Instructions:

Additional readings to learn more:

Levisohn, Jon A. “Historical Thinking—and Its Alleged Unnaturalness.” Educational Philosophy and Theory 49, no. 6 (2017): 618-630.

McBrady, Jared. “Decoding the Disciplines As a Pedagogy of Teacher Education.” Teaching and Learning Inquiry 10 (March 1, 2022). https://doi.org/10.20343/teachlearninqu.10.11.

Sipress, Joel M. and David J. Voelker. "From Learning History to Doing History. Beyond the Coverage Model." In Exploring Signature Pedagogies. Approaches to Teaching Disciplinary Habits of Mind. Edited by Regan A.R. Gurung, Nancy L. Chick, and Aeron Haynie. Sterling, VA: Stylus, 2009, 19-35.

Wineburg, Samuel and Abby Reisman. "Disciplinary Literacy in History: A Toolkit for Digital Citizenship." Journal of Adolescent & Adult Literacy (April 2015): 636–639.

Wineburg, Samuel S., and Suzanne M. Wilson. "Models of Wisdom in the Teaching of History." Phi Delta Kappan (September 1998): 50-58.

Wineburg, Samuel S. "Probing the Depths of Students' Historical Knowledge." Perspectives 30, no. 3 (1992): 19-24.

Wineburg, Samuel S. "Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts." Cognitive Science 22, no. 3 (1998).

Wineburg, Samuel S. and Janice E. Fournier. "Picturing the Past: Gender Differences in the Depiction of Historical Figures." American Journal of Education 105 (February 1997): 160-85.

Note: Several of these articles are located in a subscription database available through the Mason library. If you are not already logged into the library system, you may be asked to login with your student username and password after clicking the article link.