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The NCSS Standards and Children's Literature for the Middle Grades

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The NCSS Standards and Children's Literature for the Middle Grades DOCUMENT RESUME ED 465 677 SO 033 873 AUTHOR Sandmann, Alexa L.; Ahern, John F. TITLE Linking Literature with Life: The NCSS Standards and Children's Literature for the Middle Grades. NCSS Bulletin. INSTITUTION National Council for the Social Studies, Washington, DC. REPORT NO NCSS-Bull-98 ISBN ISBN-0-87986-090-1 PUB DATE 2002-00-00 NOTE 137p. AVAILABLE FROM National Council for the Social Studies, 8555 Sixteenth Street, Suite 500, Silver Spring, MD 20910. Tel: 301-588-1800; Fax: 301-588-2049; Web site: http:www.socialstudies.org/. PUB TYPE Guides - Classroom Teacher (052) Reference. Materials Bibliographies (131) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Annotated Bibliographies; *Childrens Literature; Content Area Reading; *Fiction; Learning Activities; Middle Schools; *Nonfiction; *Picture Books; Reading Comprehension; *Social Studies; *Thematic Approach IDENTIFIERS National Social Studies Standards; Response to Literature; *Trade Books ABSTRACT Three significant changes have impacted the teaching of social studies to young adolescents in the past decade:(1) development of the curriculum standards for social studies by the National Council for the Social Studies (NCSS);(2) growth in the number of middle schools, which are premised on the integration of content; and (3) expansive use of children's literature in social studies. This book is in response to those innovations which are explained in two parts:(1) provides a rationale for using trade books in social studies and details strategies for nurturing students' reading comprehension; and (2) provides annotations for more than 250 trade books, along with ideas for classroom use, and recommends 150+ additional titles. An index by title and an index by subject are also included.(BT) Reproductions supplied by EDRS are the best that can be made from the original document. Linking Literature with Life: The NCSS Standards and Children's Literature for the Middle Grades. NCSS Bulletin,o Alexa L. Sandmann John F. Ahern National Council for the Social Studies, Washington, D.C. 00 Cr) Cr) 0 ci) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS 6 This document has been reproducedas BEEN GRANTED BY BEST COPY AVAILABLE received from the person or organization originating it. o Minor changes have heen made to tea. improve reproduction quality. ° Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. _©1Couot, alln 0 0 4IL r § E The NCSS Standards and Children's Literature for the Middle Grades ALEXA L. SANDMANN JOHN F. AHERN ott NFSS Gh®REL,C.mod., soci21Adcz 0 The NCSS Standards and Children's literature for the Middle Grades ALEXA L. SANDMANN JOHN F. AHERN NCSSBULLETIN99 W;A NCSS National Council for the Social Studies 8555 SIXTEENTH STREET Pl. SUITE 500 SILVER SPRING, MARYLAND 20910 301 588-1800 FAX 301 588-2049 WWW.SOCIALSTUDIES.ORG EXECUTIVE OFFICERS Ex Officio Adrian Davis Ed Pfeifer President House of Delegates, Steering Committee Chair Stephen Johnson PUBLICATIONS COMMITTEE CHAIR 2001-2002 President-Elect Robert Nimtz Denee Mattioli Benton Consolidated High School, Benton, IL Vice President EXECUTIVE DIRECTOR Susan Griffin BOARD OF DIRECTORS Susan Adler Peggy Altoff DEPARTMENT DIRECTORS William Amburn Administration Timothy Daly Phyllis Bowie Communications and Government Relations Al Frascella Susie Burroughs Finance Arthur Ganta L. Jill Eh len Meetings Robin Hayes Betsy Fitzgerald Membership Processing Cassandra Roberts Debbie Gallagher Publications Michael Simpson Kay Knowles Ken Mareski Carol Marquis Merry Merryfield Sally Jo Michalko Leo Radakovich Kathryn Robinson Paul Robinson Richard Theisen Gayle Thieman Bruce Wendt Michael M. Yell EDITORIAL STAFF ON THIS PUBLICATION: Terri Ackerman, Steve Lapham, Michael Simpson ART DIRECTOR: Gene CON/aD GRAPHIC DESIGNER: Kami Renee Price Library of Congress Control Number: 2002101429 ISBN 0-87986-090-1 Copyright CD 2002 National Council for the Social Studies All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or othervise, without the prior written permission of the copyright holder. Printed in the United States of America 5 4 3 2 1 Dw DEDOCATOON To MY PARENTS, WHOSE BELIEF IN ME STARTED ME ON THIS JOURNEY, TO MY HUSBAND, WHOSE LOVE FOR ME SUPPORTED ME IN THIS JOURNEY, AND TO MY CHILDREN, WHO GAVE ME A REASON FOR THIS JOURNEY. ALS To MY WIFE, ANNE. JFA 6 3 D TABLE OF CONTENTS PART ONE:Using Literature to Teach Sodas Studies 1. Introduction 9 The Rationale for Using Literature to Teach Social Studies in the Middle Grades 9 Organization of the Book 11 Selection Criteria for Trade Books 12 2. Reading Comprehension and Trade Books for Social Studies 15 A Little Background on Reading 15 Basics of Reading Comprehension 15 Preparational Strategies 16 Motivation and Interest 16 Activating Background Knowledge 18 Building Background Knowledge 20 Organizational Strategies 21 Elaborational Strategies 25 Strategies Combine Different Approaches 26 Specific Suggestions for Using the Annotated Bibliography 28 Ways of Obtaining Multiple Copies of Trade Books 28 Assessment 29 Suggested Professional Texts for Additional Reading 29 PART TWO:SuitableBooks for Standards-Based Teaching 3. J CULTURE 33 Picture Books 33 Non-Fiction 35 Novels, Stories and Folk Tales 37 Poetry 41 4. CI) TIME, CONTINUITY, AND CHANGE 43 Picture Books 43 Non-Fiction 44 Novels, Stories and Folk Tales 48 Poetry 51 5. PEOPLE, PLACES, AND ENVIRONMENTS 53 Picture Books 53 Non-Fiction 54 Novels, Stories and Folk Tales 58 Poetry 60 5 7 6. 0 INDIVIDUAL DEVELOPMENT AND IDENTITY 61 Picture Books 61 Non-Fiction 62 Novels, Stories and Folk Tales 63 Poetry 70 7. 0 INDIVIDUALS, GROUPS, AND INSTITUTIONS 71 Picture Books 71 Non-Fiction 72 Novels, Stories and Folk Tales 75 Poetry 80 8. 0 POWER, AUTHORITY, AND GOVERNANCE 83 Picture Books 83 Non-Fiction 84 Novels, Stories and Folk Tales 87 9. 0 PRODUCTION, DISTRIBUTION, AND CONSUMPTION 93 Picture Books 93 Non Fiction 95 Novels, Stories and Folk Tales 98 10.yin SCIENCE, TECHNOLOGY, AND SOCIETY 101 Picture Books 101 Non-Fiction 103 Novels, Stories and Folk Tales 106 11. 0 GLOBAL CONNECTIONS 111 Picture Books 111 Non-Fiction 112 Novels, Stories and Folk Tales 114 Poetry 117 12. 0 CIVIC IDEALS AND PRACTICES 119 Picture Books 119 Non-Fiction 120 Novels, Stories and Folk Tales 123 Poetry 127 Index by Title 129 Index by Subject 135 6 P RT ONE in terature to Tac ocial ies c".CHAPTER ONE krotroducOon Three significant changes have had an impact on the The NCSS Standards, as they have come to be called, teaching of social studies to the young adolescent in identify ten themes: the last decade: (1) the development of the Curricu- CULTURE lum Standards for Social Studies' by the National Coun- TIME, CONTINUITY, AND CHANGE cil for the Social Studies (NCSS), (2) the growth in the PEOPLE, PLACES, AND ENVIRONMENTS number of middle schools, which are premised on the INDIVIDUAL DEVELOPMENT AND IDENTITY integration of content, and (3) the expansion of the use INDIVIDUALS, GROUPS, AND INSTITUTIONS of children's literature in social studies. POWER, AUTHORITY, AND GOVERNANCE This book is a response to these innovations. We seek PRODUCTION, DISTRIBUTION, AND CONSUMPTION to answer, in a practical way, three questions: SCIENCE, TECHNOLOGY, AND SOCIETY 1. Why should literature be used to teach social stud- GLOBAL CONNECTIONS ies in the middle grades? CIVIC IDEALS AND PRACTICES 2. What are some general reading comprehension strat- Each theme is introduced by a statement that pro- egies that can readily be used when teaching social vides "a guiding vision of content and purpose." Per- studies through literature? formance expectations for these goals or purposes are 3. What are some recommended trade books and ways then identified at three levels: the early grades, middle to use them? grades, and high school. Consequently, in Part One, we answer the first ques- A recurring concept in the standards is integration tion by providing a rationale for using trade books in that is appropriate and predictable. The definition of social studies, and address the second question, detail- social studies, as adopted by NCSS and cited in Expecta- ing strategies for nurturing students' reading compre- tions of Excellence, begins, "Social studies is the inte- hension. In Part Two, we provide annotations for more grated study of the social sciences and humanities to than 250 trade books, along with ideas for classroom promote civic competence. ..."In an extended defi- use; we recommend at least 150 more titles. nition of social studies, the authors note: "[Social stud- ies] is designed to promote civic competence; and it is The Rationale for Using Literature to integrative, incorporating many fields of endeavor."' Teach Social Studies in the Middle Grades Their further elaboration provides additional support for the concept of integration: NCSS Commits to Creating National Standards for 1. Social studies programs have as a major purpose the Social Studies promotion of civic competence, which is the knowl- In 1990, the National Governors Association recom- edge, skills, and attitudes that enable students to be mended the creation of national education goals. Two able to assume "the office of citizen"... years later, with the support of President George H.W 2. K-12 social studies programs integrate knowledge, Bush, Congress passed "Goals 2000," whose intent was skills, and attitudes within and across disciplines. to result in national standards. Although social studies 3. Social studies programs help students construct a was not included in the original list of disciplines, NCSS knowledge base and attitudes drawn from academic made a commitment to create social studies standards. disciplines as specialized ways of viewing reality. This initiative focused on curriculum design and stu- 4.
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