Draper, Sharon. (1996). Tears of a tiger. New York: Simon Pulse. 9780669806988.
Monday, December 13, 2010
Annotated Bibliography
Campbell Bartoletti, Susan. (2010). They called themselves the KKK. New York: Houghton Mifflin. 9780618440337.
The Called Themselves the KKK is a student accessible history of an American hate group. Campbell Bartoletti tells the tale from the inception of the KKK in 1866 to the modern day prejudices that many American’s still face daily. Through the use of pictures, newspaper cartoons and articles, and other primary sources Campbell Bartoletti’s book is a history lesson that doesn’t feel so much like a lesson but more a call to action to end hate. It would work well with any unit on prejudice, bias, bullying, or hate.
Dashner, James. (2009). The maze runner. New York: Delacorte Press. 9780385737944.
Thomas suddenly appears in a new, strange world. He is brought there by way of an elevator. Thomas doesn’t know how he got in th elevator, where he came from, or what he is supposed to do. All That Thomas knows is that he must learn to survive in this new world called the Glade with the bunch of rag-tag boys who call themselves the Gladers. Dashner’s novel is a new age telling of William Golding’s Lord of the Flies. Dashner explores human nature and the role that power plays in our lives.
Muli Wa Kituku, Vincent. (1997). East African folktales. Little Rock: August House Publishers, Inc. 0874834899.
Dr. Vincent Muli Wa Kituku’s collection of folktales provides a look into the culture in which the author grew up. Rich in cultural heritage, East African Folktales is a compilation of tales used to teach lessons from generation to generation. Muli Wa Kituku adds a unique insight into his culture by providing page by page translations of these tales. They are written in both English and in Kikamba, the language of the author’s East African culture.
Shakespeare, William. (2008). Macbeth. Ill: Ken Hoshine. New York: Spark Publishing. 97814114987116.
This No Fear Shakespeare adaptation of Macbeth does not let the reader off with a simple summary and analysis of Shakespeare’s famous play of witches and royalty. Instead the student must read through the graphic novel using Shakespeare’s own words and an Hoshine’s illustrations to understand the plot. This graphic novel adaptation of Macbeth is a useful tool in making the Bard’s work accessible to all students, regardless of reading level.
Stiefvater, Maggie. (2009). Shiver. New York: Scholastic Press. 9780545123266.
Stiefvater’s novel of love, lust, adventure, and warewolves is sure to please any fan of Twilight. Grace knows there is something special about the wolves in the forest behind her yard. She has been watching them and they have been watching her ever since that fateful night when she was a young girl and the wolves attacked her. Shiver parallels The Tragedy of Romeo and Juliet and would be a useful tool in teaching the lasting effect that Shakespeare had on the world of literature.
The Called Themselves the KKK is a student accessible history of an American hate group. Campbell Bartoletti tells the tale from the inception of the KKK in 1866 to the modern day prejudices that many American’s still face daily. Through the use of pictures, newspaper cartoons and articles, and other primary sources Campbell Bartoletti’s book is a history lesson that doesn’t feel so much like a lesson but more a call to action to end hate. It would work well with any unit on prejudice, bias, bullying, or hate.
Dashner, James. (2009). The maze runner. New York: Delacorte Press. 9780385737944.
Thomas suddenly appears in a new, strange world. He is brought there by way of an elevator. Thomas doesn’t know how he got in th elevator, where he came from, or what he is supposed to do. All That Thomas knows is that he must learn to survive in this new world called the Glade with the bunch of rag-tag boys who call themselves the Gladers. Dashner’s novel is a new age telling of William Golding’s Lord of the Flies. Dashner explores human nature and the role that power plays in our lives.
Muli Wa Kituku, Vincent. (1997). East African folktales. Little Rock: August House Publishers, Inc. 0874834899.
Dr. Vincent Muli Wa Kituku’s collection of folktales provides a look into the culture in which the author grew up. Rich in cultural heritage, East African Folktales is a compilation of tales used to teach lessons from generation to generation. Muli Wa Kituku adds a unique insight into his culture by providing page by page translations of these tales. They are written in both English and in Kikamba, the language of the author’s East African culture.
Shakespeare, William. (2008). Macbeth. Ill: Ken Hoshine. New York: Spark Publishing. 97814114987116.
This No Fear Shakespeare adaptation of Macbeth does not let the reader off with a simple summary and analysis of Shakespeare’s famous play of witches and royalty. Instead the student must read through the graphic novel using Shakespeare’s own words and an Hoshine’s illustrations to understand the plot. This graphic novel adaptation of Macbeth is a useful tool in making the Bard’s work accessible to all students, regardless of reading level.
Stiefvater, Maggie. (2009). Shiver. New York: Scholastic Press. 9780545123266.
Stiefvater’s novel of love, lust, adventure, and warewolves is sure to please any fan of Twilight. Grace knows there is something special about the wolves in the forest behind her yard. She has been watching them and they have been watching her ever since that fateful night when she was a young girl and the wolves attacked her. Shiver parallels The Tragedy of Romeo and Juliet and would be a useful tool in teaching the lasting effect that Shakespeare had on the world of literature.
Tuesday, December 7, 2010
American Born Chinese
Gene Luen Yang’s graphic novel, American Born Chinese, is a story of code switching and cultural identification. It is a book to which any student, or person, can relate. The story begins with the traditional Chinese tale of the Monkey King. The Monkey King wants nothing more than to attain life long fame and importance by being accepted into the world of the gods. Parallel to the story of the Monkey King runs the story of Jin Wang and the story of Danny. Jin Wang is a first generation Chinese-American who is struggling to find his place in his new elementary school. Danny is a seemingly “normal” American teenager who is forced to deal with the fallout of his stereotypical cousin Chin-Kee’s visit. All three stories tell the tale of someone who is struggling to bridge the gap between their culture of birth and the culture in which they want to be accepted.
Yang create three parallel stories and weaves them together not only through the use of a common theme, but also through the use of the graphics that assist in telling the story. When Yang is describing the life of the Monkey King he use bright, bold colors. The Monkey King is surrounded by a clash reds, greens, and yellows. This is a stark contrast to the world of Jin Wang and the world of Danny. These characters, who live in the United States, find themselves in a setting that is made up of mostly muted grays and blues. The difference in the color helps the reader to create the different worlds in which all of the characters find themselves.
While reading American Born Chinese I couldn’t help but think of Sherman Alexie’s young adult novel The Absolutely True Diary of a Part Time Indian. In Part Time Indian Junior finds himself learning how to switch between the culture of his reservation and the culture of his predominantly white school. Each of the characters in American Born Chinese also find themselves in a similar situation. Jin Wang and Danny must bridge the gap between home and school. The Monkey King must create a common link between his life on Flower Fruit Mountain and the world of the gods.
This story is one that is similar to most people. I feel as if most, if not all, of my students would be able to relate to Yang’s story. Although many of the students that I work with identify as white or European-American they also must make a shift between their home life and their school life and the cultures that accompany each. Students must learn what norms (language, actions, behavior, etc…) are appropriate at certain time and inappropriate at other times.
When I was first going through my teacher preparation program I remember learning about the bias in traditional American education and standardized tests. Learning about students who have the deck stacked against them before they even begin school breaks my heart. As a teacher I have made every attempt to help these students bridge the gap between their home culture and the culture of school. I don't want a student like Jin Wang and Danny to have to choose between their home and school. Students should be invited to bring their culture into school and use this knowledge to enrich not only their education but also the education of their peers.
Yang create three parallel stories and weaves them together not only through the use of a common theme, but also through the use of the graphics that assist in telling the story. When Yang is describing the life of the Monkey King he use bright, bold colors. The Monkey King is surrounded by a clash reds, greens, and yellows. This is a stark contrast to the world of Jin Wang and the world of Danny. These characters, who live in the United States, find themselves in a setting that is made up of mostly muted grays and blues. The difference in the color helps the reader to create the different worlds in which all of the characters find themselves.
While reading American Born Chinese I couldn’t help but think of Sherman Alexie’s young adult novel The Absolutely True Diary of a Part Time Indian. In Part Time Indian Junior finds himself learning how to switch between the culture of his reservation and the culture of his predominantly white school. Each of the characters in American Born Chinese also find themselves in a similar situation. Jin Wang and Danny must bridge the gap between home and school. The Monkey King must create a common link between his life on Flower Fruit Mountain and the world of the gods.
This story is one that is similar to most people. I feel as if most, if not all, of my students would be able to relate to Yang’s story. Although many of the students that I work with identify as white or European-American they also must make a shift between their home life and their school life and the cultures that accompany each. Students must learn what norms (language, actions, behavior, etc…) are appropriate at certain time and inappropriate at other times.
When I was first going through my teacher preparation program I remember learning about the bias in traditional American education and standardized tests. Learning about students who have the deck stacked against them before they even begin school breaks my heart. As a teacher I have made every attempt to help these students bridge the gap between their home culture and the culture of school. I don't want a student like Jin Wang and Danny to have to choose between their home and school. Students should be invited to bring their culture into school and use this knowledge to enrich not only their education but also the education of their peers.
Monday, December 6, 2010
The Arrival
When I was sixteen years old my father took me to New York City. He wanted me to begin to see life through a different perspective. Our first day there he brought me to the top of the Empire State Building where we watched a short video highlighting all that NYC has to offer. This video, almost getting run over while crossing the street (New York drivers did not adhere to the same rules regarding pedestrians that I was used in Minneapolis), and a tour of Ellis Island are three of the strongest memories that I have from that trip.
My dad was a history major in college and passed his love of learning on to me. It was with a spirit of adventure and thirst for knowledge that we set off to Ellis Island on our third day of the trip. At the Ellis Island visitor center we rented the audio tour and began our exploration. To this day my visit to Ellis Island is one of the coolest museums that I have visited. (I have since learned about the Lower East Side Tenement Museum and am yearning to go.)
At the end of the Ellis Island tour is a memorial to all of the immigrants who passed through its doors. My dad and I were able to look up the names of my paternal grandparents and find their names on the memorial. I had always been aware that my grandparents immigrated to the United States from Russia, but until that time I never really thought about what it meant. Seeing their name and visiting Ellis Island helped me to envision what my grandparents went through when immigrating. I was fascinated with the experience and wanted to learn all that I could about it.
Reading The Arrival by Shaun Tan reminded me of my visit to Ellis Island. Through the use of pictures, and only pictures, Tan creates the journey of an immigrant to a new country and a new life. His use of sepia toned pictures immediately puts the reader in a foreign time period. It is clear that the man immigrating did so long ago when the world was a different place. The lack of words can at times make the book confusing to follow. This seems intentional to create a strong bond between the reader and the protagonist. The man immigrating in the story must have felt confused and overwhelmed as he started a new life in a new country. The reader can relate to these feelings as they struggle to put together the story without the aid of any words.
Tan continues to create the connection between the protagonist and the reader by his use of made up images. There is a written language that is present in the book, however it is unknown to both the reader and the immigrant. The protagonist must draw a picture of a bed next to his writing in order to convey his message. It is the picture that the reader understands, not the writing. Once he has found a place to sleep, the immigrant must then match the symbol on his key to the symbol on the door. This is the only way that he can find his way to the correct room.
Despite the level of un-comfort that Tan’s drawing create, he also adds just enough of the known to help guide the reader through the story. The protagonist opens his suitcase and is reminded of the life that he left in his native country. The protagonist must navigate his way through everyday tasks such as buying food. The protagonist must find a job, ending up working on a factory line. These are all situation to which the reader can relate.
Following the protagonist through the story is an unknown creature. This creature is a symbol of the protagonist’s journey into the unknown. The protagonist must learn to trust the creature just like he must learn to trust his new society and culture.
My dad was a history major in college and passed his love of learning on to me. It was with a spirit of adventure and thirst for knowledge that we set off to Ellis Island on our third day of the trip. At the Ellis Island visitor center we rented the audio tour and began our exploration. To this day my visit to Ellis Island is one of the coolest museums that I have visited. (I have since learned about the Lower East Side Tenement Museum and am yearning to go.)
At the end of the Ellis Island tour is a memorial to all of the immigrants who passed through its doors. My dad and I were able to look up the names of my paternal grandparents and find their names on the memorial. I had always been aware that my grandparents immigrated to the United States from Russia, but until that time I never really thought about what it meant. Seeing their name and visiting Ellis Island helped me to envision what my grandparents went through when immigrating. I was fascinated with the experience and wanted to learn all that I could about it.
Reading The Arrival by Shaun Tan reminded me of my visit to Ellis Island. Through the use of pictures, and only pictures, Tan creates the journey of an immigrant to a new country and a new life. His use of sepia toned pictures immediately puts the reader in a foreign time period. It is clear that the man immigrating did so long ago when the world was a different place. The lack of words can at times make the book confusing to follow. This seems intentional to create a strong bond between the reader and the protagonist. The man immigrating in the story must have felt confused and overwhelmed as he started a new life in a new country. The reader can relate to these feelings as they struggle to put together the story without the aid of any words.
Tan continues to create the connection between the protagonist and the reader by his use of made up images. There is a written language that is present in the book, however it is unknown to both the reader and the immigrant. The protagonist must draw a picture of a bed next to his writing in order to convey his message. It is the picture that the reader understands, not the writing. Once he has found a place to sleep, the immigrant must then match the symbol on his key to the symbol on the door. This is the only way that he can find his way to the correct room.
Despite the level of un-comfort that Tan’s drawing create, he also adds just enough of the known to help guide the reader through the story. The protagonist opens his suitcase and is reminded of the life that he left in his native country. The protagonist must navigate his way through everyday tasks such as buying food. The protagonist must find a job, ending up working on a factory line. These are all situation to which the reader can relate.
Following the protagonist through the story is an unknown creature. This creature is a symbol of the protagonist’s journey into the unknown. The protagonist must learn to trust the creature just like he must learn to trust his new society and culture.
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