The connection between writing in the final chapter and social studies content in the earlier nine chapters is important because writing does not occur in a vacuum. In this book, students write in support of their social studies learning. The multiple and interrelated emphasis on content, expository writing, and using writing to think in and communicate ideas
 all key twenty-first century skills
 is explicitly addressed in both content and Common Core standards in both social studies and literacy. The authors offer a view of the social studies as content, including critical social studies content found in the standards but not characteristically taught.
Nancy Farnan, Associate Dean, College of Education, San Diego State University, researcher in writing literacy We need to see everything through the lens of what history IS. This is where I think the [book] becomes so critical. You are changing a mindset….My hope is that this book will be in the hands of instructors who believe inquiry is crucial in teaching history….This [book] calls readers to pause and reflect on their personal perspectives on history instruction and their journey to become more historically literate.
Sue Reynolds, AP History Teacher, Bear Valley Unified School District It is important to make [the authors’] point that the absence of prior knowledge among the students is a signal to teach, not to avoid….[The authors’] vision for social studies made me want to start teaching all over again.
Houston Burnside, Ordained Minister, Teacher, Principal, University Professor, Retired