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Owens, William T.; Nowell, Linda S. – Social Studies, 2001
Contends that picture story books meet the goals of social studies, promote social inquiry, and are compatible with social studies curriculum standards. Describes the use of picture story books in the classroom. Includes an annotated bibliography, and discussion of the bibliography, that is meant to encourage social consciousness in students five-…
Descriptors: Annotated Bibliographies, Childrens Literature, Educational Practices, Elementary Education
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Shin, Eui-Kyung – Social Studies, 2001
Believes that students should learn about cultural similarities as opposed to differences to help them understand the connections among the cultures of the world. Provides practical suggestions for meaningful learning experiences focusing on cultural similarities using children's literature, proverbs, a venn diagram, and real-life examples. (CMK)
Descriptors: Childrens Literature, Cultural Awareness, Cultural Differences, Cultural Pluralism
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Susskind, Jacob L. – Social Studies, 1984
Evidence that social studies is not taught (or taught well) on the elementary level is presented, reasons why it is not taught are offered, reasons why it should be taught are suggested, and proposals for what should be done to revive the health of elementary social studies instruction are made. (RM)
Descriptors: Citizenship Education, Educational Improvement, Educational Needs, Educational Objectives
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Lunstrum, John P.; Irvin, Judith L. – Social Studies, 1982
Reading and related basic skills should be stressed in the elementary social studies curricula. An integrated curriculum makes social studies more meaningful to students and strengthens its position in the curriculum. (Author/AM)
Descriptors: Basic Skills, Content Area Reading, Elementary Education, Integrated Curriculum
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Schuncke, George M.; Krogh, Suzanne L. – Social Studies, 1982
The concepts of friendship, rules, property, obedience to authority, truth, promises, and sharing are appropriate for inclusion in values education materials for elementary students. Interviewers questioned 180 children in grades K-5 about their level of understanding of each concept and their perceptions of each concept's importance to their…
Descriptors: Concept Formation, Curriculum Development, Educational Research, Elementary Education
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Klein, Susan – Social Studies, 1982
Describes a unit on Ancient Greece designed to make social studies meaningful to fourth and fifth graders. Individual projects and group activities helped students learn about ancient Greek culture. (AM)
Descriptors: Art Education, Elementary Education, Greek Civilization, Interdisciplinary Approach
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Lemlech, Johanna K. – Social Studies, 1983
A reply to a critique of the article "Integration of Basic Skills: The Great Deception in Elementary Social Studies" (Social Studies, Nov-Dec 1982), this article argues that reading about social studies will not teach social attitudes or problem-solving behaviors. (RM)
Descriptors: Basic Skills, Concept Teaching, Content Area Reading, Developmental Stages
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Seif, Elliott; Harwood, Fred – Social Studies, 1975
The techniques, activities, and strategies focusing on the problems and concerns of urban Americans are suggested for use in elementary grades to prepare students to cope with inner city residence. They include a problem inventory, circle meetings, role playing, leadership training, physical and craft education, and career, legal, and economic…
Descriptors: Curriculum Enrichment, Elementary Education, Relevance (Education), Social Studies
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Whealey, Lois D. – Social Studies, 1989
Provides ways teachers can make U.S. history more meaningful for students. Suggests using family photographs; making family trees; planning activities that focus on commemorative celebrations; creating a time line; reading biographies; and collecting stamps. (GG)
Descriptors: Biographies, Class Activities, Elementary Education, Family History
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Hatcher, Barbara – Social Studies, 1985
Strategies to strengthen elementary students' perceptions of the past are discussed. These include conducting a personal home furnishings inventory, creating a "then" and "now" class museum, planning an "old objects" with "new uses" survey, organizing a grandpa's garage and granny's attic day, and conducting a neighborhood architectural treasure…
Descriptors: Elementary Education, Family History, History Instruction, Learning Activities
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Berson, Michael J.; Ouzts, Dan T.; Walsh, Lisa S. – Social Studies, 1999
Believes that teachers should use a literature-enhanced curriculum to teach geography because this approach allows them to meet the National Geography Standards, bridge geographically distant worlds for their students, and promote multiculturalism. Stresses the importance of carefully choosing literature and provides an appendix that lists…
Descriptors: Books, Childrens Literature, Cultural Pluralism, Elementary Education
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Meden, Maryellen – Social Studies, 1999
Describes a unit for third-grade students where they learn about the Pilgrim's experiences on the Mayflower. Explains that in order to bring history alive for the students, each student is assigned the name of a Pilgrim child who was on the Mayflower and assumes the identity of that child throughout the unit. (CMK)
Descriptors: Childrens Literature, Educational Strategies, Elementary Education, Grade 3