Setting for Interdisciplinary Planning Bridget Coleman University of South Carolina - Aiken, [email protected]

University of South Carolina Scholar Commons Faculty Publications School of Education 2012 “Hometown History” Setting for Interdisciplinary Planning Bridget Coleman University of South Carolina - Aiken, [email protected] Lauren Stephens Timothy Lintner University of South Carolina - Aiken, [email protected] Follow this and additional works at: https://scholarcommons.sc.edu/aiken_education_facpub Part of the Education Commons Publication Info Published in South Carolina Middle School Association Journal, Volume 6, 2012, pages 98-106. Coleman, B. K., Stephens, L. E., & Lintner, T. (2012). “Hometown history” setting for interdisciplinary planning. South Carolina Middle School Association Journal, 6, 98-106. © South Carolina Middle School Association Journal, 2012, South Carolina Association for Middle Level Education. http://www.scamle.org/ This Article is brought to you by the School of Education at Scholar Commons. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. SCMSA Journal 2011-2012 “Hometown History” Setting for Interdisciplinary Planning Bridget K. Coleman, Lauren E. Stephens, and Timothy Lintner Looking for a novel approach to Built in 1829, Edgewood (the interdisciplinary planning? Try using house), has served as a “stage” for many state history! Every town has a place of historical events and time periods in mystery. Every house has a story to tell. South Carolina. All of the southern Those places can spark an interest that states, and in particular South Carolina, leads to interdisciplinary teaching and played a large role in each of these learning. Using local history, teachers historical events and time periods, and can engage students in meaningful the docudrama drives this point home. learning experiences that are relevant to Additionally, Edgewood served as the their students. Operating under the residence for several famous historical premise that teachers can and should figures, many of which were women. strive to develop curriculum that is The lives of Lucy Pickens, wife of relevant, challenging, integrative, and Colonel Francis Pickens (a civil war exploratory (NMSA, 2010), Lauren officer), and Eulalie Salley are Stephens began her research inquiry of investigated in detail through the film. Edgewood, a house that has served as a The docudrama not only highlights the historical centerpiece for many years in importance of Edgewood’s role in the many ways. This article will share the rich history of South Carolina, but it also example of how Edgewood, now known illustrates her crucial influence in the as the Pickens-Salley House and situated shaping of American history on the campus of USC Aiken, inspired (http://www.edgewoodfilm.com). The an integrated, themed curriculum. ebbs and tides of these historical events are narrated by the house herself – Edgewood: The Unifying Theme Edgewood. “I have a memory…I have a The idea for an integrated story… I have a name…” curriculum unit stemmed from the 2009 The film is divided into two USCA-produced docudrama titled parts. The first part of the docudrama Edgewood: Stage of Southern History. centers on the life of South Carolina The video provides captivating stories of Governor Francis W. Pickens and his plantation life, the Civil War, the influential, third wife, Lucy Petway women’s suffrage movement, and the Holcombe Pickens. The second half of civil rights era. Intriguingly, the stories the film depicts the story of Eulalie are told from the unique perspective of Salley, a prominent woman in Southern the Edgewood house. society who stumbled upon and refurbished a forgotten and dilapidated 98 © 2012 South Carolina Middle School Association Edgewood. Eulalie was a strong effective method of meeting this goal proponent of equality and women’s (Virtue, Wilson, & Ingram, 2009). rights. When the Great Depression hit According to Elizabeth Hinde (2005), the country, Eulalie sold many of her “when teachers are knowledgeable about possessions in an effort to keep the content areas and integrate them house. After having been relocated effectively, students’ achievement twice, Edgewood now permanently increases” (p. 108). This data combined resides on the campus of the University with the general realization that all of South Carolina Aiken. aspects of life are interwoven with one another clearly indicate that an Making the Case for Integrated integrated, interdisciplinary curriculum Studies in the Middle Grades is the best practice for successfully Historically, educators such as educating this generation of students John Dewey, Howard Gardener, and (Campbell, Mumpire, & White, 2000). Benjamin Bloom have emphasized the An integrated curriculum has value of contextual learning. Beane several important goals or objectives, (1997) advocates a unified curriculum namely to establish and understand the with meaningful connections to students’ connections between different subject lives. An integrated curriculum can areas, to develop the ability to think provide students meaningful critically and openly, to enhance opportunities to connect learning in and problem-solving skills, and to encourage out of school (Vars, 2001). Other the student to view himself as a part of a research suggests that student learning is larger picture/bigger community enhanced because an integrative (Campbell, et al., 2000). Another curriculum is more compatible with the characteristic of an integrated curriculum way the brain works and promotes the is the fact that it gains credibility and development of critical thinking skills authenticity from local resources simply (Caine & Caine, 1991). by relating the material to something The Association for Middle with which the students are familiar Level Education (2010), formerly the (Virtue et al., 2009). National Middle School Association, Using Edgewood as the unifying charges teachers and schools to provide theme, lessons were developed across students an education that will “enhance the four core academic disciplines their healthy growth as lifelong learners, (Language Arts, Mathematics, Science, ethical and democratic citizens, and and Social Studies) for eighth grade increasingly competent, self-sufficient South Carolina academic standards. The young people who are optimistic about unit plan has a multidisciplinary or the future and prepared to succeed in our parallel design model (Jackson & Davis, ever-changing world” (p. 3). An 2000) whereby specific subject area integrated learning experience lessons are connected through a common addressing student interests, providing theme. A team of teachers across content opportunities to complete more detailed areas can address specific content area work on such topics, and laying the standards using the activities that relate foundation for the students to take to the docudrama. Lessons explore the personal action through a variety of house in various ways through the activities is the most efficient and content areas. Since history was a 99 © 2012 South Carolina Middle School Association primary focus, lessons naturally included These questions are grouped into one of historical events of the time. In English three categories. The curriculum language arts, related literature, writing contains seven writing-based questions prompts, and vocabulary are that ask the students to describe or emphasized. The travels of the house as imagine a scenario or event. The five in- it was transported to different locations class questions are designed for use with were brought out in math through Venn diagrams or t-charts and ask the calculating measurements. Science students to compare/contrast or list topics include moon phases and the information. Eight questions are impact of the southern climate. designated as discussion-based questions and may be most effectively used in a Edgewood Curriculum Overview discussion circle model or small groups The curriculum unit was the of students facilitating cooperative result of several stages of careful learning. The discussion-based questions planning and development. First, Lauren ask the students to reflect upon the researched the time periods and the characters and their actions and offer historical events that surrounded the their opinions (e.g. “Would YOU have house through the 19th and 20th done that?”). centuries. Many of these events were The aim was to provide students briefly described in the docudrama; with a clearer picture of history as it however, outside research from relates to them and to illuminate how the additional sources allowed for a more history of this region ties into national thorough understanding of the time. history. The unit was designed to Taking the time period and docudrama demonstrate the connections between timeline into consideration, the South events in the past and those of the Carolina Social Studies standards were present. If students realize that the very chosen which correlated to the location where they live has such a docudrama. After selecting the eighth vibrant history, perhaps that knowledge grade history standards and indicators will serve to ignite a new interest and which were most closely reflected in the passion in them. docudrama, she considered the other Before watching the film, the content area standards and topics that students should possess a basic would interest middle grades students. understanding of nineteenth century slavery in the South, both from the Social Studies perspective of those subjected

Load more