To make the historical past come alive, students often seek personal meanings. This volume offers insights about empathy and examining perspectives on the past. Classroom examples are cited about how teachers can facilitate consideration of various perspectives when seeking historical meanings.

Contributors to this volume offer insights from the discipline of history about the nature of empathy and the necessity of examining perspectives on the past. On the basis of recent classroom research, they suggest tested guides to more robust teaching. The contributors insist that with experienced history and social studies teachers, students can learn many historical details and, with the use of empathy, develop deepened and textured interpretations of the history that they study.