Si, Se Puede! Yes, We Can!

Author: Diana Cohn
Illustrator: Francisco Delgado
Grade Level: K & Up


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Summary: This book is about a boy named Carlos and his mother. Carlos is the narrator and tells the story of how his mother's struggle to provide for her family after she moves to the United States from Mexico. Mama, Carlos' mother, is a janitor in Los Angeles, CA and decides to fight for her rights by holding a strike with her fellow union workers. With the help of the other union workers from around the state and country and other various people, Mama and Carlos are able to stand for what they believe in and accomplish a common goal of getting higher pay and respect for the union workers. The illustrations are vivid and capture exactly what the author is saying in the story. This book is a wonderful depiction of how organization and social movements can create social change when people work together and believe that yes, they can!

Element 4 (Social movement and Social Change): This book really represents element four because it shows children that no matter what age you are, you do matter and you can make a difference. Carlos' mother needed his help by understanding that she would be out of work and doing something for the community by participating in the strike and needed his understanding which he gave her. Carlos represents all children that would like to help out and create change as well. He started a movement in his classroom to help out their parents in the strike, and decided to help her again stand for other people that needed their help at the end of the story. His show of courage would inspire any child that reads this book because no matter the age, all you need is the desire and you can create social change.

Activity: This book can be read with any class as young as kindergarten but the grade level in which I found a really good activity would be 3-5. One of the resources above is for grades 6-8 but I believe we can make it appropriate for fourth or fifth graders by having them read the book and then create questions that they would ask janitors or people in service about their daily work lives. We could then make home connections by asking if anyone has any relatives that are in the service industry that would be willing to come to class and meet with the students to answer their questions. The teacher could also go about bringing in a janitor from the school if the school would permit it which could be a bit easier than having the students go off and find janitors in the school themselves as the activity above suggests. We could then see how they feel about what they have learned and if there was something they would like to change about it, they would be able to write letters to the appropriate offices to try and create change for that specific group of workers.

One MIllion Men And Me

Author: Kelly Starling Lyons

Illustrator: Peter Ambush

Grade Level: K-8


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Summary:
One Million Men and Me is a picture book that vividly recounts the historic Million Man March.  The movement took place at the Lincoln Memorial in Washington, D.C. on October 16, 1995. The author retells the events of this day from the perspective of a young girl who accompanies her father.  The epic story, that the young girl shares, is filled with heroic and inspiring black men.  The book portrays colorful and lifelike illustrations of black men from all walks of life (different ages, religious beliefs, cultural and economic backgrounds) who marched, stood shoulder to shoulder, and joined hands for peace and unity.  The author’s purpose is twofold.  First, the book celebrates the special relationship between an African American father and his daughter. Secondly, book commemorates an important and historic day for Black America.


Element 4: Social Movements and Social Change
One Million Men and Me, as well as this element, teaches students about a movement of iconic and everyday people who unite to address issues of social injustice.  The Million Man March brought together Black men who were committed to empower themselves and each other to make positive and lasting changes within their families and communities.  The activists were inspired by speakers such as Min. Louis Farrakhan, Rev. Jesse Jackson, Mrs. Rosa Parks, and Dr. Maya Angelou who gave powerful voices to this movement.  People around the nation and world supported this widely televised movement.  According to Lyons, after the movement, black men registered to vote in record numbers, there was a spike in applications to adopt black children, some men started new businesses and organizations, and others volunteered.  The black men worked to make their communities safer and economically sound, to be better fathers, husbands, role models, community leaders, and activists.  

Activities:

• According to Lyons, there are many young people that have never heard of the Million Man March.  The author hopes that this picture book will help to change that.  Teachers can use this book as an example of another historic movement since the Civil Rights Movement. 
• On Million Men and Me can also be used to address current issues of injustice and racism towards of black men and boys like in the case of Trayvon Martin.  This book highlights the power everyday people have to mobilize and collectively impact and change the image and quality of life for black men and boys in America.  
• After reading this book, have your students create and share artistic responses to the Million Man March.   Example:  (Teacher explains) You have seen pictures of people holding a protest for the Civil Rights Movement.  Now, I want you to create a sign with your own words in favor of the Million Man March. Have your students create a sign with bight and bold letters and/or catchy slogan. 
• Students will use their signs to participate in a mock student-led public march in the classroom or during lunch to demand equity and justice for black men and boys.
• As a larger activity, have your students plan a new march (either as a class or in small groups) that would appeal to correct an existing injustice in society. Questions to guide the planning may include:
• What is the specific nature of the injustice? (Cultural racism, institutional sexism or racism, governmental policies aimed at minors, environmental destruction, etc.)
• To whom would you be appealing for change? (Congress, the White House, the general population, etc.)
• What are your specific demands, and how should they be addressed? (Reform of existing laws, monetary compensation, acknowledgment of the problem, etc.)
• Who would speak at your march and why? (Certain entertainers, politicians, activists, etc.)
• How would you communicate the message of your march? (Internet, social media & networks, news, mailings, grassroots campaigns, radio, etc.)
• What groups do you think might counter-protest your march?
• What other obstacles do you foresee in both the process of planning as well as the march itself?
• Source: Social Studies Lesson Plans from PBS TeacherSource

Other Resources:

Women in Support of the Million Man March 

Million Man March Poem by Maya Angelou

Million Man March Pledge

The Earth Book

Author: Todd Parr
Illustrator: Todd Parr
Grade Level: Pre-K to 2nd

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Summary:
The Earth Book is a book that provides children with ideas for taking care of the earth. It motivates children to do little things that could ultimately make a big impact on the well-being of our planet (i.e. using both sides of paper, bringing own bags to the supermarket, riding bicycles, turning off the faucet while brushing teeth, etc.) Accompanied by children-friendly illustrations, easy to read texts, and a touch of childish humor, this book challenges children and shows them that they have power and say in protecting the earth. Come April, it will be a sweet and perfect read for Earth Day!

Element 6: Taking Social Action
The Earth Book represents Element 6: Taking Social Action because not only does it offer children ideas for taking care of the earth, but also it provides the big impacts and consequences of their small actions. Rather than providing children with a list of almost impossible "To Dos", this book inspires children to modify the way that they perform their daily routines. Adults, as well as children, can be challenged to turn off their lights, recycle, and save their leftovers by this book.

Activity: On Earth Day, teachers can read this book aloud with their students and discuss the importance of taking care of our planet. After the discussion, the students can come up with their own lists of practical "To Dos" in the classroom . Teachers can guide their students in creating a poster or book that illustrates and compiles the classroom "To Dos."
*Younger students who have yet to develop the fine motor skills to write/draw may work together as a team to grow a classroom garden or plant seeds outside of their school. As the students water the plants, take care of their garden, and watch their seeds grow, they can understand that their small actions lead to growth and change in their school environment.

10 things I can do to help my world

Author/Illustrator: Melanie Walsh

Grade Level: Pre-K - First


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 Summary:

            10 things I can do to help my world is a book that provides  young children with ten easy tasks they can do to improve the world.  The book is beautifully illustrated with pop up folds and flaps which make it a more engaging read.  For example, things suggested are sorting your waste and turning off the water while brushing your teeth.  All the activities listed are attainable for all children, and will empower them by showing that they can make a difference too, despite their young age.

Element 6 Taking Social Action:

             10 things I can do to help my world is an excellent representation of Element 6 because the easy and attainable tasks show young children how they too can contribute to earth’s improvement.  The simple tasks given are explained, and children will learn how the actions they are taking better the earth.  It is an empowering book for any age group, especially the younger ones.

Activity:

             In the classroom, you can easily complete any of the simple activities the books lists to improve the earth.  First, I would have a read-aloud with the story, and then discuss the activities it suggests.  Then I would ask my students “what can we do in our classroom together to better our earth?”  Say they select “plant seeds, and help them grow”; I would have each child plant a few seeds in a small pot.  Each child would water his or her plant, and monitor the growth.  After the seeds sprout, the children can take them home, and hopefully continue to tend to their plant.  The child will actually see the difference he or she is making by observing their plant grow.  It is an exciting and simple activity for all young children to participate in.

How Can I Deal With...Racism?

Title: How Can I Deal With...Racism?

Author: Sally Hewitt

SJE: Element 6: Taking Social Action

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Summary:
This book highlights six different children's stories about racism in their lives. Each child's story deals with racism in a different way such as coming from a new country and beginning school, being left out because of their religion, being told to go back where they came from, being teased because of their name and being bullied because they don't share the same culture as others. Each chapter highlights a student's story about how they were a victim of racism and also incorporates the story of one of their friends, explaining their point of view on how their friend was treated or describing a certain instance in which their friend was being bullied.  It also gives suggestions and steps as to what each child can do to stop the racism toward them such as telling their parents, teacher or principal or explain to their classmates why they do something a certain way or wear certain clothes. The book also includes a chapter explaining what racism is as well as a glossary defining key words such as culture, gang, Muslim, race, racism and religion.

Representation:
This book represents Element 6: Taking Social Action because it not only explains the different types of racism children face but also gives them ways and suggestions to stop the racism or approach those who are doing the bullying. Each story highlights how the children feel when they are being bullied so others can learn from their stories. With the help of the suggestions in this book, the children will have a foundation as to how to stop the racism they face and start to make a change within their classroom and community.

Use of this book:
One of the chapters within this book is about a girl named Dipti whose family comes from India but she was born in America. One of the bullies in her class told her to go back where she came from. They said this racist comment to Dipti and did not bother to find out her background or culture. Dipti told the teacher what happened and took this opportunity to assign a Family Tree assignment. I think that was a great idea because it will inform the class of their classmates cultures and where everyone came from. I would do the same in my class because it is a great learning experience. They will be able to find out where their parents and grandparents came from, and see that Dipti is not the only one whose family comes from a different part of the world.

The Kid's Guide to Service Projects

Author:  Barbara A. Lewis

Interest Level: Ages 10+

Reading Level: 5th grade +

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Summary: Barbara Lewis lays out a multitude of service ideas in her updated 2nd addition of The Kid's Guide to Service Projects.  From topics like crime fighting and politics to homelessness and special needs, Lewis delivers a jam-packed resource complete with contact information and first-to-last steps in almost any social justice project.  Each chapter highlights various angles of attack on issues many children have conviction about.  The "More Ideas" section at the end of each chapter, hones in on some less obvious yet very relevant aspects of the more typical social justice themes.  Every chapter provides phone numbers, addresses and web sites for the many organizations associated with these topics.  In closing, Lewis provides a "Service Project How-To" chapter, detailing how to create a flyer, petition, press release, proclamation, proposal, PSA, resolution and survey!  There are also step-by-step instructions on how to: initiate an ordinance or law, support or oppose a law, lobby, or start a statewide fund or fundraiser.

Element 6:  Any teacher with conviction about taking social action should keep this book in his/her arsenal of resources.  Not only will it help the students to identify issues they feel passionate about but it will also make them more self-sufficient in their research and follow-up.  The simple structure of this book will easily enable them to learn the skills of creating change first-hand.  It is the perfect scaffolding to get a class service project off the ground.  

Activity:  There is no limit to what your class can accomplish with the help of this book!  Try to identify  issues that are meaningful to your specific students.  After reflecting on on how our everyday choices effect others in society, offer this book to your students as a foundation for inspiration.  In no time, they will be inspired to take on issues with passionate civic engagement!  Click here for great ideas on a variety of specific lesson plans!

Russell's World

Author: Charles A Amenta III

Illustrator: Monika Pollak

Grade Level: K-3

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Summary: Russell's World by Charles A. Amenta is a book about a young boy, Russell, who has autism. The book highlight's Russell's day to day interactions with his family. This book not only serves as a biographical story, but also serves to inform young readers about the characteristics of the disorder itself. The author uses the context of Russell's life to raise awareness of autism. The reader learns about many of the behaviors that children with autism display and gains a better understanding of how to approach and interact with children who have autism through this text. The additional appendix of this book is a guide for parents who may have a child with autism. It presents information about the disorder, how to seek out services for children and families, and how to help the child with autism.

Element 5-  Raising Awareness: This book falls under the 5th element of social justice education, which is raising awareness. Autism is a puzzling disorder to many. It is not well understood by many adults, yet alone children. Nonetheless, the prevalence of this disorder has increased dramatically just in the past few years alone. This book effectively distributes information about autism in a way that adults and even the youngest of children can understand. By exploring the life of Russell through this biographical picture book, students as well as adults begin to understand the spectrum disorder and the many of the incongruous behaviors that is can display. After reading this book, students will not only be attentive and understanding to those who have special needs, but will be able to raise awareness to others. Russell's World can be used to create a culture of respect for individuals with special needs both in and out of the classroom.

How to Use: Although it can be used at any time during the school year, this book would be a great piece of literature to introduce during April, which is Autism Awareness month. Before students even read the book, the teacher can engage them in a journal writing activity in which students must answer the questions "People's brains work in different ways. In what special way does your brain work?" By answering this question, students become introspective about the way they think and the behaviors that they may engage in, and how such things set them apart from others. After reading the book, students will have a brief discussion on what they learned about autism. Then, students will be able to discuss what they should and shouldn't do when they interact with individuals with autism. Additionally, the teacher will engage students in an activity in which they make materials such as posters that help to raise awareness about autism. These posters can be informational or can be phrases to slogans to debunk myths and/or advocate for those with the disorder. Lastly, students can engage in a service project in which they plan and execute activities for children with autism (such as bringing in a sand/water station, or bringing in beads or other art projects). Students can bring these projects to autistic classrooms and engage in the projects with the students.

What's the point of being green?

Author: Jacqui Bailey

Illustrator: Jan McCafferty

Grade Level: 4-6

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Summary

What’s the point of being green?  is an excellent resource book written by Jacqui  Bailey. The book raises awareness about pollution and how everyone can do their part in saving the planet and keeping it green.  The book is divided into short chapters that cover different environmental challenges and discusses ways children can help preserve their carbon footprint. For example the chapter on trees discusses why trees are important, why do we cut trees down, what happens when people cut them down, and how we can be more forest friendly. Throughout each chapter a cartoon teenager provides facts about the environment and gives the reader solutions on how to be more eco-friendly. 

Element 5

What’s the point of being green is a great example for Element 5 raising awareness.  It provides amazing photos on what’s happening to the earth and supports its claims with child friendly science facts about the issue. It covers issues such as pollution, the greenhouse effect, different types of energy, how pollution became such an issue and more. The most interesting aspect of the book is that it not only brings awareness to the problem, but also offers solutions on how people can make a change.

Activity

There are several activities that can be done with children that relate to recycling. One activity that you can do is to place several recyclable and non- recyclable items in front of them and with a worksheet have the students separate which items can and cannot be recycled. Then after they separate the items, the teacher can then have a discussion on which items can be eliminated altogether to go completely green.  A second activity that a teacher can do is to do an experiment on how plastic garbage affects sea animals. The students will hook one end of a rubber band around their little finger and then stretch it behind their hand and hook the free end to their thumb. Then ask the students to remove the rubber band without using their fingers or their other hand. Remind the students that sea animals do not have hands and if they get caught in plastic they have no way of removing it from their bodies.  Ask the students how this could have been prevented and in what ways are they going to help the planet stay green. 

Ray Charles Find Another Way

Ray Charles Find Another Way - Element 4 

Title: Ray Charles Find Another Way

Author: Susan Sloate

Grades : 2-6

Element 4: Social Movements and Social Change

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Summary

Ray Charles is the main character of the biography titled “Ray Charles Find Another Way” by Susan Sloate. Ray Charles is mostly known as a world-renowned singer, composer, arranger, and instrumentalist who also played the piano, saxophone, clarinet, and organ. Charles is also a member of the Rock and Roll Hall of Fame. However this book introduces Ray Charles as a civil right leader. Ray used his music to assist in the Civil rights movement. When he was informed by his Promoter that some his audiences were segregated Ray refused to perform. Ray thought it was wrong to force his African American fans were to sit in the balcony while his white fans occupied the best seats in the house. Ray was one of the first performers black or white to challenge Jim Crow and other unfair laws. This book shows Ray was a fighter even as a child. At the age of 7 years old Ray turned blind from a disease that attacks children. Ray believed that “There always another way to do something if you look for it.” Since Ray was blind it was not safe for him from taking parts in Marches instead Ray contributed to the civil rights movement finically. Ray also refused to at any venues that were segregated. In 1979, Ray was welcomed back to his home state of Georgia by the governor and received a formal apology from the governor for the segregation laws.  

Element Four: Social Movements and Social Change

The book “Ray Charles, Find Another Way” is a easy read with awesome picture that guide the reader through Ray’s life while he dealt with issue of racism. This book shows us that we should not let our disabilities limit us from living our life to the fullest. I am amazed that Ray Charles who was blind could see that segregation was wrong and should be addressed. Ray Charles experienced inequality and decided to take action by boycotting and venues that promoted social injustice. This books could serve as a inspiration to common people, disabled people, poor people and anyone that is crippled by anything, that they too can stand up for their rights and fight for equality

Activity

After Reading Ray Charles “Find Another Way”, I would have student research other people with disabilities that are famous. Once the students are done pick a person, I would have them do a short biography of the person and present it to the class.” Also the book has a glossary students could define key terms in the book and use them in sentences.

Native American Doctor: The Story of Susan LaFlesche Picotte

Author: Jeri Ferris
Illustrator: Illustrations reproduced through the courtesy of Nebraska State Historical Society, Chicago and North Western Railway; Smithsonian Institution National Anthropological Archives; Independent Picture Source; Glenbow Photographs, Hampton University Archival and Museum Collection, Hampton University, Hampton, Virginia; The Historical Society of Pennsylvania; Archives and Special Collections on Women in Medicine, Medical College of Pennsylvania, Philadelphia, Pennsylvania; and Library of Congress.
Grade Level: 3-5

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Summary:
“Native American Doctor: The Story of Susan LaFlesche Picotte” is a biography of a young Omaha Indian woman, Susan LaFlesche Picotte, who became the first Native American woman to graduate from medical school. Her life was complicated by the conflicts of her upbringing in a Native American family, and the need to be a part of the society that provided her education and training. Fortunately, she was born into a supportive family with her father being the Chief of Omahas and her mother being The One Woman of Omahas. Although, her father did not want any of his children to be marked in a white world he also believed the Omahas would have to learn ‘white ways’ if they were going to live in the new white world. Picotte became the first Native American female doctor and missionary. Susan’s overall goal was to open her medical practice to all, Indian and non-Indian alike, and treated their ailments for a generation. The overall message expressed is based on advocacy for unity and the suppression of inequities among the rights of woman and the biases held about the conflict between Native Americans and Anglo Americans.

Element 4- Social Movements and Social Change:
This book is a great representation of Element 4 because it introduces children to teaching others about, Susan LaFlesche Picotte, person of a the Native American minority population who made a difference and promoted social change and progress not only for Native American but women as whole. Picotte promoted the opportunity of health for all members of her community during at time where Native Americans were migrating and in conflict with Americans. She not only surpassed the expected role of women and became a doctor but she used her knowledge to help all and promote unity. 

Activity:
The book is suggested to be used to enhance the study of the Plains Indians or post-Civil war history. Some of the activities that can be incorporated along with the book in the classroom consist of having students dress up as their favorite subjects, and tell stories from “their” lives. Videotape the biographical presentations and having the whole class put on a play using scenes from their favorite biographies. In accordance with the book, the students can do a research project on the past of doctors, answering questions like what was it like to go to the doctor 250 years ago? 150 years ago? 80 years ago? Did children go in for checkups? Did the Indians have doctors (before Susan LaFlesche)?  In doing so students can have a further understanding of the impact Susan LaFlesche Picotte made. Along with this, the students could also write letters and journals in the voice of the characters, telling the problems or joys of a typical day, week, and month.

Jacob's Rescue: A Holocaust Story

Authors: Malka Drucker and Michael Halperin

Age Level: 4-6

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Summary:

Jacob’s Rescue, written by Malka Drucker and Michael Halperin, is a Holocaust story set in Warsaw, Poland. Jacob, the novel’s protagonist, once lived in a beautiful house with his father, grandmother, aunt and brothers. He went to school and played outside much like children nowadays. But, everything changed in 1939 when the Nazi soldiers invaded Poland and began killing all of its Jewish citizens. As a result, Jacob’s father fled the country, in an attempt to stay alive, leaving his family behind. As such, Jacob, his grandmother, his aunt and his brothers moved to a ‘ghetto’ where they grew weaker and hungrier. One afternoon, eight-year-old Jacob was introduced to his new ‘uncle’, Alex Roslan, a heroic Christian man, who kindly offered to hide him safely with his family throughout the war. The Roslan’s, Alex, his wife Mela, and his children Yurek and Marishka, risked their lives each day protecting Jacob. They had to move houses, pay doctors and buy UV lamps to keep Jacob safe and alive. Throughout their journey however, Jacob and the Roslans became very close. Eventually, Jacob’s brothers stayed at the Roslan’s house as well. At the end of the war, the brothers were reunited with their father, who had fled to what was then known as Palestine. This novel clearly illustrates the harsh realities of the Holocaust and the hardships faced by Jewish people throughout World War II.

Element 3 - Exploring Issues of Social Justice:

Jacob’s Rescue offers students an opportunity to experience the various hardships of Jewish life during the Holocaust and World War II. I believe this novel clearly demonstrates Element 3 as it explores Anti-Semitism, religious intolerance and oppression caused by one specific community, the German Nazis. This book helps students understand how this oppression impacted the lives of Jews and others, like the Roslans, and how diversity wasn’t embraced like we try to practice today. Additionally, Jacob is around the same age as my 4^th grade students, so it is easier for them to empathize with his feelings of fear, sadness, and anger. This book definitely opens eyes and minds to the horrors of the Holocaust and allows students to identify with a child suffering from the intolerances of German soldiers.

Activity:

We are currently reading Jacob’s Rescue in my fourth grade classroom and this novel has sparked wonderful discussions about injustice, intolerance, and diversity in our world. As an introductory lesson, we had the students analyze the difference between the words "famous" and "hero". The students gave examples of people who fit into each of the categories. Later, the students explained how the word "hero" is often misused to describe people who are simply famous or popular. As we finished Chapter 9 this week, the students already made the connection that the Roslan’s are heroes because of their courageous efforts when hiding Jacob and his brothers.

Those Shoes

Title:  Thoes Shoes

Author:  Maribeth Boelts

Illustrated by: Noah Z. Jones

Reading Level:  Ages 5 to 8 and up 

Publisher: Candlewick Press

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Click here to learn more about the illustrator, Noah Z. Jones!

Summary:  In Those Shoes, Jeremy dreams about having the popular pair of shoes that everyone is wearing.  His grandma explains that she can only afford "needs."  After one of his shoes comes apart, Jeremy is forced to wear freebie shoes from the guidance counselor, Mr. Alfrey.  The "Mr. Alfrey" shoes bring on a barrage of mockery for Jeremy, driving him to purchase an ill-fitting pair of the shoes at a thrift shop.  After a few days of limping and some nasty blisters, Jeremy is forced back into the Mr. Alfrey shoes.  Jeremy decides to give the too-small shoes to his friend in need, after some serious soul-searching and struggle.   The gesture marks the beginning of a special friendship.

Element # 3 - Exploring Issues of Social Injustice:  Those Shoes is a poignant introduction to the issue of poverty for young elementary school children.  Through this heart-warming account of Jeremy's struggle with wants and needs, Boelts cleverly incorporates sub-themes about peer pressure for material possessions, family life, and true generosity.  This book gently, yet cleverly, exemplifies the impact of poverty on the lives of our very own classmates and the material conditions of other people in the world. 

Follow-Up Activity:  After reading Those Shoes, it would be appropriate to conduct a class discussion about wants and needs.   The students could discuss the stereotypes they have heard about poor people.  We could draw from a hat to assign each student an economic status for the rest of the class.  A select 10% would be allowed dress-up shoes, 20% would be middle income and wear plain shoes, while the remaining 70% would be poor and have old, worn-out shoes that are mismatched and ugly.  To exaggerate the effect, we could also offer the 10% group advantages like better classroom seating and priority when asking questions.  At the end of class, we could gather for a discussion to share how each group felt as a result of their shoes.  What was it like to have the nicer shoes and special privileges?  How did the 70% group feel? Relating our experiences back to Jeremy in Those Shoes, each child would draw two pictures.  One would express how they would feel if they were Jeremy with the Mr. Alfrey shoes.  The other, would show how they would feel if they were Jeremy, giving their Those Shoes away to a friend in need. 

Link to Brain Pop Jr. Video about wants vs. needs.

Dollars and Cents Video:  A cross-curriculum link to math while reading Those Shoes and tackling the issue of poverty with your class.

Reading Those Shoes with older students?  Link to a terrific social action projects related to poverty for middle school students. 

Just As Good - Element 3

Just as Good

Title: Just as Good

Author: Chris Crowe

Illustrator: Mike Benny

Grade Level: 2nd - 6th

SJE: Element 3: Exploring Issues of Social Injustice

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About Author Chris Crowe

Summary:
There are plenty of books that depict Jackie Robinson journey as the 1^st African-American baseball player. However, Just as Good by Chris Crowe is the 1^st book about Larry Doby. Doby was the 2^nd African American to play in the MLB, the 1^st to play in the American league, and the first African-American player to hit a home run in the World Series. This story is told by Homer a young African-American who was banned form a Little League baseball team because he was African-American. Homer was told that besides Jackie Robinson Negro ball players were worth “spit.”It was not until  Doby helped the Cleveland Indians win their 1^st world series in 1948 which reinforced to Homer that African-American people are just as good in baseball and everything else as Caucasian people are.  

Representation of Element 3: Exploring Issues of Social Injustice:

It represents Element Three because this book explores how the diversity in baseball has impacted African-Americans. This book talks about how Larry Doby and Homer are treated because of the color of their skin. For example, Homer was banned from his Little League Team and Dody was treated badly by fans due to the color of his skin. This book could be used to spark a student interest in some causes of Racism and the impact that it has had on many different races. This book serves as a moving story of how racial stereotypes and social injustices are being broken down every day and can be broken down by anyone.

Book Activity :

I would read Just as Good to the the students. Next, I would discuss some of the events in Larry Doby life that may have shaped him to become a hero. I would pout an emphasis that he was not perfect, but that he possessed many positive qualities that helped him to be strong in the face of adversity. For example, I would ask question such as What makes a Hero?, How does a Hero act?, What does a leader do?  etc... I would then divide students into groups of four or five and have them discuss within their group what qualities they think helped Larry Doby the most. Have them present their ideas to the class one group at a time.

 

We March- Element Four

We March

Title- We March

Author- Shane W. Evans

Illustrator- Shane W. Evans

Age Level- 4-8

SJE- Element 4

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Summary-
We March is a children's book about an African American family that prepares for the historic, March on Washington for jobs and freedom in August of 1963. Along with nearly 250,000 other  people, the family began their march at the Washington Monument and ended with a celebration at the Lincoln Memorial where Martin Luther King Jr. gave his "I Have a Dream" speech. The book represents this family marching for justice and shows the reader how much stregnth and effort it took to finally recieve it freedom.

Representation-
We March by Shane W. Evans represents Element four because it walks the reader through exactly what these family's dealt with when trying to achieve justice and freedom. Not only did these families just simply walk together to finish this march; they began with a prayer, worked to create signs demanding for freedom, created exhaustion for themselves but still managed to be filled with hope. It shows the hardships and issues of what these families had to go through when they were eager for justice.

Use of the Book-
After reading the book I would have my students work individually to think about if they have ever felt like they did not have a say or were not allowed to put their thoughts into something. Once they came up with an idea, each student would recieve a ruler and a piece of thick white paper. I would instruct each student to write on their white sheet of paper something that can fight for what they want or are trying to achieve. Once this is complete, I would ask for permission to march around the halls or around our school outside to let the students express their thoughts and feel what it's like when you have to fight for what you want in life just like the families in the book We March.

Maus I: A Survivor's Tale: My Father Bleeds History

Author and Illustrator: Art Spiegelman

Grade Level: 6-8



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Resources




Summary: Art Spiegelman uses a comic book to share a story about the Holocaust, its survivors, and the ancestors who live with the history of such injustice. With mice representing Jews and cats representing Nazis, Maus narrates the experiences of Art's father Vladek. Alternating between the past and present, the text describes Vladek's life in pre-war Poland as a well off young Jewish man married to Anja, his first wife and Art's mother, as a soldier and prisoner in an Auschwitz camp, and finally as a survivor and immigrant. Weaved throughout the story are the complex and conflicting feelings Art developed as he interviewed his father.

Element: Three, Issues of Social Injustice
Maus exposes students to a historical example of religious intolerance through a personal narrative of a Holocaust survivor. Furthermore, the story provides an immediate example of how the historical roots of oppression affect the lives of people today. With teacher guidance, students can begin to understand some causes of the Holocaust and the impact the event had on societies across the globe for years to come.

Activity: Working at first individually and then in pairs, students consider a time in their lives when they felt priviledged or discriminated against solely because of their gender, race, religion, etc. Each student writes a paragraph or two describing the experience before s/he trades with another student. Together, they read one another's paragraphs and discuss them using teacher directed sample questions. Discussion topics might include, "Why do you think you were treated that way?" "Put yourself in the other person's shoes. How might the situation have looked to him/her?" "If you could go back, how might you change your response?"

When Marian Sang

Author: Pam Muñoz Ryan

Illustrator: Brian Selznik

Ages: 7-12

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Summary:

This beautifully illustrated story follows the true life trials of American singer Marian Anderson, best known for her historic concert on the steps of the Lincoln Memorial in 1939, as she navigates the world of professional music and finds it particularly hostile to people of color. Marian is forced to deal with issues of which white singers would never dream.  From being completely ignored as she waits in line to apply for music school to being outright rejected by many people in the industry, Marian suffers many injustices at the hands of racism. In the end, Marian endures and is ultimately accepted in the community for who she is - a woman with a beautiful voice, but she will never understand what compelled so many people to rise up against her when all she ever wanted to do was sing.



Element 3: Exploring Issues of Social Injustice:

This book serves as a wonderful introductory tool into the world of social injustice. The main character, Marian, is as surprised as many young readers may be when she is rejected simply because of the color of her skin. No historical background knowledge is needed to appreciate the pure injustice Marian suffers as she tries to enter a world whose hostility is beyond her control. Furthermore, Marian's endurance provide a great segue into Element 4 because, although Marian does not take any social action against her oppressors, she never gives up on her dream and that lays a good foundation for exploring social action.

In the Classroom:

This is a wonderful book, but it is also a little long, especially for younger readers. It is important to help students identify the key elements of this book. I would lead a class discussion about the book in which we aim to identify the social injustices Marian faced, the reasons she was not allowed to sing, who was allowed to sing, and why. Then I might have my students think about the end of the book, when people protested against Marian singing - who they were and what they did as a protest - as a jumping off point to talk about social action and what we can do to stop what we see as social injustices in the world around us.

Children Just Like Me (A unique celebration of children around the world)

Title: Children Just Like Me (A Unique Celebration of Children Around the World)

Author: Barnabas and Anabel Kindersley

Grade Level: Ages 7-15

Publisher: Dorling Kindersley Publishing Inc., NY, NY

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Additional Information About This Book

Summary: Through colorful photographs and children's own interviews, readers embark on a journey from New York to the Amazon Basin to learn about the day-to-day events, hobbies, aspirations, and values of children across more than 30 different countries. Children Just Like Me walks young readers through the days in the lives of children just like them. Children Just Like Me raises awareness of the similarities and beautiful differences amongst young children around the world; thereby helping young readers to embrace cultural differences that surpass the color of skin or clothing one wears.

Element #2- Respect For Others: Children Just Like Me tells the remarkable stories of children around the world from over 30 different countries through photographs and children's own interviews. A brief biography of the child along with easy-to-read descriptions about the child's favorite foods, family life, community, etc. are provided on each page. Each interviewee's personal taste and touch are revealed through their names written in their own handwritings and candid photos. This book teaches young readers about the cultures, values, and daily lives of other children in the world so that readers can discover that beyond the barriers of language, customs, skin colors, there are children in the world who are so relatable to themselves. Children Just Like Me stirs the desire to embrace and respect those who may, on the surface, seem so different from us.

Follow-Up Activity: As a follow-up, teachers can encourage each student to design a poster about him/herself, including photographs and descriptions about their schools, families, hobbies, dreams, daily lives, etc. The posters can be put together to form a giant class version of Children Just Like Me. Parents can be invited to the classroom for a day of festivities where students present the book and bring in different artifacts that represent their cultures.