Multi cultural literature portfolio
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The document provides summaries for 12 multi-cultural literature works covering topics like race/ethnicity, geography, class, age, gender/sexuality, schools, and religion. For each work, a brief summary is given along with the intended grade level and genre (fiction, non-fiction, picture book). Suggested activities for students to accompany reading the works are also outlined.
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![Budhos, M.T. (2007). Ask Me No Questions. New York, N.Y: Antheneum Books for Young Readers. Appropriate for grades 9-12 ,[object Object],A fourteen-year-old girl and her family from Bangladesh is living in New York City when their visa expires and the events of September 11, 2001 lead to a frightening time for her family. Activity – Students will write at least three paragraphs about a time in their lives when they were afraid and/or felt different due to their race or ethnicity.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Multi cultural literature portfolio
The document provides a list of literature options for a multi-cultural literature portfolio organized by theme. Each entry includes the title, author, publisher, grade level appropriateness, brief description of the book, and suggested student activity. Themes covered include age, gender and sexuality, multi-cultural schools, religion, race and ethnicity, language and geography, and class and socio-economics. Suggested activities include writing paragraphs, oral discussions, presentations, and creating picture essays.
Multi cultural literature portfolio
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Introduction to the Short Story
“A story is a way to say something that can’t be said any other way, and it takes every
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—Flannery O’Connor, American writer
3
© VideoBlocks
Learning Objectives
After reading this chapter, you should be able to do the following:
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stories.
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short stories.
How Stories Began Chapter 3
From the time we are very young, we see the world and understand our lives through stories. We
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existence; we have always been storytellers.
3.1 How Stories Began
Your environment and personal experiences influence your response to stories. Whether you
are aware of it or not, the lens through which you envision a story is filtered by insights you have
gained from family traditions, religious beliefs, and critical life issues. Thus, interpretations of a
story vary based on the reader’s age, breadth of experience, and emotional connection. Likewise,
interpretations differ from culture to culture. For example, stories that once grew out of particu-
lar political controversies continue to be told long after the original political context has been for-
gotten. The familiar nursery rhyme “Rock-a-bye Baby” is a classic example. In late 17th-century
England, when there was a struggle for political power between Catholics and Protestants, King
James II, who had converted to Catholicism, came to power. The “Rock-a-bye Baby” narrative is
thought to reflect the rumor that the son born to him and the queen was not their child—but
a boy hidden and secretly exchanged, giving them a Catholic heir to the throne—until, at some
point (“when the bough breaks”) the truth would be known. The Oxford Book of Nursery Rhymes
provides extensive background information about the stories that became known as nursery
rhymes with the publication of John Newbery’s book Mother Goose’s Melody in mid-18th-century
England.
The earliest stories in every culture are its myths, anonymous stories through which primitive
people sought to explain the world around them, including the mysteries of divinity, creation,
truth, and death. Literature often retells myths, using them as literary patterns. Because Greek
and Roman myths are the ones most closely related to our culture, their patterns turn up often
in other literatur.
Jensen story bank.doc
This document summarizes 24 folktales and fairy tales from various cultures represented in books from the author's personal collection. For each book, a brief summary is provided along with key details such as number of pages, cultural group, genre, and recommended age level. The author also provides a short personal response to each book.
Alqahtani 1Bader AlqahtaniLittlejohn,Amonte BurnellEng100.docx
Alqahtani 1
Bader Alqahtani
Littlejohn,Amonte Burnell
Eng100
October 13, 2016
“Mommy, There’s a Nigger at the Door” A critique
Racism has become a current sociopolitical condition. It is like the destructive organism in our society that inhibits the probability of people’s cohesion and integration. For decades, the issue has ruined the relationships among various races and caused harm to individuals. As kids, people try to configure their environment, assess the secure and insecure areas, individuals, and things. They establish the costs and benefits of particular types of relationships and define themselves depending on their socialization. The article “Mommy, there’s a Nigger at the Door’ by Ronald L. Jackson II seeks to portray the experiences that the black people face in foreign lands. They were majorly affected by racism as they were prevented from having equal opportunities as their white counterparts. Comment by Professor LJ: not a critical thesis
The article opens up with Jackson sharing his episodes on racial prejudice. As he commenced his daily collection routine, the 11 years old young black male was crushed. This was another instance that the boy had to deal with racism but the first situation he encountered from a well-trained “baby” racist. Jackson blamed himself and his mother for the poor treatment received from the whites. His assessment of the white boy and the parents enables him to judge the connections to establish. For the past thirty years, Jackson’s family had lived in the north of Midwestern, US, where they joked that racism was hidden in the honey. The author’s parents grew in the region with blacks and whites, but he and his brother were raised in the white’s rural and suburbs areas. In this place, he would have to travel to areas not conducive to his 10-speed bike. He once intended to establish a relationship with a white girl, but she turned him down because the father could not allow her to date a black person. Besides, the author’s parents had established friendship with a few whites and many blacks. The narrator further describes one of the episodes when he first experienced racism in school at seven years. He depicts how the black students were discriminated and ridiculed. The writer concludes by explaining his views on racism while including its effects on his way of life.
The article is a racism essay written in six pages and illustrated in three subtitles. The author is a professor of media, arts, and communication. He was also a former McMicken College of Arts and Sciences’ dean at the University of Cincinnati. Through personal experiences, Jackson tries to depict the manifestation of racial prejudice against the blacks in the USA, in particular among the children. Besides, he uses this technique to sensitize the implications of the problem in the society. The title, “Mommy, there’s a Nigger at the Door,” is useful in introducing the reader to the theme of the article. The subject of the text is r.
African-American Children’s Picturebooks: Examining the Genres of Childhood, ...
By tracing a genre of resistance and cultural identity through African-American children’s picturebooks we can learn about the importance of how children understand themselves and their place within the community. Even during the current Golden Age of publishing, picturebooks still continue to lack African-American writers and illustrators. The question of why this is happening will be covered throughout this study by investigating statistical and scholarly sources. Also, the history of how African-Americans were portrayed in picturebooks through racist and stereotypical portrayals will be examined. Even today scholars continue to debate as to whether published works for children continue to contain racist depictions of Blacks. African-American children’s literature can be used as a tool to discuss how to reimagine racist stereotypes and be aware of the racist history within the stories marketed to children. The political benefit of teaching African-American picturebooks within community settings has key value for children of all races and backgrounds and provides role models that validate the importance of the Black experience in literature. Positive portrayals of African-Americans teach Black children the importance of diversity and prepare them for adulthood. By highlighting African-American children’s literature through, before or after school programs and camps, children will learn the importance of the Black cultural experience and understand the value of sharing and recognizing in the positive depictions of everyday Black life.
Norman storybank
This document contains summaries of 10 children's books along with the author's personal responses. It includes information about the number of pages, cultural or age groups represented, genres, and brief summaries of the plotlines. The author provides their thoughts on each book and whether they feel it could be used for storytelling. They enjoyed books that taught lessons or represented different cultures but disliked one book that gave children "false hope."
Curriculum and Instruction.pdf
This document provides annotations for 13 articles related to curriculum and instruction. The annotations summarize the key topics and findings of each article. The articles discuss a variety of topics including using children's literature to teach geography, the benefits of literature-based reading programs, adapting award-winning stories for basal readers, and using fiction and picture books to teach history. The document also provides bibliographic information and suggests related topics and authors.
Notable Books for a Global Society 2011
This document provides a summary of notable books for promoting global awareness and 21st century learning skills. It discusses how using quality global literature can help students explore literary elements, diversity and common humanity, develop critical thinking skills, and make connections between literature and activism. Several book recommendations are provided across different genres including picture books, fiction, non-fiction, and poetry. Each book highlighted portrays other cultures authentically and promotes reflection on societal and global issues.
Multiculturalitat's powerpoint
The document outlines several projects aimed at preventing racism and prejudice while improving relationships between students of different backgrounds. The projects include role-playing Rosa Parks' refusal to give up her seat on a bus to spark discussion of civil rights; having students describe photos of people from different countries to learn about their identities; telling Native American legends in groups and creating a new story; and learning about human rights through presentations and guest speakers discussing rights violations around the world.
Primary source analysis laura mc inerney
The letter from AS Neill to Dora Russell discusses several themes regarding progressive schools in the UK in the 1940s. It addresses financial problems that led to the closure of schools, difficulties finding qualified staff who aligned with the progressive ideals, and the role of personal relationships among school founders. Neill notes that many schools had become more mainstream over time by compromising on their original Freudian philosophies in order to remain financially stable. The letter provides useful context about the challenges faced by progressive schools and their evolution over time.
M. wallace text set
This document outlines a thematic text set about freedom to accompany the novel The Giver by Lois Lowry. The text set includes a nonfiction article about control in North Korea, a poem called "Sympathy" by Paul Laurence Dunbar, and Martin Luther King Jr.'s "I Have a Dream" speech. Activities are suggested to help students understand and analyze how the theme of freedom is developed across the texts, including writing journal entries to explore their own ideas about freedom. Standards from the South Carolina English Language Arts curriculum are also listed.
Readinglog3
The document contains summaries of several children's books from different genres including historical fiction, biography, and informational texts. Strategies are suggested for using each book in an educational setting, such as read alouds, writing prompts, research activities, and connecting to curricular standards.
Author’S Presentation
Nina Jaffe is an award-winning storyteller and author known for retelling Jewish and world folklore. She holds degrees from Wesleyan University and Bank Street College of Education. She has represented the United States at international festivals and created a Wonder Woman series emphasizing the character's mythological background. Jaffe has authored several books for children and young adults on folktales and stories from different cultures and religious traditions. Many of her works have received awards and honors.
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Multi cultural literature portfolio
- 11. Age – Picture Book Berry, J. (2010). I love Grandmas and Grandpas . New York, NY: Joy Berry Books. Appropriate for 9 th grade A young child discusses why he loves his grandparents. Activity – Students will write at least 3 paragraphs describing a memory of their grandparents, older relative or community member.
- 13. Age - Fiction Babbit, N. (2007). Tuck Everlasting . Portland, OR: Squarefish. Appropriate for grades 9-12 A story about a family that drinks from a spring that allows them to stay young and a young girl who finds out their secret. Activity – Students will write at least paragraphs discussing if they would drink from a fountain that would allow them to stay eternally young. They will list reasons for and against drinking the water.
- 14. Gender and Sexuality – Picture Book Zolotow, C. (1972) William's Doll . New York, NY: HarperCollins. Appropriate for grades 9-12 Tells story of a little boy who wants a doll and his father who is not comfortable with the idea and thinks dolls are for girls. Activity – Students will orally discuss what is a “girl's” toy and what is a “boy's” toy and why society feel that way. They will also give their opinions including arguments for their reasons.
- 15. Gender and Sexuality - Fiction Garden, N. (2007). Annie on My Mind. New York, NY:Farrar, Straus and Giroux . Appropriate for grades 11-12 The story of two teenage girls involved in a romantic relationship. Connection to Diversity – Students will be able to see the similarities that these two young homosexual girls have to them and their romantic feelings toward the opposite sex. Those that may be sexually confused may be able to see themselves in the characters and see it's not a “bad” thing.
- 16. Gender and Sexuality - Non-Fiction Mastoon, A. (2001). The Shared Heart. New York, NY: HarperTeen. Appropriate for grades 10-11 Tells stories about different Lesbian, Gay and Bisexual Teens. Activity – Students will research and write summary of at least 2 paragraphs or give presentation of at least 1 minute of a Lesbian, Gay or Bisexual person who has made a difference in society.
- 17. Multi-Cultural Schools – Picture Book Coles, R. (2010) The Story of Ruby Bridges . New York, NY: Scholastic. Appropriate for grades 9-12 Tells the true story of a six-year-old girl who was the first Black student to attend a Whites only school in New Orleans in 1960. Activity – Students will write at least two paragraphs detailing how Ruby felt that day and the positive things that would come out of her integrating the school.
- 18. Multi-Cultural School - Non-Fiction Morrison, T. (2004 ). Remember: The Journey to School Integration. Boston, MA.Houthton Mifflin Books for Children. Appropriate for 9 th grade Tells the story of racial integration in schools mostly in pictures. Activity – Students will chose 3 pictures and write at least 5 sentences or one paragraph describing what was happening in the picture including emotions the parties are experiencing.
- 19. Multi-Cultural Schools - Fiction Alexi, S. (2009). The Absolutely True Diary of a Part-Time Indian . New York, NY: Little, Brown Books for Young Readers. Appropriate for grades 9-12 Junior a Native American teenager leaves his troubled reservation school to attend an all-White school and encounters cultural difficulties. Activity – Students will write at least four paragraphs discussing their “take-aways” from the novel. What did they learn? What surprised them? What do they think the message(s) are?