Curriculum Integration
Education Code Section 52720
Each day in every public elementary school, at the beginning of the first regularly scheduled class or activity when most students start their school day, appropriate patriotic exercises shall be conducted. Reciting the Pledge of Allegiance to the Flag of the United States of America fulfills this requirement.
In every public secondary school, appropriate patriotic exercises shall also be conducted daily. Reciting the Pledge of Allegiance satisfies this requirement. These exercises shall be carried out in accordance with regulations adopted by the governing board of the district that maintains the secondary school.
Additionally, Education Code 52720 in California requires that all elementary school students receive instruction in civics and citizenship, including the study of the principles of government, the rights and responsibilities of citizens, and the development of civic knowledge and skills. The goal is to ensure that students understand how government works and how they can participate responsibly in their communities.
Examples
Examples of activities and lessons that meet this standard include:
- Creating classroom rules and discussing their purpose
- Studying local, state, and national government structures through interactive charts or simulations
- Holding mock elections to practice voting and civic decision-making,
- Analyzing historical figures or events that shaped citizenship, and
- Participating in community service projects or school-based civic initiatives.
- Reciting the Pledge of Allegiance
- Listening to the National Anthem
These experiences help students develop a foundation for civic engagement and responsible participation in society.
Interdisciplinary Connections
One of the most important principles of integrating social studies and history is linking these subjects with other disciplines such as language arts, math, science, and the arts. For example, when studying the Industrial Revolution in history, students might also engage with economic principles in math, examine scientific inventions of the period, or explore literature from the time to gain a deeper, interdisciplinary understanding (Beers, 2011).
Jigsaw Reading
Jigsaw reading is a powerful cooperative-learning strategy that strengthens students’ understanding of social studies content by making them active participants in constructing knowledge. In this approach, a complex text—such as a historical event, cultural practice, or geographic concept—is divided into manageable sections, and each student becomes an “expert” on one part. After reading, students teach their section to their group, ensuring that every learner contributes essential information to complete the bigger picture. This method mirrors the collaborative nature of social studies, where multiple perspectives and sources are needed to understand communities, cultures, and historical events. By engaging in jigsaw reading, students build comprehension, communication, and critical-thinking skills while deepening their appreciation for how individual stories and viewpoints shape our shared social world.
Using Primary and Secondary Sources for Research
Primary and secondary sources are essential tools for helping elementary students understand how historians learn about the past. Primary sources are original materials created during the time being studied—such as photographs, letters, artifacts, maps, journals, or oral histories. These sources allow young learners to “peek into the past” and experience history through the eyes of the people who lived it. Secondary sources, on the other hand, are created after the fact by someone who did not directly experience the event. These include textbooks, biographies, documentaries, and articles that interpret or explain historical events using information from many primary sources.
In the elementary grades, history research focuses on building foundational inquiry skills rather than lengthy reports. Students learn to ask questions, analyze simple sources, compare different perspectives, and draw conclusions based on evidence. Activities might include examining old photographs to understand how communities have changed, reading excerpts from children’s diaries from long ago, or comparing textbook descriptions with primary-source images. Through these experiences, students begin to see history as a process of investigation—discovering clues, piecing together information, and understanding that different sources can tell different parts of the same story. This early exposure helps students develop critical thinking, curiosity, and a more meaningful connection to the study of history.
Inquiry-Based Learning
Social studies and history are ideally taught through inquiry-based learning, where students ask questions, investigate sources, and engage in critical analysis of historical events and social phenomena. This approach encourages students to be active participants in their learning rather than passive recipients of information, fostering skills like critical thinking, research, and synthesis (Grant, 2003). For instance, students might investigate the causes of World War II by analyzing primary sources such as speeches, newspapers, and photographs.
Examples
Here are a few examples of how to integrate resources to learning about World War II.
- Wartime Posters
- Photos from the Homefront
- Letters
- Artifacts from Daily Life
- Radio Broadcast Franklin D Roosevelt:
Focus on Diversity and Multiple Perspectives
History and social studies should represent a wide range of perspectives, especially those of marginalized and underrepresented groups. By integrating diverse viewpoints, students learn to appreciate the complexity of historical narratives and the influence of culture, race, gender, and socioeconomic status on societal development (Loewen, 2007). This inclusion helps students build empathy and respect for others while developing a deeper understanding of how history affects different communities.
Examples
Here is a sample activity offering multiple perspectives of the Lewis and Clark story based on the following books.
The Tale of the Shining Mountains by Jeffrey Emery
Told from the viewpoint of a young Nez Perce boy, this book shows how the arrival of Lewis and Clark impacted Native communities.
Sacajawea by Joseph Bruchac
A dual-perspective chapter book told alternately through Sacagawea and William Clark. Bruchac, an Abenaki author, centers Indigenous voice and agency.
Sacagawea: Girl of the Shining Mountains by Madeleine Brandeis
An narrative focusing on Sacagawea’s experiences and contributions.
Who Was Sacagawea? by Judith Bloom Fradin
A biography for younger readers that highlights Sacagawea’s background, role, and cultural knowledge.
My Name Is York by Elizabeth Van Steenwyk
Told through the perspective of York, an enslaved man who traveled with Lewis and Clark. This book emphasizes a rarely acknowledged story.
The Incredible Journey of Lewis and Clark by Rhoda Blumberg
Written from the expedition’s point of view, offering detailed explanations of decisions, hardships, and discoveries.
Seaman: The Dog Who Explored the West with Lewis and Clark by Gail Langer Karwoski
The story is told through the perspective of Seaman, Meriwether Lewis’s Newfoundland dog.
Together the class can use these books to create a comparison chart:
| Roles | Lewis | Clark | Sacajawea | York | Seaman |
|---|---|---|---|---|---|
| Role in the Expedition | |||||
| Feelings During the Journey | |||||
| Challenges Faced | |||||
| How others treated them | |||||
| Interactions with Native People | |||||
| What did they contribute | |||||
| What did they learn |
Moral Dilemmas to Discuss and Write About
- The Dilemma of Leadership and Decision-Making
Lewis and Clark often had to make quick decisions about routes, food, safety, and communication with tribes.
Discussion question: How should leaders make decisions when the group is in danger or disagrees?
- The Dilemma of Fairness and Equality (York’s Experience)
York was essential to the expedition but was not treated as an equal because he was enslaved.
Discussion question: Should everyone on a team receive equal rights and respect, even if society at the time says otherwise? Why?
- The Dilemma of Exploring Someone Else’s Land
The expedition traveled through the homelands of many Indigenous nations without their permission.
Discussion question: Is it right to explore someone else’s territory without being invited? What responsibilities do explorers have toward the people who already live there?
- The Dilemma of Communication and Trust with Native Nations
Lewis and Clark had to earn trust, exchange gifts, and communicate respectfully with dozens of tribes—often without shared language.
Discussion question: How do people build trust when they don’t speak the same language or share the same customs?
- The Dilemma of Survival Choices
The group often had limited food and supplies. They had to decide whether to hunt more, ration food, or rely on help from tribes.
Discussion question: What should a group do first when they are running out of resources?
- The Dilemma of Environmental Impact
The expedition hunted animals, changed certain landscapes, and introduced new items (like metal tools) into Native communities.
Discussion question: How should people balance survival with protecting the environment and respecting wildlife?
- The Dilemma of Recognizing Contributions
Many key contributors, Sacagawea, York, and several Native guides, were not fully credited for their roles at the time.
Discussion question: Why is it important to recognize everyone who helped with a historical event?
- The Dilemma of Cultural Differences
Explorers and tribes sometimes misunderstood each other’s clothing, traditions, or behaviors.
Discussion question: How should people handle misunderstandings when meeting someone from a very different culture?
Design Hands-On, Collaborative Projects
Social studies and history lessons can be enhanced through project-based learning, where students actively work together to solve problems, create products, or conduct research. For example, students might collaborate to create a historical documentary or museum exhibit based on a specific period of history, integrating skills in research, technology, writing, and public speaking. This encourages teamwork while also engaging students in the process of historical inquiry (Barton & Levstik, 2004).
Examples
Here is a sample activity offering offering 5th grade students an opportunity to work collaboratively on a project:.
Create a 13 Colonies Living Museum
Project Overview: Students work in groups to research one of the 13 colonies and design a “museum exhibit” that teaches others about its geography, economy, daily life, government, and interactions with Native peoples. On presentation day, the classroom transforms into a Living Museum where groups present their colonies to visiting classmates, families, or other classes.
Step-by-Step Project Plan
- Assign Groups & Colonies
Divide students into 13 groups (or combine if needed).
Each group selects or is assigned one colony—such as Massachusetts, Virginia, Pennsylvania, or Georgia.
- Research Phase (Collaborative Jobs)
Each student in the group gets a role:
-
- Geographer: landforms, climate, natural resources
- Historian: founding, key figures, major events
- Economist: jobs, trade, industries (farming, shipbuilding, etc.)
- Sociologist: daily life, food, clothing, education, diverse groups
- Culture & Communication Specialist: interactions with Native tribes, religious groups, and other colonies
Students use books, teacher-selected websites, and primary sources to gather facts.
- Group Artifact Creation
Each group creates at least three museum components:
-
- Informational Poster explaining their colony
- 3D Model or Diorama such as a farm, port, village, or meetinghouse
- Primary Source Replica such as a diary entry, shop sign, newspaper ad, or map
- Interactive Element (optional) like a mini-game, quiz, food sample, or artifact to touch
- “Living Museum” Day (Presentation)
Groups set up their exhibits around the room.
Students dress in simple costumes (optional—paper hats, aprons, or name tags work too).
Each group presents:
-
- What made their colony unique
- Why colonists settled there
- How geography shaped their lives
- How colonists worked together or clashed with others
Visitors walk through and ask questions. Students take turns being “museum docents.”
- Reflection & Compare/Contrast
After the museum, students complete a shared class chart comparing:
-
- New England, Middle, and Southern colonies
- Geography
- Economy
- Cultural differences
- Reasons for settlement
Students write a short reflection:
Which colony would you want to live in and why?
Resources
- Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Routledge.
- Beers, S. Z. (2011). 21st century skills: Preparing students for their future. International Society for Technology in Education.
- California Legislative Information. (n.d.). Education Code – EDC. https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=52720.&lawCode=EDC.
- Grant, S. G. (2003). Teaching history with technology: A project-based approach. Social Education, 67(2), 77-80.
- Loewen, J. W. (2007). Lies my teacher told me: Everything your American history textbook got wrong (2nd ed.). The New Press.
