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In middle and high school, that's where the loss of instruction time comes.

has to be an engaged study of the past.

[National History Day] is not just for gifted and talented students; this is a program that does extremely well with kids in the lower quartile.

riginal research, you have an opportunity to form your own opinion on a topic. You're looking at original material. They do have to read secondary material so that they can have context. Have you talked to any teachers about how they're discussing the killing of Osama bin Laden with students? What should teachers be saying to their students? What's the importance of recent history in history class? I haven't had the chance to talk to any teachers since [last] Sunday. But I can tell you that what I hope they're doing is helping young people put this in perspective. I hope they're helping students understand the history of terror and understand why 9/11 happened in the first place. You have to understand the history of the Middle East and the history of the United States' role there, so you can draw some meaning and understanding. Using the word understanding doesn't mean condoning; it just means you need to understand why it may have happened. See how your school stacks up in our rankings of Best High Schools. Have something of interest to share? Send your news to us at highschoolnotes@usnews.com. More High School Notes posts Reader Comments Add Comment Start the discussion! Be the first to comment on this story. var RecaptchaOptions = { theme : 'clean' }; Add Your Thoughts Title Comment 3000 characters left About You Name Email State - state - AL AK AZ AR CA CO CT DE DC FL GA HI ID IL IN IA KS KY LA ME MD MA MI MN MS MO MT NE NV NH NJ NM NY NC ND OH OK OR PA RI SC SD TN TX UT VT VA WA WV WI WY International Please enter the two words below into the text field underneath the image. Recaptcha.widget = Recaptcha.$("recaptcha_widget_div"); Recaptcha.challenge_callback(); Your comment will be posted immediately, unless it is spam or contains profanity. For more information, please see our

for the last 18 months, I've been leading a project, based at the Institute of Historical Research, which is looking into the history of the teaching of history in schools in England since it first became a serious activity early in the 20th Century. And one of our most important discoveries so far has been the extent to which similar questions have been asked across the decades and generations, and often in complete ignorance of how they've been answered before.