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Social Studies Research and Practice
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Volume 7 Number 2 Winter 2012
Celebrating Another Decade of Primary Grade Notable Social Studies Trade
Books
Michelle Bauml
Texas Christian University
Sherry L. Field
Arkansas Tech University
Notable Social Studies Trade Book (NSSTB) lists include books selected annually by the Book
Review Committee of the National Council for the Social Studies in conjunction with the
Children’s Book Council. These lists are excellent resources for teachers who use children’s
literature to support social studies instruction in their classrooms. We report our analysis of
award-winning titles for primary grades published from 2001-2011. Biographies and books that
address topics about families are featured as a starting place for primary grades teachers to
begin incorporating NSSTB into their social studies instruction. We conclude by suggesting
ways for primary grade teachers to utilize the book lists each year.
Key Words: Notable trade books, children’s literature, primary grades, elementary
social studies instruction, integration, curriculum
Introduction
Since 1972, the Notable Social Studies Trade Book Awards (NSSTB) list has been
published annually in the May issue of Social Education. The award-winning books are
evaluated and chosen by a Book Review Committee of the National Council for the Social
Studies (NCSS) in cooperation with the Children’s Book Council (CBC). Criteria for selection
as a notable award winner include: originality, high literary quality, and diversity. These books
are written for children in grades Kindergarten-12 and were published in the year prior to the
award. Organized into nine broad categories, the Notable Social Studies Trade Book Awards list
has proven to be a handy resource for teachers and teacher educators to use in their classrooms.
In the last decade (2001-2011), 361 books written for children in the primary grades have been
named to the list.
The purpose of this article is to help teachers of young children and teacher educators
reap the benefits of the annual NSSTB lists in their classrooms by providing a rationale for the
use of literature-based integrated lessons in primary grade social studies classrooms and
guidelines for selection of high-quality literature. We selected a topic (families) and a genre of
books (biography) that are generally taught in the primary grades and are important parts of each
NSSTB list. The genre of biography and topic of family were selected because of their inclusion
in primary grade social studies textbooks (Field, Bauml, Wilhelm, & Jenkins, 2012; Brophy &
Alleman, 2002), state curriculum standards (e.g., Virginia and Texas State Curriculum Standards
for Social Studies), and other curriculum sources for primary grade instruction (e.g., those
promoting character education). The topic of families and the genre of biography are aligned
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with the pervasive “expanding horizons” approach to social studies instruction in the primary
grades wherein children begin their study of the world by focusing on self and family, then
gradually expand in subsequent grades to studies of communities, states, and the nation. In this
article, we explore these themes in detail, identifying titles and NCSS standards for books over
the past decade that may be classified as biography or having a family theme. Finally, we
provide resources for teachers to use when planning lessons that include award-winning
literature: lists of articles from Social Studies and the Young Learner dealing with families and
biographies and of primary grade lesson plans using NSSTB from Social Studies Research and
Practice.
Why Use Award Winning Literature?
Primary and elementary grade teachers routinely make use of various selections of
award-winning children’s literature. These selections include trade books that are awarded two
widely known prizes: Caldecott and Newbery. For social studies in particular, books awarded
the Coretta Scott King, Carter G. Woodson, Orbis Pictus, and the American Library
Association’s Notable Books for Children are valuable resources. Award-winning children’s
books provide a proven source of quality literature, vetted by selection committees, from which
teachers and school librarians may make decisions. Additionally, in recent years, award winners
have included diversity themes, as noted in the criteria for the NSSTB awards. According to
Stan F. Steiner, Claudia Peralta Nash, and Maggie Chase (2008), literature that reflects diversity
is critical to include in contemporary classrooms due to its many benefits, such as:
1. Providing an opportunity for all children to see themselves in literature;
2. Fostering development of positive self-esteem;
3. Preventing people from feeling isolated;
4. Cultivating respect, empathy, and acceptance of all people (p. 88).
Teachers who utilize award-winning books can be confident that their classroom
literature will help them portray diversity in a positive light and promote young children’s
learning through high-quality stories, illustrations, and information. Certainly, the role of
teachers in this endeavor is important to the success of literature-based lessons. Examples of
teachers’ roles and suggestions for planning and implementing literature-based lessons can be
seen in the articles published regularly in Social Studies and the Young Learner, and in issues of
Social Studies Research and Practice where lesson plans relating to one of the NSSTB award
winners are featured in each issue.
Rationale for Integrating Children’s Literature into
Elementary Social Studies Lessons
The 2009 NCSS Position Statement on Powerful and Purposeful Teaching and Learning
in Elementary School Social Studies maintains that powerful social studies is inherently
integrative and that social studies knowledge, skills, and dispositions should be integrated
throughout the school day (National Council for the Social Studies, 2009). In the primary
grades, social studies instruction readily lends itself to interdisciplinary methods within its own
disciplines such as geography, history, and economics, and across subjects such as English
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Volume 7 Number 2 Winter 2012
language arts (ELA). With careful planning and high-quality resources such as Notable trade
books, teachers can help children explore social studies concepts through literature in active,
meaningful ways.
The use of children’s literature in integrative social studies/ELA also serves to reduce the
text burden of social studies textbooks (Nordstrom, 1993; Stewart, 2004) and offers an
opportunity to pair nonfiction textbooks with trade books (Camp, 2000) to supplement content
instruction. Teachers who use nonfiction children’s literature in the primary grades can
introduce genres aligned with the Common Core Standards for ELA, which include attention to
informational text beginning in kindergarten (Common Core, 2011; Rothman, 2011). Integrating
social studies and ELA effectively requires teachers’ thoughtful planning. Social studies can be
trivialized when teachers focus on disciplinary connections rather than content (Parker, 2009),
and when they emphasize literacy skills at the expense of social studies content (Boyle-Baise,
Hsu, Johnson, Serrier, & Stewart, 2008). Janet Alleman and Jere Brophy (1994) presented a set
of useful guidelines to consider when selecting literature for social studies curricula in Social
Studies and the Young Learner (see Figure 1).
Teachers should consider whether literature:
Matches the social education goals for the lesson and unit;
Offers sufficient value as a source for social education content and as a basis for
social studies activities to justify the social studies time that will be allocated for it;
Seems to be of appropriate length given the social knowledge that needs to be
included for adequate sense making;
Enhances meaning and does not trivialize the content;
Reflects authenticity and promotes understanding of the content;
Enriches social studies understandings as well as promoting language arts or other
subject-matter content or skills;
Avoids potential misconceptions, unnecessarily shallow interpretations, or
stereotypes in its depiction of people and events.
Figure 1. Guidelines for Selecting Literature for Social Studies Instruction
Source: Alleman, J., & Brophy, J. (1994). Trade-offs embedded in the literacy approach
to early elementary social studies. Social Studies and the Young Learner, 6(2), 6-8.
Teachers know they can maximize instructional time when they integrate content areas.
The position of social studies on the “back burner” in today’s accountability-driven elementary
schools is widely known (Houser, 1995; Vogler et al., 2007. Social studies is underrepresented
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Volume 7 Number 2 Winter 2012
in many classrooms for a number of reasons such as pressure for teachers to focus on reading
and mathematics, and lack of teacher and student interest (Boyle-Baise et al., 2008; Houser,
1995). Partially in response to this reality, elementary teachers often integrate social studies
content into English-language arts (ELA) teaching blocks (Field, Bauml, & Ledbetter, 2011; Fry,
2009), utilizing this strategy to protect social studies as a vital component of elementary
schooling.
Notable Social Studies Trade Books, 2001-2011
The year, 2012, marks the 40th year for NSSTB awards, an achievement to be celebrated.
As teacher educators, we encourage the primary grade preservice and inservice teachers with
whom we work to utilize NSSTB with children in their student teaching placements. We believe
that they will begin to make a habit of selecting high-quality literature for their students if we
expose them regularly to award winning books such as the NSSTB.
Organized within nine broad categories rather than by the 10 NCSS Thematic Strands,
the NSSTB lists books within each category by title rather than reading level. The nine
categories of NSSTB include:
Biography
Contemporary Concerns
Environment/Energy/Ecology
Folktales
Geography/People/places
History/Life & Culture in the Americas
Reference
Social Interactions/Relationships
World History
A teacher, therefore, wishing to quickly identify books for primary grades must sift
through the list in each category and weed out those written for older children. The NSSTB list
provides annotations about each book and identifies which of the 10 NCSS thematic strands each
award-winning trade book addresses. Along with the publication information for each book, the
selection committee’s list also indicates intended reading levels: primary (K-2), intermediate (3-
5), middle (6-8), high (9-12).
We identified the primary grade books, noted as (P) on the book lists, for the last decade
(2001-2011). As we analyzed the titles, we made several observations. The 2011 list, for
example, included 35 award-winners for the primary grades. Of these, eight were biographies
chronicling the lives of unique individuals with diverse backgrounds: baseball Hall-of-Famers
Roberto Clemente and Jackie Robinson, Scottish author J. M. Barrie, Kenyan Nobel Prize
winner Wangari Maathai, American folk musician Odetta Holmes, pilot Elinor Smith, German
naturalist Maria Merian, and Seminole tribal leader Betty Mae Jumper. These books exemplify
the kind of literature Steiner, Nash, and Chase (2008) call for by offering teachers high-quality
material for sharing stories of people from various ethnic backgrounds and time periods, who
exhibit a range of character traits (e.g., determination, perseverance, kindness) appropriate for
discussion and analysis among primary grade children.
In total, we found 56 primary level biographies named to the Notable list in the last
decade. The titles within this category address all 10 of the NCSS curriculum standard themes,
with many selections including more than one of the themes, as shown in Appendix A. This
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table may be used as a quick reference for teachers who wish to use biographies to teach a
variety of social studies concepts and to integrate these social studies concepts across the NCSS
curricular themes.
Biographies
Brant, J. Allen. (2011). Rising Again: Recovering the Story of Louis Sockalexis.
Social Studies and the Young Learner, 24(1), 29-31.
Libresco, Andrea S. & Balantic, Jeannette. (2011). Uncovering Immigrants’
Stories: It All Begins with Picture Books. Studies and the Young Learner, 24(1),
P1-P4.
Coquillon, Naomi & Wei, Jenny. (2011). National Museum of American
History’s Our Story Program: History, Literature, and Civic Literacy. Studies and
the Young Learner, 23(1), 10-12.
Meyers, Laura E., Holbrook, Teri, & May, Laura A. (2009). Beyond Heroes and
Role Models: Using Biographies to Develop Young Change Agents. Social
Studies and the Young Learner, 21(3), 10-14.
Young, Terrell A., Ward, Barbara A., & Day, Deanna. (2009). Happy Birthday,
Mr. President! New Books for Abraham Lincoln’s Bicentennial. Social Studies
and the Young Learner, 21(3), 30-33.
Zarnowski, Myra. (2008). Being Teddy Roosevelt: Exploring Biographies and
Overcoming Life’s Obstacles. Social Studies and the Young Learner, 21(1), 24-
28.
Carlson, Julie. (2006). Jane Addams: Raising Up the Poor. Social Studies and the
Young Learner, 19(1), 13-16.
Stewart, Loraine. (2006). Celebrating the Life and Legacy of Rosa Parks. Social
Studies and the Young Learner, 19(1), 23-26.
Morin, Kathleen Bernheim & Dunlevy, Rachel Oestreicher. (2005). Who Can Be
a Hero? Helen Keller, Annie Sullivan, and Discovering Strength of Character.
Social Studies and the Young Learner, 17(4), 17-30.
Zarnowski, Myra. (2004). Biography from a Variety of Perspectives. Social
Studies and the Young Learner, 17(1), 22-24.
Fertig, Gary. (2003). Using Biographies to Explore Social Justice in U.S. History.
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Figure 2. Articles that Deal with Teaching about Biographies from Social Studies and the Young
Learner, 2001-2011.
Another common curricular focus in the primary grades is that of families. Formal social
studies curricula and elementary social studies textbooks over the past 75 years have followed a
broad theme of expanding horizons, which features the topic of family in both kindergarten and
first grade. Again, we revisited the Notable lists of the last decade to identify books that could
be used for studies of families. We found 58 primary level books with a family theme (as noted
in the summaries provided by the annual lists). Migration, changing families, families from
different cultures, and families with unique characteristics (e.g., autistic children, English
language learners, adoptions) are topics teachers could easily incorporate by using NSSTB.
Appendix B provides a list of family-related award-winning books since 2001. Next, we located
supporting articles from Social Studies and the Young Learner that have been published in the
last decade for the primary grades on the genre of biography and the topic of families. Our
findings revealed 14 articles about using biography and seven about family as shown in Figures
2 and 3. Teachers who wish to gain ideas about utilizing these themes in their own classrooms
may find Social Studies and the Young Learner articles online through the National Council for
the Social Studies website.
Finally, we gathered into one cohesive list Social Studies Research and Practice Notable
Trade Books lesson plans designed for primary grade classrooms. This bibliography, which
includes links to relevant websites, is featured in Figure 4.
Additional Suggestions for Teachers
Because the annual NSSTB book list includes books published in the previous year, the
2012 list will be out in 2013. When the 2012 NSSTB book list is available in May, 2013, how
can primary grade teachers continue to take full advantage of this valuable resource? We offer
the following suggestions:
Look through the 2012 list of NSSTB, as well as lists from previous years, and locate
books that fit a topic or theme about which you already teach, such as communities,
choices, or time, continuity, and change.
Share the list with your school’s librarian and request books you would like to be made
available to children and teachers.
Invite your grade-level team members to purchase one or more books on the list and then
share the books throughout the school year.
Look for newly published lesson plans in Social Studies Research and Practice that
feature NSSTB Notable Trade Books. A section in each issue of the journal is devoted to
lesson plans about the Notable Trade Books.
Social Studies and the Young Learner, 16(1), 9-12.
Stewart, Loraine. (2002). African American Women: Social Change in Action,
Social Studies and the Young Learner, 15(1), 30-32.
Inzerella, Maria. (2002). Using Biographical Poems in a Fifth Grade Class. Social
Studies and the Young Learner, 14(3).
Cruz, Barbara. (2001). Frida Kahlo: A Personal View of Mexican Culture. Social
Studies and the Young Learner, 14(2), 20-24.
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Select a book from the list that addresses a topic you have not explored with your
students. Plan a short exploratory study of the topic using the Notable book as the
study’s focus.
Inform the executive board of the PTA or PTA (should your school have one) of the
importance of using quality literature in the classroom and request a budget for the school
library to purchase several of the NSSTB titles.
Arrange a book club for primary teachers on your campus. Have primary grade teachers
read one of the Notables and share summaries and lesson ideas.
Organize your summer reading list around award-winning books such as those on the
NSSTB list.
Attend the National Council for the Social Studies annual conference. Each year, the
Early Childhood/Elementary Community offers a session about NSSTB that includes
summaries of several books as well as lesson plans written for primary and elementary
teachers. In recent years, attendees have been provided with a CD of NSSTB lesson
plans to take home with them, and many of these lessons have been published in the
SSRP, as mentioned above.
Conclusion
Since 1972, Social Education has reported the Notable Social Studies Trade Books.
Thousands of trade books received this award over the past 40 years while simultaneously
becoming valuable teaching resources for school administrators, librarians, teachers, and parents.
Although we highlight NSSTB titles related to the topic of families and the genre of biography,
we encourage teachers to explore and use books from the lists that address different genres and
topics. Each NSSTB list offers a wide variety of book titles that are not about families or
individuals that are appropriate for primary grade instruction.
By showing teachers how to connect the NCSS curricular themes, primary grade NSSTB,
guidelines for selecting and using children’s literature and articles from Social Studies and the
Young Learner that relate to a common topic and genre taught in the primary grades, we have
provided a framework to extend the content of NSSTB and to aid in lesson and unit planning.
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Figure 3. Articles that Deal with Teaching about Families from Social Studies and the Young
Learner, 2001-2011.
Families
Carter, Paula. (2009). Citizenship: My Father’s Way. Social Studies and the
Young Learner, 22(2), 12-15.
Stewart, Loraine Moses & Marshall, Jacqueline. (2009). Denied Access: Using
African American Children’s Literature to Examine the Anatomy of Social
Justice. Social Studies and the Young Learner, 22(1), 27-30.
Pass, Susan, White, Jane, Owens, Emma & Weir, Julia. 2006. Bringing Cultures
into the Classroom: An Invitation to Families. Social Studies and the Young
Learner, 19(2), 16-18.
Alleman, Janet & Brophy, Jere. 2004. Childhood as a Topic of Social Studies.
Social Studies and the Young Learner, 17(2), 16-18.
Singer, Judith & Singer, Alan J. 2004. Creating a Museum of Family Artifacts.
Social Studies and the Young Learner, 17(1), 5-10.
Singer, Judith & Singer, Alan J. 2004. Family History Data Sheets. Social
Studies and the Young Learner, 17(1), pullout pages.
Davis, Josephine Barry. 2003. Identifying with Ancestors: Tracking the History
of America. Social Studies and the Young Learner, 16(2), 13-16.
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Figure 4. Social Studies Research and Practice Notable Trade Book Lesson Plans for Primary
Grades.
Brugar, K. (2008). Notable trade book lesson plan: On the town: A community
adventure. Social Studies Research and Practice, 3(3), 101-107.
Codispoti, M. & Hickey, M. G. (2008). Notable trade book lesson plan: Hannah Is my
name. Social Studies Research and Practice, 3(1), 120-125.
Corso, D. T. (2006). Notable trade book lesson plan: Be my neighbor. Social Studies
Research and Practice, 1(3), 425-433.
Gallavan, Nancy P. (2006). Notable Trade Book Lesson Plan: Rachel: The Story of
Rachel Carson. Social Studies Research and Practice, 1(3), 398-404.
Hatcher, B. (2007). Notable trade book lesson plan: Boxes for Katje. Social Studies
Research and Practice, 2(3), 462—466
Hinitz, B. (2007). Notable trade book lesson plan: The bully blockers club. Social
Studies Research and Practice, 2(2), 298-300.
Hubbard, J. (2006). Notable trade book lesson plan: It’s back to school we go! Social
Studies Research and Practice, 1(3), 405-424.
Kelley, L. A. (2008). Notable trade book lesson plan: Home. Social Studies Research
and Practice, 3(2), 156-161.
Kelley, L. A., & Moriarty, A. F. (2010). Notable trade book lesson plan: What a family!
Social Studies Research and Practice, 5(3), 94-99.
Larson, T. G., & Baylen, D. M. (2009). Notable trade book lesson plan: Pete for
President. Social Science Research and Practice, 4(3), 98-102.
Ross, S. (2010). Notable trade book lesson plan: The color of us. Social Studies
Research and Practice, 5(2), 109-114.
Sunal, Cynthia S. (2006). Notable Trade Book Lesson Plan: Going Home. Social
Studies Research and Practice, 1(3), 394-397.
Sunal, Cynthia S. & Sunal, Dennis W. (2007). Notable trade book lesson plan: Be my
neighbor. Social Studies Research and Practice, 2(3), 469-478.
Sunal, C. S., Kelley, L. A. & Sunal, D. W. (2009). Notable trade book lesson plan:
Everybody works. Social Studies Research and Practice, 4(1), 111-120.
Sunal, C. S., Sunal, D. W., Ross, S., & Kelley, L. A. (2010). Notable trade book lesson
plan: A little peace. Social Studies Research & Practice, 5(1), 166-171.
Sunal, C. S., & Sunal, D. W. (2010). Notable trade book lesson plan: One world, one day.
Social Studies Research and Practice, 5(3), 108-113.
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References
Alleman, J., & Brophy, J. (1994). Trade-offs embedded in the literacy approach to early
elementary social studies. Social Studies and the Young Learner, 6(2), 6-8.
Boyle-Baise, M., Hsu, M., Johnson, S., Serriere, S. C., Stewart, D. (2008). Putting
reading first: Teaching social studies in elementary classrooms. Theory and
Research in Social Education, 36(3), 233-255.
Brophy, J. & Alleman, J. (2002). Social studies excursions, K-3, Book 2: Powerful units
on communication, transportation, and family living. Portsmouth, NH: Heinemann.
Camp, D. (2000). It takes two: Teaching with twin texts of fact and fiction. The
Reading Teacher, 53(5), 400-408.
Field, S. L., Bauml, M., & Ledbetter, M. (2011). Social studies every day: Powerful
integration with English-language arts. Social Studies and the Young Learner,
23(3), 22-25.
Field, S. L, Bauml, M., Wilhelm, R. W., & Jenkins, J. (2012). Folk dress, fiestas, and festivals:
How is Mexico portrayed in U.S. primary grade social studies textbooks?
Journal of Social Studies Research, 36(1), 22-46.
Fry, S.W. (2009). Exploring social studies through multicultural literature: Legend of
the St. Ann's Flood. The Social Studies, 100(2), 85-91.
Houser, N. (1995). Social studies on the back burner: Views from the field. Theory and
Research in Social Education, 23(2), 147-168.
Nordstrom, V. (1993). Reducing the text burden: Using children's literature and trade
books in elementary school science education. References Services Review,
20(1), 57-70
Parker, W. (2009). Social studies in elementary education (Thirteenth edition). Boston,
MA: Allyn & Bacon.
Rothman, R. (2011). Something in common: The common core standards. Cambridge,
MA: Harvard Education Press.
Steiner, S.F., Nash, C.P., & Chase, M. (2008). Multicultural literature that brings people
together. The Reading Teacher, 62(1), 88-92.
Stewart, M. T. (2004). Early literacy instruction in the climate of No Child Left Behind.
The Reading Teacher, 57(8), 732-743.
Vogler, K. E., Lintner, T., Lipscomb, G. B., Knopf, H., Heafner, T. L., & Rock, T. C.
(2007). Getting off the back burner: Impact of testing elementary social studies as
part of a state-mandated accountability program. Journal of Social Studies
Research, 31(2), 20-34.
Web-Based References
Common Core Standards Initiative. (2011). Retrieved from
http://www.corestandards.org/
National Council for the Social Studies. (2009). Powerful and purposeful teaching and
learning in elementary school social studies. Retrieved from
http://www.socialstudies.org/positions/powerfulandpurposeful
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Notable Social Studies Trade Books for Young People. National Council for the
Social Studies. Retrieved from http://www.socialstudies.org/notable
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Appendix A
Au
tho
r
Title
Yea
r of
NS
ST
B
Aw
ard
NCSS Themea
I
II
III
IV
V
VI
VII
VIII
IX
X
Stephen
Alcorn
Odetta: The Queen
of Folk
2011 X X
Jan Godown
Annino
She Sang Promise:
The Story of Betty
Mae Jumper,
Seminole Tribal
Leader
2011
X X X
Tami Lewis
Brown
Soar, Elinor! 2011 X X X
D. B. Johnson Henry Works 2011 X X
Margarita
Engle
Summer Birds: The
Butterflies of Maria
Merian
2011
X X
Donna Jo
Napoli
Mama Miti: Wngari
Maathai and the
Trees of Kenya
2011
X X
Willie
Perdomo
Clemente! 2011 X X
Sharon
Robinson
Jackie’s Gift 2011 X X
Jane Yolen Lost Boy: The Story
of the Man Who
Created Peter Pan
2011
X X
Tomek
Bogacki
The Champion of
Children: The Story
of Janusz Korczak
2010
X X
Bonnie
Christensen
Django: World’s
Greatest Jazz
Guitarist
2010
X X
Deborah
Hopkinson
Michelle 2010 X X
Leslie
Kimmelman
Mind Your
Manners, Alice
Roosevelt!
2010
X X X
Marissa Moss Sky High: The True
Story of Maggie
Gee
2010
X X X
Chris van
Wyk
Nelson Mandela:
Long Walk to
Freedom
2010
X X
Jonah Winter You Never Heard of
Sandy Koufax?!
2010 X X
Nikki Grimes Barack Obama: Son
of Promise, Child of
2009 X X
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Volume 7 Number 2 Winter 2012
Hope
Barbara
Kerley
What to do about
Alice? : Broke the
Rules, Charmed the
World, and Drove
Her Father Teddy
Crazy!
2009
X X X
Robert
Andrew
Parker
Piano Starts Here:
The Young Art
Tatum
2009
X X
Tanya Lee
Stone
Sandy’s Circus: A
Story about
Alexander Calder
2009
X X
Carole Boston
Weatherford
Before He Was a
Jazz Giant
2009 X X
Jeannette
Winter
Wangari’s Trees of
Peace: A True Story
from Africa
2009
X X
X
David A.
Adler
Campy: The Story
of Roy Campanella
2008 X X X
Sue
Stauffacher
Nothing But
Trouble: The Story
of Althea Gibson
2008
X X X
D. Anne Love Of Numbers and
Stars: The Story of
Hypatia
2007
X X X
Rachel
Rodriguez
Through Georgia’s
Eyes
2007 X X X
Jen Bryant Georgia’s Bones 2006 X X
Anna Harwell
Celenza
Bach's Goldberg
Variations
2006 X X X
Michael
Dooling
Young Thomas
Edison
2006
X
X
Pamela
Duncan
Edwards
The Bus Ride that
Changed History:
The Story of Rosa
Parks
2006
X X
X
Stephen
Krensky
Dangerous
Crossing: The
Revolutionary
Voyage of John
Quincy Adams
2006
X X X
Linda Arms
White
I Could Do That!
Esther Morris Gets
Women the Vote
2006
X X
Jonah Winter Roberto Clements:
Pride of the
Pittsburgh Pirates
2006
X X
Paula Yoo Sixteen Years in
Sixteen Seconds:
The Sammy Lee
Story
2006
X X X
Lynne Knockin’ on Wood: 2005 X X
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Barasch Starring Peg Leg
Bates
Kathleen
Krull
The Boy on
Fairfield Street:
How Ted Giesel
Grew up to Become
Dr. Seuss
2005
X X X
Emily Arnold
McCully
Squirrel and John
Muir
2005 X X X
James
Rumford
Sequoyah: The
Cherokee Man Who
Gave His People
Writing
2005
X
X X
Pamela S.
Turner
Hachiko: The True
Story of a Loyal
Dog
2005
X X X
Alexandra
Wallner
Grandma Moses 2005 X X
T. A. Barron High as a Hawk: A
Brave Girl's
Historic Climb
2004
X X
Deborah
Chandra and
Madeleine
Comora
George
Washington’s Teeth
2004
X X X
Amy Ehrlich Rachel: The Story
of Rachel Carson
2004 X X
Kathleen
Krull
Harvesting Hope:
The Story of Cesar
Chavez
2004
X X X
Andrea Davis
Pinkney
Ella Fitzgerald: The
Tale of a Vocal
Virtuosa
2003
X X
Marlene Targ
Brill
Margaret Knight:
Girl Inventor
2002 X X X X
Bonnie
Christensen
Woody Guthrie:
Poet of the People
2002 X X X
Stephen
Krensky
Shooting for the
moon: The Amazing
Life and Times of
Annie Oakley
2002
X X
Marissa Moss Brave Harriet 2002 X X X
Doreen
Rappaport
Martin’s Big
Words: The Life of
Dr. Martin Luther
King, Jr.
2002
X X X
Louise
Borden &
Mary Kay
Kroeger
Fly High! The Story
of Bessie Coleman
2002
X X X
David A.
Adler
A Picture Book of
Sacagawea
2001 X X X
David A. America’s 2001 X X
Social Studies Research and Practice
www.socstrp.org
29
Volume 7 Number 2 Winter 2012
Note. Each X indicates NCSS themes from the NSSTB lists. The authors made additional
connections between some titles and NCSS themes based on book reviews; these are shown with
an X in italics. aNCSS Themes: I Culture; II Time, Continuity, and Change; III People, Places, and
Environments; IV Individual Development and Identity; V Individuals, Groups, and Institutions;
VI Power, Authority, and Governance; VII Production, Distribution, and Consumption; VIII
Science, Technology, and Society; IX Global Connections; X Civic Ideals and Practices.
Appendix B
NSSTB Books about Families for Primary Grades, 2001-2011
Adler Champion
Swimmer: Gertrude
Ederle
Don Brown Uncommon
Traveler: Mary
Kingsley in Africa
2001
X X X
Andy Carter
& Carol
Saller
George Washington
Carver
2001
X X X
Diane Stanley Michelangelo 2001 X X
Au
thor
Title
Yea
r of
NS
ST
B
Aw
ard
NCSS Themea
I II
III
IV
V
VI
VII
VIII
IX
X
Maya Ajmera,
Sheila Kinkade,
and Cynthia
Pon
Our
Grandparents:
A Global Album
2011 X X X
Barbara
Diamond
Godlin
Cakes and
Miracles: A
Purim Tale
2011 X X X X
Elisha Cooper Farm 2011 X X X
Jill Rubalcaba
and Peter
Robertshaw
The Humblebee
Hunter:
Inspired by the
Life &
Experiments of
Charles Darwin
and His
Children
2011 X X X
Maya Ajmera,
Magda
Nakassis, and
Cynthia Pon
Faith 2010 X X X X
Beatrice Hollyer Our World of
Water:
2010 X X X X
Social Studies Research and Practice
www.socstrp.org
30
Volume 7 Number 2 Winter 2012
Children and
Water Around
the World
Jacqueline Jules Duck for Turkey
Day
2010 X X X
Barbara Kerley One World One
Day
2010 X X X X
Ouisie Shapiro Autism and Me:
Sibling Stories
2010 X X
Liz Garton
Scanlon
All the World 2010 X X X X
Ouisie Shapiro Autism and Me:
Sibling Stories
2010 X X
Ashley Wolf I Call my
Grandma Nana
2010 X X
Ashley Wolf I Call my
Grandpa Papa
2010 X X
Ann Purmell Maple Syrup
Season
2009 X X
Jan West
Schrock
Give a Goat 2009 X X X X
Uri Shulevitz How I Learned
Geography
2009 X X X
Tomie dePaola Why?: The War
Years
2008 X X X
Dandi Daley
Mackall
Rudy Rides the
Rails: A
Depression Era
Story
2008 X X
Kelly A.
Tinkham
Hair for Mama 2008 X X
Michael
Foreman
Mia’s Story: A
Sketchbook of
Hopes and
Dreams
2007 X X
Rachel Isadora What a
Family!: A
Fresh Look at
Family Trees
2007 X X
Elvira Woodruff Small Beauties:
The Journey of
Darcy Heart
O’Hara
2007 X X X
Ginnie Lo Mahjong All
Day Long
2006 X X X
Richard
Michelson
Happy Feet 2006 X X X
Jerdine Nolen Hewitt
Anderson’s
Great Big Life
2006 X X
Doreen The Secret 2006 X X X X
Social Studies Research and Practice
www.socstrp.org
31
Volume 7 Number 2 Winter 2012
Rappaport Seder
Shelley Rotner
and Sheila M.
Kelly
Many Ways:
How Families
Practice Their
Beliefs and
Religions
2006 X X X
Jacqueline
Woodson
Show Way 2006 X X X
Gennifer
Choldenko
Al Capone Does
My Shirts
2005 X X
Janice N.
Harrington
Going North 2005 X X
Laura Langston Remember,
Grandma?
2005 X X
Deborah Noyes Hana in the
Time of the
Tulips
2005 X X X
Belle Yang Hannah is my
Name
2005 X X X
Stephanie
Spinner
It's A Miracle!
A Hannukah
Storybook
2004 X X
Nancy Elizabeth
Wallace
Recycle Every
Day!
2004 X X
Bernard Wolf Coming to
America: A
Muslim
Family's Story
2004 X X
Michael Bania Kumak's
House: A Tale
of the Far
North
2003 X X
Susan
Middleton Elya
Home at Last 2003 X X
Jean Davies
Okimoto and
Elaine M. Aoki
The White Swan
Express: A
Story About
Adoption
2003 X X
Rosemary and
Tom Wells
The House in
the Mail
2003 X X X
Jane Breskin
Zalben
Pearl's
Passover: A
Family
Celebration
Through
Stories,
Recipes, Crafts,
and Songs
2003 X X
Richard
Ammon
Amish Horses 2002 X X
Debby Atwell Pearl 2002 X X X
Susan Bartoletti The Christmas
Promise
2002 X X X
Social Studies Research and Practice
www.socstrp.org
32
Volume 7 Number 2 Winter 2012
Note. Each X indicates NCSS themes from the NSSTB lists. The authors made additional
connections between some titles and NCSS themes based on book reviews; these are shown with
an X in italics. aNCSS Themes: I Culture; II Time, Continuity, and Change; III People, Places, and
Environments; IV Individual Development and Identity; V Individuals, Groups, and Institutions;
VI Power, Authority, and Governance; VII Production, Distribution, and Consumption; VIII
Science, Technology, and Society; IX Global Connections; X Civic Ideals and Practices.
Author Bios Michelle Bauml, is an assistant professor of early childhood/social studies education at Texas
Christian University in Fort Worth, Texas. Her research interests include new teacher
development, teacher thinking and decision-making, and early childhood/elementary curriculum
and instruction with an emphasis in elementary social studies. E-mail: m.bauml@tcu.edu.
Sherry L. Field is Dean of the College of Education at Arkansas Tech University and Professor
Emerita, The University of Texas at Austin. Dr. Field is interested in the history of social
studies, social studies curriculum and teaching, and social studies teacher education.
Email: sfield@atu.edu.
Ginger Howard William's
House
2002 X X
Verla Kay Tattered Sails 2002 X X
Milly Lee Earthquake 2002 X X X X
Madeleine
L’Engle
The Other Dog 2002 X X X
Lenore Look Henry's First-
Moon Birthday
2002 X X
Isabell Monk Family 2002 X X X
Richard
Ammon
An Amish Year 2001 X X
T. A. Barron Where is
Grandpa?
2001 X X
Francisco
Jimenez
The Christmas
Gift
2001 X X X
Jane Kurtz River Friendly,
River Wild
2001 X X X
Jane Kurtz Faraway Home 2001 X X X
Carol
Antoinette
Peacock
Mommy Far,
Mommy Near:
An Adoption
Story
2001 X X X X
Patricia Polacco The Butterfy 2001 X X X
Alexandra
Wallner
Sergio and the
Hurricane
2001 X X
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