A comparative analysis of two second grade level texts:
Harcourt Brace & Company-Meeting Many New People. 1997. Dr. Richard G. Boehm, Claudia Hoone, Dr. Thomas M. McGowan, Dr. Mabeel C. McMinney-Browning, and Dr. Ofelia B. Miramontes. Harcourt Brace and Co., Orlando.
Macmillan/McGraw-Hill- People together Adventures in Time and PlacePeople together Adventures in Time and Place. 1997. James A. Banks, Barry K. Beyer, Gloria Contreras, Jean Craven, Gloria Ladson-Billings, Mary A. McFarland, and Walter C. Parker.
I. Interdisciplinary Organization and Conceptual Approach
Both the Harcourt Brace and the McMillan/McGraw-Hill text integrate various subjects. Some of the disciplines addressed in the HB book include geography, citizenship, skills, economies, different culture. Both books include extensive literary connections. In the unit reviews there are lists of additional library books if the students become engrossed in the subject matter and want to explore it further on their own. On page 37 of M/MH, there are three library books listed with pictures of their covers. In every Unit Review of HB on page 105, there is a “Read More About It” section. The literature connections were more extensive in the HB book because literature is used to introduce complex social studies concepts. For example, the picture book How to Make an Apple Pie and see the world is reprinted in the HB textbook. In the MMH textbook, literature is used to close the unit. For example, on page 66, there is a story from the book This Is My House. In the M/MH textbook, there is a section called “Make Your Own”. This section integrates art as well. For example, on page 35 of MMH, students do an activity where they draw dogs on paper and compare them. In the teacher’s edition of HB, there are links to art activities. For example page 91, children can use balloons and paper mache to make their own globes.
II. Learning Aids and Motivational Devices
In the HB textbook, there was a glossary complete with pictures for every entry (pp. 200-208). There are maps of the world, and the United States in both textbooks but the HB also includes a Western hemisphere. There are numerous captivating pictures. Geography terms including different types of communities and landforms are accompanied by pictures to illustrate the abstractions appear in both books (HB pp. 32-6; M/MH 52-7). The teacher’s edition of M/MH includes color transparencies to use with atlas maps. The teacher’s edition of HB has activities that can be copied and distributed such as making finger puppets, passports, cubes, and puzzles. In the HB teacher’s edition, there are suggested ways to address the multiple intelligences. Visual/auditory/tactile learners will benefit from the activity on page 165 where old kitchen utensils are manipulated in order to determine their possible uses.
III. Skills and Decision Making
In today’s society citizens are expected to have variety of skills so that they can adjust to the changing times. Thinking skills are needed to enable the learner to function in everyday life. The textbooks teach how to use different sources to gain pertinent information. Both textbooks teach how to use maps and globes (HB 94-5, 27)(M/MH 77), chronology (HB 82-3), (M/MH 86-7), problem solving (HB p.166-7)(M/MH p. 124-5), critical thinking (HB pp. 186-7) (M/MH p. 196-7), graphs (HB p. 137&180)(M/MH p.202-3), diagrams (HB p.130-1), and pictures (HB p.100-2) (M/MH p.168-9) to make sense of one’s environment. For example, in the M/MH text students sort pictures according to chronology based on prior reading. In the HB textbook, the pictograph is used to determine the available services in Johnson City. The only obvious difference between the skills taught in the two books is that the M/MH book teaches how to use a grid map and the HB describes how to follow a diagram and how to read tables. Students learn how to use data to make informed decisions. In the HB text, there is a section called “Who’s right and who’s wrong?. The purpose of the section is to develop problem solving skills and to open up discussion about differences of opinion.
IV. Analytical Mode and Question Levels
The M/MH textbook used questions that could be answered with lower level
thinking skills. On page 118-123, there is a case study in which
the community petitioned city leaders to get a new stop sign. The
questions after the situation ask about what problems the students can
solve in their community? The levels of questions asked in the HB
text were higher on the Blooms taxonomy scale. For example, students
were asked to look at pictures of San Antonio and determine why the railroad
came (pp.80-89). The students were asked to design coin or
paper money and draw a diagram to show the parts this--a synthesis activity
(p.131).
V. Readability and Ease in Comprehending
The HB text is written at a late second grade level. This might pose some problems at the beginning of the school year. However, the vocabulary words are highlighted within the text. This makes them stand out more than the blue words in the M/MH book. The M/MH textbook has considerably more text on each page and uses more advanced vocabulary than is in most second graders repertoire. The M/MH book is probability written on at least a late third grade level. Each teacher’s manual includes suggestions on how to meet individual needs. For example, on p. 107 of the M/MH and p. 285 of HB there suggestions to adjust the activities to make them easier on more challenging based on ability levels within the classroom.
VI. Research
Both texts consulted both classroom teachers and experts within the Social Studies and Education realms. They had second grade teachers from across the nation review the actual books. The vast major of the authors had doctorates in Education or areas of the Social Studies.
VII. Direct Relationship with the Learner and Motivation
Both books have a ton of pictures and are visually stimulating.
They both include scenarios in which people their own age made a difference
in their community and the world. For example, in the M/MH text, there
is a story included about a child’s trip with his family to Washington,
DC. There are many pictures of different monuments the family visited including:
the Washington Monument, Vietnam Veterans Memorial, National Museum of
American History, and the Air and Space Museum (132-7). In the HB text,
a ten year old girl named Samantha Smith wrote the leader of the Soviet
Union and asked his feeling about war. He invited her to the Soviet Union
and she served as a diplomat for the United States (p.194-5). The text
then challenges the reader to make a difference as well. Both texts
start with concrete ideas and what the child knows before moving into abstract
concepts.
VIII. Bias and Social Issues
Both books have pictures of children of different ethnic origin. Both include a section about celebrating holidays in different cultures (HB p. 182-5) (M/MH p. 206-9). In the M/MH textbook there is a story about a young Chinese American girl and her family. It tells about their life in America (p.176-183). In the HB text, there is a story about San Antonio and pride in Hispanic heritage (p. 84-7). The HB text deals with the social issues of diversity, pollution, war and peace, and sexism. On p. 68-9, a group of children decide to start trying to keep the land and water clean by planting trees in their hometown. In the M/MH text (p.64-5), there is a scenario in which a child started an organization to save the environment called Kid’s F.A.C.E.
IX. Evaluation
Both books include Unit Reviews at the end of each unit. They include different levels of thinking questions along with activities that convey whether or not a child has grasped the concepts. The HB is the only text evaluated to supply checklists. The HB and M/MH texts both supply in the Teacher’s manual suggestions for formal and informal assessment.
X. Conclusion
We conclude that the HB text is better because it contains more
visual stimulation and learning aids. This textbook is also written
closer to grade level. However, we would feel comfortable using either
book within our classrooms.