Each of the books I choose is special in its own way. Fly Away Home by Eve Bunting represents all the homeless people that don’t live on the streets and the sense of hope that things will get better. Shelter Folks by Virginia Kroll represents how important having a community is as well as the complicated feelings homeless children may feel. Lady in the Box by Ann McGovern, depicts a homeless reality in many urban areas as well as explains the unfortunate situations that cause people to be homeless. Finally Uncle Willie and the Soup Kitchen by DyAnne Desalvo-Ryan depicts how the community affects homelessness, positive attitudes toward homelessness, and what people can do to help. Together I felt that these 4 books did the best job of giving children a powerful introduction to homelessness.
Although each book had its individual strengths there are some common themes and ideals between the books. First, each of the books has a unique family portrayed. Most only have one parent, others none, and some have uncles or other relatives living with them. This in itself is illustrating different lifestyles that children might be able to relate to. The great part about these families is they all hold community as a high priority in their lives. Community is the largest theme that runs through all of these books. In some the community is reaching out to help those in need and make their community a better place to live. In the other books the importance of the community of homeless people to other homeless people is illustrated. These books do a great job of illustrating to children the importance of communities in all aspects of life.
All of these books are also very realistic, each portraying homelessness in a different setting. They all do a good job of putting homelessness into the context of the larger picture and help children see homelessness as the complex issue it is. None of the books give children an unrealistic view of “saving” homeless people, rather they all give examples of small steps they kids could take to help homelessness. They are all also realistic in the confused, sad, and frustrated attitudes that children have about homelessness. I was careful to choose books that illustrated both children who are homeless and children who are experiencing homelessness from the outside.
Homelessness is an issue that is not specific to one community or to one place. It is a global issue that affects people all over the world. Service and service-learning is a personal passion and I truly believe that children should learn about the importance of community at a young age. They should learn about the importance of communities in everyday life and the importance of accepting all communities which also means accepting all cultures. Students who value communities and cultures will truly get a multicultural education.
Wednesday, December 10, 2008
Social Issues: Connecting Children to their World
Strehle, Elizabeth. “Social Issues: Connecting Children to their World.”
Children's Literature in Education 30.3 (1999): 213-220. 15 November 2008..
In this article Elizabeth Strehle focuses on using children’s literature in the classroom to discuss complex social issues, to connect to students lives, and to supplement curriculum. In this article she focuses on teaching students about homelessness, especially in urban areas. Strehle first discusses how students are exposed to an enormous amount of information on complex issues through TV, media, and everyday life. She claims that you can use literature to bring these experiences into the classroom and discuss homelessness and other social issues. She discusses the ways that literature in general can help foster discussion in classrooms. She then analyzes two books about homelessness Way Home and Smoky Night and their benefits to the classroom. She concludes by explaining how books about social issues can break negative stereotypes and help expose misconceptions that students hold.
Strehle presents a compelling argument for discussing social issues in the classroom, through literature and I completely agree with her. Students have a wealth of knowledge about social issues and it is our job as teachers to unpack that knowledge, figure out what they know, what they have to add to conversations, and what stereotypes or misconceptions they hold. We can use literature to start these discussions as well as to break stereotypes. Strehle says, “The universal theme of developing as people and solving problems, regardless of the culture, is an appropriate starting point for discussing relevant community issues. In offering literature embedded with social issues to students during
thematic studies, teachers can offer opportunities for students to begin to see themselves as children among the world's children.” Children can relate to these social issues and they should be exposed to them.
Finally, in her final argument Strehle says, “In the discussion of homelessness the teacher's selection of literature models a set of values that reflects the status quo or questions the social norm.” Using books about homelessness in your class is a powerful tool for students to begin to understand the complexity of homelessness and to break negative stereotypes. Especially in the recent economic hardships, homelessness has become a more prevalent issue in the U.S. Strehle’s article perfectly illustrates the need for homeless literature in the classroom. Not only are stereotypes broken, but students can see the need for compassion and community. In addition, she inadvertently expresses the need for teachers to choose literature that breaks social norms, that challenges students to step out of their comfort zone and think deeper.
Children's Literature in Education 30.3 (1999): 213-220. 15 November 2008.
In this article Elizabeth Strehle focuses on using children’s literature in the classroom to discuss complex social issues, to connect to students lives, and to supplement curriculum. In this article she focuses on teaching students about homelessness, especially in urban areas. Strehle first discusses how students are exposed to an enormous amount of information on complex issues through TV, media, and everyday life. She claims that you can use literature to bring these experiences into the classroom and discuss homelessness and other social issues. She discusses the ways that literature in general can help foster discussion in classrooms. She then analyzes two books about homelessness Way Home and Smoky Night and their benefits to the classroom. She concludes by explaining how books about social issues can break negative stereotypes and help expose misconceptions that students hold.
Strehle presents a compelling argument for discussing social issues in the classroom, through literature and I completely agree with her. Students have a wealth of knowledge about social issues and it is our job as teachers to unpack that knowledge, figure out what they know, what they have to add to conversations, and what stereotypes or misconceptions they hold. We can use literature to start these discussions as well as to break stereotypes. Strehle says, “The universal theme of developing as people and solving problems, regardless of the culture, is an appropriate starting point for discussing relevant community issues. In offering literature embedded with social issues to students during
thematic studies, teachers can offer opportunities for students to begin to see themselves as children among the world's children.” Children can relate to these social issues and they should be exposed to them.
Finally, in her final argument Strehle says, “In the discussion of homelessness the teacher's selection of literature models a set of values that reflects the status quo or questions the social norm.” Using books about homelessness in your class is a powerful tool for students to begin to understand the complexity of homelessness and to break negative stereotypes. Especially in the recent economic hardships, homelessness has become a more prevalent issue in the U.S. Strehle’s article perfectly illustrates the need for homeless literature in the classroom. Not only are stereotypes broken, but students can see the need for compassion and community. In addition, she inadvertently expresses the need for teachers to choose literature that breaks social norms, that challenges students to step out of their comfort zone and think deeper.
Uncle Willie and the Soup Kitchen
DiSalvo-Ryan, DyAnne. Uncle Willie and the Soup Kitchen. New York: Morrow
Junior Books, 1991.
When a young boy wonders about some of the homeless people in his neighborhood, his Uncle Willie suggests he work at the soup kitchen with him. Along with some of the other regulars, like Brother Mike, Shata, and George, Uncle Willie gets food donated from the community and then works to prepare lunch for the homeless in the neighborhood. The most interesting thing to the little boy is the people who come to eat. They all sit and chat just like in any other community. The people that were collecting cans and sleeping on benches come to eat here too. The boy sees how the people eating have such a great relationship with people serving food, how they are all just friends.
This book is a great addition to any classroom library. First, the little boy has questions about homelessness. He doesn’t understand why people are homeless and lonely, in fact he is scared to talk to many of the people. Instead, of telling him to stay away from those people or explaining homelessness to him, his mother suggests he work at a soup kitchen with his Uncle Willie. While there he learns that these are not people to be scared of, but rather just people in unfortunate circumstances. It is a great illustration of the scared feelings people might have and then shows why those are the wrong feelings to have.
It also does a great job of illustrating how kids or adults can become involved in their community to make a difference. Not only through volunteering, but by simply offering a smile and showing that somebody cares about them. This book shows that through Uncle Willie and his relationship with the people who walk through the soup kitchen’s door. Dyanne DiSalvo-Ryan draws on her own experiences working in a soup kitchen to precisely portray these relationships and the happiness felt.
Junior Books, 1991.
When a young boy wonders about some of the homeless people in his neighborhood, his Uncle Willie suggests he work at the soup kitchen with him. Along with some of the other regulars, like Brother Mike, Shata, and George, Uncle Willie gets food donated from the community and then works to prepare lunch for the homeless in the neighborhood. The most interesting thing to the little boy is the people who come to eat. They all sit and chat just like in any other community. The people that were collecting cans and sleeping on benches come to eat here too. The boy sees how the people eating have such a great relationship with people serving food, how they are all just friends.
This book is a great addition to any classroom library. First, the little boy has questions about homelessness. He doesn’t understand why people are homeless and lonely, in fact he is scared to talk to many of the people. Instead, of telling him to stay away from those people or explaining homelessness to him, his mother suggests he work at a soup kitchen with his Uncle Willie. While there he learns that these are not people to be scared of, but rather just people in unfortunate circumstances. It is a great illustration of the scared feelings people might have and then shows why those are the wrong feelings to have.
It also does a great job of illustrating how kids or adults can become involved in their community to make a difference. Not only through volunteering, but by simply offering a smile and showing that somebody cares about them. This book shows that through Uncle Willie and his relationship with the people who walk through the soup kitchen’s door. Dyanne DiSalvo-Ryan draws on her own experiences working in a soup kitchen to precisely portray these relationships and the happiness felt.
Fly Away Home
Bunting, Eve. Fly Away Home. New York: Clarion Books, 1991.
In Fly Away Home, a little boy and his father live in the airport. The book depicts a large supportive homeless community in the airport. As the little boy and his Dad move from terminal to terminal trying not to get noticed, several members of their homeless community are asked to leave the airport. It is after this that the boy shows his anger and frustration at being homeless, he doesn’t understand why other people have homes and not him. On the weekend his Dad goes to work in the city and he tries to make money returning luggage with his friend. At the end of the story instead of being sad or upset he is hopeful, because like a bird he saw fly away he hopes he will be able to get out of the airport one day.
I chose this book for my collection because of the realistic portrayal of homeless people and the variety of people shown in the story. As the boy and his Dad go from terminal to terminal they pass many homeless people, some with shopping carts, some being drunks, others just an old loving couple. It is through these multiple representations and through the image of their family that students can break their misconception that homelessness as simply a person begging for food. In the story the boy and his Dad buy breakfast from an airport cafeteria and on the weekends the Dad goes to work and leaves his son with another homeless family. It shows that most homeless people have money and are working to try and better their circumstances. Although, with heightened security living in an airport may not be realistic it is representative of the fact that all homeless people are not living on the streets.
I also chose this book because of the boy’s attitude toward being homeless. Throughout most of the book he was angry, frustrated, and confused. He didn’t understand why so many other people had homes to go to and he didn’t. Since, many children understand that their families have less money or a parent out of work, but don’t understand the “why”, behind it I felt this was an accurate portrayal of how a child would feel. In addition, I thought it was excellent to show that he had hopes to get out of the airport at the end of the story. After watching, a bird fly away, he realized that he too could one day leave the airport and fly away home.
In Fly Away Home, a little boy and his father live in the airport. The book depicts a large supportive homeless community in the airport. As the little boy and his Dad move from terminal to terminal trying not to get noticed, several members of their homeless community are asked to leave the airport. It is after this that the boy shows his anger and frustration at being homeless, he doesn’t understand why other people have homes and not him. On the weekend his Dad goes to work in the city and he tries to make money returning luggage with his friend. At the end of the story instead of being sad or upset he is hopeful, because like a bird he saw fly away he hopes he will be able to get out of the airport one day.
I chose this book for my collection because of the realistic portrayal of homeless people and the variety of people shown in the story. As the boy and his Dad go from terminal to terminal they pass many homeless people, some with shopping carts, some being drunks, others just an old loving couple. It is through these multiple representations and through the image of their family that students can break their misconception that homelessness as simply a person begging for food. In the story the boy and his Dad buy breakfast from an airport cafeteria and on the weekends the Dad goes to work and leaves his son with another homeless family. It shows that most homeless people have money and are working to try and better their circumstances. Although, with heightened security living in an airport may not be realistic it is representative of the fact that all homeless people are not living on the streets.
I also chose this book because of the boy’s attitude toward being homeless. Throughout most of the book he was angry, frustrated, and confused. He didn’t understand why so many other people had homes to go to and he didn’t. Since, many children understand that their families have less money or a parent out of work, but don’t understand the “why”, behind it I felt this was an accurate portrayal of how a child would feel. In addition, I thought it was excellent to show that he had hopes to get out of the airport at the end of the story. After watching, a bird fly away, he realized that he too could one day leave the airport and fly away home.
Shelter Folks
Kroll, Virginia. Shelter Folks. Grand Rapids, MI: William B Eardmans Publishing
Company, 1995.
Shelter Folks is the story of Joelle and her family as they are forced to move into a shelter because her Mom isn’t making enough money. At first Joelle is embarrassed that she is a “shelter folk.” She hides her face on her walk to school, doesn’t ever talk about home, and won’t let people drive her back to the shelter. However, as time goes on Joelle realizes how kind and caring everyone at the shelter is. She also meets another girl in her class that lives at the shelter and slowly becomes more okay with living there. However, it is only when everyone from the shelter comes to her school play that she realizes how great the people are. She is even able to stand up to other kids in her class and admit she lives at the shelter.
This story is marvelous for an elementary school library. This book illustrates the feelings that children might have if there family became homeless. It talks about the anxiety and loneliness that they might feel. In addition the book goes on to discuss her school life. This shows children that homeless people do not all live on the streets, but they can have homes and go to school. The family was simply going through hard financial times. Virginia Kroll used her own experience struggling with finances to draw inspiration for this story.
The most prolific part of the story is the community that is built and the pride that Joelle openly takes in to this community. One student is beginning to mock Joelle’s shelter friends who came to watch her in the play. Joelle bravely stands up to them and says they are with her. She was able to realize that it is okay to be homeless, that there is nothing wrong, you just have a different kind of house. Although, the author sugar coats the issue a little, she does so in a way that ensures no stereotypes are created. By not including starvation or alcoholism, things that are common in shelters, she has presented the information through a child’s emotional reaction to the situation. This allows all readers to connect with Joelle.
Company, 1995.
Shelter Folks is the story of Joelle and her family as they are forced to move into a shelter because her Mom isn’t making enough money. At first Joelle is embarrassed that she is a “shelter folk.” She hides her face on her walk to school, doesn’t ever talk about home, and won’t let people drive her back to the shelter. However, as time goes on Joelle realizes how kind and caring everyone at the shelter is. She also meets another girl in her class that lives at the shelter and slowly becomes more okay with living there. However, it is only when everyone from the shelter comes to her school play that she realizes how great the people are. She is even able to stand up to other kids in her class and admit she lives at the shelter.
This story is marvelous for an elementary school library. This book illustrates the feelings that children might have if there family became homeless. It talks about the anxiety and loneliness that they might feel. In addition the book goes on to discuss her school life. This shows children that homeless people do not all live on the streets, but they can have homes and go to school. The family was simply going through hard financial times. Virginia Kroll used her own experience struggling with finances to draw inspiration for this story.
The most prolific part of the story is the community that is built and the pride that Joelle openly takes in to this community. One student is beginning to mock Joelle’s shelter friends who came to watch her in the play. Joelle bravely stands up to them and says they are with her. She was able to realize that it is okay to be homeless, that there is nothing wrong, you just have a different kind of house. Although, the author sugar coats the issue a little, she does so in a way that ensures no stereotypes are created. By not including starvation or alcoholism, things that are common in shelters, she has presented the information through a child’s emotional reaction to the situation. This allows all readers to connect with Joelle.
The Lady in the Box
McGovern, Ann. The Lady in the Box. New York: Turtle Books, 1997.
The Lady in the Box tells the story of a brother and sister in New York City. After seeing a homeless woman living in a box near their apartment building they help her by bringing her food and warm clothing. The children’s mother notices that food and clothing are missing from the house. Their mother takes the children to talk to the woman. They hear her story about hard times and losing her job. Their mother ensures that she is allowed to keep her box in the warmest location and takes her children to work at a soup kitchen. As the story ends the young boy becomes friends with the homeless woman.
Ann McGovern based this story off a homeless woman she knew when she lived in New York. She uses this knowledge to make several choices that break “typical” homeless stereotypes. First, the woman tells the story of how she became homeless. This will help students understand that homeless people aren’t necessarily lazy or drunk, but just going through hard times. Although in the story some characters, mainly the shop owner, treats the homeless women as an inferior, this is a realistic way that some homeless are treated. The author does an excellent job of illustrating why this is wrong and ways that children or adults can change their own behavior as well as others.
The author also does an excellent job of describing realistic solutions to homelessness for children. In the beginning of the story the children simply leave food for the woman. Then rather than taking the woman in, the family gets her box moved to a new location. Finally, at the end of the story the family goes to work in a soup kitchen. The author did a good job of putting the story in context of the larger social issue. Students can see that it is impossible for them to solve homelessness, but they can see small things they can do to work towards a better future. However, the best part of the story is the child’s dialogue with the homeless woman. They become friends and he wishes for a better future when she will have a home of her. Children can see that homeless people are simply people.
The Lady in the Box tells the story of a brother and sister in New York City. After seeing a homeless woman living in a box near their apartment building they help her by bringing her food and warm clothing. The children’s mother notices that food and clothing are missing from the house. Their mother takes the children to talk to the woman. They hear her story about hard times and losing her job. Their mother ensures that she is allowed to keep her box in the warmest location and takes her children to work at a soup kitchen. As the story ends the young boy becomes friends with the homeless woman.
Ann McGovern based this story off a homeless woman she knew when she lived in New York. She uses this knowledge to make several choices that break “typical” homeless stereotypes. First, the woman tells the story of how she became homeless. This will help students understand that homeless people aren’t necessarily lazy or drunk, but just going through hard times. Although in the story some characters, mainly the shop owner, treats the homeless women as an inferior, this is a realistic way that some homeless are treated. The author does an excellent job of illustrating why this is wrong and ways that children or adults can change their own behavior as well as others.
The author also does an excellent job of describing realistic solutions to homelessness for children. In the beginning of the story the children simply leave food for the woman. Then rather than taking the woman in, the family gets her box moved to a new location. Finally, at the end of the story the family goes to work in a soup kitchen. The author did a good job of putting the story in context of the larger social issue. Students can see that it is impossible for them to solve homelessness, but they can see small things they can do to work towards a better future. However, the best part of the story is the child’s dialogue with the homeless woman. They become friends and he wishes for a better future when she will have a home of her. Children can see that homeless people are simply people.
Wednesday, December 3, 2008
Coin Drive
There’s a coin drive going on at our school
for children hurt by the hurricane.
Teacher says, “Handful of dimes is fine.
But only give if you want to share.”
Momma says, “Those people should have known.
Should have done more than they did to get out.”
Poppa says, “Look how those people stole.
Criminals. Animals, them. Their kind.”
I saw the pictures, too, myself.
People with nothing, no cars, for sure.
Swollen old ladies could barely walk.
Crazy boys with stolen guns,
but also daddies grabbing bread.
I saw the pictures, too, myself.
So many bodies floating, dead.
Waiting, water creeping up,
up past neck, past mouth, past eyes.
How long did they wait for help?
I feel proud for the fifty cents
I put today in the coin drive jar.
I feel proud that I can say:
I saw the pictures for myself.
Wong, Janet. Coin Drive. Janet S. Wong. November 15, 2008.
The Girl Who Makes the Cymbals Bang
I’m the girl who makes the cymbals bang—
It used to be a boy
That got to play them in the past
Which always would annoy
Me quite a bit. Though I complained,
Our teacher Mister Cash
Said, “Sorry, girls don’t have the strength
To come up with a crash.”
“Oh yeah?” said I. “Please give them here!”
And there and then, I slammed
Together those brass plates so hard
His eardrums traffic-jammed.
He gulped and gaped, and I could tell
His old ideas were bending—
So now me and my cymbals give
Each song a real smash ending.
-X.J. Kennedy
Kennedy, X.J. “The Girl Who Makes the Cymbals Bang.” The 20th Century Children’s
Poetry Treasury. Jack Prelutsky, ed. New York: 1999. 17.
There’s a coin drive going on at our school
for children hurt by the hurricane.
Teacher says, “Handful of dimes is fine.
But only give if you want to share.”
Momma says, “Those people should have known.
Should have done more than they did to get out.”
Poppa says, “Look how those people stole.
Criminals. Animals, them. Their kind.”
I saw the pictures, too, myself.
People with nothing, no cars, for sure.
Swollen old ladies could barely walk.
Crazy boys with stolen guns,
but also daddies grabbing bread.
I saw the pictures, too, myself.
So many bodies floating, dead.
Waiting, water creeping up,
up past neck, past mouth, past eyes.
How long did they wait for help?
I feel proud for the fifty cents
I put today in the coin drive jar.
I feel proud that I can say:
I saw the pictures for myself.
Wong, Janet. Coin Drive. Janet S. Wong.
The Girl Who Makes the Cymbals Bang
I’m the girl who makes the cymbals bang—
It used to be a boy
That got to play them in the past
Which always would annoy
Me quite a bit. Though I complained,
Our teacher Mister Cash
Said, “Sorry, girls don’t have the strength
To come up with a crash.”
“Oh yeah?” said I. “Please give them here!”
And there and then, I slammed
Together those brass plates so hard
His eardrums traffic-jammed.
He gulped and gaped, and I could tell
His old ideas were bending—
So now me and my cymbals give
Each song a real smash ending.
-X.J. Kennedy
Kennedy, X.J. “The Girl Who Makes the Cymbals Bang.” The 20th Century Children’s
Poetry Treasury. Jack Prelutsky, ed. New York: 1999. 17.
Multicultural Annotated Bibliography
Annotated Bibliography
Adoff, Arnold. Families: Poems Celebrating the African American Experience. Dorothy
S. Strickland and Michael R. Strickland, ed. Honesdale, PA: Boyds Mills Press Inc., 1994. 19.
This untitled poem was found in Families: Poems Celebrating the African American Experience is a poetry anthology that features all African American poets. Arnold Adoff is an accredited poet who has written many children’s poems about African Americans Adoff describes a young boy who is proud to be African American. His sister tells him about how tall, strong, and great African American men are. It is a great example for young African American boys. It illustrates the importance of family and academics to many African Americans. It also references there history, “we must be free”, and uses some black dialect, which is beneficial to helping all students understand more about African American culture. The poem can also be used as an example of some typical traits that help all children reach success.
Adoff, Arnold. “Flavors.” A Jar of Tiny Stars. Bernice E. Cullinan, ed. Honesdale, PA: Boyds Mills Press, 1996. 55.
The poems in A Jar of Tiny Stars were all chosen by children as their favorites. Children were given a selection of authors by the National Council of English Teachers and then children selected their favorite poems from those poets. Flavors, by Arnold Adoff was chosen for my anthology because it describes a mixed race-family. The child narrator uses ice cream to describe their family. Her mother is white or vanilla. Her father is African American or chocolate and she is butter. She describes herself as new and the best. That she is butter and she loves it because her parents both love her. It sends a very positive message to all kids that it is okay to have a different kind of family.
Alarcon, Francisco X. “Family Garden.” Poems to Dream Together: Poemas Para Sonar
Juntos. New York: Lee and Low Books, 2005.
All of the poems in Poems to Dream Together: Poemas Para Sonar Juntos are written in both Spanish and English. The poems are effective because although they have hints of Latino/a culture any child could relate to all of the poems in the book. Family Garden describes how a family works together to help their garden grow. It uses the Spanish words for Mom, Dad, and Grandmother. From the use of family Spanish words as well as from the strong family ties in the poem, children will learn about the importance of family to the Latino/a culture.
Chris, “My Brother.” Poems and Essays.
November 15, 2008.
My Brother, was written by a 12 year old boy named Chris about his younger brother who has down-syndrome. I chose this poem because it has a very personal feel. Although, it is from a personal website for families with down-syndrome, the poem is credible because poetry should illustrate personal feelings. It does not claim to represent all people with down-syndrome, but rather just this boy’s brother. The young boy does an excellent job of representing his brother realistically, but turns anything that could be a viewed ad negative into a positive situation. He also shows how much love his family has for brother. This is an uplifting poem for children and families who have down-syndrome as well as a positive depiction of down-syndrome for people who have little experience with down-syndrome.
Etter, Dave. “Marcus Millsap: School Day Afternoon.” Poetry 180. November 17, 2008.
Poetry 180, is a website of poems compiled by the Library of Congress for teachers. There are poems for every day of the year. Although, the website is credible because it was published by the government, it is aimed for mostly high school students. Therefore, only a few of the poems were appropriate for elementary or young students. One poem Marcus Millsap: School Day Afternoon depicts the day to day life of young boy who lives on a farm. It does a good job of staying away from “redneck” stereotypes or “hick” language, but rather just describes the scenes that someone who lives on a farm might see after school one day. Marcus likes roosters and pigs, he describes the silos, and is going to the fair with his family this weekend. Students who read this poem will better understand that all people live differently, but will still see how kids are similar.
Clark, Sheryl. “Gift Horse.” Farm Kid. Poetry for Kids. November 15, 2008.
Sheryl Clark has written two books of poetry for children. The poems in Farm Kid, focus on farm life, but the poem Gift Horse discusses poverty in general, as opposed to rural poverty. This poem explains not only the hardships of living in poverty, but having to understand that not everyone does. Having to accept hand me downs and living with next to nothing is a reality for many children. Children who read this poem will feel that they aren’t alone in wanting more things. The poem doesn’t depict the family as invalid or unworthy, but rather just as your everyday friendly neighbors, who can’t afford to buy new things. This poem is especially powerful because it is told from a child’s point of view.
Greenfield, Eloise. “Missing Mama.” Families: Poems Celebrating the African American
Experience. Dorothy S. Strickland and Michael R. Strickland, ed. Honesdale, PA: Boyds Mills Press Inc., 1994. 23.
I chose Missing Mama because it depicts an underrepresented family group. Many children have lost parents and are living in single parent homes or with other family members. This poem is narrated from a young boy’s point of view which creates a sense of connectivity for young readers. The boy acknowledges that there is pain and it is not easy to get over the pain of losing his Mom. Yet, he also says how he is getting over it and what he does to move on. Students will take a way a positive message from a touchy subject. The anthology that this poem comes from has poems that are all written by acclaimed African American poets. Although, Eloise Greenfield, didn’t lose either of her parents she said she struggles to make each word of her poetry just right for kids.
Kammeraad, Kevin. “Concert of the Blind.” The Tomato Collection. Grand Rapids, MI:
Cooperfly Books, 2000. 13.
Kevin Kammeraad is a native of Michigan. His book, The Tomato Collection, is poetry
based off his own childhood experiences. Concert of the Blind is great poem that talks about the power of words. He uses the example of someone who is blind, and how they can’t see you, but can only hear what you say. He doesn’t patronize the blind, but rather just talks about what words can do and how much pain words can cause on their own. In fact the only place in the poem the word blind is used is the title. Children can walk away with this poem with appreciation of their sight and a caution to how they use their words.
Kammeraad, Kevin. “Well Hey.” The Tomato Collection. Grand Rapids, MI:
Cooperfly Books, 2000. 14.
This poem is also from Kevin Kammeraad’s Tomato Collection. Although, he is not a well known poet he is a favorite of my younger brothers, which is what led me to his poetry. Kammeraad’s, Well Hey, is a poem about depression. It is short and simple so all kids, despite ability, can read it. It is great because many children have to deal with depression, but it is not a well discussed topic. In the poem he discusses the feelings of being sad and how he doesn’t know why or what to do about it. The great part of the poem is that in the end he decides the best thing to do is just keep on trying.
Kennedy, X.J. “The Girl Who Makes the Cymbals Bang.” The 20th Century Children’s
Poetry Treasury. Jack Prelutsky, ed. New York: 1999. 17.
This poetry anthology features poems from all different esteemed poets. The poems were selected by well known poet Jack Prelutsky. The poems cover a wide range of topics from seasons to animals. This particular poem is in a section about instruments, but is a great depiction of empowering females. The poem portrays a young girl who was told that she wasn’t strong enough to play the cymbals. The girl proves her teacher wrong and becomes the first ever female cymbal player in her school band. It is a great tale to show girls that they can do anything they set their mind to. It introduces the stereotype that females are inferior to males and then successfully breaks it.
Mora, Pat. “Abuelita’s Lap.” Confetti: Poems for Children. New York: Lee & Low
Books, Inc. < http://crsla.tripod.com/id10.html> November 17, 2008.
The website, Abuelitas’s Lap is from, was produced by an elementary classroom. They chose a selection of multicultural children’s poems for a school project. Although, the author’s of the website (the class) is not that credible, they cite all of the poems. I chose to use the poem Abuelita’s Lap because it highlights some of the things that Latino/Latina’s hold important such as food, family, and music. The poet describes sitting on her grandmother’s lap listening to “cuentas” or stories about her family’s heritage. I chose this poem because it incorporates the Spanish language without, explicitly stating what each word means. It also depicts important parts of Latino/Latina culture, but is still easily relatable to other children
Prelutsky, Jack. No Girls Allowed.” The Random House Book of Poetry for
Children. Jack Prelutsky, ed. New York: Random House, 1983. 111.
The Random House Book of Poetry for Children is a collection of 572 poems by lots of poets various categories such as, nature, animals, kids, etc. This poem by Jack Prelutsky at first seems to illustrate the stereotype that girls may be inferior to boys in some sports. However, in the last line of the poem Prelutsky says, “besides they might win.” Girls can read this poem and see that they in fact can compete with the boys and may even win.
“The Circle of Thanks.” The Circle of Thanks: Native American Poems and Songs of Thanksgiving. Joseph Bruchac, ed. Bridge Water Books, 1996. 1.
Although, the illustrations in this book support stereotypical depictions of Native Americans the poems are well researched and illustrate Native culture on their own. Joseph Bruhac, who selected these poems is also an insider to the Abenaki tribe. Each poem is labeled with the specific tribe that this particular poem is from. The Circle of Thanks is from the Micmac, Northeast Coast. The poem does a great job of describing some of the most important things to the Micmac culture. The poem centers around the drum and a circle, both of which are central to Native culture. The poem also talks about the other important aspects of their culture, the trees, sun, moon, stars, and even their people. Children will be able to understand key aspects of the Micmac culture and will most importantly distinguish that these characteristics are unique to one tribe, not all of them.
Wayman, Tom. “The Poet.” Poetry 180. < http://www.loc.gov/poetry/180/015.html> November 17, 2008.
Poetry 180, is a website of poems compiled by the Library of Congress for teachers. There are poems for every day of the year. Although, the website is credible because it was published by the government, it is aimed for mostly high school students. Therefore, only a few of the poems were appropriate for elementary or young students. I chose The Poet because it describes a struggling student who has trouble with reading and writing. The student has trouble understanding the textbook and even remembering what he did in school from day to day. Tom Wayman, a Canadian poet, never actually says that his poem is about learning disabilities but students who have learning disabilities or who struggle in school can connect with this poem. Also, the poem doesn’t make judgments about the hardships, but rather just describes them making it more acceptable.
Wong, Janet. Gonggong and Susie. Janet S. Wong. November 15, 2008.
Gonggong and Susie is from Janet Wong’s personal website. Janet Wong has published many poetry books for children about her Chinese heritage. Gonggong and Susie depicts her Grandpa’s experience as a Chinese American immigrant during the Great Depression. This particular poem is from her book A Suitcase of Seaweed, which was featured on the Hallmark channel and in New York’s Subway and Bus Posters. The poem uses Cantonese words which illustrates to children that within China there are many different dialects and cultures. It is also truly illustrates her families history and what the life of an immigrant would be like in 1920. As Janet Wong says, “it is one of those stories I used to hear over and over at the dinner table.”
Wong, Janet. Coin Drive. Janet S. Wong. November 15, 2008.
Often the word refuge is restricted to people fleeing foreign countries for political reasons, but in 2005 thousands of people fled from the devastation and aftermath of Hurricane Katrina. These people are refugees within our own country. Janet Wong’s poem Coin Drive, depicts a child’s take on the events of Hurricane Katrina. I chose this poem because Katrina refugees are living lives all over the U.S. and it is important for students to understand and at least have a background of what those families went through. Janet Wong does an excellent job of depicting the scene from an outsider’s point of view. She doesn’t try to imagine how the families felt, but rather she depicts how she was confused. This poem was taken from Janet Wong’s personal website.
Adoff, Arnold. Families: Poems Celebrating the African American Experience. Dorothy
S. Strickland and Michael R. Strickland, ed. Honesdale, PA: Boyds Mills Press Inc., 1994. 19.
This untitled poem was found in Families: Poems Celebrating the African American Experience is a poetry anthology that features all African American poets. Arnold Adoff is an accredited poet who has written many children’s poems about African Americans Adoff describes a young boy who is proud to be African American. His sister tells him about how tall, strong, and great African American men are. It is a great example for young African American boys. It illustrates the importance of family and academics to many African Americans. It also references there history, “we must be free”, and uses some black dialect, which is beneficial to helping all students understand more about African American culture. The poem can also be used as an example of some typical traits that help all children reach success.
Adoff, Arnold. “Flavors.” A Jar of Tiny Stars. Bernice E. Cullinan, ed. Honesdale, PA: Boyds Mills Press, 1996. 55.
The poems in A Jar of Tiny Stars were all chosen by children as their favorites. Children were given a selection of authors by the National Council of English Teachers and then children selected their favorite poems from those poets. Flavors, by Arnold Adoff was chosen for my anthology because it describes a mixed race-family. The child narrator uses ice cream to describe their family. Her mother is white or vanilla. Her father is African American or chocolate and she is butter. She describes herself as new and the best. That she is butter and she loves it because her parents both love her. It sends a very positive message to all kids that it is okay to have a different kind of family.
Alarcon, Francisco X. “Family Garden.” Poems to Dream Together: Poemas Para Sonar
Juntos. New York: Lee and Low Books, 2005.
All of the poems in Poems to Dream Together: Poemas Para Sonar Juntos are written in both Spanish and English. The poems are effective because although they have hints of Latino/a culture any child could relate to all of the poems in the book. Family Garden describes how a family works together to help their garden grow. It uses the Spanish words for Mom, Dad, and Grandmother. From the use of family Spanish words as well as from the strong family ties in the poem, children will learn about the importance of family to the Latino/a culture.
Chris, “My Brother.” Poems and Essays.
November 15, 2008.
My Brother, was written by a 12 year old boy named Chris about his younger brother who has down-syndrome. I chose this poem because it has a very personal feel. Although, it is from a personal website for families with down-syndrome, the poem is credible because poetry should illustrate personal feelings. It does not claim to represent all people with down-syndrome, but rather just this boy’s brother. The young boy does an excellent job of representing his brother realistically, but turns anything that could be a viewed ad negative into a positive situation. He also shows how much love his family has for brother. This is an uplifting poem for children and families who have down-syndrome as well as a positive depiction of down-syndrome for people who have little experience with down-syndrome.
Etter, Dave. “Marcus Millsap: School Day Afternoon.” Poetry 180.
Poetry 180, is a website of poems compiled by the Library of Congress for teachers. There are poems for every day of the year. Although, the website is credible because it was published by the government, it is aimed for mostly high school students. Therefore, only a few of the poems were appropriate for elementary or young students. One poem Marcus Millsap: School Day Afternoon depicts the day to day life of young boy who lives on a farm. It does a good job of staying away from “redneck” stereotypes or “hick” language, but rather just describes the scenes that someone who lives on a farm might see after school one day. Marcus likes roosters and pigs, he describes the silos, and is going to the fair with his family this weekend. Students who read this poem will better understand that all people live differently, but will still see how kids are similar.
Clark, Sheryl. “Gift Horse.” Farm Kid. Poetry for Kids.
Sheryl Clark has written two books of poetry for children. The poems in Farm Kid, focus on farm life, but the poem Gift Horse discusses poverty in general, as opposed to rural poverty. This poem explains not only the hardships of living in poverty, but having to understand that not everyone does. Having to accept hand me downs and living with next to nothing is a reality for many children. Children who read this poem will feel that they aren’t alone in wanting more things. The poem doesn’t depict the family as invalid or unworthy, but rather just as your everyday friendly neighbors, who can’t afford to buy new things. This poem is especially powerful because it is told from a child’s point of view.
Greenfield, Eloise. “Missing Mama.” Families: Poems Celebrating the African American
Experience. Dorothy S. Strickland and Michael R. Strickland, ed. Honesdale, PA: Boyds Mills Press Inc., 1994. 23.
I chose Missing Mama because it depicts an underrepresented family group. Many children have lost parents and are living in single parent homes or with other family members. This poem is narrated from a young boy’s point of view which creates a sense of connectivity for young readers. The boy acknowledges that there is pain and it is not easy to get over the pain of losing his Mom. Yet, he also says how he is getting over it and what he does to move on. Students will take a way a positive message from a touchy subject. The anthology that this poem comes from has poems that are all written by acclaimed African American poets. Although, Eloise Greenfield, didn’t lose either of her parents she said she struggles to make each word of her poetry just right for kids.
Kammeraad, Kevin. “Concert of the Blind.” The Tomato Collection. Grand Rapids, MI:
Cooperfly Books, 2000. 13.
Kevin Kammeraad is a native of Michigan. His book, The Tomato Collection, is poetry
based off his own childhood experiences. Concert of the Blind is great poem that talks about the power of words. He uses the example of someone who is blind, and how they can’t see you, but can only hear what you say. He doesn’t patronize the blind, but rather just talks about what words can do and how much pain words can cause on their own. In fact the only place in the poem the word blind is used is the title. Children can walk away with this poem with appreciation of their sight and a caution to how they use their words.
Kammeraad, Kevin. “Well Hey.” The Tomato Collection. Grand Rapids, MI:
Cooperfly Books, 2000. 14.
This poem is also from Kevin Kammeraad’s Tomato Collection. Although, he is not a well known poet he is a favorite of my younger brothers, which is what led me to his poetry. Kammeraad’s, Well Hey, is a poem about depression. It is short and simple so all kids, despite ability, can read it. It is great because many children have to deal with depression, but it is not a well discussed topic. In the poem he discusses the feelings of being sad and how he doesn’t know why or what to do about it. The great part of the poem is that in the end he decides the best thing to do is just keep on trying.
Kennedy, X.J. “The Girl Who Makes the Cymbals Bang.” The 20th Century Children’s
Poetry Treasury. Jack Prelutsky, ed. New York: 1999. 17.
This poetry anthology features poems from all different esteemed poets. The poems were selected by well known poet Jack Prelutsky. The poems cover a wide range of topics from seasons to animals. This particular poem is in a section about instruments, but is a great depiction of empowering females. The poem portrays a young girl who was told that she wasn’t strong enough to play the cymbals. The girl proves her teacher wrong and becomes the first ever female cymbal player in her school band. It is a great tale to show girls that they can do anything they set their mind to. It introduces the stereotype that females are inferior to males and then successfully breaks it.
Mora, Pat. “Abuelita’s Lap.” Confetti: Poems for Children. New York: Lee & Low
Books, Inc. < http://crsla.tripod.com/id10.html> November 17, 2008.
The website, Abuelitas’s Lap is from, was produced by an elementary classroom. They chose a selection of multicultural children’s poems for a school project. Although, the author’s of the website (the class) is not that credible, they cite all of the poems. I chose to use the poem Abuelita’s Lap because it highlights some of the things that Latino/Latina’s hold important such as food, family, and music. The poet describes sitting on her grandmother’s lap listening to “cuentas” or stories about her family’s heritage. I chose this poem because it incorporates the Spanish language without, explicitly stating what each word means. It also depicts important parts of Latino/Latina culture, but is still easily relatable to other children
Prelutsky, Jack. No Girls Allowed.” The Random House Book of Poetry for
Children. Jack Prelutsky, ed. New York: Random House, 1983. 111.
The Random House Book of Poetry for Children is a collection of 572 poems by lots of poets various categories such as, nature, animals, kids, etc. This poem by Jack Prelutsky at first seems to illustrate the stereotype that girls may be inferior to boys in some sports. However, in the last line of the poem Prelutsky says, “besides they might win.” Girls can read this poem and see that they in fact can compete with the boys and may even win.
“The Circle of Thanks.” The Circle of Thanks: Native American Poems and Songs of Thanksgiving. Joseph Bruchac, ed. Bridge Water Books, 1996. 1.
Although, the illustrations in this book support stereotypical depictions of Native Americans the poems are well researched and illustrate Native culture on their own. Joseph Bruhac, who selected these poems is also an insider to the Abenaki tribe. Each poem is labeled with the specific tribe that this particular poem is from. The Circle of Thanks is from the Micmac, Northeast Coast. The poem does a great job of describing some of the most important things to the Micmac culture. The poem centers around the drum and a circle, both of which are central to Native culture. The poem also talks about the other important aspects of their culture, the trees, sun, moon, stars, and even their people. Children will be able to understand key aspects of the Micmac culture and will most importantly distinguish that these characteristics are unique to one tribe, not all of them.
Wayman, Tom. “The Poet.” Poetry 180. < http://www.loc.gov/poetry/180/015.html> November 17, 2008.
Poetry 180, is a website of poems compiled by the Library of Congress for teachers. There are poems for every day of the year. Although, the website is credible because it was published by the government, it is aimed for mostly high school students. Therefore, only a few of the poems were appropriate for elementary or young students. I chose The Poet because it describes a struggling student who has trouble with reading and writing. The student has trouble understanding the textbook and even remembering what he did in school from day to day. Tom Wayman, a Canadian poet, never actually says that his poem is about learning disabilities but students who have learning disabilities or who struggle in school can connect with this poem. Also, the poem doesn’t make judgments about the hardships, but rather just describes them making it more acceptable.
Wong, Janet. Gonggong and Susie. Janet S. Wong.
Gonggong and Susie is from Janet Wong’s personal website. Janet Wong has published many poetry books for children about her Chinese heritage. Gonggong and Susie depicts her Grandpa’s experience as a Chinese American immigrant during the Great Depression. This particular poem is from her book A Suitcase of Seaweed, which was featured on the Hallmark channel and in New York’s Subway and Bus Posters. The poem uses Cantonese words which illustrates to children that within China there are many different dialects and cultures. It is also truly illustrates her families history and what the life of an immigrant would be like in 1920. As Janet Wong says, “it is one of those stories I used to hear over and over at the dinner table.”
Wong, Janet. Coin Drive. Janet S. Wong.
Often the word refuge is restricted to people fleeing foreign countries for political reasons, but in 2005 thousands of people fled from the devastation and aftermath of Hurricane Katrina. These people are refugees within our own country. Janet Wong’s poem Coin Drive, depicts a child’s take on the events of Hurricane Katrina. I chose this poem because Katrina refugees are living lives all over the U.S. and it is important for students to understand and at least have a background of what those families went through. Janet Wong does an excellent job of depicting the scene from an outsider’s point of view. She doesn’t try to imagine how the families felt, but rather she depicts how she was confused. This poem was taken from Janet Wong’s personal website.
Thursday, October 30, 2008
Inspiration For Everyone
“Every one of us has to make a commitment to social justice. You have to have the courage to get out there and fight for it.” Dolores Huerta
Wow! I absolutely loved our trip to the museum. First, I feel like I learned about a lot of very influential people who I have never heard of and I learned about the numerous countries that Latinos/Latinas/Hispanics/Chicanos/Chicanas are from. I also loved it because I thought the exhibit was inspirational. I felt like they had such a broad variety of people represented that everyone could connect with a least one person and everyone could aspire to have successes like some of these people. I know personally seeing so many activists, educators,and public service workers I feel like I can make my dreams come true and that I can one day make a difference too.
That being said I do agree that it "romanticized" the American dream, but I also believe that if the American dream was never romanticized not one of these people would be where they are today. Thousands of immigrants and Americans work hard everyday because they believe that one day they too could live the American Dream. Although it is hard, almost (key being almost) for some to overcome their life obstacles, a few will overcome those odds and if no one let them hope or believe not even those few would make their dreams come true.
I also wanted to mention the 2nd exhibit which I really liked as well. I thought it was fantastic that they had students take the pictures. I also wanted to discuss the age/grade dilemma that was brought up. From my experience in research and study abroad in Africa, many students start school late or drop out and come back to school. Their is no age limits on school so 6th grade classrooms could have 12 yr olds to 20 yr olds.
Wow! I absolutely loved our trip to the museum. First, I feel like I learned about a lot of very influential people who I have never heard of and I learned about the numerous countries that Latinos/Latinas/Hispanics/Chicanos/Chicanas are from. I also loved it because I thought the exhibit was inspirational. I felt like they had such a broad variety of people represented that everyone could connect with a least one person and everyone could aspire to have successes like some of these people. I know personally seeing so many activists, educators,and public service workers I feel like I can make my dreams come true and that I can one day make a difference too.
That being said I do agree that it "romanticized" the American dream, but I also believe that if the American dream was never romanticized not one of these people would be where they are today. Thousands of immigrants and Americans work hard everyday because they believe that one day they too could live the American Dream. Although it is hard, almost (key being almost) for some to overcome their life obstacles, a few will overcome those odds and if no one let them hope or believe not even those few would make their dreams come true.
I also wanted to mention the 2nd exhibit which I really liked as well. I thought it was fantastic that they had students take the pictures. I also wanted to discuss the age/grade dilemma that was brought up. From my experience in research and study abroad in Africa, many students start school late or drop out and come back to school. Their is no age limits on school so 6th grade classrooms could have 12 yr olds to 20 yr olds.
Sunday, October 26, 2008
Multicultural Curriculum
I was reading through a lesson in Lansing's Science Curriculum for my TE 401 class today and it had excerpts from the student workbook. The lesson on electricity had an illustration of students making a circuit. One of the children in the picture was in a wheel chair. This gives me hope that although slowly, people are becoming increasingly aware of the need for representation of multiculturalism not only in literature but in our curriculum, our media, and our daily lives.
Tuesday, October 21, 2008
It's about time for a CHANGE...
Change. It seems to be quite the buzz word these days. Both the presidential candidates are promising and insisting it is necessary. It was also what struck me most about the Kuhlman article. He writes, "that leads all to wonder about injustices and about ways to participate in actions that involve us as citizens who recognize our own limitations, as well as our own ability to make changes in ourselves and in our community. Wink (2000) calls this "knowing what we know" and then having the courage to question ourselves and our roles challenging practices we do not believe valid and supporting those that we find important fro positive community."
Wow. I felt that this paragraph is an incredibly powerful one. This is an example of how I would like to lead my classroom. I feel that the most important thing we can teach students is to think critically about ideas and opinions. If my students can think critically about social issues, their beliefs, and portrayals in literature, they will be able to successfully think critically in all aspects of school and life. I truly believe that this is a skill that all students should have. It in fact is so important to challenge your own thinking because that is the only way you can continually learn.
Wow. I felt that this paragraph is an incredibly powerful one. This is an example of how I would like to lead my classroom. I feel that the most important thing we can teach students is to think critically about ideas and opinions. If my students can think critically about social issues, their beliefs, and portrayals in literature, they will be able to successfully think critically in all aspects of school and life. I truly believe that this is a skill that all students should have. It in fact is so important to challenge your own thinking because that is the only way you can continually learn.
Tuesday, October 14, 2008
Al Capone Spot treated and Ironed My Shirt...
When I first started reading Al Capone Does My Shirts I was a little bit worried that I wasn't going to like the novel.On the very first page the Gennifer Choldenko writes, "I'm not the only kid that lives here. There is my sister, Natalie, except she doesn't count." I immediately jumped to the conclusion that this book was going to portray negative stereotypes of people with disabilities. I was also confused for a little bit at the beginning of the novel as to what disease Natalie had. My opinion of the book changed quickly, but I wanted to discuss a few things that I question or found interesting.
One thing that I questioned, but was also interesting, is the choice of the author to never explicitly say that Natalie has autism. I'm not sure why Choldenko would do this? The only possible solution I could create is that it helps to keep her disability universal. By not saying autism can children with disabilities other than autism relate to her? Can children without disabilities relate to her? It would be interesting to find out the author's reasoning for this decision.
The second thing that I found interesting and questionable was the role of prisoner 105. It was implied that he was attempting to rape Natalie, creating an unsafe environment. Will children understand what is being implied? Is it okay for children to understand or not understand? Is it crucial to the novel? How will children who have been affected by rape feel when reading this section? I also felt like knowing 105s age might have made the connection/relationship more believable.
Despite these questions, Al Capone Does My Shirt, is a realistic depiction of autism in a positive uplifting story.
One thing that I questioned, but was also interesting, is the choice of the author to never explicitly say that Natalie has autism. I'm not sure why Choldenko would do this? The only possible solution I could create is that it helps to keep her disability universal. By not saying autism can children with disabilities other than autism relate to her? Can children without disabilities relate to her? It would be interesting to find out the author's reasoning for this decision.
The second thing that I found interesting and questionable was the role of prisoner 105. It was implied that he was attempting to rape Natalie, creating an unsafe environment. Will children understand what is being implied? Is it okay for children to understand or not understand? Is it crucial to the novel? How will children who have been affected by rape feel when reading this section? I also felt like knowing 105s age might have made the connection/relationship more believable.
Despite these questions, Al Capone Does My Shirt, is a realistic depiction of autism in a positive uplifting story.
Wednesday, October 8, 2008
The Middle East Book Award
The Middle East Book Award was created in 1999 to "recognize books for children and young adults that contribute meaningfully to the understanding of the Middle East." Awards are given in three categories; picture books for children 3-8, literature for children and young adults, and reference books for children and young adults. Books may be nominated by educators, librarians, or the general public. Books must be published between January 1st of the previous year and August 31st of the current year. The winners are announced in November at the MEOC annual meeting which is during the Middle East Studies Association conference.
The Middle Eastern Outreach Council, MEOC, was established in 1981 and sponsors this award. They are a group of non-profit "educators dedicated to disseminating apolitical and nonpartisan information, resources and activities furthering understanding about the Middle East." The MEOC hopes to reach K-12 and college level audiences in order to increase their knowledge about people, places, and culture in Middle East specifically, Israel, Iran, Turkey, and Afghanistan.
Books chosen based on the authenticity of their portrayal of Middle Eastern subject as well as on their characterization, plot, and appearance for the intended audience. Some titles include Counting Your Way Through Iran, The Librarian of Basra, and Habibi. Unlike Newberry and Caldecot winners, the Middle East Book Award is not recognized publicly on or in the books. The book winners are only available online. The Award itself does not have its own website, but rather can be found through the MEOC website. Websites listed below reference the award and previous recipients.
The committee for the Middle East Book Award consists of 7 volunteer nationally recognized educators chosen by the MEOC.
Below is a list of websites/sources:
http://socialscience.tyler.cc.tx.us/mkho/MEOC/
http://www.outreachworld.org/article.asp?articleid=45
http://cmes.hmdc.harvard.edu/outreach/news/meoc_200
http://socialscience.tyler.cc.tx.us/mkho/MEOC/middle_east_book_award.htm
https://listserv.byu.edu/cgi-bin/wa?A2=ind0711&L=arabic-l&T=0&H=1&P=6302
http://www.danahall.org/news_and_notes/september-october.html
The Middle Eastern Outreach Council, MEOC, was established in 1981 and sponsors this award. They are a group of non-profit "educators dedicated to disseminating apolitical and nonpartisan information, resources and activities furthering understanding about the Middle East." The MEOC hopes to reach K-12 and college level audiences in order to increase their knowledge about people, places, and culture in Middle East specifically, Israel, Iran, Turkey, and Afghanistan.
Books chosen based on the authenticity of their portrayal of Middle Eastern subject as well as on their characterization, plot, and appearance for the intended audience. Some titles include Counting Your Way Through Iran, The Librarian of Basra, and Habibi. Unlike Newberry and Caldecot winners, the Middle East Book Award is not recognized publicly on or in the books. The book winners are only available online. The Award itself does not have its own website, but rather can be found through the MEOC website. Websites listed below reference the award and previous recipients.
The committee for the Middle East Book Award consists of 7 volunteer nationally recognized educators chosen by the MEOC.
Below is a list of websites/sources:
http://socialscience.tyler.cc.tx.us/mkho/MEOC/
http://www.outreachworld.org/article.asp?articleid=45
http://cmes.hmdc.harvard.edu/outreach/news/meoc_200
http://socialscience.tyler.cc.tx.us/mkho/MEOC/middle_east_book_award.htm
https://listserv.byu.edu/cgi-bin/wa?A2=ind0711&L=arabic-l&T=0&H=1&P=6302
http://www.danahall.org/news_and_notes/september-october.html
Tuesday, October 7, 2008
Disney Stereotypes
I have always heard about the hidden stereotypes and negative aspects of Disney movies, but I never really payed attention to them. This past week many of these stereotypes were brought to my attention. After watching Peter Pan all day Saturday I was disturbed at the portrayal of Native Americans. The children are dressed with feathers, the Native Americans are painted red, and the song they sing is about "injuns". This is a classic movie that children and families have watched for centuries and it is portraying some of the worst stereotypes I have seen.
In addition I work at the writing center where a student brought in her paper comparing the Disney movie to the original Peter Pan book. She brought up an interesting stereotype. She presented the idea that in the Disney movie Hook's clothes and attitudes portrayed gay stereotypes. I had never thought of it this way, but it is similar to other gay portrayals and again is ridiculous to have such stereotypes in movies.
Finally, I was having a discussion surrounding stereotypes in Disney movies after watching Peter Pan and was told in Aladain, there is a song about "dirty Arabs". I would be interested to watch more Disney movies and find more stereotypes.
In addition I work at the writing center where a student brought in her paper comparing the Disney movie to the original Peter Pan book. She brought up an interesting stereotype. She presented the idea that in the Disney movie Hook's clothes and attitudes portrayed gay stereotypes. I had never thought of it this way, but it is similar to other gay portrayals and again is ridiculous to have such stereotypes in movies.
Finally, I was having a discussion surrounding stereotypes in Disney movies after watching Peter Pan and was told in Aladain, there is a song about "dirty Arabs". I would be interested to watch more Disney movies and find more stereotypes.
Tuesday, September 30, 2008
What's Wrong With Questions?
So far in class we have talked a lot about questions and a lot about asking questions. We have done "questioning the text" papers and been asked to answer questions in class and on this blog. As a class we have been trying to come up with answers about multicultural literature, its meanings, and who has the right to write multicultural literature. These questions were again raised in the novel Bronx Masquerade and in the articles we had to read.
In the novel the students are asking questions about themselves, about the things that make them unique. All the while the other characters are questioning who has the right to write and read poems. Although, the class decides that everyone should have a chance to read they are still asking questions about each other. They found an answer to a hard problem, a lack of interest was keeping them from reaching their potential, but with the help of their teacher they were able to open up and share. They were also able to ask more questions. Mostly questions about each other, they were allowed to make friends with new people this way, through questions.
Also, in the article the author writes about her struggle of insider vs outsider. She talks about the questions she asked because it is something that allows her to have guidance in her writing.It also asks questions about where does she fit and does she have the right to tell this story.
In each discussion answers to the original question was debated but no one came up with a solution, just more questions. I just have to say, what's wrong with questions. I think we should have students stop looking for answers, but instead look for questions.
In the novel the students are asking questions about themselves, about the things that make them unique. All the while the other characters are questioning who has the right to write and read poems. Although, the class decides that everyone should have a chance to read they are still asking questions about each other. They found an answer to a hard problem, a lack of interest was keeping them from reaching their potential, but with the help of their teacher they were able to open up and share. They were also able to ask more questions. Mostly questions about each other, they were allowed to make friends with new people this way, through questions.
Also, in the article the author writes about her struggle of insider vs outsider. She talks about the questions she asked because it is something that allows her to have guidance in her writing.It also asks questions about where does she fit and does she have the right to tell this story.
In each discussion answers to the original question was debated but no one came up with a solution, just more questions. I just have to say, what's wrong with questions. I think we should have students stop looking for answers, but instead look for questions.
Sunday, September 14, 2008
Who can write multicultural children's literature?
Throughout the last couple of weeks much of our class discussion as well as in many of the articles in class the major debate was over authenticity. The idea of the insider/outsider debate. Who can write multicultural literature? Do you have to be a part of the culture you are writing about?
In his article A Reply to Shannon the Canon, Rudine Sims Bishop, writes, "I do know the difference between race and culture, and what I tried to say is that you have to know a culture intimately if you're going to reflect it accurately in your fiction." I agree with Bishop in this statement and feel that it is a good response to the debate. It should not matter what culture the author identifies with if they can accurately depict the culture they are writing about.
Patrick Shannon writes, "multiculturalism is about changing the definition and reality of America until they stand for equality, freedom, and justice." If a book achieves this it doesn't matter who writes the book.
I hope to further look into this discussion on how do you determine if an author is a credible source, specifically a credible source to be writing multicultural literature.
In his article A Reply to Shannon the Canon, Rudine Sims Bishop, writes, "I do know the difference between race and culture, and what I tried to say is that you have to know a culture intimately if you're going to reflect it accurately in your fiction." I agree with Bishop in this statement and feel that it is a good response to the debate. It should not matter what culture the author identifies with if they can accurately depict the culture they are writing about.
Patrick Shannon writes, "multiculturalism is about changing the definition and reality of America until they stand for equality, freedom, and justice." If a book achieves this it doesn't matter who writes the book.
I hope to further look into this discussion on how do you determine if an author is a credible source, specifically a credible source to be writing multicultural literature.
Wednesday, September 10, 2008
Michigan Indian Day
In thinking of our studies on Native Americans in children's literature I thought that this might be something of interest to people. I think that you can find more information by searching on MSU's website. Some of the presentations look really interesting.
Michigan Indian Day 2008
Free spaces are still available to attend the 2008 Michigan Indian Day Event on Friday, September 26 from 8:15 am - 5:00 pm on the second floor of the Union. This statewide event will feature nationally recognized keynote speakers and a variety of breakout sessions. More information on the day's activities is available here. Thanks to a partnership with the Honors College, the first 15 students to reply to this message will receive free registration (normally $15)! Free spaces are available while they last; submit your requests to mclemor4@msu.edu before Friday, September 12.
Michigan Indian Day 2008
Free spaces are still available to attend the 2008 Michigan Indian Day Event on Friday, September 26 from 8:15 am - 5:00 pm on the second floor of the Union. This statewide event will feature nationally recognized keynote speakers and a variety of breakout sessions. More information on the day's activities is available here. Thanks to a partnership with the Honors College, the first 15 students to reply to this message will receive free registration (normally $15)! Free spaces are available while they last; submit your requests to mclemor4@msu.edu before Friday, September 12.
Wednesday, September 3, 2008
About Me
Hello!
As you probably assumed from my blog title. My name is Colleen Gitter. I'm a senior Elementary Education Major at Michigan State University and my teaching major is Social Studies with a concentration in History. After my student teaching I hope to teach abroad in a third world or developing country, possibly through the Peace Corps. Eventually, I would like to teach a 4th or 5th grade class somewhere in the U.S. I'm incredibly passionate about both respecting diversity and global literacy which drew me to TE 448. I believe that diverse literature is incredibly important to all students for several reasons. Understanding, new cultures and identities helps students to think critically because they have to think outside of their comfort zones. Students learn about acceptance. They learn that although we are all different we are equal and can learn something unique from each individual. In the classroom diverse literature allows ALL students to relate to at least one piece of literature. Students that feel connected to literature are likely to continue reading. Thus they will continue to spread literacy, which is a powerful tool for all students to have!
As you probably assumed from my blog title. My name is Colleen Gitter. I'm a senior Elementary Education Major at Michigan State University and my teaching major is Social Studies with a concentration in History. After my student teaching I hope to teach abroad in a third world or developing country, possibly through the Peace Corps. Eventually, I would like to teach a 4th or 5th grade class somewhere in the U.S. I'm incredibly passionate about both respecting diversity and global literacy which drew me to TE 448. I believe that diverse literature is incredibly important to all students for several reasons. Understanding, new cultures and identities helps students to think critically because they have to think outside of their comfort zones. Students learn about acceptance. They learn that although we are all different we are equal and can learn something unique from each individual. In the classroom diverse literature allows ALL students to relate to at least one piece of literature. Students that feel connected to literature are likely to continue reading. Thus they will continue to spread literacy, which is a powerful tool for all students to have!
Subscribe to:
Posts (Atom)
+059.jpg)