Google and other online search engines can provide immediate answers to empirical questions about history. However, this immediacy may undermine higher-level historical reasoning and student engagement in historical research. It is important that teachers continue to develop strategies that support students' active engagement with online historical content. This article describes three strategies that the author developed to support historical reasoning and engagement in a journalism classroom. These strategies are examples of the types of practices that might encourage students to "show" their history work, to step outside of easy access historical narratives, and to take interpretive risks in explaining, comparing, and connecting historical phenomena. Variations could be effective in many classrooms, and may prove particularly useful in urban settings where students' access to updated, and critical historical content is limited. The students' final articles demonstrated that they were capable of modeling informed Internet use, and collaborating with me to develop pedagogical strategies that support historical reasoning, student engagement, and higher order thinking.