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I was born and raised in the midwest. I have lived in Kansas, Illinois and Michigan where in school we learned that Columbus discovered America, the pilgrims created the very first settlement and American is the best country in the world. My memories of social studies throughout elementary, middle and high school centered around scripted and rigid textbooks.  Each year focused on one part of history, fourth grade was the state, fifth grade was the United States, sixth grade was the world, etc. Our history lessons did not focus on historical problems or equity. Instead we memorized the location of each country in Europe. We would popcorn read our chapter from the textbook and fill out a worksheet. We memorized the dates of each war and learned our states and capitals.  All topics were taught through one narrative or perspective, always in favor of America.  My educational materials focused on what Derman-Sparks and Edwards (2010) explained as the stereotypical white, middleclass, American family and included a tourist approach to curriculum. My experiences did not include anti-bias, critical thinking on equality, questioning of my place in the world or my development as a democratic, conscious citizen (Boyle-Biase & Zevin, 2014).

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Teacher preparation programs at the elementary level are not preparing teachers to be effective Social Studies and Science teachers. I received one class on each subject in my program. When I was hired for my first position, a 5th grade teacher, we had no Social Studies, Science, Reading or Math curriculum. So I did what I knew! My students memorized their states and capitals, completed state projects, and biographies. As the years progressed, the time dedicated to Social Studies dwindled. Boyle-Baise and Zevin (2014) explain that high stakes testing, especially during the time of NCLB, marginalized social studies to give more time for math and reading.

My Social Studies teaching has transitioned over time.  In first grade we focus on students connections to classmates, communities and the world around them.  The students create and share maps of their home.  We take field trips to the library, fire station, parks and local agencies to learn about our community.  We take walking field trips and ride the public bus. Students learn American Symbols and American traditions.  I make a point to incorporate anti-bias practices and center the curriculum around the students personal families and lives. Each year the activities we do change depending on the students and their interests.

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Due to low test scores in math, my school chose to adopt a new math program.  However, this math curriculum has 3 components: Calendar, Basic Facts and the lesson.  The total time needed to teach this math curriculum ranges from 75-90 minutes.  My school district decided to eliminate Social Studies completely from K-5 education.  Therefore, my number one challenge would be finding the time to teach Social Studies.  I do believe I have fallen victim to "Integration as the Answer" as explained in Boyle-Baise and Zevin (2014).  I do use literature to teach about "memorable people and events" while also  teaching nonfiction skills (Boyle-Baise & Zevin, 2014).  While I do promote anti-bias and adapt curriculum to meet the needs of my learners, I need to take more action.  I need to continue to steer away from the superficial aspects and focus on critical questioning, problem solving and civic engagement.

"It should assist children in answering questions like: Who is the "we" in "we the people," what is history and where do I fit in it, where do I live in the world and what is my world view, and what is humane for humanity and how can I help improve life for me and others?" (Boyle-Baise and Zevin, 2014)