Players In Pigtails Element Five

Players in Pigtails

Author: Shana Corey

Illustrator: Rebecca Gibbon

Grade Level: PreK - 3rd Grade

Element: 5

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http://www.amazon.com/Players-In-Pigtails-Shana-Corey/dp/0439183057 

Summary: 

As the men went off to serve in the military during World War II, Phillip Wrigley creates a crazy plan to recruit women to play baseball, despite public ridicule. On opening day, Katie Casey, a member of the Kenosha Comets, shows fans and the country that women have just as much talent as men when it comes to sports.

Players in Pigtails is inspired by the hit movie A League of Their Own. This book takes a look at the All- American Girls Professional Baseball League, created during World War II. The story focuses on Katie Casey, who preferred "sliding to sewing" and "batting to baking" and is mentioned as a "baseball-mad" girl in the song Take Me Out To The Ballgame. Determined Katie makes it all the way to the big leagues and finds a sisterhood of friends and players. This book discovers the power that girls have and it reveals that girls can do anything boys can do. 

  

Element 5: 

Social justice in essence is about raising awareness of certain issues. In Players In Pigtails, Katie Casey raises awareness to an injustice that has been common to women for a long time, which is sexism. Women have been made to feel inferior to men in every way. So when it was time for the male athletes to go to war that’s when women had their chance to show the world that they were capable of doing more. Katie Casey and Phillip Wrigley were successful in showing others that standing up for women’s rights was possible, therefore raising the awareness of the country of the accomplishment of women.

Follow Up Activity: 

Prior to reading Players in Pigtails I would have the students  think about the different types of things only girls and only boys do. I would ask them what characteristics they define as being associated as boy or girl and write them on the board, hopefully drawing out the theme of sports. After going over their examples, I would read the book. I would then lead a discussion about how why women were thought of as being “bad” at sports and see if they can change their definition about what girls and boys are “suppose” to be like. Then I would love to create a PSA with the students raising awareness of women’s issues and present it to the school. 

One

Author: Kathryn Otoshi

Illustrator: Kathryn Otoshi

Grade Level: Kindergarten and up

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Summary

Kathryn Otoshi’s One is about a community of color palettes, each with one’s own identity. However, one color, Red, seemed to like to pick on another color, Blue. Although all colors were aware of Blue’s nice nature, they were also aware of Red’s mean attitude towards Blue. However, no one stood up to Red. Red’s bad attitude, or meanness, eventually made Red bigger, making all other colors fear Red even more. This made everyone feel like Blue. At this point, One appeared. Not only was One different in appearance, but so was One’s attitude towards Red. One stood up to Red, which better enabled all the other colors to stand up to Red. After all, every color counts, and slowly, every other color started turning into numbers except Red. As everyone turned into numbers, Red started to feel left out, then angry, which made Red even bigger. After getting so big, Red tries to run over Blue, but everyone stood up against Red. Blue realizes that Red may have been feeling like Blue, so Blue tries to bring Red back to the group and succeeds with One’s help. After all, “Everyone counts!” (Otoshi, 2008).

Element 5: Raising Awareness

Element 5, or raising awareness, is seen in Kathryn Otoshi’s One. Element 5, or raising awareness, can be described as one character raising others’ awareness. In One, One is raising awareness to an injustice that was common to the color palettes’ current system, which is Red’s bullying. No other color liked Red’s bullying, but no one was brave enough to stand up to Red so no one did. When One appeared, One stood up to Red’s bullying. One was successful in showing others that standing up to Red was possible, therefore raising all other color palettes’ awareness. When all the colors realized that they, too, have the ability to stand up to Red, they started turning into numbers, except Red. However, this made Red feel left out, and tried to roll over Blue, the color most often bullied. This is when everyone stood up to Red. Yet, this still leaves Red’s feelings unresolved. Blue initiates confrontation with Red, trying to find some sort of mutual ground; One supports Blue’s actions and helped Red realize that everyone counts and should be treated as though they do count and matter within a group or community.

Activity in Class

Kathryn Otoshi’s One is a simple story that touches upon important and relevant matters. In the classroom, Otoshi’s One can better help students reflect deeply on their own experiences regarding bullying, standing up for one’s self, and community. Issues regarding bullying, standing up for one’s self, and community should be reflected upon and thought about with a critical eye: What made them issues? Who was affected? How were they affected? Resolutions, if any, should also be reflected upon with a critical eye. If there were resolutions, students should rethink the resolution and see if it served justice for all or just certain few and if the resolution truly solved the problem. If there were no resolutions, then students should think of a plausible resolution for the everyone’s sake upon conflict reflected.  Students should consider the depth of the issue, who the issue might affect, and if the solution will “fix” the problem or cause a bigger strain. Using Otoshi’s One and what students have reflected upon regarding bullying, standing up for one’s self, and community, teachers may easily incorporate this story and these reflections to social issues and injustices from the past to act upon the present and perhaps, strive for a better future.

I Am Jazz

Author: Jessica Herthel and Jazz Jennings
Illustrator: Shelagh McNicholas
Age Range: 4-8 years
Grade Range: K-4th grade
Element Five: Raising Awareness

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About This Book: I am Jazz is about a transgender child named Jazz. Her favorite color is pink. She enjoys dancing, singing, and dressing up as a mermaid in the pool. Her best friends are Samantha and Casey. They dress up as princess's together and wear high heels. Jazz can only be described as a typical young girl except for one major difference - Jazz was born anatomically a male. Her parents do not totally understand who she is, neither do her brother and sister. Not everyone in her school understands who she is - both students and teachers. Jazz has a very strong self-awareness and is proud of who she is. Her parent's come to understand what being transgender is when they bring Jazz to a special doctor. Slowly but surely Jazz becomes accepted both at home and school (although some students still bully her). Through her self-awareness, Jazz highlights and raises awareness of what it means and is to be transgender.

Element Five: Raising Awareness: Often raising awareness about an issue can take a lot of research and a lot of convincing. Raising awareness about a social issues can take an infinite amount of time and people. In I am Jazz, Jazz Jennings raises the awareness of being transgender to her friends and family by being herself. Her self acceptance and her willingness to be her self, no matter how anyone looked at her, raises awareness of transgender issues within her family and her school. When Jazz, with the help of her doctor, began to understand what being transgender means - with the help of her parents - was able to raise awareness about being transgender to her teachers and classmates. Through this book, Jazz Jennings exemplifies how loving yourself is pivotal in raising awareness about social issues.

 

Classroom Activity: Reading I am Jazz to my students would be part of a gender awareness unit. Prior to reading this story, students would be prompted to think about different types of gender identity. I would ask them what characteristics they define as boy or girl and write them on the board. After going over their examples, I would read I am Jazz. I would then ask my students what makes Jazz unique compared to the way they defined being a boy or a girl? I would then ask if what we define as male or female attributes on the outside can really define who a person is? I would define transgender identity and explain that who we are is how we define ourselves not how others define us - and we are all unique, no one is the same. I would explain to them that being transgender is not different from being a male or a female but it is the same. My students would then write one word that they believe is unique about themselves. They would not write their names on the paper. I would hang them on the wall as a reminder to the students that we are all unique and our differences should be celebrated.

Kids Like Me In China

Author: Ying Ying Fry with Amy Klatzkin

Photographs by: Brian Boyd, Terry M. Fry & Ying Ying Fry

Grade Level: 4 and up



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Resources

Summary:

Kids Like Me In China is a large hard-back book written by eight-year-old Ying Ying Fry, a Chinese American girl, who lives with her adoptive parents in San Francisco.  Ying Ying wrote the book to tell her own story about spending the early months of her life in an orphanage in China, and how important her Chinese heritage is as an adopted child growing up in the U.S.  The book is full of photos of Ying Ying’s visit to Changsha, Hunan province from the babies, children, and staff at the orphanage where she lived as a baby to her encounters with other school children and families.  Ying Ying identifies with these children and their lives, she experiences their language, environment and culture first-hand, and she recognizes that this is a place where she truly fits in and belongs.  While she is there she gives thought to the plight of many Chinese babies, mainly girls, and the babies with special needs who are removed from their families and put up for adoption overseas.  Ying Ying is happy to discover her Chinese roots and heritage because this is part of her own life story and identity as both a Chinese and American girl.   

Element 5 – Raising Awareness

            Social justice means raising awareness of the issues facing children in adoption situations.  For Ying Ying this meant writing a book about her life as a baby in a Chinese orphanage after having been abandoned by her birth family.  Even though Ying Ying was adopted early on by an American couple and raised in San Francisco, as any other American child, she feels the need to claim her own life story as a daughter of China and a Chinese family.  She has gained so much from the experience of discovering her roots that she wants to let other people know that their heritage and culture is important.  And she wants to give hope and inspiration to other adopted children that they too can find their true identity and begin their own journey of self-discovery.  By writing her book Ying Ying is educating everyone who reads her book about what it means to be adopted and helping other adopted children to recognize themselves in her story.  Ying Ying is telling all adopted children that they can claim their own heritage as children and do not need to wait until they are adults.  American families have adopted many Chinese babies over the years.  This book helps these children tell their story.

Follow-up Activities:

            I would use this book in our classroom library and include it in any unit on families and diversity or as part of an ‘All About Me’ project.  This would be a good opportunity to incorporate adoptive families in the unit using a concept map for different types of families.  If anyone in the class is adopted they might want to bring their families into the classroom to tell their stories.  For ELL students from China there are many photos in the book that tell Ying Ying’s story even without the words.  As a primary source, it could also be part of the social studies curriculum on China and social policy.

Click, Clack, Moo Cows That Type by Doreen Cronin and Betsy Lewin

Title: Click, Clack, Moo Cows That Type

Author: Doreen Cronin

Illustrator: Betsy Lewin

Age Range: 3-7 years old

Grade level: 1^st and 2^nd 

Buy now:Click, Clack, Moo Cows That Type

Element 4: Social Movements and Social Change

Summary:  What if farm animals had a voice that was understood and the power to speak openly and freely about their lives and living conditions? What would they say and would they demand any changes be made? In Click, Clack, Moo Cows That Type we find out exactly what these animals are thinking and feeling. To put it simply, they’re feeling cold! Through the power of collective brainstorming and teamwork the animals make a list of demands to ensure they no long shiver at night. Their demands go straight to Farmer Brown and when they’re ignored protest prevails. Click, Clack, Moo Cows That Type is a simple yet powerful tale of voice and the social changes that can occur when a group of voices come together as one.

SJE Element 4:

How do we as educators ground the concepts of social movements and social change into content that is not only understandable for younger students but also relatable? It’s crucial that our students know the power of their own voice and how teamwork and mutual respect can create real change. Click, Clack, Moo Cows That Type introduces these ideas and allows students to think about them and internalize them with rich and purposeful practices. Doreen Cronin and Betsy Lewin cover concepts such as collective bargaining, unions, protesting, and fairness very simply but also exceptionally comprehensive. Just beginning the thought process is a significant step in the right direction for our students and our classrooms. What’s so exciting about a book such as Click, Clack, Moo Cows That Type is the potential for moral and intellectual growth. These ideas can push students to expand their knowledge of social issues, social change, and ultimately making our society a more equal and civil place to be a part of. 

Classroom ideas:

Create a book about other animals who live in different environments and what their possible requests and needs may be. Use Click, Clack, Moo Cows That Type as a stepping stone towards bigger ideas and areas. 

Do a group activity to make the ideal farm, where both farmers and animals are complacent with their roles on the farm and work together to ensure everyone is working to their best of their ability. Have students think about all the components of fairness and treating the life around you with care and respect. 

For a field-trip, take students to local farms and examine the health of the animals and the overall condition of the environment.

Additional Resources: 

Click, Clack, Moo Unit - This resource is a very detailed guide into how to full incorporate this text into your classroom. There's an array of helpful tools such as learning objectives, teaching strategies, assessment strategies and printable resources. 

Guides, Activities and Games- This resource has a a ton of fun games and activities that can be died to Click, Clack, Moo Cows That Type. These games can be very helpful for rethinking new ideas and interacting with the story itself! 

Amazing Grace by Mary Hoffman

Title: Amazing Grace

Author: Mary Hoffman

Illustrator: Caroline Binch

Grade Level: K-2nd

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Element 4: Social Movements and Social Change

Summary:
Grace is a girl who loves stories and enjoyed acting them out. She had a great personality for exploration and could make anything ordinary seem extraordinary. But most of all Grace loved to act out stories and fairy tales. So when her teacher shared with the class that they would be performing the show Peter Pan, Grace knew exactly who she wanted to be! Grace's classmates did not agree with Grace's decision on wanting to be Peter Pan. They said things like"that's a boy's name" and "he isn't black", but this would not stop Grace from playing a role she wanted to play!

SJE Element 4:
Element 4 asks teachers to share stories of everyday people standing up to address the issues of social injustice and that ordinary people can make a change. Amazing Grace teaches us just that, as Grace is able to make a change and show her classmates that a black girl can too play the role of Peter Pan. It is so important for students to understand that not only is it okay to be different but also that being different does not stop you from doing what you believe in. Grace teaches us that instead of feeling overwhelmed or defeated about discrimination, we should address the issue and show people that a change can be made!


Classroom Ideas:
There are so many ways to incorporate Grace's story in a classroom setting. It is important to remember to take in to consideration your classroom and your students. The classroom environment needs to be able to support a topic like discrimination but also understand that like Grace taught us, there has been and will continue to be a change and a time to stand up for what you believe in.

*Students can write letters to Grace about her decision to stand up and make a change. Topics can range from asking her about how it made her feel when students discriminated against her, what made her create a social change in her classroom, or how did she feel when she was able to speak up for what she believed in.

*Students can create their own social movement. A discussion must be had about something the class does not believe is fair and relevant to their society (short recess, no free lunch, etc.) From there, the class can brainstorm ways to create a social movement and stand up for what they believe in!


Anything Else:
Amazing Grace is only the first book created in this series of stories. Mary Hoffman wrote a few other books that tell us more about Grace: Boundless Grace, Princess Grace, Starring Grace and more. For a look at more information on the author, Mary Hoffman, and more books that she has published:

Mary Hoffman

The Day the Crayons Quit

The Day the Crayons Quit

Title: The Day the Crayons Quit

Author: Drew Daywalt

Illustrator: Oliver Jeffers

Grade: K-5

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Resources

Summary

The Day the Crayons Quit is a story about a box of crayons that write their owner Duncan letters saying that they have all had enough and that they are all quitting. Each crayon writes a letter to Duncan as to why they are quitting being his crayons. Red Crayon is tired of working harder than the others. Purple Crayon does not want to be used outside the lines anymore. Beige Crayon does not want to be called “light brown” or “dark tan” and is annoyed about always being used to color a turkey dinner or wheat. Gray Crayon feels that to color a whale is a lot to do all alone. White Crayon wants more than to just fill in empty space. Black Crayon feels it is unfair to be used only to outline pictures. Green Crayon is extremely satisfied but writes Duncan a letter on behalf of Yellow and Orange Crayon because they are not speaking to one another. Yellow and Orange Crayon both feel they should be used for the color of the sun. Blue Crayon is slowly getting shorter because Duncan overuses Blue since it is his favorite color. Pink Crayon is upset that Duncan thinks Pink is a girl’s color and has only been used once during the year. Finally, Peach Crayon speaks out because Duncan peeled the paper off of Peach and Peach now feels naked and embarrassed when having to come out of the crayon box. Duncan felt bad that his crayons were feeling the way they were and wanted them to be happy. He ends up creating a picture using all the crayons in the way they want to be used and they are all happy again. 

Element 4: Social Movements and Social Change

The Day the Crayons Quit is a great book to use as an example of social movement and social change. Even though this book is about a boy and his crayons, there is a deeper meaning underlying the letters that the crayons write to Duncan. The crayons all recognize something that they do not like. They do not like the way that Duncan is treating them and how they are being used so they decide to do something about it by writing letters to Duncan. In each of the letters, the crayons explain how they are being used and how it is making them feel. Once Duncan reads through all of the letters, he realizes that he needs to make a change. He ends up creating a picture that uses all of the colors the way they asked to be used. This represents social movement and social change because the crayons wanted to make a change and Duncan listens. The crayons essentially make a movement to be used in a better way and Duncan makes the change that the crayons want to see.

Activity

One activity that students can do after reading The Day the Crayons Quit is to have a debate. The students can be split into groups and each group can be given a color to defend. The students can reflect on their color’s letter and then debate reasoning as to why their color has the best argument for how they are being used. This activity will get the students to think about the book and how it can be used to understand social movement and social change. Having a debate around the letters that the crayons wrote will put into perspective the message that each crayon was trying to convey and which color had the strongest argument. They may even debate which crayon may have had the most convincing letter that had Duncan make a change to how he used his crayons.