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Using literature to engage young readers with contemporary conflict zones


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ASLA XXIII Biennial Conference - Lyn White - This session introduces a new fiction series that invites readers 11-14 years to enter the fragile worlds of children living in contemporary conflict zones. Series-related learning activities that support the Language, Literature and Literacy strands of the English learning area of the Australian Curriculum will be presented.

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Using literature to engage young readers with contemporary conflict zones

  1. 1. ASLA XXIII Biennial Conference 2013 THROUGH MY EYES Lyn White Series Creator & Editor Supporting the Australian Curriculum Using literature to engage young readers with contemporary conflict zones ASLA  XXIII  Biennial  Conference  2013  
  2. 2. Overview Background The series The gift Engaging with Shahana Engaging with Amina ©Lyn White 2013
  3. 3. Background ©Lyn White 2013
  4. 4. ©Lyn White 2013
  5. 5. Students Authors ESL/ EALD Refugees Parvana Literature ©Lyn White 2013
  6. 6. Mariam ©Lyn White 2013
  7. 7. ©Lyn White 2013
  8. 8. ©Lyn White 2013
  9. 9. What if… ©Lyn White 2013
  10. 10. ©Lyn White 2013
  11. 11. ©Lyn White 2013 Building the proposal Authors Synopses Education Marketing
  12. 12. The series ©Lyn White 2013
  13. 13. A powerful and moving new fiction series about children living in contemporary conflict zones. © Series creator and editor Lyn White 2013
  14. 14. Stories of courage, resilience and hope culture conflict identity through a child’s eyes ©Lyn White 2013
  15. 15. Azad Kashmir June 2013 ©Lyn White 2013
  16. 16. Mogadishu September 2013 ©Lyn White 2013
  17. 17. Afghanistan March 2014 ©Lyn White 2013
  18. 18. Mexico City June 2014 ©Lyn White 2013
  19. 19. THROUGH MY EYES Malini ROBERT HILLMAN series editor Lyn White Sri Lanka September 2014 ©Lyn White 2013
  20. 20. Zafir PRUE MASON series editor Lyn White THROUGH MY EYES Syria March 2015 ©Lyn White 2013
  21. 21. Timeline Glossary Further reading ©Lyn White 2013
  22. 22. The gift ©Lyn White 2013
  23. 23. ©Lyn White 2013
  24. 24. English Years 6-8 Language Literature Literacy The Literature strand aims to engage students in the study of literary texts of personal, cultural, social and aesthetic value… Texts are chosen because they are judged to have potential for enriching the lives of students, expanding the scope of their experience… (Content structure, Literature, Australian Curriculum: English) ©Lyn White 2013
  25. 25. Years 6-8 Geography Geographical Knowledge and Understanding The concept of place develops students’ curiosity and wonder about the diversity of the world’s places, peoples, cultures and environments. (Rationale, Australian Curriculum: Geography) ©Lyn White 2013
  26. 26.   Year 6 Diversity of people and cultures across the world and in Asian regions     Year 7 Place and liveability     Year 8 International migration ©Lyn White 2013
  27. 27. General Capabilities • Intercultural understanding • Personal and social capability • Ethical understanding • Critical and creative thinking   ©Lyn White 2013
  28. 28. Cross-curriculum priorities Asia and Australia’s engagement with Asia ©Lyn White 2013
  29. 29. ©Lyn White 2013 •  Gender balance •  Contemporary conflicts •  Global education - social justice, human rights •  Integrated unit •  Guided inquiry •  Literary catalyst •  International Baccalaureate (PYP)
  30. 30. ©Lyn White 2013
  31. 31. ©Lyn White 2013  
  32. 32. Engaging with Shahana ©Lyn White 2013
  33. 33. ©Lyn White 2013
  34. 34. Kunar Yarkant Ha Karakax He Indus Indus Indus Shyok Jhelum Chenab Indus Suttej Beas Ravi Wular Lake Dal Lake no defined boundary AKSAI CHIN K A S H M I R Khunjerab Pass Karakoram Pass tunnel Banihal Pass Mangla Dam Beas Dam Tarbela Dam PUNJAB HIMACHAL PRADESH PUNJAB AZAD KASHMIR JAMMU AND KASHMIR NORTH-WEST FRONTIER NORTHERN AREAS Area occupied by China and claimed by India Indian occupied since 1983 Cease-Fire Line Line of Control Territory ceded by Pakistan to China in 1963 AFGHANISTAN CHINA CHINA INDIA PAKISTAN Amritsar Anantnag Baramula Jammu Jullundur Kathua Pathankot Simla Sopor Srinagar Gujranwala Jhelum Lahore Punch Rawalpindi Sargodha Shekhupura Sialkot Faisalabad Lasht Baltit Astor Gilgit Mazar Skardu Kal Mansehra Muzaffarabad Pulwama Badgam Kargil Rajauri Udhampur Doda Kahuta Akhnur Samba Chamba Sundarnagar Chiniot Uri Kupwara Leh Islamabad International boundary Traditional boundary of the princely state of Kashmir Cease-Fire Line (also referred to as the "line of control" existing at the time of the December 1971 cease-fire) Internal administrative boundary Road Track or trail Railroad Scale 1:2,500,000 250 0 25 50 Miles 50 Kilometers AFGHANISTAN PAKISTAN INDIA C H I N A Area of Map ©Lyn White 2013
  35. 35. ©Irfan Ahmed ©Lyn White 2013
  36. 36. Line of Control ©Lyn White 2013
  37. 37. ©Lyn White 2013
  38. 38. EnglishYears 6-8 Literature and context Responding to literature Examining literature Make connections between student’s own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts. (ACELT1613) Creating literature ©Lyn White 2013
  39. 39. Guided inquiry Students explore, identify, gather, create and share ©Lyn White 2013 English   Literature   Literature    &  Context   the thinking curriculum
  40. 40. Literature and context Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts. (ACELT1608) English   Literature   Literature    &  Context   Explore the interconnectedness of Country and Place, People, Identity and Culture in texts … (ACELT1806) ©Lyn White 2013
  41. 41. identity culture conflict English   Literature   Literature    &  Context   ©Lyn White 2013 Azad Kashmir
  42. 42. Key pillars activity: Chapter 1 CULTURE   CONFLICT     IDENTITY   Bazaar Shalwar qameez ‘Assalamu alaikum’ RPG weapons Line of Control shelling Shahana big brother Irfan little brother Tanveer mother’s father Nana-ji English   Literature   Literature    &  Context  
  43. 43. Years 6-8 ©Lyn White 2013 English Literature and context Responding to literature Examining literature Creating literature
  44. 44. Responding to literature English   Literature   Responding  to  literature   Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807) Identifying stereotypes, prejudice and oversimplifications in texts exploring ethical issues in literary texts drawing on a range of examples from the texts to illustrate and substantiate the views expressed (Year 7 Literature, Responding to literature) ©Lyn White 2013 Years 6-8
  45. 45. ‘This book touches our heart and makes you want to reach out to those who have been in traumatic situations that us Australians wouldn’t even think of. Shahana makes me feel excited, scared and the book is worded so well it puts me in Shahana’s shoes and I felt so sorry for the people that actually have to go through this ... I think that the book is great because it is really descriptive and contains many twists and turns that will shock and make the reader read on.’ Davern, Year 6 ©Lyn White 2013
  46. 46. Conflict & War
  47. 47. Conflict & characters Jigsaw strategy Diamond ranking ©Lyn White 2013 Most affected character
  48. 48. Shahana Zahid Character perspectives ©Lyn White 2013
  49. 49. Convention of the Rights of Children hBp:// 30048.html   ©Lyn White 2013 a childhood protected educated healthy treated fairly be heard English   Literature   Responding  to  literature  
  50. 50. To  be  healthy   To  be  protected   To  be  heard   To  be  educated   Debt bondage   Forced marriageChild soldiers War orphans ©Lyn White 2013 English   Literature   Responding  to  literature  
  51. 51. Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices including digital elements as appropriate. (ACELY1736) Photoessays - UNICEF Persuasive posters Comic Life iMovie ©Lyn White 2013 English   Literature   Responding  to  literature   Podcasts Speech Fact/Opinion Digital reading diaries
  52. 52. Culture Decision-making Family Survival ©Lyn White 2013 English   Literature   Responding  to  literature   Themes
  53. 53. Years 5-8 ©Lyn White 2013 Literature and context English Responding to literature Examining literature Creating literature
  54. 54. English   Literature   Examining  Literature   Years 6-8 Examining Literature Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension. (ACELT1605) ©Lyn White 2013 Make connections between student’s own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts. (ACELT1613)
  55. 55. Plot development Plot profile Sculpting Presentations Book trailer Plot analysis Futures wheel   ©Lyn White 2013 English   Literature   Examining  Literature  
  56. 56. Still images – frozen moments English   Literature   Examining  Literature  
  57. 57. Kenning Poetry Character webs HotSeating ©Lyn White 2013 Characterisation Interviews Compare/Contrast Online journal entry English   Literature   Examining  Literature  
  58. 58. Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style. (ACELT1616) Literary Style ©Lyn White 2013 English   Literature   Examining  Literature   Ethnic language
  59. 59. Engaging with Amina ©Lyn White 2013
  60. 60. ©Lyn White 2013
  61. 61. ©Lyn White 2013 profile/africa.pdf Mogadishu
  62. 62. ©Lyn White 2013
  63. 63. ©Nuraddin Farah ©Lyn White 2013
  64. 64. Culture Courage English   Literature   Responding  to  literature   Family Survival Freedom IdentityIslam Art activism Famine ©Lyn White 2013 Themes
  65. 65. Islam KWL Jigsaw Strategy Fact and Opinion Freedom Think, Pair, Share Still images Nelson Mandela Courage Popplet Problem Solution Describing Wheel   Art Debate Graffiti/art Art as social protest ©Lyn White 2013 English   Literature   Responding  to  literature  
  66. 66. English   Literature   Examining  Literature     Conscience alley Imaginative texts I AM poetry ©Lyn White 2013 Characterisation Reflective speech Compare and contrast Scribble Press
  67. 67. Ethnic language Literary Style ©Lyn White 2013 Figurative language Rhetorical questions English   Literature   Examining  Literature  
  68. 68. 'Gripping, compelling, heart-wrenching, shocking, amazing, eye-opening & thought provoking. Beautifully portrayed account of the lives of the young and old involved in the conflict... Easy to read, wanting to read on but dreading what I anticipate will happen next to my heroine, Shahana. So many ways to use with students – best use for me would be Literacy Circles or Literature Groups where I have my middle and upper readers from Year 6 discussing the many issues that are so strongly represented throughout the story.' Merryn Bevis, Year 6 teacher, Ashburton Primary School The final word