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This article features the achievements of women through four picture book biographies, all of which are National Council for the Social Studies Notable Trade Books for 2011. These notable trade book selections underscore the contributions of four distinct ethnicities, symbolizing the cultural diversity of our nation and its citizens. They draw attention to women who accomplished great things, yet remain unknown and invisible in the historical record. The contributions of these women are highlighted, and developmentally appropriate extension activities are shared to help teachers encourage children to learn more about the lives of women who changed our nation not only during Women's History Month, but throughout the year. Finally, this article discusses tips for engaging both girls and boys in the study of women's history.

Citizens in our democracy need a skill set that enables them to take action to help others, challenge bias and prejudice, and demonstrate patriotism. This article considers these skills and the role of children's literature in the development of citizenship education in social studies classrooms. Citizenship education must incorporate powerful learning that is meaningful, value-based, challenging, and integrated within the arts, sciences, and humanities. The 2009 National Council for the Social Studies Notable picture books that are featured here bring powerful learning opportunities and prepare students to become effective, socially responsible citizens. The instructional strategies that accompany each book encourage social action, critical thinking, and conscientious decision-making, and are easily integrated within the language arts.

This article highlights the role of social studies educators in promoting democratic ideals and social action. The benefits of incorporating children's and young adult literature into the social studies curriculum in the elementary and middle school grades are discussed. Biography, historical fiction, poetry, and information books are presented to teach students about the civil rights movement and school integration. Literature extension activities are designed to encourage students to examine issues of equality, social justice, and human dignity, while also considering their own prejudices and perspectives on social action.

This research study evaluated K-12 American history textbooks for gender balance. Elementary, middle school, and high school texts were assessed for the number of male and female historical figures in text content and illustrations. Significantly more males than females were found at all levels in both content and illustrations, and all differences were significant at the .001 level. However, American history textbooks do include more women than in previous editions and since the publication of the National History Standards. The challenges of defining gender balance are discussed, and recommendations for teachers and textbook adoption committees are presented.

This article highlights the use of family and community history in elementary social studies classrooms. Family history stories from early twentieth century Appalachia are shared. The value of historical inquiry is explored, and techniques for initiating an oral history project are discussed as well as interviewing strategies and examples of developmentally appropriate extension activities. Connections to the national social studies standards are emphasized along with recommendations for teachers who wish to provide students with an intimate view of past human experience.

This study analyzed gender balance in the texts and illustrations of three recently published, high school US history textbooks and one alternate volume of American history. In all of the American history texts analyzed there were significantly more males than females in text content and illustrations. These textbooks focused on the contributions of those famous Americans who have been a part of the historical record. The record is skewed with regard to gender, leaving teachers and students with the arduous task of acknowledging the absence of women while attempting to fill in the gaps through their own research and resources. Standards committees and textbook publishers should change their focus and teachers and students should confront gender imbalance by integrating high quality women's history resources into the classroom with web-based resources, family and community history projects, young adult literature, history textbook analysis, and the vision of the C3 Framework.

This study provides a gender analysis of National Council for the Social Studies Notable Trade book selections suitable for the intermediate grades from the years 2006-2008. The study examines the number of male versus female characters and the presence, or absence of, gender stereotypes relative to character personalities, occupations, and behaviors. Results indicate a significant difference in the number of male and female characters, with many more male characters represented. Males frequently performed stereotypical jobs or roles with none of the books depicting males in lower status jobs than females. Some female main characters were portrayed in stereotypical jobs or roles while others were able to cross traditional gender lines and demonstrate strong personalities. Of the 17 predetermined behaviors exhibited by characters throughout these books, six of them showed significant differences between males and females. Males were more likely to engage in physical activity, participate in sports, fight in battles or demonstrate aggressive behaviors, pursue worthy causes such as heroism, and earn a living. Females were more likely to perform domestic chores.

This study provides a gender analysis of National Council for the Social Studies Notable Trade picture book selections suitable for the primary grades from the years 2006-2008. The study examines the number of male and female characters and the presence, or absence of, gender stereotypes relative to characters' personali-ties, occupations, and behaviors. Results indicate a significant difference in the number of male and female characters, with many more male characters represented. Both males and females frequently performed stereotypical jobs or roles, with no books depicting males in lower status jobs than females. In books with only female main characters, some women were able to cross traditional gender lines and demonstrate strong personalities. Of the 17 predetermined behaviors in which characters engaged throughout these books, seven of them showed significant differences between males and females. Males were more likely to participate in sports, fight in battles or demonstrate aggressive behaviors, pursue worthy causes such as heroism, use television/computer/radio, and earn a living. Females were more likely to perform domestic chores and demonstrate affection or emotion.