Children’s Literature in the Social Studies Classroom
Greetings. The following materials are intended to provide an introduction to Children’s Literature in the Social Studies Classroom. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Sibel Tatar
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Children's Literature - Resources for Teachers
Carol Hurst’s Children’s literature Site
ERIC Clearinghouse for Social Studies
The Top 100 Books: Social Studies
Children's Literature with Social Studies Themes
Historical Fiction
Teaching History in the Elementary School
Learning History through Children's Literature
Using Stories about Heroes To Teach Values
Citations From the ERIC Database
AN: EJ636198
AU: Owens,-William-T.; Nowell,-Linda-S.
TI: More than Just Pictures: Using Picture Story Books To Broaden Young Learners' Social Consciousness.
PY: 2001
SO: Social-Studies; v92 n1 p33-40 Jan-Feb 2001
DEM: *Annotated-Bibliographies; *Childrens-Literature; *Educational-Practices; *Relevance-Education; *Social-Studies
DER: Elementary-Education; Inquiry-; Listening-Skills; Picture-Books; Reading-Skills; Writing-Skills
AB: Contends that picture story books meet the goals of social studies, promote social inquiry, and are compatible with social studies curriculum standards. Describes the use of picture story books in the classroom. Includes an annotated bibliography, and discussion of the bibliography, that is meant to encourage social consciousness in students five- to twelve-years-old. (CMK)
AN: EJ634032
AU: Houser,-Neil-O.
TI: Literature as Art, Literature as Text: Exploring the Power and Possibility of a Critical, Literacy-based Approach to Citizenship Education.
PY: 2001
SO: Equity-and-Excellence-in-Education; v34 n2 p62-74 Sep 2001
DEM: *Adolescent-Literature; *Childrens-Literature; *Citizenship-Education
DER: Elementary-Secondary-Education; Higher-Education; Preservice-Teacher-Education; Reading-; Social-Studies
AB: Defines critical literature, offering a theoretical rationale for its contribution to social education and enhancement of self-awareness. Provides specific examples of critical literature for social education, suggesting possible uses across developmental and experiential levels and exploring the need to use critical literature wisely. Discusses the implications for educational practice. (SM)
AN: EJ626150
AU: Sills-Briegel,-Toni; Camp,-Deanne
TI: Using Literature To Explore Social Issues.
PY: 2001
SO: Clearing-House; v74 n5 p280-84 May-Jun 2001
DEM: *Adolescent-Literature; *Childrens-Literature; *Controversial-Issues-Course-Content; *Middle-Schools; *Social-Problems
DER: Social-Studies
AB: Describes a strategy for a study of social problems in social studies classes that involves selecting brief excerpts from various literary genres that focus on a key social issue. Notes the students identify the problem, consider its implications, and offer solutions--then the students are encouraged to read the entire text to see how the problem was resolved. (RS)
AN: EJ627259
AU: Byford,-Jeffrey-M.
TI: Developing Children's Books on Historical Individuals.
PY: 2001
SO: Southern-Social-Studies-Journal; v26 n2 p49-73 Spr 2001
DEM: *Alternative-Assessment; *Books-; *Childrens-Literature; *High-School-Students; *Multiple-Intelligences; *Student-Projects
DER: Scoring-Rubrics; Secondary-Education; Social-Studies; Student-Evaluation
AB: Focuses on the creation of children's books as a form of alternative assessment in the history classroom. Describes a project in which high school students developed children's books of historic persons. Incorporates three of Howard Gardner's multiple intelligences: linguistic, spatial, and personal. Provides the assignment, the grading rubric, and an example book. (CMK)
AN: ED440031
AU: Fredericks,-Anthony-D.
TI: More Social Studies through Children's Literature: An Integrated Approach.
PY: 2000
AV: Libraries Unlimited, P.O. Box 6633, Englewood, CO 80155-6633 ($27.50). Tel: 800-237-6124 (Toll Free); Web site: http://www.lu.com/tip.
NT: For "Social Studies through Children's Literature: An Integrated Approach" by Anthony D. Fredericks, see ED 414 220. Illustrated by Rebecca N. Fredericks.
PR: Document Not Available from EDRS.
DEM: *Childrens-Literature; *Integrated-Activities; *Social-Studies; *Thinking-Skills
DER: Annotated-Bibliographies; Curriculum-Enrichment; Elementary-Education; Interdisciplinary-Approach; Language-Arts; Picture-Books; Student-Projects; Thematic-Approach
AB: A great companion to the original "Social Studies through Children's Literature," this teacher's handbook gives theoretical support for integrating social studies and literature disciplines and serves as an instructional guide for classroom use. The guide is divided into two parts: (1) "Children's Literature in the Social Studies Curriculum" (provides a philosophical background for integrating social studies and whole language across the curriculum through thematic units based on children's literature); and (2) "Activities and Processes" (organizes lessons by the seven major areas of the social studies curriculum: child and self; family; community and neighborhood; city and country; states and regions; nation and country; and the world). Each chapter begins with a book summary followed by a list of social studies disciplines and National Council for the Social Studies (NCSS) thematic strands that will be explored through the story. Critical thinking questions are given, followed by a list of related books. This book offers Web sites in the activity sections as well as three readers theater scripts. It includes annotated bibliographies of quality social studies resources categorized for easy access and a separate annotated bibliography for Web sites organized thematically. The book may be used by social studies teachers for different elementary school grade levels. (BT)
AN: EJ628663
AU: Sanchez,-Tony-R.
TI: Linking Yesterday to Today: Heroes and Values.
PY: 2000
SO: Social-Studies-Journal; v29 p6-14 Spr 2000
AV: The Pennsylvania Council for the Social Studies, 8 S. 23rd St., Harrisburg, PA 17104.
DEM: *Fiction-; *Moral-Values; *Social-Studies; *Teacher-Role; *Values-Education
DER: Bibliographies-; Childrens-Literature; Elementary-Education; Middle-Schools; Moral-Development; Textbooks-
AB: Promotes the teaching of values in social studies by using heroes/heroines. States that teachers must correct the blurred distinction between hero and celebrity, offering a working definition of hero/heroine. Contends that teachers should go beyond the textbook and endorses the use of trade books. Provides references and a selected bibliography. (CMK)
AN: EJ627253
AU: Rowell,-Elizabeth-H.; Goodkind,-Thomas-B.; Henshaw,-Elizabeth-U.
TI: Beating Bias with Books: Fostering Awareness and Compassion with Children's Literature.
PY: 1999
SO: Social-Studies-and-the-Young-Learner; v12 n1 p32-35 Sep-Oct 1999
DEM: *Bibliographies-; *Childrens-Literature; *Educational-Strategies; *Social-Bias; *Social-Studies; *Student-Behavior
DER: Elementary-Education; Empathy-; Questioning-Techniques; Young-Children
AB: Discusses the use of children's literature to teach antibias education to young children and why literature is an effective technique. Provides a list of antibias activities, ideas on teaching children to respond positively to literature, suggestions for dealing with negativity, and discussion questions. Includes a bibliography. (CMK)
AN: EJ627224
AU: Marshall,-Carol-Sue
TI: Highlighting Commonalities, Differences, and Diversity with Picture Books.
PY: 1999
SO: Social-Studies-and-the-Young-Learner; v11 n4 p18-21 Mar-Apr 1999
DEM: *Childrens-Literature; *Diversity-Student; *Individual-Differences; *Picture-Books; *Relevance-Education; *Social-Studies
DER: Bibliographies-; Elementary-Education; Empathy-; Hidden-Curriculum
AB: Suggests three strategies for using picture books to support discussions of and encourage respect for human diversity: (1) using books to highlight commonalities; (2) using books to highlight individual differences; and (3) using books to highlight diversity. Provides references and a bibliography of children's books. (CMK)
AN: EJ627222
AU: Bisland,-Beverly-Milner-(Lee)
TI: "Lysbet and the Fire Kittens": A Historical Inquiry.
PY: 1999
SO: Social-Studies-and-the-Young-Learner; v11 n4 pps1-4 Mar-Apr 1999
DEM: *Childrens-Literature; *Colonial-History-United-States; *Concept-Mapping; *Discussion-Teaching-Technique; *Relevance-Education; *Social-Studies
DER: Elementary-Education; Fiction-; History-Instruction; Local-History
AB: Describes a lesson for fourth grade, using Marietta Moskin's "Lysbet and the Fire Kittens," that uses discussion questions and two semantic webs (one of present-day life and another of colonial life in New Amsterdam). Discusses the story and considers using fiction to teach elementary social studies. (CMK)
AN: EJ625635
AU: Sandmann,-Alexa; Ahern,-John
TI: The Use of Children's Literature in the Middle School To Teach American Heritage.
PY: 1999
SO: OCSS-Review; v35 n1 p52-60 Sum 1999
AV: Ohio Council for the Social Studies, Laurel School, One Lyman Circle, Shaker Heights, OH 44122.
NT: Ohio Council for the Social Studies journal.
DEM: *Adolescent-Literature; *Annotated-Bibliographies; *Childrens-Literature; *Citizenship-Education; *Educational-Strategies; *History-Instruction
DER: Academic-Standards; Achievement-Tests; Middle-Schools; Social-Studies; State-Standards
AB: Reviews the support for using both literature and response activities to teach history. Includes an annotated bibliography, with accompanying response activities, of trade books chosen to support the learning outcomes for Ohio's American Heritage Strand of the citizenship proficiency test. (CMK)
AN: EJ602458
AU: Waters,-Scott-D.
TI: Children's Literature: A Valuable Resource for the Social Studies Classroom.
PY: 1999
SO: Canadian-Social-Studies; v33 n3 p80-83 Spr 1999
DEM: *Childrens-Literature; *Classroom-Techniques; *Relevance-Education; *Skill-Development; *Social-Studies
DER: Educational-Benefits; Elementary-Education; Integrated-Curriculum; Junior-High-Schools; Literary-Genres; Role-Models
AB: Contends that integrating children's literature into the social studies classroom makes social studies content relevant, brings history to life, fosters the development of social studies skills, facilitates understanding of abstract concepts, and provides students with role models. Offers guidelines for choosing children's literature and strategies for using it in the classroom. (CMK)
AN: EJ577067
AU: Edgington,-William-D.
TI: The Use of Children's Literature in Middle School Social Studies: What Research Does and Does Not Show.
PY: 1998
SO: Clearing-House; v72 n2 p121-25 Nov-Dec 1998
DEM: *Childrens-Literature; *Content-Area-Reading; *Social-Studies
DER: Middle-Schools; Reading-Attitudes; Textbooks-
AB: Looks at what textbooks and trade books each have to offer to students in social studies, and discusses the value of using children's literature. Finds that using children's literature in the social studies curriculum improves content mastery or attitude toward social studies for some children, but not for others. (SR)
AN: ED429022
AU: Krey,-DeAn-M.
TI: Children's Literature in Social Studies: Teaching to the Standards. NCSS Bulletin 95.
CS: National Council for the Social Studies, Washington, DC.
PY: 1998
AV: National Council for the Social Studies, P.O. Box 2067, Waldorf, MD 20604-2067; Tel: 800-683-0812 (Toll Free) ($19; NCSS member price, $14; add shipping charges).
PR: EDRS Price MF01/PC08 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED429022
DEM: *Childrens-Literature; *Multiple-Intelligences; *Social-Studies; *Thematic-Approach
DER: Annotated-Bibliographies; Elementary-Education; Learning-Activities; Middle-Schools; Selection-Tools
AB: This guide enables teachers to select current children's books incorporating one or more of the 10 thematic strands of social studies (culture; time, continuity, and change; people, places and environments; individual development and identity; individuals, groups, and institutions; power, authority, and governance; production, distribution, and consumption; science, technology, and society; global connections; and civic ideals and practice). Chapter 1 presents the 10 thematic strands and the value of the literature-based teaching of social studies is emphasized. The process of selecting children's books with appropriate content for teaching the 10 thematic strands of social studies is addressed in chapter two. The selected books are particularly important for children at the elementary and middle levels, but also are appropriate for use with older students. Sample social studies literature response activities suitable for use with the books are suggested in chapter three. The activities have been developed using Howard Gardner's theory of multiple intelligences as a framework. The social studies literature response activities demonstrate that it is possible to teach the major social studies strands and accommodate the various intelligences at the same time. The remaining chapters contain a collection of 547 recommended children's books published in the 1990s suitable for teaching the 10 thematic strands to children. Each book title is accompanied by complete annotations with thematic strands referred to according to the strand number. All titles presented in this guide are included in a list at the end. (BT)
AN: EJ536773
AU: Marra,-Danielle-A.
TI: Teaching to the National Geography Standards through Children's Picture Books.
PY: 1996
SO: Journal-of-Geography; v95 n4 p148-52 Jul-Aug 1996
DEM: *Academic-Standards; *Geography-Instruction; *Instructional-Innovation; *Picture-Books; *Reading-Materials
DER: Childrens-Literature; Elementary-Education; Geography-; Instructional-Effectiveness; Social-Studies; Teaching-Methods
AB: Reviews the six essential elements of the National Standards for Geography and demonstrates how children's books can teach them. Each element and a particular standard are applied to a specific picture book. Briefly reviews the standards and what knowledge they incorporate. (MJP)
 Writing Across The Social Studies Curriculum |
AN: EJ530099
AU: Tunnell,-Michael-O.; Ammon,-Richard
TI: The Story of Ourselves: Fostering Multiple Historical Perspectives.
PY: 1996
SO: Social-Education; v60 n4 p212-15 Apr-May 1996
DEM: *Instructional-Effectiveness; *Interdisciplinary-Approach; *Multicultural-Education; *Reading-Material-Selection; *Social-Studies; *Student-Interests
DER: Adolescent-Literature; Childrens-Literature; Cultural-Awareness; Elementary-Secondary-Education; Historiography-; Reading-Materials; Student-Motivation; Supplementary-Reading-Materials; Textbook-Bias; Thematic-Approach
AB: Criticizes most history textbooks for presenting a single perspective with few conflicting ideas. Characterizes literature-based instruction as a resource rich in multiple viewpoints that invites the reader to enter into moral discussions about historical events. Presents several examples of trade books illustrating specific historical periods with accompanying activities. (MJP)
AN: EJ530097
AU: McGowan,-Thomas-M.; and-others
TI: With Reason and Rhetoric: Building the Case for the Literature-Social Studies Connection.
PY: 1996
SO: Social-Education; v60 n4 p203-07 Apr-May 1996
DEM: *Childrens-Literature; *Educational-Theories; *Interdisciplinary-Approach; *Social-Studies; *Thematic-Approach
DER: Civics-; Curriculum-Enrichment; Educational-Research; Elementary-Education; Instructional-Effectiveness; Instructional-Improvement; Instructional-Materials; Reading-Materials; Student-Interests; Student-Motivation; Teaching-Methods
AB: Asserts that literature-based social studies allow students to acquire a deeper grasp of the meaning and impact of social issues and historical events. Notes, however, that rhetoric about these positive effects is more prevalent than research. Recommends studying this kind of teaching in more detail. (MJP)
AN: EJ526702
AU: Koeller,-Shirley
TI: Multicultural Understanding Through Literature.
PY: 1996
SO: Social-Education; v60 n2 p99-103 Feb 1996
DEM: *Childrens-Literature; *Instructional-Effectiveness; *Interdisciplinary-Approach; *Multicultural-Education; *Reading-Materials
DER: Elementary-Secondary-Education; Instructional-Innovation; Reading-Material-Selection; Social-Studies; Supplementary-Reading-Materials; Writing-Assignments
AB: Argues that the illuminating, conceptual, and contextual qualities of literature make it an excellent resource for teaching social studies concepts, especially those concerning multiculturalism. Advocates reading the books as complete works rather than piecemeal assignments. Includes suggestions for selected books and related topics. (MJP)
To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:
Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
