Kaelene+Zapata

Family History and traditions.
 * __ Non-fiction Selections __**

This non-fiction selection is about the author's family history, as it has been handed down for generations. As she pays a visit to her great-grandmother, Carolivia's questions about her African American heritage lead to a more detailed accounting of her paternal family's struggles. Carolivia's great-grandmother tells her of some trials that her ancestors went through, as Jewish people. The struggle for their family started " . . . hundreds of years ago . . ." as they were living near the ocean, in Spain. At that time, Spain was a dangerous place for Jewish people. The accounting continues, including some of the family traditions that have continued for generation after generation. As I considered the standards that would apply to using this work in a lesson, I chose the following standards for Social Studies: All of these standards would apply as the students listen to this story, (I would present it as a read-aloud for the lesson) and be inspired to research their own family history. Another standard that could be applied to this particular history would be: The varied causes and effects of exploration, settlement, and colonization shaped regional and national development of the U.S. As Ms. Herron's family did emigrate to the United States before the Civil War, this aspect of her family history could be applied to the above standard. Also, lessons about Jewish traditions, different languages and different religions could be applied, using this book as a springboard. Also, because the great-grandmother does mention the Emancipation Proclamation, that could be another lesson for first graders.
 * Herron, Carolivia; 2007; __Always An Olivia__; Kar-Bon Publishing; 31 pages; Scottsdale Civic Center Library **
 * Strand 2, World History: **** Concept 1: Research Skills for History **
 * PO 1 ** . Place important life events in chronological order on a timeline.
 * PO 2 ** . Retell stories to describe past events, people, and places.
 * PO 3 ** . Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.
 * Strand 1: American History, **** Concept 3: Exploration and Colonization ** ** 1500s – 1700s **

This biographical account is about a great-aunt that really influenced her great-niece's life. The account talks about how the great-aunt came to be named Arizona, and the life that she led, growing up in the Blue Ridge Mountains, in North Carolina. Arizona loved to read and dream as a child. She never did leave her small mountain world to travel, but she always encouraged her students to follow their dreams and go where they wanted to travel. The author was greatly influenced by her great-aunt; she was actually a student in her classroom, as a fourth grader. Ms. Houston expresses her admiration for her great-aunt very well in this work. The following standards would apply, in incorporating this text in a lesson or unit: I would suggest using this book to inspire conversations about extended family members and how they may influence us, in our lives. This book is not complicated for a first grader to read on their own, but I would most likely use it as a read-aloud to peak the students' interest in the topic(s) of choice. This book could also be used to teach about rural communities, American History, the Blue Ridge Mountains, North Carolina and good teachers.
 * Houston, Gloria; 1992; __My Great-Aunt Arizona__; HarperCollins Publishing; 32 pages; Tempe Public Library **
 * Strand 2, World History: **** Concept 1: Research Skills for History **
 * PO 1 ** . Place important life events in chronological order on a timeline.
 * PO 2 ** . Retell stories to describe past events, people, and places.
 * PO 3 ** . Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

This biographical selection tells a story of a young man of Japanese descent, who travels across the ocean on a ship to reach the United States. It gives details about his immigration and how he adapted to life in the United States. The book also tells of how he misses his homeland, though he loves the United States. As he travels home to Japan to visit, then he misses his home in the United States. Because of his grandfather's example of being true to his heritage, while immersing himself in life in the United States, the author developed a great appreciation for his Japanese heritage as well as a love for his native land, the United States. The following standards could apply, while using this book as a basis for a lesson in Social Studies: This selection could be a read-aloud or a read alone book. If a class discussion, lesson or writing project were to follow, I would read it aloud to the class, at the onset of the lesson. A copy of this book would also be made available in the class library. Since this book does speak of Japan and cultural differences, it could be a great way to incorporate information about immigration, Japan, different cultures, and what people who emigrate from other countries must go through as they arrive in the United States. A fine lesson about traditions could also be adapted after reading this book.
 * Say, Allen; 1993; __Grandfather's Journey;__ HMH Books for Young Children; 32 pages; Navajo Elementary Media Center **
 * Strand 2, World History: **** Concept 1: Research Skills for History **
 * PO 1 ** . Place important life events in chronological order on a timeline.
 * PO 2 ** . Retell stories to describe past events, people, and places.
 * PO 3 ** . Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

Another story of immigration, this book tells of an Italian man that started off for the United States with big dreams, a secret family recipe and a little shovel. The author tells his great-grandfather's story of working hard in Italy. He left to seek his fortune in the United States. The interesting story of how this Italian American family grew and came to have the name "Yaccarino" is given in some detail. The important thing about this story is that the family history is passed on and being told and preserved for all generations to come. The following standards could apply, while using this book as a basis for a lesson in Social Studies: The text and story of this book are such that a first grader would be able to read it alone and understand it. However, I would use it as a read-aloud for the class, to incorporate it into our unit about Family and Personal History. Other topics that could be influenced by this text could be gardening, immigration, origin of names, and family traditions. A lesson about cooking could also be influenced by this book, if a class would like to learn about making spaghetti!
 * Yaccarino, Dan; 2011; __All the Way to America - The Story of a Big Italian Family and a Little Shovel__; Alfred A. Knopf; 32 pages; Tempe Public Library **
 * Strand 2, World History: **** Concept 1: Research Skills for History **
 * PO 1 ** . Place important life events in chronological order on a timeline.
 * PO 2 ** . Retell stories to describe past events, people, and places.
 * PO 3 ** . Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.


 * __ Fiction Selections __**

This story is a cute description of a Bear Family reunion. It begins with a car ride and the typical "Are we there yet?" question. The author goes on to describe the place and tell about all the family members who are participating in the reunion. Also, the activities that the family participates in give some ideas about what "real" family reunions are about. The following standards could apply, while using this book as a basis for a lesson in Social Studies: Knowing extended family is important, as far as how they influence each other and how their lives intertwine. This text is something that could be easily read and understood by a first grader. I would refer students to this book, to read it alone, if they are looking for texts to learn about extended family, family reunions or family relationships. Other curricula could include travel, family vacations, photography and family traditions. This could be a good supplemental text for any of these topics.
 * Carlstrom, Nancy White; 2004; __Climb the Family Tree, Jesse Bear!__; Simon & Schuster Childrens' Publishing Division; 28 pages; Scottsdale Civic Center Library **
 * Strand 2, World History: **** Concept 1: Research Skills for History **
 * PO 1 ** . Place important life events in chronological order on a timeline.
 * PO 2 ** . Retell stories to describe past events, people, and places.
 * PO 3 ** . Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

This selection is important because it is about a child who is adopted into a family. There are many details about the family tree that she is adopted into. I believe this to be a great way to illustrate to students that family isn't JUST about being born into it. The details that the author provides, about the members of the extended family are important to the story, because all of those people welcome the adopted child into their family. This family history is just as important as any other, because it demonstrates how one family can be joined with another, and change lives. This work is an easy read, and could be readily enjoyed by a second-semester first grader. I would prefer to use it as a read-aloud, to involve the students in the story. Then I would adapt the lesson to the following standards: Other lesson possibilities would include adoption, family support and acceptance of family members. Another curriculum area that could be incorporated with this work would be Fine Art, specifically music. There is reference made to different musical instruments and different members of the family playing them.
 * Coran, Pierre; 1999; __Family Tree__; Carolrhoda Books, Inc.; 24 pages; Scottsdale Civic Center Library **
 * Strand 2, World History: **** Concept 1: Research Skills for History **
 * PO 1 ** . Place important life events in chronological order on a timeline.
 * PO 2 ** . Retell stories to describe past events, people, and places.
 * PO 3 ** . Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

This story is about Victoria and her mother and aunts, as they prepare a birthday dinner for their mother. The sisters are all trying to figure out what the secret ingredient is in their mother's recipe for oxtail stew. They each think that it is a different spice. One suggests one spice and the other two dispute the idea. They all do add their spice of choice to the stew. Victoria knows the secret ingredient, but the sisters don't give her a chance to speak. When Big Mama (that is what the family calls the family matriarch) arrives, she asks Victoria about the secret ingredient, and if it had been added to the stew. I would use this story to incorporate into a lesson about family traditions and how they are passed on. The following standards would apply to such a lesson: Some other topics that could be adapted from this book could be birthdays, family celebrations, cooking and recipes and even chemistry, as to discussing the mixing of spices for specific flavors. Also, American and Family History could be developed from this book, as to understanding what oxtails are and how they came to be in stew.
 * English, Karen; 1998; __Just Right Stew__; Boyds Mills Press Inc; 29 pages; Tempe Public Library **
 * Strand 2, World History: **** Concept 1: Research Skills for History **
 * PO 1 ** . Place important life events in chronological order on a timeline.
 * PO 2 ** . Retell stories to describe past events, people, and places.
 * PO 3 ** . Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

This story recounts how the narrator's parents came to be together. Her father was a sailor, stationed in Japan, and her mother was a Japanese student. The story goes that he didn't know how to eat with chopsticks, and she didn't know how to eat with a fork. As the story goes, they find a way to bridge their cultural differences and make a relationship work. Although this is a fictional story, I can see where this type of situation could really happen. Using the following standards, a lesson about family history and carrying on family stories such as this one could easily be developed. Other curricula that could be discussed could be Geography, U S Military service, American and Japanese culture and Japanese history. Any of these could be incorporated into a lesson involving this book. This book could be a read-aloud to the class, or a second-semester first grader could read and comprehend all of the text. It is interesting enough to keep their attention.
 * Friedman, Ina R; 1984; __How My Parents Learned to Eat__; Houghton Mifflin Publishing; 30 pages; Navajo Elementary Media Center **
 * Strand 2, World History: **** Concept 1: Research Skills for History **
 * PO 1 ** . Place important life events in chronological order on a timeline.
 * PO 2 ** . Retell stories to describe past events, people, and places.
 * PO 3 ** . Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

Who knew that Fancy Nancy would be interested in Family History? This story tells of an assignment that Nancy had to do a report about an ancestor. She asked her Grandpa to tell her a story about one of her ancestors. After her Grandpa told her some stories about her great-grandfather, who was his father, Nancy decided that she would write her report about him. Unfortunately, she did not find her great-grandfather's life very exciting. So, she decided to embellish some of the details. As the story unfolds, Nancy learns important lessons about being honest and integrity. She found the example of her ancestor to be something that she wanted to follow. This story could be a great introduction to Family History. Using the following standards, this text could be adapted for the classroom: This book is an easy read for a first grader. Of course using it as a read-aloud could help to lay the foundation for a great lesson or unit about Family History. Other possibilities for curricula may include American History, English Language Arts (especially if students are learning about writing reports) and values and/or morals.
 * O'Connor, Jane; 2010; __Fancy Nancy - My Family History__; HarperCollins Publishing; 28 pages; Scottsdale Civic Center Library **
 * Strand 2, World History: **** Concept 1: Research Skills for History **
 * PO 1 ** . Place important life events in chronological order on a timeline.
 * PO 2 ** . Retell stories to describe past events, people, and places.
 * PO 3 ** . Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

This story finds a family setting out to witness the marriage of the parents. As the parents had been slaves when they first got together, they had been prohibited by law to marry. As was the tradition at the time, they "jumped the broom" to indicate that they were joining their lives as husband and wife. The broom they jumped was a part of the family and had been since then. This story explains the history of the family and how they incorporate the broom into it. The following standards could be used to build a lesson for first-graders: Other curricula that could be used in other lessons include African American History, family traditions, and American history. Many activities could be adapted, including a writing activity that may ask the students to guess what jumping the broom means. Also, a craft activity that involves decorating a broom to suit the students' liking could be adapted.
 * Lyons, Kelly Starling; 2012; __Ellen's Broom__; G.P. Putnam's Sons; 32 Pages **
 * Strand 2, World History: **** Concept 1: Research Skills for History **
 * PO 1 ** . Place important life events in chronological order on a timeline.
 * PO 2 ** . Retell stories to describe past events, people, and places.
 * PO 3 ** . Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.