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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/8/8/2019 Collection Dev. Plan2
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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
Activities and Assessments
* 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
Activities and Assessments
* 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
2008 gr. 5 8 Booklist '09 Booklist 5 1 23.95
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
2007 gr. 5 8 Booklist '07 Booklist 5 1 23.95
917.8 Pringle, Laurence American Slave, American
Hero: York of the Lewis andClark Expedition
2006 gr. 3 5 Booklist '07 Booklist 4 1 17.95
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
8/8/2019 Collection Dev. Plan2
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