Henry's Freedom Box
Levine, E. (2007). Henry's Freedom Box: A True Story from the Underground Railroad.
New York: Scholastic Press.
Summary:
Henry Brown doesn't know
how old he is. Nobody keeps records of slaves' birthdays. All the time he
dreams about freedom, but that dream seems farther away than ever when he is
torn from his family and put to work in a warehouse. Henry grows up and
marries, but he is again devastated when his family is sold at the slave
market. Then one day, as he lifts a crate at the warehouse, he knows exactly
what he must do: He will mail himself to the North. After an arduous journey in
the crate, Henry finally has a birthday, his first day of freedom.
Reading Level: GLE: 2.3
Link to Online
Resources/Lesson Plan/Teaching Guide: http://www.scholastic.com/teachers/lesson-plan/henrys-freedom-box-lesson-plan
Standards Reflected: (Grade 3)
HIST 3.4 Explain connections among historical contexts and people’s perspectives at the time.
HIST 3.10 Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
CIV 3.5 Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.
Standards Reflected: (Grade 3)
HIST 3.4 Explain connections among historical contexts and people’s perspectives at the time.
HIST 3.10 Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
CIV 3.5 Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Abe Lincoln Remembers
Turner, A. W., &
Minor, W. (2003). Abe Lincoln remembers. New York: HarperCollins.
Summary:
What makes greatness
possible? For Abraham Lincoln, it was intelligence, kindness, humor, and
courage. He was a boy who'd give anything for a book. He was a flatboat worker,
a wrestler, a postmaster, a lawyer who learned to lead people with words. And
finally he was a President whose words, alas, could not keep his country
together.
Reading Level:
GLE. 4.5
Link to Online Resources/Lesson
Plan:
http://www.scholastic.com/teachers/lesson-plan/abe-lincoln-remembers-lesson-plan
Standards Reflected: (Grade 5)
Standards Reflected: (Grade 5)
HIST 5.3 Use information about a historical source, including the maker, date, place of origin, intended audience,
and purpose to judge the extent to which the source is useful for studying a particular topic.
HIST 5.9 Explain probable causes and effects of events and developments.
HIST 5.9 Explain probable causes and effects of events and developments.
CIV 5.2 Describe ways in which people benefit from and are challenged by working together, including through
government, workplaces, voluntary organizations, and families.
Balloons Over Broadway
Sweet, M., Newborn, R., & Paquette, C.
(2011). Balloons over Broadway: The true story
of the puppeteer of Macy's Parade. Boston, MA: Houghton
Mifflin Books for Children.
Summary:
Everyone’s a New Yorker on Thanksgiving Day,
when young and old rise early to see what giant new balloons will fill the
skies for Macy’s Thanksgiving Day Parade. Who first invented these
"upside-down puppets"? Meet Tony Sarg, puppeteer extraordinaire! In
brilliant collage illustrations, Caldecott Honor artist Melissa Sweet tells the
story of the puppeteer Tony Sarg, capturing his genius, his dedication, his
zest for play, and his long-lasting gift to America—the inspired helium
balloons that would become the trademark of Macy’s Parade.
Reading Level: GLE: 4
Standards Reflected: (Grade 4)
Standards Reflected: (Grade 4)
HIST 4.1 Explain connections among historical contexts and people’s perspectives at the time.
GEO 4.3 Explain how culture influences the way people modify and adapt to their environments
GEO 4.4 Explain how the cultural and environmental characteristics of places change over time.
GEO 4.3 Explain how culture influences the way people modify and adapt to their environments
GEO 4.4 Explain how the cultural and environmental characteristics of places change over time.
Hand in Hand: Ten Black Men Who Changed
America
Pinkney, A. D., & Pinkney, B. (2012). Hand
in hand: Ten Black Men Who Changed
America. Disney-Hyperion.
Summary:
Hand in Hand presents the stories of ten men from different eras in American
history, organized chronologically to provide a scope from slavery to the
modern day. The stories are accessible, fully-drawn narratives offering the
subjects' childhood influences, the time and place in which they lived, their
accomplishments and motivations, and the legacies they left for future
generations as links in the "freedom chain."
Reading Level: GLE: grades 4-7
Online Teaching Tool/Lesson Plans: http://books.disney.com/content/uploads/2013/09/Hand-In-Hand-DG-ƒ_Reduced.pdf
Standards Reflected: (Grade 5)
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives.
HIST 5.5 Explain connections among historical contexts and people’s perspectives at the time.
Standards Reflected: (Grade 5)
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives.
HIST 5.5 Explain connections among historical contexts and people’s perspectives at the time.
HIST 5.7 Generate questions about multiple historical sources and their relationships to particular historical events
and developments.
CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms.
GEO 5.2 Explain how culture influences the way people modify and adapt to their environments.
GEO 5.2 Explain how culture influences the way people modify and adapt to their environments.
S Sophia's War
A. (2012).
Sophia's war: A tale of the Revolution. New York: Beach Lane Books.
Reading Level: GLE: 5.1
Summary:
In 1776, young Sophia Calderwood witnesses the execution of
Nathan Hale in New York City, which is newly occupied by the British army.
Sophia is horrified by the event and resolves to do all she can to help the
American cause. Recruited as a spy, she becomes a maid in the home of General
Clinton, the supreme commander of the British forces in America. Through her work
she becomes aware that someone in the American army might be switching sides,
and she uncovers a plot that will grievously damage the Americans if it
succeeds
Link to Online Teaching
Tools: http://www.avi-writer.com/pdf/SW_teaching_guide.pdf
Standards Reflected: (Grade 5)
Standards Reflected: (Grade 5)
HIST 5.1 Create and use a chronological sequence of related events to compare developments that happened at
the same time.
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives.
HIST 5.5 Explain connections among historical contexts and people’s perspectives at the time.
HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives.
HIST 5.5 Explain connections among historical contexts and people’s perspectives at the time.
CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms.
CIV 5.2 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
GEO 5.2 Explain how culture influences the way people modify and adapt to their environments.
CIV 5.2 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
GEO 5.2 Explain how culture influences the way people modify and adapt to their environments.
Book Fiesta
Mora, P., & López, R. (2009). Book
fiesta!: Celebrate Children's Day/Book Day =
celebremos El Dia de Los Ninos/El Dia de Los
Libros. New York: HarperCollins.
Summary:
Take a ride in a long
submarine or fly away in a hot air balloon. Whatever you do, just be sure to
bring your favorite book! Rafael López's colorful illustrations perfectly
complement Pat Mora's lilting text in this delightful celebration of El día de
los niños/El día de los libros; Children's Day/Book Day. Toon! Toon!
Reading Level: GLE: K-3
Link to Online Teaching Tools: http://littlemisskindergarten.blogspot.com/2012/04/book-fiesta.html
Standards Reflected: (Grade 3)
GEO 3.4 Explain how culture influences the way people modify and adapt to their environments.
Standards Reflected: (Grade 3)
GEO 3.4 Explain how culture influences the way people modify and adapt to their environments.
The Right Word: Roget and His Thesaurus
Summary:
For shy young Peter Mark Roget, books were the
best companions -- and it wasn’t long before Peter began writing his own book.
But he didn’t write stories; he wrote lists. Peter took his love for words and
turned it to organizing ideas and finding exactly the right word to express
just what he thought. His lists grew and grew, eventually turning into one of
the most important reference books of all time.
Reading Level: GLE: 4.1
Synonym and Antonym Lesson Plan: http://www.pbslearningmedia.org/resource/eb1ff0f3-b158-4f43-aef0-6c62f47c614e/antonyms-and-synonyms-lesson-plan/
Standards Reflected: (Grade 4-5)
GEO 4.3 Explain how culture influences the way people modify and adapt to their environments
Standards Reflected: (Grade 4-5)
GEO 4.3 Explain how culture influences the way people modify and adapt to their environments
HIST 5.8 Use information about a historical source, including the maker, date, place of origin, intended audience,
and purpose to judge the extent to which the source is useful for studying a particular topic.
The Boy Who Harnessed the Wind
Kamkwamba, W., Mealer, B., & Zunon, E.
(2009). The Boy Who Harnessed the Wind.
HarperCollins.
Summary:
William Kamkwamba was born in Malawi, a
country where magic ruled and modern science was mystery. It was also a land
withered by drought and hunger, and a place where hope and opportunity were
hard to find. But William had read about windmills in a book called Using
Energy, and he dreamed of building one that would bring electricity and water
to his village and change his life and the lives of those around him. His
neighbors may have mocked him and called him misala—crazy—but William was determined
to show them what a little grit and ingenuity could do.
Reading Level: GLE: 5
Online TED Talk of the true story of The Boy
Who Harnessed The Wind:
https://www.ted.com/talks/william_kamkwamba_how_i_harnessed_the_wind?language=en
Standards Reflected: (Grade 5)
Standards Reflected: (Grade 5)
HIST 5.3 Use information about a historical source, including the maker, date, place of origin, intended audience,
and purpose to judge the extent to which the source is useful for studying a particular topic.
HIST 5.9 Explain probable causes and effects of events and developments.
CIV 5.4 Explain how policies are developed to address public problems.
GEO 5.2 Explain how culture influences the way people modify and adapt to their environments.
GEO 5.3 Explain how human settlements and movements relate to the locations and use of various natural resources.
HIST 5.9 Explain probable causes and effects of events and developments.
CIV 5.4 Explain how policies are developed to address public problems.
GEO 5.2 Explain how culture influences the way people modify and adapt to their environments.
GEO 5.3 Explain how human settlements and movements relate to the locations and use of various natural resources.
The Camping Trip That Changed America
Rosenstock, B., & Gerstein, M. (2012). The
camping trip that changed America:
Theodore
Roosevelt, John Muir, and our national parks. New York, NY: Dial
Books
for Young Readers.
Summary:
In 1903, President Theodore Roosevelt joined
naturalist John Muir on a trip to Yosemite. Camping by themselves in the
uncharted woods, the two men saw sights and held discussions that would
ultimately lead to the establishment of our National Parks.
Reading Level: GLE: 3
Link to Online Teaching Tools: http://www.barbrosenstock.com/read/Camping_Trip_Tools_BarbRosenstock.pdf
Standards Reflected: (Grade 3)
Standards Reflected: (Grade 3)
HIST 3.3 Generate questions about individuals who have shaped significant historical changes and continuities
HIST 3.11 Explain probable causes and effects of events and developments.
HIST 3.11 Explain probable causes and effects of events and developments.
CIV 3.3 Explain how groups of people make rules to create responsibilities and protect freedoms.
CIV 3.4 Identify core civic virtues and democratic principles that guide government, society, and communities.
CIV 3.7 Explain how policies are developed to address public problems.
GEO 3.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
GEO 3.5 Explain how the cultural and environmental characteristics of places change over time.
CIV 3.4 Identify core civic virtues and democratic principles that guide government, society, and communities.
CIV 3.7 Explain how policies are developed to address public problems.
GEO 3.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
GEO 3.5 Explain how the cultural and environmental characteristics of places change over time.
GEO 3.7 Explain how cultural and environmental characteristics affect the distribution and movement of people,
goods, and ideas.
Wangari's Trees of Peace
Winter, J. (2008). Wangari's trees of
peace: A true story from Africa. Orlando: Harcourt.
Summary:
As a young girl growing up
in Kenya, Wangari was surrounded by trees. But years later when she returns
home, she is shocked to see whole forests being cut down, and she knows that
soon all the trees will be destroyed. So Wangari decides to do something—and
starts by planting nine seedlings in her own backyard. And as they grow, so do
her plans.
Reading Level: GLE: 3.2
Link to Online
Read-Aloud: https://www.youtube.com/watch?v=jK1NndEf6f0
Standards Reflected: (Grade 3-4)
HIST 3.11 Explain probable causes and effects of events and developments.
CIV 3.4 Identify core civic virtues and democratic principles that guide government, society, and communities.
CIV 3.5 Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.
GEO 3.4 Explain how culture influences the way people modify and adapt to their environments.
GEO 3.5 Explain how the cultural and environmental characteristics of places change over time.
(Standards listed are similar to that of Grade 4.)
Standards Reflected: (Grade 3-4)
HIST 3.11 Explain probable causes and effects of events and developments.
CIV 3.4 Identify core civic virtues and democratic principles that guide government, society, and communities.
CIV 3.5 Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.
GEO 3.4 Explain how culture influences the way people modify and adapt to their environments.
GEO 3.5 Explain how the cultural and environmental characteristics of places change over time.
(Standards listed are similar to that of Grade 4.)
No comments:
Post a Comment