Secondary Sources

To learn more about the U.S. Southwest and Western history, we include here a sampling of work done by our participating scholars. We also include some teaching resources.


Benton-Cohen, Katherine. Borderline Americans: Racial Division and Labor War in the Arizona Borderlands. Cambridge, MA: Harvard University Press, 2011.

Brooks, James. Captives and Cousins: Slavery, Kinship and Community in the Southwest Borderlands. Chapel Hill: University of North Carolina Press, 2001.

Cadava, Geraldo. Standing on Common Ground: The Making of a Sunbelt Borderland. Cambridge, MA: Harvard University Press, 2013.

St. John, Rachel. Line in the Sand: A History of the Western U.S.-Mexico Border. Princeton, NJ: Princeton University Press, 2011.

Wilkins, David. Navajo Political Experience. Lanham, MD: Rowman and Littlefield, 2013.

Wrobel, David. Global West, American Frontier: Travel, Empire, and Exceptionalism from Manifest Destiny to the Great Depression (Calvin P. Horn Lectures in Western History and Culture). Albuquerque, NM: University of New Mexico Press, 2013

Articles and Book Chapters:

Benton-Cohen, Katherine. “Borderline Americans: Racial Divisions and Labor War in the Arizona Borderlands.” In Readings for Sociology. 7th edition. Ed. Garth Massey. New York: W.W. Norton, 2011: 285-96.

Brooks, James F. “‘This Evil Extends Especially…to the Feminine Sex’: Negotiating Captivity in

the New Mexico Borderlands.” Feminist Studies 22, no. 2 (Summer 1996): 279-309.

Blansett, Kent. “Murder at Navajo Mountain.” In Roundup! Western Writers of America Present Great Stories of the West From America’s Leading Western Writers, 2010, p. 81-92.

_______. “Intertribalism in the Ozarks, 1800-1865.” American Indian Quarterly 34 (Fall 2010): 475-97.

_______. “San Francisco, Red Power and the Emergence of an ‘Indian City.’” In City Dreams, Country Schemes: Community and Identity in the American West. Las Vegas: University of Nevada Press, 2011, p. 261-83.

Chang, Jason. “Racial Alterity in the Mestizo Nation.” Journal of Asian American Studies 14 (Oct, 2011): 331-59.

Flores, Dan. “Empires of the Sun: Big History and the Southern High Plains,” OAH Magazine of History 27 (October 2013): 9-13.

Johnson, Mark. “Anti-Chinese Sentiments in the U.S.-Mexico Borderlands.” Lesson Plan for the Western History Association Conference, Tucson, 2013.

_______. “His Death Avenged,” Organization of American Historians Magazine of History 26 (July 2012): 25-29.

_______. “From Diaries to Digital Footprints,” Lesson Plan for the Western History Association Conference, Tucson, AZ, 2013.

Wilkins, David E. “The U.S. Supreme Court’s Explication of Federal Plenary Power’: An Analysis of Case Law Affecting Tribal Sovereignty, 1886-1914.” American Indian Quarterly 18 (Autumn 1994): 349-68.


Pueblo Revolt info at National Park Service and Gilder Lehrman Institute

“The Bisbee Deportation 1917,” University of Arizona, Tucson.

“Sonora’s Anti-Chinese Campaigns,” California State University San Marcos.


“The ‘Line in the Sand’ Dividing the U.S. and Mexico,” Interview of Rachel St. John by Steven Inskeep, Morning Edition, NPR, July 12, 2011.

David Wilkins, “Tribes” on This American Life. March 29, 2013. Transcript.

A Few Teaching Sources

Bain, Robert. “Into the Breach: Using Research and Theory to Shape History Instruction.” In Peter Stearns, ed., Knowing, Teaching, and Learning History. NY University Press, 2000, 331-52.

Baron, Christine. “Understanding Historical Thinking at Historic Sites,” Journal of Educational Psychology 104, No. 3 (2012): 833-847.

Breakstone, Joel, Mark Smith, and Sam Wineburg, “Beyond the Bubble in History/Social Studies Assessments.” Kappan Magazine. 94 (February 2013): 53-57.

Drake, Frederick D. and Sarah Drake Brown, “A Systematic Approach to Improve Students’ Historical Thinking,” The History Teacher, Vol. 36, No. 4 (Aug., 2003), pp. 465-489

Wineburg, Sam. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press, 2001.

Teaching Websites—a sample

Beyond the Bubble: Assessing 21st century skills with Library of Congress Documents.” Stanford History Education Group, Stanford University.

Library of Congress Teaching with Primary Sources.

Library of Congress Teaching with Primary Sources. Western Region.

Library of Congress TPS Teachers Network

Library of Congress TPS Annotated Resource Sets.  Demos on creating ARSs and more here.

National Archives Teachers’ Resources

Peggy O’Neill-Jones, “Dual Inquiry” Prezi Presentation

Project Zero: Visible Thinking Strategies, Harvard Graduate School of Education.

Reading Like a Historian, Stanford History Education Group, Stanford University., George Mason University.