This ninth-grade inquiry invites students to analyze arguments about banning certain books while also asking them to consider what makes a book worth reading.  

In this article, the author examines how the New York State Social Studies Resource Toolkit  supports argument discourse in social studies and then explores a primary teacher’s curricular and instructional decisions regarding the development of children’s argumentation skills. The study provides insights into how teachers can involve some of our youngest students in authentic, inquiry-based social studies learning that fosters argument discourse.

The National Council for the Social Studies and the Children’s Book Council are pleased to present this year’s selection of outstanding books for teaching primary, intermediate, and high school social studies.