Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. Reading, Thinking, and Writing About History is a practical guide that presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students.
“Learning to write, as the authors argue in this important book, is a complex act of cognition with many moving parts. The tools this book provides—from graphic organizers, to lesson plans, to the accompanying documents—demystify the writing process and offer a sequenced path toward attaining proficiency.”
— From the Foreword by Sam Wineburg, Margaret Jacks Professor of Education, Stanford University
“Reading, Thinking, and Writing About History is a treasure for teachers who care about deep and robust student learning of history. Assuming literate practice to be at the core of history learning and historical practice, the authors provide actual unites of history instruction that can be immediately applied to classroom teaching. These unites make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards. This book is a must for history teachers and teacher educators.”
— Elizabeth Moje, Arthur M. Thurnau Professor, School of Education, University of Michigan
“The C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.”
— Michelle M. Herczog, president, National Council for Social Studies
About the Authors
Chauncey Monte-Sano is associate professor of Educational Studies at the University of Michigan, and coauthor of Reading Like a Historian.
Susan De La Paz is associate professor of Special Education at the University of Maryland.
Mark Felton is professor of Secondary Education at San José State University, Sane José, CA.