A comparative analysis of two 6th grade level texts:

Macmillan/McGraw-Hill-Living in Our World: Europe and Northern Asia.  1998.  James W. Clark, Burton F. Beers, Christian P. Garcia, Gayle S. Chesson, Nancy McAllister, Michael Rothwell, James Alchediak, Neal Hutcheson, Pamela H. Ellis, and Rita Sears.  Macmillan/McGraw-Hill, NC.

Harcourt Brace & Company-Our World’s History.  1997.  Richard G. Boehm, Claudia Hoone, Thomas M. McGowen, Mabel C. McKinney-Browning, and Ofelia B. Miramontes.  Harcourt Brace & Company, FL.

I. Interdisciplinary Organization & Conceptual Approach:

The Harcourt-Brace and MacMillan/McGraw-Hill texts approach the social studies scheme in very different fashions.  Indication of this discovery is evident when comparing Unit 4, which focuses on the Mediterranean, in both the Harcourt-Brace (HB) and MacMillan/McGraw-Hill (MM) texts.  The primary focus of HB is the history of the Mediterranean which includes the study of Ancient Greece and Ancient Rome, while the focus in the MM text is the people, environment, land, and economy of the Mediterranean.  For example, in HB, Lesson 1 in Chapter 7 devotes itself to the Minoans and the Mycenaeans as well as ancient stories and legends (pp. 212-215).  The MM text begins its journey of the Mediterranean focusing on the people, however, a broader array of people are discussed by separating the individual countries of the Mediterranean. In this division of countries, we are given a description of the people and culture of today as well as some language and history (pp. 266-270).
Integration of other disciplines is a very important aspect of both texts.  Although their approach to integration is very unusual, the incorporation of different subject matter is apparent and useful.  The HB text integrates literature/writing, art, some geography, government, and anthropology.  The HB text displays these incorporations through giving examples of legends and stories from the place and era, asking students to create and prepare various examples of what has been learned through art and writing, and comparing maps throughout the book (pp. 206-209, 221, 267).  On the other hand, the MM text integrates a more recent description of the social studies aspect along with geography, science, economics, and anthropology.  Various maps, diagrams, tables, and description of the climate, vegetation, and location are used accordingly throughout the text (pp. 272, 277,  280-281).

II. Learning Aids & Motivational Devices

Both texts have a variety of learning aids and motivational devices that are essential for social studies including timelines, maps, charts, chapter reviews, games, and tables.  The HB text begins each Unit with a timeline of that particular area of study.  Throughout the book, it contains a wide range of literature examples, art, statues, historical photographs and maps. For example, in Unit 4 of the text, it gives a complete listing of the Greek alphabet, contains activities such as how to compare historical maps, how to read a timeline, and group extension projects (pp. 221,267).  The MM text, on the other hand, contains many more colorful and eye-catching photographs. Its display of art, maps, tables, and charts give a more encouraging learning effect for the social studies student.  The maps portray populations, landforms, and languages. There are great simulations, games, and trivia activities as well (pp. 262-296).
As mentioned above, each text contain a variety of maps, as should all social studies books, but the HB text is very interesting in that it does not meet all that the MM text offers.  The MM text contains great political and physical maps of the seven continents, climates of the world, and geographic terms with a corresponding map, the United States, and North Carolina (pp. 563-583).  The HB text’s atlas section is rather poor.  It only contains the physical and political world maps, Africa, Eurasia, geographic terms, and maps denoting religions of the world (pp.A2-A17).  The atlas section of the MM text is clearly better because it contains maps of the United States as well as of North Carolina which greatly helps the North Carolina teacher in the classroom.

III. Readability and Ease in Comprehending:

The Units in both texts are divided into chapters and lessons depending on their area of specific study.  For instance, Unit 5 in the HB text is entitled, Rise of New Empires.  It is divided into 2 chapters, 9 and 10, each of which are sub-divided into lessons: The Byzantine Empire, The Muslim Empire, Europe in the Middle Ages, and Knights of the Middle Ages respectively.  Unit 5, The Region of Eastern Europe, of the MM text contains 4 chapters divided into the lessons: People of Eastern Europe, Lands of Eastern Europe, Climate and Vegetation, just to name a few.  The MM text offers more of a division of material, making it easier for students to focus on one aspect of the unit.
Both texts also indicate vocabulary words at the beginning of each chapter.  The HB text highlights, bolds, and shows a pronunciation of each word. For example, in chapter 9, monopoly, mosaic, orthodox, icon, patriarch, and catholic are used as vocabulary words (p. 275).  These words are pointed out throughout the chapter in this particular layout.  The MM text also displays the key terms at the beginning of each chapter.  It portrays the words in bold also adding pronunciations.  In chapter 18, the key terms identified are Balkans and Balkanize, and are also displayed throughout the chapter (p. 348).
Both texts fit the sixth-grade reading level appropriately, yet are different in their content.  The MM text contains larger margins, therefore making it easier for kids to read the given texts.  The HB text is full of words. When flipping through pages, it almost looks discouraging to read because it looks so long and drawn out.  This would not be favored by young students.  Both texts are mutual in structure, but the MM text will identify better with students because it is straightforward, and not as over-whelming. According to the Fry Readability Graph, the MM and HB text appropriately meet the sixth grade reading level.

IV. Analytical Mode and Question Levels

The chapters and lessons in the both texts are followed by various follow-up questioning for the reader. The HB text tends to focus on critical thinking by asking questions that stimulate not only comprehension, but application, analysis, and a slight glance at synthesis as found in the Bloom’s Taxonomy.  There are many other applications offered throughout the book to enhance learning. For example, it promotes hands-on activities, group projects, art, writing, and chart creation. In the chapter 9, lesson 1 review on page 279, the review includes a beneficial art activity to coincide with the follow-up questions.  It reviews the purpose of Byzantine mosaics and asks the students to create a mosaic of their own about the society that they live in.  On page 553, the chapter 19, lesson 3 review includes a chart activity that requires the students to design a chart showing the economic problems of the Great Depression.  In addition, the HB book incorporates a great writing strategy for each chapter. The book gives numerous opportunities to enhance writing skills in students.  For example, on page 302, there are four great opportunities to write.  They include writing a letter and a summary.  The MM text is slightly different in that it does not promote so many different applications to the reader. It basically asks four to five follow-up questions at the end of the chapter lesson that incorporates basic comprehension, application, and some analysis for the most critical thinking questions.  In the chapter 15, lesson 3 review, the text includes three basic follow-up questions that check the knowledge of facts found in the lesson. One of the questions asks, “How many urbanization helped the people of Mediterranean Europe?”(p. 300).  There are also approximately two critical thinking questions that enhance extension feedback.  One question in this section asks, “Imagine that you are a young person living in Italy today.  Which of the traditional ways of life would you most dislike giving up?  Explain your choice (p. 300). These questions are great for the enrichment of the material given.  It takes the material learned and moves forward.

V. Social Issues and Minorities

The HB and MM texts approach social issues in very distinct ways.  In comparing Chapter 19 Lesson 1 of the HB text and Chapter 5 Lesson 1 of the MM text, there are obvious differences in the way the two introduce and discuss World War I.  The HB text uses a variety of media to present the ideas and sides of the First World War, these include pictures of the people affected, pictures of military leaders pertinent to the time, and maps to represent the events (pp. 535-541).  The HB text also looks at the role of women in the war, as well as the fragility that accompanied the end of the war.  On the other hand, the MM text (pp. 80-85) discusses the war and the technological and economic aspects of the war.  The only visuals in this section are pictures of war and an army recruitment poster.  The only people that we see in this section are military men and government officials.  There is no mention of women or others affected by World War I.

VI. Skill Development

Both the HB and MM texts encourage map use, reading, and recall questions.  At the end of every lesson, there are recall questions, and there is an accompanying map activity in the chapter review at the end of each chapter (MM, pp. 342-343;  HB pp. 554-555).  However, beyond these skills, each of the text attempts to promote different skills in learners.  For example, the HB text encourages critical thinking in students.  By providing opportunities for students to do projects, journals, and poetry, the HB text is supporting the Language Arts discipline while at the same time having students think more critically in order to make the connections to history and social studies (pp. 279, 347).  In comparison, the MM text has students working on developing skills related to map boundaries (p. 362), citizenship (p. 537), and using globes (p. 141).  These skill development activities will help students become more proficient in learning about  the more typical social studies topics, whereas the HB text is mainly supporting skills in art and writing.

VII. Relationship to the Learner

Making connections is the primary focus of each of the texts.  However, the connections being made are very different in the two texts.  The connections being made in the HB text are more related to forming relationships with students in studying social studies.  The connections in the MM text are being made between situations.  This idea is supported by simply looking at the Chapter Reviews in both texts.  For instance, the HB text has students connecting events with questions like How?  Why? and what if?  In the Chapter 19 Review of the HB text, students are asked to recall information by filling out an organizer that connects main ideas.  Then students, are asked to imagine how they would feel, or how they would be affected by, living during the Great War and Great Depression.  A question in this section  reads:  “Imagine that you are a news reporter in the early 1900s.  Write a news story about life in Europe in the months before the Great War.  Describe how events in Europe affect the United States”  (p 554).   Here students are asked to make the connection of how the United States was affected as a result of war.  In contrast, the MM text has students making connections between situations and events.  Students are asking the who, what, when, where, and why questions.  This idea is demonstrated by once again turning to the chapter reviews mentioned above.  The Chapter 17 Review in the MM text (pp.  342-343) gives students a brief overview of the material discussed and then offers recall questions.  Next, the MM text provides questions intended to have students think critically and make connections within the material covered.  For example, a question in the chapter 17 review is, “Which large city in Mediterranean Europe do you think is most like a large city in the United States?  Explain” (p. 342).  This question has students making a connection between a city in Mediterranean Europe and a city here in the United States, which requires students to look at, and compare, the two areas in order to come to a conclusion.

VIII. Summary

After analyzing the Harcourt-Brace textbook and the McMillian/McGraw-Hill textbook for sixth grade social studies, we have come to the final conclusion that we would ideally select the McMillan/McGraw-Hill text for our textbook adoption.  The major reasoning behind our decision is the incorporation of the North Carolina Standard Course of Study while offering countless activities that will efficiently assist in skill development and critical thinking.  This was a very difficult decision due to the fact that we thoroughly enjoyed the HB text and how it employed writing, art, and more hands-on activities throughout the book. Recognizing the importance of writing and art, we strongly believe that they should be incorporated into the Social Studies Curriculum. However, we felt that the MM text is exceptional in its content and extremely effective for the North Carolina sixth grade classroom.