ERIC Number: ED369708
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Literature-Based Social Studies: Children's Books & Activities To Enrich the K-5 Curriculum.
Laughlin, Mildred Knight; Kardaleff, Patricia Payne
Ideas for using children's literature suggest ways to extend and enrich the elementary school social studies curriculum beyond the adopted textbook or scope and sequence developed in a local school district or at the state level. The focus of kindergarten through grade three is the study of family and communities and the acquisition of individual and group participation skills. Units for grades four and five emphasize U.S. history from its beginning to the present. Employing a similar organizational pattern the units for each grade level offer: (1) identified objectives to be accomplished using suggested trade books; (2) written objectives for use by teachers as behavioral outcomes for students; (3) activities for introducing the unit topic; (4) follow-up activities for teachers and students; and (5) a bibliography of recommended readings. Chapter 1 provides units for kindergarten, transition, and first grade with activities directed by the teacher. In chapter 2, second and third grade units suggest self-directed activities for various abilities. Chapter 3 presents units for fourth and fifth grade with more self-directed work. As progress is made through the grade levels, the higher cognitive levels of application, analysis, synthesis, and evaluation are used. (CK)
Descriptors: Behavioral Objectives, Childrens Literature, Curriculum Enrichment, Elementary Education, Elementary School Curriculum, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Group Activities, Individual Activities, Kindergarten, Learning Activities, Social Studies, Student Educational Objectives, United States History, Units of Study
Oryx Press, 4041 North Central at Indian School Road, Phoenix, AZ 85012-3397.
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A