Tag Archives: Culture

My Heart is on the Ground: The Diary of Nannie Little Rose, a Sioux Girl

Title: My Heart is on the Ground: The Diary of Nannie Little Rose, a Sioux Girl (Dear America series)

Author(s): Ann Rinaldi

Illustrator/Photographer: N/A

Publisher and Year: Scholastic Inc. 1999

Number of pages: 171

Tags/Themes: Allison Henry, Culture, Diversity, Chapter Book, Emotion, Historical Fiction, 4-5, Social Science

Genre: Historical Fiction

Descriptive Annotation: My Heart is on the Ground is written in diary format. At the end of the book is a section on the events happening in the United States during 1880, the year that the book takes place. There is also a section of pictures, a note about the author, and a list of the other books in the Dear America series. My Heart is on the Ground is the story of Little Rose, a Sioux girl who gets sent to a school set up by white people to force Native American children to forget their heritage and become the white people’s idea of a perfect citizen. Little Rose struggles to remember where she comes from while also making her teachers proud.

Classroom Application: This book could be used in a series of lessons on Native Americans. It shows what these children went through in an age appropriate way. It can also be used during a lesson on writing styles, as an example of epistolary writing. The students could read this book, put themselves in the position of a child in any point in history, and then write a range of diary entries.

Linguistic and Cultural Diversity Analysis: My Heart is on the Ground paints an accurate picture of the life of a Native American child at an Indian School. This book could be used to start a conversation on appropriate treatment of groups, dominant culture, and/or Native American culture. Little Rose talks about many aspects of her home culture quite often in the book. One instance of the cultural differences is shown when one of Little Rose’s peers dies from a disease. “I know some of the boys and girls wanted to tear their garments, cut their hair, cover themselves with mud, and slash at their arms because the Death Angel took Horace. But we were made to stand in citizens’ clothing, clean and quiet” (44). This book could also be used to build confidence in student’s writing skills. As Little Rose learns the English language, she makes many mistakes in her writing. If students read passages like, “The teachers had a new bed bring brought to our room” (69), they can recognize that it is ok to make mistakes in their writing.

Anansi the Spider

Title: Anansi the Spider

Author: Gerald McDermott

Illustrator: Gerald McDermott

Publisher and Year: Landmark Production, Incorporated, 1972

Number of pages: 36

Tags/Themes: Culture, Diversity, Animals, Fiction, Picture Book, K-5, Olivia Ruff

Genre: Fiction

Descriptive Annotation: This picture book is based on the story of one of the travels of Anansi, a trickster from Ghana folklore. The children of Anansi help save Anansi from being killed, and then he must decide which child to give the moon to, so he puts it in the sky until he decides which child deserves it. In essence, it is the story of how the moon came to be. The illustrations are bright and patterned. There is an author’s note with information about Ghana folklore.

Classroom Application: The book would help students learn about different cultures and learn about the folklore of tribes in Africa. This could be used in a social studies classroom or an English classroom. This novel could be a great introduction to African culture for younger children, but it could also be used as an example when looking into literature about other cultures.

Linguistic and Cultural Diversity Analysis: This picture book would be great for younger students in K-1 to introduce other cultures in the classroom. For older students (2-3 grade) the book would be a good addition to a unit on African culture or folklore. The story provides opportunities for younger students to question what child would Anansi give the moon to, different moral questions of that sort. Quotes: “Then Game Skinner helped father Anansi. He split open Fish” (16) and “First son was called See Trouble. He had the gift of seeing trouble a long way off” (3).

 

 

 

Where The Buffaloes Begin

Title: Where The Buffaloes Begin

Author: Olaf Baker

Illustrator: Stephen Gammell

Publisher and Year: Puffin Books, 1981

Number of pages: 40

Tags/Themes: Culture, Diversity, Award Book, Animals, Fiction, Picture Book, 2-3 , Olivia Ruff

Genre: Fiction

Descriptive Annotation: This book is about a young Native American who went away from his tribe in order to find the buffalo herd. While he was gone, their rival enemy tribe was sneaking into their camp. The boy found the buffalo herd, and he sped back to their camp with the buffalo following, killing their enemies. The illustrations are in black and white.

Classroom Application: The book would help students learn about Native Americans. This novel could be a great introduction to Native American culture for younger children, and it helps with SELS, as the protagonist helps save his tribe from harm through his independence and will to explore.

Linguistic and Cultural Diversity Analysis: For older students (2-3 grade) the book would be a good addition to a unit on Native Americans as a way to demonstrate the culture and connection, or rather, inseparable relationship with nature. Two quotes: “Little Wolf never knew what came to him, what spirit of the wild whispered in his ear; but suddenly he leaped to his feet and cried out” (19) and “The prairie grouse got up almost under the pony’s feet” (3).

 

Ten Little Rabits

Title: Ten Little Rabbits

Author: Virginia Grossman

Illustrator: Sylvia Long

Publisher and Year: The Trumpet Club, 1991

Number of pages: 24

Tags/Themes: Culture, Diversity, Animals, Fiction, Picture Book, K-1, 2-3 , Olivia Ruff

Genre: Fiction

Descriptive Annotation: This picture book is about rabbits participating in different activities that Native Americans participate in. The different activities include ritual dances, fishing, and storytelling which are all important aspects of Native American culture in a broad sense. The illustrations depict different tribes and their regalia/clothing. There is an author’s note describing the tribes represented in the novel in the back of the book.

Classroom Application: The book would help students learn about different cultures and learn about the traditions of tribes. This could be used in a social studies classroom. This novel could be a great introduction to Native American culture for younger children.

Linguistic and Cultural Diversity Analysis: This picture book would be great for younger students in K-1 to introduce other cultures in the classroom. For older students (2-3 grade) the book would be a good addition to a unit on Native Americans as a way to demonstrate the culture and customs within the illustrations. The rabbits are participating in activities in which they are wearing certain regalia, providing an opportunity for students to learn about the culture of the tribes represented. The language used in this book is simple, making it appropriate for very young children. Quotes: “Nine festive drummers beating on a drum”(17) and “Two graceful dancers asking for some rain” (4).

 

Freedom on the Menu

Author: Carole Boston

Illustrator: Jerome Lagarrigue

Publisher and Year: Puffin Books, 2005

Number of pages: 29

Tags/Themes: Culture, Diversity, Family, Historical Fiction, Picture Book, 2-3 , Olivia Ruff

Genre: Historical Fiction

Descriptive Annotation: This picture book is told from the perspective of a child during the Greensboro sit-ins. The child’s older siblings are participating in the protests, and by the end of the book they are served at a diner where they used to only serve white people. There is a description of the sit-in’s from the men who originally did it.

Classroom Application: This book would be appropriate to read to younger students around 2-3rd graders. The book is a good introduction to civil rights, and it is told from a child’s perspective which makes it easier to understand what is happening.  I would use it as a way to explain some of the civil rights problems back then, and use it to make the students reflect how we fairly treat others.

Linguistic and Cultural Diversity Analysis: The book would be a great way to introduce civil rights to students who are younger. A teacher could use it to begin discussion about how to treat others kindly and talk about maybe things that we do now that aren’t fair to others. Two quotes: “It sounded as if he believed God was on our side” (9) and “Sister and Brother sipped coffee and I twisted on my stool while we waited for our meals” (29).

 

Drowned City

Author: Don Brown

Illustrator: Don Brown

Publisher and Year: Houghton Mifflin Harcourt, 2015

Number of pages: 96

Tags/Themes: Culture, Emotion, Family, Graphic Novel, Non-fiction, 6-8, Olivia Ruff

Genre: Non-fiction

Descriptive Annotation: The novel is about Hurricane Katrina. The novel shows the reasons why the hurricane was disastrous, but it also shows how the country and the communities responded to helping struggling survivors. The students should understand complex words, and drowning is discussed in the novel, so this book would not be ideal for young children for those two reasons.

Classroom Application: This text would be effective in an English or History classroom. The novel is an interesting form that is not that of a traditional novel, so it would be interesting to analyze due to the form. It is important to show students that there is engaging and important literature that strays from the traditional chapter book format. It would be beneficial in a History classroom because the novel covers many different aspects of Hurricane Katrina including involvement at the community level along with federal level. Novels that are creditable and effectively show several aspects of a historical event is something that would be good to use in the classroom in order to offer a different form.

Linguistic and Cultural Diversity Analysis: The novel covers the disaster that struck New Orleans when Hurricane Katrina hit. The novel addresses the struggles that came with the hurricane including the obstacles facing the survivors, leftover environmental concerns plaguing the community, and the response from local and federal governments. This will enlighten younger students who were not alive for the hurricane to better understand the event and all of the different ways survivors struggled in the aftermath. I would assign this novel because of the form, and I would introduce this novel as a way to introduce graphic novels to my class. In terms of content, I would begin class discussion with asking them a question along the lines of, “What can you all tell me about hurricanes? Think of all aspects of the natural disaster.” And then I would put their responses on the board in order to create class discussion, and the novel would go into detail about environmental and social issues involved with one of the most horrific hurricanes to date. The narrative is written in a way that presents many facts, and I will include some quotes: “But the people there decide that being inside is better than staying abandoned on the sidewalk, and break in” (43). “Scores of sick, frail and elderly people swamp emergency medical clinics. Many are still strapped to doors used as makeshift stretchers” (74).

Bring me some apples and I’ll make you a pie: a story about Edna Lewis

Author(s), Illustrator/Photographer: by Robbin Gourley.

Publisher and Year Number of pages: Clarion Books, 2009, 45 Pages.

Genre: Historical Fiction and Biography.

Descriptive Annotation: The cover features the protagonist, Edna Lewis, brandishing an apple of the sort used by the future chef at Freetown, Virginia. Watercolors depict the sons and daughters of former slaves in their community, gathering crops and making a living free from the bulk of anti-black persecution of their brethren further south under the post-Civil War Jim Crow laws. The book covers the harvest of crops, which are baked into delicious recipes that can be found at the back of the book, and the process of getting them from field to fork.  Breaking the mold of standard imagery of the era in our collective mindset, all of the workers in Freetown live relatively pleasant lives, seemingly unburdened by segregation due to the town being formed by and for African-Americans, and not a single white person in sight for the entirety of the text. Prior knowledge of what the community of Freetown was, and perhaps research on Edna Lewis’s long cooking career could help further classroom discussions immensely.

Classroom Application: In this picture book, the characters are all assigned different tasks in farming the field, which would be ideal for some role-play for those children who live in suburban and urban settings who have never experienced rural life and its trappings before. Accompanied by a field trip to a local farm (especially in the Bloomington-Normal area) would be an excellent idea and a way to broaden one’s knowledge of Illinois’s agricultural traditions, supplemented by the Virginian ones seen in the book. I certainly never heard pecans falling from the sky during harvest season: “The leaves are falling, and so are the nuts. Ping-ping-ping. Pecan and walnuts fall on the rooftop. The family fills baskets full of them” (Gourley, p. 34).

Linguistic and Cultural Diversity Analysis: Gourley covers the legacy of slavery, and Jim Crow, in a way that can easily be remembered, and notes the historical significance of Freetown at the last page of text before the recipes come in: “Edna Lewis was born in 1916, in Freetown, Virginia, a community founded by her grandfather and two other emancipated slaves” (Gourley, p. 40). The author speaks the dreams of Edna to become a famous chef towards the end of the book, too: “How about we make a summer pudding or a cobbler? Or just have a bowlful of berries with sugar and cream?” (Gourley, p. 19). Such a bevy of ideas for making food with the berries are indicative of a creative young mind, and it is crucial that teachers encourage that kind of pluck and ingenuity so that they can make the next generation of innovators like Edna Lewis reach new heights of greatness.

Maus

Author(s), Illustrator/Photographer: Art Spiegelman

Publisher and Year Number of pages: Pantheon Books, 1991, 296 Pages.

Genre: Fiction, Autobiography, Memoir, History and Biography.

Descriptive Annotation: The cover features two Polish Jews (Spiegelman and his father) cowering under the shadow of a giant swastika, modified by the imposition of a German-stylized cat’s head emblem. This is a combination of both standard Holocaust imagery and the use of animals as metaphors, which can be seen for the entirety of the graphic novel. Maus is the heartbreaking story of a Polish-American man and his aging father’s experiences in the Holocaust as a Polish Jew, and the continued regret of Spiegelman “using” the death of six million Jews to sell his book to some extent in his mind. As the Holocaust is described to him via his father, Spiegelman also continues to express guilt that didn’t talk to his father more about his experiences on a frequent basis when he had the opportunity to do so when the former was alive. The whole of his father’s trials, from growing up in moderately anti-Semitic Poland to the German invasion in 1939 and the ways in which the population react (or don’t react) to the actions the Nazi regime takes against the Jewish population, are covered in the book. Prior knowledge of what the Holocaust was, and perhaps reading of some more traditional fare on the era such as The Diary of Anne Frank, would certainly be useful in the scenario of students reading this novel in the classroom.

Classroom Application: In this graphic novel, the characters are all played by different animal personas based on nationality, which would be ideal for some upper-level social studies settings. For instance, the Nazis/Germans are cats, the Jews are mice, Americans are dogs, and the French are frogs. The metaphors purposefully don’t work for large portions of the story, i.e. when a mouse is a veteran of World War I for Germany and he flickers back and forth between being a mouse and a cat. This is a teachable moment, since it’s Spiegelman’s way of saying that race and racism, or discrimination of any kind, is very arbitrary because the categories we apply really don’t hold water when held up to scrutiny, or when you consider that people can belong to more than one category.

Linguistic and Cultural Diversity Analysis: Spiegelman covers the different ways in which the Holocaust is remembered, and notes that when he published the novel, nobody had used a comic book format to do so before: “I’m not talking about YOUR book now, but look at how many books have already been written about the Holocaust. What’s the point? People haven’t changed…” (Spiegelman, p. 34). Exasperation with people not being able to get the message with traditional mediums of literature drove Spiegelman to write this book, and that is why 27 years later, this is still a widely taught and used piece of work, both in the US and Germany, the latter of which had to be lobbied to permit the public sale of this book due to the display of the swastika being an illegal offense in that country. Another source of controversy is that the animal chosen to represent the Poles was a pig, since that is a common stereotype of people from Poland and from Eastern Europe in general, and the Germans are universally seen as a brutalizing force in the novel as well. The author speaks through one of his characters as unrepentant on the latter, though, stating “Let the Germans have a little what they did to the Jews” (Spiegelman, p. 226). Such an attitude may seem severe to certain readers, but in the context of the experience of Spiegelman’s family and millions of others, it is understandable that they are biased against their erstwhile oppressors and architects of the genocide.

The Wall: Growing Up Behind The Iron Curtain

Author(s), Illustrator/Photographer: Peter Sís.

Publisher and Year Number of pages: Frances Foster Books, 2005, 50 Pages.

Descriptive Annotation: The cover features two awards-one Caldecott, and one Robert Siebert, along with a Czech baby in the middle of a giant red star. As a send-up of the sort of books the Soviet and Communist presses made during the Cold War, there are many parodies of Communist Party imagery, the red star on the cover being the first example. This is a combination of both standard Soviet imagery and the kind of cartoons and political drawings that appeared in plentiful quantities in the Prague Spring of 1968, in which control by the Czechoslovak Communist regime was briefly loosened and the free press came roaring back temporarily. The wall is the story of that spring and the effect it had on the author, a Czech-American man and his visit that he took to his homeland with the children he raised in the United States. Their experiences in the city of Prague are much different than those of their father’s: “Now when my American family goes to visit my Czech family in the colorful city of Prague, it is hard to convince them it was ever a dark place full of fear, suspicion and lies” (Sis, p. 49). As his childhood under Communist rule is described to the reader by the use of comic strips on the top of the page and captions on the bottom, Sis also continues to express the fears that tormented him as a young man in the old country, and how he and his family didn’t talk about certain things for fear of the secret police hearing them. The whole of his trials, from growing up in the tightly repressed Czechoslovakia, to experiencing true freedom in the second half of the 1960’s and the subsequent Soviet invasion in August of 1968 and the ways in which the population react (or don’t react) to the actions the Red regime takes against the previously free media and citizenry, are covered in the book. Prior knowledge of what the Cold War and Prague Spring were would certainly be useful in the scenario of students reading this book in the classroom.

Classroom Application: In this picture book, the comic strips depict what is and what is not permitted by the Soviet puppet government at various stages of its existence, which would be ideal for some social studies settings which have students that perhaps had relatives behind the Iron Curtain back in the day, and didn’t get to experience some of the freedoms that we as Americans take for granted. This is a teachable moment since it’s Sis’s way of saying that his life in Czechoslovakia in the 1960s through the 1980s was so drastically different from what students today have to experience (mandatory participation in a scouting movement and collection of scrap metals), it can be hard to teach in some ways. We must try as educators to do so, however, because if we don’t, the same mistakes of the past could easily be repeated again.

Linguistic and Cultural Diversity Analysis: Sis covers the different ways in which the Cold War and Prague Spring are remembered, showing the contrast between East and West through maps and exclaiming what a unique experience having the Beatles and Beach Boys was in his country: “But out of the dark came a glimmer of hope. The Beach Boys arrived. America to the rescue!” (Sis, p. 27-28). Exasperated with the new youth movement and fearful that the colorful styles of the West will destroy their socialist paradise, the Czechoslovak police maul and arrest concertgoers who saw the Beach Boys at Prague’s Lucerna Hall in 1969 as they leave. The return of people not being able to get the music they want from the West through traditional means results in a huge black market forming, one that persists in Sis’s telling until his departure for the US in 1984. This should be a widely taught and used piece of work, both in the US and around the former Eastern Bloc, since it shows the profound failure of the latter and the absolute oppression which results from authoritarianism. In the context of the experience of Sis’s family and millions of others, it is necessary that they are brought some peace of mind that this kind of system can never rear its ugly head again and make people scared to live their lives in peace. Artists like Sis, who was a radio DJ and actually toured with the Beach Boys when they visited his country, can never be truly suppressed by the jackboot of hate, but they need our help whenever possible to keep their creative flames alive.

 

 

 

 

Stepping Stones: A Refugee Family’s Journey

Title: Stepping stones: a refugee family’s journey

Author(s)/Illustrator/Photographer: Margriet Ruurs, stonework done by Nizar Ali Badr

 Publisher and Year Number of pages: Orca Book Publishers, 2016, 27 pages.

Genre: Realistic Fiction

Descriptive Annotation: The cover features a simple artistic rendering of a refugee family fleeing Syria made out of typical pond stones one could find most anywhere, but done in a way that is culturally sensitive-the artist who made the stone sculptures is from Latakia, Syria, and disassembles his pieces as soon as they are photographed. The author actually went and found him and his work on Facebook, but it took some time to get that process going as far as getting the artwork into the book was concerned. As for the book itself, it is a bilingual storybook (English and Arabic text) that involves the engrossing, yet tragic, story of a Syrian family forced to flee their homeland as a result of the ongoing civil war there (2011-present). Rama, our protagonist, is a boy who is used to his peaceful home life with his mother, father, brother Sami, and his grandpa Jedo being the same for years and years. However, the author notes, “that was then, and this is now” (Ruurs, p. 9). Latakia is the only home he’s ever known, and when the war comes to the village, he and his family must flee the land they love so much with tears in their eyes on foot, then by boat to Southern Europe. The family ends up in Europe and is luckily welcomed with open arms, something not all Syrians could state. It would be beneficial for the reader to read up on why and how the civil war got started, as there isn’t much background knowledge provided in the text and it would help to enjoy this story better. The language is pretty simple, but also profound in its own way when describing the devastating impact of the war on ordinary Syrians, particularly Rama and his family.

Classroom Application: It is an ideal text to teach lessons on the aftereffects and Homefront of wars since too often the media and history books solely focus on the big battles and generals instead of the human impact of war, and its unsustainability for the long run. Good stewardship of those who flee strife and calamity is a must, and the author subtly demonstrates that treating your fellow man with dignity and respect is the way rather than outright militancy and sabotage. The best avenue to pursue is to do as the unnamed Europeans do at the end of the book: “Stay here with us. You will be safe now. No more war” (Ruurs, p. 22). How the children best learn this lesson, of course, would be up to the teacher. The passion shown by the main characters in pursuing their goal of freedom from fear and want is certainly a trait for teaching purposes and could be tied into the Four Freedoms speech Franklin Roosevelt gave during World War II in a history classroom setting. Students could think about laws or supreme court decisions that exist in this country that discriminate, or in the past discriminated, against those who took refuge on our shores, and how to go about changing them.

Linguistic and Cultural Diversity Analysis: Since the book is set in Syria and Southern Europe, the culture of the Mediterranean over the centuries is described to a large extent and would be great for a social studies-type course. The traditions of the Syrian people intermingle with those of the host culture they resettle in, but since they are all from the same region to some extent, it is not as much of an adjustment for them as it was for some: “We have a new home now, a home with new sounds and smells, with smiles and people who help” (Ruurs, p. 23). Even though they weren’t part of the group that originally settled the area thousands of years ago, Rama and his family start to readjust, making themselves at home as best they can. Goodness in oneself and others is also a key component in the book, as that kind of lesson never gets old, no matter what sort of class you are teaching, or in what nation-from the US to Sweden to Syria.