Chauncey B. Monte-Sano
Chauncey Monte-Sano’s scholarship centers on the teaching and learning of historical writing and the disciplinary thinking embedded in such writing. She examines how adolescents learn to write reasoned historical arguments; develops history curriculum that supports students’ disciplinary thinking, reading, and writing; and studies how teachers learn to teach historical thinking, reading, and writing. She earned her PhD at Stanford University, where she was a founding member of the Stanford History Education Group. She has won research grants from the Institute of Education Sciences, the Spencer Foundation, the Braitmayer Foundation, and the Library of Congress Teaching with Primary Sources program. Her dissertation won the 2007 Larry Metcalf Award from the National Council of the Social Studies, and she won the 2011 Early Career Award from Division K of the American Educational Research Association. Her scholarship has appeared in journals such as the The Journal of the Learning Sciences, the American Educational Research Journal, Curriculum Inquiry, Journal of Curriculum Studies, Theory and Research in Social Education, the Journal of Teacher Education, and the Elementary School Journal.
A former high school history teacher and National Board Certified teacher, she currently prepares novice teachers for the history/social studies classroom and works with veteran history teachers. This teacher education work focuses on teaching history as inquiry and integrating literacy and historical thinking into everyday instruction and assessment. She has worked with teachers at individual schools and large school districts through a variety of projects in urban and suburban settings across the country and internationally. She has twice won the American Historical Association’s James Harvey Robinson Prize for the teaching aide that has made the most outstanding contribution to teaching and learning history—once as part of the team that created the Historical Thinking Matters website, and once for her book with Sam Wineburg and Daisy Martin, Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms (Teachers College Press, 2011). She has a new book that just came out last summer—Reading, Thinking, and Writing about History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12—with Susan De La Paz and Mark Felton (Teachers College Press, 2014).
Primary Audience: Researchers
Monte-Sano, C., De La Paz, S., Felton, M. (2014). "Implementing a disciplinary-literacy curriculum for U.S. history: Learning from expert middle school teachers in diverse classrooms." Journal of Curriculum Studies, 46(4), 540-575.
Monte-Sano, C. & Budano, C. (2013). "Developing and enacting pedagogical content knowledge for teaching history: An exploration of two novice teachers’ growth over three years." The Journal of the Learning Sciences, 22(2), 171-211.
Monte-Sano, C. & Harris, K. (2012). "Recitation and reasoning in novice history teachers’ writing instruction." The Elementary School Journal, 113(1), 105-130.
Monte-Sano, C. (2011). "Beyond reading comprehension and summary: Learning to read and write by focusing on evidence, perspective, and interpretation." Curriculum Inquiry, 41(2), 212-249.
Monte-Sano, C. (2010). "Disciplinary literacy in history: An exploration of the historical nature of adolescents’ writing." The Journal of the Learning Sciences, 19(4), 539-568.
Primary Audience: Teachers
Monte-Sano, C., De La Paz, S., & Felton, M. (2014). Reading, thinking, and writing about history: Teaching argument writing to diverse learners in the age of the Common Core, 6-12. New York: Teachers College Press.
Monte-Sano, C. & Miles, D. (2014). Toward disciplinary reading and writing in history. In Smagorinsky, P. & Flanagan, J. (Eds.), Teaching dilemmas and solutions in content-area literacy, Grades 6-12. Thousand Oaks, CA: Corwin Press.
Monte-Sano, C. (2012). "Build skills by doing history." Phi Delta Kappan, 94(3), 62-65.
Monte-Sano, C. (2012). "What makes a good history essay? Assessing historical aspects of argumentative writing." Social Education, 76(6), 294-298.
Wineburg, S., Martin, D., & Monte-Sano, C. (2011). Reading like a historian: Teaching literacy in middle and high school classrooms. New York: Teachers College Press.
|10/1/2016 - ongoing||Using our Nation’s Library to Teach Writing with Primary Sources to All Students
Granting Agency: Library of Congress
|11/1/2015 - 10/31/2016||Understanding and Addressing the Achievement Gap in Middle School Writing and Social Studies
Granting Agency: Spencer Foundation
|3/1/2015 - 5/1/2016||Supporting Students’ Argument Writing and Historical Thinking Through Curriculum Reform
Granting Agency: The Braitmayer Foundation
|1/12/2015 - 1/11/2016||The Historical Writing Project: Developing Capacities So That Students Can Meet the Challenge of the C3 and CCSS
Granting Agency: Library of Congress Teaching with Primary Sources Midwest Region Program, coordinated by Illinois State University
|9/1/2013 - 1/30/2015||Constructing Genre-Specific Writing Tasks and Identifying K-16 Learning Progressions in Historical Writing
Granting Agency: Spencer Foundation
Courses & Syllabi
|Term||Catalogue Course Description||Syllabus|
|Winter 2014||EDUC 737. Topics in Educational Studies||EDUC 737. Research on Social Studies Teaching and Learning
|Fall 2014||EDUC 431. Teaching of Social Studies in the Elementary School||EDUC 431. Teaching Social Studies in Elementary School