Wish List Grant Agency

Awards Committee
123 Grant Way
Charlotte, North Carolina 45678
Dear Awards Committee:
This grant proposal is a formal request for $2,842.62 for the purchase of 28 titles to teach history
through story as a means of improving student proficiency in history. (Please see attached
itemized total and annotated bibliography for additional detail).
Only 22 percent of fourth grade students scored proficient or higher in United States history on
the 2010 National Assessment of Educational Progress. And these numbers continue to decline
as students progress through school, with only 18 percent of eighth graders and 13 percent of
high school seniors achieving proficiency (Armario, 2011, para. 2). Why are students bombing
the history portion of the National Assessment of Educational Progress? One reason is the
history textbook. Tunnell, Jacobs, Young, & Bryan (2012) stated, History textbooks are not
effective in helping children make meaningful personal connections with the past (p. 148).
As identified by Louise Rosenblatt, reading is a transaction between the reader, the text, and the
context. Within the framework of her transactional theory of reading, readers bring diverse levels
of background knowledge and personal experience to the transaction with the text. The
transaction that occurs, influenced by the varied social and cultural backgrounds of readers,
results in the creation of meaning. Just as each reader and his context is unique, so too is his
construction of meaning (Lenski & Nierstheimer, 2004, p. 21). The dates, facts, and vocabulary
terms presented in history textbooks do not promote transaction with the text and thus do not
facilitate the construction of meaning. Reader response theory, as established by Rosenblatt,
identifies the reader as the author of meaning. Without the reader, the text is meaningless (Lenski
& Nierstheimer, 2004, p. 345).
Lenski & Nierstheimer (2004) noted, She (Rosenblatt) proposed a theory of reading that
emphasized an individual readers experiences. She reasoned that readers approach text as a
lived through experience and that readers dont merely try to analyze text but actually
experience it (p. 344). Readers cannot experience history through the endless supply of dates
and facts spewed out in a textbook. Tunnell et al. (2012) argued,
If history is indeed the story of ourselves, then another weakness of history textbooks is
glaringly evident: The people are missing! The best one-word definition of history is, in
fact, people. Without human beings, whose emotions and actions influence the times,
there is no history (p. 149).
Therefore, rather than forcing students to memorize seemingly worthless historical data, why not
expose them to high quality literature that teaches history through the experience they seek? Wei

GRANTPROPOSAL

(2010) stated, So many learners find it difficult to remember facts related to historical events or
figures, but the fluid narrative of storytelling can tie facts together into a more meaningful
pattern (para. 5). Teaching history through story provides a pathway to successfully increasing
student proficiency.
Students will never achieve proficiency in history if their only access to the curriculum is the
textbook. History is not a collection of dates and events. It is an experience that spans the globe.
It is the journey of mankind throughout time. It is the successes and failures, triumphs and
tragedies of all people. It is a testament to the strength and perseverance of the human spirit.
Nelson & Nelson (1999) noted, One of the most-repeated claims of history education advocates
is that historical narrative is more interesting and comprehensible to students than the expository
writing of social studies textbooks (para. 5).
Attached is an annotated bibliography of 28 titles, all high quality childrens and young adult
literature, that teach history through story. Selected from seven genres (poetry, folklore, modern
fantasy, realistic fiction, historical fiction, informational text, and biography), these titles
facilitate an understanding of history and promote further exploration of topics that come alive
through narrative journeys in historical context.
The 28 titles selected to teach history through story also expose the suffering of the human
experience throughout time. From religious persecution in the story of Joan of Arc, to the
unthinkable evils of the transatlantic slave trade illustrated in The Middle Passage, to the
suffering of the Holocaust described in The Island on Bird Street, to the sacrifices of
immigrants who journey to the United States in search of a better life as detailed in Crossing the
Wire, these stories reveal the betrayal, anger, anguish, misery, and sorrow experienced by man,
often at the hand of his fellow man. Not only do these stories teach history, they also teach
ethics. Unkovich (2011) suggested, In addition to creating an appetite to read, stories that touch
childrens hearts and souls create a longing to make a difference in the world (para. 5).
All 28 titles facilitate learning. Half of the titles are picture books and half are chapter books.
Half of the titles are intended for use with students in grades four through six and half are
intended for use with students in grades nine through twelve. Tillotson (2002) noted, Matching
the right books with the right audience is crucial. If children dont encounter books they can get
excited about as they grow up, then its likely that they wont enjoy reading, either for pleasure
or in an educational setting (p. 6). As demonstrated in the annotated bibliography, careful
consideration guided the selection of the titles and determination of intended use of each.
As a licensed K-6 educator in the state of North Carolina and a graduate student pursuing a
Mater of Arts in Teaching, I have invested much time in the research of educational theory and
instructional best practices in literacy and social studies education. As a volunteer, I work with
students from all socioeconomic backgrounds and grade levels, those at the top of their class and
students struggling to hang on. I understand what students need in terms of educational materials
and what piques their interests. Further, I understand the importance of implementing sound
instructional strategies that produce results for students. Their learning and success is what
teaching is all about.

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Osborne (2000) concluded,

In teaching history, as in the discipline of history itself, we need to return to narrative, to
rediscover the power of the story, not only to interest students in the past but to lead them
to think about the present, and indeed the future (p. 149).
Teaching history through story has the potential to transform history instruction and increase
student proficiency. Students will not soon forget the experiences they share with characters that
live and breathe in historical context. Nor will they forget the strength and perseverance of the
human spirit as evidenced throughout time once they have felt the anguish and despair of
experience through story. Former West Virginia schools superintendent Steven Paine (2011)
concluded, Overall the quality and success of our lives can only be enhanced by a study of our
roots. If you dont know your past, you will not have a future (as cited in Armario, 2011, para.
13).
Thank you for the opportunity to apply for support through the Wish List Grant Agency for
support in increasing student proficiency in history.
Best Regards,

Amy G. Wauford

GRANTPROPOSAL

References
Armario, C. (2011, June 14). Report: Students dont know much about US history. Associated
Press. Retrieved from http://www.msnbc.msn.com/id/43397386/ns/us _news-life/t/ report
-students-dont-know-much-about-us-history/
Lenski, S.D., & Nierstheimer, S.L. (2004). Becoming a teacher of reading: A developmental
approach. Upper Saddle River, NJ: Pearson Education, Inc.
Nelson, L.R. & Nelson, T.A. (1999, October). Learning history through childrens literature.
Retrieved from http://www.indiana.edu/~ssdc/hislitdig.htm
Osborne, K. (2000). History as storytelling. Voices from the past. Canadian Social Studies,
35(1). Retrieved from http://www2.education.ualberta.ca/css/CSS_35_1/voices_from_the
_past.htm
Tillotson, L. (2002). Matching books and readers. Book Links, 12(2), 6.
Tunnell, M.O., Jacobs, J. S., Young, T. A., & Bryan, G. W. (2012). Childrens literature, briefly.
Upper Saddle River, NJ: Pearson Education, Inc.
Unkovich, A. (2011). The power of story To teach, to reach, to inspire. Phi Delta Kappan,
92(6), 58-62.
Wei, J. (2010, November 04). Teaching history by telling stories. Retrieved from http://blog.ame
ricanhistory.si.edu/osaycanyousee/2010/11/teaching-history-by-telling-stor ies.html

GRANTPROPOSAL

Title
God Bless the Child
The Cremation of Sam McGee
When the Rain Sings
I Never Saw Another Butterfly
The Gift of the Sacred Dog
Swamp Angel
In Search of a Homeland
Daughters of Fire
The Scarecrow's Dance
The Earth Shook
Clay Man
The Hunger Games
What You Know First
Silent Music
Crossing the Wire
A Long Walk to Water
Encounter
Death of the Iron Horse
The Island on Bird Street
A Journal of the Plague Year
Nelson Mandela
The Middle Passage
To Be a Slave
Only What We Could Carry
Through My Eyes
Joan of Arc
As Far As the Eye Can Reach
A Long Way Gone
Grand Total

Grant Proposal
Condition
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New
New

Quantity
2
2
14
2
6
2
30
6
2
2
2
30
2
2
30
2
2
2
30
30
2
2
30
2
2
2
30
30

Price
$15.00
$13.46
$11.66
$12.94
$6.99
$13.13
$16.75
$38.94
$11.55
$6.40
$15.56
$4.94
$12.74
$13.13
$6.40
$5.99
$12.68
$7.99
$6.95
$3.50
$6.80
$54.75
$6.99
$15.21
$12.23
$7.99
$9.97
$8.79

Item Total
$30.00
$26.92
$163.24
$25.88
$41.94
$26.26
$502.50
$233.64
$23.10
$12.80
$31.12
$148.20
$25.48
$26.26
$192.00
$11.98
$25.36
$15.98
$208.50
$105.00
$13.60
$109.50
$209.70
$30.42
$24.46
$15.98
$299.10
$263.70
$2,842.62

GRANTPROPOSAL

Poetry
Holiday, B., & Herzog, A., Jr. (2003). God bless the child. New York, NY: Amistad.
Synopsis
The jazz tune God Bless the Child gives voice to the struggle of one sharecropper family during
the Great Migration as illustrated by Jerry Pinkney. The emotion of the family is palpable as they
labor in fields of cotton to exhaustion and then travel North in search of hope. The struggle and
dignity of many is revealed through the story of one family who builds a beautiful new life in
Chicago. The final page shows a child engaging with a teacher, a child thats got his own.
Genre
Poetry Lyric
Historical Fiction
Book Type
Picture book Picture storybook
Illustration
Jerry Pinkney brings God Bless the Child to life with brilliant watercolors imbued with
meaning.
Relevance
This story represents the struggle of individuals and families, particularly in the Deep South,
whose hardship endured long after the Emancipation Proclamation was signed. The perseverance
and hope of the family illustrated in God Bless the Child allows the reader to experience the
culture and suffering of African Americans in the historical context of the Great Migration,
thereby deepening their understanding of a tragic era in American history.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and then present the illustrations as the voice of Billie Holiday captivates the
audience (accompanying CD).
Following the read aloud, allow students time to research traditional African American music,
especially work songs and spirituals. Each student should select one song and create illustrations
inspired by the words to tell a story of perseverance and hope in historical context. Each student
should create a picture book to share with the class.
Purchase Plan
Two new copies in hardcover One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $15.00 amazon.com

GRANTPROPOSAL

Service, R. (2006). The cremation of Sam McGee. Toronto, ON: Kids Can Press.
Synopsis
Sam McGee, a fictitious ill-fated prospector, freezes to death during a winter trip through the
Yukon Territory during the Klondike Gold Rush. His last request is that he not be buried in an
icy grave, and the speaker swears to cremate his last remains. The Cremation of Sam McGee
describes with humor the toil of prospectors on the trails and the journey of one to fulfill a
promise.
Genre
Poetry Narrative
Historical Fiction
Book Type
Picture book Picture storybook
Illustration
Ted Harrison, most famous for his paintings of the Yukon, breathes life into The Cremation of
Sam McGee with riveting paintings of the territory. His wild and wonderful use of color is
spellbinding.
Relevance
This story represents the struggle of Yukon Territory prospectors traveling trails in search of a
fortune during the Klondike Gold Rush. Rich imagery allows the reader to discover the sacrifice
and determination of prospectors and experience the miserable icy climate. The Cremation of
Sam McGee promotes investigation of the gold rush and its historical significance in terms of
migration and exploration.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of The Cremation of Sam McGee.
Following the read aloud, discuss the poem and allow students time to research and select a
period of historical significance. After making a determination, each student should compose a
poem to illustrate a glimpse of life during the selected time. Each poem should reveal the
struggles and sacrifices of those who lived during the period as well as an understanding of the
historical context.
Purchase Plan
Two new copies in hardcover One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $13.46 amazon.com

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National Museum of the American Indian. (2008). When the rain sings: Poems by young Native
Americans (revised ed.). Washington, DC: Smithsonian National Museum.
Synopsis
A collaboration between the National Museum of the American Indian and Wordcraft Circle of
Native Writers and Storytellers, When the Rain Sings is a collection of 35 poems written by
Native students in the United States. Each student composed a poem in response to a historic
photograph or cultural object. Collectively, the poems reveal emotions of the present and the
past, of joy and sorrow.
Genre
Poetry Anthology of narrative, lyric and free verse poems
Informational text Traditional chapter book format, includes photo essay (historic photos and
images of cultural objects used to inspire poems)
Book Type
Chapter book
Illustration
Images of the historic photographs and cultural objects provided by the National Museum of the
American Indian to inspire Native youth appear throughout the book.
Relevance
These poems illustrate the highs and lows of life as an American Indian. Voices of youth reveal
pride and anger born of experience. An unmistakable sense of loss resonates throughout the
anthology, shedding light on the hardships of Native Americans, who have never regained all
that was stolen from them. The anthology encourages an awareness of Native American history
and thus a deeper understanding of the suffering of the American Indian.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce When the Rain Sings with a book talk at the start of a new round of literature circles.
Place interested students in one or two groups depending on preference and reading ability.
After reading the anthology, ask students to identify a theme of emotion. Then provide students
time to research Native American history in an effort to identify cause for the theme. Allow
literature circles to discuss ideas and findings. Then ask each student to compose a poem in
response to a specific occurrence in Native American history with the same theme of emotion.
Purchase Plan
14 new copies in paperback 13 to be maintained in the teacher library (one for preparation and
12 for literature circles) and one for the classroom library to be used as a student resource
Price - $11.66 amazon.com

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Volavkova, H. (Ed.). (199). I never saw another butterfly (2nd Expanded ed.). New York, NY:
Schocken Books.
Synopsis
These poems and works of art reveal the pain and anguish of innocent children who endured the
atrocities of the Holocaust in Theresienstadt ghetto/concentration camp. Although the majority of
compositions paint a dismal picture of life and death in the ghetto, a few expose the hope and
pride of children who longed to be free.
Genre
Poetry Anthology of narrative, lyric and free verse poems
Informational text includes journal entries (primary source accounts of life in Theresienstadt)
Book Type
Chapter book
Illustration
Images of the works of art (paintings, drawings, collages, paper cutouts, etc.) created by the
children of Theresienstadt communicate either hope or despair.
Relevance
The poems and illustrations crafted by children of Theresienstadt represent the struggle of Jewish
individuals and families during the Holocaust. Though many persevered, few survived the
horrors of life in the ghettos and concentrations camps. These vivid personal accounts allow the
reader to experience the persecution and sadness of being taken from home, separated from
family, and forced to work without compensation. These same children watched as loved ones
perished or were stolen away to death. Of the nearly 15,000 children under the age of 15 who
came to Theresienstadt, only around 100 survived the Holocaust.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and share several illustrations and poems aloud.
Following the read aloud, have each student draw the name of a European town out of a hat.
Allow students time to research and create presentations on how towns were impacted by the
Holocaust to share with the class. Additionally, each student should compose a poem from the
perspective of an individual living in the assigned town. Encourage diverse perspectives.
Purchase Plan
Two new copies in paperback One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $12.94 amazon.com

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10

Folklore
Goble, P. (1984). The gift of the sacred dog. New York, NY: Aladdin Paperbacks.
Synopsis
A Plains Indian boy goes into the hills to pray for his hungry people. A rider on a breathtaking
creature appears to him and describes the sacred dog. As the clouds close, one-by-one countless
horses descend from the sky. The Great Spirit rewards the courageous boy and his tribe with the
gift of the sacred dog. The sacred dogs/horses allow his people to successfully hunt buffalo.
Genre
Folklore Myth
Book Type
Picture book Picture storybook
Illustration
Paul Goble brings The Gift of the Sacred Dog to life with dazzling paintings. His use of vivid
color and traditional Native style provide an authentic experience for the reader.
Relevance
This story illustrates the arduous existence of Native American Indians on the Great Plains of
North America and reveals the significance of the horse in their nomadic lifestyle. In order to
survive, the Plains Indians followed the migration pattern of the buffalo. The Gift of the Sacred
Dog represents the hope of a young boy and the arrival and impact of horses on the Indians of
the Great Plains.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of The Gift of the Sacred Dog.
Following the read aloud, organize students into small groups and provide time to research the
existence of horses on the Great Plains of North America. Each group should create a
presentation detailing the arrival and impact of horses on Native American culture to share with
the class.
Purchase Plan
Six new copies in paperback Five to be maintained in the teacher library (one for preparation
and four for small group activities) and one for the classroom library to be used as a student
resource
Price - $6.99 amazon.com

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11

Isaacs, A. (2000). Swamp angel. New York, NY: Puffin Books.

Synopsis
This is the amusing tale of Angelica Longrider, a darling baby girl, who grows up to become the
greatest woodswoman in Tennessee. This larger-than-life heroine, Swamp Angel, singlehandedly
lifts wagons from a swamp before conquering Thundering Tarnation, a huge and unbeatable bear
responsible for depleting the storehouses stocked with food for the winter. She wields a tornado,
swallows a lake in one gulp, and snores down a tree to conquer Thundering Tarnation, who feeds
everyone in Tennessee and replenishes the storehouses before the first winter snow.
Genre
Folklore Tall tale and myth
Book Type
Picture book Picture storybook
Illustration
In traditional artistic style, Paul Zelinsky brings Swamp Angel to life with enchanting oil
paintings on wood veneers. The captivating emotion and excitement of his illustrations lend
humor to this tall tale.
Relevance
This story illustrates the daily challenges encountered by American pioneers as they migrated
west to settle new territories. Swamp Angels pursuit and ultimate defeat of Thundering
Tarnation presents a metaphor for the pioneer expansion into the wilderness and emphasizes the
persistence and bravery required to settle the American frontier.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of Swamp Angel.
In the format of a whole class discussion, ask students to identify myths (the Great Smoky
Mountains and the Shortgrass Prairie) created by the author in the telling of Swamp Angel. Then
ask students to compose their own tall tales. Each tall tale should include two myths that explain
nature.
Purchase Plan
Two new copies in hardcover One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $13.13 amazon.com

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12

Manushkin, F. (2001). Daughters of fire: Heroines of the Bible. Boston, MA: Harcourt
Childrens Books.
Synopsis
Daughters of Fire breathes life into women of the Hebrew Bible whose passion and courage
impacted the course of Jewish history. Heroines such as Esther, who revealed herself as a Jew to
the king in order to protect her people, and Yael, who used cunning to kill Sisera in order to save
Israel, reveal the limitless potential and strength of Jewish women determined to preserve their
people.
Genre
Folklore Religious stories
Book Type
Chapter book
Illustration
The dynamic mixed-media compositions (watercolor, collage, pen-and-ink, painting, etc.) crafted
by Uri Shulevitz are a testament to the heroism of the women they depict. His use of jewel tones
is symbolic of their character and religious significance.
Relevance
These stories illustrate the challenges and conflicts of Biblical times and emphasize the strength
and perseverance of women who influenced the fate of the Jewish people. Daughters of Fire
sheds light on an often overlooked and controversial era.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of one of the stories.
In the format of a whole class discussion, ask students to compare and contrast the lives of the
Jewish heroines and women of modern times. Then divide students into small groups and ask
each group to prepare and present a dramatic interpretation that tells the story of a woman from
the Hebrew Bible or modern times. Presentations should reveal an understanding of the struggles
and sacrifices of ordinary women whose daring actions leave a lasting legacy.
Purchase Plan
Six new copies in hardcover Five to be maintained in the teacher library (one for the purpose of
read aloud and preparation and four for small group activities) and one for the classroom library
to be used as a student resource
Price - $38.94 amazon.com

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13

Lively, P. (2006) In search of a homeland: The story of the Aeneid. London: Frances Lincoln
Childrens Books.
Synopsis
This retelling of The Aeneid as documented by Virgil chronicles the arduous journey of Trojan
warrior Aeneas. Charged to find a new homeland for his people, Aeneas flees Troy with his
father and son. To fulfill his mission, he must traverse turbulent seas, defeat beastly giants and
monsters, triumph over the resistance of Juno, and survive descent into the Underworld where he
is allowed a glimpse of his future descendants. His strength and endurance prevail resulting in
the founding of the city of Rome.
Genre
Folklore Myth, epic and legend
Book Type
Chapter book
Illustration
The artistic style of Andrews scratchy drawings in jewel tones brings the characters and
experiences to life. The action and movement created in his illustrations make every step of this
mythical journey believable.
Relevance
When the Greeks attacked Troy, Aeneas fought until ordered to flee in search of a new
homeland. A significant figure in Greco-Roman mythology, the Trojan hero persevered though
countless disasters and distractions to found the city of Rome.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and provide a reading schedule for the simultaneous independent reading of
Livelys In Search of a Homeland: The Story of the Aeneid and Virgils The Aeneid.
Structure and provide time for whole and small group discussions of the texts.
Upon completion of the texts, provide students a variety of options (including but not limited to a
diorama, picture book, cartoon or comic rendition, travel guide, scrapbook, dramatic
interpretation, mobile, soundtrack, trailer, costume) from which to select and complete one
summative project.
Purchase Plan
30 new copies in hardcover 29 to be maintained in the teacher library (one for the purpose of
read aloud and preparation and 28 to be used as a class set) and one for the classroom library to
be used as a student resource
Price - $16.75 amazon.com

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14

Modern Fantasy
Yolen, J. (2009). The scarecrows dance. New York, NY: Simon & Schuster Books for Young
Readers.
Synopsis
One windy evening, freed from his post, the scarecrow glides blissfully over the land. Eventually
reaching the farmhouse, he pauses to peer in a dimly lit window and observes a young boy
saying his bedtime prayers. He listens intently as the boy prays fervently for the corn crop that is
to be harvested the following morning. Realizing the boy and his family depend upon the
harvest, the scarecrow returns to his post to protect the corn as only he can.
Genre
Modern Fantasy
Poetry Narrative and lyric
Book Type
Picture book Picture storybook
Illustration
The brilliant moments captured by Bagram Ibatoulline in gouache and watercolor breathe life
into the scarecrow. His creation of light and movement invite the reader to experience the windy
evening of freedom alongside the scarecrow.
Relevance
This story presents the hopes and fears of individuals and families whose livelihoods are sown in
agriculture. The Scarecrows Dance is a timeless tale of the farmer and his dependence upon
nature to survive. With no control over nature, the farmer relies on determination and work ethic
to ensure a successful crop. This story guides students to consider the possible outcomes of a
successful and unsuccessful crop.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of The Scarecrows Dance.
Following the read aloud, encourage students to consider what may have happened if the
scarecrow had not returned to his post. Each student should compose a new ending for the story
that details the outcome of the harvest and its impact on the boy and his family.
Purchase Plan
Two new copies in hardcover One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $11.55 amazon.com

GRANTPROPOSAL

15

Napoli, D. J. (2009). The earth shook: A Persian tale. New York, NY: Hyperion Books for
Children.
Synopsis
Startled awake by the shaking earth, a young Persian girl, Parisa (Farsi for like an angel), rises
to find homes collapsed and her town abandoned. Each day she knocks on a door and each day it
is answered by an animal that resents her and sends her away. Guided by past encounters with
humans and therefore distrusting of the young girl, the animals launch defensive threats in her
direction. Determined to do what humans do, the young girl pours out her generous spirit of
compassion. One-by-one the animals move beyond their differences and resentment to join
Parisa in celebrating the commonalities they share.
Genre
Modern Fantasy
Book Type
Picture book Picture storybook
Illustration
Gabi Swiatkowska brings Parisa and the animals to life with close-up impressionistic oil
paintings.
Relevance
This story illustrates the hardships of natural disasters and also of war. Although a 2003
earthquake that killed half the population of Bam, Iran inspired this story, the cause of the shake
in The Earth Shook is not explicitly stated. Therefore, students must infer the cause and
teachers should challenge students to consider a variety of possibilities.
The Earth Shook presents a metaphor for the hatred that divides humanity and the possibility of
living in harmony. Hatred is the origin of the worlds greatest tragedies as evidenced throughout
history.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of The Earth Shook.
Following the read aloud, each student should compose a story using metaphor to illustrate a
historic event or current societal issue.
Purchase Plan
Two new copies in hardcover One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $6.40 amazon.com

GRANTPROPOSAL

16

Watts, I. (2009). Clay man: The golem of Prague. Toronto, ON: Tundra Books.
Synopsis
Thirteen year-old Jacob, the rabbis son, is frustrated with the anti-Semitism he experiences in
16th century Prague. Trapped inside the walls of the ghetto, he longs to venture out and explore
the city. One evening, he follows his father and two companions outside the ghetto gates and to
the river where they use clay to sculpt a giant that becomes the golem of Prague and protects the
Jewish people.
Genre
Modern Fantasy
Folklore - Legend
Book Type
Chapter book
Illustration
The simple pencil drawings created by Kathryn Shoemaker vividly depict the mood and events
of the story.
Relevance
This story represents the struggle of Jewish individuals and families throughout history,
especially during the 16th century when they were expelled from many European countries and
forced to live in walled ghettos in others. The intolerance of Christians motivated many Jews to
flee Europe. The perseverance of the Jews of Prague symbolizes the determination and hope of
the Jewish people and exposes the cruel rejection and discrimination they encountered
throughout the 16th century.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of Clay Man: The Golem of Prague.
Following the read aloud, encourage students to identify the motivation of anti-Semitism. Then
have each student compose a journal entry from the perspective of a child living in the Prague
ghetto. Each journal entry should describe life in the ghetto, speculate as to the motivation of
their persecutors, and identify one thing they would change about life in the ghetto if they could.
Purchase Plan
Two new copies in hardcover One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $15.56 amazon.com

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Collins, S. (2010). The hunger games. New York, NY: Scholastic Press.
Synopsis
In the post-apocalyptic nation of Panem, two boys and two girls from each of the twelve
remaining districts are selected by lottery to compete in the annual Hunger Games. During the
games, twenty-four contestants fight to the death. The winner is rewarded with a home and food
as well as provisions for his entire district for one year. The performance of Katniss Everdeen,
the female representative from District 12, rattles the dystopia of Panem and ignites unrest that is
sure to catch fire.
Genre
Science Fiction
Book Type
Chapter book
Illustration
The Hunger Games is not illustrated.
Relevance
This story is symbolic of many past conflicts throughout history and suggests future
consequences of living in a divided nation and world at war. The political, economic, social, and
emotional struggles presented in the book parallel significant encounters, past and present. The
characters and events of The Hunger Games provide an excellent platform from which to
explore significant individuals and events from the beginning of time to modern day.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and provide a reading schedule for the independent reading of The Hunger
Games. Structure and provide time for whole and small group discussions of the text.
Upon completion of the text, each student should select one actual person to compare and
contrast with a character from the book and one actual event to compare and contrast with an
event from the book. Allow each student freedom to choose the format of the compilation
project.
Purchase Plan
30 new copies in paperback 29 to be maintained in the teacher library (one for the purpose of
read aloud and preparation and 28 to be used as a class set) and one for the classroom library to
be used as a student resource
Price - $4.94 amazon.com

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Realistic Fiction
Maclachlan, P. (1998). What you know first. New York, NY: HarperCollins Publishers.
Synopsis
Set during the Depression, What You Know First is the story of a young girl coping with loss.
Forced to sell the family farm and leave the prairie, her parents begin packing and encouraging
her to embrace what is to come, living in a new environment. Reluctant to leave behind the
tactile pleasures of home, she begins collecting keepsakes to carry with her, to remind her of
home and eventually share the story of their roots with her baby brother.
Genre
Realistic fiction
Book Type
Picture book Picture storybook
Illustration
Barry Moser enhances the story with detailed engravings, each tinted in a mournful tone.
Relevance
This story represents the hardship of individuals and families throughout the world during the
Great Depression through the story of an American family. What You Know First provides a
foundation for investigation of the Great Depression and its international impact. Students will
discover the perseverance and hope of families and friends who joined together to survive the
deepest depression of the 20th century.
Additionally, this story presents a metaphor for experience. Memories of the past shape the
present and the future. The young girls keepsakes represent her memories and will travel with
her wherever she goes, forever a part of who she is and who she will become.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of What You Know First.
Following a discussion of the text, challenge each student to go home and gather three keepsakes
they would carry along if forced to move from home and record the significance of each to share
with the class.
Purchase Plan
Two new copies in hardcover One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $12.74 amazon.com

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Rumford, J. (2008). Silent music. New York, NY: Roaring Book Press.
Synopsis
Ali, a young boy living in Baghdad, engages readers with the conversational tone he employs to
express himself and his interests. He describes his love of soccer, loud music, dancing, and
Arabic calligraphy and reveals his admiration of Yakut, a 13th century calligrapher. Just as Yakut
experienced escape through the serenity of calligraphy during the Mongol invasion and
destruction of Baghdad in 1258, Ali escapes the 2003 bombing of Iraq by pouring his emotions
out through calligraphy. Although harb, the word for war, flows easily from his pen, he struggles
to scribe salam, the word for peace.
Genre
Realistic fiction
Book Type
Picture book Picture storybook
Illustration
James Rumford brings Alis story to life through the creation of vivid mixed media collages
infused with calligraphy.
Relevance
Silent Music beautifully portrays the vulnerability of children who endure the horrors of war and
reveals the pain of living without peace. This story is an account of the War on Terror bombings
as seen through the eyes of a child and his hope for a brighter day. The symbolism of the
difficulty Ali experiences in trying to write salam, the word for peace, will not be lost on readers
and provides an excellent opportunity for students to analyze the deeper meaning of the written
word in historical context.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of Silent Music.
Following a discussion of the text, challenge students to consider why Ali may have struggled to
scribe salam, the word for peace. Each student should compose a response that states an opinion
supported by historical fact.
Purchase Plan
Two new copies in hardcover One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $13.13 amazon.com

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Hobbs, W. (2006). Crossing the wire. New York, NY: HarperCollins Publishers.
Synopsis
This is the story of Victor Flores, a 15 year-old Mexican boy, who leaves his mother and
younger siblings in a desperate attempt to cross the United States border in search of work.
Having supported his family by growing corn since his father passed away, Victor is devastated
to realize his ability to feed his family has bottomed out alongside the price of corn. With no
money to secure a guide, Victor must rely on his instincts and determination to survive the trek
across the border.
Genre
Realistic fiction Problem novel, survival and adventure
Book Type
Chapter book
Illustration
Crossing the Wire is not illustrated.
Relevance
Crossing the Wire is both the modern day account of illegal immigration and the timeless story
of legal immigration. The United States is a nation of immigrants and home to countless stories
of individuals and families whose arrivals marked the joyous end of one journey and the hopeful
beginning of another.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and provide a reading schedule for the independent reading of Crossing the
Wire. Structure and provide time for whole and small group discussions of the text.
Upon completion of the text, each student should compose ten questions relevant to the
immigrant experience with which to interview a first or second-generation immigrant. Students
should analyze the responses, compare and contrast them with the experience of Victor Flores,
and compose a reflection piece that accurately addresses the social and historical context of
immigration.
Purchase Plan
30 new copies in hardcover 29 to be maintained in the teacher library (one for the purpose of
read aloud and preparation and 28 to be used as a class set) and one for the classroom library to
be used as a student resource
Price - $6.40 amazon.com

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Park, L. S. (2010). A long walk to water: Based on a true story. New York, NY: Clarion Books.
Synopsis
In alternating chapters, A Long Walk to Water tells the stories of Salva and Nya. Salva flees his
small village home in Sudan during a brutal rebel attack in 1985, and thus begins his journey.
Sometimes alone and sometimes with others, Salva walks in search of shelter. He finds
temporary relief in refugee camps in Ethiopia and Kenya before being chosen to go to America,
where a family in Rochester, New York adopts him.
In 2008, Nya spends eight hours a day walking to gather water for her family and then carrying it
home to her village in Sudan. The long walk to the nearest water source prevents her from
attending school until Salva returns to help his people. The well he builds provides the
community fresh water and Naya a fresh start.
Genre
Realistic fiction Problem novel, survival and adventure
Book Type
Chapter book
Illustration
A Long Walk to Water is not illustrated.
Relevance
This narrative exposes the hardships of life in Sudan and tells the timeless story of triumph over
adversity. This book builds a foundation for the investigation of Sudan, a country devastated by
political, ethnic, religious, economic, and humanitarian conflicts. A Long Walk to Water
presents incredible obstacles overcome by perseverance and hope.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of A Long Walk to Water.
Following the read aloud, organize students into small groups. Each group should collaborate to
create a photo account of Salvas journey to share with the class. Each image should be
accompanied by a caption that highlights the historical significance of his experience. Students
should use SlideRocket to compose the presentations.
Purchase Plan
Two new copies in paperback One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $5.99 amazon.com

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Historical Fiction
Yolen, J. (1996). Encounter. Boston, MA: Sandpiper.
Synopsis
After a disturbing dream, a young Taino boy warns his elders not to welcome the suspicious
strangers but they do not heed his caution. After entertaining Columbus and his men, the Taino
are robbed of children and parrots. The narrator, taken captive by the strangers, eventually
escapes and throughout his journey home warns others of the evil strangers. But again his pleas
are ignored. Encounter is the reflection of the young boy, now an old man, lamenting the
demise of his people.
Genre
Historical fiction
Book Type
Picture book Picture storybook
Illustration
The captivating acrylic paintings of David Shannon, often dark and foreboding, reveal the
emotion of the story.
Relevance
The voyage and arrival of Columbus in the Americas is often a celebrated story; however, this
account from the perspective of an indigenous child offers little to celebrate. This story provides
cause for investigation of the 1492 voyage of Christopher Columbus and his impact on
colonization and development of the modern Western world.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of Encounter.
Following a discussion of the text in historical context, each student should rewrite the story to
describe what may have happened if the elders had listened to the young Taino boy.
Purchase Plan
Two new copies in hardcover One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $12.68 amazon.com

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Goble, P. (1993). Death of the iron horse. New York, NY: Aladdin Paperbacks
Synopsis
Long ago, the Cheyenne Prophet Sweet Medicine dreamed of the evil white men who would
eventually destroy the land and its people. His ominous words were not forgotten.
Fearful of the encroaching white man and the unknown steam locomotive, young Cheyenne
braves attack, derail and raid a train in defense of their territory and protection of their people.
Victorious, the courageous braves return home free of fear.
Genre
Historical fiction
Book Type
Picture book Picture storybook
Illustration
With India ink and watercolor, Paul Gobles creates striking images with ample white space to
convey the significance and emotion of Death of the Iron Horse.
Relevance
This account of the 1867 Cheyenne derailment (the only Native American derailment) of a
Union Pacific freight train illustrates the pride and anger experienced by Native Americans
forced to compromise their way of life. Death of an Iron Horse promotes investigation of
Native American history, specifically their treatment throughout exploration, colonization and
westward expansion.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of Death of the Iron Horse.
Following the read aloud, allow students time to research Native American history. Each student
should select one tribe and then create a picture book, complete with illustrations, that tells the
story of a difficult moment in its history.
Purchase Plan
Two new copies in paperback One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $7.99 amazon.com

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24

Orlev, U. (1992). The island on Bird Street. Boston, MA: Sandpiper.

Synopsis
After escaping the forced evacuation of a ghetto in German-occupied Poland during World War
II, 11 year-old Alex flees to the cellar of an abandoned home on Bird Street where he must
survive on his own for months while awaiting the arrival of his father. He must hunt for food
without being discovered by soldiers and avoid encounters with harmful Jews hell-bent on
saving only themselves.
Genre
Historical Fiction
Book Type
Chapter book
Illustration
The Island on Bird Street is not illustrated.
Relevance
This is an account of the Holocaust as lived through the eyes of a child. Uri Orlev endured life in
the Warsaw ghetto and Bergen-Belsen concentration camp before moving to Israel after the war.
His own experiences guide the story of Alex and his determination to survive.
The Island on Bird Street exposes the persecution of Jews during the Holocaust and promotes
further investigation of World War II and Adolf Hitler, intent on annihilating the Jews. Of the
nine million Jews residing in Europe prior to the Holocaust, nearly six million perished.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and provide a reading schedule for the independent reading of The Island on
Bird Street. Structure and provide time for whole and small group discussions of the text.
Upon completion of the text, organize students into small groups. Each group should collaborate
to create a photo scrapbook of the Holocaust to share with the class. Each scrapbook should
contain ten images and ten facts to provide a historically accurate account of the Holocaust.
Allow students freedom to determine how they will complete the scrapbook (in an actual photo
album, as a story book, digital media, etc.).
Purchase Plan
30 new copies in paperback 29 to be maintained in the teacher library (one for the purpose of
read aloud and preparation and 28 to be used as a class set) and one for the classroom library to
be used as a student resource
Price - $6.95 amazon.com

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Defoe, D. (2001). A journal of the plague year. Mineola, NY: Dover Publications, Inc.
Synopsis
A 1665-eyewitness account of the Great Plague that decimated the population of London reveals
the hardship of Londoners during the last major outbreak of the bubonic plague. This detailed
description also represents the tragic story of the bubonic plague as experienced throughout
Europe for some five centuries.
Genre
Historical Fiction
Book Type
Chapter book
Illustration
A Journal of the Plague Year is not illustrated.
Relevance
This story, symbolic of human frailty, presents the struggles of life during an epidemic or
pandemic outbreak and lays the foundation for further investigation of the bubonic plague and its
massive cultural and economic impact in Europe.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and provide a reading schedule for the independent reading of A Journal of
the Plague Year. Structure and provide time for whole and small group discussions of the text.
Upon completion of the text, allow students time to research the historical significance of the
bubonic plague. Then have each student compose his own eyewitness account of an outbreak of
the bubonic plague (Great Plague, the Black Plague, etc.). Each composition should reflect a
solid understanding of the bubonic plague and its impact on society.
Purchase Plan
30 new copies in paperback 29 to be maintained in the teacher library (one for the purpose of
read aloud and preparation and 28 to be used as a class set) and one for the classroom library to
be used as a student resource
Price - $3.50 amazon.com

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Biography (Autobiography)
Bridges, R. (1999). Through my eyes. New York, NY: Scholastic Press.
Synopsis
As the first African American student to attend a New Orleans public elementary school, Ruby
Bridges is thrown headfirst into the tumultuous struggles of the Civil Rights Movement. Escorted
by three federal marshals to William Frantz Elementary School, Ruby is protected physically but
not emotionally from the relentless jeering and taunting of the angry mob. For many days she is
the only student attending the school. As students return to Frantz, Ruby remains the only
student in first grade classroom taught by an inspiring woman who becomes her friend and
mentor. This is a story of hatred poured out on an innocent child and a testament to the
determination of spirit that eventually achieved equal rights.
Genre
Biography Autobiography, complete and partial biography
Informational text Informational picture book, includes photo essay (includes period
photographs) and interviews (includes quotes from primary source interviews)
Book Type
Picture book Informational picture book
Illustration
Through My Eyes is filled with historic sepia-toned photographs that capture the emotion and
courage of Ruby Bridges, a young African American student in an all white school, through her
journey at the start of integration in New Orleans, Louisiana.
Relevance
This story illustrates the severity of hatred and discrimination experienced by countless African
American individuals and families throughout history. This specific account exposes the hope
and determination of one family to provide equal rights to their young daughter during the early
days of integration. Through My Eyes provides a glimpse of bitter racism and promotes
exploration of the Civil Rights Movement, its influences and outcomes.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of Through My Eyes.
Following a discussion of the text, organize students into partners. Allow students time to
research the Civil Rights Movement in the United States. Then have each pair of students
compose ten questions relevant to the Civil Rights Movement with which to interview an
individual who lived through it. Students should compile questions and responses in a
presentation to share with the class. Allow students freedom to determine the format of the
presentation (information box, timeline, collage, mobile, podcast, etc.).

GRANTPROPOSAL
Purchase Plan
Two new copies in hardcover One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $12.23 amazon.com

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Stanley, D. (2002). Joan of arc. New York, NY: HarperCollins Publishers.

Synopsis
Set during the Hundred Years War, Joan of Arc is the historical account of a young peasant
girl, inspired by voices to accomplish the will of God, who leads the French army to defeat the
English. This magnificent narrative breathes life into her journey, eventual trial for heresy,
burning at the stake and ultimate martyrdom.
Genre
Biography Picture book biography, complete and partial biography
Informational text Informational picture book, includes interviews (includes quotes from Joan
of Arc and more than 100 witnesses during the Rehabilitation Trial of Joan of Arc)
Book Type
Picture book Informational picture book
Illustration
The brightly colored acrylic paintings of Diane Stanley chronicle the history and mystery of Joan
of Arc. The striking facial expressions of the characters in her paintings communicate the tone of
the journey and the emotion of the period.
Relevance
Joan of Arc demonstrates the ability of a single individual, specifically a young girl, to impact
the course of history through strength and perseverance. Her story of courage and determination
promotes exploration of the Middle Ages and will incline readers to investigate and understand
the medieval period, characterized by class struggles, persecution and war.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of Joan of Arc.
Following a discussion of the text, allow students time to research the Middle Ages. Each student
should design a picture book biography that illustrates life during the medieval period. The lives
of nobility, artisans, and peasants should be explained in detail. Allow students freedom to
determine the perspective (nobility, artisan, peasant) from which they will compose their stories.
Purchase Plan
Two new copies in paperback One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $7.99 amazon.com

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Kimmel, E. C. (2004). As far as the eye can reach: Lewis and Clarks westward quest. New
York, NY: Random House Books for Young Readers.
Synopsis
At the request of President Jefferson in 1803, Captains Lewis and Clark and their Corps of
Discovery journey west in search of the Pacific Ocean. Along the way, they encounter
treacherous obstacles before eventually laying claim to the West. Assumed dead, the Corps of
Discovery are lauded as heroes when they return successful. The years long 7,689-mile
expedition is one of discovery and triumph, not only for the men, but also for America.
Genre
Biography Simplified biography, partial biography
Informational text includes images of journal entries (text and illustrations), photographs, and
period works of art
Book Type
Chapter book
Illustration
As Far as the Eye Can See is filled with images of entries from the journals of Lewis and Clark,
relevant photographs and works of art to facilitate an accurate understanding of the expedition,
the encounters of the Corps of Discovery and the knowledge they gained.
Relevance
As Far as the Eye Can Reach exemplifies how a few determined individuals have the power to
alter the course of history. Determined to discover the Northwest Passage, Lewis and Clark and
the Corps of Discovery endure and survive unforeseen challenges in an effort to expand the
territory of their country. Their perseverance yielded countless gains in terms of land acquisition,
Native American relations, knowledge of plant and animal species, and brilliant maps of the
frontier. Their journey is sure to inspire readers to investigate the beginnings of westward
expansion.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and provide a reading schedule for the independent reading of As Far as the
Eye Can See. Structure and provide time for whole and small group discussions of the text.
Upon completion of the text, divide students into small groups and have each group to prepare
and present a dramatic interpretation of the treacherous journey of Lewis and Clark and Corps of
Discovery. Each presentation should include narration that chronicles the historically accurate
encounters of the men.

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Purchase Plan
30 new copies in hardcover 29 to be maintained in the teacher library (one for the purpose of
read aloud and preparation and 28 to be used as a class set) and one for the classroom library to
be used as a student resource
Price - $9.97 amazon.com

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Beah, I. (2008). A long way gone: Memoirs of a boy soldier. Logan, IA: Perfection Learning.
Synopsis
When a brutal civil war reaches his village in Sierra Lione, Ishmael flees in search of safety. For
months he journeys through jungles and desserts, receiving limited food and shelter along the
way, before being recruited by the national army. For several years he lives the violent life of a
child soldier, addicted to slaughter and a slave to the endless supply of marijuana and cocaine
provided the army. Eventually rescued by United Nations agents and placed in a rehabilitation
center sponsored by UNICEF, Ishmael is able to overcome the trauma and begin to heal.
Genre
Biography Autobiography, partial biography
Book Type
Chapter book
Illustration
A Long Way Gone is not illustrated.
Relevance
This narrative illustrates the evils of civil war and its ultimate impact on humanity and promotes
investigation of the memoir in historical context. The Civil War of Sierra Lione (1991 to 2002)
resulted in the death of more than 75,000 citizens and the displacement of some two million
others. This memoir reveals the trauma of war and exposes significant differences between the
lives of American children and those living in war-torn nations throughout the world. A Long
Way Gone is a testament to the strength of the human spirit.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and provide a reading schedule for the independent reading of A Long Way
Gone. Structure and provide time for whole and small group discussions of the text.
Upon completion of the text, have each student draw the name of a civil war out of a hat. Each
student should create a presentation outlining the events of the civil war and describing its
impact on the nation to share with the class. Allow students freedom to determine the format of
the presentation (diorama, scrapbook, timeline, collage, mobile, trailer, etc.).
Purchase Plan
30 new copies in paperback 29 to be maintained in the teacher library (one for the purpose of
read aloud and preparation and 28 to be used as a class set) and one for the classroom library to
be used as a student resource
Price - $8.79 amazon.com

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Informational Text
Van Wyk, C. (Ed.). (2009). Nelson Mandela: Long walk to freedom. New York, NY: Flash
Point.
Synopsis
This autobiography, an abridged version of the 1994 Long Walk to Freedom, chronicles the life
and accomplishments of Nelson Mandela, one of the greatest political activists of all time. From
his birth in the small village of Mvezo to his eventual election as president of South Africa, this
narrative reveals the sacrifice and suffering of a man determined to change a nation. After 27
years in prison, his obstinate hope intact, he unites a country long divided by apartheid.
Genre
Informational text Informational picture book
Biography Picture book biography, complete and partial biography
Book Type
Picture book Informational picture book
Illustration
The expert pen and watercolor creations of Paddy Bouma beautifully represent the place and
emotion of Mandelas journey.
Relevance
This autobiographical account reveals the racial injustice endured under apartheid in South
Africa and the impact of one man on a nation divided. Nelson Mandela: Long Walk to
Freedom promotes further investigation of apartheid and the various struggles for human rights
throughout history.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and then share a read aloud of Nelson Mandela: Long Walk to Freedom.
Following the read aloud, present and discuss a variety of other human rights struggles. Then
organize students into small groups and have each group draw one of the struggles out of a hat.
Each group should research its struggle for human rights and then create a timeline documenting
causes, actions, and outcomes to share with the class. After the presentations, have each student
independently identify and describe significant similarities. Responses should demonstrate an
accurate understanding of the struggles for human rights in historical context.
Purchase Plan
Two new copies in hardcover One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $6.80 amazon.com

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Feelings, T. (1995). The middle passage: White ships black cargo. New York, NY: Dial Books
for Young Readers.
Synopsis
This haunting presentation of the African Diaspora through the transatlantic slave trade exposes
the cruelty of forced migration and the inhumane treatment of man at the hand of man. Sixtyfour images chronicle the torturous movement of human cargo from continent to continent.
Struggle is the thread and theme of this pictorial journey the struggle to protect, to endure, to
be free, to survive, to cling to the hope of the human spirit.
Genre
Informational text Informational picture book
Book Type
Picture book Wordless picture book
Illustration
Sixty-four pen and ink and tempera renderings on rice paper created by Tom Feelings reveal the
horror endured by Africans torn from their homeland to become slaves in foreign lands.
Relevance
The Middle Passage exposes the unspeakable cruelty of the Atlantic slave trade and promotes
investigation of the exportation of millions of Africans to South America, Europe, and North
America that spanned four centuries. The details of human suffering as depicted by Tom
Feelings, from chains and whips to piles of living flesh thrown into the bowels of ships to the
ultimate enslavement of generations of innocent men, women and children, offer only a glimpse
into one of the greatest tragedies in human history.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and then guide students through a picture walk of The Middle Passage.
Following a discussion of the text, organize students into small groups. Allow students time to
research the Atlantic slave trade. Then have each group compose a choral poem to accompany
the illustrations of The Middle Passage to share with the class. Allow students freedom to
determine the form of poetry (narrative, lyric, or free verse).
Purchase Plan
Two new copies in hardcover One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $54.75 amazon.com

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Lester, J. (2000). To be a slave. New York, NY: Puffin Books.

Synopsis
Together with the historical commentary of Julius Lester and stirring paintings of Tom Feelings,
the authentic voices of women and men who lived as slaves reveal how it felt to be owned. To
Be a Slave is not a compilation of facts but rather a collection of raw emotion and feelings that
expose the pain and anguish of human suffering.
Genre
Informational text Traditional chapter book format, includes interviews (primary source
accounts of the slave experience)
Book Type
Chapter book
Illustration
The poignant paintings of Tom Feelings depict the despair of slavery and capture the vivid
emotion of how it felt to be owned.
Relevance
This comprehensive account of slavery as endured by human beings sheds light on the origin of
slavery and its ultimate effect on the human spirit. Through primary source narratives, To Be a
Slave reveals the misery of forced migration, the anguish of families torn apart, and the hostility
of plantation life. The emotional voices of the text are sure to evoke an emotional response and
trigger questions answerable only through deeper investigation of the history of slavery in
America.
Age Group
Grades four through six
Instructional Opportunity and Student Activity
Introduce the text and provide a reading schedule for the independent reading of To Be a Slave.
Structure and provide time for whole and small group discussions of the text.
Upon completion of To Be a Slave, allow students time to research slavery in America. Then
have each student prepare a formal response to the text. Just as the human accounts of slavery in
the text communicate emotion, each student should convey an emotional response to the voices
in the text. Each composition should reveal an accurate understanding of the history of slavery
and its impact on the human spirit.
Purchase Plan
30 new copies in paperback 29 to be maintained in the teacher library (one for the purpose of
read aloud and preparation and 28 to be used as a class set) and one for the classroom library to
be used as a student resource
Price - $6.99 amazon.com

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Inada, L. F. (2000). Only what we could carry: The Japanese American internment experience.
Berkeley, CA: Heyday Books.
Synopsis
This is the story of more than 110,000 Japanese and Japanese Americans citizens rounded up and
forced to live in detention camps during World War II. Haunting voices expose the feelings of
betrayal and despair experienced by ordinary citizens stripped of due process as a result of
national hysteria. Unforgettable memories, letters, poetry and works of art illustrate the
persecution of innocent men, women and children whose dignity could not be stolen away.
Genre
Informational text Traditional chapter book format, includes photo essays, includes journals
and interviews (primary source accounts of life during the internment)
Book Type
Chapter book
Illustration
Only What We Could Carry includes photographs, images of letters, news accounts and
government declarations, and sketches and cartoons to aid in the telling of betrayal and
persecution as experienced by Japanese Americans.
Relevance
Only What We Could Carry sheds light on an often-overlooked occurrence of the Second
World War, the internment of Japanese and Japanese American citizens in the United States.
Immediately following the attack on Pearl Harbor, FBI agents stormed through communities
arresting anyone suspected of being sympathetic to Japan. As the war intensified, more and more
Japanese and Japanese American citizens were rounded up, registered, herded into buses and
trains and shipped off to internment camps.
The primary source accounts presented in the text are a testament to the dignity and hope alive in
the human spirit in the face of adversity and cruelty. The irony of the treatment of Japanese and
Japanese Americans living in the United States as compared to experiences of Jews throughout
Europe will not be lost on readers.
Age Group
Grades nine through 12
Instructional Opportunity and Student Activity
Introduce the text and share several primary source accounts of the internment.
Following a discussion of the selections, divide students into small groups and allow time to
research the Japanese American internment experience in America and the simultaneous
Holocaust in Europe. Then have each group collaborate to identify and analyze the similarities
and differences of the two. Each group should create a presentation documenting their findings

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to share with the class. Allow students freedom to determine the format of the presentation
(scrapbook, timeline, mobile, cartoon or comic rendition, trailer, etc.).
Purchase Plan
Two new copies in paperback One to be maintained in the teacher library for the purpose of
read aloud and preparation, and one for the classroom library to be used as a student resource
Price - $15.21 amazon.com

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