BIBLIOGRAPHY:
Stanley, Jerry. 1992. CHILDREN OF THE DUST BOWL: THE TRUE STORY OF THE SCHOOL AT WEEDPATCH CAMP. New York: Crown Publishers. ISBN 517587823
PLOT SUMMARY:
The Unites States had just been hit by the Stock Market crash of 1929. In 1931 a drought in Texas, Oklahoma, Kansas and Missouri began. As the drought persisted and as the winds began to howl, the Dust Bowl was born. People tried to remain on their land but it became impossible. These people, commonly referred to as Okies, made their way to California looking for a better life. What they found was poverty, degradation, and hostility. These people lived in squatters camps and eventually were moved to government managed settlements. When the children were not working to help the family survive, they went to school. However they were not welcome in the native Californians’ schools. The Weedpatch Camp School was born out of school superintendent Leo Hart’s desire and determination to educate all children. The school was built and managed by the Okie children. It was self sufficient. It offered a variety of courses and trade trainings. In its four years of operation, the school became a coveted source of education and was eventually absorbed into the existing school district in Vineland, California. Mr. Hart continued serving as the school district superintendent for 4 more years, creating other schools for the undereducated.
CRITICAL ANALYSIS:
CHILDREN OF THE DUST BOWL: THE TRUE STORY OF SCHOOL OF WEEDPATCH CAMP is an inspirational and informational text. It tells the story of one man and a group of neglected, undereducated children who wanted something better than what currently existed.
The book is attractive and appealing at a first glance and perusal. The cover uses a colorized photograph of a child of the Dust Bowl. The book is published in a very easy to read font size and style. The author uses actual photographs to illustrate certain points and to further exemplify the plight triumph of the Okies.
The subject matter is equally compelling. The Dust Bowl is a widely studied aspect of American History. However many times the discussion of the Dust Bowl ends with the drought and the mass exodus of people from the area. This book includes much needed historical background for the events of the mid to late 1930s. But this text adds a human face to the Dust Bowl. Readers follow the Okies out to California. They endure the discrimination and humiliation the Okies endured. They triumph as the Weedpatch School becomes successful. This book humanizes an often dehumanized historical event.
The author has a unique style that causes the words on the page to come to life. The author includes quotes and life events from actual child members of the Weedpatch camp. In addition to the words, photographs of the children who are retelling events are included. Readers have a real human face to go with the frustration felt by so many Okies. The photographs add validity to the text for the reader. These Okie children were real and here they are.
The author successfully avoids immortalizing the poor “long-suffering Okies” who were helpless against the hateful native Californians. Facts are presented while generalizations about those facts tend to be avoided. While the story is one sided, the reader does not feel like s/he has just read a 75 page propaganda pamphlet.
The book is organized very well. The material is divided into chapters. These chapters are not by topic but rather chronologically. This book is a timeline of events. Interspersed in the chapters along with the story is necessary background information and explanation. There is a map of the Dust Bowl area in the beginning of the text. Readers will all have a common framework for where the Dust Bowl took place. Concise words and description often do not give as much geographic detail as a map. There is a table of contents and index. The index includes text references and photograph references. Photograph information is in bold face type for readers to know if they are finding a picture of Leo Hart or a quote by him. Photographs are captioned in most all cases. When extra information is needed about a photo, the extra information is included in the Bibliographic Note and Picture Credit section of the book. After the final chapter there is an afterword to the story. It answered the question “What happened to Leo Hart next?”.
The information presented in this book seems to be adequately referenced and accurate. The bibliographic information provided is thorough. The book highlights significant facts and avoiding stereotypes and victimization. In writing this book, the author went to the source, consulting and interviewing Leo Hart, the superintendent behind Weedpatch School, Pete Bancroft, the principal and other teachers. He did not rely on other’s interviews and characterizations. The book has won many awards and has many favorable reviews. It is an accurate rendition of events.
CHILDREN OF THE DUST BOWL: THE STORY OF THE SCHOOL AT WEEDPATCH CAMP is inspirational and uplifting. These Okie children lived in horrific dust storms, left their homes, and lived in cars for weeks with little food or water; only to arrive in California and find more poverty and worse sanitation and discrimination. Hardships did not prevent these Okie children from dreaming and of desiring a better life and education for themselves. Thankfully they regained their dignity and self respect while earning a top notch education.
REVIEW EXCERPTS:
*1993 Orbis Pictus Winner
*Jefferson Cup Award 1993
*Spur Award 1993
*FOCAL Award 1993
*From BOOKLIST : “The story is inspiring, and Stanley has recorded the details with passion and dignity. An excellent curriculum item”
*Starred review from BOOKLIST
*From SCHOOL LIBRARY JOURNAL: “Stanley has crafted a well-researched, highly readable portrait of the ``Okies'' driven to California by the Dust Bowl days of the 1930s and the formidable hardships they faced…An informative and inspirational bit of American history.”
CONNECTIONS
*These photos from the Dust Bowl would be an excellent way to introduce the book.
New Page 1
*Additional books and resources
Dust Bowl References
*Webquest activities for students
Dustbowl WebQuest
* Students will map the events discussed in the story. This includes the area most affected by the Dust Bowl, the route of the migration to California, the camps and locations in California.
* Compare and contrast the treatment of the Okies in California to other mistreated groups in history: Japanese Americans and Jews during World War II, African Americans in early America.
Sunday, March 11, 2007
MODULE 4: THE TOP OF THE WORLD CLIMBING MOUNT EVEREST
BIBLIOGRAPHY:
Jenkins, Steve. 1999. THE TOP OF THE WORLD: CLIMBING MOUNT EVEREST. Boston: Houghton Mifflin. ISBN 0395942187
PLOT SUMMARY:
This information book begins with general physical description and facts about Mount Everest. A brief biography of some of the first conquerors of the peak follows. Next, one is shown all of the necessary equipment needed to successfully prepare for an expedition. Then the expedition begins. The reader follows the rest of the text through a voyage onto Mount Everest. All of the dangers and potential disasters, including avalanches, oxygen deprivation, and frostbite, are included in the discussion about the journey. This is not a glamorous presentation. The peril involved in this journey is not glazed over. The last page relays the final feeling one would have as s/he stood at the top of Mount Everest.
CRITICAL ANALYSIS:
Being the tallest and most formidable mountain in the world, Mount Everest fills adults and children with awe and curiosity. Few individuals have an opportunity to attempt climb to the base camp let alone the top of the peak itself. This book provides a close look at facts surrounding the mysterious mountain and a glimpse inside an expedition from start to finish. This book is a trip up to the peak. It is not a list of interesting tidbits about Mount Everest and all of her mysteries. Those facts are included but not in a list format. They are entrenched into the tale of the expedition and in caption that accompany smaller illustrations.
The book is attractive and eye catching. One would see it on the shelf and be interested. The front cover is a torn paper collage of a climber standing on the top of Mount Everest. The clouds surrounding him are enchanting, and the snow on the peak is crisp. Each illustration in the book is a torn paper collage; each is compelling and interesting. The torn paper method does not lead to incredible detail. This is an effective technique for this book. These illustrations fill every square inch of the page. The reader is drawn to the pictures, but these collages do not distract the reader from the meaning and information possessed in the text. The illustrations on pages 10-11 and 24-25 are excellent examples. Both pairs of pages contain climbers. The climbers’ features are non-descript. In fact the bodies have a generic squared quality. These individuals seem to be swallowed into the mountain scene which has text overlaid with the pictures. On pages 24-25, the clouds of Everest seem to direct one’s eyes toward the text.
Teachers, parents, and others can feel confident with the information presented in this book. First, it is an Orbis Pictus Honor book. It has received many positive reviews from various sources. A bibliography of resources is included. The information has support and structure. This accuracy allows for the book to be shared with young readers without general fear of misinformation.
Mount Everest is an informational book that will appeal to readers at all levels and ages. Mr. Jenkins chooses vocabulary that is content specific but is not overly complex. At times when he does use terms that are unknown and Everest-specific, he includes pictures and added explanation. Examples of this can be seen when he describes what a Sherpa is and on the pages where he outlines all of the special gear one must pack for the trip. Many of the items are common items. But Mr. Jenkins included a picture to narrow the type of sleeping bag or tent one would need. He uses the proper terms for unknown items as well, such as the crampons and the jumar. Both are highly specified items. A picture and a definition are included. Mr. Jenkins does not call the crampons “pointy boot covers”; he uses the proper terminology.
This book is not divided into chapters or sections. However there is a logical organizational pattern for the book. First, one is introduced to the mountain. This includes background information and maps explanations. Next the journey up the mountain begins. One begins in Nepal and reads through the rest of the book as though s/he is actually climbing. There is a major section of text that describes a section of the journey. There are also smaller pictures and captions that give further insight or cite unusual facts about this particular segment of one’s Everest journey. This journey is not painted as fun and simple. The danger and precaution that must be taken are not glazed over. Frostbite and oxygen debt are discussed thoroughly. No reader closes the book believing that this adventure was anything but a sacrifice. The last page of the book contains Everest climbing records, a bibliography, and a diagram of the world’s tallest peaks and how they compare to Everest.
Even if one has never considered climbing Mount Everest, or any other mountain, one is filled with awe at the power and formidableness of this particular mountain. After reading all the climbers have to endure, this reviewer finds it amazing that anyone has ever made it to the top of the peak. Reading many of the climbing records and feats that individuals have conquered while on this mountain fills the reader with a renewed sense of the power of the human spirit and determination. It makes one think “If that climber could endure that, surely I can endure whatever challenge I am facing”. It is inspirational.
After reading this book, one may consider trying to put an expedition together. Or be relieved that reading this book gave them the feeling without having to endure the hardships of such a journey.
REVIEW EXCERPTS:
*2002 Orbis Pictus Honor Book
*From LIBRARY JOURNAL: “A windfall of facts about Everest and the daring mountaineers who have attempted to reach its summit. Breathtaking cut-paper collages capture the dramatic vistas and the frightening realities of high-altitude climbs.”
*From KIRKUS REVIEWS: “Visually arresting and inspiring.”
*From HORN BOOK: “From start to finish, Jenkins has created a breathtaking tour-de-force.”
CONNECTIONS:
Introductory pictures of Mount Everest
Pictures of Mt. Everest
Additional information
Mount Everest - Peakware World Mountain Encyclcopedia
Facts about Mount Everest (8848 meters) Nepal Vista
Using the information in the text and information gathered from other sources, students will plan an imaginary trip to Mount Everest. They will estimate initial costs of the expedition as well as attempt to anticipate other costs that could arise after the trip for example, hospital care. They could map possible routes. The topic of whether or not the team should practice climbing different mountains first would be discussed—there would be additional costs involved.
Using the names of the other explorers who have attempted-successfully or not—climbed Mount Everest, students would complete a powerpoint presentation about one of the explorers and/or one of his/her journeys to Everest.
Students would write a creative short story about an adventure s/he had had.
Jenkins, Steve. 1999. THE TOP OF THE WORLD: CLIMBING MOUNT EVEREST. Boston: Houghton Mifflin. ISBN 0395942187
PLOT SUMMARY:
This information book begins with general physical description and facts about Mount Everest. A brief biography of some of the first conquerors of the peak follows. Next, one is shown all of the necessary equipment needed to successfully prepare for an expedition. Then the expedition begins. The reader follows the rest of the text through a voyage onto Mount Everest. All of the dangers and potential disasters, including avalanches, oxygen deprivation, and frostbite, are included in the discussion about the journey. This is not a glamorous presentation. The peril involved in this journey is not glazed over. The last page relays the final feeling one would have as s/he stood at the top of Mount Everest.
CRITICAL ANALYSIS:
Being the tallest and most formidable mountain in the world, Mount Everest fills adults and children with awe and curiosity. Few individuals have an opportunity to attempt climb to the base camp let alone the top of the peak itself. This book provides a close look at facts surrounding the mysterious mountain and a glimpse inside an expedition from start to finish. This book is a trip up to the peak. It is not a list of interesting tidbits about Mount Everest and all of her mysteries. Those facts are included but not in a list format. They are entrenched into the tale of the expedition and in caption that accompany smaller illustrations.
The book is attractive and eye catching. One would see it on the shelf and be interested. The front cover is a torn paper collage of a climber standing on the top of Mount Everest. The clouds surrounding him are enchanting, and the snow on the peak is crisp. Each illustration in the book is a torn paper collage; each is compelling and interesting. The torn paper method does not lead to incredible detail. This is an effective technique for this book. These illustrations fill every square inch of the page. The reader is drawn to the pictures, but these collages do not distract the reader from the meaning and information possessed in the text. The illustrations on pages 10-11 and 24-25 are excellent examples. Both pairs of pages contain climbers. The climbers’ features are non-descript. In fact the bodies have a generic squared quality. These individuals seem to be swallowed into the mountain scene which has text overlaid with the pictures. On pages 24-25, the clouds of Everest seem to direct one’s eyes toward the text.
Teachers, parents, and others can feel confident with the information presented in this book. First, it is an Orbis Pictus Honor book. It has received many positive reviews from various sources. A bibliography of resources is included. The information has support and structure. This accuracy allows for the book to be shared with young readers without general fear of misinformation.
Mount Everest is an informational book that will appeal to readers at all levels and ages. Mr. Jenkins chooses vocabulary that is content specific but is not overly complex. At times when he does use terms that are unknown and Everest-specific, he includes pictures and added explanation. Examples of this can be seen when he describes what a Sherpa is and on the pages where he outlines all of the special gear one must pack for the trip. Many of the items are common items. But Mr. Jenkins included a picture to narrow the type of sleeping bag or tent one would need. He uses the proper terms for unknown items as well, such as the crampons and the jumar. Both are highly specified items. A picture and a definition are included. Mr. Jenkins does not call the crampons “pointy boot covers”; he uses the proper terminology.
This book is not divided into chapters or sections. However there is a logical organizational pattern for the book. First, one is introduced to the mountain. This includes background information and maps explanations. Next the journey up the mountain begins. One begins in Nepal and reads through the rest of the book as though s/he is actually climbing. There is a major section of text that describes a section of the journey. There are also smaller pictures and captions that give further insight or cite unusual facts about this particular segment of one’s Everest journey. This journey is not painted as fun and simple. The danger and precaution that must be taken are not glazed over. Frostbite and oxygen debt are discussed thoroughly. No reader closes the book believing that this adventure was anything but a sacrifice. The last page of the book contains Everest climbing records, a bibliography, and a diagram of the world’s tallest peaks and how they compare to Everest.
Even if one has never considered climbing Mount Everest, or any other mountain, one is filled with awe at the power and formidableness of this particular mountain. After reading all the climbers have to endure, this reviewer finds it amazing that anyone has ever made it to the top of the peak. Reading many of the climbing records and feats that individuals have conquered while on this mountain fills the reader with a renewed sense of the power of the human spirit and determination. It makes one think “If that climber could endure that, surely I can endure whatever challenge I am facing”. It is inspirational.
After reading this book, one may consider trying to put an expedition together. Or be relieved that reading this book gave them the feeling without having to endure the hardships of such a journey.
REVIEW EXCERPTS:
*2002 Orbis Pictus Honor Book
*From LIBRARY JOURNAL: “A windfall of facts about Everest and the daring mountaineers who have attempted to reach its summit. Breathtaking cut-paper collages capture the dramatic vistas and the frightening realities of high-altitude climbs.”
*From KIRKUS REVIEWS: “Visually arresting and inspiring.”
*From HORN BOOK: “From start to finish, Jenkins has created a breathtaking tour-de-force.”
CONNECTIONS:
Introductory pictures of Mount Everest
Pictures of Mt. Everest
Additional information
Mount Everest - Peakware World Mountain Encyclcopedia
Facts about Mount Everest (8848 meters) Nepal Vista
Using the information in the text and information gathered from other sources, students will plan an imaginary trip to Mount Everest. They will estimate initial costs of the expedition as well as attempt to anticipate other costs that could arise after the trip for example, hospital care. They could map possible routes. The topic of whether or not the team should practice climbing different mountains first would be discussed—there would be additional costs involved.
Using the names of the other explorers who have attempted-successfully or not—climbed Mount Everest, students would complete a powerpoint presentation about one of the explorers and/or one of his/her journeys to Everest.
Students would write a creative short story about an adventure s/he had had.
MODULE 4: SNAKES
BIBLIOGRAPHY:
Simon, Seymour. 1992. SNAKES. London: Harper Collins. ISBN 0060225300
PLOT SUMMARY:
This informational book slithers its way through one of the most feared yet fascinating reptile groups, the snake. Snake habitat and physiology are introduced first. Next, snake locomotion, growth patterns, food choices, senses, and skin are addressed. Mating is the next topic included. The basic snake mating process is discussed which leads into a brief overview of snake maturation from egg to young snake as well as snake parenting and snake enemies. Lastly, the topic of snake behavior and defense is investigated. Snakes use some harmless and some harmful defensive behaviors to save themselves from perceived threats. Poisonous snake families and subfamilies are a large portion of this section of text. Information about the characteristics of poisonous snakes are outlined and explored. The last paragraph encourages acceptance and appreciation for the snake family.
CRITICAL ANALYSIS:
When one first spots a book in the library, the first thing that is seen is the cover. The cover of SNAKES has a “WOW factor”. It is a full color photograph of a young green tree python. The snake covers the entire front cover and appears to be staring at the reader. This is a dare to enter the world of snakes.
This informational book is not just a book of lists and facts about snakes. While the book is not divided into chapters, one can sense a flow in the information as the book is read. There is a fantastic flow from topic to topic throughout the book. The reader moves seamlessly through a discussion of many physical attributes of snakes. It is not a choppy list-like paragraph. The text is very well organized. The only reference aids that are provided for the reader are photographs of snakes. There are no maps or other reference guides.
Mr. Simon chose to use real photos for the illustration of this book. The photographs selected are color 8.5” x 11” size. The snakes in the photographs are detailed and close up. They have a life-like quality surrounding them. They are not add-ins on a page. They are a full page, treated as an equal with the text. The photograph is described on the accompanying page. The photographs and the text complement each other tremendously.
As one sits down and reads SNAKES, one can sense the awe and respect the author has for them. The information presented is done so in a way that would interest young readers as well as intermediate ones. The vocabulary in the book is simplistic yet subject-appropriate. Concepts and facts are not overly simplified in an effort to reach younger readers. Readers learn the difference between oviparous and ovoviviparous snakes without being insulted with silly pictures or low level vocabulary introduction. One can use context to verify the meaning of these two words. The snakes do not come to life in a series of pictures and talk to the readers. There is no anthropomorphism. The snakes, although interesting, are not given human qualities. No snake is seen wearing clothing or sitting in a chair. They maintain their animal status.
Mr. Simon avoids something very important in the world of Snake politics-demonization. Generally, snakes are not a well loved animal. They are not cute or cuddly in most cases. However, Mr. Simon chooses to focus on snakes attributes in a positive way. Snake and human vertebrae counts are compared thus realizing that snakes and people have something in common. Snakes’ skin is not described as slimy but smooth and thick. Non venomous snakes are discussed prior to presenting the information on poisonous snakes. The information about poisonous snakes is not scary or disturbing. It is factual but not over dramatized. Hopefully when the reader has finished the text, s/he would realize that poisonous snakes are not bountiful and that they are not the aggressor toward humans. Perhaps some fears can be relieved.
The information in the book seems to be accurate. The book is full of readable and interesting facts about snakes. The text does encourage wonder and respect for these legless creatures. Despite the appearance of factual information, there is no evidence in the book to this end. There is no bibliography presented; no index of resources or terms is included. Perhaps this book is deemed as accurate because of the high esteem in which the author is held. Mr. Simon could rely on his reputation and credibility regarding the authenticity of the information offered.
Overall, this book was an enjoyable read. Readers will walk away with a new respect and interest in snakes. They are truly amazing animals. Most Hollywood movies don’t present this concept; I am glad the book SNAKES does.
REVIEW EXCERPTS:
From SCHOOL LIBRARY JOURNAL: “An attractive, well-written easy reader…Make a place for SNAKES in primary-level nonfiction collections.”
CONNECTIONS:
Additional information about North American snake species
Snakes of North America
Texas Junior Naturalist Website—Native Texas snakes poster order form
Texas Junior Naturalists Snake Poster
Information regarding the snakes native to Texas
Snakes of Texas
Seymour Simon Website
Seymour Simon: Award-Winning Children's Science Author
Students will create an accordion book about various types of snakes. One side will contain information obtained from this book and other sources. The opposite side would include an illustration.
Students will complete an author study on Seymour Simon and his nonfiction texts. Older students can select a book and create an activity to teach to younger students.
Students would research the myths about snakes-poisonous and nonpoisonous—and write a humorous play presenting the information to other students and/or parents.
Simon, Seymour. 1992. SNAKES. London: Harper Collins. ISBN 0060225300
PLOT SUMMARY:
This informational book slithers its way through one of the most feared yet fascinating reptile groups, the snake. Snake habitat and physiology are introduced first. Next, snake locomotion, growth patterns, food choices, senses, and skin are addressed. Mating is the next topic included. The basic snake mating process is discussed which leads into a brief overview of snake maturation from egg to young snake as well as snake parenting and snake enemies. Lastly, the topic of snake behavior and defense is investigated. Snakes use some harmless and some harmful defensive behaviors to save themselves from perceived threats. Poisonous snake families and subfamilies are a large portion of this section of text. Information about the characteristics of poisonous snakes are outlined and explored. The last paragraph encourages acceptance and appreciation for the snake family.
CRITICAL ANALYSIS:
When one first spots a book in the library, the first thing that is seen is the cover. The cover of SNAKES has a “WOW factor”. It is a full color photograph of a young green tree python. The snake covers the entire front cover and appears to be staring at the reader. This is a dare to enter the world of snakes.
This informational book is not just a book of lists and facts about snakes. While the book is not divided into chapters, one can sense a flow in the information as the book is read. There is a fantastic flow from topic to topic throughout the book. The reader moves seamlessly through a discussion of many physical attributes of snakes. It is not a choppy list-like paragraph. The text is very well organized. The only reference aids that are provided for the reader are photographs of snakes. There are no maps or other reference guides.
Mr. Simon chose to use real photos for the illustration of this book. The photographs selected are color 8.5” x 11” size. The snakes in the photographs are detailed and close up. They have a life-like quality surrounding them. They are not add-ins on a page. They are a full page, treated as an equal with the text. The photograph is described on the accompanying page. The photographs and the text complement each other tremendously.
As one sits down and reads SNAKES, one can sense the awe and respect the author has for them. The information presented is done so in a way that would interest young readers as well as intermediate ones. The vocabulary in the book is simplistic yet subject-appropriate. Concepts and facts are not overly simplified in an effort to reach younger readers. Readers learn the difference between oviparous and ovoviviparous snakes without being insulted with silly pictures or low level vocabulary introduction. One can use context to verify the meaning of these two words. The snakes do not come to life in a series of pictures and talk to the readers. There is no anthropomorphism. The snakes, although interesting, are not given human qualities. No snake is seen wearing clothing or sitting in a chair. They maintain their animal status.
Mr. Simon avoids something very important in the world of Snake politics-demonization. Generally, snakes are not a well loved animal. They are not cute or cuddly in most cases. However, Mr. Simon chooses to focus on snakes attributes in a positive way. Snake and human vertebrae counts are compared thus realizing that snakes and people have something in common. Snakes’ skin is not described as slimy but smooth and thick. Non venomous snakes are discussed prior to presenting the information on poisonous snakes. The information about poisonous snakes is not scary or disturbing. It is factual but not over dramatized. Hopefully when the reader has finished the text, s/he would realize that poisonous snakes are not bountiful and that they are not the aggressor toward humans. Perhaps some fears can be relieved.
The information in the book seems to be accurate. The book is full of readable and interesting facts about snakes. The text does encourage wonder and respect for these legless creatures. Despite the appearance of factual information, there is no evidence in the book to this end. There is no bibliography presented; no index of resources or terms is included. Perhaps this book is deemed as accurate because of the high esteem in which the author is held. Mr. Simon could rely on his reputation and credibility regarding the authenticity of the information offered.
Overall, this book was an enjoyable read. Readers will walk away with a new respect and interest in snakes. They are truly amazing animals. Most Hollywood movies don’t present this concept; I am glad the book SNAKES does.
REVIEW EXCERPTS:
From SCHOOL LIBRARY JOURNAL: “An attractive, well-written easy reader…Make a place for SNAKES in primary-level nonfiction collections.”
CONNECTIONS:
Additional information about North American snake species
Snakes of North America
Texas Junior Naturalist Website—Native Texas snakes poster order form
Texas Junior Naturalists Snake Poster
Information regarding the snakes native to Texas
Snakes of Texas
Seymour Simon Website
Seymour Simon: Award-Winning Children's Science Author
Students will create an accordion book about various types of snakes. One side will contain information obtained from this book and other sources. The opposite side would include an illustration.
Students will complete an author study on Seymour Simon and his nonfiction texts. Older students can select a book and create an activity to teach to younger students.
Students would research the myths about snakes-poisonous and nonpoisonous—and write a humorous play presenting the information to other students and/or parents.
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