyze the lyrics to gain a deeper understanding of the U.S. South, shed the hillbilly stereotype that Southerners have been historically subjected to, understand why and how Southerners spoke out against injustices through song, and analyze the lyrics that portray the history of southern folklife. Based on the National Council for the Social Studies' Themes of Social Studies and integrating folk songs from such online sites as the Library of Congress and Smithsonian Institute, curriculum implications are presented for students to reflect on the Southerners' settings, perspectives of events and issues, and methods of protest. Modern technology's preservation of folk songs that would otherwise be absent from history not only has the power to educate, but also to keep southern folk music alive. [ABSTRACT FROM AUTHOR]

The article examines the ways in which history of higher education (HE) instructors worked through the lens of social justice to make history relevant for graduate students outside of the history discipline using data from a survey of HE and student affairs (HESA) programs in the U.S. Topics include the number of HESA programs in the U.S., the importance of the strong social justice emphasis within HESA programs to HE history, and the principles of social justice education (SJE) pedagogy.

The article emphasizes the importance of integrating lesbian, gay, bisexual, transgender, questioning (LGBTQ+) content into history and social studies curricula in the U.S. Topics include the significance of this integration considering data and resistance to LGBTQ+ curricula, criticisms of the traditional approaches to the curricula, and several practices for integrating LGBTQ+ histories into the classroom including strategies for teaching LGBTQ+ history and creating inclusive environments.

Engaging historiography and interpreting secondary sources represent essential elements of historians' work that have been largely ignored in favor of primary source reading in high school history classrooms in the United States. To understand whether and how students apply their historical reasoning skills to secondary sources, we asked twenty-four high school sophomores to think aloud about a historiographic problem. Students were divided into three conditions receiving either the historiographical documents without scaffolding, the documents with explicit written framing, or the documents with explicit written framing and oral instruction. We found that all students sourced, corroborated, and contextualized, but students who received explicit framing with dialogic instruction were significantly more likely to engage in complex evidence evaluation than students in the other two conditions. The results suggest that fuller models of historians' disciplinary practices may be needed in history education. [ABSTRACT FROM AUTHOR]

American classrooms are becoming increasingly diverse, yet curricula and pedagogies often do not meet diverse student needs. This is problematic for history education, long accused of presenting a historical perspective that excludes members of non-dominant groups. Using scaffolding and Critical Race Theory, we explore how two teachers addressed this issue by facilitating students' multiple, critical perspective-taking on American history through the use of scaffolding practices that exposed students to multiple perspectives and enriched their interactions with the content. We address why this approach is necessary for culturally and linguistically marginalized students before presenting implications and suggestions for further research. • Teachers utilized designed-in scaffolding to provide CLM students with multiple, critical perspectives on American history. • Teachers engaged in contingent scaffolding to facilitate students' encounters with these perspectives on American history. • This scaffolding supported students in bringing their marginalized identities into the classroom and curricular interactions. [ABSTRACT FROM AUTHOR]