Table of Contents

Preface
Introduction
Chapter 1: Why Include Literature Sources in Social Studies Instruction, Kindergarten-Grade 8?
Chapter 2: Extending the Facts: Using Nonfiction to Complement Social Studies Textbook Content
Chapter 3: Learning About People: Including Biographies, Autobiographies, and Historical Fiction in Social Studies Instruction
Chapter 4: Traditional Literature, Fiction, Nonfiction, and Poetry to Recognize the Beliefs, Values, Institutions, and Culture of a Group of People
Chapter 5: Putting It All Together: Implementing a Literature Library for Social Studies Learning
Afterword: Why Should I Include Varied Literature in My Social Studies Classroom?
About the Author
Appendix A: The Themes of Social Studies (National Curriculum Standards for Social Studies, (2010)
Appendix B: Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, K-5 (Common Core State Standards, 2010)
Appendix C: Standards for English Language Arts, 6-12 (Common Core State Standards, 2010)

About the Author

Dr. Elaine M. Bukowiecki is a professor of literary education at Bridgewater State University, Bridgewater, Massachusetts, where she coordinates the Graduate Programs in Reading. Elaine is a former Massachusetts elementary-school classroom teacher and a Connecticut district-wide language arts coordinator.

Reviews

It is rather difficult to think about text material without the inclusion of common core standards of reading, writing, speaking, listening, and language. This book is another instructional intervention designed to positively impact student performance. The following questions, among others, are ably answered in this wonderfully laid-out, practical text, which is designed to help teachers move the teaching of social studies to another level. What criteria are utilized to select literature types for use in social studies classes? How are lessons modified to meet the needs of diverse learners? How important is prior knowledge regarding social studies topics? What are some guidelines to employ to help students in a social studies class comprehend and respond to text material? Why is assessment important and necessary? Is there a need for reflections? If so, when/how should they be incorporated? For teachers who would like to help children become lovers of social studies, the author describes literature sources and literacy techniques that can be used for varied social studies. Additionally, each chapter contains a summary, reflective questions for teachers, topics of discussion for college/university classrooms, and references.  Summing Up: Recommended. Upper-division undergraduate, graduate, research, and professional collections.
*CHOICE*

The author has clearly presented her conceptual framework. It was very easy for me to understand her perspective and to predict what I would be reading in the text. I appreciate the organization of the text; in many ways it is parallel to how I teach my elementary methods course.
*Cheryl Mason Bolick, associate professor, University of North Carolina at Chapel Hill*

This work is very accessible to students. It is clearly written, avoids jargon, and provides opportunities for students to experience concepts several times, in several ways. The case studies and literature listings are very student-friendly.
*Dr. Christopher S. Boe, associate professor and director of graduate programs in teacher education, Pfeiffer University*

The format is very digestible for students as well as teachers. I can imagine assigning sections of chapters that are, in themselves, easy for students to comprehend individually. These segments might then be joined with others to give students a grasp of the entire chapter. Additionally, these small pieces could also stand alone. Given the sometimes limited amount of instructional time in the classroom, the advantage for this text lies in it accessibility at a variety of levels.
*Richard K. Gordon, professor of teacher education, California State University, Dominquez Hills*