Big Numbers and Pictures That Show Just How Big They Are by Edward Packard

Big Numbers and Pictures That Show Just How Big They Are by Edward Packard (28 pages; 1 book) #35

Packard, Edward (2000). Big Numbers and Pictures That Show Just How Big They Are. Brookfield, CT: The Millbrook Press.

Awards: No awards.

Grade Level: 4-6 grades

Author Credibility: I could not find any information on Edward Packard. This book is done in comic book style.

Summary/Response: The book begins discussing what the numbers would look like in terms of green peas. It begins with one pea on a plate and multiplies it by ten with each addition. It gives a visual of numbers and how big they are when multiplied by 10. When he moves up to 1,000, he compares it to age. One thousand days from now you will be three years older. When the number moves to 100,000 then it moves it to different multiplication terms like 100X1,000 or 10X10,000. At one million it begins the discussion of exponents. It explains 10 to the 6th power is the same as one million and one million fleas would stretch a mile. Ten million peas would cover up the table and pile on the floor. Ten million grains of sand will fit in a tea cup. You write ten million quickly by writing 10 to the seventh power. The number seven tells you how many zeros are in the number. A line of one billion mice can reach around the world. Ten million bacteria or ten to the tenth power can fit in a drop of water. A line of ten trillion ladybugs can reach Mars. It mentions that a zillion and a gazillion is not an actual number. The book stops at the number a million, billion, trillion peas and shows the symbol for infinity. At the end, it explains how they figured out many peas can fit in a house.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Math: understand the place-value structure of the base-ten number system
Illustrations: Color pictures. I didn’t find any specific information, but it looks like colored pencil.

Access Features: None.

Related Texts: Secrets of Mental Math: The Mathmatician’s Guide to Lightning Calculations and Amazing Math Tricks by Arthur Benjamin and Michael Shermer, The Grapes of Math by Greg Tang and Harry Biggs

Classroom Use: This would be a good book for the math center.

Quest for the Tree Kangaroo by Sy Montgomery

Quest For the Tree Kangaroo by Sy Montgomery (80 pages; 1 book) #34

Montgomery, Sy (2006). Quest For the Tree Kangaroo. New York, NY: Houghton Mifflin Co.

Awards: 2007 Robert F. Sibert Honor Book,2007 Orbis Pictus Award, 2007 ALA Notable Book for Children, 2007 NSTA-CBC Outstanding Science Trade Book for Children

Grade Level: 4-8 grades

Author Credibility: Montgomery is a noted award winning author. She has several books that are written for a group of books known as scientists in the field. On this particular adventure Sy met several obstacles. She had an orangutan are her interview tapes and her notebook fell out of her backpack while riding an elephant, the elephant was nice enough to pick it up for her. She had also suffered from altitude sickness and was very ill. Through it all, she never once thought about giving up or going back to a desk. The photographer Nic Bishop had to carry 25 pounds of camera weight in the jungle. He knew he had to prepare for such a strenuous journey, so he went for cross-country runs at home. He was familiar with the Tok Pison language the natives spoke because he lived in New Guinea as a teenager.

Summary/Response: Montgomery follows Lisa Dabek around a Cloud Forest in New Guinea. She uses the description “big stuffed animal” to describe the tree kangaroo and that is exactly what it looks like. Its features are a cross of a bear, monkey, and kangaroo. These animals are becoming rare because of the destruction of the cloud forest. Lisa is here to find out how many are left and what can be done for their survival. Montgomery goes into detail about some of the fascinating creatures that live in the cloud forest and through her descriptions; you can’t help but have respect for this “Stone Age Island.” Lisa was a fragile child with asthma growing up. She couldn’t even have a pet. However, she never let this stop her love for animals and when she went to New Guinea she found her breathing to be better despite the 10,000 foot altitude. It was America’s pollution that made her asthma worse. Montgomery does an outstanding job describing the thought process of a scientist. The crew land in the village of Yawan, where there adventure begins. They are excited to find a tree kangaroo which is darted, vital signs are taken, radio collar applied, and are released back into the wild. With Lisa’s efforts, she has started a conservation effort to save these animals.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Structure and function in living systems, Reproduction and heredity, Regulation and behavior, Populations and ecosystems, Diversity and adaptations of organisms

Illustrations: Beautiful colored had drawn maps by R. Wingrave, Breathtaking color photographs.

Access Features: Lisa’s Advice For Kids, Tree Kangaroos Near You, Let’s Tok Pison, Acknowledgements, Index, A Note from the Author, A Note from the photographer.

Related Texts: The Snake Scientist by Sy Montgomery, The Tarantula Scientist by Sy Montgomery- all show scientific thinking

Classroom Use: This would be good for science in showing how scientists think and work.

The Tarantula Scientist by Sy Montgomery

The Tarantula Scientist by Sy Montgomery (80 pages; 1 book) #33

Montgomery, Sy (2004). The Tarantula Scientist. New York, NY: Houghton Mifflin Co.

Awards: 2005 Robert F. Sibert Informational Honor Book

Grade Level: 4-8 grades

Author Credibility: Montgomery is a noted award winning author. She has several books that are written for a group of books known as scientists in the field. For this book she accompanied Sam Marshall to French Guiana in South America. They searched for tarantula burrows to mark and measure tarantulas in Tresor Reserve. They then traveled to Les Grottes and looked at tailless whip scorpions and collected Holothele tarantulas. From there she went to Hiram College in Hiram, OH. She is very knowledgeable in following scientists around and capturing their true nature.

Summary/Response: Sam Marshall begins by poking into a hole trying to get a tarantula to come out of its hole. The spider he coaxes out is the Goliath birdeater tarantula. This spider is so big that it could cover the area of your face. Despite being tricked out of her hole, she doesn’t attack her human intruders. She simply retreats partially down in her hole. Tarantula blood is clear, blue, or yellow. They shed their exoskeleton periodically and can even grow back lost legs. If their legs get injured, they pull off the injured leg and eat it! Unlike other spiders, they can live up to 30 years. Sam is one of only four or five scientists that study tarantula. The tarantula’s came by mistake. The name tarantula was originally used for the wolf spider and even then it was misused. There is a smaller spider that carried a bad bite and people would dance around to get rid of the venom, this dance was called the tarantella. People thought this bite was coming from the wolf spider. When they came to America they found the hairy spiders and dubbed them the name tarantula. The ingenuity that scientist carry comes out in Sam and his “scientific supplies.” He carries plastic deli containers, empty pill bottles, giant tweezers, a kitchen knife, and a hoe. I like the way Montgomery points this out. It lets children know that you don’t have to have a lot of expensive equipment for research. The book goes on to talk about the spider’s defense consisting of small hairs being released from their rear that irritates the folds of the neck, nose, and eyes. Sam compares this to the same defense system of a porcupine. Sy Montgomery outdoes herself again.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Structure and function in living systems, Reproduction and heredity, Regulation and behavior, Populations and ecosystems, Diversity and adaptations of organisms

Illustrations: Color photographs, map,

Access Features: Map, Update, Tarantulas Prefer Not to Be Handled, Spider Stats, Spider Speak, How This Book Was Researched, Special Acknowledgements, Selected Bibliography, Spiders on the Web, If You Visit French Guiana, If You Buy A Tarantula, Index, Teachers.

Related Texts: The Snake Scientist by Sy Montgomery, Quest for the Tree Kangaroo by Sy Montgomery- they all accurately depict the scientific process and how scientist think and work.

Classroom Use: Great for the scientific method and to observe how scientists questions and studies their species

Bats by Lily Wood

Bats by Lilly Wood (32 pages; 1 book) #32

Wood, Lilly (2000). Bats. New York, NY: Scholastic, Inc.

Awards: No awards given, but blog worthy.

Grade Level: K-4 grades

Author Credibility: I searched for a half hour and could not find any information on her. I could only find three books she has written. I want to believe because she is new because her bats book is well written and beautifully done. She has the outstretched bat on the front cover enticing her reader; she uses small icons of bats numbering the pages. There are Close-up pictures pointing out features of the bat and there is an x-ray included of the bone structure of a bat. She pays attention to detail in her explanations and they go right along with the photographs. She even includes why bats should be saved.

Summary/Response: Bats can turn fast to catch flying bugs. They are not birds because they have fur instead of feathers and they do not have the same wing structure. Some bats can even hop, swim, and climb. Because they have fur and secrete milk for their young, they are called mammals. They have claws that help them hang down when they sleep. They live in many parts of the world in family groups called colonies. Their diet consists of bugs, fruit, and nectar. Only the vampire bat licks tiny amounts of blood in cows and birds. Bats find their way in the dark by making sounds that give off echoes. Some bats migrate for the winter while others hibernate. A bat has one baby a year called a pup. They are good to farmers because the eat the bugs and can carry pollen from one plant to another.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Structure and function in living systems, Reproduction and heredity, Regulation and behavior, Populations and ecosystems, Diversity and adaptations of organisms

Illustrations: Color photographs, x-rays

Access Features: Glossary, A Note to Parents, Suggested Activity

Related Texts: Zipping, Zapping, Zooming Bats by Anne Earle, Bats: Creatures of the Night by Joyce Milton, Stokes Beginner’s Guide to Bats by Kim Williams, Rob Mies, Donald Stokes, and Lillian Stokes

Classroom Use: This is good for a biological science classroom. Books like these are used to expand my student’s mind and to let them know that all of the animals they are afraid of aren’t really “bad.”

What Are Atoms by Lisa Trumbauer

What Are Atoms by Lisa Trumbauer (32 pages; 1 book) #31

Trumbauer, Lisa (2004). What Are Atoms?. Danbury, CT: Children’s Press.

Awards: No awards given, but blog worthy.

Grade Level: K-4 grades

Author Credibility: She is the author of over 200 children’s books. Many of those books are science related. She is a former editor of Scientific American Library Books and has edited several science programs for early learners. She has written numerous books on physical science.

Summary/Response: It begins by asking a question and getting children to extend their thinking. The first question asked is “What is the smallest thing you can imagine?” It gives a reasonable answer, ants, but then asks the children to think smaller. The book jumps in then about seeing things with a microscope and says that atoms are so small you can’t even see them with it. Atoms are what matter is made up of. Trumbauer has a table drawing of an atom and labels its parts. She explains how atoms make molecules and molecules make up elements and how elements join to form things like water. Molecules are used to make up solids, liquids, or gas. If a molecule is close together, it makes a solid. If it’s far apart, it makes a gas.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Properties and changes of properties in matter, Motions and forces, Transfer of energy

Illustrations: Color photographs, drawing

Access Features: Index, About the Author, Photo Credits

Related Texts: What is Matter? by Don L. Curry, Solids, Liquids, and Gases by Ginger Garrett, What is Electricity? by Lisa Trumbauer

Classroom Use: I have found very few books on physical science and this is one I can use in my classroom to extend what it taught in the textbooks.

Howl: A Book About Wolves by Melvin & Gilda Berger

Howl! A Book About Wolves by Melvin and Gilda Berger (40 pages; 1 book) #30

Berger, Melvin and Gilda Berger (2005). Howl! A Book About Wolves. New York: NY: Scholastic, Inc.

Awards: No awards given.

Grade Level: K-5 grades

Author Credibility: Melvin Berger writes books by himself or co-authors with his wife Gilda. He received his major in music and played the viola professionally before he decided to write books. His first book was Science and Music which helped him connect his two interests music and science. This led to almost 50 years of nonfiction writing. He stated that while researching and working on one article, it brings up questions for another article. Gilda Berger has a Master’s Degree in Education. She writes a variety of nonfiction books ranging from drug addiction to animal biology. There is no mention of how he researched for this book.

Summary/Response: The Berger’s are quick to mention that they have consulted with experts in this book. Again, the book is divided into chapters but no table of contents. No one knows why a wolf howls, but there is several speculations like to bring a pack together before a hunt. Wolves howl all times of the day, not just at night. They are the largest members of the dog family. They are very good hunters. Wolves walk on their toes instead of the soles of their feet to help them move fast. In fact, they can move up to 30 mph. Wolves have sharp teeth and a great sense of smell, up to 100 times better than a human. It is also speculated that they can hear for up to 4 miles away. Timber wolves, commonly known as gray wolves, are the biggest of all the wolves. Arctic wolves may go weeks without eating. Red wolves are the smallest of the wolves and there are only a few left. Baby wolves are called pups. There are usually five or six in a liter. The top male and female leaders of the pack are called alpha wolves. The alpha males are the ones who decide when it’s time to hunt. It takes the group to bring down a large animal and they only catch one in ten elk they hunt. If there hunt is successful, they don’t eat for another two weeks. Despite the fairy tales we’ve heard, wolves only kill for food and they hardly attack humans.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Structure and function in living systems, Reproduction and heredity, Regulation and behavior, Populations and ecosystems, Diversity and adaptations of organisms
Illustrations: Color photographs

Access Features: Index

Related Texts: Wild, Wild Wolves by Joyce Milton, Wolves by Carolyn B. Otto

Classroom Use: This book is a good addition to a science classroom.

Dive by Melvin Berger

Dive by Melvin Berger (40 pages; 1 book) #29

Berger, Melvin (2000). Dive. New York: NY: Scholastic, Inc.

Awards: No awards given.

Grade Level: K-5 grades

Author Credibility: Berger writes books by himself or co-authors with his wife Gilda. He received his major in music and played the viola professionally before he decided to write books. His first book was Science and Music which helped him connect his two interests music and science. This led to almost 50 years of nonfiction writing. He stated that while researching and working on one article, it brings up questions for another article. However, there is no mention of how he researched for this book.

Summary/Response: The book does not have a table of contents, but it is divided into chapters which make it easier to read. How do you visit the bottom of the sea? By a submarine! Once you get a mile down the ocean is black. The fish, however, have a special way of adapting to this. They make special chemicals in their body or have glowing germs to help the see or attract prey. An angler fish has a “fishing line” attached to her head with a light at the end. When a fish gets close enough to get a look at the light, she snatches the fish for dinner. Others have lights along the bottom, inside their mouth, or under their eyes. A flashlight fish has lights under their eyes; if they meet a predator they “flash” them with their lights then cover them up with a flap of skin. This allows the fish to turn and run while the predator is temporarily blinded. Octopus and squids do not use the light method; they have big eyes adapted to the dark. When they see the lights of another fish, they wrap their arms around it and lunch is served. Whales do not live at the bottom of the ocean, but they love to go deep sea diving for food. Many fish at the bottom have big mouths and elastic stomachs; this is because they can go a long time before another meal becomes available.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Structure and function in living systems, Reproduction and heredity, Regulation and behavior, Populations and ecosystems, Diversity and adaptations of organisms

Illustrations: Color photographs

Access Features: None

Related Texts: Chomp: A Book About Sharks by Melvin Berger, Scholastic Q & A: Do Whales Have Belly Buttons?, Seahorses by Sally M. Walker

Classroom Use: This book is a good addition to a science classroom. Wow! With all of these fish books, I have a lot to teach about the sea.

Trees to Paper by Inez Snyder

Trees to Paper by Inez Snyder (24 pages; 1 book) #28

Snyder, Inez (2003). Trees to Paper. Danbury, CT: Children’s Press.

Awards: No awards given.

Grade Level: K-3 grades

Author Credibility: I could not find any information on Inez Snyder.

Summary/Response: This is a very short photographic essay. Trees are cut into small pieces and taken to a place where chemicals are added to the wood. The mixture called pulp is then sent through several machines where it is dried into paper. The paper is then sent to another machine which cuts it into the desired length. The paper that is made is used for a lot of things such as writing.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Properties and changes of properties in matter

Illustrations: Full page color photographs.

Access Features: Table of Contents, New Words, To Find Out More, Index, About the Author, Reading Consultants

Related Texts: Wax to Crayons by Inez Snyder, Apples to Applesauce by Inez Snyder, Sap to Syrup by Inez Snyder, Grapes to Raisins by Inez Snyder, Milk to Ice Cream by Inez Snyder

Classroom Use: This is a good look at physics with changes in properties for the lower grades.

Grrr! A Book About Big Cats by Melvin & Gilda Berger

Grrr! A Book About Big Cats by Melvin & Gilda Berger (32 pages; 1 book) #27

Berger, Melvin and Gilda Berger (2003). A Book About Big Cats. New York: NY: Scholastic, Inc.

Awards: No awards given.

Grade Level: K-5 grades

Author Credibility: This husband and wife team researches each topic before writing a book. There are no details on how they do their research or how they choose their topics. It is a beautifully written photographic essay.

Summary/Response: This book is divided into chapters, but no table of context. There are five groups of big cats. These groups include lions, tigers, leopards, cheetahs, and jaguars. The lion is the loudest of the big cats. Most lions live in Africa and they are the only big cat that lives in a group called a pride. Tigers are the biggest of the big cats. They only live in Asia and are not afraid of water unlike most cats. Tigers will often swim for pleasure. Leopards are excellent climbers. After killing its prey, a leopard will drag it up into a tree to keep other animals from stealing it. Cheetahs are the fastest of the big cats. They can run as fast as 70 mph. The one difference between a cheetah and other cats is a cheetah cannot pull its claws in. Jaguars are the strongest of the big cats. It is said that nothing will fight a jaguar. It is slightly larger than a leopard. It has spots that are rings with black dots in them.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Structure and function in living systems, Reproduction and heredity, Regulation and behavior, Populations and ecosystems, Diversity and adaptations of organisms
Illustrations: Beautiful color photographs, some that were full page or two-page spread.

Access Features: Index

Related Texts: Amazing Tigers by Sarah L. Thompson, Jaguars (Animals of the Rainforest) by Pat Lalley, Cheetahs by Luke Hunter

Classroom Use: I would use this in my science library.

Snap by Melvin & Gilda Berger

Snap by Melvin & Gilda Berger (32 pages; 1 book) #26

Berger, Melvin and Gilda Berger (2003). Snap. New York: NY: Scholastic, Inc.

Awards: No awards given.

Grade Level: K-4 grades

Author Credibility: This husband and wife team researches each topic before writing a book. There are no details on how they do their research or how they choose their topics. It is a beautifully written photographic essay.

Summary/Response: Alligators and crocodiles belong to the crocodilian family. They look a lot alike, but there are two major ways to differentiate between the two. First the alligators’ snout is shaped like a v. The second way is by the fourth tooth back. The alligator's tooth is not visible when the mouth is closed and the crocodile's is. Alligators live only in America and China. The American alligator is much longer than its Chinese cousin. The China gator is also smaller in numbers. Crocodiles are found worldwide and are larger than gators. The Nile crocodile is responsible for more human deaths than lions. Alligators and crocodiles are really amazing animals.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Structure and function in living systems, Reproduction and heredity, Regulation and behavior, Populations and ecosystems, Diversity and adaptations of organisms

Illustrations: Amazing colorful, close-up photographs

Access Features: Fluency Fun

Related Texts: Dive! A Book of Deep Sea Creatures by Mel Berger, Crocodiles and Alligators by Seymour Simon

Classroom Use: This book is a good addition to a science classroom. I can use it for my egg laying literacy unit. It is good in learning the life cycle of an alligator and use as a compare/contrast model for other animals.

Fantastic Farm Machines by Cris Peterson

Fantastic Farm Machines by Cris Peterson (32 pages; 1 book) #25

Peterson, Cris (2006). Fantastic Farm Machines. Honesdale, PN: Boyds Mills Press, Inc.

Awards: Eligible for Children’s Choice Award 2006

Grade Level: K-4 grades

Author Credibility: Peterson wanted to portray agriculture and farming accurately. She wants people to know the impact that farming had in American History. In addition she was named 2002 “Woman of the Year” by American Women in Agriculture. She lives on a five-hundred-cow dairy farm on a thousand acres.

Summary/Response: Farm equipment is used to do many jobs around the farm. In a large farm the equipments that are used range from a small skid steer to clean barns to huge eight wheel tractors for planting. They even use computers to tell how much seed it takes to plant an area and regulate the chemicals it takes to spray the crops. It is interesting how they use cow manure to fertilize the soil then use the hay grown on the farm to feed the cows…talk about recycling!

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Abilities of technological design, Understandings about science and technology
Illustrations: Color and Black and White Photographs

Access Features: None

Related Texts: Harvest Year by Cris Peterson, Century Farm: One Hundred Years on A Family Farm by Cris Peterson, Milk: From Cow to Carton by Aliki

Classroom Use: This would be good to use with a farm unit and also a machine unit. It is also a good book for a compare/contrast on farming in the past to farming now.

Calamity Jane by Stephen Krensky

Calamity Jane by Stephen Krensky (48 pages; 1 book) #24

Krensky, Stephen (2006). Calamity Jane. Minneapolis, MN: Millbrook Press, Inc.

Awards: Eligible for Children’s Choice Award 2006

Grade Level: K-5 grades

Author Credibility: Stephen Krensky reads and researches books on what he wants to write in his nonfiction line. However, he does mention that Calamity Jane has a lot of folklore that followed her throughout her life.

Summary/Response: This book is listed and cataloged as juvenile literature and Krensky states that so many legends followed her throughout her life which leads to some accounts being exaggerated. But overall another western book that shows how women contributed to the founding of the Wild West. Calamity Jane was born Martha Jane Canary in Missouri. She learned to ride and shoot at a young age. Her family moved to Montana in search of a better life. On the trip, Martha would go out and hunt with the men in the group. Once they knew how good of a hunter she was, they carried her hunting with them. Martha Jane found herself in the mining town of Virginia City, Montana which was full of mean gold miners. She got the name Calamity Jane from an army captain she pulled to safety during a battle. Once she was grown she moved to Deadwood, North Dakota. There she met Wild Bill Hickok. They became friends and traded adventures. She later went to work for riding for the pony express. Later when the whole town came down with smallpox, Jane was the only one to nurse them back to health. She left the town later due to the lack of adventure that came with progress.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Social Studies: Understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions

Illustrations: I could not find any information on the illustration. It looks like chalk or watercolor paintings.

Access Features: Calamity Jane: A Folklore Legend

Related Texts: Davey Crocket: A Life on the Frontier by Stephen Krensky, Cowboys of the Wild West by Russell Freeman, Black Frontier: A History of African American Heroes in the Old West by Lillian Schlissel, Children of the West by Russell Freeman

Classroom Use: This would be a wonderful addition to Social Studies. I teach Early U.S. History and this would be a great book to show how much women influenced the west.

Read About Annie Oakley by Stephen Feinstein

Read About Annie Oakley by Stephen Feinstein (24 pages; 1 book) #23

Feinstein, Stephen (2006). Read About Annie Oakley. Berkeley Heights, NJ: Enslow Publishers, Inc.

Awards: Eligible for Children’s Choice Award 2006

Grade Level: K-4 grades

Author Credibility: I could not find any information on Stephen Feinstein on how he prepares to write his biographies. However, I did find numerous biographies he has written along with the fact that he is a Professor Emeritus of History at the University of Wisconsin.

Summary/Response: This book is laid out in easy to read chapters with full page sepia photographs. The light green glossy pages set the tone for the time period. Annie Oakley was born Phoebe Ann Mosey in Ohio on August 13, 1860. She grew up hunting with her father where she learned to shoot. After her father’s death, Annie had to hunt for food to help feed the family. Annie entered a shooting contest and won. The person she defeated would soon become her husband. Annie and her husband Frank put together a traveling shooting act called Butler and Oakley. Later she joined Buffalo Bill’s Wild West Show. She traveled all over the world and became famous for her skills with a rifle. Annie later gave shooting lessons and continued to help people until her death in 1926.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Social Studies: Understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions.

Illustrations: Sepia colored photographs, black and white photographs and drawings, primary source documents

Access Features: Words to Know, Table of Contents, Timeline, Learn More, Index

Related Texts: Read About Crazy Horse by Stephen Feinstein, Read About Abraham Lincoln by Stephen Feinstein- both of these lived in the time of Early U.S. History.

Classroom Use: This would be a wonderful addition to Social Studies. I teach Early U.S. History and this would be a great book to show how much women influenced the west.

Crabs by Mary Jo Rhodes and David Hall

Crabs by Mary Jo Rhodes and David Hall (48 pages; 1 book) #22

Rhodes, Mary Jo and David Hall (2006). Crabs. New York, NY: Children’s Press.

Awards: Eligible for Children’s Choice Award 2006

Grade Level: K-6 grades

Author Credibility: Mary Jo Rhodes travels around researching the animals she is going to write about. She goes to aquariums, studies them in their natural environment, and consulted with marine biologists. She grew up around the beach and enjoyed exploring the seashore. David Hall has a degree in zoology and medicine. He helps write books, illustrates, and works as a physician.

Summary/Response: Crabs is a well organized book and very inviting to read with crab facts at the bottom of some pages. It also has beautiful photographs with descriptions of what is going on in the pictures. The table of contents is listed in different colors which emphasize the beautiful colors crabs come in. Crabs are arthropods that along with lobsters and shrimps belong to a group known as crustaceans. There are true and false crabs. True crabs have a very short abdomen and use four pairs of legs for walking. Crabs have compound eyes to help find prey and spot enemies. Crabs live in many different places. Some live in old shells and one kind ever live in trees. Crabs have multiple defenses but their main defense is their powerful claws. When a crab outgrows its exoskeleton, it must molt or shed this covering and grow a new one.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Structure and function in living systems, Reproduction and heredity, Regulation and behavior, Populations and ecosystems, Diversity and adaptations of organisms

Illustrations: Brilliant color photographs.

Access Features: Table of Contents, Glossary, Learn More About Crabs, Index, About the Authors, About the Consultant

Related Texts: Crabs (Welcome Books) by Lloyd G. Douglas, Hermit Crabs: Complete Pet Owners Manual by Sue Fox, Seashells, Crabs, and Sea Turtles by Christiane Kump Tibbitts, Sea Turtles by Mary Jo Rhodes, Sea Horses and Sea Dragons by Mary Jo Rhodes

Classroom Use: I would use this when studying life sciences. A lot of children like to get hermit crabs as pets, so the section on hermit crabs can be useful in how to take care of their pets.

The Wolf: Night Howler by Christian Havard

The Wolf: Night Howler by Christian Havard (48 pages; 1 book) #21

Havard, Christian (2006). The Wolf: Night Howler. Watertown, MA: Charlesbridge.

Awards: Eligible for Children’s Choice Award 2006, Outstanding Science Trade Book 2006

Grade Level: 4-6 grades

Author Credibility: I could not find any information on the Christian Havard or how he prepared for the book. However, the book was well written and went alone other books I have read about wolves in the past.

Summary/Response: Wolves live and hunt in groups known as packs. These packs are lead by the alpha male or female. Their sense of smell and hearing are their two greatest weapons. They can hear as far as ten miles away and smell prey as far as a mile away. Wolves are social animals that look out for the other members of the pack. These packs usually consist of about fifteen members. The pack hunts together and kills their prey by surrounding it and then pinning it to the ground. The mother wolf gives birth in the spring to litter of pups usually consisting of four to six. Wolves are a threatened species due to loss of habitat and illegal hunting. However, there are conservation efforts to help the wolf make a comeback. It is important for these animals to be protected, for centuries people have written stories and fairy tales that depict wolves attacking humans when in reality they very rarely attack at all. This book is a must for any non-fiction science collection.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Structure and function in living systems, Reproduction and heredity, Regulation and behavior, Populations and ecosystems, Diversity and adaptations of organisms

Illustrations: Colorful photo essay with brilliant photographs and sketches.

Access Features: Further reading on wolves, Websites, Index

Related Texts: Gray Wolves: Return to Yellowstone by Meish Goldish, The Secret Lives of Wolves by Julia Barnes

Classroom Use: I would use this for life science. It is good to discuss habitats and the importance of conservation of the wolves.

The Journal: Stories of Migration by Cyntia Rylant

The Journey: Stories of Migration by Cynthia Rylant (48 pages; 1 book) #20

Rylant, Cynthia (2006). The Journey: Stories of Migration. New York, NY: The Blue Sky Press.

Awards: Elgible for Children’s Choice Award 2006

Grade Level: K-4 grades

Author Credibility: I could not find anything that made her accreditable to write the book. She has several degrees and has written award winning books in the past. She was once a librarian and believes that children’s books should be beautifully illustrated. However, I don’t know how and where she did her background search for the book.

Summary/Response: The book discusses the migration of birds, whales, eels, caribou, butterflies, and locusts. It talks of these great travelers and the distance and hardship they face. It is a mystery of how they find their way year after year, even as babies. However, they do and their reasons vary from food to avoid the cold to mating. Reading about these fascinating creatures can leave the reader in awe of Mother Nature’s creatures.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Structure and function in living systems, Reproduction and heredity, Regulation and behavior, Populations and ecosystems, Diversity and adaptations of organisms

Illustrations: I could not find any information on the medium the illustrations were painted in, but it looks like water color. Beautiful, colorful full page and two-page-spread paintings.
Access Features: Introduction

Related Texts: What is Migration? (Science of Living Things) by John Crossingham and Bobby Calman, What is Hibernation? (Science of Living Things) by John Crossingham- an alternative to migration

Classroom Use: This book can be used to teach some of the life cycle. It can be used to discuss migration among different animals and how they compare and contrast to each other.

Slippery, Slimy Baby Frogs by Sandra Markle

Slippery, Slimy Baby Frogs by Sandra Markle (32 pages; 1 book) #19

Markle, Sandra (2006). Slippery, Slimy Baby Frogs. New York, NY: Walker Publishing Company, Inc.

Awards: Elgible for Children’s Choice Award 2006, Outstanding Science Trade Book 2006
Grade Level: K-4 grades

Author Credibility: Markle is an award winning author. To make her frog book, she would talk to frog experts around the world. She went out of her way to find these experts, including talking to one via satellite while he was in the Peruvian rain forest. She also met with several wildlife photographers to get the best shots for her book.

Summary/Response: This is a photo essay about frogs. Its amazing photographs complement the well written text regarding frogs around the world. The book contains the life cycle of various frogs. It also discusses the parents choice to raise or abandon their frogs after laying their eggs. In some species it’s the father who places the tadpoles in pouches in his leg or his vocal sac. He keeps them safe in these pouches until they hatch and are ready to go out on their own. However, in other species the mother keeps the eggs in a pouch located on her back where the eggs can stay moist until they are ready to hatch. The book goes on to tell how some tadpoles avoid their enemies by attaching itself to rocks using their mouth as a suction cup while other use camouflage.
This is an interesting book on the different lives of frogs. It also contains a map showing where are the frogs are located that are mentioned in the book.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: The characteristics of organisms, Life cycles of organisms, Organisms and environments

Illustrations: Brilliant colored photographs.

Access Features: Where in the World Are These Forgs?, Raise Your Own Baby Frogs

Related Texts: Frog Rescue: Changing the Future for Endangered Wildlife by Garry Hamilton, Animals Asleep by Sneed B. Collard III- another look at wildlife behaviors

Classroom Use: This could be used during my egg laying animals thematic unit. This could also be used to discuss life cycles and the adaptations of frogs around the world.

Black Hands, White Sails: The Story of African American Whalers by Particia C. McKissack & Fredrick L. McKissack

Black Hands, White Sails: The Story of African-American Whalers by Patricia C. McKissack and Fredrick L. McKissack (152 pages; 3 books) #16, 17, & 18

McKissack, Particia C., Fredrick L. McKissack (1999). Black hands, White sails: The story of African-American whalers. New York, NY: Scholastic Press.

Awards: Coretta Scott King Award

Grade Level: 5-10 grades

Author Credibility: The McKissack’s research their topic thoroughly before beginning a book. They look through archives and personal accounts of the people they are writing about.

Summary/Response: This story talks of the African-American whalers during the 1800’s. The McKissack’s are careful to mention the heartaches of all the whalers and their families, not only the African-Americans. She does take it a step further and explains that the African-Americans could be predominant in whaling and in business, but their children not be allowed into white schools. It steps the life of several black whalers and their success in whaling as well as inventing. Lewis Temple, a blacksmith, invented a “toogle” harpoon with barbs so it can stick into the whale more easily. William Shorey was a well known sea captain and before the birth of their children his wife would accompanying him on voyages. I knew that whaling went on during the early colonial times, but I had no idea the influence it had in northern society.
Now days we take modern communication for granted. Just about anyone around the world is a phone call or mouse click away. I could only imagine being away from a family member for years at a time, not knowing if they would even return!

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Social Studies: Understands how political, religious, and social institutions emerged in the English colonies, Understands the impact of the American Revolution on politics, economy, and society, Understand the processes, patterns, and functions of human settlement, Understand how human actions modify the physical environment, Understand how physical systems affect human systems, Understand the changes that occur in the meaning, use, distribution, and importance of resources.

Illustrations: Primary Source documents, Black and white photographs, Black and white sketches and paintings

Access Features: Table of Contents, Acknowledgements, Introduction, Appendix, Important Dates, Bibliography, Index

Related Texts: Fredrick Douglass (History Maker Bios) by Catherine A. Welch- he worked as a ship’s caulker in Nantucket after he ran away from slavery.

Classroom Use: This could be used when discussing Early U.S. History. I can also be used in discussing the importance of ensuring the survival of animal species. It is also interesting to look at whaling before the civil war and after.

An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793

An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793 by Jim Murphy (165 pages; 3 books) #13, 14, & 15

Murphy, Jim (2003). An American plague: The true and terrifying story of the yellow fever epidemic of 1793. New York, NY: Clarion Books.

Awards: 2003 National Book Award Finalist, 2004 Newbery Honor Book, 2004 Robert F. Sibert Award, 2003 Parent's Guide to Children's Media Award, 2004 ALA Notable Book for Children, 2003 School Library Journal, Best Books of the Year, 2003 Bulletin of the Center for Children's Books -- Blue Ribbon Winner, 2004 NSTA-CBC Outstanding Science Trade Book for Children, 2004 ALA Best Book for Young Adults, 2004 Notable Children's Trade Book in the Field of Social Studies, 2004 Orbis Pictus Award, 2004 Notable Children's Book in the Language Arts, 2004 Boston Globe–Horn Book Award, 2003 Voice of Youth Advocates Nonfiction Honor List

Grade Level: 5-8 grades

Author Credibility: Jim Murphy has won several awards for his books. He becomes an expert in whatever he writes by choosing a topic that is interesting to him then researching it thoroughly. As soon as he has gathered enough information on the topic, he writes a book concerning his research.

Summary/Response: It is hard to imagine our country facing the diseases it did during the beginning. However, Philadelphia, the first location for the capital of the U.S., was hit by a relentless violent disease called Yellow Fever in 1793. The fever filled the town with fear and a vast majority left the city. Those that were left were either slaves instructed by their masters to stay and guard the house, too poor to leave, or too noble to leave the great city. Murphy does an outstanding job painting a picture and providing quotes from people to depict an accurate picture of the horror the sickness brought. You can only imagine the stench from the dead and by product of the fever. An expectant mother pleading for a passerby to help deliver her baby while in the same room with her recent dead husband and two children.
A few of the preachers blame it on Philadelphia’s turn from God and when a meteorite fell and hit a side walk in the city, everyone thought that this was a heavenly sign that all was lost. The physicians in the story work tirelessly on a cure and after the scare of 1793 was over, there were still cases that demanded to find the culprit. Finally in the early 1900’s scientist were able to prove the transfer of the disease from the mosquito. This shone new light in the prevention of the disease and was followed by a safe, proven vaccination.
This is a book that I pick up and say, “Wow, I didn’t know that happened!” This book extends history to what the textbooks don’t talk about. This is a must read for anyone studying Early U.S. History.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Social Studies: What is citizenship?, What are the rights of citizens?, What are the responsibilities of citizens? , What dispositions or traits of character are important to the preservation and improvement of American constitutional democracy?, How can citizens take part in civic life?
Science: Personal health, Populations, resources, and environments, Natural hazards, Risks and benefits, Science and technology in society

Illustrations: Sketched maps, primary source documents, black and white sketches and photographs.

Access Features: Table of contents, Sources, Acknowledgements, A note about the illustrations, Index

Related Texts: Fever 1793 by Laurie Halse, The American Plague: The Untold Story of Yellow Fever, the Epidemic That Shaped Our History by Molly Cladwell Crosby, American Plagues: Lessons From Our Battles with Diseases by Stephen H. Gehlbach

Classroom Use: I would use this in U.S. History as we talk about this time period with George Washington as our first president. It can be used as a compare/contrast of medical practices and medicines used then and now. You could discuss the use of pesticides and whether it is justifiable in the case of eradicating a mosquito that carried disease.

Home on the Moon: Living on A Space Frontier by Marianne J. Dyson

Home on the Moon: Living on a Space Frontier by Marianne J. Dyson (64 pages; 1 book) #12

Dyson, Marianne J. (2003). Home on the moon: living on a space frontier. Washington, DC: National Geographic Society.

Awards: 2004 American Institute of Physics Science Writing Award
Grade Level: 5-12 grades

Author Credibility: Marianne Dyson has her degree in physics and was one of the first ten women to work for NASA in mission control. She was in charge of puzzling out problems and coming up with solutions. She began writing books about space after she left her job to raise her family. In order to write the book, she looked through NASA transcripts, studied maps and books, attended conferences, and conducted interviews with lunar experts.

Summary/Response: The first thing that catches my eye is the black end covers inside the book. This book discusses the possibility of people living on the moon. Not only does it discuss the possibility, it maps everything out to the last detail. NASA has tested the contents of the moons rocks and found that it contains some of the same materials as Earth. Dyson goes on to explain how these resources can be released and how crops can be grown as well as oxygen produced. She even includes an Earth Phase Calendar as opposed to a Moon Phase Calendar we use on Earth. There are quotes from other scientists on how living on the moon is possible. One scientist comments on how it is necessary for us to learn how to live on the moon for the protection of our species. They are using the moon as a scapegoat in case of a world disaster or war. Underground caves would be used as shelters and the first crops grown will consist of potatoes and wheat. There are also mock lunar land deeds sold on the internet. Even though these deeds are not binding, it seems only a matter of time until there are real lunar land deeds.

Wow! Is the word to use in describing this book. I have heard all my life that one day man will live on the moon, but never expected it to come true. After reading this book, I’m beginning to wonder if I will see it during my lifetime. There are NASA scientists that have figured out every last detail from eating to using the bathroom! There are even lunar maps and calendars. The terminology and being able to keep up with the understanding of fusion and fission make this an upper level book as a whole. I like the way Dyson divides each subject into chapters and adds an activity at the end. This gives a hands-on experience for the students.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Abilities necessary to do scientific inquiry, Understandings about scientific inquiry

Illustrations: Composite images, photographs, tables, drawings, and icons.

Access Features: Table of Contents, Note from the Author, Glossary, Moon Facts, For Further Study, Moon Men, Books, Bibliography, Illustration Credits, Index

Related Texts: Space Station Science by Marianne J. Dyson, Return to the Moon by Harrison H. Schmitt, Riding Rockets: The Outrageous Tales of a Space Shuttle Astronaut by Mike Mullane.

Classroom Use: This is a good book to add for a space unit. It extends children’s learning to an investigation mode. It leaves them asking questions like, “What if we could live on the moon? What will be the advantages and disadvantages?” There are lots of compare and contrast tables you could use in this book between the Earth and Moon. One of them, for instance, is “Are you willing to give up beef to live on the moon?”

Sea Horses by Sally M. Walker

Sea Horses by Sally M. Walker (43 pages; 1 book) #11

Walker, Sally M. (2004). Sea Horses. Minneapolis, MN: Lerner Publications Company.

Awards: No Awards found.


Grade Level: 2-4 grades

Author Credibility: There is not a lot of information on how she researches the topics she writes about. I could only find that she has written several science books for children as well as historical fiction and biographies. She has received several awards for her books including Outstanding Science Trade Books for Children and Children’s Choice Awards.

Summary/Response: This book breaks down the aspects of a sea horse in chapter format. It defines what a sea horse is, where it lives, what it does during the day, the parents and babies, and the relationship between them and people. It is an easy read for younger readers. It gives a photograph at the beginning of each chapter with a question to lead children into reading more. It gives them a purpose to read on. The underwater photographs are wonderful and it gives true life comparisons to the size of some sea horses. This book is enriched with vocabulary. It even encourages children to be a word detective.
This book left me feeling well informed and I can no longer look at those $0.39 sea horses for sell at the beach. It helps children to question if killing sea horses for trinkets and souvenirs the best way to admire these creatures.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Science: Structure and function in living systems, Reproduction and heredity, Regulation and behavior, Populations and ecosystems, Diversity and adaptations of organisms

Illustrations: Colorful photographs, Icons introduce the beginning of a new chapter

Access Features: Table of Contents, Be a Word Detective, A Note to Adults, Glossary, Index, and About the Author, Bolded Chapter Headings

Related Texts: Sea Horses: Everything about History, Care, Nutrition, Handling, and Behavior by Frank Indiviglio- Another view of Sea Horses, Clinging Sea Horses by Judith Jango-Cohen, Sea Horses and Sea Dragons by Mary Jo Rhodes, David Hall

Classroom Use: This would be a good book to use when teaching an ocean thematic unit. It can also be used to discuss how animals can blend in with their surroundings, to help teach conversions from U.S. Customary system to the metric system, and the importance of respecting the Earth and its delicate environment.

The Great Fire by Jim Murphy

The Great Fire by Jim Murphy (138 pages; 2 books) #9 &10

Murphy, Jim (1995). The great fire. New York, NY: Scholastic, Inc.

Awards: 1995 ALA Newbery Honor Book, NCTE Orbis Pictus Award, Boston Globe/Horn Book Honor Book, The Jefferson Cup Award, A SLJ Best Book, A Booklist Editors Choice, A BCCB Blue Ribbon Book, An ALA Notable Book, An ALA Best Book for Young Adults, A PW Best Book

Grade Level: Middle School, High School 5-12

Author Credibility: Jim Murphy was doing research on another book when he came upon several eyewitness accounts from the fire in Chicago. One of the accounts he read was from a girl, Claire Innis. He liked to show to children that they participated in making history. He also wanted to give the fire a personality so people could envision its pursuit across the city. With all of this in mind, he went on a quest to find eye witness accounts of people who witnessed the fire. After reading several books and articles on the fire, he decided to write a book.

Summary/Response: The story begins a few minutes before the fire starts by setting up the looks of the city and its division between the rich and poor. He paints a picture of a city made of wood and ready to burn at any moment and within a few pages, it does. One mistake after another happens in the book that inevitable leads to the destruction of a majority of the city. The people of the city were so used to the fires that unless it directly affected them, they seemed unconcerned and indifferent to the accounts. It was interesting to see how Murphy paints this indifference into city wide panic. Thousands of people were being forced from their homes in a matter of two days which lead to looting and thievery. Chaos and despair broke through many families as they saw their possessions burn and experienced unwanted separation from their families. Relief from the fire by the rain finally comes after an exhausting two days. Even though many were separated, determination was great among the citizens of Chicago. They were not about to let the fire dampen their spirits. The people began to immediately build back an even better Chicago.

The greatness of the fire was shocking to me. The efforts of the firemen were the best that could be done at the time. This disaster shows just how much strength Mother Nature has over us. I can only imagine the thoughts that went through their mind as they realize that all their material possessions were lost, never to be returned. The immediate response in rebuilding the city shows just how strong the human spirit can be in the face of adversity. Murphy does an outstanding job writing out strength of the fire and the strength of the human will to survive.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Social Studies: What is citizenship?, What are the rights of citizens?, What are the responsibilities of citizens?, What dispositions or traits of character are important to the preservation and improvement of American constitutional democracy?, How can citizens take part in civic life?


Illustrations: Sepia colored maps, photographs, and sketches

Access Features: Acknowledgements, Table of Contents, Introduction, Bibliography and Sources, Other Books About the Chicago Fire, Index

Related Texts: The Great Chicago Fire by David Lowe- This is another look at the Chicago Fire, Blizzard: The Storm That Changed America by Jim Murphy- This is another story of a Natural Disaster in the U.S.

Classroom Use: This book can be used to show the conflicts that people across the U.S. faced. In fifth grade we study U.S. history during this time period and this can be a great addition to show how people overcame disasters and adversity during this time period and compare it to how people react in this time period.

Hana's Suitcase by Karen Levine

Hana’s Suitcase by Karen Levine (107 pages; 2 books) #7 & 8

Levine, Karen (2006). Hana’s suitcase. New York, NY: Scholastic, Inc.

Awards: Several Canadian and Jewish Awards; no U.S. awards found.

Grade Level: Middle School 4-6. This could also be read to third grade.

Author Credibility: Karen first read this story in the Canadian Jewish News. This story touched her to the point that she produced a radio documentary in 2001. A friend of hers called after the broad cast and convenienced her to write a book. She then proceeded to write and with the help of George Brady and Fumiko Ishioka a book that tells a powerful story.

Summary/Response: This is a story of a Jewish child that grew up in Czechoslovakia in a town called Nove Mesto. It alternates chapters from modern day Japan and World War II. It tells of the happy beginning Hana had with her family. She belonged to a loving family that helped those in the community who were less fortunate. This flows to helping refugee Jews during the war. Hana’s happy life changed however when Hitler takes over Czechoslovakia. Limitations began being placed on the Jews in the village and life was hard for them. They could no longer play on the playgrounds or go to school. After about a year, Hana’s mother and father were arrested and taken to refugee camps. For the first time in their lives Hana and her brother, George, were alone. Their uncle took them in until Hana and George were taken to a refugee right before her eleventh birthday. Life was hard on Hana in her brother, but the adults at the camp tried their best to keep the children preoccupied. They even held secret schools teaching art, sowing, and music. Harmony did not last long. George was sent to another camp and left Hana alone. Hana eventually found herself deported and was happy. She and the others were placed on the familiar cattle cars that she traveled on before on her way, she thought, to be reunited with her brother.
I had to fight back the tears as I think of a girl the same age as the children I teach going through all of the hardship she endured. The Holocaust is taught in schools and we hear about it from time to time on documentary channels, but nothing brings this horrible injustice home like a true life account. Hana’s story was lost along with a majority of the millions of Jews who lived through the horror of concentration camps. However, with the diligence of Fumiko Ishioka, the director of the Tokyo Holocaust Education Resource Center in Japan, Hana and her story was found for the children of Japan to hear and eventually other children around the world. I don’t want to say too much because one of the great features about the book is how Levine builds the story through the modern story of Fumiko Ishioka and the flashbacks of Hana’s life.

National Standards: Language: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Social Studies: How is the world organized politically?

Illustrations: Black and white photographs, drawings, and primary source documents

Access Features: Introduction, Afterword, Acknowledgements. This is a chapter book that reflects alternately from modern day Japan to the Nazi era.

Related Texts: I Never Saw Another Butterfly by Hana Volavkova- discusses the Terezin Concentration Camp where Hana Brady was held and the pictures the children drew there. The Last Brother: A Civil War Tale by Trinka Hakes Noble- talks of children in civil war battle; it helps make the realization that children are not exempt from the hardships of war.

Classroom Use: There is the obvious fact that this book can be used when discussing WWII and the Holocaust. It is also a great book to use and teach children about tolerance of others from other cultures and religious backgrounds.

Erika's Story by Ruth Vander Zee

Erika’s Story by Ruth Vander Zee (unnumbered about 24 pages; 1 book) #6

Zee, Ruth Vander (2003). Erika’s story. Mankato, MN: Creative Editions.

Awards: Could not find any big award names.

Grade Level: 3-6 grades.

Author Credibility: Ruth Vander Zee and her husband had been studying in Jerusalem when they drove through Austria to see Mauthausen, a concentration camp that was located there during WWII. The couple found themselves in Rothenburg, Germany where they were watching people clean up from a recent tornado. While they were sitting on the curb, she met a woman named Erika. By talking to her she learned of her personal experience as a Jew in WWII. From the lady’s true life account, she was able to write Erika’s Story.

Summary/Response: This is a short story picture book about a woman’s account of her life during WWII. It tells a powerful story of her as an infant, the difficult decision her mother made last minute to save her life, and the kindness of a woman who took her into her home. Erika could only imagine what the last few days with her mother was like. She did not know her exact birth date or birth name. She did not know if she had brothers or sisters. All she knew was the story she learned through her adoptive mother of how Erika’s birth mother risked everything so that she may have a chance to live.
I was not able to read this book dried eyed. This pulled so many emotions with how the Jews suffered during WWII. It was not only their lives that were devastated, but also the lives of their children. This story shows that there was no mercy among the young, the old and even infants. All were sentenced to die.

National Standards: Language: Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Social Studies: The causes and global consequences of World War II.

Illustrations: A mixture of illustrations. Monochromatic tones were used during the Nazi era and then he slowly begins changing to color in pictures of “hope” or modern day. Nothing is mentioned of the type of mediums he used, only that his illustrations were photo-like.
The book is brown linen bound with a cut out of a star on the cover. Inside the star is yellow linen paper. Throughout the book the star symbol is used on the Jews’ clothing and to denote paragraph changes. This is very significant due to the fact that Jews were made to wear a star symbol during WWII to signal them out as being part of the Jewish faith.

Access Features: Author’s note.

Related Texts: The Harmonica by Tony Johnson- inspired by a Holocaust Survivor
Star of Fear, Star of Hope by Jo Hoestlandt- relates to the Star of David the Jews wore
Rose Blanche by Ian McEwan- talks of a young German girl who helps prisoners in a concentration camp

Classroom Use: I would use this in my classroom to teach the effects on the Jewish people during WWII. It is also a great book to use and teach children about tolerance of others from other cultures and religious backgrounds. There could be compare and contrast actions of how the Jews were treated and how we treat people of other religions, race, or gender in the U.S.