Since ancient times, the pundits have lamented young people's lack of historical knowledge and warned that ignorance of the past surely condemns humanity to repeating its mistakes. In the contemporary United States, this dire outlook drives a contentious debate about what key events, nations, and people are essential for history students. Sam Wineburg says that we are asking the wrong questions.

What distinguishes history as a discipline from other fields of study? That's the animating question of Sarah Maza's Thinking About History, a general introduction to the field of history that revels in its eclecticism and highlights the inherent tensions and controversies that shape it.

Written by an accomplished historian, award-winning author, public evangelical spokesman, and respected teacher, this introductory textbook shows why Christians should study history, how faith is brought to bear on our understanding of the past, and how studying the past can help us more effectively love God and others. John Fea shows that deep historical thinking can relieve us of our narcissism; cultivate humility, hospitality, and love; and transform our lives more fully into the image of Jesus Christ.

The historians showcased in American History Now developed new approaches to scholarship to revise the prevailing interpretations of the chronological periods from the colonial era to the Reagan years. Covering the subfields of women's history, African American history, and immigration history, the book also considers the history of capitalism, Native American history, environmental history, religious history, cultural history, and the history of the United States in the world.

The essential handbook for doing historical research in the 21st century, The Princeton Guide to Historical Research provides students, scholars, and professionals with the skills they need to practice the historian's craft in the digital age, while never losing sight of the fundamental values and techniques that have defined historical scholarship for centuries.

In Cultivating Genius, Dr. Gholdy E. Muhammad presents a four-layered equity framework—one that is grounded in history and restores excellence in literacy education. This framework, which she names "Historically Responsive Literacy", was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices.

Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation.

There are many stories we can tell about the past, and we are not, perhaps, as free as we might imagine in our choice of which stories to tell or where those stories end. John Arnold's addition to Oxford's popular Very Short Introductions series is a stimulating essay about how people study and understand history.  

The most enduring feature of US history is the presence of Native Americans, yet most histories focus on Europeans and their descendants. This long practice of ignoring Indigenous history is changing, however, with a new generation of scholars insists that any full American history address the struggle, survival, and resurgence of American Indian nations. Indigenous history is essential to understanding the evolution of modern America.

Taking listeners from Thucydides to the origin of the French Revolution to the Civil War and beyond, James M. Banner, Jr., explores what historians do and why they do it. Banner shows why historical knowledge is unlikely ever to be unchanging, why history as a branch of knowledge is always a search for meaning and a constant source of argument, and why history is so essential to individuals' awareness of their location in the world and to every group and nation's sense of identity and destiny. 

Reconstruction chronicles the way in which Americans—black and white—responded to the unprecedented changes unleashed by the war and the end of slavery. It addresses the quest of emancipated slaves’ searching for economic autonomy and equal citizenship, and describes the remodeling of Southern society; the evolution of racial attitudes and patterns of race relations; and the emergence of a national state possessing vastly expanded authority and one committed, for a time, to the principle of equal rights for all Americans.

The United States is in the grip of a crisis of bad history. Distortions of the past promoted in the conservative media have led large numbers of Americans to believe in fictions over facts, making constructive dialogue impossible and imperiling our democracy. In Myth America, Kevin M. Kruse and Julian E. Zelizer have assembled an all-star team of fellow historians to push back against this misinformation.

 The Cheese and the Worms is an incisive study of popular culture in the 16th century as seen through the eyes of one man, the miller known as Menocchio, who was accused of heresy during the Inquisition and sentenced to death. Carlo Ginzburg uses the trial records to illustrate the religious and social conflicts of the society in which Menocchio lived.   

If you’re looking for a book on how to “control” your students, this isn’t it! Instead, this is a book on what classroom learning could be if we aspire to co-create more culturally responsive and equitable environments—environments that are safe, affirming, learner-centered, intellectually challenging, and engaging. If we create the kind of places where our students want to be. “These Kids Are Out of Control” details the specific practices, tools, beliefs, dispositions, and mindsets that are essential to better serving the complex needs of our diverse learners.

Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color, Dr. Christopher Emdin has merged his experiences with more than a decade of teaching and researching in urban America. He takes to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning.