Currently viewing the category: "Background Knowledge"

Who Wins? 100 Historical Figures Go Head-to-Head and You Decide the Winner!
Created by Clay Swartz
Illustrated by Tom Booth
Published July 12th, 2016 by Workman Publishing Company

Summary: Who would rock the mic at karaoke night? Abraham “The Great Emancipator” Lincoln or Jane “Lady Persuasion” Austen? How about a hot dog eating contest between Harry “Mr. Magic” Houdini and Mary “Mother of Frankenstein” Shelley? What about a pie contest? A staring contest? And who has a better chance of sneaking into Area 51, Isaac “Gravity Guy” Newton or Sacagawea aka “The Pathfinder”?

In Who Wins?: History, you decide the winner in over 50 head-to-head challenges between 100 of history’s most illustrious characters. But choosing the victor isn’t arbitrary. Readers must justify their answers using each of the historical figures’ six 0-10 category rankings in bravery, leadership, artistry, wealth, wisdom, and fitness; as well as facts from short biographies.

As funny as it is informative, the book is uniquely formatted so readers can match up each and every character in any of the head-to-head battles. History has never been so much fun!

Review (from 10/26/16): Who Wins? is informative, funny, and so cleverly formatted that it is going to be a star in homes and classrooms. I love how the book gives each historical figure a nickname (either one they already were given, like Satchmo, or made up, like Gravity Guru for Isaac Newton) to add a bit of humor to the book; however, still makes sure to include a plethora of information about each figure including a bio then 3 little-known facts. Each head-to-head situation also helps guide your decision by giving some example questions to think about. Let’s look at a head-to-head, so you can really see how clever it is!

In My Classroom: Whenever I begin a debate unit, I always start with a mini-debate, and I wanted this year’s to include Who Wins? because I thought it was such an awesome class resource (and my students were slightly obsessed with the book). To start, I randomly picked a male and a female historical figure from each side of the Who Wins? book for each class. I didn’t choose the middle activity yet because I wanted my students to get to know their historical figures before I gave them the rest of the topic for the debate. For two days, the students researched their figures and tried to learn as much about them as possible. We talked about making sure to not just list dates but to get to know them as a person: their strengths, their weaknesses, their personality, their education, etc. Finally, on day three, I randomly revealed the rest of the debate topic and randomly put each class into two groups. We ended up with:

Who wins WRESTLEMANIA? Queen Elizabeth I or Genghis Khan?
Who wins LIVING IN 10,000 BC? Harriet Tubman or Ramses II?
Who wins CELEBRITY JEOPARDY? Nelson Mandela or Marie Curie?

Each group then made a Google Doc that they could collaborate on, and they focuses on preparing their argument, possible counterarguments, and rebuttals to the counter argument. They could research more now that they knew the topic, and I shared Who Wins? information with them as well (see photo above).

Then, after a couple of days of collaboration, we had our mini-debate. The most successful was the Queen Elizabeth I vs. Genghis Khan because they not only researched their historical figure, but they also researched Wrestlemania which allowed the debate go to a whole different level than my other two periods. The Nelson Mandela vs. Marie Curie debate had the opposite problem: they didn’t research Jeopardy at all which made for the debate never really having a clear winner because they were just debating who was smarter. The Ramses II vs. Harriet Tubman went well though the Harriet Tubman side never pulled out their best argument: she primarily lived on the run in the wilderness! In the end, Wrestlemania was a tie; Ramses II would survive better in 10,000 BC; and Marie Curie would win Jeopardy.

Some Students’ Collaborative Notes: Here are some examples of the collaborative notes some groups put together when preparing for the mini-debate. These are not examples of the initial research notes they took on their historical figures.

Genghis Khan

Harriet Tubman: 

Marie Curie:

Second Debate Using Who Wins?For our second debate, I did things a little bit differently. Instead of giving them the historical person first, for each class, I randomly chose the center tile (the topic) and we ended up with: Rap Battle, Ironman World Championship, and Summiting Everest. I then let the students, within their groups, go through their side of the book to find the person they wanted for their side of the debate.

They used their prior knowledge, the bios, and the stats for each person to try to pick the best for the debate. Our people ended up being:

Who Wins a Rap Battle: Muhammad Ali vs. Sojourner Truth?
Who Wins the Ironman World Championship: Jim Thorpe vs. Mildred Ella Didrikson?
Who Wins at Summiting Everest: Ernest Shackleton vs. Alexander the Great?

This time around, students were much more invested in their historical figure and with the topic already chosen, they could narrow down their research. Also, they realized how important it was to research the topic. Students also were given 2 extra days to research this time though given the same amount of time (2 days) to collaborate.

Once we got to the debates, I made a decision I was so happy about: Students were not allowed to have their iPads with them. They could have 1 Post-it note (front only) with any specifics that were tough to remember (years, prices, times, etc.), but that was it. And the debates went so much better! Students knew their stuff, and the debates were so intense, detailed, and close!

In the end, we’re still not sure who would be most successful at summiting Everest, Shackelton or Alexander the Great; Jim Thorpe is more likely to win the Ironman World Championship; and Muhammad Ali would win a rap battle vs. Sojourner Truth.

Final Assessment: As a final cumulative assessment, I asked my students to write me an argumentative paragraph stating why they felt their historical figure would be more successful than the other. Students were asked to have multiple reasons why with evidence to support their claim.

Reflection: Using Who Wins?, I was able to create a standards-based unit that allowed students to not only debate, research, and read informational texts, but work collaboratively, think outside the box, and cite evidence to support their claims. I know the students learned from it as well, and they asked to do another, so I know they enjoyed it. They also now realize that learning just dates or facts about a person isn’t thorough research, it is important to know both sides of an argument so you can have a rebuttal, and that you need to research all aspects of a debate to ensure you are arguing for the right reasons. Overall, I call this a win!

Tagged with:
 

Mapping My Day
Author: Julie Dillemuth
Illustrator: Laura Wood
Published: March 13, 2017 by Magination Press

GoodReads Summary: Flora loves drawing maps and uses them to tell us about her life! Mapping My Day introduces spatial relationships and representation: where things and places are in relation to other things. This book intends to show readers how maps can convey information, inspire children to draw their own maps, and introduce basic map concepts and vocabulary. Spatial thinking is how we use concepts of space for problem solving and is shown to be a key skill in science, technology, engineering, and math. Includes a “Note to Parents and Caregivers” with extra mapping activities.

Ricki’s Review: As I read this book, I couldn’t help but think about how my husband will enjoy it. I am going to place it in my son’s room to surprise them. Interdisciplinary books are tricky to write, and Julie Dillemuth does a fantastic job making mapping and mathematics fun! While learning about arrows and symbols on a map, the reader also learns that Flora can make her brother snort milk out of his nose. As a bonus, this is a book that features a multiracial family without being a book about a multiracial family. This made me very happy. This is a book that will be appreciated by teachers and readers alike!

Kellee’s Review: Mapping My Day’s Flora loves maps. She thinks in cardinal directions, she maps out where everything is, and she even plays games using maps. It is because of Flora’s enthusiasm that the readers of her story are going to want to play with maps also which will *surprise, surprise* lead to them learning about mapping skills and even some mathematics. I know this book is going to find its place in elementary classrooms and so many kids out there are going to map their days out just like Flora. 

Teachers’ Tools for Navigation: The back of this book features map-making pages that are free for readers to download at www.apa.org/pubs/magination/441B206.aspx. The maps are connected to the story and allow readers to practice their mapmaking skills—very cool!

Discussion Questions: How does the author incorporate maps in a way that is fun and exciting?; What parts of Flora’s day does she map? What other parts of her day could she have mapped?; How might Flora’s brother’s maps look a bit different?

Flagged Passage:

Read This If You Loved: My Map Book by Sara Fanelli; Math Curse by Jon Scieszka; My Life in Pictures by Deborah Zemke

Recommended For:

  classroomlibrarybuttonsmall

Giveaway!:

a Rafflecopter giveaway

About the Author: Julie Dillemuth was mystified by maps until she figured out how to read them and make them, and it was a particularly difficult map that inspired her to become a spatial cognition geographer. She lives with her family and writes children’s books in Santa Barbara, California, where the west coast faces south. Visit her at her website: http://juliedillemuth.com.

RickiSig andKellee Signature

**Thank you to Barbara at Blue Slip for providing copies for review!**

Tagged with:
 

nfpb2017

Nonfiction Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

The March Against Fear: The Last Great Walk of the Civil Rights Movement and the Emergence of Black Power
Author: Ann Bausum
Published January 3rd, 2017 by National Geographic Society

Summary: James Meredith’s 1966 march in Mississippi began as one man’s peaceful protest for voter registration and became one of the South’s most important demonstrations of the civil rights movement. It brought together leaders like Martin Luther King Jr. and Stokely Carmichael, who formed an unlikely alliance that resulted in the Black Power movement, which ushered in a new era in the fight for equality.

The retelling of Meredith’s story opens on the day of his assassination attempt and goes back in time to recount the moments leading up to that event and its aftermath. Readers learn about the powerful figures and emerging leaders who joined the over 200-mile walk that became known as the “March Against Fear.”

Thoughtfully presented by award-winning author Ann Bausum, this book helps readers understand the complex issues of fear, injustice, and the challenges of change. It is a history lesson that’s as important and relevant today as it was 50 years ago.

About the Author: Ann Bausum writes about U.S. history for young people, and she has published eight titles with National Geographic Children’s Books including, most recently, Marching to the Mountaintop (2012) and Unraveling Freedom (2010). Ann’s books consistently earn prominent national recognition. Denied, Detained, Deported (2009) was named the 2010 Carter G. Woodson Book Award winner at the secondary school level from the National Council for the Social Studies. Muckrakers (2007) earned the Golden Kite Award as best nonfiction book of the year from the Society of Children’s Book Writers and Illustrators. Freedom Riders (2006) gained Sibert Honor designation from the American Library Association and With Courage and Cloth (2004) received the Jane Addams Children’s Book Award as the year’s best book on social justice issues for older readers. In addition, Ann has written about the nation’s chief executives and their spouses—Our Country’s Presidents (2013, 4th edition) and Our Country’s First Ladies (2007)—as well as the intrepid explorer Roy Chapman Andrews (Dragon Bones and Dinosaur Eggs, 2000).

Review: Ann Bausum’s text is a suspenseful story of the last Civil Rights march from Memphis, TN to Jackson, MS told in chronological order with captioned photographs that help the reader feel like they are present at the time of this march and the social, racial tension that filled America. I am having a very hard time reviewing this book, not because I don’t have nice things to say, but because this timely story is tough because although it is history, it seems like we haven’t come far from where the story takes place (which is terrifying).

Teachers’ Tools for Navigation: I believe that now is the most important time to teach resilience to our children as rights of many people are being threatened. Much of this education can come from conversation and amazing fictional stories, but I think it is vital to teach the history of diverse people within our nation that fought for rights. Children need to learn about women’s history, Black American history, Native American/American Indian history, Asian American history, LBGTQIA history, Irish American history, Jewish history, and so many more–all diverse populations that were prejudiced against and fought. Ann Bausum’s text (and her bibliography!) is a must-read in this education of our future.

Discussion Questions: Why was this march the last of the Civil Rights Movement?; This book is being called “timely” by many reviewers. Why do you think that timely is being used to describe the book?; Why would Bausum choose this march as the topic of her book?; How do the photographs and quotes throughout the book change the experience of reading the text?

Flagged Passages: “A cornerstone of this social justice movement became the willingness of people to put their lives on the line in the fight for change, much as Meredith had done during the integration of Ole Miss. Volunteers in the movement countered the violence of segregationists with tremendous acts of courage. They stood their ground peacefully in the midst of racist attacks, confident that love was a more powerful emotion than hate. Year after year, they persevered, whether it meant walking to work instead of riding segregated buses during the Montgomery bus boycott of 1955 and 1956, or braving violent mobs during the freedom rides of 1961, or enduring police attacks with high-pressure fire hoses during the Birmingham campaign of 196.

Such efforts drew on what movement leaders called the power of nonviolence. Some viewed nonviolence as a strategy, a series of tactics that forced reluctant foes to submit to change; others saw it was a way of life. For nonviolence to work, people had to be willing to remain peaceful, but determined, in the face of any level of violence. They had to outmaneuver their violent oppressors and step in and complete a protest whether their comrades had been arrested, injured, or even killed.” (p. 12-13)

Read This If You Love: To learn about the history of Civil Rights Movement

Recommended For: 

classroomlibrarybuttonsmall closereadinganalysisbuttonsmall

Signature

**Thank you to Karen at Media Masters Publicity for providing a copy for review!**

Tagged with:
 

nfpb2017

Nonfiction Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

book-of-heroines

The Book of Heroines: Tales of History’s Gutsiest Gals
Author: Stephanie Warren Drimmer
Published November 8th, 2016 by National Geographic Children’s Books

book-of-heroes

The Book of Heroes: Tales of History’s Most Daring Guys
Author: Cristpin Boyer
Published November 8th, 2016 by National Geographic Children’s Books

The Book of Heroines Summary: Everybody needs a role model! Discover true stories of superstars, war heroes, world leaders, gusty gals, and everyday girls who changed the world.

From Sacagawea to Mother Teresa, Annie Oakley to Malala Yousafzai, these famous females hiked up their pants and petticoats or charged full-speed ahead to prove that girls are just as tough as boys…maybe even tougher. Complete with amazing images and a fun design, this is the book that every kid with a goal, hope, or dream will want to own.

The Book of Heroes Summary: Everybody needs a role model! Discover the true stories of superheroes, rebels, world leaders, action heroes, sports legends, and many more daring dudes, all of whom played their part to make their mark, make a contribution, and make the world a better place.

From Abraham Lincoln to Sitting Bull, Stephen Hawking to Galileo, these cool guys had the boldness, bravery, and brains to meet the challenges of their day. With a fun design, engaging text, and high-quality photographs, this is ultimate hero guide and keepsake for 21st century kids .

Review: As I’ve stated over and over, I am so impressed with all the new National Geographic Kids books that I have encountered over the last couple of years. With this text, I specifically found the way that the publisher/authors structure the texts makes them so thematic-based thus accessible and informative. The books also have something for everyone as so many different types of heroines/heroes are featured from scientists, historical heroes, political heroes, and more! I cannot wait to put these in my classroom and find out how to use them with students!

Teachers’ Tools for Navigation: Teachers will find this book irreplaceable! It has so much information to fit into so many different units, connect with so many different texts, and relates to so many parts of history. These texts could also be used as the basis of a inquiry project where students use these texts as previews and they choose a theme or a hero/heroine and complete a research/inquiry project around it or maybe even create a text set around the theme or the person.

Discussion Questions: Which heroine/hero do you think changed history the most?; If you were to take part in an inquiry project about one hero/heroine, who would you like to learn more about?; Why did the author/publisher choose to structure the text in the way they did? What other structures could they have chosen? Which do you feel would have had a bigger impact?

Flagged Passages: 

books-of-heroines-108-111-116-117-peace-heroines-page-001books-of-heroines-108-111-116-117-peace-heroines-page-002books-of-heroines-108-111-116-117-peace-heroines-page-003

Read This If You Love: Biographies, History, Women’s Rights, Science, Animals, Mythology

Recommended For: 

classroomlibrarybuttonsmall closereadinganalysisbuttonsmall

Signature

**Thank you to Karen at Media Masters Publicity for providing copies for review!**

Tagged with:
 

the sun is also a star

The Sun Is Also a Star
Author: Nicola Yoon
Published: November 1, 2016 by Delacorte

Summary: Natasha: I’m a girl who believes in science and facts. Not fate. Not destiny. Or dreams that will never come true. I’m definitely not the kind of girl who meets a cute boy on a crowded New York City street and falls in love with him. Not when my family is twelve hours away from being deported to Jamaica. Falling in love with him won’t be my story.

Daniel: I’ve always been the good son, the good student, living up to my parents’ high expectations. Never the poet. Or the dreamer. But when I see her, I forget about all that. Something about Natasha makes me think that fate has something much more extraordinary in store—for both of us.

The Universe: Every moment in our lives has brought us to this single moment. A million futures lie before us. Which one will come true?

My Review: This book shines brightly. It is more than a love story. The description of the text doesn’t quite do it justice. While reading Nicola Yoon’s words, I thought of politics, I thought of the universe, I thought of science, and I thought of culture. Natasha and Daniel have a lot of baggage, and their family histories have formed who they are. Both are strong characters who want to be better than some of the mistakes their family members have made. I appreciated the depth of this text.

Teachers’ Tools for Navigation: I love talking about immigration in the classroom because it is a great opportunity for powerful discussions. I would love to talk about Natasha’s situation and students’ opinions about it. This might allow students an opportunity to look at immigration laws and how they impact others.

Throughout the text, Yoon provides snippets of other characters’ lives. These snippets impact the narrators, and it would be interesting to discuss how each snipped changes the way we read the story.

Discussion Questions: Is Natasha’s father entirely wrong in his approach to life? Can you find some redemption in his poor decisions?; Do you believe in fate? How can we tie this story to science?; Does Natasha’s family deserve to go home? Do you think they should be allowed to stay in the United States of America?; What role does Daniel’s father play in the development of the story?

Flagged Passage: “There’s a Japanese phrase that I like: koi no yokan. It doesn’t mean love at first sight. It’s closer to love at second sight. It’s the feeling when you meet someone that you’re going to fall in love with them. Maybe you don’t love them right away, but it’s inevitable that you will.”

Read This Book If You Loved: Everything, Everything by Nicola Yoon; Eleanor and Park by Rainbow Rowell; The Secret Side of Empty by Maria E. Andreu

 

Recommended For: 

classroomlibrarybuttonsmall litcirclesbuttonsmall

  RickiSig
Tagged with:
 

NFPB2016

Nonfiction Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

How the World Was

How the World Was: A California Childhood 
Author: Emmanuel Guibert; Translation: Kathryn Pulver
Published: July 15, 2014 by First Second

Summary: In 1994, French cartoonist Emmanuel Guibert befriended an American veteran named Alan Cope and began creating his new friend’s graphic biography. Alan’s War was the surprising and moving result: the story of Cope’s experiences as an American GI in France during World War II.

How the World Was is Emmanuel Guibert’s moving return to documenting the life of his friend. Cope died several years ago, as Guibert was just beginning work on this book, but Guibert has kept working to commit his friend’s story to paper. Cope grew up in California during the great depression, and this remarkable graphic novel details the little moments that make a young man’s life…while capturing the scope of America during the great depression.

A lyrical, touching portrait, How the World Was is a gift for a dear friend in the last moments of his life… and also a meditation on the birth of modern America.

Review: Many of you know Emmanuel Guibert’s graphic novel Alan’s War. Guibert is a French cartoonist who tells the true story of Alan Cope, an American GI in France in WWII. How the World Was: A California Childhood depicts Alan’s earlier childhood experiences, growing up during the Great Depression in California. The graphic novel is unlike others that I’ve read, and I really enjoy Guibert’s style. The chapters read like vignettes of Cope’s childhood; some of the scenes are graphic, and many are quite moving. This text would be excellent for close reading, and I don’t think readers even need to read it in its entirety to appreciate and understand each chapter.

Teacher’s Tools for Navigation: I’d love to use this text in the classroom, and I would probably use a single chapter. (This would inspire readers to take the entire book out on their own, which is a style I love to use when I am teaching.) I was particularly moved by the end of the book, where Alan’s mother goes in for surgery. I’d love to do a close reading of this section to discuss author’s purpose and Alan’s identity development.

Discussion Questions: How does this graphic novel differ from others that you’ve read?; How is the author’s writing style similar to short vignettes? Why might he have chosen to write the book in this why? Is it effective for you, the reader?; What scenes stand out to you? Why might this be?

Flagged Passage: I’ve included a section that stands out to me. It is a bit peculiar to include in a graphic novel, but there is a lesson in the pages that follow. I imagine that censors would be horrified to see this page alone, but within the context of the chapter, it is a very important scene.

how the world was

Special thanks to http://goodokbad.com/index.php/reviews/how_the_world_was_review for sharing this scene in his reviews. It’s a good one.

Read This If You Love: The Photographer by Emmanuel Guibert; Alan’s War by Emmanuel Guibert; The Stranger by Albert Camus; The House on Mango Street by Sandra Cisneros

Recommended For:

closereadinganalysisbuttonsmall classroomlibrarybuttonsmall

RickiSig

Tagged with:
 

the secret side of empty

The Secret Side of Empty
Author: Maria E. Andreu
Published: March 11, 2014 by Running Press

Summary: As a straight-A student with a budding romance and loyal best friend, M.T.’s life seems as apple-pie American as her blondish hair and pale skin. But M.T. hides two facts to the contrary: her full name of Monserrat Thalia and her status as an undocumented immigrant.

But it’s harder to hide now that M.T.’s a senior. Her school’s National Honor Society wants her to plan their trip abroad, her best friend won’t stop bugging her to get her driver’s license, and all everyone talks about is where they want to go to college. M.T. is pretty sure she can’t go to college, and with high school ending and her family life unraveling, she’s staring down a future that just seems empty. In the end, M.T. will need to trust herself and others to stake a claim in the life that she wants.

Author Maria E. Andreu draws from her personal experience as a (formerly) undocumented immigrant to explore an issue that affects over one million children in the U.S. But while the subject matter is timely, it is M.T.’s sharp, darkly funny voice and longing for a future that makes this story universally poignant.

My Review: In the last year, I have met many people who have told me that they were or are undocumented immigrants. Immigration reform is a hot topic in politics right now, and I can’t help but wonder if people are thinking about others in terms of their humanity. I’ve become increasingly heavy-hearted as I have listened to speeches about immigration, and I longed to learn more about the topic. After searching news articles, research studies, statistics, and government websites, I felt that I needed more story, and so I picked up this book from the library. It received excellent reviews, and I understand why. The author draws upon her personal experiences as a formerly undocumented immigrant, and the narrator, M. T., feels very real. I learned about some of the struggles undocumented immigrants experience, and I am grateful for all that I learned from this book. M. T. deals with other complex issues beyond her immigrant status—relationship issues, domestic abuse, and contemplations of suicide. There is so much to discuss regarding the text. I loved the book and am so glad I found it. I highly recommend it.

Teachers’ Tools for Navigation: This is a fantastic book to discuss undocumented immigrants with students. It would be wonderful to help students consider aspects of immigration reform and explore other perspectives. The author is featured in this article about Donald Trump.

Discussion Questions: How might the author’s perspective have influenced her work?; What do you learn about immigration? How does this influence, change, or solidify your beliefs?; How does M. T.’s relationship with Nate evolve? Do you agree with everything he did?; Did M. T. make the right decision to leave home? Why or why not?

Flagged Passage: I will always be a stranger everywhere. With my parents, I am too American. With Americans, I am a spectator with my nose pressed against their windowpanes, watching their weird rituals and rites of passage, never quite understanding them completely. A little chunk of me will always be a stranger everywhere, different chunks of stranger in different situations. (p. 98).

Read This Book If You Loved: Return to Sender by Julia Alvarez, Ask Me No Questions by Marina Budhos, Girl in Translation by Jean Kwok, Illegal by Bettina Restrepo

 

Recommended For: 

classroomlibrarybuttonsmall litcirclesbuttonsmall

  RickiSig
Tagged with: