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

Setting for Interdisciplinary Planning Bridget Coleman University of South Carolina - Aiken, Bridgetc@Usca.Edu

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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]

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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/

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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 to slavery Within the realm of social and that of plantation owners. studies, Lauren initially wrote an Additionally, the students should be overview of the topics covered in the aware of the events surrounding the film, summarizing the two parts of the Civil War including nullification and docudrama. She included a complete associated tariffs, the secession of South timeline of events from the early 1800s Carolina from the Union, through World War II so as to provide a Reconstruction, and women’s suffrage. clear picture of this historical period. Students should also have a working Following the summary are twenty knowledge of twentieth century events discussion questions, all of which such as the Great Depression, Pearl correlate to the social studies standards. 100 © 2012 South Carolina Middle School Association Harbor, and the development and English Language Arts dropping of the atomic bomb. Written and verbal After students have developed a communications are emphasized through basic understanding of the events the writing-based and discussion-based preceding and following the Civil War, questions. In the Civil War Journal, it would be appropriate to share the film students pretend to be a Southerner and the suggested activities. The unit living during one of the time periods plan addresses several South Carolina captured in the Edgewood film. Each Social Studies Standards including those student chooses a social status (i.e. slave, related to the major social, political, and plantation owner, soldier, child, etc.) and economic developments that took place creates a personal journal for his or her in South Carolina and the United States character. Other writing-based and during the second half of the nineteenth discussion-based questions include: century, the American Civil War, and • If your house, like Edgewood, the Reconstruction. could talk, what stories would it Other social studies activities share? include creating a truncated timeline of • Imagine you were growing up events (a complete timeline for the during the time of the Civil War. period is included in the unit), a Compare and contrast your life scrapbook of the life of one of the today with what it would have characters residing in or around been like during that time. Edgewood, or constructing a family tree • Throughout the film, it becomes through tracing one’s ancestry. One obvious that women and African specific example is the Two Hundred Americans often suffered Year Timeline with an overview of the unrelenting oppression. Can you historical events from circa 1800-2000. recall a time when you felt Using the dates provided in the film, oppressed? What emotions did students create a timeline of events, you experience? How did you beginning with Edgewood’s construction respond? in 1829, following characters such as • Consider the differing viewpoints Colonel Francis Pickens, Lucy Pickens, of two individuals, such as a Douschka Pickens, Eulalie Salley, and plantation owner and a former others as they live out their lives in and slave, living in the South during around Edgewood. Notable events could the Reconstruction. Compare and include the Pickens’ trip to Russia, the contrast their points of view Civil War, President Abraham Lincoln regarding events such as the and the Emancipation Proclamation, the th th th th passing of the Thirteenth, 13 , 14 , 15 , and 19 Amendments, Fourteenth, or Fifteenth the Great Depression, Pearl Harbor, and Amendments, the assassination the end of World War II. The timeline of President Abraham Lincoln, or would end with the relocation of the formation of the Red Shirts. Edgewood to her permanent home on the In the activity, “The House University of South Carolina Aiken Speaks,” students determine the point of campus. view for Edgewood. In small groups, students make a list of the advantages and disadvantages of using this point of 101 © 2012 South Carolina Middle School Association view. Then, each student selects a Science different point of view and writes a Much of life in the South during paragraph about a segment of the movie the nineteenth century revolved around from the new perspective. the changing seasons, as plantation Another English language arts owners relied on their fields, crops, and activity engages students through harvest for their livelihoods. Therefore, vocabulary. Students are provided a list the changing of seasons was immensely of unfamiliar words that are used in the important in the day-to-day operations of film and are asked to circle the words a plantation. Keeping with the unifying they do not know as they hear them used theme of Edgewood, the science lessons in the docudrama. At the end of the film, contain a variety of instructional the teacher assigns a couple of the words strategies including student sheets, to each student to look up in the modeling activities, and an experiment. dictionary before sharing the definitions The experiment allows the students to with the rest of the class. Another simulate the Earth’s axial tilt and activity in this discipline asks either changing seasons through the use of a individual students or pairs of students to globe and lamp. Other topics include create a travel brochure to encourage distance/time graphs and sound and light tourists to visit the Pickens-Salley house. waves. In the “Phases of the Moon” A scoring rubric for the brochure is activity, students explore the phases of provided in the unit. the moon through biting off varying amounts of mini Moon Pies. Students Math also learn about topographic maps Mathematics is used to through creating their own topographic investigate the travels of Edgewood. map with clay, toothpicks, string, and Have you ever seen a house move? markers. Moving a house is no easy task. Edgewood was relocated two different The Edgewood Curriculum Unit times. The first time, the house was Part of the legacy of the moved by mule-drawn sleds for a Edgewood curriculum unit is its distance of thirty miles. The second time dissemination on its own website. it was moved, the house was divided into Teachers here in South Carolina and sections and trucks pulled each of the across the country can access and sections a distance of three miles. The download the curriculum in its entirety mathematics activities engage students by visiting in exploring the house through a variety www.drmclient.com/edgewood. The of topics including calculating unit website has activities for students and conversions, dilations of two- additional information and resources for dimensional figures, and ratios, rates, parents. A list of documents, books, and proportions. In the activity magazines, and websites where “Traveling Treasure,” students use additional information can be found is distances from the travels of Edgewood provided to supplement the lessons and and calculate unit conversions for each activities with outside sources. time the house was relocated. Edgewood is open year-round to visitors. Contact information is included should a teacher wish to set up a field 102 © 2012 South Carolina Middle School Association trip tour of the Pickens-Salley house or to know how these past events are schedule a visit to the university’s Ruth directly related or connected to their Patrick Science Education Center lives. Students should be encouraged to (RPSEC) for a supplementary class on ask questions and research ideas they light waves or topographic maps. find intriguing. Additionally, a traveling trunk sponsored by the Center of Excellence in Middle- Conclusion level Interdisciplinary Strategies for This unique way of exploring Teaching (CE-MIST) located at the history is powerful for students. The RPSEC was created with supplementary opportunity to learn history – and in this resources and supporting classroom case, math, science, and English, as well materials. A text set was created to – in such an applicable way makes the complement the Edgewood curriculum information come alive for students. which includes children’s literature, Students enjoy the process of learning historical fiction and non-fiction, and a and exploring when they see the class set of novels. The unit provides relevance and meaningful connections. straightforward, teacher-friendly This integrated curriculum unit is a materials with student sheets and project means to that end, a method of engaging rubrics. students in the big picture of history while simultaneously affording them the Discovering Your Own opportunity to discover that their own Place of Mystery unique history is not so far removed Like Lauren, teachers and from this “ancient past.” Ultimately, we students can learn about places of hope the unit will have a legacy of mystery in locations that interest them. exciting students about history to the Any historical monument could act as a extent that they want to research and catalyst to connect planning by teachers learn about their own history and their with engaging student activities, while own places of mystery. It has been said integrating academic standards. A team the past is the key to the present. So find of teachers could implement the your own place of mystery and begin common theme and each develop exploring! curriculum standards using the common theme. Individual teachers and teams of References teachers can use a location or state Beane, J. A. (1997). Curriculum integration: history to plan an interdisciplinary Designing the core of democratic education. approach to teaching and learning. Using New York: Teachers College Press. a graphic organizer (Appendix) may be helpful to teachers in planning an Caine, R. N. & Caine, G. (1991). Making interdisciplinary unit. connections: Teaching and the human brain. Key in the design of an effective, Alexandria, VA: Association for Supervision interdisciplinary curriculum is and Curriculum Development. authenticity and contextualization of the activities and lessons, which must share Campbell, J., Mumpire, C. & White, C. the common theme while simultaneously (2000). Quilting the curriculum: maintaining real-life applications. In Integrating through social studies. In T. other words, the students want and need White (Ed.), Issues in social studies: 103 © 2012 South Carolina Middle School Association Voices from the field. (pp. 115-125). National Middle School Association. Springfield: Charles C. Thomas Pub. (2010). This we believe: Keys to educating young adolescents. Edgewood: Stage of Southern History, Westerville, OH: National Middle Synopsis. (2011). Retrieved from School Association. www.edgewoodfilm.com. Ruth Patrick Science Education Center Edgewood Curriculum. (2011). (2011). RPSEC: Student programs by Retrieved from topic. Retrieved from www.drmclient.com/edgewood. http://rpsec.usca.edu/student/spPrograms ByTopic.html. Center of Excellence in Middle-level Interdisciplinary Strategies for Teaching. Vars, G. F. (2001). Can curriculum (2011). Retrieved from integration survive in an era of high- http://rpsec.usca.edu/CE-MIST/CE- stakes testing? Middle School Journal, MISTteacher.html. 33(2), 7-17.

Hinde, E. R. (2005). Revisiting Virtue, D. C., Wilson, J. L., & Ingram, curriculum integration: A fresh look at N. (2009). In overcoming obstacles to an old idea. The Social Studies, 96(3), curriculum integration, L.E.S.S. 105-111. can be more! Middle School Journal, 40(3), 4-11. Jackson, A.W. & Davis, G.A. (2000). Turning Points 2000: Educating adolescents in the 21st century. New York: Teachers College Press.

Bridget K. Coleman is an Assistant Professor at USC Aiken. Bridget leads the university's Middle Level Education and Mathematics Education Programs. She facilitates professional development workshops for the Center of Excellence in Middle- level Interdisciplinary Strategies for Teaching. Dr. Coleman has National Board Certification in Early Adolescence Mathematics.

Lauren E. Stephens is a graduate of the School of Education at USC Aiken. Lauren has secondary education certification and is a mathematics teacher at Lexington High School. As a recipient of the USC Magellan Scholarship, Lauren is the author of the integrated, interdisciplinary middle school curriculum unit entitled Edgewood: Stage of Southern History.

Timothy Lintner is an Associate Professor in the School of Education at the University of South Carolina Aiken. He received his Ph.D. in Social Science and Comparative Education from UCLA. His current research focuses on understanding the perceptual and pedagogical relationships between social studies and special education. Dr. Lintner is the co-editor of Practical Strategies for Teaching K-12 Social Studies in Inclusive Settings (Information Age).