Elementary students socially construct their own historically-grounded wordless picture books

Authors

Deborah Wooten, The University of TennesseeFollow
Jeremiah Clabough, The University of Alabama at BirminghamFollow
Emily Blackstock, The University of Alabama at BirminghamFollow

Document Type

Article

Abstract

The C3 Framework by the National Council for the Social Studies (NCSS) has placed an emphasis on elementary social studies teachers strengthening their students’ content-area literacy skills. One tool that can be paired with primary sources to accomplish this goal is wordless picture books. In this article, we discuss a one week project where a fourth grade teacher used primary sources and wordless picture books to explore the Fugitive Slave Act of the 19^th century. This one week project culminated in groups creating their own historically-grounded wordless picture book. The steps and resources needed to implement this one week project are provided.

Recommended Citation

Wooten, Deborah; Clabough, Jeremiah; and Blackstock, Emily (2019) "Elementary students socially construct their own historically-grounded wordless picture books," The Councilor: A National Journal of the Social Studies: Vol. 80: No. 2, Article 2.
Available at: https://thekeep.eiu.edu/the_councilor/vol80/iss2/2