In the chapter History in a New Millennium of Herodotus to H-Net: The Story of Historiography, the author, Jeremy D. Popkin, examines the myriad ways history is approached in the millennium. He breaks up this chapter in four subsections that explore how historical controversy, the Internet, non-textual representation of the past, and new directions in historical scholarship have changed and affected the study of history in the new millennium. In the first subsection, Popkin explores historical controversy to the end of the millennium. He examines David Irving court case against Deborah Lipstadt(2000) centered around the historical evidence pertaining to the Holocaust. The main issue of this case was “whether the methods if professional scholarship are in fact adequate to establish the truth about the past…” He states that “…the court came down firmly in support of the proposition that the procedures of historical scholarship could establish dependable knowledge about the past.” The author means that the case not only ended the controversy of the study of history being used to create accounts of the past but also established to historians that the “misrepresentation of sources and plagiarism are grave matters.” A way that undermines this “…discipline’s claim to produce reliable knowledge about the past…and all historians will be affected.” In the second and third sections, Popkin talks about how the Internet and other forms of non-textual representations of the past have affected the study of history. The Internet, he argues, “…changing every aspect of history: methods of research, ways of teaching, and the connection between historical specialists and the general public.” The author is distressing how impactful the Internet has been to the study of history. By creating new forms of communications like H-Net and email, historians are better able to further their field of history. Popkin uses “historical museums, historical films, graphic art, and even video games with historical settings …as ways of communication knowledge about the past and not merely as forms of amusement.” The author means these other non-textual representations of the past are different ways of addressing the public of history. He uses the film “Lincoln” (2012) by Steven Spielberg and the Holocaust Museum in D.C. to demonstrate effective ways of informing the public of history. In the last subsection, Popkin explores the new directions in historical scholarship. He specifically talks about ‘global history’ and how it is “…more of a teaching field, especially at the undergraduate level…” Which he relates to “transnational history, another way of challenging the hegemony of national frameworks in studying the past.” By this the author means that global and transnational history stress the importance of interconnections and communications between civilizations and peoples. He uses the field of Atlantic history as an example to demonstrate this interconnection and communications between diverse civilizations. After reading this source, I understand that in the past decade the communication, study, and research of history has changed.