Teachers involved in creating Critical Thinking Labs have found these books useful in their planning.
Blackburn, B. (2013). Rigor is NOT a Four Letter Word. New York, New York: Taylor & Francis.
Fisher, D., & Frey, N. (2012). Teaching students to read like detectives: Comprehending, analyzing, and discussing text. Bloomington, IN: Solution Tree Press.
History Labs: A Guided Approach to Historical Inquiry in the K-12 Classroom. (2015, February 9).
Retrieved from UMBC: Center for History Education: http://www.umbc.edu/che/historylabs/.
Lesh, B. (2011). “Why won’t you just tell us the answer?”: Teaching historical thinking in grades 7-12.
Portland, Me.: Stenhouse.
Levstik, L. (2015). Doing History. Taylor and Francis.
Mandell, N., & Malone, B. (2007). Thinking like a historian: Rethinking history instruction : A framework to enhance and improve teaching and learning. Madison, Wis.: Wisconsin Historical Society Press.
Ragland, R. (2009). The Teaching American History project: Lessons for history educators and historians.
New York: Routledge.
Ritchhart, R., & Church, M. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass.
Vesque, S. (2008). Thinking historically educating students for the twenty-first century. Toronto [Ont.:
University of Toronto Press.
Williams, Y. (2009). Teaching U.S. history beyond the textbook: Six investigative strategies grades 5-12.
Thousand Oaks, CA: Corwin Press.
Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past.
Philadelphia: Temple University Press.
Wineburg, S., & Martin, D. (2011). Reading like a historian: Teaching literacy in middle and high school history classrooms. New York: Teachers College Press, Columbia University.
Zevin, J., & Gerwin, D. (2010). Teaching world history as mystery. New York: Routledge.