Integrated Literature Resources

1. Fiction Book

General Information:

Book Name: Not in Room 204

Author: Shannon Riggs

Published: January 1, 2007

Publisher: Albert Whitman & Company.

Summary: Not in Room 204 is about a school teacher Mrs. Salvador and her journey in creating a safe, clean and respectful environment in room 204. She is constantly reminding the students that a lot of bad things happen in this world but not in room 204. This room is a safe room where we always speak kindly and help each other. While the book follows Mrs. Salvador, the star of the book is a quiet and sad little girl named Regina Lillian Hadwig. The book never states what she is going through at home but it suggests that she is being abused by her father. By the end of the book Mrs. Salvador does a lesson on stranger danger. This is when she decides to tell the children “It’s not always strangers who touch children in ways they shouldn’t be touched. Usually it’s someone the child knows. If someone told me this happened I know exactly what to do”. After the teacher brought up this uncomfortable topic, Regina came to her the next morning and told her what she was going through. Mrs. Salvador helps Regina and she then becomes a happy girl.

This book is the best selection I found because the way it leads up to the uncomfortable topic of abuse is not overbearing. The book really makes it clear that Mrs. Salvador is working every day to make room 204 a safe place and she is always guiding her students to make the right choices. She gained the students respect and trust before diving into this tough topic.

Core Integration:

I would include this into Social studies by using a follow up assignment. I would open with a whole class discussion by asking “why do you think Regina was sad?” this question will help open up the topic of abuse. Explain that abuse is a worldwide issue that happens on a daily basis. Next ask “what did Regina do to help herself and why do you think she was so happy at the end of the book?”. This question digs for critical thinking and helps students analyze the situation. Last have the students turn and talk to another student about the question “Although, Regina had Mrs. Salvador who she trusted, what are 3 other ways she could ask for help?” then have each group share what they came up with. This helps students realize there are many different options.

Standards:

• NHES 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health
  • 5.17: Identify “appropriate” and “inappropriate” touch
  • 5.18: Explain that inappropriate touches should be reported to a trusted adult.
  • 5.19: Explain that a child is not at fault if someone touches him or her in an inappropriate way.
  • 5.20: Explain that everyone has the right to tell others not to touch his or her body.
    • HBO 9: Get help to stop being subjected to violence or physical abuse
    • HBO 8: Get help to prevent or stop inappropriate touching.
  • NHES 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or enhance health.
    • 5.5: Demonstrate how to effectively ask for help to prevent violence.
    • 5.6: Demonstrate how to effectively communicate support for others to prevent violence.
  • NHES 5: Students will demonstrate the ability to use decision-making skills to enhance health.
    • 5.2: Decide when help is needed and when it is not needed to make a decision that could lead to violence.

Standards for Social Studies:

• Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
• Component 2.4: Understands the economic issues and problems that all societies face.
• Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
• Component 5.3: Deliberates public issues.

Learning Objective: Students will communicate effectively with a trusted adult if they are experiencing any sort of abuse or are often in uncomfortable situations.

 

2. Non-Fiction Book

General Information:

Book Name: Ibby’s Feelings

Author: Baaqia Uqdan

Published: October 10, 2011

Publisher: Dog Ear Publishing

Summary: Ibby’s Feelings is a book about a little girl who is experiencing domestic violence within her home. I chose this book because I like how it starts out showing that Ibby seems like a completely normal little girl living and loving her life just like all her peers. This is a good lesson because it not only helps students who may be experiencing the same feeling as Ibby, but it also helps students be more aware of their peers and how you never do know what is going on in someone’s life. There are a lot of books that discuss this tough topic, however, not many show the true reality that children in Ibby’s situation have the same normalcies as their peers.

Core Integration: I would integrate this into Social Studies because it is an issue that our society is dealing with on a daily basis. I would use a follow up assignment to integrate this. The first activity would be to have students turn and talk to the person next to them and discuss what they would do if they found out their peer was going through what Ibby did. Then the groups would take turns sharing what they came up with. This activity would help students analyze the issue while also giving all students the opportunity to speak up. The next activity would be for each student to write down 4 signs that something might be wrong. This will help students become more aware of how their peers are feeling and it will also help them realize if something in their life is not normal.

Standards:

• NHES 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health
  • 5.17: Identify “appropriate” and “inappropriate” touch
  • 5.18: Explain that inappropriate touches should be reported to a trusted adult.
  • 5.19: Explain that a child is not at fault if someone touches him or her in an inappropriate way.
  • 5.20: Explain that everyone has the right to tell others not to touch his or her body.
    • HBO 9: Get help to stop being subjected to violence or physical abuse
    • HBO 8: Get help to prevent or stop inappropriate touching.
  • NHES 3: Students will demonstrate the ability to access valid information and products and services to enhance health
    • 5.2: Describe characteristics of appropriate and trustworthy health services that help, reduce or avoid violence.
  • NHES 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or enhance health.
    • 5.5: Demonstrate how to effectively ask for help to prevent violence.
    • 5.6: Demonstrate how to effectively communicate support for others to prevent violence.
  • NHES 5: Students will demonstrate the ability to use decision-making skills to enhance health.
    • 5.2: Decide when help is needed and when it is not needed to make a decision that could lead to violence.

Standards for Social Studies:

• Component 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
• Component 2.4: Understands the economic issues and problems that all societies face.
• Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
• Component 5.3: Deliberates public issues.

Learning Objective: Students will help be aware of abuse in peers and will recognize if they are being abused.