MY ARTICLE REVIEW

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"LITERATURE IS FROM VENUS, SOCIAL STUDIES IS FROM MARS: LET'S WORK IT OUT"


Not until my third year of university, and never since, did I see a fictional piece of literature used to enhance a history or social studies class; therefore, I was drawn to Waters’ article on children’s literature as a resource in the social studies classroom. Waters sees a natural link between socials and literature, as literature “is the window to the world of human experience” (Waters, 1999, p.2. Note: article page breaks not noted online; therefore, page references reflect the order in which the article was printed) and social studies is the study of those experiences.
Waters looks at five main reasons for using literature to compliment social studies in both elementary and secondary classrooms. First, “literature makes social studies content more relevant to the lives and needs of the student” (Waters, 1999, p.2); second, “books bring...historical events; geographic locations; and people from various times, places and cultures” (Waters, 1999, p.2) to life; thirdly, “literature is an excellent resource for fostering the development of thinking skills essential to social studies” (Waters, 1999, p.2), such as being able to see alternative perspectives or positions on an issue and constructing alternative consequences; fourthly, literature can be used to “facilitate young peoples’ understanding of abstract concepts” (Waters, 1999, p.2). Finally, Waters believes in using literature in social studies classrooms to present role models from various times and cultures to young people.
Waters emphasizes two points above all others. The first is relevant to his third rationale for using literature in the socials studies classroom, that is, developing critical thinking skills by working on “sequencing, hypothesizing, problem solving, determining cause and effect, and predicting outcomes” (Waters, 1999, p.4). Literature, says Waters, can be used to help young people see the world from multiple perspectives, and enhances ones own already held beliefs and values.
The second point Waters emphasizes, is how best to use literature in a classroom to get those critical thinking skills working to their utmost. Waters feels reading aloud and retelling are strategies which will best accomplish this. The suggestions he makes about how to retell a tale are excellent, and range from acting out a scene in a book without using dialogue, to a creative dramatization.
Though I agree with most of what Waters presents, his fourth and fifth rationales were somewhat perplexing, as I felt he was underestimating students and idealizing the teacher’s role. He claims, in his fourth rationale, that literature can be used to introduce concepts he considers abstract, such as “justice, equality, diversity, freedom and democracy” (Waters, 1999, p.2); and the books he uses to emphasize these concepts all draw upon heroic stereotypes. I would not say he is wrong to use such books, but I wonder if he is intentionally ignoring an entire genre of literature, the dystopian novel, which often introduces the same concepts by emphasizing their extreme opposites. Suggesting it is best that we as teachers seek out only heroic tales of bravery and morality, is to underestimate students’ abilities and distort the teacher’s role.
Further to the point of the teacher’s role, I was uncomfortable with Waters’ fifth rationale, in which literature is used to present role models. I would disagree entirely. It is dangerous for teachers to try and impose upon students a model of what makes a good citizen. Today history is seen from all perspectives and there is rarely one which, when held up to scrutiny, is ideal. I am not saying we ignore diverse texts with strong protagonists and heroic, moral characters, just that we want to be careful with the intent with which we introduce the material.
I will definitely use some of Waters’ ideas, especially his use of drama as a means of enhancing a lesson. An idea he inspired, would be to look at “The Diary of Anne Frank” and have students recreate the conversation those who housed her family surely must have had before they chose their path, drawing from whatever other compatible resources I could find.
Overall, though I disagree with his fifth rationale altogether and am unclear about the intent behind his fourth, Waters’ article is valuable, as it bridges the gap between literature –particularly fiction- and social studies. Waters reminds us that the study of society and history is not limited to facts and dates, but can include fictional interpretations, even biased interpretations, of those facts, and that ultimately the point is to nourish the young minds entrusted to us as teachers.


REFERENCES:

Water, D. Scott. (1999) Children’s literature: A valuable resource for the classroom. Canadian Social
Studies, 33(3), 80-83