Showing students how historians use the coordinates of people, place and time, can help them understand the context of the past they are exploring.

There’s thousands of ways AI can help develop instructional materials, sometimes it can help extend and embellish good ideas also

A textbook’s mistake can launch complex geography discussions among 4th graders when paired with interesting questions about the distinction between natural features and human features of the Earth

What’s the difference between a school district using AI to support the teaching of reading, writing and thinking, and a school district using a stolen car to teach driver’s education?  Shouldn’t we think about this?

You can make a current event lesson an information literacy exercise by driving students through the text. Today’s New York Times and the BBC demonstrate how you learn about an event might have a greater effect on your understanding of it than the event itself.

Industry and academic discussions regarding AI’s risks—like its power to reshape truth and the need for human verification are not part of K-12 consciousness, even though they are readily available. NotebookLM and a few minutes with a Stanford Law School panel discussion can help bridge that gap.

How can we say some facts are essential if we don’t know enough of them to make that choice? Maybe we shouldn’t teach the Revolution as a static canon of essential facts, but rather a living inquiry that we are still pursuing ourselves.

Every once in a while, facts, names or references that I haven’t thought about in years or just learned will come to my attention in a book, essay or video, then they will appear again a few days or in some cases just a few hours later. These coincidental connections test the bounds of believability.

Stepping off the speed train rush through the curriculum to tell personal stories of the people in the past can bridge the gap between them and students’ experiences. History is a deeply human endeavor we can use to make sense of our own lives. We owe it to students to show them how.

The language of recent Executive Orders targeting history education and institutionalized public memory provides strong material for students to analyze, while simultaneously presenting them with thought-provoking questions about what they’ve learned and what they think they should be learning.