Toni+Edwards



Toni Edwards S.S. Annotated Bibliography ECD 418 February 27, 2014 **CHILDREN’S FICTION:**

1. Wright, C.C. (1995) **Wagon Train; A Family Goes West in 1865.** Holiday House. 30 pp. Peoria Public Library; Juvenile Fiction.

Wagon Train is a fictional tale about an African-American family’s journey West from Virginia to California in 1865. As many white American families traveled to the West in search of land, gold, and religious freedom many of their stories were recorded. This was unfortunately not true for the African-American families who also joined the Westward Movement. The reason being is that many did not have the skill to write well enough to record their experiences. This book is a realistic fictional story about a young African-American child and her family’s journey on the Oregon Trail. Although the story and characters are fictional, the events are realistic happenings of travelers who joined wagon trains to the West. Throughout the story the family encounters sickness, hardships due to wagon mishaps, thirst, weather impediments (mostly dust), and hard work. The journey was long and hard but the family finally makes it across the Rockies and the Sierra Nevadas to a new life in California. I would use this book as a read aloud in my second grade classroom. It would be a great lead from a study on Martin Luther King Jr. and the Civil Rights Movement into a study on the Westward Movement. The connection can be made of how slavery impacted the African-American decision to join the Westward Movement after the Civil War. Social Studies standards include “Identify reasons why people in the US moved westward” and “Discuss the experiences of those people.” Although this is a fictional story it could be used to build a broader understanding of the pioneers. It introduces the consideration that not all pioneers were white Americans and prompts a sense of empathy for all travelers looking for a better life.


 * CHILDREN’S NON-FICTION**:

2. Anderson, W. (1998). **Pioneer Girl; The Story of Laura Ingalls Wilder.** Harper Collins. 32 pp. Peoria Public Library. Juvenile Non-Fiction.

This is a great book written about the famous author of //The Little House on the Prairie// series. The book is almost read as a non-fictional story but is all fictional in its content. Laura’s childhood is spent with her Ma and Pa and her sister Mary and dog Jack. The family finds themselves moving from place to place as different needs arise and eventually, at the age of fifteen, Laura becomes a teacher in the town of De Smit in the Dakota Territory. She eventually marries her love, Almanzo Wilder, at the age of eighteen. They had a daughter, Rose, and another child who died soon after birth. Laura, Almanzo, and Rose moved to Missouri and made their new land a farm with an apple orchard. Laura didn’t start writing about her memories as a pioneer child until her sixties through the age of seventy-six. She traveled to schools to talk about her childhood with students. Laura lived to be ninety years old, dying in 1957. I would read this book to my students as part of the Social Studies unit on pioneers. I believe this would help bridge a connection to their own lives. I think it would be great to read a couple of books out of the “Little House” series. I would also let them watch a couple of “Little House on the Prairie” programs so they could compare the stories to the show. I might have students write a short story about their own lives which could be used to hit the standard “Retell stories to describe past events, people, and places.”

3. Bial, R. (2004). **Frontier Settlements.** Children’s Press. 48 pp. Peoria Public Library; Juvenile Non-Fiction

The contents of this book cover a variety of topics that are relevant to the westward Movement and pioneers. Beginning with //The Journey into the Wilderness// which discusses where many of the travelers came from and where they were going. This section talks about how people created homesteads in their new land. //Homesteads// discusses the homes that were built; how they were built and with what materials. It also talks about the tools that men used to build their homes, furniture, and about how the family worked together to take care of and thrive in their little one-room cabins. //Chores// is a chapter dedicated to the hard work that was endured by all members of the family. He men worked on the house and in the crops, while hunting and protecting their family. Women worked around the home preparing meals, cleaning. Raising the children, and helping in the crops when necessary. Children also helped around the house and in the fields. //Pioneer Games// and //Pioneer Food// are great chapters that discuss just those things, games and food. It is interesting and exciting to learn about the leisure time of the pioneers because they were such a hard-working people. //Daniel Boone and the Cumberland Gap// introduces how settlements and communities came about. This chapter discusses the frontiersman Daniel Boone and his adventure through the Cumberland Gap to establish the Boonesborough settlement on the Kentucky River. //Settlements// is the final chapter of the book which refers to how communities grew from necessity and created churches, schools, and militias. Eventually log cabins turned into two-story wood plank homes with cedar shingle roofs and hinged doors and glass windows. Villages had many essential craftsmen who kept the village running smoothly; millers, blacksmiths, general stores, doctors, and teachers. This is a great book to open the students mind to what pioneer life looked like and how it progressed over time. In fact there is a timeline included at the end of the book which aids in the comprehension of the progression. There is also a glossary included at the end of the book which can help students better understand the new vocabulary that is introduce in this book. I would not read this book out in its entirety but use it in sections based on what topic of pioneers I was discussing. The timeline is a great tie into the standard “Place historical events from content studied in chronological order on a timeline.” The picture captions are a great way to “Use primary source materials and secondary source materials to study people and events from the past. I would have this book in my classroom library for students to look at whenever they liked.

4. Blair, E. (2011). **Johnny Appleseed.** Picture Window Books. 31 pp. Peoria Public Library; Juvenile Non-Fiction.

The story of Johnny Appleseed is told using child friendly vocabulary and brightly colored illustrations. Although I, as an adult, know that this is a non-fictional book the way it is written might lead children to believe that it is merely a fictional tale about a man who like apples. Children should be encouraged to read the author’s note at the beginning of the text so they know that this is a story about a real man. I would keep this book in my classroom library so that the students would be able to read it at their leisure. It would be great for lower-level readers as there are fewer words and the vocabulary is simple. I would encourage students who are reading this book to do some research on Johnny Chapman so that they can better understand the significance of his story. This could also bring in a tie to the Natural Sciences as children could plant an apple seed of their own.

5. Demuth, P. (1996). **Johnny Appleseed.** Grosset & Dunlap. 32 pp. Peoria Public Library; Juvenile Non-Fiction.

This book is a step up from the other Johnny Appleseed book discussed in this bibliography. The pictures are a bit more realistic and the terminology/vocabulary is a bit more mature. It is still an easy read for many students but explicitly introduces the idea that Johnny Appleseed was in fact a real man. I would keep this book as a part of my classroom library for students to read at their leisure. Again, I would encourage them to research the man called Johnny Appleseed so that they could learn more about the impact he had on those early pioneer days.

6. Friedman, M. (2010). **The Oregon Trail.** Children’s Press. 48 pp. Peoria Public Library; Juvenile Non-fiction.

This is a great book that can introduce children to the skill of research in an exciting way. There are photographs, famous paintings and illustrations with captions, maps. And a variety of text fonts that keep the reader engaged. The book discusses issues about why people traveled the Oregon Trail, the challenges people faced, important people connected to Oregon and the trail, and how the railroad effected the Oregon Trail. This would be a great resource for students to use to research the Westward Movement. The standard “Use primary and secondary source materials to study people and events from the past” would be covered with the use of this book as a research project. Students would also be able to “Discuss how new forms of transportation impacted the Westward Movement.”

7. Gosda, R.T. (2002). **Daniel Boone.** ABDO Publishing Company. (2002). 30 pp. Peoria Public Library; Juvenile Non-Fiction.

This is an easy read for second grade while simultaneously challenging the researching mind. There are a lot of new vocabulary words introduced and a glossary to define them. There is also a list of important events listed at the end of the book. The biography of Daniel Boone is condensed into a child-friendly version but still includes the most important events and influences of Daniel Boone. The book discusses such things as Boone’s childhood, his explorations, his encounters with the Shawnee Indians, his travels through the Cumberland Gap, and life in Kentucky. This is a book that I would keep in my classroom library. I would use it to highlight the importance of Daniel Boone throughout my discussion about the Westward Movement but I would encourage students to use it as a gateway into research about Daniel Boone. This book could also help to introduce geography as do many of the other books in this bibliography.

8. Huey, L.M. (2010). **American Archeology; Uncovers the Westward Movement.** Marshall Cavendish. 64 pp. Peoria Public Library; Juvenile Non-Fiction.

This is a great book to hit the standard “Recognize how archeological research adds to our understanding of the past.” The book contains images of many archeological finds that have been unearthed in areas surrounding pioneer settlements and famous wagon trails, such as the Oregon Trail. Important events and topics are discussed throughout the book such as, the Coronado Trail, the Santa Fe Trail, the Donner Party, the Oregon Trail, the gold rush, and the different archeological finds connected to all of these. The book contains a timeline, a glossary, and information for further research. I could use this book to pique the interest in my students when introducing the topic of pioneers and the Westward movement. This could also lead into a study, or discussion, about career choices. Using this book whole group and then providing it in my classroom library would motivate students to stay engaged in the lesson about the Westward Movement.

9. Kalman, B. (1994). **Settler Sayings.** Crabtree Publishing Company. 32 pp. Peoria Public Library; Juvenile Non-Fiction.

This is an amusing book that would provide students with the required connection between today and the days of the pioneers. Included in the book are many of the sayings we hear and say today and their origins from back in the day of the pioneer. Such sayings as “don’t let the bed bugs bite” and “I’m stumped” are acknowledged as beginning back in the days of the early settlers. Most of the saying originated due to the chores on the farms or even in the jobs within the villages. I think it would be fun for the children to read this book. I would simply leave this book in my classroom library for the joy of the students reading. I might try to get them to use some of the sayings throughout the lesson as a way of tying the information into our current lives. It would be fun to hear the different ways the students used the sayings.

10. Krensky, S. (2004). **Davy Crockett; A Life on the Frontier.** Aladdin. 46 pp. Peoria Public Library; Juvenile Non-Fiction.

This is a great introduction to chapter books that are also non-fiction. There are four short chapters that include vocabulary that might be new to some readers and there is a time-line of important events in Davy Crockett’s life included at the end of the book. The book talks about how Crockett grew up with eight siblings in the backwoods of Tennessee. It discusses his travels as a young boy running away from home and coming back again and his skills as a hunter. When he finally settled down, marrying and starting a family, and eventually going off to fight with the army. His wife later became sick and died and Crockett remarried a woman with 2 children of her own, having four more together. He began a life in politics and worked to preserve the rights of frontiersmen and Indians alike. This is an exciting read for students and would be great as a research project on Davey Crockett. The book spans the interesting life of a man who followed his dreams. I believe I would introduce this book as I was discussing important people of the westward movement and then leave it in the classroom library. 11. Murphy, C.M. (2005). **I am Sacajawea, I am York; Our Journey West with Lois** Fiction.
 * And** **Clark.** Walker and Company. 34 pp. Peoria Public Library; Juvenile Non-

This is a beautifully illustrated book that tells the story of how Sacajawea and York helped the Lewis and Clark expedition be a success by sharing their knowledge and skills with the group of explorers. Sacajawea was considered to be property of the expedition translator Charbonneau and York was Clark’s slave. Neither one of these historically important figures had the choice to join the expedition but both helped the expedition be a successful one. The story is told in the voice of both Sacajawea and York, almost in the form of a diary. This book brings the Lewis and Clark experience to life through different eyes and children will enjoy it. I would read this book whole group and use it as a discussion of the Lewis and Clark expedition and the Westward Movement. After reading the story I would encourage the students to read more about Sacajawea and do research to find out more facts about York. The Afterword provided at the end of this book offers a deeper look into the journey back home and into the lives of Sacajawea and York after their return home.

12. Roop, C and Roop, P (2001). **The Diary of Mary Jemison, Captured by the**
 * Indians.** Benchmark Books. 64 pp. Peoria Public Library; Juvenile Non-Fiction.

This is a very interesting text written originally by Doctor James E. Seaver who took care of Mary in her final days. He recorded her life in her own words so that her story could live on forever. Mary Jemison was twelve when she was captured by Shawnee Indians and adopted by a Seneca Indian family to replace a son who had died. She adapted to her new life as a Seneca and never left the lifestyle. Although she was a white woman, after her official adoption she was seen as a true Seneca and she grew into a Seneca woman who married and raised a Seneca family. I would read this book as a read aloud with the entire class as it has grammar that is not common in our current language. There are definitions provided to aid the reading and comprehension of the story but it still may be too difficult for children to read on their own. Nonetheless, this is a great read that all students will enjoy. I would use this story as an introduction into journal writing or diary writing.

13. Steedman, S. (1993). **A Frontier on the Oregon Trail.** Peter Bedrick Books. 48 pp. Peoria Public Library; Juvenile Non-Fiction.

Each page of this book is a wealth of information. There is an abundance of maps, illustrations, pictures with captions, definitions of different vocabulary and terms, and even diagrams of what the inside of a pioneers cabin or the general store might have looked like. Each new page is dedicated to a different topic relating to the frontier fort or pioneer life. There is discussion about the people, animals, and land of //The New World.// //Explorers and Settlers// talks about many important individuals and people of the time. In //The First Forts// one can learn about why forts were created and who used them. The travels of the pioneers can be read about in //The Way West and The Oregon Trail. A Site for a Fort// describes how land was plotted and cleared for the building site of a new fort and the actual building of the fort can be researched in //Building the Fort.// The rest of the chapters in the book discuss the life within the fort, how people lived their everyday lives working, trading, and eating. Outside of the fort there were Plains Indians and there was work building the railway. There was also no shortage of war. This book could be great to use as sort of a coffee table book that can be easily accessed for a quick reference. There is a lot of information within the pages but not all of it is completely detailed. It is a great starting off point for research into different topics of the frontier days, pioneer people, and the Westward Movement.

14. Stein, C. (1984). **Cornerstones of Freedom; The Story of the Oregon Trail.** Children’s Press. 31 pp. Peoria Public Library; Juvenile Non-Fiction.

This is an interesting read for everyone. It is the story of how a group of missionaries journeyed over the Oregon Trail. The 1836 trip was the first one that women had successfully completed. The missionaries were led by Dr. Marcus Whitman and included two women and two wagons. Whitman’s wife kept a diary to record the experience. Within it she described the unrelenting heat in the summer, the boring trip over the flatlands of Kansas and Nebraska, the awful tasting buffalo meat, and the beauty and treachery of the Rocky Mountains. The book is not only about how Americans and Europeans traveled the Oregon Trail but also explains that it was originally an Indian trail. Lewis and Clark, trappers and fur-traders, and mountain men also used the trail years before it was open to frequent traveling pioneers. By the 1840’s Oregon had become an extremely popular place to be, often called the Promised Land. Even though the trek was difficult and dangerous the pioneers were determined to cross the country so that they could reap the benefits that were promised them in Oregon. I would read this book aloud to my students. I think a whole group discussion would be a great way to pique the children’s interest in the Westward Movement. I enjoyed how this book starts out as a story about a small intimate group of travelers and then leads into how the Oregon Trail has impacted may others. This is a great starting off point for students to begin research on many different topic areas.

15. Todras, E.H. (2011). **Wagon Trains and Settlers.** Kingfisher. 32 pp. Peoria Public Library; Juvenile Non-Fiction.

This book is written in an article format with each double-page is dedicated to one topic concerning the Westward Movement between the 1800s to around 1870. The topics covered are: Beyond the Mississippi, Westward Ho!, The Wagons, Hitching Up, Rolling the Train, Daily Routine, Forts and Supplies, Mishaps and Dangers, Encounters with the Indians, The Major Trails, Over Desert and Mountain, The Journey’s End, and Settling in the West. There is also a timeline so that students can visualize when each of the major events took place in comparison to each other. Because this book is full of so many wonderful art pieces I would use the book to introduce an art activity where students can use different forms of art to depict their favorite part of the Westward Movement. It would be great to leave the artwork up throughout the entire unit.


 * TEACHER RESOURCES:**

16. Fisher, L.E. (1990) **The Oregon Trail.** Holiday House. 64 pp. Peoria Public Library; Juvenile Non-Fiction.

This book provides a great overview of The Oregon Trail and how wagon trains full of families and livestock journeyed over the Rocky Mountains. It describes their many hurdles such as weather, death and disease, and Native Americans. There is also discussion about how the new railroad impacted travel on the Oregon Trail. I would use this book as a teacher resource simply because it is a wealth of information about the Oregon Trail. There are also many real time photographs included within the pages. This would make the lesson more realistic for the children. It would allow them to empathize with the individuals who traveled west because they would be able to see that they are real people.

17. Jones, C. F. (2005). **Westward Ho! Eleven Explorers of the West.** Holiday House. 194 pp. Peoria Public Library; Juvenile Non-Fiction.

This book would be solely used for the teacher’s informative purposes. It is a large book written in the form of a text book. I would read sections of the book as the unit progressed so that I would be accurate in my information that I am presenting to my students. To read the information verbatim to students would not benefit them. The vocabulary in the book and the style in which it is written is not conducive to a second grade curriculum.

18. King, D.C. (1997). **Pioneer Days; Discover the Past with Fun Projects, Games,** Juvenile Non-Fiction. This is such a fun book and an absolutely perfect teacher resource. The book is sectioned out by the seasons. Within each chapter there are a slew of different things for children to do. Some of my favorite include air-dried flowers from Spring, African trade beads from Summer, cornhusk dolls from Autumn, and silhouette from Winter. This is great for teachers to use for obvious reasons. Every part of this book could be implemented into the curriculum. Social Studies is covered because of the Pioneer topic, Science and Math can be implemented in the recipes, reading and writing can easily be implemented throughout, and even art can be covered through the creation of so many fun activities.
 * Activities, and Recipes.** John Wiley & Sons. 117 pp. Peoria Public Library;

19. Sandler, M.W. (1994). **Pioneers.** Harper Collins Publisher. 93 pp. Peoria Public Library; Juvenile Non-Fiction.

This is truly one of the coolest books in this collection. It is full of exciting information and many wonderful pictures. The kids would really enjoy looking at the pictures and reading the captions. Much of the writing comes straight from the diaries of those who experienced the trip first hand. This is a great teacher resource. Throughout different sections of the unit this book could be brought out and student’s attention could be directed at a certain section within the book.

20. Stefoff, R. (2003). **American Voices from the Opening of the West.** Benchmark Book.105 pp. Peoria Public Library; Juvenile Non-Fiction. This book is laid out similar to a school text book. There are eight chapters each full of information. The chapters are titled //The Frontier, The Explorers, Mountain Men and Miners, The Overland Trails, Women and Children in the West, Living and Working on the Land, Building the New West,// and //The Fate of the Native Americans.// The text is written from the words and thoughts of primary sources. I would use this book to discuss primary sources and the importance of having history told from the voices of those who lived through and experienced it.