Coherent history curriculum is chronological. That’s the conclusion of April Croy and Michelle Palmieri, former English language arts curriculum writers now developing a new social studies curriculum, Tapestry. The sisters, who co-founded Lumina Learning, explain their thinking in an engaging conversation with host Ebony McKiver on this episode of the History Matters Podcast.

The conversation explores how research on the science of reading has shaped their approach to history instruction, in which students build durable background knowledge and vocabulary over time. April and Michelle explain that literacy and history are inseparable because students develop reading, writing, vocabulary, and critical thinking through meaningful historical content.

They emphasize that students need a strong foundation of knowledge so they can ask rich questions, analyze evidence, or engage in authentic inquiry, making content and inquiry complementary rather than competing priorities. High-quality texts, close reading, thoughtful discussion, and authentic writing tasks allow students to strengthen literacy while learning to think like historians. April and Michelle also stress the importance of carefully selected historical sources, purposeful text sets, and opportunities for curiosity-driven inquiry.

Ultimately, they call on schools to protect dedicated time for elementary social studies. They argue that consistent, content-rich history instruction not only strengthens reading comprehension but also prepares students to understand the past, make sense of the present, and become informed, engaged adults.

This podcast is produced by Knowledge Matters on behalf of the History Matters Campaign. Follow Knowledge Matters on Instagram, Facebook, and Twitter/X. Search #historymatters to join the conversation.

Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.

Resources:

• Lumina Learning
• Knowledge Matters. History Matters Review Tool. 2026.
• Adam Tyner and Sarah Kabourek. Social Studies Instruction and Reading Comprehension: Evidence from the Early Childhood Longitudinal Study. Washington D.C.: Thomas B. Fordham Institute (September 2020).
• Shanahan, Timothy, and Cynthia Shanahan. “What Is Disciplinary Literacy and Why Does It Matter?” Topics in Language Disorders, vol. 32, no. 1, 2012, pp. 7–18. (2012)
• Surma, Tim, et al. Developing Curriculum for Deep Thinking: The Knowledge Revival. Springer Nature, 2025.

The science of reading is a frequent topic of conversation and source of policy reform, with new mandates for curriculum and instruction coming online in dozens of states this year. But it’s not just for literacy teachers, history educator Amy Rosenkrans notes in this episode of the History Matters Podcast.

In conversation with host Ebony McKiver, Amy says the science of reading has “reinforced what I've been thinking about over the past 25 years of my career” and stresses the importance of knowledge and vocabulary, alongside the excitement that studying history brings to the classroom.

“Content is almost everything in social studies,” she says. “In order for students to understand reading, in order for them to write about it, in order for them to talk about it, they need to know and understand what the content is.”

Amy explains that social studies naturally strengthens literacy by exposing students to diverse texts, building vocabulary, and providing the background knowledge necessary for comprehension. Rather than treating content as secondary to inquiry or reading strategies, she emphasizes that historical knowledge is the foundation that allows students to read, write, discuss, and investigate meaningful questions.

She also highlights the power of connecting history to place. By exploring local landmarks, school names, parks, and historic sites, students discover that major events like the American Revolution or the War of 1812 are part of their own communities. These authentic connections spark curiosity, deepen understanding, and inspire further inquiry. Amy also stresses that discussion-based learning—including Socratic seminars, debates, and evidence-based conversations—helps students develop critical thinking, evaluate sources, and engage respectfully with differing perspectives. (At Knowledge Matters, we couldn't agree more, especially because these rich discussions also build oracy and language skills for the growing population of multilingual students in American public schools.)

Social studies should be one of the most exciting parts of the school day. When teachers provide rich historical content, engaging primary sources, and meaningful context, they cultivate not only stronger readers but also curious learners and thoughtful citizens who are prepared to participate in civic life.

This podcast is produced by Knowledge Matters on behalf of the History Matters Campaign. Follow Knowledge Matters on Instagram, Facebook, and Twitter/X. Search #historymatters to join the conversation.

Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.

Kentucky recently announced it is developing a statewide knowledge-building K-8 social studies curriculum. Teachers in the Bluegrass State have already been making the transition to follow the science of reading, to positive effect, but leaders know that literacy development doesn’t just happen in English language arts. Rich content in social studies is a big part of the puzzle.

In this episode, host Barbara Davidson discusses the importance of content knowledge with Micki Marinelli, the Chief Academic Officer at the Kentucky Department of Education.

“It's so easy for us to feel like it’s the ELA teachers that have ownership over literacy strategies and instruction. But I think that we're seeing more and more—and that what's so important for us to acknowledge—is that we are all teachers of literacy,” Micki says.

Kentucky’s approach to literacy is rooted in the science of reading, with a strong emphasis on building students’ background knowledge alongside foundational reading skills. Micki argues that literacy cannot be separated from science and social studies, particularly in the elementary grades. While these subjects are often marginalized, they provide the knowledge students need to read, write, and think critically across disciplines.

Statewide investments in professional learning and high-quality instruction guides have helped educators recognize knowledge building as an essential component of reading comprehension. As a result, students are engaging in richer discussions, recalling meaningful content, and sharing what they have learned with their families.

The state’s broader strategy has also included developing curriculum guidance, creating resource evaluation tools, and involving teachers in curriculum selection. Early results are promising: districts with higher rates of science of reading training are seeing improvements in reading proficiency. Ultimately, Micki emphasizes that literacy is every educator’s responsibility and that strong reading skills, grounded in knowledge-rich instruction, prepare students not only for academic success but for meaningful opportunities throughout their lives.

This podcast is produced by Knowledge Matters on behalf of the History Matters Campaign. Follow Knowledge Matters on Instagram, Facebook, and Twitter/X. Search #historymatters to join the conversation.

Production by Tressa Versteeg. Original music and sound engineering by Aidan Shea.

Resources:

• “KDE Unveils New Social Studies Curriculum During Superintendent’s Webcast,” Kentucky Teacher, a publication of the Kentucky Department of Education. July 2026.