The Use of Literary Sources in Social Studies, K-8

Elaine M. Bukowiecki

doi:10.5771/9781475809206

The Use of Literary Sources in Social Studies, K-8

Techniques for Teachers to Include Literature in Instruction

1. Edition 2014

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doi.org/10.5771/9781475809206
ISBN print: 978-1-4758-0918-3
ISBN online: 978-1-4758-0920-6
Rowman & Littlefield, Lanham Rowman & Littlefield, Lanham

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Abstract

The Use of Literary Sources in Social Studies, K-8 is a resource for teachers who wish to include varied literary genres in their social studies instruction along with a required social studies textbook. The literature described and exemplified in this book includes fiction, nonfiction, biographies, autobiographies, historical fiction, poetry, fairy tales, folktales, tall tales, and legends. Throughout this book, different instructional suggestions are presented for inclusion with varied social studies topics and literature sources.

Each chapter contains questions and pedagogical strategies for critically reading and responding to varied literary genres, modifications to meet the needs of diverse learners, assessment techniques, information tied to technology and the “new literacies,” and connections to the National Curriculum Standards for the Social Studies: A Framework for Teaching, Learning, and Assessment (2010) and the Common Core State Standards for English Language Arts and Literacy in History/Social studies, Science, and Technical Subjects (2010). The final chapter of this book describes the development and implementation of a classroom library for social studies teaching and learning.

Chapter Expand | CollapsePage
i–xvi Preface i–xvi
- CONTENTS
- PREFACE
- ACKNOWLEDGMENTS
- INTRODUCTION
1–24 CHAPTER 1. WHY INCLUDE LITERATURE SOURCES IN SOCIAL STUDIES INSTRUCTION, KINDERGARTEN–GRADE 8? 1–24
25–64 CHAPTER 2. EXTENDING THE FACTS: Using Nonfiction to Complement Social Studies Textbook Content 25–64
65–114 CHAPTER 3. LEARNING ABOUT PEOPLE: Including Biographies, Autobiographies, and Historical Fiction in Social Studies Instruction 65–114
115–160 CHAPTER 4. TRADITIONAL LITERATURE, FICTION, NONFICTION, AND POETRY TO RECOGNIZE THE BELIEFS, VALUES, INSTITUTIONS, AND CULTURE OF A GROUP OF PEOPLE 115–160
161–178 CHAPTER 5. PUTTING IT ALL TOGETHER: Implementing a Literature Library for Social Studies Learning 161–178
179–182 AFTERWORD: Why Should I Include Varied Literature in My Social Studies Classroom? 179–182
183–186 APPENDIX A. THE THEMES OF SOCIAL STUDIES 183–186
187–192 APPENDIX B. STANDARDS FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS, K–5: Common Core State Standards (Council of Chief State School Officers and the National Governors Association, 2010) 187–192
193–198 APPENDIX C. STANDARDS FOR ENGLISH LANGUAGE ARTS, 6–12: Common Core State Standards (Council of Chief State School Officers and the National Governors Association, 2010) 193–198
199–200 ABOUT THE AUTHOR 199–200

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