DOCUMENT RESUME ED 429 022 SO 030 545 AUTHOR Krey, DeAn M. TITLE Children's Literature in Social Studies: Teachingto the Standards. NCSS Bulletin 95. INSTITUTION National Council for the Social Studies, Washington,DC. ISBN . ISBN-0-87986-076-6 PUB DATE 1998-00-00 NOTE 185p. AVAILABLE FROM National Council for the Social Studies, P.O.Box 2067, Waldorf, MD 20604-2067; Tel: 800-683-0812 (Toll Free) ($19; NCSS member price, $14; add shipping charges). PUB TYPE Books (010) -- Guides Non-Classroom (055) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Annotated Bibliographies; *Childrens Literature;Elementary Education; Learning Activities; Middle Schools;*Multiple Intelligences; Selection Tools; *Social Studies; *Thematic Approach IDENTIFIERS National Social Studies Standards;Response to Literature; *Trade Books ABSTRACT \ Thid guide enables teachers to selectcurrent children's books incorporating One or more_of the10 thematic strands of social studies (culture; time, continuity, and change;people, places and environments; individual development and ideatity;in.lividuals, groups, and institutions; power, authority, and goverLance; production, distributica,F-d consumption; science, technology, and society; globalconnections; and civic ideals and practice). Chapter 1 presents the 10 thexaticstrands and the value of the literature-based teaching of social studies isemphasized. The process of selecting children's books with appropriatecontent for teaching the 10 thematic strands of social studies isaddressed in chapter two. The selected books are particularly important for childrenat the elementary and middle levels, but also are appropriate foruse with older students. Sample social studies literature response activitiessuitable for use with the books are suggested in chapter three. The activitieshave been developed using Howard Gardner's theory of multiple intelligencesas a framework. The social studies literature response activities demonstratethat it is possible to teach the major social studies strands andaccommodate the various intelligences at the same time. The remaining chapters containa collection of 547 recommended children's books published in the1990s suitable for teaching the 10 thematic strands to children. Each book title isaccompanied by complete annotations with thematic strands referredto according to the strand number. All titles presented in this guide are included ina list at the end. (BT) ******************************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. ******************************************************************************** (r) U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educafional Research and Improver-nem DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION C.2) BEEN GRANTED BY CENTER (ERIC) ErThis documenthas been reproduced as received from the person or organization M.F. Lac %Fe./ originating it. 1:1Minor changes have been made to P11181 improve reproduction quality. TO THE EDUCATIONAL RESOURCES °Points of view or opinions stated in tills INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. .JYP- Bulletin 95 BEST COPY AVAILABLE 2 NCSS National Council for the Social Studies Founded 1921 Executive Officers Ex Officio Tedd Levy Carol Marquis President World Affairs Council, CA House of Delegates, Steering Committee Chair Richard Theisen President-Elect Publications Committee Chair 1998-1999 Brent Heath Susan Adler De Anza Middle School, Ontario, California Vice President NCSS Executive Director Martharose Laffey Board of Directors Christine Allen Stephen Armstrong Department Directors Linda Black Administration and Finance Timothy McGettigan Richard Diem Council Services and Membership Marketing Susan Griffin Dorothy Dobson Meetings Jaime Hitchcock Syd Golston Membership Processing Cassandra Roberts Diane Hart Publications Michael Simpson Binta jalloh Eric Ladue Margaret Laughlin Jody Smothers Marcello Mary Teague Mason Denee Mattioli Murry Nelson Pat Nickell Leonard Piekarski Shelly Singer Mary Ellen Sorensen Gary Swaney Emily Wood EDITORIAL STAFF+ ON THIS PUBLICATION: MICHAEL SIMPSON, TER1U ACKERMAN,RICH HANCL1PF, RAINEY TISDALE, ERIC L. MILLER ART DIRECTOR: GENE COWAN PRODUCTION: ALEXIS BARRERO LIBRARY OF CONGRESS CATALOG CARD NUMBER 98-068183 ISBN 0-87986-076-6 COPYRIGHT © 1998 BY NATIONAL COUNCIL FORTHE SOCIAL, STUDIES 3501 NEWARK STREET NW WASHINGTON DC 20016-3167WWW.NCSS.ORG ALL RIGHTS RESERVED. No PART OP THISPUBLICATION MAY BE REPRODUCED, STORED IN A RETRIEVAL SYSTEM, OR TRANSMITTED, IN ANY FORM OR BY ANY MEANS, ELECTRONIC, MECHANICAL, PHOTCOPYING,RECORDING, OR ORTHERWISE, WITHOUT THE PRIOR WRnTEN PERMISSION OF THE COPYRIGHT HOLDER. PRINTED IN THE UNITED STATES OF AMERICA 10 9 8 7 6 5 4 3 2 I 4 2 TEACHING TO THE STANDARDS NCSS Bulletin by De An & Krey 95 1?it TA ILE IF CONTENTS Acknowledgments 5 Preface:H. Michael Hartoonian 6 Author's Foreword 7 1. Literature-Based Instruction in Social Studies 9 The Ten Thematic Strands of Social Studies 9 Children's Trade Books and Social Studies: The Research 9 Children's Trade Books: The Potential for Social Studies 10 A Connecting Model: Children's Books and the Strands 11 2. Finding the Right Children's Literature 15 Bibliographic Sources 15 Literature for Children and Young Adults 16 The Cooperative Children's Book Center andCCBC Choices 17 Criteria for Book Selection 17 3.Social Studies Literature Response Activities 19 Linguistic Intelligence 19 Logical-Mathematical Intelligence 19 Spatial Learners 20 Bodily-Kinesthetic Intelligence 20 Musical Intelligence 20 The Interpersonal Learner 21 Intrapersonal Intelligence 21 Naturalistic Intelligence 22 4.Selection Criteria 25 The Screening Process 25 Classification by the Ten Thematic Strands of Social Studies 25 About the Annotations 26 5.Children's Trade Books with Culture as the Major Thematic Strand 27 Children's Trade Books with Culture as a Second Thematic Strand 54 Children's Trade Books with Culture as a Third Thematic Strand 57 5 3 6.Children's Trade Books with Time,Continuity, and Change as the Major Thematic Strand 59 Children's Trade Books with Time, Continuity and Changeas a Second Thematic Strand 73 Children's Trade Books with Time, Continuity and Changeas a Third Thematic Strand 76 7. Children's Trade Books with People, Places, and Environments as the Major Thematic Strand 79 Children's Trade Books with People, Places, and Environmentsas a Second Thematic Strand 99 Children's Trade Books with People, Places, and Environmentsas a Third Thematic Strand 101 8.Children's Trade Books with Individual Development and Identityas the Major Thematic Strand 103 Children's Trade Books with Individual Development and Identityas a Second Thematic Strand 121 Children's Trade Books with Individual Development and Identityas a Third Thematic Strand 124 9.Children's Trade Books with Individuals,Groups, and Institutions as the Major Thematic Strand 125 Children's Trade Books with Individuals, Groups, and Institutionsas a Second Thematic Strand 134 Children's Trade Books with Individuals, Groups, and Institutionsas a Third Thematic Strand 136 10. Children's Trade Books with Power, Authority, and Governance as the Major Thematic Strand 139 Children's Trade Books with Power, Authority, and Governance as a Second Thematic Strand 143 Children's Trade Books with Power, Authority and Governance as a Third Thematic Strand 143 11.Children's Trade Books with Production, Distribution, and Consumption as the Major Thematic Strand 145 Children's Trade Books with Production, Distribution, and Consumptionas a Second Thematic Strand 150 Children's Trade Books with Production, Distribution, and Consumptionas a Third Thematic Strand 151 12.Children's Trade Books with Science,Technology, and Society as the Major Thematic Strand 153 Children's Trade Books with Science, Technology, and Societyas a Second Thematic Strand 157 Children's Trade Books with Science, Tedinology and Societyas a Third Thematic Strand 157 13. Children's Trade Books with Global Connections as the Major Thematic Strand 159 Children's Trade Books with Global Connections as a Second Thematic Strand 163 Children's Trade Books with Global Connections as a Third Thematic Strand 164 14. Children's Trade Books with Civic Ideals and Practices as the Major Thematic Strand 165 Children's Trade Books with Civic Ideals and Practices as a Second Thematic Strand 171 Children's Trade Books with Civic Ideals and Practices as a Third Thematic Strand 171 Title Index 173 Subject Index 181 About the Author 189 6 4 L> ACCaklaIWO_IEEINGERCEN1TS I would like to express my appreciation to the entire staff at the Cooperative Children's Book Center at the Uni- versity of Wisconsin-Madison. Their enthusiasm for high quality children's literature is catching. I would also like to acknowledge the consistent help of Michael Simpson, NCSS Director of Publications, and the NCSS publications staff during the prepara- tion of this NCSS Bulletin. A thank you is also due to Dori Holter. Her cheer- ful, energetic preparation of the many versions of the manuscript was invaluable. Finally, I want to thank my husband, Bob, for his unfailing love and support. His attention to "every- thing else" made it possible for me to focus on and complete this three-year project. 7 5 I> PREFACE De An Krey has always known two things aboutyoung On behalf of the social studies community, I want learners: that they are enthralled