Morado Group: Nikki Scamporino, Lauren Miller, Victoria Cafiero
Created by: Nikki Scamporino
Posted by: Lauren Miller
Title: Farewell to Manzanar
Author: James D. Houston, Jeanne Wakatsuki Houston
Year: 1972
Recommended for: grades7
Genre: Memoir, Biography, Non-fiction,Children's literature, Autobiography
Teacher Resources:
Social Studies Source:
Art Source:
2 Source 2
Important Characters
Jeanne Wakatsuki: She is the main
character of the novel and the book is written from her prospective. Jeanne is
the youngest of the Wakatsuki family who is Japenese. She writes about the
experiences she is going through growing up in America going through the war
and dealing with the prejudices and consequences of these prejudices.
Papa: Papa is Jeanne’s father who
is a Japanese immigrant who is accused of being a spy for the Japanese and sent
to a detention center to be interrogated. This event breaks his spirit and he
becomes emotionally unstable drinking alcohol to deal with his feelings.
Mama: This is Jeanne’s mother who
holds the family together and takes great pride in her family and their
heritage.
Radine: Radine is Jeanne’s best
friend who is white and shows a huge gap between how the girls are treated
solely on their cultural background.
Woody: Woody is on of the Wakatsuki
children who takes the role of “father” when Papa isn’t their. Woody shows how
strongly he feels about being an American when he joins the US army. Woody and
his father often have disagreements showing the huge differences their
experiences embedded on them.
Historical Context:
“Farewell
to Manazar” is a true story about what a Japanese- American family went through
during WWII. The bombing of Pearl Harbor affected Japanese Americans and many
families like the wakatsuki family were relocated and/or sent to concentration
camps. The book shows how the camps were kept and the feelings that other
Americans felt for them. The Japanese Americans were forced to sign waivers
saying that they would serve in the army; any protest was not only suspicious
but could be punished by deportation.
Element of Justice: 1. Self love
and knowledge, 2. Respect for Others
NJ Core Curriculum Standards:
Art Standard 1.2 : History of the
Arts and Culture
Activity: Creating a journal entry
using Japanese stab binding
SS Standard 6.1: US History,
America in the world
Activity: A compare/contrast
activity relating something that is more current to the students like 9/11 with
the bombing of Pearl Harbor.
Letter to Papa:
Dear Mr. Wakatsuki,
I
haven’t talked to you in so long and after reading this book thought it was important
I reach out to you. The experiences you have gone through and the pain and
anger you must have felt are unimaginable. To be ripped from some place you
call “home” because of your culture is something I have never gone through and
probably never will. Despite all of this I do know what it is like to be the
daughter of an alcoholic. To turn to a substance when you cannot face reality
will not make any thing better, but so much worse. Your family counts on you to
show them that you can get through this tough time. I cannot understand choosing alcohol over
your family; your children look up and need you to be there. These experiences
you’ve been through, have you though about talking to someone outside the
family? Or even keeping a journal?
The
repercussions of you drinking will follow your children for the rest of their
lives and affect them all differently. I know you love your kids, so I am
telling you, as a friend, you need to dig deep within yourself to be brave
enough to face your feelings. Talking about things can be really hard; don’t
take these feelings out on your kids or your wife. This is your support
network; the anger you feel towards the interrogators or the US in general is
not their fault.
Is
there anything I could do to help? Talking to a friend some times can be easier
and even if it starts out hard it will get easier. I beg you coming from
someone who knows the effects to put your family before the bottle.
Write
Soon! Your Friend,
Nikki
Critique:
This
book is a personal accountant of a young girl feeling things that they
themselves have felt or gone through. Jeanne goes through things like fitting
in, something every student can relate to. Although the bombing of Pearl Harbor
is not something the students have lived through the feelings of not being
liked or being left out, is something many young adults can identify with. Not
only does it teach about what happened to Japanese Americans during the time but
also it brings in personal issues from family to friends. It takes a historical
event and makes it more then facts. This book would be a great addition to
learning about WWII because so often we learn of what the concentration camps
from WWII were like for Jews, this is showing what was happening right here in
the United States to Japanese Americans.
Rojo Group: Christina Steed and Lauren Finch
Title: In the Year of the Boar and Jackie Robinson
Author: Bette Bao Lord
Year: 1985
Illustrator: Marc Simont
Recommended for: grades 3-6
Genre: Historical Fiction
Social Studies Resource 1
Students can answer a question (number 1) on the activity sheet for homework. Students will be required to research an ancient Chinese tradition and then write their own opinion about it.
Social Studies Resource 2
Teaching Students about Immigration
This website is a great resource for teachers with lots of ideas and lessons to teach students about immigration and people who immigrated to the United States from other countries.
Teaching Students about Immigration
This website is a great resource for teachers with lots of ideas and lessons to teach students about immigration and people who immigrated to the United States from other countries.
Art Resource
Students can create their own paper lanterns which are important traditions during Chinese New Year celebrations.
Art Resource 2
In this activity, students are making a fan that resembles the fans used by dancers during Chinese New Year celebrations.
Important Characters
Important Characters
Shirley Temple Wong
Shirley Temple Wong is born with the name Sixth Cousin (Bandit)
but changes it to Shirley when she finds out she is moving to America.
Shirley is a very optimistic, hopeful child with a lot of dreams. At times, she
feels defeated and let down by her new American lifestyle, but through
struggles and new friendships she realizes life isn’t so bad. Shirley is a
sweet girl who finds comfort in her new found passion for baseball, especially
a true appreciation for Jackie Robinson.
Mable
Mable is tall, yet thick girl who most people are intimidated by.
Mable comes of as a bully, but deep down inside she has some good intentions.
Mable introduces Shirley to the game of baseball and changes her life. Mable’s
personality changes Shirley’s outlook on the world and how people can change.
Mother
Shirley’s mom leaves China to be with her husband in America.
Just like Shirley, Mother had to adapt to a new lifestyle in America and
change her ways as well.
Summary of Historical Context
Shirley Temple Wong is a young girl moving from China to America after World War II because her father takes an engineering job in New York City. Because she does not speak any English, it is hard for her to make friends in the new country. Shirley feels lonely and misses her family back home in China. Her parents want her to fit in but it is difficult for them to help her. Then, Shirley befriends a classmate and starts learning many new American customs all while keeping the ties to her Chinese roots. There are many parallels of culture for Shirley back in China as well as in America. While living in America, Shirley develops an interest in the all-American sport of baseball. Jackie Robinson, a black male and the MVP of the Brooklyn Dodgers becomes everyone's idol and shows Shirley that anyone can make a difference. This book incorporates many Chinese traditions as well as American traditions as Shirley has room for both cultures in her life.
Element of Social Justice
Element 2: Respect for Others
Discovering diversity of
others was seen throughout In the Year of
the Boar and Jackie Robinson by Bette Bao Lord. Teachers can take this text
and share a wealth of information about culture and diversity to students. For
example, the lifestyle of those living in China compared to those living in
America is a great way for students to see two different parallels of
lifestyles. Lord not only touches upon the Chinese heritages, but also the
lifestyle of African Americans through Jackie Robinson and some of the
challenges he faces as a black baseball player. Respect for different cultures
is seen through these examples and can open the eyes of different lifestyles
and how to respect everyone’s beliefs and customs to students.
New Jersey Common Core Curriculum Standards
Social Studies
Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation.
6.1.4.D.2 All students will be able to summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered.
6.3.4.A.4 Communicate with students from various countries about common issues of public concern and possible solutions.
Visual and Performing Arts
6.3.4.A.4 Communicate with students from various countries about common issues of public concern and possible solutions.
Visual and Performing Arts
Art
and culture reflect and affect each other.
1.2.5.A.1 Recognize
works of dance, music, theater and visual art as a reflection of societal
values and beliefs.
Activity: Students will be asked to talk to the class about their own culture and background. They will discuss what country their grandparents and great-grandparents originated from. Students then can share a custom of their culture with the class. Then, they can bring in either a food, music, artifact, show a dance, etc., representing their culture.
Activity: Students will be asked to talk to the class about their own culture and background. They will discuss what country their grandparents and great-grandparents originated from. Students then can share a custom of their culture with the class. Then, they can bring in either a food, music, artifact, show a dance, etc., representing their culture.
Letter to Shirley
Dear
Shirley Temple Wong,
Hi Shirley, it's Lauren from your
hometown in China. I am really sorry it took me so long to write, but as you
know things have been very busy over here in China. Your grandparents finally
gave me your address, I'm not sure why it took so long, but I have been waiting
to write to you for months, almost a year now. I see you have changed your name
and you no longer go by Bandit to your American friends. You are now called Shirley Temple Wong; that
is a really pretty name Shirley, you are so lucky.
I have heard much about you since
you have been gone. You seem to be doing well, academically. I am not surprised
Shirley, you always were the intellectual one of our friends. I can't believe
everything you have been through in the past eleven months. I envy the passion
you now have for baseball and for your favorite player, Jackie Robinson. It
seems like you both face the same challenges, even though you live two
completely different lifestyles. What I can't believe is that you are friends with
that horrendous girl Mable that hurt you Shirley! I suppose she is a good
friend now, introducing you to the game that you love and all, but still, OH
SHIRLEY!
I miss you more and more everyday
Shirley, but I am so happy to hear that you are doing well. Please keep in
touch and maybe one day when I am older I can come to America and visit and see
what life is really like. Please write back and keep me updated with your life.
Love your friend,
Lauren
Critique
This book is great for children in grades 3-6. They can easily relate to the issues Shirley is dealing with such as moving to a new place, trying to fit in, and making a difference in the world. This is a well-written, easy to read novel which includes traditions and customs of both Chinese and American cultures and provides historical knowledge of two countries which is very beneficial for children. It is educational while also being entertaining and is a really good choice to use when teaching students about Asian American history. Students will learn about people who came to America, the land of opportunity, to gain a better life for themselves. The events in this book are accurate and appropriate for children. Children will enjoy reading this book and will hopefully be able to connect some of the events with the events in their own personal lives.
Posted By: Dana Valdez, Kelley Willis, and Meghan Yergan
Author: Leon Walter Tillage
Illustrator: Susan L. Roth
Year: 1997
Buy it here!
Recommended for:
Grades 3-5
Social Studies Resource 1
The website is for a Jim Crow museum in Michigan. It has information about the Jim
Crow laws as well as useful videos and resources. A great quote from the
website is: “Using objects of intolerance to teach tolerance and
promote social justice."
Social Studies Resource 2
This is a website that gives teachers great ideas on integrating different lesson plans while reading Leon's Story. There are ideas on how to approach building historical background knowledge, researching important historical events, experiencing different points of view, and identifying story elements.
Arts Resource 1
This website outlines several different art activities to do for Black History Month. Teachers can easily adapt the art projects to make them relevant to Leon's Story.
Arts Resource 2
This website provides many different links for teacher resources pertaining to Black History Month. There is a section with links for music and drama activities, and another section with links for art activities. Many of these activities could be used for Leon's Story.
Important Characters
1. Leon
was a young African American child during the terrible times of discrimination
and segregation who through hardships prevailed to be an honest, hardworking,
determined man. Leon’s Story is an
autobiographical account of his life during 1940’s in a southern town of
North Carolina. Leon was determined to help his family in every way he
could, even as a young boy he worked and helped his family on their farm. He worked many jobs at a time for little
money, from a warehouse, to the back of a restaurant, even risking his life for
a quarter. Leon was very respectful, he always referred to people properly
with “yes, sir” or “yes, ma’am” even those who weren’t respectful to him. He
knew the way blacks were treated was not fair, yet still knew what he
had to do to stay alive. An example is how he would stand back with a smile on
his face anytime a white man walked into a store he was at, if asked to leave
by that white man he would gladly go and wait until the man was done to continue
his shopping. Leon was also a fighter for his people; he marched for black rights during the civil rights movement. He knew he
was facing death with every march he participated in, with items being thrown at the marchers. The Klansmen could shoot, throw dynamite or let dogs
on them, yet he still continued. He persevered through the tragic death of his
father, due to racism, and continued to support his family, and eventually made a
huge impact in the world we live in today.
2.
Mr.
Tillage was a hardworking, strict, and religious man who carried on in a
matter to ensure his family’s safety. Mr. Tillage was a Sharecropper who worked
on a farm owned by Mr. Johnson. Mr. Tillage worked very hard on his farm even
though he had to share half of everything he had with Mr. Johnson, who didn’t
put in labor to grow the crops. Between supplies and food for the family, Mr.
Tillage would always be in debt by the end of they year to Mr. Johnson. Leon
states that his father always took Mr. Johnson’s word because he had no
education and couldn’t read. He could have been cheated out of money all the
time, but he was religious and honest so he didn’t question Mr. Johnson or try
to cheat. Leon got his respectfulness from his father who was strict on his
children, he never allowed the boys to fight and always made his children say
“yes sir” or “yes ma’am” no matter who the person was, or what color their skin
was. Mr. Tillage, being a religious man, would take his family to church
every Sunday and every night they would all get together and pray. Mr. Tillage seemed to not have hope in African Americans
persevering through this time. It may have been how he was raised because when
questioned about the blacks being poor, working all day, and not having nice things, he would tell his children “that’s just they way it is” or “you will
never equal up to the whites.” I think he knew it wasn’t fair, but that’s just
the way it was and he felt helpless, probably intending not to put false hope in
his children's heads. Mr. Tillage died on Leon's 15th birthday when some drunk white children ran him over with a car repeatedly. He inevitably saved his
wife’s life by pushing her out the way and throwing himself in front of the
vehicle. This courageous, hardworking, and respectful man left an impact
on Leon’s life to make him the man he became.
Summary of Historical Context
Leon’s Story is a powerful autobiographical
account of Leon, an African-American boy who grew up in a Jim Crow town in North Carolina. Leon is a sharecropper’s son who grew up in a large black family
and endured racism and oppression throughout his life. The book is broken into nine sections that focus on a specific time period in Leon’s life and gives an
in-depth summary of the injustices he faced in the 1940’s to 1950's. The injustices he endured led to his motivation to march during the civil rights movement.
Element 3:Issues of Social Injustice and Element 4: Social Movements and Social Change
Leon’s Story is linked to the third and fourth elements of social justice. Element three involves issues of social injustice in history. This story gives details of the racism in the Jim Crow south during the 1940’s-1950’s. It gives a personal account of the impact of oppression on an African American family who were sharecroppers in Raleigh, North Carolina. The book is peppered with the harsh realities of the unequal treatment of African Americans with depictions of sharecropping, unequal education, lack of access to well-paying jobs, inadequate housing, unjust laws and law enforcement, the Ku Klux Klan, and the will to survive.
Toward the end of the book, element four is introduced with the main character learning about ways to initiate change. Element four involves movements that were enforced to attack the issues of social injustice in element three. The last chapter of this book gives information on marches that were put together by college students as a way to protest their right to be treated as equals. It goes into depth on how the marches were extremely dangerous and many African Americans opposed them because of the dangers that were involved for participating. The Ku Klux Klan, policemen and firemen were all major threats to participants in the marches. Policemen and Klansmen beat and let dogs chase the marchers, and the firemen used their powerful hoses to spray water that could “peel the skin right off of you.” The book ends with a victory of the marches as a way to show the readers that the main character knew he was entitled to freedom so he got “beat up” in order to retrieve it.
NJ Core Curriculum Standards
Art
1.3.2.C.1 - Portray characters when given specifics about
circumstances, plot, and thematic intent, demonstrating logical story sequence
and informed character choices.
Social Studies
6.1.4.D.16 - Describe how stereotyping and prejudice can
lead to conflict, using examples from the past and present.
6.1.4.A.2 - Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights (i.e., freedom of expression,
freedom of religion, the right to vote, and the right to due process)
contributes to the continuation and improvement of American democracy.
Activity
In small groups, students will discuss some of the stereotypes that were presented in the book by listing them onto chart paper. Then, as a class, students will discuss what they brainstormed in their groups. Students will then conduct research on the definition of sit-ins by completing a web quest. During the web quest, they will also research the fundamental rights of citizens that are documented in the United States Constitution today and compare it to the rights of citizens in the 1950's. Sit-ins are briefly described toward the end of the story. This was also the turning point in Leon's Story since it is when he decided to initiate change through different movements including marches and sit-ins as a way to gain equal rights for African-Americans. After the web quest is complete, students will participate in a think-pair-share to discuss what they learned about the significance of sit-ins, how it relates to our rights as citizens and their opinions on the effectiveness of sit-ins to initiate change in our constitution.
View Letter to Mrs Tillage here!
Endorsement
Leon's Story is an effective tool to teach young people about the Jim Crow south in the 1940’s-1950’s. The story is told in first person and it gives a personal account of how the main character felt during his childhood and young adult life. It is interesting that the story, although written in a language simple enough for a young reader, does not sugar coat the horrors that the main character and his family had to face. The entire book paints a vivid picture of how daily living was drenched in fear and oppression. The main character, Leon, goes into depth with how he felt during each event that he explains. As a result, the reader feels connected to his words and emotions. This makes the story powerful and causes the reader to become not only sympathetic toward Leon, but also angry at how the United States allowed racism to spread like a plague. It is easy to learn about historical events but it is not easy to connect with them. Leon’s Story brings the horrors to life by allowing readers to see how Jim Crow laws affected his family which makes the reader think about how other families were affected as well. Sometimes it is necessary to understand history by connecting with the emotional aspects of historical events on actual people. Leon’s Story does a great job at this since once you start reading, you will not stop until the story ends. It may also inspire readers to do further research on Jim Crow laws, the Ku Klux Klan and how college students and young people were motivated to protest to gain their rights to be treated as equal citizens.
Joey Pigza Swallowed the Key- Sara Assia, Jane Lee, and Maria Petruzzelli
0 comments Posted by Unknown at 12:30 PM
Title: Joey Pigza Swallowed the Key
Author: Jack Gantos
Illustrator: N/A
Year: 1998
Recommended For: Grade 5 & Up.
1. SOCIAL STUDIES RESOURCE : This blog contains teaching suggestions a teacher can use when teaching ADHD and the book with students.
2. SOCIAL STUDIES RESOURCE : These Essays motivate students to critically think in Joey's perspective to help them understand the difficulties that come with disabilities.
1. ARTS RESOURCE : This website lists some art activities related to the book. By scrolling down to "Classroom Connections" you will find art activities, as well as activities for language arts, science, safety, and history.
2. ARTS RESOURCE : This website suggests different types of self-portraits that students can draw to express their self-awareness. (Discuss their differences and values)
Important Characters:
1. JOEY PIGZA- This is the main character in the story. He is a fifth grader who suffers from undiagnosed ADHD, which causes him to uncontrollably act out in class. Joey is not a bad kid. However, he makes bad decisions and cannot control his actions and behaviors, making him a harm to himself and others. Joey is often described as a character with a heart of gold and a head full of bees throughout the Joey Pigza Series written by Jack Gantos.
2. MS. FRAN PIGZA- This character is Joey's mother. When Joey was in kindergarten she left Joey with her abusive mother in order to look for Joey's father, who had run away from the family. Years later she comes back to care for Joey by herself, while working full time. Ms. Pigza works in a hair salon, trying to make ends meet for son and herself. Joeys mom also has to take "medicine," which consists of a bottle of amaretto and mountain dew.
3. MS.MAXY- This character is Joey's fifth grade teacher. She tries many times to give Joey fair chances and treatment in class. However, Joey's decisions and actions make him a harm to himself and others. Therefore Ms. Maxy must report him and send him to the principal many times.
3. MS.MAXY- This character is Joey's fifth grade teacher. She tries many times to give Joey fair chances and treatment in class. However, Joey's decisions and actions make him a harm to himself and others. Therefore Ms. Maxy must report him and send him to the principal many times.
Summary of Historical Content:
(FICTIONAL-NARRATIVE BOOK)Joey Pigza Swallowed the Key is a realistic fiction book about an elementary school boy, Joey Pigza. This chapter book is the first of four books in the Joey Pigza series written by Jack Gantos. Joey Pigza Swallowed the Key, a national book award finalist, is 15 chapters long, approximately 154 pages, and is grade level appropriate for fifth graders. This book is a told in first person by the main character Joey Pigza. Joey discusses his struggle with sitting still and being good in school due to his “dud meds” he takes since he suffers from attention deficit hyperactivity disorder. Joey cannot control his actions, even when he knows they are wrong. Along with Joey’s struggles with his medication, which only seems to last during the morning, Joey has family problems at home. At a young age Joey’s father abandoned him and his mother. His mother, Fran, who is an alcoholic, followed after his father, leaving Joey in the care of his grandmother who treated him badly. Eventually his mother straightened up and returned to take care of him, however, she still struggled with alcohol and providing for the two of them.
ADHD, also known as Attention Deficit Hyperactivity Disorder, was given this current name in 1987. However, the common affects of the disorder,such as inattentiveness and fidgeting, have been notice and documented for centuries, dating back to 1798 when Sir Alexander Crichton, a Scottish doctor studied students with "mental restlessness."
Jack Gantos first got his ideas about Joey Pigza when he visited a school in Pennsylvania talking about writing. Jack observed a child in the front of the room that was spinning around the seat of his chair. At that time, many teachers put their overactive students in the front of the class. When Gantos began telling jokes, this child would answer the punch line before anyone else. He was having fun until all of a sudden he became worried he did not take his medicine and ran to the nurse's office. This child made Gantos look back at his childhood. Growing up Jack Gantos had moved 40 times and met many children like the one from Pennsylvania. After his visit to the school in Pennsylvania, Gantos wrote a description about the active child who sat in the front row in his journal. The next day, Gantos reread the journal entry and decided to write more. Having liked the what he wrote, Joey Pigza was born.
Element of Social Justice:
1. SELF-LOVE & KNOWLEDGE
This particular element of social justice focuses on the importance of different aspects of their identity: a sense of pride in their culture, heritage, ethnicity/race, religion, skin tone, gender, and much more. In the book, "Joey Pigza Swallowed the Key", such an element applies as an example of understanding differences.
In this book, Joey learns about "self." Joey knows that he is a problem child but that he cannot help it. Throughout his story, Joey struggles to love himself. He tries very hard to be like the rest of the students, as well as help as much as possible. However, when he tries to help, Joey makes bad decisions, which only end with someone getting hurt. Towards the end of the book Joey is finally able to love himself and the fact that he has a disability when he is sent to a special education center. It is here that Joey also learns it is okay to have differences and disabilities.
NJ Core Curriculum Standards:
SOCIAL STUDIES
6.3.4.A.3: Select a local issue and develop a group action plan to inform school and/or community members about the issue.
ART
1.4.P.A.3: Describe feelings and reactions and respond in an increasingly informed manner to stories and dramatic performances.
1.4.5.A.3: Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).
ACTIVITY
The teacher will suggest the students to look at some of the portraits of different people (if not, the students can draw their own portraits, expressing their self-awareness and feelings). With the portraits, the students will express what "emotions" and "expressions" they see when they look at the portrait. What else can they see in the portraits? Is there any message being sent out? While discussing about these different portraits, they can see the differences between all people, but be able to understand that everyone is connected to one another. Meaning, if a person in the portrait seems sad, and scared, the students can connect to that particular portrait by saying, "Oh, I once was sad when my dog died. I think my expression was probably similar to that person". Sharing difficulties of others will also encourage the students to create interpersonal and intrapersonal connections.
Letter To Joey:
CLICK HERE TO DOWNLOAD THE LETTER! :)
Critique :
GRIS GROUP
Gabrielle Tino
Heather Vorona
Juliana Zimmerman
Title: When Jessie Came Across the Sea
Author: Amy Hest
Illustrator: P.J. Lynch
Recommended
Grade Level:
Reading: Ages 4-8
Interest
Level: Grades 3-5
Genre: Historical Fiction
Teacher Resources:
Lesson on what it means to be an
immigrant.
*Discuss with the class how Jessie brought her form of art to America when she immigrated here. Discuss how this is a part of her culture. Ask: What country do you think Jessie is from? How do you think she feels sewing lace in America? Why is sewing lace important to Jessie?
*Discuss with the class how Jessie brought her form of art to America when she immigrated here. Discuss how this is a part of her culture. Ask: What country do you think Jessie is from? How do you think she feels sewing lace in America? Why is sewing lace important to Jessie?
Interactive descriptions on the way
immigrants journey to America.
* Discuss with the class how this is how our country became a “melting pot” of different cultures and that each person brought their individual talents and beliefs from different countries. That is how America is made up of so many different cultures today.
* Discuss with the class how this is how our country became a “melting pot” of different cultures and that each person brought their individual talents and beliefs from different countries. That is how America is made up of so many different cultures today.
Varying ways to use writing, dance, music and
art to portray lessons of history and culture.
*Ask the class to either bring in, demonstrate, or illustrate a piece of artwork or form of art from the country of their heritage. Ask them to prepare and bring to class. They can either make a poster showing it or bring in a piece of artwork either they made or someone else made.
*Ask the class to either bring in, demonstrate, or illustrate a piece of artwork or form of art from the country of their heritage. Ask them to prepare and bring to class. They can either make a poster showing it or bring in a piece of artwork either they made or someone else made.
Creative ways to use drama and writing in the classroom.
*Have a mock ellis island and have children go around in a circle and describe what country they are coming from and the art they are contributing to “America”. Have the children describe how it's made, why it's important to their culture, and how they are going to practice this art in America today.
*Have a mock ellis island and have children go around in a circle and describe what country they are coming from and the art they are contributing to “America”. Have the children describe how it's made, why it's important to their culture, and how they are going to practice this art in America today.
Descriptions of important characters in
the text:
Jessie
Jessie,
the main character in the book, is a young girl who lives with her grandmother
in a poor European village.
Growing up, Jessie’s grandmother taught her the fine art of sewing
intricate lace. Jessie did not
understand why it was so important to her grandmother that she learn but she
would soon understand the valuable lessons her grandmother passed on to her
once she traveled across the Atlantic Ocean to America. The town’s Rabbi had a ticket to come
to America but he was unable to go.
Jesse was the one he chose to give his ticket to. At first, she was hesitant to go but
her grandmother convinced her it was the right thing to do.
Grandmother
Jessie’s
grandmother took care of Jesse after her parents passed away when she was
little. The grandmother passed
down the family tradition of lace sewing.
She encouraged Jesse to take the ticket and go to America to live a
better life.
Cousin Kay
Kay
is the cousin of the Rabbi’s brother’s widow who took Jesse in when she came to
America. Jesse lived with
Kay and worked as a seamstress.
Kay had a shop in New York City.
Summary of the historical context:
The
historical context of When Jesssie Came Across the Sea is about immigration and
the journey of one young girl from Eastern Europe to America. Jessie was given a gift to begin a new
life in the Promised Land. Part of
her journey was the difficult trip across the Atlantic Ocean and the lack of amenities
that the immigrants faced. Once on
Ellis Island they are asked many questions before they are released. There are many papers and forms to fill
out and inspections to go through.
It is a lengthy process that immigrants need to adhere to. There will be new challenges with
culture and language and social ideologies.
Element of Social Justice:
Element
of Social Justice # 1 - Self Love and Knowledge
Learn who you are and be aware of and proud of
your heritage, culture, ethnicity/race, religion, skin tone and gender. Historical background linked to their
identity.
This element of social justice links perfectly
with When Jessie Came Across the Sea.
The young girl finally realizes the importance of life lessons and her
heritage taught to her from her grandmother when she others take notice of her
pride in her work of sewing intricate lace.
NJCCCS:
· 6.1 U.S. History: America in the World - All students will acquire the knowledge and skills to think
analytically about how past and present interactions of people, cultures, and
the environment shape the American heritage. Such knowledge and skills enable
students to make informed decisions that reflect fundamental rights and core
democratic values as productive citizens in local, national, and global
communities.
· 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active,
informed citizens who value diversity and promote cultural understanding by
working collaboratively to address the challenges that are inherent in living
in an interconnected world.
· 1.2 History of the Arts and Culture. All
students will understand the role, development, and influence of the arts
throughout history and across cultures.
As in the Jesse’s story, her gift of learning the art of sewing passed
on through generations is a learned cultural pastime.
Dear Jessie,
I am sitting
watching your grandmother sew some lace and I am thinking about you and how you
are doing in America. I cannot
imagine what it is like being a teenager living so far away from your
grandmother. She keeps herself
busy and sews her beautiful lace to sell at Temple on Saturdays. She thinks about you everyday and hopes
that you are happy living in America and enjoying your new life.
What is it like
living in New York? How is it
working with your cousin Kay? I
have heard that she has a very nice shop in New York City in the Lower East
Side. She must be so proud that
you have the skills like your grandmother to sew beautiful lace. I also heard that many women are so
eager to buy your new wedding dresses.
How talented are you! Maybe
one day I will see you again and you will make my wedding dress.
Have you met any
friends? Are you learning
English? That must be so
hard. Have you seen that boy you
met on the boat to America? Wasn’t
his name Lou? Maybe someday you’ll
meet again.
Please write
back to me soon. I cannot wait to
hear from you and all that is going on in your life in America.
Love your
friend,
Rosie
Critique or endorsement of the historical
event:
Children
will be introduced to the term immigration in reading " When Jessie Came
to Sea". This book will allow children to read about a situation that has
happened and continues to happen today. They are able to facilitate what they
know already about immigration, read new material and than compare it to the
new material they have read about. The children will be able to see
some of the ways immigration entered the United States of America. They can
also examine what area Jessie came from. This discussion and critical analysis
can lead into different examples of exploration in the United States.
Citations:
The
Official Web Site for The State of New Jersey. (n.d.). The Official Web Site for The State of New Jersey. Retrieved
November 10, 2012, from http://www.state.nj.us
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