Cites numerous research studies stating that the textbook remains the dominant tool in social studies, causing a low regard for the subject by many students. Looks at reading research to provide instructional procedures that social studies teachers can employ to enhance students' understanding of the written materials they encounter. (KO)

This bibliographic essay discusses how Australian children's books and adolescent literature reflect Australian society. For example, Australian society tends to be male dominated; problems of a boy growing up in a mainly macho world are dealt with in Southall's "Josh" and "Walk a Mile" and in Phipson's "A Tide…

States that newspaper and magazine journalism tend to depict handicapped persons as victims. Explains that teachers can help eliminate this stereotypic imagery through writing and critical reading exercises. (GG)

Presents an annotated bibliography of six books that won the 1994 Carter G. Woodson Book Award presented by the National Council for the Social Studies. States that the award was established to inspire contemporary authors to continue to write books related to ethnic minorities. (CFR)

States that the Carter G. Woodson Book Award was established to encourage the writing, publishing, and dissemination of outstanding social science books that treat ethnic minority and race relation issues sensitively and accurately. Presents an annotated bibliography of the 12 award-winning books for 1992-93. (CFR)

Asserts that oral history and children's literature are effective strategies for making history relevant to elementary students. Includes a figure illustrating the webbing approach and 37 recommended children's books. (CFR)

Maintains that 40% of 13-year-old students and 16% of 18-year-old students have not acquired intermediate reading skills. Asserts that teachers must strengthen students' motivation if they are to help them improve literacy skills. Recommends classroom activities and reading materials on this topic. (CFR)

Maintains that the inclusion of scholarship about women's history has not proceeded as vigorously in secondary schools as in colleges. Asserts that resources to incorporate women's history into high school curriculum are widely available. Identifies books by Anzia Yezierska and Charlotte Perkins Gilman. (CFR)

Presents an annotated bibliography of 154 trade books selected by a joint committee of the National Council for the Social Studies and the Children's Book Council and recommended for use in social studies education. Presents the criteria for selection and categorizes the books into primary, intermediate, and advanced levels. (CFR)

Explains semantic mapping as a visual representation of knowledge that is useful for understanding underlying textbook concepts. Outlines steps for constructing a conceptual map with ninth grade students to be used as an aid in reading about peoples of the Middle East. Emphasizes student participation for effective semantic mapping. Provides…

Contends that it is important for students to be motivated and well prepared for class units and activities. Describes a "previews of coming attractions" instructional strategy that uses advance organizers to increase information processing efficiency. Includes a sample unit outline illustrating this approach. (CFR)

Contends that many teachers find it difficult to teach about South Africa because of a lack of appropriate instructional materials. Recommends three novels and includes suggested learning activities for each. Also recommends and includes the use of photographs and quotes from South African leaders as instructional resources. (CFR)

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)

Presents the 1994 children's trade book recommendations of the Joint Committee of the National Council for the Social Studies and the Children's Book Council. Discusses the six criteria for book selection. Includes an annotated bibliography of more than 140 books categorized by primary, intermediate, and advanced grade levels. (CFR)

Presents four Directed Reading-Thinking Activities (DR-TA) for use in secondary social studies classrooms. Defines a DR-TA and shows its applicability in teaching students effective study habits when reading social studies textbooks. Offers strategies intended to engage students with their textbooks, highlighting interior monologues and grouping…