Tackling Controversial Topics: Developing Thematic Text Sets for Elementary Social Studies

Abstract

Increased integration of the social studies into language arts instructional time in elementary schools, has led to a common practice of covering social studies content through use of children’s literature. Though the two content areas are covered in tandem, the primary foci are the language arts objectives. The authors suggest teaching with themed text sets, developed using carefully selected social studies topics and inquiries, not only addresses English Language Arts standards but also allows for authentic and meaningful social studies instruction. A four-step process for developing themed text sets is presented. These are: 1) identify the big idea to be explored, 2) recognize the multiple perspectives needed for a more complete story, 3) locate qualifying texts, and 4) select texts to be included. Each step is demonstrated with three controversial topics in the elementary social studies curriculum: family (Kindergarten-1), civil rights (grades 2-3), and slavery (grades 4-5) and resources are provided for locating texts. The authors illustrate the importance of developing text sets that include multiple perspectives, particularly those lesser-known stories of historical events or themes, to serve as windows or mirrors for children in developing historical content knowledge.

Positioning children's literature to confront the persistent avoidance of LGBTQ topics among elementary preservice teachers

“…Such aims cannot be exclusive to single class sessions or short activities in a stand-alone course. We also recognize with such experiences comes avoidance and resistance, as has been documented in prior teacher education research (e.g., Tschida & Buchanan, 2015;Buchanan, 2015;Franck, 2002;Garrett & Segall, 2013;James, 2008James, , 2009Picower, 2009) and even reported by classroom teachers (Krywanczyk, 2007). Perhaps the most problematic outcome of teacher avoidance and censorship is teacher decision making that leads to deciding a book or set of books about a social issue is too controversial for young learners (DeNicolo & Franquiz, 2006;Hydrick, 1994;Leland & Harste, 1999).…”

“…Understanding the prevalence of this social studies field and elementary program area design gap, we believe the social studies methods course is the most authentic location for such application. As faculty, we must be intentional about identifying and teaching with children's literature that provide "windows and mirrors" on family diversity (Tschida, Ryan & Ticknor, 2014;Tschida & Buchanan, 2017) and create an inclusive environment where all students see their families or themselves represented (Derman-Sparks, 2016;Fox, 2007). Moreover, by selecting titles that illustrate intersectionality, we can more effectively model the role of intersectionality in challenging single stories of family.…”

“…Scholars suggest literature with LGBTQ themes may provide opportunities for K-5 students to question restrictive social systems and think about gender expression and identity (Ryan, Patraw, & Bednar, 2013). Additionally, sharing children's literature that portrays LGBTQ families can problematize and expand traditional representations of heteronormativity, such as the nuclear family, and offer alternatives to a "single story" of family (Tschida, Ryan & Ticknor, 2014;Tschida & Buchanan, 2017Martino & Cumming-Potvin, 2011). Moreover, the use of texts with LGBTQ characters in teacher education may be, for many preservice teachers, their very first encounter with characters that challenge heteronormative traditions in school literature (Hermann-Wilmarth, 2007).…”

“…A small but growing number of scholars have advocated for the inclusion of children's literature with LGBTQ families in an effort to expand the curriculum of family in early grades (Tschida & Buchanan, 2015DeNicolo & Franquiz, 2006;Fox, 2007;Goldberg, 2014;Hermann-Wilmarth, 2007;Ryan & Hermann-Wilmarth, 2018;Sanders & Mathis, 2013). For example, Krywanczyk (2007) challenged the use of diverse children's literature in research, noting most often participants are engaged in observing or identifying aspects of diversity in book characters but stopping short of holding conversations about difference.…”

What is an ELA text set? Surveying and integrating cognitive, critical and disciplinary lenses

“…The development of the critical tradition in ELA over the 20th and 21st centuries has been linked to historical processes, theoretical developments and sociopolitical contexts (for a brief history, see Luke, 2012). Many recent articles have taken up critical perspectives in the construction of text sets (Batchelor, 2019;Dyches, 2018aDyches, , 2018bLewis and Flynn, 2017;Moss, 2011;Souto-Manning, 2017;Tschida, 2015;Tschida et al, 2014). Many of these specifically draw on Adichie's (2009) notion of disrupting single stories as a way to enrich understanding of grand cultural narratives.…”