Research in early childhood and elementary social studies education has illuminated how teachers can use children's literature to explore issues of injustice, elevate hidden histories, and affirm students' identities. Integrating children's literature into social studies instruction not only supports literacy education aims but also promotes students' engagement with social studies content and taking action. Selecting children's literature intentionally focused on past discriminatory or exclusionary practices and policies creates space for students to critically reflect on what has changed over time, identify what still needs to change, and work together to create change. This article explores how three kindergarten teachers used award-winning, justice-oriented children's literature to support their students' learning about real examples of children making an impact as active citizens. Through dialogue and response to the books, the students examined the power of youth voice and civic agency. Children's literature then served as a springboard for the students taking action by creating social justice artwork.