A Comparative Analysis of Two 2nd Grade Level Texts:

Robin McClenny & Kathryn McKinney
CI 3100 (436)
September 27, 2002

• MacMillan/McGraw-Hill – People Together: Adventures in Time and Space.  1997. James A. Banks, Barry K. Beyer, Gloria Contreras, Jean Craven, Gloria Ladson-Billings, Mary A. McFarland, Walter C. Parker. MacMillan/McGraw-Hill, NY.

• Silver Burdett Ginn – People and Places. 1997. Silver Burdett Ginn, NJ. Juan R. Garcia, Daniel J. Gelo, Linda L. Greenow, James B. Kracht, Deborah G. White, Becky Manfredini
 

I. Social Issues

Both the MacMillan/McGraw-Hill and the Silver Burdett Ginn texts (hereafter referred to as MM and SB) deal with various social issues.  Racism, poverty, environmental problems, war & peace, and ethnocentrism are touched upon in both texts.  However, the MM integrated these issues more naturally than the SB.  For example, in the MM text on page 14-15, there is a lesson that presents a variety of socioeconomic status housing (apartment, trailer, and house).  On the other hand, in the first section of the SB text only clean neighborhood with big houses were represented, showing the norms and values of only white, middle class society.  When considering inclusion of ethnicities, the MM text surpasses the SB text.  This is seen through lessons, pictures, and text covering a variety of cultural backgrounds.  On some pages, such as page 30 in the SB text, the subjects in the picture have been obviously staged.  Overall, there are more opportunities presented in the MM text for exploration of the similarities and differences between our culture and the world, as well as several sections that provide the learner with written information about both slavery and the interaction between early explorers and Native Americans.  These interactions are biased because of the one-sided perspective given.  The SB text offers insufficient exposure by focusing one unit on dance and storytelling while neglecting to include written information about any ethnic group’s role in history.  The SB text devotes a more extensive study to environmental problems and our responsibility as citizens within this context.  SB devotes sixteen pages, while the MM text only allows six.  Neither text mentions overpopulation or drug abuse as a relevant concern today.

II.  Skills and Interdisciplinary, Conceptual Organization

Both MM and SB use map studies to provide a foundation for geography.  In both texts, the first unit is devoted to map skills and geographic terms.  Throughout the texts, these maps are used as tools for building concepts.  An example of this could be found in the MM text on page 19.  This lesson explores the difference between urban and rural areas.  One of the states in the discussion is highlighted on a map for easy recognition. The MM text integrates math through use of bar graphs, while the SB text encourages the learner to compare and contrast using Venn diagrams.  Both texts incorporate the arts by encouraging the students to create various representations of social studies concepts.  The SB text asks the students to write and share their own story to classmates on page 135.  In section two of the SB text, there is an opportunity for students to make bumper stickers.  They may also make individual quilt squares that pertain to freedoms in our country.  In the MM text, art, music, and poetry activities are promoted.  Furthermore, each unit has a clearly defined project that uses these disciplines for meaningful connections.  In general, the MM text supports the role of technology throughout the book more so than the SB text.  Pictures of technical equipment are more prevalent in the MM text.  It can be noted that both texts present recent resources for map activities, environmental issues, as well as in the technical field.
 
 
 

III. Analytical Mode and Question Levels

The review sections in each text include recall questions such as “Which kind of land has water all around it?” (MM text) and “Name three different ways that people greet each other.” (SB text)  This type of question aligns with Bloom’s Taxonomy level of knowledge.  The answers to these types of questions can be easily found within the chapter.  The MM text offers a comprehension activity at the end of each unit that allows students to demonstrate their understanding using artistic modes.  For example, on page 115, there is a Unit Project that is designed to check for student’s understanding of selling goods and services.  This activity allows them to build their own store and advertise their goods.  The SB text goes a step further and asks students to form opinions based on information that they read in the chapter, for instance, “Why do you think our country needs laws?”   This type of question engages the learner in an analytical approach to decision-making.  Both texts include opportunities to restate what students have learned in their own words by sharing with a friend at the end of each unit.  Neither text encourages evaluative thinking, thus students are not given the opportunity to use prior knowledge, formulate criteria, and make judgments to make their learning experience more meaningful.

IV. Establishes a Direct Relationship with the Learner

Both texts use familiar concepts and experiences to enhance learning and help students relate to people from other countries.  The SB and MM texts use comparative pictures to showcase a variety of customs including celebrations, dances, and storytelling.  On page 50-51 in the MM text, the topic of family life is used to more relevantly connect our culture to others.  In the SB text, the student is encouraged to use prior knowledge to compare a typical American school day with that of Canada and Mexico.

 
V. Evaluation

Both texts provide learners with opportunities to practice skills.  On page 223 in the SB teacher’s manual, students are required to make a graph of their favorite ice cream, candy, etc.  Then, the teacher requires the student to answer questions based on information from the graph.  This would allow the teacher to determine whether or not the student had mastered this particular skill.  At the end of each section of both texts, evaluations are given in the form of question/answer reviews and map skill practice.  Within both texts’ teachers’ manuals, teachers are encouraged to assess their students by observing students as they work individually and in small groups.  Tests are an option included in the MM teacher manual although no examples were provided.

VI. Learning Aids and Motivation

The cover of the SB text would probably capture a child’s interest more than the MM text because of its bold color and variety of pictures as well as kid-drawn buildings.  The SB text highlighted their map section with red and orange.  There were few words on the pages but many pictures of children were displayed.  Large, colorful, two-page pictorial sections were also included to introduce new chapters.  Within the MM text, cartoon drawings and realistic snapshots were used to captivate students’ attention and frame the text.  Activities that could motivate students in the SB text were included in “Explore It” sections.  An example is found on page 131 that requires partners to plan a trip that links all noted landmarks while taking the shortest route.  The “Citizenship” sections throughout the MM text offer detailed descriptions of projects that other students in the same age group have accomplished.  For instance, on page 64-65, text and pictures are provided to explain Melissa’s environmental group which has members across the nation working to ensure a cleaner world.  These activities foster pro-active and cooperative involvement within the classroom and the world.  Learning aids in both texts include transparencies, tests, maps, photographs, pictures, cartoons, and graphs.  Other resources also available in these texts are cassettes, videos, and suggested story readings.

VII. Difficulty and Readability

By applying the text within these books to the Fry readability graph, both texts are obviously written on a third grade reading level.  Numerous multi-syllabic words are used throughout the books, indicating a more advanced level of reading.  Some examples from the SB text are “resolve” (p.18), “delivered” (p.27), “copied” (p.27), and “responsibility” (p.28).  Some examples from the MM text are “explorer” (p.157), “colonists” (p.158), “declaration” (p.164), and “Mandarin” (p.177).  We speculate that the publishers of each text tried to compensate for the difficulty level by reducing the amount of words on each page.  The focus on vocabulary is brought to the student’s attention by the use of bold-faced words.  These bold-faced words also appear in the glossary at the end of the textbooks.
 
 

VIII. Research
 
Neither book reported any field tests or noted a revision prior to publication.  One may be interested to know that twenty-five teachers reviewed the SB text before publication, while only six teachers reviewed the MM text.  The National Geographic Society is a noteworthy partner with the MM text.

IX. Concluding Summary

There are apparent differences between the SB and the MM texts.  We would recommend the MM text rather than the SB text.  This conclusion is based upon the overall incorporation of map skills, historical content, and interwoven cultural aspects.  We feel that it is of utmost importance to represent all ethnicities within our society, therefore, we would choose the MM text because it more aptly reaches this goal.