Biographical Texts & Choosing Not to Read

Change Has Come

This picture book is actually inspired by past speeches from President Obama. The illustrator captures moments from Obama's great words of wisdom and future promise. It invokes a sense of pride in the reader for his country, regardless of political party identification. I would certainly have this book inside of my classroom as a future teacher. I believe it provides insight to the presidential race of 2008, as Obama  unites the many faces (Asian-American, African-American, European-American, Native-American...) of the United States of America. Anyone should find themselves drawn to this book's national pride.

Nelson, K. (2009). Change has come: An artist celebrates our American spirit. New York: Simon &      Schuster BFYR

The Yellow House: Vincent Van Gogh and Paul Gaugin Side by Side

This book focuses on the renowned painters, Vincent Van Gogh and Paul Gaugin. Each page is filled with paintings, some from the two famous painters. I actually learned a lot from this book- I did not know about the painters living with one another for an entire year in Van Gogh's house in Arles, France. The two become very close and eventually for the "Studio of the South", a sort of family of painters in the south of France.  The author of the book includes an extensive list of sources as well as an author's note that details her research in France. The book's detailed account of the painters' friendship  is something I've never learned in the past. I believe any middle grades student would find this book interesting, but artistic students would especially be inclined to read this book.

Rubin, S. G. (2001). The yellow house. New York: Harry N. Abrams, Incorporated.

Kennedy Assassinated!

We all know about it; we've all read the historical texts; we've seen the history channel documentary a time or two. One of our most incredible, most challenged president, John F. Kennedy was assassinated on November 22, 1963 at 12:34 in the afternoon. We know the killer. We know Kennedy was pronounced dead in a Dallas hospital. What we don't know is the reporter's story. 

This book takes the reader into the hectic  November day of a newly-hired employee of United Press International. He experiences the stress of the FIRST phone call from his boss- "There have been three shots fired!" He soon realizes this will be the most memorable and most publicized phone call of his life. I could not stop reading this book once I started. In all honesty, I was not fully aware  of all of the facts surrounding Kennedy and the events that led up to his assassination. Though this book focuses primarily on Kennedy's assassination, I would certainly still classify this as a biographical book. The book is definitely informative. I learned more about this event and about Kennedy throughout the chapters of this book than I have in the past. 

The book is captivating, and it really shows the reader all of the facts and all of the chaos that took place on that fateful day. Hopefully, I will never experience the anxiety and chaos that comes with a presidential assassination. This book really shows what an individual citizen felt like during the nation's dire uncertainty. 

I would definitely have this book in an upper middle school classroom. However, I would not include it in a lower grade's classroom. It includes a great deal of authentic pictures and medical diagrams that I wouldn't necessarily deem "appropriate" for young children.

Hampton, W. (1997). Kennedy assassinated!. Cambridge: Candlewick Press.

Choosing Not to Read: Understanding Why Some Middle Schoolers Just Say No

This article is fascinating! I think every middle school reading/literature/English teacher should read it in order to better understand some of their "more challenging" students.  It analyzes the reasons behind some students' lack of reading desire. It's no secret that a great deal of students think reading is "uncool" or lame, but why is that?

Beers makes the claim that, "... the less students read, the poorer the readers they become... the poorer readers they become, the harder reading is for them..." This is absolutely true. We know that reading is a foundation for knowledge. If one does not read, he or she is likely to not fully understand material in any given subject. On top of that, non-readers, in my opinion, are less likely to develop critical thinking and deeper analysis skills.  Beers makes the point that students who hated reading in school are likely to become parents that hate reading... making for more students who hate reading, and the cycle continues. 

The comments for the alliterate students were really interesting and informative to a future teacher. These students' reasons for choosing not to read are much deeper and more complex than the basic, "... because it's boring" excuse. A number of these students claim they are smart even though they don;t get recognition for it. They blend into the background, because they feel as though that is where they belong due to some past negative influence in their schooling. 

Figure 3.1 shows the five different types of readers: avid, dormant, uncommitted, unmotivated, and unskilled. In the same section, Beers goes on to discuss the various types of illiteracy. Teachers cannot FORCE students to like reading. We can't make students enjoy reading- UNLESS we provide them with captivating texts, suited to their interests. We take the risk factor out of reading; we need to make it a choice, a freedom. I am skeptical of this, of course, for I feel it is easier said than done. 

Beers's discussion on motivation really highlights the importance of a teacher's role to direct learning in a student-led manner. It is important to note that motivational activities must encourage interest as well as the desire to read. The interest cannot simply replace the want to read. 

Beers makes several valid claims in the article as well as provides helpful tips to encourage reading in students who hold a sort of negative stigma about the subject. Though difficult, perceptions about reading can be changed. "We must encourage students that their response are important and valued." When we value our students' opinions, we show them we care. We show they are worth-while, and we show them we listen! 

Informational Texts

        Bomb

Steve Sheinkin

Wow. This books was captivating from the prologue. I have never read any book about the race to make (and steal) the atomic bomb. Obviously, I have read a great deal about the use of the Atom Bomb in World War II in history classes. I have also read a lot of articles and studies about whether or not Truman made the right decision about using the bombs in Japan. I still haven't completely made up mind about whether or not I feel as though the bomb was necessary, but that's a different story. 

Bomb follows the story of the historical characters on their individual journeys through the intense years in which the bomb was being created. Each character is thoroughly developed, like those typically found in fiction. I had to keep reminding myself that this was actually a true story, which made it even more intriguing. I felt like a detective, as I was following the story of Oppenheimer and Gold. 

Sheinkin's inclusion of an extensive source list shows how thorough he was in his research before writing this book. It's amazing how much time and effort went into this book, and it certainly shows in the complex story line and detailed characters. There are so many different aspects to the story of the atomic bomb, and I never really realized it before reading this book. In all honesty, I believe this book taught me more about the nuclear race than any other educational text. 

My favorite part of the book is actually the epilogue. Sheinkin summarizes the story, and sort of provides an extension with further explanation of Gold's confession. Sheinkin ends the book with a warning. He says, "The big question is: Will any of these bombs ever be used?", talking about Pakistan, North Korea, and Iran. He gives the details about the current situation in the realm of atomic bombs. Living in a world with bombs that can destroy cities is kind of terrifying. The uncertainty that surrounds nuclear weapons is scary, but also intriguing. The story of the atomic bomb hold a binary.  It is an amazing story of genius effort and determined teamwork. "But it's also the story of how humans created a weapon capable of wiping our species of the planet" (Sheinkin, 2012, p. 236).

I would most definitely use this book in my future classroom. 

Sheinkin, S. (2012). Bomb. New York: Roaring Book Press.

       Minty

Though a lot of this story is fiction, it actually encompasses a great deal of factual information about Harriet Tubman. The story follows a young African American girl, Minty. She struggles with her strained relationship with her owner, Mrs. Brodas. Mrs. Brodas does not think Minty is a well behaved slave-child. Rather, she believes Minty acts out to spite her... In frustration, Mrs. Brodas takes Minty's beloved doll, Esther. She hurls the doll into a fire and tells Minty that such an action will teach her a lesson. Minty runs away to tell her mother, who gives her advice on Minty's new job- a field slave. Minty says she wants to run away. Her mother tells her she shouldn't run away. Minty listens, and she works hard in the field for several months. She meets a woman named Amanda, who knows Minty's dreams to escape. Amanda tells her escaping- or even trying to escape- is not worth it. Despite this warning, Minty tries to flee a few days later. She is caught, and Mrs. Brodas tells Sanders to whip her. This part of the story made me really upset. Minty was only eight when this happened. It reminded me of the harsh realities of slavery. Minty still wants to run away, even after the whipping. Her father teaches her how to use nature to aid her in her escape, even though he advises her to not run away. He still wanted her to know about the stars and trees. By the end of the story, Minty still has not escaped. The author writes a note to the reader at the end of the book. He tells the reader that Minty grew up to be the wonder of Harriet Tubman. 

       

Schroeder, A., & Pinkney, J. (1996). Minty: A story of young harriet tubman. New York: Dial Books  for Young Readers.

      Free at Last

This book encompasses use of poetry and song to convey the sentiments of those in need of emancipation. though some of the book utilizes poetry, most of it is informational text. The book's detailed accounts allow for an introduction to many prominent figures in the times of slavery. these figures include Ida B. Wells, Booker T. Washington, and Jackie Robinson... just to name a few. Each character brings a new perspective to and reason for emancipation  The story is written chronologically, and it includes factual information about the African American population's journey to absolute freedom. This book would be great to include in a social studies class at any age level.



Rappaport, D. (2003). Free at last!, stories and songs of emancipation. Candlewick.

Poetry Week

Three Children's Poetry Picture Books

The Great Migration

This book is prefaced by a note from the author. Greenfield introduces the poetry by explaining the history between 1915 and 1930, discussing how African Americans moved from the South to the North, in order to escape racial discrimination and injustice as well as institutional racism.She explains this movement is known as The Great Migration.inequalities still existed. Greenfield concludes the introduction on a personal note, "... I had become a part of The Great Migration". 

Each page has an individual poem that links to the following page- detailing the process of one travelling from the South to the North during this time period. The pages are composed of dark images, perhaps insinuating the sorrow and pain brought forth by the hardships of living in the South as an African American during the early 1900s. Poems are told from varrying perspectives of men, women, and children. It is interesting to notice the difference and similarities of the very realistic characters in this story. Though they are nameless, each character's perspective brings a new tone to the story as a whole. For the most part, the poetry is written in free verse, and it is seemingly literal. The poems use a great deal of imagery, as there is hardly any need for the pictures on each page. The story goes on to detail the journey to the North, involving the train transportation. In this section of the book, one poem is carried out for several pages, titled "The Trip". My favorite poem in the book is: 

 Question 

Men and Women:

Will I make a good life 

for my family, 

for myself? 

The wheels are singing, 

"Yes, you will, 

you will, you will!"

I hope they're right. 

I think they're right. 

I know they're right. 

We're going to have

a great life. Got to try it. 

Going to do it. Going to

make it. Not mater what. 

           I enjoy the uncertainty and determination that this poem highlights. I am sure many of the migrant felt this very way on their journey to the North. I especially enjoy the rhythmical meter in this poem. I also find the spacing very intriguing at the end of this poem. It causes me to think of the reasons behind Greenfield's purpose in placing incomplete thoughts with each other in the last three lines. 

          

           Overall, this book is extremely effective in creating a personal connection from the reader to various realistic characters in history. I think the fact that having the author be someone from the actual era from which this book is written bring a a great deal of authenticity to the overall effect of the book.  It would be great to use this book as a supplemental reading in a social studies class. I would use this book in upper elementary school and middle school. 
          
            Greenfield, E. (2010). The great migration: Journey to the North. New York: Harper Collins       Publishers. 
         

         A Lucky Thing
         
           This collection of poetry surrounds itself on seemingly mundane aspects of life-  mainly farming aspects. Simple things like a barn are turned into magnificent images of detailed happenings through the authors used if imagery. The poems detail small happenings- allowing the reader to make sense of why robins might envy chickens. This book is a fun and engaging read, with beautiful paintings on each page. My favorite part of the poems is their use of space among each page. The spacing of the lines and stanzas lends itself to the meaning of the words within the poem. This book would be a great introduction to any poetry unit. Students could get a glimpse at effective use of imagery and instrumental diction. I would use this book all the way up through high school for this purpose. 

         Schertle, A. (1999). A lucky thing. New York: Browndeer Press. 


          Night Garden: Poems from the World of Dreams

           I loved reading Wong's interpretations of dreams. Dreaming has always intrigued me, and this collection of poems explores the mysterious aspects of the world of dreams. Each poem deals with a part of dreaming that one encounters during the night. For example, "Old Friend" details that happening of an individual turning up in a dream that the dreamer has not seen in a long while. In this poem, the dreamer questions himself, asking why this particular old friend has turned up in the dream. Other poems involve dreams dealing with flying, falling, and dogs. Each poem is surrounded by pictures, depicting themes within the dream- some are unclear, perhaps showing that some dreams are also unclear. My favorite poem is the ending poem:

There is a Place

There is a place

where the museum houses thousand of paintings

seen nowhere else in the world, 

the colors so bright they grab your eyes 

and hold you there, looking,

where the library is filled with brand new books

waiting for you to open them first, 

to tell stories only you could know, 

where fresh cherries have no pits, 

where puppies never grow old. 

There is such a place,

hidden deep

in me. 

           This poem is so great! It discusses the magic and uniqueness within every individual. We all are museums full of wonderful paintings. No one else in the world will ever be able to see the wonders within our minds. Such places are hidden within each of us, and we have endless opportunities to discover within ourselves. 

          Wong, J.S. (2000). Night garden: Poems from the world of dreams. Hong Kong: Margaret K. McElderry Books.

      Bronx Masquerade 

           Bronx Masquerade is an excellent book of poetry for middle school students. It is written from the perspectives of eighteen different characters. Thus, each character is depicted by a different voice. Grimes' close attention to detail and characterization of the particular narrator for a given section of the book made the story seem more authentic. The story follows each character during high school, through their ups and downs. Tyrone, perhaps the most familiar character in the book, provides a glimpse into the lives of the other voices, so the reader can better understand each individual story. 

           Each character deals with some sort of problem they're facing. For some, the death of a relative plagues their memories... others feel as though they're trapped, and others deal with abusive acquaintances. The reader follows the characters through the use of short strings of text along with brief poems. 

          

           I believe this book would be great to use in a classroom. It shows that, despite our multicultural diversity, we all carry burdens. It also brings up the idea that we can help one another simply by listening to one another and showing that we really- honestly- care. It is so often - too often- that we forget what a positive difference simple kindness can make in another's life. 

           I also appreciate the fact of reading this book before I go into teaching. it is a good reminder about my need to be there for all of my students. It also reminds me of the fact that all students are individuals and that they all have different stories to tell. Such stories might impact the manners in which they behave in class towards me as well as to one another. 

           Furthermore, this books made me realize the opportunities that poetry instructional units can bring into the classroom. Some students might secretly love enjoy poetry. For these students  I should provide ample ways in which they can showcase their work, like Open Mic. I thought having students write poems and share them was an excellent idea. Students can also work on performing poems this way as well.

           After reading this book, I am not as nervous about teaching poetry as I had been. It is a fun and creative way to let kids let out their problems and worries. It also provides an ample way in which students can perform and take pride in their own work. 

          Grimes, N. (2002). Bronx masquerade. New York: Dial Books. 

The Best Book I've Ever Read

"Everyone in the world should get a standing ovation at least once in his or her life, because we all overcometh the world." - Auggie

Through all of the trials and tribulations in their lives, the Pullmans overcome the confused stares, the awkward introductions, and the harsh treatments of all those who have the honor of meeting August. Despite his lackluster appearance, August sees the world like any "ordinary" kid- he sees the popular crowd, the D&D crowd, and the smart-kid crowd. He also sees how he doesn't fit in any of the groups at Breecher Prep, along with Summer and Jack- two genuine friends that teach Auggie not all of his peers are afraid of something (or someone) different. 

I have never felt so convicted by a novel before reading Wonder. It really made me think about all the times I could have said something positive to someone- genuinely, as a friend. I'm glad I can honestly say I've never talked badly about someone with any sort of deformity in the past, but I'm deeply ashamed that I've never been a true friend to anyone with a deformity either. Why not? Was I afraid of being associated with someone perceived as "different"? Was I afraid I would catch a sort of "plague" like some of August's peers? Why did I avoid the student whom everyone talked about behind his back? Was I afraid of getting made fun of behind my own back? Was I so afraid of being associated with someone like Auggie that I hurt someone in the process? As I read this book, I began to ask myself all of these questions... Though I'd like to say I never intentionally hurt someone like August, that simply isn't the case. I must have, at some point, made the intentional decision to not befriend the student with the scar across the face or the student with only one arm. I shied away from being their friend, because I was uncomfortable. How terrible is that? I am like Charlotte. I would be nice if an adult was around, or if I was expected to treat someone kindly. Other than that, though, I would simply say, "Hi" in the hallway. I wouldn't join them at an empty lunch table on the first day of school. I wouldn't stand up for them in front of my peers. I certainly wouldn't punch the most popular student in the face. After finishing this amazing book, I have come to this conclusion: I was a coward in middle school.

I loved the idea of Mr. Browne's precepts. I might even do something similar in my own classroom. These precepts caused me to think about my own rule "about something important". I thought a long time about this, especially after feeling so unbelievably convicted by Wonder. I decided on this:

"We must all seek to obtain the courage of a child."

I have to be honest, my yoga instructor really sparked this idea in my head when she claimed that children are the bravest people in the world. At first, I didn't know what she meant by this. Instead of focusing my energy on Yoga and my inner happiness, I thought about her claim. I thought about the bravery of a child. How can a child be brave? He or she is ultimately helpless. Children can't drive; they can't buy things; they can barely tell the difference between good people and bad people. Then I realized it- Children are courageous because they aren't afraid of being themselves. They don't care what other people think- they just do what they want. They don't see the differences between themselves and others; they just see the similarities. They become excited when someone is wearing the same pink shirt as them or when someone else loves the latest Justin Bieber song. They don't know what "normal" or "ordinary" are. They simply love those who love them. 

I think this is very applicable to August's story and his peers as well as to the story of most any middle school student. They must put their lives into the perspective of a child. They must seek to be themselves, even if that means some persecution. 

This books was truly a pleasure to read. I'll remember it for many years to come, as it as taught me priceless life lessons through the eyes of children. Most importantly  I will seek to remember the conviction this book brought and all of the implications such conviction brings to my future life as an educator. 

PicLit in Response to Banned Books

Stephanie and I have similar feelings about Banned Books. We feel as though banning books only takes away from the potential enrichment that books can provide. Some difficult subjects are certainly found in books, but we feel that running away from these themes is an injustice to our future students. Students encounter life; thus, they encounter some of the challenged and banned elements in books. As teachers, we should provide support and guidance in a safe, open environment.


Here is our PicLit that conveys our feelings about books, as a whole.

No matter how old you are or what your background is, books allow you to ...

By: Julia Lacy and Stephanie Dowst

My Reading Autobiography

My Reading Autobiography

            I cannot remember a time in which I was not able to read. I have always loved reading- looking at the words and decoding their meanings… I feel like I have always been able to read. I know this is not true, but I believe this feeling comes from the fact that I have always been surrounded by books.

            As a small child, my parents read to me every night. My mom or dad would take turns “tucking me in” to bed. My mom would lie next to me- holding a book above our heads with outstretched arms. I would look at the colorful pages as she read the book with imaginative voices. Each character had a different voice, and it made the story so real. I always was excited to have my dad read to me. It certainly didn’t happen as often as my mother’s tale-telling; so when it did, it was an event. My dad would sit next to me and do the same sort of voices as my mom, but slightly different. I remember my dad insisting that we end our reading time with a tale from Uncle Remus and Brer Rabbit. He loved those stories, despite their underlying themes. I loved reading- I loved looking at the pictures and turning the pages when I thought it was the “right time” to change the page.

            The first books I can remember reading were the golden bound story books, known as “Little Gold Books”. The collection has a golden spine with small animals and characters outlined in black on the binding of the books. I had dozens of them- lining the walls of my room and lining the surfaces of my book shelf. I also remember a giant blue book full of nursery rhymes, though I cannot recall its title or its author. I loved that book- it was full of exciting stories and poems that I had heard in school. Each page was dedicated to its own rhyme, and the entire page was illustrated to depict the rhyme. I would spend hours with that book, sprawled out in the middle of my playroom. Sometimes, I wouldn’t understand the rhyme, so I would look at the pictures instead- I would try to understand the rhymes through the pictures.  I can particularly remember trying to make sense of “Little Jack Horner”, who was pictured sitting in a corner with a plump, delicious-looking pie. His thumb was sticking into the top with purple ooze climbing up his hand.

            Of the Little Gold Book stories, there are few, that I can recall the most. My favorite is The Monster at the End of this Book. The story’s main character is Grover; he speaks to the reader in first person, warning against turning the next page. Despite Grover’s warnings, the reader follows the furry blue character through the story. Each time the page is turned, Grover fusses at the reader. He insists that the reader should not turn another page. He is afraid of reaching the end of the book, for he knows there is a monster at the end. The interactive nature of this book captivates the reader into turning the next page in order to figure out the nature of the mysterious monster. Finally, the reader reaches the end of the story. Instead of discovering a terrible, scary monster, Grover is the only one on the page. Then, Grover realizes it- he’s the monster at the end of the book! He isn’t scary at all- he’s just furry, lovable Grover from Sesame Street! The ending of this book still makes me smile. It’s such a great resolution to the potentially frightening ending of this children’s mystery.

            One of my favorite memories of this is story is reading it with my Oma, my mother’s mom, my grandmother. I can remember lying down, comparing our blonde hair. I can remember Oma attempting to do Grover’s voice with little success, making me laugh out loud through the story. I remember Oma being confused about the story’s unique narration. My favorite part was seeing Om’s reaction to the ending- I was so surprised that story actually fooled her!

            Between the ages of three and twelve, my mom would take my younger brother and me to the library on a weekly basis. Because our house was so close the local library, we would walk; it was about a mile and a half. We would spend an hour or so- grazing the shelves of the children’s section. I would always pick up Chika Chika Boom Boom as a young child. I’d never check it out; I would just read it in the aisle of the library.  Sometimes, the librarians would have special readings. They would use puppets to help tell the stories.

            As I grew older, I ventured into the “teen section”. I’ve discovered, over the years, that this section is really meant for the younger teens. As an older teenager, one usually explores the “young adult” section; it seems like libraries insist on pushing us readers to the next level. As I ventured into the teen section, I discovered the series, The Baby-sitter’s Club. I read every single one! I realized that I had anew found love for reading books that were a part of a series. I love getting to know characters and following them through all of their many adventures throughout various stories.

            In middle school and high school, I discovered that I loved assigned reading. It is kind of an oxymoron- a student who thrives off of required reading lists. I realized that I would never have experienced some of the best books I ever read if it was not for teachers requiring them to be read. My two favorite of these are The Outsiders and The Count of Monte Cristo. In eighth grade, Mrs. Richardson, my favorite teacher on this planet, required us to read The Outsiders. During this novel study, we were asked to discuss the themes and the deeper meanings of the text; this was the first time I was prompted to truly think critically about the books I was reading. It was during this school year that I developed my true love for reading and writing. Since then, I have decided to become a language arts teacher.

            I have truly been blessed with the amount of reading that was accessible to me as a child. I had an ample amount of books at home, and I visited the public library on a weekly basis. I never felt trapped as a reader. I could choose any amount of books I wanted at the library- my reading world was limitless. With that being said, I believe my reading spectrum could have certainly been widened. Despite my mother’s presented freedom in my book choice, I steered away from multicultural books. I really have no idea why I did this. I chose books with covers that typically pictured white girls or women. Books with African American, Native American, or Asian characters depicted on the front were unappealing to me. I don’t know why this was… perhaps because I was afraid I would not understand books from a perspective different from my own. My parents and teachers should have presented me with more options of texts that dealt with cultural diversity. Reading such books could have increased my understanding of the world and those who were different than me.

            My reading activity currently seems to sadly be more efferent than aesthetic. I am constantly reading articles on pedagogical methods or textbooks on the importance of authentic teaching and learning. It is almost exhausting. On top of all this interesting, but dry, reading, I am reading countless middle-grade-level novels. Though some of the novels are far too rushed for my liking (one to two novel in four days every week), I am appreciative for the opportunity to read them. As I mentioned before, I am a sucker for required reading. I feel as though I would have never picked up some of my favorite books without the assigned list.

            In years to come, I want to instill such a desire for reading in other young minds. Students should be constantly challenged in their reading and prompted to critically think about the text. I am so excited to (hopefully) become a student’s Mrs. Richardson in the near future.

           

References

Archambault, J. & Martin, B. (1989). Chika chika boom boom, illustrated by Lois Ehlert. New York: Simon & Schuster Books for Young Readers.

Carey, H. (1725). Little Jack Horner.

Dumas, A. (1846). The count of monte cristo. Paris: Petion. In London: Chapman and Hall.

Harris, J. C. (1907). Uncle Remus and brer rabbit. New York: Frederick A. Stokes.

Hinton, S. E. (1967). The outsiders. New York: Viking Press.

Martin, A. M. (1986-1993). The baby-sitter’s club. New York: Scholastic.

Stone, J. (1971). The monster at the end of this book: Starring lovable, furry old Grover, illustrated by Michael Smollin. Racine, WI: Golden Books, Western Publishing Company.

Banned Book Week

Books that are kept out of Libraries, Schools, and Young People's Minds

For this assignment, we were asked to choose a book off the banned and challenged book list. I was absolutely astounded by the amount of books found on this list- everything from Crank and Twilight to The Hunger Games and The Bridge to Terabithia. For some reason or another, these books are deemed inappropriate or unqualified for students and their libraries and classrooms. I think the claim that certain themes or contexts are inappropriate is absolutely ridiculous. As we all know teachers wear about 45938247 different "hats" on any given day. One of our many jobs is to prepare our students from the future and the "real world". In doing so, students must be exposed to elements of the world... and let's be honest- what better way to do this than to expose children to great literature, full of deep themes, perplexing story lines, and wondrous worlds?

As I was reading over the list, I stumbled across an ever familiar title: To Kill a Mockingbird by Harper Lee. I couldn't believe why anyone, in his or her right mind, would challenge or ban this book. It's the classic representation of the dangers and implications of racism. It prompts an endless amount of interpretation, dissection, and deeper understanding. Why would someone take such a treasure away from students? 

I decided to revisit this book for this assignment- paying close attention to detail that could possibly be considered ban-worthy. 

Though I'm almost certain everyone has read this book at some point in his or her life, I am going to briefly summarize the plot:

Scout, the main character of the book, lives with her brother (Jem) and father, Atticus. Her mother has died before the story takes place. The three family members live in Maycomb Alabama. The story takes place in the 1930s- during the Great Depression. Despite the hard economic times, the Finches are doing well for themselves, because Atticus is a well-known lawyer. During one summer, Jem and Scout discover a run down house with one of their friends, Dill. This house is known as Radley Place- the only inhabitant is Boo Radley, and he never comes outside of the house. 

The following fall, Scout attends school for the first time. She feels as though school is not the place for her. During this time, Scout and Jem find little presents inside the knothole of a tree on the Radley property. Scout believes these gifts are left for them intentionally. The following summer, their friend, Dill, returns for the summer. With his pushing, the three try to figure out the story of Boo Radley, being unintentionally discriminatory and mean. Scout's father find out and tells the children to put themselves in Boo's shoes. He also tells them to not be judgmental. The children don't listen at first, and they return to the house. Nathan Radley (Boo's brother) shoots at the children in their attempt to escape. Jem loses his pants after tearing them on a fence. When he returns for them later, they are mended and folded neatly over the fence. Eventually, Nathan Radley plugs the hole in the tree in which the children had continuously found gifts left by Boo.  

At the same time, a man in the community has been accused of raping a woman. The key to this is that the man is Black and the woman is White. Atticus agrees to represent the African American man, Tom Robinson. Everyone in the community is pretty much outraged. How could such a prominent lawyer stoop so low as to represent an African American rapist? Because of his gallant decision, Scout and Jem are made fun of by the other children. 

After many threats and mobs, the actual trial finally begins. Scout and Jem sit with the African American community during the trial. Atticus certainly proves that Tom Robinson is telling the truth- he did not rape Mayella. Instead, Mayella solicited Tom Robinson. Her father caught her, and he hit Mayella. Although everyone in the courtroom knows the truth, the jury (made up of all White people) convict Tom Robinson. He is shot after trying to escape from prison. 

Mayella's father vows for revenge because he is so embarrassed- even though he "won" the trial. He tries to hurt Tom Robinson's wife. He also tries to harm Scout and Jem one night, but Boo Radley saves the children, but kills Mayella's father in the process. Boo carries the children back to the Finch house, prepared for his punishment. However, the sheriff insists that Mayella's father tripped and fell on his own weapon. 

At the end of the book, Scout has learned many lessons. She has learned to empathize with those whom she is not familiar. She has learned to put herself in the shoes of another, attempting to understand them from a different perspective. She has learned that life is not always fair. She has learned the cruelty and brutality of people as well as  the kindness and acceptance of people. Most of all, she has learned the importance of standing up for what is right- even if that mean she is standing alone. 

This book is challenged because of its mature themes including rape and violence. It is also challenges because of offensive language and racism. I take issue with these reasons. Children are NOT stupid- they know of the dark elements of this world. Presenting these elements in a classic novel should be  frowned upon encouraged. it allows for reflection and critical thinking in a safe school environment. I certainly I don't think I would use this book in elementary school, but middle school aged children are certainly old enough to read this book. I think it is a crime to take it away from them honestly. Children must be sheltered know of the hate out in the world- and it still happens today; racism is not obsolete. The lessons learned in this book are so deep and important for students to understand- especially the lesson about standing for what is right no matter what. Other books do not contain such imperative lessons or thought-worthy topics. I believe this book allows for deep discussion- especially in a school that is "only-white". These children most likely have not thought about some of the lessons learned in this book.

To Kill a Mockingbird does not go  into the details of the apparent rape. It does not include unreadable, gory details. I'm a squeamish person, and I did not feel uncomfortable while reading some of the descriptions. I did, however, feel uneasy while reading of Tom's unfair treatment as well as the outrageous discrimination. It actually made me cry, reading it this time. I think that's shameful  perfectly okay. Some might say such uneasy feelings should not be brought upon middle school students. Why not? It's important to feel uncomfortable when talking about unfairness, discrimination, and racism. We wouldn't be human if we didn't have these feelings... Reading this book might provide children with their first sense of uncomfortable, uneasy feelings they have from themes such as these. There is nothing wrong with exposure. Kids need to feel this way in order to become the adults we want them to be. We don't want them to be ignorant of reality or ignorant of history. This book is fiction, but events in the book really took place- we all know it.

Exposure to mature themes is not bad. It is necessary. Middle school is supposed to prepare our students to become responsible citizens and knowledgeable young adults. How can this happen unless they are aware of the evils in the world? 

Lee, H. (1982). To kill a mockingbird. New York: Warner Books.

The Banned and Challenged Book List can be found here!