Social Studies is notorious for being boring and unappealing to secondary students. Students often lose interest when all they must learn are names and dates. Although it is true that many very important events have shaped our country to what it is today, many history books only touch on the experience of emotion of people who lived through the events. However, emotion is necessary to memorization. If students can identify how they feel about an event, they are more likely to remember history later in life.
I showcased the following books because I feel they offer interest and emotion to some of the most important events in U.S. History. I chose to search for books that were below reading level for a high school class so that students with reading disabilities would be able to successfully complete any coinciding activities. I also felt that lower level books with illustrations and pictures would be more effective to introduce students to independent research of history.
I enlisted the help of the our course textbook and the National Council for the Social Studies to find appropriate books then acquired them through public interlibrary loan. The main question I answered with each of these books was how could I incorporate this into a lesson? I found it quite interesting and entertaining to find several ways to use one book. Also found myself looking for books that could be paired together as well as used independently.
Title: John and Abigail Adams: An American Love Story 
Author: Judith St. George
Publisher: Holiday House
Copyright: 2001
IBSN #: 13-978-0823415717
Genre: Non-Fiction
Location: Canyon Area Library
Summary:
John Adams was a founding father of the United States of America. In 1759, a 23 year old John Adams became acquainted with a 14 year old Abigail Smith and the two soon became friends. Writing each other over the subsequent years, the two grew fond of each other and their relationship blossomed into a passionate and intellectual union that lasted 54 years. Through political upheavals, personal tragedies and separations of up to five years long, their letters to one another throughout John Adams’ political career. Through the letters, we learn of the personalities, hopes, and fears of the Adams's and others of the time like Benjamin Franklin, Thomas Jefferson, and others who shared in the passion of shaping a nation.
Personal Comments:
St. George compiles these letters to compound the marital relationship of John and Abigail Adams. However, the way the couple communicated and entertained each other with current events made for and interesting first hand account of the American Revolution. It shows the emotion of the events especially with Abigail’s concern of the treatment of women within the new nation. Grammar and spelling have been updated for maximum comprehension among young people.
Suggested Use in the Classroom:
I would use this book to help students find the emotion of the events of the American Revolution. I would ask critical thinking questions to start a discussion about the feelings of the young Abigail Smith and John Adams as they witness the events unfolding before them. I would also assign a timeline exercise where the students would place the dates of the letters along with the coinciding events of the American Revolution in order to communicate the feelings of the events.
Title: Hiroshima No Pika 
Author/Illustrator: Toshi Maruki
Publisher: Harper Collins
Copyright: 1982
IBSN#: 13-978-0688012973
Genre: Non-Fiction
Summary:
Hiroshima No Pika follows the events of the dropping of the atomic bomb in Hiroshima, Japan. It is a narrative of a family who is trying to escape the counter attack of the U.S. Coupled with the artwork of the author, who lived through the event, this book offers a very emotional account of the events of August 6, 1945.
Personal Comments:
The illustration alone is quite compelling. However, coupled with the text and first hand account of a Japanese family who escapes after the atomic bomb has been dropped on their town makes for an emotional read. This book does seem one sided, but it also illustrates the ignorance of the Japanese citizens who had no idea that their government refused negotiations with the U.S.
Suggested Use in the Classroom:
I would use this text to introduce the issues of WWII. I would present this first to students in order to open a dialog about what lead to the events of the bomb’s dropping. In the following lectures, we would discuss the events that lead to America’s involvement. I would then use the following book, Attack on Pear Harbor to give the students other perspectives of the events. In the end of the WWII lesson, I would present this book, Hiroshima No Pika again to ask the students how they feel about Maruki’s depictions. The goal of this would be to ask students to analyze these accounts in order to decide which one is more accurate. Then I would assign an alternative history writing assignment where the students would ask themselves, “what if Japan never bombed Pearl Harbor?” or “What if the U.S. didn’t drop the atomic bombs on Hiroshima or Nagasaki?”
Title: Attack on Pearl Harbor: The True Story of the Day America Entered WWII 
Author: Shelly Tanaka
Illustrator: David Craig
Publisher: Hyperion Book CH
Copyright: 2001
IBSN #: 13-978-0786807369
Genre: Non-Fiction
Location: Amarillo Public Library North (Interlibrary Loan)
Summary:
This book follows the lives of American and Japanese civilians, sailors, and airmen in Pearl Harbor, Hawaii on December 7, 1941. With compelling photographs, memorabilia and illustration, this book recreates the events of the infamous day that America entered WWII.
Personal Comments:
I felt this book presented the facts of what happened at Pearl Harbor. It provides a narrative from several perspectives that allows the reader to identify with events. The illustration is remarkable and eye-catching. At times, I felt as if I were reading a graphic novel. The book also showcased actual photographs from the events as well as graphic illustrations of planes flying overhead. I found this book to be quite gripping and had me wanting to learn more.
Suggested Use in the Classroom:
I would present this book in the middle of a unit a lecture of Pearl Harbor to spark a discussion of how this author presented the history of the event. See the previous book’s Suggested Use for further.
Title: All the Colors of the Earth 
Author/Illustrator: Sheila Hamanaka
Publisher: HarperCollins
Copyright: 1994
IBSN#: 13-978-0688111311
Genre: Children’s Poetry
Summary:
All the Colors of the Earth is a great poetic book that captivates the reader with every word. Paired with Hamanaka’s own oil paintings, the book shows children and adults alike that although people have many differences from skin color to hair texture we are all innately the same by love. A very lyrical piece, its easy to read and entertaining to hear.
Personal Comments:
Although this is in my personal collection, this book is easy to find in the library system. So many schools and public libraries in our area have it. I love this book because it shows children to appreciate each other’s differences with artistic reference rather than negative. It also expresses how deep down beyond skin and cultural differences, one thing remains at the end of the day each person wants to love and be loved. The book reads easily and sounds lyrical as it is read. I enjoy reading this book as well as the message that the book conveys.
Suggested Use in the Classroom
I would present this book when teaching the Civil Rights Movement. Many times, the Civil Rights Movement is portrayed as only an African American struggle. While it is true that African Americans fought for equal rights, it was not only for their race but for all races. After presenting this book, I would assign a class service learning project. In pairs, students will choose a children’s book that celebrates diversity in the U.S.. Then they will prepare a 5-7 minute presentation and discussion questions of their chosen book to be presented to the class at a later time.
Title: There Comes a Time: The Struggle for Civil Rights 
Author: Milton Meltzer
Publisher: Random House for Young Readers
Copyright 2002
IBSN#: 13-978-0375804144
Summary: This book is an informational overview of the civil rights movement in America. It opens with four young men staging a sit-in on January 31, 1960 at Woolworth’s lunch counter in Greensboro, NC. Then spans over 300 years from the roots of slavery to the compromises of recent presidents. Meltzer examines all aspects of the civil rights struggle and history of racism in our nation. He includes excerpts from the speeches and letters of Dr. Martin Luther King, Jr. as well as showcasing other notable African Americans through history.
Personal Comments:
Meltzer has written this book to go hand in hand with teaching the civil rights movement. His perspective asks students to think critically of the past and of the future. It is a great short history of the civil rights movement written at a very understandable level and evokes passion for the reader. It is a rather inspiring book and creates a want within the reader to continue to work toward racial harmony and equality with in our nation.
Suggested Use in the Classroom:
I would assign this book for students to read independently with reading assignments. Each day we would spend 10 minutes discussing the content they read. After reading the book, I would assign a writing assignment in response to the book where students would answer “What events sparked the most emotion for you and why? Do you feel the information was clearly communicated? Was there anything discussed in lecture that was left out of the book? What are some ways that you can honor those who fought for civil rights?” These questions would then be a great spring board for discussing community service.
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