This document provides a lesson plan for using the novel "Roll of Thunder, Hear My Cry" in a bibliotherapy session. The novel tells the story of Cassie Logan, a young black girl growing up in the 1930s American South who struggles against racial discrimination and must learn to persevere. The lesson plan outlines themes in the novel like perseverance, family relationships and managing one's self-image. It suggests introductory activities, a key passage to discuss and questions to prompt discussion. Follow-up activities are also proposed that relate to themes in the novel.
Presentation on book reviewing for the Virginia Assoc. of School Librarians, October 21, 2016. Includes discussion of controversial reviews and reactions to A TRIBE OF KIDS by Lane Smith.
Presentation on book reviewing for the Virginia Assoc. of School Librarians, October 21, 2016. Includes discussion of controversial reviews and reactions to A TRIBE OF KIDS by Lane Smith.
This presentation was for the OELMA Cbus Litcamp on April 22, 2016. The focus is multicultural/global literature for intermediate, middle and high school students.
Prepared by Karen Hildebrand.
This presentation was for the OELMA Cbus Litcamp on April 22, 2016. The focus is multicultural/global literature for intermediate, middle and high school students.
Prepared by Karen Hildebrand.
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Argumentative Essay Sample For College.pdfKaty Shaw
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Eastern Washington University Kathy L. Rowley, MA Com.docxjacksnathalie
Eastern Washington University
Kathy L. Rowley, MA
Comp 201
Reader Response
Objective: To write a 1.5 page Reader Response essay in MLA style that critically responds to the
article(s) from our class reading.
Remember that reading and writing "critically" does not mean the same thing as
"criticizing.”
Your "critique" can and should be positive and praise the text if possible, as well as
pointing out problems, disagreements, and shortcomings.
You may use “I.”
Process:
1. Title your paper. Do not use the title from the article; make up your own title.
2. In the first sentence, state author’s name, reading title, and the quote that you wish to discuss.
For example:
According to John Smith in his writing, “English is my Favorite Class,” “Freewriting
on my blog site helps me to organize my thoughts” (Smith 1).
3. State a question that you would like to answer in your writing.
For example:
While this statement works for most writers, I wonder how freewriting helps aural
learners.
4. Begin the second paragraph suggesting that you are going to develop an answer.
How much does the text agree or disagree with what you believe? Use quotes from
the text and/or personal examples to support your claims.
Or
How much were your views and opinions challenged or changed by this text, if at
all? Use quotes from the text and/or personal examples to support your claims.
Or
How does it address, or not, things that are important to your family, your
community, your ethnic group, to people of your economic or social class or
background, or your faith tradition? Use quotes from the text and/or personal
examples to support your claims.
5. To sum up, what is your overall reaction to the text? Would you read something else like this,
or by this author, in the future or not? Why or why not? To whom would you recommend this
text?
From Multicultural Barbie and the Merchandising of Difference
Ann duCille has served as the chair and director of the Center for Afri- can American Studies at Wesleyan University. She has published widely on black women writers and on race and popular culture, particularly in her book Skin Trade (1996), which won the Myers Center Award for the Study of Human Rights in 1997. The essay here originally appeared in the spring 1994 issue of differences: A Journal of Feminist Cultural Studies. In this piece about Barbie, you’ll hear one of duCille’s key interests in popular culture — the ways we all help establish cultural norms through producing and consuming goods and ideas.
A quick look through duCille’s MLA-style works cited list at the end of the essay shows that she draws on a range of academic conversations to frame her analysis of Barbie. She responds not only to scholars who write about Barbie but also to those who write about adolescent self-image,
528 CHAPTER 14 BusinEss
raising African American children, and various aspects of multicultur ...
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1TEN QUICK WAYS TOANALYZE CHILDRENS BOOKSFOR SEXISM AND RACI.docxaulasnilda
1
TEN QUICK WAYS TO
ANALYZE CHILDRENS BOOKS
FOR SEXISM AND RACISM
From ANTI-BIAS CURRICULUM:
TOOLS FOR EMPOWERING YOUNG CHILDREN
Louise Derman-Sparks and the A.B.C. Task Force
Both in school and out, young children are exposed to racist and sexist
attitudes. These attitudes--expressed over and over in books and in other
media--gradually distort their perceptions until stereotypes and myths about
minorities and women are accepted as reality. It is difficult for a librarian or
teacher to convince children to question society's attitudes. But if a child
can be shown how to detect racism and sexism in a book, the child can
proceed to transfer the perception to wider areas. The following ten
guidelines are offered as a starting point in evaluation of children's books
from this perspective.
1. Check the Illustrations
Look for Stereotypes. A stereotype is an oversimplified generalization
about a particular group, race, or sex, which usually carries derogatory
implications. Some infamous (overt) stereotypes of Blacks are the happy-golucky,
watermelon-eating Sambo and the fat, eye-rolling "mammy"; of
Chicanos, the sombrero-wearing peon, or the fiesta-loving, macho bandito;
of Asian Americans, the inscrutable, slant-eyed "Oriental"; of Native
Americans, the naked savage or "primitive" craftsperson and his "squaw"; of
Puerto Ricans, the switchblade-toting, teenage gang member; of women,
the completely domesticated mother, the demure, doll-loving little girl or the
2
wicked stepmother. While you may not always find stereotypes in the
blatant forms described, look for variations which in any way demean or
ridicule characters because of their race or sex.
Look for Tokenism. If there are minority characters in the illustrations, do
they look just like whites except for being tinted or colored in? Do all
minority faces look stereotypically alike, or are they depicted as genuine
individuals with distinctive features?
Who's Doing What? Do the illustrations depict minorities in subservient
and passive roles or in leadership and action roles? Are males the active
"doers" and females the inactive observers?
2. Check the Story Line
The liberation movements have led publishers to weed out many insulting
passages, particularly from stories with Black themes and from books
depicting female characters; however, racist and sexist attitudes still find
expression in less obvious ways. The following checklist suggests some of
the subtle, covert forms of bias to watch for.
Standard for Success. Does it take "white" behavior standards for a
minority person to "get ahead"? Is "making it' in the dominant white society
projected as the only ideal? To gain acceptance and approval, do third world
persons have to exhibit extraordinary qualities - excel in sports, get A's,
etc.? In friendships between white and third world children, is it the third
world child who does most of the understanding and forgiving?
3
Resolution of Problems. How are problems presented, conceived, and
...
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Little Fires Everywhere Capstone And Creative ElementJennaBuggs
This is a literature review that examines issues of identity, racism, classism, and privilege in the novel Little Fires Everywhere. With my group, we collaborated to discuss how the social issues presented in the book relate to scholarly articles and real-world problems that we deal with today. With the aid of a painting, my team visually displayed the battle between prejudice and privilege. These two elements cover content areas such as families and individuals in societal conflicts, internal dynamics of families, family resource management, and family law and public policy. Furthermore, this project involved competencies such as respecting differences of opinion, practicing cultural sensitivity, appreciating diversity, reviewing literature, completing documentation, scheduling activities, and collecting information.
Cry The Beloved Country Essay. quot;Cry The Beloved Countryquot; Essay Exampl...Mimi Williams
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1. Running head: BIBLIOTHERAPY LESSON 1 1
Bibliotherapy Lesson 1: Roll of Thunder, Hear My Cry
Lisa Gault
CRIN G82 Social and Emotional Development and Guidance of the Gifted Learner
Dr. J. Robbins
July 31, 2016
2. BIBLIOTHERAPY LESSON 1 2
Rationale
Roll of Thunder, Hear My Cry is a harrowing, coming-of-age novel about a young girl’s
resilience in the midst of economic depression and racial discrimination. Outspoken and
intelligent, Cassie struggles with her family’s advice to “stay in a child’s place.” Cassie
encounters some dangerous, ignorant members of the prominent families in her small
community: the Simmses; the Wallaces, and the Grangers. As she lives and learns, Cassie copes
with social and economic injustices with guidance from older relatives including Papa, Big Ma,
Mama, and Stacey. As one in a series of Logan family tales, Roll of Thunder, Hear My Cry
addresses several challenges American youth deal with today: institutional racism, self-image,
family relationships, andabove all—perseverance.
Themes/Key Concepts
Culturally diverse learners
Perseverance
Image management
Family relationships
Possible Introductory Activities
Read, listen to, and discuss slave song, “Roll of Thunder, Hear My Cry” (printed in the
novel’s epigraph) Audio version: https://youtu.be/tehyE9Yi6_I
Give small group of students used, raggedy copies of the novel while majority of students
are given new or like new copies. This disparity will represent discrimination in the book
and provide historical context. It also replicates an event that takes place in the novel.
Selected Passage to be Used in Discussion
“You see that fig tree over yonder, Cassie? Them other trees all around…that oak and
walnut, they’re a lot bigger and they take up more room and give so much shade they
almost overshadow that little ole fig. But that fig’s got roots that run deep, and it belongs
in that yard as much as that oak and walnut…It don’t give up. It give up, it’ll die. There’s
a lesson to be learned from that little tree, Cassie girl, ‘cause we’re like it. We keep doing
what we gotta, and we don’t give up. We can’t.” (Papa to Cassie, Chapter 9)
Menu of Possible Discussion Questions
Have you ever spoken out against something you considered unfair? Do you appreciate
or regret your decision?
Was Cassie wise or naïve to speak up to Miss Crocker? Mr. Barnett? Lillian Jean? Why?
Why is self-image important?
3. BIBLIOTHERAPY LESSON 1 3
How do racial, gender, and economic stereotypes affect Cassie’s self-image? Does her
self-image change throughout the novel? If so, when does it change?
Why do Big Ma, Stacey, and other relatives older than Cassie encourage her to stay quiet
and submissive? How might gender roles influence their behavior towards Cassie?
To what extent is Cassie unique—within her family, school, city, society?
How is family valued in the novel?
What lesson(s) does Cassie learn through her own experiences? Which lesson(s) does
Cassie learn from other characters?
Why must Cassie persevere?
How might Cassie’s outspoken nature help her and hurt her in the future? How would
children and adults view Cassie’s personality in today’s American society?
Menu of Possible Follow-Up Activities
Create a list of statements or a collage of pictures that represents negative reactions to
highly intelligent youth who are any combination of the following: students of color;
female; outspoken; LGBT; immigrants; or low-income. Then, create a parallel list
representing the positive opposite of each negative statement or image.
Research a modern-day, well-known professional who achieved success or notoriety
through outspokenness or advocacy. Create a visual or multimedia comparison of the
well-known professional and Cassie Logan.
Perform a skit reimagining one to three scenes from the novel in which Cassie faced
man-vs.-man conflicts (Miss Crocker, Mr. Barnett, Lillian Jean) in the 21st
century.
Draw, paint, or sculpt artwork that represents any of the following: self-image;
perseverance; cultural diversity; or family relationships.
Write one or more poems about any of the following: self-image; perseverance; cultural
diversity; or family relationships.