This article describes a semester-long qualitative research project involving elementary preservice teachers exploring local histories and historical figures in the Southwest Borderlands region. This project delves into the process of facilitating preservice teachers’ design and implementation of integrated social studies thematic units, shedding light on lesser-known historical figures in New Mexico. We outline how children’s literature was a vital component of each unit, serving as mirrors, windows, and sliding glass doors fostering students’ learning and engagement. A cornerstone of this project is spotlighting practice-based teacher education, providing preservice teachers the opportunity to connect theory and practice.
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