WELCOME TO THE ECEL 408 BLOG ON HISTORICAL FICTION AND SOCIAL JUSTICE
0 comments Posted by Unknown at 9:06 AM
Morado Group: Nikki Scamporino, Lauren Miller, Victoria Cafiero
Created by: Nikki Scamporino
Posted by: Lauren Miller
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.
Important Characters
Summary of Historical Context
Element of Social Justice
New Jersey Common Core Curriculum Standards
6.3.4.A.4 Communicate with students from various countries about common issues of public concern and possible solutions.
Visual and Performing Arts
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
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.
Labels: Element 2: Respect for Others
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
Summary of Historical Context
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
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 PMAuthor: 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)
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.
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 :