Bibliography of Useful Resources

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:

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.