Where textbooks introduce readers to history via specific terminology and short passages, trade books present historical eras through relatable characters and engaging prose. For most topics, trade books are numerous enough for teachers to select multiple titles written at distinct reading levels to differentiate for diverse learners.…

Reviews criticism of elementary social studies textbooks, focusing on how the written text, the pictures, and graphics often seem unrelated. Asserts that the inclusion and use of literature selections in K-3 social studies textbooks is a newly emerging strategy. (CFR)

Asserts that children's literature which explores geographic themes such as place and movement can foster real life applications of mathematics and social studies. Presents a review of 14 books grouped thematically to illustrate possibilities for integrating mathematics throughout the social studies curriculum. (CFR)

Maintains that implementing the new social studies curriculum standards has been a challenge for many elementary teachers. Asserts that high-quality children's literature is essential for an integrated, multicultural curriculum. Provides an annotated bibliography of 13 teacher resource books. (CFR)

Contends that, although the concept of integrating language arts or science activities to social studies can be a powerful instructional strategy, it may neglect social content. Suggests that social studies teachers introduce books to their colleagues in other subject areas so they can integrate social studies content into their instruction. (CFR)

Asserts that patriotic holidays are an important aspect of the social studies curriculum and provide opportunities to study history. Gives a set of questions and answers about the origins of Thanksgiving. Includes references to recommended children's literature related to the topic. (CFR)

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)

Contends that young children are fascinated by big books and teachers find them enjoyable and effective. Discusses appropriate multicultural content for big books and presents suggestions for effective classroom use. Includes a bibliography of big books categorized into six multicultural groupings. (CFR)

Asserts that studying regional holidays provides an opportunity to teach about the multicultural nature of the United States. Describes the background and history of the Mardi Gras holiday in New Orleans (Louisiana). Provides individual and group activities for teaching about Mardi Gras and includes suggested resources. (CFR)

Reviews research on the development of social attitudes by elementary children. Reports on a study of the impact of children's literature and response activities on attitudinal shifts among 18 second-grade students. Recommends further research and provides a 12-item annotated bibliography reflecting cultural similarities. (CFR)