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Grade Level:
This book would be good to use with students in grades 6-8 social studies (Women's Rights; Supreme Court).

Serravallo Strategy:
Strategy 4.21, Focus on an Issue.

I can use this book to teach students how to focus on a topic or issue in the world, past or present, that is important to them and how to decide which details would be important to include to bring their topic to life.

On pages 1-2, we see that this book will focus on how Ruth Bader Ginsburg spent her life disagreeing with "the way things were," in turn changing the world for the better.

The text reads:
You could say that Ruth Bader Ginsburg's life has been...
one disagreement after another.

Disagreement with old creaky ideas. With unfairness. With inequality.
Ruth has disagreed, disapproved, and differed.
She has objected. She has resisted. She has dissented.
Disagreeable? No.
Determined? Yes.

This is how Ruth Bader Ginsburg changed her life--and ours.

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Grade Level:
This book would be good to use with students in grades 6-8 social studies (WWII).

Serravallo Strategy:
Strategy 5.20, Nonfiction Leads.

I can use this book to teach students how to develop leads that draw readers in when writing about historical events, figures, or issues.

On pages 1-4, we see a lead that personalizes and humanizes the young Alan Turing. Discuss how writers can use this type of lead to help readers better understand that historical figures are not just some people in an old textbook, but real people with real feelings.

The text reads:
Little Alan was a boy from London who went to boarding school when he was very young. He was shy, and nobody expected much from him. But often, the quietest people achieve the most extraordinary things...

At school, Alan spent so much time alone that he learned to read all by himself. He could also solve mathematical problems in his head before his teachers taught him how.

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Grade Level:
This book would be good to use with students in grades 6-8 social studies (Revolutionary War/Founding Father/Constitution).

Serravallo Strategy:
Strategy 5.22, Audiences for Information.

I can use this book to teach students to consider what they want to say and how they want to say it when considering what type of text and text structures will be used to best meet the needs of their intended audience.

On the cover, we see that the title announces the intended audience of this book (new readers).
On page 11, we see multiple text structures. One encourages deeper thinking, one highlights a vocabulary word, and one addresses misconceptions surrounding the time period.

The text reads:
Myth & Fact

MYTH
Enslaved Africans were treated well and did not suffer.

FACT
European plantation owners often treated enslaved Africans very badly and abused them. Alexander thought this was unfair.

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Grade Level:
This book would be good to use with students in grades 6-8 social studies (Unsung Heroes of the Holocaust/WWII).

Serravallo Strategy:
Strategy 5.34, Weight the Parts of Your Piece.

I can use this book to teach students how to separate historical events into separate parts and determine if each section of their writing puts too little or too much weight on that portion of the story.

The whole book is broken down into chunks of time that are important. On page 3, we see an example of increased font size to literally demonstrate the importance of the words being said and the weight that they hold.

The text reads:
"Irena," her beloved father said, "There are two kinds of people in this world, good and bad. It doesn't matter if they are rich or poor, what religion or race. What matters is if they are good or bad."

Irena's father died when she was only 7 years old. But his wise words did not die with him. They lived on in Irena's heart.

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Grade Level:
This book would be good to use with students in grades 6-8 social studies (Roaring Twenties-Great Depression Era).

Serravallo Strategy:
Strategy 6.16, Read Mentor Texts with Two Lenses: Information, Aesthetic.

I can use this book to teach students how to read informational text with two lenses. Students will first note the facts/information and then revisit the text to note images, interesting word choices, and/or figurative language that appeals to the reader.

On pages 24-25, we see Tricky Vic's biggest con, the sale of the "rights" to the Eiffel Tower, unfolding. When looking with an "aesthetic" lens, we see the mark, André Poisson, depicted as having a fish head. We also see a text bubble that says "He took the bait." The French word for fish is "poisson", so we know that the author is artful at playing on words. It also looks really funky, which is a great way to keep the readers' attention.

The text reads:
Poisson was thrilled at the prospect of taking on such a high-profile job and enthusiastically submitted a bid, which, of course, was accepted by Lustig.

They met again that afternoon to celebrate their shared success. Poisson gave Lustig the cash, and Lustig supplied him with the "official" paperwork.