Timothy Lintner

A World of Difference: Teaching Tolerance through Photographs in Elementary School.

merican society is deeply rooted in the belief that differences of all types—religious, cultural, physical, political—should be promoted in ways that serve not to divide or erode but to unify and strengthen. The premise for that American ideal is the promise and potential of difference. Although difference is often embraced, it can also be divisive. Prejudice, intolerance, and misunderstanding are on the rise in the United States. The Federal Bureau of Investigation (FBI) reported that 7,462 bias-related crimes were committed in 2002 (FBI 2002), with the vast majority of prejudicial acts being committed by adolescents (Blazak 2001). In many cases, incidences of prejudice and intolerance result from a lack of education and exposure to diverse peoples or conditions. Children’s attitudes concerning “difference” begin to form in the preschool years, and by early adolescence their attitudes and beliefs are solidified (Gomez 1991; Kutner 1997). The most prevalent means by which children acquire their understanding of difference is through the family, peer interaction, and the media (Berry 1993; Cortes 1995). School also is a place for the development and reinforcement of certain beliefs (Rofes 1990). Thus, it is incumbent upon classroom teachers to design and implement a curriculum in which young learners can explore their own perceptions of difference and understand that prejudice and intolerance are evidenced in society. One way to confront such stereotypic beliefs is through the use of photographs.

Using “Exceptional” Children's Literature to Promote Character Education in Elementary Social Studies Classrooms

This article presents ways in which elementary teachers can use childrens literature premised on characters with exceptionalities to foster tolerance, understanding, respect, and an appreciation for diversity.

Using Children's Literature to Promote Critical Geographic Awareness in Elementary Classrooms

The cornerstone of sound social studies pedagogy is the ability of teachers to use materials that spur students to think critically, reflect honestly, and to participate purposefully and passionately. This article illustrates how elementary teachers can use select childrens literature that prompts students to think critically about their geographic surroundings and encourages student-centered reflection and action.

Hurricanes and Tsunamis: Teaching about Natural Disasters and Civic Responsibility in Elementary Classrooms

ly seeking ways to connect the past with the present, the near with the far, the familiar with the esoteric. One of the most powerful ways to create such connections is through the integration of current events into social studies lessons (Silverman 2003; Turner 1995). Current events promote students’ oral and written expression skills, facilitate their critical thinking, and increase their reasoning skills (Passe 1988). The immediacy and relevance of current events in social studies classrooms is profound because they “bridge the gap between the classroom and the outside world and can provide students with information that they can use in their daily lives” (Weinberg, Neumann, and White 2000, 142). More than facilitating an awareness of local, national, or international affairs, current events stimulate students to engage in board conversations concerning roles, rights, and responsibilities. In this article, I present ways in which elementary teachers can promote geographic, economic, political, and historical concepts through the use of current events, specifically the Indonesian tsunami of 2004 and Hurricane Katrina. Although horrific in nature, such events can provide powerful and useful educational opportunities for students to understand not only the disciplines inherent in social studies but also their civic roles and responsibilities as participants in a global society.