A comparative analysis of two second grade level texts:
 

   Silver Burdett Ginn Social Studies-People and Places. 1997.
   Juan R. Garcia, Daniel J. Gelo, Linda L. Greenow, James B.
   Kracht, Debrorah G. White, Becky Manfredini. Silver Burdett
   Ginn, NJ.

   Houghton Mifflin-Work Together. 1997. Sarah Bednarz, Catherine
   Clinton, Micheal Hartoonian, Arthur Hernandez, Patricia L.
   Marshall, Pat Nickell. Houghton Mifflin, Boston.
 

I. Interdisciplinary Organization and Conceptual Approach:

The Silver Burdett Ginn and Houghton Mifflin are both broken down into four major themes that cover a variety of concepts.  Both text’s themes seem to be overwhelming for the second grade level and concepts run together.  The themes cover important topics, but throw them all into a broad category.  An example from the Houghton Mifflin the community and neighborhood sections seem to run together and provide a lot of the same examples within the units.  This could become confusing for the student to go back and review for assessment.
 SB and HM both provide the learner with opportunities to write as a means of assessment.  SB allows the students to evaluate their learning through a writing assignment at the end of each section, while HM only allows writing assignments as an extra assessment.  Both HM and SB integrate other subjects into the social studies curriculum including technology, science, and language arts.  For example, HM had the students incorporate technology by creating a current events newsletter.

II. Learning Aids and Motivational Devices:

Both SB and HM contain a wide variety of learning aids and motivational devices that provide the learner fun and interesting ways to grasp the material.  Throughout the theme units, HM and SB offer visual stimulation through colorful pictures that catch the learner’s eye (HM 20-21); graphs help the students organize data (HM 112-113) and maps that allow for visual aids and explanation  (SB M6-M7).  However, HM gives the student the opportunity to learn through rhyme (60-61) and a variety of art activities, while SB allows students to assess their knowledge of the material through writing activities at the end of each section (43).

III. Readability and Ease in Comprehending:

According to Fry’s Readability Graph HM is written on a third grade reading level.  The words are in large print and displayed in simple sentence form.  There are limited words on each page to keep the students focused on the reading.  Throughout the text the authors tend to incorporate rhymes that lend support to the reader.  Pictures help reinforce the written concepts for those at a lower reading level and to ensure understanding among learners.
SB tends to be on a higher readability level than most second graders.  According to the graph it appears to be on about a fifth grade reading level.  The text is long and sentences run together forming a confusion of concepts.  The learner is less likely to stay focused and may not gain full comprehension of the material.  Although major concepts are highlighted throughout, the learner may struggle to understand.

     IV.   Analytical Mode and Question Levels:

      SB asks students critical thinking questions that require higher-level processes.  It does this through “Show what you know” at the end of each section, requiring students to write, draw, map, and explore different concepts.  There is also a theme unit review in which questions cause the learner to engage in more thoughtful answers.
      HM, however does not require the learner to be assessed through questions or tests on material at the end of a theme.  It does allow the students to show their knowledge and understanding through more hands-on activities dealing with art and creative activities.
      Though both textbooks analyze and question in different ways, they both tend to fall at the Application level of Bloom’s Taxonomy.  Each textbook provokes the learner to use new concepts in other areas and situations.

V. Social Issues, Minorities and Bias:

Both SB and HM incorporate a variety of social issues and present minorities by portraying many cultures, traditions, and ethnic groups throughout the text.  SB and HM provide an overview of several different cultures and countries allowing the children to travel in their minds to each one as they learn.  The texts permits students to view one another as equals, and accept them for who they are and their background (HM: 120-121, SB: 36-37).
SB specifically increases students’ knowledge through the sharing of personal traditions and customs, such as song and dance, relating to a particular culture.  Shown on pages 60 to 61, an account of a Pueblo community’s experiences being passed down from generation to generation, teaches the students to appreciate their heritage.
 
 
 

VI. Skill Development and Decision Making:

SB has a summing up section at the end of each theme.  Pages 34 and 35, for example, give students opportunities to recall information learned throughout the theme.  It also provides a section in which the learner is asked to apply the skills learned to actual situations.  Each writing activity provided throughout the sections builds the student’s writing techniques and thinking skills.
HM allows for opportunities on a level in which the learner can apply research and decision making skills in order to evaluate their comprehension of subject matter.  On page 170, the students are asked to develop a survey in which to communicate with future second graders.  They have to decide what questions to ask and to organize a time capsule.

VII. Relationship to the Learner:

HM connects the material to the learner and relates it to their lives through activities such as “Show Me More,” “Let’s Explore,” and “Response Activity (5-9).  These features add to the students’ hands on problem solving skills and give the text more meaning.
SB also connects the learner to the text through follow up questions and critical thinking activities.  It provides the students with key word concepts and objectives, as well as real life people and places.

VIII. Research and Recency:

Each of the texts were written and published in 1997, making the material somewhat recent and relevant to today’s society.  Twenty-five teacher reviewers throughout the US reviewed SB. HM was reviewed by 14 Teacher Reviewers at the elementary level throughout the country.  This shows that both books were evaluated by a variety of people with different backgrounds who had input into the material and concepts.

IX. Concluding Summary:

After careful review of both the Silver Burdett Ginn and Houghton Mifflin textbooks, we came to the conclusion that neither text was one that we would prefer to use in our classroom.  However, we feel that the Houghton Mifflin text would better satisfy the second grade curriculum and more appropriately reflects the correct readability level.  We decided that Sliver Burdett Ginn was written on a higher reading level and the questions asked required thinking skills beyond a second grade level.  Therefore, we determined that the Houghton Mifflin would accommodate more learners in a second grade classroom.