Spotlighting Progressive Women in U.S. History: Picture Books in the Middle School

References

• Anderson, L., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of educational objectives. Longman.
   Google Scholar
• Auerbach, C. F., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis. New York University Press.
   Google Scholar
• Banks, J. (2018). An introduction to multicultural education (6th ed.). Pearson.
   Google Scholar
• Bartels, L. (2016). Unequal democracy: The political economy of the New Gilded Age (2nd ed.). Russell Sage Foundation.
   Google Scholar
• Barton, K. (2012). Agency, choice, and historical action: How history teaching can help students think about democratic decision making. Citizenship Teaching & Learning, 7(2), 131–142. https://doi.org/10.1386/ctl.7.2.131_1
   Google Scholar
• Benassi, V., Overson, C., & Hakala, C. (Eds.). (2014). Applying science of learning in education: Infusing psychological science into the curriculum. American Psychological Association.
   Google Scholar
• Berkeley, S., King-Sears, M. E., Vilbas, J., & Conklin, S. (2016). Textbook characteristics that support or thwart comprehension: The current state of social studies texts. Reading & Writing Quarterly, 32(3), 247–272. https://doi.org/10.1080/10573569.2014.970721
   Web of Science ®Google Scholar
• Bickford, J. H., & Schuette, L. N. (2016). Trade book’s historical representation of the black freedom movement, slavery through civil rights. Journal of Children’s Literature, 42(1), 20–43.
   Google Scholar
• Billman, L. W. (2002). Aren’t these books for little kids? Educational Leadership, 60(3), 48–51.
   Web of Science ®Google Scholar
• Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 6(3), ix–xi.
   Google Scholar
• Blevins, B., LeCompte, K., & Ellis, T. (2018). Students at the heart of civic learning: Best practices in implementing action civics. In J. Clabough & T. Lintner (Eds.), No reluctant citizen: Teaching civics in K-12 classrooms (pp. 83–96). Information Age Publishing.
   Google Scholar
• Bruner, J. (1960). The process of education. Harvard University Press.
   Google Scholar
• Bruner, J. (1966). The culture of education. Harvard University Press.
   Google Scholar
• Clabough, J. (2017). Helping develop students' civic identities through exploring public issues. The Councilor: A Journal of the Social Studies, 78(2), Article 2.
   Google Scholar
• Clabough, J., & Wooten, D. (2016). Bias, bigotry, and bungling: Teaching about the Port Chicago 50. Social Education, 80(3), 160–165.
   Google Scholar
• Crocco, M. S. (2020). Teaching gender and social studies in the #METOOERA. Social Studies Journal, 38(1), 6–16.
   Google Scholar
• Dewey, J. (1916). Democracy and education. Macmillan.
   Google Scholar
• Dinkelman, T., & Cuenca, A. (2017). Qualitative inquiry in social studies research. In M. M. Manfra & C. M. Bolick (Eds.), The Wiley handbook of social studies research (pp. 95–131). Wiley.
   Google Scholar
• Dovere, E. I. (2021). Battle for the soul: Inside the Democrats’ campaigns to defeat Trump. Viking.
   Google Scholar
• Engebretson, K. E. (2020). What does it look like? Telling the story of global women’s political participation through photographs. Social Education, 84(4), 224–228.
   Google Scholar
• Engle, S. H., & Ochoa, A. S. (1988). Education for democratic citizenship: Decision making in the social studies. Teachers College Press.
   Google Scholar
• Evans, R. (Ed.). (2021). Handbook on teaching social issues (2nd ed.). Information Age Publishing.
   Google Scholar
• Evans, R., & Saxe, D.W. (Eds.). (1996). Handbook on teaching social issues (1st ed.). NCSS.
   Google Scholar
• Evans, R. (2004). The social studies wars: What should we teach the children?. Teachers College Press.
   Google Scholar
• Evans, R., Newmann, F., & Saxe, D. W. (1996). Defining issues-centered education. In R. Evans & D.W. Saxe (Eds.), Handbook on teaching social issues (1st ed., pp. 2–5). NCSS.
   Google Scholar
• Frank, T. (2004). What’s the matter with Kansas? How conservatives won the heart of America. Henry Holt and Company.
   Google Scholar
• Gallavan, N., & Kottler, E. (2007). Eight types of graphic organizers for empowering social studies students and teachers. The Social Studies, 98(3), 117–128. https://doi.org/10.3200/TSSS.98.3.117-128
   Google Scholar
• Grant, E. G., Lee, J., & Swan, K. (2017). Teaching social studies: A methods book for methods teachers. Information Age Publishing.
   Google Scholar
• Hess, D. (2009). Controversy in the classroom: The democratic power of discussion. Routledge.
   Google Scholar
• Hess, D. E., & McAvoy, P. (2015). The political classroom: Evidence and ethics in democratic education. Routledge.
   Google Scholar
• King, L. J. (2020). Black history is not American history: Toward a framework of Black historical consciousness. Social Education, 84(6), 335–341.
   Google Scholar
• Kohlmeier, J., & Saye, J. (2019). Examining the relationship between teachers’ discussion facilitation and their students’ reasoning. Theory & Research in Social Education, 47(2), 176–204. https://doi.org/10.1080/00933104.2018.1486765
   Web of Science ®Google Scholar
• Kornacki, S. (2018). The red and the blue: The 1990s and the birth of political tribalism. Harper Collins.
   Google Scholar
• Levstik, L., & Barton, K. (2015). Doing history: Investigating with elementary and middle schools (5th ed.). Routledge.
   Google Scholar
• Markel, M., & Sweet, M. (2013). Brave girl: Clara and the shirtwaist makers’ strike of 1909. Balzer & Bray.
   Google Scholar
• McGowan, T., & Guzzetti, B. (1991). Promoting social studies understanding through literature-based instruction. The Social Studies, 82(1), 16–21. https://doi.org/10.1080/00377996.1991.9958300
   Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.
   Google Scholar
• Murphy, P. (2009). Using picture books to engage middle school students. Middle School Journal, 40(4), 20–24. https://doi.org/10.1080/00940771.2009.11461677
   Google Scholar
• NCSS. (2013). The College, Career, and Civic Life Framework for Social Studies State Standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Author.
   Google Scholar
• Nokes, J. (2019). Teaching history, learning citizenship: Tools for civic engagement. Teachers College Press.
   Google Scholar
• Ochoa-Becker, A. S. (1996). Building a rationale for issues-centered education. In R. W. Evans & D. W. Saxe (Eds.), Handbook on teaching social issues (pp. 6–13). NCSS.
   Google Scholar
• Oliver, D., & Shaver, J. (1966). Teaching public issues in the high school. Houghton Mifflin Company.
   Google Scholar
• Pantaleo, S. (2014). Exploring the artwork in picture books with middle years students. Journal of Children’s Literature, 40(1), 15–26.
   Google Scholar
• Parker, W. (2015). Social studies education ec21. In W. Parker (Ed.), Social studies today: Research and practice (2nd ed., pp. 3–13). Routledge.
   Google Scholar
• Patterson, T. J., & Shuttleworth, J. M. (2020). Teaching hard history through children’s literature about enslavement. Social Studies and the Young Learner, 32(3), 14–19.
   Google Scholar
• Rubin, B. C. (2010). Youth civic identity development in the U.S. history course. Social Education, 74(3), 144–147.
   Google Scholar
• Saldaña, J. (2013). The drama and poetry of qualitative method. In M. Cahnmann-Taylor & R. Siegesmund (Eds.), Arts-based research in education (pp. 238–246). Routledge.
   Google Scholar
• Saul, E. W., & Dieckman, D. (2005). Choosing and using information trade books. Reading Research Quarterly, 40(4), 502–513. https://doi.org/10.1598/RRQ.40.4.6
   Web of Science ®Google Scholar
• Schmeichel, M. (2015). Skirting around critical feminist rationales for teaching women in social studies. Theory & Research in Social Education, 43(1), 1–27. https://doi.org/10.1080/00933104.2014.1002648
   Web of Science ®Google Scholar
• Schmidt, D. J. (2012). Am I a woman? The normalization of woman in US history. Gender and Education, 24(7), 707–724. https://doi.org/10.1080/09540253.2012.674491
   Web of Science ®Google Scholar
• Schocker, J. B. (2014). A case for using images to teach women’s history. The History Teacher, 47(3), 421–450.
   Google Scholar
• Sdunzik, J., & Johnson, C. S. (2020). Working the democracy: The long fight for the ballot from Ida to Stacey. Social Education, 84(4), 214–218.
   Google Scholar
• Serafini, F. (2013). Reading the visual: An introduction to teaching multimodal literacy. Teachers College Press.
   Google Scholar
• Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/10.17763/haer.78.1.v62444321p602101
   Web of Science ®Google Scholar
• Slade, S., & Ratterree, A. (2017). Dangerous Jane. Peachtree Publishers.
   Google Scholar
• Takaya, K. (2008). Jerome Bruner’s theory of education: From early Bruner to later Bruner. Interchange, 39(1), 1–19. https://doi.org/10.1007/s10780-008-9039-2
   Google Scholar
• Van Hover, S., & Hicks, D. (2017). Social constructivism and student learning in social studies. In M. M. Manfra, & C. M. Bolick (Eds.), The Wiley handbook of social studies research (pp. 270–318). Wiley.
   Google Scholar
• Whitford, A. (2020). “I can't believe a girl did that!”: An introductory lesson for teaching women's history. Iowa Journal for the Social Studies, 28(2), 64–88.
   Google Scholar
• Williams, M., & Moser, T. (2019). The art of coding and thematic exploration in qualitative research. International Management Review, 15(1), 45–55.
   Google Scholar
• Wineburg, S., Martin, D., & Monte-Sano, C. (2013). Reading like a historian: Teaching literacy in middle and high school classrooms. Teachers College Press.
   Google Scholar
• Woyshner, C. (2002). Political history as women’s history: Toward a more inclusive curriculum. Theory & Research in Social Education, 30(3), 354–380. https://doi.org/10.1080/00933104.2002.10473201
   Google Scholar
• Zimmerman, D. P., Litzau, K. M., & Murray, V. L. (2016). Dive into the deep end: Anchor texts build understanding of complex ideas. The Learning Professional, 37(2), 40–45.
   Google Scholar