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This article reports the findings from a singlecase study with a first generation Mexicana Teacher in a bilingual social studies classroom in an elementary school in the Midwest United States. The aim of the study was to understand how she plans a social studies curriculum for her Latino students that deconstruct the general idea of the American society as a melting pot. Findings reveal that she expands the curriculum to include the culture of Latino students and support the formation of a bicultural identity. By implementing what I called a culturally position planning, this Latina teacher epistemologically defines herself and the students to implement a curriculum that is critical in promoting a civic notion about the national identity.

Deconstructing the American Melting Pot: Promoting Civic Education and Ideals in the Bilingual Social