Kathy+Peach

Kathy Peach

Children's Literature

**Children’s Fiction ** Hoffman, Mary. (1991) **Amazing Grace.** Penguin Young Readers Group. 24. Griffith Elementary School Library.  The resounding question that develops the theme of Amazing Grace is //why can’t a black girl be Peter Pan in the school play//? Grace, who loves to pretend to be the characters in the stories she reads, is told by her school peers that she cannot possibly play the part of //Peter Pan// because she is black and a girl. Grace’s grandmother refutes the idea by taking Grace to see the ballet, Romeo and Juliet, where the role of Juliet is performed by a black ballerina. Tenaciously, Grace follower her heart and becomes the first black, female //Peter Pan// in the school’s history. The story ends with Nana’s words, spoken in true African American vernacular, “If Grace puts her mind to it, she can do anything she want.” The book is relevant to the study because it instills the value that all people have the right to pursue happiness regardless of race or sex.  For the Social Studies unit, we will discuss that people in the United States have varied backgrounds but share may share the same dreams and goals. For the second integration, the students will watch multimedia presentations of dance from various historical periods of US history. (Dance standards 2 RELATE Concept 1).
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Gray, Libba Moore. (1993) **Dear Willie Rudd.** Aladdin Paperbacks. 32. Personal Collection, Dahlstrom.  //Dear Willie Rudd// is the heartwarming story of a thank you letter written by Miss Elizabeth to her black caretaker of many years ago. As a white child growing up the pre-segregation South, Elizabeth was cared for by a generous and loving black woman, Willie Rudd. Miss Elizabeth reflects upon childhood memories of Willie entering through the back-door of the house, scrubbing floors on her hands and knees, and singing Negro spirituals. The letter states the things Elizabeth wishes they could have done together like eating at the same table and sitting together while riding on the bus. The letter closes with a simple “I love you and I never told you.” The illustrations are in soft water color and particularly enhance the message of the story. The book is relevant because it presents the opportunity to discuss the injustices imposed on African Americans during the pre-segregation era.  The text will be used to initiate a discussion of a period in our nation’s history when all people were not treated equally. Specifically, the discussion will center on the activities that were segregated between black and white Americans such as African Americans not being allowed to sit in the front seats of a bus. The next integration will be in the area of Common Core Writing. The students will write a thank you letter to people in our lives that have helped shape their character (3.W.4).
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Shea, Bob. (2011). **Dinosaur vs. The Library.** Hyperlon Books. 28. Chandler Public Library.  Dinosaur is roaring his way to the library. It becomes Dinosaur vs. a cow when he meets and scares the cow into roaring. Next, he scares baby chicks into roaring. Then, it is a shy turtle who is scared into roaring. On and on the dinosaur goes scaring other animals UNTIL he meets the school’s librarian who says “No, Dinosaur! Use your inside roar!” (p. 23). The challenge then becomes whether or not Dinosaur can hold his roar through an entire story. The book is relevant to the unit as it demonstrates that school rules are to be followed for everyone’s benefit.  The book will be used to discuss the importance of following school rules. //Dinosaur vs. The Library// presents the requirements of following library rules so everyone can enjoy books and story time. The second integration will be the area of Educational Technology. The students will research rules applicable in different departments of the school and organize them into a list (Strand 3. Research and Information Literacy, Concept 2, Processing, PO 4).
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Yolen, Jane and Teague, Mark. (2007). **How Do Dinosaurs Go to School?** 29. The Blue Sky Press. Chandler Public Library. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The question, from a dinosaurs’ perspective of course, is //how __do__ dinosaurs behave when they are at school?// Through enchanting illustrations, this children’s picture book presents many way a dinosaur //could// act at school. For example, a dinosaur could make a big fuss and stomp all four feet (p.4). A dinosaur could “fidget with his tail in air” (p.14). He could “stir up the classroom by making a noise” (p.20). //Or…//he could obey the classroom rules and “carefully raise his hand” and “help other classmates with projects” (p.24). This book is relevant to the unit as it emphasizes the importance of following classroom rules while at school in a kid-friendly way. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //How Do Dinosaurs Go to School?// could be used during the unit to emphasize the benefits of following classroom rules during the school day, namely ensuring every student has the same opportunity to learn. The second integration will be in the field of Beginning Theatre. Students will lead small groups in planning and rehearsing a scene from the book for in-class performance (Strand 1, Concept 5, PO 103).
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Potter, Beatrix. (2006) **The Tale of Peter Rabbit.** Dalmatian Press. 24. Chandler Public Library, Basha Branch. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__Annotation__** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The Tale of Peter Rabbit is a charming story about the adventure of a mischievous little rabbit who decided not to follow his mother’s instructions and play close to home. Rather, Peter decided to visit the forbidden garden of Mr. McGregor. After eating too many fresh vegetables and feeling quite sick, Peter found himself lost inside McGregor’s garden. After losing his shoe among the cabbages and his new jacket in the gooseberry net, and hiding in a watering can filled with water, Peter finally found his way back to the garden gate. Upon his safe arrival home, his mother gave him a dose of chamomile tea and put him to bed for the evening. The book is relevant to the study because it discloses consequences that can happen as a result of not following family rules. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //The// //Tale of Peter Rabbit// will initially be used to facilitate a discussion regarding the importance of having family rules and the consequences of disobeying the rules. The second integration will be in the area English Language where students will recount the story, determine the central message, in this case the establishment of a family rules, and how it is conveyed through key details in the text (3.RL.2).
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**__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Children’s Nonfiction __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Staff, Haughton Mifflin, Inc. (1997). **Abraham Lincoln.** Houghton Mifflin, Inc. 16. Griffith Elementary School. //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Abraham Lincoln //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">is a biography produced by Houghton Mifflin, Inc. as part of the //We The People Work Together, Theme 3// series//.// The book is relevant to the unit because it presents an overview of the life of President Lincoln from birth to his early years as an attorney. The book highlights his election to Congress for the State of Illinois, his stance against slavery, and his election to the office of President of the United States. The book closes stating that he was a “great leader who believed in freedom for all people.” The illustrations and historical pictures add refinement and quality to the book. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The book //Abraham Lincoln// will be used in the unit to highlight one of three people who made substantial contributions toward guaranteeing freedom and equal rights for all people. The second integrations will be for third graders to write an opinion piece on a topic (freedom and equality for all people) supporting a point of view with reasons (3.W.1).
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Staff, Haughton Mifflin, Inc. (1997). **Frederick Douglass.** Houghton Mifflin, Inc. 16. Griffith Elementary School.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Frederick Douglas //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">is a biography produced by Houghton Mifflin, Inc. as part of the //We The People Work Together, Theme 3// series//.// The book is relevant to the unit because it presents a time in the history of our nation when things were not fair for all people. The book portrays the efforts of Fredrick Douglas toward ending slavery. Through his speeches and his bestseller //Narrative of the Life of Frederick Douglas, an American Slave//, Douglas was able to bring to light the plight of the American slave. In fear for his life, he fled to England where he earned enough money to buy his freedom. He returned to America a free man and worked with President Lincoln to abolish slavery. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The book will be used in the unit to preview one of three people who were able to make considerable contributions toward ensuring the civil rights of others. The second integration will be in the area of the English Language Arts Reading standards, specifically reading and comprehending functional text including history/social studies at the high end of grades 2-3 in a complexity band independently and proficiently (AZ.3.RI.10).
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Winnick, Karen B. (1996). **Mr. Lincoln’s Whiskers.** Boyds Mill Press, Inc. 30. Griffith Elementary School Library. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Mr. Lincolns’ Whiskers// is a true story based in the year 1860. It is written in narrative and follows the adventure of an eleven year old girl, Grace who writes President Lincoln a letter. In the letter she states that she agrees with President Lincoln’s position opposing slavery and wishes she could vote for him in the upcoming presidential election. Grace also tells President Lincoln that because his face is thin, he should grow whiskers. Grace and her family are surprised when Grace receives a return letter from President Lincoln. They are again surprised when during his travels, President Lincoln stops in her town and requests a private audience. The book is relevant to the unit study as it presents Grace’s position against slavery. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The book will be used to discuss the historical implications of any people being kept in oppression. The students could also discuss that women have not always been afforded the same voting rights as men. The second integration will be to identify real-life connections between words and their use (slavery, voting, “one man owning another”) (3.L.5).
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Kishel, Ann-Marie. (2007). **Rules and Laws.** Lerner Publications Company. 23. Griffithe Elementary School’s Library. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**__Annotation__** //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Rules and Laws //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> is a children’s picture book written on a second grade level. The book introduces vocabulary explaining the purpose for rules in the home, school classroom, and community. The text takes the reader through the process of turning rules into laws in a kid-friendly way by the use of photography. Two pages are dedicated to an introduction to the U.S. Constitution and the Bill of Rights. Particular attention is given to the Thirteenth Amendment forbidding slavery and the Nineteenth Amendment whereby both men and women can vote. The book is relevant to the study as it clearly presents the purpose for having rules: rules keep us safe and rules make things fair for everyone. **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __** //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Rules and Laws //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">will used as one of the primary sources to establish that rules are to keep people safe and to ensure all people are afforded the same opportunities (being fair). The second integration will be to create a poster listing and illustrating rules that are applicable to third graders (home and/or school) and how the rules help keep us safe and are fair to all students in the classroom (Art Strand 1: Concept 2, PO 102 – using materials and tools appropriately).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Howse, Jennifer. (2008). **Sandra Day O’Connor.** Weigl Publishers, Inc. 24. Griffith Elementary School Library. **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Sandra Day O’Connor is a woman of many firsts. She was the first female to serve as a Supreme Court Justice. She was the first woman to be the Senate’s Majority Leader. She was also the first woman to receive the Philadelphia Liberty Medal. //Sandra Day O’Connor, Remarkable People// details the life and accomplishments of one of our nation’s great leaders, Sandra Day O’Connor. The text provides an emphasis on Sandra’s personal value of always doing your best on any task, “no matter how unimportant it may seem at the time” (p. 11). It also portrays her commitment to public service by ensuring that all people are fairly represented as provided by the laws of the United States. The book is relevant to the unit as it portrays one of the three individuals whose contributions to the betterment of all people will be highlighted and she is from the great state of Arizona! **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Over the course of the unit, the students will review the contributions of three important people who dedicated their lives to the betterment of others. //Sandra Day O’Connor// will be one of the three. She was chosen because she is a woman of many firsts and she is from the state of Arizona. The second integration will be that students will describe the relationship between a series of historical events using language that pertains to time, sequence, or cause/effect (3.RI.3).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Taylor-Butler, Christine. (2008). **The Constitution of the United States.** 48. Children’s Press. Griffith Elementary School Library. **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Annotation __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Before the Constitution was passed in 1788, our new nation was in trouble. The newly formed government had no money. It could not pay its soldiers. Concerns over whether or not it was right to own a slave caused arguments between states. Farmers led a revolt against the government over high taxes. The original 13 states could not agree on anything. Something had to be done! In 1787, five leaders met to begin the process of drafting a document that would outline a new set of regulations to help govern the people. After many weeks and many arguments, a document, The Constitution, was ready. The Constitution did not solve all the problems of the time, but it provided a framework for the states and the federal government to work together for the betterment of all people. The book is relevant to the unit as it describes in a kid-friendly way why and how the Constitution came into being. **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __** //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The Constitution of the United States //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">will be used to help students understand how the Constitution came about. The three branches of will be reviewed. The Bill of Rights will be introduced. Amendments to end slavery, give women the right to vote, and others will be discussed. The second integration will be to have the students write an opinion piece supporting their feelings regarding the benefits of having the Constitution. They will support their feeling with evidence from the text (3.W.1.).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Coles, Robert. (1995). **The Story of Ruby Bridges.** SCHOLASTIC, Inc. 30. Griffith Elementary School’s Library. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //The Story of Ruby Bridges// is the true story of the first black child to attend the all-white William Frantz Elementary School in New Orleans. While the piece is nonfiction, it is written in narrative form which makes the story very appealing to children. Ruby is escorted to school daily by federal marshals amidst angry mobs of white community members. The community’s families refused to allow their children to attend school with an African American student. Ruby attends school alone in an empty school and classroom. She is befriended by her white teacher, Mrs. Henry and Ruby enjoys her education experience. The story closes with the prayer Ruby prayed twice a day asking God “to forgive those people…just like you did a long time ago when they said terrible things about You.” The book is relevant to the unit as it depicts the true life events of one who helped bring change to the philosophy of “separate and equal.” <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Initially, the book will be used to examine a historical time in our United States history when all people were not treated equally or fairly. The second integration will be to use the text to have the students write an opinion piece, describing their reactions to the unfair treatment of people providing reasons that support their feelings (3.W.1.).
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Taylor-Butler, Christine. (2008). **The Supreme Court.** Scholastic, Inc.48. Griffith Elementary School Library. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The Supreme Court is the highest court in the land. The nine justices that serve as Supreme Court Justices ensure the government of the Unites States follows the laws and amendments set forth in the Constitution. //The Supreme Court// is a children’s picture book that explains the purpose and actions of the highest court in the land using kid-friendly language, photographs, and illustrations. The book presents some of the most famous cases heard by the Court: //Brown v the Board of Education//, //Miranda v Arizona, Plessy v Ferguson,// and //Bush v Gore.// These serve as examples of cases that have affected the rights and freedoms of a great number of U.S. citizens. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The book will be used to establish that the Supreme Court intervened and ensured that all children, regardless of race, had the right to a quality education. The second integration will be for students to use excerpts from the text to support answers to questions asked during a question and answer session about the purpose of the Supreme Court (3.RL.1).
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Harris, Nancy. (2008). **What’s the Supreme Court?** Reed Elsevier, Inc. 32. Griffith Elementary School Library. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //What’s the Supreme Court?// Is a picture book dedicated to providing kid-friendly information about the function of the Supreme Court. It establishes that the Supreme Court operates under the Judicial Branch of our government. The book defines the roles of judges and lawyers and provides photographs of these people in action. A photograph of the 2008 Supreme Court judges is provided. The book explains how Supreme Court judges are approved. Three Supreme Court Justices are highlighted: Chief Justice John Roberts, Judge Samuel Alito, and Judge Ruth Bader Ginsburg. Judge Sandra Day O’Conner, the first female Supreme Court Justice is shown writing a report to explain a decision. The book is particularly relevant to this unit because it establishes that the Supreme Court case //Brown v. Board of Education// guarantees all children can attend school together. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The book will be used to establish that children of all colors may attend school because of the Supreme Court decision in //Brown v. Board of Education.// Particular emphasis will be given to the last two pages of the book to establish the uniqueness of public education in the United States. A secondary integration will be for students to use technology (using keyboard skills) to produce and published a collaboration related to the topic of equal rights for an education (3.W.6).
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Bridges, Ruby. (1999). **Through My Eyes.** Scholastic Press. 61. Griffith Elementary School Library. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Through// //My Eyes// is the story of Ruby Bridges told in first person by Ruby Bridges. The narrative follows the events of Ruby’s early childhood, being the first black student to attend an all-white elementary school in New Orleans during the early 1960s. The thing that is equally significant about this text is the historical photographs that support the story’s timeline. Pictures of Ruby’s family picking cotton in the fields are presented. Another photo shows Ruby being escorted in to the Frantz Elementary School with US Marshals. One particularly poignant photograph is of a burning cross with hooded Klu-Klux-Klan members standing nearby. The text is relevant for the unit as it clearly portrays difficult historical events with both narrative and photographs. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The text will be used to examine the historical context surrounding the issue of school segregation. Additionally, the story provides details of how families that embraced integration suffered as a result of taking a stand for equality in education. The second integration will be to use information gathered from illustrations and word in the text to derive meaning from the text (3.RI.7).
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Brown, Earl. (1981-2010). **Make Your Day.** Self-Published. 90. Griffith Elementary School. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Make Your Day// is the school-wide citizenship program adopted by Griffith Elementary School. The 2010 version of the program has only one rule: “No one has the right to interfere with the learning, safety, or well-being of others.” The philosophy of the program is that “everyone within the school environment has the right to complete his or her responsibilities without interference from others” (p.4). The program provides for a “self-peer-teacher evaluation of personal efforts” (p.4) towards learning. The evidence is the number of “points” earned during a lesson/period. Based on self-regulation and effort, both students and teachers have the opportunity to “Make Your Day” by earning 80% of the total allotted points for the day. The manuscript will be used as a teacher’s resource. It is relevant to the unit as it teaches the importance of and rewards for following school rules. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The book will be used to demonstrate a school-wide program is used so that students and teachers hold themselves accountable as they make conscious decisions to establish an environment where there are optimal opportunities for learning. The second integration will be to teach the rights and responsibilities of citizenship based on rules and consequences under Social Studies strand 3 Concept 4, PO1 (c).
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Berson, M.J., Howard, T.C., Salinas, C. (2007). **Hartcourt Social Studies, Our Communities.** Hartcourt, Inc. 448. Third Grade Classroom Griffith Elementary.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Our Communities,// will be used as a teacher’s resource.The chapter //Rights of Citizens// (Unit 4) will be used to introduce that citizens of the United States have certain rights and freedoms outlined in the Bill of Rights which are protected by the Constitution of the United States. The specific freedoms to be presented are Freedom of Speech, Freedom of Assembly, Freedom of Religion, and Freedom of the Press (p.244-5). The efforts of Rosa Parks to change laws unfair to African Americans will be highlighted (p.255). Additionally, the function of the Judicial Branch of our government will be explored in chapter //The Branches of Government// (p.268). The Supreme Court is presented on page 284. The book is relevant to the unit as it establishes that one of the primary roles of our government is to protect the rights of all people. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The Social Studies textbook book will be used to introduce the role of the federal government in protecting the rights of all United States citizens. The second integration will be in the area of functional reading, specifically decoding multisyllabic words (3.RF.3).
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Berson, M.J., Howard, T.C., Salinas, C. (2007). **Hartcourt Social Studies, People We Know.** Hartcourt, Inc. 320. Second Grade Classroom Griffith Elementary. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //People We Know,// will be used as a teacher’s resource. The chapter //Government for the People// (Unit 1) will be used to introduce why we need a government. The need for and purpose of courts and judges is presented on pages 18 and 19. The chapter //Our Country’s// Government (Unit 1) will introduce The Judicial Branch of our government (p.36) and will define that the Supreme Court has nine judges (p. 36). Additionally, the chapter introduces The Constitution and its purpose (p.37). Dr. Martin Luther King, Jr. and his contributions to civil rights is highlighted in the biography section of the textbook (p. 208-9). The book is relevant to the unit as it establishes that the Judicial Branch of our government enforces The Constitution. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The Social Studies textbook book will be used to discuss the leadership roles people play in working toward changing laws so that freedoms can exist for all citizens. The second integration will be in the area of speaking and listening skills, determining the main idea and supporting details of a text (3.SL.2).
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MacDonald Educational, Ltd. (1978). **The Sixties.** Morrison & Gibb Ltd. 64. Blatz Elementary School Library. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //The Sixties// will be used as a teacher’s resource. The chapter “America in Turmoil” (p.36) presents an overview of the 1960 era. Lyndon Johnson became President. Social injustice was rampant; “Negros and other minorities suffered from prejudice and lack of opportunity” (p.36). Riots became prevalent in the South due to racial inequalities. Violence exploded with the death of Martin Luther King and Robert Kennedy. “Black Power” was the representative slogan for the African American revolutionary groups. The book is relevant to the study as it details life in the 1960s and the efforts people made to bring much needed changes to society. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The chapter “America in Turmoil” will be used to explore the social environment prevalent in the U.S during the 1960 era. Topics to be examined will be protests, personalities of the era, Martin Luther King, Presidents Johnson and Nixon, and Senator Robert Kennedy, and revolution movements.
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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Haughton Mifflin Staff. (1997). **Theme 3: We Learn Our Rules and Laws.** Haughton Mifflin. 42. Workroom Griffith Elementary School. //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> We Learn Our Rules and Laws //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> is a big book that presents an overview of why and how rules exist. Page 96 is devoted to explaining the purpose of rules with illustrations portraying a school principal and text captions stating that a principal helps make rules for schools. There is an exquisite four page fold-out displaying the Capital with a session of Congress in session. The text explains that Congress votes on laws. A two page section is devoted to citizenship and is titled //Can One Person Make Difference?// The person highlighted is Rosa Parks and the text supplies photograph from 1955 showing Rosa being fingerprinted when she was arrested for refusing to sit at the back of a bus. The book is relevant for the unit as a teachable classroom resource highlighting the importance of Congress and the people that have changed the course of our nation. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The big book //We Learn Our Rules and Laws// could be used as a direct classroom teaching resource. Pages 96 and 97 and pages 100-107 could be used as excellent visuals to show students actual pictures of historical buildings, Congress in session, and pictures of Rosa Parks. As a second integration, students will explain their own ideas in light of a discussion about the importance of enforcing rules (3.SL.3).
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