Collection Development PlanPresentation Transcript
Collection Development Plan Lindsey LaBarge ITEC 7134 Dr. Repman March 6, 2009
Jackson County Comprehensive High School Site Description In this collection development plan, the section about nations and continents in Jackson County Comprehensive High School’s mediacenter will be evaluated. JCCHS is one of three high schools in the county. It is located in Jefferson, Georgia which is fairly in the center ofthe county. The other two high schools are Jefferson, which is the city school, and EJCHS, which serves the students in the eastern section ofthe county. The school was not built too long ago. It is newer than the city school, but much older than EJCHS. There has been some disputewithin the county about EJCHS having nicer amenities than JCCHS, but that cannot e helped because EJCHS is only two years old andJCCHS is over ten years old. Each classroom has at least one computer. There are seven computer labs in the school, not including the mediacenter. Each teacher has a laptop that is issued to them at the beginning of each school year. The mascot of JCCHS is the panther. The schoolcolors are red and black. JCCHS Staff As of right now, there are 83 certified employees and 42 non-certified employees. There will be much less next year because ourschool district has to tighten its belt because of the lack of money. A majority of the certified staff have more than 5 years experience andmany have more than 10 years of experience. Most have been working at this school their entire career. Many have Master’s degrees and 5have Doctorate degrees. The certified staff includes one principal, three assistant principals, two media specialists, three resource teachers,eight English teachers, ten math teachers, nine science teachers, twelve social studies teachers, one art teacher, two band directors, one chorusteacher, one drama teacher, four agriculture teachers, three business education teachers, two family and consumer sciences teacher, oneinformation technology teacher, three JROTC instructors, two health occupations teachers, one video broadcasting teacher, one youthapprenticeship teacher, one driver’s education teacher, six physical education teacher, one graduation coach, one ESOL teacher, and one AP
coordinator. The non-certified staff includes three counselors, two instructional technologists, nine cafeteria workers, seven custodians, threesecretaries, and eighteen paraprofessionals. JCCHS Student Analysis JCCHS’s current student enrollment is 875. Out of these 875 students, 390 are male and 485 are female. There are 23 African-American students, 124 Asian/Pacific Islander students, 231 students are Hispanic and the rest are Caucasian. There are 308 studentscompleting the college prep diploma, 493 students completing the dual seal diploma and the rest are completing the tech seal diploma. Thereare six classes that are being evaluated for this plan. Two classes are Advanced Placement, two are advanced and two are regular education.Within these classes there are 24 Advanced Placement students, 41 advanced students and 58 regular education students. All but four of thesestudents are at or above their grade reading level. There are 48 tactile learners, 9 auditory learners, 15 visual learners and 51 kinestheticlearners within these six classes. JCCHS Media Center JCCHS’s media center is in the very front of the building next to the offices. It is small, but well organized. There is the main roomwhere all of the books and computers are kept. There are three offices. One of the offices is for one of the media specialists and the mediacenter paraprofessional. The other office is for the other media specialist and all of the videos. The last office is for the resource officer. Thelast room in the media center is for all of the audio visual equipment and the laminator. In the main room there are twenty computers that thestudents can use to work on the Internet and print materials. Two of these computers are connected to scanners. There is usually a line for thetwo computers with scanners attached. There are also two computers for the media specialists. One is a Mac and the other is a Dell. Theparaprofessional also has a computer that she uses to check-in and check-out books.
In the back room where all the audio visual equipment is kept, there is a cart for MediaCast which is used for digitizing all of theDVDs and VHS tapes that our school district contains. Back in the main room, the books are organized according to the Dewey DecimalSystem. The fiction books cover the exterior wall and the reference books are in the center of the room. In the back corner there are shelvesthat hold all of the nonfiction books. The media specialists keep all of the high demand books up front with waiting lists. Next to the referencesection, there are periodicals. The media center receives 17 periodicals monthly. There are very few months that there are periodicals left atthe end because the students steal them. From looking through the media center at the available books and videos, the area that is lacking the most is the area of resourcesabout international countries. There are very few resources and the resources that we do have are old and irrelevant. There are only 66resources in the media center that deal directly with the standards listed below. Here is a list of these resources.Title Author Published DateAfrica Shaped by the Past Jean Meltzer 2004 (video)Africa David Wiley 1984Africa Facts & Figures William Mark Habeeb 2005Africa and the Origin of Humans 1992Africa Today Paul F. Griffin 1979African Religion Aloysius Muzzanganda Lugira 1999East Africa Cynthia Jenson-Elliot 2002The Kingdoms of Africa Peter Garlake 1990Africa’s Glorious Legacy 1994Things Fall Apart Chinua Achebe 1992North Africa Mario Rossi 1974The Exploration of Africa: from Cairo to Anne Hugon 1993the CapeAfrican Countries and Cultures Jane M. Hornburger 1980From Afar to Zulu: a dictionary of African James Haskin 1995cultures
Africans and their History Joseph E. Harris 1995Black Kingdoms, Black People Anthony Atmore 1979AK Peter Dickinson 1992A History of the African People Robert W. July 1970South Africa Sheila Smith Noonan 2005Women in the World of Africa Joan Esherick 2005The Crisis in South Africa Ieuan Griffiths 1989Zimbawbwe, a Treasure of Africa Al Stark 1986Nelson Mandela: the fight against the Steven Otfinoski 1992apartheidAfrican Folktales Roger D. Abrahams 1983Uganda Lauri Kubuitsile 2005Burundi Kristine brennan 2005Ethiopia Jim Corrigan 2005The Asian World, 600-1500 Roger V. Des Forges 2005Southeast Asia Matthew Mestrovic 1976Pakistan Isobel Shaw 1996Japan, Korea and Taiwan: History, Culture Rudolph Schwartz 1981and PeopleIslam Matthew Gordon 2001Kurdistan: Region under Seige Kari Bodnarchuk 2000HIV/AIDS Consuelo M. Beck-Sague 2004Thailand John Hoskin 1988Marco Polo Keren Gefen 2002South America Marion Sichel 1986Aztec Inca and Maya Elizabeth baquedano 1993Everyday Life of the Incas Ann Kendall 1973Pizarro and the Conquest of the Incan Richard Worth 2000Empire in World HistoryLa Ciudad de las bestias Isabel Allende 2003Ecuador Emilie U. Lepthien 1986Monarchs in the Middle Ages Fiona MacDonald 2006The Illustrated History of the world J.M. Roberts 1999Churches and religion in the middle ages Dale Anderson 2006The Roman Empire and the Dark Ages Giovanni Caselli 1985
Prehistoric and ancient Europe 1989Early Europe: Mysteries in Stone 1995Europe at the Time of Greece and Rome 1988The Soviet Union and Eastern Europe Smauel L. SharpLife During the Crusades Earle Rice 1998The Cold War Jay Speakman 2001Western Europe 1989 Wayne C. Thompson 1989The Middle Ages Jeff Hay 2002The Face of Europe Peter N. Stearns 1979Charlemagne Susan Banfield 1986The Oxford Illustrated History of 1988Medieval EuropeKingdoms of Europe Gene Gurney 1982Victory in Europe Gerald Simons 1982Lands and People (vol. 3) EuropeLands and People (vol. 4) EuropeFeudalism and Village Life in the Middle Mercedes Padrino Anderson 2006AgesThe Viking Explorers Rebecca Stefoff 1993The Rise and Fall of Adolf Hitler William L. Shirer 1961The Ancient Celts Patricia Calvert 2005 StandardsSSWG3 The student will describe the interaction of physical and human systems that have shaped contemporary NorthAfrica/Southwest Asia.1a. Describe the location of major physical features and their impact on North Africa/Southwest Asia.0b. Describe the major climates of North Africa/Southwest Asia and how they have affected the development of North Africa/SouthwestAsia.2c. Analyze the impact natural resources, especially oil, have on North Africa/Southwest Asia.
3d. Analyze the impact of water supplies on the growth of population centers.4e. Explain the impact of Judaism, Christianity, and Islam on the development of the region’s culture.5f. Explain why this region contains areas on two different continents.6g. Describe the major ethnic and cultural groups in North Africa/Southwest Asia; include major customs and traditions.SSWG4 The student will describe the interaction of physical and human systems that have shaped contemporary Sub-SaharanAfrica.1a. Describe the location of major physical features and their impact on Sub-Saharan Africa.2b. Describe the major climates of Sub-Saharan Africa and how they have affected the development of Sub-Saharan Africa.3c. Describe the pattern of population distribution in the countries of Sub-Saharan Africa in relation to urbanization and modernization.4d. Explain how Sub-Saharan Africa’s physical features have had an impact on the distribution of its population.5e. Analyze how the migration of people such as the Bantu and Zulu has had an impact on the economic, cultural, and political aspects ofSub-Saharan Africa.6f. Analyze strengths and weaknesses in the development of Sub-Saharan Africa; include factors such as linguistic, tribal, and religiousdiversity; literacy levels; and the colonial legacy.7g. Describe the ethnic and religious groups in Sub-Saharan Africa; include major customs and traditions.8h. Analyze the impact of drought and desertification on Sub-Saharan Africa.SSWG5 The student will describe the interaction of physical and human systems that have shaped contemporary South Asia,Southeastern Asia, and Eastern Asia.
1a. Describe the location of major physical features and their impact on the regions of Asia.2b. Describe the major climates of each region and how they have affected each region’s development.3c. Analyze the impact of the topography and climate on population distribution in the regions.4d. Describe the various ethnic and religious groups in the region and the effect of geography on their development and their major customsand traditions.5e. Analyze the impact of population growth in the region on both the region and on other regions of the world; include China, India, andJapan.6f. Explain the division of the Indian subcontinent into India and Pakistan and the eventual creation of Bangladesh.7g. Describe the Pacific Rim and its cultural, political, and economic significance.SSWG6 The student will describe the interaction of physical and human systems that have shaped contemporary Europe.1a. Describe the location of major physical features and their impact on Europe.2b. Describe the major climates of Europe and how they have affected Europe.3c. Analyze the importance of Europe’s coastal location, climatic characteristics, and river systems regarding population, economicdevelopment, and world influence.4d. Describe the various ethnic and religious groups in Europe and the influence of geography on those groups and their major customs andtraditions.5e. Explain why Europe has a highly integrated network of highways, waterways, railroads, and airline linkages.6f. Analyze the impact of geography on Russia in terms of population distribution, trade, and involvement in European affairs.
7g. Analyze the environmental issues associated with industrial and natural resource development in Europe, including Russia.SSWG7 The student will describe the interaction of physical and human systems that have shaped contemporary Latin America.1a. Explain why the region is known as Latin America; include cultural reasons.2b. Describe the location of major physical features and their impact on Latin America.3c. Describe the major climates of Latin America and how they have affected Latin America.4d. Explain how geographic features and climatic patterns affect population distribution.5e. Analyze the impact of natural disasters and political instability on economic activity in Latin America.6f. Describe the various ethnic and religious groups in Latin America; include South America, Central America and the Caribbean, as well asmajor customs and traditions.7g. Analyze the impact of deforestation on Latin America and explain actions being taken.8h. Explain how Latin American countries such as Brazil are developing their resources to compete in the global market and to improveindustrial productivity.9i. Analyze the impact illegal drug production and trade have on Latin America.SSWG9 The student will describe the interaction of physical and human systems that have shaped contemporary Oceania, includingAustralia, New Zealand, and Antarctica.1a. Describe the location of major physical features and their impact on the region.2b. Describe the major climates and their impact on the region.3c. Analyze the impact isolation has had on the cultural and biological development of the region.
4d. Describe the various ethnic and religious groups; include major customs and traditions.5e. Explain how the migration of diverse ethnic groups and available natural resources have affected the economic and political development.6f. Explain why it was necessary for world governments involved in the exploration of Antarctica to develop and sign the Antarctic Treaty of1961.SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterraneanfrom 3500 BCE to 500 BCE.1a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, withattention to Hammurabi’s law code.2b. Describe the relationship of religion and political authority in Ancient Egypt.3c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.4d. Identify early trading networks and writing systems existent in the Eastern Mediterranean, including those of the Phoenicians.5e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.1a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and theemperor Ashoka.2b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.3c. Describe the development of Chinese civilization under the Zhou and Qin.
4d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants,the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700BCE to 400 CE.1a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.2b. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek cultureby Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar.3c. Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science.4d. Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.5e. Analyze the factors that led to the collapse of the Western Roman Empire.SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE.1a. Explain the relationship of the Byzantine Empire to the Roman Empire.2b. Describe the significance of Justinian’s law code, Theodora and the role of women, and Byzantine art and architecture.3c. Analyze the establishment of Christianity as the official religion of the Byzantine Empire.4d. Analyze the role of Constantinople as a trading and religious center.5e. Explain the influence of the Byzantine Empire on Russia, with particular attention to its impact on Tsar Ivan III and Kiev.6f. Define the role of Orthodox Christianity and the Schism.SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE.
1a. Explain the origins of Islam and the growth of the Islamic Empire.2b. Identify the Muslim trade routes to India, China, Europe, and Africa and assess the economic impact of this trade.3c. Explain the reasons for the split between Sunni and Shia Muslims.4d. Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn Battuta).5e. Describe the impact of the Crusades on both the Islamic World and Europe.6f. Analyze the impact of the expansion of the Mongol Empire; include the stabilization of trading networks from China to the Mediterraneanworld.7g. Analyze the relationship between Judaism, Christianity, and Islam.SSWH6 The student will describe the diverse characteristics of early African societies before 1800.1a. Identify the Bantu migration patterns and contribution to settled agriculture.2b. Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the roles of Sundiata, and the pilgrimageof Mansa Musa to Mecca.3c. Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves; include the Swahili trading cities.4d. Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity.SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.1a. Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne.2b. Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV.3c. Explain the role of the church in medieval society.
4d. Describe how increasing trade led to the growth of towns and cities.SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.1a. Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires.2b. Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.1a. Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli.2b. Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and Michelangelo.3c. Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus.4d. Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin.5e. Describe the Counter Reformation at the Council of Trent and the role of the Jesuits.6f. Describe the English Reformation and the role of Henry VIII and Elizabeth I.7g. Explain the importance of Gutenberg and the invention of the printing press.SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia.1a. Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, JamesCook, and Samuel de Champlain.2b. Define the Columbian Exchange and its global economic and cultural impact.3c. Explain the role of improved technology in European exploration; include the astrolabe.
SSWH11 Students will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.1a. Describe the policies of the Tokugawa and Qing rulers; include Oda Nobunaga and Kangxi.2b. Analyze the impact of population growth and its impact on the social structure.SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.1a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during thereign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.2b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world. Collection Evaluation: Quanitative The 66 resources listed above that deal directly with the listed standards are a very small percentage of the resources in the mediacenter. This collection has not been added to for several years because of the lack of funds. In fact, there was no money this year, so not onepart of the collection was added to. Hopefully next year there will be enough money to at least add a few resources. The majority of the bookslisted above have rarely been checked out. This year, the students are avoiding most of them because of the condition of the book. It seemsthat if the book is much older than five years, the students ignore it. Most of the books in this section have taped and glued spines and covers.The average condition of the resources is not good. One of the media specialists expressed extreme anger about not being able to replacesome of the older resources and get new resources for the students. She is not happy about not being able to place an order this year. She saidthat she is asking the board office to let the media centers who were not able to place an order this year be first in line for the money nextyear. Hopefully, that will help us boost the resources that are in the media center and help the students get the information that they need.
Collection Evaluation: Qualitative The media center at JCCHS is very user friendly. The books are listening tapes are easily accessed by the students. On each of thecomputers available to the students there is the software necessary to locate books, access an online class and find your grades for any classthat you are taking or have taken. The media center computers all have Destiny, Infinite Campus and a drive that allows students to savedocuments to the computers. The media center is designed well, except there is one corner called “the stacks” where students frequently go tosleep because it is impossible to see them from anywhere else in the media center. There is actually no way to fix this besides taking the timeto frequently go back there to check for sleepers. Within the section of books that I listed above, there is only one that is written in anotherlanguage, that language is Spanish. We have a very large number of students that speak Spanish and are not comfortable with English. Itwould be great if we had more sources in more than just English. We also have a large number of Hmong students. There needs to be somebuilding up of our multilingual collection. That would be very beneficial to a large number of our students. Collection Evaluation: Titlewise Analysis According to the TitleWise Collection Analysis Overview, JCCHS has 20989 holdings. This means that there are 23.99 holdings perstudent. The average age of the collection is from 1987. That means that the average age of the books in the media center is 22 years old. Thedata integrity of the resources is 96.9%. The collection has a range of 9 books from the 1900’s decade to 3704 books in the 2000’s decade.The collection is mostly over the age sensitive range. Systems data and computer programs are 100% over the acceptable age range. Thesection of the collection that is the most age relevant is astronomy and allied sciences. That section is only 85.23% over the acceptable agerange. There should be some extensive weeding done, but that can only be done when there is money to also build up the collection after it is
weeded. The section of the collection that is shown in the section about the media center is less than .5% of the entire collection. That is notenough at all. There is a huge lack of resources about the world. That is why I chose this topic. Collection Evaluation: Teacher Questionnaires I received responses from each of the three teachers that I interviewed for this evaluation. Each of these teachers are responsible forteaching some if not all of the standards that are listed above. These teachers each have their own personal library that they house in theirclassroom. They allow students to use their resources, but some of the things that they have mentioned that the media center lacks are thingssuch as recorded books that the students can listen to and videos that correspond with the curriculum. They also mentioned a lack of referencematerials. The lack of resources has not helped them in covering the standards that are applicable to their classes. Since most of the resourcesthat these teachers own are college texts or advanced reading, they suggested that some of the resources needed for the media center should beat a lower reading level to help the students jump start research and understanding of the topics covered in their classes. This is especiallyrelevant to the regular education classes. Classroom Data The teachers that I questioned were asked for some demographic information about their classes. They were also asked about theirstudents learning styles. The following chart contains the information that they supplied. The last thing that the teachers were asked was aboutwhat is lacking in the media center that they could use to supplement their classes or would help the students with research.Classes AP European History Advanced World History Regular World HistoryNumber of Students 24 41 58Male 12 17 38Female 12 24 20Auditory Learners 1 3 5Visual Learners 5 3 7
Kinesthetic Learners 0 15 36Tactile Learners 18 20 10Number of Hispanic Students 1 4 20Number of Hmong Students 5 7 7 Activities Used to Teach Standards The following are some activities that could be used to teach the standards that are listed above:Advanced Placement: Since this class is actually titled European History. The students will be given a topic such as France’s economyduring World War I. Then they will be asked to research and write a research paper that describes the country and situation that they havebeen assigned. These papers must show detailed research and correct citations. The length of these research papers must be between 5 and 7pages. The students will be able to choose their own topic with the permission of the instructor. If the topic is not appropriate, then they willbe assigned a topic by their instructor.Advanced: The students will be placed into groups and assigned as specific countries and times. They will be asked to research and present aPowerPoint or other form of a presentation program to the class. This will give the students authority in their class and will help them to claimtheir knowledge. They will be asked to present for 15-20 minutes. Each group will contain three students. Each student will be responsible fora different task. After the group presents, each student in the group will evaluate each of the other students. This will allow them to let theteacher know if each student did equal work on the presentation.Regular: The students will have a map quiz. They will be supplied with a blank map with the outlines of the countries, major rivers andmajor lakes of Asia, Africa, Europe, Oceania and South America. They will be asked to fill in all of the countries, major rivers and majorlakes. Than they will be asked to write at least one major fact about each continent.
Reviews Most of the reviews that were written about the resources chosen for the order were favorable. There were a few that said that thesource was graphic and not for young children. These sources were about the AIDS epidemic in Africa. I believe that even though thesesources are graphic they are a necessary part of understanding the continent and people of Africa. Overall, the reviews available for thesources chosen for the order are favorable and say that the source is great. That let me know that source would be a valuable addition to themedia center. Consideration File The order that I feel would be beneficial to the students and faculty that have classes that cover the standards listed above follows.There are printed books, ebooks and video resources. I only bought one book in another language because I felt that because the majority ofour student population speaks English fluently, there was not as much a need as I originally thought. I did buy the one resource thoughbecause I also feel that students should be able to read in the language that they are the most comfortable with. Standing in the hallway duringclass change, it is easy to hear at least three different languages. That is proof enough that there are many bilingual students who would beserved well by having a book in their language. Although the standards listed above, some of the books that I decided to purchase are for lower levels of education. The AP teachertold me that one thing that would be beneficial for all of the students in AP, advanced and regular classes would be to buy some resources thatare at a lower level of reading. He said that those types of resources help to jumpstart the students understanding of a topic and their research.So, some of the resources are intended for lower levels of education but are beneficial for high school students to begin learning about a topic.
Some of these sources are very expensive, but they will most likely be used as reference materials. There is one set of materials. Thisset includes several books. It is also the most expensive item that I decided to buy. Title Author Date Reading Level PriceAfrica (A True Book Geography - Continents) Mel Friedman 2009 3-6 5.90Animal Geography. Africa Joanne Mattern 2001 5.1 15.95The Changing geography of Africa and the Middle East Routledge 2003 AD 53.95A is for Africa Ifeoma Onyefulu 1997 4.7 10.76Africa Yvonne Ayo 2000 8.3 19.99Africa Rob Bowden 2006 8.3 25.50Africa Charlotte Grieg 2003 7.3 19.95Africa Derek Hall 2008 7.4 23.98Africa Jocelyn Murray 2007 7.8 34.96Africa John Reader 2001 AD 42.50Africa Herb Ritts 1994 AD 72.2528 Stories of AIDS in Africa Stephanie Nolan 2007 AD 22.06Africa Jamon’ Miller 2006 YA 20.46Africa Explored: Europeans in the Dark Continent 1769-1889 Christopher Hibbert 2002 AD 16.10Africa in the 21st Century [ebook] Ama Mazama 2007 AD 110.00Africa south of the Sahara [ebook] Joseph R. Oppong 2006 YA 29.96Ancient Africa: archaeology unlocks the secrets of Africa’s Victoria Sherrow 2008 8.4 30.12PastThe Atlas of Changing South Africa [ebook] A.J. Christopher 2004 AD 100.00Black Death: AIDS in Africa Susan S. Hunter 2003 AD 29.95Butabu:adobe architecture of West Africa James Morris 2004 AD 42.50Africa: People and Places [videorecording] 1997 YA 59.95Asia: 1600-1800 [videorecording] 1985 YA 160.92Asia: the World of the East YA 69.12Australia (Continents of the World) 2006 3-6 59.95Australia/ New Zealand (Worldquest) 2004 YA 59.95Australia (World Odysseys) 2003 YA 39.95Brazil: Heart of South America 1988 YA 29.95The great civilizations of South and Central America 1998 YA 59.95[videorecording]
Introducing South America [videorecording] 2005 YA 39.95An Archaeology of Asia [ebook] 2005 AD 88.95Asia Olivier Fllmi 2008 AD 50.96Central Asia: a global studies handbook Reuel R. Hanks 2005 AD 46.75The Changing Geography of Asia 1992 AD 70.00Culture and Society in the Asia-Pacific [ebook] 1998 AD 59.95Geographic Perspectives on Soviet Central Asia [ebook] 1992 AD 190.00In the Footsteps of Alexander the Great: a journey from Michael Wood 2001 AD 21.95Greece to AsiaMaritime Southeast Asia to 1500 Lynda Shaffer 1996 YA 27.95Archaeology of Oceania Australia and the Pacific Island 2006 AD 96.95[ebook]Oceania [ebook] Charlotte Greig 2003 6.9 19.95A Political Chronology of South-east Asia and Oceania 2001 AD 260.00[ebook]The Religions of Oceania [ebook] Tony Swain 1995 AD 34.95Worldmark encyclopedia of cultures and daily life. Volume 3, 1998 YA 129.96Asia and OceaniaCulture and Customs of the Philippines Paul Rodell 2002 YA 62.59The Philippines Suzanne Lieurance 2004 7.3 18.95Encyclopedia of World Cultures. Volume VII, South America G.K. Hall 1994 AD 162.96The Explorers of South America Edward J. Goodman 1992 AD 26.95Immigration from South America Tracy Barnett 2004 YA 24.95Life in Ancient South America Hazel Richardson 2005 7.2 19.95Lost Cities and Ancient mysteries of South America David Hatcher 1999 AD 15.26 ChildressMiddle and South America Mark Stewart 2008 8.9 23.96The South American Handbook 2002 AD 119.96South American Today [set/series] 5-8 285.35City Life in Europe [videorecording] 2004 YA 59.95The end of Rome, the birth of Europe [videorecording] 2004 YA 161.95Europe, 1453-1700: state and power [videorecording] 1985 YA 160.92A-Z of Europe since 1789 [ebook] Martin Polley 2001 AD 104.95Atlas of Medieval Europe [ebook] Angus Mackay 2004 AD 95.00Back to Europe Central and Eastern Europe and the European 1999 AD 51.95
UnionBarbarianism and Civilization: a history of Europe in our time Bernard Wasserstein 2007 AD 64.79The Birth of Europe Jacques Le Goff 2005 AD 83.95Las religions del mundo Huston Smith 2005 AD 18.12