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Call for Chapters
Teaching Emancipation and Reconstruction, 1861-1876
Peter Lang Publishers (New York) – www.peterlang.com
Edited by: Matthew Campbell, Ed.D. (Cypress-Fairbanks ISD & University of Houston – Downtown) email@example.com
A volume in the series: Teaching Critical Themes in American History (Series Link)
Edited by: Caroline R. Pryor, Erik Alexander, James Mitchell, Whitney Blankenship, Michael Karpyn, & Jenice View
Teaching Emancipation and Reconstruction, 1861-1876 will bring into focus the major elements of Reconstruction that have a large impact on our nation’s history. It will contribute to the discussion on critical issues which should be taught, shed light on misconceptions and omissions by textbooks, provide a roadmap for teachers to better understand major issues in teaching, and explore historiographical implications on Emancipation and Reconstruction. The volume will situate the chapters within the NCSS C3 framework. Essentially, this volume will provide comprehensive resources, teaching strategies, and discussion on this complex era of American history and present the importance of teaching Emancipation and Reconstruction. The volume aims to concentrate on the “how and why” of teaching critical issues of Emancipation and Reconstruction that can be used by secondary teachers and college instructors alike.
The purpose of the Teaching Critical Themes in American History series is to provide teachers an examination of critical issues in American history and provide resources to teach these issues. The resources found in this series are: (a) historical content for exploring critical issues, (b) historical context for addressing Emancipation and Reconstruction, (c) examples of how to use national standards to augment lessons and textbook material, and (d) primary and secondary source material to support the investigation of critical themes in American history.
Historiography, Interpretations, or Changes
Social, Political, or Economic Aspects of Reconstruction
Race, Class, or Gender
Particular Resources (film, photographs, etc.)
The chapters in this volume will be arranged thematically and should take on one of two directions: historical analysis or pedagogical analysis. Chapters may also be a combination of the two. In addition to these chapter types, there will be a need for lesson plan(s) that complement the themes of the chapters. Chapters should provide descriptions of practice and also discussion on what makes Emancipation and Reconstruction a critical theme to be taught in schools. Historical Analysis chapters may analyze a combination of primary and secondary sources that are appropriate for teaching students. Pedagogical Issues chapters should relate specifically to teaching or issues related to teaching standards. Overall, every chapter should aim to provide pre-service teaching, methods instructors, and in-service teachers with historical content analysis to aid their teaching. Typically, chapters should be somewhere in the range of 4000-6000 words (including references, APA 7th edition format). While the chapters in this book should be fresh interpretations, they should keep the proposed topic in context of its time period.
Projected Deadlines (subject to change):
February 12, 2021 – Chapter Proposals (700 words max, excluding any references) due to editor
February 28, 2021 – Authors notified and asked to submit full chapters by August 31st
August 31, 2021 – Complete chapters submitted to editors
September 30, 2021 – Blind peer review of chapters completed
October 31, 2021 – Final chapters submitted to editor
January 31, 2022 – All materials due to publisher
Summer 2022 – Anticipated publication of book
To submit your proposal, visit the volume website below
Matt Campbell, Ed.D.