The Study
Over the past five years two researchers in Teacher Education at Michigan State University have been examining elementary social studies text books. Their goal has been to better understand the curricula that result when teachers not only use the textbooks but also follow the suggestions in the teaching manuals that accompany the texts. One aspect of their work has been an examination of the incorporation of children's literature in K-3 texts of the 1991 Houghton Mifflin series of social science text books. Dr. Janet Alleman, Professor, and Dr. Jere Brophy, University Distinguished Professor at MSU, collaborated on the research.

The Findings
This series of texts contained examples of literature being used effectively, helping teachers develop students' knowledge and appreciation of the topic or unit and progress toward achieving major social education goals. However, the literary inserts frequently posed a problem. In some cases the inserts were quite lengthy and required more textbook space than the related social studies content. Many selections focused on peripheral aspects of social studies or trivialized the topic. Some, while providing interest, distracted from the main social studies understanding. At times the literary inserts created misconceptions and stereotypes or contradicted the intended goals. Some selections appeared to be too advanced for students to read independently. Some of the recommended related instructional activities were more closely aligned with language arts, and failed to enhance the social studies goals. Instead of enriching the social studies curriculum, the literary selections had the effect of extending the language arts and literature curricula at the expense of the social studies curriculum.

What It Means to You
While the literature approach to K-3 social studies has some potential for deepening the understanding of the content, it introduces a number of problems. When using this approach, teachers need to take care in choosing which literary selections and related activities to use. Posing a number of questions can help them make appropriate decisions about using a particular literary resource. (1) Does the literary source match the social studies goals for the lesson and unit? (2) Does it offer sufficient value to justify the allocation of social studies time to it? (3) Does it seem to be of adequate length to make sense? (4) Does it enhance, not trivialize, the content? (5) Does it enrich social studies understanding as well as promote language arts or other subject matter content or skills? (6) Does it avoid potential misconceptions or stereotypes in its depiction of people and events?

More Information
You can get more information concerning use of the literary approach by consulting Alleman, J. and Brophy, J. (1994)."Trade-Offs Embedded in the Literary Approach to Early Elementary Social Studies," Social Studies and the Young Learner, 6(3), 6-8.

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