What This Means for Instruction

A number of classroom techniques or applications lead students to success. Some general guidelines to help educators plan and implement instruction using literature in the social studies classroom follow.

• Use the artwork in picture books to help students in the early grades develop a sense of time and place (Hancock 1997; Huck et al. 1993; Fitzhugh 1992; Nodelman 1988).
• Evaluate the accuracy and authenticity of a piece of literature before using it with students (Noll 1995; Banks 2001).
• Use historical fiction and multicultural literature to supplement textbooks in order to help students comprehend the various perspectives surrounding historical events, issues and/or people (Freeman and Levstik 1988; Downey and Levstik 1991; Blos 1993; Huck et al. 1993; Banks 2001).
• Use contemporary realistic fiction and multicultural literature to deal with present day social issues/current events (Freeman and Levstik 1988; Downey and Levstik 1991; Huck et al. 1993; McGowan et al. 1996; Banks 2001).
• Use a variety of literature-related activities to help develop critical thinking and problem-solving skills (Freeman and Levstik 1988; Downey and Levstik 1991; Fitzhugh 1992; Huck et al 1993; McGowan et al. 1996; Banks 2001).
• Provide opportunities to compare and contrast, judge, form fact-based opinions and view people, issues and events from various perspectives (Freeman and Levstik 1988; Downey and Levstik 1991; Fitzhugh 1992; Huck et al. 1993; McGowan et al. 1996; Banks 2001).
• Supplement the social studies curriculum with children’s literature and have it serve as a stimulus for different types of writing (i.e., narrative, poetic, expository and persuasive writing) (Maxim 1995; Farris and Cooper 1997).
• Use response journals, or literature logs, with historical fiction to help students better understand historical events (Farris and Cooper 1997).
• Collaborate with the library media specialist or a public library to obtain children’s literature for use in developing thematic units that incorporate a variety of children’s literature genres and formats (i.e., picture books, historical fiction, biographies, realistic fiction, multicultural literature, poetry) (Sebesta 1989; Maxim 1995; Farris and Cooper 1997).
• Use picture books with older students as a way of introducing an event, issue or person or as a way to introduce content or review content (Sebesta 1989; Maxim 1995; Farris and Cooper 1997).
• Use the arts (drama, music, visual arts and dance) as a way to blend oral language, drama, listening skills and quality literature in a way that makes history come alive for students (Sebesta 1989; Huck et al. 1993; Maxim 1995; Farris and Cooper 1997).