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Riecken, Ted J.; Miller, Michelle R. – Social Studies, 1990
Critiques current models of problem solving for children, maintaining that there is a chasm between the experiences of real-life problem solving and the idealized frameworks that are presented to children. Suggests the use of children's literature as a means to teaching problem solving. Includes suggested readings, and a list of questions for…
Descriptors: Childrens Literature, Class Activities, Critical Thinking, Decision Making Skills
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Stafford, Jan – Social Studies, 1993
Asserts that most teachers would like to teach about religion, especially in history, but hesitate because they are uncertain about what they can teach legally. Recommends using children's literature to point out how religions affect the way families throughout the world live in their homes and communities. (CFR)
Descriptors: Childrens Literature, Class Activities, Content Area Reading, Elementary Education
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Imeson, Jaeanne; Skamp, Keith R. – Social Studies, 1995
Maintains that environmental education in New South Wales is supported as an interdisciplinary priority area. Describes an environmental education/social studies unit using children's literature. Describes six lessons and presents samples of student writing in response to assignments. (CFR)
Descriptors: Childrens Literature, Classroom Techniques, Colonialism, Cross Cultural Studies
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Hamman, Vincent – Southern Social Studies Journal, 1995
Maintains that children's literature and trade books can be a springboard for the social studies curriculum. Argues for the use of text sets, especially in the younger grades. Provides bibliographies of three text sets covering the topics: friendship, families, and community helpers. (MJP)
Descriptors: Bibliographies, Childrens Literature, Cognitive Style, Curriculum Enrichment
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Shen, Wenju; Emrick, Susan – Southern Social Studies Journal, 1994
Asserts that multicultural education is an integral part of the school curriculum. Describes a three-week interdisciplinary unit on China combining social studies, language arts, mathematics, the arts, and computer skills. Includes a list of children's literature, a sample lesson, and a map of China. (CFR)
Descriptors: Childrens Literature, Class Activities, Content Area Reading, Elementary Education
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Clegg, Luther B.; Ford, Peggy K. – Social Studies and the Young Learner, 1996
Maintains that works of historical fiction and fantasy introduce children to concepts of time and history, as well as allowing them to empathize with other people. Historical fantasy often involves a young protagonist traveling through time and experiencing different eras and events. (MJP)
Descriptors: Childrens Literature, Content Analysis, Elementary Education, Empathy
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Nelson, Lynn R.; Nelson, Trudy A. – Social Studies and the Young Learner, 1994
Describes a history fair for a fifth-grade class in U.S. history. Contends that the fair provided students with opportunities to integrate their understanding of history from historical fiction, nonfiction, and textbooks. (CFR)
Descriptors: Childrens Literature, Elementary Education, Experiential Learning, Fiction
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Lombard, Robert H., ed.; And Others – Social Studies and the Young Learner, 1994
Contends that quality children's literature becomes an increasingly important part of teaching. Presents a list of 24 recommended books, divided into primary, intermediate, advanced, and teacher reference categories. (CFR)
Descriptors: Biographies, Books, Childrens Literature, Elementary Education
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Porter, Priscilla H., Ed. – Social Studies and the Young Learner, 1994
Maintains that, as students develop, they can begin to acquire the skills of historians by investigating not only the facts of history but the human motivations the why of history. Provides recommended resources for helping student construct historical meaning, local historical and community resources, and for family history. (CFR)
Descriptors: Childrens Literature, Elementary Education, Experiential Learning, Family (Sociological Unit)
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McGowan, Tom, Ed.; And Others – Social Studies and the Young Learner, 1995
Contends that social studies teachers must encourage young citizens to appreciate that diversity is one of the nation's strengths. Maintains that quality literature has an important role to play in achieving this goal. Provides a bibliographic essay on 19 trade books divided into 3 age-group categories. (CFR)
Descriptors: Childrens Literature, Cognitive Style, Content Area Reading, Educational Objectives