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1.

Human Dignity
Book #1

 Title: We’ll Paint the Octopus Red


 Author: Stephanie Stuve-Bodeen
 Publisher: Woodbine House
 Date of Publication: January 1, 1998
 Grade Level: Kindergarten – 3rd grade
 Genre: Fiction
 How book highlights CST theme: This book highlights the Catholic Social
Teaching theme “Human Dignity” because even though people are
different, they are still viewed as a good person and just like everyone
else.
 Summary: Emma is waiting for her baby sibling to arrive, and she is thinking
about all of the things that they can do together. When baby Isaac
arrives, Emma’s dad explains that he has Down syndrome, but with time
and patience, he can do anything he sets his mind to, just like them. There
is information about Down syndrome included at the end of the book.
 Style/ voice: This book is written in first person through the eyes of Emma. I
think this helps get the theme across because Emma has all of these plans
for her and Isaac, questions them, but then realizes that they are both
people who can still do everything that she as imagined.
 Connection to content areas: This book can also be incorporated into a
social studies lesson on kindness and treating others with respect.

Book #2
 Title: Stand Tall, Molly Lou Melon
 Author: Patty Lovell
 Publisher: G.P. Putnam’s Sons
 Date of Publication: August 27, 2001
 Grade Level: Kindergarten – 1st grade
 Genre: Fiction
 How book highlights CST theme: This book highlights the CST theme of
“Human Dignity” because the main character in the book sees that she is
different from others. At first, she is self-conscious and compares herself to
others, but then she realizes that she is at her best when she is being
herself.
 Summary: Molly Lou Melon does not like her height, teeth, or voice, but
her grandma tells her to be proud and stay true to herself, and her
grandma taught her how to be confident.
When Molly Lou Melon starts at a new
school, she is being bullied. Molly Lou Melon
did not let the bully get to her. When he
made fun of her, she showed everyone
how great and unique her differences
were.
 Style/ voice: This book was told from the 3rd
person point of view.
 Connection to content areas: This book
could be incorporated into a social studies
class for a lesson on respect and bullying.

Activity

This activity could be completed in a 1st – 3rd grade classroom after reading
either of these books. For each student in the class, there will be a piece of
paper with their picture on it. All students in the class will go around and write
one thing on each person’s paper that makes them unique and a good person.
Students would then look at their paper and see all of the great things that
people think about them! From there, students could draw a self portrait of
themselves using the characteristics their classmates used to describe them in a
positive way. This would connect to the plot of either book and this principle of
Catholic Social Teaching because, if a person is made in the image of God,
they will be learning that they are truly unique and that there are many great
things about them! It is important that children learn to accept what makes
them unique because it can be used in a positive way. An accommodation for
this lesson would be that if a student could not write the word on each
classmate’s picture, someone could write the word for them or they could draw
a picture. A modification would be to have the student talk about what makes
them unique if they were not able to draw a self portrait due to the
development of their fine motor skills.
2. Community and the Common Good
Book #1
 Title: Look Where We Live!: A First Book of
Community Building
 Author: Scot Ritchie
 Publisher: Kids Can Press
 Date of Publication: April 1, 2015
 Grade Level: PreK – 2nd grade
 Genre: Fiction
 How book highlights CST theme: This book ties into the CST theme of
“Community and the Common Good” because it has an emphasis on
what people and places makes up a community. There is also the
underlying response of how one can be a contributing member to their
community.
 Summary: Five friends are going around their community because they
are raising money for their library. The characters in the book meet people
from the gas station and retirement home, and see the police station,
school, and soccer field. The book also defines what a donation is and
how donating money to a place in the community can be helpful and
beneficial.
 Style/ voice: This book is told from the 3rd person point of view. They book
also asks questions to the reader, which makes the book interactive. I
believe that asking the questions in the book will help students discover
what it is like to be a part of the community.
 Connection to content areas: This book could also tie into a social studies
lesson on community and geography because of the community map
located in the book.

Book #2
 Title: Helpers In My Community
 Author: Bobbie Kalman
 Publisher: Crabtree Pub
 Date of Publication: September 15, 2011
 Grade Level: Kindergarten – 1st grade
 Genre: Nonfiction
 How book highlights CST theme: This book highlights the Catholic Social
Teaching principle of “Community and the Common Good” because
students are learning about different people that can help them in their
own community, and the responsibility that these helpers have to the
overall community.
 Summary: This book discusses the different community helpers that are
seen in the majority of communities. The reader is introduced to teachers,
vets, police officers, and people that volunteer. The book features
photographs of people on the job, and the text explains what the job is.
There is an emphasis on keeping the community safe throughout the
whole book.
 Style/ voice: This story is told from the 3rd person
point of view. I think this helps explain the CST
theme because the reader is able to learn how
this helper is helpful in the community and gain
an understanding of that idea.
 Connection to content areas: This book can be
incorporated into a social studies lesson on
community helpers.

Activity:
After reading either book, students will have a greater understanding that there
are many people who care about the community. The teacher will explain to
students that their school is a community, so they will work as a class to think of a
project that they could do to serve the school. The students could think of their
own ideas, and the teacher could have some ideas as well. An example could
be writing thank you notes to cafeteria workers or drawing pictures to hang up
in the hallways to make the environment welcoming. By completing this activity,
students will be lending a helping hand in a community that they belong to and
they will be showing their appreciation for the community. A modification could
be working in groups to make the cards or pictures, instead of independently.
The teacher having some ideas would also be a modification because some
students might not have an idea of the concept yet.
3. Option for the Poor and Vulnerable
Book #1
 Title: Uncle Willie and the Soup Kitchen
 Author: DyAnne DiSalvo-Ryan
 Publisher: HarperCollins
 Date of Publication: April 24, 1997
 Grade Level: 1st – 3rd grade
 Genre: Fiction
 How book highlights CST theme: This book highlights the CST theme
“Option for the Poor and Vulnerable” because it discusses what a soup
kitchen is and how a person can help out at one to build a sense of
community.
 Summary: During the day, Uncle Willie spends his time volunteering at a
soup kitchen. He picks up the child he watches from school, and they run
into someone who eats at the soup kitchen. From there, the boy in the
story has questions as to why people eat meals at the soup kitchen rather
than their home.
 Style/ voice: The book is written from the 3rd person point of view. The
direct quotes in the story shows how the workers in the soup kitchen are
kind and respectful, and how no questions are asked. I think this book did
a good job of getting the message across without it being a scary idea for
students.
 Connection to content areas: This could also be incorporated into a
social studies lesson on helping in the community.

Book #2
 Title: Can We Help? Kids Volunteering to Help Their Communities
 Author: George Ancona
 Publisher: Candlewick Press
 Date of Publication: August 25, 2015
 Grade Level: Kindergarten – 2nd grade
 Genre: Nonfiction
 How book highlights CST theme: This book highlights the Catholic Social
Teaching principle “Option for the Poor” because it teaches students
different ways that they can help those members of their community who
need it.
 Summary: This book features real photographs of kids when they are out in
the community volunteering. The book shows kids helping train service
dogs, gardening foods, reading, knitting, packing meals, and cleaning
the roads. This book informs the reader of different ways they can get
involved to help.
 Style/ voice: This book is told from the third person point of view. In
addition to the text, I think that the use of
photographs is a great way to grasp the
reader’s attention and to show them that
kids just like them are able to volunteer, so
they can too.
 Connection to content areas: This book
can be incorporated into a social studies
lesson on volunteering and getting
involved in the community.

Activity:
Once either book is read, a great activity would be to have students do some
service themselves. If possible, students could go on a field trip to visit a local
food bank and volunteer for a day. If actually going somewhere is not possible,
students could collect donations around school to donate. Once the act of
service is performed, the class could have a conversation about how they felt
about helping others and the importance of this. By doing this, students will have
the opportunity to live out this principle of Catholic Social Teaching. A
modification would be to have the students have discussion with a partner or in
smaller groups rather than the whole class. Another accommodation would be
using assistive technology or a communication binder if a student was
nonverbal.
4. Rights and Responsibilities
Book #1
 Title: Lily Learns About Wants and Needs
 Author: Lisa Bullard
 Publisher: Millbrook Pr
 Date of Publication: August 13, 2013
 Grade Level: 1st -2nd grade
 Genre: Fiction
 How book highlights CST theme: This books
shows the CST theme of “Rights and
Responsibilities” because the reader learns that there are certain things
that everyone in life needs and that they are entitled to.
 Summary: Lily goes to the store with her dad. While they are there, Lily sees
a wide variety of things at the store that she wants. Lily’s dad explains to
her that they are only going to purchase things that they need, and he
explains the difference between a want and a need to Lily. Some
examples of needs that are seen in the book are exercise, clothes, and
food.
 Style/ voice: This books is told from the 3rd person point of view. The style
of the book allows the reader to really identify what the difference is
between a want and a need in life. The illustrations are well done and
would be engaging to the reader.
 Connection to content areas: This book could be incorporated into a
social studies lesson on wants and needs.

Book #2
 Title: The Family Book
 Author: Todd Parr
 Publisher: Little Brown Books for Young Readers
 Date of Publication: May 1, 2010
 Grade Level: PreK - Kindergarten
 Genre: Nonfiction/ Informational
 How book highlights CST theme: This books ties into the CST theme of
“Rights and Responsibilities” because the reader learns about what a
family is and the responsibility that people have for their families.
 Summary: This book goes through and explains how all families are
different. Some families might be small and others might be large, and the
book goes through and explains some of these differences. The book ties
back into the idea how at the end of the day, your family is always there
for you and how they have a responsibility for
one another.
 Style/ voice: This book is told from the 3rd
person point of view. The style of the book
contributes to this specific CST principle
because it shows how families are there for
one another and that no two families are the
same.
 Connection to content areas: This book can
be incorporated into a social studies lesson
on families. It could also be used as a
reference in an English Language Arts lesson
because of the rhyme scheme.

Activity:
Students will complete an activity with different wants and needs. Students will
be given magazines and newspapers, and they have to flip through the
different pages to find 3 pictures of something that is a need and 3 pictures of
times that are wants. They will cut them out of the magazine, and share with a
partner. The partner will make sure that their items are placed in the correct
category. Afterwards, there will be two posters on the bored. One will say
“needs” and the other will say “wants,” and students will glue the pictures onto
the correct poster. Students would be learning about Catholic Social Teaching
because this principle explains how there are certain needs that everyone is
entitled to, like water. A modification would be to have pictures cut out for
students already and place them in a bin, so they just have to pick six pictures in
the bin, and not flip through the magazine.
5. Role of Government
Book #1:
 Title: Local Government (Kid’s Guide to Government)
 Author: Ernestine Giesecke
 Publisher: Heinmann
 Date of Publication: August 15, 2009
 Grade Level: 3rd – 4th grade
 Genre: Nonfiction
 How book highlights CST theme: This book highlights the
CST theme “Role of Government” because it proves
how many people have the ability to participate in politics at different
levels, since many people do not know as much information about the
local government.
 Summary: This book has a lot of information on the local government. The
book addresses both city and county governments as well as some of the
different positions in the local government, such as the mayor. It also
addresses the financial aspects of the government and their
responsibilities.
 Style/ voice: This book is told from the 3rd person point of view. The style of
the writing makes the book very informative for the upper elementary
grades to learn information on what the government is like in their own
towns. There are also photographs located throughout the book as well to
serve as an informational tool.
 Connection to content areas: This book can be incorporated into a social
studies lesson on the government.

Book #2
 Title: How the U.S. Government Works
 Author: Syl Sobel
 Publisher: Barron’s Educational Series
 Date of Publication: September 1, 1999
 Grade Level: 2nd – 4th grade
 Genre: Nonfiction
 How book highlights CST theme: This highlights the Catholic Social
Teaching theme of “Role of Government” because it discusses what the
role of the citizen is in the government because every citizen has the right
to be involved in the government.
 Summary: This book talks about the U.S. government. It starts with
congress, and then goes on to talk about the executive branch, the the
presidents, judges, and what the role of a citizen is in
the government. There are illustrations inside, but I
wish they were colored instead of in black and white.
 Style/ voice: The story is told from the 3rd person
point of view and makes connections to the
government and school. This would make the book
relatable to students and shows them how they have
a right in helping the government achieve its goals.
 Connection to content areas: This book can be tied
into a social studies lesson on the government and
the different branches of government.

Activity:
I would complete this activity in a 3rd of 4th grade classroom. After reading either
book, students will know more about local government positions. Students would
be given the prompt “If I was the mayor, I would...” and they would have to
write a short story based off of this prompt and include illustrations. They would
have to think of positive changes they would make if they were the mayor of
the town that they live in. The activity would show students that those in the
government play an important role in making a positive impact on those that
they serve. A modification could be that the student draws the pictures, and
tells the story to the teacher, and the teacher could write the words in for them.
Students could also type the story on a piece of technology.
6. Dignity of Work & Rights of Workers
Book #1
 Title: Career Day
 Author: Anne Rockwell
 Publisher: HarperCollins Publishers
 Date of Publication: April 28, 2000
 Grade Level: PreK – 1st grade
 Genre: Fiction/ Informational
 How book highlights CST theme: This book highlights the Catholic Social
Teaching theme “Dignity of Work & Rights of Workers” because it mentions
how adults work for money to provide for themselves and their families. It
shows how all of the working conditions are safe. The book also
mentioned stay-at-home parents.
 Summary: This book focuses on talking about different careers that one
can have when they grow up during career day at school. Some of the
different careers that they explain are a construction worker, judge,
musician, banker, author, paleontologist, crossing guard, nurse,
veterinarian, sanitation worker, manager, and professor. All of these
people were introduced by the students in the classroom.
 Style/ voice: The book is told from both the first and third person point of
view. I liked how the different students introduced the different careers,
and the illustrations shows the reader what the job is like.
 Connection to content areas: This can also be tied into a social studies
lesson about different types of careers.

Book #2
 Title: Richard Scarry’s What Do People Do All Day?
 Author: Richard Scarry
 Publisher: Random House Children’s Books
 Date of Publication: July 14, 2017
 Grade Level: PreK – 1st grade
 Genre: Fiction
 How book highlights CST theme: This book connects to the Catholic Social
Teaching principle “Dignity of Work & Rights of Workers” because it
highlights the different careers people can have and has an emphasis on
how everyone has the right to work and can find meaning in their work.
 Summary: This book takes place in a town called
Busytown. Throughout the book, the character
version of the author Richard Scarry is exploring
the town to see what adults do all day. Some of
the different careers he sees are doctors,
farmers, and others.
 Style/ voice: The book is told from the third
person point of view and the quotes said but the
workers in the book indicate safe working
conditions and the rights of workers.
 Connection to content areas: This can be
connected to a social studies lesson on careers
and working.

Activity:
I would complete this activity with 2nd or 3rd graders. For the activity, I will have
different careers one could have in a jar, and students will randomly select one
out of the jar. Whichever career they get is what they will pretend to be for a
day. Students will use the library and other resources to do research on their
career. They will find out what the career is, where they could work, and how
they could serve people. They will also dress up to fit the part. Students will then
give a presentation as if they are this person, and families could be invited to
listen to the presentations. This would teach children that there are a variety of
meaningful careers and that everyone has the right to work. A modification
could be having two students have the same career so they could present in
pairs.
7. Stewardship of God’s Creation
Book #1:
 Title: The Seven Wonders of the World (My First
Travel Books)
 Author: Anna Othitis
 Publisher: LionheART Publishing House
 Date of Publication: June 3, 2014
 Grade Level: 1 – 3rd grade
 Genre: Nonfiction/ informational
 How book highlights CST theme: This book
connects to the Catholic Social Teaching
theme of “Stewardship for God’s Creation” because it introduces the
reader to the land that is God’s creation. The earth and the land is a gift
from God, and this is seen throughout the different pages of the book.
 Summary: The book introduces the 7 Wonders of the World, where they
are located, and basic information about them. Captain Frankie is the
narrator of the story and takes the readers on the journey around the
world. The book contains a variety of illustrations as well as photographs,
which makes the reader feel like they are visiting these places, in addition
to reading the book.
 Style/ voice: This book is mainly written in the 3rd person point of view.
There are also several portions of the book where they talk to the reader
like they are the passenger on the plane. This contributes to the style of
the story because it makes the reader feel like they are actually traveling
to these different places, and it makes the story more engaging to the
reader.
 Connection to content areas: This could be incorporated into a social
studies lesson on geography or different landmarks around the world.

Book #2:
 Title: S is for Save the Planet: A How-To-Be Green Alphabet
 Author: Brad Herzog
 Publisher: Sleeping Bear Press
 Date of Publication: February 19, 2009
 Grade Level: 2st – 4th grade
 Genre: Nonfiction/ Alphabet book/ Informational
 How book highlights CST theme: This book can be tied to the CST principle
of “Stewardship of God’s Creation” because there is a strong emphasis on
how we treat the environment and care for it, since it is a responsibility of
ours.
 Summary: This book goes through the alphabet of letters A-Z and gives
reasons as to why the Earth is important and why we need to care for it.
The book gives statistics and information
about the materials we use every day and
how it has an effect on the environment.
There is an emphasis on how people can
help the Earth and care for it. The book can
be read by the teacher for younger kids or
used as a project.
 Style/ voice: This book is told from the 3rd
person point of view.
 Connection to content areas: This book
could be used for a science lesson on the
environment, and it could be cross-curricular
with English Language Arts because it is an alphabet book.

Activity:
Students will pick a piece of land anywhere in the world. It can be a beach,
body of water, park, etc. Students will then need to use the library and other
resources to learn about this piece of land and what makes it unique. Students
will also need to think of a way they can help save the Earth at this location.
Students will put this information on a scrapbook page in anyway they would
like. Then, all of the pages will be placed in the scrapbook and could be used as
a reference in the classroom. This ties into the CST theme because students are
learning about the land that God created and how people need to care for it.
A modification would be to work in partners instead of independently, and, if
needed, the teacher could help with gluing, cutting, and writing in the
scrapbook page.
8. Promotion of Peace
Book #1:
 Title: What Does Peace Feel Like?
 Author: Vladimir Padunsky
 Publisher: Atheneum Books for Young Readers
 Date of Publication: November 1, 2004
 Grade Level: 1st – 2nd grade
 Genre: Informational/ fiction
 How book highlights CST theme: This book highlights
the Catholic Social Teaching theme of “Promotion of Peace” because
students are learning about peace and how to have respect for one
another.
 Summary: This book asks different questions such as: what does peace
look like? What does peace smell like? The book gives answers from
people from all around the world. There is also a section at the end of the
book where it lists how to say the word “peace” in many different
languages. The book can open up a lot of conversation about peace.
 Style/ voice: This book is told from the 3rd person point of view. On the
majority of the pages, a question is asked and answered about peace. I
think this would help portray the CST principle because it gets students
thinking about what they think peace is and then gives them a
perspective different from their own.
 Connection to content areas: This book could be tied into a social studies
lesson on how to treat others or a foreign language lesson because it talks
about how to say the word “peace” in different languages.

Book #2:
 Title: Peace Week In Miss Fox’s Class
 Author: Eileen Spinelli
 Publisher: Whitman, Albert & Company
 Date of Publication: March 1, 2009
 Grade Level: Kindergarten – 1st grade
 Genre: Nonfiction
 How book highlights CST theme: This book highlights the Catholic Social
Teaching theme of “Promotion of Peace” since students in the book are
learning what peace is and how to treat others in their class with kindness.
They are using positive words and being respectful.
 Summary: In Miss Fox’s classroom, students are not being very nice to one
another. Because of this, Miss Fox declares it to be Peace Week in her
classroom. Many students are asking what this is. Miss Fox explains to them
what peace is, and allows students to add their own input to what should
be seen during peace week. The book goes through the whole week and
shows some of the different students and how they are showing peace to
others. Peace Week was a huge success in the class, so they ended with
a celebration.
 Style/ voice: This book is told from the third person point of view. There is a
lot of dialogue between the characters in the
book. Many of the students in Miss Fox’s class ask
what peace is, and Miss Fox explains. This is
helpful when conveying the message of
Catholic Social Teaching because it proves to
students that it is okay to ask questions if they do
not know something and gives examples of
what peace is.
 Connection to content areas: This book could
be tied into a social studies lesson on kindness
and respect.

Activity:
In the book Peace Week in Miss Fox’s Class, they had a Peace Week, so an
activity would be having Peace Week in the classroom. Since students have just
learned what peace is, they can say what they would want to see everyone do
during Peace Week, and the teacher could write these on a poster to hang in
the classroom as a reminder. Students will be given a journal, and at the end of
each day during Peace Week, students can write what they have done to
promote peace in the classroom and what their peers have done as well. This
promotes the Catholic Social Teaching theme because students are being
positive and spreading kindness. A modification would be that a student could
draw pictures in their journal instead of writing if they were not able to write.
9. Participation
Book #1
 Title: One Vote, Two Votes, I Vote, You Vote
 Author: Bonnie Worth
 Publisher: Random House Books for Young
Readers
 Date of Publication: July 26, 2016
 Grade Level: 1st – 2nd grade
 Genre: Picture book/ Informational/ Nonfiction
 How book highlights CST theme: This book highlights the Catholic Social
Teaching theme “Participation” because it addresses how to vote and
the importance of voting. It also says how voting is a right that we have as
citizens to make our voices heard. The book also discusses that people
have the right to vote, regardless of their race or gender.
 Summary: This book introduces students with the concept of how to vote.
It also mentions what we vote for, ranging from President, congress, and
local elections. The book also discusses how at one point, not everyone
had the right to vote, but an amendment changed that. Different types
of political parties are introduced. The book goes through the whole
campaigning and election process.
 Style/ voice: The book is told from the 3rd person point of view and asks
questions to the reader. The book tells the reader how important it is to
vote and how it is a right that citizens have.
 Connection to content areas: This book could tie into a social studies
lesson because it teaches people how to vote. It also talks about why we
vote and who the President and Vice President is. The book also rhymes,
so it could be tied into an English Language Arts lesson.

Book #2
 Title: The Littlest Volunteers
 Author: Danielle Speckhart
 Publisher: Junior League of the Oranges and Short Hills
 Date of Publication: January 28, 2007
 Grade Level: Kindergarten – 1st grade
 Genre: Fiction/ Picture Book
 How book highlights CST theme: This book highlights the Catholic Social
Teaching theme “Participation” because it discusses how to build
community and become a participating member of society, regardless of
age.
 Summary: At school, Annie the bug learns how to become involved in the
community at school. The way that stuck out to Annie was by becoming a
volunteer in the community. Annie’s class decided that they wanted to
volunteer as a class, and Annie was put in charge. She was nervous at
first, but was ready to plan something. The event she picked was a day to
help your neighbor. The event was a success and they helped out the
community.
 Style/ voice: This book was told from the 3rd person
point of view. It gave students the inside view to
see what it was like to become an active member
of society and how one can participate in the
community.
 Connection to content areas: This book can also
connect to a social studies lesson on volunteering
or how to become a participating member of the
community.

Activity:
Students in the class could have their own vote to teach how everyone has the
right to participate in society, which reinforces the Catholic Social Teaching
principle. We could have a class vote on if students want to play a game,
watch a movie, or have a crazy hair day (or the teacher can take ideas from
students to vote on for something fun to do). All of students will be handed a
ballot with all of the options on it, and they will have to select the one they want
to do. The teacher will then tally up the votes, and whichever has the most votes
will be the fun activity for the class. This activity would give students hands-on
experience of participation. If a student did not have the fine motor skills to
select their answer using the ballot, they could submit their vote electronically
using an iPad, so their vote remains anonymous.
10. Solidarity
Book #1
 Title: We ALL Love Pancakes
 Author: Jennifer Greevy
 Publisher: CreateSpace Independent Publishing
Platform
 Date of Publication: December 9, 2013
 Grade Level: PreK-1st
 Genre: Fiction/ Picture book
 How book highlights CST theme: This book highlights the CST theme
“Solidarity” because the story has an underlying message that people are
people, regardless of how they are different. The book also discusses
different religions, in addition to races and abilities, so one should be
careful if this is read in a public school because it talks about religion.
 Summary: Logan and his family move to a new town over the summer.
Logan has adjusted to his new school and friends. After Logan has
moved, he sees that everyone is different in some way, but it always
comes back to the idea that everyone in the story loves pancakes. Logan
accepts how everyone is different and thinks that this is great.
 Style/ voice: The book is told from the 3rd person point of view, but has
direct quotes from some different characters. This helped the author
convey their message because it let the reader see how everyone is
different, but the direct quotes from Logan reassures the reader that it is
okay that everyone is different, and regardless of these differences, we
are all people. I liked how this book just seemed like a regular story, and
the message was still incorporated into the text.
 Connection to content areas: This book can also connect to social studies
because it discusses diversity and inclusion throughout the whole book.

Book #2
 Title: All Kinds of Families
 Author: Mary Ann Hoberman
 Publisher: Little, Brown and Company
 Date of Publication: August 1, 2009
 Grade Level: PreK-2nd grade
 Genre: Picture book/ Informational
 How book highlights CST theme: This book highlights the Catholic Social
Teaching “Solidarity” because it talks about how everyone comes from a
different family. This allows children to understand the idea that everyone
comes from different backgrounds, but that still means that everyone
needs to be treated with respect.
 Summary: This book explains to the reader how everyone comes from a
different family. In your family, you grow up with them and learn from
them. The book tells readers that there are many different types of
families. It shows families that are made up of
different people, but the book also shows
how any grouping can be a family. The book
has an inclusive feel to it regarding different
types of families.
 Style/ voice: The book is told from the 3rd
person point of view. I think this was a good
way to get the CST theme across because
there was no biased towards certain types of
families. The book explained how all families
are different.
 Connection to content areas: The book can
be used in a social studies lesson on different types of families and
diversity/ inclusion. It can also be incorporated into English Language Arts
because of the rhyme scheme used throughout the story.

Activity:
After reading either book (specifically All Kinds of Families), students would draw
out their family tree. They would draw it out instead of using a template because
all families are diverse and would not fit under one template. Students could
draw pictures or bring in pictures of their family members as well. Students will
then write a journal entry on the back of their family tree on what they do to
help their families and how their families help them. Students will share these with
the class, so they can see how everyone comes from different families and
backgrounds, but at the end of the day, people help each other and are there
for each other, which is how it ties into this CST theme. An accommodation
would be presenting to a partner or small group instead of the class. The student
can also create the family tree to their own ability level.
11.Care for God’s Creation
Book #1
 Title: The Earth Book
 Author: Todd Parr
 Publisher: Little Brown Books for Young
Readers
 Date of Publication: March 2010
 Grade Level: PreK – 1st grade
 Genre: Picture book/ informational
 How book highlights CST theme: This book
highlights the Catholic Social Teaching
principal “Care for God’s Creation”
because, by reading the book, students are learning how to respect the
Earth. The reader is learning tips on how they can be eco-friendlier.
 Summary: This book gives the readers tips and tricks on how they can care
for the environment. For example, the book suggests turning off the faucet
while brushing teeth, using both sides of the paper when drawing, and
bringing reusable bags to the grocery store. It also explains the
importance of doing these things. The book says that this will help us save
the trees and give animals a home.
 Style/ voice: This book is written from the 1st person point of view. I think this
is helpful because if the teacher is reading it to the class, they are saying
that they are caring about these ideas because it uses the word “I.” This
could inspire students to be more environmentally cautious if they see and
hear their teacher talking about the importance of this.
 Connection to content areas: This book could be used in a science lesson
because of the focus on caring for the environment.

Book #2
 Title: Michael Recycle
 Author: Ellie Bethel
 Publisher: Jonas Publishing
 Date of Publication: March 25, 2008
 Grade Level: 1st grade- 2nd grade
 Genre: Fiction/ informational
 How book highlights CST theme: This book highlights the Catholic Social
Teaching theme “Care for God’s Creation” because, like a lot of people,
the characters in the book were not sure how to recycle, so the book
informs readers of the dangers of what could happen if they do not care
for the Earth and how they could care for the Earth.
 Summary: This book takes place in a town called Abberdoo-Rimey. Here,
everyone leaves the town a mess and throws their garbage everywhere,
until Michael Recycle pays a visit to the town. He comes to warn the town
of what could happen if they do not recycle. Before the townspeople
could ask any questions, he disappears, and the town begins to recycle
paper, plastic, cans, and junk. After some time, their town became
beautiful and green, and they had a celebration, and Michael Recycle
came back to visit. The end of the book then gave tips on how to go
green.
 Style/ voice: The book was told from the 3rd person point of view and had
a funny story to it with a serious lesson. The
book was entertaining, silly, and funny,
which would grasp the reader’s attention to
help them learn this important information.
 Connection to content areas: This could
connect to science since the book focuses
on the environment. The book could also
be used in an English Language Arts class
because the whole book rhymes, so
students can practice identifying rhyming
words.

Activity:
After reading either of these books, I would complete an activity with students
about going green. We would play a game called “Ocean Garbage Sorting
Bin.” There would be three cans labeled: one for recycling, one for trash, and
one for compost. They would be in a bin with blue shredded paper, which
would serve as the water. In the water, there would be different laminated
pieces of paper with different pictures and words that had a magnet on them.
Students would have a fishing rod with a magnet attached to it and “go fishing”
for the items. Once they have an item, they would need to determine what bin
the item should be placed in and put it in there. This ties into the Catholic Social
Teaching theme because students would be caring for the earth. A
modification would be if the student could not read, all of the words on the
paper could have a picture to go with them to help the student identify what
the picture was. Some students might have trouble fishing for the items, so they
could pick up the paper with their hands. I would also make sure not too many
students were competing the activity at once because the bin activity could
become crowded.