Text Pairings: Alan Gratz’s Refugee

Alan Gratz is a high interest young adult historical fiction author. He has published more than eighteen popular ya titles. His book Refugee, written in 2017, is one of the choice novels in our WW2 unit of study. The book showcases three different kids (as described on Alan Gratz’s website):

Josef is a Jewish boy in 1930s Nazi Germany. With the threat of concentration camps looming, he and his family board a ship bound for the other side of the world…

Isabel is a Cuban girl in 1994. With riots and unrest plaguing her country, she and her family set out on a raft, hoping to find safety and freedom in America…

Mahmoud is a Syrian boy in 2015. With his homeland torn apart by violence and destruction, he and his family begin a long trek toward Europe…

All three young people will go on harrowing journeys in search of refuge. All face unimaginable dangers–from drownings to bombings to betrayals. But for each of them, there is always the hope of tomorrow. And although Josef, Isabel, and Mahmoud are separated by continents and decades, surprising connections will tie their stories together in the end.

The three stories are braided together to show these young people and their families trying to stay together through the horrors of war, hunger, and dictatorships. To help my students understand what is the difference between a refugee, immigrant, and migrant, we viewed the TEDed video “What does it mean to be a refugee?” by Benedetta Berti and Evelien Borgman.

I created a scaffolded reading of the video using the transcript for a close reading and monitor comprehension. You can get your own copy here.

Another great pairing with Refugee is Sea Prayer, a picture book by novelist Khaled Hosseini. The book details the fear and harrowing journey that many displaced populations face. On the eve of a perilous journey across the sea to a better life, a father cradles his sleeping son as he reflects on their life in Homs, Syria, and awaits a boat they hope will take them to safety. He recalls the city’s swift transformation from a peaceful home to a deadly war zone. The book recount vivid images and photographs in the media of refugees packed like sardines in little dingy boats with few life jackets and belongings left ashore risking their lives in search for a better life and a safe country to call home.

Additional pairings to coincide with Mahmoud’s story include Escape from Aleppo by N.H. Senzai and A Land of Permanent Goodbyes by Atia Abawi.-Angelina Bair.

Josef’s story in Refugee is mirror’s the St. Louis during WW2. In 1939 the more than 900 passengers of the M.S. St. Louis were denied entry by immigration authorities in multiple countries (United States & Cuba) in the lead-up to the Holocaust.­ You can read more about the ship and the fate of the passengers on History.com. Refugees arrived in Antwerp on the MS St. Louis after over a month at sea, during which they were denied entry to Cuba, the United States and Canada, 17th June 1939. Photo Credit: Three Lions / Hulton Archive / G

Margarita Engle’s verse novel Your Heart, My Sky (Simon & Schuster, 2021) revolves around Cuba 1991, facing a crisis of widespread food shortage and poverty. In Engle’s book the protagonists are starving teenagers Liana and Amado, who inhabit the picturesque town of Trinidad, alienated from the capital Havana. These protagonists share the same fate as Isabel and her family in Refugee. Engle has a handful of wonderful books that help to highlight the beauty and also oppression of Cuba: The Surrender Tree /El árbol de la rendición, The Wild Book, and Island Treasures: Growing Up in Cuba

Helping Students Read Between the Lines: Graphic Novels, Inferences, & Close Reading

Students have been reading three specific graphic novels this month that are historically based on people who dedicated their life work to speak out against injustice. The three titles are The Faithful Spy by John Hendrix, They Called Us Enemy by George Takei, and Run by John Lewis and Andrew Aydin. Now students might be thinking, how cool, what an easy book to read, and there is so little words but really this is a deeper reading unit that others.

Graphic novels have depth of plot, character development, theme, and lots of literary elements found in a prose text. It also has the elements of film we study with students, allowing them to develop literacy in the interpretation of image for meaning. When students combine both aspects to investigate a text’s effect on readers, they develop varied insights into how meaning is communicated and interpreted. It makes for a very rich literature study.

What started as a mini lesson on inferring, because a rich discussion about the messages the authors and illustrators made balancing the words and images to help convey a particular message.

Looking closer at the page from Faithful Spy together the students were able to recognize the double-page spread symbolically represents Germany’s decline from the stability of the early 20th century through the disaster of the Great War, then into the postwar years when Germany tried to gain her feet and reassert herself on the world stage.  It gives the reader a literal picture of how an opportunist like Hitler was able to take advantage of his country’s instability to seize power. Both Germany and Hitler are represented by the wolf which is ripping off its collar to represent Germany would no longer be following the key provisions of the Treaty of Versailles. History.com cites Article 231, commonly called the war guilt clause, which required Germany to accept responsibility for causing “all the loss and damage” inflicted on the Allies in WWI.

Additionally, students pointed out how the wolf’s eyes are white providing a lifeless, vicious animal that is driven by aggression. It is eating its prey represents Hitler’s desire to eat up all surrounding countries to accumulate power and anyone getting in his way.

To encourage students to go back into their graphic novels and look closer at specific panels and sections, I created task cards to help direct them to specific parts of the book and begin developing theories about their reading. This was followed up with a lesson on symbolism and possible theme ideas in the text. You can grab a copy of these materials here.

*They Called Us Enemy Questions are not my own but were found on this website.

Addressing Anti-Semitism After the January 6th Attack on the Capital

Last week’s attack on the Capital is something that shook up the world and also brought attention to the vile, pervasive white supremacy in America today. Images of insurgents wearing “Camp Auschwitz” and “Six Million Wasn’t Enough” shirts to carrying confederate flags, to a noose hanging outside the Capital building affirms that anti-semitism and Neo-Nazis, hatred and racism, are not only something of America’s history and dark past. White supremacy is alive and well, and last week’s terror attack continues to affirm this.

Amy Spitalnick writes in a blog post for Integrity First for America, a nonprofit organization dedicated civil rights and equal justice, how “the capital attack followed the Charlottesville playbook in many ways: On both mainstream and fringe social media sites, these extremists planned violence in explicit detail. They then show sup with weapons in tactical gear, prepared for the violence they planned. Both are field by the idea of the “country being stolen from them.” And now, far right extremists are using the attack to recruit and organize online, with all indications pointing to the potential of more violence in the coming weeks.”

The Anti-Defamation League reports 2,107 hate crimes against Jewish people nationwide in 2019, according to the organization’s annual survey. That’s the highest the number since the ADL began tallying hate crimes in 1979. In 2020 the number of hate crimes around the world only increased. Hannahmichelledraws created and posted the image below on her Instagram account to highlight 9 antisemitic incidents in December 2020 alone.

We must allow for space and time in our classrooms and around the dinner table for conversations about dismantling racism, hatred, and anti-semitism.

Here are some resources to support these conversations:

21-Day Racial Equity Habit Building Challenge from America and Moore

Teaching Tolerance recommends the resources below to help teach about Jewish identities and antisemitism: 

• Teaching Tolerance’s free film One Survivor Remembers and teacher’s guide
• Teaching Tolerance’s school climate resources, including Responding to Hate and Bias at School
• Selections from our Student Text library: “Out of Auschwitz,” “About Feeling Jewish,” “Danger on My Doorstep,” “Letter to the Hebrew Congregation in Newport” and “What Is Talmud?” 
• Facing History and Ourselves’ antisemitism and religious intolerance resources
• The Anti-Defamation League (ADL)’s tools and resources for anti-bias education
• A classroom activity from the ADL titled Anti-Semitic Incidents: Being an Ally, Advocate and Activist
• The United States Holocaust Museum’s tools and resources 

When teaching social justice and WW2 with my middle school students we start with the Anti-Defamation League’s Pyramid of Hate. The Pyramid shows biased behaviors, growing in complexity from the bottom to the top. Although the behaviors at each level negatively impact individuals and groups, as one moves up the pyramid, the behaviors have more life-threatening consequences. Students read choice novels about WW2 and the Holocaust that coincides with studying about WW2 in social studies.

Classroom Resources for Teaching the Holocaust

• Teaching About the Holocaust (United States Holocaust Museum)
• Teaching the Holocaust (Echoes and Reflections)
• Holocaust Resources (Faching History and Ourselves)
• Resources for Teaching About the Holocaust (Larry Ferlazzo)

Here is a curated list of 50 social justice books from the nonprofit Teaching for Change. Here is a second, broken down by grade level, by The National Network of State Teachers of the Year. On this blog I have shared out the playlists and projects that my students create that coincide with their reading and research about WW2 and social justice. You can check out more of these posts or grab a copy of the WW2 playlist HERE.

Response to Social Injustice and Hate

The death of George Floyd is a tragic reminder that none of us should ever sit idly by and allow hate, discrimination, and violence to infect our society. As we have witnessed in the days since his death, people across our country are angry and frustrated.

The Jewish Heritage Museum in New York City shared the following, “In the words of Elie Wiesel: “We must take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. Sometimes we must interfere. When human lives are endangered, when human dignity is in jeopardy, national borders and sensitivities become irrelevant. Wherever men and women are persecuted because of their race, religion, or political views, that place must – at that moment – become the center of the universe.”

James Basker, President of the Gilder Lehrman Institute of American History, shared the  words of Lancaster Hill, Peter Bess, Brister Slenser, Prince Hall, Jack Pierpont, Nero Funelo, Newport Sumner, and Job Look, African Americans appealing for equal rights during the Revolutionary War:

“…your Petitioners apprehend that they have, in common with all other Men, a natural and unalienable right to that freedom, which the great Parent of the Universe hath bestowed equally on all Mankind, & which they have never forfeited by any compact or agreement whatever—But they were unjustly dragged, by the cruel hand of Power, from their dearest friends, and some of them even torn from the embraces of their tender Parents—from a populous, pleasant and plentiful Country—& in Violation of the Laws of Nature & of Nation & in defiance of all the tender feelings of humanity, brought hither to be sold like Beasts of Burthen, & like them condemned to slavery for Life…In imitation of the laudable example of the good People of these States, your Petitioners have long & patiently waited the event of Petition after Petition by them presented to the Legislative Body of this State, & can not but with grief reflect that their success has been but too similar—They can not but express their astonishment, that it has never been considered, that every principle from which America has acted in the course of her unhappy difficulties with Great-Britain, pleads stronger than a thousand arguments in favor of your Petitioners…whereby they may be restored to the enjoyment of that freedom which is the natural right of all Men—& their Children…”

That plea is from 1777. It brings attention to the historical context of racism throughout American History. Protest and civil rights started way before the 1960s. Our students need to understand that.  Jason Reynolds and Ibram X. Kendi’s book Stamped: Racism, Antiracism, and You is a powerful book that examines the history of racism from the very first racist to the hate speech and racist stereotypes that permeates social media today. It will be the Global Read Aloud this upcoming October and is a book that every teacher must read. Stamped is one of many young adult books that be a catalyst for conversations about race, history, and hate. NCTE provides resources for your classroom in teaching Stamped including “Qualities of Anti Racist Curricula,” book lists, and a recording of the webinar with Kendi and Reynolds discussing their book with NCTE members.

Lucy Caulkins and the Teachers College Reading and Writing Project wrote in a statement about the current climate in our nation how to embark in conversations with students. She quoted Legendary basketball player, author, and activist Kareem Abdul-Jabbar who said, “Racism in America is like dust in the air. It seems invisible — even if you’re choking on it — until you let the sun in. Then you see it everywhere. As long as we keep shining that light we have a chance of cleaning it wherever it lands.” Caulkins continued to write, “Your conversations with students, the language and lenses you provide, let the sun in, illuminating injustices and making it possible to work toward better days ahead.”

Black lives matter now, and have always mattered. I am committed to anti-racism, respect, and love of ALL. I will continue to fight illiteracy and do my part to make the world a better place.

What would you do if you had the chance to help a person find freedom?

In Henry Cole’s wordless picture book, Unspoken (Scholastic, 2013), a young farm girl leading a cow down a country lane turns her head to stare at a string of Confederate soldiers passing by on horseback. Later, gathering potatoes in the shed, she is startled to see a single eye peering out from between stalks of corn piled in a dim corner. At dinner that night, she eyes her own meal, quietly wraps a biscuit in a checked napkin, and delivers it to the shed. She barely sees the runaway; the pictures show just an eye. She never speaks with the hidden figure, but she leaves food, wrapped in cloth, even as terrifying, armed slave hunters on horseback show her family a poster: “Wanted. Escaped. Reward.”Then the fugitive disappears in the night, but the girl finds a doll made from the star-patterned cloth that covered the food she had brought. At the story’s end, the girl lies in bed watching the stars in the night sky.

On the back cover of the book the Cole writes, “What would you do if you had the chance to help a person find freedom?”

This weekend, the movie Harriet (Focus Feature Films, 2019) was released and it is an outstanding film showcasing the extraordinary feats of Harriet Tubman. Tubman “gained international acclaim during her lifetime as an Underground Railroad agent, abolitionist, Civil War spy and nurse, suffragist, and humanitarian” (US National Park Service). The movie presents Tubman rise above horrific childhood adversity and emerge with a will of steel. Tubman transcends victimization to achieve personal and physical freedom from her oppressors.

In fact, Tubman emancipated herself from slavery in 1849 at age 27. She earned the nickname “Moses” for risking her own life about 13 times to guide more than 70 people—many of them family and friends she had left behind—from lives in slavery to new lives in freedom. She never backed down from the chance to help others find freedom.

One of the lesson plans on the US National Park’s Service websites has students examine What led Tubman to escape slavery and to return to rescue her family and friends? What factors led other enslaved people to remain in their conditions? Was Harriet Tubman’s decision a product of personal courage, her situation as an enslaved woman facing sale, or a grave risk?

Harriet, the movie comes at a time when a nation is faced with helping others looking for freedom. From Syrian Refugees to Central and South Americans looking to escape the violence in their home countries, individuals make choices whether to help others find freedom. Harriet and the young protagonist in Unspoken model actions both big and small to help others to be free. Are you an upstander too?

Building Quests for Independent Learning: Classcraft’s New Feature

I am so excited for Classcraft’s new feature that allows teachers to build quests for their students. Classcraft states, “Quests enable teachers to turn their lesson plans into personalized, self-paced learning adventures for students to embark upon in the game. Your entire curriculum can take the form of an interactive map — each point representing an activity or resource that must be completed to go further.”

I have just put together a reading quest based on a social justice book unit. Students have a choice to read I am Malala, All American Boys, or Warriors Don’t Cry. Since students are reading books in small groups, the quest feature allows all students to work at their own pace to complete different “checks for understanding” assignments that will highlight their thinking about the text.

Here is a breakdown of the Social Justice Quest:

The Story – Throughout history there have been moments when people have been called upon to stand up for what is right. They have witnessed injustice, hatred, intolerance, and have decided that they cannot stand aside as a bystander. Who are these upstanders and how do they change the course of history for all of humanity.
Mission 1 – Perception Reading Expedition

You have read the backstory, been introduced to the characters, and seen injustice presented in the text. Now, complete this mission to unlock the journey of a true hero.

Answer the questions on the google form related to your social justice book.

Warriors Don’t Cry https://goo.gl/forms/X5HoTnSFU29nl2S92

I Am Malala https://goo.gl/forms/Pc6S1uFiAs9zmo1Z2

These Google forms include 20 basic comprehension questions based on the first 100 pages of the books. Student responses will be assessed using the Google Add-On Flubaroo. 

Mission 2 – Alliances

We often look to models and mentors for wisdom. These people’s lives are a testament that being an upstander takes strength and perseverance.

What aspects of Mahatma Gandhi are a model and mentor for your main character?

Articulate how your main character best exemplifies the philosophies and practices of Gandhi.

To learn more about Gandhi’s beliefs and complete this task click here.

Again, students will write a short response for this task on Google Forms which will be evaluated by the teacher. 
Mission 3 – Evaluator Mission

When we get to the end of a story our mind is filled with questions, thoughts, connections, and reflections.

• What surprised me? What did I wonder?
• What did the author think I already know?
• What changed, challenged, or confirmed my thinking?

Before you make it to the end of the Social Justice Vision Quest, you must complete the Evaluator One Pager Mission.

One Pager Task: Your task is to showcase your understanding of your social justice book in ONE PAGE. Please follow the guidelines and check off each box as you complete each step.

• Use a sheet of blank, white computer paper(8 ½ X 11).
• Make sure the title of the novel is located on your one-pager. The title should STAND OUT.
• Include a graphic representation on the part of the book you are focusing on (drawing, magazine picture, computer graphic, a symbol)
• Your one-pager must include color (markers, colored pencils). No pencil is allowed.
• Answer three (3) questions (see below) regarding the book and include two or more textual quotes to support your response.
• Personal Response: A comment, an interpretation, a connection, or a review. Please do not include a summary.
• Fill up the entire page
• Place your name in the lower right hand corner.

One-Pager Scoring Rubric	Points
Answers three reflection questions with  specific textual quotes to support response.	10
Graphic Representation that ties to the quotes.	5 +5 Awarded for Original & Unique Artwork
Thoughtful, well-written response	10
Title clearly stated… stands out	5
Presentation: Fill page, uses color, no pencil.	3
Name in lower right corner	2
Total (40 Points Maximum)

 

All American Boys – One Pager Questions Describe Rashad and Quinn. What makes them dynamic characters? What is your impression of Spoony, Rashad’s brother? Do you find him to be a good brother to Rashad? In what ways are these two brothers similar? How are they different? Quinn states, “On Friday nights, there were only two things on my mind: getting the hell out of the house and finding the party.” Why do his responsibilities at home make him feel such a need to escape? In what ways has the absence/loss of his father impacted how the family functions? Are they in any way similar to your own? If so, in what ways? For what reasons do you think Quinn begins to feel connected to Jill? How would you characterize their relationship, and how does it change over the course of the novel? Guzzo states, “People have it all backward. They do . . . I’m sorry, but my brother did the right thing. He has to make tough calls.” When his brother attacks Rashad, Guzzo is around the corner from the store, so he doesn’t bear witness to the assault. Why is Guzzo unable to come to terms with the truth about his brother’s actions? Consider the variety of settings for All American Boys; name the three places you believe to be most important to the story. Jill tells Quinn, “I don’t think most people think they’re racist. But every time something like this happens, you could, like you said, say, ‘not my problem.’ You could say, ‘it’s a one-time thing.’ Every time it happened.” Do you agree with her assessment? Quinn states, “And if I don’t do something. If I just stay silent, it’s just like saying it’s not my problem.” How does this moment show that Quinn is actively choosing not to be a bystander? Though difficult, do you agree it’s the right decision? How does the discovery of the spray-painted tag, “Rashad Is Absent Again Today” change the dynamics about how students at the high school are able to deal with the event? In what ways does this initially non-spoken symbol become an avenue for reflection and conversation among both the student body and the faculty? All American Boys is told in a dual first-person narrative. How would the story be different if someone besides Rashad and Quinn were telling it? Do you think changing the point of view would make the story better or worse? If you could, would you want another character’s perspective to be included in the novel? If so, whose?

 

Warriors Don’t Cry – One Pager Questions 1. What are 2-3 ways different white students respond to integration at Central High? 2. What role does peer pressure play in how white students respond to African American students? 3. Melba says she feels both proud and sad when she is escorted into school by federal troops. What do these feelings say about who she thinks she is – as a citizen and as an individual? 4 What role does Grandma India play? Why is she an important to Melba? Provide at least three (3) well substantiated reasons to support your assertion. 5. Explore the role Link plays. Why is he important in the book? Provide at least three (3) well substantiated reasons to support your assertion. 6. Why is the book called Warriors Don’t Cry? Which character or characters is/are the “warriors” in this play? Explain providing at least three examples. 7. How does Melba change as the story progresses? Be sure to clearly state your thesis and explain fully the instances where her behavior or attitudes change. 8. Based upon your reading of this book, what role do you think religion played in the Civil Rights Movement? 9. In the context of Melba’s story, what does it mean to be a warrior? What qualities does a warrior in this story need to possess? Provide at least two direct quotes from the book to help explain your answer. 10. Melba’s experience at Central High School happened more than fifty years ago. Why is it important to discuss it now? What could happen if Americans don’t learn about the struggle of the Little Rock Nine?

 

I Am Malala – One Pager Questions 1. Would you have had the bravery that Malala exhibited and continues to exhibit? 2. Talk about the role of Malala’s parents, especially her father, Ziauddin. If you were her parents, would you have encouraged her to write and speak out? 3. How does Malala describe the impact growing Taliban presence in her region? Talk about the rules they imposed on the citizens in the Swat valley. What was life like? 4. Mala has said that despite the Taliban’s restrictions against girls/women, she remains a proud believer. Would you—could you—maintain your faith given those same restrictions? 5. Talk about the reaction of the international community after Malala’s shooting. Has the outrage made a difference…has it had any effect? 6. What can be done about female education in the Middle East and places like Pakistan? What are the prospects? Can one girl, despite her worldwide fame, make a difference? Why does the Taliban want to prevent girls from acquiring an education—how do they see the female role? * 7. Talk about the Taliban’s power in the Muslim world. Why do you think  it continues to grow and attract followers…or is it gaining new followers? What attraction does it have for Muslim men? Can it ever be defeated? 8. Malala witnesses her immediate surroundings change dramatically within a short time period. Describe the changes to both Pakistan and Swat throughout I AM MALALA. How does Malala experience and respond to these changes? How is Malala’s character influenced and shaped by her surroundings? 9. Discuss Malala’s relationship with her mother. What influence does she have on Malala? In what ways does Malala’s relationship with her mother compare/contrast with her relationship with her father? Did it surprise you to learn that Malala’s mother did not know how to read yet her father insisted that Malala be well educated and learn all that she can? 10. In Chapter 5, after Malala does not win the class trophy at the end of the school year, her father tells her “It’s a good thing to come in second because you learn that if you can win, you can lose. And you should learn to be a good loser not just a good winner.” What do you think about this advice? How do you think it builds Malala’s character? 11. Would you have been as brave as Malala at this point in the story? In what ways do you feel like you relate to Malala?

 

Mission Complete – Reading Ace

Social justice means moving towards a society where all hungry are fed, all sick are cared for, the environment is treasured, and we treat each other with love and compassion. Not an easy goal, for sure, but certainly one worth giving our lives for!

– Medea Benjamin, co-founder Global Exchange and Code Pink

We know that within our world and throughout history that not everyone has had equal opportunities or access to resources that should be a given right. Books have the power to help us see the world for what it can be and stand up for what is right. You are a reading ace and now you must make choices that show what you have taken to heart from the stories you read.

 

Empathy & Compassion: YA Titles to Build Bridges

The Southern Poverty Law Center reports that there are 917 Hate Groups in the United States. That means there are close to one thousand hate groups in the United States. Today in 2017.

Photo from splcenter.org

The events that happened in Charlottesville, Virginia this past week are disturbing and upsetting.  At the same time, as a teacher, I look to current events to guide my teaching in middle school.  As a teacher and a human being I promote empathy, compassion, and understanding among ALL people both in and outside of my classroom.

For summer reading I requested students choose any book they wanted to read that had a theme of social justice. Social justice and Reconstruction are where we begin in September. Students will participate in many conversations about social justice and injustice based on events that took place this summer as well as in the books they read while on break. We will continue to address social justice throughout our reading and writing units over the course of the school year because teaching students to be critical thinkers and compassionate people is just as much as a learning target and goal as any Common Core Learning Standard.

In response to Frank Bruni’s op-ed piece in the New York Times “I Am a White Man. Hear Me Out” (8/13/2017), Colette M Bennett’s blog Used Books in Class writes,

Reading provides the reader the experience of seeing through another’s eyes. That is the definition of empathy. There is research that supports the link between the reading of stories and empathy.  Therefore, my response as an educator to Bruni is that the bridges he seeks can be bridges that are built by reading stories.

Reading is at the center of my middle school English classroom and reading and sharing books is key. In response to building bridges, conducting conversations about current events, and promoting tolerance, here are four YA titles worth reading.

Midnight Without a Moon by Linda Williams Jackson (Houghton Mifflin Harcourt, 2017) takes place in Mississippi in 1955 in a town next to where Emmitt Till was murdered. The protagonist, 13 year old Rose Lee Carter, is living with her grandmother, working in the cotton fields and dreaming of a better life. The writing is powerful and gets into the heart and mind of a young African American girl struggling between what could be and the violence of what is. This book can be used parallel to primary sources about Emmitt Till, Jim Crow South, and Brown vs. Board of Ed.
Alan Gratz’s Refugee (Scholastic, 2017) tells the story of three different young people who escape their home country for a better life and for safety. One story is of Josef, a young boy living in Nazi Germany during the 1930s. Isabel is a Cuban girl in 1994 hoping to safely make it to America and Mahmoud is a Syrian Boy in 2015 looking to escape with his family after the ongoing violence and destruction in his homeland. The three young people are connected in the end but the journey they embark on is harrowing. 

 

The Hate You Give by Angie Thomas (Balzer & Bray, 2017) is powerful and poignant. After reading Jason Reynold and Brendan Kiley’s All American Boys (Scholastic, 2015), I did not think there would be another book as honest, raw, and gripping for young adults about police violence and brutality. Angie Thomas exceeds my expectations. The book gets at the heart of matter and puts down on paper the difficult questions many are asking about race, violence, and humanity. 

 

 

American War: A Novel by Omar El Akkad (Knopf, 2017) is a post apocalyptic story about a divided United States after the Second Civil War breaks out in 2074 and leaves America fractured. The protagonists is young Sarat Chestnut, a tomboy who comes of age during this frightening war torn time. There are so many parallels to what is happening in our world today that will leave the reader with disturbing thoughts about the direction we are heading.

Legends of the Hidden Temple Classroom Activities & Interactive Game

Legends of the Hidden Temple was an “action and adventure” gameshow on Nickelodeon in the 1990s. The game show required teams  of two to compete in a series of physical and mental tasks: The Moat, The Steps of Knowledge, Temple Games. and the final Temple Run. Through a process of elimination, the last remaining team entered the Temple to retrieve the ancient artifact and have a chance to win a grand prize.

The temple consisted of twelve rooms, each with a specific theme (e.g., the Throne Room, the King’s Storeroom, the Observatory, the Shrine of the Silver Monkey). The rooms connected to adjacent rooms by doorways, although some doors were locked, blocking a contestant’s progress into the adjacent room; the pattern of locked and unlocked doors changed each episode depending both on the temple layout and the artifact’s location. The unlocked doors were closed at the start of the round, but they could be opened by completing a specific task or puzzle within each room. One room in the temple contained the themed artifact. Three other designated rooms held temple guards. A contestant who encountered a temple guard was forced to give up a full pendant in order to continue. The team had three minutes to retrieve the artifact and leave the temple with it. If either contestant grabbed the artifact, all remaining temple guards vanished and all locked doors in the temple instantly opened, allowing the contestant to escape unhindered.

Check out the video to watch a thrilling episode.

My co-teacher introduced me this show online and I couldn’t wait to adapt it for the classroom.

Students are reading about social justice and courage for an independent reading unit and I took on the theme of courage to create “Legends of Hidden Courage” action adventure. I revised a few of the games (the moat) and all teams competed against each other, there was no elimination. Each challenge was worth different experience points (XP). Some challenges awarded points and A Pendant of Life — to be used in the future as a free Notebook Check Pass or Free Assignment Pass.

The game began with the Steps of Knowledge. Students had read and analyzed poetry the day before on themes of social justice so we started with a QuizletLive on poetic devices.

Then, came the first physical challenge: Students had to take a picture of all their team members making a positive difference in the school and post on Twitter.

https://twitter.com/Atuch2003/status/816725034081415169

A physical and mental challenge was third. Students had to match images of upstanders in history with the correct names.

The Inspiration Challenge required students to reflect and write about a person in history or present day who they inspires and they aspire to for their courage.

The last challenge was the Minefield physical challenge.

It was an action packed class period and there are many different ways that this game show can adapted based on the unit of study.

 

Critical Thinking Essential in Education Now

As the smoke clears post election most of the educational institutions that I am a part of have issued statements about their mission to “empower EVERY student by providing an exemplary educational foundation that includes critical and creative thinking, social-emotional learning, physical education, music, and the arts in a collaborative and inclusive learning environment.”

My children’s school even went further to state, “Whatever your political view, this is a time to pause and reaffirm our shared commitment to learning, to our discovery, to our diversity as a strength, and to our inclusive community as core values. We will continue to have zero tolerance for bullying or disrespect towards any member of our community, regardless of ethnicity, religion, gender, or any other perceived difference. We will continue to promote kindness and empathy towards every one. Our mission and these beliefs will remain a beacon as we move forward in the coming months and years and will guide us in all decisions regarding your child’s elementary school experience” (Northeast, 2016).

Now as I watch and listen to the news, it has become more and more important that work I do not only focus on preparing students to be workers, college and career ready. My purpose is to teach critical thinking, caring, and social responsibility. Nel Noddings (1991) wrote that “caring should be the foundation of our curriculum, including caring for ideas, friends, family, the earth and its ecosystems, human made objects, and strangers and distant others.” Empathy and social justice are at the hear of my curriculum. The books we read, the stories we write, and the texts we discuss all address the essential questions:

How can one person make a difference and impact positive change?

How do/can our actions impact the world around us?

What is the connection between injustice and empathy?

How and why should individuals build empathy for others?

Here are three videos that address EVERYONE’S responsibility to critically question the texts we engage with and promote kindness and empathy towards everyone.  They can be used along side of great books. Each share similar messages about caring, acceptance, and accountability.

Grace Lin’s Ted Talk “The Windows and Mirrors of Your Child’s Bookshelf

 

Lin Manuel Miranda’s 2016 Tony Acceptance Speech/Sonnet for Hamilton

 

Christiane Amanpour’s 2016 Burton Benjamin Memorial Award Acceptance Speech 

Using Social Justice to Teach Reading/Writing in the ELA/SS Classroom #Engsschat 2/29 7 PM EST

This upcoming Monday 2/29/2016 7 PM EST I will be guest moderating #engsschat. The topic is one that I am passionate about and a theme that drives my teaching and curriculum. Our twitter conversation will address social justice as a catalyst to teach reading and writing in English and social studies classrooms. My objective is to engage in a dialogue with other educators about literacy and social responsibility.

Below are the questions for the chat

Here are a few excellent resources for teaching and learning more about social justice and social responsibility.

Facing History and Ourselves

On their website, Facing History states, “the lifeblood of democracy is the ability of every rising generation to be active, responsible decision-makers. And we believe that inspired teachers and innovative methods are the key.” Facing History words with educators around the world throughout to improve their effectiveness in the classroom, as well as their students’ academic performance, historical understanding, and civic learning. Facing History has a number of incredible curricula and resources for teachers and students to critically examine history and the moral choices we confront everyday.

Teaching Tolerance and the Southern Poverty Law Center

Teaching Tolerance offers a magazine, curriculum materials and lesson plans, webinars, and professional development on topics committed to diversity and inclusion of  all people.

Zinn Education Project

The Zinn Education Project promotes and supports the teaching of people’s history in middle and high school classrooms across the country based on the lens of history highlighted in Howard Zinn’s best-selling book A People’s History of the United States.  The website offers free, downloadable lessons and articles. The Zinn Education Project is coordinated by two non-profit organizations, Rethinking Schools and Teaching for Change.

Two excellent resources about teaching social responsibility include:

                           

 

Here is a middle school book list with titles that address social justice: