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| Theoretical Background | |
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| Teaching History | |
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| The Present and the Past | |
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| Organizing History Around Questions | |
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| Primary Sources and Interpretive Narrative Sources | |
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| Importance of Historical Thinking | |
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| History As An Essential School Subject | |
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| Understanding the Meanings of History | |
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| The Relationship Between History and Civic Education | |
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| Deliberative Discussions | |
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| The History of Teaching History | |
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| Searching for the Golden Age of History Education | |
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| History, Primary Sources, and Literature | |
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| History in the Common School | |
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| U.S. History Rivals World and General History | |
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| Mimetic and Transformative Traditions of Teaching | |
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| Interest Groups Vie to Control the Schools' Curricula | |
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| History as a Core Discipline | |
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| History and the Creation of Social Studies | |
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| History and the New Social Studies Projects | |
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| History and the Decision-Making Model | |
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| History on the Wane | |
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| History Makes a Revival | |
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| Social Studies Defined | |
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| History Makes a Revival Again | |
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| Internal Disputes | |
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| Historical Thinking | |
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| What Is Historical Thinking? | |
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| Historical Thinking and Historical Consciousness | |
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| Historical Thinking and Causal Explanations | |
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| Historical Thinking and Frame of Reference | |
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| The Need to Teach Historical Thinking | |
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| Structured Analysis Guides and Creative Historical Thinking | |
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| Students' Minds Are Not Blank Slates | |
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| Teaching Scaffolds | |
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| Creating a Framework for Meaningful Learning | |
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| Planning and Assessment | |
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| Organizing Your History Courses: Making Content Choices | |
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| The Issue of Time | |
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| The Purpose of History Education | |
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| Chronological Organization of History | |
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| Thematic Organization of History | |
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| Content Choices for World History | |
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| Conent Choices for U.S. History | |
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| The Past as a Wooded Thicket | |
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| Lesson and Unit Planning | |
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| Textbooks and Standards | |
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| Lesson Plans | |
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| Creating a Unit Plan | |
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| Creating Historical Understanding and Communication through Performance Assessment | |
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| Peformance Assessment and Historical Literacy | |
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| Knowledge Dimension | |
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| Reasoning Dimension | |
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| Communication Dimension | |
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| A History Rubric | |
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| Recommendations Regarding the Use of Rubrics | |
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| Samples of Performance Assessment | |
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| Instruction | |
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| Using Primary Sources: The First-, Second-, and Thir | |