Bunting, Eve. So Far from the Sea. (1998). 0-398-72095-8

Bunting, Eve. So Far From the Sea. (1998). 0-398-72095-8.

This story paints a vivid picture of the impact of war. It is also a tribute to those Japanese Americans interned because they looked different. The journey begins when Laura Iwasaki and her family return to visit her grandfather’s grave at the Manzanar War Relocation Camp prior to their move from California to Boston. It is a cold day, with few reminders, but Laura’s father recounts his vivid memories there. Laura is moved by pain and hardships that her family members endured and decides to leave a memento for her grandfather she never knew.

This is a great book to help teach about oppression. Talk about other periods in history where people were oppressed and ostracized. Discuss how this problem also hits home in student's own school and community. How are people, friends, classmates set apart because they look different?

Ringgold, Faith. Dinner at Aunt Connie’s House. (1993). 1-56282-452-2.

The book shares the incredible accomplishments of 12 courageous African American Women in our American History. A young girl named Melody delights in her favorite summertime activity—going to dinner at Aunt Connie’s. There she meets Lonnie, the adopted son of Aunt Connie. The two embark upon an incredible surprise in Aunt Connie’s attic. They encounter 12 beautiful portraits of African American women. The paintings actually speak to the children and share with them their courageous lives. Melody and Lonnie are both inspired and come to discover pride in their African American heritage.

Using this book would be a great way for younger students to learn about these incredible African women and their accomplishments. It would also be a springboard for investigating those who have made an impact in their lives. Finally, this story illustrates the use of dialogue. Use examples shown in the story to teach the skill. Use dialoged then in a narrative about an influential person.

McKissack, Patricia C. Ma Dear’s Apron. (1997). 0-689-83262-1.

This is a heartwarming story giving tribute to a single African American mother hard at work, trying to make ends meet. Young David Earl in the story always knows the day of the week by the color of his mom’s, Ma Dear’s, apron. Her daily routines consist of exhausting tasks, cooking, ironing, cleaning and washing, all for other people, rich people who pay her very little. Despite her labors, she always has a heart-filled, positive spirit about her. She teaches, spends time, and plays with little David Earl despite her wearied body. This story demonstrates the hard times poor African Americans experienced during the early 1900’s, but also the passion and determination they possessed, despite their circumstances.

This would be a great book to use in a social student classroom—illustrating this time in history. This is a great book for discussing work ethic, culture, and diverse lifestyles of whites and African-Americans. Teach symbolism using this book—looking at the role the apron plays in the life of this mother. Great picture book!

Bunting, Eve. A Day’s Work. (1994). 0-395-84518-1.

This story shares a special relationship between a Latin-American immigrant and his grandson. Francisco’s goal is to show his grandfather that he would help provide for their family by getting him and his grandfather work. Since his grandfather knows no English, Francisco must help interpret the family’s need for work. He skillfully gains an employer’s trust and finds work for the day. Through the vivid description, you see the happiness and pride shared between a grandfather and his grandson. Soon things would change when the employer returns, only to find out the job was done all wrong! This time grandfather becomes the teacher, and shares with his grandson the value of honesty and integrity. This book provides several teachable ideas. It would be great to help students discuss the literary concept of character. The author does a great job in her writing illustrating character development. The theme of honesty/integrity could also be explored. Discuss what qualities in each character help exemplify the theme. Finally, predict the story’s ending. Find details in the story that foreshadow what will happen. The author shares many clues—a great comprehension strategy!

Santiago, Chiori. Home to Medicine Mountain. (1998) 0-89239-155-3.

This is a story of two young brothers who were separated from their family and shipped off to an Americanized Indian boarding school. In the 1930’s, Native American children were sent off, by train, alone to be Americanized—wear typical American clothing, instead of their native dress and learn to read, write and speak English. The government would pay for their way to school, but not home for summer vacation—for the sole purpose of keeping them there as long as it took to forget their ‘native’ ways. The story speaks to an incident in the life of Judith Lowry’s, the book’s illustrator, father and uncle. Using vivid metaphor, the author shares about the new life Stanley and Benny Len lead in their “new school”— contrasting it with their native memories. Yearning for their old life, the story continues by giving the reader a picturesque ride as the two brother find their way home, leaping from one train to the next.

This book lends itself to great investigation into metaphor and simile. Discuss how the author uses figurative language to convey the setting and the life for these Native Americans, placed into a new world. Inferencing would be a natural progression. What can you infer about this culture, about white American culture? This type of story lends itself to storytelling. Have students recall an autobiographical incident and turn into a spontaneous story. Include metaphor and simile.

Mazer, Harry. The Last Mission. (1981). 0-80851692-2.

This book centers on a Jewish adolescent boy’s battle to find himself in a turbulent world. Jack Raab is fifteen years old as WW II wreaks havoc across Europe. His only dream, to squelch Hitler’s reign of terror over the world, leads him to take drastic and ridiculous measures. Jack uses his brother’s records to illegally, yet successfully, enlists in the Air Corps. Upon his joining, Jack and his crew are skillfully trained to run bombing missions over various parts of Europe. However, on his 25th mission, Jack’s dream goes terribly wrong. E is shot down and is the only survivor. His visions of being a hero are dashed as he watches his newfound family perish. Jack is no longer a hero, but now a prisoner of war. His stay at a German POW camp forces him to realize the error of his ways. Fortunately, the war ends—and when Jack returns to headquarters, he is willing to face court marshal in order to be rejoined with his family. After much pain and sorrow, he is finally retuned home and to his amazement, is regarded as a hero by his family!

A great anticipatory activity to use with this story might be an opinion poll—regarding several statements about War. Tally answers and discuss reactions and changing opinions following the reading. Heroism is also a theme to be discussed. Define a hero. Why does Jack turn down the chance to be called one by his older brother? Do you think he is a hero or not? A great book with an action-filled plot, and vivid description, one that would appeal to boys, especially ages 12-14.

Carter, Alden. Between a Rock and a Hard Place. (1995). 0-590-48684-5.

Mark and Randy, two cousins, embark on a canoe, fishing, and camping expedition, that has long since been a family tradition. Both are hardly thrilled at the thought, but quickly grow to depend on one another for companionship and survival. Many twists and turns make their trip eventful, too eventful! Randy’s health condition is worsened by the poor choices the two have made and now it is up to Mark to save his cousin’s life. This Coming of Age book displays a powerful bond of friendship and survival. This would be a great book to illustrate the literary device—character. The dialogue is particularly realistic as well as the vulnerabilities that both Mark and Randy do not want to reveal to one another. Heroism is a theme that could be brought out and studied. This is a great book for boys in late Jr. High and high school.

Beals, Melba Pattilo. Warriors Don’t Cry. (1995). 0-671-86639-7.

This frightfully eye opening, yet encouraging story recounts 13-yr old Melba Beals’ courageous attempt to integrate Little Rock’s Central High School in 1957. This memoir describes the dangers and hate that the students faced—being beat on, called names, lives threatened, with no responsible adult stepping in to come to their aid. If anyone would choose to retaliate, life was made worse at both school and home. Despite the valiant effort toward justice, many African Americans preferred to endure segregation, out of fear. All teenagers should read a compelling story that recounts this time in our country’s history.

This book would b great to use in a junior high social studies classroom. It not only brings to light the realities of this time in history, but the discussion of racism. This book provides pre, during, and post discussion on this topic. Inferencing would be a great skill to build on!

Erdrich, Louise. (1999). The Birchbark House. 0-7868-1454-3.

The Birchbark House is a great story through which the Native American culture during the Westward Expansion of the United States is realistically and sympathetically portrayed. The band of Ojibwa tribe live on an island in Lake Superior and as readers we are privileged to witness much of the custom and ritual, successes and tragedies of the people who lived so closely connected to the earth. The story itself is divided into seasons: neebin (summer), dagwaging (fall), biboon (winter), and Zeegwun (spring). You are drawn into the story with strong characters, Omakayas, a seven-year-old who proves to be strong and loving, Nokomis, a wise grandmother, Old Tallow, an eccentric old woman, Little Pinch, the comic relief, and others who help us experience life, as they knew it.

It is rich in culture and tradition until one evening when a visitor comes with his voyager crew and life, as they knew it changes forever. Death changes Omakayas into a sad, joyless being until the Old Tallow brings her relief and encouragement. The final pages really contain the secret of Omakayas and bring the whole book full circle. One develops a fondness for the respect the Ojibwa have for their culture and tradition.

If you are introducing children of any culture to that period of U.S. history, you definitely want this book to begin to balance the picture. I think it would make an excellent read-aloud choice for children as young as third grade and should appeal to youngsters all the way up through seventh, at least!

Great Book!

Osa, Nancy. Cuba 15. (2005). 0-385-73233-3.

This story is about Violet Paz, a 15-yr old high school girl of Polish-Cuban descent, who is coming to terms with her divided heritage. At 15, her grandma, abuela, is thrilled to celebrate Violet’s induction to womanhood by planning her “Quinceanero”, a traditional Cuban celebration. As she begins to learn more about her Cuban heritage, mixed feeling arise, and Violet needs to make her own decisions. Her keen sense of humor carries her though several trials and tribulations with her family and friends. This funny yet heartwarming story shows how a modern-day teen wrestles, yet comes to term with cultural traditions. This would be an excellent book to use in a jr. high social studies class. Compare and contrast traditions and customs of the Cuban culture found in the book with other Latin American countries. Since this is a “coming-of-age” story, look at how Osa portrays the occurrence in this culture with those of other cultures around the world.

Bennett, James. Dakota Dream. (1994). 0-590-48671-3.

Floyd Rayfield is a fifteen year old boy who has been shuffled between foster homes for a better part of his life and feels very detached from life. He comes to realize his destiny when he dreams of being a Dakota Warrior. Now, Charly Black Crow, he makes his way to a Dakota Reservation where he meets a chief, undergoes tribal rituals, and eventually discovers who he is as a person. Prior to his return home, he gains new confidence and courage to deal with his life. In the end he is able to confront his past and gains in maturity.

This book would also be a great addition to a social studies class. It gives way to a discussion of Sioux tribal rituals and culture. It would also provide a preface to a commentary about modern social services. How is this portrayed similarly today? How has Floyd grown and matured? How can he apply what he has learned to his own life?