How to Write

www.123rf.com

Writing is one of the first skills that students learn in the classroom and arguably one of the most important. As an English major, I'm a little biased in regards to how important I value writing and I make sure that the students in my classroom understand the importance of writing.

I've spent my undergraduate degree learning about how to craft the written word and there are a few techniques that have helped me become a better writer:

1. Have a clear message. 

The most important part of writing is to convey a message. If there is no message to convey, there is no point in writing. Important points that the writer is trying to make should be evident and all claims made should be supported with evidence.

2. Pay attention to structure. 

The structure of the writing should be coherent and easy to follow. When excess words can be eliminated, they should be eliminated. Proper grammar is important and students should know the features of grammar in order to write proper sentences.

3. Transitions are important. 

A feature of writing that college has taught me a great deal about is transitions. In high school I never paid much attention to how I transitioned from one idea to another; this left my writing sounding choppy to the reader. Luckily, I had a writing class that taught me all about how to structure transitions and smooth the flow of my writing.

4. Read Aloud                     

I highly recommend reading a piece of writing aloud while proofreading it. This is something I practice with my third graders because it allows them to hear where their writing could use improvement.

These techniques have helped me become a better writer and I recommend them to anyone hoping to improve their writing. 

Getting Comfortable

hubpages.com

As the semester progresses I find myself getting more comfortable in the classroom, and so do the students. Now that the students have warmed up to my host teacher and myself, they are paying less attention to their behavior. I have had some experience with behavior management from my job at a preschool, but there is always more to learn. From my short experience, I have learned a few tricks and have listed below what works best with certain types of students.

1. The Trailblazer
The students who fall into this category are the ones who finish all of their assignments quickly and have free time while the rest of the class is working on their material. So far my host teacher normally has the students who finish early read silently or work on unfinished work. I think both of these strategies are practical but not as beneficial as enrichment in the material would be. I understand though that at the beginning of the year it is important to make sure that classroom systems are established. It is important to make sure that the trailblazing students always have something to work on to keep them learning and not talking to a neighbor.

2. The Talk Show Host
The students who are in this category are the ones who struggle with keeping their mouths closed during work time. So far, all the kids who I address about talking when the teacher is talking fix their behavior right away. I normally address them with a firm but caring tone and that seems to do the trick for the chatty learners.

3. The Jumpers
The students who cannot sit still are the ones who fit into this category. I understand that some students are not capable of sitting still for various reasons and have their own individualized plans, so those are not the learners I am addressing with this tactic. When students are rolling off their yoga balls or switching alternative seating arrangements with their friends, I give them a warning to behave better with the seating or I will take it from them. So far I have only confiscated one yoga ball. Most of the time the kids realize that they would rather sit calmly on their yoga ball than sit in a regular chair. It is very important though to make sure the threat is followed through. If students think that they got away with rolling off their yoga balls on Wednesday the will probably keep rolling off them on Thursday.

4. The TLC Students
I've worked in multiple leadership positions with children for five years now and every so often there is a student who requires more than just a firm warning. I have a student like this in my clinical and what I have seen to work the best is consistent "firmth". The term "firmth" is a word my supervisor coined that she defined as being warm, but firm. It is important for students to know their limits and for teachers to stand by their rules. It is hard work, and I give my host teacher a world of props for her consistent "firmth" with my TLC student.

I know that these strategies are just the tip of the iceberg and that I have a lot more to learn about behavior management. I plan to learn many more behavior management strategies through my placement and my future classes. If you think of any good strategies that I missed, feel free to comment them below!

Attention Please

nord.coompanion.se

I love the classroom that I'm in right now and all my rambunctious third graders. Although their attention spans might not last the longest, they have good hearts and I do think they have a desire to learn. My biggest challenge in the classroom right now is trying to make the content they have to learn interesting to the kids. Crazy as it may sound, kids are much more entertained by bouncing on orthopedic balls than by studying the properties of addition. My question of the day is "how do I get and hold the students' attention so that I will be able to effectively teach them? I searched my memory and found a few suggestions.

1. Catch Phrases
I've seen a lot of teachers using these lately. When I was in elementary school I used to have to say a rhyme when I lined up that went something like: "My eyes are straight ahead of me, I'm standing nice and tall, I'm not talking to my neighbor, I'm ready for the hall." Now my teacher uses a clapping pattern and "1, 2, 3, Eyes on me! - 1, 2, Eyes on you!" Both seem quite effect with my bunch of learners.

2. Consistency
One of my friends who is also going to school to be a teacher told me once that a professor told her the most important part about teaching is consistency. The kids need to know what to expect in the classroom and need to know the boundaries and rules. I think this applies to catching student's attention because the kids need to know that when a teacher starts talking, they need to listen. This is something that needs to be established right away in the classroom.

3. Games
I'm new to the field of teaching but I have already noticed how much more engaged students get when I call what they do a "game". It is very easy to turn anything into a game, just add a timer and keep track of points. I really enjoy doing spelling games where the kids keep track of how many points they score by spelling words correctly. The kids seem to love it!

Hopefully I will be adding to my list of attention grabbers as the year progresses. As for right now, I will keep practicing the attention grabbers that I know work well and add new ones to the mix little by little.

Rhythms

www.gophersport.com


The school year is a few weeks in now and the students in my school and the teachers are trying to settle into a rhythm. It turns out though, that rhythms can be very hard to establish. I never realized how much effort goes into just getting kids used to how the day progresses. So much of the day gets practiced so that future days will run smoothly. Students practice coming to centers and leaving centers, lining up, walking in the hall, getting drinks, coming to the rug, it is amazing how much work goes into make the class run smoothly.

Rhythm is evident in my clinical, not only in the repetition throughout the day, but also in one of the classroom activities I've grown to love. My host teacher uses this website called Go Noodle to get the kids moving and to keep them attentive. There are a bunch of different songs and dances that the students (and teachers) have a blast doing and I'm so glad she introduced me to this website. I remember being in school and being forced to stay at a desk or sit "criss-cross applesauce" on the rug. It is refreshing seeing kids up and moving and BEING KIDS.

My latest favorite thing is the alternative seating my classroom has for the students. My host teacher has about 10 yoga balls (some with little feet) and these stools called wobble chairs that let you wobble back and forth and spin around. At first I was very dubious about presenting seven and eight year old kids with yoga balls and wobble chairs in a classroom, but now I think it is a great idea. The kids understand that using the alternative seating is a privilege and they take that privilege very seriously. Alternative seating also gives students a chance to move around a bit while working on their academics without disrupting the class.

Be it getting into a classroom rhythm or a rhythm while doing Go Noodle dances, it is important for our students to be active and engaged during their time spent in the classroom.

Welcome to the Year

 
neatoday.org

Autumn is almost upon us, which we are reminded of with the beginning of the school year. I've always been a fan of "going back to school".  Maybe I love a new school year so much because I love buying school supplies or maybe it's because I like like organizing all my class materials. But I think I love new beginnings mostly because I love the potential that comes from a blank slate.

Normally when a new school year begins, I look at it from the perspective of a student, but this year I had the opportunity of witnessing the first day of school from a teacher perspective. AND I LOVE IT. I  welcomed a score of third graders to school just last week and it was such a cool experience. The energy in the room was palpable as everyone filed in, shook hands, and found their little niche in the classroom. There is so much potential in all these new faces I don't even know all the names of yet (I'm working on it), and I know that as the weeks progress I'll have the ability to teach, empower, and encourage these young minds, which is what I love best.

Third grade seems like it will be a fun age because the kids are still young enough that they want to please their teacher but they also have minds and opinions of their own. Many of them have already formed opinions about content areas in school. My host teacher asked the class on the first day of school how many people love reading, like reading, and don't like reading. I was saddened to see a few students already opposed to reading before the school year has even really begun. I'm going to make one of my goals for this academic year to give those children who don't enjoy reading a new appreciation for it and to make those who like and love reading even more enamored with the subject I've grown to love. 

Why Teach Social Studies?

theodysseyonline.com

Learning about origination, culture, and the progress of time are traits that are so valued in the subject of history. 

Teaching history in the classroom is more than just teaching dates and battles, it is about teaching humankind. 

History dictates our triumphs, our failures, and our progress as a people and it is essential that we pass down this knowledge to the upcoming generation. 

Math, science, reading, and writing are all important, but while we are busy building brains in our classrooms, let us not forget to emphasize the importance of building citizens. 

Field Trip Ideas

1. Nathan Hale Homestead

www.trekearth.com

Grades: 3 - 6

Standards this trip would address: 
HIST 3.2 Compare life in specific historical time periods to life today.

HIST 3.3 Generate questions about individuals who have shaped significant historical changes and continuities.

2. Mystic Seaport

cheshirelibraryblog.com

Grades: 3-6

Standards this trip would address: 

GEO 4.7 Explain how human settlements and movements relate to the locations and use of various natural resources.

3. Gillette Castle State Park

http://www.ct.gov/deep/cwp/view.asp?a=2716&q=325204&deepNav_GID=1650%20#activities

Grades: 4 - 6

Standards this trip would address:

HIST 5.9 Explain probable causes and effects of events and developments.

HIST 5.10 Use evidence to develop a claim about the past.

4. Old Lighthouse Museum

http://www.stoningtonhistory.org/index.php?id=7

Grades: 4 - 6

Standards this trip would address:

GEO 4.7 Explain how human settlements and movements relate to the locations and use of various natural resources.

5. Mashantucket Pequot Museum & Research Center

www.tripadvisor.com

Grades: 3 - 6

Standards this trip would address: 

HIST 5.2 Compare life in specific historical periods to life today.

HIST 5.3 Use information about a historical source, including the 

Effective Media You Need in Your Classroom

tvhotprice.com

1. Liberty Kids Series
Activities on Liberty Kids
Travel back in time to Revolutionary America and see the revolution through the eyes of children.
Connection to the Common Core:
HIST 3.1 Create and use a chronological sequence of related events to compare developments that happened at the same time.
HIST 3.2 Compare life in specific historical time periods to life today.
HIST 3.3 Generate questions about individuals who have shaped significant historical changes and continuities
HIST 3.4 Explain connections among historical contexts and people’s perspectives at the time.

HIST 3.5 Describe how people’s perspectives shaped the historical sources they created.

2. "When is Thanksgiving?: Colonizing America: Crash Course US History #2"
John Green Thanksgiving
This is a John Greene video from the CrashCourse channel on YouTube that discusses Thanksgiving. It can be a useful video to pull up toward the end of November to give the students some background knowledge on the meal feast they'll be having.
Connection to the Common Core:
GEO 4.4 Explain how the cultural and environmental characteristics of places change over time.
GEO 4.5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions.

3. "The Constitution, the Articles, and Federalism: Crash Course US History #8"
John Green Constitution
This is a John Greene video from the CrashCourse channel on YouTube that discusses the various  documents that governed and are currently governing America. The content is great but my only disclaimer is that Greene makes a beer joke.
Connection to the Common Core:
CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms.
CIV 5.4 Explain how policies are developed to address public problems.

4. "The Civil War, Part I: Crash Course US History #20"
John Green Civil War
This is a John Greene video from the CrashCourse channel on YouTube that discusses the Civil War.
Connection to the Common Core:
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.

5. "The Progressive Era: Crash Course US History #27"
John Green Progressive Era
This is a John Greene video from the CrashCourse channel on YouTube that discusses the Progressive Area, what it was and why it existed.
Connection to the Common Core:
ECO 6–7.1 Explain how economic decisions affect the well-being of individuals, businesses, and society.
ECO 6–7.2 Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs
for different groups and society as a whole.
ECO 6–7.5 Describe the roles of institutions such as corporations, nonprofits, and labor unions in a market economy.

6. "America in World War I: Crash Course US History #30"
John Green WWI
This is a John Greene video from the CrashCourse channel on YouTube that discusses America's involvement in WWI.
Connection to the Common Core:
ECO 4.1 Compare the benefits and costs of individual choices.

ECO 4.2 Identify positive and negative incentives that influence the decisions people make.
HIST 4.2 Explain probable causes and effects of events and developments

7. "Women's Suffrage: Crash Course US History #31"
John Green Suffrage
This is a John Greene video from the CrashCourse channel on YouTube that discusses the involvement of women in the Progressive Era.
Connection to the Common Core:
CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms.

CIV 5.4 Explain how policies are developed to address public problems.

8. Native Americans - National Geographic
National Geographic
This is a video from National Geographic video that discusses Native Americans in North America.
Connection to the Common Core:
HIST 5.1 Create and use a chronological sequence of related events to compare developments that happened at the same time.

HIST 5.2 Compare life in specific historical periods to life today

9. "Civil Rights and the 1950s: Crash Course US History #39"
John Green Civil Rights
This is a John Greene video from the CrashCourse channel on YouTube that discusses the Civil Right's movement and some advocates less well-known.
Connection to the Common Core:
CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms.

CIV 5.4 Explain how policies are developed to address public problems.

10. "Obamanation: Crash Course US History #47"
Obamanation
This is a John Greene video from the CrashCourse channel on YouTube that discusses current events taking place in America under President Obama.
Connection to the Common Core:
HIST 5.9 Explain probable causes and effects of events and developments.
CIV 5.4 Explain how policies are developed to address public problems.

Technology You Need in Your Classroom

www.bia-sjsu.org

All of the technology listed below has free versions for your educational and financial enjoyment. 

1. Padlet
https://padlet.com/
This app allows students to use their mobile devices to post statements on a main page. It's kind of like having students all write what they are thinking on the whiteboard in the front of the class, but this saves time and traffic. This can be used to get responses from students or to gather opinions. 

2. Bitstrip
https://www.bitstrips.com/
This programs lets you make your own comic strips online. It comes with characters, locations, and much more. You can choose how many scenes you want your comic to be. This can be used for students reading and writing projects to convey events that took place in a story. This can also be a way for students to illustrate their stories. 

3. Pictochart
https://piktochart.com/
This cite lets you make your very own infographics to display whatever information you may choose. There already are templates on the website for your convenience. This can be used for students to display their own work and research (it's a much more inviting format than a report). It's new and innovative and I'm sure your students will love it. 

4. Kahoot!
https://kahoot.it/#/
This program takes assessment to a whole new level. It is a quiz game that records everyone's score and operates over a mobile device. It's a new age version of jeopardy and will make you and your kids cringe less when you think about assessment. This can be used to get a feel for background knowledge, see how much students have learned over the unit, or to take vocabulary quizzes! 

5. Blabberize
http://blabberize.com/
This web program may freak you out at first, it's alright. It lets you take images, make the mouth move, and add a voice to it. It's guaranteed to please kids, especially if you get creative and have a penguin read them a story about Antarctica. This can be used as a lesson initiation, a class mascot, or the students can make them to showcase their papers!

Strategies for Teaching History

1. Holidays


www.artefactgroup.com

Holidays are the perfect time to dive into history and culture. People experience such a wide variety of holidays, and being able to integrate those different life experiences into the classroom would be a benefit to all involved. A few holidays I would recommend integrating into the classroom as lessons would be Labor Day (discuss unions and what working is like), Veterans Day (discuss the military and wars), Thanksgiving (discuss early settlement, Native Americans, and pilgrim life), and winter holidays (Christmas, Hanukkah, and Kwanzaa (discuss how these holidays began and how people celebrate them all over the world),

2. Political Events


www.nami.org

Teach students about current events taking place in their community, state, and nation. It is important for all citizens to be tuned into current political events. Hold classroom elections, pay attention to current events, and teach the students about how the government functions (different branches).

3. Integration of History Books into ELA lessons


www.pinterest.com

Reading is a HUGE part of the elementary school curriculum. History books can easily be integrated into ELA lessons. By teaching ELA with history books it is essentially like "killing two birds with one stone", you get to teach history and reading without sacrificing time from other subject areas.

4. Author Investigations


science-all.com

When reading texts, have the students research the author. They can learn about where the author came from, what the culture is/was like in that location, and if there were any events taking place in that time that could have inspired the writing. This can translate into the students in the class using events taking place in their neighborhood to inspire their writing.

5. Biography Studies


www.drakemusic.com

Many elementary school students write biography reports on different people. Rather than getting 6 Justin Bieber biography reports, ask students to research someone from history to expand upon their writing and research skills, and also their historical knowledge.

Books to Teach History

thehaletelescope.com

1. Nurse, Soldier, Spy: The Story of Sarah Edmonds a Civil War Hero by: Marissa Moss

(Image taken from http://www.marissamoss.com/book.php?id=49)

(Grades K - 3)

Citation: Moss, M., & Hendrix, J. (2011). Nurse, soldier, spy: The story of Sarah Edmonds, a Civil War hero. New York: Abrams Books for Young Readers.

Link to Website: The book's page on the author's website: http://www.marissamoss.com/book.php?id=49
Standards Addressed by this book: 

     HIST 3.2 Compare life in specific historical time periods to life today

Reviews: From the New York Times: "In the 1980s, biography-loving schoolgirls had to content themselves with predictable accounts either of a few favored first ladies like Dolley Madison (with the inevitable ice cream associations) and Abigail Adams, or of the courageous nurses Clara Barton and Florence Nightingale. Remarkable women, for sure. But in the last decade especially, authors of children’s biographies have put their “Free to Be” ideals to paper, not only writing sophisticated history, but also exploring the lives of women quite different from the usual girl-crush suspects. Two new biographies, the bittersweet “Queen of the Falls,” written and illustrated by Chris Van Allsburg, and the rollicking “Nurse, Soldier, Spy,” written by Marissa Moss and illustrated by John Hendrix, are admirable and enlightening examples. 

          “Nurse, Soldier, Spy” tells the fascinating story of another nonconformist, the cross-dressing Civil War hero Sarah Emma Edmonds, who, under the name Frank Thompson, joined the Union Army at age 19, becoming a battlefield nurse (“something only men with the strongest stomachs did”) and later a spy. Moss, best known for her winning middle-grade series, Amelia’s Notebook, is a lively prose writer, and Hendrix’s illustrations inject humor into what is actually a serious, if somewhat improbable, subject.

          Edmonds’s life story (described in an 1865 memoir, “Unsexed; Or, the Female Soldier”) will appeal to a wide range of readers — girls hungry for heroines, Civil War buffs, adventure story lovers. The only question is for what age. Moss treats Edmonds almost as a transgendered man, calling her “Frank” throughout the story — though still using the feminine pronoun. It’s a decision that may confuse less sophisticated readers (and perhaps merits the publisher’s recommended age range of 9 to 12, though the book would otherwise work well for 7-year-olds). Refreshingly, however, “Nurse, Soldier, Spy” doesn’t shy from historical specificity, naming battles and addressing issues like desertion and treason.

          Both books are well researched and include historical afterwords as well as photographs of their subjects — women who deserve this newfound recognition." 

2. Birthday Cake for George Washington by: Ramin Ganeshram

(Image taken from Amazon.com)

(Grades 2 - 5)

Citation: Ganeshram, R., & Brantley-Newton, V. (n.d.). A birthday cake for George Washington.

Link to website: Scholastic has different facts about the President: http://www.scholastic.com/teachers/article/7-fun-facts-about-george-washington

Standard Addressed by this book: 
INQ K–2.15 Identify and explain a range of local, regional, and global problems, and some ways in which people

     are trying to address these problems.

Reviews: From "Nard the Bard" on Amazon: I think this book is great with the appropriate parental guidance. I even read the Amazon reviews to my 7 year old and we cracked up. There are three pages in the back that are not written in children's format that parents should review with their kids. One page is the historical reality, including the note that Hercules escaped on George Washington's birthday in 1797. I guess he didn't get a cake THAT YEAR! Hah! Page 2 is the historical recipe from Martha Washington's notes (which makes me wonder if she didn't work in the kitchen with Hercules at times). Page 3 is the artist's note, including the explanation of why Hercules could at times be happy. He was literally the best chef in America at the time, and he took pride in his work and in working for the President, even if the circumstances were less than ideal.

3. I am Abraham Lincoln by: Brad Meltzer

www.goodreads.com

(Grades K - 2)

Citation: Meltzer, B., & Eliopoulos, C. (n.d.). I am Abraham Lincoln.

The author's website: This is the book's page on the author's website: http://bradmeltzer.com/book/i-am-abraham-lincoln/

Standard Addressed by this book: 

HIST 2.3 Generate questions about individuals and groups who have shaped a significant historical change.

Reviews: From Charity Stewart on Goodreads: "What did you think of the book? I love this book. I read about Jackie Robinson by the same author-I love Brad Meltzer's series on famous people. The pictures are adorable and would draw kids in. Everyone has heard of Abe Lincoln and this is written in a way that will keep their attention rather than just spitting out boring facts. What resonated with you? I love the illustrations in the book. I think students would love that not only does Abe Lincoln have a rather large hat-but his head in the illustrations is huge as well. Where were you most drawn into the story? The personality of Abraham Lincoln. He was honestly a great role model and I wish their were more like him today! Where was your transaction with the text the most powerful? I like how the book started with Abraham Lincoln's life as a child and it grows with him all the way to adulthood and into his presidency. What will you carry with you from the reading experience? The amazing life of our 16th president and what a great role model is was and his today. Would you recommend the book to others and why? Yes. Abraham Lincoln was an amazing man and this book teaches students facts that they may not have know if not for reading this book. How might you use the book in your classroom? Students could use this book when doing a report a President. It gives great facts and a timeline on Lincoln's life".

4. The Founding Fathers by: Jonah Winter

www.amazon.com

(Grades K - 3)

Citation: Winter, J., & Blitt, B. (2015). The Founding Fathers!: Those horse-ridin', fiddle-playin', book-readin', gun-totin' gentlemen who started America.New York: Atheneum Books for Young Readers.

Link to website: This video is under 10 minutes long and contains information about the founding fathers and creation of America's government: http://www.pbs.org/video/2253386230/

Standard Addressed by this book: 
CIV 2.1 Describe how communities work to accomplish common tasks, establish responsibilities and fulfill roles of authority

Reviews: From Publishers Weekly: "Pointing out that the expression “Founding Fathers” sounds like the name of a rock band or baseball team, Winter looks into who 14 of these men really were, warts and all: “Thomas Jefferson was sort of a mixed bag. Dude wrote that ‘all men are created equal.’ But then he also wrote that blacks were inferior humans!” Winter includes quotations from each man, as well as lists of stats with categories including their wealth, political party, “Stance on France,” and “Opinion on Boston Tea Party” (Benjamin Rush was a “huge fan”). Blitt’s pen-and-ink caricatures are right in line with Winter’s playful tone, as he pokes fun at Washington, Franklin, Paine, and others, while giving readers a strong understanding of why these figures’ contributions to the developing nation were so significant".

5. D-Day: The Day The Allies Strike Back During World War II by: Terry Miller

www.amazon.com

(Grades 5 -8)

Citation: Miller, T. (2010). D-Day: The Allies strike back during World War II.New York: Franklin Watts.

Link to website: This website has information about D-Day and images: http://www.ducksters.com/history/world_war_ii/d-day_invasion_of_normandy.php 

Standard Addressed by this book: 
HIST 5.1 Create and use a chronological sequence of related events to compare developments that happened at the same time

Reviews: From Angela Hutchinson on Goodreads.com: "This book is an informational book about D-Day and how the Allies stormed Normandy during World War II. It discussed how America was forced into the war with the attack on Pearl Harbor by the Japanese. There are pictures in this book that are from the war and each one gives details about what is being observed. This would be a book to use to teach history, for a student that likes history, or as a research tool for a history/writing project".

6.  Write On, Mercy!: The Secret Life of Mercy Otis Warren by Gretchen Woelfle



(Image taken from Lexile.com)

(Grades 5-8)
Citation: Woelfle, Gretchen. (2012). Write On, Mercy!. Honesdale, PA: Calkins Creek. 
Link to website: Road to the Revolution Game: http://www.pbs.org/ktca/liberty/road.html 
Standard Addressed by this book: 
HIST 5.5 Explain connections among historical contexts and people’s perspectives at the time.

Reviews: From Publishers Weekly: "Growing up on Cape Cod, Mercy Otis (1728–1814) preferred listening to her father’s stories about his work as a member of the colonial House of Representatives to cooking or sewing. Writing poetry and “fiery pamphlets about ‘natural rights’ for men and women,” Warren was active throughout the Revolutionary War, attending meetings for patriots who were planning the Continental Congress, as well as writing political plays and later the History of the Rise, Progress, and Termination of the American Revolution. Woelfle’s sturdy writing outlines the course of Warren’s life as a wife, mother, and activist. Wallner’s bright gouache illustrations have an unadorned style well-suited to the period. End pages include a time line of Warren’s life, a note about the “separate spheres of influence” of men and women at the time, and a painting of Warren by John Singleton Copley".

7. Who Is Barack Obama by: Roberta Edwards

www.amazon.com

(Grades 3 - 6)

Citation: Edwards, R. (2010). Who is Barack Obama? New York: Grosset &Dunlap.
Link to website: TIME for Kids has ample amounts of information about the President: http://www.timeforkids.com/news/meet-barack-obama/44386
Standard Addressed by this book: 
CIV 4.1 Illustrate historical and contemporary means of changing society.

Reviews: From an anonymous person on Barnes and Noble.com: "I learned a lot about Barack Obama from this book. It is a very good book to read if you want to learn about him. In this book you learn about Barack's family, how he became president, how he met the first lady Michelle Obama, etc. This is a great and easy book to read. you'll love it if you get it".

8. You Wouldn’t Want to Sail on the Mayflower! A Trip That Took Entirely Too Long by:Peter Cook

www.amazon.com

(Grades 3 - 5)

Citation: Cook, P., & Whelan, K. (2014). You wouldn't want to sail on the Mayflower!: A trip that took entirely too long. New York: Franklin Watts, an imprint of Scholastic.

Link to website: Scholastic has a whole webpage on the Mayflower and the first Thanksgiving. You can even take a virtual tour! http://www.scholastic.com/scholastic_thanksgiving/voyage/

Standard Addressed by this book: 
HIST 4.2 Explain probable causes and effects of events and developments

Reviews: From Amber on Goodreads: "The kids really do like these books. I told them we had a new title to read and they both said "yay!" None of the information was new to us and the first person point of view ("you are Priscilla Mullins") doesn't really carry well through the story but it was a fun book. The kids were especially pleased to hear about descendants of Priscilla Mullins".

9. Born and Bred In The Great Depression by: Jonah Winter

www.general-ebooks.com

(Grades 3 - 5)

Citation: Winter, J., & Root, K. B. (2011). Born and bred in the Great Depression. New York: Schwartz & Wade Books.

Link to website: This website contains facts about the Great Depression that are tailored to individual grade levels: https://kidskonnect.com/history/great-depression/
Standard Addressed by this book: 
ECO 4.4 Explain the relationship between investment in human capital, productivity, and future incomes.
Reviews: From Publishers Weekly: "Root’s sun-faded, ink-and-wash drawings make gentle companions for Winter’s (Here Comes the Garbage Barge!) account of his father’s hardscrabble Depression-era childhood. She softens the rough edges and sees the beauty of the East Texas country where Grandpa Winter lives with his wife and eight children. Directly addressing his father in second-person narration, Winter pulls no punches about the humiliation Grandpa Winter faced to keep his family fed ('Some mornings... he had to run a footrace against other men like him./ If he won, that meant he got to work that day”); Root (Whatever Happened to the Pony Express?) shows Grandpa Winter crossing the finish line a stride ahead of the other men. “But you’ve also said/ you never went hungry,' Winter recalls, as Root draws the family gathered around a table spread with vegetables from the garden. There’s time for fun, too, such as a trip to the icehouse in the old Model T. Winter’s writing is thoughtful and deeply felt. Root’s portraits of the boy’s solitary exploration convey the force of Winter’s message about “learning to love those things/ that didn’t cost a single penny.” 

10. Wild Women of the Wild West by: Jonah Winter

www.amazon.com

(Grades 3 - 5)

Citation: Winter, J., & Guevara, S. (2011). Wild women of the Wild West. New York: Holiday House.

Link to website: This website is all about the Wild West and has images, games and videos for students to enjoy: http://www.thewildwest.org/cowboys/wildwestlegendarywomen

Standard Addressed by this book: 
HIST 4.3 Use evidence to develop a claim about the past.

Reviews: From Publishers Weekly: "Winter and Guevara offer 16 portraits—his in lively, straight-shooting prose; hers in stoic watercolor-and-ink—of women who made their names in the lawless years of the Wild West. From familiar figures like Calamity Jane and outlaw Belle Starr (“She looked and acted like a queen—even though she was mainly just a horse thief”) to less well-known women like reporter Polly Pry and Crow warrior The-Other-Magpie, the book’s subjects are varied, fascinating, and, as Winter puts it, “some of the bravest people in the world.” Girls looking for new historical heroes will find some great options in these pages."