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The article connects poetry to how learners come to know, and to the rationales and goals of social studies instruction. It also includes an annotated list of poetry resources, and illustrates teaching practices such as presenting a poem at the start or end of class while building classroom context for inquiry, reflection, and critical perspective-taking.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/hurren-whats-a-poem-good-for/598116/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/hurren-whats-a-poem-good-for/598116.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What eight pedagogical opportunities does Hurren identify for using poetry in social studies?","Question",{"text":112,"@type":113},"Aesthetic ways of knowing, contemplation, creativity, embodied knowing, pleasure, pondering, protest, and spirit.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Hurren describe her classroom practice for introducing poems?",{"text":117,"@type":113},"She prepares courses each term and chooses a poem to share; she often reads a poem at the end of the first class to provide forewarning and pedagogical context, then uses poems to begin class together for the rest of the term.",{"name":119,"@type":110,"acceptedAnswer":120},"Which social studies rationales does Hurren connect poetry to?",{"text":121,"@type":113},"Poems are aligned with four overall rationales: social initiation, social reform, intellectual development, and personal development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598116,1792633571,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Hurren, 2018 Canadian Social Studies, Volume 50, No. 1  \nWhat’s a poem good for?  \nPedagogical connections between poetry and Social Studies  \nWanda Hurren  \nProfessor  \nDepartment of Curriculum & Instruction  \nUniversity of Victoria  \n[whurren@uvic.ca](whurren@uvic.ca)  \nIn this article, Dr. Wanda Hurren highlights eight pedagogical opportunities that arise when sharing poetry in social studies classrooms. These opportunities are discussed as:  \naesthetic ways of knowing, contemplation, creativity, embodied knowing, pleasure, pondering, protest, and spirit. Connections between poetry as a way of coming to know things, and the overall goals and rationales for teaching social studies are highlighted. An annotated list of poetry resources that hold possibilities for social studies teaching and learning is included.  \nIn September  \nI tried not to press too hard  \non the tips of my freshly sharpened Laurentian pencil crayons.  \nColouring the world  \nI saved my favourite colours for the big spaces…  \n(Hurren, 2010, p. 76)  \nFor the past 20 years I’ve been teaching courses in elementary social studies curriculum and instruction. Before the start of every term, I prepare my courses for the teacher education students I’ll work with. Fine tuning assignments and required reading lists, arranging for upcoming fieldtrips, uploading the latest ministry documents and other materials to my online course management site. And, on the night before the first class, I choose the best poem to share with students in class the next day.  \nYes, I begin every class by reading a poem. Well, actually, for the first class, I end with a poem instead of beginning with a poem, because I worry that if I start with a poem, students will be wondering What the heck is this all about? And they’ll start checking their timetables to see if they’re in the right classroom. Another reason I save the poem for the end of that first class is so I can provide students with some forewarning, and the pedagogical context for sharing poetry in social studies. And then for the rest ofthe term, students wait for the poem to begin our class together. Sometimes as the term progresses, students start writing down the titles of the poems and the authors, sometimes at the end of the term they ask for a list of suitable poems and poetry resources to share with elementary students, sometimes students bring poems they’d like to share. And everytime, in course evaluation surveys, many students comment they enjoyed starting each class with a poem.  \nSome of the poems we share link directly to social studies concepts. Some are just favourite poems, and not necessarily suitable for elementary classrooms, but as adults we  \nHurren, 2018 Canadian Social Studies, Volume 50, No. 1  \ncan appreciate the sentiments in the poem. Some will be poems I have written, some will be poems written by others, sometimes students. Some of the poems are from current publications, others are of the time-tested, tried and true variety that I have come to rely on over the past 20 years.  \nNot many of the poems highlighted here rhyme; those that do rhyme are chosen for the opportunities they present to celebrate a playful approach to learning in social studies. Although offering students the opportunity to hear the rhythm and rhyme of a poem instead of standard prose is sometimes enough reason to share a poem, most of the poems discussed here invite deep, contemplative thought about the world and our places in the world. Not any of the poems highlighted here were chosen because of links to English Language Arts and potential integration across the curriculum, though language and its forms and uses is certainly a pedagogical factor at play.  \nAll the poems provide pedagogical possibilities in social studies education, for myself and my students, and for their future elementary students. And all of the poems fall within at least one of the four overall rationales for social studies education, as outlined by Clark","cbCaiqaF5nB1vsQz","https://ap.wps.com/l/cbCaiqaF5nB1vsQz","pdf",184655,11,"English","# What’s a poem good for?\n## Pedagogical connections between poetry and social studies\n## Teaching practice: using a poem at the start or end of class\n## Eight opportunities for social studies learning\n## Rationale alignment: social initiation, social reform, intellectual development, personal development\n## Poetry as a language for knowing and inquiry","[{\"question\":\"What eight pedagogical opportunities does Hurren identify for using poetry in social studies?\",\"answer\":\"Aesthetic ways of knowing, contemplation, creativity, embodied knowing, pleasure, pondering, protest, and spirit.\"},{\"question\":\"How does Hurren describe her classroom practice for introducing poems?\",\"answer\":\"She prepares courses each term and chooses a poem to share; she often reads a poem at the end of the first class to provide forewarning and pedagogical context, then uses poems to begin class together for the rest of the term.\"},{\"question\":\"Which social studies rationales does Hurren connect poetry to?\",\"answer\":\"Poems are aligned with four overall rationales: social initiation, social reform, intellectual development, and personal development.\"}]","Hurren - What’s a poem good for? | PDF",1792086316,17]