1. Velvet Ferrari
Collection Development Plan Assignment
FRIT 7134 – Spring 2011
February 26, 2011
DESCRIPTION OF SITE AND LEARNERS
I work at East Central Elementary School which is located in Rome, Georgia. It is one of
seven elementary schools in Floyd County. In this school district, there is also one middle
school, one high school, one alternative school, and four private schools. More than 60% of the
Rome City Schools' teachers and administrators hold a Masters, Education specialists, and/or
Doctoral degree. At East Central Elementary, there are currently 510 students enrolled. We
have 38% students who qualify for free lunch and 53% students who qualify for reduced lunch.
There are 35 certified teachers, 2 administrators, 23 classified staff members and 1 nurse. The
media center offers over 14,572 books for children to choose from, with 9,652 of these being
Accelerated Reader titles. This gives the school an average of 28.5 books per student. The
media center has around 400 titles in its audiovisual collection. Also in the media center is a
ceiling mounted projector, 10 desktop computers for research, AR, STAR test, and looking up
books using Safari; 2 VCR/DVD players for showing movies on the closed-circuit channels.
Rome, Georgia is located at the center of the Atlanta - Birmingham - Chattanooga
triangle. Known as the "Capital of Northwest Georgia," Rome was recently named the #1 Most
Livable City in the Southeast and the #1 Small City with the Best Health Care in the United
States. Floyd County, one of the 50 wealthiest non-metro cities in the United States, is the
economic hub and medical center of all of Northwest Georgia. Its renowned healthcare facilities
are home to more physicians per capita than any city in Georgia. More than 150 diverse

2. manufacturers and some of America's fastest growing high-tech and diverse industries provide
Rome and Floyd County with a wide range of job opportunities.
Ranked 15th in economic strength among all of Georgia's counties, Floyd County enjoys
a billion dollar retail sales economy and is recognized as the commercial center of Northwest
Georgia. Undoubtedly, Rome will remain Northwest Georgia's economic leader.
Quality recreational and cultural opportunities abound. Rome is the 9th ranked tennis city
in the United States. The south's oldest symphony, college and local theatres, arts festivals, and
several museums add to the rich quality of life that provides families with unique experiences in
which they may share and further enrich their lives.
Twenty-four percent of the population is under the age of 18. Sixty-three percent of the
population is white, twenty seven percent is African-American, one percent is Asian, and ten
percent is Hispanic or Latino. Twelve percent of the people do not speak English in their home.
Sixty-eight percent of persons age 25 or older are high school graduates. The median household
income is $30,930, with twenty percent falling below poverty.
There are four 2nd grade teachers at East Central Elementary School this year. These four
classrooms consist of 70 total students with three of the classrooms containing 16 – 19 students
and the EIP classroom contains 16 students. There are 11 gifted students, three special education
students, and eight EIP students mixed within the classrooms. The gifted children are pulled out
of class one day a week to meet with the gifted teacher. There are eight ESOL students who are
pulled daily for 30 minutes. The ethnic breakdown is as follows:
African American: 17
Caucasian: 42
Multi-Racial: 2

3. Hispanic: 8
Asian: 3
There are ten children who are pulled daily for direct instructions in reading for thirty minutes.
We have two students who are autistic and one who functions on a four year old level. These
children are pulled out by a reading resource teacher daily. The reading level is extremely
varied. There are 5 students who are reading above a 5th grade level, 17 students who are
reading above a 3rd grade level, 35 students on grade level, and 13 students reading below grade
level.
Curriculum Review
For this activity, I have chosen to concentrate on the historical understandings of
Georgia. The following standards are addressed within this unit:
SS2H1 The student will read about and describe the lives of historical figures in
Georgia history.
a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi,
and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee
alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter
(leadership and human rights).
b. Describe how everyday life of these historical figures is similar to and different from
everyday life in the present (food, clothing, homes, transportation, communication,
recreation, rights, and freedoms).
SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past
in terms of tools, clothing, homes, ways of making a living, and accomplishments.
a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the
people used their local resources.
b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians
today.
SS2G2 The student will describe the cultural and geographic systems associated with
the historical figures in SS2H1 and Georgia’s Creeks and Cherokees.
a. Identify specific locations significant to the life and times of each historic figure on a
political map.

4. B. Describe how place (physical and human characteristics) had an impact on the lives of
each historic figure.
c. Describe how each historic figure adapted to and was influenced by his/her environment.
d. Trace examples of travel and movement of these historic figures and their ideas across
time. e. Describe how the region in which these historic figures lived affected their lives
and compare these regions to the region in which the students live.
SS2CG3 The student will give examples of how the historical figures under study
demonstrate the positive citizenship traits of honesty, dependability, liberty,
trustworthiness, honor, civility, good sportsmanship, patience, and compassion.
SS2E1 The student will explain that because of scarcity, people must make choices and
incur opportunity costs.
SS2E2 The student will identify ways in which goods and services are allocated (by
price; majority rule; contests; force; sharing; lottery; command; first-come, first-
served; personal characteristics; and others).
Map Skills: 1,2,3,6,7
Standard Concept Task/Activity Resources
SS2H2b Creek and Venn Diagram Books, videos, or
Cherokee Students will complete the attached websites about the
Indians Venn diagram comparing/contrasting Creek and Cherokee
Creek and Cherokee life during Indians
Oglethorpe’s time with their own
lives. Social Studies book
Modifications-
Paired working arrangement Series trade books
Lined area for writing
Dictation of written work United Streaming
Check for understanding of videos
instructions
SS2H2a Creek and Map Social Studies book
Cherokee In groups, students will create a map
Indian showing the Creek and Cherokee Maps
Region regions. Map will include a map
key/legend, and compass rose
SS2G2bcd Creek and Daily Schedule Books, videos, or
Cherokee After becoming aware of the Creek websites about the
Indians daily and Cherokee nations, Students will Creek and Cherokee
life create a daily schedule of what a Indians
typical day in a Creek or Cherokee
child’s life would have been like. Social Studies book
Students should include chores the
child would have been responsible Series trade books
for, time for learning/games as

5. appropriate, meals, etc. United Streaming
Modifications- videos
Dictation of written work
Review orally with student prior to
writing
Check for understanding of directions
SS2H1b Creek and First Georgians’ Gazette Books, videos, or
SS2H2ab Cherokee (newspaper) websites about the
SS2G2acd Indians Students will break into groups and Creek and Cherokee
create articles for a class newspaper. Indians
In the articles, the students will
discuss relevant topics relating to Social Studies book
what they have learned about the
Creek and Cherokee in Georgia. They Series trade books
can also create illustrations to put in
their articles. Groups will present
their articles to the class. All articles
and drawings will be compiled
together to form a class newspaper.
SS2H1a Sequoyah Sequoyah Bio-Cube Books, videos, or
SS2G2 After reading trade books, text books, websites about
or other sources about the life of Sequoyah
Sequoyah, students can create a Bio-
Cube about him and his significance. Social Studies book
Teachers could also use an interactive
white board to help students complete Series trade books
the Bio-Cube as a class.
Modifications-
Allow partners to work together
Model each side of the cube before
asking students to complete it
independently
Assist students with cutting and
pasting cube together
COLLECTION REVIEW
When beginning to review the media center collection for this unit, I started at home
with East Centrals media center. The books in the media center seem to be arranged in an
organized manner. The fiction books are shelved so that every grade level can reach them
and they are all housed together on one long wall of the media center. The books and

6. shelves are marked by the author’s last name from A to Z. On the spine of each book is the
accelerated reader level. The non-fiction section takes up the majority of the shelf space.
These books are arranged by the Dewey decimal system. The reference books are against
the far wall in the media center and behind the table used to repair books. This area is not
very user friendly. Not only is it hard for students to get to the book, but there are not any
tables for students to work at. With the library housing ten computers that can be used for
research, the reference section is not used very often.
The next step was for me to search our current collection to see which books relate to the
unit on the Creek and Cherokee Indians. I was disappointed to find that our media center
only had twenty-four books and two videos related to my unit. The majority, sixteen, of the
books cover the Cherokee Indians. I was unable to find any books in Spanish or any other
foreign language. Since these books include the easy, fiction, and non-fiction genres, these
books are located in several different areas of the media center. The majority of these
books were 10 – 15 years old and in good condition, so this tells me that they are not used
that much. This makes me wonder if they are just not being used or is it because of the
ability to do research using computers? Since the number of related titles is so low, it
would make it hard for an entire class to check out books at the same time to do research.
This would force the class to working in groups, or some children using the computer. The
books that we do have are closely related to the unit and the curriculum. There just isn’t
enough.
Summary of collection needs:
1. Choose books and other resources that focus on the Creek Indians, Cherokee

7. Indians, James Oglethorpe, Tomochichi, and Sequoyah. Also I need to include
Spanish language books.
2. Choose mostly non-fiction and resource books since the current selection is so small.
3. Find more videos about the Creek Indians, Cherokee Indians, James Oglethorpe,
Tomochichi, and Sequoyah.
BUDGET SUMMARY
After much research, I feel as though I have found an adequate list of books and videos
that will greatly benefit our media centers current collection. In order to make this purchase,
I will need $3,983.74. I was able to locate resources that represent the Creek Indians,
Cherokee Indians, James Oglethorpe, Tomochichi, and Sequoyah. I was also able to locate
several websites that can be used as resources for this unit of study. I have added these to
my portaportal (www.portaportal.com). See the attached Excel spreadsheet for the specific
titles and monetary breakdown.