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This article uses a critical discourse analysis approach to observe themes and patterns in eight non-fiction books about Polish patriotism for children. The books are commercially available in mainstream bookshops, and may be used in a range of home or educational settings. In a social and political context where the concept of patriotism has a long history of use by various powerful elites to legitimize their positions and political actions, and where approaches to teaching patriotism in schools have been widely discussed, the article compares themes emerging from the books with patterns in wider social and political discourse, as well as considering what messages and assumptions are revealed in the texts themselves. The analysis finds that, while most of the authors try to associate themselves with a modern and inclusive type of patriotism, they also tend to reproduce certain assumptions that favour exclusionary or hierarchical understandings as to who has the right to be recognized as a member of the national community.

Having grown up Black in America, the author reflects on his limited exposure to African American literature in school as well as his even more limited opportunity to see himself reflected in the mirrors of those texts. The article then extends into a framework for expanding the inclusion of African American texts in educators' classrooms. Approaching the literature from a historical design perspective (concerning the purposes that gave the literature life and direction throughout its existence), the article divides African American literature into two groups -- the texts that centre race and race matter and those that centre lives and lifestyles -- in an effort to challenge educators' understanding of both the literature and the people represented within it. The article acknowledges that, while perhaps different in design, both groups of texts speak to the humanity of African American students as the students exist both within and beyond the context of race.

This manuscript explores the power of using inquiry in a second-grade classroom to make students' understanding of citizenship more complex. It describes an inquiry unit in which students studied primary sources, engaged with fiction and nonfiction children's literature, and participated in interdisciplinary learning to further understand the Civil Rights Movement and the Underground Railroad. Through their understanding of these powerful historic events they came to new conceptions of what it means to be a good citizen. The paper not only describes the unit and how it played out in the classroom it also explores the tensions between teacher directed and student directed inquiry, the ways in which teachers can, and often must integrate English Language Arts into their inquiry in order to find time for it, and the necessity of trusting both students and teachers in their ability to guide their own learning in community. In addition, it describes ways of discussing racism with young learners in both a historical and contemporary context.

This article examines the Antarctic landscape as one of the last places in the world to be explored and mapped, and as one of the most changeable landscapes in the world. The mapping exercises involved in the early, heroic-era Antarctic expeditions, helped to reduce a once mysterious and unknown landscape into a known entity, something that could be contained and restrained through visual representation. These maps focus on the limits of landscape, on the outer edges and the upper peaks and so mapping minimises and places limits upon landscapes, creating an image of the landscape which is static, re-presented for human consumption. The article will, therefore, look at the use of maps in a cross-section of six heroic-era Antarctic non-fiction narratives for children written within the last twenty years, and which recount the early Antarctic expeditions, recreating and re-presenting heroic-era maps as a means of enforcing stasis on this dynamic landscape. The children's stories, such as Michael McCurdy's "Trapped by the Ice!" (1997), Meredith Hooper's "Race to the Pole" (2002), and Dowdeswell, Dowdeswell & Seddon's "Scott of the Antarctic" (2012), show that the stultifying effect of maps is exacerbated in the children's heroic-era narratives as they seek to fix the landscape geographically, as well as temporally, in the early twentieth century. The article will examine the way in which the maps in the modern retellings of heroic-era narratives seek to undermine the mutable nature of the Antarctic in order to present the child reader with an image of the continent, which is dominated by stasis.

This article examines the relationship between literacy and play in six- and seven-year-olds' engagement with non-fiction writing. I draw from a year-long ethnographic study (Erickson, 1986) of a US classroom's "writing time", intentionally structured on children's own interests and enquiries. Rather than strict adherence to monolithic models described in the school region's mandated curriculum and assessments, the children treated genres as porous and used writing as a tool for multi-modal play. In authoring and interacting with non-fiction texts, they blended "real" and "imaginary" worlds as they communed with historical figures on their own terms. Children used play to enquire into and manipulate the parameters of non-fiction, authoring their relationships with knowledge in the process. Through their exchanges with one another, children became familiar with non-fiction topics. At the same time, their play positioned conventional academic discourses as being open to transformation. This article makes an argument for a more synergistic conception of "serious" and "playful" authoring practices, and for the role of play as a component of critical literacy. (Contains 5 figures.)

This article aims to present an annotated bibliography of paired books--one fiction and one informational--about multiple topics in history and social studies that, when read together, can help support students' learning through experiencing the topic from multiple perspectives and voices. It begins with a brief rationale for pairing fiction and informational texts and explains how to choose and use them wisely. The remainder of the article is an annotated bibliography of paired books that includes suggestions for effective strategies that enhance learning. Additional suggestions for books by subject are included in a brief bibliography at the end of the article. (Contains 17 notes.)

Thought experiments enable students to think about persistent social issues by drawing on both knowledge and imagination. In this article, the author provides examples of thought experiments found in literature for adults and middle school students, a rationale for doing thought experiments in the classroom, a step-by-step procedure to follow, and a rubric for evaluating student work. A sample of one student's work illustrates the process. The author also recommends several nonfiction books that can be used to jump-start thought experiments. By encouraging students to link past experiences with present concerns, thought experiments illustrate the relevance of the social studies. (Contains 2 figures and 1 table.)

Of the more than 5000 books reviewed in "School Library Journal's" ("SLJ's") pages in 2008, the 67 books listed in this article stood out as having distinctive voices, singular vision, and/or innovative approaches. They include books for toddlers and preschoolers, terrific picture books and easy readers, and some highly original novels. Fantasy, historical fiction, science fiction, humor, mystery, affecting family stories, and adventure all make an appearance. It was an amazingly strong year for YA novels, several with hard-hitting, powerful themes. There's also some spectacular science and history. Deciding among all of the books about Lincoln published this year was not easy; the authors selected two that they felt were the most unusual and creative. The arts fared well also, with lively titles about Alexander Calder, Mark Twain, Billie Holiday, and William Carlos Williams.

This article offers a savvy guide to the best graphic nonfiction books for middle schoolers. These include: "Ronald Reagan: A Graphic Biography" by Andrew Hefler; "Clan Apis" by Jay Hosler; and "Corpses and Skeletons: The Science of Forensic Anthropology" by Rob Shone.

This article offers a savvy guide to the best graphic nonfiction books for teens. Many of these titles work well with teens, offering them quick access to facts and an enjoyable encounter with books and information literacy. In putting together this list of essential titles for high schoolers, the author searched for graphic nonfiction that is already on many schools' suggested reading lists, or titles that have the potential to meet the needs of formal curricula.

After having seen Jody Picoult's "Plain Truth," which is on the paperback best-seller list from "New York Times Book Review," and an ad for a novel called "A Version of the Truth," in this article the author talks about truth and how it is being told by some writers from a different point of view. It seems that truth is everywhere, and also nowhere. Look at the oxymorons of today: virtual reality, true lies, docudrama, infomercials, situational ethics. Then there is that old saw, truth is stranger than fiction, or its mirror image, fiction must be more real than life in order to be believable. Many are sold semi-autobiographical novels, memoirs of dubious provenance, historical fiction, and creative nonfiction. Writers invent the truth every time they pull words from their minds and set them to paper. Hence, some writers tell their own version of the truth, which is to say, they tell lies. As an historical novelist, particularly one that writes for young people who must never be lied to, the author grapples with the question, is history "true"? But do all writers tell lies, those who write novels that deal with social and political and religious ideas? Since she may never resolve this issue, the author stands beside Anne Lamott when she advises, "Tell the truth as you understand it. If you're a writer, you have a moral obligation to do this. And it is a revolutionary act--truth is always subversive."

A growing array of nonfiction picture books, appropriate for every age level, is available that addresses an expanding range of historical topics. Nonfiction picture books should be considered far more than a passing fancy for such books are powerful tools, often highly superior to textbook material for involving students in an interactive way. They make content more accessible, learnable, and interesting. For any number of reasons, such books provide an ever-improving entry through which teachers can lead children not only to learn about history but also to understand time concepts themselves. This article offers 10 ideas that are but a small sample of the great array of teaching strategies that teachers can use with nonfiction books to connect students in positive ways to times past. Also included is a small sample of some of the many excellent pictorial books that can bring children closer to understanding history. Each idea presented may be developed in a variety of ways, depending on the students' ages, the range of ability within the group, the particular books and historical period involved, and, of course, the personalities and styles of teacher and students. Also contains a list of recommended historical picture books for sample topics.

Presents an interview with Jerry Stanley in which he talks frankly about his view of history, his writing process, the creation of his historical works, and his personal past. (SG)

Presents descriptions of (1) the 1997 winner of the Orbis Pictus Award for Outstanding Nonfiction for Children ("An Extraordinary Life: The Story of a Monarch Butterfly"); (2) the 5 Orbis Pictus Honor Books; and (3) 12 other outstanding nonfiction titles selected by the award committee, 6 dealing with history and biography and 6 dealing with the natural world. (SR)

This article lists 30 titles, published between September 2007 and November 2008 (with reviews published in 2008), which the "School Library Journal's" ("SLJ's") Adult Books for High School Students Committee decided to recognize as the best for high school readers. The list includes realistic and historical novels as well as some genre-blending titles. Biography, history, and books about the environment are well represented. Outstanding graphic novels and nonfiction also appear.

Examines why editors publish certain books and trends in book publishing: memoir, business, management, history, spirituality, religion, science, self-help, and fiction. Provides an annotated bibliography of 21 books predicted to do well in the fall of 1997. (PEN)

Profiles Gloria Skurzynski, author of more than two dozen books for children and young adults. Outlines her career and discusses some of her books: novels, mysteries, science fiction, and nonfiction. Provides an annotated bibliography of seven of her books and suggests class activities in survival, research, language arts, interviewing, science, history, and careers. (PEN)

Examines some of the educational theories of Jean Jacques Rousseau that relate not only to teaching techniques used in modern schools but also to the writing of nonfiction for children. (GT)

Reviews six new children's books on the topics of animals, biorhythms, and history of science. (GT)

In 2008, as business increasingly became the news, business publishing showed a growing awareness of the big picture, putting out fewer personality-driven titles. In this list, one will see that business histories embrace recent technological innovation as much as longevity. The best management/HR books look at the big picture through pushing teamwork, communication, and companywide methods over individual talent. Globalization titles consider the future, including Asia's growing influence and the move to more cautious and informed decision-making, while books covering the basics at home advocate taking entrepreneurial chances. Change was in the air in 2008. The forecast for 2009 is for titles offering survival tactics for making it through the downturn, as well as for faster publishing turnarounds to reflect better the volatile marketplace. (Contains 37 resources.)

This article presents the how the author came about writing nonfiction novels. Here, he described some of his works and how he wanted to do it following his own compass, not handcuffed to the realities of an actual person. He discovered that book making was like pistachio nuts: one leaves you yearning for more.

The winner of the l985 Boston Globe-Horn Book Award for nonfiction discusses experiences relating to the writing of "Commodore Perry in the Land of the Shogun." (EL)

Lists and annotates seven new adult books of interest to high school readers; the books include works of fiction, biography, nature study, language study, and history. (GT)

Describes how a film and a book containing a collection of letters written by soldiers stationed in Vietnam can be successfully used in the reading and writing classroom. (KEH)

Queerfeminist strategies in the reconstruction of memories, such as performative uses of fantasy in (auto)biographical (non)fiction texts, can bring out what has been repressed by androcentric narratives of History. Through memory dispositives, which trigger frictions between past and present, fiction and reality, creators manage to confront trauma. This is illustrated by close reading two works dealing with (post)memories of the Spanish Civil War and Franco's dictatorship: Carmen Martín Gaite's novel El cuarto de atrás (1978) and Maite García Ribot's documentary film Cartas a María (2015). While Martín Gaite navigates through her own fictionalized memories, García Ribot reconstructs her grandfather's exile. [ABSTRACT FROM AUTHOR]

Cradle of the Texas Republic. By Robin Montgomery and Joy Montgomery. (Charleston, S.C.: The History Press, 2022. Pp. 156. Paper, $21.99, ISBN 9781-46715-190-0.) This book offers a history of Montgomery [...]