Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation

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Using Writing Tasks to Elicit Adolescents’ Historical Reasoning (2012, background): “For when students identify and reconcile multiple perspectives, they can begin to see history as an interpretive enterprise based on the deliberation of varying accounts of the past (cf. Monte-Sano, 2011).”
Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years (2013, background): “Monte-Sano (2011b) analyzed three student teachers’ approaches to history education in preservice coursework and classroom practice.”