Saturday, February 25, 2012
Monday, February 20, 2012
Element 3 - Exploring Issues of Social Justice:
Title: Just as Good
Author: Chris Crowe
Illustrator: Mike Benny
Grade Level: 2nd - 6th
SJE: Element 3: Exploring Issues of Social Injustice
There are plenty of books that depict Jackie Robinson journey as the 1st African-American baseball player. However, Just as Good by Chris Crowe is the 1st book about Larry Doby. Doby was the 2nd African American to play in the MLB, the 1st 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 1st 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 :
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More books by Shane W. Evans
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.
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.
Saturday, February 18, 2012
Author and Illustrator: Art Spiegelman
Grade Level: 6-8
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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?"
Thursday, February 16, 2012
Wednesday, February 15, 2012
Tuesday, February 14, 2012
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.
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About the Author
How to Use The Sandwich Swap in the Classroom to Introduce Element 2: Respect for Others
Discussion: On the first day of school, a teacher reads The Sandwich Swap aloud to his or her students in a community circle or class meeting time. Then the teacher facilitates a classroom discussion about Lily and Salma’s friendship and how their relationship falls apart. The teacher asks his or her students think about a time when they were treated “unfair” by a friend, sibling, or any other family member because of a difference in point of view, interest, life experience. The purpose of the discussion is to set the stage for students to openly share, have respect others, and embrace differences in a safe and welcoming place.
: All About Me Bag.
A teacher fills a small brown lunch bag with items that best 'describe' him or her. She or he pulls out each item and tells the children a short story about it. The bag might include things such as a baby picture, picture of pet, a food he or she does not like, something that represents their culture, an object from a collection, and so on. Then students are given brown bags to decorate. For homework that night, the student must fill their bags with items that tell about themselves. Depending on the number of students in the classroom, the bags are shared throughout the first week of school in a community circle or class meeting time. For homework the next night, the student must discuss the activity with their parents or guardian and share one thing they learned about another student in the classroom that is different from their own point of view, life experiences, or interests and discuss and why it is ok to be different.
Illustrator: Tom Oswald
Grade Level: 1-3
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Summary: The story EJ and The Bully is about EJ, a student at school who is running for class president. The only problem EJ is having is his competitor and bully, Warren. Warren does not respect EJ and is always putting him down and making fun of him in front of his friends. Warren will do whatever it takes to win! EJ's old friend, Izzi, believes in him and respects him. Izzi continuously gives him great advice and EJ becomes more confident and a stronger person. Being respectful to others can go a long way! I wonder who will win class president!
Element 2: EJ and The Bully is a wonderful book that shows two friends respecting each other. Not only does it portray respect, but it also displays an awful case of bullying. Having these two sides work against each other in the story truly depicts how giving respect to others is clearly the way two people can communicate positively with one another. In the story, Izzi is always encouraging EJ to not give up and to continue to fight for what he believes in. A great quote from the story that demonstrates element two is, "If you want to earn respect, all you have to do is use good manners, be considerate, and don't threaten or hurt others."
Activity: Izzi's words of encouragement and his respect for Warren truly helped him through his struggles in this story. A great activity would be to have your students begin to complement once another. This is a sign of respect and children need lessons on this at a young age. Once they have complemented three to four of their peers, they should then start a sentence with "I respect you because...." This activity is a great way for children to have positive communication and to understand the concept of respect for others.