DOCSLIB.ORG

Texas Bluebonnet Award Nominees ESD THIRD and FOURTH GRADES an Optional Reading Incentive Program

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Texas Bluebonnet Award Nominees ESD THIRD and FOURTH GRADES an Optional Reading Incentive Program Texas Bluebonnet Award Nominees ESD THIRD AND FOURTH GRADES An Optional Reading Incentive Program There are 20 books on the 2016-2017 Texas Bluebonnet list of nominees. In January 2017, all 3rd and 4th graders who have read at least 5 of the nominees are eligible to vote for their favorite book in the state-wide poll. The Texas Library Association sponsors this program in order to encourage voluntary reading, and to expose students to a variety of genres (fiction, biography, poetry, history, etc.) In addition to this activity, ESD sponsors our own incentive reading award program featuring the Texas Bluebonnet nominees. Students may begin this program over the summer. Requirements are: 1) Read (or listen to someone read) ten (10) of the nominated books on the following list of Bluebonnet nominees. Please note that the list includes approximate “grade level equivalent” reading level [R.L.= Reading Level] and recommended grade levels according to interest. There are a few books which I believe are more appropriate for Middle School students; this is because of more mature content [remember that the Texas Bluebonnet program is designed for students in grades 3-6.] [Please note: students must read books from this list for the 2016- 2017 school year, the 2017-2018 list will be released in November 2016, so don’t be confused if you see different books in the bookstores or public library at that time. We will only count books on this list for the award. 2) Using the form attached to this packet, write a short report (at least one paragraph) on the book. Be sure to include a brief summary (main characters and events) in your own words (i.e. not copied from the back cover of the book) as well as a few sentences stating your opinion of the book (e.g. your favorite part, whether you recommend this book to others, or any appropriate criticism, but please include specific reasons for your opinion.) Reports may be hand-written or typed, but the reports must be in your own words! We prefer you use the official form, but as long as all the information asked for on the form is included, you may use your own format. 3) Turn in each report to your classroom teacher. Reports finished during the summer may be held and turned in when school begins in the fall. Be sure to include your first and last name and your teacher’s name in the spaces provided. It is a good idea to keep a copy of your reports. Deadline: May 1, 2017. [This is a firm deadline. We cannot accept any reports after this date. One of the goals of this program is to help students learn time-management skills. ] 4) Successful completion leads to recognition during the May 2017 Honors Assembly. Questions? Contact Mrs. Van Der Kar ([email protected]) Texas Bluebonnet Award 2016-17 Master List - Annotations THE TEXAS BLUEBONNET COMMITTEE AND THE TEXAS LIBRARY ASSOCIATION SPONSOR THE TEXAS BLUEBONNET AWARD READING LIST FOR GRADES 3-6 SOLELY TO ENCOURAGE FREE VOLUNTARY READING. WWW.TXLA.ORG/TBA This list has been reprinted and edited for the use of ESD 3rd and 4th graders to use for an ESD incentive reading program. Please note that we have added the “grade level equivalent” reading level, and the age appropriate interest level for each title. Note that some books are more appropriate for middle school readers (grades 5-8) due to intense subject matter. Parents may wish to preview these books before giving them to their children. If you have any questions, please email Mrs. Van Der Kar ([email protected]) An asterisk (*) indicates the title is available for download as a book or audio book through the ESD Digital Overdrive Collection *Applegate, Katherine. Crenshaw. 2015. Reading Level: 3.7/ Interest Level: gr. 3-6 “I noticed several weird things about the surfboarding cat.” Jackson can’t believe it when his imaginary friend rides a wave back into his life after being gone for several years. With his family facing the prospect of homelessness again, Jackson feels completely in over his head with these harsh realities…but maybe the oversized Crenshaw can help right things once again. *Barnett, Mac and John, Jory. The Terrible Two. 2015. Reading Level: 4.9 / Interest Level: gr. 3-6 What happens when two world-class pranksters end up in the same boring town of Yawnee Valley, where counting cow moos is a popular pastime? The pranks become even bigger and better than they’ve ever been before! This is a hilarious story about cows, pranking, being yourself, and making new friends. Barton, Chris. The Amazing Age of John Roy Lynch. 2015. Reading Level: 4.8 / Interest Level: gr.3-6 Born into slavery and freed by the Emancipation Proclamation, John Roy Lynch overcame many obstacles to become a powerful leader in the United States government; all before the age of 26! While many in the South resisted the changes brought on by the end of the Civil War, John Roy Lynch worked and educated himself to ensure that he could help others in his position to be truly free. This beautifully illustrated biography introduces you to an amazing individual and the amazing age he lived through. *Beasley, Cassie. Circus Mirandus. 2015. Reading Level: 4.6 / Interest Level: gr. 3-6 Do you believe in magic? What about a whole magical circus? Micah is convinced his grandpa’s stories of the mysterious Lightbender are real. More than that, he desperately needs a miracle of magical proportions to save Grandpa Ephraim. Past and present collide in one stupendous journey that defies logic and illuminates the imagination. *Camper, Cathy. Lowriders in Space. 2014. Reading level: 4.3 /Interest level:gr. 3-6 What do an antelope, an octopus, and a mosquito have in common? Cars of course! Three friends from the barrio love working on cars. Con muchas ganas, they enter a contest that is out of this world. Will they be able to win the coveted Golden Steering Wheel Award and enough cash to open their own garage? This graphic novel (comic book style) includes plenty of Spanish phrases. *Cronin, Doreen. The Chicken Squad. 2014. Reading Level: 2.3 / Interest Level: gr. K-4 Detectives come in all forms -- big, small, smart… feathery? Four sleuthing chicks, Dirt, Poppy, Sweetie and Sugar, investigate the appearance of a mysterious object that just may be a UFO. Filled with humor, heart, and a frequently fainting squirrel, join these crazy chicks for their first big adventure! *Gibbs, Stuart. Space Case. 2014. Reading level: 5.3 / Interest level: gr. 4-7 Imagine you are living a nice life in Hawaii when your parents come home and tell you, “We are going to live on the Moon for three years!” Sounds like an adventure, right? Without many friends and not much to do, it’s actually pretty boring. Until one emergency bathroom run, where the only other person you see ends up dead the next day. Was it an accident? Or is there a murderer on Moon Base Alpha? One thing’s for sure: life has gotten a lot more interesting... Grimes, Nikki. Poems in the Attic. 2015. Reading level: 5.0 / Interest level: gr. 3-6 In this series of paired verses, author Nikki Grimes paints a picture of a girl discovering her mother’s childhood memories captured in her poetry. Mama’s poems reveal her memories from Captain Grandpa’s Air Force career. The poems bring the girl closer to her mother, who is also serving in the military, as she writes her own reflections as a gift to her mom. *Jamieson, Victoria. Roller Girl. Reading level: 3.1 / Interest level:gr. 5-8 After one of her mom’s “nights of culture” at a roller derby tournament, Astrid cannot wait to put on skates and join a junior derby camp. What she never realized was just how difficult roller derby could actually be! Lots of bruises, even more hard work, new teammates, and friends all unite in this high-adrenaline graphic novel. *Jenkins, Emily. A Fine Dessert. 2015. Reading grade level: 4.1 / Interest level: gr. K-4 How can a four hundred year old dessert be fine? When it is prepared and shared by four families from four different centuries. Attentive readers will delight in the repeating phrases and illustrations; young chefs will notice changing kitchen techniques. It’s a delicious romp through time down to the last lick of the bowl! *Jones, Kelly. Unusual Chickens for the Exceptional Poultry Farmer. 2015. Reading level: 6.3 / Interest level: gr. 3-6 Who do you turn to for advice when your dad loses his job, and you have to move to a run-down farm left to the family by Great Uncle Jim? Your dead abuelita’s ghost, of course. First time author Kelly Jones weaves letters, lists, quizzes, and diagrams into an amusing look at raising a very unusual flock of chickens. *Lieb, Josh. Ratscalibur. 2015. Reading level: 5.5 / Interest level:gr. 3-6 You may have heard of the sword in the stone…but what about the spork in the scone? Joey hadn’t either, until he is transformed from a normal boy into a rat who unlocks the mystic sword Ratscalibur. Now, tasked with saving his newfound friends and facing a foe of unspeakable evil, Joey is going to need strength, courage, wit…and a whole lot of “ragic” -- or rat magic.. Lord, Cynthia. A Handful of Stars. 2015. Reading level: 5.2 / Interest level: gr. 3-6 Lily and Salma would not have met if it weren't for Lucky, Lily's blind dog.
Load more

Recommended publications
  • Venus Alchemy Presents Preparing for 2020 Online Summit Wisdom Of
    Venus Alchemy Presents Preparing for 2020 Online Summit Wisdom of the Grandmothers With Cayelin K Castell and Tami Brunk Prayer to the Grandmothers Grandmothers, wise and loving ones, you who know: The ways of Love. The ways of Peace The ways of Sustainability and Responsible Stewardship The ways of Wisdom that keep us in Balance and Harmony with our Earth Mother - living joyfully with all life. The ways of the Rivers, Lakes, Oceans, the Trees, the Plants and Animals The ways of the Natural Cycles, including the ways of the Sun and the Moon within the seasonal cycles. The ways of the all the Planet and Stars, The ways of the Seasons in cycles of Birth, Growth, Death and Rebirth The ways of Light and Dark and the gifts that come from each. The ways of Duality within Great Mystery and how to move beyond them. The ways of Magic and Alchemy The ways of Time and How to Create New Nurturing and Sustainable Timelines The ways of Inspired Action through Love - Enhancing and Nurturing All Life The ways of Health and Well-Being helping us to be the most Effective In Joyously Living our Life Purpose in ways that foster strong community - nourishing and supporting everyone to thrive. Sacred Grandmothers - Guide me with all your Wisdom to learn these ways, so that I now help bring forth the New Earth within Me – wisely benefitting All Life Everywhere. Wisdom of the Grandmothers Outline • Who are the Grandmothers? • The Grandmothers support 2020 Visioning • Iroquois Confederacy • The Grandmothers Ask Questions • Asking the Grandmothers for Healing
    [Show full text]
  • Grade 4: Module 1A Overview
    Grade 4: Module 1A Overview This work is licensed under a Creative Commons Attribution­NonCommercial­ShareAlike 3.0 Unported License. Exempt third­party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license. GRADE 4: MODULE 1A: OVERVIEW Becoming a Close Reader and Writing to Learn: Oral Tradition, Symbolism, Building Community Module 1A focuses on building community by making connections between visual In Unit 2, students read The Iroquois: The Six Nations Confederacy and view imagery, oral accounts, poetry, and written texts of various cultures, with a focus on authentic video about the Haudenosaunee, to learn about how the community the Haudenosaunee (Iroquois) culture. Students will determine a central idea and transcends time. At the end of Unit 2, students write an explanatory piece about demonstrate how gathering information from a variety of sources can help us how the lives of the Haudenosaunee people have changed and remained the same understand a central idea more fully. Module 1 also reinforces reading fluency, since the Europeans came to the continent, drawing evidence from two sources to close text analysis, explanatory paragraph writing, and presenting to peers. The support their claim (W.4.9). Unit 2 will also introduce an optional Independent module reinforces the fact that Native Americans—specifically the Iroquois Reading project that focuses on character development and connects to the other (Haudenosaunee, People of the Longhouse) —were early inhabitants of the New module texts. York region and state, and continue to contribute to the region’s history. Unit 3 consists of a read­aloud of Patricia Polacco’s The Keeping Quilt and a close In Unit 1, students will read and listen closely to interpret main ideas and thematic reading of other texts to draw the module together.
    [Show full text]
  • How Old Man Winter Was Driven Back Lesson Topic: How Old Man Winter Was Driven Back
    Lesson: How Old Man Winter Was Driven Back Lesson Topic: How Old Man Winter Was Driven Back How Old Man Winter Was Driven Back from Stories Iroquois Tell Their Children Written by Mabel Powers Illustrated by Serg Jalov Far away in the North Sky lives Old Man Winter. Every year he leaves his wigwam in the sky and comes to earth. At the foot of a mountain, he builds a lodge of ice and snow which no human being, animal, or bird can enter. He lives there for a time. North Wind is the only friend of Old Man Winter. When he passes near Old Man Winter's lodge, he gives a loud shriek, and with his blustering breath he blows open the door and enters. Near a fire which glows but does not warm, North Wind finds a seat. There he and Old Man Winter sit and smoke, and lay their plans for the next snowstorm. When the council is ended, North Wind departs to drive up the snow and hail from the corners of the earth. Old Man Winter also leaves his lodge. He stalks over the mountains and valleys of the Red Children. The land becomes white with his breath. The rivers are stilled, and all the voices of the wood are hushed as he passes. A deep sleep falls upon every living thing. No sound is heard in the forest but the rapping on the trees. Old Man Winter carries a great hammer, and he strikes the trees a blow as he passes. The colder it grows, the louder and more frequently he raps.
    [Show full text]
  • “The (Really) Great Law of Peace” and Chapter 3 of Eagle Song
    Grade 4: Module 1: Unit 2: Lesson 11 Comparing “The (Really) Great Law of Peace” and Chapter 3 of Eagle Song This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license. GRADE 4: MODULE 1: UNIT 2: LESSON 11 Comparing “The (Really) Great Law of Peace” and Chapter 3 of Eagle Song Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can explain what a text says using specific details from the text. (RL.4.1) I can make inferences using specific details from the text. (RL.4.1) I can describe a story’s character, setting, or events using specific details from the text. (RL.4.3) I can recognize, interpret, and make connections in narratives to other texts, ideas, cultural perspectives, personal events, and situations. (RL.4.11) I can effectively participate in a conversation with my peers and adults. (SL.4.1) Supporting Learning Targets Ongoing Assessment • I can infer Danny’s mood based on details from the text. • Homework: Tracking My Thinking, Chapter 2 • I can compare and contrast two versions of the story of the Great Peacemaker. • Student-created notes Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M1:U2:L11 • June 2013 • 1 GRADE 4: MODULE 1: UNIT 2: LESSON 11 Comparing “The (Really) Great Law of Peace” and Chapter 3 of Eagle Song Agenda Teaching Notes 1.
    [Show full text]
  • The Great Peacemaker
    ַּפיְ ָסן http://www.morfix.co.il/en/%D7%A4%D6%BC%D6%B7%D7%99%D6%B0%D7%A1%D6%B8%D7%9F Phantoms and Monsters: Pulse of the Paranormal http://www.phantomsandmonsters.com/2012/10/messages-from-native-p... A daily dose of paranormal phenomena, cryptids, UFOs, ultraterrestrial beings, humanoids and alternative news 1 of 10 9/1/2014 2:58 AM Phantoms and Monsters: Pulse of the Paranormal http://www.phantomsandmonsters.com/2012/10/messages-from-native-p... There has been other Hopi prophecy that has come true. “We will talk through spider webs” which has been accepted to be phone lines. “We will ride in carriages without horses. Women will wear men’s clothing”. “In the end, a purifier named Pahana will arrive to destroy evil people. There will be flood, famine and hail storms (similar to the Book of Revelation )”. - 12/21/2012: A Prophecy Many prophecies foretold by the Hopi appear to have come true. Some of these are: "The Fourth World shall end soon, and the Fifth World will begin. This the elders everywhere know. The Signs over many years have been fulfilled, and so few are left. "This is the First Sign: We are told of the coming of the white- skinned men, like Pahana, but not living like Pahana men who took the land that was not theirs. And men who struck their enemies with thunder. "This is the Second Sign: Our lands will see the coming of spinning wheels filled with voices. In his youth, my father saw this prophecy come true with his eyes -- the white men bringing their families in wagons across the prairies." "This is the Third Sign: A strange beast like a buffalo but with great long horns, will overrun the land in large numbers.
    [Show full text]
  • "The Harmony Way:" Integrating Indigenous Values Within Native North American Theology and Mission
    Digital Commons @ George Fox University Faculty Publications - Portland Seminary Portland Seminary 4-2010 "The aH rmony Way:" Integrating Indigenous Values Within Native North American Theology and Mission Randy Woodley George Fox University, [email protected] Follow this and additional works at: http://digitalcommons.georgefox.edu/gfes Part of the American Studies Commons, Christianity Commons, Missions and World Christianity Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Woodley, Randy, ""The aH rmony Way:" Integrating Indigenous Values Within Native North American Theology and Mission" (2010). Faculty Publications - Portland Seminary. 72. http://digitalcommons.georgefox.edu/gfes/72 This Dissertation is brought to you for free and open access by the Portland Seminary at Digital Commons @ George Fox University. It has been accepted for inclusion in Faculty Publications - Portland Seminary by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. ABSTRACT "THE HARMONY WAY:" INTEGRATING INDIGENOUS VALVES WITHIN NATIVE NORTH AMERICAN THEOLOGY AND MISSION by Randy Stephen Woodley Given that Western models of mission have failed among Native Americans and that colonial practices have devastated native communities, this research sought a better way of pursuing Christian mission among Native Americans by asking two questions: (1) Do Native American have a generally shared set of values that could guide the construction
    [Show full text]
  • Haiwatha Hiawatha Is an Important Figure in the Precolonial History Of
    Haiwatha Hiawatha is an important figure in the precolonial history of the Haudenosaunee (Iroquois) of present-day southern Ontario and upper New York (ca. 1400–1500s) – we are unsure of the exact time period… Major contributions to Canadian history: -The Hiawatha character will recount the legend & story of the three prominent figures who brought together the Confederacy of the five nations (Cayuga, Oneida, Onondaga, Mohawk, and Seneca), also called The Iroquois League or Great Law of Peace. ➢ Deganawida : The Great Peacemaker -An outsider, taught the laws of peace -Helped to heal Haiwatha’s grief through the Ceremony of Condolence* -Unified the Five nations (Iroquois League) ➢ Haiwatha : Onondaga Warrior -Wanderer -Self-exiled, following the loss of his wife and children due to blood feuds -Disciple of Deganawida ➢ Atotarho : Onondaga War Chieftain -Aggressor -Possessor of powerful dark magic Important terms and definitions: Ceremony of Condolence: Led by Deganawida, this ceremony enabled Haiwatha to heal after the loss of his wife and daughters “Wampum”: Belt; purple and white beads made from shells. Conveys the unity of the five nations. Hiawatha created a wampum and wore it around his neck to remember the ritual of the ceremony. Bound on strings, wampum (139kb/1sec) beads were used to create intricate patterns on belts. These belts are used as a guide to narrate Haudenosaunee history, traditions and laws, The origins of wampum beads can be traced to Aiionwatha, commonly known as Hiawatha at the founding of the League of Five Nations. Archeological study however, has found it to have been used long before the union of the nations.
    [Show full text]
  • Seattle Peace Chorus DATE of AWARD: 2017 Q3 ADDRESS: P.O
    TulalipCares.org Tulalip Charitable Contributions Funds Distribution Report NAME OF AGENCY: Seattle Peace Chorus DATE OF AWARD: 2017 Q3 ADDRESS: P.O. Box 30152, Seattle, WA 98113-0152 CONTACT: (206) 264-5532, http://seattlepeacechorus.org GENERAL GOALS: The mission of the Seattle Peace Chorus is to communicate through music the desire for a just and peaceful world; to consistently present this message through choral excellence and nonviolent activism; to celebrate life in all its diversity; to build and sustain harmonious relationships and cultural bridges locally and globally. SPECIFIC USE FOR THIS AWARD: This award went towards programs and operational expenses. For more information please read the attached report from Seattle Peace Chorus . disclaimer: These reports are at times summaries of content provided by the recipient, not always complete quoted material. REPORT TO TULALIP TRIBES CHARITABLE CONTRIBUTIONS Seattle Peace Chorus Premiere of “People of the Drum” by Frederick West June 24, 2018 Code: Q3 2017 14.2 www.seattlepeacechorus.org Seattle Peace Chorus' (SPC) 2018 Spring concerts premiered a new work by Music Director Frederick West titled "People oF the Drum," a tribute to Native Americans and drumming traditions from diverse cultures. Featured guest artists included Sondra Segundo (Haida singer), Johnny Moses (Tulalip storyteller), Paul "Che oke ten" Wagner (Saanich drummer/Flute player) as well as special guests Odin Lonning (Tlingit artist & drum maker), Edie Loyer Nelson (Duwamish elder), and Thione Diop (Master drummer). In addition to the 35 singers in the Chorus, there were 14 guest artists in the orchestra. Funds from Tulalip Tribes Charitable Contributions helped hire the Native American guest artists and leveraged funds raised through ticket sales and grants from 4Culture, Seattle OFFice oF Arts & Culture, and ArtsWA (Washington State Arts Commission/National Endowment for the Arts).
    [Show full text]
  • TOM PORTER LESSON PLAN © 2006 All Rights Reserved 4D Interactive Inc
    FOUR DIRECTIONS LEARNING ACTIVITIES Elder Tom Porter Nation Mohawk Lesson Plan Grade Level Senior (Grades 10-12) Time Required 3 – 4 hours Subject Strand Links • History Traditional Teachings • Four Sky Dwellers • Tree of Peace Student Summary The Four Sky Dwellers The number four has great significance for the Mohawk peoples. Like many other Aboriginal peoples, the Mohawk respect the four directions as messengers from the Creator, sent at the beginning of time. The Mohawk refer to the four directions as the Four Sky People, the Four Sky Dwellers, or the Four Brothers: East, South, West and North. Some believe that the North and East are twins and the South and West are twins. Together the four directions have the job of helping Mother Earth. South and West provide the climate for the growth of food for nourishment and survival, whereas North and East provide the relief and rest through cold and snow to allow Mother Earth to rejuvenate. Four is also a number representing the four seasons, the four winds. All of these forces are intertwined to represent completion and wholeness, interconnectedness and interdependency, as none of these elements can be removed from the others; all work in unison to sustain life. As we need them for our survival, we are obligated to respect them and treat them with great sensitivity. The Four Directions are considered to be messengers, as they help to communicate with people, as direct communication from the Creator would be so powerful it would overwhelm. Traditionally, the Mohawk believe, therefore, that important messages are received from nature, from plants and animals, from the wind and the water, and so on, as they see these energies as coming from the Creator.
    [Show full text]
  • A Longhouse Divided: Oneida Agency, Iroquois Disunity, and The
    A LONGHOUSE DIVIDED: ONEIDA AGENCY, IROQUOIS DISUNITY, AND THE ONEIDA-AMERICAN ALLIANCE by Christopher T. Simons A thesis submitted to the Graduate Council of Texas State University in partial fulfillment of the requirements for the degree of Master of Arts with a Major in History May 2016 Committee Members: Joaquín Rivaya-Martínez, Chair James McWilliams Shannon Duffy COPYRIGHT by Christopher T. Simons 2016 FAIR USE AND AUTHOR’S PERMISSION STATEMENT Fair Use This work is protected by the Copyright Laws of the United States (Public Law 94-553, section 107). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of this material for financial gain without the author’s express written permission is not allowed. Duplication Permission As the copyright holder of this work I, Christopher T. Simons, authorize duplication of this work, in whole or in part, for educational or scholarly purposes only. ACKNOWLEDGEMENTS This Master’s Thesis has been a labor of love for more than three years. Consequently, many friends, family, and colleagues are due considerable gratitude. I would like to thank my Thesis committee individually. Dr. Shannon Duffy has been an incredible resource throughout my tenure at Texas State, inspiring me to expand my research interests on early American history. Dr. James McWilliams has challenged me, as an educator and a colleague, to become a better writer and historian. Finally, I would like to thank Dr. Joaquín Rivaya-Martínez, whose guidance during this project has been invaluable. I would also like to thank Dr.
    [Show full text]
  • GRADE 4 Module 1 Unit 1 Student Workbook
    New Yo r k State Common Core English Language Arts Curriculum GRADE 4 Module 1 Unit 1 Student Workbook GRADE 4: MODULE 1: UNIT 1: LESSON 1 “The (Really) Great Law of Peace by Cynthia O’Brien “The (Really) Great Law of Peace” by Cynthia O’Brien “The (Really Great) Law of Peace” is from Kayak: Canada’s History Magazine for Kids, 2010, Issue 33, p38-39. Used by permission. Reproduced with the permission of Canada’s History Society Copyright © 2010 Canada’s National History Society. Used by permission and not subject to Creative Commons license. 1 NYS Common Core ELA Curriculum • G4:M1:U1:L1 • June 2013 • 10 GRADE 4: MODULE 1: UNIT 1: LESSON 1 The Iroquois Flag The Haudenosaunee flag was created in the 1980s. The flag’s symbolism is based on the Hiawatha wampum belt, strands of purple and white shells used centuries ago as currency. Here, it symbolizes the union forged when the former enemies buried their weapons under the Great Tree of Peace. It represents the original five nations united by the Peacemaker and Hiawatha. The tree symbol in the center represents both The Great Tree of Peace and the Onondaga Nation, while the squares represent the other four of the original five nations of the Iroquois Confederacy (from left to right): the Seneca, the Cayuga, the Oneida, and the Mohawk. Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. 2NYS Common Core ELA Curriculum • G4:M1:U1:L1 • June 2013 • 11 GRADE 4: MODULE 1: UNIT 1: LESSON 1 Examples of Nonlinguistic Representations of Learning Target Vocabulary in This Lesson Notice Record Explain Wondering Discuss DISCUSS: Image Copyright Jacek Chabraszewski, 2013.
    [Show full text]
  • From the Great Law of Peace to the Constitution of the United States: a Revision of America's Democratic Roots Gregory Schaaf
    American Indian Law Review Volume 14 | Number 2 1-1-1989 From the Great Law of Peace to the Constitution of the United States: A Revision of America's Democratic Roots Gregory Schaaf Follow this and additional works at: https://digitalcommons.law.ou.edu/ailr Part of the Indian and Aboriginal Law Commons, and the Legal History Commons Recommended Citation Gregory Schaaf, From the Great Law of Peace to the Constitution of the United States: A Revision of America's Democratic Roots, 14 Am. Indian L. Rev. 323 (1989), https://digitalcommons.law.ou.edu/ailr/vol14/iss2/7 This Article is brought to you for free and open access by University of Oklahoma College of Law Digital Commons. It has been accepted for inclusion in American Indian Law Review by an authorized editor of University of Oklahoma College of Law Digital Commons. For more information, please contact [email protected]. FROM THE GREAT LAW OF PEACE TO THE CONSTITUTION OF THE UNITED STATES: A REVISION OF AMERICA'S DEMOCRATIC ROOTS Gregory Schaaf, Ph.D.* In his concluding statement at the Iran-Contra hearings, Chairman Daniel Inouye, the senator from Hawaii, challenged people to look to the United States Constitution to understand conflicting views of our form of government: Much as the Constitutional Convention was presented with dif- ferent views of the relationship of government and its citizens two hundred years ago ... I think these hearings will be remem- bered longest, not for the facts they elicited, but for the... extraordinary frightening views of government they exposed .... I see it as a chilling story...
    [Show full text]