References
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- Brophy, J. (1990). Teaching social studies for understanding higher-order application. The Elementary School Journal, 90, 351–417.
- Chall, J. S., & Jacobs, V. A. (2003). Poor children's fourth-grade reading slump. American Educator, Spring. Retrieved from www.aft.org/newspubs/periodicals/ae/spring2003/hirschsbclassic.cfm
- DeMelendez, W. R., Beck, V., & Fletcher, M. (2000). Teaching social studies in early education. Belmont, CA: Wadsworth.
- Gordon, A. M., & Browne, K. W. (2007). Beginnings and beyond: Foundations in early childhood education (7th ed.). Clifton Park, NY: Thompson.
- Hirsch, E. D. (2003). Reading comprehension requires knowledge—of words and the world. American Educator, 27(1), 10–13, 16–22, 28–29, 48.
- Hirsch, E. D. (2010). Beyond comprehension: We have yet to adopt a common core curriculum that builds knowledge grade by grade—but we need to. American Educator, 34(4), 30–36.
- Kinder, D., & Bursuck, W. (1991). The search for a unified social studies curriculum: Does history really repeat itself? Journal of Learning Disabilities, 24, 270–275, 320.
- Lord, K. M. (2008). Fourth graders' comprehension of history themes. Unpublished doctoral dissertation, Columbia University, New York, New York.
- Louv, R. (2005). Last child in the woods. Chapel Hill, NC: Algonquin Books.
- National Association for the Education of Young Children. (2011). The core of developmentally appropriate practice. Retrieved from www.naeyc.org/dap/core
- National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards: Reading standards for literature (K-5). Washington, DC: Author.
- National Research Council. (2000). How people learn: Bridging research and practice. Washington, DC: National Academies Press.
- Neuman, S. B. (2010). Sparks fade, knowledge stays. Educational Researcher, 34, 14–39.
- Parker, W. C. (2009). Social studies in elementary school (13th ed.). Boston, MA: Pearson.
- Pearson, P. D., Hansen, J., & Gordon, C. (1979). The effect of background knowledge on young children's comprehension of explicit and implicit information. Journal of Reading Behavior, 11, 201–209.
- Priebe, S. J., Keenan, J. M., & Miller, A. C. (2012). How prior knowledge affects word identification and comprehension. Reading and Writing: An Interdisciplinary Journal, 25(1), 131–149.
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- Vukelich, C., Christie, J. F., & Enz, B. J. (2012). Helping young children learn language and literacy: Birth through kindergarten (3rd ed.). Boston, MA: Pearson.
Children's Literature Cited
- Carle, E. (1972). Rooster's off to see the world. New York, NY: Aladdin.
- Clooney, B. (1985). Miss Rumphius. New York, NY: Penguin Group.
- Ebbers, S. M. (2012). Jamie's journey: The savannah. Stockton, KS: Rowe.
- Eubank, P. R. (2002). Seaman's journey: On the trail with Lewis and Clark. Nashville, TN: Ideals Children's Books.
- Hopkinson, D. (2009). Keep on! The story of Matthew Henson: Co-discoverer of the North Pole. Atlanta, GA: Peachtree.
- Jenkins, S. (1999). The top of the world: Climbing Mount Everest. New York, NY: Houghton Mifflin.
- Marzollo, J. (1993). In 1492. Danbury, CT: Scholastic.