Amber Taylor Collection Development Assignment FRIT 7134 – Spring 2011 February 19, 2012

DESCRIPTION OF SITE AND LEARNERS I work at Bacon County Elementary School which is located in Alma, GA. It is the only elementary school in Bacon County. In Bacon County, there is also one primary school, one middle school, and one high school. At Bacon County Elementary, there are 460 students currently enrolled. There are 34 certified teachers, 2 administrators, and 13 classified staff members. The media center is located in the middle of the school with each hallway having easy access. The media center has a collection of over 9,946 books and houses approximately 850 titles in its audiovisual collection. Other resources found in media center an LCD projector; 4 desktop computers for doing research, searching through Accelerated Reader, and looking for resources on Destiny; VCRs to show movies throughout the school; and a newsroom in which students create daily morning messages to be shown on classroom televisions. Alma, GA is located in Bacon County, which is in Southern Georgia. Bacon County has a population of 11,076. It is about 258 square miles which averages about 42.9 people per mile. Twenty –five percent of the population of Bacon County is under the age of 18. Seventy-eight percent of the population is white, fifteen percent is African-American, and seven percent is Hispanic. The top three employers in this community are: Bacon County Board of Education, Bacon County Hospital, and the City/County Departments. There are seven 3rd grade teachers at Bacon County Elementary School. There are two inclusion classrooms, five regular education classrooms, and one gifted resource class with grand total of 149 students in the grade level. There are twenty-two gifted and thirteen special

education students. There are five ESOL students that are served during the school wide flexible reading block. The ethnic breakdown is as follows: African American: 32 Caucasian: 104 Multi-racial: 5 Hispanic: 7 Vietnamese: 1 The reading levels of these students vary from low to high. The school has a pull-out reading resource teacher that works with the lower level reading students that may need extra help. The resource teacher pulls the students daily for thirty minutes to help them with reading fluency and reading comprehension. CURRICULUM REVIEW For this activity, I will be focusing on the political roots of our modern democracy in the United States of America and the lives of Americans who expanded people’s rights and freedoms in a democracy. This subject is thoroughly taught in 3rd grade. The following standards are addressed within this unit: SS3H1 The student will explain the political roots of our modern democracy in the United States of America. a. Identify the influence of Greek architecture (columns on the Parthenon, U. S. Supreme Court building), law, and the Olympic Games on the present. b. Explain the ancient Athenians’ idea that a community should choose its own leaders. c. Compare and contrast Athens as a direct democracy with the United States as a representative democracy. SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy. a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and César Chávez (workers’ rights).

b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them. Standard SS3H1 Concept Political roots of our modern democracy Tasks/Activities/Products Use geography skills to locate Greece. List the similarities between the Parthenon and U.S. Supreme Court building. State the influences of the Parthenon on the U.S. Supreme Court building. State Athenian’s ideas of leadership. Create T-chart to compare and contrast direct democracy and representative democracy. Identify each historical figure and their contribution to the expansion of people’s rights and freedoms. Write an informational paragraph about one of the historical figures of their choice. Create a map with labels of where each individual lived. Create a timeline to show the time period in which each historical figure lived. Create a T-chart to compare and contrast the era in which the individual lived and the present time. Resources Globes Maps United Streaming Videos Social Studies textbooks Websites Chart paper, markers for making T-chart.

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1. 2. 3. 4. 5. 6.

SS3H2

Lives of Americans who expanded people’s rights and freedoms

1. United Streaming Videos 2. Social studies textbooks 3. Websites 4. Biographies of each individual 5. Chart paper, markers

COLLECTION EVALUATION To get a clear understanding of the collection in our media center, the first thing that came to mind was to do a quick visual check of the entire media center. The media center is very organized in a way that is inviting, friendly and understandably easy for students to enjoy their visit to the media center. Our media specialist’s desk is centrally located in the media center for easy access.

After my visual inspection of the media center, I began my curriculum related search for books in their respective sections. Each book is located in a different place within the media center. The books that I looked at showed different signs of amounts of usage. The fiction books appeared to be used more often than nonfiction books and equally used as reference books. The next step of my inspection was to complete a search of books that relate to my chosen standards. Using the terms democracy, peoples’ rights, civil rights, Greece, Olympics, Greek architecture, Paul Revere, Thurgood Marshall, Lyndon B. Johnson, Frederick Douglass, Mary McLeod Bethune, Franklin D. Roosevelt, Eleanor Roosevelt, Susan B. Anthony, and Cesar Chavez as keywords, I found that there are far fewer fiction than nonfiction books related to the topics. My search rendered 63 items which included books, videos, and reference books. Resources Non Fiction Books Total Available 42 Rosa Parks: Civil Rights Pioneer by Erika L. Shores 921 PAR A biography of Rosa Parks life as an activist for equal rights and civil liberties. 12 A Letter to Mrs. Roosevelt by C. Coco De Young FIC De Eleven-year-old girl fulfills a class assignment by writing a letter to Eleanor Roosevelt asking for help to save her family's home during the Great Depression. 7 2

Fiction Books

Videos Reference Books

Many of the books were not people specific but era specific and I plan to include the search for people specific books in my budget.

The next thing I was to determine the circulation data of the books. Currently our media center holds 9,946 books that are checked out on an average of three times per year for a total of 29,838 check outs. Finding the data on my standards specific books was difficult due to the different sections in which the books are located in. However, many of the books fell into the nonfiction section which is organized using the Dewey decimal system. These books are circulated above the average three times and will be placed into consideration for my budgeting needs. Another item I considered during my evaluation was to see how closely the books related to the standards. There were books about specific people that are in the classroom curriculum that are required by the students to research. Other people, such as Lyndon B. Johnson and Mary McLeod Bethune, that are associated with this standard do not receive as much attention or detailed accounts but are compacted into a short sections of books. Many of the books related to these standards available in our media center are written at a reading level that is higher than third grade. Books with detailed information regarding the standards will be items that are included in my search of books. The final aspect of my evaluation was the amount of information that was available to the students from our media center relating to the standards. Greek architecture is an area that needs to be expanded because of its influence on government building in our society. Also, books on historical figures need to be more detailed in order to give a complete description of how they affected the United States as we know it. These types of books will be at the top of my list for my budget search. Summary of the collection needs:

Find updated books that are more specific to the information that is needed. Books with new information about American historical figures and their lives will be helpful.

Collect books about court cases that set standards for American society. These books will be useful for research but must be inspected before purchasing.

While maintaining the truth within the standards, I would like to find fiction books that are reader friendly.

Find books and videos particular to Greek culture. Videos that are of a documentary type as well as regular videos such as fact and fiction movies.

BUDGET SUMMARY After searching through various book vendors, I have found a vast variety of books, ebooks, and videos that could be a great addition to improve the collection of our media center. For this order to be completed, I have determined that I need $4,035.11. The list of books and audiovisuals include topics such as democracy, peoples’ rights, civil rights, Greece, Olympics, Greek architecture, Paul Revere, Thurgood Marshall, Lyndon B. Johnson, Frederick Douglass, Mary McLeod Bethune, Franklin D. Roosevelt, Eleanor Roosevelt, Susan B. Anthony, and Cesar Chavez. While searching the Internet I found some websites that would be helpful for teachers or students. I added the resources to a Wiki page (http://antaylor.pbworks.com/w/page/51665315/Teacher%20or%20Student%20Resources) for easy access to the resources. I have worked very hard to ensure that every aspect of the third grade standards have been met with a book or audiovisual. Please see the Excel spreadsheet for the specific titles.