Becoming Integrated Thinkers: Case Studies in Elementary Social Studies

BECOMING INTEGRATED THINKERS Case Studies in Elementary Social Studies

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EDITORS

Linda Bennett and Elizabeth R. Hinde

N C S S B OA R D O F D I R E CTO R S, 2014-2015 NCSS OFFICERS

Kimberly Heckart

Prairie Ridge Elementary, Cedar Rapids, IA (2016)

Michelle Herczog

President Los Angeles County Office of Education Downey, CA

Metropolitan State University of Denver, Denver, CO (2016)

Kim O’Neil

Springville Middle School, Springville, NY (2017)

Elizabeth Hinde Joseph Karb

President-Elect National Board for Professional Teaching Standards Liverpool, NY

Mary McCullagh

Christopher Columbus High School, Miami, FL (2015)

Peggy Jackson Vice President Moriarty High School Moriarity, NM

Lakeland High School, Suffolk, VA (2015)

BOARD OF DIRECTORS

Anne Arundel Public Schools, Annapolis, MD (2017)

India Meissel

Shannon Pugh

Stephen Armstrong

Anton Schulzki

Past President Connecticut State Department of Education, Hartford, CT (2015)

William J. Palmer High School, Colorado Springs, CO (2016)

Linda Bennett

A.C. Flora High School, Columbia, SC (2016)

Charles Vaughan

University of Missouri, Columbia, MO (2017)

EX OFFICIO

Karen Burgard

Florida Gulf Coast University, Ft. Myers, FL (2015)

Ron Adams

Chair, House of Delegates Steering Committee Educational Consultant, Ossipee, NH (2015)

Leslie Carter

Myrtle Beach High School, Myrtle Beach, SC (2017)

Andrew Demko

Rainier Jr./Sr. High School, Rainier, OR (2015)

NCSS EXECUTIVE DIRECTOR

NCSS DIRECTOR OF PUBLICATIONS

DESIGN AND PRODUCTION

NCSS EDITORIAL STAFF ON THIS PUBLICATION

Susan Griffin Michael Simpson Gene Cowan, Cowan Creative Michael Simpson

ISBN: 978-0-87986-109-4 © Copyright 2015 National Council for the Social Studies. All rights reserved.

Printed in the United States of America • First printing, March 2015 5 4 3 2 1

Table of Contents

Preface.........................................................................5

CHAPTER SEVEN

Linda Bennett and Elizabeth R. Hinde

Third Graders Build Networks Around Democracy................................................... 77 Linda Bennett

Part 1: The Foundation CHAPTER ONE The Elementary Social Studies Classroom and Integration: An Introduction..........................................9

CHAPTER EIGHT Fourth Grade Teachers: Integration in Review.......... 85 Janet Alleman, Barbara Knighton, and Rob Ley

Anne-Lise Halvorsen and Janet Alleman

CHAPTER NINE

CHAPTER TWO

Social Studies, Language Arts, and Social Action: Learning from a Fifth Grade Teacher......................... 99

The Theoretical Foundations of Curriculum Integration and Its Application in Social Studies Instruction.........21

Sherry L. Field, Michelle Bauml, and Mary Ledbetter

Elizabeth R. Hinde

Part 3: Review and Analysis Part 2: Putting Research into Practice CHAPTER THREE Learning from Practice: Integration and a Teacher’s First Years.......................................................................... 33

CHAPTER TEN Looking Across Cases: Critical and Contemporary Issues of Integration.................................................111 Stephanie Serriere

Michelle Bauml, Sherry L. Field, and Katy Orr

CHAPTER ELEVEN

CHAPTER FOUR

Leading and Advocating for Social Studies Integration.................................................................117

Raising Citizens: Integrating as a Subversive Activity.................................................... 43 Andrea S. Libresco

CHAPTER FIVE Development of the Social Citizen at Trinity School for Children.......................................... 59

Linda Bennett and Elizabeth R. Hinde

Contributors..............................................................121 Index........................................................................ 123

Amanda Matsumoto, Ilene R. Berson, Madeline O’Dea, and Brittain Ogle

CHAPTER SIX Exploring Below the Tip of the Iceberg: Second Graders Learn about Antarctica.................. 67 Nancy P. Gallavan and Kathy J. Moore

Becoming Integrated Thinkers: Case Studies in Elementary Social Studies | 3

Preface Linda Bennett and Elizabeth R. Hinde

At a time when social studies, especially in elementary schools, is being curtailed and teachers are feeling pressure to

teach only those subjects that are tested (often to the exclusion of social studies), we want to show that social studies is indeed alive and well in many classrooms across America. Despite the lack of attention, and perhaps even respect, that surrounds social studies, many elementary teachers are teaching the subject, and teaching it very well. This book provides descriptions of elementary teachers throughout the United States who are integrating social studies across the curriculum. Throughout the school day, students in their classrooms are learning the skills and knowledge that embody effective social studies instruction.

Integrating social studies has often been suggested as a solution to keeping the subject in the curriculum. However, as the following chapters describe, integrating social studies is not easy and requires much planning and pedagogical knowledge on the part of the teacher. The pay-off is enormous. Students in classes whose teachers have effectively integrated social studies not only keep it in the curriculum, but also demonstrate increased reading comprehension as well.

The book is organized so that the first part provides a foundation for integrating social studies in elementary classrooms. In the second part, seven case studies of authentic classrooms where teachers truly integrate social studies throughout each school day are described. The third and final part provides food for thought for teachers and teacher educators to examine and encourage the integration of social studies in their own classrooms.

Part 1: The Foundation

“Students could not have learned the historical content without informational text reading skills; and they could not have applied those reading skills meaningfully without rich content.”

Anne-Lise Halvorsen and Janet Alleman in Chapter One below, p. 10.

Chapter One lays the foundation for the role of integration in education for citizenship, and describes effective integration and instructional approaches of integration, as well as the role of integration in national standards and curriculum design. The sections “A Snap Shot of Integration of Social Studies and Literacy” and “Authentic Concerns and Questions of Wonderment” entice the reader to engage in the process of becoming an integrated thinker.

Chapter Two presents theoretical foundations for curriculum integration. The historical and philosophical roots of integration are explored, and models of integration that teachers commonly use are described. The chapter delves into three types of integration that are commonly seen in classrooms today: Fractured, Stealthy, and Healthy Integration. Examples of each type are described in detail.

Fractured, Stealthy, and Healthy integration are later referred to in a number of case studies throughout the book.

Part 2: Putting Research into Practice

The seven case studies in Part 2 put research in practice.

The integrated curriculum presented in this NCSS book demonstrates tried and timeless examples of integration in elementary social studies. The case studies are descriptions of best practices for the integration of social studies and content such as science, art, global, citizenship, human interactions, government, technology, culture and universalities. From a school-wide program to a single lesson, the chapters document unique strategies for social studies integration.

Elementary educators can read, discuss, analyze and develop classroom practices for exemplary integration.

Case 1 (Chapter Three): Ruby Roberts is a first-grade teacher at Granger Elementary, a Title I school in a rural town in Texas. Through vignettes, reflections, and conversations, she shares her planning process in an accountability-driven system and her enthusiasm for teaching and assessing a unit on inventions.

Preface | 5

Case 2 (Chapter Four): Entering Jonie Kipling’s first grade classroom is to feel as though Dewey’s vision is alive. She shares experiences integrating “living democracy into the classroom where students participated in decisions that mattered.” Jonie has been consistently successful in putting social studies at the center of her curriculum and connecting in logical ways to language arts and science. Her love of literature and language are brought to the reader’s attention as she describes her experiences with the students from the suburbs of New York.

Case 3 (Chapter Five): In a slight departure from the case studies of other chapters, this chapter describes an entire elementary school where social studies is the core and all other subjects revolve around it. The authors describe the school as one that “strives to educate our children to live democratically, in and out of schools, as the best way to advance our concept of democracy and produce citizens with high ethical standards as well as inquisitive and reflective dispositions.” The school’s curriculum from early grades to upper grades is described and the reader will see the social studies content, skills, and dispositions that are threaded through each grade.

Case 4 (Chapter Six): Responsible for teaching students about themselves, as well as about other people near and far, one second-grade teacher in central Arkansas constructed an integrated social studies unit of learning about Antarctica by tracking a National Science Foundation scientist/station manager. This instructional unit is steeped in standards and driven by layers of integration across the curriculum.

Case 5 (Chapter Seven): Bill Hamilton is a third grade teacher at an intermediate elementary school in a rural mid-western community. His integrated instructional unit on national symbols is designed using the eMINTS instructional model, which connects high-quality lesson design and inquiry-based learning, powered by technology and a community of learners.

6 | Becoming Integrated Thinkers: Case Studies in Elementary Social Studies

Case 6 (Chapter Eight): In this chapter, two acclaimed 4th grade teachers share their first person accounts of integrating the curriculum around social studies ideas and content.

Barbara, an experienced teacher who works in a middle class school in Lansing, MI, shares her experiences in designing integrated units as well as how she uses literature to teach social studies. Rob is a Nationally Board Certified Teacher who recently moved from North Carolina to the University of Chicago’s Lab School, which has students from 45 different countries and a variety of religious and ethnic backgrounds. Rob shares his philosophical insights about integrating the curriculum and the need to tie it to the realities of children’s lives.

Case 7 (Chapter Nine): Mary Ledbetter is a fifth grade elementary teacher of social studies and English/language arts at The University of Texas Elementary School (UTES) in Austin, Texas. The students in her classroom are 69% Latino/a, and 11.1% are English learners, so they bring unique opportunities for Mary to broaden her curriculum to engage diverse learners. As a veteran teacher, Mary shares insights into planning and the integration of standards, content coverage, assessment strategies, and visions for future instruction. The conversations and vignettes with Mary are rich with insights into her classroom.

Part 3: Review and Analysis

In the final section of the book, chapters ten and eleven review and analyze the cases, and discuss issues related to integrating the curriculum. We hope to encourage teachers and teacher educators to be both critical and creative as they consider integrating social studies throughout the curriculum.

It is our hope that this book will provide support for and ideas to teachers and teacher educators in truly and effectively integrating social studies. Social studies is not dead, and is actually alive and well in classrooms across America.

Part 1

The Foundation

Part 1: The Foundation | 7

Chapter One

The Elementary Social Studies Classroom and Integration: An Introduction Anne-Lise Halvorsen and Janet Alleman

Jared Barnes, a first-grade teacher, developed a social studies lesson that integrated literacy and the geography of the

local community. The stated goals of the lesson were for students to distinguish between physical and human characteristics of places and to write descriptive sentences. The lesson required students to write a sentence about a favorite place in the community (e.g., a bakery, library, river, park, and so forth). First, students created a web that featured their favorite places along with descriptive words associated with those places. Using their webs, each student then wrote a descriptive sentence about his or her favorite place. During the lesson, Jared circulated among the students, helping them generate descriptive words, spell them, and put them together into coherent sentences. The lesson took two forty-five minute class periods. At the end of the lesson, each student had written a detailed sentence that described a favorite place in the community.

Down the hall from Jared, Amy Olson, a third-grade teacher, developed a social studies lesson that also integrated literacy in the study of the significant events that helped end slavery in the United States. Her goals were for students to chronologically organize significant events related to slavery, to understand the relationships among events, and to read and apply significant knowledge from social studies texts. Amy was frustrated by the lack of primary sources in the textbook and the difficult reading level of the primary sources she was able to find, so she decided to write her own descriptions of significant events (e.g., Northwest Ordinance, Personal Liberty Law of Michigan, the Emancipation Proclamation). She created a reference sheet for each event that featured an image and a short summary of the event.

In small groups, students read the summary (practicing the literacy skill of understanding key ideas and details of informational texts), completed a brief worksheet that asked them to indicate the date of the event, whether the event helped or hindered abolition, and summarized the event. Students also discussed the significance of the event.

Then, a representative from each small group presented the significant event to the rest of the class and placed the event on a class timeline. Students saw the trajectory of events and how each event influenced a subsequent one. In this forty-five minute lesson, students developed skills in the areas of reading for information, chronological thinking, and

historical interpretation (including understanding cause and effect).

Although teachers in both examples claimed that their lessons integrated social studies and literacy, they differ in their degree of successful integration. As described in the first example, curricular integration can have the veneer of teaching content and/or skills in both subjects, but, in reality, involves either teaching one, or in some cases, neither subject effectively. Such ineffective curricular integration is problematic in several respects: it can take a great deal of time, the activity can “mask” the lack of social education content,1 and teachers can feel they are “covering” subject areas when they are merely superficially talking about them. In this instance, Jared taught descriptive writing but neglected the geography goal of distinguishing between physical and human characteristics of places (most of the adjectives students used did not represent a range of physical and human characteristics of places). Jared considered the lesson to be a social studies lesson since it was taught during the content block; however, the students learned very little, if any, social studies content or skills.

On the other hand, effective integration can enhance school learning in ways that teaching subjects in isolation cannot.

The second example shows curriculum integration when

The Elementary Social Studies Classroom and Integration: An Introduction | 9

done well: the lesson focused on social studies knowledge (of the history of slavery in the U.S.) and skills (the literacy skill of reading for information and the historical skill of chronological thinking) from both subjects being integrated, and presented content in a way that was connected to students’ lives beyond school. Students were “reading to learn” and what they acquired was rich historical content. In other words, students could not have learned the historical content without informational text reading skills; and they could not have applied those reading skills meaningfully without rich content. Although the lesson was not easy to design and took considerable time to plan, it represents effective integration of two subjects—in what this book refers to as “healthy” integration. (See Chapter Two for a description of healthy integration.)

Curricular integration is defined in various ways by education scholars, and it appears in various forms “in practice.” The chapters in this book use definitions of integration offered by Walter Parker2 and James Beane:3 a purposeful teaching approach that draws on knowledge, skills, and methods of inquiry from multiple subject areas in addressing topics that have relevance to the world beyond school. In this approach, students pursue deep understandings of complex problems, issues, and topics, and in so doing, artificial disciplinary boundaries disappear. After all, in the world beyond school, people do not approach their world through a “language arts” lens or a “math” lens; instead, people draw selectively on knowledge and processes from relevant subject areas in trying to understand a problem, make an informed decision, or perform a task. Beane has argued that integration should make both content and skills more meaningful to the learner (i.e., the learner should see the authenticity and possibilities for application of the content and skills).4 The roots of integration (sometimes referred to as correlation) in the United States date back to the late nineteenth century when progressive educators perceived integration as a strategy to make school learning more meaningful and applicable to students’ lives, to engage them in school learning, and to make teaching more student-driven.

Additionally, integration, in its relationship to discovery and inquiry learning, was seen as an innovative pedagogical approach that could achieve broader goals of progressivism: the promotion of values of community, collaboration, and democratic equality. See Chapter Two for more on the history of curricular integration.

10 | Becoming Integrated Thinkers: Case Studies in Elementary Social Studies

The time is right for a book on the topic of integration and social studies education: currently, many elementary teachers find that the only way to include social studies in their schedule that is crammed with language arts and math lessons is through integration. As the second example showed, integration, when done effectively, helps students learn content in both subjects. However, the first example reveals the very real dangers of simply claiming integration— and unfortunately, all too often social studies integration looks like the instruction in the first example: teachers think they are covering social studies but their instruction is often only social studies in name, not in substance. Moreover, when several subjects are being integrated, the goals can become fuzzy.

The purpose of this book is to show effective models of curricular integration from practice to help the reader recognize patterns and pedagogical principles that undergird curricular integration. This book presents “cases” of effective integration from a variety of grade levels, topics, and instructional approaches. However, before presenting the cases, the book provides background on curricular integration. The goals of this chapter are to describe the role integration plays in education for citizenship; to identify principles for effective integration; to describe two instructional approaches that can be used with integration effectively; to explain the relationship of integration with multicultural education; to show how national standards emphasize integration; to describe curriculum design procedures when integrating subjects; to provide a snap shot of literacy and social studies integration; and to present authentic questions teachers have about integration.

This book is intended for a range of audiences who are committed to “becoming integrated thinkers.” These audiences include the following: curriculum directors, teacher educators, professional development supervisors, teachers, teacher candidates, and anyone else interested in developing or refining their approaches to meaningfully integrate social studies education with other subjects.

Contributors EDITORS

LINDA BENNETT Dr. Linda Bennett is the Interim Title IX Coordinator at the University of Missouri, where she is a faculty member in elementary social studies education and previously served in the College of Education as the Associate Dean for Academic Affairs, the Director of Teacher Development Program and Coordinator of Social Studies Education. In addition to her many publications on social studies education, she has served as Editor of Social Studies and the Young Learner and as a member of the Advisory Board for Theory and Research in Social Education.

ELIZABETH R. HINDE Elizabeth R. Hinde is Professor and Founding Dean of the School of Education at Metropolitan State University of Denver.

She was previously Director of the Division of Teacher Preparation at Arizona State University’s Mary Lou Fulton Teachers College, one of the biggest teacher preparation programs in the country. She has been the author of numerous publications concerning social studies education, curricular integration, and teacher preparation, and was a member of the curriculum development team of the Sandra Day O’Connor Our Courts: 21st Century Civics project, now iCivics.org.

AUTHORS

Janet Alleman is Professor Emeritus of Teacher Education at Michigan State University. She is a Teacher Coach, and has been the author or co-author of books and numerous articles on social studies education in the elementary grades.

Michelle Bauml is an assistant professor at Texas Christian University in Fort Worth, Texas. Her research interests include new teacher development, teacher thinking and decision-making, and early childhood/elementary curriculum and instruction with an emphasis on social studies education.

Ilene R. Berson is a professor of early childhood education in the Department of Teaching and Learning at the University of South Florida. Her research explores early childhood social studies with a focus on the engagement of young children with digital technologies.

Sherry L. Field is Dean of the College of Education at Arkansas Tech University. She was the recipient of the 2012 Jean Dresden Grambs Career Research Award presented by the National Council for the Social Studies (NCSS).

Her research interests include elementary social studies curriculum and teaching.

Nancy P. Gallavan is a professor of teacher education at the University of Central Arkansas. Active in AERA, ATE, NCSS, and NAME, she served as the 2013-14 president of the Association of Teacher Educators. With more than 120 publications, Nancy specializes in classroom assessments, social studies, and multicultural education.

Anne-Lise Halvorsen is an associate professor of teacher education, specializing in social studies education, at Michigan State University. Halvorsen’s work focuses on elementary social studies education, project-based learning, the history of education, the integration of social studies and literacy, and teacher preparation in the social studies.

Barbara Knighton is a 4th grade teacher in the Waverly Community Schools, Michigan. She is the author of several publications on social studies education at the elementary level, and was honored as Outstanding Elementary Social Studies Teacher of the Year by NCSS in 2013.

Mary Ledbetter is a fifth grade teacher at University of Texas Elementary School in Austin, Texas. She was the recipient of the National Council for Social Studies Elementary Teacher of the Year Award in 2012 and the James F. Veninga Outstanding Teaching of the Humanities Award in 2014.

Contributors | 121

Rob Ley is a Nationally Board Certified Teacher who teaches 4th grade at the University of Chicago Lab School.

He previously taught 4th grade in a suburb of Lansing, Michigan, and 3rd grade in North Carolina.

Andrea Libresco is Professor of Social Studies Education and Director of the Minor in Civic Education at Hofstra University. She is co-editor of Exemplary Elementary Social Studies: Case Studies in Practice, co-author of Every Book is a Social Studies Book: How to Meet Standards with Picture Books, K-6, and co-editor of Social Studies and the Young Learner.

Amanda Matsumoto is a Curriculum Specialist at the Trinity School for Children in Tampa, Florida.

Kathy J. Moore is a third grade ICM (Inclusion Classroom Model) teacher for Vilonia School District, Vilonia, AR. In her 20 years of teaching, she has taught preschool through third-grade, middle school, and university teacher education.

She specializes in inclusion and special education.

122 | Becoming Integrated Thinkers: Case Studies in Elementary Social Studies

Madeline O’Dea is the Chief Educational Officer, Founder, and Principal of Trinity School for Children in Tampa, Florida. A Bank Street College of Education graduate, she has replicated the laboratory school model and created an open-enrollment elementary school with a philosophy based on the developmental-interaction approach.

Brittain Ogle is an elementary teacher at the Trinity School for Children in Tampa, Florida.

Katy Orr taught first grade at a Title 1 school for the first six years of her teaching career. She received a Teacher of the Year award in 2013 and is now a lead teacher in a private international school in Austin, Texas.

Stephanie Serriere is an Associate Professor at the Pennsylvania State University in the Department of Curriculum and Instruction, and the program of Language, Culture, and Society. Her research focuses on elementary students’ civic engagement and conceptions of agency, especially within democratic teaching settings.

Index

A

Adler, David ..................................................................................... 36 Affordable Care Act (ACA) ...................................................... 92, 97 Afghanistan ...................................................................................... 96 African American migration to the North .................................... 88 Alleman, Janet ................................................. 11, 16, 18, 45, 56, 112 Angela, Ms. (first-grade teacher) ............................................. 62–63 Antarctica ................................................................ 6, 28, 68–75, 113 Appalachia ....................................................................................... 38 Apples to Oregon ................................................................................. 88 The Araboolies of Liberty Street ........................................ 46–47, 49, 57 Arkansas .................................................................... 6, 67–68, 73–74 Armstrong, Jennifer ......................................................................... 54 Assessment ................................................ 18, 33, 41, 68, 80, 81, 108 Austin, Texas .......................................................................... 99–100

B

Bank Street College of Education ..................................... 59, 60, 66 Bank Street School for Children .................................................... 60 Banks, J.A. .................................................................................. 13, 14 Barnes, Jared ....................................................................................... 9 Beane, James ...................................................................... 10, 44, 112

C

C3 Framework......SEE College, Career, and Civic Life (C3) Framework

for Social Studies State Standards

California ....................................................................................... 105 Center for Children and Technology, New York ........................... 81 Chicago, Illinois .............................................................................. 90 Children’s Cancer Center ............................................................... 64 Children’s Health Insurance Program (CHIP) ............................ 92 Chiodo, J.J. ........................................................................................ 21 Cinderella ......................................................................................... 88 Cisneros, Sandra ........................................................................ 47–49 Civics and government ................ 63–65, 70–73, 75, 77–84, 91–97.

SEE ALSO Government

Civil Rights .............................................................................. 47, 108 College, Career, and Civic Life (C3) Framework for Social Studies

State Standards .................... 12, 14, 15, 21, 24, 26, 34, 36, 44, 48–49, 52–53, 56, 68–71, 75, 79, 96–98, 101, 102, 104, 111–114, 118

Columbus, Christopher ............................................................ 46, 69 Common Core State Standards for English Language Arts & Literacy

in History/Social Studies, Science, and Technical Subjects ............ 12, 15, 21, 49, 53, 68–71, 79, 111, 112, 114, 118

Community ........................................ 16, 46–49, 55–57, 62, 97–98 Community of learners ............................. 43–46, 55, 57, 60, 82, 83, 85–86, 90, 98

Bennett, Linda ................................................................................ 113

Community service ......................................... 16, 17, 64, 94, 99, 108

Bennett-Armistead, V.S. ........................................................... 16, 17

Constitution of the United States ............................... 78–80, 82, 83

Berson, Ilene R. .............................................................................. 114

Cronin, Doreen ............................................................................... 35

Bloom, Benjamin ............................................................................. 26

Culture, study of ........................................................... 60, 61, 65–66

Bode, P. ............................................................................................ 13

Current affairs and policy issues ............................................... 91–96

Boyle-Baise, L. ................................................................................ 26

Curriculum design ............................. 15–18, 22–28, 61–62, 82–83,

Brace, Charles Loring ..................................................................... 88

86–87, 90–92

Brophy, Jere .............................................................. 11, 16, 18, 45, 56 Brown University ............................................................................. 96 Bunting, Eve ......................................................................... 47, 87, 88 Index | 123

D

F

Dandelions ........................................................................................ 88

A Faraway Home: An Orphan Train Story ................................. 87–89

Declaration of Independence ............................................. 78–80, 83

Ferdinand ........................................................................................... 47

Democracy .............. 23, 44–45, 55, 57, 60, 77–84, 93–95, 112, 114

Field trips ............................................................... 62–63, 65, 79–82

SEE ALSO Government

Democracy in classroom ....................................... 44–45, 55, 57, 112 Department of Agriculture ............................................................. 93 Department of Commerce .............................................................. 93 Detroit, Michigan ................................................................... 89, 102 Dewey, John ............. 12, 22–23, 43, 45, 55–57, 61, 90–91, 111–112 Dowagiac, Michigan ........................................................................ 89 Duck for President .............................................................................. 35 Duke, N.K. ................................................................................. 16, 17 Dust Bowl ............................................................. 102–103, 105–106

E

Economics .......................................................... 63, 95–96, 102–106 Edison, Thomas .................................................................... 35–37, 41 Edwards, Roberta ....................................................................... 70, 72 Electricity ................................................................................... 36–37 Electronic Data Systems .................................................................. 68 Emancipation Proclamation .............................................................. 9 Emily, Ms. (fifth-grade teacher) ...................................................... 64 eMINTS (enhancing Missouri’s Instructional Networked

Teaching Strategies) .............................................................. 6, 77–84 Emperor Penguins ........................................................................ 70, 72 Emporia Gazette .............................................................................. 102 English Language Learners (ELL students) .................. 33, 59, 118 Environment .................................................................. 49–55, 70, 74 Erickson, Erik ................................................................................... 61

124 | Becoming Integrated Thinkers: Case Studies in Elementary Social Studies

Florida ......................................................................... 59–63, 65, 114 Fly Away Home .................................................................................. 47 Fogarty, R. ................................................................................. 23–24 Food ............................................................................................ 63, 93 Food and Drug Administration ..................................................... 93 Franklin, Benjamin ......................................................................... 46 Freedom on the Menu ......................................................................... 47 Freedom River ................................................................................... 88 Froebel, Friedrich ............................................................................ 22 Frozen Secrets: Antarctica Revealed ............................................. 70, 71

G

Gandhi, Mahatma .......................................................................... 46 Garbage generation and recycling .......................................... 49–55

Gardner, H. ............................................................................... 23, 27 Geography .......................... 26, 27, 28, 60, 64, 66, 67–75, 87–90, 97 Glogster EDU .................................................................................. 81 Government ................................... 16, 63, 70, 72, 75, 77–84, 91–96

SEE ALSO Civics and government; SEE ALSO Democracy

Grandfather’s Journey ........................................................................ 88 Granger Elementary (pseudonym) .......................................... 33–41 Grant, C. .......................................................................................... 13 Great Depression ........................................................... 101–108, 112 The Great Migration: An American Story .......................................... 88 Gregg, H. ......................................................................................... 26 Guatemala ...................................................................................... 108

H

K

Haiti ............................................................................................... 108

The Keeping Quilt .............................................................................. 88

Halvorsen, Anne-Lise .................................................................... 112

Kennedy, John F. ............................................................................. 64

Hamilton, Bill (pseudonym) ................................. 6, 77–84, 113–114

Kenya .............................................................................................. 108

Hanna, Paul R. ................................................................................ 22

Key, Francis Scott ............................................................................ 80

Harcourt Horizons ............................................................................ 101

King, Martin Luther, Jr. ..................................................... 35, 46, 64

Harlem Renaissance ........................................................................ 13

Kipling, Jonie ................................................................. 6, 43–57, 112

Herbart, Johann ............................................................................... 22

Knighton, Barbara ........................................................ 6, 85–90, 113

Here Comes the Garbage Barge! ....................................... 16, 51, 52, 53 Hillsborough County, Florida ........................................................ 59 Hinde, Elizabeth R. ........................................... 34, 39–40, 111–112 History ....... 9–10, 28, 35–39, 46, 64–65, 80, 83, 87–90, 103–107 History Alive! ................................................................................. 101 Holloway, J. ....................................................................................... 21 Holocaust ......................................................................................... 65 Holocaust Museums ........................................................................ 65 Homelessness ................................................................. 47, 49, 87–90 Hopkinson, Deborah ...................................................................... 88 Howard, Arthur .............................................................................. 46 Hughes, Langston ........................................................................... 13 Hunter, Mrs. (pseudonym) ....................................................... 27–28

L

Lab School ....................................................................................... 43 Lange, Dorothea ................................................................... 105, 108 Lansing, Michigan ................................................................ 6, 85, 90 Lawrence, Jacob ............................................................................... 88 Leaf, Munro ..................................................................................... 47 Ledbetter, Mary .................................................. 6, 99–108, 112, 114 The Legend of the Bluebonnet ...................................................... 39–40 Levinson, Meira ............................................................................. 114 Ley, Rob .................................................................. 6, 85, 90–98, 112 Library of Congress ......................................................................... 80 Libresco, Andrea ............................................................................ 114 Literacy. .........................................................SEE Social studies and literacy

I

Little House series of books ............................................................... 87

Immigration ......................................................................... 87–90, 97

M

Illinois ............................................................................................... 90

Ingalls family .................................................................................... 87 Integration, passim fractured integration ............................. 5, 25–28, 34, 40, 111–112 healthy integration .................. 5, 10, 25–28, 39–41, 107, 111–112 stealthy integration ............................................. 5, 25–28, 111–112 International Society for Technology in Education (ISTE) �������� 81 Iraq ................................................................................................... 96 Island of the Blue Dolphins ................................................................. 24

Madden, Don .................................................................................. 49 Matsumoto, Amanda ..................................................................... 114 McCain, John .................................................................................. 35 McDonald’s ..................................................................................... 38 McMurdo Station, Antarctica ....................................................... 68 McTighe, Jay .................................................................................... 50 Meadow Carting Company ............................................................ 51 Mexico ............................................................................................ 108

Index | 125

Michigan ................................................................. 9, 86–87, 89, 102 Migration ..................................................................... 87–90, 97, 105 Missouri ............................................................................... 77–79, 83 Mitchell, Lucy Sprague ............................................................ 60–61 Moodle (Modular Object-Oriented Dynamic Learning

O

Obama, Barack ................................................................................ 35 O’Connor, Stephen ......................................................................... 88 O’Dea, Madeline ..................................................................... 60, 114

Officer Brown Keeps a Neighborhood Safe ......................................... 16

Environment) ............................................................................. 77, 80

Ogle, Brittain .................................................................................. 114

Moore, Kathy J. ................................................................. 67–76, 113

Ohio .................................................................................................. 51

Mr. Popper’s Penguins ....................................................................... 28

Olson, Amy ......................................................................................... 9

Multicultural education ............................................................ 13–14

Once Upon a Banana ................................................................... 52, 54

My Grandma’s the Mayor .................................................................. 16

Orphan trains ............................................................................ 87–90 Orphan Trains: The Story of Charles Loring Brace and the Children

He Saved and Failed ......................................................................... 88

N

National Anthem ............................................................... 78–81, 83

Owens, Thomas ................................................................................ 81

National Council for the Social Studies ........................... 55, 57, 117 SEE ALSO National Curriculum Standards for Social Studies

National Curriculum Standards for Social Studies ........... 11, 14, 21, 34, 35, 46, 48, 52, 68, 72, 86, 100

National Freedom Week .................................................................. 41 National Public Radio (NPR) ...................................................... 103 National Science Foundation (NSF) ...................... 6, 68, 70–72, 75 Native Americans ............................................................................ 28 New York City ................................................................... 43, 89, 102 New York Times ................................................................................ 95 Nieto, S. ............................................................................................ 13 No Child Left Behind Act (NCLB) .................................. 21, 44, 57 No Citizen Left Behind .................................................................... 114 North Carolina ................................................................................ 90 Northwest Ordinance ........................................................................ 9 Not a Box ........................................................................................... 49

P

Pakistan ............................................................................................ 96 Panagopoulos, Janie .................................................................. 87–89 Parker, Francis W. ....................................................... 22–23, 90, 111 Parker, Walter ...................................................................... 10, 23–24 Partnership for 21st Century Skills ................................................. 81 Pasco County, Florida ..................................................................... 59 Pennsylvania ..................................................................................... 51 Personal Liberty Law of Michigan ................................................... 9 Pestalozzi, Johann Heinrich ........................................................... 22 Piaget, Jean ....................................................................................... 61 A Picture Book of Thomas Edison ....................................................... 36 Pilgrims ..................................................................................... 26, 28 Pinellas County, Florida ................................................................. 59 Polacco, Patricia ............................................................................... 88 Portis, Antoinette ............................................................................ 49 Potter, Harry .................................................................................... 88 Project-based learning ............................................................... 12–13 Public Broadcasting Service (PBS) ................................................ 94

126 | Becoming Integrated Thinkers: Case Studies in Elementary Social Studies

R

RAFT (Role, Audience, Format, Topic) ..................................... 108 Rappaport, Doreen .......................................................................... 88 Reading. ........................................................SEE Social studies and literacy Roberts, Ruby (pseudonym) ................................................. 5, 33–41

Sweet Clara and the Freedom Quilt ................................................... 88 Swope, Sam ..................................................................................... 46

T

Tainos ............................................................................................... 46

Rogovin, Paula .................................................................................. 51

Tallahassee, Florida ......................................................................... 63

Rolfe, Ms. (mother of student) ................................................. 51, 53

Tampa, Florida ......................................................................... 59, 114

Roosevelt, Eleanor ........................................................................... 64

Tampa International Airport .......................................................... 62

Rylant, Cynthia ................................................................................ 37

Tanzania ......................................................................................... 108 Taxation ..................................................................................... 95–96

S

Safe neighborhood campaign .......................................................... 11 San Antonio, Texas ................................................................... 47–48 Say, Allen ......................................................................................... 88 Schwartz, Carol ......................................................................... 70, 72 Science. .......................................................... SEE Social studies and science Sekeres, D. ....................................................................................... 26 Service learning ...................................................................... 99, 108 SEE ALSO Community service

16th Amendment ............................................................................ 95 Slavery .......................................................................................... 9–10 Sleeter, C.E. ..................................................................................... 13 Smith, Mrs. (pseudonym) ......................................................... 25–27 Social studies and literacy .................... 9–10, 16–18, 25–28, 33–39, 44–51, 54–55, 69–72, 77–82, 86–90, 93–94, 100–108, 118

Social studies and science ............. 36, 37, 43, 51–55, 61, 68, 70–75 South Sudan .................................................................................. 108 Spencer, Herbert ............................................................................. 22 Star Spangled Banner ........................................................ 80–81, 83 The Star-Spangled Banner: The Flag and Its Anthem ......................... 81

Texas ..................................................................... 33, 47–48, 99–100 Texas Essential Knowledge and Skills (TEKS) ........................... 36 Thanksgiving ............................................................................. 26, 28 Thorndike, E. L. .............................................................................. 26 A Train to Somewhere .................................................................. 87–88 Trinity School for Children, Tampa, Florida ................. 59–66, 114 21st Amendment ............................................................................. 94

U

Underground Railroad .................................................................... 88 University of Chicago Laboratory Schools ........................ 6, 90, 112

University of Texas at Austin ........................................................ 100 University of Texas Elementary School (UTES) ............ 6, 99–100

V

Vallee, Rudy ................................................................................... 103 Variety Daily ................................................................................... 102 Voting Rights Act (1965) ................................................................ 94

W

St. Petersburg, Florida .................................................................... 65

Walker, Sally M. ......................................................................... 70, 71

Sunal, C. ..................................................................................... 21, 27

War of 1812 ..................................................................................... 80

Sunal, D. ..................................................................................... 21, 27

The Wartville Wizard ................................................................. 49–50

Index | 127

Washington, D.C. .......................................... 63, 65, 79, 80, 82, 113 Washington, George ....................................................................... 64 WebQuest ......................................................................................... 12 Westbury, New York ........................................................................ 51 Westward movement ...................................................................... 88 What’s a City Council? ...................................................................... 16 What’s a Mayor? ................................................................................ 16 When I Was Five ............................................................................... 46 When I Was Young in the Mountains ........................................... 37–41 Wiggins, Grant ................................................................................ 50 Winter, Jonah .................................................................................... 51 Women’s roles .................................................................................. 13 World War I ................................................................................... 102 World War II ............................................................................ 13, 107 Wraga, W. ......................................................................................... 24 Writing. .........................................................SEE Social studies and literacy

Y

YouTube ............................................................................................. 81

Z

Ziller, Tuiskon ................................................................................. 22

128 | Becoming Integrated Thinkers: Case Studies in Elementary Social Studies

BECOMING INTEGRATED THINKERS Case Studies in Elementary Social Studies

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EDITORS

Linda Bennett and Elizabeth R. Hinde