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Social Studies Children's Literature

College Student Journal, March, 2000 by Marlow Ediger

   Literature for children can do much to enhance pupil learning in the social
   studies. A good selection of library books needs to be in the offing, based
   on a variety of topics and reading levels pertaining to the thematic social
   studies unit being taught. Each pupil should then locate a personal book of
   interest and purpose as well as on his/her individual reading level of
   comprehension. The content obtained from reading library books may be used
   in discussions involving the ongoing lesson or unit of study. Library books
   may supplement the basal text, along with other materials of reading
   instruction, such as related reference books and computer technology. Each
   pupil needs to become a good reader so that optimal comprehension and
   higher cognitive levels of thinking are in evidence.

Children's literature has numerous contributions to make in ongoing social studies units. One student teacher whom I supervised in the public schools used children's literature entirely instead of basal textbooks. Here, learners would volunteer to say what they had read from a trade book in the social studies unit being pursued. There was no end to comments made by pupils. Basically the quality of responses from learners was good and reflected much enthusiasm. Generally, learners held the title of the book up for all to see in the classroom when discussing ideas read. It appeared that many pupils had truly become hooked in the reading of trade books. I believe that trade books can provide subject matter for much of the social studies unit being pursued. Perhaps, it is good to bring in both the basal and trade books when teaching social studies. Basals, carefully chosen, should have much to offer pupils in ongoing units of study. I will start off with discussing how basal textbooks can successfully be used in unit teaching (Ediger, 1997, Chapter Six).

Basal Social Studies Textbooks

The manual should have an objectives section from which the teacher may consider ends for learner attainment. Careful consideration must be given to each objective that is worthy for learner attainment. Those objectives emphasizing higher levels of cognition should be stressed first in importance such as critical and creative thinking skills, as well as problem solving. There are word recognition skills which need emphasizing. Prior to having learners read a selection from the basal, the teacher needs to preview the content to attempt to select new words which pupils need assistance in mastering. The manual section of the basal generally provides lists of words that may be new to learners for each chapter title. The teacher should look at these words and determine if any or all might be unknown to the involved pupils in class. Pupils should be able to pronounce words correctly and know their meanings, either in terms of definitions or within a sentence in context form. I would suggest that the teacher print in manuscript style for all pupils to see clearly, either on the chalkboard or on an overhead projector, each new word that learners will read in print. As each word is viewed by pupils while the teacher points to and pronounces it, learners say the same word correctly. Those pupils who can identify new words correctly from the chalkboard, hopefully, will also recognize the same word(s) when reading from the basal. Comprehension increases as pupils correctly identify words in print. Instead of printing the new words in isolation for pupils to learn to pronounce from the chalkboard or from the overhead, each word can be printed within a sentence. Perhaps, the new word should be underlined within that sentence. A more holistic approach is then involved in having pupils learn to recognize new words in print. The important point is that each pupil be able to pronounce correctly words read in context from the basal.

I have had teachers ask if phonics teaching should be emphasized in reading in the social studies. I would say generally not. However, there are teachable moments when a pupil mispronounces many words that start with the "m" sound, for example. I think the teacher then needs to emphasize that sound as the need arises in helping the learner to make appropriate grapheme - phoneme associations. Thus by having the pupil notice a series of words that start with the "m" sound, the learner might make much headway in using the "m" grapheme to relate directly to a specific sound (Ediget, 1997, Chapter Five).

Along with introducing new words to pupils, the teacher should also assist learners to attain background information pertaining to what will be read. No doubt, when discussing the correct pronunciation and meaning of new words that pupils will meet in print from the basal, background information will also be discussed. I would suggest that concrete (objects and items) as well as the semiconcrete (pictures, study prints, and audio- visual materials) be used by the teacher to develop background information within learners prior to reading orally within a committee or silently in the social studies. For example if pupils are to read about a rain forest, semi-concrete materials pertaining to that topic might assist learners to understand this concept better. I also believe pupils should read for a purpose and that being to answer relevant questions. The questions may come from the teacher or from pupils themselves. Reading from the basal is then done to secure necessary information. Answers to the questions, established prior to silent or oral reading, need to be discussed. Meaning should be attached to content analyzed in the discussion. Additional questions may be raised and appraised. What is important is that pupils attach understanding to content read and discussed. Also, higher levels of cognition should be emphasized. These follow up activities might well be sequenced through further experiences. They may include the following:

Social Studies Children's Literature

College Student Journal, March, 2000 by Marlow Ediger

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