American+Presidents+and+Voting+Bibliography-+Victoria+Garrison


 * Fiction**

Aileen, Fisher (1987). My First Presidents’ Day Book. Children’s Press. 31 pages. Tempe Public Library.

This small book is a collection of poetry at a 2nd grade reading level. There are poems about all stages in George Washington’s life, from childhood to chief of military, as well as stages of Abraham Lincoln’s life. There are also poems about the Washington and Lincoln memorials. By depicting Presidents’ Day this text reinforces strand 1 concept 1 PO 3 “describe the significance of national holidays.” It also talks about the life of presidents and briefly about the American Revolution which support both the American history and civics/government strands of the social studies standards.

Barnett, Mac (2014). President Taft is Stuck in the Bath. Candlewick Press. 32 pages. Barnes and Noble.

//President Taft is Stuck in the Bath// is a story that plays up the funny possibilities of what might have happened when President Taft allegedly got stuck in the bathtub. He gets stuck and has to call on the assistance of his vice president, secretary of state, secretary of defense, his wife, and others. After suggesting various ideas like dieting, or blowing him out with TNT, they decide on a team approach and succeed at getting him out of the bath. The primary reason I selected this book is so that the kids will be able to relate a president with humor, however there is still useful information. It introduces the jobs of cabinet members, and hopefully because of their silly roles in the story the children will remember what their positions are which enforces the civics/government strand of social studies standards. By retelling the story of President Taft, it supports strand 1 concept 1 PO 5 “Retell stories to describe past events, people and places.”

Brown, Marc (1992). Arthur Meets the President. Little, Brown Books for Young Readers. 32 pages. Barnes and Noble.

In this book Arthur writes an essay about “How I Can Help Make American Great” contest. Arthur wins this contest and has to read it as a speech in front of the president of the United States. As his family and class plan their Washington D.C. trip, Arthur worries about forgetting his speech! When he gets to D.C. he loses his note cards! The story follows Arthur as he tries to find them and deals with his public speaking nerves. This book is a fun way to walk students through Washington D.C. They learn about monuments and sights in Washington, especially the White House which reinforces standard 3 concept 1 PO 1. “describe the history and meaning of national symbols, documents, songs, and monuments that represent American democracy and values.” Also, it emphasizes importance of and functions of writing. Also, correct letter-writing structure is evident because Arthur teaches how to write a letter to the President and receive a response, which is supportive of AZ.2.W.4 “with guidance and support from adults, produce functional writing (e.g. friendly letters) in which the development and organization are appropriate to task and purpose.”

Christelow, Eileen (2008). Vote! HMH Books for Young Readers. 48 pages. Tempe Public Library.

The process of campaigning and elections is told through a comic book with two dogs as main characters who hilariously comment on everything that happens. A local mayoral election happens in a town that is strongly divided between two contenders. The dogs walk the town seeing the campaign sign and listening to people talk about their thoughts. They listen to a televised debate, and watch people place their votes. The climax of the book is when one candidate demands a recount! The dogs witness what happens when an election is close and some people are not happy with who is chosen. The story explains that the people in charge can’t always please everyone’s needs but they do their best. Ultimately, the dogs decide maybe they should have their own election for ‘Mayor Dog.’ Strand 3 concept 4 PO 2 “describe the rights and responsibilities of citizenship (d. responsibility of voting)” is explicitly taught by this text. The story also supports other curricular standards under the civics/government strand and 2.RL.10 “read and comprehend literature, including stories and poetry.”

Cronin, Doreen (2004). Duck for President. Atheneum Books for Young Readers. 32 pages. Tempe Public Library. This story is a humorous tale about a duck that is sick of doing his daily chores. He decides to run for farm leader and overthrows Farmer Brown. After realizing that being in charge of the farm is no better than doing daily chores, he decides to campaign for a bigger, better job: governor. He soon realizes that running a state isn’t an easy, fun job either so he runs for president. Duck wins the presidential election and yet again, realizes that this job is not fun or easy. He ends the day covered in ink, makeup, and coffee stains. He looks in the paper’s help wanted ads and applies for a duck position at a farm. He returns to the farm and is satisified with just being a duck… but begins work on his autobiography! This book will be used as an introduction to the presidential social studies unit. The book provides a basic look at the electoral process, such as voter registration, voting process, vote recounts, election preparation, and progression through offices, which is in the civics strand of social studies standards. It also integrates math and writing. The book provides one-digit, two-digit, and three-digits numbers of collected votes to illustrate who won each election. This supports 2.OA.B.2, “fluently add and subtract within 20 using mental strategies.” There is also an emphasis on writing because voters have to write their name for registration, duck has to write campaign signs, and at the end he begins writing an autobiography which reinforces 2.W.4 “with guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.”

Grimes, Nikki (2008). Barack Obama: Son of Promise, Child of Hope. Simon & Schuster Books For Young Readers. 48 pages. Balsz library.

This story follows President Barack Obama’s life from his birth in Hawaii up through his presidency when a small boy asks his mom to tell him a story. Barack moves from Hawaii to the streets of Chicago going through his schooling. He also travels to Indonesia and Kenya, all the while harboring a deep sense of hope inside him. He is surrounded by family members who support and encourage him to be whatever he wants to be in life, and ultimately he becomes president. //Barack Obama: Son of Promise// reinforces strand 1 concept 1 PO 5 “retell stories to describe past events, people and places” by recounting the events of Obama’s life. It also supports strand 3 concept 2 PO 2 “identify current political leaders of the state and nation” and PO 4 “know that people in the United States have varied backgrounds but may share principles, goals, customs and traditions.”

Kalman, Maira (2012). Looking at Lincoln. Penguin Group. 32 pages. Barnes and Noble.

The main character of //Looking at Lincoln// sees a statue of Abraham Lincoln while walking through a park one day in Washington D.C. This prompts her to research in a library about who this man was. As she discovers some answers, more questions come to her. She finds out fun facts about who our 16th president was as well as important information about his beliefs and presidency. This book dives into the topic of researching a topic and shows how to utilize a library of books for that purpose. By retelling the story of Abraham Lincoln and the events of his life it ties to strand 1 concept 1 PO 5. “Retell stories to describe past events, people and places.” It is also rooted in inquiry because the main character is motivated by curiosity to learn more about a statue she sees while walking a park. Her research also prompts her to think of further questions and deepens the amount of research that she does. This would be a great lead in for children completing research for expert projects, papers, or presentations and supports 2.W.7 “participate in shared research and writing projects” as well as 2.W.8 “recall information from experiences or gather information from provided sources to answer a question.” By discussing the Lincoln monument it supports standard 3 concept 1 PO 1. “describe the history and meaning of national symbols, documents, songs, and monuments that represent American democracy and values.”

McNamara, Margaret (2012). George Washington’s Birthday. Random House Children’s Books. 40 pages. Barnes and Noble.

Readers learn about George Washington’s 7th birthday! Some is true and some is myth but students get to see George Washington as a child who is less stuffy and magnificent than the original Commander in Chief in the history books. On George’s birthday, despite his hints, no one acknowledges that it is any special day! The myths and facts blend when he is described as a young boy in a powdered wig who took his aggression out by chopping a cherry tree. He spends the day trying to get his birthday acknowledged by his family and receives a surprise at the end of the book! This book supports standard strand 1 concept 1 PO 5. “Retell stories to describe past events, people and places” by retelling the events of George Washington’s early life. This relates to curriculum because it supports strand 1 concept 4 PO 4. “Discuss contributions of key people (e.g., George Washington, Thomas Jefferson, Benjamin Franklin) in gaining independence during the Revolutionary War.” By discussing Washington’s character and qualities the book can be used to teach strand 3 concept 4 PO 4. “Identify traits of character (e.g., honesty, courage, cooperation and patriotism) that are important to the preservation and improvement of democracy.”

Medina, Tony (2013). The President Looks Like Me & Other Poems. Just Us Books, Inc. 70 pages. Barnes and Noble.

This poem has a loose rhyme scheme and is within an anthology of multicultural poems that explore a wide variety of topics. All of the poems are narrated from the perspective of young people, many from African American boys. In this poem the narrator realizes that the president looks like him. He is in awe of all the similarities he has with the president, like playing basketball, and having curly hair. He is inspired by the president to stay in school and achieve his dreams. He also relates the president to his grandfather who was also proud of the day that Barack Obama was inaugurated. //The President Looks Like Me// enforces strand 3 concept 2 PO 2 “identify current political leaders of the state and nation” because it is about Barack Obama and his inauguration. Also, because the narrator is a young boy of color who is identifying with Barack Obama, it supports strand 3 concept 1 PO 4 “know that people in the United States have varied backgrounds but may share principles, goals, customs and traditions.”

Stier, Catherine (1999). If I Ran for President. Whitman, Albert & Company. 32 pages. Barnes and Noble.

//If I Ran For President// takes us through the journey of a child daydreaming about running for president while at Mount Rushmore. He explains what his thought process for deciding to run. He talks about the need to campaign and all the things he would do, including pass out flyers and talk to people on the street. There is a realistic timeline in which he has to campaign, win a primary, make speeches and debate. The character thinks about all the publicity he would have as president, and how he would take naps on the national jet. The daydream wanders to Election Day. However, as it ends, the child says that what he/she would do as president is another story… The story teaches social studies standards for civics and government strand 3. It teaches about American monuments, the branches of government, and political leaders, covered under concepts 1 and 2. It also talks about characteristics that support democracy, concept 4 strand 4.

Stier, Catherine (2012). Today on Election Day. Albert Whitman & Company. 32 pages. Tempe Public Library.

Students sit in a classroom staring through a window at the people waiting in line to vote. It’s Election Day! One student takes the reader through his morning, passing by the voters and the picketers. The process of how election day happens is explained: voters choose from 2 main parties, they go to public places to vote, etc. He explains the purpose of campaigning and other important election day details. The student provides some history as well, explaining about equal voting rights history. The boy goes with his grandfather after school so that he can vote and beams at the sticker he is given. His aunt wins a local election for city council. This story overtly supports the social studies standard under strand 3 concept 4 PO 2 “describe the rights and responsibilities of citizenship (d. responsibility of voting).” By using this fictional book during literacy instruction the story can reinforce 2.RL.1, “ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.”

White, Linda Arms (2005). I Could Do That! Esther Morris Gets Women the Vote. Farrar, Straus, and Giroux. 40 pages. Barnes and Noble.

//I Could Do That!// is told through the point of view of a six-year-old named Esther. She watches her mother making tea and decides she wants to do big things with her life! She starts her own business at the age of 19. As a girl growing up in the 1800s she faced a lot of adversity but had a positive attitude. She was instrumental in winning women the right to vote in Wyoming and became the first female to hold public office in the United States. This supports strand 1 concept 1 PO 5 “retell stories to describe past events, people and places” because it tells the story of Esther Morris and the events that took place as women won the right to vote. It also supports the civics/government strand because it illustrates how women gained the right to vote and the importance of voting in the United States.

Winters, Kay (2008). My Teacher for President. Penguin Group. 32 pages. Barnes and Noble.

//My Teacher for President// is written from the perspective of Oliver, a 3rd grader who is writing a letter about why his teacher should be president. He lists traits like, “she is used to being followed everywhere,” “people pay attention when she speaks,” etc. This story prompts students to think about qualities that a president should have, and to think about individuals who possess those qualities. However, by placing it in the context of a teacher and school activities, the thinking is made accessible to students. It is a stepping-stone to talking about what the job of president entails and a discussion about other community leaders and thus supports strand 1 concept 1 PO 4. “Identify traits of character (e.g., honesty, courage, cooperation and patriotism) that are important to the preservation and improvement of democracy.” Also because it is in the form of a letter it integrates writing and reinforces AZ.2.W.4 “with guidance and support from adults, produce functional writing (e.g. friendly letters).”
 * Non-Fiction**

Davis, Kenneth C (2009). Don’t Know Much About the Presidents. HarperCollins Publishers. 64 pages. Barnes and Noble.

//Don’t Know Much About the Presidents// goes through all 43 presidents giving interesting and unknown facts. It is in a question and answer format, providing a section about each president. The sections contain the dates that the president served his term, a timeline of major events during the presidency and a quote. There are also quirky facts such as Warren Harding gambling away a set of china from the White House and Andrew Jackson sneaking away from his own inaugural party to sleep in a hotel away from wild fans. By covering information on all the presidents this text reinforces strand 1 concept 4 PO 4. “Discuss contributions of key people (e.g., George Washington, Thomas Jefferson, Benjamin Franklin) in gaining independence during the Revolutionary War.” Also, by discussing life events it is foundational for strand 1 concept 1 PO 5 “retell stories to describe past events, people, and places.” Lastly, because it includes captions and timelines, it helps children understand informational text features (2.RI.5).

Harness, Cheryl (2006). The Revolutionary John Adams. National Geographic Society. 39 pages. Barnes and Noble.

John Adams was a Founding Father of our country, the first Vice President and the second president. This picture-biography depicts Adams’ life as he pursued liberty and freedom for the United States of America. The book discusses Adams’ contributions such as helping to write the Declaration of Independence and lobbying for France’s help in the Revolutionary War. It also talks about tensions in Boston as colonists fought during the Revolutionary war, the infighting of Congress as it started, and the difficulties of the new nation’s government. There are primary sources with quotes from John Adams and Abigail Adams, as well as maps that illustrate where key events happened in the 13 original colonies. John Adams was the second president of the United States and played a critical role during the revolutionary time in our history. Thus, this text supports strand 1 concept 4 PO 4. “Discuss contributions of key people (e.g., George Washington, Thomas Jefferson, Benjamin Franklin) in gaining independence during the Revolutionary War.” They gain understanding of what caused the war, the problems that colonists had, and the foundations for our country and government. It also supports strand 1 concept 1 PO 5 “Retell stories to describe past events, people, and places” and strand 3 concept 4 PO 4 “Identify traits of character (e.g., honesty, courage, cooperation and patriotism) that are important to the preservation and improvement of democracy” because it is a biographical piece about Adams’ life. Students learn about primary sources, as well as maps, which are part of the geography strand for 2nd graders.

Harness, Cheryl (2007). Thomas Jefferson. National Geographic Society. 48 pages. Barnes and Noble.

This biography describes Thomas Jefferson as the complex, talented man that he was. A man of many hats he was the writer of the Declaration of Independence, 3rd president of the US, an inventor, a scientist, lawyer, musician, diplomat, farmer and more. The book explores his life, mainly focusing on how he helped mold the ideals of the country- liberty and freedom. However, the biography paints Jefferson in an honest, unbiased light by admitting that although he principled that “all men are created equal” his livelihood was based largely on slave labor. Thomas Jefferson is an influential person in American history and so this biographical book supports strand 1 concept 4 PO 4. “Discuss contributions of key people (e.g., George Washington, Thomas Jefferson, Benjamin Franklin) in gaining independence during the Revolutionary War.” This book supports strand 1 concept 1 PO 5. “retell stories to describe past events, people and places” because it is a biography about the events of Thomas Jefferson’s life, as well as strand 3 concept 4 PO 4 “Identify traits of character (e.g., honesty, courage, cooperation and patriotism) that are important to the preservation and improvement of democracy.” It also helps students understand the early, formative years of our country which is encompassed in all of social studies strand 1 for 2nd grade.

Goodman, Susan E (2008). See How They Run. Bloomsbury USA Children’s Books. 96 pages. Tempe Public Library.

This book provides hundreds of fun facts about the presidency, government and past leaders! It includes everything from the original division between democrats and republicans, the origin of party animals, dirty tricks and hanging chads. Organized chronologically, from the origins of the country to more current events, students can pick up on new and interesting facts. It ends with a call for action and the importance of voting. There is also a glossary and collection of tidbits on each president. Encompassing the civics and government strand of the social studies standards, this book specifically supports strand 3 concept 4 PO 2 “describe the rights and responsibilities of citizenship (d. responsibility of voting).” It also supports the knowledge of presidential leaders and government formation, which are included in strand 3.

Miller, Amanda (2009). What Does the President Do? Children’s Press. 24 pages. Barnes and Noble.

This Scholastic News informational text explains for students what the job of the president entails. It teaches that the president is in charge of the country, but is balanced by the legislative branch and the judicial branch. The president can sign off on bills and laws. The president is also Commander in Chief and travels to talk with other world leaders. The text relates to the AZ social studies standard strand 3 concept 2 PO 1 “identify the three branches of national government as represented by the President, Congress and the Supreme Court.” By describing the work of the president and explaining what he does, it reinforces strand 1 concept 1 PO 4. “Identify traits of character (e.g., honesty, courage, cooperation and patriotism) that are important to the preservation and improvement of democracy.” This book also helps students learn about informational text features such as diagrams, graphs, photographs, an index, and a glossary. This relates to 2.RI.5 “know and use various text features to locate key facts or information in a text efficiently.”

Murphy, Patricia (2002). Election Day. Scholastic Library Publishing. 32 pages. Barnes and Noble.

This short book walks the reader through important details pertaining to Election Day. First the author explains what it means to elect someone, when this day is and how long our president stays in office. There is a brief introduction to the concept of democracy, and a brief history of the right to vote. The author explains voter qualifications and where voting takes place. Lastly, the author explains how votes are placed and the importance of having a voice! By explicitly discussing the importance of voting this book supports strand 3 concept 4 PO 2 “describe the rights and responsibilities of citizenship (d. responsibility of voting).” This book can be used to support basic level readers who want to learn about how voting occurs and who can vote. Because of the low level of words in this book, it can be used during a small group time to reinforce standards 2.RF.4 “read with sufficient accuracy and fluency to support comprehension” and 2.RF.3 “know and apply grade-level phonics and word analysis skills in decoding words.”

Rappaport, Doreen (2008). Abe’s Honest Words. Disney-Hyperion. 48 pages. Barnes and Noble.

//Abe’s Honest Words// is a biography of Abraham Lincoln, but is put into words that are at a child’s level. It chronicles his early life as a book lover and self-taught student through his presidency. The book also talks about slavery and the civil war, but reduces the complexity of the issues to a K-6 level. It includes a timeline of important dates, excerpts from speeches and realistic illustrations. There is a wealth of presidential information in this book and supports civic learning by teaching about important political speeches. There are also informational text features such as a bibliography, timeline, captions and headings that scaffold appropriate use of and understanding of informational text. The book includes real pictures and speeches, students can learn about primary sources which supports strand 1 concept 1 PO 4. “Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.” Also, because it is a biography of Lincoln’s life events it supports strand 1 concept 1 PO 5. “Retell stories to describe past events, people and places” and strand 3 concept 4 PO 4 “Identify traits of character (e.g., honesty, courage, cooperation and patriotism) that are important to the preservation and improvement of democracy.”