Chauncey B. Monte-Sano

Associate Professor

Chauncey B. Monte-Sano, School of Education

Chauncey Monte-Sano, Ph.D. is an associate professor of Educational Studies at the University of Michigan. Her scholarship centers on supporting disciplinary practices in history/social science classrooms with a focus on teaching history as inquiry. Much of this work examines how adolescents learn to write reasoned historical arguments from evidence and how such instruction can be a tool to challenge inequities in students’ literacy outcomes. She works to develop social studies curriculum to support all students' disciplinary thinking, reading, and writing and researches how teachers—both novices and veterans—learn to take up this instructional approach. 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, among others, to support this work.

Monte-Sano earned her Ph.D. at Stanford University and her B.A. and teacher certification from Yale University. She began her teaching career as a high school history teacher and was awarded National Board Certification. While at Stanford, she was a founding member of the Stanford History Education Group. Her dissertation won the 2007 Larry Metcalf Award from the National Council of the Social Studies. In 2011, she was awarded the Early Career Award from Division K (Teaching and Teacher Education) of the American Educational Research Association. 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.

Monte-Sano writes widely about the teaching and learning of disciplinary practices in history/social science classrooms. She is co-author of the books Reading, Thinking, and Writing about History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12 (Teachers College Press, 2014) and Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms (Teachers College Press, 2011). Her scholarship has appeared in journals such as the American Educational Research Journal, Curriculum Inquiry, Journal of Curriculum Studies, Elementary School Journal, Journal of the Learning Sciences, Reading and Research Quarterly, Journal of Teacher Education, Theory and Research in Social Education.

At the University of Michigan, she currently serves as the Chair of the Elementary Teacher Education Program and teaches preservice and doctoral-level courses. She advises graduate students in Teaching and Learning (M.A.) and Teaching and Teacher Education (Ph.D.). She consults regularly with teachers, teacher education programs, and school districts in a variety of settings. 

Monte-Sano teaches courses in the following program(s):
Teaching and Teacher Education
Elementary Teacher Education


Selected Publications

Primary Audience: Researchers

Monte-Sano, C. (2017). Bridging reading and writing: Using historians’ writing processes as clues to support students. In G. Andrews and Y. Wangdi (Eds.), The role of agency and memory in historical understanding: Revolution, reform, and rebellion. Cambridge Scholars Publishing.

De La Paz, S., Monte-Sano, C., Felton, M., Croninger, R., & Jackson, C. (2017). "A historical writing apprenticeship for adolescents: Integrating disciplinary learning with cognitive strategies." Reading Research Quarterly, 52(1), 31-52.

Monte-Sano, C. (2016). "Argumentation in history classrooms: A key path to understanding the discipline and preparing citizens." Theory into Practice, 55(4), 311-319.

Monte-Sano, C. & Reisman, A. (2016). "Studying historical understanding." In L. Corno & E. Anderman (Eds.), The Handbook of Educational Psychology, 3rd edition. Washington, D.C.: American Psychological Association.

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.

Primary Audience: Teachers

Monte-Sano, C., De La Paz, S., & Felton, M. (2015). Teaching argument writing and “content” in diverse middle school history classrooms. Social Education, 79(4), 194-199.

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. (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.




1/1/2018 - ongoing Teachers Learning to Facilitate Communication and Reasoning Through Inquiry With History and Social Science Sources
Granting Agency: James S. McDonnell Foundation

10/1/2016 - 9/30/2018 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 2016 EDUC 780. Research on Teaching EDUC 780. Research on Teaching

Fall 2016 EDUC 737. Topics in Educational Studies EDUC 737. Research on Social Studies Teaching and Learning

Fall 2015 EDUC 431. Teaching of Social Studies in the Elementary School EDUC 431. Teaching Social Studies in Elementary School


Room 4121

Curriculum Vitae

Personal Website