Bruce VanSledright shows how young students can benefit from an investigative, inquiry-based approach to the study of history, as called for by the national standards. Addressing important questions about the teaching and learning of history in today's diverse classrooms, this volume: conveys the results of an innovative teacher-research project using engaging stories of VanSledright's classroom experiences; provides examples and guidelines for teaching novices to engage in historical investigations (in contrast to memorizing details in a textbook); offers strong evidence that children do have the intellectual capacity to judge the validity, reliability, and perspective of historical documents and images; and wrestles with a number of issues facing history teachers who wish to embark on ambitious projects with their students that can take them against the grain of policy mandates (such as recall-based, high-stakes testing).