Collection Dev. Plan2

8/8/2019 Collection Dev. Plan2

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Collection & DevelopmentPlan

FRIT 7134Professor D. Chester

Sarah Wiggins3/3/2009


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Description of Site and Learners

Chestatee Elementary is located in North Forsyth County, Georgia. Chestatee School has been in existence since 1929 when it was the only

school in North Forsyth and housed all ages from k 12. In 1967, the school was rebuilt as an elementary school, but it has seen many facelifts

and upgrades since then. The current school houses over 1,000 students from pre-k 5th grades. It sits in a very diverse area of Forsyth County.

The population is divided between children who reside in subdivisions ranging from 100,000 1,000,000 homes, farms, lake homes, and

subsidized governmental housing. The school qualifies for Title 1 services, due to the high population of students who receive free and reduced

lunch. The faculty of the school is made up of 3 administrators, 58 certified homeroom teachers, 12 special education teachers, 2 ELL teachers, 2

gifted teachers, 8 Title 1 and EIP teachers, 1 Media Specialist, 1 Instructional Technology Specialist, 2 counselors, and 15 paraprofessionals.

With the growth of the school through the years, one can see why the media center would be relocated, rebuilt, and redecorated over 10 times in 40

years. Currently, it is located in the center of the school and is home to 15,642 titles for a total of 20,480 copies of materials, which include books,

periodicals, and audio visual collection. Forsyth County is known for being a technologically driven school system. Every classroom in the county

is equipped with a Promethean ACTIV board and at least 4 desktop computers. The media center at Chestatee is no exception to this. It has a mini

lab that has 14 desktop computers, and 4 more desktop computers are located within the media center for card catalog use. A Promethean board islocated in the story corner, and another projector is in the mini lab for teacher instruction. The students of Chestatee are introduced to Destiny and

GALILEO early, and they use it throughout their elementary years.

With all of these positive aspects, it would seem only natural that Chestatees media center would be the heart of the school, but sadly, it is not. As

one will see throughout this report, quantity of titles and technology does not always mean there is an actively used media center.

Curriculum Review

For my collection development activity I decided to focus on the broad topic of American History. The standards within this topic are coveredfrom 3rd 5th grade. Currently, there are a total of 506 students in grades 3 through 5. There are nine 3 rd grade homerooms, seven 4th grade

homerooms, and seven 5th grade homerooms. Like the demographic makeup, this population is very diverse as well. All 3grade levels are made

up of regular education, special education, EIP, Title 1, and ELL students.

Each of the nine 3rd grade teachers, teaches all subjects in a self contained environment. The special education students are served in an inclusion

setting as well as a pull out self contained classroom. The EIP program is a pull out class that provides students who are low level learners the

opportunity to receive 2 sections of reading and/ or math. The Title 1 teachers serve as lab teachers in the morning as well as inclusion teachers.

Additionally, the 3rd grade ELL students are pulled out to be served by an ELL teacher in a separate classroom. All though it is a wonderful plan to


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provide these students with extra support, often the children who are served through pull out programs end up missing their social studies blocks

for the double dipping of instruction.

Similarly, the 4th grade at Chestatee is made up of the same demographic groups of children. Most of the special services operate in the same

manner, but the 4th grade teachers are somewhat departmentalized with three teams of two teachers, and one self contained classroom. In the

classrooms that have team teachers, one teacher teaches English and language arts alongside social studies while one teacher teaches math

alongside science.

As the students move into 5th grade, they experience the same classroom settings, except that one of the 5 th grade teams is totally departmentalized.

This team serves the special education students, and therefore has a block of inclusion math, inclusion ELA, and para support in the Science and

Social Studies classroom.

The table below shows the breakdown of the various sub groups.

Sub groups 3rd grade 4th grade 5th Grade Total

Students 165 170 171 506Boys 85 95 83 263

Girls 80 75 88 243

African American 1 0 2 3

Hispanic 22 14 18 54

White & Other* 142 156 151 449

Gifted 12 21 19 52

Special Education 15 23 21 58

EIP 13 26 36 75

ELL 12 9 4 25

*other represents less than .05 of the overall population

All three grade levels share Georgia Performance Standards on the topic of America/American History. The following chart displays how the

standards are divided among each grade level.

3rd Grade Standards Associated with America/American History

SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy.

SS3G1 The student will locate major topographical features of the United States of America.


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SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

SS3CG1 The student will explain the importance of the basic principles that provide the foundation of a republican form ofgovernment.

4th Grade Standards Associated with America/American History

SS4H1 The student will describe how early Native American cultures developed in North America.

SS4H2 The student will describe European exploration in North America.

SS4H3 The student will explain the factors that shaped British colonial America.

SS4H4 The student will explain the causes, events, and results of the American Revolution.

SS4H5 The student will analyze the challenges faced by the new nation.

SS4H6 The student will explain westward expansion of America between 1801 and 1861.SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements.

SS4G1 The student will be able to locate important physical and man-made features in the United States.

SS4G2 The student will describe how physical systems affect human systems.

SS4CG2 The student will explain the importance of freedom of expression as written in the First Amendment to the U. S. Constitution.

SS4CG3 The student will describe the functions of government.

SS4CG4 The student will explain the importance of Americans sharing certain central democratic beliefs and principles, both personaland civic.

SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage,trustworthiness).

5th Grade Standards Associated with America/American History

SS5H1 The student will explain the causes, major events, and consequences of the Civil War.

SS5H2 The student will analyze the effects of Reconstruction on American life.

SS5H3 The student will describe how life changed in America at the turn of the century.

SS5H4 The student will describe U.S. involvement in World War I and post- World War I America.


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SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.

SS5H6 The student will explain the reasons for Americas involvement in World War II.

SS5H7 The student will discuss the origins and consequences of the Cold War.

SS5H8 The student will describe the importance of key people, events, and developments between 1950-1975.

SS5H9 The student will trace important developments in America since 1975.

SS5G1 The student will locate important places in the United States.

SS5G2 The student will explain the reasons for the spatial patterns of economic activities.

SS5CG1 The student will explain how a citizens rights are protected under the U.S. Constitution.

SS5CG2 The student will explain the process by which amendments to the U.S. Constitution are made.

SS5CG3 The student will explain how amendments to the U. S. Constitution have maintained a representative democracy.

It is obvious by looking at the standards that the 3 rd, 4th, and 5th grades have a heavy emphasis on the topic of America/ American History. In order

to teach these areas to their fullest extent it is necessary for the teachers to utilize not only the text books, but as many other resources as possible.

In order to evaluate the needs of the collection, I needed to further understand the activities and assessments that were used with these standards as

well as any other resources teachers used to instruct their students in the GPS that involve American History. In order to attain this information, Icreated a questionnaire and survey for the teachers to complete. The survey can be seen at http://www.polldaddy.com/s/8616291C805D62AA/ .

The following data shares various results of the survey taken by Chestatee teachers.

A total of 12 teachers responded to the survey. Five were 3rd grade teachers, four were 4 th grade teachers, and three were 5 th grade teachers.

The survey was very helpful in establishing what the teachers use as resources for their classroom instruction. The following table demonstrates

the results of the survey.

Textbooks

ComputerSoftware

Internet Sites

BooksfromMC

AV fromMC

Periodicals
http://www.polldaddy.com/s/8616291C805D62AA/http://www.polldaddy.com/s/8616291C805D62AA/


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Due to the fact that Forsyth County is so technologically minded, most teachers have received regular training on how to use the resources we

have available. As stated previously, we use the ACTIV boards daily, and our students are able to use them as well. We have been equipped with

wonderful programs like Activstudio, Graph Club, Kidspiration, Open office, Photo Story, and PIXIE. All of these programs should be used as

resources along side the titles we have available in the media center. As the above chart demonstrates, many teachers are more comfortable with

the technology resources and do not utilize the additional resources from the MC.

The teachers also shared lessons that they have correlated to the existing curriculum map created by Forsyth County Schools. They provided

wonderful examples, but many were overlapping in standards. The following table shows some of the favorite lessons mentioned by the teachers

in the survey. I have included resources that would be needed to help facilitate these lessons.

3rd Grade

SS3CG2

SS3E2

Activities and Assessments

* The students will explore how characters like

Paul Revere demonstrated the character traits weshould exemplify. The students will compare and

contrast Paul Revere to themselves.

* The assessment will be ongoing throughout the

year as we learn about each monthly character trait

and its historical figure, the students will write in

their journal sharing ways that they have

demonstrated this trait, or things they could do to

be better.

* The students will understand the impact of

government services like schools, libraries, roads,

police & fire on their community.

* The students work together to create a town that

needs all of the community services. They use

books and websites to find out how a town

operates. The accountability system within the

Resources Needed

* Biographies on Paul Revere and other historical American

figures.

* Video on character traits that display the American Historical

figures.

* Videos that show the various community employees.

* Guest speakers from the community to talk about the job and

how it impacts the community.

* Books that are easy to read for students to be able to research

the various jobs.

* Textbook, nonfiction books that help to explain government


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SS3CG1a, b, c

employees of a town.

* The students will learn and understand the 3

branches of government. The students explore the

branches using the textbook and audiovisual

materials from the Media Center.

* In groups the students create posters that explain

the branches and then the students teach it to the

rest of the class.

and specifically the branches of gov't. (These need to be on a

3rd grade level and even lower if possible)

* AV materials that help to show the branches.

4th Grade

SS4H1a,b


* The students will explore the various tribes of

Native Americans. By using the textbook and other

resources the students will look at where the tribes

dwelt, what kind of habitat they lived in, and what

future Americans were able to learn from their

tribe.

* The students will be divided into groups. They

will have to research the assigned tribe, and thencreate several different multimedia displays for

their classmates to see and learn from. On the

sharing day, the students will set up in a location of

the room and the visiting classes will come to them

as if they are in a museum. They will teach the

other students about these aspects that accompany

their tribe.

Resources Needed

* Textbook, internet sites, videos, and books about Native

American Tribes.


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SS4G2c, SS4H3b

* The students will explore and understand what

colonial life was like compared to their lives today.

Using the textbook, they will read about the

colonies, and then supplemental reading will be

provided for further reading. Videos will be shownto give the students a mental picture.

The students will work on creating a map of the

colonies to show their geographical awareness, and

then they will create a newspaper for colonial times

that demonstrates their awareness of political

issues, home life, and entertainment. Finally, the

students will use a Venn diagram to compare and

contrast the life of a colonial child to that of a 21st

century child.

* Textbook, videos, books, internet sites.

5th Grade

SS5H1b


* The students will understand slavery and states

rights, including the Underground Railroad.

* During this unit the students will learn about

American History figures who helped create the

Underground Railroad, like Harriet Tubman. The

students will read biographies, books, and even

hear music that impacted this time period. As a

culminating activity, the students will participate in

an Underground Railroad simulation in which they

will take on the roles of the various individuals and

feel the anxiety and sorrow of escaping to an

unknown freedom. Following the simulation, the

Resources Needed

* Textbook, biographies of African American slaves, internet

resources, atlas, and maps of America during the time period of

the Civil War.


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SS5H3a, G1b,

H3d,

students will create a journal that might outline the

days of a slave during the Underground Railroad.

* Movement and migration: The students will

understand how Western Expansion and cattledrives impacted the United States in an economic

way. The students will also explore the same realm

of thinking in regards to emigration into the US

through Ellis Island.

The students will create persuasive brochures to

convince people in the BIG cities to move west and

take up jobs within the cattle drives, farms, or gold

rush.

The students will research their own familys

immigration to find out how their family traveled

to end up living in this community. (Many students

will be able to research further back, but some

cannot so we allow for some variance.)

* Textbook, books about immigration, westward expansion,

and atlases that show the US past and present.

Collection Evaluation

After looking at the standards and the needs of the individual learners and classroom teachers, I assessed the actual collection of materials thatwould be included in the topic of America/American History.

I first went to the media center and located the books using our Destiny Program. I quickly realized it was necessary for me to enter several

different terms to locate the complete selection. In total out of the 20,480 books in the media center, there are a total of 2,230 books that could be

categorized under the topic of America/American History. However, all of these books do not correlate with the social studies standards. The

following chart displays how the resources in the media center align to the various topics within the standards. Some of the resources overlap, and

it is therefore not an accurate depiction to count each of these as a separate title.


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Topic in standard Resources available

Government There are 174 titles within the media center collection. The majority of the titles are found in the nonfiction

section, but there are 7 videos that fall into this subject as well.

Maps, Globes and Atlases In the subject of American History none of the Atlases correspond, however, there are 6 Atlas books that show

maps of the US. All of these are copyright 1998 2004. None of this collection shows historical maps to help

students see the geographical make up of the US during these time periods.

Biographies There are 614 Biographies in all in the media center. 500 of these could be used to align with the 3rd, 4th, and

5th grade standards. There are 3 videos that are considered American Biographies.

Native Americans There are 325 titles in the media center that are about the subject of Native Americans. The titles are fiction,

nonfiction, biography, and easy reader. Although, there are so many, there are only 3 out of this collection that

actually contain information comparing and contrasting tribes. Many of the titles were about specific NativeAmericans, or stories of Native Americans.

Colonies The collection of 2,230 books only contained 14 books about colonies. This is certainly a weakness that needs

to be built. There were no videos that were found under this topic.

States There are 1,353 books that are about states. This is a HUGE number of titles when compared to the actual

standards that are about specific states. Most of these titles were found in the nonfiction section, only about 5%

of the 1,353 were included in a fictional book. None of the 3 grade levels have standards that focus specifically

on individual states. Although these are wonderful books for the students to read, and learn from, I feel that

over 1,000 books on this subject are too much. (The 1,000 books were not each about specific states, many of

these titles overlapped into other subjects such as government, colonies, wars, and reference materials)

Revolutionary War There are a total of 33 books in the media center. I was able to locate all 33 books. Most of them were in the

nonfiction section, but I did notice that most of them had a reading level of 5.6 or higher. The fictional books

i.e My Brother Sam is Dead are also higher levels (4.9) which may deter students from checking them out.

They are hardly used and in wonderful condition. These facts bring to question whether they are not used

because the reading level is too difficult for a 4 th grade student, or if the teachers have just forgotten about


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them.

Civil War The Civil War section of the media center is well circulated. There are 214 books that align with these

standards. The selection includes fictional, nonfiction, biographies, and videos.

Immigration and

Movement

This too is a well used section. Several of the state books mentioned earlier also overlap into this section

giving it a total of 46 titles. There are 10 videos that correspond with immigration, and 15 fictional titles. The

westward expansion aspect of the movement is not addressed as well as it could be considering the magnitude

of this standard. There are 3 books about the Transcontinental Railroad, and 6 books about cowboys, but these

do not necessarily go along with westward expansion.

World Wars The Chesatee media center has 110 titles about World War I or World War II. Twenty seven of the titles are

included in the fictional section, and the rest are nonfiction, biographies, states books, reference materials and

videos.

Cold War to present There were only 46 titles that could be included in this topic. Most of them were biographies of current day

sports figures and politicians. With the changing world and economy, it is important to stay abreast of the most

current issues. I was disappointed to see that the media center didn't have any books on 9/11 or the Gulf War.

Looking at the selection in a quantitative way allowed me to see that there would seem to be plenty of books in this selection, but after looking

more deeply it is evident that the quantity of books are not proportional to the standards that are taught. Additionally, it caused me to inquire how

many of these books are actively circulated throughout the year. In order for me to look at the selection from a user centered approach, the media

specialist was able to do a query of the books in the 900 section, and we were not necessarily surprised to see that only 37% of the books haveeven been checked out this year. Through our Destiny program, we were also able to see what age-group of children is checking out these books.

The following graph displays these figures.


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0

10

20

30

40

50

60

%of students

3rd graders

4th graders5th graders

This data is very interesting considering 63% of the books that have been circulated are in the 4.6 reading level and higher. Looking at this data, I

have evaluated there is a need for books in this selection that are on a lower reading level.

After examining the quantitative data, I needed to assess the collection from a collection-centered approach. Due to the large amount of books in

the collection on this topic area, I randomly sampled books from the biographies, states, government, reference area, and fictional section. The

media center is neatly organized with signs that direct the students to the shelves using the Dewey Decimal system. The fictional selection runs

parallel to the nonfiction section which does create some confusion if the students are not using the signs appropriately. The most obvious thing I

was able to see was that there are so many books on the shelves, I am sure that students get overwhelmed when looking for titles. Weeding is

definitely needed to narrow down the selection to relevant books. The media specialist informed me that she weeds as necessary, and just last

summer she took all of the titles that had a copyright date of 1975 or older out of the nonfictional section. The overall quality of the books was

very good. Most of the books that I inspected were practically brand new, and had hardly any wear. A solution to having the books so crammedcould be to display more of the books. This may bring additional attention to the topics that are not getting the circulation that others are getting.

The final area that I evaluated was the non-print section. Chestatee does not have a large audio visual selection in general. Most teachers choose to

use resources such as United Streaming to supplement their lessons. For this reason, the AV materials have not been updated, and there are many

titles that could be relevant to this topic that are not currently found in the media center.

In conclusion, the collection analysis revealed several important areas that need to be addressed when purchasing titles that correlate to the topic

area of America/ American History:


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The current selection is actually very large and it is therefore important to ensure that no titles are duplicated, and no titles are purchased

for those in which we already have a heavy selection.

Various aspects of the Standards need to be addressed more than others. Specifically, government, colonies, historical atlases, and

biographies of Civil rights leaders.

Books that are on a lower reading level need to be purchased so that our lower level readers can still independently enjoy this selection.

Classroom sets of fictional and nonfictional titles need to be purchased so that the social studies and ELA standards can be aligned better.

This can help the support teachers who pull the students out of the room to be able to use materials that are still on the topic area of the

Social Studies standards.

Updated audio visual selections need to be purchased which align to the current standards.

Periodicals need to be looked at to see if there are any that could correlate with current American History related GPS.

Materials Order and Budget Summary

After evaluating the needs of the learners, teachers, and collection, I was able to complete an order summary. I investigated more than six vendors,

but found that many titles or books overlapped. I narrowed my search to 4 vendors who each offered a different group of materials that could be

added to enhance the selection of America/ American History in the Chestatee Elem. Media center. In order to update the selection to be in line

with standards I will spend a total of $3,143.57. The materials purchased will be able to meet the needs of the selection that I identified through

my evaluation process.

None of the new materials are repetitious of those already housed in the media center.

The weaknesses in the standards were addressed and new materials will be purchased to help better instruct these areas. These materials

are not restricted to book titles only. Audio Visual materials as well as periodicals will be available for students and teachers to use.

Nonfiction books are naturally written at a higher reading level for many history books, but several titles were found in lower levels so

that students who struggle with reading may be more independent. Additionally, ebooks will be purchased so that teachers can display the

books on the ACTIV board and read aloud to students.

Two sets of novel studies were purchased for 5 th grade classrooms. This will give the teacher the opportunity to cross disciplines and

expose children to the standards that are often pulled out for special services.


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Multicultural books for each grade level were purchased to help the students learn more tolerance for those cultures that they are not

exposed to within the school.

By meeting the needs of the current selection, it is my hope that the media center will be used more frequently by teachers to enhance their

lessons. However, several of the teachers commented that they do not use the media center because they do not know what correlates with the

standards. Before putting these new titles on the shelves, it is my intention to communicate with the teachers what materials we have in the media

center that can help them to teach the standards to our students. Through weeding the current selection, purchasing titles to complete the

collection, and communicating to teachers the inventory available, we should see an increase in circulation and interest among our students.

Material Order Spreadsheet

Bound To Stay Bound Books

DeweyNumber/Classification

Author Title Date of Pub.

ReadingLevel

Review Source GradeLevelalignment

Quant. Price

F Hirahara, Naomi 1001 Cranes 2008 4.6 Hornbook '08 BTSB 5 1 18.74

F McKissack, Pat Abby Takes a Stand 2005 3.6 Booklist '05 BTSB 5 1 15.94

124 Jones, CharlotteFoltz

Accidents May Happen 1998 6.9 Booklist '98 BTSB 5 1 13.82

F Hemphill, Helen Adventurous Deeds of 2008 4.2 Hornbook '08 BTSB 5 1 17.32


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Deadwood Jones

973.3 Micklos, John African Americans andAmerican Indians in theRevolutionary War

2009 BTSB 4 1 16.51

973 Cheney, Lynne V America: A Patriotic Primer 2002 5.8 Booklist '02 BTSB 3,4,5 1 17.32

929.9 Yanuck, Debbie American Flag 2003 3.6 Booklist '03 BTSB 3 1 16.62970 Foster, Karen Atlas of North America 2008 5.6 School Library

Journal '08BTSB 3,4,5 1 19.16

328.73 Grimes, Nikki Barak Obama: Son of Promise, Child of Hope

2008 3.3 Booklist '08 BTSB 5 1 17.34

973.3 Burgan, Michael Benedict Arnold, AmericanHero and Traitor

2007 4.0 BTSB 4 1 17.53

940.54 Fleischman, John Black and White Airmen:Their True History

2007 7.6 Bulletin of theCenter forChildren'sBooks '07

BTSB 5 1 19.45

796.357 Mckissack, Pat Black Diamond: The Story ofthe Negro Baseball Leagues

1994 7.7 Booklist '94 BTSB 5 1 10.40

F Mazer, Harry Boy at War: A Novel of PearlHarbor

2001 3.8 Booklist '01 BTSB 5 1 17.34

978 Bruchac, Joseph Boy Called Slow: The TrueStory of Sitting Bull

1998 4.3 School LibraryJournal '98

BTSB 4, 5 1 10.76

978.004 Patent, DorothyHinshaw

Buffalo and the Indians: AShared Destiny

2006 4.2 School LibraryJournal '06

BTSB 4 1 18.05

385 Olson, Nathan Building of theTranscontinental Railroad

2007 4.6 Booklist '07 BTSB 5 1 17.83

Totals for Bound To Stay Bound Books total books :16 total price: 264.13

Booklistonline.com

328 Colbert, David Michelle Obama: AnAmerican Story

2009 Grades 5 8

Booklist '09 Booklist 5 1 16.00

973.3 Brown, Don Let It Begin here! April 19,1775: The Day the American

2008 gr. 2 4 Booklist '08 Booklist 4 1 17.95


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Revolution Began

700.89 Worth, Richard The Harlem Renaissance: AnExplosion of African-American Culture


976.9 Harness, Cheryl The Trailblazing Life of

Daniel Boone and How EarlyAmericans Took to the Road

2007 gr. 4-7 Booklist '07 Booklist 4 1 25.90

813 Gilchrist, JanSpivey

My America 2007 gr. K 2 Booklist '07 Booklist 3 1 16.99

973 Asoff, Joy The African American Story:The Events That Shaped Our

Nation and the People ThatChanged our Lives

2007 gr. 5-8 Booklist '07 Booklist 5 1 26.50

361.7 Omerville, BarbaraA

Clara Barton: Founder of theAmerican Red Cross


917.8 Pringle, Laurence American Slave, American

Hero: York of the Lewis andClark Expedition


973 Buckley, Susan Journey for Freedom: A NewLook at America's Story

2006 gr. 4-7 Booklist 06 Booklist 4 1 17.00

Ref Fredriksen, John C. Chronology of AmericanHistory

2008 Booklist '09 Booklist All 1 350.00

Ref Sonneborn, Liz Chronology of AmericanIndian History

2007 Booklist ' 07 Booklist All 1 71.50

Ref Fremont Barnes(editors)

American RevolutionaryWar: A Student Encyclopedia

2006 Booklist '07 Booklist 4 1 485.00

Ref Bakken, GordonMorris

Encyclopedia of Immigrationand Migration in theAmerican West

2006 Booklist '06 Booklist 5 1 295.00

Totals for Booklistonline.com total titles: 13 total cost: $1387.69

Follett/ Titlewave

Ref Hayes, Derek America Discovered: A 2004 Library Journal Follett All 5 169.80


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Historical Atlas of NorthAmerican Exploration

06

323.6 Hamilton, John Becoming a Citizen 2005 5.5 Library mediaConnection 05

Follett 3 1 16.95

342.7308 Hamilton, John The Bill Rights 2005 6.7 Library Media

Connection 05

Follett 3 1 16.95

320.473 Hamilton, John Branches of Government 2005 5.6 Library MediaConnection 05

Follett 3 1 16.95

F Curtis,Christopher P

Bud, Not Buddy 2003 5.0 School LibraryJournal 99

Follett 5 30 136.20

T Res Kleinman, Estelle Bud, Not Buddy: StudyGuide

2003 Follett 5 1 16.95

973 Lund, Bill The Cherokee Indians 1997 3.3 LARocommendedForeign Lang.99

Follett 4 1 4.51

320.8 DeGezelle, Terri The City Council 2005 3.2 Follett 3 1 15.99

352.23 DeGezelle, Terri The City Mayor 2005 2.9 Follett 3 1 15.99

973.917 Price, Sean Climbing Out of the GreatDepression

2009 3.8 Follett 5 1 19.75

394.264 Aloian, Molly Constitution Day 2009 4.6 Follett 3,4,5 1 19.95

975.004 Boraas, Tracey The Creek: Farmers of theSoutheast

2003 5.8 School LibraryJournal 04

Follett 4 1 17.99

973.3 Leavitt, AmieJane

The Declaration ofIndependence in Translation:What it Really Means

2009 4.8 Follett 4 1 17.99

372.4 Housel, Debra A Guide for Using TheWatsons Go To Birmingham 2002 Follett 5 1 8.99

970.004 Ramen, Fred A Historical Atlas of NorthAmerica Before Columbus

2005 Follett 4 1 22.95

973.1 Axelrod-Contrada, Joan

A Historical Atlas of ColonialAmerica

2005 Follett 4 1 22.95

973.8 Liberman, Sheri A Historical Atlas of theIndustrial Age of Growth

2005 Follett 5 1 22.95

328.73 Gorman,Jacqueline Laks

Member of Congress 2009 3.6 Follett 3 1 15.75


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508.7 National Geographic Atlas of Natural America

2000 Follett 3 1 33.96

F Curtis,Christopher Paul

The Watsons Go ToBirmingham

1997 5.0 Horn Book 96 Follett 5 30 136.20

Ebooks Teitelbaum,

Michael

The Bill of Rights 2005 6.7 Follett 3,4,5 1 27.07

Ebooks Fitzpatrick, Anne The Congress 2004 Follett 3 1 18.95

Ebooks Aloian, Molly Constitution Day 2009 4.6 Follett 3,4,5 1 26.60

Ebooks Fitzpatrick, Anne The Judicial System 2004 4.6 Follett 3 1 18.95

AV973.2

American Colonies;American Revolution

2001 Gr 3 6 Follett 4 1 59.96

AV320.473

American Government forChildren

2002 gr. K 3 Follett 3 1 179.70

AV973.2

Colonial Settlements 2004 gr. 3-6 Follett 4 1 29.95

AV973.3

Early America 2004 gr. 3-6 Follett 3,4,5 1 39.95

AV342

The Executive Branch 2004 gr. 3 6 Follett 3 1 39.95

AV320.473

Federal, State, and LocalGovernment

2002 Gr K 3 Follett 3 1 29.95

AV347.73

The Judicial Branch 2004 Gr. 3 6 Follett 3 1 39.95

AV328.73

The Legislative Branch 2003 Gr. 3 6 Follett 3 1 39.95

AV

320.8

Local Government 2006 Gr K 3 Follett 3 1 29.95

AV323

My America: America In Itsown Words

2005 gr. 3 6 Follett 3 1 64.75

Follett/ Title Wave Total titles: 34 Total items: 96 Total Price: 1,395.35


19/19

Magazines.com

DeweyNumber/Classific

ation

Author Title Date of Pub.

ReadingLevel

Review Source GradeLevelalignment

Quant. Price

Periodical

America in WWII Current Magazines.com

Consideredkid friendly

6 issues 19.45

Periodical

American History Current Magazines.com

KidFriendly

6 issues 25.00

Periodical

Kids Discover Current Magazines.com

KidFriendly

12issues

26.95

Periodical

Americas Civil War Current Magazines.com

KidFriendly

6 issues 25.00

Magazines.com Total Titles: 4 Total Issues: 30 Total Price: $96.40

Titles that reinforce multicultural standards

Collection Dev. Plan2

Documents

Transcript of Collection Dev. Plan2