The Giver & This Week's Articles

THE GIVER

A world without pain, a world without loss, a world without hunger, a world without evil...

A world without color, a world without love, a world without happiness, a world without memory...

This book is a classic. I read it for the fist time in seventh grade, and I just completed it my second time. Though I loved it when I first read, I think I fell even more in love with Lowry's complex themes, characters, and symbols that she uses throughout the book. While reading, I couldn't help but be reminded of The Hunger Games series as well as The City of Ember series. I feel as though both have certain elements of fate and assignment, as The Giver. I would most certainly use this book in my classroom- I think it opens up a multitude of deeper questions and potential discussions that can have great impact on the way my future students see life- their own lives and life in general. 

I think the most important idea that The Giver introduces is the power and implications that memories bring upon an individual, a group, and a society. It is not often that we think of memories as being powerful. They are simply facts of life- we are able to remember certain things more than others, we wish we could forget somethings, we wish we could remember others... As I was reading this book, I tried to think about a world without memory. At first, I thought how sad it would be. I wouldn't remember what it felt like to love. I wouldn't remember my best friends from childhood or my best vacations. Then, I did some research on Lowry and her reasons for writing about such a filed Utopia. After barely scratching the surface, I found out that Lowry came up with such a society without memory after experiencing her father's loss of long term memory, as an elderly man. Then I thought about what it would be like to have a world without memories a bit deeper. A world without memory would also mean a world without pain. This is something I pondered for a while: Is a world without pain better than a world with memory and joy? Does the severity of pain outweigh the happiness that memories can bring? In the book, the members of the community choose to live a sort of Utopian life style- free of war and hunger... But they take it one step further- they design a world free of pain and hurt and regret. In order to do so, bad memories had to be released. Through the hardships and struggles, Jonas is able to see the importance of the memories with which he has been bestowed. Though some of them are painful, he relies on the happier, joyous ones to make his family's life easier by consoling Gabriel. I have experienced a lot of pain in my life, as most others have, and I would LOVE to forget some of the memories... but, as the book, implies... memories are necessary. They are imperative to life. Without them, we are certain to live a boring life without errors or stress. Without mistakes, we can never learn. 

I am certainly excited to use this book in my future classroom. I hope it will inspire students to question their individuality and who they wish to become in the world, in addition to questioning the idea of a Utopian society. 

"The Challenge of Challenging Tasks"

I loved this article. It really speaks to language arts teachers who wish to inspire a love for reading in all of their students, even those who have difficulty reading challenging books. We so often discuss that fact that kids are choosing NOT to read- but we sometimes forget about answering the "why" question... Why aren't students reading? Sometimes, it is easy to overlook that some books might simply be too challenging. I think that sometimes we rely to heavily on students' perceived reading levels. First of all, I find assigning reading levels students to be extremely arbitrary and almost unfair. One book might be perceived to be more difficult than other based on opinion. I don't think there's truly a legitimate way to quantify a book or a students reading ability. I definitely like that the article highlighted the importance of vocabulary. In 8th grade, I had biweekly vocabulary tests- and I am SO thankful for them. Without them, I wouldn't know words like, "concise", "mundane", or "meticulous". Students can certainly benefit from a wide range of knowledge in the English language.

"Text Complexity"

We talked about Lexile Scores in Rhett's class week, and I'm still not entriely convinced. I don't know if that makes me stupid or jaded... but I really don't think Lexile scores can determine whether or not students can or cannot read a given book. 

Aside from that little note, I find it very perplexing that textbooks are written below grade level. Obviously, that's detrimental to students going to college. I remember taking college Biology here at UGA and being completely awestruck at the wording. It was so much more advanced than my high school textbooks. I think, as a future teacher, I will not heavily rely on Lexile scores. To the best of my ability, I will make reading decisions based upon the INDIVIDUALS in my classroom. 

"Reversing Readicide"

As a student in the middle grades education program, we talk a great deal about authenticity in the classroom. We want to make lesson plans and activities that are relevant to students' lives. The mindset of "Is that going to be on the test?" is no good. Rather, students should be interested in making classroom material important lessons in their everyday lives. In order to do this, teachers must be diligent in selecting texts that are interesting to students and that matter to them. For example, students could certainly read online news articles and compare and contrast them to a given historical excerpt from a historical fiction book that is assigned for class reading. 

Social Media Links

We have been using a lot of great websites in class this semester!

As a future teacher, it is important for me to utilize resources that will create authentic learning experiences for my students. In saying that, I think it is imperative for me to take advantage of all of the valuable online tools, made readily available to me. Although there are some great resources online, like websites, I think connecting with other teachers and educators is even more useful and necessary. Through Pinterest and Goodreads, I have learned SO many helpful tips and been made aware of many lesson plans, content area books, reviews, creative projects, and SO much more! I am so happy we were assigned this project. I know I will definitely keep using each of these websites for many year. I have been using Pinterest for a long time.. I just added more boards and connected with more people for this project. However, I just started using Goodreads a few weeks ago, and I ABSOLUTELY LOVE IT! I sounds so nerdy (or teacher-y) I am obsessed with finding out about new books and reading others' reviews of the books. So many great books have been brought to my attention, and I can't wait to have the opportunity to read all of them!

As far as our social media project, I have decided to create Pin Boards  such as "Teaching", "Books", "Language Arts Resources", and "Social Studies Resources" on my Pinterest page, which you can access here.

I have also decided to create a Goodreads page, where I rate and recommend books. This website also tells me what books I should try reading based upon my other book choices, ratings and  interests. You can access this page here. You can see my reviews of some of the books I've read here!

Folklore

Irish Fairy Tales and Legends 

This book was so great!It is composed of ten Irish folktales-  each taking several pages to tell. Irish mythology (who knew?) and Celtic folklore tell of Irish bravery and and strength. Each story has a sort of resounding message, unlike the other two picture books I read this week. In these tales, the long lasting impressions are actually worthy and valuable for further thought and exploration. Students would love getting the chance to kind of "relax" with hearing and reading these Irish tales. At the same time, students would (unknowingly) connect with the moral and virtuous messages of the tales. Some of the stories are a little sad, like "Deidre and the Sons of Uisneach". I think the most renowned tale, if you will, is "The Pot of Gold"- detailing the lives of leprechauns and their hidden pot of gold nearby. I actually didn't know some of the more less talked about parts of the leprechaun tale. (You'll have to read for those parts). Overall, it was a great collection of stories, and I would defintely love reading to my class- especially around St. Patrick's Day :)

Leavy, U. & Field, S. (1996). Irish fairy tales and legends. Boulder: Roberts Rinehart Publishers.

Brother Rabbit: A Cambodian Tale

This is one of the strangest tales I've ever read. I am actually kind of disappointed in its ending and resounding message. It starts off with Brother Rabbit needing to get across the river so he can enjoy some rice seedlings. He cannot cross the river by himself, so he enlists the aid of a crocodile swimming down the river. Carefully, the rabbit tricks the crocodile into giving him a ride across the river, promising the crocodile that he will fix his rough skin. Once across the river, Brother Rabbit tells the crocodile he is an idiot for believing him and that he simply tricked him to get across the river. From then on, the crocodile vows to eat the rabbit. After Brother Rabbit tricks a woman for rice seedlings and an elephant for helping him get unstuck, the rabbit tricks the crocodile again. The crocodile finally decides on his final plan... Though the reader thinks this plan finally works and that the crocodile finally got his revenge on the tricking rabbit, the rabbit somehow tricks the crocodile from inside the croc's stomach. The ending simply concludes with the deceitful little rabbit getting his way yet again. I'm really not sure why this is a cultural tale, for it doesn't really leave a long lasting impression nor does it leave a moral lesson- unless there is something I'm missing... maybe it's good to trick people into getting what you want? ;)


Ho, M. & Ros, S. (1997). Brother rabbit: A Cambodian tale. New York: Lothrop, Lee, & Shephard Books

The Tale of the Wonderful Tar Baby

I have read this story in the past, never fully understanding the deeper implications of its meaning or underlying racism. Brer Fox tries to trick Brer Rabbit by laying out a "tar baby"- a little dummy with turpentine all over it. It is pictured as an African American person with a hat. The tar baby is set in the middle of the road, while Brer Fox waits for Brer Rabbit in the bushes. Brer Rabbit comes by and says hello to the tar baby, thinking it is an African American sitting in the road. Obviously, the tar baby does not say anything back... so Brer Rabbit becomes frustrated and hits and kicks the tar baby (still thinking it is an African American)... He gets stuck in the turpentine, and Brer Fox comes out to make fun of him. Brer Rabbit eventually comes with a plan so that he is freed from the turpentine. I know this is a classic tale in the southern United States... specifically in Georgia. Uncle Remus stories are told to dozens of children with southern heritage. I never realized how touchy these stories actually are, and I actually got a little enraged by the blatant racism throughout the book. I would certainly never use these books in my future classroom. 

Harris, J. (2007). The tale of the wonderful tar baby. Madison, GA: Southern Lion Books. 

Reese Article

I loved reading this article. It really made me think about how tales and fables about native Americans can perpetuate all of the misunderstandings about the culture that are already out there. As a teacher, it is imperative for me to allow for a safe space in my classroom. Stereotypical and misrepresentations of any culture are not tolerable. Students should be taught to value diversity and multiculturalism. I am SO thankful for Reese's sources that she highlights in the article. When reading tales about different cultures, teachers should ensure that students do not form ideas about a culture simply based on single stories. Rather, teachers should encourage open mindedness and love. Peace and love forever :)

Historical Fiction

Chains

First off, let me just say this is one of the most captivating books about slavery I've ever read. 

Usually, historical fiction books about slavery are set in the Civil War era, at least in my experience. Chains, however, takes place in the weeks leading up to the Revolutionary War.  —It is set in Rhode Island and Manhattan. these places also allow for an interesting perspective into slavery during this time period, because they are located in the northern colonies, typically though as of "free" areas. 

The story begins right after Miss Mary Finch’s, the owner of Isabel, death. Though she was promised freedom by Miss Finch, Isabel and her sister Ruth are given to Miss Finch's nephew, because there is no written proof. The unkind nephew sells the two sister to the Locktons, a Loyalist family in New York. 

  The story follows Isabel as she pursues her opportunity of finding freedom.

—Isabel constantly thinks about running away from the Locktons. With the Revolutionary War in sight, Isabel cannot decide whether or not to side with the Loyalists or the Rebels. Both sides support slavery. Her owners are Loyalists; the Rebels promise Isabel her freedom if she sides with them. The rebels also promise to find Ruth, who was sent away. —Curzon, another slave, convinces Isabel to spy on her owners, because they know about an upcoming British invasion.Throughout the story, Isabel deals with important decisions and conflicts that will ultimately determine her fate and her sister's fate. 

This was really interesting to me- What would I do if I was in Isabel's shoes?

Other points that I liked about the book: 

Each chapter begins with some sort of advertisement, quote, or piece of journalism from the time period. It gives the reader a sense of setting and time period.

Students learn about the historical and cultural aspects of the North(especially aspect of slavery) during the time before and during the American Revolution.

This book challenges the reader to think critically about the theme of “freedom” and what that word really means. It also prompts the reader to think about how he or she would go to gain freedom. 

I think a fun (and educational) activity would be to have student imagine they were in Isabel's position. What decision would they make? Would they side with the Loyalists or Rebels? What would they sacrifice fro freedom? 

Historical Fiction or Fictionalized History?

I have always loved reading historical fiction- always. I think they provide excellent vehicles for learning history through interesting fictionalized accounts of characters and story lines.  Being that my content areas are language arts and social studies, I feel like historical fiction books are perfect ways to link the two content areas together. I would love to have the opportunity to do a novel study among two different areas of focus. I really enjoyed reading this article and its distinction between historical fiction and fictionalized history. it is interesting to think about the difference between the two, and it is interesting to think about which I will incorporate into my future classroom. In both cases, accuracy and relevancy are important aspects to consider when choosing books for a classroom. 

Debate Reflection

We often talk a lot about historical bias in our pedagogical "teaching social studies/ history" class. We are expected to note that any author or group of authors is always somewhat biased- whether they are aware of it or not. Regardless of one's basis and depth of knowledge, he or she will always include their perspective on the given historical matter. Is it necessary for teachers to disclose this to students? Should we have student contemplate potential biases in historical fiction? I believe the answers are absolutely yes! Teachers should encourage their students to think critically and question the history with which they are presented. 

I also believe that students should be encouraged to see history as a process, not a past event. It is always up for interpretation and critique. Students should be aware of the implications that various points of view have on historical thinking. Furthermore, students should be enlightened in knowing that history affects the present and future.