-choose a poetry book and locate a poem with the theme of prejudice.
-use the 'Middle Search' to find a magazine article about the results of prejudice.
-use 'Grolier's Multimedia Encyclopedia' or another library source to research a social reformer and a minority-member athelete, scientist, etc.
-research a group that has been a victim of prejudice, and prejudicial laws, customs, etc.
-use correct bibliographic form for all sources used in this unit.

-learn vocabulary, journal-writing skills, poetry-writing skills, and report-writing schools.
-read at least one fiction or nonfiction book that has prejudice as its overriding theme and write four responses to the book.
-find one poem on prejudice and bring it to class.
-find one poem about prejudice or discrimination.
-find one magazine article, historical essay, or primary source and write a summary with proper bibliographic citation.
-find one newspaper article that reports prejudice and cite it according to correct bibliographic format.
-make a visual or artistic representation about the theme of the unit (collage, combination of words and pictures, painting, etc.)
-write a song, play a song to the class, or provide lyrics to a song and use correct bibliographic information.
-produce an oral or written biographical sketch about a social reformer who fought against prejudice and discrimination.
-produce an oral or written biographical sketch about a minority-member athelete, scientist, scholar, actor, writer, etc.
-produce an oral or written report about groups, clubs, religions, sects, ethnic-minorities, tribes, nations, or victims of prejudice.
-define and use new vocabulary words from the unit.
-view films and participate in discussions and written assignments about those films.

-become interested in the research process.
-understand the importance of information skills.
-experience increased confidence in research ability.
-achieve satisfaction in research accomplishments.

-This project is part of a classroom social studies/language arts unit on the period between The Civil War and The Civil Rights Movement. The classroom teachers cover the historical aspects of the subject and assists with the written and oral assignments. The library media specialist begins the unit by providing a booklist and doing booktalks on the subject, and isolating library resources for student use. She then focuses on research skills and assists with the use of technology for research and presentation, as the social studies and language arts teachers complete the unit.

-The unit lasts six weeks. The library media specialist and classroom teachers communicate so that materials are available for use as the teachers explain each part of the assignment during the alloted time. Students will use time during class, study hall, and after school to locate materials to complete each part of the assignment (as outlined in the Curriculum Objects). They will arrange for time to present the oral assignments.

-The library media specialist introduces the unit in the library media center with booktalks. A song ('You have to be Taught', from 'South Pacific') can be played to introduce the theme of the booktalks. The library media specialist provides the lyrics to the song so they can be read. After talking about the meaning of the song (people are not born with prejudices), the library media specialist shares the books.

-The classroom teachers continue the unit with films, poems,music, read-alouds, class discussion, student-produced songs, and creative works. The language arts teacher may read aloud from a book such as Gary Paulsen's- Nightjohn. Billy Joel's song, -Leningrad, may be played and discussed. (Students will need historical information about the Cold War).