Great Michigan Read E D I

GREAT MICHIGAN READ E D I

WHAT IS THE U

MICHIGAN G GREAT MICHIGAN R EAD? HUMANITIES S COUNCIL ’

ANNIE’S GHOSTS’ TEXT IS GRADE-LEVEL APPRR OPRIATE

The text complexity of Annie’s Ghosts is challenging yeE t accessible for upper elementary and GsecoRndarEy studAents T making it well-suited for helping stHudents reinforce the Social Studies and English Language Arts Michigan Merit Curriculum ContCent Expectation and the Common Core State Standards (CCSS) for English Language Arts and LiA teracy in History/Social Studies, Science,

MICHIGAN E and Technical Subjects. More speciﬁcally, its content oﬀers single and multiple level meanings; its T RstruEctureA followD s literary and informational genre conventions; and its Lexile reading score ranges from 670 – 1360, consistent with the CCSS recommended grade band standards and Lexile score 2r0an1ge3 a lig–nm2en0t fo1r 4 college and career readiness expectations (CCSS Appendix A).

CONTENTS

2 WELCOME

3 STEVE LUXENBERG

4 CONTENT AND STRUCTURE

5 PRE-READING

6-7 GENRE STUDY: DETECTIVE STORY/PERSONAL MEMOIR

8-9 CONTENT STUDY: SECRETS AND IDENTITY

10-11 CONTENT STUDY: MENTAL HEALTH

12-13 CONTENT STUDY: IMMIGRATION AND MIGRATION Annie’s Ghosts: 14-15 SKILLS STUDY: ARGUMENT PAPER/ GENEALOGY PROJECT A Journey into a

16 ABOUT THE MICHIGAN HUMANITIES COUNCIL AND Family Secret ITS GENEROUS SUPPORTERS Steve Luxenberg GREAT MICHIGAN READ TEACHER’S GUIDE | 3

WHAT IS THE Q&A WITH AUTHOR GREAT MICHIGAN READ? STEVE LUXENBERG

This reading initiative aims to connect us as Michiganians by exploring t s our history, our present, and our future as discussed in a single literary o P

n o t g n

title. The program is intended for young adults to senior citizens i h s a W

with broad goals of making literature more accessible and appealing e h T

. while also encouraging residents to learn more about our state and g r e b n e x

individual identities. u L

e v

Q&A e t S

“I never thought I’d find so WHAT IS THE GREAT MICHIGAN READ? HOW CAN MY CLASSROOM STEVE LUXENBERG As you got deeper in your research, what The Michigan Humanities Council’s Great PARTICIPATE? Steve Luxenberg, a Washington Post was the biggest surprise you encountered? many secrets, with so many Michigan Read is a book club for the entire There are three significant ways you and associate editor, has worked for 38 years I never thought I’d find so many secrets, levels and implications— with so many levels and implications—and state. With a statewide focus on a single your students can benefit from utilizing as a newspaper editor and reporter. Post and not just in my own book – Annie’s Ghosts: A Journey into a Annie’s Ghosts in your classroom: reporters working with Steve have won two not just in my own family. In retrospect, Family Secret by Steve Luxenberg – it aims to Pulitzer Prizes for explanatory journalism. I’m not sure why I wasn’t prepared for family. In retrospect, I’m not connect us as Michiganians by deepening our that. I suppose it seems obvious that one 1. GENRE STUDY: As a genre study of the Steve grew up in Detroit, where Annie’s sure why I wasn’t prepared understanding of our state, our society, and secret begets other secrets. detective story or personal memoir. Ghosts primarily takes place. He attended for that. I suppose it seems our history. 2. CONTENT STUDY: As a content study Detroit public schools, including Henry Ford The difficulty of getting Annie’s records also obvious that one secret WHY ANNIE’S GHOSTS ? building knowledge in personal identity, High School. He and his wife, Mary Jo was a surprise. I had no idea that a family Annie’s Ghosts is part memoir, part mental health, immigration and migration, Kirschman, a former school librarian, live in member would have such trouble seeking begets other secrets.” detective story, and part history. Employing and history. Baltimore. They have two adult children. information about someone long dead. I Steve Luxenberg ANNIE’S GHOSTS think we need to revisit our privacy laws, and his skills as a journalist while struggling to 3. SKILLS STUDY: As a skills study promot - Annie’s Ghosts was a Washington Post Best Two sisters, born two years apart to immigrant make sure that they don’t prevent us from maintain his empathy as a son, author Steve ing rigorous opportunities to critically think parents, grow up in Depression-era Detroit. Book of 2009 and a Michigan Notable telling our own history or, most important, Luxenberg pieces together the story of his about facts, arguments and reasoning, and One—Beth, my mother—escapes eight years Book in 2010. Following the publication of learning about past medical issues that mother’s motivations, his aunt’s unknown to strategically use appropriate technology of low-paying jobs and her family’s walk-up Annie’s Ghosts , Steve was invited to give the apartment by marrying and moving away from could affect future generations in the family. life, and the times in which they lived. to assist in research or to create sophisti - 10th annual Horace W. Davenport Lecture in His search takes him to imperial Russia the neighborhood that she equates with broken cated visual displays of understanding. promises and broken lives. the Medical Humanities, sponsored by the What is the story’s most compelling lesson and Depression-era Detroit, through the University of Michigan’s Center for the History for today? Holocaust in Ukraine and the Philippine war The other sister? She was my mother’s secret. The story of Annie’s Ghosts lends itself to of Medicine. The power of secrecy cannot be underesti - zone, and back to the hospitals where Annie Annie’s Ghosts is their story, as best as I could mated. For many families, secrets can be a the Michigan Department of Education unearth it. How did you approach writing Annie’s Ghosts ? and many others languished in anonymity. destructive force. They can affect generations Social Studies and English Language Arts I saw Annie’s Ghosts as a story about a -Steve Luxenberg long after the secret is created. I don’t want Annie’s Ghosts is a story about family Content Expectations as well as the Com - search, about putting myself in someone anyone to believe that we need to live our secrets, personal journeys, genealogy, mon Core State Standards skill practice for else’s place, about whether the truth can be lives like open books, but if a secret is harm - mental disability and illness, poverty, and the English Language Arts and Literacy in found, and how to navigate the distortions ing the secret keeper, if carrying that secret is immigration. It is a story of reframing one’s History/Social Studies, Science, and Techni - that memory imposes on the truth. It seemed WITH ASSISTANCE FROM causing the secret keeper pain, then my rule self-understanding once a family secret is cal Subjects. It also provides connections to natural to write the story in the first person, The Michigan Humanities Council is grateful to of thumb is to release the secret. My mother revealed, providing insight into how our the recently introduced College, Career, and the following individuals for their assistance as part memoir and part history, while would have been a much happier person if identities are shaped by learning something Civic Life (C3) Framework for Social Studies with the teacher’s guide: separating my memories from those of the GET CONNECTED & FOLLOW US! she had released her secret. shockingly new about our family history. State Standards. Dianna Behl , Pinckney Community Schools people I found and interviewed. Join the Michigan Humanities Council Gregory Dziadosz , Mental Health Association Teachers can incorporate this award- Facebook group, or follow @mihumanities in Michigan (#greatMIread) on Twitter. winning text and companion pieces in their entirety or by using chapter excerpts or specific resources to enhance existing curriculum studies.

ADDITIONAL RESOURCES:

Cover: Beth Cohen, Spring 1945; Courtesy Luxenberg Family www.steveluxenberg.com GREAT MICHIGAN READ TEACHER’S GUIDE | 5 CONTENT & STRUCTURE PRE-READING ANNIE’S GHOSTS’ TEXT IS GRADE-LEVEL APPR1OPRI. ATE The text complexity of Annie’s Ghosts is challenging yMetic ahcigceasns Eibnlgel ifsohr Luapnpgeura egle mAretnst ary and secondary students making it well-suited for helping stCuodnetnentst rEexinpfeocrtcaet itohnes SGoocaila: l Studies and English Language Arts Michigan Merit Curriculum Content Expectation and the Common Core To give students the opportunity to help TSthatee Stteaxndta crdosm (CpCSleS)x fiotry E nogfli sAh nLannigeu’as ge Arts and Lditevraecloyp i np eHrisotonrayl/, Ssocial, S otcucduiepsa,t Siocnieanl,c aen, d Ganhd oTescths niicsa l cSuhbajelcletsn. Mgoirne gsp eyceiﬁtc ally, its content oﬀecrisv isci nligtelera acnyd ( MmDuElt i2p0le0 l6e)v. el meanings; its There are several ways to activate background knowledge (schema) structure follows literary and informational genre conventions; and its Lexile reading score ranges afrocmce 6s7s0i b– 1l3e6 f0o, cro unspispteenrt weilteh mthe CnCtSaSr yrecommended grade band standards and Lexile score and create personal connections such as completing sentence stems for arangde saleigcnomnendt aforry co sllteuged aennd tcsar. eer readiness expectations (CCSS Appendix A). younger readers or by asking questions for more experienced readers.

ANNIE’S GHOSTS’ TEXT IS GRADE- PRE-READING RECOMMENDATIONS: SAMPLE PREVIEW STATEMENTS ADDITIONAL RESOURCES: AND QUESTIONS LEVEL APPROPRIATE Engaging in pre-reading activities allows Schoenbach, Ruth, Cynthia Greenleaf, and students to establish focus and motivation Lynn Murphy. Reading for Understanding: How The text complexity of Annie’s Ghosts is for reading. There are several ways to Reading Apprenticeship Improves Disciplinary challenging yet accessible for upper elementary Learning in Secondary and College Classrooms. 2. activate background knowledge (schema) 2nd ed. San Francisco: WestEd and and secondary students making it well-suited Michigan Social Studies Content IN THE CLASSROOM and create personal connections such as Jossey-Bass, 2012. for helping students reinforce the Social Studies I am reading Expectations Goal: Teachers can incorporate this award- completing sentence stems for younger and English Language Arts Michigan Merit Annie’s Ghosts To give students the opportunity to display winning text and companion pieces in readers or by asking questions for more Curriculum Content Expectation and the Com - their entirety or by using chapter excerpts because… social understanding and civic efficacy experienced readers. Other effective pre- mon Core State Standards (CCSS) for English (MDE 2007). or specific resources to enhance existing reading activities include: Annie’s Ghosts ’ How does reading Language Arts and Literacy in History/Social curriculum studies. introductory documentary, K-W-L, LINK, Annie’s Ghosts Studies, Science, and Technical Subjects. More open book reading assessment (OBRA), relate to me specifically, its content offers single and multi - Internet scavenger hunts, prediction and ple level meanings; its structure follows literary personally? vocabulary building protocols, and more. and informational genre conventions; and its Lexile reading score ranges from 670 – 1360, Engaging in pre-reading activities Why am I reading consistent with the CCSS recommended grade Annie’s Ghosts ? band standards and Lexile score range allows students to establish focus alignment for college and career readiness 3. and motivation for reading. expectations (CCSS Appendix A). Common Core State Standards for English I will benefit Language Arts and Literacy in History/ THE CONTENT AND STRUCTURE OF Social Studies, Science, and Technical from reading ANNIE’S GHOSTS SUPPORT THE Subjects Goal: Activity Ideas: Annie’s Ghosts FOLLOWING GOALS > To help ensure that all students are college 1. Completing Sentence Stems because… and career ready in literacy no later than the for Younger Readers end of high school (CCSSO 2010). 2. Asking Questions for More Annie’s Ghosts “Annie’s Ghosts is one of the most Experienced Readers relates to me remarkable books I have ever 3. Annie’s Ghosts ’ personally NOTE: Introductory Documentary because… read … From mental institutions The Great Michigan Read 2013-2014 teacher’s How will I benefit to the Holocaust, from mothers guide essential questions and recommended 4. K-W-L (Know/What/Learn) from reading student activities were developed in accor - Annie’s Ghosts ? and fathers to children and dance with the expectations and standards 5. LINK (List/Inquire/Note/Know) childhood, with its mysteries, 4. found in the referenced documents. The College, Career, and Civic Life (C3) Framework specific activity and expectation and/or 6. OBRA (Open Book Reading Assessment) sadness, and joy – this book for Social Studies State Standards Goal: standard connections as well as additional supporting activities and information can 7. Internet Scavenger Hunts is one emotional ride.” To create knowledgeable, thinking, and active be viewed at: michiganhumanities.org. Bob Woodward, author of The War Within citizens who are aware of their changing cultural 8. Prediction and Vocabulary and State of Denial and physical environments; know the past; read, Building Protocols write, and think deeply; and act in ways that promote the common good (CCSSO 2013). GREAT MICHIGAN READ TEACHER’S GUIDE | 7 ANNIE’S GHOSTS AS A GENRE STUDY

“Employing my skills as a journalist while struggling to maintain my MYSTERY/ empathy as a son, I piece together the story of my mother’s motivations, DETECTIVE my aunt’s unknown life, and the times in which they lived. My search takes “As I try to understand my mom’s reasons for hiding her sister’s GENRE me to imperial Russia and Depression-era Detroit, through the Holocaust existence, readers have a front-row seat to the reality of growing up COMMON in Ukraine and the Philippine war zone, and back to the hospitals where poor in America during the 1920s and 1930s, at a time when the CHARACTERISTICS .

• Mystery, crime, or another puzzle 2 4 1

-Steve Luxenberg -Steve Luxenberg Annie and many others languished in anonymity.” nation’s asylums had a population of 400,000 and growing.” . 1

to be solved. 0 0 2

, s

• Main character who is a detective k o o B

who sets out to solve a mystery. l a n o i s

• Suspects and their motives; these s e Essential Question : POST-READING f PRE-READING ACTIVITIES DURING READING ACTIVITIES o r P

must be weighed and evaluated. c i What is the classic detective or mystery SUMMATIVE ASSESSMENTS t s a Essential Question : Essential Question : l

• Overt Clues about the crime are o h

story genre’s recognizable combination c

STORY/MEMOIR S

What is genre? How does Annie’s Ghosts portray presented. . o D

of structure and devices? • Students utilize the writing process to s r

the classic detective or mystery • Hidden Evidence is presented, e d

METACOGNITION a create their own detective/mystery story e R

i.e., essential details are oﬀered

INVESTIGATION story conventions? d • Metacognition: First ask students to o and/or personal memoir and share with o

in such a way that they seem G

• Utilize one of the example activities for t a brainstorm HOW or what process they READING APPRENTICESHIP the class (verbally, carousel, gallery-read unimportant. h W

the essential question, “What is genre?” g n

could use to answer this question i • Reading Apprenticeship routines such as: style, etc.). l

• Inference Gaps—mysteries, by e Or for the more experienced student, d (e.g., remember, look it up, ask someone, o M

think aloud, talk-to-the-text (annotations their very nature, do not tell the CLASSIC DETECTIVE STORY STUDY : you could have them become detectives s e i

look at wall posters). You could cater to making connections text-to-self, text- whole story. It is up to readers to g e

• Students study Sherlock Holmes’s t

by investigating (individual, pairs, small a r one of their suggestions or provide an t notice the gaps in the story and S to-text, text-to-world), metacognitive

classic detective story: The Hound of the d

groups) diﬀerentiated samples of three to u o activity such as: Think/Pair/Share, Internet try to ﬁll these gaps by using and l

evidence/interpretation double entry A Baskervilles . See Read Write Think website’s - ﬁve detective/mystery story example texts k n connecting the information that i scavenger hunt, brief video(s) analysis journals, silent sustained reading (SSR) h T “Investigating Genre: The Case of the h

which they will read, look for patterns/ t matrix, graphic organizers, etc. is presented. i w

with student-chosen mystery books to

Classic Detective Story” for ideas and n

clues, and deduce a list of proposed o i

• Suspense—having to hold various s n

build reading stamina and appreciation.

. interactive lessons. e y h

conventions/structures based on their i e

possible conclusions at bay as r

m p

LITERATURE CIRCLE m

g analysis. Have students present their ENDING RE-WRITE o r you wait to see what happens; C

b g

n • Literature circles or book talks using n i

lists. Then as a class, consider and record e • Students rewrite the ending of Annie’s reader is expected to enjoy the v

x o

u r

L p

y “ﬁsh bowl” protocols to model.

suspense, and to read to ﬁnd out m

the commonalities. Next, compare s

Ghosts while keeping true to Luxenberg’s I

t .

r o

u t

what will happen. t this list to your teacher-prepared list o writing style and conventions.

INTERACTIVE DISCUSSIONS O

. e

e or video presentation. • Foreshadowing—clues left by the y a g • National School Reform Faculty protocols

a OWN CREATIVE WAY

a d author as to possible outcomes.

, n

a can be used for interactive group text- VOCABULARY a h • Students demonstrate their understanding

s y

r e

a • Red herring—a kind of foreshad - r

based discussions such as: text rendering, ﬀ M • Have students create a list of vocabulary of genre study and Annie’s Ghosts in their e

d J

n ,

a owing clue that leads the reader

jigsaw, ﬁnal word, and text-based seminar. m l

words frequently used in detective/mystery m

own teacher-approved, creative way. e

o h l

to false conclusions. i

stories (e.g., evidence, clue, motive, witness) CLUE DISCUSSION W and give students opportunities to learn • Discuss Luxenberg’s list of clues on pages and use these words (they could revisit STORYTELLER / GENEALOGIST 338-340. Ask students if they agree or Before writing Annie’s Ghosts, author Steve DELVE DEEPER: example texts and highlight these words disagree with Luxenberg’s conclusion. Luxenberg knew little about his family’s history. You can repeat the recommended formula above to help students answer the as they appear). He calls himself a storyteller, not a genealogist, Have students reference textual evidence following questions: LITERARY DEVICES but he taught himself as much as he could to support their answer. • Review common literary devices used in about the techniques that genealogists use. • What are the personal memoir genre’s • How is Annie’s Ghosts a personal detective/mystery stories which are also recognizable combination of structure memoir? used in Annie’s Ghosts including, but not and devices? • How does Annie’s Ghosts combine ADDITIONAL RESOURCES: • How does Annie’s Ghosts demonstrate the detective story AND personal limited to: analogy, dialogue, ﬂashback, Related Historical Personal Memoirs: Luxenberg’s ability to be a strategic, yet memoir genre? irony, metaphor, and suspense. • Anne Frank: The Diary of a Young Girl by Anne Frank ﬂexible writer when it comes to genre? • Farewell to Manzanar by Jeanne Wakatsuki Houston and James D. Houston • Night by Elie Wiesel GREAT MICHIGAN READ TEACHER’S GUIDE | 9

CONTENT STUDY: SECRETS & IDENTITY

Family secrets take many forms and are discovered in various ways – through a slip in conversation, by a family member Secrets and their discovery can powerfully doing genealogical research, through a shape our identities. Steve Luxenberg treasure trove of old letters, or even states, “Identity along with secrecy is one through social media. of the overarching themes of the book.”

PRE-READING ACTIVITIES DURING READING ACTIVITIES “Shame is often the reason POST-READING ACTIVITIES Family secrets are kept Essential Question : Essential Question : why many people create Essential Question : for various reasons and Why would someone keep a sibling How do secrets affect families, friends, and keep a secret. Shame What are the ethical and civic implications often have unintended a secret? and society? is a terribly destructive of keeping secrets? consequences, especially SPECULATE BRAINSTORM emotion. If we could avoid CLAIM STATEMENT for later generations. • Have students speculate from their • Have students brainstorm different ways shame, we would all be • Ask students to brainstorm and research own experience or from what they have secrets can harm or help situations. five major secrets in history and determine better off.” STEVE LUXENBERG read or heard to answer this question. CHART/GRAPH why the secret was kept a secret and then They could Think/Pair/Share and create • Have students keep a log of all of the explain what happened when it was no a large group list and leave it in the secrets Luxenberg encounters when longer a secret. Have them choose one classroom for future reference while researching his mother’s secret. Document situation and write a claim statement reading Annie’s Ghosts . how these secrets harmed or helped (about the ethical and civic implications of SECRETS DISCUSSION relationships. Create a chart or graph that keeping that secret) supported by logical • Ask students anonymously to type a communicates the conclusions and answers reasoning and relevant, accurate data. Have secret (school appropriate) they personally the question: Did the family secrets cause them switch statements with a partner or someone they know has and print it more harm or help in relationships? who will research and write a counterclaim statement defending the opposite view. out to be posted on the “Secrets” bulletin CHART Have students share the claim/counterclaim board in the class. Periodically, you could • Have students complete a chart of events statements in a large whip around or pick a secret and discuss why the person from Annie’s Ghosts utilizing the four eras gallery walk or online blog. would not want to tell anyone the secret. that Luxenberg uses to categorize his The secret originators are not allowed to clues and then determine which era acknowledge their secrets. This builds produced the most clues about why his empathy, varied perspectives, and ambi - mother kept the secret. guity which all parallel what Luxenberg SMALL GROUPS experienced in his journey to discover PIECES FROM THE PAST • In small groups, have students read LETTER TO STEVE’S MOM why his mother kept her secret. “To understand my mother’s reasons for hiding specific passages or quotes from the “Darling precious angel, DISCUSSION her sister’s existence, to learn as much as I text that help explain how secrets can I’m ashamed to say this darling. I’m not making a very good soldier. It’s getting me down dear and I’m going to pieces. • Provide opportunities for students to could about my secret aunt, I was trying to shape one’s identity. reconstruct the world as Mom and Annie I just can’t take it…it’s impossible to take all that’s dished out. They just don’t seem to have any heart. I’m being worked discuss how secrets shape our identity knew it in 1940, the year of Annie’s institution - 18-20 hours a day, and every nite lying in bed I shed a tear. I just can’t help it. Perhaps I’m not a man –at least in the army as individuals and as a society. alization for mental illness at Eloise Hospital way.…I doubt whether I’ll ever be the same where and if I return to you.” outside Detroit. To see what Mom saw, I had to “Precious, if it’s all at possible in any way regardless of price –get me out of this –if I stay much longer I’ll be in the insane find the people who lived in her apartment asylums. I know I shouldn’t be saying this –I can’t help it. I know once and for all I won’t be able to take 17 weeks of this hell. building, or went to her school, or listened to Please, darling, do whatever you can –I really don’t know what you’ll be able to do –do something –please –please. Don’t her account of what had happened.” get upset as I know you probably will be – control yourself as much as you can and try and see if there is anyway for me -Steve Luxenberg to get out of this mess. Even if you have to write the president –I mean it…” Images of Mom and Dad, letters from Dad while away at Camp Wolters. Above: February 2, 1944, Steve’s Dad at Camp Wolters, writing to Steve’s Mom in Detroit Courtesy Luxenberg family GREAT MICHIGAN READ TEACHER’S GUIDE | 11

CONTENT STUDY: MENTAL HEALTH

DURING READING ACTIVITIES POST-READING ACTIVITIES As Michigan’s general population grew, so did its population of citizens Essential Question : Essential Question : experiencing mental illness. The state recognized its responsibility to “How can we, as a society, overcome How could Michigan revise its existing care for those experiencing mental illness, opening the Michigan Asylum the shame long associated with the Mental Health Code provisions for for the Insane in Kalamazoo in 1859. As the need for mental health care mentally ill if state laws mandate that involuntary treatment and privacy of their history be kept in the shadows?” records to better meet the needs of grew, additional facilities opened. (Luxenberg 54) those experiencing mental illness?

DISCUSSION FUTURE PREDICTIONS • Discuss the provocative language used in • Students could trace the history of the essential question. Why do you think Michigan’s mental health care system from Luxenberg chose these specific words 1832-2013 using the graphs in the reader’s and phrasing to bring attention to stigma guide and additional resources from 20,000 associated with mental illness? Does the the Mental Health Foundation of West attempt to protect those receiving mental Michigan. Then, have students summarize By the mid-1950s, more than health services actually do the opposite? past patterns and make predictions for the “20,000 Michiganians with INFORMATIVE ESSAY future regarding the rights and care of mental illness were residing • Have students re-read Chapter 18: those experiencing mental illness. in state- or county-operated “Uncontoured Ills,” take careful notes, GRAPH and do additional research in an effort to PHYSICIAN’S CERTIFICATE • Have students design a graph that shows BRIDGET “BIDDY” HUGHES psychiatric facilities.” –ALLEGED INSANE PERSON understand major changes in Michigan’s the rise and decline of state-operated The history of mental health care in Michigan (Michigan Mental Health Commission “She is an adult white girl 21 years of age mental health care system during this time. psychiatric hospitals from 1859-2013 and begins in 1841 when Bridget “Biddy” Hughes Final Report, Appendix B, 13) physically deformed with artificial right leg. Have students write an informative essay the corresponding rise of the community was judged legally insane and admitted to She is oriented normally but has many vague the Wayne County Poor House. She was Eloise’s that demonstrates their understanding of mental health system including the use of fears and ideas of influences. She felt that first patient, admitted in 1841. She remained people and things are conspiring against her the structure and function, system of short-term general hospital and private PRE-READING ACTIVITIES there until her death 54 years later in 1895. and she places phantastic interpretations law, and policy process that effected psychiatric inpatient facilities. Essential Question : upon the simple things about her. I would these changes. recommend commitment.” ARGUMENT PAPER How has mental health care in Michigan SPECULATIVE From B.W. Clark’s affidavit for Annie Cohen, 1940 • From the essential question create a changed from 1832-2013? • Ask students to write a speculative, yet prompt for students to write an argument historically accurate account of what TALK-TO-THE-TEXT paper that includes the prompt restated as it would have been like to visit Annie • Provide students with copies of the a claim, a counter claim, and rebuttal (refer Cohen at Eloise Hospital during her first Annie’s Ghosts’ reader’s guide and have to the Toulmin Model of Argumentation 10 years there. them talk-to-the-text and highlight and/or CCSS Appendix C). As an extension, Scan here to get a CURRENT STATE-RUN FACILITIES ADDITIONAL RESOURCES: important facts on pages 15-19. FICTIONAL NARRATIVE facilitate a classroom debate. copy of the Michigan Currently, the Michigan Department of Community Michigan Mental Health Commission. Mental Health Code. Health maintains four state psychiatric hospitals INTERNET SCAVENGER HUNT Final Report. 2004. • Offer students the opportunity to write a and one state psychiatric facility for children and Michigan Mental Health Code first-person fictional narrative story from • Complete an Internet scavenger hunt DELVE DEEPER: adolescents. In 2013, Michigan’s state psychiatric http://www.michigan.gov/documents/ Annie’s perspective demonstrating their that introduces students to vocabulary, mentalhealthcode_113313_7.pdf Luxenberg noted how easy it was to commit Annie to a psychiatric hospital for life. Today bed capacity totaled 1,017. At the same time, understanding of the information shared 46 Community Mental Health Service Programs concepts, information, laws, patient some argue that it is now too difficult to enforce treatment for those in need. Luxenberg The Mental Health Foundation in Annie’s Ghosts , the reader’s guide, and serve all 83 counties in Michigan. stories, etc. of West Michigan also wrote about how difficult it is to obtain records. Has the effort to protect the privacy http://www.themhf.org/education additional research on Eloise Hospital. FAMILY INTERVIEW of those getting treatment gone too far? Based on their research and interest, have The Mental Health Foundation of West students identify the sections in the Michigan Mental Health Code that govern involuntary • Interview family members or friends Michigan’s Live Laugh Love Educating Youth who might have background knowledge about Mental Health Program is a compre- commitment and the privacy of records and create a bill that would promote the change to share. hensive mental health curriculum taught in they want to see. They could send their recommended bill to their state representative middle and high school classrooms. A variety for feedback. Government teachers and “How to Create a Bill” websites and books of lesson plans and topics address the current mental health conditions that students make great resources. are experiencing in their day-to-day lives;

Top: Walter P. Reuther Psychiatric Hospital. Middle: Kalamazoo Psychiatric Hospital; Courtesy of State Archives of Michigan. Bottom: Center for Forensic Psychiatry; bullying, depression and coping skills, Courtesy of Michigan Department of Community Health. just to name a few. GREAT MICHIGAN READ TEACHER’S GUIDE | 13

CONTENT STUDY: IMMIGRATION AND MIGRATION

DURING READING ACTIVITIES POST-READING ACTIVITIES TODAY’S MICHIGAN The growth of the auto industry in the 20th century brought a Essential Question : Essential Question : new wave of immigrants to Michigan, including Arabs, Poles, How does Annie’s Ghosts How did government resources IMMIGRANTS Russians, Hungarians, Romanians, and Greeks. Joining them represent historical immigration patterns assist Luxenberg in researching his were African Americans from the south and whites from of human settlement to Michigan? family history? southern Appalachia. DISCUSS / RELATE FAMILY IMMIGRATION • In small groups, have students analyze the • Have students develop inquiry questions National Archives “inscription on a statue and then investigate to determine if any that stands sentry at the researchers’ part of their family immigrated to the PRE-READING ACTIVITIES entrance: ‘What is Past Is Prologue’” United States then migrated to Michigan. (Luxenberg 56) and discuss why they Help them brainstorm possible resources Essential Question : think Luxenberg included this quote available to them (family members, 11.4% How does a person’s origin help when he was beginning his research. genealogy sources, government resources BORN IN MEXICO create his or her identity? Ask how this quote could relate to their such as Census data and the National ROUGHLY own family history research. Archives). With parent approval, students RECALL / SHARE / REPORT can present their visual displays in the • Have students recall and share with FAMILY TREE classroom or media center for public 14,000 a partner what they know about their • Ask students to electronically create gallery walks. family’s origin. Ask them to determine Luxenberg’s family tree from the relatives YEARS AGO how these origins may have shaped listed in the back of the book in the “Family CREATIVE WRITING their family values or identity. Ask Members and Recurring Figures” section • For a creative writing experience, students

. )

partners to report on what they may (359-360) and then discuss his family’s could choose an interesting family member ”

“The original settlers of t e e

have in common. immigration history and how it related to from their immigration/migration research h

8% S

Michigan were the Paleo- t c

Michigan’s historical immigration pattern. and write a narrative story from that BORN IN INDIA a F

RESEARCH n

Indians,” descendants of a

person’s point of view telling how they g • Ask students to complete Internet i IDENTITY SHIELD h c came to America or moved around once i people who crossed the M research to learn about the history • As a class, have students brainstorm six “ (

here. For metacognitive, deeper connec - a d Bering Strait from Asia of Michigan immigration, Jewish areas to be incorporated into an identity a n

tions, make sure students directly or a C migration to Detroit, genealogy, etc. shield. Items they may consider include: n i

roughly 14,000 years ago. indirectly include how this experience t n

immigration or migration information, e

REVIEW AND WRITE c r

shaped his/her identity. e p heritage, values, traits, goals, personal

• Give students the reader’s guide and 4 . 6

mantra, strengths, favorite foods, etc. d

ask them to review the “Genealogy/ n a

, a Family History Research” section From Top: African American families migrating north. Library Students could produce their shield i d

of Congress, LC-USF34-040841. Germania Hall Celebration in n I

Saginaw. Michigan Historical Collections. Box 1, Folder: Ethnic electronically with images or with paper, n i

and take notes on how to research

6.4% t History of Michigan. Bentley Historical Library, University of Michigan. n

Finnish miners in Smith Mine. Michigan Historical Collections. Box 1, markers, paints, etc. Display them in the e family history then write a step- by-step BORN IN CANADA c r

Folder: Ethnic History of Michigan. Bentley Historical Library, e p University of Michigan. S.S. Patricia. Credit Edwin Levick; Library classroom or in the halls for others to

instructions pamphlet to share with 8

of Congress, Prints and Photographs Devision, E2LC-USZ62. , o c

view. Variation: have them create an i

their relatives. x e M ADDITIONAL RESOURCES: identity shield for a family member or n i

National Archives r

recurring ﬁgure in Annie’s Ghosts . o b www.archives.gov After the 1965 Immigration e r e w U.S. Census Bureau and Naturalization Act s t

www.census.gov n a r

ended racial discrimination g i

Clifton, James A., George L. Cornell, and James m m i M. McClurken. People of the Three Fires: The in immigration policy, s ’ n

Ottawa, Potawatami, and Ojibway of Michigan. a

MICHIGAN’S ORIGINAL SETTLERS g

immigrants increasingly i

Grand Rapids: The Grand Rapids Inter-Tribal h c “The original settlers of Michigan were the Paleo-Indians,” descendants of people who crossed the Bering Strait from Asia i M Council, 1986.

came from Latin America, f o

roughly 14,000 years ago (Glazier and Helweg 19). Between 1000 BCE and 1650 CE, the Ojibwa (Chippewa), Ottawa, and t

Glazier, Jack and Arthur W. Helweg. Ethnicity n Potawatomi migrated to Michigan from the eastern seaboard, settling in the upper and lower peninsulas (Clifton, Cornell, Asia, and Africa. e c in Michigan: Issues and People . East Lansing: r e p

and McClurken v).

Michigan State University Press, 2001. 4 . 1 1

, 1

Migration Policy Institute. “Michigan Fact Sheet.” 1 0 2

migrationinformation.org. n I GREAT MICHIGAN READ TEACHER’S GUIDE | 15

SKILLS STUDY: SKILLS STUDY: ARGUMENT/CLAIM PAPER GENEALOGY PROJECT

In 1974, the passage of the Michigan Mental Health Code (Public Before writing Annie’s Ghosts , author WHERE TO Act 258) established the principle of “least restrictive setting,” Steve Luxenberg knew little about his BEGIN YOUR which solidified the trend of deinstitutionalization. As a result of family’s history. He calls himself a story - SEARCH deinstitutionalization, the inpatient census in public psychiatric teller, not a genealogist, but he taught hospitals fell to 5,000 by 1975 (Michigan Mental Health Commission himself as much as he could about the Final Report, Appendix B, 15). techniques that genealogists use. CYNDI’S LIST www.cyndislist.com An excellent starting point for online research. SKILL: WRITE AND PUBLISH AN SKILL: CREATE A HIGH-QUALITY ARGUMENT/ CLAIM PAPER ARGUMENT PAPER PROMPT: ELECTRONIC OR PHYSICAL • Individually or in a high-performance People should care about the mental health FAMILY TREE Discover your family history – team, have students create an op-ed care system in Michigan. • Have students research their family start your family tree – who for online or print publication (750 word histories and create a detailed genealogy • Introduce your precise claim. FAMILY SEARCH maximum) that may help sway public or family tree that demonstrates personal knows what hidden family www.familysearch.org opinion or improve a policy or law • Develop your claim with researched family knowledge, meticulous research, secrets you might uncover. This free website has an regarding an aspect of Michigan’s current support and reasoning. use of technology, and creativity. impressive array of records Before delving into census from across the world. mental health care system. • Acknowledge the other side of the RIGOROUS PREPARATION: argument by including legitimate and other records, it is very RIGOROUS PREPARATION: • Have students read Annie’s Ghosts as counterclaims. Focus questions for students to consider: their anchor text, examine its companion helpful to be able to narrow • Establish and maintain a formal style reader’s guide, author and Great Michigan • How can I/we personally make a difference your research by name, and objective tone consistent with this Read websites, review genealogy and SEEKING MICHIGAN in the Michigan mental health care system? location, and time period. www.seekingmichigan.org writing genre. family trees as a genre of presenting • What knowledge do I/we need? social history, inspect quality, published The free, digital platform for the • Provide a concluding rebuttal section Archives of Michigan. samples, analyze additional discipline- • What skills do I/we need? that supports the original claim. related technology/databases/government • What help do I/we need? • Peer review and teacher conference resources, design questions and carry out ADDITIONAL RESOURCES: • What is my/our goal? prior to publication. Michigan Mental Health Commission. family interviews, and evaluate possible Final Report. 2004. • What is my/our specific plan to acquire Have students create an family distribution options. www.genealogy-software-review ANCESTRY.COM www.ancestry.com the knowledge and skills I/we need to op-ed for online or print • Review free genealogy software with stu - .toptenreviews.com achieve my/our goal by the proposed dents and provide them with opportunities Access billions of genealogy publication that may help This website provides an opportunity for records including Census, SSDI deadline? sway public opinion or to interpret graphs and categories that help students to interpret graphs and categories & Military records. determine why some genealogy software is that help determine why some genealogy • Have students read Annie’s Ghosts as software is preferred over others. their anchor text, examine its companion improve a policy or law preferred over others. They may decide to reader’s guide, author and Great Michigan regarding an aspect of include national origins, mental or physical www.readwritethink.org/classroom-resources/ lesson-plans/family-memoir-getting GET STARTED Read websites, review the CCSS argument/ illnesses, or other important information. -acquainted-998.html Michigan’s current mental Online databases are also claim paper standards, inspect quality, • Ask students to conjecture why this past This website provides extended activities health care system. available through many public published examples, analyze additional information is prologue to their present for students to create their own personal discipline-related texts and research, design memoir about a family member at least libraries, and for a fee, you can identities and future family generations. one generation older. questions and carry out field interviews, subscribe to them yourself and and evaluate possible distribution options PROJECT PRESENTATIONS: www.readwritethink.org/classroom-resources/ have access from your home • With parent permission, provide a lesson-plans/exploring-sharing-family- in preparation for writing and publishing an stories-805.html computer. argument paper focused on mental health. public forum (classroom, school media This website provides extended activities center, local library, online area, etc.) for students to explore and share their for students to present their genealogies family stories. and/or family history. THE GREAT MICHIGAN READ IS PRESENTED BY THE MICHIGAN HUMANITIES COUNCIL The Michigan Humanities Council connects people and communities by fostering and creating quality cultural programs. It is Michigan’s nonprofit affiliate of the National Endowment for the Humanities. Since 1974, the Michigan Humanities Council has supported communities through family literacy programs, special cultural and historical exhibits, book discussions, author tours, scholarly lectures and mentors, films, cultural celebrations, and school programs and performances that have reached millions of Michiganians.

MADE POSSIBLE BY THE GENEROUS SUPPORT OF: WE ARE VERY GRATEFUL TO OUR MEDIA & PROMOTIONAL PARTNERS.

Marge Potter

CBI Rehabilitation Services, Inc

Community Mental Health Authority of Clinton-Eaton-Ingham Counties

Community Mental Health Authority for Central Michigan

Community Mental Health Services of Muskegon County

Huron Behavioral Health THE CHARLES J. STROSACKER Ionia County Community FOUNDATION Mental Health

Lapeer Community Mental Health Services

MASCO Corporation Foundation

Mental Health Association in Michigan

Michigan Association of Community Mental Health Boards

Michigan History Foundation ® DEARBORN MSU Federal Credit Union

North Country Community Mental Health

Oakland County Community Mental Health Authority Library of Michigan Pathways Community Mental Health THE JURY FOUNDATION Michigan Library Association Public Policy Associates Thornapple Arts Council of Barry County Rick & Raj Wiener

Saginaw County Community WE ARE ALSO VERY GRATEFUL TO Mental Health Authority OUR MANY INDIVIDUAL SUPPORTERS . Your donations enable us to transform communities St. Clair County Community Mental through thoughtful and engaged conversations. Health Authority Please visit our website, michiganhumanities.org, for a complete and up to date listing of our gracious donors.