Celebrating Another Decade of Primary Grade Notable Social

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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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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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


Morin, Kathleen Bernheim & Dunlevy, Rachel Oestreicher. (2005). Who Can Be

a Hero? Helen Keller, Annie Sullivan, and Discovering Strength of Character.


Zarnowski, Myra. (2004). Biography from a Variety of Perspectives. Social


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.


Stewart, Loraine. (2002). African American Women: Social Change in Action,


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



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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.


Singer, Judith & Singer, Alan J. 2004. Creating a Museum of Family Artifacts.


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


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


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

http://www.corestandards.org/

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

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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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


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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


www.socstrp.org

30


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


www.socstrp.org

31


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


www.socstrp.org

32


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: [email protected].

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: [email protected].

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

mailto:[email protected]

Documents

Celebrating Another Decade of Primary Grade Notable Social