Below is an annotated list of children's literature for the elementary classroom. The books are organized by the Six Elements of Social Justice Curriculum Design (Picower, 2007). It is based on work by pre-service teachers at Montclair State University. They have read and reviewed these books and provided insights into how they can be used in K-5 settings.

Saturday, December 4, 2021

Welcome

Below is an annotated list of children's literature for the elementary classroom.  The books are organized by the Six Elements of Social Justice Curriculum Design (Picower, 2012).  It is based on work by pre-service teachers at Montclair State University. Teacher candidates have read and reviewed these books and provided insights into how they can be used in K-5 settings. If you have any questions or comments, please email bree@nycore.org.

Thursday, October 18, 2018

Juneteenth






Title: Juneteenth
Authors: Vaunda Micheaux Nelson and Drew Nelson
Illustrator: Mark Schroder
Grade Level: 1st-4th grade
Summary:  June 19th, 1865 began as just another day in Texas. African American slaves were working chopping wood, scrubbing floors milking cows in a barn. Then, a message arrived. Slavery had ended, they were free! Although Slavery had actually ended 2 years prior when the order was given by President Lincoln in 1863, not all slaves heard the news right away. It took more than two years for the news of freedom to reach the Texas slaves. June 19th has since then became a day of celebration in the United States, a day to remember and honor freedom from all people. The book does a great job explaining as well as illustrating Juneeteenth traditions.
Element 3:  Issues of Social Injustice: Through this book readers learn about past injustices of how black people became slaves, the war , the signing of the emancipation Proclamation and Juneteenth when all slaves became truly free.
Follow up Activity:
If used in a unit discussing celebrations: Use Vandiagrams and have students compare how Juneteenth is celebrated VS. how Fourth of July is Celebrated.

Additional Resources:

Giraffes Can't Dance



Giraffes Can't Dance
Author: Giles Andreae
Illustrator: Guy Parker-Rees
Grade Level: Pre-K - Kindergarten
Purchase Here! 

Summary:
Gerald was a Giraffe who thought he couldn’t dance. When he would try to dance like the other animals, his knees would buckle and he would fall. When the annual Jungle Dance would come around all the other animals would be dancing, the lions would tango and the rhinos would rock ‘n’ roll, but Gerald would just stand and watch until this year. The year Gerald went out and tried to dance like the other animals but they made fun of him. Gerald ran into the forest where he met a cricket who told him he may just dance to a different song. Then, Gerald started dancing to the sounds of the trees and grass, and he found his song. He finally felt confident in dancing! The animals one by one started to enter and saw that Gerald could dance!

Element 1 - Self love and Knowledge:
Giraffes Can’t Dance is a story about a Giraffe who thinks he can’t dance because the way everyone else danced was not the way he could dance. Gerald would get upset and self conscious when he would try to dance the way everyone else was dancing. But once he finds his own song he is able to dance the way he feels comfortable. As well, when Gerald is finally comfortable dancing he is doing it for himself, rather than focusing on what the other animals are thinking. He is literally dancing to the beat of his own song.  He learns to love his dancing and his body just the way it is.

Follow Up:
To go off of the idea of being good at things we’re not I would have the students we’ll talk about the things that we think we’re not good at. In that process we’ll talk about why we think we’re not good at something and reframe it in a positive light. For example a student may not think they are athletic because the can’t run fast, but they may be able to throw a ball really far so they are athletic! With this idea the students will go back to their journals and write about something they think they’re not good at, then the student will reframe it with something they are good at but enjoy doing and how they feel positively about themselves.

More Resources! 
Even More Resources!
Lesson Plans!

All Are Welcome-Element 2

All Are Welcome by Alexandra Penfold is a book about acceptance of others. The book is based in a classroom where students represent many cultures, ethnicities, religions, abilities, family structures and interests. The book repeats the saying, "All are welcome" while celebrating everyone and encouraging everyone to share/learn about each other. There are several visuals of uniqueness and the world map, inferring that the world is made up of differences but all are important. A major theme is community-that everyone brings something to the classroom and that there's so much to learn from each other. This book aligns with the second element of social justice education because it goes beyond sending the message of inclusivity by repeatedly stating that we can learn and grow from each other.

https://www.penguinrandomhouse.com/books/566789/all-are-welcome-by-alexandra-penfold-illustrated-by-suzanne-kaufman/9780525579649/

Words Are Not for Hurting


Element 2: Respect For Others
Book Title: Words Are Not for Hurting
Author: Elizabeth Verdick
Illustrator: Marieka Heinlen
Age: 4-8 years of age


Summary
Words are not for hurting takes the reader on a journey of the very important purpose of letters. The author explains how we use the English alphabet with 26 letters to create millions of words. The creation of words is essentially in the hands of the beholder. With all of this power, why not use it for  something good? Through her writing the author offers self-reflective moments for students to digest the material and relate to her story. The text in this book is large, and easy to read. Additionally, Verdick uses a plethora of sight words making this book an ideal purchase for a P-2 classroom setting.

Action Plan
 Discussions
Have a discussion with your students about communication. Explain the different ways in which we communicate: body language, words, facial expressions. Have students offer up the different ways they communicate to different people: caregivers, family, teachers, waitress/waitor, mailperson. After having this discussion you can then move into how you show respect to these people and what respect looks like to them. **Do NOT push your own image of respect onto the children**

Activity
This activity should be a follow up after the discussion. Have students choose from: skit or poster. Students will create a scenario depicting respect. It can be an encounter with a friend, teacher, parent. They will have full creative power to show respect through their eyes by utilizing action as a means of expresssing this word. For the poster students will draw a scenario of a visual representation of respect. It can be a collage, drawing, words, anything that gets their point across- one student can be the artist and one can be the presenter but all students must work collaboratively.

Element 2
Respect looks different to each of us, and the word "kind" is very subjective. What is "kind" to one, may not register as "kind" in another mind. Element two focuses on respect for others. This book can be used as a way to get students to think about the ways in which they show respect, and what they identify to be respectful actions. Here, we want students to understand that kindness and respect comes in all shapes and sizes. One way we can show respect for one another is by using our words.

Talking with Mother Earth/ Hablando con Madre Tierra




















Book Title: Talking with Mother Earth Poems/ Hablando con Madre Tierra Poemas

By: Jorge Argueta
Illustrated by: Lucia Angela Perez

Buy It Here!!

Resources

Summary: Talking with Mother Earth/ Hablando con Madre Tierra, written in English and Spanish, tells the story of a boy, Tetl, who goes through constant racism because of his Native American appearance. Because of his different features such as his brown skin, black eyes, and long hair, his classmates always taunt him. They call names such as "Cracked-foot Indian", "Flea bitten Indian", and pull on his long hair while laughing at his bare feet. From his grandmother, Tetl has learned about the spirituality of his Aztec ancestors and about how they viewed the earth as being alive with sacred meaning. From these teachings, Tetl is able to move away from the doubt and fear created by the taunts of the other children, to self-love and acceptance of his culture.

Element 1: Self Love and Knowledge: In this book, we read about the constant bullying Tetl receives from his peers because he is different then them. Tetl is able to change the negative energy given by those peers and change it into a positive one by reflecting on the teachings of his grandmother. His grandmother has taught him about his Aztec ancestry and how he can reflect on it through mother earth. Tetl understands he's different but accepts it because of how proud he is of his Nahuatl heritage. Mother earth allows him to build on to his self confidence by providing him with the strength to put the negative taunts aside.

Activity: This book can first be used as a read loud and then be extended other activities. Because this book is written into short poems, this is great for helping children understand how to write poems. Argueta openly describes the hurtful experiences that Tetl went through from the interactions with other students. Students can look into their own hurtful experiences, such as with bullying, and write it into a poem. Like Tetl does, they can relate their experiences to mother earth, and learn to love themselves more. In the end after every student has written a poem, the teacher can gather all poems to create a classroom poetry book. Students can even illustrate pictures for each of their poems.

Wednesday, October 17, 2018

Princess Hair


Book Title: Princess Hair
Author & Illustrator: Sharee Miller
Ages: 3-6 years

Element 1: Self-Love and Knowledge: Princess Hair is all about the different types of hair you may see dawned by women of color, in particularly Black women. It visualizes those hairstyles complementing the beauty of each and every one. It brings about the beauty in one's self and all that they can be capable of. This book can be used to build the self-confidence  and self-affirm within students of color and see the beauty and power that their hair brings. 

Summary: In this book, there is no main character, instead on each page you see different princesses with different hairstyles, varying from princesses with braids, kinks, and so many more. The princesses on these pages wear their crowns, reassuring the fact that this is the only thing they have in common because underneath their crown they are all different. It details the beauty of black hair and affirms the idea of things young black girls can do. 

Activity: I would the resource "5 Things I Love About My Hair" on Sharee Miller's website. This would allow for any child to take the message from the book and personalize it for themselves. It also would give the child time to reflect on their hair and the beauty within it. I may even ask students to have one of the things rhyme, as it did in the book, building upon that skill.

Places To Purchase book:

Resources: