NCSS 2020 Presentation

1. Releasing the Power of
Picture Books in Middle
School Classrooms
K. Morrison, P. Vitulli, S. Santoli & S. DuBose
December 6, 2020

2. Presenter Introductions

3. Dr. Karen Morrison
Department of Leadership and Teacher Education,
Assistant Professor of Elementary Education
University of South Alabama, Mobile, AL
karenmorrison@southalabama.edu
15 years teaching PK-2 Social Studies
Higher education elementary Social Studies

4. Dr. Paige Vitulli
University of South Alabama
Department of Integrative Studies
Associate Professor & Chair
Graduate Art Education, Program Coordinator
__
pvitulli@southalabama.edu
(251) 380-2862
__
26 years in P-12 and Higher Education
Arts Integration, Language Arts & Literacy,
Instructional Design

5. Dr. Susan Santoli
Department of Leadership and Teacher Education,
Professor and Chair
University of South Alabama, Mobile, AL
ssantoli@southalabama.edu
20 years teaching 6-12 Social Studies
21 years in higher education in both elementary and
secondary Social Studies

6. Dr. Susan DuBose
Director of Educational Programming for the
Alabama Bicentennial, Retired
srdubose@gmail.com
20 years teaching 4-12 Social Studies
Museum Educator with the Alabama Department of
Archives and History
36 years in elementary and secondary Social Studies

7. Why Picture Books?
“Reading” pictures (visual literacy) is the foundation of learning.
Visual literacy offers a deeper connection with all kinds of texts and encourages analytical
interpretations of what is being represented and their hidden meanings.
Undeniable evidence that learners actually visualize what they are reading to get a better
understanding of text.
Can provide “level playing field” for students without strong vocabularies or content
background.
Immediate conduit to emotional connection.
Add depth by providing detailed information that is often missing from textbooks.

8. Why Middle School?
Curious and willing to learn things they consider useful
Enjoy solving “real-life” problems
Focused on themselves and how they are perceived by
their peers
Beginning to think critically
From Pennington, M. (Jan. 17, 2009). Characteristics of Middle School Learners. Retrieved from:
https://blog.penningtonpublishing.com/reading/characteristics-of-middle-school-learners/

9. What research says about using picture books
Scaffolding Complex Topics in Middle School Social Studies
Children’s books and movies can help introduce topics like
economic systems and make new material accessible for student
https://www.edutopia.org/article/scaffolding-complex-topics-middle-school-social-studies

10. Karen’s books and activities
Selected for the 2020 Notable Social Studies Trade Books for Young People,
Fry Bread: A Native American Family Story by Kevin Noble Maillard and Freedom Soup by Tami Charles are picture
books that can support middle school instruction by vividly illustrating history, culture, traditions, and sharing how
food can unite people. Many NCSS themes are weaved throughout both stories of the Native American and Hatian
family cultures, celebrations and enduring resiliency.
https://www.socialstudies.org/notable-tradebooks/2020

11. Fry Bread: A Native American Family Story
by Kevin Noble Maillard
Themes: culture, time, continuity, change, people, places,
and environments, individuals, groups, and institutions,
production, distribution, and consumption, and global
connections
This picture book illustrates the Native American tradition of
making of Fry Bread to remember the historical journey of
the Native American and Indigenous people.
Fry Bread A Native American Family Story by Kevin Noble Maillard
Fry bread symbolizes more than a meal, which is portrayed through
vivid illustrations that will generate discussions to challenge possible
stereotypes.

12. Class Activities: Fry Bread
Create an Interactive Message Board where students research and write about Native
American history, culture, traditions and customs on fry bread shaped paper.
Create a Zine about diverse Native Americans and Indigenous people using the endpapers of
the Fry Bread book in addition to internet and library research .
(Zine directions: https://www.youtube.com/watch?v=Ixqr9e3wCxI)
Using the endpapers of the text, select and research diverse Native American tribes all over
the United States. Allow each student to make a Google Slide to build a class Google
Presentation. (Google Slides: https://youtu.be/kYA6GLAzz9A)
Host a Socratic Seminar to allow students to have a deeper discussion of the text beyond
the surface level. (Steps to a successful Socratic Seminar https://minds-in-bloom.com/5-steps-to-successful-socratic-
seminar_29/)

13. Resources for Fry Bread: A Native American Family Story
“Talking Fry Bread” Interview with Kevin Noble
Maillard https://youtu.be/ocPWdWPiCgs
Author Read Aloud: Fry Bread with Kevin Noble
Maillard https://youtu.be/od-7XLABK2o
ADL Parent/Family Discussion Guide for Fry
Bread by Kevin Noble Maillard
https://azlibrary.gov/sites/default/files/libdev_cf
b_fry_bread_conversation_starters.pdf

14. Freedom Soup by Tami Charles
Themes: culture, individual development and identity,
power, authority and governance, and global connections
Ti Gran recalls life in Haiti, from the slave rebellion to
freedom, as she prepares celebratory Freedom Soup.
Freedom Soup
By Tami Charles
Celebrating the journey of the past to the present allows
everyone to experience Freedom. The deeper meaning
behind Freedom Soup is told through the steps of
preparing it.

16. Class Activities for Freedom Soup:
Have students discuss their own family history, traditions and any food that represents their
family. If there is not a food or family tradition, students can decide to start one and write about
it. Share a recipe that represents a family tradition, custom or historical event.
Create a class cookbook where the recipe and directions are on the left side of the book and the
right side shares a family story, event or custom. Discuss the diversity of family traditions within
the classroom.
Create a Flipgrid video where students record an interview with a family member. During the
interview, students will ask about a special food, tradition or custom.
Write a letter to a future family member explaining why a family tradition or recipe should
continue to be shared for future generations.
Create a Zine that uses each page to define Freedom with words and symbols that represent
their family history, culture, traditions and connections.

17. Resources for Freedom Soup by Tami Charles
A Taste of Haitian Independence: Freedom Soup Activities
https://www.globetrottinkids.com/freedom-soup-a-taste-of-haitian-
independence/?utm_medium=social&utm_source=pinterest&utm_campaign=tailwin
d_smartloop&utm_content=smartloop&utm_term=52385540
Haitian Revolutions: Crash Course #30
https://www.youtube.com/watch?v=5A_o-nU5s2U
Read Across America: Freedom Soup
https://www.readacrossamerica.org/freedom-soup/
Haitian Revolution: Encyclopedia Britannica
https://www.britannica.com/topic/Haitian-Revolution
Ring in the New Year with Freedom Soup: Recipe
https://www.fox29.com/news/ring-in-the-new-year-with-freedom-soup-recipe

18. Paige’s Favorite Picture Book Resource for
Teachers: Storyline Online
https://www.storylineonline.net/
The SAG-AFTRA Foundation’s Daytime Emmy®-nominated and
award-winning children’s literacy website, Storyline Online®, streams
videos featuring celebrated actors reading children’s books alongside
creatively produced illustrations. Readers include Oprah Winfrey,
Chris Pine, Kristen Bell, Rita Moreno, Viola Davis, Jaime Camil, Kevin
Costner, Lily Tomlin, Sarah Silverman, Betty White, Wanda Sykes and
dozens more. Storyline Online receives over 100 million views
annually from children all over the world.

19. Paige’s books and activities
An Artist’s America by Michael Albert can be used as a springboard
for the origination, content, and purpose of historic symbols and
primary documents of patriotism representing the United States of
America (or States) such as the Flag, Statue of Liberty, Liberty Bell,
Pledge of Allegiance, Declaration of Independence, and the Bill of
Rights.
The Name Jar by Yangsook Choi can be used as to explore questions
about differences, identity, cultural assimilation, community, justice,
diversity, and friendship.

20. An Artist’s
America New York POP Artist
MICHAEL ALBERT’s Web Site:
https://www.michaelalbert.com/
Interviews:
Michael Albert Collage Artist (5 minutes)
● https://www.youtube.com/watch?v=qDJ
7vwtMlI0&feature=emb_logo
Chelsea Gallerista (8 minutes)
● http://www.youtube.com/watch?v=5dr3
M4AwJGY
I Have a Dream (8 minutes)
● http://www.youtube.com/watch?v=iOoX
TULMgwY

21. New York POP Artist
MICHAEL ALBERT’s Web Site:
https://www.michaelalbert.com/
An Artist’s America!
Springboard for: Social Studies, Recycling,
Conservation, Pop Art Collage Art..

22. Integrated Unit ideas Using
An Artist’s America by Michael Albert
● Students will discuss the origination, content, and purpose of historic symbols and
primary documents of patriotism representing the United States of America such as the
Flag, Statue of Liberty, Liberty Bell, Pledge of Allegiance, Declaration of Independence,
and the Bill of Rights.
● Students will analyze the ideas and art work of New York Pop artist Michael Albert
through viewing his book An Artist’s America, website and video interviews.
● Students will analyze the abstract art of Jasper Johns representation of the American
flag; the Pop Art of Andy Warhol representing commercialism; and the cubist art style
of Pablo Picasso.
● Students will use recycled magazines, consumer packaging, and other found objects to
create their own creative collage in Michael Albert style depicting patriotic symbols
and/or documents representing the United States of America.

23. Student Activities
● The students will view and discuss the works of artists Pablo Picasso (cubism), Andy
Warhol (Campbell’s soup cans), and Jasper Johns (flags) to compare with Michael
Albert’s Pop Collage Art. Questions from Responding to Art may be posed to talk about
these works of art. Venn diagrams may be used to compare and contrast Albert’s work
with that of the selected artists.
● Students will discuss how Michael Albert represented American symbols and primary
historical documents through collage pop art.
● Students will brainstorm additional American symbols and documents that could be
represented through collage pop art.
● Students will select or be assigned symbols or documents to visually represent using the
collage art in Michael Albert’s style.
● Over several days, students should collect and contribute to the supply of consumer
packaging and magazines through recycling the products they use at home and share
them with the class.
● Students will create a collage representing the American symbol or historical document.

24. State Version of “An Artist’s America”...
An Artist’s Alabama
Alabama Bicentennial
http://www.alabama200.org/educators/
Picture This:
The
Integration of
Art and Social
Studies
https://books.google.com/books?id=1QIoDw
AAQBAJ&pg=PA15&lpg=PA15&dq=Paige+Vi
tulli&source=bl&ots=gc8OuNVcRv&sig=ACfU
3U2-
SNXc7d07dSZvYdK4QyKvHkRB5g&hl=en&s
a=X&ved=2ahUKEwjZyqWd_-
bsAhXvYt8KHbdmDCY4PBDoATAFegQICB
AC#v=onepage&q=Paige%20Vitulli&f=false

25. YOUR Project:
An Artist’s Alabama Collage
● Create a visual representation of the state of
Alabama reflecting your knowledge of our state.
● The “canvas” for your project should be the Alabama
outline provided. Please cut it out.
● You may use paint, crayons, colored pencils, pastels,
and glue pieces of materials to create a mixed-media
collage.
● Write a statement (on the back of your art) indicating
the aspect of Alabama you are representing in your
visual representation.

26. Alabama Department of Archives and History
http://www.archives.state.al.us/emblems/emblems.html
Symbols of Alabama
https://statesymbolsusa.org/states/united-states/alabama

27. Artist’s Alabama Student Work
Samples
https://www.pinterest.com/jagarted/an-artists-alabama/

28. The Name Jar by Yangsook Choi: immigration, cultural diversity, customs
The Name Jar explores questions about difference, identity,
and cultural assimilation.
When Unhei, a young Korean girl, moves to America with her family and arrives at
a new school, she begins to wonder if she should also choose a new name. Her
classmates suggest Daisy, Miranda, Lex, and more, but nothing seems to fit. Does
she need an American name? How will she choose? And what should she do about
her Korean name?
https://www.prindleinstitute.org/books/the-name-jar
https://bctf.ca/uploadedFiles/Public/SocialJustice/Issues/Antiracism/TheOri
ginOfNames.pdf
http://immigrationtheatreinstitute.org/wp-content/uploads/2016/10/The-
Name-Jar-Melody-McGarrahan.pdf

29. Susan S’s books and activities
Resilience, identity, hiding in plain sight, human resourcefulness, and hope link these
two award winning stories which address hard topics, past and present. Powerful
images evoke emotional responses.
● Notable Children's Books, 1992
● Notable Children's Trade Books in the Field
of the Social Studies, 1991

30. Henry’s Freedom Box by Ellen Levine and
Kadir Nelson
This picture book biography details the life of Henry
Brown, a Virginia slave who engineered his daring escape
to freedom following the heartbreaking forced separation
from his wife and children. With the aid of abolitionist
sympathizers, Henry left his job at a tobacco factory,
climbed into a wooden crate, and emerged in
Philadelphia 27 hours later. During his perilous journey
northward, the crate was tossed into a baggage car,
turned upside down aboard a steamboat, used as a
resting place by two men, and loaded onto another train
before being pried open by anxious onlookers.

32. Why I love this powerful story and
wonderful illustrations!
Often, we teach slavery as an economic system rather than focusing on individuals who
were enslaved. Also, many students don’t think about slavery before the Civil War.
● What are various ways enslaved people resisted, both outwardly and inwardly?
● What new information did you learn about the lives of enslaved people?
● Despite the situation they were forced into and the difficulties they experienced, in
what ways did enslaved people remain resilient?
We have students who are dealing with terrible difficulties in their lives and often feel
powerless.

33. Unboxing Henry “Box” Brown
● Find or create a box that is the same size as that used by Henry Brown:
2’8” deep, 2’ wide and 3’ long.
● Ask students to list items they would need to pack for a 24 hour trip. (I
would give them a suitcase shape on which to write)
● Ask students to look at box-would everything they want to take fit in the
box.
● Ask students whether they themselves would fit in the box, with or
without all of their travel items.
○ How long could you be comfortable in the box?
○ How would it feel to be in such a small space?

34. Class Activities:
Create ABC book for Henry
Compare Henry’s journey with others traveling on the Underground Railroad.
What one word/or words would you use to describe Henry-create a character poster or box
with word(s) and images
Have students select three items or pictures of items to put in an actual box which reflect
Henry
Compose a letter than Henry might have written to someone in the South
Mapping activity for Henry’s journey/Underground Railroad

35. Picture Peek
https://www.thethinkerbuilder.com/2014/11/take-hike-picture-walks-try-picture-peek.html

36. Resources for Henry Brown
Unboxing Henry “Box” Brown: https://amsouth.unc.edu/unboxing-henry-
%E2%80%9Cbox%E2%80%9D-brown
https://k12database.unc.edu/files/2013/11/HenryBoxBrown.pdf
Narrative of the LIfe of Henry Box Brown Written by Himself
https://docsouth.unc.edu/neh/brownbox/brownbox.html
Virtual Field Trip of Henry Brown’s Journey
http://housedivided.dickinson.edu/fieldtrips/brown.html
Henry’s Freedom Box: A True Story from the Underground Railroad
http://www.socstrpr.org/wp-content/uploads/2015/01/MS06622Groce.pdf

37. Fly Away Home by Eve Bunting and Ronald Himler
“My dad and I live in an airport.
That’s because we don’t have a home
and the airport is better than the
streets. We are careful not to get
caught.”
“Not to be noticed is to look like
nobody at all.”

39. Why I love this book
This story focuses on the idea of identity-what makes us who we are.
Who are the invisible people all around us in plain sight?
The number of children in America who are homeless
Written from a child’s point of view
The human will to survive
Importance of hope
There may not always be the result that you want

40. Class Activities
Fabulous discussion prompts:
What do you think when you see someone with a suitcase? Andrew and his dad carry all of their
belongings in their bags. What would you pack in your bag in order to live in an airport?
What are some problems that Andrew and his dad face everyday?
Why is it important when the bird flies out of the airport?
What do you think happens next in the story? Write your own ending.
Is it ok for Andrew and his dad to live in the airport?
Does the guard have the right to remove them?

41. "Blackbird"
By: The Beatles
Blackbird singing in the
dead of night
Take these broken wings
and learn to fly
All your life
You were only waiting for
this moment to arise…
Comparison of symbols
SYMBOLISM

42. Have students create a social issues bulletin board,
identifying the issues they find in the book.
In our community, who could we go to for help with
this? Investigate solutions.
How can we be a part of the solutions? Social
action.
News Segment:
Pretend you are a news commentator and have
been sent to interview Andrew and his dad,
without revealing their identity or location. What
are some questions you would ask them?
Write a script and record the segment you
would deliver.
Creating Community
We meet a homeless community, living in the airport.
Have you considered what it might be like to live in
such a community? Do you think you would want to be
in a group or by yourself? How are they like any other
neighbors?

43. Resources for Fly Away Home
Homeless Sensitivity: http://studentservices.dadeschools.net/hap/pdfs/hec/lp1-gr1-3.pdf
Theme and Symbolism in One Quick Hit
https://readwritetalk.wordpress.com/2009/11/09/theme-symbolism-in-one-quick-hit-
picture-books/
Six Elements of Social Justice Ed http://6elementssje.blogspot.com/2012/05/fly-away-
home.html
Goodreads.Com https://www.goodreads.com/book/show/855685.Fly_Away_Home
Fly Away Home Digital Story
https://www.youtube.com/watch?v=xVISBMSIxZw&ab_channel=MarieRooks

44. Susan D.’s books and activities
● Picture books are an effective bridge into graphic novels for older middle school students.
● Older middle school students respond well to graphic novels and they appeal to the middle
school student’s desire for a “quick read.” According to the Yale Center for Dyslexia and
Creativity, graphic novels are powerful “equalizers” for all readers and invite all to the
classroom discussion.
● They are especially helpful for those with dyslexia and ELL students.
● Graphic novels allow students to use text AND images to synthesize information and to make
inferences about the story.
● Lastly, graphic novels encourage students to explore the art of storytelling and different ways
in which oral history can be collected and discussed.
http://dyslexia.yale.edu/resources/tools-technology/suggested-reading/graphic-novels/

45. When Stars Are Scattered
By: Victoria Jamieson and Omar Mohamed
A story of resilience and hope, this first
person account discusses life in a
Somalian refugee camp in Kenya. The
camp is named Dadaab. Omar’s family
has been scattered or killed and he and
his brother recreate a “family” with friends
in the camp. The title of the graphic novel
comes from the poem by Maryam Farah,
“A Poem of Stars.”

46. A Poem of Stars
By: Maryam Farah
Those who are lost
look to the stars to lead them home,.
The flag of Somalia, our home,
has one star, one background.
But we are not one star.
We are millions. Not one
background, but millions.
To the untrained eye the night sky
is a scattering of stars, a chaos of
light and dark across the universe.
And yet, the stars
are not lost.
They form patterns.
Constellations.
If you know how to look,
there are stories woven into
the very essence of the stars
Be like a star. Shine your
light. Shine your story.
For stories will
lead us home.

47. Some Suggested Activities:
● Before beginning the book, students should use a world
map to identify the location of Somalia and Dadaab,
Kenya. (Dadaab is a town in Garissa County, Kenya.
It is the location of one of the largest UNHCR
(United Nations High Commissioner for Refugees)
refugee complex with over 200,000 people living
there.)
● Ask students to measure the mileage from Somalia
to Dadaab. Ask students to suggest the length of
time it might take to to walk from the border of
Somalia to Dadaab. (It is approximately 683 miles
and it takes the typical person 15 minutes to walk a
mile.)
● Ask students to conduct research to find out why
people like Omar and his brother left Somalia.

48. Some Suggested Activities:
● Now that students have an idea about the journey and how easy it might be to lose someone
from their family in a camp of over 200,000 people, allow the students to read the poem, A
Poem of Stars, by Maryam Farah.
● Once they have read the poem, use Nearpod or an exit slip to allow students to hypothesize
why this poem is significant to the book.
● After reading the book, ask the students to revisit their prediction. Was it accurate? How
does the poem predict the journey of Omar and his brother to the United States? Ask the
students to provide ONE adjective to describe how the poem makes them feel about the
refugees living in the camps.
● Using a Venn Diagram, allow the students to place their adjective in the center area that
overlaps. As a class, students will have an opportunity to determine if each adjective is a
positive description or a negative description. (This activity allows students to understand the
power of words and how words are identified and understood by each of us.)

49. Why I Love This Book
● This graphic novel ties in beautifully with the whole idea of “otherness.”
● It shows that world events ARE important in the United States.
● It provides an opportunity to understand the power of language.
● This novel is a perfect accompaniment to a world geography or world history class.
● Students can freely discuss the concept of immigration and the pros and cons of
immigration.
● This novel allows students to think about who makes up their “family.” (Family
members are not always those who are biologically attached!)
● This book encourages each student to understand that his/her story has value and is
important for others to hear and understand. (Inclusiveness, Oral History, AND
Storytelling!)

50. They Called Us Enemy
By: George Takei, Justin Eisinger, Steven Scott
Art by: Harmony Becker
This is a first hand account of the life of a child (George
Takei) in the Japanese-American Internment camps in the
United States during WWII. While there are many primary
sources that are available to be used in the classroom
concerning the Japanese Internment camps, this illustrated
work allows students to think about how propaganda is used
to sway public opinion, how parents make choices that
might be difficult to understand, and how one parent’s faith
in democracy provided an opportunity to rise above the
legalized racism that he and his family faced.

51. Lessons to be Learned: Questions to Ask
● When does this legalized racism end?
○ In this graphic novel, George Takei is a child when he and his family are
moved to the Japanese-American Internment Camps. The formal apology
from the U.S. government and a restitution check was delivered it Takei n
1991. Japan formally surrendered on September 2, 1945. Takei’s parents
were both deceased by this time.
○ Takei describes life AFTER the camps are disbanded and the discrimination
that he and others endured.
● Ask students if they can provide another example of this kind of
discrimination and legalized racism
○ “Jim Crow” laws, the Civil Rights era
● Ask students to define the concept of “otherness.”
○ This is a perfect opportunity to discuss how we label and accept or reject
others.

52. ● The relationships between George and his parents will help seventh and eighth grade
students to understand that everyone experiences disagreements and misunderstandings
in families.
● George’s discussion of the importance of the formal apology provides an opportunity for
students to discuss the significance of taking responsibility for actions and the necessity
of apologies.
● This is a perfect book to use in addition to the multitude of primary sources that are
available for Japanese-American Internment camps. Students should look for similarities
and differences in Takei’s story and the primary sources that are available.
○ Library of Congress: https://www.loc.gov/classroom-materials/japanese-american-internment/
○ National Archives: https://www.archives.gov/research/alic/reference/military/japanese-
internment.html
Why I Love This Book

53. I Was Their American Dream: A Graphic Memoir
By: Malaka Gharib
This light-hearted book written by an Egyptian-
Filipino child of immigrant parents, reveals her life
as a teen who struggles to “fit in” both at school
and at home. With a devout Catholic for a mother
and devout Muslim for a father, Malaka walks a thin
line hoping that her family will survive and thrive.
The pressures of being a new resident in the United
States and from two separate religious backgrounds
finally takes its toll and Malaka’s parents separate
and divorce.

54. Friends, Foodways, and Fun
● Malaka eats traditional foods from both of her parents. Some of the foods are not
well accepted by Malaka’s friends. This is a perfect opportunity for students to
present some of the food traditions that their families share for holidays or special
occasions.
● Malaka explains that games, family traditions, and friendships are ALL affected by
her personal concept of herself. Even in a high school of minorities, she was a
minority.

55. ● This book is reassuring for early adolescents who are filled with “angst” about
life. (Everyone feels out of place at times!)
● This book depicts divorce realistically and will help students who are trying to
cope with family changes.
● This is a perfect segway into a discussion of defining an “American Dream” and
how it differs for everyone.
● Geography, geography, geography! Identify some of the places mentioned in
Malaka’s story. When she marries, she has a wedding that includes all her and
her husband’s traditions. (She calls it “...our big, fat, Filipino-Egyptian-American
Southern Baptist-Muslim Wedding.”)
Why I Love This Book

56. Darkroom: A Memoir in Black and White
By: Lila Quintero Weaver
Lila Quintero Weaver immigrated to the Marion,
Alabama when she was five from Buenos Aires,
Argentina with her parents. Her father was a new
professor at the college, but she soon discovered that
since she was neither black or white, she was not
accepted by either race and she could not speak any
English.
Using her talents of writing and illustrating, Darkroom
reveals her experiences as a Latina in the Jim Crow
South in the early 1960s.

57. Weaver’s recounting of the murder of
Jimmie Lee Jackson, in Selma, Alabama,
witnessed by her father who was an
amateur photographer, is a riveting
description of the event. He told her of his
fear after watching others with cameras
being attacked. He knew that because he
was different, he was going to be attacked
next.

58. ● Weaver’s story brings the Civil Rights Movement in Alabama to life.
Her illustrations capture the essence of the fear, anger, and
righteousness of the time period.
● ELL students will find this book to be encouraging! Weaver shares
their experiences of coming to a new country with little ability to
communicate.
● As a child who did not share any ethnicity in the town in which she
lived, meant that she was constantly aware that every relationship
was strained.
Why I Love This Book

59. Now What?
● Geography, Geography, Geography! Have the students locate Buenos Aires,
Argentina on a map and determine how many miles Weaver’s home was from
Marion, Alabama, where she moved with her parents.
● Ask students to hypothesize about the differences and similarities that Weaver
would experience in Marion, Alabama and Buenos Aires, Argentina.
● Compare Weaver’s account of the murder of Jimmie Lee Jackson with the The
United States Justice Department records.
https://www.justice.gov/crt/case-document/jimmie-lee-jackson-notice-close-
file
● Have students examine the Library of Congress records of the Selma to
Montgomery March: https://www.loc.gov/item/today-in-history/march-07/

60. References for this presentation:
Farris, P. J., and Fuhler, C. J. (1994). Developing social studies concepts through picture books. The Reading
Teacher (47), 5, pp. 380-387. Retrieved from https://www.jstor.org/stable/20201271
Hanson, C. (07/2017). 10 picture books to read in the middle school classroom. The Secondary English Coffee
Shop. https://secondaryenglishcoffeeshop.blogspot.com/2017/07/10-picture-books-to-read-in-middle.html.
Libresco, A. S., Balantic, J., and Kipling, J.C. (2011). Every Book is a Social Studies Book: How to Meet Standards
with Picture Books, K-6. Santa Barbara, CA: Libraries Unlimited.
Lukehart, W. (2017). Thought-provoking picture books: A selection of 2017 titles for older readers. School
Library Journal. Retrieved from: https://www.slj.com/?detailStory=thought-provoking-picture-books-
selection-2017-titles-older-readers
Vercelletto, C. (Feb. 23, 2018). Never Too Old: Embracing picture books to teach older students. School
Library Journal. Retrieved 1/20/2020 from https://www.slj.com/?detailStory=never-old-embracing-picture-
books-teach-older-students

61. Graphic Novels Welcome Everyone Into the Reading Conversation
By Kyle Redford, YCDC Education Editor
http://dyslexia.yale.edu/resources/tools-technology/suggested-reading/graphic-
novels/
The Research Behind Graphic Novels and Young Learners
By Leslie Morrison, CTD Summer Leapfrog Coordinator
https://www.ctd.northwestern.edu/blog/research-behind-graphic-novels-and-
young-learners
Motivating Middle School Readers: The Graphic Novel Link
By Buffy Edwards
School Library Media Activities Monthly, v25 n8 p56-58 Apr 2009

62. Resources
Booklinks from the American Library Association http://www.ala.org/aboutala/offices/publishing/booklist
Must Have Picture Books for Upper Grades
https://www.teachinginroom6.com/2018/06/must-have-picture-books-for-upper-grades.html
NCSS: Notable Social Studies Trade Books for Young People
https://www.socialstudies.org/notable-social-studies-trade-books
Project Zero: Visible Learning
http://www.pz.harvard.edu/projects/visible-thinking
The Reading Teacher: Children’s Choices
https://www.literacyworldwide.org/get-resources/reading-lists/childrens-choices-reading-list
The Classrooom Book A Day Challenge
https://www.follettcommunity.com/s/article/Classroom-Book-a-Day-Challenge-Home

63. THANK YOU for Joining Us!
Contact Us @
Karen Morrison karenmorrison@southalabama.edu
Paige Vitulli pvitulli@southalabama.edu
Susan Santoli ssantoli@southalabama.edu
Susan DuBose srdubose@gmail.com