Confronting the Stereotypes of Appalachia

Kay A. Chick The Effects of Stereotypes to learn about their own heritage and the In my teens, it became more and more history of Appalachia. I GREW UP IN THE 1960S in the hills of difficult for me to be proud of my Picture books are an excellent resource West Virginia, in the town of Philippi upbringing, and I began to question for teachers who wish to foster an appre- (originally named Anglin’s Ford), which my own self-worth. Stereotypes and bad ciation for Appalachia and its culture. my great, great, great, great grandfather jokes—from television shows, magazines, The colorful illustrations, intriguing founded. It was a place filled with Civil and somewhat later, even graduate school characters, and interesting perspectives War history. I thought there was noth- professors—caught me off guard. If I presented through picture books allow ing unusual about my circumstances. I became angry at references to “barefoot children to understand the human side supposed that everyone had parents who and pregnant,” incest, hillbillies, or “one of social studies that is so often lacking crafted oak and reed baskets, tapped maple leg shorter than the other,” I was told that in textbooks. Children’s authors—such trees to make syrup, invited friends over I had no sense of humor. So, I learned as George Ella Lyon, Cynthia Rylant, for day-long apple butter making, ate that it was easier just to remain quietly and Gloria Houston—who grew up in buckwheat cakes for breakfast, and fed embarrassed. The difference between the Appalachia bring a unique understanding their family by gardening and canning. I love that I had for my heritage and home to the stories they tell. In addition to sto- thought that everyone knew an old lady state and the views of others created a dis- ries by noted authors, the tales and poems who lived in a school bus. I imagined that sonance, a confusion that I carry to this that are passed down through oral history everyone had a father who was an avid day. And if it is difficult for an adult to can foster a sense of pride in Appalachian storyteller, who could enchant both chil- deal with such discord, imagine what it heritage. In this article, I will present pic- dren and adults for hours. I assumed that must be like for children. It is hard to ture books and classroom activities that everyone knew “local characters” that sold say exactly what effect the stereotypes of could be incorporated into a unit of study furs and hunted for ginseng. I supposed Appalachia have on the children of that on Appalachia or used as part of a lesson that everyone swung from grapevines, region, but stereotypes often “produce about history, families, or rural life. I have crumbled cornbread into their milk, and confusion, self-doubt, passivity, frustra- also included verses from my childhood. discovered whole litters of new puppies tion, and anger.”3 They are an attack on These selections are but a sample of the up in the barn. the human dignity of the children who live resources available for teachers who wish As I got older I learned that our way of there and are seldom challenged. What, to share positive perspectives of Appalachia life was not typical for America in the late then, might social studies teachers do that and help all children learn to confront the twentieth century. I began to realize that could help children develop a positive view stereotypes of this region. life in Appalachia was not viewed favor- of Appalachia and challenge the stereo- ably by “the outside world.” It was then, types of that region? An Appalachian Sampler and still is perhaps, the most disparaged Mist Over the Mountains: Appalachia and region of the United States. I discovered Social Inquiry through Picture Books Its People, is an informational picture book that Mountaineers were a marginalized Elementary grade teachers must present with vivid photographs of the region.5 people who were often portrayed in the social studies so that it is relevant to the The author begins by discussing the word media as hillbillies and “comic fools.”1 social reality of the children whom they “Appalachia” and what it means as a place The stereotyping of groups such as teach.4 For the children of Appalachia, and a culture. The history of the area is Native Americans, African Americans, that reality may include discrimination presented, along with discussions of farm- or Hispanics is intolerable in our soci- and prejudice that are perpetuated by ing, religion, arts, crafts, coal mining, and ety. For some reason, this does not hold the media and even by political leaders. poverty. This book is useful in helping true for Appalachians. According to one Teachers who promote social inquiry, children to develop a factual knowledge ethnograph, “Mountain people are the defined as “an active investigation of base about the Appalachian culture so that last group in America it is acceptable to society,” can help children to evaluate misconceptions are not perpetuated. An ridicule.”2 the social realities of stereotyping and Anticipation/Reaction Guide (Sidebar A) discrimination, while encouraging them could be completed by the class, work-

26 social studies and the young learner Sidebar A Th e frog he went a courting, Anticipation/Reaction Guide about Appalachia he did ride, Uh-huh. Th e frog he went a courting, Pass out these questions. Read them aloud, one at a time, pausing to ask the class if they he did ride, Uh-huh. think each statement is true or false. Encourage discussion. After reading Mist Over the Th e frog he went a courting, Mountains: Appalachia and Its People, review the questions, and see if the class’ answer he did ride, to any of them had changed from true to false or vice versa. With a sword and pistol by his side, BEFORE AFTER Uh-huh, uh-huh, uh-huh. ______1. Appalachia is a chain of mountain ranges that runs through the Teachers can discuss with children the states of Georgia, Tennessee, Kentucky, Virginia, West Virginia, North history behind these verses and stories with Carolina, and Maryland. an emphasis on the value of storytelling. ______2. Everyone in Appalachia has outhouses and goes bare-foot. For example, this picture book includes the ______3. Th e fi rst Appalachians were European settlers from England, folktale “Jack and the Bean Tree”, which is Scotland, Ireland, and Germany. an early version of “Jack and the Beanstalk.” ______4. Mountain music, storytelling, folk arts and crafts, basket making, Children could be encouraged to interview and woodworking are important to the Appalachian culture. parents, grandparents, and other relatives ______5. Farming was important to Appalachians, and very few farmers left to discover the stories that might be passed their farms even though they would make more money in the coal down from generation to generation. Th ey fi elds. might be surprised to fi nd out that family ______6. African Americans make up over half of the Appalachian population members do have stories and rhymes to today. share as they remember their own child- ______7. Presidents John F. Kennedy and Lyndon B. Johnson determined hood. My father liked to share these two that poverty was a huge problem in the Appalachians and started verses that were passed down to him from programs to try and help people in the region. his grandfather as he was “trotted” on his ______8. Today, many people have left the Appalachians and the traditional grandfather’s knee. way of life in order to fi nd employment. Th ere once was an old man from Gorham, Who bought some new pants Answer Key: Anticipation/Reaction Guide and he wore ‘em. 1. True He stooped and he laughed, 2. False: Most people in Appalachia have plumbing in their homes and wear shoes And he felt quite a draft, (although many are poor). And he knew right then 3. False: Th e fi rst Appalachians were Cherokee. he had tore ‘em. 4. True 2 5. False: Many farmers left farming to make more money in the coal industry. 6. False: African Americans make up only a very small percentage of Appalachians. Tritty Trotty went to town 7. True To get a load of peaches. 8. True Tritty Trotty’s horse fell down AndAnd mmashedashed ‘‘emem aallll ttoo ppieces.ieces. inging together,together, inin orderorder toto accomplishaccomplish thatthat goal.6 OnOn TTopop ofof OOldld Smoky:Smoky: A CollectionCollection ofof Songs and Stories from Appalachia, iincludesncludes folktalesfolktales andand songssongs thatthat werewere broughtbrought toto AppalachiaAppalachia ffromrom tthehe BBritishritish IIslessles ddur-ur- ing the 18th and 19th centuries.7 I hhaveave fondfond memoriesmemories ofof songssongs suchsuch asas “Over“Over inin thethe Meadow,”Meadow,” “Hush,”“Hush,” “Little“Little Baby,”Baby,” andand ““ThTh e eF rFrogog H eHe W eWentnt A -A-Courting.”Courting.” YoungYoung cchildrenhildren lloveove tthehe rrepetitiveepetitive nnatureature ofof tthehe vverseserses aandnd rrefrainsefrains iinn tthesehese ssongs.ongs. Th eeyy aalsolso eenjoynjoy tthehe hhumorumor ooff rrefrainsefrains such as Anderson Books/Linda Children’s Ideals

September/October 2003 27 Sidebar B: descriptions of the culture and people of Circle Game the region, while also addressing common Th is circle game can help students think about their own heritage, consider the ways misconceptions.10 Th e author has a very in which they are diff erent from others, and experience the ways that they react to gentle way of approaching Appalachian diff erences. stereotypes. She writes, “Th ose who don’t Children begin by standing in a large circle. Explain how the game works. Th en live in Appalachia and don’t understand read aloud the fi rst category below. Th e children who belong to that category can it sometimes make the mistake of calling step into the circle if they wish. Children in the circle can notice who is standing these people “hillbillies.” It isn’t a good with them in the circle. Th en the teacher asks them to return to the large circle. Th e word for them. They probably would teacher reads the next category, and the sequence repeats. prefer “Appalachians.” Like anyone else, During the game, children must be silent, ask no questions of the teacher with they’re sensitive about words.” After lis- regard to what the categories mean, and decide on their own whether they want to tening to the story, children could get step into the circle. Explain to the students that, if they are uncomfortable, they do into small groups and prepare for a book not have to move at all. Th e game is just for fun. It is not a test. talk. Each group would cover a coff ee can After the game, children can discuss their feelings, their reactions, and what they with construction paper and decorate the learned from the experience. Th e teacher can ask if volunteers would like to describe can with pictures, drawings, and words to how they fi t into a particular category in more detail. (For example, the teacher describe the book. Each child would then might ask: What does the quilt in your house look like? What sort of plants grow bring in one item to put in the can that in your garden?) Th e diversity that is America may show itself in this activity and in represents something about Appalachia, the ensuing conversation. Teachers can add new categories based on the students in such as a piece of coal, a quilt square, or the classroom and their heritage and life experiences. a picture of a banjo or fi ddle. Each group would present their book talk by either Step into the circle if: retelling parts of the story using the items 1. You have a pet at home. in the can as props, or by explaining why 2. You live on a farm. each item represents Appalachia.11 3. You have participated in a spelling bee. Littlejim’s Gift: An Appalachian Christmas 4. Someone in your family makes baskets or clay pots. Story can help children to understand what 5. Someone in your family plays a musical instrument. celebrations of Christmas were like long 6. You like using computers. ago in this part of the country.12 Littlejim 7. You’ve gone hunting or fi shing. uses the money he has saved for a toolset 8. Your family grows food in a garden or in planters indoors. to buy his little sister a china doll. Before 9. Your parents can speak a language other than English. reading the book, teachers could construct 10. Th ere is a quilt on one of the beds in your house. a time capsule of artifacts that represent 11. You wear glasses. thethe storystory ofof Littlejim.Littlejim. ObjectsObjects 12. You have traveled outside of the United States. 13. You are a boy. 14. You are a girl. Inspired by the book A is for Appalachia: Th e Alphabet Book of Appalachian Heritageby Linda Pack.

Granny Will Your Dog Bite and Other heritageheritage aalphabetlphabet bbook.ook. Mountain Rhymes8 contains additional InIn aaddition,ddition, cchildrenhildren Appalachian rhymes such as these. couldcould pplaylay a ccircleircle ggameame A is for Appalachia! Th e Alphabet Book thatthat couldcould helphelp themthem of Appalachian Heritage is detailed in con- thinkthink aboutabout theirtheir ownown tent and perfect for the middle elementary heritage,heritage, considerconsider thethe grades.9 From baskets, to Jack Tales, to waysways iinn wwhichhich ttheyhey mountain music, to quilts, this alphabet areare d differentifferent f fromrom book by a West Virginia author empha- others,others, andand experienceexperience sizes the history and heritage of the region. thethe waysways thatthat theythey A glossary of terms, list of places to visit reactreact toto differencesdifferences in Appalachia, and beautiful watercolor (Sidebar B). illustrations by Pat Banks add to the appeal Appalachia:Appalachia: Th e e of this book. Teachers might help children VoicesVoices ooff SSleepingleeping to use it as a model for creating their own Birds, providesprovides vividvivid

28 social studies and the young learner Houghton Miffl in/Raymond Bial in/Raymond Miffl Houghton ity, each group writes a brief summary of the various comments on the newsprint. A spokesperson from each group discusses the summaries and the teacher can then Orchard Books/Peter Catalanotto Books/Peter Orchard facilitate discussion of common themes and points of disagreement. Th is activity can help children to realize that even though Jack did not understand what a fortune was, he did have many positive qualities. Students can then compare the “Jack tales” with folktales from other areas of the United States, such as the Old West. Mama is a Miner is a daughter’s tribute to her mother and the diffi cult, danger- ous work that she does in the mines.17 Although this little girl is somewhat hesi- tant about her mother’s work, mama is there in the evenings to reassure. In addition to the story line, there is rhyming verse that describes the experience of mining. allowsallows JackJack Screak and ring, rail wheels sing. toto keepkeep tthehe fortunefortune ssinceince hhee ggotot rridid ooff Back into black. Battery pack. for the time capsule might include tools, the robbers. Teachers can share other “Jack Gloves, dinner bucket, big boots. a doll, a photograph of a Christmas tree, tales,” such as those found in Southern Jack Gloves, dinner bucket, big boots. eight dimes in a tin can, and mittens. After Tales, and discuss with children the origin Th e teacher could read this poem before viewing the cover of the book, children of folktales.15 reading the book and ask the class what could predict how they think the items in It might also be interesting for children they guess that each line means. After read- the time capsule relate to the story. After to participate in some character develop- ing the story aloud, ask the question again, predictions have been made, the teacher ment activities related to the character of and see if the students now have a more reads the story and encourages children Jack. Th e teacher could write sentence accurate understanding of what the images to discuss the signifi cance of each object. stems such as “Jack could be described in the poem mean. Children can then make their own shoebox as....,” “Jack demonstrated kindness To begin to understand the experience time capsules with objects that represent by....,” “We know that Jack was a risk- of working in a coal mine, students could their lives and heritage. When the boxes taker because he....,” and “From his expe- participate in “dinner and a conversa- are displayed, children can guess to whom riences Jack learned....” on separate pieces tion.”18 They must imagine that they each belongs. Th ey can discuss the unique of newsprint. Th e teacher would hang the are inviting “Mama” to dinner. Children nature of each box and the diff erences that newsprint at stations throughout the room make up a guest list of those who will be represent distinct cultures.13 and then divide the class into the same attending, a menu, and interesting din- Jack and the Animals is an Appalachian number of groups as there are sentence ner conversation questions. For example, folktale and one of many “Jack tales” stems. Each group begins at a diff erent students might wonder, “How dark is it brought to the Appalachian Mountains sentence stem and has one minute for its in the mine?” “Are you ever afraid?” “Why from the British Isles.14 In this story, Jack members to complete the stem. All group do we need all that coal?” or “What is the leaves home to seek his fortune and invites members work at the same time, and no wage of a coal miner?” several forlorn animals that he meets along one is allowed to stop and read what other the way to accompany him. Jack’s problem groups’ members have written. Groups Three Standards is that he does not know what a fortune is then rotate to the next sentence stem.16 Th e picture books, verses, and classroom and isn’t sure he’ll be able to recognize it After students have completed all of the activities presented here represent three when he fi nds it. He and the animals come sentence stems, each group returns to its strands in the curriculum standards for upon a deserted house that is fi lled with original place and pauses while its members social studies. Th e study of1 CULTURE; 3 sacks of money and jewels. When robbers read the written sentences (the stem plus its PEOPLE, PLACES, AND ENVIRONMENTS; return to the house, the animals attack completion). Each group again moves to and 4 INDIVIDUAL DEVELOPMENT AND them and they run for their lives, believing each station, and everyone’s work is read, IDENTITY are supported as children learn that monsters are after them. Th e sheriff station by station. To process this activ- about Appalachian culture, the region

September/October 2003 29 6. M. Head and John Readence, “Anticipation Guides: 18. Suzanne Mateer, “Dinner and Conversation,” in Joan known as Appalachia, and their own heri- Meaning Th rough Prediction,” in Ernest Dishner, T. B. Elliott and M. Dupuis, eds. Young Adult Literature 19 Bean, J. Readence, and D. Moore eds., Reading in the in the Classroom: Reading It, Teaching It, Loving It tage and identity. Picture books, which Content Areas, 2nd ed. (Dubuque, IA: Kendall/Hunt, (Newark, DE: International Reading Association, are an excellent supplement to the social 1986), 229-234. 2002), 30. studies curriculum, bring a human per- 7. Ronald Kidd, On Top of Old Smoky: A Collection of 19. National Council for the Social Studies, Expectations spective to the study of Appalachia. In so Songs and Stories from Appalachia (Nashville, TN: Ideals of Excellence: Curriculum Standards for Social Studies doing, children who live in the region, as Children’s Books, 1992), 1. (Washington, DC: NCSS, 1994.) well as those who live outside it, will be 8. Gerald Milnes, ed., Granny Will Your Dog Bite and Other Mountain Rhymes (New York: Knopf, 1990). better able to confront the stereotypes and Additional Appalachian Literature 9. Linda Pack, A is for Appalachia: Th e Alphabet Book of Gravelle, Karen. Growing Up in a Holler in the Mountains. discrimination which persist, and compre- Appalachian Heritage (Prospect, KY: Harmony House, Danbury, CT: Franklin Watts, 1997. hend the social realities and rich heritage 2002). Hall, Francie. Appalachian ABCs. Johnson City, TN: of life in this culturally distinct area of the 10. Cynthia Rylant, Appalachia: Th e Voices of Sleeping Birds Overmountain Press, 1998. G (New York: Voyager, 1991), 7. United States. Hendershot, Judith. In Coal Country. New York: Knopf, 11. American Association of University Women, Diversity 1987. Tool Kit (Washington, DC: AAUW Leadership Notes Lyon, George Ella. Come a Tide. New York: Orchard, 1990. 1. Sandra Ballard, “Where Do Hillbillies Come From? Library, 1999.) Ransom, Cynthia. When the Whippoorwill Calls. New York: Tracing Sources of the Comic Hillbilly Fool in 12. Gloria Houston, Littlejim’s Gift: An Appalachian Tambourine Books, 1995. Literature,” in Dwight Billings, G. Norman, and K. Christmas Story (New York: Philomel, 1994). Rylant, Cynthia. Best Wishes. Katonah, NY: Richard C. Ledford, eds., Confronting Appalachian Stereotypes: 13. Adapted from Deborah Ellermeyer and Kay Chick, Owen, 1992, and others. Back Talk from an American Region (Lexington, KY: Multicultural American History Th rough Children’s University Press of Kentucky, 1999), 138-149. Literature (New York: Libraries Unlimited, in press). 2. Dwight Billings, in Billings et al., 3. 14. Donald Davis, Jack and the Animals: An Appalachian KAY A. CHICK is an assistant professor in 3. Anne Shelby, “What’s So Funny (and Not so Funny) Folktale (Little Rock, AR: August House, 1995). the Department of Education at Penn State About Redneck Jokes,” in Billings et al., 153. 15. –––––. Southern Jack Tales (Little Rock, AR: August Altoona in Indiana, Pennsylvania. 4. William Owens and Linda Nowell, “More Th an Just House, 1992). Pictures: Using Picture Story Books to Broaden Young 16. Adapted from Mary Rose-Colley, Lori Bechtel, and Learners’ Social Consciousness,” Th e Social Studies92, Bethann Cinelli, “Using Graﬃ ti to Uncover Values,” no. 1 (2001): 33-40. Th e Health Educator26, 1 (1994): 29-31. 5. Raymond Bial, Mist Over the Mountains: Appalachia 17. George Ella Lyon, Mama is a Miner (New York: and Its People (Boston, MA: Houghton Miﬄ in, 1997). Orchard, 1994), 3.

Passport To Learning Teaching Social Studies To ESL Students Bárbara C. Cruz, Joyce W. Nutta, Jason O’Brien, Carine M. Feyten and Jane M. Govoni

More and more teachers face the challenge of teaching social studies to students whose native language is not English. Th e authors of this book have designed it specially to help social studies teachers do so successfully. Th e fi rst part of the book enables teachers to understand the process of acquiring a second language and how to deal with students engaged in that process. Th e second identifi es good topics for social studies classes that include ESL students, and off ers detailed, ready-to- use lesson plans. Th is book is a must for social studies teachers whose classes n Publications include ESL students. ORDER TOLL FREE 1 800 683-0812 Item 030101 Price: $22; $14 for NCSS members OR ORDER VIA FAX 24 HOURS: 301 843-0159

30 social studies and the young learner