Maintains that teaching is, among other things, the art of connecting students with course content in personal, relevant, and exciting ways. Presents three classroom lessons that incorporate journals, plays, and essays into social studies teaching. Includes discussion questions and follow-up assignments. (CFR)

Discusses the use of writing assignments for teaching social studies. Suggests that alternatives to the standard research paper may be more advantageous to students by providing increased opportunity for creativity. Describes oral history projects, diaries, letters, advertisements, monologues, brief investigations, and position papers as suitable…

It can be a challenge to introduce students to a world region with the cultural diversity and rich history of Latin America. In this article, the author suggests four thematic units that enable teachers to identify both general trends and important differences in the region: (1) race/ethnicity; (2) progress and civilization; (3) conflict and…

Suggests that using historical novels in a unified studies approach to social studies and reading instruction may enhance students' learning in both content areas. Describes a historical fiction project utilizing three novels pertaining to United States history. Concludes that the whole class instruction unified each class through participation in…

Argues that the illuminating, conceptual, and contextual qualities of literature make it an excellent resource for teaching social studies concepts, especially those concerning multiculturalism. Advocates reading the books as complete works rather than piecemeal assignments. Includes suggestions for selected books and related topics. (MJP)

Describes an easy project that uses postcards to engage elementary and middle school students in reading, writing, and social studies. Students write letters to the editors of different newspapers asking their readers to send postcards to the class. Follow up activities include response letters, maps, and writing assignments. (MJP)

Maintains that writing is one of the most important skills students can acquire. Asserts that social studies teachers can help students learn the writing process through a variety of written formats, such as essays, diary writing, and letter writing. Describes a classroom activity using letters and editorials. (CFR)

Describes six activities from the "History Alive" program. These include an interactive slide lecture on the Great Depression, a photographic analysis regarding Mexican and Southwest culture, an experiential exercise concerning life on the assembly line, collages on Chinese belief systems, a response group on women's rights, and poetry writing.…

Maintains that creative writing should be no less a part of the elementary social-studies writing program than other expository forms. Discusses using the poetic form, the cinquain, to teach about Mexican vaqueras and vaqueros in an elementary unit on the American Southwest. Includes illustrations and instructional materials. (MJP)

Describes the use of poetry in U.S. history instruction. Contends that using simulations, historical documents, and literature help make students keenly aware of conflicts and the human impact of historical events. Recommends that students write poetry related to historical topics and includes five examples of student-written poetry. (CFR)

Profiles a third-/fourth-grade thematic unit developed to introduce students to contemporary global society and its economic and environmental interdependence. The unit simulates a trip to foreign countries and integrates mathematics, music, art, and language. Various assignments are included in the student's portfolio. (MJP)

Presents a pull-out section that includes four brief articles and accompanying learning activities. The articles include an architectural examination of the move from medieval fort to Renaissance palace, interdisciplinary biographical writing assignments, a look at the portrayal of people with disabilities in juvenile literature, and material on…

Describes a classroom study of 20 self-selected, college-bound, U.S. history students in which the students created a story, poem, painting, or other art form after studying a unit on immigration. Includes several examples and descriptions of students' poetry, writing, and other creative projects. (CFR)