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ERIC Number: EJ1024562
Record Type: Journal
Publication Date: 2013
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0037-7724
Getting to the Core: Using Digital Resources to Enhance Content-Based Literacy in the Social Studies
Berson, Ilene R.; Berson, Michael J.
Social Education, v77 n2 p102-106 Mar-Apr 2013
With the implementation of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, teachers across the United States are expanding their integrated approach to social studies instruction and literacy studies. They are challenged to infuse text and narratives linked to projects that engage students in reading and writing and that explore topics meaningful to them. In this article, the authors present free, easily accessible, high quality digital resources that enhance content-based literacy in the social studies and highlight exemplary models of integration. Among the many changes accompanying the transition to the Common Core State Standards (CCSS) is a shift toward having students read increasingly complex nonfiction or informational material to "build knowledge, enlarge experience, and broaden worldviews." Identifying appropriate resources has been simplified in recent years with easy web access to lists of books reviewed and recommended by professional associations and agencies. The thematic lists the authors present in this article provide literature recommendations focused on specific social studies topics for children and adolescents. Teachers may draw on these sources and group texts, linking easier texts with challenging ones to build background and individualize resources for students based on text difficulty.
National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A