Collard, Sneed B. The forest in the clouds. Charlesbridge Publishing; Watertown, MA. 2000.
Summary:
The Forest in the Clouds takes readers on a journey through the Monteverde Cloud Forest. Sneed B. Collard uses figurative language throughout the book to give readers a vivid glance into the life of the cloud forest. The Forest in the Clouds introduces the reader to the animals and distinct plant life that thrive in the forest. This book is an adventure in learning that moves so fluidly you don't realize you're learning.
Grades: K-3
Author: Sneed B. Collard
Illustrator: Michael Rothman
Illustrations: Acrylic paintings on 3-ply Strathmore plate Bristol paper
Access Features: Additional Information, Map, Glossary
Organization: Collard seems to move up the cloud forest in this book. He starts with the animal and plant life on the forest floor and moves up into the clouds talking about the animal and plant life that live in each section. He also uses a narrative structure like he is telling a story about the forest.
Book Design: The book is long like a cloud that stretches out over the forest. The end papers are green to flow with the rest of the pages and feel like part of the forest. The cover is an illustration of the forest with the clouds just beginning to lead you into the book. This particular copy has a library binding. The illustrations take up most of a two-page spread on most pages and the pages are glossy to make the book seem alive. The type is Barcelona and looks almost like a ancient, wild type to flow with the wild animals in the book.
Writing Style: Collard uses lots of figurative language. This book has many similes and metaphors to help enhance meaning. He also uses vivid adjectives to describe the scenes taking place in the forest. He uses new terms repetitively throughout the book in order to make the words more meaningful and help them "stick" with the reader.
Curriculum: Science
Classroom Use: This book could be used as a great resource for teaching about the rainforest, ecology, endangered species, the food chain, etc. It is full of information that would be a wonderful asset to any classroom.
Author Credibility: Collard does not list a bibliography or tell specifically where he got his information. He does acknowledge the people who helped him and lists so websites for information.
Standards: Science: Standard C-Life Science; Standard F-Science in Personal and Social Perspectives
Related Texts: Rain, Rain, Rain Forest by: Brenda Z. Guiberson; Nature's Green Umbrella by: Gail Gibbons
Response:
I was very intrigued by this book. The author uses such vivid language and detail that it just made me want to keep reading. He uses the most colorful verbs and adjectives to describe the animals and the forest that it brings the illustrations to life. The book flows so well that you really don't know you're learning. What I really enjoyed about this book is the way the author emphasizes certain terms. He italicizes terms most children wouldn't know and then repeats them throughout the book to help them remember the terms and what they mean. It is a very good learning experience and helps children realize that learning can be interesting.
Wednesday, June 27, 2007
Tuesday, June 26, 2007
Hitler's Youth (bk 3) (176 pgs)
Bartoletti, Susan Campbell. Hitler's youth: growing up in Hitler's shadow. Scholastic: New York 2005.
Summary:
Hitler's Youth: Growing up in Hitler's Shadow examines the influence of Nazi propaganda on Germany's youth in the events leading up to WWII. this book chronicles Hitler's Youth from its early stages at the beginning of Hitler's power to Germany's fall at the end of WWII. Adolf Hitler believed that Germany's youth encompassed the power to create a new Germany of wealth and prosperity and children were easily influenced to believe that they could make a difference. This is a disturbingly true story of the ways in which Hitler convinced these youth to fight for him.
Author: Susan Campbell Bartoletti
Illustrations: Media-pictures taken during Hitler's reign
Access Features: Table of Contents, Foreword, Epilogue, Time Line, Author's Note, Photo Credits, Quote Sources, Bibliography, Acknowledgments, Index
Organization: Chronological
Book Design: The book is large and and square and the whole book is dark or very neutral. The cover is brown, the end pages are brown, and the pages that encompass the text are a neutral color. Perhaps Bartoletti chose these colors because it was such a dark and desolate time for Germany. The pages are mostly text because there is a lot of information to encompass with one or two pictures on each page. The text looks like Times New Roman. I don't think there is anything signifcant about that.
Writing Style: This book is structured in a way that moves throught the beginnings of Hitler's reign, through WWII, to the end of his reign. Each chapter begins with a chapter title that hooks the reader and the chapter starts a new day in Hitler's rise of power. The first few chapters of the book give us an overview of the youth in particular that are in the book. After that the book goes throught the organization of those youth and their work during WWII. Bartoletti presents the information in a neutral tone but still uses lots of imagery and descriptive language to describe the horrors during WWII. There was some use of German words throughout the book but Bartoletti translated them into English to help with comprehension. She does not express a personal opinion and at times the book reads like a textbook or a documentary. She does let her voice come through in some areas but usually presents the information as what actually happened.
Curriculum: Social Studies
Classroom Use: This would be an excellent resource to use excerpts from to lead discussions about World War II and the Holocaust.
Credibility: Bartoletti acknowledges all the people who helped her in writing this book and also includes a bibliography to include all of her sources. She has written many children's nonfiction books and has won many awards for her writing.
Awards: BCCB Blue Ribbon Nonfiction Book Award
Standards: Social Studies: Standard 2- Time, Continuity, and Change; Standard 5-Individuals, Groups, and Institutions; Standard 6-Power, Authority, and Governance
Related Texts: Children of the Slaughter: Young People of the Holocaust by: Tedd Gottfried and Stephen Alcorn; Kinderlauger: An Oral History of Young Holocaust Survivors by: Milton J. Nieuwsma
Response:
This book was so hard for me to put down. Hitler's Youth is a disturbingly accurate account of the means to which Hitler would go to get what he wanted. I was very disturbed by some of the material in the book but it was also mesmerizing to the point that I stayed up almost all night reading it. It would be a great way to introduce WWII and the Holocaust just using sections of the book.
Summary:
Hitler's Youth: Growing up in Hitler's Shadow examines the influence of Nazi propaganda on Germany's youth in the events leading up to WWII. this book chronicles Hitler's Youth from its early stages at the beginning of Hitler's power to Germany's fall at the end of WWII. Adolf Hitler believed that Germany's youth encompassed the power to create a new Germany of wealth and prosperity and children were easily influenced to believe that they could make a difference. This is a disturbingly true story of the ways in which Hitler convinced these youth to fight for him.
Author: Susan Campbell Bartoletti
Illustrations: Media-pictures taken during Hitler's reign
Access Features: Table of Contents, Foreword, Epilogue, Time Line, Author's Note, Photo Credits, Quote Sources, Bibliography, Acknowledgments, Index
Organization: Chronological
Book Design: The book is large and and square and the whole book is dark or very neutral. The cover is brown, the end pages are brown, and the pages that encompass the text are a neutral color. Perhaps Bartoletti chose these colors because it was such a dark and desolate time for Germany. The pages are mostly text because there is a lot of information to encompass with one or two pictures on each page. The text looks like Times New Roman. I don't think there is anything signifcant about that.
Writing Style: This book is structured in a way that moves throught the beginnings of Hitler's reign, through WWII, to the end of his reign. Each chapter begins with a chapter title that hooks the reader and the chapter starts a new day in Hitler's rise of power. The first few chapters of the book give us an overview of the youth in particular that are in the book. After that the book goes throught the organization of those youth and their work during WWII. Bartoletti presents the information in a neutral tone but still uses lots of imagery and descriptive language to describe the horrors during WWII. There was some use of German words throughout the book but Bartoletti translated them into English to help with comprehension. She does not express a personal opinion and at times the book reads like a textbook or a documentary. She does let her voice come through in some areas but usually presents the information as what actually happened.
Curriculum: Social Studies
Classroom Use: This would be an excellent resource to use excerpts from to lead discussions about World War II and the Holocaust.
Credibility: Bartoletti acknowledges all the people who helped her in writing this book and also includes a bibliography to include all of her sources. She has written many children's nonfiction books and has won many awards for her writing.
Awards: BCCB Blue Ribbon Nonfiction Book Award
Standards: Social Studies: Standard 2- Time, Continuity, and Change; Standard 5-Individuals, Groups, and Institutions; Standard 6-Power, Authority, and Governance
Related Texts: Children of the Slaughter: Young People of the Holocaust by: Tedd Gottfried and Stephen Alcorn; Kinderlauger: An Oral History of Young Holocaust Survivors by: Milton J. Nieuwsma
Response:
This book was so hard for me to put down. Hitler's Youth is a disturbingly accurate account of the means to which Hitler would go to get what he wanted. I was very disturbed by some of the material in the book but it was also mesmerizing to the point that I stayed up almost all night reading it. It would be a great way to introduce WWII and the Holocaust just using sections of the book.
Empire State Building (bk 1) (48 pgs)
Mann, Elizabeth. Empire state building. Mikaya Press: New York 2003.
Summary:
Elizabeth Mann gives an accurate account of the building of the Empire State Building. Through a very easy to read story line she describes how the dream of building the tallest building in New York came about. She revisits the days of the steel industry and the complications that came with trying to build a structure of that size. She uses diagrams and pictures to describe the way the building was constructed and even how that construction proved to be the safest and most advanced of its time.
Grades: 4-8
Author: Elizabeth Mann
Illustrator: Alan Witschonke
Illustrations: Media-pictures taken from the building of the Empire State Building, paintings using oil paints
Access Features: Index, Bibliography, Credits, Glossary, Facts, Side bars
Curriculum: Social Studies, Science
Classroom Use: This book could be used during a lesson about the Industrial Revolution and the boom of the Steel Industry. It could also be used to discuss the physics of how the building was constructed.
Credibility: Mann has written nine of the Wonder of the World books. This is an award-winning nonfiction series. She writes books that she has researched and gives a bibliography to prove her research and writings.
Awards: Notable Social Studies Trade Book for Young People 2004
Standards: Social Studies: Standard 2-Time, Continuity, and Change; Standard 8-Science, Technology, and Society; Science: Content Standard E-Abilities of technological design; Content Standard F-Science and Technology in Society
Related Text: The Brooklyn Bridge by: Lynn Curlee; The Brooklyn Bridge by: Elizabeth Mann; Hover Dam by: Elizabeth Mann; Panama Canal by: Elizabeth Mann; Roman Colosseum by: Elizabeth Mann
Response:
I really enjoyed this book because I learned quite a bit from it. There was a lot of information about the construction of the Empire State Building and the rivalry that went with the plans. I never knew what the structure on top of the building was for until this book. It is a fast read and I learned things I had never thought about until this book.
Summary:
Elizabeth Mann gives an accurate account of the building of the Empire State Building. Through a very easy to read story line she describes how the dream of building the tallest building in New York came about. She revisits the days of the steel industry and the complications that came with trying to build a structure of that size. She uses diagrams and pictures to describe the way the building was constructed and even how that construction proved to be the safest and most advanced of its time.
Grades: 4-8
Author: Elizabeth Mann
Illustrator: Alan Witschonke
Illustrations: Media-pictures taken from the building of the Empire State Building, paintings using oil paints
Access Features: Index, Bibliography, Credits, Glossary, Facts, Side bars
Curriculum: Social Studies, Science
Classroom Use: This book could be used during a lesson about the Industrial Revolution and the boom of the Steel Industry. It could also be used to discuss the physics of how the building was constructed.
Credibility: Mann has written nine of the Wonder of the World books. This is an award-winning nonfiction series. She writes books that she has researched and gives a bibliography to prove her research and writings.
Awards: Notable Social Studies Trade Book for Young People 2004
Standards: Social Studies: Standard 2-Time, Continuity, and Change; Standard 8-Science, Technology, and Society; Science: Content Standard E-Abilities of technological design; Content Standard F-Science and Technology in Society
Related Text: The Brooklyn Bridge by: Lynn Curlee; The Brooklyn Bridge by: Elizabeth Mann; Hover Dam by: Elizabeth Mann; Panama Canal by: Elizabeth Mann; Roman Colosseum by: Elizabeth Mann
Response:
I really enjoyed this book because I learned quite a bit from it. There was a lot of information about the construction of the Empire State Building and the rivalry that went with the plans. I never knew what the structure on top of the building was for until this book. It is a fast read and I learned things I had never thought about until this book.
Onward (bk 1) (64 pgs)
Onward by: Dolores Johnson
Johnson, Dolores. Onward. National Geographic Society: Washington D.C. 2006.
Summary:
Onward recounts the true story of Matthew Henson, the first African-Amercian to reach the North Pole. In vived detail, Dolores Johnson gives credit that is overdue to the one man who helped explore the North Pole. Henson risked his life in the late 1800s and early 1900s and his story is just getting told. Johnson tells of the hardships the men faced, the relationships they developed with the Inuit people, and the elation that melted into devastation with their return to the States.
Grades: 4-8
Author: Dolores Johnson
Illustrations: Media-pictures taken from the trips to the North Pole
Access Features: Acknowledgments, Foreward, Timeline, Bibliography, Index
Curriculum: Social Studies
Classroom Use: This book could be used during a discussion about exploration, geography of the Arctic, or historical figures, especially during Black History Month to celebrate those African-Americans that aren't in the history books.
Credibility: The author has a bibliography outlining all of her sources and she has also written many children's books. However, this is her first for National Geographic. She also acknowledges those who helped her throughout her research and reviewed the book for her.
Awards: Notable Social Studies Trade Books for Young People 2007
Standards: Social Studies: Standard 3-People, Places, and Environments; Standard 8-Science, Technology, and Society
Related Text: Into the Ice: the Story of Arctic Exploration by: Lynn Curlee
Response:
This book is an accurate account of the expeditions forged to the North Pole but it is not all that interesting. I enjoyed reading the book but it seems like it would not be an easy, interesting read for young students. They could understand the language used, but I don't believe it is something they would just pick out to read. I know I wouldn't pick it up off the shelf and think it looked interesting after glancing through the pages.
Johnson, Dolores. Onward. National Geographic Society: Washington D.C. 2006.
Summary:
Onward recounts the true story of Matthew Henson, the first African-Amercian to reach the North Pole. In vived detail, Dolores Johnson gives credit that is overdue to the one man who helped explore the North Pole. Henson risked his life in the late 1800s and early 1900s and his story is just getting told. Johnson tells of the hardships the men faced, the relationships they developed with the Inuit people, and the elation that melted into devastation with their return to the States.
Grades: 4-8
Author: Dolores Johnson
Illustrations: Media-pictures taken from the trips to the North Pole
Access Features: Acknowledgments, Foreward, Timeline, Bibliography, Index
Curriculum: Social Studies
Classroom Use: This book could be used during a discussion about exploration, geography of the Arctic, or historical figures, especially during Black History Month to celebrate those African-Americans that aren't in the history books.
Credibility: The author has a bibliography outlining all of her sources and she has also written many children's books. However, this is her first for National Geographic. She also acknowledges those who helped her throughout her research and reviewed the book for her.
Awards: Notable Social Studies Trade Books for Young People 2007
Standards: Social Studies: Standard 3-People, Places, and Environments; Standard 8-Science, Technology, and Society
Related Text: Into the Ice: the Story of Arctic Exploration by: Lynn Curlee
Response:
This book is an accurate account of the expeditions forged to the North Pole but it is not all that interesting. I enjoyed reading the book but it seems like it would not be an easy, interesting read for young students. They could understand the language used, but I don't believe it is something they would just pick out to read. I know I wouldn't pick it up off the shelf and think it looked interesting after glancing through the pages.
Through My Eyes (bk 1) (64 pgs)
Through My Eyes by: Ruby Bridges
Bridges, Ruby. Through my eyes. Scholastic: New York, 1999.
Summary:
Through My Eyes is Ruby Bridges' account of the school integration process. She shows readers the turmoil and hatred through the innocent eys of a first graders who really just wants to go to school. She doesn't care where that school is. Bridges does not realize the important role she played in this struggle until later in her life when she begins to write this book.
Grades: 3-6
Author: Ruby Bridges
Illustrations: Media-photographs taken during the school integration process
Access Features: "Dear Reader", preface, photo credits
Curriculum: Social Studies
Classroom Use: This book would be used to emphasize the destruction of racisom and as a resource during the study of the Civil Rights Movement and school integration.
Author Credibility: This is the story of this time in Ruby Bridges' life so it would be hard to determine what she actually remembers and what she has been told. She does a wonderful job of pointing out what she is unsure about or what she was told but there is still some question as to what is actual memories of the time.
Awards: NCTE Orbis Pictus Award, NCSS Carter G. Woodson Book Award, Parent's Choice Gold Award
Standards: Social Studies: Standard 2-Time, Continuity, and Change; Standard 4-Individual Development, and Individuality; Standard 6-Power, Authority, and Governance
Related Texts: Remember: the Journey to School Integration by Toni Morrison; The School is Not White by Doreen Rappaport
Response:
This book was an easy read. The writing was simplistic, almost childlike. The hardest element of this book was the pictures and seeing what it was like for the children during this time. The phrase "a picture's worth a thousand words" is defined by this book. This heartwrenching story shoud be a must read in every classroom.
Bridges, Ruby. Through my eyes. Scholastic: New York, 1999.
Summary:
Through My Eyes is Ruby Bridges' account of the school integration process. She shows readers the turmoil and hatred through the innocent eys of a first graders who really just wants to go to school. She doesn't care where that school is. Bridges does not realize the important role she played in this struggle until later in her life when she begins to write this book.
Grades: 3-6
Author: Ruby Bridges
Illustrations: Media-photographs taken during the school integration process
Access Features: "Dear Reader", preface, photo credits
Curriculum: Social Studies
Classroom Use: This book would be used to emphasize the destruction of racisom and as a resource during the study of the Civil Rights Movement and school integration.
Author Credibility: This is the story of this time in Ruby Bridges' life so it would be hard to determine what she actually remembers and what she has been told. She does a wonderful job of pointing out what she is unsure about or what she was told but there is still some question as to what is actual memories of the time.
Awards: NCTE Orbis Pictus Award, NCSS Carter G. Woodson Book Award, Parent's Choice Gold Award
Standards: Social Studies: Standard 2-Time, Continuity, and Change; Standard 4-Individual Development, and Individuality; Standard 6-Power, Authority, and Governance
Related Texts: Remember: the Journey to School Integration by Toni Morrison; The School is Not White by Doreen Rappaport
Response:
This book was an easy read. The writing was simplistic, almost childlike. The hardest element of this book was the pictures and seeing what it was like for the children during this time. The phrase "a picture's worth a thousand words" is defined by this book. This heartwrenching story shoud be a must read in every classroom.
Wednesday, June 20, 2007
Remember: the Journey to School Integration (bk 1) (80 pgs)
Morrison, Toni (2004). Remember: the journey to school integration. Houghton Mifflin Company. Boston, MA.
Summary:
Toni Morrison uses pictures to paint a picture of one the most controversial times in
American history. When the Supreme Court decided that separate facilities were not equal it sent a shock through the entire American population. The pictures in this book represent the fear and jubilation of the African-American population. Morrison also uses them to show the ignorance, intolerance, and fear of the white population after the Supreme Court decision was made.
Author: Toni Morrison
Illustrator: N/A
Access Features: Introduction, Civil Rights and School Integration Timeline,
Photo Notes
Illustrations: Historical before and after pictures of integration
Curriculum: Social Studies
Use of book in Classroom: This book would be a great resource to use with children to discuss the Civil Rights Movement and the Brown v. Board of Education decision. I would use it to show the inherent differences that were called “separate but equal” facilities and to have evidence of why this decision was so important.
Credibility of Author: Morrison tells the reader in the introduction that she imagined the thoughts that she added as text for some of the pictures. However, she has her dates correct and gives credit for that in the back of the book. She also has a listing of photo credits
Grade Level: Grades 3-12
Awards: Coretta Scott King Author Award
Parent’s Choice Foundation Gold Award
BCCB Blue Ribbon Nonfiction Book Award
National Standards: Social Studies: Standard 4: Individual Development and Identity; Standard 5: Individuals, Groups, and Institutions; Standard 6: Power, Authority, and Governance
Related Texts: Through My Eyes by: Ruby Bridges-look at school integration through the eyes of Ruby Bridges as a first grader; Warriors Don’t Cry by: Melba Pettilo Beals-story of the Little Rock Nine and their fight for school segregation; The Power of One: Daisy Bates and the Little Rock Nine by: Dennis Brindell Fradin-story of Daisy Bates and her part in the Little Rock Nine fight for school segregation; The School is Not White! A True Story of the Civil Rights Movement by: Doreen Rappaport
Response:
This book is very emotional. It is hard to read it without feeling the fear and the indignation on the people’s faces. What makes it even more touching and revealing is that it is true. I think that is also what makes it so personal especially for those of us who grew up in the south. The book really brings to light the hardships and the inequalities that African Americans in the South grew up with before integration. It also brings to light the fact that the region known for its hospitality was, at one time, not so hospitable.
Summary:
Toni Morrison uses pictures to paint a picture of one the most controversial times in
American history. When the Supreme Court decided that separate facilities were not equal it sent a shock through the entire American population. The pictures in this book represent the fear and jubilation of the African-American population. Morrison also uses them to show the ignorance, intolerance, and fear of the white population after the Supreme Court decision was made.
Author: Toni Morrison
Illustrator: N/A
Access Features: Introduction, Civil Rights and School Integration Timeline,
Photo Notes
Illustrations: Historical before and after pictures of integration
Curriculum: Social Studies
Use of book in Classroom: This book would be a great resource to use with children to discuss the Civil Rights Movement and the Brown v. Board of Education decision. I would use it to show the inherent differences that were called “separate but equal” facilities and to have evidence of why this decision was so important.
Credibility of Author: Morrison tells the reader in the introduction that she imagined the thoughts that she added as text for some of the pictures. However, she has her dates correct and gives credit for that in the back of the book. She also has a listing of photo credits
Grade Level: Grades 3-12
Awards: Coretta Scott King Author Award
Parent’s Choice Foundation Gold Award
BCCB Blue Ribbon Nonfiction Book Award
National Standards: Social Studies: Standard 4: Individual Development and Identity; Standard 5: Individuals, Groups, and Institutions; Standard 6: Power, Authority, and Governance
Related Texts: Through My Eyes by: Ruby Bridges-look at school integration through the eyes of Ruby Bridges as a first grader; Warriors Don’t Cry by: Melba Pettilo Beals-story of the Little Rock Nine and their fight for school segregation; The Power of One: Daisy Bates and the Little Rock Nine by: Dennis Brindell Fradin-story of Daisy Bates and her part in the Little Rock Nine fight for school segregation; The School is Not White! A True Story of the Civil Rights Movement by: Doreen Rappaport
Response:
This book is very emotional. It is hard to read it without feeling the fear and the indignation on the people’s faces. What makes it even more touching and revealing is that it is true. I think that is also what makes it so personal especially for those of us who grew up in the south. The book really brings to light the hardships and the inequalities that African Americans in the South grew up with before integration. It also brings to light the fact that the region known for its hospitality was, at one time, not so hospitable.
Tuesday, June 19, 2007
Days of Jubilee: the End of Slavery in the United States (bk 2) (144 pgs)
McKissack, Patricia C. and Frederick L (2003). Days of jubilee: the end of slavery in the United States. Scholastic, New York.
Summary:
Days of Jubilee is an account of the Civil War and the slaves’ fight for freedom. Using diary entries, actual slave interviews, and accounts from former slaves and freedmen alike the authors paint a vivid picture of the slaves’ journey to freedom. They also explain why there is not just one day of jubilee, but many.
Author: Patricia C. McKissack and Frederick L. McKissack
Illustrator: N/A
Access Features: Table of Contents, Introduction, Time Line, Bibliography, Index
Illustrations: Pictures prominent figures in the book taken from various historical societies.
Curriculum: Social Studies
Use of book in Classroom: This book would be a wonderful resource to use to study the causes and effects of the Civil War and how slavery came to be abolished.
Credibility of Author: The authors make note of all the references they used to write this book. They have a bibliography in the back of the book and also label all quotes and pictures throughout
Grade Level: Grades 5-12
Awards: Coretta Scott King Author Award
National Standards: Social Studies: Standard 4: Individual Development and Identity; Standard 5: Individuals, Groups, and Institutions; Standard 6: Power, Authority, and Governance
Related Texts: From Slave Ship to Freedom Road by: Julius Lester-journey through the slave experience; Fleeing to Freedom on the Underground Railroad by: Elaine Landau-history of slavery and the Underground Railroad; Solomon Northrup’s Twelve Years a Slave by: Sue Eakin-describes the life of a free black man who was kidnapped and forced into slavery in Louisiana for twelve years.
Response:
I learned a lot reading this book. It seems that there is a lot of information about the Civil War and the emancipation of the slaves that is never taught in school. The husband and wife team do a wonderful job of making little known truths evident. The diary entries and actual accounts place a lot of emphasis on the plight of the slaves and adds credibility to the account of the Civil War the authors are trying to present.
Summary:
Days of Jubilee is an account of the Civil War and the slaves’ fight for freedom. Using diary entries, actual slave interviews, and accounts from former slaves and freedmen alike the authors paint a vivid picture of the slaves’ journey to freedom. They also explain why there is not just one day of jubilee, but many.
Author: Patricia C. McKissack and Frederick L. McKissack
Illustrator: N/A
Access Features: Table of Contents, Introduction, Time Line, Bibliography, Index
Illustrations: Pictures prominent figures in the book taken from various historical societies.
Curriculum: Social Studies
Use of book in Classroom: This book would be a wonderful resource to use to study the causes and effects of the Civil War and how slavery came to be abolished.
Credibility of Author: The authors make note of all the references they used to write this book. They have a bibliography in the back of the book and also label all quotes and pictures throughout
Grade Level: Grades 5-12
Awards: Coretta Scott King Author Award
National Standards: Social Studies: Standard 4: Individual Development and Identity; Standard 5: Individuals, Groups, and Institutions; Standard 6: Power, Authority, and Governance
Related Texts: From Slave Ship to Freedom Road by: Julius Lester-journey through the slave experience; Fleeing to Freedom on the Underground Railroad by: Elaine Landau-history of slavery and the Underground Railroad; Solomon Northrup’s Twelve Years a Slave by: Sue Eakin-describes the life of a free black man who was kidnapped and forced into slavery in Louisiana for twelve years.
Response:
I learned a lot reading this book. It seems that there is a lot of information about the Civil War and the emancipation of the slaves that is never taught in school. The husband and wife team do a wonderful job of making little known truths evident. The diary entries and actual accounts place a lot of emphasis on the plight of the slaves and adds credibility to the account of the Civil War the authors are trying to present.
A Library for Juana: the World of Sor Juana Ines (bk 1) (40 pgs)
Mora, Pat (2002). Illus. Beatriz Vidal. A library for juana: the world of Sor Juana Ines. Alfred A. Knopf. New York, NY.
Summary:
A Library for Juana tells the story of a young woman who fought to get the education she felt she deserved. This book chronicles her life from birth to the point where she becomes a nun and builds one of the biggest libraries in the Americas. It is a powerful story of what one person can do when they decide that is what they want. Juana wanted to learn to read and become educated so she did whatever she could to get what she wanted.
Author: Pat Mora
Illustrator: Beatriz Vidal
Access Features: Glossary, Author’s Note
Illustrations: Illustrations appear to have been created using colored pencils. They are very vibrant and colorful. They are large and take up a full page even spilling onto neighboring pages. The illustrations follow the story and create the imagery for the reader.
Curriculum: Social Studies
Use of book in Classroom: I would use this book to introduce diversity and talk about hardships that people of other cultures or countries face. I would also talk about all of Juana’s hard work to get to where she wanted to be in life. It would also be a great tool to talk about the educational culture of other countries
Credibility of Author: Mora thanks the scholars of Sor Juana at the beginning of the book but there is no mention of how she went about researching Juana Ines’s life.
Grade Level: Grades 1-4
Awards: Tomas Rivera Mexican-American Children’s Book Award
National Standards: Social Studies: Standard 1: Culture; Standard 3: People, Places, and Environment; Standard 4: Individual Development and Identity
Related Texts: Tomas and the Library Lady by: Pat Mora-tells the story of the librarian that influenced Tomas Rivera and his love for books.
Response:
I really enjoyed reading this book. I fell that this tells a wonderful story of a woman who would stop at nothing to get what she wanted. She was told time and time again that her dreams could never be realized but she wouldn’t take no for an answer. It is a wonderful story of what you can accomplish when you put your mind to it.
Summary:
A Library for Juana tells the story of a young woman who fought to get the education she felt she deserved. This book chronicles her life from birth to the point where she becomes a nun and builds one of the biggest libraries in the Americas. It is a powerful story of what one person can do when they decide that is what they want. Juana wanted to learn to read and become educated so she did whatever she could to get what she wanted.
Author: Pat Mora
Illustrator: Beatriz Vidal
Access Features: Glossary, Author’s Note
Illustrations: Illustrations appear to have been created using colored pencils. They are very vibrant and colorful. They are large and take up a full page even spilling onto neighboring pages. The illustrations follow the story and create the imagery for the reader.
Curriculum: Social Studies
Use of book in Classroom: I would use this book to introduce diversity and talk about hardships that people of other cultures or countries face. I would also talk about all of Juana’s hard work to get to where she wanted to be in life. It would also be a great tool to talk about the educational culture of other countries
Credibility of Author: Mora thanks the scholars of Sor Juana at the beginning of the book but there is no mention of how she went about researching Juana Ines’s life.
Grade Level: Grades 1-4
Awards: Tomas Rivera Mexican-American Children’s Book Award
National Standards: Social Studies: Standard 1: Culture; Standard 3: People, Places, and Environment; Standard 4: Individual Development and Identity
Related Texts: Tomas and the Library Lady by: Pat Mora-tells the story of the librarian that influenced Tomas Rivera and his love for books.
Response:
I really enjoyed reading this book. I fell that this tells a wonderful story of a woman who would stop at nothing to get what she wanted. She was told time and time again that her dreams could never be realized but she wouldn’t take no for an answer. It is a wonderful story of what you can accomplish when you put your mind to it.
Jose'! Born to Dance (bk 1) (32 pgs)
Reich, Susanna. (2005). Illus. Raul Colon. Jose’! born to dance. Simon & Schuster. New York, NY.
Summary:
Jose’! Born to Dance paints the picture of Jose’ Limon’s dreams to become an artist. It describes the hardships faced by he and his family and tells of his journey to New York City and his discouragement with himself as an artist. This book describes his work ethic and his passion for dancing and paints a picture of his life and his dancing career.
Author: Susanna Reich
Illustrator: Raul Colon
Access Features: Glossary, Historical Note, Bibliography
Illustrations: Water color and colored pencil used to create movement in the illustrations. You can almost see the pictures moving through the brush strokes.
Curriculum: Social Studies
Use of book in Classroom: I would use this book to introduce diversity and talk about hardships that people of other cultures or countries face. I would also talk about the part where his family comes to America to escape the rebellion going on in his country and the use of America as a type of “safe house.”
Credibility of Author: Author lists all of the bibliographic information she used while writing this book
Grade Level: K-4
Awards: Tomas Rivera Mexican-American Children's Book Award
National Standards: Social Studies: Standard 3: People, Places, and Environment; Standard 4: Individual Development and Identity
Related Texts: Alvin Ailey by: Andrea Davis Pinkney-biography of the dancer and choreographer; Ella Fitzgerald: the Tale of a Vocal Virtuosa by: Andrea Davis Pinkney-biography of the singer; Duke Ellington: the Piano Prince and his Orchestra by: Andrea Davis Pinkney-biography of the musician; If I Only Had a Horn: Young Louis Armstrong by: Roxanne Orgill-Musicians early life and hardships while obtaining his musical beginnings.
Response:
This book is extremely visual. The illustrations take up full pages and I can almost feel the movement within them. Susanna Reich does a wonderful job of telling the story of Jose’ Limon. She paints vivid pictures with her words and really makes the reader understand Jose’s passion for dancing and art. Reich tells the story of Limon’s life while also incorporating some of the history of Mexico. I really enjoyed reading this book and would love to use it with my students.
Summary:
Jose’! Born to Dance paints the picture of Jose’ Limon’s dreams to become an artist. It describes the hardships faced by he and his family and tells of his journey to New York City and his discouragement with himself as an artist. This book describes his work ethic and his passion for dancing and paints a picture of his life and his dancing career.
Author: Susanna Reich
Illustrator: Raul Colon
Access Features: Glossary, Historical Note, Bibliography
Illustrations: Water color and colored pencil used to create movement in the illustrations. You can almost see the pictures moving through the brush strokes.
Curriculum: Social Studies
Use of book in Classroom: I would use this book to introduce diversity and talk about hardships that people of other cultures or countries face. I would also talk about the part where his family comes to America to escape the rebellion going on in his country and the use of America as a type of “safe house.”
Credibility of Author: Author lists all of the bibliographic information she used while writing this book
Grade Level: K-4
Awards: Tomas Rivera Mexican-American Children's Book Award
National Standards: Social Studies: Standard 3: People, Places, and Environment; Standard 4: Individual Development and Identity
Related Texts: Alvin Ailey by: Andrea Davis Pinkney-biography of the dancer and choreographer; Ella Fitzgerald: the Tale of a Vocal Virtuosa by: Andrea Davis Pinkney-biography of the singer; Duke Ellington: the Piano Prince and his Orchestra by: Andrea Davis Pinkney-biography of the musician; If I Only Had a Horn: Young Louis Armstrong by: Roxanne Orgill-Musicians early life and hardships while obtaining his musical beginnings.
Response:
This book is extremely visual. The illustrations take up full pages and I can almost feel the movement within them. Susanna Reich does a wonderful job of telling the story of Jose’ Limon. She paints vivid pictures with her words and really makes the reader understand Jose’s passion for dancing and art. Reich tells the story of Limon’s life while also incorporating some of the history of Mexico. I really enjoyed reading this book and would love to use it with my students.
Martin's Big Words (bk 1) (40 pgs)
Rappaport, Doreen (2002). Illus. Bryan Collier. Martin’s big words. New York, NY. Scholastic, Inc.
Summary:
Martin’s Big Words describes the life of Dr. Martin Luther King, Jr. as seen through the eyes of a participant in the Civil Rights Movement. This book chronicles the life of Dr. King as well as the major events of the Civil Rights Movement. At a young age Dr. King says his father, a minister, has big words and states that one day he too will have big words. Martin’s Big Words describes how he goes about finding those big words within himself. It also describes the steps taken by Dr. King to rally support for the movement as well as the danger he placed himself in by doing so. The author also talks about Rosa Parks and other major figures of the movement and explains their role in Dr. King’s life and dream.
Author: Doreen Rappaport
Illustrator: Bryan Collier
Access Features: Author’s Note, Illustrator’s Note, Important Dates
Illustrations: Water color and cut paper collage used to depict scenes of the Civil Rights Movement and Dr. Martin Luther King, Jr.’s life.
Curriculum: Social Studies
Use of book in Classroom: I would use this book as possibly an introduction to a discussion of the Civil Rights Movement or a discussion about Martin Luther King, Jr. It could be used as a resource in a unit on historical figures.
Credibility of Author: In the author’s note, Doreen Rappaport states her experience in marching and protesting during the Civil Rights Movement and gives examples of her readings of Dr. King’s biographies and writings.
Grade Level: K-3
Awards: Jane Addams Children's Book Award
Orbis Pictus Honor Book
Caldecott Honor Book
Coretta Scott King Honor Book
ALA Notable Children's Book
New York Public Library 100 Best Books
Child Magazine, Best Children’s Book Award
New York Times Notable Book of the Year
Best Illustrated Books of the Year Blue Ribbon list, Bulletin of the Center for Children’s Books
Children’s Books of Distinction, Riverbank Review
Children's Choice, Children's Book Council in conjunction with the IRA
National Standards: Social Studies: Standard 5: Individuals, Groups and Institutions; Standard 6: Power, Authority, and Governance
Response:
This book is extremely visual. The illustrations take up most of the pages and are very moving and symbolic. The writing is simplistic in order to keep it within the understanding of younger students, but her words are powerful. She uses Dr. King’s quotes in strategic places in the book to add emphasis to her own words. She paints a powerful picture of the Civil Rights Movement and the people involved. It is a very moving children’s book that would be beneficial in a classroom at any level.
Summary:
Martin’s Big Words describes the life of Dr. Martin Luther King, Jr. as seen through the eyes of a participant in the Civil Rights Movement. This book chronicles the life of Dr. King as well as the major events of the Civil Rights Movement. At a young age Dr. King says his father, a minister, has big words and states that one day he too will have big words. Martin’s Big Words describes how he goes about finding those big words within himself. It also describes the steps taken by Dr. King to rally support for the movement as well as the danger he placed himself in by doing so. The author also talks about Rosa Parks and other major figures of the movement and explains their role in Dr. King’s life and dream.
Author: Doreen Rappaport
Illustrator: Bryan Collier
Access Features: Author’s Note, Illustrator’s Note, Important Dates
Illustrations: Water color and cut paper collage used to depict scenes of the Civil Rights Movement and Dr. Martin Luther King, Jr.’s life.
Curriculum: Social Studies
Use of book in Classroom: I would use this book as possibly an introduction to a discussion of the Civil Rights Movement or a discussion about Martin Luther King, Jr. It could be used as a resource in a unit on historical figures.
Credibility of Author: In the author’s note, Doreen Rappaport states her experience in marching and protesting during the Civil Rights Movement and gives examples of her readings of Dr. King’s biographies and writings.
Grade Level: K-3
Awards: Jane Addams Children's Book Award
Orbis Pictus Honor Book
Caldecott Honor Book
Coretta Scott King Honor Book
ALA Notable Children's Book
New York Public Library 100 Best Books
Child Magazine, Best Children’s Book Award
New York Times Notable Book of the Year
Best Illustrated Books of the Year Blue Ribbon list, Bulletin of the Center for Children’s Books
Children’s Books of Distinction, Riverbank Review
Children's Choice, Children's Book Council in conjunction with the IRA
National Standards: Social Studies: Standard 5: Individuals, Groups and Institutions; Standard 6: Power, Authority, and Governance
Response:
This book is extremely visual. The illustrations take up most of the pages and are very moving and symbolic. The writing is simplistic in order to keep it within the understanding of younger students, but her words are powerful. She uses Dr. King’s quotes in strategic places in the book to add emphasis to her own words. She paints a powerful picture of the Civil Rights Movement and the people involved. It is a very moving children’s book that would be beneficial in a classroom at any level.
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