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Welcome to the electronic edition of Whose History? Engaging History Students through Historical Fiction .

United States history resource.Resources, lessons help teach a more inclusive version of U.S. history. Multiple pathways to a range of resource types. Links to other history resources are included.

"Good questions are central to the historical method and the History Lab model. Historians pose questions about the past. They examine the available evidence and develop answers to their questions. Such questions serve as the primary prompt for all History Labs. "

The History Girls are a group of best-selling, award-winning writers of historical fiction and non-fiction. Some of us write for young adults, some for fully fledged adults, some for younger readers.

A teaching strategy to help students make connections between the ideas in readings, their own experiences and beliefs, and events in history and the world. Facing History offers teaching strategies that nurture students growth; literacy and critical thinking skills within a respectful classroom climate. By giving a purpose to students' reading (i.e. focusing students on paying close attention to text to find connections), this strategy helps students comprehend and make meaning of the ideas in the text. This strategy can be used when reading any text - historical or literary - and it can also be used with other media as well, including films. It can be used at the beginning, middle or end of the reading process - to get students engaged with a text, to help students understand the text more deeply or to evaluate students' understanding of the text.

A concise history of children's literature and changes in purpose.j

A fascinating post on the long history of the bookmark.

DPLA Primary Source Sets are designed to help students develop their critical thinking skills by exploring topics in history, literature, and culture through primary sources. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. Although content is American, the sets cover topics of relevance to global issues on immigration, slavery, prejudice, exploration and so forth. They can also be used to support the teaching of the use of primary sources.

A teacher's personal compilation of literature to support the History curriculum from Stage 1 to Stage 3 (Years 1-6) with predominantly Australian titles. At the end of the page are further resources covering other curriculum areas: Geography, Science, English and Maths

"historical fiction can make history matter-make it irresistible-to young readers. And it is important to make history matter, because reading about the past not only gives children factual information-sort of a mental timeline, for example, so that they know that the Revolutionary War happened before the Civil War-but learning about the past also allows, encourages, and teaches a child to identify with other voices, views, cultures, and times, which is a good life skill. Reading about the past teaches empathy and compassion. It helps a child see the similarities that lie just underneath our differences. "

"Much like reading comics can get a reluctant reader interested in a story, creating comics can be a great way to get reluctant writers to put pencil to paper (or digital ink to digital paper). Over the years I've had history students create comics to tell stories from the Lewis & Clark expedition, to illustrate letters written by American Civil War soldiers, to create modernized dialogues between historical people, and to try their hands at crafting political cartoons. "

Online magazine profiling the historical fiction of Australian author Belinda Murrell. Includes information about the writing and research process, resources for teaching with the books and background on each title.

Digitized versions of world-class art and history collections.

Lots of images to support this historical overview

A wealth of resources explore racism, prejudice, and anti-Semitism. The site has an extensive collection of powerful curricula that teachers can use as-is or adapt to their students' needs. Lessons tend to be one to two hours long and units can last a few weeks, so teachers should take time to plan and think about the best ways to integrate these materials into their classroom. Most lessons are designed for whole-class instruction, but supplementary materials can be used for independent research and review.

This virtual museum provides a century of coverage generatued by the Horn Book and includes significant articles, editorials, controversies, and illustrator profiles from the US children's literature scene.

""How communities change over time" could combine so many things that I love including primary sources, local history, and global awareness. I was excited and so were my teachers."

"If you're not sure which books do or don't count as historical fiction, you're not alone. No one agrees on a definition! I don't even agree with myself, because I hold two opposing opinions. On one hand, I think books that illuminate a specific moment in history count as historical fiction, even if that point in time is very recent. But when I'm in the mood to read a historical novel, I'm thinking about a particular kind of book. "

The year is 1830. You're the Surgeon Superintendent aboard a convict vessel transporting its human cargo from Britain to the far reaches of the known world - Van Diemen's Land. You're charged with delivering several hundred convicts to the colony in the shortest time with minimum loss of life. This is the way to make money and further your reputation and position. Are you up to the task?

Transliteracy might provide a unifying perspective on what it means to be literate in the twenty-first century. It is not a new behavior but has only been identified as a working concept since the Internet generated new ways of thinking about human communication. This article defines transliteracy as "the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks" and opens the debate with examples from history, orality, philosophy, literature, and ethnography.