HTLP Library: Below is a short bibliography* of articles and books centered on the teaching and learning of history. Most of the titles listed below were written by leading scholars in the Scholarship of Teaching and Learning (SoTL) in History. The SoTL in History is a body of literature that aims to improve history education via evidence-based research, and is driven by several pedagogical questions. One such question is centered on how to define historical literacy, or the precise ways that historians read, write, and think about the past, as a means to support student learning in the college classroom. The readings listed below are available to the CU-Boulder History Department—faculty, part-time and visiting faculty, and grad students—on the HTLP Canvas site.
*This is by no means an exhaustive list of readings on the SoTL in History. If you would like to discuss the SoTL further, please contact Natalie Mendoza, the HTLP project lead.
Teaching and Learning History in the University
Andrews, Thomas, and Flannery Burke. “What Does It Mean to Think Historically?” Perspectives on History (January 2007).
Calder, Lendol. “Uncoverage: Toward a Signature Pedagogy for the History Survey.” The Journal of American History (March 2006): 1358-1370.
Diaz, et al., "The History Learning Project: A Department ‘Decodes’ Its Students.” The Journal of American History (March 2008): 1211-1224.
Hyde, Anne. "Five Reasons Historians Suck at Assessment.” The Journal of American History (March 2016): 1104-1107.
Pace, David. "The Amateur in the Operating Room: History and the Scholarship of Teaching and Learning.” American Historical Review (October 2004): 1171-1192.
Shopkow, Leah, with Arlene Diaz, Joan Middendorf, and David Pace. “From Bottlenecks to Epistemology in History: Changing the Conversation about the Teaching of History in Colleges and Universities.” In Changing the Conversation about Higher Education, edited by Robert J. Thompson Jr. Lanham, MD: Rowman & Littlefield Publishers, Inc., 2013.
Shopkow, Leah. “How Many Sources Do I Need?” The History Teacher 50:2 (February 2017): 169-200.
Sipress, Joel M., and David Voelker. “The End of the History Survey: The Rise and Fall of the Coverage Model.” The Journal of American History 97 (March 2011): 1050-1066.
Teaching Historical Literacy in K-12 Classrooms
Monte-Sano, Chauncey. “Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation.” Curriculum Inquiry 41:2 (2011): 212-249.
—————. “What Makes a Good History Essay? Assessing Historical Aspects of Argumentative Writing.” Social Education 76:6 (November/December 2012): 294-298.
Seixas, Peter, and Tom Morton. The Big Six Historical Thinking Concepts. Toronto: Nelson Educators, 2012.
Wineburg, Sam. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press, 2001.
—————. "Making Historical Sense” In Knowing, Teaching & Learning History: National and International Perspectives, edited by Peter N. Stearns, Peter Seixas, and Sam Wineburg. New York: New York University Press, 2000.
Bridging the Gap in K-16 History Education
Bain, Bob. “Into the Breach: Using Research and Theory to Shape History Instruction” In Knowing, Teaching & Learning History: National and International Perspectives, edited by Peter N. Stearns, Peter Seixas, and Sam Wineburg. New York: New York University Press, 2000.
Calder, Lendol. "The Stories We Tell.” OAH Magazine of History 27:3 (2013): 5-8.
Wineburg, Sam. “On the Reading Historical Texts: Notes on the Breach Between School and Academy” American Educational Research Journal 28:3 (Fall 1991): 495-519.