This edited volume presents a distinctive approach for exploring pedagogical frameworks, methods, and strategies for teaching thematically about women’s rights using social studies trade books. After an introductory chapter by Jeremiah Clabough that provides a compelling rationale for thematic teaching of women’s rights issues and controversial topics, Natalie Keefer and Tori Flint situate the remaining chapters within the context of theory and research on women’s rights issues and include a discussion of implications and considerations for the role multiple literacies have in advancing women’s rights in North America and beyond. In subsequent chapters, a diverse assemblage of respected scholars within the field of social studies education introduce important women who advanced women’s human rights in the United States, paired with a notable trade book about their life, challenges, and achievements. Then, chapter authors describe student-centered pedagogies, with inquiry-based pedagogies aligned with the NCSS C3 Framework, that teachers can implement with upper elementary and middle school students to seamlessly integrate literacy and social studies for the purpose of thematically teaching about women’s rights.

Contributions by: Rebecca Macon Bidwell, Jeremiah Clabough, Sarah M. Denney, Tori K. Flint, Natalie Keefer, Margit E. McGuire, Amy Samuels, Caroline C. Sheffield, Allie Whitford, Nefertari Yancie, Yali Zhao
Foreword by: Tina L. Heafner