Jessica Karp, Natalie Pate, & Amanda Thrower

The University of Georgia

EDIT 6380 – Bibliography

Summer 2006

Bibliography Procedure Log

We chose a fifth grade social studies GPS that Jessica addresses in her classroom; she would appreciate more resources to accompany her in facilitating the teaching of this standard with her students in the upcoming academic year.

We consulted Sears List of Subject Headings. We looked up key words within our chosen GPS, particularly our strand of focus, and generated a solid list to get us started with our search.

We then determined the types of resources Jessica would want to incorporate into the teaching of this standard: books, websites, videos, audio books, and professional resources. Then we divided our search for these various types of resources among the three of us.

We determined we would search from the following catalogs: Esther Jackson Media Center, Unitedstreaming, PINES, and the Fulton County Public Library. We also conducted searches for websites using various search engines.

As we came across possible resources, we evaluated them according to our selection policy and eliminated resources that were dated, contained unrelated and/or inappropriate content, or were not age-appropriate.

In compiling our lists individually, we noted the required information: APA annotation, type of resource, location (including Dewey number), and summary of resource’s content.

We merged our lists together, collaborating about how the resources could be used in an instructional setting.

Once the final list was composed, we verified that 10% of our resources came from external locations.

After completing the bibliography, we determined how a task of this type would be accomplished in “the real world” when a teacher requests a list of materials in a short amount of time (approximately one hour).

Finally, we reflected on the overall assignment, acknowledging how it relates to the AASL competencies listed in the assignment description.

Grade Level: Fifth

Subject Area: Social Studies

Objective: Georgia Performance Standard SS5H3

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

a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.

b. Describe the impact on American life of the Wright brothers (flight), George

Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).

c. Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama Canal.

d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.

Information domains being focused on are highlighted in yellow.

Selection Criteria

(Van Orden, 2001)

Esther Jackson Elementary School will use the criteria outlined below to evaluate, recommend, select, and purchase materials for the media center.

Media materials will contribute to the school’s instructional goals.
Media materials will be consistent with and support the general educational goals of the state and district.
Media materials will be appropriate for the age, ability level, learning style and social and emotional development of the students of Esther Jackson Elementary School.
Media materials will meet quality standards in terms of content, format, and presentation.
Media materials will not represent personal bias.
Media materials will represent the general population of the school.
Media materials will be designed for clearly defined instructional objectives.
Media materials will be reviewed annually by the media committee in order to make recommendations.
Media materials will be durable, attractive, and manageable.

Subject Headings

Immigration and emigration – aliens, nationalities, migration
Ellis Island
Angel Island
20^th Century U.S. History
Board of Immigration

Bibliography

Items from Esther Jackson Media Center

Title:	Type of Resource & Call No.:	Item Description:	Instructional Use:
Bunting, Eve. Dreaming of America: an Ellis Island story. Mahwah, NJ: Bridge Water, 1999.	Book E BUN	Annie Moore cares for her two young brothers on board the ship sailing from Ireland to America where she becomes the first immigrant processed through Ellis Island, January 1, 1892, her fifteenth birthday.	This book is a great read aloud to introduce the concept of arriving in America at Ellis Island from the viewpoint of a young teenage girl.
Britton, Tamara L. Ellis Island. Edina, Minn.: ABDO, 2004.	Book 325.73 BRI	Explores the history of Ellis Island, which housed the United States’ most important immigration processing center from 1892 through 1943, serving seventeen million immigrants.	An instructional use for this book would be to conduct research on Ellis Island.
Hazen, Walter A. Immigration. Grand Rapids, Mich.: Instructional Fair/TS Denison, 1998.	Book PF 372.89	A resource of student activities and background information that brings history to life through ’eyewitness’ accounts	This book provides activities and stories about immigrants and immigration to the United States.
Bunting, Eve. A picnic in October. San Diego: Harcourt Brace, 1999.	Book E BUN	A boy finally comes to understand why his grandmother insists that the family come to Ellis Island each year to celebrate Lady Liberty’s birthday.	This book would be a great read aloud to drive home the importance of the Statue of Liberty to immigrants who arrived at Ellis Island.

Lawlor, Veronica. I was dreaming to come to America: memories from Ellis Island oral history project. New York: Viking, 1995.	Book 304.82 LAW	In their own words, coupled with hand-painted collage illustrations, immigrants recall their arrival to the United States.	Students could use this book to get first hand accounts of immigrants’ experiences as they arrived in America. They could each present an oral report as if they were that person.
Levine, Ellen. If your name was changed at Ellis Island. New York: Scholastic, 1993.	Book 325.1 LEV	Describes, in question and answer format, the great migration of immigrants to New York’s Ellis Island, from the 1880s to 1914. Features quotes from children and adults who passed through the station.	This book could be used by the students to research quotes to use in their role-play reports.
Lee, Millie. Landed. New York: Farrar Straus Giroux, 2006.	Book E LEE	After leaving his village in southeastern China, twelve-year-old Sun is held at Angel Island, San Francisco, before being released to join his father, a merchant living in the area. Includes historical notes.	This picture book is a great read aloud and could be used with Eve Bunting’s book, Dreaming of America: an Ellis Island story to compare and contrast the two immigration processing centers.
Pryor, Bonnie. The dream jar. ill. Mark Graham New York; Morrow Junior Books, 1996.	Book F PRY	After immigrating to America, each member of a Russian family works hard to contribute to the family's dream of someday owning and running a store.	This book would be a good read aloud to explain that immigrants had dreams of a better life in America because of the possibilities available.

Faber, Rhonda. Immigration to the U.S. Bala Cynwyd, PA: Schlessinger Video Productions, 1996.	Video V 305.9	This video discusses the history of immigration to America.	This video could be viewed as an introduction to the unit on immigration and the students could reflect on how it would make them feel to be in the same situation.
Flanagan, Alice. Angel Island. Minneapolis, Minn.: Compass Point Books, 2006	Book 979.462	This book is a look at the immigration station on the West coast.	This non-fiction book will be useful in providing information for research about Chinese immigrants.
Baicker, Karen. Immigration (Primary Sources Teaching Kit, Grades 4-8). New York: Scholastic, Inc., 2003.	Book PF 372.89	Contains reproducible primary sources, from photographs of Ellis Island to the Oath of Citizenship.	This collection of authentic documents can be used in a unit on immigration to America between the late 1800s and the early 1900s.
Freedman, Russell. immigrant kids. New York: Dutton, 1980.	Book 305.23 FRE	Text and contemporary photographs chronicle the life of immigrant children at home, school, work, and play during the late 1800s and early 1900s.	This book can be used as a resource for students as they prepare to role play or report on the life of a child immigrant.
Hesse, Karen. Letters from Rifka. New York: Puffin Books, 1993.	Book F HES	In letters to her cousin, a young Jewish girl chronicles her family's flight from Russia in 1919 and her own experiences when she must be left in Belgium for a while when the others emigrate to America.	The students can write their own letters about being left behind when other family members move away.

Items from Fulton County Public Library

Title:	Type of Resource & Call No.:	Item Description:	Instructional Use:
Jango-Cohen, Judith. Ellis Island. New York: Children’s Press, 2005.	Book J 304.87 JAN	This book tells the story of how millions of immigrants came to America and focuses on the significance of Ellis Island in the story of America.	This book could be used to conduct research on Ellis Island.
DeGezelle, Terri. Ellis Island. Mankato, Minn.: Capstone, 2004.	Book J 304.873 DEG	This book explores the American symbol of freedom and hope and helps readers discover the early history of a young nation.	This book could be used to conduct research on Ellis Island.
Glaser, Linda Bridge to America: based on a true story. Boston: Houghton Mifflin, 2005.	Book F GLA	Eight-year-old Fivel narrates the story of his family’s Atlantic Ocean crossing to reunite with their father in the United States, from its desperate beginning in Poland in 1920 to his stirrings of identity as an American boy.	This book could be available for students to check out and write a book report explaining the child’s story of immigration to America.

Items from PINES Catalog

Title:	Type of Resource & Call No.:	Item Description:	Instructional Use:
Giff, Patricia Reilly. Nory Ryan’s song. New York: Listening Library, 2000.	Sound recording FIC GIF	A young Irish girl with dreams of someday joining her sister in America must find a way to feed her family when the potato famine hits and her father does not return home from his job at sea to pay the rent.	This sound recording could be used with a student that is not an on-level reader but can listen to the story and present a book report.
Giff, Patricia Rielly. Maggie’s door. New York: Listening Library, 2003.	Sound recording FIC GIF	Maggie and her neighbor and friend, Sean, set out separately on a dangerous journey from famine-plagued Ireland in the mid-1800s, hoping to reach a better life in America.	After listening to this sound recording, students could discuss the reasons this Irish family came to America, compared to other families’ reasons, which have been discussed.
Bierman, Carol. Journey to Ellis Island: how my father came to America. New York: Hyperion Books, 1998.	Book J 974.7 BIE	An account of the ocean voyage and arrival at Ellis Island of twelve-year-old Julius Weinstein who, along with his mother and younger sister, immigrated from Russia in 1922.	This book would be a good book report book for a student to report on the hardships of the voyage to America and the adversity that were endured.

Internet Resources

Title:	Type of Resource & Call No.:	Item Description:	Instructional Use:
The immigration experience. Hazelwood School District. Retrieved June 2, 2006, from http://www.hazelwood.k12.mo.us/~cdavis01/webquests/prw/	WebQuest	Students will take on the role of either an immigrant or a newspaper reporter.	This WebQuest can be used to research what it was like to come to America as an immigrant and what impact immigrants had on society when they arrived.
America at its best: America: a land of many people. United Learning (2003). Retrieved June 2, 2006, from unitedstreaming: http://www.unitedstreaming.com/	Video Streaming	This resource teaches what a citizen is and how we become citizens of the United States. The importance of the privilege to vote is addressed, as well as the privilege to obtain an education.	Teachers can choose the appropriate segments to tie in at various times throughout the teaching of this standard (example: voting and citizenship).
Journey to freedom: the immigrant experience. AIMS Multimedia (1986). Retrieved June 2, 2006, from unitedstreaming: http://www.unitedstreaming.com/	Video Streaming	Using historic photographs and motion picture footage, this program documents immigration to the U.S. from the early 19th century through the late 20th century.	Use this resource to help students develop a greater understanding of geographic context and diffusion -- how these influenced immigration, and the resulting demographic patterns and cultural change. Students' understanding will also be enhanced regarding the contributions made to the American national identity by various groups as they adapted to their new life in the U.S.

Tour of Ellis Island. Scholastic (2006). Retrieved June 2, 2006:

http://teacher.scholastic.com/activities/immigration/tour/index.htm

Website

The students tour Ellis Island and proceed through the steps that an immigrant went through when arriving at Ellis Island. Video clips give first hand accounts from people who went through the steps.

This could be used as a lesson on what an immigrant did when he/she arrived at Ellis Island.

(note: RealPlayer 7.0 needed)

Bowman, G., Carr, M., Frei, R., Yates, M., & Martabano, S. (n.d.). Fourth grade
Ellis Island journal project. Retrieved June 3, 2006, from
http://www.klschools.org/www/klsd/site/hosting/WebActivities/Fourth/elliswq.html

WebQuest

The procedure for processing through Ellis Island is explored.

Students create a scrapbook using pictures, journal entries, letters, artifacts, inspection papers, currency, and identification.

Immigration to America.

Innovative Teaching Concepts. Retrieved June 3, 2006
http://msu.edu/~wheeloc9/webq/Welcome%20to%20America.html

WebQuest

Students choose one of three tasks to complete as their families plan to head to America.

This would be a suitable culminating project for this unit.

“Quick and Dirty” Reduction

In an ideal situation, library media specialists would have all the time in the world to conduct research for their teachers; however, none of us live in that world. Realistically, we will have short blocks of time to accomplish tasks, so we have to think through shortcuts to make the most of our time. We tried to think what we would do if we only had one hour to conduct a search of this kind for our teachers. We plan to have a bookmark page that we can go to when times are tight. Each time we make a bibliography, we will keep a record of it in our computer or filing system to refer to the following year or for the next teacher who comes along with the same or similar need. With only an hour of time, we would limit our “plan of attack” to the following steps:

A quick search of the following:

automated card catalog
www.unitedstreaming.com
www.ikeepbookmarks.com (our specific site) organized by grade level & subject
http://pines.public.lib.ga.us/ - we can acquire books through interlibrary loan (if time permits)

(These may not give all the resources we would like to provide if we had unlimited search time, but once a “quick and dirty” search has been conducted, we could add to it the following year or when new items arrive in the media center.)

We would also pare down the information provided in the bibliography to the most essential pieces of information, mainly title and location. Thus, items we included in this bibliography that would be cut from the “quick and dirty” version include the item description, possibilities for instructional use, and an APA style annotation.

Reflection

Competency	Reflection
Candidates facilitate access to information in print, non-print, and electronic formats.	By creating a bibliography that relates to one of the Georgia Performance Standards a teacher will be working to address with her students, we directly facilitated access to pertinent information for that teacher. We were also careful to include multiple forms of resources, including books, sound recordings, videos, and websites.
Candidates incorporate technology to promote efficient and equitable access to information beyond print resources.	We relied heavily on technology in creating this bibliography. Online catalogs were our primary means of searching for items related to our GPS focus. We also used search engines and the Follett website to direct us toward useful websites and other resources.

Candidates demonstrate the potential for establishing connections to other libraries and the larger library community for resource sharing, networking, and procedures.

We found several useful items located in locations other than the Esther Jackson Media Center. Because items from other libraries can be borrowed and utilized for little or no cost, it would be silly to waste the opportunity to do so.

Candidates organize the library media facility and its collections – print, non-print, and electronic – according to standard accepted practice.

We used Sears to help us identify subject headings relative to our GPS focus. This is a “standard accepted practice” of cataloging.

Candidates collaborate with teachers and administrators to develop a library media program plan that aligns resources, services, and information literacy standards with the school’s goals and objectives.

Our bibliography clearly works to align resources with a given GPS. In a real-life setting, creating such a bibliography would be a great opportunity to collaborate with classroom teachers as well. The LMS and teacher(s) could brainstorm instructional uses for the resources outlined in the bibliography that work to meet the GPS focus as well as information literacy standards. For instance, using the webquest resource listed in our bibliography will not only expose students to information related to the content being studied, but it will also address the following information literacy standard: The student who is information literate accesses information efficiently and effectively. The LMS and classroom teacher(s) could also create an online scavenger hunt using the websites listed in the bibliography – again incorporating information literacy standards.