Social Studies Children's Literature

1. reading related trade books listed by the authors.

2. reading additional stories related to the same topic or title.

3. brain storming other settings, plots, and conclusions than those contained in the basal.

4. writing a formal dramatization from the content read from the basal.

5. pantomiming selections from the text.

6. debating opposing values contained in the writing.

7. developing a collage pertaining to one or more major ideas contained in the subject matter.

8. viewing and analyzing imagery used in the story, assuming this is in the content.

9. dramatizing creatively idioms contained in the reading selection.

10. writing a poem based on the basal reader content.

Ingredients in Children's Literature

Author's of trade or library books in the social studies put different interpretations into content written. One item is the setting of the story. All stories or novels take place in a given area or region. A certain season is also involved. The year of occurrence is also stated or inferred by the author. Pupils need to attach meaning to the setting of the story. Maps and globes should be used by learners to notice the setting. Generally, a certain sequence is followed in writing the setting. A setting written for young pupils might be quite short. Sometimes a setting can be quite lengthy for elementary age pupils. The important point here is that learners comprehend what a setting emphasizes and why it is salient.

Second, pupils need to understand the concept of characterization in a story. A good description of the characters assists the reader to know what kind of persons are in a story or library book. A character may change in time or a character may stay the same throughout the story. A character may be wealthy, have moderate income, or be on the poverty level. Characters may have positive or negative attitudes, or some place in between. There are many possibilities when characters are described by the author.

Third, pupils should become familiar with the concept of irony. With irony, things turn out differently than what the reader might expect. For example, an ideal parent or parents may raise a child who breaks the law frequently and is in prison frequently. Or, a policeman's son murders a fifteen year old. News accounts of recent happenings frequently have items that truly contain irony. The parent(s) then might be just opposite of their offspring. Literature contains numerous writings where irony is inherent. It appears to make for exciting reading when the writer has irony in his/her writings.

Fourth, pupils need to attach meaning to the concept of plot. Plots should be clear enough so that readers know what happened in the story or reading selection. A plot may be rather lengthy, medium in length, or short. The interest level of the reader should be high in order to complete the reading selection to ascertain the plot. Curiosity in knowing the plot is a must. A good writer is able to hold reader attention until the plot is revealed or inferred. Sequence of content leads to the plot.