Assignment 3

Reading and thinking about diverse literature for children and young adults

Debora Tolliver

Eastern Connecticut State University

November 1, 2011

Book Title: Buddha BoyAuthor/Illustrator: Kathe KojaCopyright: 2003Publisher: New York, NY: Frances Foster BooksMiddle grade/young adult novel, fictionTarget audience: middle/high school, Young adultDiversity focus(es): BuddhismPotential curricular themes/topics addressed:

Health: self-discipline, inner strength to overcome things that are hard, peer pressure, bullying, social status of students who look and/or behave differently than the majority of their peers, friendship, how to conduct yourself by doing what is right

Karma is like a circle, like cause and effect, and people get what they really deserve, eventually, which might mean forever

Social Studies: Buddhism/Monks

2-4 evidence-based reading strategies: Before: have students complete anticipation guides

(http://wvde.state.wv.us/strategybank/AnticipationGuide.html) During: have students create a character map - or - a series of events chain After: have students look back at the anticipation guides and answer the questions once

again After: to help students understand conflict and resolution have students identify who

wanted something, what they wanted, what conflict arose and the resolution (have them complete Somebody-Wanted-But-So charts retrieved from http://wvde.state.wv.us/strategybank/Somebody-Wanted-But-So.html)

Summary:Michael Martin a/k/a Jinsen a/k/a Buddha Boy was once a delinquent himself and understands the bullies at the rich suburban high school he has recently transferred to. Jinsen finds the strength and discipline he needs to pursue his dreams and overcome the bullies through his beautiful art and Buddhism. Justin watches Jinsen ignore the bullies and struggles internally as to whether or not he should defend his new friend.

Critical & thoughtful analysis of the cultural perspective of the book:Koja interweaves the beliefs and philosophy of Buddhism in this novel; but unlike much of the contemporary young adult literature available in public libraries today, she does not focus her writing on the religion. This allows readers to be aware of the religion but they will not feel like it is “crammed down their throat.” Readers discover that following the ways of the Buddhist religion takes strength and courage as well as self-discipline, dedication and doing what is right.

Check the story line (standards for success, resolution of problems, role of women, etc.): Success:

o Jinsen is commissioned by the Creative Arts Center (CAC) to create a new banner for the school

o Jensen is rewarded at an assembly because he “epitomizes the best of our student body, combining talent with determination to produce something extraordinary”

Review the lifestyles (text and images): Justin is not like the other kids in his school when it comes to where he hangs out and

how he spends his money. His mom has taught him that love, nature, and music are the necessary things in life and not material items. She has taught him that expensive items and vacations delude kid’s ideas and she does not want that for her son.

Jinsen was a delinquent and violent himself until he became catatonic after his parents were killed by a drunk driver. He was sent to a treatment facility where he not only learned “how to use a pencil and a brush” but also “Buddhism and the Four Noble Truths” (Koja, 2003, 84). He lives with and cares for his aunt who is elderly and in poor health. He tries to live his life as a disciplined Buddhist Monk.

Weigh the relationships between people: Justin’s parents are divorced and Justin lives with his mom

o Justin & Audrey (mom): they are close but it is somewhat strange that he calls his mom by her first name

o Justin & dad: they are close but don’t spend much time together because dad is an artist

Justin, Megan, Jakob: Justin’s little group that have been buddies since middle school; their relationships seem “typical” of middle class white kids today

McManus and his crew: Magnur, Josh Winston, Hooks (the school bullies that do anything for McManus to like them)

Jinsen’s parents are dead and Jinsen lives with his unhealthy elderly aunt who he is close to

Jinsen & Justin: Justin admires Jinsen because of his artistic talent (probably because his dad is an artist and he misses his dad); they get along great and enjoy spending time together; it takes Justin a while to admit that Jinsen is his friend because Jinsen is a victim of bullying

Note the heroes: Jinsen: discipline, strength and determination to ignore the people who pick on him so he

can live his life the way he wants to Justin: introduces Jinsen to the art teacher who advocates for Jinsen at CAC; befriends

Jinsen when no one else will; stands up for Jinsen when students destroy Jinsen’s art

Consider the effect on a child’s self-image: Teenagers have a difficult time with understand their own identity and finding

themselves. This story confirms that it is alright to feel unsure about yourself and your friends; but, you should always do what you know is right, regardless of what people might think about you. It also shows what the true meaning of friendship really means and the things that matter in life.

Language: How does the language present the dimensions of ethnicity? Diversity? For example, are there loaded words?:

diversity: monk, Buddha, Four Noble Truths, Bodhi tree, karma, scroll paintings, Japanese words, temple, incense, tea, tofu, pretas, Dalai Lama, Golden Rule, zen, Tibetan

snow lion, dragon, Christian, Catholic, Muslims, Jews, God, church, praying, Friar Tuck, altar, Jinsen (means the fountain of God, the place where God springs up in the world)

loaded words: Buddha Boy (throughout book), bald-headed kid & drama-queen (p. 5), weirdo & skinhead (p. 7), feeb (p. 9), bastard (p. 39), Jesus-y (p. 47), freak (p. 69), geek (p. 76), slob & balls (p. 91), fucking (p. 109)

stereotype: monks don’t wear coats; big ears and tilted, sleepy eyes, not bald but shaved (p. 7), I’m begging like a monk (p. 7), monk in pictures: calm-looking men in trailing robes, smiling closed- eyed statues (p. 47), making him look older, like a real monk, someone stern and wise (p. 58)

Copyright date (consider the context, has it changed?): 2003, context has not changed

Long summary of book:Michael Martin (Jinsen), who looked like a Buddhist monk and begged at lunch, transferred from upstate to a rich suburban high school and became the victim of bulling for being a “weirdo” (Koja, 2003, 7). Justin, who “ignored the whole social-status in-out thing,” was not under the “kings of the school” radar until he befriended Michael Martin, a/k/a Buddha Boy (Koja, 2003, 5). Justin, whose father is an artist, became drawn to Michael after discovering his artistic talents while working on an economics project together. Justin struggled with defending his new friend against the school bullies because Michael would not defend himself. Michael understood the bullies because he was a delinquent and violent himself until he became catatonic after his parents were killed by a drunk driver. He was sent to a treatment facility where he not only learned “how to use a pencil and a brush” but also “Buddhism and the Four Noble Truths” (Koja, 2003, 84). Once Jinsen opened up to Justin about who he was and why, Justin did the right thing and stood up for his friend because he wanted nothing more than for is friend to be recognized for his artistic talent and determination, which he was when he was accepted into the Creative Arts Center (CAC).

References

Koja, K. (2003). Buddha boy. New York, NY: Frances Foster Books.

West Virginia Department of Education. (n.d.). Teach 21 Strategy Bank. Retrieved from http://wvde.state.wv.us/strategybank/

Book Title: The Keeping QuiltAuthor/Illustrator: Patricia PolaccoCopyright: 1988Publisher: New York, NY: Simon & Schuster Books for Young ReadersPicture book over 20 years old, fictionTarget audience: grades PK-2Diversity focus(es): Russian Jewish/genderPotential curricular themes/topics addressed:

Family traditions The role of women in families Art: fabric/textile

2-4 evidence-based reading strategies: Before: to activate prior knowledge, have students brainstorm by asking them if their

families have any special heirlooms or treasures that are passed on from generation to generation

During: to help students understand vocabulary, use cognates to show word relationships – make a vocabulary organizer on the board with two columns. In the first column write the vocabulary word from the text and in the second column write a word that students provide that remind them of what the diverse word means. Use pictures from the book to remind students of what the words mean.

Babushka head scarfChallah breadHuppa canopyKulich cake

After: To actively engage the students, have them create quilt squares that depict their family and put them all together to create a classroom community quilt to hang for the rest of the school to see.

Summary: For four generations and nearly a century, Patricia Polacco’s family has celebrated with the keeping quilt. In this beautifully illustrated picture book, Polacco shares the story of how this special quilt came to be such an important part of her family.

Critical & thoughtful analysis of the cultural perspective of the book:This book is centered around females because the quilt is made by women and passed on from generation to generation to the females in Patricia’s family. The reason why the quilt is only passed on to females is not addressed in this book which may make young boys feel disconnected from this story.

Check the illustrations (stereotypes, tokenism, who’s doing what):Patricia Polacco uses charcoal drawings throughout the book with a splash of color for the quilt to signify the importance of the quilt and where it came from. Polacco not only does a wonderful job of depicting the emotions on her family and friends faces; but, she also accurately

depicts how the culture has changed over the century. The illustrations at the beginning of the book, probably around the turn of the century, show a crowded city market where the population is not diverse and everyone appears to be Russian and Jewish. As time passes and the next generation gets married, the illustrations begin to depict diversity in the guests at the wedding.

Check the story line (standards for success, resolution of problems, role of women, etc.)After immigrating to America (New York City), Anna became homesick and was missing her family and friends back in Russia. The only two things she had left from Russia were her babushka and her dress. After she made Anna a new dress, her mother took the fabric from Anna’s old dress, her babushka, and clothing from some of her relatives and made a quilt so they could have feel like their family from backhome Russia were dancing around them at night. Some other women in the neighborhood also came to help make the quilt and Anna’s job was to keep the needles threaded. The quilt served many purposes aside from keeping them warm at night. It was used for prayer, celebration and even play. Role of women: The quilt was made by women and is only passed on to the females in the family. The quilt has been cared for by women and passed on from mother to daughter for four generations.

Review the lifestyles (text and images)Anna’s family lived in New York City in a community with other Russian immigrants. The streets were busy and crowded. They were dirt farmers in Russia but in America her father used a wagon to haul things and the rest of the family made artificial flowers all day. Anna did go to school and within six months, she was speaking English. Her parents did not speak English so Anna often communicated for them.

Weigh the relationships between peopleThis is a close family that cherishes not only each other but also their heritage.

Analyze the author’s/illustrator’s perspectiveThis is a story about the authors own family. The quilt, which Patricia Polacco is the caretaker of, is a symbol of her families enduring love and faith.

Copyright date (consider the context, has it changed?)This book tells the story of almost a century and reflects the cultural changes over time in both the text and illustrations. For example, when Patricia is married she is wearing a suit and there are guests who are not Jewish. At Anna’s wedding, that would have been unheard of and the men and women celebrated separately.

References

Polacco, P. (1988). The keeping quilt. New York, NY: Simon & Schuster Books for Young Readers.

Book Title: The Coffee Can KidAuthor/Illustrator: Jan M. Czech/illustrated by Maurie J. ManningCopyright: 2002Publisher: Washington, DC: Child & Family PressPicture book less than 10 years old, fictionTarget audience: grades PK-1Diversity focus(es): Asian/ identity (adoption)/gender (father tells a story instead of mom)Potential curricular themes/topics addressed:

Families and relationships

2-4 evidence-based reading strategies:I would use this book in early elementary for learning about different types of families. I would use a variety of picture books that capture the diversity of all families. For example, I would have books with gay and/or lesbian parents, single parents, multi-racial families, etc. There probably would not be a major focus on any one book, just that student understand that not all families are the same.

Before: While sitting in a circle on the rug, have students tell the class about their family and who they live with. This will get students thinking about families and how families are made up.

During: While reading the story aloud, ask students questions about the text to make text-to-self connections. As students questions about the setting, characters, the plot (the problem, the sequence of events, the outcome), and the theme. Asking questions during reading not only identifies import information in the book but also opens the door for teachable moments.

During: After reading each page, the teacher can ask the student to infer what is going to happen in the story.

After: After reading several picture books about different types of families, have students create their own family coffee can memories.

Summary: As six year old Annie becomes interested in her heritage, her adoptive father tells her a story of love, sacrifice and hope. Together they look at and discuss the contents of a coffee can from her biological mother in Korea.

Critical & thoughtful analysis of the cultural perspective of the book: This is a wonderful book to show the love that parents have toward their children and the close relationships between them. Although Annie is Korean, her heritage is only briefly discussed in this book. This book is not meant to explore culture, rather it is meant to explore adoption. However, there are some aspects of the Korean culture tied into the text and illustrations of the book. For example, when the author discusses Annie’s birth, she describes the small village in which Annie was born as well as the name that Annie was given at birth (Dong Hee) which is Korean.

Check the illustrations (stereotypes, tokenism, who’s doing what):

The illustrator has done a wonderful job of showing the love and close relationships between the characters in this story. The expressions seen on the characters faces reinforce the text on the pages which allows the reader to emotionally connect to the characters.

Check the story line (standards for success, resolution of problems, role of women, etc.)An unmarried and poor young lady in Korea loved her baby but was unable to care for her; so, she had to do what was best for the baby and put her up for adoption. When Dong Hee, now named Annie, was adopted by an American couple, they were given a picture the baby and a letter from her biological mother. Annie’s parents kept the picture and letter in a coffee can. Annie’s father tells her a story of her history and heritage and assures her that her biological mother loved her.

Weigh the relationships between peopleAnnie and her father are very close. You can tell this because Annie cuddled close to him as he told her the story. Annie’s biological mother loves her very much and giving up her baby was a huge sacrifice for her. Annie’s adoptive mother is only briefly mentioned. It is great how the author has the father tell Annie the story rather than her mother. This shows that children have close relationships with their fathers. The images reveal close relationships.

Consider the effect on a child’s self-imageThis story will make anybody feel good about who they are and where they came from, whether adopted or not.

Language: How does the language present the dimensions of ethnicity? Diversity? For example, are there loaded words?No loaded wordsThe only words that represent Korean diversity are the baby’s name (Dong Hee) which means Shining Hope. The author does mention that the letter is written in another language and he cannot read it. This implies diversity.

Copyright date (consider the context, has it changed?)Has not changed

References

Czech, J. M., & Manning, M. J. (2002). The Coffee Can Kid. Washington, DC: Child & Family Press.

Honig, B., Diamond, L., & Gutlohn, L. (2008). CORE literacy library: Teaching reading sourcebook: for all educators working to improve reading achievement (2nd ed.). Novato, CA: Arena Press.

Book Title: Hanukkah MoonAuthor/Illustrator: Deborah Da Costa/illustrated by Gosia MoszCopyright: 2007Publisher: Minneapolis, MN: Kar Ben Publishing, Inc.Picture book less than 10 years old, fictionTarget audience: grades PK-3Diversity focus(es): Hispanic/Jewish/genderPotential curricular themes/topics addressed:

Sephardic Jews (ancestors came from Spain) Hanukkah Religious holidays Latino(a) culture

2-4 evidence-based reading strategies:Before reading Hanukkah Moon, read Toby Belfer Never had a Christmas Tree by Gloria Pushker and illustrated by Judith Hierstein (1991) to build background knowledge about Hanukkah.

Before: preview the book Hanukkah Moon and create a K/W/L chart as a class During: use think-aloud strategies to model how to monitor comprehension During: use teacher-directed discussion strategies to engage students in interacting with

the text (ask open-ended questions about the story) After: using a Venn diagram, compare and contrast how the Latin Jewish community and

the American Jewish community celebrates Hanukkah (use Hanukkah Moon and Toby Belfer Never had a Christmas Tree)

After: to actively engage students - have students share their family traditions/customs for celebrating; invite families to come to the classroom to share their traditions/customs

Summary:To celebrate Hanukkah, Isabel visits her Aunt Luisa, a creative and artistic photography university teacher who has recently moved from Mexico. During her visit, Isabel learns some new things about the Jewish holiday.

Critical & thoughtful analysis of the cultural perspective of the book:The author has done a wonderful job of incorporating diversity into this book by combining the subjects of Hanukkah, Rosh Hodesh, and Latino(a) culture into one story. Unlike most Hanukkah picture books, this book offers a window into how Sephardic Jews of Latin America celebrate not only Hanukkah, but also Rosh Hodesh. Deborah de Costa has incorporated many diverse words in the story as Gosia Mosz has beautifully illustrated elements of both the Hispanic culture and the Jewish holiday.

Check the illustrations (stereotypes, tokenism, who’s doing what):The illustrator has chosen to use a lot of gold and purple tones for this story which gives illustrations a feminine touch and highlights the relationship that develops between Isabel and her Aunt Luisa.

Check the story line (standards for success, resolution of problems, role of women, etc.)

Isabel learns about the Hanukkah moon, how Hanukkah is celebrated in Latin America, what Rosh Hodesh is and why it is an important time for women. She also learns that it is important to be kind to all living creatures.

Review the lifestyles (text and images)Aunt Luisa has recently moved from Mexico and teaches photography at the university. She has a yard that is very inviting for animals and the animals inspire her. Luisa celebrates the Hanukkah Moon with the animals that inspire her and a few of her students.

Weigh the relationships between peopleAt the beginning of the story you can see that Isabel is close to her father because she hugs him and he puts some chocolate coins in her pocket to sweeten her visit.Throughout the story the illustrations show the relationship between Isabel and her aunt getting stronger as they spend time together observing the animals in Luisa’s yard. At the end of the story you can see that Isabel is close to Aunt Luisa because Luisa braider Isabel’s hair, Isabel feels sad to leave, they hug, and Isabel asks if she can come back.

Language: How does the language present the dimensions of ethnicity? Diversity? For example, are there loaded words?This book has a glossary in the back and offers pronunciation for words that are in Spanish.Diverse words: Hanukkah, Moses, Mt. Sinai, Israelites, Rosh Hodesh, Israel, Isobel, Vida, Batsheva, Naomi, Paco, Luisa, mama, papa, Feliz Januca, piñata, dreidel, latke, hanukkiah, yarmulkes, “Trompo, tromp, trompo, lo hice de barro,” couscous, luna nueva, Hodesh Tov

References

DaCosta, D., & Mosz, G. (2007). Hanukkah moon. Minneapolis, MN: Kar Ben Publishing, Inc.

Honig, B., Diamond, L., Cole, C. L., & Gutlohn, L. (2008). CORE literacy library: Teaching reading sourcebook: for all educators working to improve reading achievement (2nd ed.). Novato, CA: Arena Press.

Pushker, G. & Hierstein, J. (1991). Toby Belfer never had a Christmas tree. Gretna, LA: Pelican Publishing Company, Inc.

Book Title: Hershel and the Hanukkah GoblinsAuthor/Illustrator: Eric Kimmel/illustrated by Trina Schart HymanCopyright: 1985Publisher: New York, NY: Holiday HousePicture book with anthropomorphic images, fictionTarget audience: grades K-5Diversity focus(es): JewishPotential curricular themes/topics addressed:

Hanukkah Religious holidays

2-4 evidence-based reading strategies: Before: use this picture book to activate prior knowledge for a unit on religious holiday’s

in grade 4 or 5 (retrieved from http://wvde.state.wv.us/strategybank/PictureBooks.html) During & After: use the Text Talk Read aloud method (CORE P. 436) to teach

vocabulary (Hanukkah, latkes, menorah, dreidel, synagogue, Rabbi, shames candle, Shin, Hay, Gimel, and Nun)

After: Actively engage students by playing dreidel to help students understand the vocabulary words dreidel, Shin, Hay, Gimel, and Nun.

Summary: Goblins haunt an old synagogue in a poor, small village and torment villages so they cannot celebrate Hanukkah. Hershel of Ostropol strolls into the village and outwits the greedy goblins. The candles of the menorah burn once again after Hershel saves the holiday.

Critical & thoughtful analysis of the cultural perspective of the book: As you read this story aloud, engage in the dialogue by using a variety of character voices to make this book fun and interesting as you introduce students to Hanukkah. The illustrations of the poor villagers in contrast with the cartoon drawings of the anthropomorphic, greedy goblins grab children as they learn that you don’t have to be greedy to get what you want; you just need to be smart and use your imagination.

Check the illustrations: This book won the Caldecott Honor Book award. The illustrations portray a poor village set in a valley in a time prior to electricity. Although this village is most likely set in Eastern Europe, there are only Caucasians in the illustrations which may lead children to believe that only white people are Jewish.

Check the story line (standards for success, resolution of problems, role of women, etc.)There is resolution to the problem because Hershel of Ostropol tricks the goblins so the village can celebrate Hanukkah.The goblins act like people as they play dreidel with Hershel, try to eat pickles, and light candles.

Review the lifestyles (text and images)The people in this story live in a small village with an old synagogue at the top of a hill. All of the people seem to be Jewish. The illustrations portray a village in a valley. The people in the illustrations are dressed like they live simple lives or they are poor. It seems as though the time

period was prior to electricity because all the homes are dark without the menorah candles burning in the windows.

Weigh the relationships between peopleYou can only imply that the relationships between the people are good.

Note the heroesHershel of Ostropol is the hero because he tricks the goblins which allow the villagers to celebrate Hanukkah.

Language: How does the language present the dimensions of ethnicity? Diversity? For example, are there loaded words?Diverse words: Hanukkah, latkes, menorah, dreidel, synagogue, Rabbi, shames candle, Shin, Hay, Gimel, and NunThere are no loaded words

Copyright date (consider the context, has it changed?)This book was written in 1985 and is most likely set in Eastern Europe. Society is probably a little more diverse today than it was in 1985 so illustrations today should people of different ethnicities.

References

Honig, B., Diamond, L., Cole, C. L., & Gutlohn, L. (2008). CORE literacy library: Teaching reading sourcebook: for all educators working to improve reading achievement (2nd ed.). Novato, CA: Arena Press.

Kimmel, E. A., & Hyman, T. S. (1989). Hershel and the Hanukkah goblins. New York, NY: Holiday House.

West Virginia Department of Education. (n.d.). Teach 21 Strategy Bank. Retrieved from http://wvde.state.wv.us/strategybank/

Book Title: Celebrating RamadanAuthor/Illustrator: Diane Hoyt-Goldsmith/photographs by Lawrence MigdaleCopyright: 2001Publisher: New York, NY: Holiday HouseNonfictionTarget audience: grades 3-7Diversity focus(es): Muslims and the religion of IslamPotential curricular themes/topics addressed:

Social Studies: Religion of Islam/Ramadan Social Studies: Learn about the countries where Islam is the dominant religion Science: Islamic lunar calendar/dating of Ramadan/phases of the moon Health: Food/fasting

2-4 evidence-based reading strategies: Before: Activate prior knowledge by previewing the text (book walk) and making a

K/W/L chart together as a class. During: use context clues to understand vocabulary - or - create a sequential organizer After: use a Venn diagram to compare and contrast how different religions practice

fasting - or - compare and contrast the Jewish and the Islamic lunar calendars After: using the Jigsaw method, have the students do research online or in the library to

expand their knowledge - groups: religion of Islam, revelations of Muhammad, praying, fasting, and celebrating the end of Ramadan

Summary: This book uses photographs to portray how Ibraheem, a fourth grader who lives in New Jersey, celebrates the month of Ramadan with his family and community. The author does a wonderful job of introducing the Islamic religion as well as the practices of Muslims living in America in a nonbiased manner.

Critical & thoughtful analysis of the cultural perspective of the book:Celebrating Ramadan is a wonderful book to add to any elementary classroom library because it offers an introduction to the Islamic religion in a nonbiased, easy to understand manner for children. After viewing photographs of Ibraheem’s family and community and after reading over thirty-five Arabic words that discuss how Muslims celebrate Ramadan, children will be offered a window into the Muslim culture as well as the Islamic religious practices and beliefs.

Check the illustrations (stereotypes, tokenism, who’s doing what)There are no illustrations, only real life photographs. There are no stereotypes or tokenism. The photographs show how and where Ibraheem, his family, and his community pray, learn and celebrate their religion and culture.

Check the story line (standards for success, resolution of problems, role of women, etc.)The role of women is mentioned in this book. During prayer, women and girls pray in a separate area or behind men to follow traditions that are centuries old. Muslims believe that everyone is equal before Allah even though they follow these traditional practices.

Success: Even though fasting during Ramadan is not required until you are an adult, Ibraheem has succeeded in fasting like a grown up. He and his father read the Qur’an every day in hopes of someday finishing it cover to cover during the month of Ramadan.

Review the lifestyles (text and images)Ibraheem and his family challenge themselves to live according to God’s command and feel blessed and proud to follow a way of life filled with peace and submission to Allah.

Weigh the relationships between peopleFrom looking at the photographs, this is a close community and everyone seems happy.

Language: How does the language present the dimensions of ethnicity? Diversity? For example, are there loaded words?There more than 35 Arabic words in this book and there is a glossary in the back to help understand the words

Copyright date (consider the context, has it changed?)The context probably has not changed.

References

Hoyt-Goldsmith, D., & Migdale, L. (2001). Celebrating Ramadan. New York, NY: Holiday House.

Book Title: Mola: Cuna Live Stories and ArtAuthor/Illustrator: Maricel E. PresillaCopyright: 1996Publisher: New York, NY: Henry Hold and Company, Inc.NonfictionTarget audience: grades 3-6Diversity focus(es): Hispanic/Cuna Indians of the San Blas Island/genderPotential curricular themes/topics addressed:

Social Studies: Island life Social Studies: compare and contrast the role of Cuna Indian women with women of

other island cultures Geography: Map of south America, the Isthmus of Panama and the San Blas Islands Art: study all art that is created with fabric as the medium

2-4 evidence-based reading strategies:I would use this picture book during a unit about South America.

Before: to activate prior knowledge, use a brainstorming web to get students thinking about what life is like living on an island off the coast of South America (retrieved from http://wvde.state.wv.us/strategybank/Brainstorming.html)

During: as you read the book aloud, use question stems to interact with students as you create ongoing dialogue with each page you read (retrieved from http://wvde.state.wv.us/strategybank/Questioning.html)

Four Types of Reflective Questions

Right There – Students are asked to respond at the literal level. These questions usually begin with words such as: who is, where is list, what is, how many, when did, name, what kind of, etc.

Think and Search – Students are asked to think about how the information in the text relates to other ideas. They must synthesize, infer, or summarize to find the answer. These questions tend to be more open-ended, and usually begin with words such as: what caused, contrast, retell, how did, explain, find examples, for what reason, compare, etc.

Author and You – Students are required to have read the material to understand what the question is asking. They must combine their own experiences with what the text states. These questions are very specific to the content of the particular text: Do you think that cloning is worth continuing the research funding?

On My Own – Students are able to answer these questions on their own without reading the text. They must generate the answer from their prior knowledge. The answer might be changed after reading the text: What did you know about cloning before reading the text?

After: have students create a double entry journal to make text-to-world, text-to-text, or text-to-self connections (retrieved from http://wvde.state.wv.us/strategybank/MakingConnections.html)

Double Entry Journal

Passage from the Text Connections I made

Summary: Every mola tells a story. Explore the history and lives of the inhabitants the San Blas Islands through the beautiful art that the Cuna Indian women create.

Critical & thoughtful analysis of the cultural perspective of the book:The author, having spent time on the San Blas Island learning about the Cuna Indians, incorporates photographs, quotes, songs, lullaby’s, and legends of the Cuna in her book. The beautiful, brightly colored photographs of mola’s in this book depict the lives of the Cuna Indians and offer readers a window into the Cuna Indian culture. As children read the text and look at each of the photographs, they are able to make connections to the Cuna Indians and imagine themselves living on the islands because the author has chosen to discuss and depict topics that children living in America can relate to.

Check the illustrations (stereotypes, tokenism, who’s doing what)All of the illustrations are color photographs of actual mola’s and Cuna Indian women and children

Check the story line (standards for success, resolution of problems, role of women, etc.)

Mola: means blouse; women make them; they bring in a lot of money; they depict every detail of Cuna life; the skill of making mola is passed on from one generation to the next; women and children wear them; outside the islands they are pieces of artwork and displayed;

Role of women: women hold most of the power; they select their husbands; pass property on to their children; make mola; dress in colorful clothing to resemble tropical birds; stay home and perform many chores (sweep and floors of huts clean, fetch the water (bucket by bucket) that the men bring from the mainland, feed family pig, make mash from plantains, cook, make the fire)

Role of men: everyday Cuna men paddle they canoes to the mainland to tend to their fields and they bring back fresh water and firewood for their villages; they also tend their coconut plantations on the islands; they fish; must live with wife in mother-in-laws house

Role of children: girls are considered special and are lavished with gifts and attention Government: Cuna are citizens of Panama but they have 3 chieftains that discuss the

problems that affect their communities; each island has a sahilas (leader) Schools: the Panamanian government established primary schools on the main islands to

teach the Cuna Indians how to speak and write Spanish Celebrate: Earth Day – month of Dec. - Cuna believe that earth is the mother and nature is a

woman, not a man; Inna feast – celebrates the coming of age of a young girl (best mola’s are worn);

History: The Cuna have inhabited the San Blas Islands for about 150 years. They were forced to flee the Caribbean coast of Panama to escape the Spaniards.

Stories: animals act like human beings; legend of a gigantic flood like in the Bible;

Consider the author’s and/or illustrator’s backgroundPresilla is a native of Cuba; she received her doctorate in medieval Spanish history; she traveled to the San Blas Island as part of her study of Latin American food and culture

Language: How does the language present the dimensions of ethnicity? Diversity? For example, are there loaded words?No loaded words; Many diverse words

References

Presilla, M. E. (1996). Mola: Cuna life stories and art. New York, NY: Henry Holt and Company, Inc.

West Virginia Department of Education. (n.d.). Teach 21 Strategy Bank. Retrieved from http://wvde.state.wv.us/strategybank/

Book Title: Native American Rock Art: Messages From the PastAuthor/Illustrator: Yvette La Pierre/illustrated by Lois SloanCopyright: 1994Publisher: Charlottesville, VA: Thomasson-Grant & LickleNonfictionTarget audience: grades 3-8Diversity focus(es): Native AmericanPotential curricular themes/topics addressed:

Social Studies: how Native American communicated and documented their way of life for thousands of years in North America

Art: rock art as an art form, pictographs, petroglyphs Science: erosion, exfoliation, dating the rock art, archaeology

Summary: Explore how and why Native American left messages on stones outcroppings, secret caves, and sharply rising canyon walls not only for each other but also for future generations. The thoroughly researched beautiful watercolor illustrations along with the wonderful full color photographs of rock art offer a window into a culture that has existed in North America for thousands of years.

2-4 evidence-based reading strategies: (retrieved from http://wvde.state.wv.us/strategybank/) Before: Although this is not a textbook, THIEVES (title, headings, introduction, every

first sentence in a paragraph, visuals and vocabulary, end of chapter questions, and summary) would be a nice way to activate prior knowledge for this book. For the end of chapter questions, you could use the questions on page 45 of the book which have considered what the rocks are telling you when you simply look at them.

o Look at the image: What is it? Is it something you recognize or are familiar with? What does it mean to you? How was it made? Is it very weathered or are the lines still clean and crisp? Is the rock rough or smooth? What color is it? Where is it, high on a cliff or tucked away in a cave? Why do you think the artist chose that spot?

o Look around the rock art site: Is there a game trail or water source nearby? Can you see signs of ancient American habitation? Are there stones or mineral deposits the same color of the paint used for the drawing?

Before: The SQ3R strategy would also work nicely for this book (Survey, Question, Read, Recite, Review).

During: To understand the vocabulary: students will use a Frayer model graphic organizer or the Verbal and Visual Word Association (VVWA) graphic organizer

After: Have students complete a 3-2-1 chart

Verbal and Visual Word Association (VVWA)

Word Visual Representation

Definition Personal Association or Characteristic

3 Things I Learned Today …

2 Things I Found Interesting …

1 Question I Still Have …

Critical & thoughtful analysis of the cultural perspective of the book: The information and illustrations presented in this book have been thoroughly researched to be accurate and do not present any stereotypes or prejudices. However, the role of women as rock artists is not addressed in this book leaving the reader to wonder if only male Native American’s created rock art.

Check the illustrations (stereotypes, tokenism, who’s doing what)There are no stereotypes, tokenism or prejudices. The illustrations are original and based on thorough research. Most of the illustrations are actual color photographs.

Check the story line (standards for success, resolution of problems, role of women, etc.)Native American’s have been leaving messages on stone outcroppings, secret caves, and sharply rising canyon walls for thousands of years. The role of women is not really addressed and it is only men that are portrayed as rock artists. The book does not tell us whether or not women left messages. Whether or not women were rock artist too should be explored.

Review the lifestyles (text and images)Rock art was predominantly created prior to the European’s settling in North America so the information and illustrations are of the period prior to European settlement. The couple of illustrations with Native American’s pictured do not show modern times. They are shown in what appears to be primitive times.

Weigh the relationships between peopleIt can be implied that the relationships between people were that they wanted to help one another survive because some of the messages on the rocks pertained to where and how they could find food and water.

Consider the effect on a child’s self-imageThere should be no negative effects on a child’s self-image from this book. Regarding art: Children who do not feel confident in their own artistic talents may see that their art does not have to be extravagant or intricate to be noticed.

Consider the author’s and/or illustrator’s backgroundThe author and illustrator have done extensive research and have worked quite a bit in the fields of science and history

References

Pierre, Y. L., & Sloan, L. (1994). Native American rock art: Messages from the past. Charlottesville, VA: Thomasson-Grant & Lickle.

West Virginia Department of Education. (n.d.). Teach 21 Strategy Bank. Retrieved from http://wvde.state.wv.us/strategybank/