Magic of Our Own Making

Many children’s books have been written to share Malala Yousafzai’s story of advocacy and courage. Malala’s Magic Pencil is the first picture book that she has written to tell her story and to inspire young people to be advocates for positive change. The book begins with the question, “Do you believe in magic?” While the magic pencil in the children’s television show that Malala watched had mysterious powers, her pencil did not. Instead, it was Malala’s words and her voice that truly had the power to influence events in Pakistan and around the world.

This book begins with Malala as a young girl who dreamed of having a magic pencil like the one she saw on TV that could create anything that could be drawn. She wanted to draw a more just society for the people in her community. When the Taliban rose to power and girls were no longer allowed to attend school, Malala used a simple wooden pencil to speak out. To those in power, Malala’s pencil was just as much of a threat as magic might be. Malala’s Magic Pencil follows her story through the terrible events of October 2012 to her life today.

This would be a wonderful book to share with students when discussing issues of equality. Malala is a powerful example of a young person who spoke out against injustice in her community. While she was targeted for her bravery, she overcame extreme adversity to make a stand for women and girls everywhere.

Teaching Tolerance Social Justice Standards:

Justice 13: I know some true stories about how people have been treated badly because of their group identities, and I don’t like it.

Justice 14: I know that life is easier for some people and harder for others and the reasons for that are not always fair.

Justice 15: I know about people who helped stop unfairness and worked to make life better for many people.

Common Core Standards:

SL.1 – Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.

SL.2- Recount or describe key ideas or details from a text read aloud.

Love Does not Equal Consent

Many publications for educators have been reporting on how teachers address consent with their students. This isn’t a conversation reserved for middle school and high school teachers, either. Elementary school teachers in the primary grades are also having conversations with their students about consent for things like going over to someone’s house, borrowing a toy, or giving a hug. As much as it may make us uncomfortable, even conversations about unwanted sexual advances are taking place with young children who are aware of issues discussed in the news. Regardless of whether or not you believe the accusations, two of the nine justices with lifetime appointments to the highest court in the land have been accused of sexual misconduct. Conversations about consent are a necessity.

Girl Made of Stars by Ashley Herring Blake is not a book about consent for younger readers. It is definitely more appropriate for high school students and the message that it imparts is quite powerful for young women and men. In this book, the protagonist Mara is shocked when she hears that her twin brother Owen has been accused of rape by his girlfriend Hannah. She is shocked, but also open minded. It seems natural that family members would struggle to believe that someone they love and have known so long would be capable of doing something so damaging to another human being. However, every man or woman who sexually assaults another person is a member of someone’s family. That does not make them innocent of violence. Mara shows us how difficult, and potentially empowering, it can be to accept that someone you trusted has done something that permanently harms another person.

This book also communicates the often misunderstood truth that loving someone and having been intimate with them in the past is not permanent consent. That is extremely important for high school students to know. It also deals with the effects of over indulging in alcohol and the impairment of judgment that can result.

Girl Made of Stars is written from Mara’s point of view and the implications of that choice would be interesting to discuss in an English class. Teachers of Health courses could use this book when talking about consent or about drinking. This book would also be powerful in a course about law and justice as it provides an honest look at how many of these cases end.

Teaching Tolerance Social Justice Standards:

Identity 3: I know that all my group identities and the intersection of those identities create unique aspects of who I am and that this is true for other people too.

Identity 4: I express pride and confidence in my identity without perceiving or treating anyone else as inferior.

Diversity 10: I understand that diversity includes the impact of unequal power relations on the development of group identities and cultures.

Justice 12: I can recognize, describe, and distinguish unfairness and injustice at different levels of society.

Action 17: I take responsibility for standing up to exclusion, prejudice, and injustice.

Common Core Standards:

RL.3- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

RL.6- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.

W.1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

These Rights are Universal

How does one become an empathetic person? Why are some children more empathetic than others? These are questions that we often ask ourselves as educators due to the developmental stages of the individuals we spend most of our time with at work. I don’t know that there is a “right” answer to these questions, but I do believe that awareness of our own experiences and those of others is a crucial first step in the development of empathy. For me, a lot of this learning occurred by reading books.

Along with a knowledge of different experiences, empathy requires a general picture of what every individual should have access to as a human being. The Universal Declaration of Human Rights was issued by the United Nations General Assembly on December 10, 1948, as a response to the Second World War. The Convention on the Rights of the Child, created by the same international organization, took effect on September 2, 1990. These two documents represent a series of basic rights to which every human being is entitled.

Two books that do a remarkable job of explaining these rights in language that young people will understand are Every Human Has Rights created by National Geographic and A Life Like Mine developed by Dorling Kindersley in association with UNICEF. Every Human Has Rights includes brief statements which summarize each of the 30 universal rights along with photos and writings from young people around the world. A Life Like Mine organizes individual vignettes about children around the rights defined by the Convention.

Both of these books will inspire conversations around what these rights mean to children in our classrooms. What does “every human in the world must be treated as a person” mean in our world today (Universal Declaration of Human Rights)? If “every child should have a home” why don’t they (Convention on the Rights of the Child)? Imagine the writing projects that could stem from the question, “What can we do to ensure this right is a given for every person or child?”

Knowing what justice looks like is one of the first steps in addressing injustice in our world. These texts are wonderful ways to introduce this concept to students.

Teaching Tolerance Social Justice Standards:

Diversity 8: I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally.

Justice 14: I know that life is easier for some people and harder for others based on who they are and where they were born.

Action 16: I pay attention to how people (including myself) are treated, and I try to treat others how I like to be treated.

Action 19: I will speak up or do something when I see unfairness, and I will not let others convince me to go along with injustice.

Action 20: I will work with my friends and family to make our school and community fair for everyone, and we will work hard and cooperate in order to achieve our goals.

Common Core Standards:

RI.5 – Use text features to locate information relevant to a topic efficiently.

RI.7- Use information gained from illustrations and the words in a text to demonstrate understanding of the text.

W.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.9- Draw evidence from informational texts to support analysis, reflection, and research.

When Land and Culture Are Not Enough

Ramifications of colonialism persist in the world today. Education, health, and socioeconomic status are just a few of the areas in which Indigenous communities are adversely impacted by historical and current patterns of discrimination. In The Marrow Thieves, Cherie Dimaline weaves a story of strength and family into a terrifying future.

In this dystopian North America, only the Indigenous people still have the ability to dream. Everyone else has lost this ability and with it the ability to function in their waking lives. As an Elder says in this book, “A man without dreams is just a meaty machine with a broken gauge.” The colonizers of North America were unceasing in taking what did not belong to them and the history of the Indigenous people of North America includes being evicted from their homelands and sent to residential schools where every effort was made to obliterate Indigenous culture. In The Marrow Thieves, taking the dream-storing bone marrow of Indigenous people was a further step to destroy their culture.

Frenchie, the protagonist, is on the run from Recruiters who capture Indigenous people to perform these operations which lead to loss of limbs or lives. He has already lost his biological family, but he forms a new family with the people he meets in the woods. Their commitment to each other is just as strong as that of blood relations. While this story is imagining a future that will hopefully never materialize, there are still important lessons to be gleaned from this text and this would be a powerful book for high school students to read when studying colonialism.

Somehow, in spite of the best efforts of colonizers, many Indigenous communities have maintained cultural traditions, languages, and beliefs so that these may be shared with successive generations. Frenchie’s voice in this book and the stories he tells will enrich the perspectives of all who read them and offer students inspiration to protect the people who live these stories.

Teaching Tolerance Social Justice Standards:

Diversity 8- I respectfully express curiosity about the history and lived experiences of others and exchange ideas and beliefs in an open-minded way.

Diversity 10- I understand that diversity includes the impact of unequal power relations on the development of group identities and cultures.

Justice 12- I can recognize, describe, and distinguish unfairness and injustice at different levels of society.

Common Core Standards:

RL.2- Determine two or more themes or central ideas of a text and analyze their development over the course of the text.

RL.3- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story.

RL.5- Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.

Endless Journey

Few issues are as emotionally charged as the recent detention of migrant children who have been separated from their families by the United States government. Opinions vary greatly on what to do about undocumented immigration in the United States and around the world. People question who should be allowed in and who should be returned to their home countries. As with any important issue there are many factors influencing every decision and tremendous consequences can result. However, there is one truth that we can all accept: the risk to life, livelihood, and liberty is enormous for every individual or family who makes the decision to leave their home country to find refuge elsewhere.

Eoin Colfer, the author of the Artemis Fowl series, has collaborated with Andrew Donkin and Giovanni Rigano to create Illegal, a story of one family’s journey from Ghana to Europe. The main character in this book is Ebo. He is twelve years old and sets out by himself to follow his older brother and sister to Europe. He sells antiseptic wipes in the capital city of Niger, travels the desert in a truck filled with dozens of migrants like him, sleeps in a storm drain in Tripoli, and floats in the ocean on an inflatable raft he can only hope is headed for Europe.

While dialogue tells most of Ebo’s story, the use of many text boxes throughout the book provides even more descriptive detail about his experiences. When Ebo boards  a boat, the text boxes relate his first thoughts, “Everything smells of oil. Oil and people.” The images in the book tell a story as well. Hope and hopelessness are equally well depicted throughout.

Students in our classrooms know and wonder about undocumented immigration. This book would be a great resource for upper elementary and middle school classrooms that are grappling with these issues. Many books have recently been published about the refugee experience including Refugee by Alan Gratz and Stormy Seas by Mary Beth Leatherdale. Teaching Tolerance also has dozens of lesson plans specifically related to immigration.

I would recommend talking with your teaching partners about the best ways to discuss the immigrant experience in classrooms. We should be aware that students are dealing with these issues individually and collectively regardless of whether we talk about them at school. Providing a safe space for these conversations where teachers can monitor the narrative could be a saving grace for some of our students.

Teaching Tolerance Social Justice Standards:

Identity 3- I know that all my group identities are part of who I am, but none of them fully describes me and this is true for other people too.

Diversity 8- I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally.

Justice 11- I try and get to know people as individuals because I know it is unfair to think all people in a shared identity group are the same.

Common Core Standards:

RL.3- Compare and contrast two characters, settings, or events.

RL.6- Describe how a speaker’s point of view influences how events are described.

RL.7- Analyze how visual elements contribute to the meaning, tone, or beauty of the text.

SL.1- Engage effectively in a range of collaborative discussions.

Hidden Away

Illness can be incredibly lonely. Often, mental illness is doubly so because it is hidden away inside the sufferer or stigmatized by those it does not affect. We do not have enough mental health care providers in our country and, at least where I live, that is especially true for children. More and more of the emotional support for these children is provided by people in homes and in schools. Teachers do not always receive training in mental health, but it is becoming increasingly important in their daily work.

I believe that one of the best things that teachers can do to help support their students is to talk about emotions and destigmatize feelings of fear, anxiety, and depression in their classrooms. We have to share with our students that they are not alone in feeling this way. We also have to explain that there are differences in how intensely people experience these emotions and how our brains respond to the chemicals that regulate our emotions. Sometimes, people need help to manage the feelings they are dealing with and that is no different than needing glasses, insulin shots, or non-dairy milk. Children need to feel comfortable talking about their emotions so that they do not hide them away.

In Small Things by Mel Tregonning, anxiety eats away at a little boy, literally. This wordless book shows in images what it can feel like to suffer from intense anxiety or other mental illnesses. It also ends with an encouraging message to find support from others when dealing with overwhelming emotions. While this story is wordless, it could be an incredible story to share as a whole class. It might be easiest for students to interact with this book if a teacher is able to project the pages onto a screen. Give students the time to talk about what they are seeing and allow them to process the images in their own ways. Also remind them that if they are not comfortable sharing with the group, they can always come talk to a safe adult or a close friend.

Sometimes the best thing we can do for students is to make the hard things visible so they know that these are not deficits or failings. It may not make them easier to deal with, but at least it offers the hope of a better tomorrow.

Teaching Tolerance Social Justice Standards:

Diversity 6- Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.

Diversity 8- Students will respond to diversity by building empathy, respect, understanding and connection.

Action 16- Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias.

 

Women Making History

Elena Favilli and Francesca Cavallo were named Publisher’s Weekly Star Watch Superstars on September 12. They raised money through crowdfunding to publish their collections of Good Night Stories for Rebel Girls (there are two so far) and have created a children’s media start-up in order to distribute these books as well as develop new projects. Every story in Good Night Stories for Rebel Girls 2 begins with “once upon a time” and reading these short vignettes is unlike the experience of reading many other biographical texts. The stories of these women are told in a way that enhances their excitement, audacity, and hope.

We sometimes hear that boys will not read stories about girls or vice versa and I believe that there could be nothing further from the truth. In fact, I think this idea perpetuates the gender stereotypes in our society. This book would be wonderful for any youth, identifying as male or female, because the stories within are inspiring and speak to all interests and experiences.

This book could be used as a stepping stone for further biographical study. It could be read aloud to students when they are studying particular topics such as the arts, the environment, or careers. Students could also use it to draw parallels between people or times in this country and around the world.

Teaching Tolerance Social Justice Standards:

Diversity 8- I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally.

Diversity 10- I know that the way groups of people are treated today, and the way they have been treated in the past, is a part of what makes them who they are.

Common Core Standards:

W.7- Develop short research projects that build knowledge about a topic.

A Different Perspective

As a special education teacher, I have worked with a number of students on the autism spectrum. I believe it is very important to remember that they are all unique individuals even if they share a particular diagnosis. However, just like every child, they all have happy days and challenging days. Lauren, the main character in Slug Days by Sara Leach, calls them butterfly days and slug days.

Slug Days is written from Lauren’s perspective and she talks about her struggles with reading social cues and dealing with changes. She has moments when she knows she is going to “flip her lid” and is sensitive to different feelings like gooey dried ice cream and the sticky orange juice spot in her desk. Students who read this book might notice that Lauren needs different things than they do, like things to squeeze when she is upset, but they might also observe that Lauren is like them in a lot of ways, too. She is artistic and enjoys building an insect world with her family. She is a good big sister who is able to empathize with her baby sister even when that is a challenge. And, like all children, she wants to fit in with her classmates.

This book would be a great read aloud in a primary classroom. Classmates could share moments in their own lives that felt like butterfly or slug days. They could also talk about their own individual differences and the things they have in common. This book provides many opportunities to build a classroom community through conversation.

Teaching Tolerance Social Justice Standards:

Identity 1- I know and like who I am and can talk about my family and myself and name some of my group identities.

Identity 4- I can feel good about myself without being mean or making other people feel bad.

Diversity 6- I like being around people who are like me and different from me, and I can be friendly to everyone.

Diversity 9- I know everyone has feelings, and I want to get along with people who are similar to and different from me.

Common Core Standards:

SL.1- Participate in collaborative conversations around topics.

SL.2 Recount or describe key ideas or details from a text read aloud.

SL.4- Tell a story or recount an experience with appropriate facts and relevant, descriptive details.

A Story Longing to be Told

This is one of those books that I read and then thought, “I was just waiting for you to come along.” The Prince and the Dressmaker by Jen Wang is a heartwarming story of love in many forms. The two main characters in this book are a dressmaker named Frances and a prince named Sebastian. They have lived very different lives but it is easy to see that they were meant to meet. Sebastian is always a well dressed monarch, but as a non-binary person, doesn’t always feel like being Sebastian. Sometimes she is Lady Crystallia. Frances’ exotic style makes her the perfect dressmaker, and more, for Sebastian. The relationship between these two is very sweet as it grows, but equally exquisite are the relationships that Sebastian has with family and friends. This book was simply a joy to read and offers many opportunities for exploration in middle school or high school writing or literature classrooms.

This is a graphic novel and the question of how Wang uses the text and illustrations, separately or together, to advance the narrative is a great place to start classroom exploration. Theme and characterization are also intricately connected in the text and illustrations and breaking these down invites students to slow down and carefully consider each (the king’s transformation in this book is particularly memorable). Students might also be asked to compare and contrast this story to other popular tales with a similar story line. The story also offers opportunities for discussions of gender normative social structures.

Transgender youth are starting to be represented in juvenile fiction and young adult literature (though there is still a lot of room to grow), but this story’s introduction of a non-binary or gender fluid character is one of the first that I have read. I am sure there are many other books with strong representatives of this identity and I would welcome hearing about them.

Teaching Tolerance Social Justice Standards:

Diversity 7- I have the language and knowledge to accurately and respectfully describe how people (including myself) are both similar to and different from each other and others in their identity groups.

Diversity 10- I understand that diversity includes the impact of unequal power relations on the development of group identities and cultures.

Common Core Standards:

RL.3- Analyze how characters develop over the course of the text.

RL.5- Analyze how the author structures this story.

RL.6- Analyze a particular point of view and how it is expressed.

RL.9- Analyze how a modern work draws on themes of classic stories.

Lives to be Remembered

Knowing the accomplishments of those we identify with is one of the most powerful factors in seeing our own potential. Equally important is seeing people with identities we do not share achieving greatness. When history is taught in schools, teachers must ensure that a diverse range of identities are represented. Often textbooks are not the greatest sources for diverse historical figures. Strange Fruit by Joel Christian Gill would be a wonderful supplement to a textbook in a middle school or high school history classroom. There are two volumes of Strange Fruit and while I have only been able to read the first, I am confident that both volumes include historical figures and events that many students have not been introduced to in their studies.

The stories told in Strange Fruit also mirror many interests of young learners. Richard Potter was the first stage magician, Bass Reeves caught criminals in the Old West, and Harry “Bucky” Lew was the first person of color to play professional basketball. These are professions and passions that are not always a part of teaching Black History.

Strange Fruit might serve as a resource in a biographical research project or a tool for comparing and contrasting different experiences. The roles of text and illustration also beg to be considered. Mr. Gill’s use of black crows to symbolize Jim Crow laws is particularly powerful. The book’s title might also lead to a discussion of the meaning of “Strange Fruit” and the Billie Holiday song that promoted awareness of despicable hate crimes across our country. Regardless of how this book is used in schools, it definitely has a place in our educational system.

Teaching Tolerance Social Justice Standards:

Diversity 8- I am curious and want to know more about other people’s histories and lived experiences, and I ask questions respectfully and listen carefully and non-judgmentally.

Diversity 10- I can explain how the way groups of people are treated today, and the way they have been treated in the past, shapes their group identity and culture.

Justice 12- I can recognize and describe unfairness and injustice in many forms including attitudes, speech, behaviors, practices and laws.

Justice 14- I know that all people (including myself) have certain advantages and disadvantages in society based on who they are and where they were born.

Common Core Standards:

RI.3- Connections among and distinctions between individuals, ideas, or events.

RI.5- Analyze the structure of a text.

RI.7- Use of different mediums to convey information.