A systematic review of Historical Literacy (HL) interventions conducted during the past 17 years (2000-2017) with students with and at risk for LD is presented in this article. HL is defined as the skills required to reason, read, write, and learn with historical evidence from the past. The review begins with a description of reforms in history…

This study examines peer collaboration among four pairs of seventh graders who read online to determine what caused the downfall of the Mayan civilization. More and less productive collaborative interactions are presented through snippets of dialogue in which pairs negotiated complex texts. Few examples of how teachers can skillfully facilitate…

Recommends using primary source documents in middle school history instruction and examines several strategies for making them more accessible. Describes a course on 17th-century social reformers that utilized paraphrasing of the historical language used in primary documents followed by focus questions and class discussion. (MJP)

Describes instructional strategies using primary sources in middle school history instruction. Maintains that students need to make critical, personal connections to material before they understand it. The strategies examined use visual aids, living history presentations, realia, music, and primary documents. (MJP)

Shows how the library/media resource center can become the centerpiece for active social studies learning in the middle grades. Briefly outlines a program beginning with an introduction to the library, followed by some rudimentary bibliographic instruction, culminating in group and individual projects. (MJP)