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The article offers information on a school-wide effort in learning history. Relative to this concern, the students at Ridgedale Elementary School in Knoxville, Tennessee were made to write about the most memorable events they have encountered at Ridgedale. Their teachers were also made to ponder what messages they would like to impart to those who will be teaching in this school in the future. The parents also participated in this activity by gathering historical accounts of Ridgedale's past in newspaper clippings, through the minutes of the various meetings held during the school's history, and through interactions with the ten principals who have served the school since its opening in 1954.

The article discusses the rationale, planning strategies, and lessons from 2nd and 5th grade teachers' classrooms in the United States for implementing a women's history project using local inputs and resources. Social studies teachers can use the national curriculum standards related to family/community history projects to plan effective instruction that integrates sound content and promotes parent and school collaboration. A number of recommended strategies found in social studies literature is outlined.

Contends that artifact collections help children interpret history. Description of the items that could be used; Instructions on using these items in the classroom; Developing a unit of study; Examples of how different teachers used the artifacts.