Themes That Bind Us

Gretchen Oltman, J.D., Ph.D. is an Assistant Professor of Interdisciplinary Studies at Creighton University. She is a lawyer, author, and former high school teacher.Johnna Graff has over fifteen years of secondary classroom teaching experience, and she currently serves as an English department chair and high school teacher in Lincoln, Nebraska. Graff is a 2004 graduate of the University of Nebraska College of Law.Cynthia Wood Maddux is a former practicing attorney and non-profit executive director. She currently is an English teacher at Lincoln North Star High School and adjunct faculty at Nebraska Wesleyan University.

• Chronological Timeline of CasesCases Organized by Big IdeasChapter 1- Why Teach Students to Read Case Law in the Social Studies Classroom?What is an Appropriate Primary Document to Teach? Connecting Case Law to the “Big Ideas” in the Social Studies ClassroomThe Importance of Teaching Disciplinary ReadingThe Teacher’s Role in Teaching Case LawHow Cases Were Selected, Prepared, and Edited for this TextA Note from the AuthorsChapter 2- How to Use this BookUnderstanding the Themes of The National Curriculum Standards for Social StudiesTeaching Students to Read a CaseHow Cases were Prepared for this BookA Sample CaseResources Beyond the CasesA Note from the AuthorsChapter 3- CultureMeyer v. State of NebraskaBrown v. Board of Education of TopekaCounty of Allegheny v. American Civil Liberties UnionA Note from the AuthorsChapter 4- Time, Continuity, and ChangeMarbury v. MadisonWhitney v. CaliforniaBrandenburg v. OhioSouth Carolina v. GathersPayne v. TennesseeA Note from the AuthorsChapter 5- People, Places, and EnvironmentsUnited States v. AmistadKelo v. City of New LondonMichigan v. Environmental Protection AgencyA Note from the AuthorsChapter 6- Individual Development and Identity In re Gault Loving v. Virginia Wisconsin v. YoderA Note from the AuthorsChapter 7- Individuals, Groups, And InstitutionsKorematsu v United StatesAdler v. Board of Education of City of New YorkSherbert v. Verner A Note from the AuthorsChapter 8- Power, Authority, and GovernanceGideon v. WainwrightMiranda v. ArizonaTinker v. Des Moines Independent Community School DistrictA Note from the AuthorsChapter 9- Production, Distribution, and ConsumptionSwift & Co. v. United StatesUnited States v. 95 Barrels of VinegarGonzales v. RaichA Note from the AuthorsChapter 10- Science, Technology, and SocietyUnited States v. American Library Association, Inc.United States v. JonesMaryland v. KingA Note from the AuthorsChapter 11- Global ConnectionsRoper v. SimmonsMedellin v. TexasMaselenjak v. United StatesA Note from the AuthorsChapter 12- Civic Ideals and PracticesEdwards v. South CarolinaTexas v. JohnsonShelby County v. HolderA Note from the AuthorsBibliographyIndexAbout the Authors

Social studies teachers are responsible for teaching the special text features and reading demands needed to read history effectively. This marvelous book provides a provocative collection of primary documents and instructional guidance for doing just that—and for increasing secondary students’ historical and civic knowledge.