Using Literature in the Social Studies Classroom and Cross Curricular Teaching at the High School Level

Abstract

Educators in the current era acknowledge that high school level students are more sophisticated in their approaches to learning, and as such, this “multi-tasking” generation both requires different methods and desires practical application of the lessons taught. This thesis project asserts that as the American educational system ages it is important that new concepts be examined for potential inclusion of cross-curricular teaching. The research explores the benefits of collaboration between high school curriculums – history and language arts specifically. In the examination of current attitudes and feelings surrounding the practice of cross-curricular collaboration, this project suggests that trends affirm the advantages of this method of teaching history at the high school level. The idea that literature can help students practice reading for analysis, examine elements of language, style and more recently, history, is viewed as a means to strengthen critical thinking skills. Additionally, a brief look at the history behind the use of supplemental materials in the social studies classroom is also considered. Potential benefits to this type of learning practice include increasing imagination, providing differentiation and potential alternatives to textbooks. Concerns for the lack of inclusion considered are time constraints because of standardized test preparation, lack of resources, and lack of knowledge. The concluding sections catalog suggested means to incorporate and collaborate between the language arts and history staff and curriculum.