tackling controversial topics: developing … controversial topics: developing thematic text sets...

Social Studies Research and Practice

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Volume 10 Number 3 Fall 2015

Tackling Controversial Topics: Developing Thematic Text Sets for

Elementary Social Studies

Christina M. Tschida

East Carolina University

Lisa Brown Buchanan

University of North Carolina Wilmington

Increased integration of the social studies into language arts instructional time in elementary

schools, has led to a common practice of covering social studies content through use of

children’s literature. Though the two content areas are covered in tandem, the primary foci are

the language arts objectives. The authors suggest teaching with themed text sets, developed

using carefully selected social studies topics and inquiries, not only addresses English Language

Arts standards but also allows for authentic and meaningful social studies instruction. A four-

step process for developing themed text sets is presented. These are: 1) identify the big idea to

be explored, 2) recognize the multiple perspectives needed for a more complete story, 3) locate

qualifying texts, and 4) select texts to be included. Each step is demonstrated with three

controversial topics in the elementary social studies curriculum: family (Kindergarten-1), civil

rights (grades 2-3), and slavery (grades 4-5) and resources are provided for locating texts. The

authors illustrate the importance of developing text sets that include multiple perspectives,

particularly those lesser-known stories of historical events or themes, to serve as windows or

mirrors for children in developing historical content knowledge.

Key words: elementary social studies, text sets, controversial topics, children’s literature,

interdisciplinary, families, civil rights, slavery

“Read a book worth talking about.”

Jerome Harste (2006)

Children’s literature is widely used among elementary teachers and teacher educators

when planning social studies instruction. Both the National Council for the Social Studies

(NCSS) (2013) and the International Reading Association (Williams & Bauer, 2006) have

endorsed this approach to teaching. As the widely adopted Common Core State Standards

(CCSS) include a number of English Language Arts (ELA) standards for thematic texts,

elementary teachers are increasingly accountable for developing and using related texts to teach

content (Governors Association Center for Best Practices & Council of Chief State School

Officers, 2010). To this end, elementary teachers frequently include literature with social studies

themes in their literacy instruction as a viable way to meet ELA and social studies standards

within their already constrained schedule (Heafner et al. 2007; Martin, 2012). Simply reading

about a topic, however, does not constitute meaningful social studies instruction. We posit that

elementary teachers can develop thematic text sets for social studies instruction that go beyond

mere exposure to a topic. Text sets are selected literature drawn from different reading levels,

genres, and media that illustrate a common concept; used together, the titles can add voices or

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perspectives to the study of a complex and controversial topic (Annenberg Learner, 2014). In

this article, we describe how elementary teachers can re-tool a traditional ELA strategy and use

the inquiry arc of the C3 Framework for Social Studies (NCSS, 2013) to maximize social studies

instruction for three controversial topics.

In order to outline this approach as a best practice for social studies, we first report on the

current climate surrounding elementary social studies. Social studies educators have identified a

pronounced decline in instructional time allotted to social studies in the elementary grades,

though ELA and mathematics instructional time continually increase. Testing mandates and

national reform trends have been cited as primary contributing factors (e.g., Anderson, 2014;

Bolick, Adams, & Willox, 2010; Boyle-Baise, Hsu, Johnson, Serriere, & Stewart, 2008; Heafner

et al. 2007; Rock et al. 2006). This marked instructional decline paired with the recent

widespread implementation of Common Core State Standards in ELA and math require

elementary teachers to make decisions on how to merge their social studies and ELA instruction

in creative, meaningful ways that result in high quality social studies instruction.

Given such limitations, many elementary teachers have attempted to integrate ELA and

social studies in an effort to preserve social studies instruction while meeting the increasing

exterior demands. Integration, however, may be more difficult in practice than theory. Many

teachers use picture books or novels containing social studies topics, time periods, or historical

events to teach specific ELA standards. Still, reading about social studies themed topics while

learning or working on ELA skills often results in only a surface level understanding of the

social studies content (Herff Jones-Nystrom, 2013). Here, we demonstrate how to develop

themed text sets to meet both social studies and ELA standards in ways that exceed mere

exposure to historical knowledge or cultural issues. We specifically promote the use of text sets

to facilitate young learners’ historical thinking about controversial topics (NCSS, 2010).

Literature Review Building and using themed text sets have been widely discussed among literacy educators

and documented in literacy publications. Though this approach is not a new concept in ELA

instruction, the growing selection of social studies themed picture books and novels paired with

the increasing expectation for text set-based instruction has redefined the utility of children’s

literature in elementary social studies.

Themed Text Sets and Literacy Instruction Literacy research suggests children are more engaged when presented with multiple

related texts rather than disjointed texts and scripted reading programs (Serafini, 2011; Williams

& Bauer, 2006). A more authentic approach to literacy instruction in the elementary grades has

been proposed, which highlights the use of rich literature and increases specific content area

knowledge (Moss, 2005; Serafini, 2011). Developing thematic texts sets for content area

instruction is one such approach. While frequently used during literacy instruction, the flexible

nature of texts sets provides an additional instructional approach for planning social studies

instruction. The development and use of themed text sets allows students to develop and practice

ELA skills important for success as a reader (e.g., identifying author’s point of view or

comparing character perspectives). Such instruction also provides opportunities to develop

meaningful social studies skills (e.g., explaining the relationships or interactions between two or

more events or concepts in a historical text, or comparing and contrasting multiple texts).

Selecting from a plethora of books can be daunting, yet the availability of books is promising.



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Thematic books from multiple genres help students generate meaning using written text and

visual images related to content area information (Young & Serafini, 2011).

Significance for Elementary Social Studies

Though themed text sets can expand recent literacy initiatives, we believe this approach

is even more meaningful for social studies, where many textbooks heavily influence what and

how social studies is taught (Fan & Kaeley, 2000; McKean, 2002). This is problematic since

social studies textbooks frequently: contain historical inaccuracies and misrepresentations,

possess superficial coverage, and are written often above grade level, leaving students unable to

develop historical understanding (Bickford & Rich, 2014a; Loewen, 2007; Wineburg, 2001).

Thinking of these limitations, some teachers elect to use history-themed trade books because of

their engaging narratives, rich detail, and readability (Bickford & Rich, 2014a). Like textbooks,

children’s literature often contains historical inaccuracies, and therefore should be read and

analyzed in the social studies classroom through a historical thinking approach (Bickford, 2013;

Bickford & Rich, 2014a, 2014b; James & McVay, 2009). The narratives in trade books may

omit important story components in an effort to simplify the complex realities of controversial

social studies topics. This does not mean children’s literature should not be used; rather, the

development of text sets becomes a very important part of teachers’ work, as they can be used to

meet interdisciplinary standards and cultivate critical skills in students. Fostering students’

capacities for historical investigations involving: gathering and evaluating sources, identifying

multiple, competing perspectives, question posing, and presenting evidence-based claims, for

example, is a central focus of Dimension 3 of the Inquiry Arc in the C3 Framework for Social

Studies (NCSS, 2013). Such investigations with thoughtfully chosen text sets can promote

historical thinking among the youngest learners (Bickford & Rich, 2014a, 2014b). A short

review of historical thinking and controversial issues literature illustrates the growing work of

both in elementary social studies.

Historical thinking is an inquiry-based approach for analyzing the past that fosters

learners’ thinking about their own historical context and applications of the past for

contemporary issues (Loewen, 2007; Martin, 2012; VanSledright, 2004; Wineburg, 2001). In

the elementary grades, historical thinking has focused on source analysis and perspective

recognition (Barton & Levstik, 2004; VanSledright, 2002), identifying historical counter-

narratives (James, 2009; James & McVay, 2009), historical perspective recognition and care

(Barton & Levstik) and historical empathy (Endacott & Brooks, 2013). Scholars suggest that an

interdisciplinary approach to historical thinking is most effective when texts are purposefully

selected for specific content themes (Bickford, 2013; Robinson, 2013; Soares & Wood, 2010).

Young learners who conduct inquiries with a defined purpose (e.g., locate competing accounts,

identify counter-narratives) may improve their historical thinking skills and expand historical

content knowledge while examining text sources (VanSledright, 2002). Historical thinking can

be used to examine controversial historical figures or themes presented in literature when the

inquiries are framed within an investigative, critical approach with deliberate considerations of

historical context and perspectives (Barton & Levstik; Bickford & Rich, 2014a, 2014b; Leland et

al., 2003; VanSledright, 2002). The disputed history of Christopher Columbus and the impact on

Native Americans, including the varying perspectives, for example, can be examined using a

thematic children’s literature text set. In summary, historical investigations with children’s

literature are improved when the textual content is examined using explicit historical content

instruction (Bickford).



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Controversial issues are those that create conflicting points of view and longstanding

social debates related to a theme, event, or experience (Hess, 2009). History textbook accounts

of controversial topics typically perpetuate a dominant view or story of the issue, failing to

include perspectives from a variety of individuals or groups (Loewen, 2007). As controversial

topics are embedded in the elementary social studies curriculum (Beck, 2003, 2005; Buchanan,

2014; Chilcoat & Ligon, 2000; James, 2009; Leland et al. 2003; VanSledright, 2002) teachers

can position them in ways that allow students to recognize multiple perspectives of an issue and

grapple with the complexity of understanding history. Creating experiences with historical

thinking couched in controversial topics can provide the opportunity to transfer controversial

historical themes to students’ own lives by bridging investigations of the past to present trends

(Soares & Wood, 2010; VanSledright, 2002). While some educators have discussed methods for

unpacking controversial issues with younger students (Barton & James, 2010; Buchanan, 2014;

James & McVay, 2009), few elementary educators have outlined specific instructional

approaches for teaching such topics with younger children using children’s literature. This

article presents a four-step process for developing a text set for three topics, which are frequently

considered controversial or even taboo in elementary grades. Sample text sets for each topic also

are provided.

Putting it into Practice: Developing a Themed Text Set Considering tens of thousands of children’s books are published yearly (Bowker, 2013),

developing text sets for the purpose of teaching a social studies concept requires a deliberate

approach to the plethora of titles. Here, we describe a concrete process for developing text sets

to teach three controversial topics embedded in elementary social studies curriculum in ways that

simultaneously expand instructional opportunities for ELA standards, for example, identifying

point of view or analyzing multiple accounts of the same event or topic. These controversies can

be particularly problematic for elementary teachers to teach, and as a result, are sometimes

avoided altogether; however, each is essential for providing a comprehensive approach to

elementary social studies. Next, we present the four-step process and demonstrate each step with

three controversial topics drawn from the elementary social studies curriculum: family, civil

rights, and slavery. This concrete process outlines how teachers can develop quality texts sets to

teach social studies content, foster student engagement aligned with the four dimensions of the

new C3 Framework for Social Studies (NCSS, 2013), and promote an interdisciplinary approach

for extending literacy skills elaborated in Common Core.

Step 1: Identify the Big Idea to be Explored In Step 1, teachers should know their grade level curriculum for all content areas and be

able to make connections where specific literacy skills are needed in order to explore and

understand a chosen social studies concept. Successful integration of ELA and social studies

requires teachers to know when to foreground social studies content and rely on already

developed reading skills or vice versa. Research has identified problems in teaching new skills

and unfamiliar content knowledge concurrently, and recommended teachers “use familiar

content when teaching a new skill [or] develop new content using already fluent skills, to avoid

confusion that develops when there are competing goals” (Alleman & Brophy, 2010, p. 51).

Next, teachers should use the curriculum to identify what Grant Wiggins and Jay McTighe

(2005) call big ideas or those ideas at the core of a subject needing to be uncovered. Dimension

1 in the C3 Framework for social studies standards, developing questions and planning inquiries,

correlates directly with this step. When considering how to teach specific standards, for



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example, teachers should ask: What are the questions that will intrigue students? What are the

big ideas that students will uncover during their inquiry? These are the questions around which

themed text sets can be developed for meaningful engagement in social studies instruction. To

examine what this step looks like in practice, we offer the following three examples.

Family. In grades Kindergarten-1 students often learn about individuality and

community as they examine themselves, their families, and the groups to which they belong. A

sample state curriculum standard might read: students will recognize how individuals are similar

and different, students will explain how families are alike and different, or students will identify

the diversity of people in the local community. In relation to the 10 themes of social studies

identified by NCSS (2010), this broad topic relates to four themes: culture; individual

development and identity; individuals, groups, and institutions; and global connections. Before

developing a text set for teaching these standards, teachers should identify the student learning

outcomes for the topic of families. Sample questions may include, “Is it enough to examine how

students’ families are similar and different, or can an exploration through a text set on families

lead to deeper understandings of what it means to be a family both here and around the world?

Further, can prolonged work with multiple, different books about family expand student thinking

about what constitutes a family?” Guiding or overarching questions might be: Who are the

different people in our families? How are other families like or different from my own?

Civil rights. An example for grades 2-3 involves content standards aimed at identifying

the contributions of historical figures, key historical events shaping communities, and multiple

perspectives. A sample state standard might read: students will explain how multiple

perspectives are portrayed through historical narratives, or students will analyze the impact of

contributions of diverse historical figures on local communities or regions. Such standards

might encompass the national themes of time, continuity, and change; individuals, groups, and

institutions; power, authority, and governance; and civic ideals and practices. We posit that an

investigation of the U.S. Civil Rights Movement could encompass all four themes. The first step

is selecting the big ideas related to these standards and the guiding questions for students’

inquiry. Guiding questions in this example might include: How were members of different racial

groups treated before and during the Civil Rights Movement? Who held power and how was it

displayed in everyday life?

Slavery. Our final example comes from grades 4-5, where students typically explore

historical events that shaped their state or country. A sample curriculum standard may ask

students to: analyze key historical events in state history or examine the changing roles of

marginalized groups in American society. Such standards could potentially address four NCSS

themes: time, continuity, and change; individuals, groups, and institutions; power, authority, and

governance; and civic ideals and practices. Before developing a text set teachers again should

determine the big idea(s) and guiding questions they intend to explore with students. In this

example, we select the topic of slavery, perhaps the most contentious and uncomfortable of the

three topics modeled here. Some guiding questions for examining the topic of slavery might be:

What were the conditions within which enslaved people had to live? In what ways did they

respond, cope, or resist? Having well-defined questions for inquiry allows the teacher to begin

considering the different perspectives needed to provide answers, which is the second step in

developing themed text sets.

Step 2: Recognize the Multiple Perspectives Needed for a More Complete Story



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The social studies curriculum is filled with stories. From the stories of exploration and

settlement to the stories of revolution and democracy, the dominant narrative of United States

history often unfolds in ways that privilege the stories or perspectives of majority groups (e.g.,

majority group in race, class, and religion) and disregard or omit the experiences of certain

marginalized groups. Following Emily Daniels (2011), we suggest social studies is the ideal

classroom location to examine lesser-known perspectives. In order to foster a community where

differing perspectives are considered and honored, moreover, teachers should engage students in

exercises of perspective recognition (Barton & Levstik, 2004). This requires engaged work with

historical themes like slavery that have multiple perspectives, which by nature, are often

considered taboo (Evans, Avery, & Pederson, 1999) for elementary children (i.e., challenges

claim the concept is too abstract or the content is too mature). We recognize, however, that

classroom investigations, which present marginalized voices, actually create a more complete

narrative and deeper understanding. For teachers, it can be difficult to know where to start in

planning such instruction; furthermore, it can be challenging to recognize the silences to which

we have become accustomed. Conceptual tools, such as those described by Christina Tschida,

Caitlin Ryan, and Anne Ticknor (2014), can guide teachers’ thinking through this step.

Combining Rudine Sims Bishop’s theory of books as windows and mirrors (1990) and

Chimamanda Adichie’s danger of the single story (2009), they help guide teachers to consider

what perspectives are presented in the texts they use and what parts of the larger story might be

missing.

In our example on family diversity, students whose lived experience of family does not

fit the traditional portrayal of family found in the vast majority of children’s literature may not

feel validated, leading to confusion or frustration with the concept of family. This step asks

teachers to move from only introducing texts where traditional nuclear families, from different

racial, ethnic, or geographical locations, are represented and instead utilize texts that represent

children who live with other types of guardians (e.g. aunts, adopted parents, same-sex parents, or

step-parents. We should consider also the following when developing a thematic text set for

family: how can teachers use literature to include students whose families are in transitional

housing, are refugees, or are incarcerated? How are these and other family structures represented

in the study of families? Recognizing not all families look the same or have the same

experiences will help teachers identify the texts needed to amplify the variety of experiences

across families and ultimately present a more complete story of family. A well-selected text set

can foster a deeper understanding of the meaning of family while identifying the diversity and

mutuality among families in our society.

In our second example, teachers may already teach with books about historical figures

such as Rosa Parks, Dr. Martin Luther King Jr., and Ruby Bridges. Step 2 asks teachers to not

only consider what may be problematic with these dominant narratives of Black History (see for

example, Bickford & Rich, 2014b; Kohl, 1991), but whose voices are missing from our

traditional presentation of the U.S. Civil Rights Movement and the implications for today. By

including books written about the Movement that offer different lenses or perspectives, students

are able to learn about the lives of everyday citizens who supported the Movement. Such stories,

as they counter the dominant narrative focused on individual heroes, can challenge students to

think about the prejudice of individuals and institutions, the functions of competing social

contexts in history, the difficult circumstances involved in engineering social change, and how

collectively, individuals can unite to overcome adversity. Adding non-fictional texts with photos



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and primary source documents encourages students to compare dominant and counter-narratives

to make their own inferences and meaning out of this historical time period. Such skills are

essential for historical thinking, address the C3 Framework for social studies, and allow for

Common Core Standards (e.g., multiple texts on same topic, point of view) to be addressed in

more meaningful and relevant ways.

Our final example is perhaps the most difficult for Step 2 because many elementary

teachers are uncomfortable engaging students in authentic inquiry into slavery. Teachers should

first identify whose voices need to be included in a text set for students to develop a more

complete historical understanding of the institution of slavery in America. This involves going

back to the questions identified in Step 1 and asking which perspectives or voices students need

to hear for this inquiry. Sometimes this process may require narrowing the focus. Rather than

looking at the broad topic of slavery, for instance, teachers may create a text set around the quilt

narrative or the myths of the Underground Railroad and answer the inquiry: What were the

experiences of slaves who escaped? Given the goal of Step 2, a text set may include slave

accounts, abolitionist narratives, and lesser-known routes of escape (e.g., Henry’s Freedom Box;

My Name is Sally Little Song). Incorporating informational texts that challenge the dominant

stories of the quilt narrative and Underground Railroad can elicit student engagement with

historical thinking and document analysis (e.g., Brackman, 2006; Scholastic, 2014; Tobin,

Dobard, & Wahlman, 2000).

Step 3: Locate Qualifying Texts In Step 3, teachers should pursue texts that qualify for use based on the questions asked

in Steps 1 and 2: What are the questions that will intrigue students? What are the big ideas that

students will uncover during their inquiry? Which voices are needed to tell a more complete

story? Although an Internet search will quickly provide many titles of popular books, there is no

guarantee the texts can be used for meaningful social studies instruction. As teachers locate texts

that qualify for use in addressing these questions, it may be helpful to consider these four

essential features.

Reading level. Teachers should consider if texts are appropriate for their students.

Teachers may think about grade levels, students’ independent and instructional reading levels,

and how the texts will be used. Books, at or slightly higher than students’ independent or

instructional reading levels, should be included in the list of qualifying texts.

Quality of the story. When assessing the quality of the story within a text, teachers

should consider whether a text would sustain students’ interest while addressing the inquiry.

Award winning books have already been evaluated for this feature and are easily located on

websites like those in Table 1 (e.g., The American Library Association).

Accuracy of social studies content. Teachers must analyze the accuracy of the content,

especially within historical fiction books. Does the text explicitly present accurate historical

content, or is it simply a well-written story within a historical setting that references historical

events? A source such as the annual Notable Trade Books for Young People list from NCSS

presents texts that have been evaluated and selected by a review committee with a specific eye

toward social studies content. We caution that teachers should examine trade books specifically

for accurate historical content when considering books for a thematic set.

Multiple perspectives. A final feature to consider in locating texts is perspective. While

it can be easy to find the dominant narrative in children’s literature, that is not always the case in

locating texts with other voices or perspectives. Multiple perspectives allow students to develop



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skills in historical thinking and opportunities to compare and contrast texts (CCSS

focus). Teachers may ask: Whose story is this? Who benefits from this story? What voices are

not being heard? Bringing in multiple perspectives invites children to interrogate not only the

text but also society. Because the dominant narrative is often more popular, finding multiple

perspectives can take time and effort. Table 1 offers some websites that provide a good starting

point for this work. Teachers should consciously include books from a child’s perspective,

which can draw students in and possibly resonate with them. One last consideration is the

importance of including both books (fiction and informational text) and artifacts to a text set.

Primary and secondary source documents, photographs, artifacts, and digital recordings can be

powerful tools in challenging students’ thinking and broadening perspectives, and as such should

be considered for inclusion in a text set.

Because there are literally tens of thousands of children’s books available, it is helpful to

rely on reviewed texts recommended by organizations or trusted sources. Table 1 presents a

starting point for identifying texts that are well written and evaluated by other educators and

historians. Many have also received highly esteemed children’s literature awards. While the

Internet can offer a plethora of texts and related websites on social studies topics with one click,

teachers should filter these materials in order to compile a book list that qualifies for the focus of

inquiry and presents lesser-known perspectives. Then, from the list, teachers can narrow and

select texts to include in the set for instruction.

Step 4: Select Texts to be Included

Table 1

Resources for Selecting Texts

Resource Summary

Notable Trade Books for Young People

Books are evaluated and selected annually by a

NCSS committee and in cooperation with the

Children's Book Council. Themes are identified

for each annotated summary.

American Library Association

Current and archived award winning book lists can

be accessed via the ALA site including Newbery,

Caldecott, and Coretta Scott King titles.

Cooperative Children’s Book Center

The CCBC has created book lists for titles that

present multiple perspectives of various social

studies topics like multicultural families and civic

engagement.

Lee & Low Books: About Everyone, For

Everyone

This website is dedicated to diversity in children’s

literature, and provides titles and information

about books that all children can identify with and

enjoy.

Anti-Defamation League: Evaluating and

Selecting Books

This article contains thought provoking insights

into evaluating children’s books using an anti-bias

lens as well as a checklist for assessing books.



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There will be more texts identified in Step 3 than could ever be used in one text set. This

final step involves narrowing the titles. To begin making decisions about which texts to include

teachers must look at their original question(s) of inquiry from Step 1. What are the questions

that will intrigue students? What are the big ideas that students will uncover during their

inquiry? Making knowledgeable selections requires teachers read the texts carefully and

examine what is being said both directly and implicitly. Before including a text in the set, a

teacher should decide: Does the perspective of this text give new information or insight, or does

it simply reify the dominant narratives in society?

The purpose of the text set is very important in this final step, as there are multiple ways

they can be used within a classroom to teach social studies. A teacher, for example, may read a

different picture book each day during a unit. The texts selected could be above students’

independent reading level because the teacher is reading aloud and leading the discussion. If a

teacher uses the text set within centers or student-led literature circles, the reading levels would

need to be differentiated by individual or small groups of students. Guided reading groups may

be another place to guide student comprehension of the texts and concepts. Students may work

in jigsaw groups to process in-depth the social studies concepts or narratives across the texts in

the set. Chapter books might be used for deeper understanding of historical time periods, events,

or perspectives through extended time with a text. Having a clear plan on how texts will be used

with students helps narrow the list of qualifying texts and identify the most important texts to

include.

When making final decisions about which books to include in a text set on family for K-1

students, the teacher may select texts that disrupt and broaden the dominant narrative of family

while providing windows and mirrors for the students in their classrooms (Bishop, 1990;

Tschida, Ryan, & Ticknor, 2014). Table 2 shows one possible text set that could be used to help

K-1 students see beyond their personal experience of family.

Table 2

Example Text Set for Kindergarten-1: Families

Book Title Author Rational for Inclusion

Asha’s Mums Rosamund

Elwin &

Michele

Paulse

This book raises issues of families that are not

acknowledged or accepted in classrooms. It

highlights the difficulty children from gay or

lesbian families may encounter in schools and can

offer opportunities for students to explore ways to

recognize and validate peers from alternative

families.

The Family

Book

Todd Parr This book is a celebration of the variety of families

and contains presents the dominant narrative of

family as merely another possibility in the wide

array of diversity. Ultimately, Parr defines family

as the people we love.

Fly Away

Home

Eve

Bunting

Told from the perspective of a young boy, this

book shares the life of a father and son who are

homeless and live in an airport. The text and

pictures create a unique understanding of a life in



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the shadows and gives students a glimpse into a

family situation, most likely very different from

their own.

In My

Mothers’

House

Patricia

Polacco

This story is told from the perspective of the oldest

of three adopted children from different racial

backgrounds. Further disrupting the single story of

family, her parents are two women. A

demonstration of inclusivity, this book helps both

children who have same-sex parents and those who

have questions about a family that does not look

like their own.

Mirror Jeannie

Baker

This mostly wordless picture book follows the

daily lives of two boys on opposite sides of the

world, highlighting the differences and

universalities in their lives. The text brings in the

traditional approach to discussing families

(comparing families around the world), however its

unique design presents two distinct parallel stories

in separate mini-books that are bound into one.

My Two

Grannies

Floella

Benjamin

An excellent text to broaden the narrative of family

to include the experience of bi-racial children who

often struggle with racial or ethnic identification

and misunderstanding from peers.

Our Gracie

Aunt

Jacqueline

Woodson

Told from the perspective of a young boy, this

book offers a sensitive portrayal of children

entering family foster care. It gives students a

glimpse into life occurrences most of them will not

experience and holds potential to develop empathy

for others.

Visiting Day Jacqueline

Woodson

This story is told from the perspective of a young

girl preparing to visit her father in prison. With an

emphasis on the importance of love and family,

this book is more about the experience of being

separated from a loved one than about

incarceration. The text offers validation to students

who may find themselves in a similar life situation.

In narrowing books about the Civil Rights Movement, a teacher may use books

containing the dominant narrative about specific historical figures and pair them with texts

presenting a counter-narrative, allowing for source analysis and further inquiry. Given the

abundance of texts available, a teacher may select texts all written from the perspective of a child

as a way to demonstrate the everyday experience and acts of heroism among citizens during this

time. The text set presented in Table 3 specifically includes historical fiction and informational

texts that when paired with primary source documents (e.g., Bredhoff, Schamel, & Potter, 1999;



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Library of Congress, 2014; National Archives, 2014) will allow students to conduct source

analysis, identify historical counter-narratives, and practice perspective recognition.

Table 3

Example Text Set for 2-3: Civil Rights Movement (CRM)

Book Title Author Description

Child of the

Civil Rights

Movement,

Paula

Young

Shelton

A historical retelling of one family’s active role in

the Civil Rights Movement and their connections

with other activists.

Allows for dialogue on the complexity of injustice

and oppression and the power of a collective

group.

Freedom on

the Menu: The

Greensboro

Sit-Ins

Carol

Boston

Weatherford

Told from the perspective of young African

American girl this book tells the story of one

family’s experience during desegregation. It offers

accurate information about segregation in the

South and the fight for equality, as well as

demonstrating the role young African Americans

played in the struggle for civil rights.

Freedom’s

Children:

Young Civil

Rights

Activists Tell

Their Own

Stories

Ellen S.

Levine

This collection of true stories of children and

teenagers who contributed to the CRM presents the

voices not included in textbooks or the dominant

narratives. It offers insight into the everyday

experiences of those living through the struggle for

freedom and equality. It offers a powerful text for

comparing and contrasting with stories containing

the dominant narrative.

Freedom

Riders: John

Lewis and Jim

Zwerg on the

Front Lines of

the Civil

Rights

Movement

Ann Balsam This text offers students the opportunity to

compare and contrast the lives of John Lewis and

James Zwerg, two young men involved in the

Freedom Rides during the CRM. This text

provides a springboard for conversations about

coming together for a common cause to fight

against injustice, despite vastly different life

experiences. This informational text provides

primary and secondary artifacts for elementary

children.

Rosa’s Bus:

The Ride to

Civil Rights,

Jo Kittinger

A non-traditional and unique retelling of the

famous story of Rosa Parks refusing to give up her

seat to a white passenger. While the book does not

overtly disrupt some of the myths surrounding the

story, it broadens the narrative by nestling Rosa’s

story within the broader context of the

Montgomery Bus Boycott and the civic

participation of the larger community during the



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382-day boycott. This text can lead to great

conversations, especially when paired with

primary source documents of the event.

Ruth and the

Green Book,

Calvin

Alexander

Ramsey

This book illustrates how the “green book” was

used from 1936-1964 in making decisions on

travel and business in the South. It prompts

readers to consider the daily implications of Jim

Crow and draws on a little known narrative of this

historic time.

To select texts for our third example, not only is it important to remember the inquiry

from Step 1 and perspectives identified in Step 2, but teachers must ensure texts selected do not

perpetuate misconceptions or sugar-coat the realities of slavery. These texts should present a

more complete narrative of slavery and the experiences of enslaved people. The text set in Table

4 is one example for examining the experiences of slaves who chose to escape.

Table 4

Example Text Set for 4-5: Slavery

Book Title Author Description

Elijah of

Buxton

Christopher

Paul Curtis

This multiple award-winning chapter book shares

the story of Elijah, who was the first African

American born in the Buxton Settlement in Ontario,

a haven for former slaves. Through his many

adventures, readers learn first-hand the realities of

slavery and fears of former slaves for a child’s

perspective. This text can prompt discussion of

fugitive slave laws and “slave catchers” when

paired with the text January’s Sparrow.

From Slave

Ship to

Freedom Road

Julius

Lester

Definitely a text for older students, this book takes

students on a personal journey from slave-ship and

auction block to plantation life and escape. Lester

prompts readers with questions that draw students

in and develop historical empathy. The paintings

may be unsettling for younger students but provide

a powerful narrative of the realities of slavery.

Henry’s

Freedom Box

Ellen

Levine

While the accuracy of some facts in this account of

Henry Brown (a Southern slave who mailed

himself to freedom in Philadelphia) have been

questioned, the story is well written and delivers

the drama and emotions involved. Paired with

other informational texts or artifacts this text

provides opportunities to examine how historians

construct narratives.

January’s Patricia This text retraces the journey of the Crosswhite



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Sparrow Polacco family from slavery to freedom, including a

dramatic standoff between fugitive slave hunters

and the black and white residents of a small

Michigan town where the family settled before

crossing to Canada. The book can prompt

discussion of fugitive slave laws and nonviolent

resistance to injustice.

Many

Thousands

Gone: African

Americans

from Slavery to

Freedom

Virginia

Hamilton

This text is a compilation of stories of both famous

and lesser-known historical figures. Profiles are

arranged chronologically to help the reader trace

the experience of slavery in America. As

individual stories or in its entirety, this text

demonstrates impeccable research and can be used

in multiple ways in the classroom.

My Name is

Sally Little

Song

Brenda

Woods

This text combines the poetry of song and the

drama of narrative to tell the story of Sally, a young

slave on a Georgia plantation who escapes with her

family. Disrupting the dominant narrative that

slaves escaped to freedom in the north, this family

escapes and is adopted into a tribe of Seminoles to

the west.

Unspoken: A

Story From the

Underground

Railroad

Henry Cole This wordless book relies heavily on the detailed

pencil drawings to convey the drama and emotion

of the story of a young girl who discovers a

runaway slave in her family’s barn. The only

words come in the form of a poster soldiers show

her family: “Wanted! Escaped! Reward!” She must

decide to turn in a man she has not even seen or

remaining silent.

This fourth step involves selecting texts that include the voices students need to hear in

order to present a more complete picture of cultural narratives and historical events or figures.

There are multiple texts to select from and different combinations of texts to include in a text set

depending on the purpose and needs of students.

Conclusion If “learning to read is integral in learning to think about the complex world in which [we

live]” (Altoff & Golston, 2012, p.12), then reading the big ideas of social studies, particularly

the most contentious among our curriculum, should be an integral part of elementary social

studies instruction. In this article, we presented the systematic use of a time-honored literacy

tool, themed text sets, as one interdisciplinary approach to teaching three controversial topics in

elementary social studies: family (Kindergarten-1), civil rights (grades 2-3), and slavery (grades

4-5). Among the three, we illustrated the inclusion of multiple perspectives, particularly those

lesser-known stories of historical events or themes, to serve as windows or mirrors for children

in developing historical content knowledge. The titles illustrated in the three themed text sets are

neither a comprehensive list nor exclusively the right texts; rather, they serve as a guide. Each



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was selected based on the four-step process outlined here and meets the specific standards and

understandings we want students to reach about the topics. Given the individual design of

classrooms and ever-increasing marginalization of social studies instructional time, the extent to

which teachers use selected texts (and the number used) should be an outcome of the standards,

inquiry of big ideas, and multiple perspectives they intend to engage with young learners. The

opportunities for developing themed text sets for social studies instruction will only continue to

expand as the availability of children’s literature that explicitly presents social studies content

continues to grow.

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Author Bios

Christina M. Tschida is an Assistant Professor of Social Studies Education and Elementary

Curriculum in the Department of Elementary Education and Middle Grades Education at East

Carolina University. Her research interests include elementary social studies education, teaching

controversial topics at the elementary level, and using children’s literature to teach social studies.

Her research experience includes online teaching and learning and how teachers learn to teach

online. She is part of the co-teaching research team at East Carolina University studying the

impact of co-teaching models of student teaching on teacher candidate readiness.

Email: [email protected]

Lisa Brown Buchanan is an Assistant Professor of Elementary Education at the University of

North Carolina Wilmington. Her research and teaching interests include elementary social

studies and literacy education, teaching with documentary film, discussion, and children's

literature, and unpacking controversial topics with teachers. She teaches various undergraduate

and graduate elementary methods course.

tackling controversial topics: developing … controversial topics: developing thematic text sets...

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