Literature for social studies
The use of literature as a learning catalyst is not a new approach.As early as 1993, researchers Kathy Short and Junardi Armstrong pointed outthat literature should be used as more than just a way to get facts.Rather, literature could be "an integral part of children's inquiry andmeaning constructions of the world" (Short and Armstrong, p. 183). These early suggestions are echoed in later research. Kathryn S. Carret al, for example, argue that literary works and illustrated books canhave academic benefits for older students as well, such as students in highschool. Pictures heighten the aesthetic enjoyment of a literary work, anadvantage for teenagers who do not enjoy reading. Such books wouldtherefore be more appealing to students who have a more visually-oriented One reason why literature is deemed effective in learning is becauseof the "reader response theory." Daniel Sheridan posits that readers --even teens -- approach reading as "social act." The reading experience isenhanced further when the reader is part of a larger community, wherein heor she can discuss their ideas (Sheridan). Through the discussion of their
This book also provides students withbackground regarding the common experience of small immigrant towns thatare losing their heritage and culture in the face of land development. The students are thengrouped into fours and are encouraged to read their letters to one another. These bookswould provide a springboard for the teacher to introduce other relevantdata. Sheridan thus encouragesreaders to provide guided questions but to also ensure that students arefree to discuss their ideas. Books such as The Milagro Beanfield War by John Nichols, for example,can introduce "beginner" students to the rich heritage of Chicano-Americansliving along the New Mexico border. The teacher could then use books such as SomethingPermanent, which contains actual Walker Evan's photographs from the GreatDepression, to illustrate the grim realities of poverty and despair thatcharacterized the Depression (Carr et al). Fictional works, biographies and other literary works could help studentsremember facts, stimulate reasoning and acquire a "situated perspective. Many researchers have pointed out glaringomissions in high school textbooks regarding the historical experiences andcontributions of minorities. Ralph Putnam and Hilda Borko noted that the cognitive functions of astudent could be stimulated through the careful use of literature. The letters are then used as springboards for discussion, after whichstudents are asked once again to write a second letter (Totten). This style is more suited to the moreadvanced students in college preparatory classes and could also providehelp to wean students off the traditional "spoonfeeding" method ofteaching. Third, the interdisciplinary approach alsohelps students discern the connections between the different subjects thatthey are studying. Once thestudents themselves looked up the answers and read about the Holocaust,they learned regarding the events of the Holocaust and gained a deeperappreciation of the poem (Totten). These suggested approaches from Totten and Carr et al show how theinfusion of literary texts can help high school students studying differentlevels of history classes.
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Acceptance Essays
