This collection of writings by trade book authors, public school teachers, and college-faculty offers support for using children's literature in history education. Divided into three parts, the Introduction asks "Why Teach History to the Young?" (Terrie L. Epstein). Part 1, "The Creative Process," addresses the process of writing and illustrating…

This book details the studio setting of a history workshop in which learners discuss the meaning of artifacts, oral history transcriptions, historical photographs, and other firsthand sources from the past. Teachers facilitate interactions among children and play the role of elders, guiding younger learners as they explore a variety of historical…

Presents ideas on integrating science fiction into language arts, science, social studies, and math. Suggestions include an interstellar journey, imaginative language lessons, futuristic social studies, extraterrestrial life studies, intergalactic math, and science fiction story writing. (SM)

A field-tested instruction and assessment model is described that fosters development of second-language skills by integrating writing with listening, speaking, reading, and problem solving. The model draws upon elements of process-oriented instruction, whole language learning, cooperative learning, cognitive mapping, and reading and writing…

Asserts that the whole-language approach is a philosophy of learning in which children construct knowledge by actively engaging in classroom projects that have real meaning for them. Describes thematic studies using a whole-language approach in which children (with teacher assistance) decide what themes will be studied. (CFR)

Demonstrates teaching citizenship through student involvement in current issues. Presents We-Search--a process using the whole-language approach for group research projects in a Fairbanks, Alaska, third grade class. Highlights class projects, including one concerning transportation of plutonium across international borders. Emphasizes how…

Asserts that economics can be taught more effectively at all grade levels using the whole-language approach. Describes the role of teachers, students, and the instructional process in the whole-language classroom. Discusses student evaluation using portfolios and includes a portfolio description table used in an economics class. (CFR)

Asserts that social studies is an integrated field of study that calls for organizing the curriculum in a holistic manner. Maintains that the whole-language movement, which involves thinking about reading and writing as integrated, reciprocal processes, forms a natural partnership with social studies instruction. (CFR)