Harry S. Truman Presidential Library & Museum


Collecting Perspectives: Glimpses of Civil Liberties Found in Children's Literature
Author:
Jennifer Rotole
Course:
Children's Literature
Time Frame:
Two weeks
Subjects:
Bill Of Rights

Grade Levels:
PS

Classroom/Homework Activity to be performed:
  • Students will be responsible for collecting a portfolio (18 or more titles) of children’s literature addressing the subject, giving examples, or dealing with the issue of civil liberties outlined within the Bill of Rights.

Rationale:
  • Children’s literature is an underestimated medium for introducing “BIG PICTURE” ideas such as civil liberties. Training future elementary teachers to search, collect, and create units and lesson plans focusing on the introduction civil intelligence for grade school children though children’s literature is the objective. This will be accomplished by creating a civil liberties portfolio. Students will collect 3 titles *each* within the genres of:
    • Poetry
    • Folklore
    • Contemporary realistic fiction
    • Biographies
    • Historical fiction
    • Non-fiction  

 

The students are required to find 3 books for each type of the 6 different genres to ensure variety

District, state, or national performance and knowledge standards/goals/skills met:


Secondary materials (book, article, video documentary, etc.) needed:
  • Students will be responsible for creating their own collection of resources.
  • The main point of this exercise is to collect, critique, and use children’s literature in their own classrooms regarding the topic of civil liberties.

Primary materials (book, article, video documentary, etc.) needed:
Full description of activity or assignment.

 

CIVIL LIBERTIES BOOK FILE

1.  Make a collection of 18 different books you have read. The collection will need to include 3 different books from each of the following genres.

  • Folklore
  • Poetry
  • Realistic Fiction
  • Historical Fiction
  • Biography
  • Nonfiction

 

  1. Each report will include the following information:
  • Title
  • Author and Illustrator
  • Age level: Preschool, K-3, 4-6
  • Summary identifying the primary civil liberty addressed in the book
  • Insight for education: how you will use it in the classroom

 

3.  In the summary, be sure to include enough information so the genre can be validated and the liberty identified.

 

4.  The format of your book file is up to you. It MUST be divided according to genre.

Full explanation of the assessment method and/or scoring guide:

CIVIL LIBERTIES BOOK  FILE  CRITIQUE

 

Criteria

Points Possible

Points Earned

Comments

Folklore:Title, Author/Illustrator, Age Level, Summary, Remarks

12.5

 

 

Poetry: Title, Author/Illustrator, Age Level, Summary, Remarks

12.5

 

 

Realistic Fiction Title, Author/Illustrator, Age Level, Summary, Remarks c Fiction:

12.5

 

 

Historical Fiction Title, Author/Illustrator, Age Level, Summary, Remarks:

12.5

 

 

Biography: Title, Author/Illustrator, Age Level, Summary, Remarks

12.5

 

 

Nonfiction: Title, Author/Illustrator, Age Level, Summary, Remarks

12.5

 

 

Format

12.5

 

 

Followed Directions

12.5

 

 

 

 

BOOK  FILE  EXAMPLE

TITLE OF BOOK:

        Complete Title

        Not a series, one book at a time.

 

ILLUSTRATOR:

        Most children’s books have illustrators.

 

SUMMARY:

        Normally you will need at LEAST 3-4 sentences. I cannot tell what happened in a book in one sentence. This is a SUMMARY. You are not trying to sell the book.

 

REMARKS:

        This section will give implications for classroom use, identify the civil liberty either inferred or stated.

 

GOOD SUMMARY EXAMPLES:

 

The Negro Baseball League developed out of love for the game. Baseball was America’s pastimes for all people regardless of race. This book explores the historical era of the Negro Baseball League and the civil rights struggles of the time.

 

GOOD REMARKS EXAMPLES:

 

I would read this book to the students in conjunction with a baseball or softball unit in their gym class. We would then discuss the idea of girls not being able to participate or even kids with different hair color. Hopefully, this would spur on discussion of the unfairness of not being included.