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When these students wanted to see themselves in the books they read, their educators helped them do something about it.

An Ohio educator finds passionate opposition from some surprising corners.

There are three questions students of history should always ask: What’s the context?What’s the context?What’s the context? Yes, I know, it’s a play on the old real estate joke (location, location, location), but the importance of understanding how a quote or an event sits in terms of what’s happening around it cannot be overstated.

After reading a Teaching Tolerance Facebook post asking how we would be marking the 10th anniversary of the Sept. 11 terrorist attacks, I started to think about how I would address this in my classroom. My new group of sixth-graders will be 10 and 11 years old. What they know about these events will not be from their memories but from what they have learned from their parents and teachers. And given the proximity of our school district to New York City, it is quite possible that I will have students who lost a family member on that day. However I decide to approach it in the classroom, it isn’t going to be easy.

My middle school students had started to use words like “bum,” “creeper,” and “hobo” to describe people who are homeless in our city. To my eighth-graders, it was comic relief.

I was excited by my lesson plan about the presidential elections. I planned to help students research issues and form opinions by guiding them through a variety of perspectives. Then my student teacher asked a question that surprised me. “Do you ever have parents complain about elections being discussed in school?” he wanted to know. “Why would they?” I asked.

In "A Remote Control for Learning," Gene Luen Yang explains how students with different learning styles can benefit when instruction includes graphic novels and comics. Use this classroom activity to see how comics can