Education Commons^™

Teaching History Through Children's Literature: An Integrated Approach For The Fifth Grade Classroom, Tamara Gayle Crook

Undergraduate Honors Capstone Projects

During my teacher education training I have become fascinated with the idea of teaching social studies through historical novels. As a result of this fascination, I chose curriculum development pertaining to this idea as the subject of my honors project. The purpose of this project was for me to develop, teach, and evaluate an integrated unit using historical novels to teach social studies and a variety of other subjects. I selected the American Revolution as the theme of my unit.

In this paper I have included a brief overview of my review of the literature on this topic, the procedures …

Student Lessons To Enhance Reading Comprehension In The Social Studies Content Area, Dianne Marie Daily

All Graduate Projects

This project consists of lessons designed to increase reading comprehension of fifth grade students in the social studies content area. The lessons are developed based upon a review of research which indicates improved reading comprehension of expository text among students who are taught to use comprehension enhancing strategies. The activities include vocabulary development, text structure awareness, advance organizer usage, and study and reading guide strategy lessons. Additionally, a teacher's guide accompanies the lessons. These lessons are created specifically for use with the Civil War Unit entitled, "A Nation Divided," as found in Macmillan/Mcgraw-Hill's 5th grade social studies text entitled, United …

The Mediation Of Teaching Through Central Curriculum Controls: Four Case Studies Of History Teaching In Year 12 In Western Australia, Edmund Z. Mazibuko

Theses: Doctorates and Masters

The work of scholars on pedagogical content knowledge has drawn attention to the importance of mastery of subject matter. Good teachers are able to make clever transitions between their knowledge of content and their pedagogy. The examples of these transitions in the literature usually assume that teachers have a large measure of control over the content: lessons are exploratory and concerned with understanding the deeper meanings and fundamental concepts that underpin the discipline base. The reality of most classrooms is otherwise; teachers are guided by syllabus statements, textbooks and end of year examinations. Sequence and pace of instruction are often …