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readingStandards Across the Curriculum

According to Barbara Stripling in Curriculum Connections through the Library (2003, p. 6), "inquiry is not a collection of process skills and content; it is a relationship between thinking skills and content. Learner are, therefore, engaging in scientific inquiry, historical inquiry, social inquiry, literary inquiry, aesthetic inquiry, and other types of inquiry."

Inquiry can be applied across the curriculum with discipline-specific process skills. There are many ways to connect information and technology literacy skills to content area standards.

Explore each of the following areas:

English and Language Arts

 

Cinderella Around the World

Indiana Academic Standards
IAS English 12.4.7 - Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources.
IAS English 12.4.9 - Use technology for all aspects of creating, revising, editing, and publishing.
IAS English 12.3.1 - Evaluate characteristics of subgenres, types of writing such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.

Information Literacy Standards
3 – Students will use information accurately and creatively.

Connection Idea
These assignments are part of a larger combined assignment for both a geography class and an English class. By completing elements of the assignment, they will satisfy a number of standards for both English and Social Studies. The assignment is for the students to plan and “travel” to three countries 1000 miles apart. Students will have to evaluate and use information accurately to plan their trip.
Assignment 1: Use the internet resources provided to answer the WebQuest questions. List the sources you used to answer these questions.
Assignment 2: Students will use Internet and text resources to locate Cinderella stories from each of the regions they visit and will compare/contrast them with the to the Grimm’s Fairytale version.
Assignment 3: Create a PowerPoint presentation “slide show” detailing their trip and be prepared to present it to the class. (Students will have to locate pictures and incorporate them into a mock slide show that will be presented as a chronicle of their “trip”. (Thanks to L. Radzanowski)

Media Comparison

Indiana Academic Standards
10.7.8 - Compare and contrast the ways in which media genres (including televised news, news magazines, documentaries, and online information) cover the same event
10.4.6 - Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.

Information Literacy Standards
1 - The student who is information literate accesses information efficiently and effectively.
2 - The student who is information literate evaluates information critically and competently.
3 - The student who is information literate uses information accurately and creatively.
7 - The student who contributes positively to the learning community and to society is information literate and recognizes importance of information to a democratic society.

Connection Idea
For the assignment, our tenth grade journalism students will be looking at the war with Iraq and how media reports differ. I chose Journalism classes since these students will be taking Gateway and they need to know that just because this isn't a "regular" English class, they still must use the Indiana standards. Students will come to the media center and the media specialist will cover some of the databases they will be using (Newsbank, Infotrak, Inspire, Issues and Controversies, and SIRS). Since we have access to different newspapers and periodicals we will discuss how different newspapers in different parts of the country might report the news of the war and especially how the President is doing with his efforts and what the papers are saying. Some newspapers tend to lean toward the right, others lean to the left. What about some of the newspapers we look at? This assignment could also be used for other areas of journalism...such as investigative journalism, does the media go too far to get a story? What about running Madonna and Britney's kiss as front page news? (Thanks to S. Parker)

Hoosier Award Books

Indiana Academic Standards
1.2.1 - Identifying how informational text is different from a story (),
1.2.3 - Identifying who, what when, where, and why from the story
1.2.6 - Confirming predictions
1.3.1 - Literary Response - plot, setting, characters
1.3.2 - Roles of Authors and Illustrators

Information Literacy Standards
1 - The student who is information literate accesses information efficiently and effectively.
3 - The student who is information literate uses information accurately and creatively.

Connection Idea
Our state has 20 Young Hoosier Award nominees each year, including 20 picture books for the primary grades. Students are able to vote for the favorite in the spring and in turn, help "choose" that year's winning selection. I would read one of the nominees each week to the class, discussing the author, setting, plot, as well as the favorite parts of the book. This would also be a great opportunity to discuss the differences in fictional and non-fictional works. I would have a bulletin board display on which I could add pictures of the nominees after reading it together. Each week, two or three students would then be chosen to write responses and opinions of the selection, and these would be added with the picture to our Young Hoosier board. As a class, we could also access the website that provides both pictures and brief descriptions of each of the nominees, and is easily enjoyed by primary students. This would also be a great time to teach first graders about our Public Access Catalog, as well as a means of finding books on the shelves by author's last names (Thanks to V. Lawhead).

Narrative Analysis

Indiana Academic Standards
9.3.9 - Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. Indicator 2: Distinguishes among fact, point of view, and opinion.

Information Literacy Standards
2 - The student who is information literate evaluates information critically and competently.

Connection Idea
Activity 1: Students will re-tell portions of To Kill a Mockingbird from Boo Radley’s point of view. They are to make certain to use factual information from Scout’s narration, but they will adapt this information to Boo’s perspective. Significant changes in narration should be explained in a paragraph at the end of the composition.
Activity 2: Students will perform a mock trial in response to Romeo’s killing of Tybalt in Romeo & Juliet. Members of the class will play the roles of judge, attorneys, jury members, witnesses, etc. Witnesses will be called forward to testify as to events and the character qualities of the concerned parties. The judges and jury members will be required to formulate judgments and sentences based on the facts, points of view, and biases of the witnesses. At the end, all class members will write essays in which they present their personal opinions about the trial, the evidence, the judgment, the sentence, and the veracity of witnesses. These essays will be shared, and class members will discuss the differences in their opinions. Particular attention should be paid to differences of opinion based on students’ affiliation with the Capulets or Montagues or the prosecution or defense during the trial. (Thanks to J. Troyer)

Math and Science

Consumer Product Review

Indiana Academic Standards
Science 6.2.9- CRITICAL RESPONSE SKILLS - Compare consumer products, such as generic and brand-name products, and consider reasonable personal trade-offs among them on the basis of features, performance, durability, and costs.

Information Literacy Standards
ALL

Connection Idea
During their science class, students would work in groups of 2-3 and brainstorm ideas about an everyday household product that they would like to investigate (example: paper towels). Once they have chosen their product, they would have to do a little homework and purchase one brand name and one generic version of their product. They would bring those to school and use class time to create a simple consumer product experiment to test and compare the products’ overall quality and performance. As the students work on drafts of their experiment, the teacher would stress the scientific method, and students would eventually produce lab reports which would include features such as hypothesis, procedure, etc.

Prior to conducting their actual experiments, students would also spend time in the resource center, conducting research on the product. Students would use magazines and newspapers to find advertisements which feature their specific product. If the product’s packaging features a web address, students would go to that website and explore how that brand is marketed to consumers. Using both the print advertisements and the products’ websites, students would be asked to write brief paragraphs about how these marketing techniques might (or might not) affect their opinion of the brand. Most likely, students would NOT find advertisements and websites for the generic product, so they would have to also consider how the lack of marketing affects their opinion of the generic product.

Student would eventually conduct their experiments and produce the aforementioned lab reports, which would be typed and attached to their reflective paragraphs about consumer marketing. Both would be graded using a rubric generated by both the science teacher and media specialist. (Thanks to E. Kaiser)

Social Studies

Local History - Grade 3

Indiana Academic Standards
Content Area Standard 1, History
Students will describe how significant people, events, and developments have shaped their own community and region; compare their community to other communities and regions in other times and places; and use a variety of resources to gather information about the past.

Information Literacy Standards
3 - The student who is information literate uses information accurately and creatively.

Connection Idea
Classroom Activity Idea 1: Students will be asked to trace the history of their city from its foundation, recording names of the town founders, significant changes in government, contributions made to the city by key families and/or businesses, and notable events that effected the entire city and had significant impact on all citizens, such as weather phenomenon, tragedies, etc… Students will present their findings in the form of a Power Point Presentation or by creating a stand-alone tutorial that tells about their findings.
Classroom Activity Idea 2: Students will research changes in rules or laws regarding the schooling of children in their community. Students can brainstorm specific areas of interest regarding schooling and the focus on one of them, such as acceptable behaviors, required apparel, facilities of a typical school, length of a typical school day, subjects studied, types of testing, community use of the school, parent involvement, etc… After completing their research students will creatively conceive a way to present the timeline of their findings creatively and most appropriate way for their area of focus. For example, a group that researched school apparel may create a pictorial timeline of information by using pictures from the Internet, photo albums, magazines, books, and newspapers. A group that researched acceptable behavior for children may choose to video tape mock interviews with children and parents from different time periods from the past to present to express their findings. (Thanks to M. Galinowski)

US History - Grade 11

Indiana Academic Standards
U.S. History Standards to be Addressed: 1.1(Early National Development 1775-1877: Explain major ideas about government and key rights rooted in the colonial and founding periods, which are embedded in key documents) and 9.1 (Historical Research: Locate and analyze primary and secondary sources presenting differing perspectives on events and issues of the past)

Information Literacy Standards
1 - The student who is information literate accesses information efficiently and effectively.
2 - The student who is information literate evaluates information critically and competently.

Connection Idea
Classroom Activity One: The Declaration of Independence: What Did Not Make the Final Draft
As teachers, often we make our students write several rough drafts before submitting a final draft for assessment. As the writer of the Declaration of Independence, Thomas Jefferson wrote several drafts before the final was submitted in 1776. This activity would require students to study the rough drafts of the Declaration of Independence and to research information about Jefferson’s ideals, values, and overall believes as well as research the mood of the people and the what they thought about independence from England and who should be independent.
In this activity, students will:
1. Access information about the early drafts of the Declaration of Independence (lLS 1, USH 9.1)
2. Discuss Jefferson’s ideals/believes as expressed in the rough drafts (ILS 2, USH 1.1, USH 9.1)
3. Analyze the final draft—what changed, what stayed the same, why were changes made, what pressures did Jefferson face, etc. (ILS 2, ILS 3, USH 1.1, USH 9.1).
The school media specialist would work hand-in-hand with the content-area teacher by teaching students the differences between primary and secondary sources, introducing students to various electronic databases, teaching students to use appropriate search strategies (search terms, controlled/natural vocabulary, etc.) and how to evaluate research results, as well as using appropriate print sources the media center may own or could obtain through ILL.

Classroom Activity Two: From the Declaration of Independence to the Constitution—Making the Connection
After completing activity one, students would use what they learned about the Declaration of Independence and look for the principles of the document in the U.S. Constitution.
In this activity, students will
1. Access information about the drafting of the U.S. Constitution (lLS 1, USH 9.1)
2. Discuss the issues of the day when drafting the Constitution (representation, division of powers, elections, etc.) (ILS 2, USH 1.1, USH 9.1)
3. Analyze how elements of “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among them are Life, Liberty and the pursuit of Happiness. . .” are found in the Constitution and how those elements impact their daily life(ILS 2, ILS 3, USH 1.1, USH 9.1). (Thanks to K Yoho)

Grandparent's Unit - Grade 2

Indiana Academic Standards
ISS. 2.1.1 – Listen to historical stories and compare daily life in the past and present.
ISS 2.1.2 – Identify changes that have occurred in the local and/or regional community.
ISS 2.1.3 – Identify individuals who had an impact on the local or regional communities.
ISS 2.1.4 – Explain the meaning of community celebrations and traditions.

Information Literacy Standards
All

Connection Idea
Activity Ideas:

Other Areas

Music - Grade 7

Indiana Academic Standards
Music 7th grade:
7.8.1- Name the composer of a known work and identify the work as belonging to the Baroque, Classic, Romantic, or modern musical era.
7.8.3- Compare and contrast the uses of music and musicians in world cultures.

Information Literacy Standards
Students will be accessing information they have not used before.
Students will evaluate the information for the pieces they need.
Students will use the information to complete their music project.
Students will create knowledge of the subject matter.

Connection Idea
Activities:

Information Standards Across the Curriculum

Elections - Grade 5

Indiana Academic Standards
Social Studies 5.2.7 Describe various kinds of elections, such as primary elections, general elections, local, state, and national elections, including ones to select congressional and presidential office holders.
Social Studies 5.2.10 Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government and the public agenda, including voting and participation in the election process.

Reading 5.2.1 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding.
Reading 5.2.3 Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas.
Reading 5.2.5 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Writing 5.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.
Writing 5.4.3 Write informational pieces with multiple paragraphs…
Writing 5.4.4 Use organizational features of printed text, such as citations, endnotes, and bibliographic references, to locate relevant information.
Writing 5.4.8 Review, evaluate, and revise writing for meaning and clarity.
Writing 5.4.9 Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of specific errors.
Writing 5.4.10 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences.

Information Literacy Standards
1 - The student who is information literate accesses information efficiently and effectively.
2 - The student who is information literate evaluates information critically and competently.
3 - The student who is information literate uses information accurately and creatively.

Connection Idea
The Social Studies, Language, and Media Specialist will work together to deliver a meaningful unit on elections. The educators can evaluate the students either individually in their own courses, or most productively, the 3 can evaluate the students as a team. More often than not, there is no grade for “library,” but the media specialist carries much responsibility with this unit. A rubric would define the expectations of the students and then offer a clear evaluation of the students’ work.

During an election year – either in the fall or in the spring, there is much media coverage of the individuals running for various offices. Supporting the classroom curriculum (often the textbook) students will be guided to research the different kinds of elections – primary, general – and if the election is for a local, state, or national office. Students may research further into the various political offices such as mayor, governor, senator, representative, or president.

Using the library as a resource, newspapers are often plentiful, along with other print resources and the internet. The teachers can work with the media specialist to guide students toward quality and accurate information.

Beginning with the specific office/election of inquiry, students will choose one to research. This may be a local, state, or national office during a primary or general election. The classroom teachers will discuss the differences of these and examples will be brainstormed and charted.

Details of this inquiry will be included in the students’ learning projects – either a written report with a short oral presentation OR a PowerPoint presentation with a written outline to be turned in.
Information included in the students’ product of their learning should detail the specific political office (ie. mayor) and its delegated duties and responsibilities; prerequisites of the office – former employment or political offices held, education; length of term; number of terms; salary. Students may research further other relevant points of interest. The educators involved will teach/guide the students how to research, write, outline, and create a PowerPoint presentation. The Language teacher will conference individually with students to ensure quality written work. The Social Studies teacher and the media specialist will work with students to be sure the research is moving along productively and is on target with the assignment. Also, the Social Studies teacher and the media specialist will monitor the students while they are using the computer and the internet. The media specialist will be a consultant to students as they research print materials that are available in the school library or available as inter-library loans.

The students’ products will be presented in their social studies classes with the media specialist in attendance. The presentations will be videotaped for further examination and also for the Language teacher to view. Video/photography permissions need to be on file for each student to allow the videotaping. A saved file of the PowerPoint presentation will be turned in on a disk by each student presenting.
The written products – either the report or the outline – will be evaluated by the Language teacher with input from the other 2 educators. The oral report and PowerPoint presentations will be graded collaboratively by all educators involved in the unit. A grading rubric will be designed by the 3 educators and utilized during evaluation of the students’ work. (Thanks to C. Blake)

The Three Little Pigs

Indiana Academic Standards

Science - Grade 1
Standard 1: The Nature of Science and Technology
1.1.2 Investigate and make observations to seek answers to questions about the world, such as “In what ways do animals move?”
Standard 4: The Living Environment
1.4.1 Identify when stories give attributes to plants and animals, such as the ability to speak, that they really do not have.

Language Arts - Grade 1
Standard 3: Reading
1.3.1 Identify and describe the plot, setting and character(s) in a story. Retell a story’s beginning, middle, and ending.
Standard 4: Writing Process
1.4.1 Discuss ideas and select a focus for group stories or other writing.
Standard 5: Writing Applications
1.5.2 Write brief expository (informational) descriptions of a real object, person, place or event using sensory detail.
1.5.5 Write for different purposes and to a specific audience or person.

Information Literacy Standards
ILS 1: Accesses information efficiently and effectively.
Indicator 1. Recognizes the need for information
Indicator 4, Identifies a variety of potential sources of information.
ILS 2: Evaluates information.
Indicator 4. Selects information appropriate to the problem or question at hand.
ILS 3: Uses information accurately and creatively.
Indicator 1. Organizes information for practical application.
Indicator 2. Integrates new information into one’s own knowledge.
Indicator 4. Produces and communicates information and ideas in appropriate formats.
ILS 4. Pursues information related to personal interests.
Indicator 2. Designs, develops, and evaluates information products and solutions related to personal interests.
ILS 5: Appreciates literature and other creative expressions of information.
Indicator 2. Derives meaning from information presented creatively in a variety of formats.
Indicator 3. Develops creative products in a variety of formats.
ILS 7: Recognizes the importance of information to a democratic society.
Indicator 2. Respects the principle of equitable access to information.
ILS 9: Shares and collaborates.
Indicator 1. Shares knowledge and information with others.
Indicator 2. Respects others’ ideas and backgrounds and acknowledges their contributions.
Indicator 4. Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions.

Connection Idea
The activities outlined below are aimed at the 1st grade level and are centered around the story of The Three Little Pigs which is listed on the Indiana Reading List for Grades K-2.

Activity 1: Students brainstorm ways to find out more about wolves/pigs – e.g. go to the library, books, computer, ask someone, zoo, etc. Media specialist would create a pathfinder about wolves/pigs and would work with small groups of students to examine non-fiction resources (books, internet, CD-Rom) about wolves/pigs. Students would gather facts about wolves/pigs, complete a graphic organizer to compare the wolf/pig characters from The Three Little Pigs with real characteristics and make a group presentation* to the class to explain what wolves/pigs are really like. If the technology is available students could present their information using PowerPoint (I’m really excited by this idea). Along with some text, clipart of wolves/pigs could be inserted or students’ drawings could be scanned in.
Extension: Students (working alone or with a partner) would be allowed to investigate another animal of their choice and present their findings to classmates. Media specialist would assist with finding appropriate resources and guiding students to find information.
Extension: Field trip to the zoo or an animal park to see wolves and pigs!

Activity 2: Students experience different versions of The Three Little Pigs – either read independently or aloud by teacher or media specialist. Students would use a variety of formats e.g. books on tape, internet (e.g. http://www-math.uni-paderborn.de/~odenbach/pigs/pigs.html ), and film. Media specialist would assist with collecting and making materials available. Students help the teacher complete a graphic organizer to compare the different elements of the various versions (characters, setting, problem, and outcome). Students would choose one as their favorite version, explain why and retell the story to a partner or small group.
Extension: Students participate in writing a class book called, The Three Little ____. Students can draw on the information from their research into other animals to help create characters for a fictional tale. (Thanks to C. Benson)

Bubonic Plague

Social Studies Standards
6.1.8 - Explain the effects of the Black Death, or bubonic plague, along with economic, environmental, and social factors that led to the decline of medieval monarchies.
6.1.19 - Analyze cause-and-effect relationships, keeping in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history.
6.1.21 - Form research questions and use a variety of information resources* to obtain, evaluate, and present historical data on the people, places, events, and developments in the history of Europe and the Americas.

Writing Standards
6.4.1 - Discuss ideas for writing, keep a list or notebook of ideas and use graphic organizers.
6.4.2 - Choose the form of writing that best suits the intended purpose.
6.4.4 - Use a variety of effective organizational patterns, including comparison and contrast, organization by categories, and arrangement by order of importance or climatic order

Informational Standards
1 - Students access information efficiently and effectively
3 - Students use information effectively and creatively
5 - Students appreciate and enjoy literature and other creative expressions of information

Connection Ideas
Research the Bubonic Plague. Then, predict what would happen if there were a similar plague today.

1. Have students research the Black Plague.
2. Bubble Map of what the Black Plague was, how it spread, and the results of the Black Plague
3. How would
4. Venn Diagram – Compare and Contrast what would happen today if a similar plague would happen.
5. Venn Diagram – Compare and Contrast how information has helped doctors and society deal with plagues.
6. Write a 5-paragraph essay describing how information has helped society deal with disasters.
(Thanks to E. Oglesby)

Salem Witch Trials

Indiana Academic Standards
English
11.5.4 Write historical investigation reports
11.5.8 Deliver multimedia presentations

Social Studies
US History

Informational Standards
1 - Accessing information efficiently and effectively
2 - Evaluating information critically and competently
3 - Using information accurately and creatively
5 - Appreciating literature and other creative expressions of information
8 - Practices ethical behavior in regard to information and information technology

Connection Ideas
The 11th grade/ American Literature English curriculum coincides well with US History that the students also take that year. Use The Crucible, a play written by Arthur Miller, loosely based on the events of the Salem Witchcraft Trials in 1692 in both areas. This play can be taught in a cross-disciplinary unit at the beginning of the year when studying the Colonies, or it could be used when studying the 20th century and McCarthyism.

Students would be asked to research the Salem Witchcraft Trials as a historical event and create a multimedia PowerPoint presentation (as opposed to a typical research paper) to hypothesize the cause of the hysteria. The formal aspects of the research paper would still be expected…bibliographical references and citations within the presentation, using a variety of sources, using exposition, argumentation, etc. There is a wealth of information available on the web…primary court documents, testimonials, letters, other court documents available at the Salem Witchcraft Trials Documentary Archive Transcription Project and Famous American Trials: Salem Witchcraft Trials. There are also many books, articles, films and videos related to the subject that would be available to students.

This project would be an inquiry based project because there are many theories about why the hysteria occurred ranging from mold in the rye used for bread to property disputes. Students would be able to research a particular theory and provide evidence to support it. I think it would be a fun alternative to the typical research project. (Thanks to J. Beeching)

Quilts

Indiana Academic Standards
Mathematics: Grade 2
Standard 4 Geometry - Students identify and describe the attributes of common shapes in the plane and of common objects in space.
2.4.1 Construct squares, rectangles, triangles, cubes, and rectangular prisms with appropriate materials.
2.4.2 Describe, classify, and sort plane and solid geometric shapes (triangle, square, rectangle, cube, rectangular prism) according to the number and shape of faces and the number of sides, edges, and/or vertices.
2.4.3 Investigate and predict the result of putting together and taking apart two-dimensional and three-dimensional shapes.
2.4.4 Identify congruent two-dimensional shapes in any position.
2.4.5 Recognize geometric shapes and structures in the environment and specify their locations.

Information Literacy Standards
1 - Accesses Information
3 - Uses Information
9 - Shares and Collaborates

Connection Idea
Quilts provide a rich base of hands-on and information intensive materials for the study of math connecting it to information literacy as well as social studies and language arts. The children would work in small groups to find favorite example of quilts using the shapes discussed in class. Also, use American Memory Project Smithsonian Institute Quilts Project.

Children each choose a square of cloth and create a pattern using fabric glue to add triangles and squares of cloth. This project could be done partly in math class and partly in the school media center. Before actually doing the project on cloth, paper patterns would be used in the media center after reading some of the children’s literature books from the sources list below. Thus, the children will use the information they found to make their own designs and become more familiar with the geometric shapes and their occurrences in real objects around them such as quilts. Sew the squares together for display in the School media center.

Teacher Sources
Cobb, Mary. The Quilt Block History of Pioneer Days, with Projects Kids Can Make. Brookfield, CT: The Millbrook Press, 1995.
Greenes, Carole E. ed. Navigating through Geometry in Pre Kindergarten - Grade 2. Reston, Virginia: National Council of Teachers of Mathematics, 2001.
Raines, Shirley C. 450 More Story Stretchers of the Primary Grades. Mount Rainier, Maryland: Gryphon House, 1994.
Zaslavsky, Claudia. Math Games & Activities for Around the World. Chicago, IL: Chicago Review Press, 1998.
Zaslavsky, Claudia. Multi-cultural Math. NY: Scholastic, 1994.
Children’s Literature Sources
Burns, Marilyn. The Greedy Triangle. New York: Scholastic, 1994.
Ernst, Lisa Campbell. Sam Johnson and the Blue Ribbon Quilt. New York: Lothrop, Lee, & Shepard Books, 1983.
Flournoy, Valerie. The Patchwork Quilt. New York: Dutton, 1985.
Hopkinson, Deborah. Sweet Clara and the Freedom Quilt. New York: Knopf, 1993.
Paul, Ann Whitford. Eight Hands Round: A Patchwork Alphabet. New York: Harper Collins, 1991. (Thanks to M. Rose)

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