Hunger Games Teen Program

The way this Hunger Games program was run was breaking our teens into Districts of 2 people. I had about 4 teams total. Each activity let the tributes gain points and at the end of the party we tallied up the points and had a winning district.

Links to Library Hunger Games Programs:

Highland Park Public Library
Bethany Media Center
Hunger Games LARP
Cardigan Nation

Hunger Games Read-a-likes:

Feed by M.T. Anderson
The Other Side of the Island by Allegra Goodman
The Maze Runner by James Dashner
Little Brother by Cory Doctorow
City of Ember by Jeanne DuPrau
The House of the Scorpion by Nancy Farmer
The Declaration by Gemma Malley
Among the Hidden by Margaret Peterson Haddix
The Girl in the Arena by Lise Haines
Uglies by Scott Westerfeld

Shooting Gallery Using a Nerf gun teens will shoot items off of a shelf, each item is worth a certain amount of points.

Peetas Bakery Have the teens decorate their blank cupcake with beautiful frosting in the style of Peeta.

Face Painting Set out a variety of face paints and let the teens either paint their face in camouflage to blend in the woods, or to blend in as a resident of the capital. The girls will perhaps be more attracted to the fun colors of the Capital face paints.

Tribute Costumes Give your teens a bunch of old craft supplies, paper, tape, pom poms, you name it and they have to dress one member of their team to compete in a fashion competition.

Hunger Games Fear Factor Have tributes eat a disgusting food similar to the TV show "Fear Factor." Nothing dead though most likely a weird fruit or food from a foreign country would do the trick.

Hunger Games Jeopardy Start the program off with a little friendly competition. Using our big projector and the laptop we played Hunger Games Jeopardy. No double Jeopardy or final Jeopardy. Here is the template for the game

Trivia Questions (many thanks to the Bethany Media Center who wrote these)

1. What is Prim’s cat’s name? Buttercup
2. Katniss, her family and Dale all live in a poor section of District 12 called the ___________? Seam
3. How did Katniss’s father die? In a mine explosion
4. What did Katniss learn from her father? How to hunt and use a bow and arrow
5. What is the name of the Capitol City? Panem
6. What is the “reaping”? The day 2 names are picked from each district to be in the Hunger Games.
7. What is Katniss’s mother’s occupation? She makes medicines from plants and herbs.
8. Why was Katniss so surprised when they called Prim’s name at the reaping? This was her first year and she only had her name in on one slip.
9. What memory does Katniss have of Peeta when they were younger? Peeta threw loaves of burnt bread out to her.
10. What is “tesserae”? Why is it good and bad? A year’s supply of grain and oil for one person. To get it, your name is added to the reaping list again.
11. What does Katniss mean when she says to her mom, “don’t clock out again!” before she leaves for the Capitol. Don’t go getting all depressed again and abandon your children, namely Prim.
12. How does Prim help the family? She has a goat and sells milk and cheese
13. Why does Peeta’s father come to see Katniss before she leaves the district for the Hunger Games? He tells her that he will keep an eye on Prim and her mother and be sure they are eating.
14. What does Madge give to Katniss before she leaves? A gold circular pin of a bird, a mockingjay
15. The Capitol is in a place that was once called _______? The Rockies
16. District 12 was once called ________ ? Appalachia
17. What do Peeta and Katniss do that proves to Haymitch they might actually be good contenders in the Hunger Games? Peeta shatters Haymitch’s glass of liquor and Katniss throws a knife between his fingers.
18. What is the main function or industry for the following districts: #1, #3, #4, #11, #12, #13 (now destroyed) 1= luxury items for the Capitol, 3= factories to make autos, explosives, etc. 4= fishing, 11= agriculture, 12=coal mining, 13= mining graphite (worth 5 points)
19. Katniss thought her opening ceremony costume would be ? Her body naked and covered with coal dust.
20. What is the name of the leader of the Capitol? President Snow
21. Who are the stylists for Katniss and Peeta? Cinna and Portia
22. What is an “avox”? A person who commits a crime and the Capitol cuts their tongue out and makes them a slave.
23. Why is it so hard for Katniss to let Peeta become a friend? She knows she may have to kill him.
24. What are Career Tributes? People trained as tributes in the wealthier districts
25. Rue is from what which district? What is she good with? District 2, slingshot
26. Katniss is the last tribute to show her talents to the Gamemakers during the training. They are ignoring her because they are more interesting in their food. What does Katniss do? She shoots an arrow into the apple in the mouth of the roasted pig. Then she storms out of the room.
27. How does Katniss’s relationship with Gale develop? They both go in the forbidden woods and hunt. Also, they both lost their fathers to mine explosions.
28. What does Peeta say in his interview before the games start that stuns the audience? The girl he wants is the girl that will be with him.
29. What is Haymitch’s final advice for Katniss and Peeta when they first arrive at the Corucopia? Run and put as much distance between you and the others. Then find a source of water.
30. Katniss meets Peeta on the roof the night before the games. What is his goal for the Hunger Games? He does not want to change into a monster, to show the Capitol they don’t own him.
31. How long can the tributes stand on the metal circles when they first are in the Hunger Games and what happens if they don’t move within that time limit? 60 seconds and then a land mine blows
32. What does the Cornucopia look like and what is in it (name at least 3 items)? It is a giant golden horn about 20 ft. high, & has food, containers of water, plastic, weapons, medicine, firestarters, silver sheath and bow and arrows, tent.
33. What does Katniss get from the Cornucopia?A piece of plastic, bread, and a bright orange backpack with a sleeping bag, a pack of crackers, a pack of dried beef strips, a bottle of iodine, wooden matches, coil of wire, night-glasses, and a plastic water bottle.
34. Who tries to kill Katniss first and what does she get from her? The girl from district 2, and gets her knife
35. Why are the cannons shot? To declare a tribute has died
36. How does the wire help Katniss? To make snares to catch rabbits and other animals
37. Where does Katniss find it is best to sleep? Up in a tree
38. Why do the Careers let Peeta into their gang? To lead them to Katniss
39. At one point, Katniss is so dehydrated that she lies down to die. What stops her? Her fingers dig into the earth and she realizes it is muddy. Mud means water is near! She crawls to the pond.
40. What is the first major catastrophe that the Gamemakers cause for Katniss? A huge, moving wall of fire and endless smoke
41. Katniss gets hit by a fireball on her leg and is in great pain. She knows she should not show her pain. Why? The sponsors are more likely to send gifts if they admire you.
42. Katniss hold up high in a tree so the Careers cannot get to her. What does Rue warn her about? The wasp nest further up in the tree
43. Why are these wasps so dangerous? The are made by the Capitol, mutations called “tracker jackers”, causes huge swelling, hallucinations and then death
44. What does Katniss do with the “tracker jacker” nest?Hits it to fall down on the Careers
45. What does Katniss take from Glimmer after she has swollen up from the wasp stings and is dead?The sheath of arrows and the bow
46. Katniss originally thinks that Peeta is buddies with the Careers. What causes her to change her mind?Peeta stays with Katniss until she recovers from the tracker jacker stings at his own risk.
47. Who becomes a major ally of Katniss even before Peeta?Rue
48. How do Rue and Katniss signal each other?With a special mockingjay call
49. Why did the Careers let the boy from District 3 live?He knew how to make and use explosives to protect their supplies
50. What is Rue’s request of Katniss as she is dying? To hold her and sing to her
51. Katniss makes a vow to Rue after she dies. What is it?To win the Hunger Games to avenge Rue’s death.
52. Katniss tried to find Peeta and followed the water going down the stream until she sees some blood on a boulder. How is Peeta hiding?He camouflages himself lying in the mud and with leaves.
53. What is Peet’s injury when Katniss finds him and why is it going to be so bad?He has a very deep cut in his thigh, and most likely an infection (blood poisoning) will set in
54. Haymitch sends a pot of broth as a gift while Peeta and Katniss are in the cave. Why does he do this and what does it mean?Katniss kissed Peeta, and she should continue the kissing and the romance
55. Katniss tells Peeta a story while they are in the cave. What is it about?How Katniss got a goat for Prim
56.Claudious Templesmith offers a Feast backpack at the Cornucopia for each tribute with things they really need. Peeta threatens to follow Katniss if she goes. What bargain does Katniss make with Peeta for her not to go?Peeta has to drink all his water, eat all his soup, and wake Katniss up at the right times.
57. Why does Haymitch send a parachute to Katniss with a vial of sleeping syrup?To put Peeta asleep for a good length of time so Katniss can go to get the backpack at the feast
58. What important things does Katniss do before she leaves Peeta in the cave to get the Feast backpack? 3 thingsa)she camouflages the opening to the cave, b) she gets all her weapons and clothes together, c) she kisses Peeta goodbye
59. Which ear is Katniss deaf in from the explosion?Her left ear
60. What kind of wound does Clove give Katniss?A knife stab on her forhead
61. Why does Thresh pull Clove off of Katniss when she is about to slice up her face?He hears Clove bragging that she killed Rue from his district. Also, he owes one to Katniss for helping Rue.
62. What weapon did Thresh use to kill Clove?A large rock
63. What did Thresh take before he left the Cornucopia for the Feast?Cato’s and Clove’s backpacks
64. Haymitch said that one kiss between Katniss and Peeta equals what?a pot of broth
65. Why doesn’t Katniss trust her mother? because when her father died in the mines, her mother became depressed and did not help or take care of Katniss and her sister.
66. When did Peeta’s crush for Katniss start?The first day of first grade when she knew how to sing the Valley Song
67. What did Katniss’s mother love about her father?his singing; even the birds would stop to listen
68. Why do Katniss and Peeta stay in the cave so long when they are starving?the endless hard rain
69. If a tribute wins the Hunger Games where do they live afterwards?in a beautiful home in their district built by the Capitol
70. If you win the Hunger Games, what is one of your jobs in your district?to be a mentor to the following tributes
71. After clove, who was the next tribute to die?Thresh
72. Why does Katniss believe she will never have children of her own?She does not want her children to have their names put in the reaping and possibly die in the Hunger games.
73. What were the two good things about the four day rain storm?It gave Katniss and Peeta time to heal and rest, and it washed away any evidence or trail of where their cave was.
74.Why do Peeta and Katniss have to split up while they are hunting?Peeta makes too much noise walking with his injured leg.
75. How does Foxface die?Peeta gather berries and leaves them in a pile. Foxface eats them while he is away from the pile, neither knowing they are poisonous berries.
76. Why does Katniss think that Cato hates her so much to distraction?During the training she out-scored him
77. How do the Gamemakers drive Peeta, Katniss, and Cato to the lake for the final show down?They drain the the streams and the ponds. The lake is the only source of water.
78. The creatures that run after Cato, Katniss, and Peeta resemble ferocious wolves, but also part human. They are really what?Mutations of the tributes that have already died in this Hunger Games
79. Why do Peeta and Katniss hear Cato moan at the bottom of the Cornucopia for hours?The mutants are slowly attacking and eating him.
80. Why doesn’t Katniss want Peeta to go to sleep while they are on the top of the Cornucopia?His leg is wounded very badly, and she is afraid he will not wake up if he falls asleep?
81. What weapon does Katniss use to help Peeta’s leg bleed less, and what does she make with it?She uses her last arrow to make a tourniquet.
82. How do Katniss and Peeta trick the Gamemakers so that both of them can live and be victors of the Hunger Games?They pretend that they are both going to eat the poisonous berries at the same time. They know the Capitol needs at least one victor alive.
83. What warning does Haymitch give Katniss just before the Victor’s Ceremony?The Capitol is furious with Katniss and Peeta showing them up in the arena. The Capitol rulers are the joke of Panem. Katniss needs to make it look like she and Peeta are so madly in love, that they could not help their actions.
84. What does Katniss learn about Peeta when they finally sit down to talk.His leg that was injured is an artificial one.
85. What is Peeta upset with Katniss at the end of the story?Peeta realizes that Katniss was being so affection and love to protect them, because Haymitch told her about the great anger of the Capitol

86. What is Katniss's score from the Gamemakers when she shows them her archery skills? 11

87. What kind of berries does Foxface eat, causing her to die? Nightlock Berries

88. What job does distrist 8 have? Textiles/Clothes

Graphic Novel Promo School Visit

A week before the kids are out on their April Break from school I visited every fourth and fifth grade class to promote our new collection of comics for kids. We have had a teen graphic novel collection for a few years but our younger patrons always felt a little left out with many of the titles not being age appropriate for them. To date I have about 100 books in the collection and it is circulating really well. I think that come summer the kids comic display will be empty from all our summer readers.

Here are the books I took with me to show off to the students and get them excited:


Babymouse: Rock Star by Jennifer L Holm and Matthew Holm
Move over Mozart! Babymouse has music in her soul...but sadly, not in her flute. Will Babymouse ever hit the right note? Will she be the star of the school concert, or is her musical career all washed up before it's even started?- Novelist Plus

Fashion Kitty by Charise Mericle Harper
After a stack of fashion magazines falls on Kiki Kitty's head while she is blowing out the candles on her birthday cake, Kiki turns into Fashion Kitty, a feline superhero who saves other kitties from fashion disaster.- Novelist Plus


The Lightening Thief by Rick Riordan, Adopted by Robert Venditti

After learning that he is the son of a mortal woman and Poseidon, god of the sea, twelve-year-old Percy is sent to a summer camp for demigods like himself, and joins his new friends on a quest to prevent a war between the gods. Will Percy find Zeus's lightening bolt and return it in time, or will his failure cause a war among the gods.
To find out read Percy Jackson and the Olympians The Lightning Thief. - Novelst Plus

Zeus: King of the Gods by George O'Connor
If you are a fan of Percy Jackson the Olympian series this series will help round out your knowledge of Greek mythology.
Retells in graphic novel format stories from Greek mythology about the exploits of the young Zeus and how he rallied an army and overthrew his father, Kronos, to become king of the gods. - Novelist Plus

Pokemon Adventures by Hildenori Kusaka
Manga for young readers.



To Dance: A Ballerina's Graphic Novel by Siena Cherson Siegel
Siena was six years old when she first dreamed of dancing. She was diagnosed with flat feet and was not likely to have a dance career. But her dreams kept skipping and leaping, circling and spinning, from airy runs along a beach near her home in Puerto Rico, to dance class in Boston, to her debut performance on stage with the New York City Ballet.

Meanwhile: Pick Any Path. 3,856 Story Possibilities by Jason Shiga
Chocolate or Vanilla? This simple choice is all it takes to get started with Meanwhile. Jimmy, whose every move is under your control, finds himself in a mad scientist’s lab, where he’s given a choice between three amazing objects: a mind-reading device, a time-travel machine, or the Killitron 3000. Down each of these paths there are puzzles, mysterious clues, and shocking revelations. It’s up to the reader to lead Jimmy to success or disaster. Create your own adventure and seal the fate of Jimmy with Meanwhile. -Some content from Goodreads.com

Other Titles to bring:
Transformers Animated, The Muppet Show Comic Book by Frank Langridge, Amulet by Kazu Kibuishi, G-Man: Learning to Fly by Chris Giarrusso, and Baby-Sitter's Club by Raina Telgemeier.

High Interest Historical Fiction Chapter Books

Historical Fiction is a huge genre in children's literature. The list below is historical fiction read-a-likes inspired by the Lois Lowry book Number the Stars.

The Entertainer and the Dybbuk by Sid Fleischman

"In 1948 Europe, former American bomber pilot Freddie Birch is making a precarious living as a ventriloquist when he encounters young Avrom Amos. The boy is a dybbuk, the spirit of a Jewish youth murdered by the Nazis. He was one of the resistance fighters who helped Freddie escape from a POW camp. The ghost has "unfinished business" with the SS colonel who killed him, and he needs a living body—Freddie's—to accomplish it.Fleischman explores the sensitive topic of anti-Semitism—not just the overt evil of the Nazi system, but also the casual, pervasive bigotry of the period. Even Freddie has to deal with his own deep-seated prejudice. There is a strong emphasis on friendship and justice, and an ultimate affirmation of life and hope." --Elaine E. Knight (Reviewed August 1, 2007) (School Library Journal, vol 53, issue 8, p116)

Good Night, Maman by Norma Fox Mazer

Aimed at readers who have already encountered Anne Frank, this riveting historical novel from Mazer (Missing Pieces, 1995, etc.) is based on a little-known chapter of WWII history. Karin Levi's story begins in a tiny attic room in Paris in the 1940s, where she is hidden away with her brother, Marc, and their mother, practicing the art of quiet. German soldiers are conducting house-to-house searches, rounding up Jews, and the small family is soon on the run, depending on strangers for scraps of food and shelter. When Maman falls ill, Karin and Marc head for Naples without her; the children board the Henry Gibbons, a ship full of European refugees bound for Fort Ontario in Oswego, New York. Upon their arrival in America, their story turns from one of flight and danger to the happiness and sorrow associated with adjusting to a new language, customs, and schooling, and making new friends. Although it is a shock to Karin, it comes as no surprise to readers when Marc reveals that Maman is dead. Mazer skillfully paints Karin as brave and independent, yet depicts her devotion to Maman throughout, writing unsent letters and never losing sight of her belief that one day they will be reunited. Rather than relying on events and facts of the war and its atrocities to create sympathy, the author paints her central character's thoughts and feelings, her moments of weakness and her strength, so that the story is stirringly understated. (Kirkus Reviews, October 15, 1999)

Speed of Light by Sybil Rosen
Audrey Ina Stern, a Jewish girl living in Blue Gap, VA, in the 1950s, must come to terms with racism and anti-Semitism when her father, a city councilman, champions a black man for an opening in the local police department. Councilman Stern''s action triggers a sequence of events including phone threats, hostility from neighbors, and, ultimately, having his family''s home firebombed. For Tante, a distant relative who lives with the Sterns, these events rekindle haunting memories from her childhood, including imprisonment at Auschwitz and the loss of her family. Through the Sterns'' efforts, along with those of the courageous Mr. Cardwell, the black police candidate, and Miss Farley, an eccentric librarian, progress toward a more equal and just community is made. Tim Rausch, Crescent View Middle School, Sandy, UT Copyright 1999 Cahners Business Information. 

Witness by Karen Hesse

The author of Out of the Dust again turns language into music in her second quietly moving novel written entirely in verse. Here, 11 narrative voices chronicle actual events occurring in a sleepy Vermont town after the arrival of the Ku Klux Klan in 1924. Those victimized by the Klan include the families of Leanora Sutter, a 12-year-old African-American girl, and Esther Hirsh, the six-year-old daughter of a Jewish shoe salesman. Rounding out the portrait of the town are community leaders (an enlightened physician, a newspaper editor who moves from neutral to anti-Klan) as well as less prominent folk—shopkeepers, a Protestant minister—who are swayed into joining the white supremacist group. Staff (Reviewed August 20, 2001) (Publishers Weekly, vol 248, issue 34, p80) 

 The Mostly True Adventures of Homer P. Figg

After his older brother Harold is forced to join the Union Army, Homer runs away from their wicked uncle’s farm to save him. His southward journey divides easily into episodic adventures: outwitting two slave-hunting scoundrels with the help of a wealthy abolitionist; traveling south with an easily duped young clergyman; joining a medicine show led by a mysterious man; fleeing in a hot-air balloon with a disastrous flaw; and arriving at Gettysburg in time for the battle. If these adventures seem a little too colorful to be quite believable, first-person narrator Homer begins his tale by saying, the truth don’t come easy to me. The narrator’s humor and folksy charm bubbles to the surface from time to time, despite a streak of cruelty that runs straight through the story, from the farm to the battlefield. Notes on the period and a glossary are appended. This eventful, episodic novel is accessible to a younger audience than many others set during the Civil War. -- Phelan, Carolyn (Reviewed 01-01-2009) (Booklist, vol 105, number 9, p84)

 

Great Book for Summer Reading Cooking Programs

 

The Around the World Cookbook, 2008, DK Publishing by Abigail Johnson Dodge is a really fun book to inspire cooking programs in the library.  With easy recipes and  great colorful pictures this cookbook is wonderful for all ages.  Pair up a recipe from a region with a book from your collection.  Read the book aloud  and work with the group to cook an appropriate recipe.  For example read the Russian folktale "The Turnip" then cook the recipe for Roasted Beets (close enough!) You could even go one step further and incorporate a little food/garden lesson on how root vegetables are grown.  

I am planning on a potluck family dinner this summer as part of the summer reading theme "One World, Many Stories."  This cookbook could be used by patrons to help choose a dish to make and bring to the dinner. 

Ideas for promoting our new Teen Space

This is my brainstorming  list for ways I could boost teen use in the library and get them to come fill our new Teen Space in the library.  I am thinking of running it like a branding campaign where all the promo materials have a certain look and tone

• Get student newspaper to do a feature article on the new space
• Create funky bookmarks promoting the library to teens (perhaps stickers or magnets would work too)
• Email blasts through our constant contact account
• Have a promo read over the loudspeakers at school
• Get English teachers to offer extra credit to students who get a library card
• Visit with the PTA to talk to parents

New York State Learning Standards

The Arts
Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Standard 2: Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Standard 3: Responding to and Analyzing Works of Art
Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

Standard 4: Understanding the Cultural Contributions of the Arts
Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Career Development and Occupational Studies
Standard 1: Career Development
Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills
Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

Standard 3b: Career Majors
Students who choose a career major will acquire the careerspecific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.

English Language Arts
Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Health, Physical Education, and Family and Consumer Science
Standard 1: Personal Health and Fitness
Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Standard 2: A Safe and Healthy Environment
Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Standard 3: Resource Management
Students will understand and be able to manage their personal and community resources.

Languages Other Than English
Standard 1: Communication Skills
Students will be able to use a language other than English for communication.

Standard 2: Cultural Understanding
Students will develop cross-cultural skills and understandings.


Mathematics, Science, and Technology Education
Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard 2: Information Systems
Students will access, generate, process, and transfer information using appropriate technologies.

Standard 3: Mathematics (Revised 2005)
Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability.

Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Standard 6: Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Standard 7: Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Social Studies
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Graphic Novels and Literacy

What are some of the perks of reading graphic novels?

• Encourages reading and book use among reluctant readers
• Introduces a new format to the library with a universal appeal
• Encourages leisure reading