This essay explores how the American Social History Project's work in history education (professional development programs with K-12 and college history faculty, websites, and CD-ROMs) has developed over time. It considers the possibilities inherent in a radically rethought history textbook — grounded in research by Sam Wineburg and others into how people learn about history — to create a new model for history learning that uses digital tools to foster basic literacy, historical thinking skills, and deep understanding and inquiry into historical content.

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