Value co-creation unfolds as a system of interactions in which the user and service provider play an active role in collaboratively creating values that go beyond economical and financial worth. Value co-creation is a growing trend in museums; however, little is known about how it can enhance educational activities, especially concerning digital…

When the author tells people that her research focuses on how people teach and learn with historic places, the first response is usually "Oh, I love field trips." This sensibility, that field trips are required to teach about a place, is the single greatest barrier to understanding what can be learned from Place. Every Place is an…

The epistemological concept of perspective meets all the conditions set by Meyer and Land (2003, 2006) to be considered a threshold concept for history learning. Following this initial hypothesis, this paper analyses the concept and the ways in which it constitutes a threshold: grasping perspective not only transforms one's understanding of…

I position the use of counter-narratives as a critical approach that grants students agency and meaning in their learning and provides teachers with opportunities to present silenced curricular narratives as relevant and necessary in a globalized setting such as North America. Counter-narratives focus on a subject that preserves colonial and…

Estella Lewis's handbook for teachers, "Teaching History in Secondary Schools," published in 1960, is examined to reflect upon the teaching of history in the UK during the postwar period, a text that addresses the "problem" of teaching history to "non-academic" children attending secondary modern schools. Lewis's…

The heightened resonance of identity-driven politics in many states across twenty first century Europe emphasizes the critical role of history in shaping public contestation of the idea of the nation, and accordant manifestations of nationalism and national identity. How the past is interpreted or what and how is remembered has proven increasingly…

What do people think of when they hear the word "census"? For some, the word prompts them to think of representation in Congress; others think of genealogy and family history. For still others, the census is viewed as something strange or foreboding. Yet for teachers and students, census records can help create a meaningful and relevant…

As part of her department's effort to diversify the history curriculum, Paula Worth began a quest to research and then shape a lesson sequence around the Inkas. Her article shows how she allowed the new topic and its historiography to challenge and extend her own use of sources, particularly oral tradition. Only after wrestling with traces of oral…

In 2005, in a "Teaching History" article entitled, 'A need to know', (EJ1069467) Nicolas Kinloch built an argument for teaching the history of Islamic civilisations to all pupils. Afia Chaudhry returns to this theme, reflecting deeply on the needs of her own students -- Muslim and non-Muslim alike -- within a diverse south London…

Claire Holliss reports here on the ways in which she has responded over time to the call to 'do justice' to the histories of those long neglected within the school curriculum. Reflection on the need to ensure that the discipline of history remained central to any reform prompted her to think of work on widening the curriculum less as a project…

Voter participation in elections is the cornerstone of U.S. democracy, yet there is a history of voter suppression and intimidation tactics that specifically target Black Americans which did not cease in the twenty-first century, it merely transformed. Teachers can help students get ahead of voter suppression efforts by making sure students…

Political history lends itself to traditional patterns of teaching and learning in social studies such as students memorizing facts presented in lectures or textbooks. This article presents a recurring activity structure for teaching U.S. political history--Consensus Circle Presidential Rating (CCPR)--which requires students to read across…

This article proposes that participatory museum theatre can provide a platform through which learners studying history can engage a troubled past, specifically looking at South African history, to generate a more complex understanding of it. Through the use of performance, object-work, and creative arts-based responses, such as poetry and drawing,…

Sarah Longair launched a collaborative project between school history teachers and university historians in the midst of the COVID-19 pandemic. In this article, Longair and her teacher colleagues, Kerry Milligan and Emma McKenna, share how they used online collaboration to develop a flexible and practical approach to school-university…

This article discusses how the history of sports can serve as way to understand abstract concepts associated with local history and social studies education. An introductory discussion outlines how sports can engage and interest students, focusing especially on ideas related to history thinking (such as change and continuity). A case study using…