Linda Sargent Wood
Linda Sargent Wood
(B.A., M.A. Montana State University; Ph.D., University of Maryland,
College Park, 2002)
Chair of History
of History and Social Studies Education
and Cultural History and Histories of Disability, Medicine, Religion, and
Education, and the Scholarship of Learning and Teaching History
phone: (928) 523-6211
Office: Liberal Arts 313
and Teaching Interests
Linda Sargent Wood’s research and teaching focuses on Twentieth-century thought and culture,
the historical inquiry process, and the scholarship of teaching and learning
history. Her publications include a book on holistic ideas and practices in
American society and article on late twentieth-century spirituality and doing
history labs to teach historical thinking skills. Currently, she is writing a
book on Montana’s contributions to the disability rights movement.
taught at NAU
205: Historical Inquiry
206: Seminar in Teaching History
300W: Topics in History (Junior Writing Requirement)
498C Senior Seminar History Capstone
429 Inquiry in Teaching and Learning History and Geography
505: Readings in Native American History
550: Readings in Comparative History
590: Readings in American History
592: Readings in Southwest History
599: Civil War to Civil Rights
668: Research in Environmental History (with Professor George Lubick)
A More Perfect Union: Holistic World Views and the
Transformation of American Culture after World War II (New York:
Oxford University Press, 2010; paperback 2012).
"Montana's Role in Genetics Research and the Disability Rights Movement,"
"National History Day and the Evolution of History Education,"
Forward to Issue, OAH Magazine of History 26 (July 2012): 5-8.
(Served as Consulting Editor for this issue.)
"From Corn Chips to Garbology: The Dynamics of Historical
Inquiry," with Stevan Kalmon, Peggy O'Neill-Jones, and Cynthia Stout, OAH Magazine
of History 26 (July 2012): 13-18.
"Hooked on Inquiry: History Labs in the Methods Course," History
Teacher 45 (August 2012): 23-35.
“Teaching Nature, Culture, and History in the West: A Grand Canyon
Multimedia Partnership,” with Paul Hirt, Journal of the West, Summer
"Contact, Encounter, and Exchange at Esalen: A Window onto
Late Twentieth-Century American Spirituality," Pacific
Historical Review 77 (August 2008): 453-487.
The American Soul Rush: Esalen and the Rise of Spiritual Privilege. By Marion Goldman. (New York: New York University Press, 2012. xii
+ 207 pp. $30.00. Nova Religio: The Journal of Alternative and Emergent Religions (Forthcoming
Understanding Jonestown and Peoples Temple. By Rebecca Moore. (Westport, Conn.: Praeger Press, 2009. xi 179
pp. $34.95. Pacific Historical Review 79 (Aug 2010): 474-75.
On the Edge of the Future: Esalen and the Evolution of American Culture. By Jeffrey Kripal and Glenn W. Shuck, editors. (Bloomington, Indiana
University Press, 2005), Pacific Historical Review 76 (February 2007), 141-43.
“Coming to Manassas: Peace, War and the Making of a Virginia Community."
A Historic Resource Study for the National Park Service. Brooklyn, NY: American
Public History Laboratory, 2003.
“The Laurel Grove School: Educating the First Generation Born into
Freedom." Brooklyn: American History Workshop, 2002.
“Fuller, R. Buckminster, Jr. (1895–1983).” Macmillan
Encyclopedia of Energy. Ed. John Zumerchik.
3 vols. New York: Macmillan
Reference, 2001. Vol. 2: 534-537.
“Carson, Rachel (1907-1964).” Macmillan Encyclopedia of
Energy. Ed. John Zumerchik. 3 vols. New
York: Macmillan Reference, 2001. Vol. 1: 221-223.
Partnerships and Public History Projects
Wood’s enjoys collaborative K-20 teacher scholar and public history projects. In 2014, she wrapped up the final year of the Northern
Arizona History Academy Teaching American History U.S. Department of Education
Grant (2010-14), the last in a series of TAH programs with which she has
participated. Other projects include a National Endowment for the Humanities
(NEH) grant-funded project, “Nature, Culture, and History at the Grand Canyon”;
three Gilder Lehrman Institute for American History seminars; numerous Library
of Congress Teaching with Primary Sources institutes and workshops, early work
on the Sandra Day O’Connor ICivics digital games website; the Laurel Grove
“Colored” School history project, and a NEH “Schools for the New Millennium”
project at the University of Maryland.
Dr. Wood’s research and teaching has
been funded by the Arizona Board of Regents, Charles Redd Center for Western
Studies, Helios Foundation, Laurel Grove School Association, Library of
Congress Teaching with Primary Sources, MacArthur Foundation, Montana
Historical Society, National Park Service, National Endowment for the
Humanities, NAU’s Faculty Grant Program, University of Maryland Grants, U.S.
Department of Education, and Virginia Foundation for the Humanities.