Eleanor Roosevelt (ER), niece of President Theodore Roosevelt (TR) and wife of President Franklin D. Roosevelt (FDR), was so revered that towns were named in her honor; she advocated for so many causes for so many people across most every continent that space prevents compilation. Now imagine young students' reactions upon discovering that the selected classroom trade book minimized certain historical aspects to such an extent that meaning was almost lost. Using students' bewilderment as a catalyst for engagement, teachers might want to intentionally select a trade book with historical omissions and misrepresentations. Contemporary education initiatives provide space for interdisciplinary - or at least complementary - curricular tasks; students in both social studies/history (SSH) and English/language arts (ELA) are expected to demonstrate understandings through text-based writing generated from close readings of diverse texts. While textbooks are possible options, trade books and primary sources - sometimes termed informational texts - are uniquely suited for the aforementioned education initiatives. Historical argumentation is the communication of a clear position about, say, historical significance grounded in reference to primary and secondary material. Students' understandings of - and recognition of others' divergent perspectives about - ER's historical significance originated from primary source interpretation and were complicated during scrutiny of a secondary source, which had noticeably omitted and minimized content. Close readings of primary and secondary sources enabled students to begin to consider history as a mosaic, a collection of stories told by competing storytellers. The importance of this work lies at the nexus of historical content, history literacy, historical thinking, and diverse forms of historical argumentation with middle-level students.