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Date of publication: 2017-08-28 00:06

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It's difficult to imagine a more effective method of driving home such an important lesson. In the years since Mills first taught the class, opportunities to publish and share information online has expanded even further through Facebook, YouTube and Twitter and blogging platforms such as WordPress and Medium. Opportunities to publish can be an empowering experience. History teachers who embrace these digital tools can shift from assignments that would never see the outside of their classroom's walls to projects that have the potential to reach a wide public audience. Educators can engage students about the ethical responsibilities related to how information should be published on the web.

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Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

This summer, we have been working on a site redesign in an effort to increase the usability of our site for both instructors and students. Our most significant change has been the inclusion of additional categories and subcategories to create a more intuitive hierarchy within the site.

Now-a-days, the Indian governments have taken a litera­cy drive all over the country. They are sending teachers into the remote corners of the villages of India in order to educate the people, irrespective of their age or profession.

For those of us on the frontlines of education, especially for history teachers, this problem is nothing new, given the ways in which the rise of the internet has transformed the teaching of the subject over the past 65 years. Students and teachers now have access to a vast amount of information about the past, but few know how to discern what is reliable and what is not.

History classrooms that emphasize the critical evaluation of bias and perspective in primary sources, along with the questions above, will also provide students of all ages with the necessary skills to evaluate the links that regularly appear in their Twitter and Facebook feeds. Healthy and well-deserved skepticism can go a long way.

There is no denying that access to primary sources from the Library of Congress and other research institutions, along with secondary sources from the scholarly community, has enriched the teaching of history, but their availability means little if they cannot be accessed or distinguished from the vast amount of misinformation that awaits the uneducated user online.

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