Call for Chapters and Lesson Plans
Teaching Emancipation and Reconstruction, 1861-1876
A volume in the series: Teaching Critical Themes in American History
Edited by: Caroline R. Pryor, Erik Alexander, James Mitchell, Whitney Blankenship, Michael Karpyn, & Jenice View
(See Pryor firstname.lastname@example.org or Mitchell email@example.com for call for additional editors/volume topics)
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 The resources found in this series are: (a) historical content for exploring critical issues, (b) historical context for addressing Emancipation and Reconstruction, (c) examples of how to use national standards to augment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; Emancipation’s Impact; Emancipation’s Legacy; Social, Political, or Economic Aspects of Reconstruction; Race, Class, or Gender; Important Figures; Reconstruction’s Legacy; Popular Culture; 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 (Extended March 31, 2021) – Chapter Proposals (700 words max, excluding any references) due to editor
- April 9, 2021 – Authors notified and asked to submit full chapters by August 31st
- August 31, 2021 – Complete chapters submitted to editors
- January 31, 2022 – All materials due to publisher
- Summer 2022 – Anticipated publication of book
To submit your proposal, visit the volume website by clicking the link or scanning the code below
*Note – Proposals may also be emailed to the editor