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dissertation entitled

A QUALITATIVE ANALYSIS OF THE USE OF

LANGUAGE ARTS INSTRUCTION IN Two SIXTH GRADE CLASSROOMS

To DEVELOP AWARENESS AND UNDERSTANDING OF CULTURAL
DIVERSITY

presented by

Pamela Sue Gates-Duffield

has been accepted towards fulfillment
of the requirements for

Doctor of Philosophy Teacher Education

 

 

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Date July 21, 1993

 

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A QUALITATIVE ANALYSIS OF THE USE OF
LANGUAGE ARTS INSTRUCTION IN TWO SIXTH GRADE CLASSROOMS
To DEVELOP AWARENESS AND UNDERSTANDING OF CULTURAL
DIVERSITY
By

Pamela Sue Gates-Duffield

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Teacher Education

1993

 

 

ABSTRACT
A QUALITATIVE ANALYSIS OF THE USE OF
LANGUAGE ARTS INSTRUCTION IN TWO SIXTH GRADE CLASSROOMS
TO DEVELOP AWARENESS AND UNDERSTANDING OF CULTURAL
DIVERSITY
By
Pamela Sue Gates-Duffield

Dr. Sheila Fitzgerald, Dissertation Chairperson

The purpose of this qualitative study was to observe the teaching and learning
practices of two sixth grade teachers who teach in a culturally diverse school setting,
are committed to multicultural education, and use children’s literature and language

arts instruction to promote awareness and understanding of cultural diversity. I

 

examined a teaching unit which was initially intended to help sixth grade students
understand the racism and prejudice which was an integral part of the World War
II experience and in particular, the Holocaust. It expanded, however, into an
ongoing unit which ultimately examined the racism and prejudice of the African
American experiences of the 1930’s up through the Civil Rights movements of the
1950’s and 1960’s, and ended with an examination of racism and prejudice in relation
to some of the Native American experiences.

Three major assertions of this study relate to cognitive, emotional, and
metacognitive development of student understandings about issues of racism and
prejudice through the global and hiStorical perspectives presented in children’s
literature and delineated through their classroom language arts instruction. The

study also reveals four elements which influenced the success of the unit: 1) the

 

 

 

importance of literature as a vehicle through which to View racism and prejudice; 2)
the importance of providing students with an historical context by which they can
come to understand the global implications of racism and prejudice; 3) the
importance of cooperative learning versus a lecture format; and 4)the importance of
reflection time for teachers. Together, these elements provided the structure
through which the cognitive, emotional, and metacognitive levels of understanding
could be met for the sixth grade students.

Important implications of this study relate to multicultural educational theory
and practice. In particular, the implications address the issues of white middle-class
female teachers in culturally diverse classrooms, teacher education programs, and

curriculum reform.

 

 

 

 

 

Copyright by
PAMELA SUE GATES-DUF FIELD

1993

 

Dedication

To my children,
Tim, Gretchen, and Erin,
to my step-children,
Mark, Matt, and Jane,
who are reminders
to keep my feet firmly grounded in reality;
and to my husband,
Holley,

who encourages me to take flight.

Thank you.

ACKNOWLEDGEMENTS

I am grateful to the members of my committee, who have provided
guidance and insight throughout this arduous project. In particular, I would like to
thank Dr. Patricia Edwards for her thoughtful and direct comments about what it
means to educate all children within a culturally diverse society, Dr. Susan Florio-
Ruane for her expertise in qualitative research, and Dr. Marilyn Wilson for
broadening my knowledge in the critical studies of English Education. I would also
like to thank Dr. Patricia Cianciolo for her guidance in the study of children’s
literature. I offer a very special thanks to Dr. Sheila Fitzgerald, the chair of my
committee, my mentor, and my friend; her expectations have pushed me to question,
and to search for what it will mean to teach all students in the twenty-first century.

Finally, I thank the teachers and students who welcomed me into their
classrooms to watch, listen, and discover the nuances of teaching and learning in
their search to address the difficult issues of racism and prejudice, for it is their story

that I tell.

 

 

TABLE OF CONTENTS

Chapter I INTRODUCING THE STUDY
Introduction .......................................... 1
Purpose of the Study .................................... 4
Significance of the Study .................................. 8
Indentifying the Methodology ............................... 9
Definition of Terms ..................................... 10
An Overview of the Study ................................ 13
Limitations of the Study .................................. 15
Chapter II LITERATURE REVIEW
Introduction ....... ‘ ................................... 17

The Conceptual Framework

The Role and Issues of Literacy ............................. 19

The Role of Children’s Literature and Language Arts ............ 26

The Role of Multicultural Education ........................ 35

In Conclusion .......................................... 42

A Traditional Review of Studies ............................ 43
iii

_

Chapter III THE DESIGN OF THE STUDY
Introduction .......................................... 50
Qualitative Research as a Method of Study .................... 52
Plan of Study .......................................... 54
Focus of Study ......................................... 55
Setting for Study ....................................... 59
Participants of the Study .................................. 61
Types of Data Collection ................................. 63
Sequencing and Relating Data Collection ..................... 65

Chapter IV THE RESEARCH NARRATIVE AND ANALYSIS OF DATA

The story begins...
Goals, objectives, and teacher intentions ................. 67
The story unfolds...
Teaching and learning about the Holocaust ............... 74
Drawing conclusions ............................... 104

 

The story continues...
Teaching and learning about the Civil Rights movement ..... 108

Drawing conclusions ............................... 141

The story continues...
Teaching and learning about the Native American experiences 143

Drawing conclusions ............................... 162

The story ends...
Concluding the unit ................................ 163

iv

 

 

 

 

i S \.

hapter V ANALYSIS, CONCLUSIONS, IMPLICATIONS, AND
RECOMMENDATIONS

What does the stay mean?
Analyzing the data ................................ 164
Conclusions ..................................... 191

How can this study influence teaching and learning?

 

 

 

- Implications and Recommendations ................... 195
Epilogue ....................................... 201
APPENDICES
Appendix A
Samples of written responses by teachers and students ....... 204
Appendix B
Copies of all figures ............................... 234
Appendix C
Timeline, consent letters and forms .................... 256
BIBLIOGRAPHY
Professional References .................................. 265
Children’s Literature References ........................... 278
Video References ..................................... 283
V

 

 

 

 

 

 

LIST OF FIGURES

 

School Philosophy ...................................... 69
General Outline for Holocaust Unit .......... A ............... 77
Map from Number the Stars ............................... 85
Story Chart ........................................... 86
List of literature for the Holocaust Unit ...................... 90
List of literature for the African American Unit ................ 113
Student Question and Web ............................... 118
Student generated writing prompt .......................... 120
Civil Rights Bulletin Board ............................... 125
Silhouettes ........................ ' ................ '. . 126
Marge Shott cartoon ................................... 127
Editorial ............................................ . 129
List of literature for Native American Unit ............. 152,153,154
"Prejudice in our Daily Lives" bulletin board #1 ............... 170
"Prejudice in our Daily Lives" bulletin board #2 ............... 171
Political Cartoon ...................................... 172
KKK Poster .......................................... 179
Venn Diagram of Native American Unit Assessment ............ 185
Venn Diagram of Entire Unit ............................. 187

vi

 

 

 

CHAPTER I

THE STUDY

troduction

Multicultural education. Cultural diversity. Because each of these phrases
'Okes many denotations and connotations, their meanings are the source of much
hate. According to Hilda Hernandez (1989),
Teaching, to be effective, must be multicultural. In a nation
characterized by cultural diversity, schooling must serve all students.
In a society that is pluralistic, educators must provide increasingly
heterogeneous student populations a classroom environment that meets
the diverse needs and develops the unique abilities of students from

many different backgrounds (p.3).

 

ough philosophically and politically correct, what, one might ask, does this
ription of effective teaching really mean for teachers and students?
Hilda Hernandez (1989) further suggests that multicultural education must be

as a "dual perspective," one of "content...the visible aspect of curriculum and

  
  
  
  

uction," and "process...the interactional, organizational, social, and management
nsions involved with teaching and learning" (p.v). If one accepts her suggestion,

it still becomes necessary to define that duality in terms of teaching practice.

 

 

 

 

W,

2

In other words, if teachers are given guidelines, curriculums, or mandates regarding
multicultural education and cultural diversity issues (content), can it be reasonably
expected that those guidelines, curricula, or mandates will be interpreted and defined
by teachers (process) in similar ways given that individual teaching styles,
understandings, and grade levels are themselves varied and diverse? The question
is a rhetorical one.
Since multicultural education is as much a philosophy as a practice, the
omplexity of its implementation is exemplified by its dual nature. The difficulty in
racticing a philosophy of teaching such as multicultural education is that it requires

:achers to be knowledgeable about many aspects of culture, resourceful and creative

 

finding varied cultural resources to support learning, and sensitive to individual
Ident’s cultural needs. Many teachers who are committed to multicultural
ucation have met some of these challenges by using children’s literature and
Iguage arts instruction to promote and develop awareness and understanding of
tural diversity.

The purpose of this study was to observe the teaching and learning practices
Mo sixth grade teachers who teach in a culturally diverse school setting, are
mitted to multicultural education, and use children’s literature and language arts
metion to promote awareness and understanding of cultural diversity. The intent
lIS reasearch was to observe teaching and learning activities with a focus on the
and extent to which reading, writing, speaking, and listening skills are developed
pport of multicultural education. Therefore, it was necessary to question the

ers’ motives, understandings, and expectations related to their individual

—_’———-——,—We

3
teaching philosophies, with a primary goal to discover connections between
philosophy, practice, and predicted outcomes as they relate to children’s literature,

language arts instruction, and cultural diversity. What follows is a more detailed

explanation of the study’s purpose.

 

 

 

 

Statement of purpose

The purpose of this study was to investigate and analyze by means of
qualitative research, two teachers’ use of children’s literature and language arts
instruction to develop awareness among pupils of aspects of the cultural diversity
within two sixth grade elementary classrooms. The main question motivating this
study was IN WHAT WAYS DO THESE TEACHERS USE CHILDREN’S
LITERATURE AND LANGUAGE ARTS INSTRUCTION IN THEIR SIXTH GRADE
CLASSROOMS TO DEVELOP AN AWARENESS AND UNDERSTANDING OF
CULTURAL DIVERSITY AMONG PUPILS?

Recent trends in education have focused on the importance of creating
classroom learning environments which promote awareness and understanding of
cultural diversity (Banks, 1992, 1991, 1989, 1988; Hernandez, 1989; Nieto, 1992;
Phillips, 1988, 1983; Ramsey, 1987; Sleeter, 1992; Sleeter & Grant, 1988). Teachers,

owever, Often experience difficulties deveIOping and initiating curriculum that
ignificantly influences student awareness and understanding of cultural diversity.
Nieto, 1992) Teachers sometimes use children’s literature and language arts
struction as devices for aiding students in understanding issues of diversity. All too
ften, however, their efforts are thwarted by inadequate resources and curriculum
aterials. (For instance, this concern arose during the Valley Elementary

Ofessional Development School whole language study group meetings of October,

   
 

vember, 1991, and February, 1992). This qualitative study examined how two sixth
de teachers--committed to creating learning environments which promote cultural

ersity--use, attempt to use, or fail to use children’s literature and language arts

 

 

 

 

 

de
tea

Fir

3113

her

iflflm

diitr:

 

 

5

instruction to develop an awareness and understanding of cultural diversity.

The overarching question of this study suggested several subsidiary questions.
As indicated below, these questions concerned teachers’ understandings and
definitions of culture, diversity, and multicultural education. They also examined how
teachers thought about instruction and a curriculum that values cultural diversity.
Finally, the study examined the roles children’s literature and language arts
instruction played in implementing that program. Although these questions provided
possible directions for the study, they were not meant to be used as an interview
tools; instead, they were designed to generate possible lenses through which to
analyze the data.

I. In what ways does a teacher’s definition of cultural diversity influence
her ability to promote understanding?

A. In what ways is a teacher’s definition-of cultural diversity limited by
personal or professional bias or prejudice?

B. In what ways is a teacher’s definition of cultural diversity influenced
by personal or professional knowledge, or understanding of issues related to
race, class, ethnicity, or gender?

C. In what ways is a teacher’s ability to promote cultural diversity

affected or limited by her own race, class, ethnicity or gender?

II. In what ways does a teacher’s knowledge of multicultural education

uence her ability to develop a classroom curriculum that promotes cultural

 

rsity?

 

 

———————""'"

6

A. In what ways is the teacher limited bya prescribed curriculum?

B. In what ways does the teacher define multicultural education
within her own classroom-~philosophy vs. curriculum mandates?

C. In what ways does the teacher’s knowledge of culturally diverse
learning styles influence the implementation of her classroom curriculum?

D. In what ways does the teacher’s knowledge of culturally diverse
communication styles influence the implementation of her classroom
curriculum?

E. In what ways do varied cultural definitions of schooling influence

the teacher’s implementation of her classroom curriculum?

III. In what ways do these teachers use children’s literature and language
ts instruction in their classroom settings to develop-awareness and understanding
cultural diversity?

A. In what ways is children’s literature used to question stereotypes and
cultural expectations?

B. In what ways is language arts instruction used in developing personal
relationships through role playing and group activities?

C. In what ways are children’s literature and language arts instruction,
especially listening and speaking, used to develop teaching and learning
relationships?

D. In what ways are children’s literature and language arts instruction,

 

especially reading and writing about literature, used to develop aesthetic and

 

 

 

 

critical responses to literature?

E. In what ways are children’s literature and language arts instruction
used in promoting cultural pride and self esteem?
F. In what ways are children’s literature and language arts instruction

used in developing respect for other cultures?

 

 

 

 

 

 

Significance of tin
Although tl
eduuiion offers a
and democratic ide
Freire, 1970, Nieto
which examine the
1933;I. Bank, 199
Ramsey, 1987; T. R
note that, after com
of fieldworkstudies
of sixth graders wl
historical and globa
instruction.

Finally, altho
successful within cu
Foster, 1991), I foun
implemented a year
0i two white middle
Within the bounds of
awareness and better
and global issues of

application for other

Mentally significant

 

 

Significance of the study

Although the literature published about cultural diversity and multicultural
education offers a plethora of publications which promote the philosophical, moral,
and democratic ideals of multicultural education (Banks, 1992; Banks & Banks, 1989;

reire, 1970; Nieto, 1992; Sleeter, 1991), there are far fewer significant publications
hich examine the classroom practice aspect of multicultural education (G. Baker,
983; J. Banks, 1991; RS Bishop, 1987; S. B. Heath, 1982; H. Hernandez, 1989; P.
amsey, 1987; T. Rasinski, 1990; PL. Teidt, 1990). Furthermore, it is important to
:ote that, after completing an ERIC search, I found no publications or dissertations
f fieldwork studies which focus specifically on the teaching and learning experiences
fsixth graders who address issues of racism and prejudice by examining the
‘storical and global ramifications through children’s literature and language arts
struction.

Finally, although there have been studies which examine teachers who are
:cessful within culturally diverse settings (Ladson-Billings, 1992; Palen 1989;
ster, 1991), I found no studies of American white middle class teachers who have

lemented a year long unit such as this one. This study examined the classrooms
0 white middle class teachers who provided multiple and varied experiences
in the bounds of language arts instruction and children’s literature to develop
eness and better understanding of cultural diversity by addressing the historical
global issues of racism and prejudice. Since a study of this kind may have
'cation for other teachers in comparable school settings, its implications are

tially significant.

 

 

 

identifying the mi

Qualitative
teaching and learn
setting, like the cl:
which to examine d
Second, the descrig
notes, audio and vid
for crafting rich nar
and reexamine daily
non-verbal behavior
of process It oonsit
make sense—and nc
Fourth, qualitative a
out of data (Florio-l
, final benefit/charactl

perspectives of partii

situations by crafting

 

Identifying the methodology

Qualitative research methods provide several advantages for examining the
teaching and learning that goes on in classrooms. First, the use of a natural cultural
setting, like the classroom, as a source of data provides a "cultural" lens through
which to examine daily routines and patterns of interaction (Florio—Ruane, in press).
Second, the descriptive nature of qualitative research including data, such as field
lotes, audio and video tapes, interview transcripts, and documents, provides the basis
Or crafting rich narratives of events. These data permit the researcher to examine
nd reexamine daily life’s nuances and meanings as they are expressed in verbal and

on-verbal behaviors. Third, qualitative research is concerned with the examination

 

Eprocess. It considers teaching and learning in action--how teachers and students
ake sense-~and not just what their activities produce in discrete tests or texts.
>urth, qualitative analysis is an inductive process in which theories are developed
t of data (Florio-Ruane, in press). This type of analysis, in conjunction with the
al benefit/characteristic—-finding "meaning," provides opportunities to examine
spectives of participants while discovering inner dynamics and the nuances of

ations by crafting teaching and learning vignettes (Bogdan & Biklen, pp.27-30).

 

 

Definition of term

The terms I
used without adet
author's intent F
following ways, alt]

one must recognrze‘

one’s assumptions 4

Culture for the cont
the International Er
as
the cu:
more g

is’thel

Cultural diversigv is u,
the phrase culaural di

aspects of race, socic

Multicultural educatia
iua sociopolitical cor
Multicul
and basi

and othe

 

 

10

Definition of terms

The terms culture, cultural diversity and multicultural education are frequently
used without adequate definition, leaving the readers confused or unsure of the
author’s intent. For the purposes of this research, the terms are defined in the
following ways, although it should be noted that in attempting to define such terms
one must recognize that individual understandings and interpretations will influence

me’s assumptions about the uses of such terms.

Tulture for the context of this study is defined by Susan Florio-Ruane (in press) in

he International Bngvclogiedia of Education Research and Studies (second edition)

the customs, practices, and traditions of a social group....[and] in a
more general sense, according to Spradley and McCurdy (1972), culture

is ’the knowledge people use to generate and interpret behavior’ (p8).

ltural diversity is used to reflect the broadest contexts of the phrase. Specifically,
phrase cultural diversity, within the context of this study, inclusively represents all

ects of race, socioeconomic class, gender, ethnicity, religion, age, and disability.

ticultuml education for the context of this study is defined by Sonia Nieto (1992)
sociopolitical context as follows:
Multicultural education is a process of comprehensive school reform
and basic education of all students. It challenges and rejects racism

and other forms of discrimination in schools and society and accepts

 

 

 

and

and
thn’h
inten

that
Becat
fowse
social
princij
Other terms '

children’s literaaare, i

Childrenis literature .
1993; Bernice Cullin;
body of literature wl
also written specifica
It spans all genres an

honest fashion.

Muglmge arts, accord
and Dorothy Hennin

Speaking, and listenin

 

w; .,

11

and affirms the pluralism (ethnic, racial, linguistic, religious,
economic,and gender, among others) that students, their communities,
and teachers represent. Multicultural education permeates the
curriculum and instructional strategies used in schools, as well as the
interactions among teachers, students, and parents, and the very way
that schools conceptualize the nature of teaching and learning.
Because it uses critical pedagogy as its underlying philosophy and
focuses on knowledge, reflection, and action (praxis) as the basis for
social change, multicultural education furthers the democratic

principles of social justice (p.208).

 

Other terms which need to be defined within the context of this study include

tildren’s literature, language arts, and Professional Development Schools.

tildren’s literature is, according to most authorities-in the field (Charlotte Huck,
93; Bernice Cullinan, 1990; Patricia Cianciolo, 1990; and Donna Norton, 1990), the
dy of literature which is not only read and enjoyed by children, but One which is
) written specifically for children and meets high literary and artistic standards.
aans all genres and addresses the social and human issues in an appropriate, yet

est fashion.

wage arts, according to such authorities in the field as Sheila Fitzgerald (1989),
Dorothy Hennings (1990) is the study of language through reading, writing,

ing, and listening.

 

Professional Deved
development of n
professionals, and
(Tomorrow’s Soho
are “1. Teaching ar
3. Teaching and let
learning by teacher:

inquiry into teachir

————W7

12

’rofessional Development School (PDS) is the term that describes "a school for the
levelopment of novice professionals, for continuing development of experienced
srofessionals, and for the research and development of the teaching profession"
Tomorrow’s Schools, 1990, p. 1). The guiding organizational principles for a PDS
re "1. Teaching and learning for understanding. 2. Creating a learning community.
. Teaching and learning for understanding for everybody’s children. 4. Continuing
earning by teachers, teacher educators, and administrators. 5. Thoughtful long-term

rquiry into teaching and learning. 6. Inventing a new institution." (p.6).

 

 

Overview of the s
This stud)l
developed by two
students understal
War 11 experience
(Wong unit whi<
American experier
1950’s and 19605,
experiences. Each
language arts instn
about issues of cult
By examinir
interviews, I plannl
literature and langu:
of cultural diversity
ethnicity, and gende
Although He
addressed issues re
differential educatior
here is very little res

Cehhrating diversity '

13

Overview of the study

This study was intended to follow the teaching of a single literature unit
developed by two teachers which was initially designed to help their sixth grade
students understand the racism and prejudice which were integral parts of the World
War II experience and, in particular, the Holocaust. It expanded, however, into an
on-going unit which ultimately examined the racism and prejudice of the African
American experience of the 1930’s up through the civil rights movements of the
1950’s and 1960’s, and ended with an examination of some of the Native American
experiences. Each segment of the greater unit incorporated children’s literature and
language arts instruction as means through which to question and inform students
about issues of cultural diversity.

By examining the data which were collected through observations and

   
  
   
 
  
  
  
  
  

interviews, I planned to define the ways in which-two teachers use children’s
literature and language arts instruction to development awareness and understanding
of cultural diversity in relation to their own understandings of issues of race, class,
ethnicity, and gender.

Although Heath (1982), Michaels (1985), Cazden (1988), and others have

ddressed issues related to why children from minority backgrounds receive

 

ifferential educational treatment and experience differential success in classrooms,
ere is very little research on teachers’ attempts to minimize those differentials by
lebrating diversity through children’s literature and language arts activities. And,
though publishers promote this celebration of diversity through literature, there are

teacher—authored accounts of what this process looks like within culturally

 

diverse classroom?
in classrooms Wh
language, 000?era
the Native Amric
is also a site when
teaching everybOdl
conflict and commi
these teachers and
insights into the ch
related to children
insightswhich migh:
idealogy (what we tl
this research may pr
specifically, that ho.

theory and practice.

14

diverse classrooms. This research, then, hopes to provide a picture of what happens
in classrooms where teachers attempt to connect their understandings of whole
language, cooperative learning, and diversity within a setting where fifty percent of
the Native American student population drops out before finishing high school. This
is also a site where recently the entire teaching staff has adopted the PDS ideals of
teaching everybody’s children and teaching for understanding. This combination of
conflict and commitment is not new to education, but research of this type is new to
these teachers and to this site. The participants of this study can provide valuable
insights into the choices and understandings of the teaching and learning processes
related to children’s literature, language arts instruction, and cultural diversity--
insights which might be framed within teacher choices of practice (how we teach) and
idealogy (what we think about diversity, literacy, and teaching students). Ultimately,
this research may provide new insights to the literature on multicultural education,
specifically, that body of literature which attempts to make connections between

theory and practice.

 

 

Limitations of th
As with al
have an impact 0]
for which teacher
teachers and class
would participate
professional intere
through profession
research and inqui.
asarcsearcher, tha
data-data which w
observed the teachi
(1991-1992), I felt e
learning, language
Therefore, although
criteria, they were <
practice in the build

Furthermore,

 

15

Limitations of the study

As with all studies, subjective choices must be made which may ultimately
have an impact on the findings and results; this study is no exception. In deciding
on which teachers to observe and which units to follow, I was forced to choose
teachers and classrooms with promises of informed discovery. In deciding on who
would participate in this study, I looked for teachers who not only demonstrated
professional interests in language arts, cooperative learning, and cultural diversity
through professional development activities but who also had expressed interests in
research and inquiry-~reflective practice. The combined commitments assured me,
as a researcher, that the classroom setting chosen would probably provide interactive
data-~data which would emerge through reflective teaching practices. Since I had
observed the teaching and learning practices of these two teachers the previous year
(1991-1992), I felt confident that their continued verbal commitment to cooperative
learning, language arts, and multicultural education could be observed again.
Therefore, although these teachers were not the only teachers who met the research
criteria, they were certainly two of the most recognized proponents of reflective
practice in the building.

Furthermore, although this was a participant observation study and not an
ntervention study, I recognized that my presence in the classroom and professional
ole in the building as Research and Documentation Coordinator for the

rofessional Development School could potentially influence the classroom

 

shaviors.

 

 

 

Finally, it i
classrooms obscn
its findings are sp

context

 

 

—7———'w'

16

Finally, it is important to note that although the data I gathered from the two
lassrooms observed may indeed be generalized for a greater educational purpose,
is findings are specific only to this study and interpretations must be seen in that

ontext.

 

 

Introduction

In my review
has most influences
research I have do
literature and its use
between literacy, di'
few publications of
classrooms. My rese
use children’s litera

understanding of cui

issues of racism and

I have chosen
assertions I have me
ruponses to literature

education in connec

rationale for this studs

lure '
u '
nnnrng some he

 

CHAPTER II

LITERATURE REVIEW

'oduction

In my review of the literature, I have chosen to comment only on that which
most influenced my thinking about the subject matter and best reflects upon the
:arch I have done. There is considerable literature published about literacy,
‘ature and its uses, multicultural education, and social and cognitive relationships
Ieen literacy, diversity, and multicultural education. However, there are only a
publications of teachers’ accounts of teaching children in culturally diverse
rooms. My research differs from all of these because it examines how teachers
hildren’s literature and language arts instruction to develop awareness and
standing of cultural diversity and the implicit and often explicit surrounding
of racism and prejudice.

I have chosen to review particular bodies of literature which undergird the
ons I have made within this study because they address issues of literacy,
ses to literature included as part of language arts instruction, and multicultural
ion in connection to specific classroom practices thereby supporting the
Ie for this study. I have designed the literature review, therefore, as a means

mining some key authors and texts which have contributed to my thinking and

17

 

 

understandiIIg Oi
classrooms over a
exhaustive; it is 5
materials upon W]

I designed
the study and the
review will reflect l
of literacy and lea:
otnrulticulturai ed
iSprovided as a sat
connection to sum

encroach upon the

18

nderstanding of the teaching and learning that went on in two sixth grade

 

assrooms over a seven month period. This review, although lengthy, is by no means
austive; it is simply an attempt to familiarize readers with some of the textual

J.
C? 1'

terials upon which I drew for nndr- ‘ J a -giCal, social, and cognitive.

I designed this literature review to provide both a conceptual framework for
: study and the traditional reasoning or argument for the thesis. Initially, this
iew will reflect on three primary areas in conjunction with cultural diversity: issues
iteracy and learning, issues of children’s literature and language arts, and issues
lulticultural education. In addition, a traditional literature review of five sources
'ovided as a sample of literature which addresses issues of classroom diversity in

rection to some aspect of children’s literature or language arts but does not

oach upon the nature this study.

 

 

 

Issues and R0165
In examifl
classroom praCI
MetapintS’ (1984
to specific 16*“ l]
to the teaching 5”
particular essay b‘
the way teachers
consciously or tune
The first or
adaptation." Scribl
One of the ways sl
level of proficiency
customary activities
live and to work in
person’s literacy is
personal uses (readi

an instructional ma

metaphor is to exam

olslills is needed tr

Society who cannot re

the workforce. To i'

no .
ll place 18 a hazar
l

 

ssues and Roles of Literacy

In examining the literature on issues and the role of literacy in relation to
lassroom practices, I begin with Sylvia Scribner’s article "Literacy in Three
etaphors" (1984). In particular, I will examine the separate metaphors in relation
specific texts that help to support my own understandings of literacy in relation
. the teaching and learning that goes on in classrooms. I chose to begin with this
:rticular essay because it delineates the issues of literacy which I believe influence
3 way teachers and students sometimes view teaching and learning either
isciously or unconsciously.

The first metaphor Scribner discusses in her article examines "literacy as
.ptation." Scribner examines three ways of thinking about literacy in this category.
3 of the ways she examines this first meataphor is that she conceives it "as the
.l of proficiency necessary for effective performance in a range of settings-and

mary activities"--that is, a literacy level necessary for a particular individual to
nd to work in a varied and effective manner. At this level in our society, a
n’s literacy is sufficient enough for him or her to be able to move between
nal uses (reading a newspaper, for example) and professional uses (reading and
structional manual, for example). Another way Scribner develops this first
hor is to examine it as the "survival or pragmatic value" of literacy--what level
Is is needed to survive in functional terms. For instance, individuals in our
who cannot read or write are handicapped in their abilities to function within
rkforce. To illustrate, a worker being unable to read directional signs in a

ace is a hazard to himself/herself and others. Finally, Scribner examines this

 

 

 

rnetaPhor as by S]
into WINE-.5111
instance, literal“)I
schooling than a 1
the teachers and
reflect on Why this
terms.
In thinking
book Mi
peeple who are a
situations. This C0
is applicable since .
Routrnan’s--that is,
any real commitm'
engagement Routr
they might mean in
skills within schools.
that engage studen
knowledge, who rec:
6“segment with lite
taken seriously by th

tl ‘
our personal lives a

Particularly evident u

 

20

etaphor as by suggesting that we need to take the "goals and settings of individuals
to account"--suggesting that literacy levels vary from individual to individual. For
stance, literacy needs vary from job to job--a carpenter needs different skills and
hooling than a university professor or medical doctor. This becomes important to
e teachers and students of this study in pragmatic ways when they attempt to
flect on why this unit is important to them in cognitive, social, and metacognitive
ms.
In thinking about "literacy as adaptation," I am reminded of Regie Routman’s
)k Transitions in which she fears that we may be creating functional literates--
wple who are able to read and write but who do neither outside of school
ations. This correlation between functional literacy and "literacy as adaptation"
)plicable since I see Scribner’s discussion as making sense in the same terms as
tman’s--that is, acquiring skills for the sake of survival or performance without
real commitment to the acquisition in terms of lifelong learning—lifelong
ement. Rou tman does an excellent job of addressing these concerns and what
ight mean in terms of changing the way we think about and teach literacy
within schools. She pushes her readers to think about literacy in critical ways
ngage students as learners, as makers of meaning, as constructors of
edge, who recognize and appreciate lifelong learninguwho value a life long
ment with literacy. This engagement with lifelong learning is a commitment
eriously by the two sixth grade teachers in this study; it can be observed in
ersonal lives and in their professional interaction with their students and is

arly evident within the development of this unit.

 

 

The sec“
metaphor is part
Freire’s M
wefler’s _Wo_meg
(1939), Giroux’Sl
momma
doorman:
struck by the rela
literacy and the
authorities. Ihes
is historically embt
class structure. I
intertwined with
understanding for 5
place in the world.

as they began to U

prejudice.

The third me

state of grace." Ihl‘

ow '
p ter srnce the view

In .
the some dufferen<

, .
bat Scribner attribu

Personal developme

     
  
  
  
  
  
  
    

21

The second metaphor that Scribner addresses is "literacy as power." This
etaphor is particularly important to this study and is reexamined in such texts as
reire’s The Politics of Education (1985), Cazden’s Classroom Discourse (1988),
eiler’s Women Teaching for Change (1988), Bloome’s Classrooms and Literacy
989), Giroux’s Popular Culture (1989), Hawisher and Soter’s On Literacy and its
achin (1990), Courts’ Literacy and Empowerment (1991), Kutz and Roskelly’s An
uiet Peda o (1991), and Stuckey’s Violence of Literacy (1991). Often, I was
uck by the relationships of literacy and community, literacy and advancement,
:racy and the issues of power--political and emotional--addressed by these
:horities. The struggle to achieve equal educational opportunity for all students
istorically embedded within the power issues related to race, gender, ethnic, and
:5 structure. The issues related to poverty and powerlessness are intricately
rtwined with issues and access to knowledge and power-~an important
erstanding for students, even young students, attempting to make sense of their
3 in the world. This understanding became a powerful force for these students
uey began to understand the relationships between power, fear, racism, and
dice.

The third metaphor discussed by Scribner examines the idea of "literacy as
of grace." This metaphor ties closely to the metaphor associated with issues of
‘ since the view of literacy as "salvation" seems to indicate that acquiring it will
some difference for individuals in attempting to better their lives. I recognize
:ribner attributes this way of thinking about literacy to liberal education as

al development—-a lifelong commitment to learning. Again, this sense of

 

 

literacll is compa'
helping students
Prejudice and a t
In atteml’l

and ycaming"l 1‘
literacy as a 50d
students 10 think
sleeches, and day
a learning environ
issues, it became
teaching and learn
Gail Hall/1'S
W (199C
The v
indivit
setting

Ibis view supports

allow for the indivi

four
In for gIOUp disc
In recognizin,r
learn'
in '
gpractrces, H

Method

learn tr

 

22

teracy is compatible with the sixth grade teachers’ understandings and beliefs about
lping students to a better understanding of the global significances of racism and
ejudice and a better understanding of their own prejudices.
In attempting to define literacy further-~in the context of classroom teaching
d learning--I looked to texts which would provide insights into the concept of
racy as a social act, a political act in which teachers choose to enable their
ents to think critically about the human experiences depicted in texts, films,
eches, and day to day routines. Since the teachers in this study attempt to create
arning environment which promotes reading, writing, and discussion of critical
5, it became important to find research that validated and supported those
ing and learning experiences.
Gail Hawisher and Anna Soter, editors of ON LITERACY AND ITS
CHING (1990), state in their preface:

The view of literacy is that it is a culturally embedded activity at once
individual and social. We read and write alone, but we do so in
settings and contexts that shape how we read and write. (ix)

ew supports the need for teachers to provide environments which not only
or the individual to develop independent literacy skills but also provide a
Dr group discussions which can push critical thinking.
I recognizing the power teachers have in determining effective teaching and
practices, Hawisher and Soter further state that

Method is to be seen as the serious consideration of how students best

learn to operate in a complex symbol system and to go about the

 

activity
also as
schools
can best
Robert Probst,
He states that literacy
is active
approver
dialogue
culture.
of known
in the act
Issues of literal
education, but nowhere
Studl- The teachers It
I

rejudice are potential}

discussion is embedded

geographically from the

 

historical tenets of racisr

the holocaust and the A

rs .
I I ‘A I

stud '
ents III the ongoing .

 

 

23

activity of producing and comprehending texts. Method is to be seen
also as the systematic way by which those formal institutions called
schools using professional teachers and the best of modern technology
can best abet student learning. (ix)
Robert Probst, in Literature and Literacy (1988), supports active classrooms.
tes that literacy

is active and involved...a literate person is not one who can name the
approved names, but rather one who is engaged in the ’ongoing
dialogue’ of culture, one who has dealt with the ideas and issues of the
culture. Literacy is not fragments of information...not simply a matter
of knowing that others have done so...rather, it demands participating

in the act of making meaning... (104, 105)
Issues of literacy and what it means to be literate pervade all levels of
ation, but nowhere is it more apparent than in the sixth grade classrooms of this
The teachers know from past experiences that discussions of racism and
iice are potentially volatile discussion situations for their students unless the
sion is embedded first within a framework which is removed emotionally and
uphically from the students’ personal experiences. By initiating study about the
cal tenets of racism and prejudice through literature written for children about
'ocaust and the African American experience, they plan to diffuse the initial
f personal experiences through critical class discussions and therefore engages

sin the ongoing dialogue of culture, as Probst suggests.

 

InW

states that we need it
student!
students
and to In
reading .
During the seventh m
diverse exchanges (be
Courts believes that
makers." (torii) He goes
genuine literacy has
Furthermore, Court stz
what is no
frames re;
making.
advertisem-
pages of re
Competenc‘
challenge t
lllCleaCheI-S deSigned l

sttu '
stores of racrsm, pre

ltlttl. lliey planned tor

 

24
n Literacy and Empowerment: The Meaning Makers (1991), Patrick Courts
rat we need to help
students to develop the power to "actualize literacy," [by] teaching
students to use language in order to create the possibility of meaning,
and to help students get beyond the arbitrary motives that exist when
reading and writing are engaged in primarily for a grade... (p.)
g the seventh month period, teachers provided lessons which would promote
: exchanges (both written and oral) in an attempt to "actualize literacy."
s believes that "literacy is about meaning. Literate people are meaning
rs." (xxii) He goes on to say, "Reading, writing, speaking, listening, visualizing--
tne literacy has a single primary purpose: meaning making." (xxvii)
iermore, Court states that
what is needed to meet the crisis of literacy is a critical literacy that
frames reading and writing in terms of moral and political decision
making. Literacy in this view is not linked to learning to read
advertisements and becoming better consumers, or escaping into the
pages of romance novels or spy thrillers; critical literacy links language
competency to acquiring analytical skills which empower individuals to
challenge the status quo. (1)
achers designed lessons to help the sixth graders of this study to consider
'es of racism, prejudice, and civil rights movements from an academic view

[hey planned to make teaching and learning a political act, one designed to

 

empower the student

of injustice within the

 

 

25

:r the students with knowledge and skill enabling them to question the acts

tice within their own experiences and that of the global society.

 

 

Children’s Literaltur
In reviewing i

use of language arts l
which to examine tea
found it important tr
support the teaching
Regarding bel.
taught seem to influe
sense of those reading
versus Process Knowle
of teaching literature.
...that at .
literature

should le
tradition .

close anal

Which stur

good liter;

Although the classical tr

by the teachers in this s

0 .
lthe ethical tradition is

 

26

Idren’s Literature in Language Arts

of language arts in general and children’s literature specifically as lenses through
h to examine teaching and learning in relation to issues of cultural diversity, I
d it important to review some of the significant beliefs and strategies which
art the teaching of literature and language arts.

Regarding beliefs, we discover that traditions of why and how literature is
t seem to influence teachers’ decisions about what to read and how to make
of those readings. For instance, Gail Hawisher’s essay,

"Content Knowledge

Process Knowledge: A False Dichotomy," examines the traditions and methods

thing literature. She states

...that at least three traditions have informed our decision for teaching
literature ( 1) the ethical tradition in which students through literature
should learn those values prized by our society (2) the classical
tradition in which students should develop disciplined minds through
close analysis of language in text; (3) and the nonacademic tradition in
which students through reading should come to appreciate the joys of
good literature. (On Literacy and its Teaching, p.4)
t the classical tradition and the nonacademic tradition were both employed
ichers in this study in choosing texts for their students, their employment
ical tradition is the basis of this study. For example, although the teachers
eir students to have an enjoyable (aesthetically pleasing) experience reading

and picture books-~and allowed class time for reading-they also developed

 

 

lessons to examine

imagery. The prim
hopes of providing
cultural diversity an

Hawisher also

teachers’ choices of r

Method

literary I

curriculi

of Engli

departnu

a close a

process a

he two sixth grade te
comes when literatu

(Rosenhlatt, 1978). Pa

literature points out th

or impose

elements

 

 

27
ons to examine the literary elements of story including possible stereotyped
gery, The primary focus of this unit, therefore, was on the ethical tradition in
as of providing a vehicle for developing an awareness and understanding of
tral diversity and the issues of racism and prejudice.
Hawisher also discusses how the methods of teaching literature influence
ers’ choices of reading materials.
Methods of teaching literature have also been influenced by both
literary theory and learning theory. When critical theory has shaped
curriculum, it has usually been at the hands of scholars in departments
of English...learning theory was at the hands of scholars in the
departments of education...literary theory since the late 1930s placed
a close attention to texts, whereas learning theory tends toward the
process of encouraging meaning-making in students... (p.5) -
3 sixth grade teachers in this study have struggled with the dichotomy that
when literature is used for both "efferent" and "aesthetic" purposes
ilatt, 1978). Patricia Cianciolo, an advocate for the aesthetic appreciation of
e points out that
at no times should [the] focus on response be carried out to the point
that children are allowed to lose their enthusiasm and joy for the
literature they choose to read on their own or that which is read to
them. At no point should their response to literature be manipulated
0r imposed on them. Some direct instruction about the structure or

elements of a story, the characteristics of each literary genre, or the

 

 

(Cianck

Although the teache
students to respond or
that their students’ ex
American struggles, at
about issues of culture
In addition to u
decisions on how the
realizing it, these teach

thinking and decision-

 

 

28

structure or elements of the illustrations has a place in teaching

critical/aesthetic response to literature in elementary grades. Even the
focus on evaluating how some of these aspects of literature have been
developed in a story rightfully belongs in an elementary school
literature program. But, none of this should precede or restrict the
reading of a selection for the kind of literary experience of response

each child is capable of and inclined to make on his/her own.

(Cianciolo, 1991)

 

ugh the teachers of my study were very aware of the desirability for the
its to respond critically/aesthetically to the literature, nevertheless, they hoped
eir students’ exposure to a variety of texts about the holocaust, the African-
:an struggles, and the Native American experience would help to teach them
ssues of cultural diversity.

Tn addition to making decisions about what to read, teachers must also make

5 on how their students are to make sense of those readings. Without

:it, these teachers employed Robert Probst’s Five Kinds of Knowing into their
and decision-making for this seven month unit:
Knowledge of self - personal significance of literary experience
Knowledge of others - literacy serves also to create society

Knowledge of texts - learning how texts suggest values and beliefs

Knowledge of contexts - the circumstances in which a text is read helps

to shape meaning

Knowledge of processes - expressive and inferential (pp.105-108)

 

 

 

 

Regarding th

arts, John Willinsky
THE
readin
the teat
social p
the stud
In Workshop I
of essays by Nancy A
from the teachers to s
compartmentalized ap;
writing. Rather than u
teachers in this text,
foundation for discove:
Another text '
M (1988), by Re
how she came to adop
shares her own philoso
in research and exampl
the use of a literature
Process of establishing ii

was read by both of th

influenced the develop

 

 

 

29

Regarding the strategies supporting the teaching of literature and language
;, John Willinsky in THE NEW LITERACY (1990) suggests that

THE NEW LITERACY consists of those strategies in the teaching of
reading and writing which attempt to shift the control of literacy from
the teacher to the student; literacy is promoted in such programs as a

social process with language that can from the very beginning extend

 

the students’ range of meaning and connection." (p.8)
In Workshop I by and for teachers: Writing and Literature (1989), a collection
ays by Nancy Atwell, this progressive trend of shifting the control of literacy
he teachers to students is expressed by teachers walking away from basals and
artmen talized approach es to teaching-«the "traditional" approach to reading and
;. Rather than use a skills-based approach to teaching reading and writing, the
rs in this text, as well as those in this study, use literature itself asthe
tion for discovering the elements of story and language play.
Another text significant to this study is Transitions From Literature to
5 (1988), by Regie Routman. Routman’s book provides an excellent look at
: came to adopt a philosophy of a literature based reading program. She
er own philosophy and the reasons for change while grounding that change
ch and examples. This text supports the reading-writing connection through
of a literature based program. It is a good resource for teachers in the
festablishing literature based programs in their own elementary school. It
by both of the participating sixth grade teachers prior to this study and

i the development of their project.

 

 

attempts to provide J

literature itself the
understanding throng
of the text itself. 1
combines two theore
iormalist criticism, dc
conjunction as a sing
understanding and int:
he thought of as a mo

A particular se

'lmitating and Transf

    
  
   
  
  
  

imitation of text as it
finds imitation and
processes of critical '
strategy of critical inqui

in the sixth grade unit; h

nuderys Evans, the r

 

30

Another strategy for teaching literature and language arts is delineated in
Opening Texts: Using Writing to Teach Literature ( 1990) by Kathleen Andrasick. It
examines the processes used in teaching literature at the high school level. Although
she is committed to the teaching of major authors in her literature classes, she
rttempts to provide her students with a means by which they can gain access to the
terature itself through written and oral discussion. She promotes student

nderstanding through personal responses, yet does not lose sight of the importance

 

:' the text itself. Her philosophy and strategy of teaching literature uniquely,
bines two theoretical camps, those of reader-response criticism and those of
alist criticism, developing a philosophy which promotes both approaches in

ijunction as a single unit Andrasick has found a way to value the readers’

ierstanding and interpretation while continuing to guide them through what would

thought of as a more critical analysis of the text. .

A particular section that influenced this study was Andrasick’s chapter on

N

tating and Transforming Texts. She shares the many ways students may use
[tion of text as a way of discovering their own potential at creating text. She

imitation and transformation as ways of freeing students to develop the
:sses of critical inquiry through reading, writing, and talking. (p.107) This
gy of critical inquiry is more sophisticated than the inquiry than that employed
sixth grade unit; however, it is comparable in the kinds of results both teachers
zed students to attain.

In Readers, Texts, Teachers ( 1987), a collection of essays by Bill Corcoran

mys Evans, the reader-response strategy is defined. The essays

‘E-‘Y-nba—im - e- ; 7.2L“... ...4. ._- ,

 

 

 

 

 

rep:

respo
young
might
respon:
By gathering togethe
that begins by lookir
historically played.
'rccreators" of text, (y
how literature is mad
create pans of stories
reading/writing cultun

Finally, Corcor
traditional testing of ti
abetter understandin
and breadth.

Two essays tha
Reading-Dependent
life of a Drama Text"
’Dependent Authorshi
students to respond to

from "inside" the war]

accomplished in many

 

 

31

represent an attempt to explicate the range of theory known as reader-
response criticism, to argue its distinctive relevance to the needs of
young developing readers, and to indicate how classroom practices
might be changed to accommodate the insights offered by reader-
response theorists. (p. 1)

gathering together some eleven essays, Corcoran and Evans have produced a text
t begins by looking at the theory itself and the roles teachers and readers have
torically played. It introduces the notion of readers as "co-creators," or
creators" of text, (p.22) then proceeds to examine how readers talk about books,
literature is made accessible to students, how students can reconstruct, and re-
ate parts of stories that are familiar pieces of literature to them, and what that

ding/writing culture would mean in terms of the classroom experience.

Finally, Corcoran and Evans also have included essays that examine-the
itional testing of literature, how students respond to poetry, and how to develop
:ter understanding of drama. The overall presentation of essays is one of depth
)readth.

Two essays that were of particular help to this study were "Writing from
'ng--’Dependent Authorship’ as a Response" by Peter Adams and "The Hidden
fa Drama Text" by Roslyn Arnold. The first essay, "Writing from Reading--

dent Authorship’ as a Response," examines how teachers can encourage
ts to respond to literature by "taking on the role of the author” and to write
inside" the world of the text. (p.121) Adams suggests that this can be

lished in many ways from adding another chapter to the text to actually

 

 

re writing the endin
allowing for math
elements Within the
their unit plan as a '
some texts read, par
The second 6

is Roslyn Arnold’s E
students be encoura
groups of students th‘
the text into language
more accessible in gen
which would be acces
of the graphic details t
details. This multiplir
both verbal and uritte
Like %
examines reader-respoz
the traditional role tea

their students as one th

i
0f00118 0n the "textuali:

power of the language 1

narrate." (p20)

 

32

ewriting the ending. In either case, the student is asked to get "inside," thereby
flowing for creative responses indicated by the depth of understanding for the
lements within the narrative. The sixth grade teachers employed this exercise in
eir unit plan as a way of attempting to resolve personal reactions and feelings to
)me texts read, particularly some of the works done by Mildred Taylor.

The second essay in this collection which was of particular help to this study
Roslyn Arnold’s essay, "The Hidden Life of a Drama Text." She suggests that
rdents be encouraged to develop a "sub—texting" method which would provide
)ups of students the opportunity to change the drama into narrative by translating
. text into language that is updated, thus becoming student friendly in nature and
re accessible in general. Although the sixth grade teachers used reading material
ch would be accessible for their students, they anticipated problems with some
1e graphic details of the videos, so they required group discussion about the such
ils. This multiplicity of approaches to understanding text through discussion--
verbal and written—-provided "subtexting" opportunities for students.

Like Readers Text and Teachers, Textual Power (1985) by Robert Scholes

 

ines reader-response criticism and its relationship to teaching. Scholes defines
aditional role teachers of English play in their attempts to teach literature to
tudents as one that is unacceptable. He suggests, instead, that teachers ought
s on the "textuality: textual knowledge and textual skills” which emphasizes the
of the language ”to tell stories, to turn the world into fiction and history, to

(p.20)

 

 

Scholes insi:
related skills Wtht
meaning from the P-
of the piece, and "CT
a particular theoret

This text de
empower students w
ability to empower 5
determines the teacl

Finally, in her
Nineties," (1989) She
influenced the other
writing on reading in
sort through their on

read about, viewed, a

students may be bette
understandings of text
issues.
Writing r
reading i
students 0
long reads

talk in cla:

 

 

33

Scholes insists that to accomplish this goal, teachers must see it in terms of
related skills which he defines as "reading," the ability unconsciously to construct
meaning from the piece read, “interpretation," the ability to understand the subtleties
of the piece, and "criticism," the ability to discuss how this piece measures up against
a particular theoretical position.

This text defines Scholes’ meaning of "textual power," or the ability to
empower students with a better, personal understanding of texts. The teachers’
ability to empower students with a better personal understanding of texts, in turn,
determines the teaching practices and student understandings of the texts.

Finally, in her article "Taking Stock: Language Arts at the Beginning of the
Nineties," (1989) Sheila Fitzgerald suggests that changes in writing programs have
influenced the other strands of language arts as well. By examining the impact of
writing on reading in particular, it becomes easy to understand how students may
sort through their understandings and misunderstandings about issues of diversity
read about, viewed, and discussed in class. Through the use of response journals,

students may be better able to come to grips with their emotional and intellectual

understandings of text, thus providing another vehicle for critical evaluation of the
ssues.

Writing research and practice has also encouraged a reexamination of

reading instruction goals prompting a return to emphasis on how

students come to understand what they read and how they become life-

long readers. Writing can claim some credit, as well, for encouraging

talk in classroom, students talking and listening peers, and to teachers,

 

 

as the}

and so

Active partic
success of this long-r
multiple reading, wr
allow time for those :
oral) about question
understanding of the
force within this stur
students came to kn.

racrsm and prejudice

34

as they conference about their writing topics, share their writing efforts,
and solve their writing problems.(LAJM, p. 9)

Active participation in learning through language arts can be key to the
rccess of this long-term unit for teachers. They plant seeds of interest by providing
ultiple reading, writing, and discussion opportunities for their students and then
low time for those interests to grow through an ongoing dialogue (both written and
a1) about questions and issues that may arise out of those opportunities. This
:derstanding of the importance of reader response to literature was a significant
rce within this study for both teachers and this researcher in determining how

rdents came to know and understand the historical and global perspectives of

 

:ism and prejudice in relation to current issues and events.

 

 

 

The Role of Multic

Although ll
multicultural ednca
the literature whi
acknowledging the
classroom practices,
since lhave chosen 1
apolitical act

In 511%
suggests that multicu
effect this strategy, "0
as an effective vehic

hummus
Advocat
pedagog
validate

values ar

     
  
  
  
  
  
   
 
  
   

The Role of Multicultural Education

Although there is a rapidly expanding body of literature addressing
ulticultural education in theoretical and practical terms, this review focuses on only
he literature which addresses significant philosophical implications. While
clarowledging the importance of how to implement multicultural education into
lassroom practices, the intent of this review is to address the theoretical implications
ce I have chosen to examine my research in relation to multicultural education as
political act.

In Empowerment through Multicultural Education (1991), Christine Sleeter
gests that multicultural education is a strategy for empowerment, but in order to
ect this strategy, "one must first take seriously the notion that education can serve
an effective vehicle for social change and emancipation." (p.8) Furthermore,
:ter states that

Advocates of multicultural education, feminist teaching, and critical
pedagogy have sought to develop and amplify the school’s power to
validate students’ experiences and identities, to promote democratic
values and critical thought, and to empower young people.
Multicultural education is an imperative dimension to
empowerment, and empowerment is a fundamental goal of education.
(iv-9)
’ng to Sleeter, the recent origins of multicultural education come out
r'vrlsm of the 19605 and 19705 with the struggles against oppression,

minist. (p. 9)

 

armough 1‘“
empowerment and I
clearly as Christine

Carl Grant,
Knowledge Versus 4

education through d

the cor:
poSSllflt
Knowle
what is <
thinking
empowe
knower.
interactir
meaning

Hrs statement on the

further when he propc

Id
that emp
perspectiv
and cons;

descriptior

 

 

     
  
  
  
  
  
  

36

Although many authors of multicultural research support the relationship of
mpowennent and multicultural education, few address the political ramifications as
learly as Christine Sleeter, Carl Grant, James Banks, or Sonia Nieto.

Carl Grant, author of "Mapping Terrains of Power: Student Cultural
owledge Versus Classroom Knowledge," (Sleeter, 1991) addresses multicultural
ucation through the relationship of knowledge and power. He states

Knowledge is central to power. Knowledge helps us envision
the contours and limits of our own existence, what is desirable and
possible, and what actions might bring about those possibilities.
Knowledge helps us examine relationships between what is ethical and
what is desirable; it widens our experience; it provides analytic tools for
thinking through questions, situations, and problems. Knowledge that
empowers centers around the interests. and aims of the prospective
knower. Apart from the knower, knowledge has no intrinsic power; in
interaction with the knower’s desires and purposes, knowledge has
meaning and power. (p.50)
nent on the relationship between knowledge and power is delineated
:11 he proposes the implications for schooling all children.
Ideally, education should help all students acquire knowledge
hat empowers. This implies that knowledge should include a
rrspective of history from the students’ point of View and be selected
' constructed in relationship to the students’ desires, visions,

iptions of reality, and repertoires of action. (p.50)

 

By not recogniZing
schooling serves to
providing knowledr
students’ cultural 1
standards by which

Another aut
multicultural educat
and Change." He 1

student empowerme

influen'
Student
the abifi
knowlec
influenc
them to

(p.125)

he focus in this eSsa

do not enable "student

participate effectively ‘

just." (p.125) He prop

understand knowledge

and values needed to l

37

By not recognizing or by dismissing student cultural knowledge, Grant believes that
schooling serves to reinforce the status quo of the dominant culture. Instead of
providing knowledge to empower--knowledge which is co—constructed with the
students’ cultural needs in mind--it provides a meaningless set of exercises and
standards by which to be judged.

Another author who addresses the issues of the political contexts of
multicultural education is James Banks in "A Curriculum for Empowerment, Action,
and Change." He begins his essay by echoing Sleeter and Grant’s emphasis on

student empowerment.

When students are empowered, they have the ability to

 

influence their personal, social, political, and economic worlds.
Students need specific knowledge, skills, and attitudes in order to have
the abiltiy to influence the worlds in .which they live. They need
knowledge of their social, political, and economic worlds, the skills to
influence their environments, and humane values that will motivate
them to participate in social change to help create a more just society.
(p.125)
e focus in this essay rests with his concern that present educational curriculums
not enable "stu dents to become reflective and critical citizens nor help[s] them to
ticipate effectively in their society in ways that will make it more democratic and
." (p.125) He proposes, instead, that curricula be "designed to help students to
erstand knowledge as a social construction and to acquire the knowledge, skills,

values needed to participate in civic action and social change." (125)

 

Although e:
multicultural eduCE
finnework With “’1
sanctum
Sonia Nieto not onl
framework to addrr
discrimination and t}
and implications fo
characteristics of mu
necessary for multicr

Multicu
Multicu
Multicu;
Multicul
Multicul
Multicul
Multicult
Thloughout her deline
education, Nieto insis

although an antiracist a

,.
hrcto fears that many '

Points out that mont

so . .
metrmes minimize an

 

38

Although each of these authors provided insight into the relationship of
multicultural education and this research study, Sonia Nieto provided the clearest
'amework with which to place and understand this research. Within her text,
.FFIRMING DIVERSITY: The Sociopolitical Context of Multicultural Education,
)nia Nieto not only identifies and defines multicultural education by developing a
amework to address issues of culture (both home and school), language, and
scrimination and their impact on learning, but also she addresses the expectations
d implications for teaching and school reform. By describing seven basic
aracteristics of multicultural education, Nieto details the components she feels
:essary for multicultural educational reform to take place.

Multicultural education is antiracist education.

 

Multicultural education is basic education.

Multicultural education is important forall learners.

Multicultural education is pervasive.

Multicultural education is education for social justice.

Multicultural education is a process.

Multicultural education is critical pedagogy. (p.208)

ughout her delineation of characteristics for successful, authentic multicultural
ition, Nieto insists that the sociopolitical context be known. For instance,
J gh an antiracist and antidiscriminatory characteristic would seem to be a given,

fears that many schools simply do a Superficial response to this issue. Nieto

 

out that monthly celebrations of ethnic festivals, food, and language

mes minimize and stereotype cultural perspectives. For instance, celebrating

 

 

 

Hispanic month it
American month it
other times of the
for teachers and st
was and is, which :
events, people, and
dominantculture nc
“although everybod
responsible for it." (

When Nieto .

mandamut

that

Multicu
are res
multicu.

perceive

his insistence that r

school curriculums be

attention be paid to tl

In addressing tI

rllstrrdents, N ’

reto push

to ,
the extent that the)

“C ' .
lllllS 0i biased CdUC'
c

39

Hispanic month in November, African American month in February, and Native
American month in March implies that those histories need not be addressed during
other times of the school year. Instead, she suggests that to be antiracist would be
for teachers and students to question--"to take a long hard look at everything as it
was and is, which also means considering the effects and interconnections among
events, people, and things.“ (p.209) Nieto cautions, however, that teachers of the
dominant culture not let themselves become immobilized by guilt by recognizing that
"although everybody is not ’guilty’ of racism and discrimination, we are all

responsible for it." (p.211)

When Nieto states that multicultural education is basic education, she is not

 

confusing that with the concept of "back to basics" in education. Instead, she insists
hat

Multicultural literacy is as indispensable for living in today’s world as
are reading, writing, arithmetic, and computer literacy. When
multicultural education is unrelated to the core curriculum, it is
perceived. as unimportant to basic education. (p.211)

IlS insistence that multicultural education be a part of the curriculum and that
iool curriculums be driven by a philosophy of multicultural education mandates
ention be paid to the implemetation of that philosophy to the core curriculum.
In addressing the characteristic that multicultural education is important for

tudents, N ieto pushes her readers to understand "that all students are miseducated

 

he extent that they receive only a partial and biased education. The primary

ms of biased education are those who are invisible in the curriculum." (p.213)

 

 

 

She further states .
0f their cthtllClt)’:

FunhennOI

phySlr

relatit

seen i

sent h

simply

In reviewing

sees them as a pro
These elements su g
dynamic-not merely
philos0phy underlyin
addition, since this 1
issues of power in sc
Nieto states that sinc

the act of teaching. (I

A multi
thinking,
empower

educatior

 

40

She further states that multicultural education is for and about all people "regardless
of their ethnicity, language, religions, gender, race, or class."
Furthermore, Nieto insists that
A true multicultural approach is pervasive. It permeates the
physical environment in the classroom, the curriculum, and the
relationships among teachers and students and community. It can be
seen in every lesson, curriculum guide, unit, bulletin board, and letter
sent home;...[it is] a philosophy, a way of looking at the world, not
simply a program or a class or a teacher. (p.215)
In reviewing the remaining characteristics of multicultural education, Nieto
es them as a process, as a means to social justice, and as 'a critical pedagogy.

iese elements suggest that as a process multicultural education is ongoing and

  
  
  
  
  

amic--not merely a change in curriculum content, but rather a change in..the
'losophy underlying the the curriculum-~the classroom teaching and learning. In
ition, since this philosophy challenges the status quo of social structures and
es of power in schooling, it can be seen as a model for social justice. Finally,

to states that since "knowledge is neither neutral nor apolitical," neither can be

A multicultural approach values diversity and encourages critical
thinking, reflection, and action. Through this process, students can be
empowered as well. It is therefore both a critical and a liberating

education. (p.219)

 

 

 

 

 

The teachr
racism and prejur
their students be

philosophy of mu]

——'——————————"T

41

The teachers of this study recognized the need for all children to learn about
racism and prejudice and designed a unit which would attempt to help them and
their students become researchers of diversity and active participants in the

philosophy of multicutural education.

 

 

 

 

In conclusion.»
When read
for links that will 4.
with the obvious
multicultural edUCi
levels addressed an
the discussions.
Each of the 1
this practice might
helped me to undo
education in action,
study provided for tl

grade classrooms stu

research.

42

In conclusion...

When reading several texts on a particular subject matter, I often try to look
"or links that will connect them. This particular body of reading was no exception,
ith the obvious links being the issues of literacy, language, literature, and
rulticultural education. The texts, however, also break along the lines of the grade
vels addressed and the level of theoretical versus practical importance placed within
e discussions.

Each of the texts attempted to ground its philosophy in theory and show what
is practice might look like in terms of classroom applications. Although each
Iped me to understand better the nuances of the philosophy of multicultural
ucation in action, the texts which drew upon the sociopolitical implications for
;dy provided for the clearest understanding of what might happen within the sixth

de classrooms studied. It is with that lens--a sociopolitical lens--that I viewmy

arch.

 

 

 

Reviewing the lite
In reviewin
language arts instr
few selectionS Whl
dissertation abstrar
books which claim‘
instruction and mi
sharing curricular
classrooms. Few h
uses of literature.
examine what it me
awareness and und
project, but were 111
of this research stud;
delineated in the fol
"Developing 5
Blair and published

the concerns of many

and native speakers (

Blair deveIOped a u

r .
guunded rn narrative

although [she include:

b' r.
lilting that "these

 

Reviewing the literature...

In reviewing the literature about cultural diversity and children’s literature and
language arts instruction, it became apparent early in the search that there were very
few selections which addressed the multiplicities of this study; an ERIC search of
dissertation abstracts supported that finding. Of the hundreds of articles, essays, and
books which claimed to draw connections between children’s literature, language arts

instruction and cultural diversity, most have addressed the types of literature to use,
sharing curricular designs, or problems encountered within culturally diverse
classrooms. Few have done more than merely to address the general functions and
uses of literature, writing, and multicultural education. Those essays which did
examine what it means to use children’s literature and/or language arts to develop
awareness and understanding of cultural diversity met some of the needs of this
project, but were unable to address all of the issues,.concepts, and understandings
of this research study. Their contributions in relationship to this study, however, are
elineated in the following review.

"Developing Student Voices with Multicultural Literature," written by Linda
lair and published in the December, 1991 issue of the English Journal, addresses
6 concerns of many teachers who struggle to help "both language minority students

(I native speakers of English" (p.24) develop their voices through written English.
lair developed a unit which "combines reading, speaking, and writing and is
ounded in narratives written primarily by authors whose second language is English
hough [she includes] some Black and Anglo writers as well."(p.24) She continues

saying that "these works, autobiographical in nature, center on the writer’s

 

 

experiences 0f at
Although i
arts instruction, 1
awareness and 11D
intent is to enabh
reading, Speaking
says,
We 1
and
idend
A second art
by Donna Norton, 1
elementary and mid
and shared literatu
heritage that come:

understanding as a v

(Reading Teacher, 5

Athird article
Rasinski and ND. P
means to teach studs
authors provide Oppo
the lens of literature,

0
f cultural diversity ar

 

44

experiences of alienation, assimilation, and acculturation."(p.24)
Although Blair addresses issues of diversity through literature and language
arts instruction, her intent is not pursue the issues in relation to developing an
awareness and understanding about diversity, racism, or prejudice. Instead, Blair’s
intent is to enable students to find the "intricate link among personal experience,
eading, speaking, and writing" (p.28) through the use of multicultural literature. She
ays,
We reaffirm our ancestral struggles though reading autobiographies
and developing individual, narrative voices to reaffirm our own
identities. (p.28)
A second article, "Teachin g multicultural literature in the reading curriculum"
1 Donna Norton, presents a rationale for using multicultural literature in the upper
ementary and middle schools. Although she states that "through carefullyselected
d shared literature, students learn to understand and to appreciate a literary
itage that comes from many diverse backgrounds," she does not address this
erstanding as a way to develop an historical perspective of racism and prejudice.
adin Teacher, Sept. 1990).

A third article, "Multicultu ral Learning Through Children’s Literature" by T.V.

   
  
  
   
 

inski and ND. Padak, addresses the benefits of using children’s literature as at
us to teach students about cultural differences and similarities. Although the
ors provide opportunities for their students to explore cultural diversity through
ns of literature, their purpose seems to be one of developing an understanding

tural diversity and not one of directly addressing issues of racism and prejudice.

 

 

As the 83“
with the need to 3
development of 5‘
of attempting ’0
reading, writing, a
on addressing the
racism.

Narratives -
among teachers an
which have direct
culturally diverse cl
uanatives about te
children’s literature
prejudice are virtua
relationships are "Fa
Through whose Eye
research project, thr
similarities to the pr

Facing Histor

attempt to "move stur

back to present-day e

a
bout a teacher of

r
tudents understand i'

45

As the sample essays indicate, teachers and teacher educators are concerned
with the need to address cultural diversity through children’s literature and through
development of study units for reading and writing. However, the focus has been one
of attempting to inform students about cultural diversity by providing authentic
reading, writing, and discussion experiences around quality literature selections, not
on addressing the historical and global implications in relation to prejudice and
racism.

Narratives about classroom teaching and learning experiences are popular
.mon g teachers and teacher educators. However, although there are several studies
hich have directed their attention to successful teaching experiences within

rlturally diverse classrooms (Paley, 1989; Foster, 1991; Ladson-Billings,1991, 1992),

 

trratives about teaching and learning experiences which attempt to tie together
ildren’s literature and language arts in relation to addressing issues of racism and
ejudice are virtually non-existent. Two studies which do attempt to address those
ationships are "Facing History in South Boston High School" by Thomas Klein and
'ough whose Eyes by Beverly Naidoo. Of all the literature I reviewed for this
arch project, the two studies by Klein and Naidoo serve to offer the greatest
larities to the project developed by the participant teachers of this study.
"Facing History in South Boston High School" is the story of one teacher’s
pt to "move students gradually from literary and historical examples of genocide
o present-day experiences of intolerance and racism." (Klein, p.16) Klein tells
a teacher of sophmore English, Ms. Ordway, who attempts to help her

5 understand issues of racism through an examination of literature about the

 

H01 ocaust Ordw:
Provide a cowlect
at South Boston 1
Mill] is narrat
boy from 1925-19‘
group actions of la
although Ordway t
about racism and p.
students’ apathetic
their social conscic
multiple chances fc
global actions and
question, however, i
school years could
historically based ra

Although this
history and historica

social consciousness «

of racism and prejud

in ’
a students learnin

students of South l

a

er '
leuences; however
1

46

Holocaust. Ordway chooses to use the book Friedrich by Hans Peter Richter to
provide a connection between group acts of hostility in Germany and what happened
at South Boston High School during busing of the 1970’s. Although the story of
Friedrich is narrated by a Christian boy who tells about his friendship with a Jewish
boy from 1925-1942, the details of his behaviors in group actions can parallel the
group actions of later years in Boston. It becomes clear throughout the article that,
although Ordway genuinely tries to provide opportunities for her students to think
about racism and prejudice both historically and in their daily lives, she struggles with
students’ apathetic attitudes about learning which undermines her efforts to raise
their social consciousness. Despite this fact, the author felt that the unit offered
multiple chances for students to begin making connections between historical and
global actions and their own experiences of racism and prejudice. One must
question, however, if an eight to nine week course halfway through a student’s high
chool years could expect to do any more than merely inform students about
istorically based racism and prejudice.

Although this study is an important comment on the possibilities and use of
story and historical fiction, in particular the Holocaust, as a means to raise the
cial consciousness of the relationship between the past and present understandings
racism and prejudice for high school students, the very fact that it happens late
a student’s learning career poses questions about its effectiveness. Some of the
dents of South Boston High School study may have exhibited a deeper
erstanding, or may have made connections between history and personal

eriences; however, the obstacles encountered by Ms. Ordway indicate that many

 

 

students were to
related to themsr
cultural diversi‘ll

The 86001“
mum
in which middle so
read and responde
intent was to "exte
assumptions an co
society." (p.21) A
inconsistent level 5
have a direct imp

important implicati

frame‘
young
change
is seen
but it i
"in her

(p.141)

Thrsrmplication has i

the participant teacht

47

students were too entrenched in their own "anxiety, shame, and low self-worth
related to themselves as learners" (p.19), to address the socio-political aspects of

cultural diversity that the teachers of my research project hoped to accomplish.
The second study which influenced my thinking was Beverly Naidoo’s book,
Through Whose Eyes (1992). Within this study, Naidoo designed a year-long course
in which middle school students in a white, working class Christian school in England
read and responded to several texts which contain strong indictments of racism. Her
ntent was to "extend white students’ empathies; to challenge ethnocentric and racist
rssumptions an concepts; and to develop critical thinking about the nature of our
ociety." (p.21) Although she encountered difficulties with teacher support and
nconsistent level student commitment, her findings raised several questions which
ave a direct impact on my research project. Her quote below highlights an

portant implication for my study.
The major question remains of how to create a supportive
framework for challenging racism and the racist society to which the
young people belong in ways that enable them to question, and indeed
change, aspects of their own identity. The problem is that while racism
is seen as something "out there", it can perhaps be faced and decried.
but it is another matter when it is identified as something functioning
"in here" i.e. in one’s own school or worse still in one’s own head.
(p.141)

implication has a direct relationship on my research project in terms of what the

articipant teachers’ goals and objectives for their extended unit were. As noted

 

 

in ChaPtC'IV' th
Previous year- 1
historical and gm
"in here." It is a
knowledge 0f Na
Naidoo as import
.- a l
..a <
..stU
.. the
.. the

.. det

.. tear
.-teac

-- the

chal

Naidoo attempted t-
students to develop
examination of raci:
literature. Her stud
attempted to examinr

e' ’ '
hrldren s lrteratu re

48

1 Chapter IV, the teachers designed this unit as a response to the experiences of the
revious year. Their intent was to help students make connections between the
istorical and global aspects of racism and prejudice and what was “out there" and
11 here." It is also important to note that the teachers of this study (without the
uowledge of Naidoo’s study) included many of the following needs identified by
taidoo as important features for a successful study in their own unit design.

-- a culturally diverse curiculum

-- a combined focus on language and literature

-- students to deconstruct their own "knowledge"

- the integration of cognitive and affective learning
-— the creation of space for girls’ voices
-- development of a pedagogy which encourages self-esteem, open-
mindedness and collaboration
-- teachers to be both supportive and challenging
-- teachers to develop their own awareness of racism
-- the wider school context to reflect the collaborative, supportive but
challenging context of the classroom.
doo attempted to provide teaching and learning experiences for middle school
ents to develop an awareness and understanding of diversity through an
ination of racism and prejudice through the study of specific selections of
ture. Her study was similar to mine in that it was an extended unit which
pted to examine issues of diversity in relation to racism and prejudice through

ren’s literature. It was unlike mine, however, in that, although her literature

 

 

choices were var
students were lir
opportunities for
understanding In
then were 85de
Chapter IV) “be
varied reading: W
combination With
of their own COW
and the young agt
of study not heretr

Naidoo’s stt
racism and preju<
attempts. Her st
participants, and t1
particular setting W
language arts are us

development in rela

49

choices were varied-poverty, Holocaust, African America, and South African-~the
students were limited to four texts chosen by the teacher. This control limited
opportunities for student ownership and may have limited the potential for student
understanding. In my research project, the students read some books in common, but
then were asked to choose and read on their own (See Figures 5, 6, and 13 in
Chapter IV) other books from the same cultural perspective in order to provide a
varied reading, writing, and discussion experience. The varied textual choices, in
combination with a move from an historical, global perspective (Holocaust) to one
of their own country (African American) and their own culture (Native American),

and the young age of the students (sixth graders) provided dimensions to this type

 

of study not heretofore examined.

Naidoo’s study, although well intended, served to reinforce the beliefs that
racism and prejudice are socially embedded and unresponsive to educational
attempts. Her study may have been inhibited or limited by the setting, the
participants, and the structure thereby presenting a view of what exists within a
particular setting without adequately addressing what can happen if literature and

anguage arts are used in ways that support cognitive, emotional, and metacognitive

 

evelopment in relation to issues of racism and prejudice.

 

Introduction
Decisions t
number of factors
research, I immedi
the type of study I
be accomplished i
teaming in this sit
discover. Also, IS
necessary format fc
an hypothesis about
site and then attem.
It became ev
pursue would be re
happens in classroor
through subject matt
[was able to find th;

era ' ' '
Imnmg therr owr

CHAPTER III

THE DESIGN OF THE STUDY

rtroduction

Decisions on how to conduct a particular study are often influenced by a
umber of factors; this study was no exception. In deciding on how and what to
:search, I immediately ruled out some methodologies. For example, I realized that
re type of study I wished to pursue, in the site in which I was interested, could not
a accomplished in a quantifiable manner; collecting statistics on teaching and
arning in this situation would not provide the data or information I hoped to
cover. Also, I soon realized, that an intervention study would not provide‘the
cessary format for my research. Each of these methods would insist that I draw
hypothesis about particular teaching and learning situations within the prospective

and then attempt to provide data to change or support that hypothesis.
It became evident early in my thinking that the type of research I hoped to
sue would be research that involved a longitudinal descriptive study of what
ens in classrooms when teachers attempt to address particular student needs
ugh subject matter decisions. After discussing my interests with several teachers,
5 able to find that although many within the prospective site were interested in

ining their own classroom teaching, two sixth grade teachers were in fact

50

 

 

attempting to use
to teach about i
study, however, I
extended period
could be met witl
Finally, all
address the devel
teaching and learn
develop and be tar
[might find; the ;
potential longitudi

research and inquj

reality.

51

attempting to use subject matter-~children’s literature and language arts instruction--
to teach about issues of cultural diversity within their classrooms. To pursue this
study, however, I would need to observe the teaching and learning of this unit for an
extended period of time; thus, the longitudinal expectations of a qualitative study
could be met without difficulty.

Finally, although I had confidence that the teachers within this study would
address the development and implementation of this unit with attention to quality
teaching and learning, I had no preconceived notions of how this unit would actually
levelop and be taught. Therefore, I was not tempted to develop hypotheses of what

might find; the analysis would in fact remain inductive, not deductive. With a

 

otential longitudinal study in a preferred site and my own interests in qualitative

:search and inquiry, the decision to pursue that particular methodology became a

:ality.

 

Qualitative Resr
The study
reasons for ch0<
research study E
natural setting as
of the data (field _
3. a concern for ;
and teaming proc
of data, not settir
using children’s lit
"meaning" by exan
nuances of situat
nuances). (Bogda
The second
educational trainin
Projects. Concerns
concerns for object
although I have we

collecting data for

consultant for teach

t
town and accepter

framework of the

elassr
oom
s, they we

52

Qualitative Research As A Method of Study
The study was conducted within the framework of qualitative research. The
reasons for choosing this particular methodology were two—fold. First of all, this
research study exhibited the characteristics of qualitative research: 1. using the
natural setting as the source of data (the classroom setting), 2. the descriptive nature
of the data (field notes, audio and video tapes, interview transcripts, and documents),
3. a concern for process, not simply outcomes or products (observing the teaching
and learning processes in action), 4. the inductive analysis--developing theories out
of data, not setting out to prove or disprove an hypothesis (the hows and whys of
rsing children’s literature and language arts to promote cultural diversity), 5. finding

meaning" by examining perspectives of participants to discover inner dynamics and

 

uances of situations (the classroom dynamics and the teaching and learning
uances). (Bogdan & Biklen, p.27-30).

The second reason for choosing this methodology resulted from my own
ucational training and professional experience in developing qualitative research
jects. Concerns which often arise within qualitative or ethnographic research»
cerns for objectivity, sample size, and validity--were addressed. For instance,
ough I have worked within this site, the work has been that of a researcher,
ecting data for the Professional Development School purposes, and as a
ultant for teacher research projects. Therefore, my role as researcher was both

11 and accepted. The second concern—~sample size—~was addressed within the
ework of the student body. AlthOugh research took place in only two

rooms, they were chosen on the basis of the opportunity to observe two

 

classrooms of th

who not only 2

implementing t

educational exp:
addressed within
For instance, "res
through a compa.
classroom audio

source triangular
comparison of da
points of the resea
insights or approa
for this project (861
susmi“‘“iOPPOrtur

(Hammersley and

53
classrooms of the same grade level (a larger sampling) which are taught by teachers
who not only are grademates but who also work together planning units and

implementing them, often team teaching as a way of presenting consistent

educational experiences for both classrooms. Finally, the concern of validity is

addressed within various forms of triangulation. (Hammersley & Atkinson, 1983)
For instance, "respondentvalidation" (Hammersley & Atkninson, 1983) was provided
through a comparison of inferences made from field notes to data collected through
classroom audio and video taping as well as transcriptions of interviews. "Data-

source triangulation" (Hammersley & Atknison, 1983) was derived from the

 

comparison of data related to the same phenomena found at different phases or
points of the research. For example, different classrooms may provide very different
insights or approaches to specific diversity issues. The extended time frame allotted
for this project (seven months of classroom observation) provided me with variedand

sustained opportunities for both respondent validation and data-source triangulation.

(Hammersley and Atkinson, pp.198-200).

 

Plan Of Study

The desig

two partiCiPmt t
instruction to P“
readily available
throughout the d
me with a consists
and administrittol
and learning expt
determine possibl
and video tapes gt
nuances of classr
literature, languag
Overall, the
definitions of cultr
education, and tear
literature and langr

lea ' '
mrng practices.

observe and better
erperiences facilitat
s

"pport assertions dr

ll . o
nderpmnrngs foun

multicultural educati

———'_————“M
54

Plan of Study

The design of the study proposed that data be collected to determine how the
two participant teachers (grademates) used children’s literature and language arts
instruction to promote cultural diversity within their classrooms given the resources
readily available to them. The on-going interview/dialogue process with the teachers
throughout the data collection process and during the analysis of the data provided
me with a consistent view of these teachers’ intentions. The interviews with students
and administrators offered additional lenses through which to examine the teaching

and learning experiences, while the compilation of available resources helped to

 

determine possible strengths and weakness in the program. In addition, the audio
rnd video tapes gave unlimited access for revisiting the classrooms to discover the
[uances of classroom teaching and learning experiences related to children’s
terature, language arts instruction and issues of cultural diversity.

Overall, the intent of this study was to examine teachers’ understandings and
finitions of cultural diversity, teachers’ pedagogical knowledge of multicultural
ucation, and teachers’ content and pedagogical-content knowledge of children’s
rature and language arts instruction in relation to their classroom teaching and
rning practices. In addition, the study sought to provide an opportunity to
erve and better understand the students’ part in the teaching and learning
eriences facilitated by the teachers. The narratives would provide vignettes to

ort assertions drawn from the data collected and further support the theoretical
rpinnings found in the literature review related to issues of diversity,

icultural education, and literacy.

 

Focus of Study
The foot
situations which
instruction. Tfi"
the language arts
15th through AP
minutes and cons
My intent was tr
children’s literatu
understandings. V
routines and patte
of cultural diversit
related to each of

What were
specific exar

What were 1
What were I

What impact
provide exan

How did the
learning?*

How did the
and learnin

referring. [L1

Which Videos
Prompt reflec

 

Focus of Study
The focus of this study was limited to observing teaching and learning

situations which involved the uses of children’s literature and language arts
instruction. Tri-weekly classroom visits with each of the participating teachers during
the language arts time block was conducted for a period of seven months--September
15th through April 9th. The classroom visits varied in length from thirty to sixty
minutes and constituted over one hundred and thirty hours of classroom observation.
My intent was to observe in what ways each of the participating teachers used
children’s literature and language arts instruction to promote and develop cultural
understandings. Within the framework of a longitudinal study, teaching and learning
routines and patterns provided insights into both teacher and student understandings
of cultural diversity issues. In addition, teachers were asked the following questions
elated to each of the units I observed:

What were your goals, objectives, and expectations for this unit? Give

specific examples.

What were the weaknesses of this unit? Please provide exa'mples.*
What were the strengths of this unit? Please provide examples.*

What impact did the student teacher have on this unit for you? Again, please

provide examples.

 

How did the Ojibewe language lessons impact this period of teaching and
learning?*

How did the videos and films on racism and prejudice impact this teaching
and learning experience? Be specific about the video/film to which you are

referring. [List of videos and films in the Appendix B.]

Which videos seemed to impact the students the most (generate discussion,

prompt reflection, etc.) and why?

 

overall,
discussio
of thiS W

Were YO‘
prOVide 2

Are you 3
multicutlt

Did this n
were yOUl

What kint
education

What kint
language 5
How did y
the strong:
use again?

What fang
Which acti
were the w

***NOTE***
Some of th

particular, these r

segments-holocau.

on racism and prej

Students wer
What do the

u
t that the followi

 

56

Overall, what do you think has been the single most important event,
discussion, experience, or other situational teaching and learning experience
of this unit? Please elaborate.*

Were your goals, objectives, and expectations for this unit reached? Please
provide an indepth reflection.

Are you aware of any particular district, state, or federal mandates concerning
multicutural education? If so, what specifically?

Did this unit reflect any of those mandates? If so, in what way? If not, what
were your reasons for developing this unit?

What kind of “training," inservices, etc, have you received in multicultural
education or cultural diversity?

What kind of "training“ or inservices have you had in the subject areas of
language arts? Of children’s literature?

How did you make literature choices for this unit? Which choices provided
the strongest interactions and dialogue? Which choices would you use or not
use again? Why?
What language arts instructional activities did you use within this unit?
Which activities provided the strongest interactions and dialogue?» Which
were the weakest?

**NOTE***
Some of these questions were asked multiple times during the process. In
rticular, these questions were asked at the conclusion of each of the three
gments--holocau st, African American, and Native American--within the greater unit

racism and prejudice. They are noted by an asterisk.

Students were asked the following kinds of questions about the units:
What do the following terms mean to you? What do you think about when

hear the following words?

 

racism
prejudice
OPPICSW
"heedom
"an equal
"separate

KKK

segregatic
the holocz
white supI
civil rights
Martin M
Malcomb I
Thurgoodl
0f the boot
have read, which i
Did you learn any!
What is the
tear? Why did you
If you were I
and discussions the

that would you tell

 

57

racism

prejudice

oppression

"freedom for all"

“an equal education"

"separate but equal"

KKK

segregation

the holocaust

white supremacy

civil rights

Martin Luther King Jr.

Malcomb X

Thurgood Marshall

Of the books Mrs. Jones and Mrs. Smith have read to you this year and you
have read, which is your favorite? Why? Which book did you like the least? Why?
Did you learn anything new from these books? If so, what?

What is the most unusual thing you have learned about another culture this

   
   
 

ear? Why did you find it so unusual?
If you were to explain to other students (not in your class) about the books

nd discussions that have taken place in relation to issues of racism and prejudice,

hat would you tell them?

 

You have
discussing issue
American expert
impact for you?
prejudice?

Observing
interviewing the
to triangulate an

interpretation dra

 

58

You have spent the last several months reading, watching videos, writing, and
iscussing issues related to the holocaust, the civil rights movements, and the Native
.rnerican experiences;which books, speakers, videos, or discussions had the greatest
npact for you? In what ways did they affect the way you think about racism and
rejudice?

Observing the units, questioning the teachers about their thinking, and
rterviewing the students about their experiences of the unit afford an opportunity
3 triangulate among these data sources to support, check, or substantiate the

rterpretation drawn by the researcher.

 

 

Setting for “Sea“
The setting
community in the I
a fluctuating colh
American Reservfl
Particular school V
Particular 616mm
kindergarten throl
The ethnic make u
and one-third Na1
Hispanic represen
a which titty-tw
approximate 0ne
contribute to its d
broad ethnic and :
the reservation, t
been no overt rac
the population as
The secon
research site rela
This affiliation pr

eaoert ”
, opartrcrpa

 

59

Setting for research study

The setting for this research study is an elementary school located in a
community in the mid-Michigan area which has a general population of 23,000, and
a fluctuating college student population of 17,000. It is adjacent to a Native
American Reservation. Although the community has several elementary schools, this
particular school was chosen as a research site for two primary reasons. First, this
particular elementary school has a student body of three hundred and forty students
kindergarten through sixth grade whose demographic make-up is culturally diverse.
The ethnic make up of the student p0pulation is predominately two-thirds Caucasian
and one-third Native American with the African Ammican, Asian American, and
Hispanic representation totalling less than one percent The socioeconomic diversity

in which fifty-two percent of the students live below poverty level and the

   
   
  
   
  
   

approximate one dozen physically and other wise handicapped students at this site
contribute to its diverse student body. It is important to note that although there is
broad ethnic and socio-economic representation within the community as a result of
the reservation, the university, and the surrounding rural communities, there has
been no overt racial or prejudicial actions or behaviors which seem to impact upon
he population as a whole.

The second major reason for choosing this particular elementary school as a
esearch site relates to its recent affiliation as a Professional Development School.
is affiliation provides fertile ground for teacher research, with most of the faculty

ager to participate in research projects. The faculty’s commitments to multicultural

 

education, to reflr

in its selection for

 

 

60

education, to reflective practice, and to teacher research were important influences

in its selection for this study.

 

 

 

 

Particii’ants in r
the “Vol
twenty years; Mrs
Years at the ”563
ten years at the Si
and cooperative I
study groups for
cooperative learn
education, and C
admitted thistral
frustrations and ‘
research, along
Development Sch
practices. They l
intent, and who"
in the appendix.)
Althoughl
intent to participz
classroom instruct
resources were dis

he noted that sirn

attempt to influen

Since 1 was a parti

 

61

Participants in research study

The two teachers chosen for this study are veteran teachers of more than
twenty years; Mrs. Jones (pseudonym) has taught twenty-two out of her twenty-three
years at the research site location, while Mrs. Smith (pseudonym) has spent the last
ten years at the site. Both are committed to multicultural education, whole language,
and cooperative learning, have attended conferences in each, actively participate in
study groups for these emphasis areas, and have provided district training in
cooperative learning. They each attempt to integrate whole language, multicultural
education, and cooperative learning into all subject areas although they have
admitted frustrations and difficulties in the day to day management. Those
Frustrations and their individual commitments to reflective practice and teacher
esearch, along with our cooperative efforts in this particular Professional
)eveloPment School, have allowed me the opportunity to research their classroom
ractices. They have been informed of possible negative findings, understand my
ntent, and welcome constructive criticism. (Copies of the release forms can be found
I the appendix.)

Although I was involved at the level of a participant observer, it was not my
tent to participate with the teachers in the construction of or the execution of
rssroom instruction, and I did not do so although teaching strategies and available
:ources were discussed during out of class conversations and interviews. It should
noted that since this was NOT an intervention study, this researcher did not
:mpt to influence the ongoing teaching and learning processes during this study.

:e I was a participant observer, however, there were times when the teachers or

 

 

 

 

students asked fr
months), I did
students were f

influences.

 

62

students asked for in-class assistance. At those few times (ten times during the seven
months), I did provide assistance readily. All conversations with teachers and

students were fully documented in an attempt to limit and note any possible

influences.

 

 

 

Types of Data (
Data coll
Apnll993. l)a'
a. tin

rnc

ant

b. the

the

liter
d. list
BIC.
e. hdul
tape
i list
Spea
scho
3‘ thud
segm
Anne
COpi
cOnsi

Well :

 

63

Types of Data Collection

Data collection took place over seven months-«from September 1992 through

April 1993. Data were collected through the use of the following:

a.

Audio and visual tapes of the teachers’ classroom instruction during the

months of November, December, 1992 and January, February, March,

and April, 1993 (approximately twelve times total).

Field notes of the teachers’ classroom instruction from October, 1992
through April, 1993 (two to three times per week).

Copies of the lesson plans for their language arts and children’s

literature instruction October, 1992 through April, 1993.

Lists of resources used in the units--tradebooks, materials, speakers,

BIC.

Multiple interviews with the participating teachers--audio and/or video
taped--pre and post lessons.

Lists of available school resources-library materials, media services,
speakers, assemblies, workshops, in-services, stu dentservices, scheduled
school activities and Observances.

Student interviews (a minimum of two students per classroom for each
segment of the unit-—holocaust, African American, and Native
American).

Copies of student work and responses throughout the entire unit,

consisting of journal entries, in-class short writes, and worksheets, as

well as photographs of student created classroom displays.

 

 

 

 

 

 

i. 0
an

lNNOTEt“

 

64
Copies of students pre and post responses to questions about racism
and prejudice.

***NOTE*** Samples of transcripts, student work, and interviews can be

found in the appendices.

 

Setuencing 3'“
It was 1‘

Since teachers
Practices: it 56‘
multicultural 6’
classrooms duril
each classroom
determined by t
Ialso worked Wi
of the language
observations sinC
assemblies, progl
Ispent the

the classroom as
period while tear
classroom. Duri
resources as well a
documents for m'
recording or coller
place until after I
Sllbletts) approval
Once the at

UCRIHS permissit

 

65

Sequencing and relating data collection and on-going analysis

It was my intent tobegin gathering data early in the fall semester of 1992.
Since teachers begin each school year by establishing classroom routines and
practices, it seemed essential that observations of that practice as it relates to
multicultural experiences begin as early as possible. Therefore, I began visiting
classrooms during the second week of class--September 21, 1992. Although I visited
each classroom a minimum of two times a week, the exact times of those visits were
determined by the teachers’ teaching agendas from day to day and week to week.
I also worked with each teacher on a weeldy basis to determine the times and days
of the language arts instruction to construct a time table best suited for varied
observations since instructional times are often influenced by such outside factors as
assemblies, programs, and Professional Development School activities.

I spent the first four weeks in the classroom simply observing the activities of
he classroom as they emerged. This initial time period was used as an adjustment
eriod while teachers and students became acquainted with my presence in the
assroom. During this adjustment period, I compiled lists of available school
sources as well as the school district’s written guidelines, curriculum, and mandated
tcuments for multicultural education. Although I visited classrooms, no overt
:ording or collection of data--through audio and video taping or field notes-~took
.ce until after UCRIHS (University Committee on Research Involving Human

)jects) approval for this study was obtained.
Once the acceptance of my presence in the classroom was determined and

RIHS permission was granted, video and audio taping began, as well as regular

 

interviewing of
of the classroor
reviewed extcn:
to particular in:

Interview
were determine
learning experie
data collection p
the teachers’ sch
informal and re]
related to the re.

The data

some seven mon

Process.

v- 1.1]. “‘~ .1;

 

66

interviewing of teachers and students. Video and audio taping took place during ten
of the classroom observations. Although all tapes of classroom observation were
reviewed extensively during the analysis of the data, only relevant material relating
to particular insights or vignettes was transcribed.

Interviews with teachers took place each week, while interviews with students
were determined by factors related to information needed and specific teaching and
learning experiences. Although the interviews took place consistantly throughout the
data collection period, the times and places of those interviews were dependent upon
the teachers’ schedules and available space. For the most part, the interviews were

informal and relaxed, consisting of conversations about the teaching and learning

related to the research project.

 

The data gathering period continued through the end of April, completing
some seven months of classroom observation At that time, I began the analysis

process.

 

 

 

 

 

The story begin

Some ma
define in any Ck
two, there is a te
effective, or efff
weeks, or montl
determine why p
this research was
classrooms in a
children’s literate
and understandir
sought to identify
0f the unit but al

Although :
result of the disap
(PSuedonptns) oer

the hostile reactic

Natrve American :

”LN-1:..- . u .v M'Lt

 

CHAPTER IV

THE RESEARCH NARRATIVE AND ANALYSIS

The story begins...

 

Some may think good teaching is easy to identify, although not often easy to
efine in any clear terms. When one visits a classroom full of students for a day or
wo, there is a tendency to evaluate practices haphazardly as good, bad, effective, not
:ffective, or effective for some while not for others. Without spending many days,
reeks, or months observing teachers and students, it is rarely easy, however, to
etermine why particular practices are more effective than others. The purpose of
is research was to examine the teaching and learning practices in two sixth grade
assrooms in a long term, ongoing study with Specific attention given ‘to how
ildren’s literature and language arts instruction are used to develop an awareness
:1 understanding of cultural diversity. In particular, with this research study, I
ght to identify and examine not only the teachers’ goals, objectives, and intentions
he unit but also the students’ reactions and responses to that same unit.
Although this study actually began in the fall of 1992, its impetus was the
lt of the disappointment of two sixth grade teachers’, Mrs. Jones and Mrs. Smith
edonyms) of Valley Elementary school (also a pseudonym), disappointment over
ostile reactions of the students of the previous year to a speaker who addressed

e American issues. For example, some of these students had expressed anger

67

 

 

 

at the idea that
ProvisionS and
when they read
the Speaker b0"
who vowed to I
During the earl,
long tefln (5‘3Vex
begin first by ad‘
objectives variet
remained film'l
to become critic;
Since the
knowledge and 11
erperienced the i
be helpful to W
bringing to the UI
commitment (see
culturally diverse
Mrs. Jones and M
educational repre:

With the students

68

t the idea that Native Americans were given hunting and fishing rights under treaty

rovisions and that individuals received large sums of money from the government

 

hen they reached adulthood in payment for treaty violations; their attitudes toward

speaker bordered on rudeness. The students’ reactions disheartened the teachers
0 vowed to prepare their students better next time for this type of interaction.
ring the early fall semester, the teachers informed me of their intentions for a
g term (several months) commitment to a unit on cultural diversity which would
:in first by addressing the issues of racism and prejudice. Their specific goals and
actives varied and developed as the unit progressed; however, their intentions
aimed firm--to help students to gain knowledge of, to develop empathy for, and
ecome critical thinkers about racism and prejudice.

Since the teachers were interested in establishing a way to assess student
wledge and understandings of racism and prejudice in relation to what they had
rienced the former spring, Mrs. Jones and Mrs. Smith recognized that it would
lpful to know what assumptions and understandings this year’s students were
mg to the unit. In addition, since the teaching staff had made a philosophical
itrnent (see Figure 1—-school philosophy) to address the needs of their

lly diverse student population through multicultural educational practices,
nes and Mrs. Smith began by inviting the spring speaker (a Native American
'onal representative for the school) to discuss broad Native American issues

e students.

 

 

 

"We the
respect, will guir
unique strength
involvement in tl
our mutual rewa

Thi
chi]
con
aPP
reSp
eve:

Our
is to
learn
gain
and (
HGCeg
and t
(Pare

 

 

ELEMENTARY MISSION STATEMENT

Working Together for a Bright Future for All Children
Cooperation—-Pride--Respect

"We the staff of Elementary School, in an atmosphere of mutual
aspect, will guide all children toward their maximum potential regardless of their
nique strengths or weaknesses. We will work with parents to foster their
rvolvement in their child’s education, pride, growth, enthusiasm for learning will be
11' mutual reward."

This mission is supported and enhanced by our vision to develop
children who think critically, develop problem solving skills,
communicate effectively, make reasoned choices, understand and
appreciate racial and cultural diversity, work cooperatively, are
responsible for their own behavior, and acquire technological skills for
ever-changing frontiers. (1992-1993 PDS Work Plan Proposal)

DISTRICT MISSION STATEMENT
Working Together for the Future
Quality and Equity

Our Mission as a community—wide education system
is to ensure that all students

learn the skills,

gain the knowledge,

and develop the attitudes

necessary to realize their potential

and become responsible participants in society.
(Parent Handbook)

Figure 1

 

 

 

The intent of
Native AmeriG
issues had bee
appeared ‘° N
increasingly un
reflects the 0135
As the 8]
single audience]
this group of stu
them knew her
in their school.
to them about l\'
historical under.
understanding 0:
interested and re
announced that 5
take out a sheet 0
and Mexican peop
then gathered the
in Chapter V. See
As the spee
onePeopleuhhe o

a ' \
"wed In this cor

 

70

he intent of the presentation was to provide information for the students about
active American issues and define more clearly what student experiences with these
ues had been. It became clear during the observation that, although students
peared to be initially interested in what the speaker had to say, they became
reasingly uncomfortable as the discussion progressed. The following vignette
ects the classroom climate and student responses to the discussion.

As the speaker was presented, the classes (which had been combined into a
le audience) responded with smiles. The speaker was a familiar, friendly face to
group of students since many of them knew her from the reservation and all of
r knew her from her years of presence in the Native American resource room
eir school. Their teachers had told them that she would be coming in to speak
am about Native American issues in an attempt to provide them with both an
'ical understanding of the treatment of Native Americans and «with. an
standing of the present day issues and conflicts. The students appeared
sted and responded with approval (several heads nodding) when the speaker

ced that she would "tell factual info." With that, she asked the students to
t a sheet of paper and write about what they knew about white, black, Indian,
xican people. The students worked intently for several minutes; the teachers
thered their responses. (An analysis of the student responses can be found
ter V. See Appendix A for copies of student responses.)

5 the speaker began, she told the students that Native Americans were all
le--"the original people-~with their own culture in place when the white man

n this country." She continued by informing the class that "Indians had

 

 

democracy bel
had studied i'
carefully-l

The SPC‘

thing" it was to
Awericans siml
white man "did
began to ”Om
beginning to fid
will never have
The spea

courts and boat“
county and State
"Indians should i
She explained ‘1
Indians be like it

taken away from

She inform
happen a "long tin
the last massacre
sarcasm among str

Although t.

address them direr

 

71

democracy before the white man came to America" and that, in fact, Ben Franklin
had studied it. (At this time, most of the students appeared to be listening
carefully.)
The speaker then talked about the Indian Removal Act and what a "horrible
hing" it was to take away their land and their homes. She emphasized that Native
ericans simply wanted to "retain land that had always been theirs" but that the
bite man "didn’t care that the people had been there forever." (At this point, I
egan to notice that many students-—both Native Americans and white-~were
eginning to fidget and whisper to one another.) The speaker continued with "we
Ill never have to pay taxes because of all that we gave up."

The speaker then diverged to touch on issues concerning jurisdiction of the
urts and boarding schools. She first addressed the tribal courts in relation to the
rnty and state system. She said there were concerns and questions about where
dians should be tried for things like break-ins that take place on the reservation."
e explained that the purpose of the Indian boarding schools had been to "make
lans be like they [white men] are." She told the class that Indian children were
11 away from their families, placed in boarding schools, and often mistreated.

She informed students that these forms of mistreatment of Indians didn’t
en a "long time ago," that Valley had had a boarding school until 1934, and that
ast massacre of Indians was as recent as 1890. (At this, I heard giggling and
sm among students.)

Although the speaker seemed aware of the student whispers, she did not

53 them directly. Instead, in an apparent attempt to change the subject, the

 

 

Speaker began
also elicited co
money for land
hunt and fish I
things 3” “0t '
land they gave
By this I:
attitude of studE
commenting 0
because they ca
number of "that’
Anerican boy Vt
classmates.

The teach

minutes to write

historical treatme

respond. (An ana

of the responses c

The negati'

drscussion of Natir

the preVious year’s

0 .

particular, both ‘

 

72

eaker began to talk about Indian beliefs in relation to the environment. This topic
so elicited comments from the students. One student asked about "Indians getting
oney for land and health insurance," and another asked about "Indians get[ting] to
nt and fish whenever they want." The speaker responded by saying that these
’ngs are not "freebies" and that Native Americans are just getting money for the
d they gave up.

By this time, the classroom climate had changed from the friendly receptive
itude of students toward the speaker to one of fidgeting, whispering, and negative
imenting. One student stated that "people hate ’em [Native Americans] on sight"
ause they can "hunt and fish when they want." In response to this student, a
rber of "that’s not fair" comments were made by other students, while one Native
:rican boy wiped away tears with an angry gesture and looked at one of his
mates.

The teachers stepped in at this point and asked the students to take a few
es to write how they were feeling about the discussion of treaties and the
ical treatment of the Native Americans. The students immediately began to
d. (An analysis of student responses can be found in Chapter V, and. samples
responses can be found in the Appendix A.)
The negative reactions displayed by the sixth grade students to the speaker’s
ion of Native American issues, in conjunction with the negative experience of

ious year’s students, supported Mrs. Jones and Mrs. Smith’s commitment to

an ongoing unit which would address the issues of cultural diversity. In

r, both teachers hoped to design a unit which, while developing

 

 

understanding:
and prejudice.
a way for stud
prejudice in a

following unit g

 

73

understandings related to cultural diversity, would also address the issues of racism
and prejudice. The teachers believed that an historical perspective would provide
a way for students to think about, reflect upon, and react to issues of racism and

prejudice in a critical yet non-threatening way. It was out of this belief that the

following unit grew.

 

 

The story unfi

With th
literature “nit
Although rhet
recent “Emmi.
W
was to familiafi
about the home

The New
Danish Resistafl
it does not expli
one family who 1

The unit
reSponding to-tl
Each sixth grade
however, the tea
throughout the ur
last about three r

other texts and rr

Whole and some it

and data about tlrt

 

e story unfolds...

Teaching and Learning about the Holocaust

With their respective student teachers, Mrs. Jones and Mrs. Smith began a
erature unit based on Lois Lowry’s Number the Stars in October of 1992.
though the final choice of this text was a direct result of the student teachers’
:ent university classwork with the text and the availability of a classroom set of
rmber the Stars, the intent of the actual study (from the teachers’ point of View)
s to familiarize students with the horrors of racism at its global worst by reading
rut the horrors of the holocaust.

The Newbery Award book of 1990, Number the Stars, tells the story of the
rish Resistance movement to save Jewish citizens during World War II. Although
>es not explicitly address the horrors of war, it reflects the fear and courage of
family who saves the lives of their Jewish friends.

The unit formally began by the two classrooms of students reading and
ending to——through oral discussions and written journals--Number the Stars.
sixth grade class was under the direction of the student teacher officially;
ICI‘, the teachers interacted with the class discussions on a regular basis
ghout the unit. Although the Number the Stars component was scheduled to
rout three weeks, the actual discussions continued through examinations of
exts and materials about the holocaust. The impact upon the classes as a
nd some individuals in particular can be seen through the several vignettes

a about the teaching and learning experiences.

 

 

Teachers, goal
The 51‘-
through the le
students need!
cultural identjt
of thoSe issues
perspective to
teachers) a greE
the global SOCif
sensitive issues
understandings:
differences. H0
racism and Pfel u
and the speaker,
level to one in w
ofissues within a
had not yet been
eitherlewish, Ge
would allow for
understanding rac
that their goals ar
concerning prejuc

Latlguageunit...th

 

75

eachers’ goals, objectives, and intentions for the unit.
The first segment of this study focused on the issues of racism and prejudice
rough the lens of the holocaust. Mrs. Jones and Mrs. Smith felt that although
dents needed to address the issues of racism and prejudice within their own
ltural identities, they first needed to begin to understand the global ramifications
those issues. The teachers believed that providing students with an historical
rspective to issues of racism and prejudice would enable them (students and
.chers) a greater opportunity to learn about the implications of these issues within
global society. The determination to provide this vehicle for examination of
sitive issues came out of a need to address the misunderstandings, lack of
erstandings, and inaccurate understandings of the students’ own cultural
erences. However, since the topic of their own cultural identities in relation to
em and prejudice caused considerable discomfort for both the students, teachers,
the speaker, it seemed imperative to remove the discussion from the personal
to one in which students would feel free to express their concerns on a variety
ues within a multi—faceted instructional unit. Since the study of the holocaust
ot yet been addressed with these students, and since none of these students was
'Jewish, German, or Danish, the teachers believed that a unit of this dimension

allow for discovery and discussion of information and issues essential to
tanding racism and prejudice. Specifically, Mrs. Jones and Mrs. Smith stated
eir goals and objectives for this unit were for "children to draw conclusions
ing prejudice involved in the Nazi movement" and to "create a Whole

ge unit...that could provide students with information on diversity that would

 

 

allow them to 5
issues we live r

Ihecho
students to this
many people I
compassion." F
"would provide ,
Jones wanted he
as why some pet
A)

The follor

which addressed

 

 

76

allow them to step outside of their own experiences with the White/Native American
issues we live with daily." (Appendix A)

The choice of using children’s literature about the holocaust to introduce their
students to this topic rested on Mrs. Smith’s desire to help the "students to know that
many people have dealt with these issues and have reacted with courage and

ompassion." Furthermore, she felt that the characters represented within the texts
'would provide good examples/role models for [their] students." (Appendix A) Mrs.
'ones wanted her students to think about "why Hitler was able to gain power, as well
.5 why some people helped the Jews [while others] did not help [them]."(Appendix

o
The following table represents the general outline for the segment of the unit

hich addressed the holocaust.

 

 

1.

Both cla
plot, cha
discussic
help stur

point for

After finr
piece of
generated

a local on

The stude
historical 1

Unit throuj

EValuation

acih’itie3_

77

General Outline of Plans for the Holocaust Unit

1. Both classes will read Number the Stars and work through discussions about
plot, characterization, setting, theme, and style in small group and whole class
discussions and written journal responses. Story maps may be included to
help students delineate the elements of story as well as provide an initial

point for class and small group discussions.

After finishing Number the Stars, each student will choose to read another

 

piece of historical fiction about the holocaust from a bibliography list
generated by the teachers, student teachers, this researcher, the librarian, and

a local owner of a children’s book store.

The students will be expected to respond to their subsequent pieces of

historical fiction in similar ways to those modeled in the Number the Stars

unit through in-class discussions and journal writings.

Evaluation for this segment of the unit will be determined by individual and

group performance experiences through reading, writing, and discussion

activities.

Figure 2

 

By earl)
seem” 1’
teachers in dev'
student teachen
this particular .
cooperative leaI
cooperating tear
techniques (boti
for other teacht
throughOllt the u
After a W
although both cl:
Mrs. Smith’s Cla
objectives set to
(pseudonym), had
readings, developi
in Written responS
progress smoothly
Number the Stars.
Mrs. Smith
working with her c
apparent lack of in‘

r
tspect for her as a

—'-—_———————’”

78

By early November, both sixth grade classes had begun reading Number the
M by Lois Lowry. Although Mrs. Jones and Mrs. Smith worked with their student
teachers in developing the unit, the bulk of the teaching for this text rested with the
student teachers as part of their student teaching assignment In addition to teaching
this particular text, the student teachers were also attempting to implement the
cooperative learning theory that they had learned about at the university. Since their
cooperating teachers are experts in implementing and using cooperative learning
techniques (both teachers have been trained extensively and now provide in-services
for other teachers in the district), they offered support to the student teachers
:hroughout the unit.

After a week’s worth of observation in early November, it became clear that,

 

lthough both classrooms were meant to work within a prescheduled time frame,
Irs. Smith’s classroom consistently had more difficulty in fulfilling the daily

jectives set for the unit. However, Mrs. Jones’ student teacher, Mr. Zen

   
  
  
  
 

seudonym), had very few problems engaging the students in discussion about their
dings, developing the story map provided, as well as generating and participating
written responses to questions about the readings. The daily lessons seemed to
gress smoothly, and students seemed interested in reading and talking about

ber the Stars.

    
 

Mrs. Smith’s student teacher appeared to have considerable difficulty in
ing with her classroom of students. She often became emotional about their
rent lack of interest, their negative verbal comments, and their obvious lack of

ct for her as a professional. Not only did these struggles frustrate the student

 

teacher: but th
the end 0f care]
to disc“SS the (
teachers asked
understand the
During ‘
when the studeI
tooaPPa’emthE
Native Americai
hell" Mrs. Sm
that she was con
to watch the urn
next day, the f‘
suspicions.
Ms. Feerc
to begin discussin
rationing of good

shades at night. i

overhead to assist
what they should

teens or Write ab

all or just some of

dncussion period,

 

 

79

teacher, but they also frustrated the cooperating teacher, the students, and me. At

the end of each day, the cooperating teachers would meet with the student teachers

to discuss the day’s successes and failures, and after the first week of this unit, the

teachers asked that I begin observing some of these discussions in an attempt to
understand the dynamics of the teaching and learning that was or was not happening.
During one of these discussions, after an exceptionally difficult afternoon

when the student teacher had sent four different boys out into the hall, it became all
too apparent that the student teacher, Ms. Feer (pseudonym), was intimidated by the
Native American boys within the class. She stated that she felt they "were out to get

[her]." Mrs. Smith assured her that that was not the case but confided in me later

 

that she was concerned that the students didn’t respect Ms. Feer. We both agreed

:0 watch the dynamics within the classroom more closely. During the lesson on the
ext day, the following vignette took place, enlightening and confirming our
spicions.

Ms. Feer opened the lesson by asking the students to move into groups of two
begin discussing what background information they had about World War II, the
ioning of goods, and why the characters in Number the Stars had to pull their
des at night. She moved between questions quickly without using the board or
rhead to assist in giving directions. Consequently, students asked over and over
t they should be doing. It was unclear as to whether she expected them to
uss or write about the questions. Students asked if she wanted them to answer
r just some of the questions, and she answered "yes." During this small group

ssion period, I noted that she constantly directed her attention--verbally and

 

throngh eye 00]
to her left A“
was the NatiVl
threatening “’5
pointlnoticed
had interrupted
and I noticed t
moments. 1W35
this student’s w:
group of Native
attention that I 1
student walked h
of one of them.

would speak stei
direct her attenti
shouting at and
principals office.
she asked me to "
day, I simply dire
tOCheclt the boar

the husses. As I

Smith’s aim arou

Following

 

 

—i—— ”" "““' ’ "

80

through eye contact-40 the two groups of Native American boys who were sitting off
to her left. Although the noise level seemed to rise throughout the entire room, it
was the Native American boys to whom she delivered her sharpest criticism,
threatening to send them to the principal’s office if they didn’t quiet down. At this
point, I noticed a female non-native student wandering about the room. This student
had interrupted Ms. Feer’s directions twice during the earlier portion of the class,
and I noticed that she never seemed to remain in her seat for more than a few
moments. I was curious about why Ms. Feer did not recognize the disruptiveness of
this student’s wanderings; however, it wasn’t until I observed her walk behind the
group of Native American boys who had attracted so much of the student teacher’s

attention that I realized the source of some of their actions. Each time this female

 

student walked behind the group of boys, she managed to poke, kick, or pull the hair
of one of them. Then, as they would respond with a yelp or rude remark, Ms. Feer
would speak sternly to them, threatening consequences. Never once did Ms. Feet
direct her attention to the disruptive female. The lesson culminated with Ms. Feer
,houting at and dismissing both groups of the Native American males to the

lrincipal’s office. At this point, it was clear that Ms. Feer was visibly shaken, and

he asked me to "please watch the class; I need to leave." Since it was the end of the
ay, I simply directed the students to finish their written responses to the readings,
. check the board for their homework assignments, and to get ready to line up for
e busses. As I looked out into the hall, I could see Ms. Feer crying with Mrs.

iith’s arm around her shoulders.

Following the dismissal of students for the day, the three of us--Mrs. Smith,

 

 

Ms. Feel, and I
it was the Wont
was like that"
121$ked ‘
"You W
want me to fail.
At this p<
lesson began to
She thOUt
all right and the:
Mrs. Smit
and unCOOPerati‘
were certainly th
Mrs. Smit
clearly, asked, "Vi

seat."

Ms. Feer l<
she was out of he
They never pay at

At this poi:
asking any furthe.

Slipport this, the

constantly taunted

h.“

 

81

Ms. Feer, and I--sat down to discuss the days events. Ms. Feer began by saying that

it was the worst experience of her life and that she hoped she wouldn’t have to teach

 

"kids like that."

I asked what she meant by "kids like that," and she replied,

"You know what I mean-~those, those boys. They’re awful; they hate me; they
want me to fail."

At this point, Mrs. Smith began to ask about when she (Ms. Feer) thought the
lesson began to get out of control.

She thought about it for a moment and then said, "I don’t know; it started off
ill right and then they just wouldn’t quiet down and do what I asked."
Mrs. Smith asked if the boys in question were the only ones who were loud

111d unc00perative. Again, Ms. Feer thought for a moment and said, "Well, they

    
    
      
 

ere certainly the worst; the others didn’t act like they were ignoring me"-
Mrs. Smith, still attempting to get Ms. Peer to define the problems more

early, asked, "Why didn’t you tell Janie to sit down? She was constantly out of her

Ms. Feer looked questioningly at Mrs. Smith and replied, "I didn’t notice that
was out of her seat much. Besides, she’s a good student and those boys aren’t.
ey never pay attention to me."

At this point, I could see the frustration on Mrs. Smith’s face. She stepped
’ng any further questions and said, "From what I observed, and Mrs. D. can
ort this, the groups of boys were not your real problem; Janie was. She

. tantly taunted those boys. She was out of her seat fifty of the last sixty minutes,

 

 

 

 

 

 

and she intern
pencilbh’ ”kin
and not once d
to wonder if th
concerns me. V
trouble makers.

Althougl
offer any furthe
After MS- Feet
mkwkmh
for unless She b
would think abo
undercutting the
talked about the
issues concernet
populations.

This abilit
to search for ways
to enhance the tea
demonstrated tor
of the entire unit.

t I
eachers abilities t

 

i "w '1'“ HAL‘e- : -.'.-—_ “k—I-V "’

82

and she interrupted your direct teaching three different times by asking you for a
pencil, by asking you to repeat, and by questioning your purpose for the assignment--
and not once did you direct your attention or your disciplining toward her. I have
to wonder if this is an issue of gender or an issue of race, but in either case, it
concerns me. We must see all students, not just those who may be seen as potential
trouble makers."

Although Ms. F eer nodded in response to Mrs. Smith’s comments, she did not
offer any further explanations other than to say that she was glad the day was over.
After Ms. Feer left, Mrs. Smith stated that she was concerned that the class would

not be able to have the kinds of discussion opportunities for which she had hoped

 

for unless she became more involved in the day to day teaching. Therefore, she

 

would think about ways to team teach the rest of the unit with Ms. Feer without
undercutting the student teacher’s authority within the classroom setting. Then- we
talked about the need for teacher education programs to address more directly the
issues concerned with multicultural education and teaching diverse student
opulations.
This ability of the two sixth grade teachers to zero in on potential problems,
0 search for ways of addressing them, and to reflect constantly on what was needed
enhance the teaching and learning experiences for both teachers and students was
emonstrated to me early within this research study and continued to be a strength
the entire unit. The goals, objectives and intentions for this unit grew out of the

achers’ abilities to reflect and address potential strengths and weaknesses; they are

 

demonstrated i

received, and t

 

 

 

——7— W WW _. "a ~ “

83

demonstrated by the classroom activities, the questions posed, the student responses

received, and the discussions which emerged throughout the entire unit

 

 

 

 

 

 

 

Instructional Activities :
Student folders c
instructional tools used
understandings of Nomi
text the student teacher
and a story map (See 1
author’s name, and the
historical fiction. Then
what the story might be
illustration and the con
samples of students’ wr

altered in any way unlr

What do you th
' lthinkit‘
readwha
I Ithinklj
in World
' lthinkt‘;

 

84

ructional Activities and Responses

Student folders designed by the student teachers were some of the initial
ructional tools used in the Holocaust unit. They served to define students’
.erstandings of Number the Stars. A day prior to beginning the reading of the
: the student teachers distributed the folders which contained a map of Europe
I a story map (See Figures 3 & 4). As a class, the students filled in the title,
hor’s name, and the genre, discussing at that time some of the elements of an
torical fiction. Then, the student teachers asked the students to begin predicting
at the story might be about and what the title might mean according to the cover
.stration and the commentary on the back cover. The comments below are some

nples of students’ written responses to the following questions; they have not been

:red in any way unless noted by brackets:
What do you think is going to happen in this story?
I I think it’s going to be about a girl in a concentration camp because I
read what it was about in a book order slip.

l I think Number the Stars is going to be about Jewish children that died

in World War II.

I I think the book is about girl in Germany during World War II.

 

 

  

..... ......1—f (.‘..-
cw. . .. ..Jmh...—§.N"...~mbps\ w . .g—c .
.. ..h . 12.53:... T.

' Principal
ntration Ca

0
\.

EUROPE 1

 

' Cone

 

    

o . .
u... ..* \
. .~ .~ . 1.... .
. . .......~........t .
u \Il'u-u... ~

.... m. a... m......... an.

  

 

 

85

   

Bergen-Benn
. .

RArensbI-fick

  

    
  

SOVIET
UNJON

   
   

   

TRN ink:
.«A‘dWH-HI‘ '
L , o

  
  
 

Loaz' vs? .Sobihor
<20 nMu'dancll

  

    

ROMANIA

    

E UROPE 1938*39

\

0 Principal Cities
. Concentration Camps (1933—45)

Figure 3

 

 

 

 

nor)“:

 

 

‘14”:‘I‘fl‘ I‘ll

I .IIIIIA

erd>OO-: M...

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I hnwwt
so her fan
rwdmhb

I about a stz

I about a sp

I A girl that
know.

I To go on a
friend.

I Probably tl

' This book
war.

I I think the

' I think th
consentratj

I It might be

what do YOU thir.

I It might m.

I Itllink that
for the Jew
that died.

I

about Stars

 

 

 

87

I It is about a girl who lives in Copenhagen. Her best friend is Jewish
so her family has to get out of Germany or Hitler will kill them....I
read this book 3 times.

I about a star
I about a special interest on numbering stars

I A girl that has to go to consentration camp. I just guessed. I don’t

know.

I To go on a dangerous mission to get away from the nazi’s and save her

friend.

I Probably the girl will number the stars and be famous.

 

I This book might be about World War 11 because we are studying the

war.

I I think the book will be about World War Two.
I I think this book will be about a person who is so bored in a
consentration camp that she count stars.

I It might be about David.

What do you think the title means?

I It might mean that she’s so bored she started counting the stars.

I I think that because the cover has a kid on the front, and a star stands
for the Jewish religion. The title might mean count the Jewish peOple
that died.

I about stars

 

 

 

 

I It meanst

I counting t
I ...it100k5 i
I About a 8
. It might “I
. ...that eacl
I a way of k
I The title It
I . because
Although only 0‘

student predictions (altl
minimal at times, of wha

by individuals, not in

predictions. Ihis activit

the student teachers ask

What do you tlrir

What has happer

Student teachers asked

previous day. Although

questions and format d'

std '
W. the discussion son

w'
lthout enthusiasm. T

 

’W—1

88

I It means they followed the stars to get places by numbering the stars.
I counting the stars
I ...it looks like a little girl counting the stars

I About a girl who follows the stars to freedom.

I It might mean mean that the boy on the cover will be famos.
I ...that each star is for each person [who] dies

I a way of keeping track of were you are

I The title means counting how many stars there are.

I ...because its about stars

Although only one student had read the book previously, it seemed that the

 

udent predictions (although not always accurate) attempted to make sense, albeit
inimal at times, of what they would be reading. This time, predictions were written
individuals, not in group discussions, which might explain the diversity of
dictions. This activity was one of many that would occur on a daily basis in which
student teachers asked the students to respond to questions such as
What do you think will happen next?

What has happened so far?

dent teachers asked these two questions each day about the readings of the
vious day. Although the students responded, it often seemed routine since the

stions and format did not vary. Instead of being interested in discussing the

  

, the discussion sometimes seemed to become stifled and students responded

out enthusiasm. The discussion was driven by the structure, and although

 

 

 

 

 

students filled in their c
learning was not readilj

Points of interes
to bring in information
this country and in Gr
W and it
(See Figure 5 for a list <
finished their assignme:

One issue that
Holocaust in general an
Jones and Mrs. Smith i
decided to address it th

student had volunteerer

Hard Copy about the N:

the following questions.

atme when you chose

afraid of, and what did

teachers then asked the

about the holocaust ant

 

*7—

89

rdents filled in their charts and answered their posed questions, the excitement of
arning was not readily apparent, not easily observed on their faces.

Points of interest did arise, however, when Mrs. Jones and Mrs. Smith began
bring in information about the recent reemergence of the Neo—Nazi movement in
5 country and in Germany. By this time, many of the students had finished
mber the Stars and were well into their second or third piece of historical fiction.
:e Figure 5 for a list of book choices.) By this point, too, the student teachers had
ished their assignment and had left the classrooms.

One issue that seemed to surface often in the class discussions of the
locaust in general and the N eo—N azi movement in particular was fear. Both Mrs.
es and Mrs. Smith recognized this as an important facet of this discussion and
ided to address it through group work and written responses. One day, after a

ent had volunteered information he had seen on Maury Povitch’s T.V. program

   
 
   

Co about the Nee-Nazi movement, the teachers decided to ask their students
ollowing questions. First they asked them to "turn to your neighbor and discuss
e when you chose to do something because you were afraid. What were you
of, and what did you do?" After allowing a few minutes for discussion, the
ers then asked the students to think about the books they had been reading

the holocaust and asked them to answer the following questions in writing:

 

 

 

 

 

Ch.

Bette Greene. (1984). .5.
Judith Kerr. (1972). _WJ_
Ilse Koehn. (1977). MI§
Kathryn Lasky. (1981). :
Sonia Ievitin. (1970). It
leis Lowry. (1989). &
Marie Mc Swigan. (1942
Uri Orlev. (1984). I_Sl_arl
Johanna Reiss. (1972). ]
Johanna Reiss. (1976). I
Hans Peter Richter. (19
(Hans Peter Richter. (19-
Ruth Minsky Sender. (1'

Jane Yolen. (1990). Dev

 

 

90

Children’s Literature about the Holocaust

Bette Greene. ( 1984). Summer of my German Soldier. Bantam.
Judith Kerr. (1972). When Hitler Stole Pink Rabbit. Coward McCann.
Ilse Koehn. (1977). Mischling Second Degree. Greenwillow.
Kathryn Lasky. (1981). The Night Journey. Warne.

Sonia Levitin. (1970). Journey to America. Atheneum.

Lois Lowry. (1989). Number the Stars. Houghton Mifflin.
Marie Mc Swigan. (1942). Snow Treasure.Dutton.

Uri Orlev. (1984). Island on Bird Street. Houghton Mifflin.
Johanna Reiss. (1972). Upstairs Room. Crowell.

'ohanna Reiss. (1976). The J ourneyLBack. Crowell.

ans Peter Richter. (1987). Friedrich. Penguin.

ans Peter Richter. (1988). I Was There. Penguin.

.uth Minsky Sender. (1988). The Cage. Bantam.

 

ne Yolen. (1990). Devil’s Arithmetic. Penguin.

Figure 5

 

 

 

 

 

 

Did your
What was

What did

The following student

teachers.

Yes, Ann;
Hitler get
and Hilte:
No, Harm
Alex had

filling the
Riva she

doctor "let
Yes, she u
Alex. bee;
Germans r
Yes, Gitl t
the officer
Wouldn’t},
Annie was
there Sean
When Sini r

the Nazie :

—————i

91

Did your character have to make any choices because of fear?
What was the fear?
What did they [sic] do?

The following student responses represent a sampling of those collected by the

 

 

teachers.

I Yes, Anna had to move to Switzerland with her family in fear of Adolf
Hitler getting elected governor of France. Anna’s family was Jewish
and Hilter wasn’t afraid of the Jewish people.

I N 0, Hannah didn’t make choice because of fear.

I Alex had to make a choice to either go to see if the germans were
filling the hole up or not.

I Riva she was [scared] to have her name [taken] off. She told the
doctor "let me die before you do that" -

I Yes, she was afraid of losing her dad, so she made a plan to escape.

I Alex. because he shot a German soldier and he was afraid that the

Germans would find the body so the men hid it under a pile of junk

 

I Yes, Gitl tried to escape from the camp at night and she got caught by
the officers and told them that she had to go to the bathroom if she
wouldn’t have she would of got killed the next day.

I Annie was scard of getting caut by the Nazie solgers when they did
there searches so she talked to her sister about it. Annie was scared
when Sini when to get a job. Annie was scard of getting taken away by

the N azie solders.

 

My [Chan
abOut 56’
Grandma
becauset
keepS 01”
her childi
My Chara
German 5
trying 9 63
My chara
consintrat
afraid that
we comiu
they in tht
Yes, Sinii
crazy. Sin
Yes Mama
nazis migh
Hannah, h

sayed close

 

 

dsthe student response:

many of their character’

impacted the de

velopme

 

——,—

92

I My [character] is Rachel...My [character’s] mom told her only to talk
about sertain things with her grandma but instead she talks with her
Grandma about her Grandmaa’s childhood and she wasn’t spoded to
because they tink it will make her Grandma sad. But it didn’t so she
keeps on sneaking up to her Grandma’s room and talks with her about
her childhood. She was afaird that her mom would get really mad.

I My character Patty--she was afraid of the prisoners. She tole the
German soliders and the German siliders stoped the prisoners form
trying 0 excape out of prison.

I My character knew that young children were not aloud to be in
consintration camps and if ther were they would be shot. she was
afraid that peOple or even her would be shot so, she, when the soilders
wre coming she had to help the children get out of ther clothsand-put
they in the dumpster until they left.

I Yes, Sini was afaid that if she was in hiding andy longer she would go

 

crazy. Sini got a fake name, and got a job on a farm.
I Yes Mama had to hide Laibell in the celler because she was afraid the
nazis might take him away.
I Hannah, her friends, and her family got stopped by soldiers. she just
sayed close to her family so she wouldn’t be so scared.
s the student responses show, the element of fear seemed to be an driving force for
any of their character’s actions. Whether the actions were active or passive, they

pacted the development of characters and plot. The teachers felt that these role

 

 

 

 

 

models would help the

between fear and actio

an opportunity to pusl
asked them:

Do you tl‘.

be repeat

The following common

' Yes, Ithi:

are peopl

2)There a

People wl

our forts.

I Yes, beca

leader COL

harasing t:
Yes, beCar
P60ple’s y
COUntries.
People.

I think it ‘
bi’rCiiuse w
a“Wiringdi

a“ 0Ver as

—’i

93

models would help their students develop some understandings of the relationships
between fear and action and fear and racism. From this discussion, the teachers saw
an opportunity to push the students’ thinking about racism, past and present, and
asked them:
Do you think the holocaust (or anything like the holocaust) could ever
be repeated?
The following comments were taken from a few of the students’ written responses.
I Yes, I think it could happen to the people in Somolia because 1) there
are people over ther who have guns and weapons who destroy things.
2)There are terorists. 3) Our troops are going over there and some

pe0ple who don’t know we’re trying to help them might try to bomb

 

 

our forts. 4) There is no government.
I Yes, because they could get another crazy leader like Hitler. The

leader could start another war. The Natzis could haras people and by

 

harasing them it could slowly start a war.

I Yes, because people in the Klu Klutz Klan still burn crosses in black
people’s yards. Because houses are still being burned in foreign
countries. Because people don’t care about what happens to other
people.

I I think it could because we still have looneys living in our world 2)
because we stil have people that prijust and if you lookwrong or
anything diffrent they could get really mad and another war would start

all over again. 3) We still have some people that think Hitler was

 

 

 

wright.
Yes I do
rumors t
president
he can 2)
detennin
Yes beca
Yes 1) be
killing pe
Yes it cor
3) becaus
Germans
1) I don’t
the law tc
Yes I do
still have t
are right. .'
than alot
Husau the
Hitler Was
Yes becau
to Start an

at a" if the

iw_Mh+. ..— ...fl, ...—

94

wright.

I Yes I do because we had a war with Sadam Hushain and there were
rumors that he was just waiting for Clinton to be elected officialy
president to try something again on the USA. 1)Because he knows
he can 2)thers a new person in charge 3) because Sadam is bound and
determined to get revenge.

I Yes because of the things go on in the world...

I Yes 1) because Sadaun Hughsain 2) neo nazis could invade 3) gangs
killing people 4) tarroists

I Yes it could hapen any were 2) because how the Germans are geting

3) because the Germans don’t like the Jews or any other people so the

 

 

Germans or any one could do that.
I 1) I don’t think we could not have another one because it is againest

the law to kill people...p.s. maybe in Somolia.

 

I Yes I do think the holocaust could be repeated again 1) because we
still have things from World War II. 2) We sitll have people to fight for
are right. 3) ...because some "most" people have had other experiences
than alot of other people 4) also when we had the war with Sadim
Husan there was rumers abOut them, 5)also people still think that
Hitler was right all of the time.

I Yes because the Nazies are getting stronger in Germany. Saddom tryd
to start another Holocost. and any body could start one for no reason

at all if they wanted to. look at smalia, look at what a mess they are.

 

 

 

 

We still
I Yes "’1”
might be
I yes ” ca
could 112
low and
I [think
just had
U.S. Af
2)Preju
I Yes bet
I Yes! 1.’
is still]

The teachers were
holocaust or someth
Although reasoning
students are aware r
(to quote one studer
grade classes encou
making connections
their personal unde
question and sampl:

the students’ under

 

 

 

95

We still have alot of problems if you really think about it.

I yes 1.there is still jews. 2. because the natzes will come back 3. there
might be another war.

I yes it can happen again cause ther [technology] could be better, they
could have more people, and cause Russia self of stem [self esteem] is
low and they want to build it up.

I I think that there could be another Holocaust because of the war we
just had (Desert Storm). I think that it would problaby be between
US. Africa, Germany or Iraq or Iran just because of the war. 1)Sadam
2)Prejudice 3)Desert Storm

I Yes because the way people are acting

 

I Yes! 1.There are still Nazis. 2.There are people like Hitler left. 3.There
is still hate in this world.

The teachers were surprised by the overwhehning concern of students that the
holocaust or something like it could happen again. Not a single student said no.
Although reasonings varied, it was obvious to the teachers and to me that these
students are aware of the unstable global society, the possibilities of war, and that
(to quote one student) "there is still hate in this world." This response from the sixth
grade classes encouraged the teachers to push their students even harder to begin
making connections between their readings, discussions, global understandings, and
their personal understandings and reactions to fear and prejudice. The following

question and sampling of responses from students provide further enlightenment of

the students’ understandings.

 

What has
fear mak
Ithink th
same as 1
only righ1
I think m
Ilearned
prejudice
It’s hard
acted or
I think tI
it ties in '
don’t war
I learned
fear is nc
go places
hke by F
them, 1]
stupid be
them not
One imp
When yor

beliefs b<

 

*i—1

96

What have you learned about fear and prejudice?

I fear makes you do stupid things

I I think that some people don’t like other people because there not the
same as them. Like some people think that there way of living is the
only right way of living or there belief is the right one. And that’s why
I think most people are prejudiced.

I I learned that even when your scared there’s all ways a way out. And
prejudice people are all ways mean.

I It’s hard to deal with and it makes you feel bad because of the way you

acted or the color of your skin.

 

I I think that when people are prejudiced that don’t no any better and
it ties in with fear because when people have fear they do things they
don’t want to do but they think they have to.

I I learned that there is know one that is not afraid of something. and

fear is not very cool because people don’t want to do as much stuff or

 

go places if it isn’t safe place for people. PeOple can get scared easy
like by people coming up and pushing them or people threatening
them. I learned that people should not be prejudiced because it is just
stupid because people not being like them or people no acting like
them not dressing like them, or not talking like them.

I One important thing I’ve learned about fear or being afraid, is that
when you are afraid of someone or something you go against your

beliefs because you don’t want to get hurt. One important thing I’ve

 

 

 

 

learned a
things be-
that we a
I think p
to what p
or go by
might lea
I have let
people at
go again
sometime
prejudice
people w
You can
being in l
acting lik
I’ve learr
follow on
Fear ma]
People.

I lernd f

bellies, a

 

*W—

97

learned about prejudice is that people say rude comments and do rude
things because someone is different. I think eveyone should be happy
that we are different, it would be really boring if we were all the same.
I think people should look past the clothes, face, and looks and look
to what people are inside. I don’t think you should prejudge someone
or go by what your friends say. Look to what people are inside you
might learn to like the real them!

I I have learned that there is alot of people are prejudiced. Maby some
people are prejudiced because of fear. Sometimes fear can make you
go against what you believe. Sometimes fear can be good and

sometimes it can make you go against yourself. I learned that being

 

prejudiced can start wars. And when you think of it most of those
people who are prejudiced don’t even realize it.

I You can’t stop fear until people stop terrorizing other people into
being in fear. I belive prejudice is about the same way only people are
acting like other people aren’t human. ’

I I’ve learned that prejudiced sometimes wins because so many peOple

 

follow out of fear of being prejudged or even killed.

I Fear makes people do strange things. Prejudice people are unhappy
people.
I I lernd fear makes people want to lie, folow other people in there

belifes, and makes people hate someone difrent and thats how people

are prejudic because of what color skin, what tipe of people they are,

and the

I Ilearne
anything
fights...l

I Ilearne
become

As the last twc

of the cyclic effect of :

own lives-even at sch
to eXpress their conce
those issues whenever
late in November as t
and prejudice were taI
their concerns and dis
holocaust, in Europe
"unfairness" and the "5
young man (a Native

American), making a
attitudes came tumbli
Very issues they had r
months, and their trea
lb

tprincipal, instead

their own actions. Th

 

i

98

and the way they believe things.

I I learned that prejudice can be anywhere and can almost make
anything happen. Prejudice is at school and sometimes it can start
fights...I’m scared about prejudice.

I I learned that if one is prejudiced he makes people afraid and they
become prejudiced and it keeps going, and going and going and going.

As the last two students’ responses show, these sixth graders are well aware

of the cyclic effect of fear and prejudice and the immct that it can have within their
own lives-even at school. The teachers of this study recognized the students’ need
to express their concerns about fear and prejudice, and they practiced confronting
those issues whenever they arose within the classroom. One such incident happened

late in November as the unit was beginning to wind down. The discussions of fear

  
  
  
   
 
  
  

and prejudice were taking place on a daily basis, and students were eager to express
their concerns and disgust with those who had practiced racist activities during the
holocaust, in Europe, and in their own country. They spoke out against the

"unfairness" and the "stupidity" of it all-~holding themselves above it, that is, until one .

 

 

young man (a Native American) refused to sit next to a young woman (an African
erican), making a racial slur in the process. Their here-to-fore self-rightous
ttitudes came tumbling down when Mrs. Smith demanded a confrontation of the
cry issues they had read about, talked about, and written about for the past two
onths, and their treatment of one another. She did not send the offender out to
e principal, instead, she forced him and his classmates to face the hypocracy of

eir own actions. The following vignette addresses that incident.

 

 

It began innoc
work cooperatively 01
semester and the stud
students who had the
On this day, however,
Without any apparent
Millie because she is
students told Mrs. Sm
in an inappropriate in
the bell rang for June
class, stating to Rex th
Smith calmed Millie d
her recess time in the

Following luncl
he moming’s inciden
about, talked about, a

the holocaust. She as

Is prejuc

Some of the student n

I I would
would al:

stores, ex

about me

 

——’—

99

It began innocently enough. Mrs. Smith had placed the class in groups to
work cooperatively on a lesson. She had done this many times throughout the
semester and the students were accustomed to working in groups. In fact, the two
students who had the altercation had often worked together within the same group.
On this day, however, someone had suggested that Rex take the seat next to Millie.
Without any apparent provocation, Rex stated loudly that he would not sit next to
Millie because she was "part black." The classroom response was immediate--
students told Mrs. Smith; Millie started crying, and chaos began. Rex had behaved
in an inappropriate manner and something had to be done. It happened, too, that
the bell rang for lunch within minutes of the incident. Mrs. Smith dismissed the
class, stating to Rex that she would deal with him after lunch. In the meantime, Mrs.
Smith calmed Millie down, sent her off to lunch, and promised that she could spend
her recess time in the library if she wished (a treat for this avid reader).

Following lunch, Mrs. Smith informed the class that they would be addressing
the morning’s incident. She asked them to think about everything they had read

about, talked about, and seen in relation to the issues of racism and prejudice and

 

 

the holocaust. She asked them to write their response to the following question:
Is prejudice something you only encounter out in the real world?
ome of the student responses are listed below.
I I would say no because even some of my relatives are prejudice. I
would also say no because in school people are prejudice to me. At
stores, everywhere I go there is someone who doesn’t like something

about me whether it is my eye color, skin, laugh, the way I talk, all the

 

 

M

way dow
No been
is prejud
yes, beca
other kir
like Jews
Yes, som
be friend
No, beca
as a chill
No not a
in the re
prejudice
yes becar
NO. I do
world. 1
to Sit by I
No. It’Sr
all.

N9 becau
N0, We 0

rs Smith encouraged

 

100

way down to my fingers or glasses. (Millie)

I No because prejudice people are everywhere where ever you go there
is prejudice.

I yes, because if some people’s mother doesn’t like Jews or blacks or any
other kind of person, the child picks up on that and says "well I don’t
like Jews or blacks because my mom doesn’t like them either."

I Yes, some people think that just because someone is diferent they can’t
be friends with them.

I No, because it can happen anywhere or anytime. It can happen to you
as a child also as an adult.

I No not at all. Prejudice is something that is every where it’s not just
in the real world. Prejudice is in the real world schools, homes
prejudice is everywhere and it’s sad!

I yes because I’m sure we haven’t got enough respect.

I No. I don’t think that you only encounter prejudice out in the real
world. I see prejudice in our class, like when Rex said he din’t want
to sit by Millie because she is part black. That is prejudice.

I No. It’s everywhere...it just sometimes brings out their bad side, that’s
all.

I No because it can be in your family or your school

I No, we could inconer with prejudice now that we are at the stage of
listening and taking in all the stuff we hear from teenagers. (Rex)

Mrs Smith encouraged the students to talk about what they had said. She wanted

 

them to think about
perceived as being prr
"Young PeOple Discr
racism and prejudice :

intently. Upon finishi

what had happened '
question:

Why do

friends:

' Ihaven

aboutth

' I’m not

anyonel

' I’m not]

' Isometir

' Idon’tt

friendsa

I "Jdon’t.'

I Well, Id

Idon’tr

Should b,

I Jdon’tn

to be tl’e;

 

101

them to think about the discrepancy between how they talked about others they
perceived as being prejudiced and themselves. As a class, they watched a video titled
"Young People Discuss Racism," hosted by Peter Jennings. The video examined
racism and prejudice and how young people are affected by it. The students watched
intently. Upon finishing the video, Mrs. Smith asked them once again to think about

what had happened within their own classroom and to respond to the following

question:
Why do you say you want to do away with prejudice, then treat your
friends and classmates the way you do?
I I have never not been friends with a person just because of something

about them. (Millie)

I I’m not prejudice. I don’t treat my friends prejudicely. I don’t treat
anyone bad and I want to do away with prejudice.

I I’m not prejudice because I sometimes get mad at my friends.

I I sometimes be bad to others.

I I don’t treat my friends bad. I’m not prejudice either. I respect my
friends and I hope they respect me.

I "I don’t."

I Well, I don’t think I treat my friends in a prejudice manner. IfI do,
I don’t relize it. I think prejudice is wrong and hurtful everyone
should be treated equal.

I I don’t treat my friends bad because I treat my friends the way Iwant

to be treated.

 

 

 

 

As the s
I I don’t 1
I I don’t I
I I have n
I because
As the comme

hiends badly, there we
inthat way. In respr
quote from Sonia Ni
responsible for it." (A
though she did not kn
students to address th

How can

our class
Once again, the stude:

mutual respect and op

cnutments are a sampi
My advis.

if you we

' We can t

' I’ll talk \

teacher.

 

102

I Because it is not right to do. Even though I get prejudice sometimes.
As the say’en go’s "Do un to others as you want done unto you."
I I don’t know.
I I don’t know. I think I’m just blowing off steam.
I I have no answer (Rex)
I because its the thing that we do
As the comments show, although many students claimed not to treat their
friends badly, there were a few who simply said that they didn’t know why they acted
in that way. In response to the recognition of the problem, I was reminded of a
quote from Sonia Nieto: "We may not all be guilty of racism, but we are all
responsible for it." (Affirming Diversity) Mrs. Smith acted on this premise, even
though she did not know of it when she finished the day’s discussion by asking the
students to address the possible solutions to what had happened within the class.
How can you begin to find solutions to the prejudice encountered in
our classroom?
Once again, the students responded in various ways, although most students sought
mutual respect and opportunities to discuss problems as they arose. The following
comments are a sample of those written.
I My advise is "TREAT OTHERS AS YOU WANT TO BE TREATED!
If you want respect give others respect..."(Millie)
I We can talk about it and stuff like we have today.
I I’ll talk with them and if they don’t listen I would go and tell the

teacher.

 

 

teli peo
By treat
if every1
Well Wf
it like: 1
aboutti
Ignor ar
Respect
Imnmt
prejudic
being pr
try not t
know.

do the tl

to walk a

Mrs. Smith wa

change in attitude rat!

growing while respons

maybe Nieto’s words i

 

 

103

tell people to be non-prejudice

By treating people how I’d like to be treated. It only fair to everybody
if everybody just will respect one and another.

Well we would have to find out the quickest and easyest way then do
it like: making us work in groups more so we can get to know more
about them

Ignor and tell teacher

Respect

I can make notes of everyone that sees something and does something
prejudiced. And I can make a difference by not calling names and not
being prejudice.

try not to always make a comeback and maybe that will help I don’t
know.

do the thing they did on the show we were watching today.

to walk away from that inconer [encounter]. (Rex)

Mrs. Smith was pleased to see that the students’ solutions focused on a

Change in attitude rather than on a level of punishment. The understandings were

growing while responsibility for actions became embedded within that knowledge;

maybe Nieto’s words would be played out within this classroom.

 

Drawing conclusions.

As this unit dr
to make sense 0f Wha
was fast approaching,
the teachers arrange‘
cultural differences b
Speaker volunteers 11
December to help stu
their celebration of C
receptive to their que
by the Holocaust. SI
States, her husband’s '
inEurope. She told '
and how they came to
about the cultural difr
the issues of racism a
particularly delighted
reception of the stude
marked contrast to n
Speaker.

During the fin.
attempted to Wrap Up I

d“
ucuss texts read and

104

Drawing conclusions...

As this unit drew to a close, the teachers attempted to find ways for students
to make sense of what they had read, talked about, and studied. The holiday season
was fast approaching, and since none of the children within the classes was Jewish,
the teachers arranged to have Mrs. Langers come in to speak to them about the
cultural differences between the Jewish and Christian celebrations. This particular
speaker volunteers many hours within the school district during the month of
December to help students understand the celebration of Hanukkah in relation to
their celebration of Christmas. She knew of their study of the Holocaust and was
receptive to their questions about her family and if they had been affected directly
by the Holocaust. She explained that although her family all lived in the United
States, her husband’s family lived in Israel and had indeed been affected by the war
in Europe. She told the students how she met her husband on a kibbutz in Israel
and how they came to live in Mt. Pleasant. The students were interested in learning
about the cultural differences she shared, since their studies had focused more on
the issues of racism and prejudice which had influenced that culture. They were
particularly delighted by the samples of food dishes she brought to share. The
reception of the students to the speaker and the interest in her presentation was a
marked contrast to what had happened in October with the Native American
speaker.

During the final days and weeks prior to Christmas break, the teachers
uttempted to wrap up the studies of the holocaust. They allowed time to reflect and

liscuss texts read and articles found and shared. At one point, the teachers asked

 

 

their students to iCflt

comments are a 5am;
I Iflwas
l Lots oft
Jews COl

' lwouldr
' WWII n
shoot, st
things. j
Who didr

' that part
that mad.
hair off:

' Not allh
fear, or j]

I There we
killing pe
f“that u

' NOt all c
Nazis. T]

I How man
I It Was [m

bad'HHitlc

105

their students to reflect on what they had learned during this unit. The following

comments are a sampling of the students’ writing:

If I was living at the time I wouldn’t give up and stop trying.

Lots of families were separated in this period of world history and the
Jews couldn’t go to public schools and they had lots of problems.

I wouldn’t have liked it back then.

WWII was a horrible time in history. Hitler let the soldiers beat,
shoot, stab, rape, freeze and electricute people...many other horrible
things. Hitler and his soldiers tried to make Jews and other people
who didn’t do what [he] said suffer as much as possible.

that part of time was very rough for the Jews and I got a feeling inside
that made me very sad...for what the Nazis had done...they shaved their
hair off, tattoed their arms, and most of all how many Jews were killed.
Not all Nazis were bad people. Some Germans became Nazis out of
fear, or just to save their life.

There were a lot of wars in that time and people didn’t go to jail for
killing people, they got rewarded. Winning the war they got rewarded
for that too.

Not all Germans went along with Hitler. some Nazis weren’t even
Nazis. They were because they were scared for their lives.

How many people died just for being a Jew?

It was brutal...many people died and not all German soldiers were

bad...Hitler was very mean.

 

 

 

As the comments sho

many of them still

throughout the year

prejudice.

In a written it

considered to be the 5

represent their respor

What were the

lfeltdi:
since tht
studentt
given to
wasn’t er
level thir
weren’t;
It was ta
[students
with gror
and it h
expectati.

f“dging ti

 

—7———_’”

106

As the comments show, students felt strongly about what they had learned; however,
many of them still had questions, questions that would arise again and again
throughout the year as they continued to investigate the issues of racism and
prejudice.

In a written interview with teachers, I asked them to reflect on what they
considered to be the strengths and weaknesses of this unit. The following quotations
represent their responses.

What were the weaknesses of this unit? Please provide examples.

I I felt disconnected to what the students’ were reading and discussing
since the student-teacher was leading discussions/ [In relation to the
student teacher’s development of the unit] Not enough background was
given to students about historical time period--WWII; Holocaust/ there
wasn’t enough class discussion and small group discussion using higher
level thinking-~much was knowledge/comprehension./ students’ feelings
weren’t addressed. (Mrs. Smith)

I It was taught by student teachers/ It was early in the year and their
[students’]skills at working together weren’t strong. We had problems
with groups arguing./ Students didn’t do required reading on schedule
and it hampered the discussions. Children had not internalized
expectations of the 6th grade and concept of really reading and not

fudging through. (Mrs. Jones)

 

 

 

What were tht

I Readillt
compaf'

nnna

they g0

and witl

| Using a
context

meaning

languag

As these two teachers
time for thinking ab
development of aware
prejudice for these 31
which follow dependt
teaching and learning 1

and reassessment is in

——w

107

What were the strengths of this unit’.’ Please provide examples.

I Reading the same book first gave the students a common ground to
compare with other characters./ The students are becoming aware that
this is a large scale issue...that will provide them some skills to use as
they go to [the intermediate school] and encounter other students with
and without prejudices. (Mrs. Smith)

I Using a trade book/ I could see from [our] discussions the power of
context, the power of spending time on theme. The skill instruction is
meaningful and the thinking they show is wonderful./ Power in Whole
Language. (Mrs. Jones)

As these two teachers so eloquently said, time for discussion, time for reflection, and

 

 

time for thinking about issues in both speaking and writing were key for the
development ofawareness and understandings related to the theme of racism and
prejudice for these students. The success of this unit in conjunction with those

which follow depended upon these teachers’ ability to reassess continually the

 

teaching and learning that took place on a day to day basis. Their constant reflection

 

and reassessment is further demonstrated within the units which follow.

 

 

 

 

The story continues.
Teachil

As the teache
vacation, the teache!
and prejudice. ThCil
segment arose in par
arecognition that, all
Luther King, lf- 3"“
role in freeing the Si
experience in general
the belief that it was
prejudice within their
begin examining thesc
felt it was time to brir
directions too quickly
now move from the l
African American ere
Although they planner
‘helbegan the unit by
lunch Periods. Thei
American life in the j
Breech Mildred Tay

u '
tntten reflections

 

108

The story continues...
Teaching and learning about the Civil Rights Movement

As the teachers and students returned to Valley Elementary after Christmas
vacation, the teachers were eager to begin the second phase of their unit on racism
and prejudice. Their decision to focus on African American literature for the next
segment arose in part from the need to address Black history month but also out of
a recognition that, although students had routinely read about and discussed Martin
Luther King, Jr. every February and read about and discussed Abraham Lincoln’s
role in freeing the slaves, they had little knowledge about the African American
experience in general or the Civil Rights movement in particular. It was also out of
the belief that it was necessary for these students to begin addressing racism and
prejudice within their own country. The Holocaust unit had encouraged students to

begin examining these issues on a global and historical perspective, but the teachers

  
  
  
  
  
  
  
  
  
  

felt it was time to bring the issues home. They were careful, however, not to change
directions too quickly. Instead, they designed a unit which would allow students to
now move from the Holocaust in Europe during the 1940’s to the difficulty of the
African American experience in the United States during the same time period.
Although they planned to have their students read a number of books on their own,
they began the unit by reading particular selections to the students after recess and
unch periods. Their intent was to begin familiarizing students with African
erican life in the 1930’s and 1940’s. Mrs. Smith began by reading Mississippi
rid e by Mildred Taylor to her students. The following quotation is taken from her

ritten reflections:

 

 

While rt
[For ex?
and Wh
Rudine
Hattie c
mud-la
at the 81
bridge 1'

'l
expresse
thingsw
disappoi
the incic
ask thes

Excellen

Upon finishing

reflection on the follc

What do

The comments listed

that blac
isn’t sale
I think t?

are the s

——7

109

I While reading, certain events would trigger questions by some students.
[For example] ’Why did Black people stand on one end of the porch
and whites on [the] other?’ [Some] discussions centered around
Rudine not being able to try on or buy the hat on credit when Miz
Hattie could...[about the] bus driver kicking J osias off the bus into the
mud...[about] the Logan children being told to go home and not linger
at the store...[about] how J osias must have felt while standing on the
bridge looking at the submerged bus.

The students were quick to feel the injustice/unfairness and
expressed anger to some degree. Many had questions about why these

things were allowed. At the completion of the book, several expressed

 

 

disappointment that the storyline was over. Did they want closure on
the incident or did they want to know more about these events? I-will
ask these questions when I finish reading "Song of Trees" also....

Excellent vehicle for discussion on these issues...

 

Upon finishing this story with her class, Mrs. Smith asked students for a
reflection on the following question:
What do you think the author was trying to tell you through this story?
The comments listed below are responses to that question.
I that black people have the same rights as Wight [white] people and it
isn’t safe to ride on old briges
I I think that what the author was trying [to] tell us was that all people

are the same and no one should be treated [that way] and how life was

 

a long 1
I think
never gt
Ithinkt
and not
I think

[are] p2
everybo
The me:
To be 11
The aut
back the
other at
and mak
and ther
over the
them or
By tellin,
into trou
...that d];
along [04.
e‘Iual bu

l tltink tl

 

 

 

110-

a long time ago.
I think the message was that all people are created equal and that its
never good to put people down for there skin color or any thing.

I think the author was trying to tell us that not all people are prejuduse
and not all people have to be prejiduce like others.

I think the author was trying to tell us that alot of people in the US
[are] pagetist today and don’t think thats not to swell or good so
everybody should get along so there wont be as much fight in my yard.
The message was not to make fon of nigers or black people in others.
To be nice to other people when even if they are not your color.

The author was trying to tell everybody about how people got treated
back then. The author was telling you how people was treating each
other and when it came to the bus all the black people had to get of
and make room for all the white people, so all the black people got off
and them all the white people filled up the bus. When the bus went
over the railing of the brige J osias made up his mind if he should save
them or leave them to suffer.

By telling us that the boys and the girls were afraid that they would get
into trouble because they went on it... that the bridge was dangerous
...that different color people do not need to fight and if all people get
along together they can help each other out because all people are
equal but different color.

i think the author was telling us how prejiduce and mean most white

 

 

 

 

 

people

then wl
[thinkt
because
the peo
bus this
In M_l§S_
time age
example
i think t
people 5
that you
wern’t Ii
boy wasr
colored

get thror
to get or
I think tl
or PICjut
black pe<
0f the pe
Very prej:

——i

111

people were to black people, and how black peOple had different rule
then white people.

I I think that Miderd was trying to say that people can’t be prejudice just
because they’re [religious]. Like at the end Josias went down and got
the people and there they were rude just because of his color and the
bus driver kicked him off but Josias went and got him.

I In Mississippi Bridge it is trying to tell you that what happened a long
time ago was wrong. The author used the bus falling in the river as an
example because by not letting J osice on the but it saved his life.

I i think the author was trying to tell it how it was back then and that all

people should be treated the same

 

 

I that you shouldn’t judge people by there colors. Also if the people
wern’t like that, most the black peOple would be dead. Also that little
boy wasn’t like his dad. I mean the way the little boys dad treated the

colored peOple. I didn’t think that was write for the black people to

 

get thrown out because there was some late white people who wanted
to get on, but they paid for being this way.

I I think that the author is trying to tell you that you should not be raciel
or prejudice because it is wrong. If the bus driver didn’t kick off the
black people [they] would be dead. If it wasn’t for the black man some
of the peOpIe would have died or got real sick. The little boy’s dad was
very prejudice because he was fighting with the black guy in the store.

Black people should not have to sit in the back of the bus or have to

 

 

 

 

be kid
bus SO
I 1 thinl
talked

to say,
wgbe
even 16

folks.
suppOS

them.
I The mt
rasism:
The au
white p

pe0ple
As these samj
story and to the que
relation to the issue:
again throughout thi
environmentwhich or
as they came to unde
Although both

(llSC '
“33ng S
ome 0f M

——i

112

be kicked off the bus because the white people were late to get on the
bus so the black people had to get off the bus for them to ride.

I I think they were very prejudce. They beat colored people if they
talked back or stood up for himself. They were rude and I would have
to say, they treated dirt better that people. They hated these people
just because their skin was a different crayola color. They wouldn’t
even let them get on buses if there wasn’t enough room for the white
folks. They didn’t respect them at all in a country where there was
supposed to be freedom. They really didn’t have any reason to hate
them.

I The message I think the author was trying to give us was some of the
rasism in this world and some of the raseism there was a long time ago.
The author also showed how not all peOple were prejudice against

white people. Some white people liked black people and some black

 

people liked white people.

As these samples show, many students had thoughtful responses both to the
story and to the question as it related to racism and prejudice. Their anger in
relation to the issues of inequality and unfair treatment would surface again and
again throughout this unit, while teachers would continue to build a classroom
environment which could address the emotional frustrations experienced by students
as they came to understand their own country’s struggles with racism.

Although both Mrs. Smith and Mrs. Jones began this unit by reading and

discussing some of Mildred Taylor’s books with their students, (see Figure 6) they

 

 

 

 

 

 

Child
and

Adolf, Am01d'

Aldred, Lisa. (1990)'
Ainstrong, Wm. (19
Clayton, Ed (1986)
Davidson, M- (1985)
HaskinS, James. (199
Haskins, JameS- (199
Haskins, James. (199
McKissck, P. (1989).
Milton, Joyce. (1987)
Myers, Walter D. ( 19
Myers, Walter D. (19
Taylor, Mildred. (199
Taylor, Mildred. (197.
Taylor, Mildred. (197.
Taylor, Mildred. (1991
Taylor, Mildred. (198'
Tom, Mildred. (198'
lord, Mildred. (198:

Miller, Mildred. (198:

 

 

113

Children’s Literature on the Civil Rights Movements
and the African American American Experiences

Adoff, Arnold. (1970). Malcomb X. Harper Trophey.

Aldred, Lisa. (1990).Thurgood Marshall: Supreme Court Justice. Chelsea.
Armstrong, Wm. (1969). Sounder. Harper Trophey.

 

Clayton, Ed. (1986). Martin Luther King: the Peaceful Warrior. Minstrel.
Davidson, M. (1985). I Have A Dream. Scholastic.

Haskins, James. (1993). The March on Washington. Harper Collins.
Haskins, James. (1992). One More River to Cross. Scholastic.
Haskins, James. (1992). Rosa Parks: My Stogy. Dial.
McKissck, P. (1989). Jesse Jackson. Scholastic.
Milton, Joyce. (1987). Marching to Freedom. Yearling.
Myers, Walter D. (1993). Malcomb X: By Any Means Necessagy. Scholastic.
Myers, Walter D. (1991). Now is Your Time. Scholastic.
Taylor, Mildred. (1990). Mississippi Bridge. Dial.
Taylor, Mildred. (1975). Song of the Trees. Dial.
Taylor, Mildred. (1976). Roll of Thunder, Hear My Cm. Dial.
aylor, Mildred. (1990). The Road to Memphis. Dial.
aylor, Mildred. (1987). The Gold Cadillac. Dial.
aylor, Mildred. (1987). The Friendship. Dial.
aylor, Mildred. (1981). Let the Circle be Unbroken. Dial.
alter, Mildred. (1982). The Girl on the Outside.

Figure 6

 

 

began to address difi
classrooms. For inst
tape in late Novem'
discussions related K
the issues raised by t
differences in the W3
through Mildred Tay
such as "Why was it c
plans to travel to Mi
such as:
I Black p
I ...they 11
I I didn’t
Mrs. Jones’ 5
addressing questions
minutes of the tape, u
eyes were tagged with
less worthy of being r
How do
lite statements below
I think p
they lea:

they war

 

114

began to address different issues and aspects of those issues within their individual
classrooms. For instance, since Mrs. Smith’s class had watched the Peter Jennings
tape in late November in relation to their own classroom racial incident, their
discussions related to the readings, while Mrs. Jones’ class viewed and responded to
the issues raised by the tape. In particular, Mrs. Smith’s class began to address the
differences in the ways African Americans were treated in the North and the South
through Mildred Taylor’s books The Friendship and The Gold Cadillac. Questions
such as "Why was it considered dangerous to make this trip?" in relation the family’s

plans to travel to Mississippi in the gold cadillac brought about student responses

such as:
I Black people [were] treated worse down south that in the north.
I ...they might get shot!

I I didn’t know that people got shot...

Mrs. Jones’ students, on the other hand, began viewing the tape and
addressing questions about racism and prejudice. After seeing the first thirty
minutes of the tape, which examined a role playing process in which people with blue
eyes were tagged with collars and identified as being less intelligent, less likable, and
less worthy of being valued, they responded to the following question:

How do people become prejudiced?
The statements below represent a sampling of Mrs. Jones’ students’ journal replies.

I I think people become prejudiced when their parents are prejudice and

they learn from their parents, and when their peers are prejude, and

they want to be like them, or they think it’s cool.

 

 

.-becau
diffrent
diffrent
way.

I think i
you mig
...by wh;
from thr
the mor
people I
look up
...by the
PCOple g
or they I
...family
..becaus
...becaus.
it’s in thr
Well, I tl
in the car
they are

Basically,

 

115

I ...because some people are diffrent and they don’t like people who are
diffrent or you get it from your peers so if your friend don’t like
diffrent people then your not going to think it is cool and feel the same
way.

I I think if a person is different and your friend is makeing fun of them

you might start making fun of them.

I ...by what there friends and their parents say.

I from there background

I the more hate the more prejudiced they get

I people become prejudice when their parents are prejudiced and they

look up to their parents.
I ...by the way you think about other people
I People get prejudice when the blacks or. white get a diffrent skin tone

or they have diffrent qualities

I ...family leader [and] friends

I ...because their parents or friends were

I ...because of skin color, way they look, and the way they talk.

I it’s in their genes

I Well, I think people are like that because of their peers and also back

in the early days people didn’t like "Jews" "Blacks" "Asians" etc. because
they are different on the outside and the thought they were bad.

Basically, they were just "judging a book by its cover."

 

As demonstrated by

reflections,

childrer
raised.
to where

fear of 1

Mrs Jones asked the

answered in their jou

l their so:

prejudic

' people a

' Fear ane
beat up

' What’s t

many bla

Oftheh'e

I u-family

' Fear had

like it W}

I pCOple a:
a game

I there afa

'Hbecause

—7

116

As demonstrated by the above quotations, and noted in Mrs. Jones’ journal

reflections,

I children felt that prejudice came from their parents and how they were

raised. They said it just went back and back. [Our] discussion moved
to where it began. We discussed slavery/ south/ plantations/ Civil War/
fear of different relationships after war/ how slavery really continued.

Mrs Jones asked the students, "How are fear and prejudice the same?" They

answered in their journals in the following ways:

their scared because the blacks are different and that lead to being

I
prejudiced.

I peOple are afraid of some prejudice people

I Fear and prejudice are the same because if people are prejuduce they
beat up other people

I What’s the same is prejudiced people are convinced that there are too
many black peOple here so they pre-judge them in fear of being run out
of their country.

I ...family leader [and] friends

I Fear had people scared to go into the stores or malls because they dont
like it when theyre being watched

I people are afraid because they might think a black person might win

a game
I there afaird the black people are going to hurt them

...because often people act prejudiced because they are afriad to act

 

 

 

 

 

 

 

 

 

 

 

any Otll

I Fear at
I "both t
someofl
I fear 03‘
l they are
them-n
As Mrs. Jones

the same- After we

Jones suggested that

write on as a class. (

school the next day “
that this student had
I issues sb
issue of

for the p

Ithe

write abr

"I can dr

student 1

Me student led the di:

to record her classmal

it in the middle of the s

117

any other way.

Fear and prejudice are alike because people are to scared to be polite
...both don’t mean the same. Prejudice is you have something against

someone and fear is if you are afarid of some one

fear causes prejudice

they are related because people are prejudice when they are afraid of

them...

As Mrs. Jones noted, many students felt that fear and prejudice were almost

the same. After viewing another forty minutes of the Peter Jennings tape, Mrs.

Jones suggested that the students think about some possible journal questions to

write on as a class. One student took the assignment very seriously and arrived at

school the next day with a letter she had written to Mrs. Jones. Mrs. Jones stated

that this student had written about

issues she had been thinking about for quite a while. It dealt with the
issue of mimicking handicapped people. She [had] worked off and on
for the past three years with students in the physically challenged room.
I told her that I liked her letter and maybe we could have the children
write about this issue. I said we need a journal prompt and she said,

"I can do that!" Later in the morning, the children wrote and the

student led the discussion. [transcript]

The student led the discussion using a large piece of paper taped on the blackboard

0 record her classmates’ comments. (See Figure 7) She used the question, placed

t in the middle of the sheet of paper, and created a web, much like she had seen her

 

 

118

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teacher use in leadin
kinds of things stude
asked her classmates
then asked the class
prompt The followi
How we
weren’t
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sad bec.
' If I wa:
because
with it.
' Iwouldr
making
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Others,
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are and
IWOuld
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Wheelchz

————7

119

teacher use in leading discussions. She directed her classmates to think about what
kinds of things students might do and why they might behave in that way. She also
asked her classmates to think about what it meant to be "physically challenged." She
then asked the class to take out their journals and write a personal response to the
prompt. The following quotations are taken from those journal responses.
How would you feel if you were physically challenged and people who
weren’t challenged acted like they were? (see Figure 8)

I would feel bad, I wouldn’t feel good about myself, and I would feel

I
sad because I wouldn’t be able to help what I was like.

I If I was challenged and I was being copied than I would feel bad
because they could stop whenever they wanted to but I’d have to live
with it.

I I wouldn’t want people to do that because that seems to that they are
making fun of me or their trying to act stupid. But I don’t act that way
because I don’t like to make people feel bad. At least I try not to.

I I would feel bad because it would hurt, because I was different then
others.

I I would feel very angry and sad because the people who weren’t
challenged should be very lucky and thankful that thats the way they
are and they don’t have to live with a challenge like some people.

I I would feel sad mad and angry. I would want to die and I would tell

them they wern’t edgecated. I would run them over with my

wheelchair.

 

 

120

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121

I Would feel like beating him/her up if I could because there is nothing
rong with them but they aked like they are.

I would feel kind of strange and upset because I wouldn’t like to be
made fun of by other people or my peers. .I really don’t like to be
made fun of as it is. I really feel sorry for the kids and children that
are physically challenged so everyone should treet people like they
want to [be]

I would be flattered because I’d know ther’d be people in the world
who wanted to be like me.

I would feel mad because people would be teasing me.

I’d feel pretty bad.

As these responses indicate, all of the students except one felt anger at the

thought of being mimicked. They saw the acts as hurtful and disrespectful of those

who are physically challenged. Mrs. Jones was pleased with their discussion and

ultimate journal responses; she was particularly pleased with the consistent use of

language in referring to the children as being "challenged" not handicapped. As the

discussion and writings drew to a close, the young student who had led the discussion

suggested that perhaps they could invite the physically challenged children to their

classroom to celebrate Valentine’s day. The suggestion was met with praise and

SUpport from her peers and an invitation was sent.

Later on during that same day, another student asked if she could share the

following writing prompt with the class:

 

Is it ok

Klux K

The question challen

who had appeared o

tolerate those of wh«

discussion about the

disapproving of what

I No bec:

I No. It

people:

they wa

life why

I Yes iti

everybo

Klan is

' No it is

Klan be

I N0 beca

doesn’t

shouldn

I No it is

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I

Yes bec

 

 

122

Is it okay to be prejudiced against neo-nazis and people in the Klu

Klux Klan?

The question challenged the students to think further about the young "skinhead"

who had appeared on the Peter Jennings video and about what it might mean to

tolerate those of whom we disapprove. The following responses sparked a lively

discussion about the difference between being prejudiced against a group and

disapproving of what they did.

No because even though they are, it is wrong.

No. It is not nice to be prejudice to people known as Neo Nazis,
people in the Klu Klux Klan and skinheads. It is their way of living. If
they want to be skinheads then let them be skinheads. You live your
life why don’t you let them live their life.

Yes it is okay to be prejudice to Neo Nazis or skin heads because
everybody knows they are prejudice to other people, and the Klu Kluts
Klan is killing other people so people should be prejudice to them.
No it is not right to be prejudice against nazis, skinheads, and Klu Kluk
Klan because we would be spreading prejudice.

No because they are people too. Just because they have differentbelifs
doesn’t mean that we should be prejudice. Also I think that you
shouldn’t be prejudice against anyone.

No it is not ok to be prejudice because there people just the same.
Well if other people want to be than that is their choice but I’m not...

Yes because there prejuduce agianst other people

 

I [don’t
like “'11
While Mrs' J
thou ghts of what it n
class was trying to
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enhance
because he was "Bla'
south.“ The student 6
American people we
Civil Rights moveme
that Malcohn X was
tothe faculty), Mr. A
owned a convenience
Well, as most .
was no exception. Ht
want to come and ta
Valley Elementary’s .
he did. On February
Speaking to students,
lh

center of a man w

Upon learning

1
cachers and student

 

123

I I don’t think it is right to be prejudice aginst any body but you can not

like what they do

While Mrs. Jones’ students were busy thinking about and responding to
thoughts of what it meant to be and act in ways that were prejudiced, Mrs. Smith’s
class was trying to understand what it must have been like to be an African
American "a long time ago." One of Mrs. Smith’s students decided to ask Mr. Al,
the school janitor, an African American, if he had ever experienced prejudice
because he was “Black." Mr. Al laughed and said, "Oh yes. I used to live in the
south." The student explained that they were reading about the way in which African
American people were treated "a long time ago" and that they were studying the
Civil Rights movement, Martin Luther King, Jr. and Malcolm X-~and did he know
that Malcolm X was from Michigan? To the student’s surprise (and unbeknownst
to the faculty), Mr. Al smiled and said that actually heknew Malcolm X’s sister who
owned a convenience store just up the road from his summer cottage.

Well, as most of us know, sixth graders are not overly shy, and this young man
was no exception. He simply asked Mr, Al, "Do you think Malcolm X’s sister would
want to come and talk to our class?" To his delight, and the ultimate delight of
Valley Elementary’s staff, Mr. A1 said that he would see what he could do--and do
he did. On February 18th, just three weeks later, the sister of Malcolm X would be
speaking to students, staff, and district administrators about what it was like to be
the sister of a man who was considered a radical of the Civil Rights movement.

Upon learning that they would be able to meet and talk to Malcolm X’ sister,

 

teachers and students were determined to be prepared when she arrived. They

 

began to read and 1
They began With 3’
lhurgood Marshall,
through the suprem
Phrases such as "sep
conversations. 8de
about Martin Luther
students were readin
before their guest arr
designed bulletin bo
King, J r. and Malcol
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Figures9 & 10) For
classrooms were a fh
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' Childre
were sl‘
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for atto

them.
one data a small gro:

Sc ‘
halt, the Crncinnat

 

124

began to read and learn everything they could about the Civil Rights movement.
They began with articles, videos, and discussions about Supreme Court Justice
Thurgood Marshall, who had recently died, to learn about desegregation of schools
through the Supreme Court decision of "Brown vs. Topeka Board of Education."
Phrases such as "separate but equal" and "by any means necessary" became part of
conversations. Students had been asked by teachers to read at least One of the books
about Martin Luther King, Jr. or Malcolm X, but the teachers soon discovered that
students were reading them all. They seemed eager to learn everything they could
before their guest arrived. With the help of Mrs. Jones and Mrs. Smith, the students
designed bulletin boards for the hallway and life-size silhouettes of Martin Luther
King, Jr. and Malcolm X on which to display each man’s characteristics, a timeline
of his accomplishments, and facts about his work in the Civil Rights Movement.(See
Figures 9 & 10) For the three weeks prior to the speaker’s arrival, both sixth grade
classrooms were a flurry of activity.

The teachers were pleased with their students’ eagerness to learn. In a journal

reflection, Mrs. Jones said,

I Children viewed "Simple J ustice," the story of Thurgood Marshall, [and]
were shocked at conditions of the schools for blacks in [the] south
during the 40’s. They understood why southern blacks would not testify
for attorneys presenting their cases--in fear of what would happen to
them.

One day, a small group of children discussed a political cartoon dealing with Marge

 

Schott, the Cincinnati Reds owner who made a racist comment. (See Figure 11)

 

 

 

125

 

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128

The children immediately began to make connections between the cartoon and their
Number the Stars reading experience. For instance, one student pointed out that the
swastika was Hitler’s sign and wanted to know how it related to Marge Shott. Mrs.
Jones expressed a desire to follow up this lesson with the whole class.

All of the students seemed to be interested in the kinds of publications which
related to their readings about racism and prejudice. An article which created and
unexpected discussion about racism and prejudice had to do with a column written
in response to a lecture given by the widow of Malcohn X at a nearby university.
The editorial commented on Dr. Shabazz’s negative comments about Asian
Americans. The author quoted Shabazz as saying,

...in the next 20 years, the face of leadership in America will be

 

different--and they will not look like you or I [black or white]. I say
that if we are able to predict it, then we are able to turn it around.
...and then we find there’s a group coming in and now they’re in line
for leadership. We owe our young people, black and white, more than

that. (see Figure 12 for the editorial)

 

The class discussion about Dr. Shabazz’s comments centered around why someone
who is an authority on issues of race, education, and new roles for blacks and women
in society would behave in such a prejudicial fashion and make such racist remarks.
It was difficult for students (and teachers) to make sense of the comments except to

understand that anyone is susceptible to the insidious nature of prejudice.

 

 

 

cents

by Joan Memering

 

Figure 12

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In final preI

respond emotional];

comments are listec

...I “kl
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Martin

his fam

 

 

130

In final preparation for Malcolm X’s sister’s visit, students were asked to

respond emotionally and critically to the books they had read. Some of the student

comments are listed below.

...I like the part when Martin and all the people were marching acrosst
the country. I wouldn’t like to walk that far...I felt sorry of Martin
because what hapnd in his life.

the blacks got treated alot differentle...blacks and whites could not use
the same drinking fountain...

I thought at first that Malcolm X was a bad person but after what he
did for the Nation of Islam, I found out that he was a very special
man...I was surprised that a person like him had been a criminal.

I felt mad because white people treated blacks like they were difrent
from other people.

I didn’t like it when MX went to jail or when his dad got his scull
crushed. MX had a very hard life. He was a good man...His last words
were "Assalaam Alaikum" wich means "Peace Be With You."

ML KING...they were marching to freedom. The cops had there billy
clubs out and the dogs were biting the kids in arm and the leg. the
firefighters were spraying people...

It was about how Martin tryed his best to end segregation. He tried
to get blacks or colors in the stores where they wanted to go! Then
Martin got shot and killed...I felt real bad because he tried so hard for

his family and friends and the whole world.

 

 

I NHJL
“dong

Students reacted 5“
the Blacks" they u
collected facts and
King, Jr. and Male
sister. While prep E
janitor) brought in :
sister’s response to
As the day fC

eager to ask Ma1001
iii-law, and her conc
students spontaneor
the warm reception
life she had as a ch
hMpflmmMoh
about his affiliation
handhflmtheu
apreaeher but was
although she loves

relationship as his 8'

if

131
I MLK...I din’t like the way the whites tryed to rule I thought it was

among

Students reacted strongly to the actions and attitudes displayed by the "whites toward
the Blacks;" they were shocked and angered by the "unfair treatment." As they
collected facts and reflections through their life-size silhouettes of Martin Luther
King, Jr. and Malcolm X, they began to formulate questions to ask Malcolm X’s
sister. While preparing questions based on the books they had read, Mr Al (the
janitor) brought in a newspaper article which had been written about Malcomb X’s
sister’s response to the recent movie about her brother. (See Appendix B)

As the day for the visit arrived, the level of excitement peaked; students were

eager to ask Malcolm X’s sister about her life, her opinions about her former sister-

 

in-law, and her concerns about the movie. As she was introduced to the classes, the
students spontaneously applauded. It was obvious that the speaker was pleased at
the warm reception from the students. She spoke about who she was, what kind of

life she had as a child both with her parents and siblings and later with her foster

 

family. She told of the threats on her father’s life and his death by beating. She told
about his affiliation with the Marcus Garvey movement and how stories claimed
incorrectly that he was a Baptist minister; she informed students that her father was
a preacher but was not affiliated with any particular sect. She explained that
although she loved her brother deeply, she never talked openly about her
relationship as his sister because his radical behaviors offended many of her white
friends. His political stances were radical, and they frightened many people and

seemed to fly in the face of what Martin Luther King, Jr. was attempting to do with

 

 

his peaceful marchr
The students
to ask for clarifica
Although some 0ft
many others asked
prison term. The 3i
or event As part
Maloolm X and wit
her autograph on ti
do so. The ultimat
The mornin,
to give a written res

yesterday." The fol

I It was
I Iwas
l Ifelt
andh
' lliker
togetl
sister.
' Mrs.‘
wasli
veryg

 

 

 

 

132

his peaceful marches.

The students listed intently and often would raise their hands to ask questions,
to ask for clarification, or even to question the dates or events she mentioned.
Although some of questions asked what it was like to be the sister of Malcomb X,
many others asked about his lifestyle and his relationship with Islam, as well as his
prison term. The speaker answered each question, often explaining through a story
or event. As part of her presentation, she distributed an information sheet about
Malcolm X and when, at the completion of her discussion, a young man asked for
her autograph on the sheet, she burst into laughter saying she would be delighted to

do so. The ultimate autograph session lasted several minutes.
The morning after the Malcolm X speech, the teachers asked their students
to give a written response to this statement. "Respond emotionally to Mrs. W’s visit

yesterday." The following comments are a few samples of the students’ writings:

I It was good...I’m glad she came.
I I was happy that she came.
I I felt good that she wanted to come speck with us about Malcom X

and how they lived.

I I liked the speech she gave us. She said that Malcohn and her grew up
together. She said she did not tell anyone that she was Malcolm’s
sister. She said that her brother bragged about his job.

I Mrs. W’s visit yesterday was very funny at times but also very sad. It
was like Malcum was really here. Mrs. w let you know Malcum. It was

very sad when she talked about his death. You could see tears in her

 

 

eyes a
lick

emotir
wonde
Itch?
VVhen
excfier
as bar
Ithou
soint
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I hekl
paper
Ifeh

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I felt 1
hfltgc
Yesku
Shock:
reaHy

happe

life so

When

 

 

 

133

eyes and hear tears in her voice. She made me want to cry.

I felt kind of good because Mrs. W’s speech or saying had alot of
emotion and real things I never knew about Malcom X. She was
wonderful. She spoke about everything I needed or wanted to know.
I felt I understood

When I saw her outside in the hallway I could hardly breath. I was so
excited I couldn’t calm down. When she walked in the room I clapped
as hard as I could because I was so happy. When she started talking
I thought that I would like to have her talk much longer because it was
so interesting. Some of the things she said made me want to cry.
Others made me laugh. When she signed her autograph on my paper
I held my breath and said thank-you about 3 times. I looked at the
paper for a long time.

I felt excited because it was not only neat to see someone who new
Malcolm X but was his sister.

I felt good because the way she explained things and the best thing I
felt good about was when she gave me her autograph.

Yesterday I felt pretty good when i first saw her actually I was
shocked. I thought she gave a good speech with out her paper she is
really nice she is pretty she doesn’t look that old. Its a shame what
happened in her life when she was little but she said she had a happy
life so I guess she had a good life. I really enjoied her visit with us....

When I got home I told my mom that Malcolm X’s sister was in my

 

 

claSS

fram‘

I I felt

It wa

I Yeste
symp

seem

undo

seem!

seem

perso

for hi

As the com

was, but also with f
man. These 3de]
she commented af
group of students I
As this com]

their students to re
The teachers were j
that happened dur

their own lives. I

reflection and discr

 

134

class room today and that I got her autograph...so she got a frame and
framed it.

I I felt very excited when she was here talking and signing autigraphs.
It was also very interesting.

I Yesterday when Mrs. W came and talked to us, I felt kind of
sympathetic to her that her father and brother were killed but she
seemed not to mind to talk about it. I think her talk helped people
understand who Malcolm X was and what he belived in. Mrs. W
seemed to be able to talk about what Malcolm’s flaws were and she
seemed to be able to say that Malcolm wasn’t a god or the most super

person in the entire world, just a regular person who was standing up

 

 

for his belifs and race.
As the comments show, not only were the students impressed with who she
was, but also with how she helped them to understand Malcolm X, the boy and the

man. These students worked hard to prepare themselves to meet with Mrs. W and

 

she commented after the student discussion that she had never spoken before a
group of students this young who were as prepared and informed as this group.
As this component of the unit began to wind down, the teachers began to ask
their students to reflect upon a variety of issues that related to this particular unit.
The teachers were particularly interested in the students’ ability to question not only
what happened during the civil rights movement but also how these events relate to
their own lives. For instance, in an attempt to help her students develop some

reflection and discussion questions, Mrs. Jones modeled one way for them to begin.

 

 

 

 

She started by rear
wrote down exam
characterizations, a
to generate questic

Ehnot

Issue:

Chara

Opllllr

I feel

 

 

 

135
She started by reading the story "Happy Birthday Martin Luther King.“ Then she

wrote down examples of categories they might use, such as emotions, issues,
characterizations, and Opinions. Under these categories, they brainstormed together
to generate questions that might be asked.
Emotions:
How did the family feel?
Why would a good person be killed?
Why didn’t any get in trouble?
What did the grave message mean?
Issues:
Why would the guy kill him?
Why is society sick?
Why was MLK the man to lead?-
How did the bombing affect his family?
Why are people prejudiced?
Characterization:
Why is it that all of the important black people get killed?
Why did the guy kill him?
What possessed MLK to make his speeches
Why did the killer feel pushed to kill?
Did MLK ever look back and wonder why did I start this?
Opinion:

I feel that you should look inside, not outside.

 

 

 

liowa
Some
segre
This modeling sea
that Mrs. Jones to
work that afterno
following day, the 3
Opinions. Samples

Emot

Issue

Char.

Opin'

How

Male.

Emot

Issue

 

136

How does relate to us? (Fill in the blank)

Some suggestions were prejudice, MLK’s death, cruelty, and

segregation.
This modeling session was so successful and generated so much student discussion
that Mrs. Jones found that she needed to dispense with her plans to begin group
work that afternoon and let them continue with their present discussion. The
following day, the students began developing their individual reflection questions and
opinions. Samples of that work are listed below:

Emotions: Malcom X by any means necessary

How did Elizah Mohamed react to Malcom X’s killing?

Issues:
How did Betty Shabaz talk to the 2 unborn twins about their
father?
Characterization:
What posesd Malcom X to withdraw from the Nation of Islam? .
Opinion:
I feel Malcom X was helped by Muslins.
How does efect us?

 

Malcom x"s killing equal rights
Emotions: I have a Dream MLK

Why he think it was important to preach and love?
Issues:

Why did he lead the marches?

 

 

Char

()pin

llowa
hdarh
lfissp
lfislfi

Emot

Issue

Chan

()pini

liowa-

lie he

Ehnofi

137

Characterization:
Why did he feel so strongly about loving...?
Opinion:
When Martin led the march for equal pay and equal treatment
for garbage workers wasn’t it a sexist remark for them to [have]
sighns that said [M a man?
How does \ relate to us?
Martin’s death (if he had lived)
his speeches
his life
Emotions: I have a dream
how did his family feel when he died?
Issues:
Why is society sick?
Characterization:
Why did he stand up for what he belived?
Opinion:
I think he was a good man!
How does M relate to us?
He helped black people get into schools.
Emotions: MW

Why did the firefighters spray the protestors and why did the

[person shoot] MLK?

 

Issue

(Shar

()pin

En“)

lssur

(Ihar

()pin

llovv

Ehnot

 

138

Issues:
Why did the people blow up MLK’s house?
Characterization:
Why were the white people prejist to the blacks?
Opinion:
how do blak relate to us?
Emotions: Marching to Freedom
Why did he feel and think it was important for him to not be
able to play with whites?
Issues:
One of the big things in my book were that everyone was
predigidce against blacks.
Characterization:
Well MLK acted really friendly to whites but the whites hated
the blacks because they would try to boom ther houses.
Opinion:
What I think is that wy do people have to be so precigucedce
against blacks. Also, my other opinion is that it is really sad
that MLK couldn’t play with his friends anymore.
How doesMrelate to us?
his speach
his death

Emotions: [blank]

 

 

 

Issur

Char

Opir

Emo

lSSUt

Char

Opir

How

Euro

Issue

 

139
Issues:[blank

I wonder if his feet hurt when he finished the 50 mile march

Characterization:

I wonder how he felt when he won the nobel peace prize?

Opinion:

I don’t think people should be prejudice and it hurts many

people eXSpashaly J ews...blacks

Emotions:

How did everyone react to MLK’s death?

Issues:

Why did the killer kill MLK?

Characterization:
How did MLK feel about others?

Opinion:
I don’t think that anyone should think other peOple are
diferent.

How does speech effect us?

Emotions: Malcom X

Why does someone have to kill someone important that they

don’t like?
Issues:

Why did "X" join the muslims?

 

 

Char

Opin

How

As these 3
understand why pe
reach for answers
between beliefs a1
emerged from all r
Often, I observed :
Malcolm X in an a
group questions. '
book said that." (1
students together

understand better

 

 

 

140

Characterization:

Why did it have to be Malcom and not someone else?
Opinion:

My opinions is that Malcom did a good thing
How does prejudice relate to us?

As these samples show, students emphasized the "why.“ They couldn’t
understand why people reacted and behaved in the ways they did. They seemed to
reach for answers and explanations which helped them to understand relationships
between beliefs and actions. Mrs. Jones was pleased with the responses which
emerged from all of the group discussions based on the student reflection questions.
Often, I observed students reaching for their books on Martin Luther King, Jr. and
Malcohn X in an attempt to find textual support for how they were answering the
group questions. They were constantly challenging one another to "find where the
book said that." (fieldnotes) The questions and discussions seemed to bring the
students together in a common effort to find out more information and to

understand better this thing called the "civil rights movement."

 

 

 

 

Drawing condus'ic

In reflectir
strengths and wea
I W“
Mart
infor
theC
it. 7
creel

I
the I
were
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background MOW]
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most important e‘

learning experienc
I Tire
happ

Mrs. Smith’s resp

141

Drawing conclusions...
In reflecting on this portion of the unit, both teachers pointed out the
strengths and weaknesses as seen through their individual classroom experiences:
I We were studying two very interesting, powerful menu-Malcolm X and
Martin Luther King Jr. We had a tremendous amount of background
information (texts, videos) to deepen our study. We were "riding on
the coat tails" of the Malcolm X film even though few [students] saw
it. Through Malcolm X we learned that racism and prejudice was
creeping a little closer to home. (Mrs. Smith)

I [Some of the strengths were] the Mildred Taylor books building

 

the rationale for the Civil Rights movement [and] why these people
were willing to put their lives on the line. [Other strengths were] Mrs.
W’s visit [and] realizing KKK is still around. (Mrs. Jones)

Some weaknesses of the unit focused on the students’ lack of historical
background knowledge. Mrs. Smith addresses it clearly in the following quotation:

I Students didn’t have a lot of historical background on slavery - (even

though they studied the Civil War in the fifth grade).

When asked what they (Mrs. Smith and Mrs. Jones) thought was the single
most important event, discussion, experience, or other situational teaching and
learning experience of this unit was, Mrs. Jones stated:

I The children realizing that the prejudice against the Blacks really

happened.

Mrs. Smith’s response supported Mrs. Jones’ statement, but detailed it in the

 

 

following way:

Hav.

1116.

was

trust

addr

heal

lessc

W215

~ VCl'y

scho
and
took

Malt

 

142

following way:

Having Mrs. W speak to us was really a high point for the students and
me. But I really think the learning experience that was most valuable
was when Rex called Millie names. She expressed her anger and
frustration, we showed the Prejudice video from Peter Jennings, and
addressed the issue immediately. As I look back, it seems as if the
healing began then and the students knew that we needed all the

lessons we could get to overcome the prejudice personally. That day

was a big step forward for all of us. The hasseling continues, but to a

- very minor degree and [seems] more as an age-appropriate thing than

a racially motivated thing. I' also think that the shift in focus to
Thurgood Marshall and the Supreme Court decisions to integrate
school were positive moves. School is something real to these students,
and it was easy for them to project themselves into that situation. It

took the students beyond Martin Luther King’s dream (abstract) and

Malcolm’s [militancy] and anger.

 

 

mmmm
Teachir

As March

unit on racism an
the teachers, fills
and Preludice Wit
to comPlete the ‘
expectations 0f th
I To i:
"hon

holc

stud

- [To]
[the

situa

Yah

Teachers l
literature about ti
elementary school
features literature
portion of the un
familiarity of the

One of the

 

 

 

143

The story continues...
Teaching and learningabout the Native American Experiences

As March arrived at Valley Elementary, so did the final component of the
unit on racism and prejudice. Since this entire unit approach had been born out of
the teachers’ frustrations helping students address understandings about the racism
and prejudice within their own cultures, this final component served as the anchor
to complete the cycle of this study. The teachers saw the goals, objectives, and
expectations of this component in the following ways:

I To increase the students’ awareness of Native American issues-40 bring
"home" the issues of prejudice and racism after our study of the
holocaust and civil rights. I wanted to present this information to the
students in a non-judgmental way. (Mrs. Smith)

I [To] see the destruction of Native American cultures as comparable to
[the] holocaust and [the] civil rights movement by looking at three
situations: Ch erokee--Trail ofTears; Navajo-~Long Walk; death of the
Yahi tribe--I_sh_i. (Mrs. Jones)

Teachers began introducing the unit to students by once again reading
literature about the culture to their students. Since the student population of this
elementary school is one third Native American and since the school’s library often
features literature about the Native American experience, the transition into this
portion of the unit was a natural one, both in terms of availability of books and
familiarity of the topic.

One of the first stories the two classes read was lshi: The Last of His Tribe

 

 

by Theodora Kroc
member 0f the Y2
the whites’ app”!
with knowledge at
read about the via
they had been in
prejudicial treatm
students to discu
orpressed within
writing prompts rr
events within the
connections betwe
following question
understandings wi
percent of the stu
apparentdistinctic

to prejudice as the

Why
' l thi'
didn’
are 3
' White

' Ithir

 

 

 

144

by Theodora Kroeber. This story is based on the recorded memories of Ishi, the last
member of the Yana--a native American tribe in California which was destroyed by
the whites’ appropriation of their land. Although the students had been provided
with knowledge about Native American cultures, they seemed shocked and upset to
read about the violent treatment of the Native Americans within the story, just as
they had been in their previous two encounters with literature about racial and
prejudicial treatment. The teachers recognized the need once again to push their
students to discuss their concerns and understandings about the experiences
expressed within the literature. The teachers presented the students with three
writing prompts related to their reading. Although the prompts related to specific
events within the text, the teachers hoped that the students would begin to make
connections between the events and the related issues of racism and prejudice. The
following questions and sampling of student responses indicate the various levels of
understandings within the classes. It is interesting to note that although nearly fifty
percent of the student body in these classrooms is Native American, there is no
apparent distinction between the type and degree of responses; each response points
to prejudice as the impetus for this culture’s destruction.
Why did the white peOple kill the Yahi members including Ishi’s sister?
I I think they killed the Yahi because they wanted the land and they
didn’t want to share but if anyone of those whites had killed the Yahi
are still alive they’ll live with it for the rest of their lives.
I white people killed the Yahi members for no reason

I I think that the white people killed the Yahi for fun because they could

 

 

get i
...be
gooc
thin]
I thi
May
lived
they
the r
they
land

...ber

bettr
the r
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on a
...the
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agin:
...ber
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...be(

 

 

145

get away with it and they hated Indians because of their color.
...because they didn’t feel for the Indians they just thought oh we’re
good, big and bad we can [throw] the Indians right out of hear. I don’t
think it is fair for them to do what they did to the Indians.

I think they killed them because they were prejudice of the Indians.
Maybe they were prejudice because they were different or because they
lived different.

they didn’t want them around or alive. They wanted the land.

the white peOple were prejudice.

they think there is no room for the Indians... [and] that [it] is there
land when the Indians been there for long before the whites were.
...because the wanted the people off the land

The white people killed the Yahi because they thought they were
better.

the white people killed the Yahi because they were prejudice.
...because they were prejuduce and they thought that the indians were
on a lower level on the human race scale.

...they didn’t like the Indians...

...because they wanted their land and because they were prejudiced
aginst them...

...because they were prejudice

...because they didn’t like them and because they were prejudice.

...because they were prejudice to indians.

 

 

As one can see, t

the act of prejudi

land away from t

The secon
ritual lshi perfor
thought provokin

l lshi

I ...be

guit

' ...be

the

' ...he

beca

' ...be

' ...be

I ...be

ther.

I ...he

I --.[hr

I

Her

 

 

146

...because they wanted the land
...because they don’t like them.

the white people did not have a reason other than they are corrupt

As one can see, the students made explicit connections between what happened and

the act of prejudice. Some acknowledged that the white people wanted to take the

land away from the Yahi but recognized the action as a corruption of values.

The second question asked the students to reflect upon what came out of the

ritual Ishi performed on the site of his village. The responses were once again

thought provoking:

I Ishi cried at the site of his village because he missed his people.

I ...because he missed his tribe and family and [was] singing for them to
guide them [through] the trail to death.

I ...because it brought memories back of his sister...[and] because .he sang
the song to her

I ...he missed his family, his friends and his village. I think he sang
because he said to song to the dead.

I ...because his mother had died...

I ...because he was sad and it was his religion.

I ...because of the white men destroyed there life and killed most of
there peeple.

I ...he sang because he wanted his family to find the trail of death.

I ...[he] was singing for the dead.

I

He was crieing becuse he didnt have eny of his [kind] and becuse his

 

 

 

 

 

 

 

SIStr

tea
I ...be

tot
I bet
I ...be
I ...he

buri
I ...w

dea
Again, as

reaction of grief
culture. The fi

progress and a cu

Wha

scier

I Civi

doct

 

 

147
sister got shot. He was sing for is mom and sister to go to the rite
road.
I ...because of all the murders and he singing to shoe the dead the way

to the trail of their people.

I he cryed at the thought of the Yahi and his family who were slatered.

I ...because he had so many memories...

I ...he sang because it was a custom of the Yahi Indians to sing a special
buriel song.

I ...was singing so the people of his tribe would find the trail for the
dead.

Again, as one can see, the students seemed to understand the emotional
reaction of grief as well as the need to keep the traditions-the rituals for one’s
culture. The final question relating to this story explored connections between
progress and a culture.

What did the professor "big chief" learn about what civilization and
science had done to Indians and particularly Ishi?

l Civilization and science had made Ishi feel very upset because the

doctors had cut the people up to see parts

I He learned that civilization and science had destroyed the Indians as
well as Ishi.
I I think the professor learned about what civilization did to Ishi and

took away his life and wiped out alot of them.

I ...he learned that he can’t do much for the Indians...because he could

 

 

I civ

I it I

I kill

I He

Ish

I I th

It I

I tha

I Sci
In

I c

I ...it

I The

wha

I Pro

des

I ...[i

r I It r

des

These stu

Yahi culture. '1]

way of life throu.

   

——7,

148
not do anything to stop them from dieing.
I civilization and science had ruined the old ways
I it killed all the Indians and made Ishi change
I killed them
I He learned that Ishi had feelings for all people and the civilization hurt
Ishi.
I I think that science and civilization ruened the old ways of the tribes.
It had scared Ishi.
I that the indian live a diferent life.
I Science had a bad effect on the Yahi because our civilization killed the
Indians and stole artifacts.
I ...civilization and science had taken away the Indians rights...
I ...it killed most of the Indians... . -
I The professor learned that civilization and science wrecked Indians.
what I mean is they gave diseases and killed them.
I Prof. “Big Chief‘ learned civilization and science might help some but
destroy others... destroying our earth.
I ...[it] had recked the hole Yahi tribe and hurt Ishi
I

It destroyed the indians by enventing guns that shot Indians and
desieses that kill Ishi.

These students understood the impact of civilization and science upon the

Yahi culture. They recognized the destruction of a people and the devastation of a

way of life through prejudice, corruption, and disrespect of another way of life. Both

 

—

Mrs Smith and l
making; however
would begin to c
feared that asses
discussions. Alth
of classroom pert
Mrs. Smit‘
critical review of 1
the book prior to
the impact of scie
discussed stereo
her students, exp
of life'I but was $1
both Native and r
and film in type at
students’ response
I To a
the l
realf
111110

thou

very

I llik

   

i

149

Mrs. Smith and Mrs. Jones were pleased to see the connections their students were
making; however, they began to express concern that this depth of understanding
would begin to create a chasm between the native and non-native students. They
feared that assessing cultural blame and guilt might become a factor in future
discussions. Although no evidences of this had arisen thus far, they became sensitive
of classroom perceptions to this possible issue.

Mrs. Smith decided to address student understandings of Isfi through a

critical review of the book and the movie. Since the students had read and discussed

the book prior to viewing the movie, they had expressed their ideas concerning

the impact of science and civilization upon the Yahi culture. They had not, however,
discussed stereotyped images of people or cultures. Mrs. Smith stated that she, like

her students, expected the movie to express “the beauty of the Native American way

of life“ but was surprised by the film depiction. It is-again interesting to note that

both Native and non-Native students reacted to the discrepancies between the text

and film in type and degree. The following comments represent a sampling of the

students’ responses to the film:

I To me the movie was not very factual. The main idea was correct, but

the little details were not. ...in the movie there was stereotyping, but I

really didn’t notice any in the book. ...Personally the book I think was

much better. it told about his [Ishi’s] whole life,and it told you his

thoughts and feelings as well as his actions. In the movie lshi seems

very mean, only because you can’t see what he sees...

I I liked the book alot better then the movie because the movie didn’t

 

 

 

 

tel

thi
l I t]
poi
I I tl
firs
firs
we
I I t
inf
I I
the
gre
As the fir
interpretation of
infomation abor
changed to favor
student who wro‘
not read lshi am

of racism and pr
because the stud‘

images within t1

"sensationalism"

 

——7

150

tell about Ishi’s life and childhood and the movie can’t tell what there

thinking.
I I think the fihn was sort of unfair, showing everything from the White’s
point of view.
I

I think that the movie was nothing like the book if. we saw the movie
first we would think the book was all twisted up but if we red the book

first which we did we would think the movie was all twisted up which

we did.
I I think the book was better then the movie because it gave more
information about Ishi in the beginning...
I

I think the movie Ish; was a very good movie...the movie showed how
the doctor thought about Ishi. How he grew to know Ishi and how Ishi
grew to trust white man.
As the first comments indicate, the students generally did not like the film
interpretation of M- Most felt that the movie did not provide enough or accurate
information about lshi and his tribe. Some recognized that the point of view had
changed to favor the white man rather than Ishi. It should be noted that the only
student who wrote that she liked the movie was a new student to the class who had
not read Isfl and had not been a part of the year long investigation and discussion
of racism and prejudice. Mrs. Smith felt that classroom discussions were critical
because the students were able to point out problems with the storyline and with the
images within the film; they were not willing to accept what one student called

“sensationalism” and another stated as “exaggerated" to get the public’s attention.

 

—

This atter
an important fac
teachers suggest
fiction, non-fictir
shows, the studer
the classes share
students were e
classrooms. On c
to share some 0

culture with th

 
  
 

illustrations dep

letters, Scar fac

 

Young, and m
centered around
discussion by ask
Sisirflry for thir
began to address
riding party. On
regalia suggestin;

different“tribes <

it didn’t make $6

 

 

 

 

151

This attention to stereotyped imagery of the Native American culture became
an important facet in examining literature about Native American experiences. The
teachers suggested that the students begin examining various types of literature--
fiction, non-fiction, folktales, legends, picture books an novels. As the reading list
shows, the students had access to a wide variety of texts. (See Figure 13) Although
the classes shared three texts together-~Ishi. Trail of Tcggs, and Long Walk-~the
students were encouraged to choose other texts from boxes placed in both
classrooms. On one afternoon late in March, Mrs. Jones and Mrs. Smith asked me
to share some of my personal collection of picture books about Native American
culture with their classes. I consented and facilitated a discussion about the
illustrations depicting Native Americans in Brother Eagle. §i_ster Sky by Susan

Jeffers, Scar faced Girl by Rafe Martin, The Dream Catcher illustrated by Ed

 

Young, and The Mouse Couple illustrated by Michael Lacopa. The discussions

 

centered around the issues of authenticity and uses of design and color. I began the
discussion by asking the students to look carefully at the copies of Brother Eagle,
Sister Sky for things that seemed unusual to them. Almost immediately the students
began to address their concerns to the many different regalia featured within a single
riding party. One Native American male suggested that the riders wore different
regalia suggesting that they were from different "nations." He even stated that the
different "tribes or nations" would probably be enemies rather than friends and that

it didn’t make sense for them to be together within the same picture.

 

 

 

childr
Amer, Laura- (1
Aunixter, Jane &
Baker, Beat (19
Balch, glenn- (1’
Baylor, Byrd- (19
Baylor, BM (19
8105,1031“ (198f
Borland, Hal. (1!

Bruchac. Joseph
by Thoma

Buff, Mary & E
Mifflin.

Cohen, Caren Lt

Cohlene, Terri. (
Watermill

Cohlene. Terri. (
Cohlene, Terri. (
Cole, Judith. (19
Cooper, James F
Dyer, TA. (1981
Esbensen, Barba

Ferris, Jerri. (199
Caroh'hoc

 

 

 

152

Children’s Literature about the Native American Experiences
Armer, Laura. (1931). Waterless Mountain. McKay.
Annixter, Jane & Paul. (1971). White Shell Horse. Holiday.
Baker, Betty. (1965). Walk the World’s Rim. Harper.
Balch, Glenn. (1961). Spotted Horse. Crowell.
Baylor, Byrd. (1972). Coyote Cry. Lothrop.
Baylor, Byrd. (1986). Hawk, I’m Your Brother. Macmillan.
Blos, Joan. (1985). Brothers of the Heart. Macmillan.
Borland, Hal. (1963). When the Legends Die. Harper Row.

Bruchac, Joseph & London, Jonathon. (1992). Thirteen Moon on Turtle’ Back. 111.
by Thomas Locker. Philomel.

Buff, Mary & Buff, Conrad. (1956). Hah-nee of the Cliff Dwellers. Houghton
Mifflin.

Cohen, Caren Lee. (1988). Mud Pony. 111. by Shonto’Begay. Scholastic.

Cohlene, Terri. (1990). Clamshell Boy: A Makah legend. 111. by Charles Reasoner.
Watermill Press.

Cohlene. Terri. (1990). Little Firefly: An algonguin legend. Watermill Press.
Cohlene, Terri. (1990). Turguoise Boy: A Navaio Legend. Watermill Press.

Cole, Judith. (1991). The moon, the sun, and the chote. Simon and Schuster.
Cooper, James Fenimore. (1964). The Last of the Mohicans. Airrnont.

Dyer, TA. (1981). A Way of His Own. Houghton Mifflin.

Esbensen, Barbara luster. (1988). Star Maiden. Ill. Helen Davie. Little, Brown.
Ferris, Jerri. (1991). Native American Doctor: The Story of Susan LeFlesche Picotte.

Carolrhoda.
Figure 13

 

 

 

Fowler, Carol. (
Fritz, Jean. (198
George, J can Cr
Goble, Paul (19
Goble, Paul. (19
Gable, Paul- (19
Goble, Paul- (19
Goble, Paul. (19
Goble, Paul. (19
Hamilton, Virgil
Haseley, Dennis.
Hays, Wilma Pit
Hudson, Jan. (1S

letters, Susan. (1

Kroeber, Theod<

Malotki, EkkehE
lac0pa. 1‘

Martin, Bill & A
Martin, Rate. (1!
McGovern, Ann.

ileGraw, Eloise

iicNeer, May. (1

 

 

153

Fowler, Carol. (1977). Daisy Hooee Nampeyo. Dillon.

Fritz, Jean. (1987). The Double Life of Pocahontas. Penguin.
George, Jean Craighead. (1983). The Talking Earth. Harper.
Goble, Paul. (1986). Buffalo Woman. Macmillan.

Goble, Paul. (1988). Iktomi and the Boulder. Orchard.
Goble, Paul. (1984). The Gift of the Dog. Bradbury.

Goble, Paul. (1978). The Girl Who Loved Horses. Bradbury.
Goble, Paul. (1985). The Great Race. Bradbury.

Goble, Paul. (1983). Star Boy. Bradbury.

Hamilton, Virginia. (1976). Arilla Sun Down. Greenwillow.
Haseley, Dennis. (1983). The Scared One. Warne.

Hays, Wilma Pitchford. (1973). The Yellow Fur. Coward-McCann.
Hudson, Jan. (1989). Sweetgrass. Philomel. I

Jeffers, Susan. (1991). Brother Eagle, Sister SQ. Dial.
Kroeber, Theodora. (1964). Ishi Last of his Tribe. Parnassus.

 

Malotki, Ekkehart. (1988). The Mouse Couple: A Hopi legend. ill. by Michael
Lacopa. Northland Publishing.

Martin, Bill & Archambault, John. (1987). Knots on a counting Rope. Henry Holt.
Martin, Rafe. (1992). The Rough~Face Girl. Ill. by David Shonnon. G.P. Putnum.
McGovern, Ann. (1987). The Defenders. Scholastic.

McGraw, Eloise Jarvis. (1986). Moccasin Trail. Penguin.

McNeer, May. (1954). War Chief of the Seminoles. Random.

Figure 13 (cont)

 

 

Miles, Miska' (I
O.D611,Scott. (:
Osolsklr Andre:

Oughton. Jerri

Paulson, Gary. l

PCIlines Mary.
Mifflin.

Richter, Conrad

ROCkWens Anne
Atheneul

San Souci ROb‘
Daniel S?

Sneve, Virginia ?
Sneve, Viginia I

Sneve, Virginia
Houghton

Sneve, Virginia
Holiday I

Spears, E. G. (1
Stein, Conrad. (i
Underhiil, Ruth.
Voigi

1t, Virginia.

Warren, Mary PE

 

 

 

154

Miles, Miska. (1971). Annie and the Old One. Ill. Peter Parnell. Little, Brown.
O’Dell, Scott. (1970). Sing Down the Moon. Houghton Mifflin.
Osofsky, Audrey. (1992). Dream Catcher. Ill. Ed Young. Orchard.

Oughton, Jerri. (1992). How the Stars Fell into the Sky. Ill. Lisa Desimi.
Houghton Mifflin.

Paulson, Gary. (1985). Dog Song. Bradbury.

Perrine, Mary. (1970). Nannabah’s Friend. III. by Leonard Weisgard. Houghton
Mifflin.

Richter, Conrad. (1953). Light in the Forest. Knon.

Rockwell, Anne. (1971). Paintbrush and Peaceyipe: The story of George Catlin.
Atheneum.

San Souci Robert. (1987). Legend of Scarface: A Blackfeet Indian Tale. III. by
Daniel San Souci. Doubleday.

Sneve, Virginia Driving Hawk. (1972). High Elk’s Treasure. Holiday.
Sneve, Viginia Driving Hawk. (1975). The Chichi Hoohoo Bogeyman. HOliday.

Sneve, Virginia Driving Hawk. (1979). The Twelve Moons. Ill. Marc Brown.
Houghton Mifflin.

 

Sneve, Virginia Driving Hawk. (1989). Dancing Teepees. 111. Stephen Gammel.
Holiday House.

 

Speare, E. G. (1983). Sign of the Beaver. Houghton Mifflin.

Stein, Conrad. (1985). The Story of the Trail of Tears. Children’s Press.
Underhill, Ruth. (1959). Beaverbird. Coward-McCann.

Voight, Virginia. (1975). Red Cloud. Garrard.

Warren, Mary Phraner. (1966). Walk in my Moccasins. Westminster.

Figure 13

 

 

 

 

This iDSig
ol the most 00‘“
accept the $de
the inclusion 0“
trying to make 3
another Native A
in harmony With
be done, once
interpretation, n

Anotheri
M‘
particular uses 0
looks Chinese?"
of responses rel
Arnerican, and
background, I d
response, one 81
Chinese," and 5!
students to eXpla
time, several stur
\u'th me, asking :

the use of sou tlu

In The Mouse C

 

 

155

This insightwas an important observation, an important understanding of one
of the most controversial aspects of that book. While the entire class seemed to
accept the student’s observation as fact, I wanted them to consider possibilities for
the inclusion of many different nations. I suggested that perhaps Susan J effers was
trying to make a point that the earth was important to all Native Americans, but
another Native American student insisted that although Native Americans try to live
in harmony with the earth, different tribes had different views about how that might
be done, once again suggesting that shared understandings were J effers’
interpretation, not Native Americans.

Another insightful discussion occurred when we discussed the picture book
Dream Catcher. As I was flipping through the illustrations and pointing out
particular uses of color and design, one of the students said, "How come that baby
looks Chinese?" The student’s question pushed the discussion into another sequence
of responses relating to authenticity. They asked if the author was a Native
American, and I stated that although I did not know the author’s cultural
background, I did know that Ed Young was Asian American. In an immediate
response, one student shook his head and said, "Oh, that’s why the baby looks
Chinese," and several others agreed verbally. At that point, I tried to get the
students to explain what they meant; however, no one verbalized a response. By this
time, several students had become interested in the large box of picture books I had
with me, asking if they could look at them when I finished, so I quickly pointed out
the use of southwestern pottery images found within Michael Lacopa’s illustrations

in The Mouse Couple and then let them get to the business of exploring the books

 

on their own.
The teacl
book illustration
and examine the
the room, comm
one before" wer
As with tl
for students to 1
culture being st
appropriate for 1
panel discussion
teachers agreed
meet In prepar
and to begin thir

members. Mrs.

question:
Wl‘
the
bone of the Stu ‘
' Ife
nat
I I W
my

 

 

156

on their own.

The teachers seemed pleased not only with their students’ responses to the
book illustrations that the classes had discussed but also with their eagerness to read
and examine the picture books. As books were picked, probed, and passed around
the room, comments such as "Oh, this one was my favorite" and "I haven’t seen this
one before" were expressed.

As with the previous two units, the teachers wanted to provide an opportunity
for students to talk with someone about his or her personal relationship with the
culture being studied. They asked their students what type of speaker might be
appropriate for this final unit and several students suggested that they could have a
panel discussion with several Native Americans from the nearby reservation. Both
teachers agreed that this was an excellent idea and set up a date for the panel to
meet. In preparation, however, they encouraged their students to continue reading
and to begin thinking about the types of questions they might want to ask the panel
members. Mrs. Smith suggested that they begin by asking themselves the following
question:

What feelings would you have if your ancestors had been treated like
the Yahi, Jewish, or African American people?
Some of the student responses were:

I I felt nothing ecept for the way they were beaten by the white men and

natzi’s and had been cheated [of] land.

I I would feel bad. I would like to do the same things that they did to

my ancesters

 

I In
fee

I If:
for

I I
l Iv
kil

Ar

I It
I In
the

' I\
we

Most of
wanted to know
As the d;
Of Native Arne]

addressed histo
de“doting the
historica] aspect
SIUdEn

is, but th

both Native am

 

 

157
I I think I would be mad. I would be scared...
I I would feel that my ancesters did not have any freedom and I would

feel that the people who did not give them freedom were wrong...

I If my ancesters had been treated badly because of prejudice I would
feel bad but would not hate the race who treated my ancesters wrongly.

I ...I would be sad.

I I would feel sorry because of what they’ve been though. Torchering,
killing. I feel sorry just thinking about what the Jewish, Yahi, and Afro
Americans went through in there lives.

I I don’t understand why Jews were treated that way.

 

I I would be mad..., but I wouldn’t hold a grudge against anyone because
there ancesters did something to my ancesters.

I I would be angry at the people who had done this to my family.- I
would like to meet them and ask why they had done this...

Most of the students, although mad, sad, or angry, wanted answers; they

 

wanted to know why anyone would do something that would deny another’s freedom.
As the day drew near, the students began to develop questions for the panel

of Native American Speakers. Some were meant to be informative, while others
addressed historical and emotional issues. Although both classes participated in
developing the questions, the majority of questions about the information and
historical aSpects of the Native American experience originated from the non-Native

students, but the questions about the emotional elements of prejudice arose from

both Native and non-Native students. Some of the questions developed were:

 

 

 

 

WC

lik

H2

H2

lo<

 

158
I Did you hear of any of the books we were reading?
I How do you feel about your life being Native American?
I How do you feel about bingo halls?
I why do the majority of native Americans live on reservations and not
in the cities?
I Why were whites all ways fighting the native americans and not

working together?
I Are the Native American people against cars like the Jeep Cherokee,

like they are against sports teams?

I Have you had problems with prejudice in your life that you know of?

I Do you ever deal with prejudice?

I What do you feel like growing up being an indian?

I Did you ever get turned down for something for being» Native
American?

I How many Native Americans live off the reservations?

I Have you ever been treated bad from people because of the way you
look?

I What do you want the future to be like for [Native] Americans?
I How do you feel about what happened to the Yahi, the Cherokee, and
the Navajo?

I Do any of the people in your family have storys about any of your

 

ancesters?

I Do you think something like that will happen again?

 

I Hc
I W]
I W
I Hc
we

I Ha
the

I Di.
l Dc
les
Although time v
and presentati
day for the disc
arrangements to
come for the pa
only two of the
some backgroun

the tribe was. I

however, they h;

the children abo
IIWaS Obvious I

women was the ,

the fit“ SemeSie

 

159

I How do you deal with racism?

I What do you think the future will be like for Native Americans?

I Were you ever ashamed of your heritage?

I How do you feel when you think of the past and all that your ancesters
went through?

I Have you ever been to an interview and been told you couldn’t have

the job because you were indian?

I Did you go to the Native American school when you were young?
I Do you think people will be more prejudice of you in the future or
less?

Although time would not allow the students to ask all of their questions during the
panel presentation, they would be able to get responses for many of them. As the
day for the discussion arrived, the teachers were disappointed. They had made
arrangements for four members--two men and two women--from the reservation to
come for the panel discussion. On the day of the scheduled discussion, however,
only two of the four panel members arrived--both women. They each presented
some background information about who they were and what their affiliation with
the tribe was. Both women have been residents of this area for all of their lives;
however, they have each experienced life on and off the reservation. As they told
he children about who they were and what their individual experiences had been,
t was obvious that they had given "talks" like this one before; in fact, one of the

omen was the speaker who had spoken to Mrs. Jones and Mrs. Smith’s classes in

he fall semester and during the previous spring. As they ended their formal

 

Presentation’ th‘
suddenly began
response and SH
students ‘lueStic
speak for all N31
understand that
authority to spea
thesmdent’s (lu‘
Cherokee that a
Cherokee spedf
they were “nam
students if they 1
Students answer

Although
questions, there
speakers. Some
conversation by 1
the speaker mov
speaker directing

A final or
discomfort with
questions posed,

questions. Their

 

160

presentation, they asked the students if anyone had any questions, and a dozen hands
suddenly began waving. One panelist, Mrs. S., seemed a little surprised at the
response and stated that she didn’t know on whom to call first Her answers to the
students’ questions were almost always prefaced with an explanation that she couldn’t
speak for all Native Americans, but that she felt... This preface helped the students
understand that her views were primarily her own and that she did not act in any
authority to Speak for the local members of the tribe. For instance, Mrs. S. answered
the student’s question on how Native Arnerican’s felt about naming cars like the Jeep
Cherokee that although many people didn’t seem to say too much about the Jeep
Cherokee specifically, it was the insensitivity of the dominant culture shown when

they were "naming things Indian" that caused so many problems. She asked the

 

 

students if they thought any sports team would dare call themselves the "blackskins."
Students answered with a round of "NO WAY!"

Although the panel discussion provided a forum for the students to ask
questions, there was little opportunity for them actually to dialogue with the two

speakers. Sometimes the students would attempt to engage the speakers in more

 

conversation by prefacin g their question with how they were thinking, but each time
the speaker moved the conversation into a brief question/answer situation with the
speaker directing and controlling the dialogue.

A final comment on the panel discussion focuses on the speakers’ apparent
discomfort with the students’ questions. Although they answered most of the
questions posed, they each seemed surprised by the sophistication of some of the

questions. Their responses would often not address the questions fully, indicating

 

 

 

that they might
other panelist, 1
were far better q
had Spoken. Sh
expected, but 3]

The day 1
students to refle
students expren
most students, i
learning about

prejudice. The

I I l
I It
' I t
' 1
ho
' it i
prl
un
' r
SCI

 

 

 

161

that they might not have been asked these things before by students. Mrs. E., the
other panelist, remarked to me the day after the panel discussion that the students
were far better prepared to talk about the issues than other students with whom she
had spoken. She also said that they (the students) didn’t ask the questions she had
expected, but she would not elaborate on what she meant by that statement
The day following the panel discussion, Mrs. Jones and Mrs. Smith asked their
students to reflect on what the speakers had-said. Although some of the non-Native
students expressed that they liked knowing more about Native Americans in general,
most students, including the Native Americans, expressed how much they enjoyed
learning about the speakers’ experiences and thoughts related to racism and
prejudice. The following responses are a sampling of student comments:
I I liked it when they talked about racism and stuff...
I It was a good feeling to know more about Native Americans -
I I think [they] were good speakers
I ...my favorite part was when Mrs. E told all about her grandmother and
how she was feeling and how she was treated
I it helped me learn about [Mrs S] and the way she grew up and about
prejudice that she and many other anishinaabe experienced it helps me
understand the way people can be when there prejudiced.
I ...I also though that prejudice was getting M better, but they didn’t

seem to think so. some of the things they said were sad.

 

 

 

Drawing conclu.

In reflect
year, the teache
strengths of the

of the three N

following:

I thi
an
of

Yet, botl

problem. They
of them dealt
Americans. Mrs
and our local tri
Finally, h
0i Situation bag
destruction of 1p,
the greatest imp;

th's ehllefience h

discussion not 6.
(

 

162'

Drawing conclusions...

In reflecting on this final section of the unit on racism and prejudice for the
year, the teachers had some strong responses. When I asked them about the
strengths of the unit, they responded that the panel discussion and the comparison
of the three Native American cultures were strengths. Mrs Smith added the
following:

I this unit was the final link, and students had been prepared to
understand the issue and the close-up look at prejudice-here at [name
of city and school]. The student were open and accepting of issues.

Yet, both teachers saw lack of resources on Native Americans as a major

problem. They felt that although there were many ”Native American books," most
of them dealt with legends and folktales, not the real "voice" of the Native
Americans. Mrs Smith also stated that “we need to make a better link with literature
and our local tribal issues."
Finally, Mrs. Jones felt that "having children realize that is was the same type
of situation basically that the Jews and African Americans went through in
destruction of lives out of fear" and that perhaps the reading and viewing of Ishi had
the greatest impact on students’ discussion of these issues. Mrs Smith concluded that
this experience had created opportunities for critical reading, viewing, thinking, and

discussion not easily attained with students.

 

 

The story ends.
As thisy

the study was jr
students had fir
individual units
and prejudice
accumulation r
discussions and
school to visit i
While tl
already thinkin;
for the Esther I
this year’s class
adequate resou
a cash award c
tear. Empower
beginning the n
In reflec

"I

ki

 

163
The story ends...

As this year long unit began to come to an end, I realized that in many ways
the study was just beginning for the sixth grade teachers and students. Although the
students had finished reading their books, writing in their journals, and discussing the
individual units, they were still very much involved in discussing the acts of racism
and prejudice which were occurring around the world and at home. The
accumulation of news articles on the bulletin boards continues to grow and
discussions and plans are being made for sixth grade students from an inner city
school to visit in May.

While the students plan for their visitors, Mrs. Jones and Mrs. Smith are
already thinking and planning for next year’s unit. Answering a call for nominations
for the Esther Krauss peace awards, these teachers submitted a proposal, describing

this year’s classroom experiences and the difficulties encountered due to the lack of
adequate resource materials. The committee recognized their efforts by giving them

a cash award of $300.00 to purchase resource materials for the 1993-1994 school
year. Empowered by the recognition of their efforts, these teachers are excited about
beginning the unit anew.

In reflecting on the unit as a whole, I am struck by one student’s comment:

"I knew about racism and prejudice, but I didn’t know that it actually

killed people..."

 

 

 

 

ANALYSIS, C

What does the

The tea
students’ know
means to incre
diversity. Altl
language arts
discussions abo
assessment pro
of this study, I
the deveIOpme]
Of this study ar

1. Whe
Pieledice on a
instruction, tli
understanding:

2. By
perSPective, th

Potentially line

 

 

CHAPTER V

ANALYSIS, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS

What does the story mean?

The teachers of this research study created this unit in an attempt to assess
students’ knowledge and understandings of racism and prejudice and to provide a
means to increase their awareness and understandings of issues related to cultural
diversity. Although these teachers had intended to use children’s literature and
language arts instruction as primary instructional tools into the classroom
discussions about diversity, the actual development of the instructional activities and
assessment procedures were designed as the unit unfolded. In examining the data
of this study, I have determined that three major assertions guided and influenced
the development, implementation, and assessment of this unit. The major assertions
of this study are

1. When students are provided opportunities to learn about racism and
prejudice on a global perspective through children’s literature and language arts
instruction, they form a knowledge base on which to construct historical
understandings--cognitive understandings.

2. By examining issues of racism and prejudice first though a global
perspective, these teachers provided a "comfort zone" for students to address

potentially uncomfortable, emotional reactions through writing about and talking

164

 

 

about literatur
addressing the
3. By mt
issues of racisn
their students :
prejudice on a
own cultural er
These a:
this unit with ti
which would 3
students. They
plan; however
shortcomings o
The first
racism and pr
language arts
historical unde
must have a kn
this 3de realiz
the Previous yfi
more about the
make Senseof 1

way to addreSS

 

 

165

about literature, videos, and essays related to issues of racism and prejudice--
addressing the emotional needs of students.

3. By meeting both the cognitive and emotional needs of their students on the
issues of racism and prejudice through global perspectives, the teachers believe that
their students are better able to meet the metacognitive associations of racism and
prejudice on a personal level within their own lives--thinking critically about their
own cultural experiences.

These assertions maintain that the teachers of this research study developed
this unit with the intent to facilitate learning experiences about racism and prejudice
which would address the cognitive, emotional, and metacognitive needs of their
students. They may not have delineated these specific goals within any written unit
plan; however, they consciously addressed what they saw as the potential
shortcomings of previous attempts to teach about issues of diversity.

The first assertion--when students are provided an opportunity to learn about
racism and prejudice on a global perspective through children’s literature and
language arts instruction, they form a knowledge base on which to construct
historical understandings--their cognitive understandings--maintains that students
must have a knowledge base on which to construct understandings. The teachers of
this study realized from the negative experiences with the Native American speaker
the previous year and during the previous fall that their students needed to learn
more about the issues of racism and prejudice in general before they attempted to
make sense'of their own cultural experiences. Therefore, they reasoned that the best

way to address this problem was to provide an initial context in which students could

 

 

 

read about, WTI
on their own pe
the holocaust u
begin learning 2
which were ren
This global pe
questioning ass
had not had the
more global :
they acquired
articles, and VII
when Mrs. Smi-
the Holocaust
ldIOWing Ways
represent the S}
' Ls
J e
' W
sh

th

 

 

 

166

read about, write about, and talk about racism and prejudice without commenting
on their own personal identities and cultural experiences. Thus, the development of
the holocaust unit and African American unit provided opportunities for students to
begin learning about issues related to racism and prejudice on a global perspective,
which were removed from their own cultural experiences both in time and place.
This global perSpective provided an historical grounding for students to begin
questioning assumptions and stereotypes about ethnic groups. Since these students
had not had the opportunity to think about their cultural experiences in relation to
a more global awareness of racism and prejudice, the knowledge and information
they acquired about the holocaust through children’s literature, speakers, news
articles, and videos helped them to construct new understandings. For instance,
when Mrs. Smith asked her students to reflect upon what they had learned about
the Holocaust from their independent readings, some students responded in the
following ways (Note: these responses have not been edited or changed and
represent the spellings and language used by the students):

I Lots of families were separated in this period of world history and the
Jews couldn’t go to public schools and they had lots of problems.

I WWII was a horrible time in history. Hitler let the soldiers beat,
shoot, stab, rape, freeze and electricute people...many other horrible
things. Hitler and his soldiers tried to make Jews and other people
who didn’t do what [he] said suffer as much as possible.

I That part of time was very rough for the Jews and I got a feeling inside

that made me very sad...for what the Nazis had done...they shaved their

 

 

 

 

hr

id

I N
fe

I N
N

. n
be

As these reflec'
only the brutal

manipulation it

Teacher
understandings
Rights movemE
no real sense at
particularly th<
about the leads
to integrate sch
sense of the int
with the predict
finding thenr ts
students. Out 1

hie-size sillroue

 

—f—’

167

hair off, tattooed their arms, and most of all how many Jews were

killed.

I Not all Nazis were bad peOple. Some Germans became Nazis out of
fear, just to save their life.

I Not all Germans went along with Hitler. Some Nazis weren’t even
Nazis. They were because they were scared for their lives.

I It was brutal...many peOple died and not all German soldiers were

bad...Hitler was very mean.

 

As these reflections show, students’ understandings about the holocaust include not

only the brutal facts of what happened to the Jews but also an understanding of the

manipulation fear can cause.

Teachers discovered that student reactions and the initial level of

understandings to the second part of the unit, African American issues and the Civil
Rights movement, were comparable to those of the Holocaust. Students simply had
no real sense about the violence and brutality that existed against African Americans,
particularly those who fought for equality. As these students and teachers read
about the leaders of the civil rights movement, watched videos about the struggles
to integrate schools, and shared their understandings, they searched for ways to make
sense of the information they were collecting. The teachers had not been satisfied
with the prediction journal deveIOped by the student teachers for the holocaust unit--
'inding them too rigid for the types of discussions they hoped to have with their
tudents. Out of that need to find a new way to visualize their discussions came the

Tfe—size silhouettes of Martin Luther King, Jr. and Malcolm X- Students worked in

 

 

 

groups to fill their
about each perSOI
personality of its
Myers’ biography,
had their Martin
body. The fact g2
before Malcolm
sister seemed pl
their efforts one
were learning ne
comparisons be
events. The kn.
they were appa'
have existed, b'
a higher level,
At abor
tcashers begae
racism and per
back of the re
and cOmmenr
placid 0n the
crowded with

In reflecting

 

 

168

groups to fill their silhouette with information about personal characteristics, facts
about each person’s life, and a time line of events. Each silhouette took on the
personality of its group: one Malcolm X silhouette held a copy of Walter Dean
Myers’ biography; another was dressed in an infamous "Zoot" suit, and a third group
had their Martin Luther King, Jr. proclaiming "I have a dream..." from its faceless
body. The fact gathering was thorough. The groups pushed hard to finish their work
before Malcohn X’s sister arrived. Although the students, teachers, and Malcolm’s
sister seemed pleased with the amount of information the students had collected,
their efforts once again seemed to deal with low levels of cognitive effort: students
were learning new facts and information; however, they were not drawing interactive
comparisons between men, between characteristics, and between the time line of
events. The knowledge base was growing; students were enthralled in their reading;
they were appalled by the videos, and they questioned how situations depicted could
have existed, but the teachers had not yet arrived at a way for students to move into
a higher level, more critical mode of thinking about issues of racism and prejudice.
At about this time, however (during the African American unit), students and
teachers began to bring in news articles about current events relating to issues of
racism and prejudice. Mrs. Jones and Mrs. Smith each placed a bulletin board in the
back of the room with the heading "Prejudice in our daily lives." Articles, cartoons,
and comments about racism and prejudice were first shared with the class and then
placed on the board for display. (See Figures 14 & 15) When the first board became
crowded within the first month, Mrs. Jones put another one up for more articles.

In reflecting on the data, I suspect that the bulletin board may have been a turning

 

 

 

 

 

 

point for man)”1
suddenly began
cartoon of Ma
swastika as a N
racist remark.
Another
university baskr
again, a lively c
part of the coal
As the
racism and pre
Native Amerir
Students began
and the Navajr
Elementary is]
stories. Once;
1he initial focu
racist and pre
Through 1m,
through m
homeland and

learned ab 011 I

 

169

point for many; connections between what had been studied and the real world
suddenly began to happen. For instance, when someone brought in the political
cartoon of Marge Shott (See Figure 16), students immediately recognized the
swastika as a Nazi symbol and began to question how it might be connected to her
racist remark.

Another day, students brought in the front page article of the firing of a local
university basketball coach because of a racist remark made to his players. Once
again, a lively discussion arose; students questioned motives and intent both on the
part of the coach and on part of the administration who fired him.

As the teachers and students moved into the final portion of the unit on
racism and prejudice, teachers were still careful not to begin the examination of
Native American experience through the istudents’ own cultures. Instead, the
students began by reading books about the experiences of the Yahi, the Cherokee,
and the Navajo nations. Although one third of the student population in Valley
Elementary is Native American, their culture is not represented in any of those three
stories. Once again, as with the Holocaust unit and with the African American unit,
the initial focus for these teachers and students was gathering information about the
mist and prejudicial actions taken against a culture--the Native American one.

hrough I§_l_r_i, students learned about the total destruction of the Yana culture;
hrough Trail of Tears, they learned about Cherokee being driven from their
omeland and herded like animals westward, and through Sing Down the Moon, they

arned about disrespect for the Navajo traditions.

 

_. .-...-

 

 

 

 

 

170

 

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172

 

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In cont
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cultures. Teac
experience in
units. They w
legends and tr
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and prejudice
knowledge wi
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173

In contrast to many of the other books read in the Native American unit,
each of these stories focused on the disrespect and the attempted destruction of
cultures. Teachers had used these texts in hope of examining the Native American
experience in relation to the experiences of the holocaust and African American
units. They were not content simply to perpetuate the reading of Native American
legends and trickster tales; instead, Mrs. Jones and Mrs. Smith wanted their students
to recognize that the devastation of cultures is historically embedded. Their attempts
to meet the cognitive needs of their students were echoed throughout this seven
month unit. Through reading, writing, listening, and discussing the issues of racism
and prejudice, students were able to obtain a plethora of new information and
knowledge with which to begin constructing new understandings-understandings
which would eventually propel them into a more critical way of examining their own
cultural identities and experiences.

The second assertion of this study states that by examining issues of racism
and prejudice first though a global perspective, these teachers have provided a
"comfort zone" for students to address potentially uncomfortable, emotional reactions
through writing about and talking about literature, videos, and essays related to
issues of racism and prejudice-addressing the emotional needs of students. Mrs.
Jones and Mrs. Smith were well aware of the potentially explosive nature of
discussions about local native/non native issues. Mrs. E, the speaker from the
reservation, had experienced student anger during her previous two visits to sixth
grade classrooms. The students (both native and non-native) had become defensive

of their personal positions and understandings relating to fishing and gaming rights,

 

 

 

as well as to c
uncomfortable
discussion sess
to create nega
and Mrs. Smit
able to devele
issues of racis:

With 1
environmentr
subject matter
and prejudice
embedded, th
group ethical
understanding
classmates. F
slur one stude
both Stlldents
that impacted
of the Holocar
and how their
they were tear
of all child].eI

learning expo

 

 

174

as well as to other issues. Teachers, speaker, and students became frustrated and
uncomfortable about these discussions and both teachers felt that, although
discussion sessions were necessary, both the spring and fall sessions had served more
to create negative feelings and misunderstandings than to alleviate them. Mrs. Jones
and Mrs. Smith were concerned that in the present format students would not be
able to develop and construct understandings that would enable them to address
issues of racism and prejudice in a critical manner.

With this concern in mind, the teachers recognized that creating an
environment rich in discussion potential would require a certain distancing from the
subject matter. Both teachers believed that by initially removing the issues of racism
and prejudice from a personal cultural experience to one which was historically
embedded, they could provide a neutral and safe environment to begin building
group ethical understandings and considerations about these issues. . These
understandings then could be discussed without fear of personal reprisal from other
classmates. For example, when Mrs. Smith’s class was forced to address the racial
slur one student, Rex, made to Millie, his classmate, in November, (see Chapter IV)
both students already felt safe enough to discuss openly what had happened and how
that impacted the way they were thinking about racism and prejudice. Their studies
of the Holocaust had helped prepare them to think about what it means to be racist

nd how their own behaviors and attitudes needed to be examined in light of what
hey were learning. This incident could have been destructive to the relationships
f all children in the classroom; however, Mrs. Smith was able to turn it into a

earning experience by helping them realize how attitudes and behaviors can

 

 

 

 

perpetuate rat

Observ
actions from t
Smith made r
honors of the
between how
the Jews were
different color
the students, :
for strrdents t
During this di
the specifics o
slur was given
made the slur
create more a
stuff' (meanir
defraud/ledger
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115' The stron
was that we a:
daily lives anr
safe eIOUgh t

haVe bee“ a u

 

’f— T Tfim—W’QT'“ L ‘T' _

17S

perpetuate racism.

Observing that incident, I was amazed that the students could separate their
actions from those they had read in the literature on the Holocaust. Although Mrs.
Smith made no attempt to draw parallels between the classroom incident and the
horrors of the holocaust, she did attempt to help students understand the parallels
between how Millie felt when another person made a racial slur against her and how
the Jews were hated for no reason. To be harassed simmy because your skin was a
different color or because your religious faith was different made no sense to any of
the students, and to examine the classroom incident in that context provided a way
for students to begin thinking about racism and prejudice within their own lives.
During this discussion, Mrs. Smith was careful not to attach the students’ names to
the specifics of the incident. Once or twice Millie stated how she felt when the racial
slur was given; however, at no time did the class turn .on Rex They knew who had
made the slur; however, the discussion was meant to develop understandings, not
create more anger. At one point, Rex spoke up and said he didn’t know where "that
stuff“ (meaning the racial slurs) came from, that sometimes it just "comes out.'.' This
acknowledgement that racism exists for no real reason supported the idea that racism
and prejudice is embedded and that we often do not recognize that it exists within

s. The strongest point that emerged from that discussion, according to Mrs. Smith,
as that we are all hurt by racism and that we need to learn how to identify it in our
aily lives and to stop it when possible. She was pleased that the students had felt
afe enough to discuss their feelings and concerns without engaging in what could

ave been a "mud slinging" contest.

 

 

This "c
understanding
final interview
elementary sc
racism and pr
other students

The th
eruotional nee
global perspe
the metacogn?
their own live
Mrs. Smith an
thinking critic
context of ti.
disposition to
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0f assessmem

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StOry, Th e r

 

 

176

This "comfort zone" ultimately brought the students together in shared
understandings about what they had learned throughout the seven month unit. In
final interviews, several students expressed a wish that all sixth graders in the other
elementary schools could have learned what they had been able to learn about
racism and prejudice. They expressed concern about how they could "inform" the
other students next year, in the middle school, who "do not know what we know."

The third assertion states that by attempting to meet both the cognitive and

emotional needs of their students on the issues of racism and prejudice through
global perspectives, the teachers believe that their students are better able to meet
the metacognitive associations of racism and prejudice on a personal level within
their own lives--thinking critically about their own cultural experiences.
Mrs. Smith and Mrs. Jon es are committed to helping their students develop skills for
thinking critically about all aSpects of their lives--academic and personal. Within-the
context of this unit, they hoped to provide students with the knowledge and
disposition to think about and act upon issues they face in their daily lives related
to racism and prejudice.

During the early weeks of the unit, the teachers were concerned that the types
of assessment expected by the student teachers through the prediction/story journals
or Number the Stars would limit the Opportunities for thoughtful discourse. They
'ecognized that expecting the students to work within the very same pattern (predict

hat will happen in the next chapter) each day would dull the students’ level of
nterest and, thereby, limit the likelihood of critical thinking engagement with the

tory. The racial slur incident in Mrs. Smith’s room convinced her that, although

 

 

 

students were
connectionsh
on their own
students to 1
discussions at
to create clim
articles and 1
historical fict
discussing, an
begin talkin
intellectually

Throu
components-
continuously,
began lo que
related to tl
Holocaust M
Most of thes
to the issues

AS tlr
qutslions p“
their fears W

Wiiii One Spe

 

177

students were capable of discussing issues critically, they needed help in making
connections between the historical fiction they read and the impact of those beliefs
on their own lives. Because of that commitment and because of their concern for
students to become engaged with both the books they were reading and the
discussions about the issues raised within the books, both teachers looked for ways
to create climates for discussion. Mrs. Jones and Mrs. Smith began to bring in news
articles and political cartoons which provided connections between the pieces of
historical fiction, biographies, the videos, and the students’ daily lives. By finding,
discussing, and responding to some of these articles in writing, students were able to
begin talking about how they reacted emotionally and what they thought
intellectually about the issues which were real to each of them.

Throughout the seven months, discussions relating to the separate
components-~the Holocaust, Civil Rights, and Native American issues--surfaced
continuously. As the students heard more and more on the news about Bosnia, they
began to question their teachers about the phrase "ethnic cleansing" and how that
related to that war. Students brought in information about the opening of the
Holocaust Museum in Washington, DC. and news articles about the KKK auction.
Most of the students seemed to be on the alert for anything that might be connected
to the issues of racism and prejudice.

As the students questioned the panel on Native American issues, their

uestions probed the speakers for knowledge about how they had been treated, what
heir fears were, and if they thought things were better. Many were disappointed

ith one speaker’s answer.

 

Both l
students undr
daily lives.
embedded ra
prejudice wit
issues to the
instance, tow
in a poster (1
store in a ne:
rifle in his h
removed it f
the student 1
both sixth g
teachers) to]

 

*t—

178

I I think people are talking about it more now, but I don’t think it’s very
much better...0h, we’re not getting massacred any more, but they’re
still trying to take things away from us.

Both Mrs. Jones and Mrs. Smith continued to search for ways to help their
students understand the issues of racism and prejudice both historically and in their
daily lives. As the students accumulated more knowledge about historically
embedded racism and prejudice, they began to bring news articles about racism and
prejudice within our present day world. The relationships and implications of these
issues to the students’ own lives seemed to become clearer for many of them. For
instance, toward the end of the unit on Native American issues, one student brought

in a poster (See Figure 17) that he and his father had discovered at a convenience

 

 

store in a nearby community. The poster depicted a hooded man with an automatic
rifle in his hands, with the caption "Join the White Militia." The student’s father
removed it from the store and gave it to his son to bring back to the class. When
the student brought it into class and explained where he got it, the response from

both sixth grades was outrage and fear. Although several students (and both

 

teachers) told me about the incident the following day, one female student said,
I I was so scared when I saw the poster and realized that the Klu Klux
Klan was in **** that my legs started shaking...and I wasn’t the only

one who was really scared.

179

2 a, ,
W 7%.

igure 17

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many of the
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asked them
Do yr
start.
Some of the

 

 

180

Another student said it reminded him "all over again" about the place he used to live

which was the "Klu Klux Klan capital of Midwest." He went on to tell me what he

remembered about living in this town.

I There’d be crosses burned in people’s yards by the Klu Klux Klan...and

I remember there was a new Black family that moved in next door and
that night they got a cross burned in their yard.
I asked him how old he was when this happened, and he answered,

I I was in third grade, so I was about eight or nine...I’ve mentioned it a
lot of times [in class]...I just want to say that I’m lucky I was white
when I lived there.

These students recognize clearly that racism and prejudice existsutoo close to home.

When I interviewed several of the sixth grade students at the end of the unit,

many of them said that their understandings of racism and prejudice were much
different now that they had studied three different cultural experiences of racism and
prejudice and that these studies affected the way they now think about people. I
asked them the following question:
Do you think you know a lot more about racism and prejudice than when we
started?
Some of the responses are listed below:
I Yes, before we started...before our teachers started our unit on this, I
didn’t really know how to recognize it or anything like that, but ...um
we have a chart that we can stick on neWSpaper headings about

prejudice in our daily lives and we have filled up two sheets already...

 

 

 

As these re:
Some signifi
to change tl

The:
between km
ititEas, as Pl
awareneSSa

and Prejud-

 

181—

I Yes, before I didn’t really know...but now we know how to deal with it.
We don’t want to say anything back cuz that will just get us in more
trouble...we can find a way to deal with it without being snotty.

I I learned that, that it’s wrong to be prejudiced against people because
they’re really not different, it’s just where they originated from...we saw
a special [on it]

I Yes, I think thinking about how I look at other pe0ple. I mean before
I really don’t think I was prejudice but now I know there are other
kinds of prejudice besides looking at your color...you know like
prejudging...I think a good thing we’ve learned is that we can stop it...I
can try to change peOple’s minds.

I Yes, about racism of African Americans, I mean, I didn’t know they
went around burning houses and crosses and stuff...I don’tlike- to
separate people--you know black and white--we’re all people....I
wouldn’t let someone call someone else [names]

As these responses show, students came away with many different responses, but
some significant commonalities--that they can recognize racism and that they can try
to change things.

The relationships the teachers tried to develop between prejudice and fear,
between knowledge and understanding, and between passivity and activism began as
ideas, as possibilities in a unit which attempted to bring students to a level of
awareness and understanding of what cultural diversity means in relation to racism

and prejudice. Mrs. Jones and Mrs. Smith knew that to be successful in this

 

 

 

endeavor, thr
their student
As they worl
and prejudic
include mult
source triang
As I r
were assesse
discovered r
refinement a
deveIOpmenr
As th
for their stur
to keep pr.
character dc
to mapping 5
however, tilt
Selections..s
Student teac
impromptu
SPeaker can
Celebration

Presentatior

 

182

endeavor, they must first address and meet the cognitive and emotional needs of
their students if they hoped to achieve a level of metacognition for most students.
As they worked to design a unit which would allow their students to explore racism
and prejudice in multiple ways, they also worked to design a unit which would
include multiple ways of learning and assessment. Two of these served as data-
source triangulation for this study.

As I reexamined the study, I noticed a consistent refinement in how students
were assessed on their understandings of the information learned. What I also
discovered was that there was a distinct relationship between this assessment
refinement and the guest speakers of each segment of the unit as well as to the
development of critical thinking.

As the student teachers began this unit, they provided an historical context

for their students’ understandings of cultural diversity. The students were expected

 
   
  
  
  
  
  
  
  
  

to keep prediction journals in which they mapped rising action, turning points,

 

character developments, and resolutions. The journals were a traditional approach
to mapping stories and predicting outcomes. The students did as they were expected;
however, their enthusiasm seemed limited until they were allowed to free-read other
selections--selections which consisted primarily of historical fiction. At this time, the
student teachers left; story journals were discontinued, and group book talks and
impromptu journal reSponses were initiated. During this segment of the unit, a
speaker came in to discuss what it meant to be Jewish and, in particular, the
celebration of Hanukkah. Although the students were interested in the speaker’s

presentation and eSpecially in the foods she served, the presentation did not address

 

 

the issues ab
questions ab
another age
destruction .
knowledge a‘
between sh:
understandir
The s
and the Civil
two types of
to a group -
Malcolm X.
including tw
of schools.
catalogue th
it. Or Malco
Students w.
biographical
displayed w:
icflection,
Durir
The Sindenr

respondEd tr

 

 

183

the issues about which the students had been reading-~the Holocaust. When asked
questions about the Holocaust, the speaker answered, but it was clear that she had
another agenda in mind, that of explaining a cultural celebration, not the near
destruction of a culture. This observation is not meant to dismiss the need for
knowledge about cultu ral traditions and foods; rather, it addresses the inconsistencies
between short term knowledge-bites and long term goals and objectives for
understandings about racism and prejudice.

The second segment of the unit focused on the African American experience
and the Civil Rights movement. During this unit, the teachers asked students to read
two types of literature-historical fiction and biographies. Each student was assigned
to a group which read a single biography, either on Martin Luther King, Jr. or
Malcolm X. In addition, the students viewed films about the civil rights movement,
including two about Thu rgood Marshall’s Supreme Court fight for the desegregation
of schools. During this time, the students created life-size silhouettes on which to
catalogue the characteristics, the facts, and a time line of either Martin Luther King,
Jr. or Malcolm X. These served as the group project for their biographical sketches.
Students were able to synthesize great amounts of information about their
biographical person; however, their critical thinking about this experience was
displayed within short impromptu class writings, not extended periods of written
reflection.

During this segment, the sister of Malcolm X came to speak with the students.

   
 

The students prepared themselves to ask questions about Malcolm X, and she

'eSponded to every one. Since the presentation was designed to speak about the life

 

 

ol Malcolm.
Students we
murder of M
did not explc
in general; 1
experience--
As tl
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and their 0-

 

184

of Malcohn X, the Civil Rights movement was addressed only in a limited fashion.
Students were reminded of the brutality against African Americans through the
murder of Malcolm’s father and the institutionalization of his mother; however, they
did not explore the Civil Rights movement itself or the African American experience
in general; the presentation was meant to offer understandings of one man’s life
experience--just as the silhouettes examined one man’s biography.

As the teachers began the third segment of the unit, they once again
redeveloped their assessment methods. Within both classrooms, the students were
expected to read three novels about different Native American cultural experiences--

Ishi, Sing Down the Moon, and Trail of Tears. In addition, the students read as

 

many other selections as they wished—~most of which were Native American legends
or folktales. Upon completing this unit, the students again worked in groups. This
time, however, the groups used venn diagrams, with each circle representing one of
the three commonly read books. The groups were asked to list individual
characteristics of each story, common elements between two stories, and comparisons
which ran through all three stories. They then came together as a class to design a
class-size venn diagram.(See Figure 18)

During this unit, a panel of Native Americans from the local reservation came
to speak to the students and to answer their questions. These Native Americans
answered questions which were both general to the Native American experience and
specific to their own culture. They expressed their ancestors’ fears of the white man

and their own prejudices.

 

 

 

185

 

/,

igure 18

 

Although the
they answert
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and prejudic
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186

Although they seemed surprised at the sophistication of the sixth grader’s questions,
they answered them--often with the qualifier that they could not speak for all Native
Americans but only for themselves. They spoke of their own experiences with racism
and prejudice and spent no time discussing their tribal customs. (It seem at the
opposite extreme of the first speaker’s presentation about Hanukkah.)

When I questioned the teachers about the speakers and their presentations,
they seemed unsure of the impact on their students’ learning. They agreed that the
speakers added dimensions not attained through literature and film, and they
believed that the students had enjoyed the interactions, particularly with Malcolm X’s
sister.

The development in assessment, however, proved to be a strength in the
teaching and learning for both students and teachers. Mrs. Jones was so pleased with
the venn diagram created in the Native American unitthat she recreated it as a final
tool to assess student understandings of the whole unit. She grouped the students
and asked them to use one circle for the holocaust, one for the African American
experience, and one for the Native American experience. Once again, they looked
for individual characteristics as well as for commonalities. The result was one of
drawing the three units together with the common elements of fear and prejudice.

(See Figure 19)

 

 

187

 

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188

In a final effort to examine student understandings of racism and prejudice
and to insure student activism, Mrs. Jones and Mrs. Smith asked their students to
write letters to their parents. Within these letters, students were expected to address
the following points:

1. Why did we study prejudice?

2. Explain to parents what you discovered about prejudice.

3. Think of one question to ask your parents about prejudice.

4. How will this information help you at [the middle school] and
in life?

 

The following letters represent the student understandings discovered in this

 

research study:
Dear Mom,

In school we have been studying about prejudice so we can
learn about what happened in the past with Hitler and the Jewish
people, the civil rights movement, and the Native Americans and what
happened to them. We are also learning about prejudice today and
how we can help stOp prejudice.

When we started studying prejudice I found out that peOple
weren’t just getting called names but they were also getting killed. . I
also found out that there are gangs like the KKK killing people that
are not whites because they think white people are the best people in

the world.

"”1”?"

v ._‘
‘oA-o-J'
-,T'~p

 

 

 

 

”—

189

What do you think about Hitler, the civil rights movement, and
the Native Americans?
I think learning about prejudice in sixth grade is going to help
me at [middle school] because I will know what to stay away from.
love,

[your son]

* * * * 3k * * *

Dear Mom and Dad,
We studied and talked about prejudice because prejudice is a

big problem in the world today and in the past. By studying prejudice

 

we learned how it can trigger anger and hurt feelings. We also learned
how some sayings might not be meant to be a prejudice remark but-the
prejudice is still in it.

I discovered that prejudice doesn’t do M any good. I
discovered (and was surprised) that prejudice is right here in [Valley]

everyday, in our daily lives. I also discovered that prejudice can get

 

started by not even knowing the person (or people) and prejudging
them.

Now I would like to ask you a question...Have you ever had any
thing to do with, or seen prejudice?

This information will help me at [middle school] and in my life

because now I can try to help stop prejudice. I know now even more

 

 

’7— -

190

that it’s wrong to prejudge. I will think before I say anything. I know
that I won’t be able to stop prejudice and change everybody’s mind, but
now I can try to find out why their prejudice (if they even have a
reason). By knowing this I think I should be able to make more
friends. I think that if everyone knew about prejudice, they wouldn’t
be prejudice, everyone would be alot happier.

Love,

[your daughter]

 

 

 

 

Conclusions
Althr
means of e
socializatior
silent classr
classrooms.
vessels to be
they value
investigatio
provided a
geographic
personal on
social activ
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racism and
study thror
literature, 1
provided a'
researcher:
AS Sonia
mUIticultur
StUdem ac

Students.

 

 

 

191

Conclusions...

Although the teachers within this study support multicultural education as a
means of empowerment for their students, they are very much aware that the
socialization of schooling often thwarts their efforts. The traditional expectations for
silent classrooms and stationary desks are not found within these sixth grade
classrooms. These teachers refuse to accept passive students who wait like empty
vessels to be filled with knowledge; instead, they insist upon interactive students and
they value the experiences and knowledge of their students. The seven month
investigation of issues of racism and prejudice through literature, film, and speakers
provided a vehicle for students to examine situations which were initially removed
geographically and emotionally from their individual lives before addressing their
personal cultural experiences. The result was student empowerment and a form of
social activism.

The teachers of this study recognized the need for all children to learn about
racism and prejudice and set about the business of guiding their students into the
study through children’s literature and language arts instruction. The volumes of
literature, the films, the speakers, the student journals, and the discussion groups all
provided avenues for discovering issues and examining outcomes; students became
researchers of diversity, participants in the phiIOSOphy of multicultural education.
As Sonia Nieto suggested in Affirming Diversity, the socio-political aspects of
multicultural education offers the opportunities for student empowerment and
student activism--both of which happened within these classrooms and for these

students. As one student so eloquently stated in the development of the venn

 

 

diagram on
have happer

In ex
learning op]
prejudice, it
impact on tl
the irnporta

examination

These teacl
students car
use and un
exlleriences

states in 1},

 

’——

192

- diagram on the Native American unit, “...they lost their way of life; it just shouldn’t
have happened."

In examining why these teachers were successful in creating teaching and
learning opportunities for their students which addressed the issues of racism and
prejudice, it is important to recognize four components which seemed to have a great
impact on the development of the unit as a whole. First, we need to acknowledge
the importance of literature as a vehicle which lends itself to this type of study and
examination of racism and prejudice. Bernice Cullinan asks,

Is a story a window through which we see the world, or a mirror in
which we see ourselves? For most of us, it is both a window and a
mirror, endlessly expanding our experience beyond a life lived in one
time and one place. (Literature and the Child, p.390)
These teachers believe that literature is a primary-vehicle through which their
students can come to understand cultures, events, and eras unknown to them. Their
use and. understanding of literature as both a window and mirror to view human

experiences is grounded within Reader Response theory. As Louise Rosenblatt

 

states in The Readerkthe Textghe Poem,

 

readers (at least, those who have not been trained to ignore their
responses) often pay attention first of all to the feelings and ideas
accompanying the emerging work. The most subtle and seemingly
objective cognition on the nature of a tragedy also draws on this
concurrent dialogue with the text. Especially when the new experience

challenges the reader’s assumptions and understandings, he may be

 

 

These teach
global and l
provided av
their studen
these teach!

Seco
an historica
of racism 2

important I

This devel
Piejtldice
thorn hour

Tilt

 

 

193

stimulated to clarify his own values, his own assumptions, his own prior
sense of the world and its possibilities. (p.145)
These teachers recognized that their students had a limited understanding of the
global and historical implications of racism and prejudice and chose literature which
provided avenues for cognitive and emotional development. Since they prompted
their students to respond emotionally and intellectually through their journal writing,
these teachers continually reinforced and practiced reader response theory.
Second, these teachers feel that it is important to provide their students with
an historical context by which they can come to understand the global implications
of racism and prejudice. Once again, Cullinan illuminates why this element is
important to the study.
Today’s children have a hard time imagining life without computers,
video technology, rapid transportation, and modern communication.
They fully expect problems to be solved in the 30 minutes of a TV
sitcom. When they read good historical fiction, they can imagine
another time and place. They can speculate as to how they would have
reacted and how they would have felt. They can read about ordinary
people acting heroically. By doing so, they begin to build an
understanding of the impact one person can have on history. (p.495)
This development of understanding about the historical implications of racism and
prejudice provided teachers and students with many opportunities for discussion
about how actions of the past impact on current events.

The third element of this study which influenced the outcome was the

 

 

 

importance
learning ant
in student d
developingt
in choosing
for the spear
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provides tir
understand;
are not afr
humhmr
heyteach.

$de Provir
the teachir

Collaboratir

 

 

 

194

importance of cooperative learning versus alecture format. The use of COOperative
learning and the teachers’ ability to use it effectively provided an environment rich
in student discussion and participation. These classrooms were actively engaged in
developing teaching and learning experiences for one another. Everyone participated
in choosing his or her own texts, gathering news articles, and developing questions
for the Speakers. Each student was encouraged to play an active role in his or her
own learning through an integration of language arts activities.

The final element which influenced this study was the importance of the
teachers’ self reflection time. These teachers are personally and professionally
commited to reflective practice so it was natural for them to reflect on the study as
it progressed. The Professional Development School component encourages and
provides time for reflection and these teachers use that time to come to a better
understanding of the teaching and learning that goes on in their classrooms. They
are not afraid to admit when something is not a successful classroom practice.
Instead, they constantly reflect and modify their teaching to best suit the students
they teach. This willingness to adapt and develop their unit design throughout the
study provided a sense of fluidity which was truly centered on how to best address
the teaching and learning needs of students and teachers. The efforts were

collaborative and the successes were claimed by both teachers and students.

 

 

 

Implication
In It
weaknesses
their creati'
teach. The
teaching."
awareness:
knowledge
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develop as
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designing;
Which add
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efforts in l
d" extensi
Preludice

elittctivery

 

 

 

195

Implications and recommendations for this study:

In reviewing any study, it is often easy to point out the strengths and
weaknesses; this study is no exception. To the teachers of this study, I commend
their creative teaching styles and their personal commitment to the students they
teach. They take risks and are participants in what David Cohen calls "adventurous
teaching." (Cohen, 1988) These teachers wanted their students to develop an
awareness and understanding of cultural diversity that would provide them with the
knowledge to question the status quo and challenge the systems which reproduce
inequality. Although their methods of teaching and learning would change and
develop as the unit unfolded, their intent never wavered--to create informed, active
learners, learners who would question and construct meanings and understandings
about the issues of racism and prejudice.

One particular strength of this study was the dimension of white, middle-class
female teachers succcessfully addressing issues of racism and prejudice. These
teachers were aware of the educational structures which reproduce inequalities within
schools. They attacked those structures by attempting to untrack their students, by
designing authentic forms of assessment, and by developing classroom curriculum
which addressed both the cultural and academic needs of their students. Their
expertise in COOperative learning supported their pedagogical understandings and
efforts in teaching all children. These teachers were not color-blind; they designed
an extensive unit to deve10p awareness and understandings about racism and
prejudice and met students’ questions with informed, frank discussions. They

effectively modeled Ni eto’s Multicultural Education isAntz’racist Education component.

 

 

 

Althc
weaknesses
cognitive, en
were someti
in the availa
and the teac
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The
highlighted
Smith’s clas
the challen

Zeichner in

 

 

 

196

Although the strengths of this study may seem obvious to the reader, the
weaknesses may seem just as obvious. The teachers did their best to address the
cognitive, emotional and metacognitive needs of their students; however, their efforts
were sometimes frustrated by the lack of support-~both in the student teacher and
in the availability of curricular aids. It is primarily because of these two frustrations,
and the teachers’ abilities to meet those challenges, that the implications of this study
are provided--implications of teacher education and curriculum reform.

The first implication to be addressed is one of teacher education. As
highlighted within the vignette about the student teacher’s experience within Mrs.
Smith’s class, many of our students leave the university setting unprepared to meet
the challenges of teaching in culturally diverse settings. According to Kenneth
Zeichner in "Educating Teachers for Cultural Diversity,"

...the issue of preparing teachers for diversity still has a marginal status
in the mainstream teacher education literature. Despite a substantial
literature which addresses the growing disparity between the
characteristics of our teaching force and those of the students in public
schools, the problems associated with recruiting more teachers of color,
and the problems of inequity in schools and the society, there has been
relatively very little attention in the current literature of teacher
education reform to issues of educational and social inequity and to
ideas about how to prepare teachers to teach an increasingly diverse

population more effectively. (Feb. 1993)

 

 

 

It, asZeichn
in the twent
middle class
teaching in r
by most inst

Gloria lads

It is essent
accept thei
settings. A
amen
teachers wl
1993)

It is
leacheredj
Cultural dp
talight thei

“Wis, and

 

 

197

If, as Zeichner further indicates, the student population becomes increasingly diverse
in the twenty-first century, while the teaching force remains predominantly white,
middle class, and female, teacher education programs will need to address issues of
teaching in a culturally diverse setting in ways which heretofore have been ignored
by most institutions.
Gloria Ladson-Billings stated that
Schools and colleges of teacher education are turning out class after
class of young, white, female teachers who would rather work in white,
middle-class suburbs. Unfortunately, their services are most needed in
low-income schools, whose students come from races, cultures, and
language groups for whom these new teachers feel unprepared.
(Ladson—Billings, 1990, p.25)
It is essential then, that teacher education programs begin to acknowledge and
accept their reSponsibility for educating teachers to teach in culturally diverse
settings. As Kenneth Zeichner states, "[just] educating teachers who are willing to
teach in these schools, however, only begins to address the problem of preparing
teachers who will successfully educate the students who attend these schools." (Feb.
1993)

It is an important implication of this study, therefore, to recognize that
teacher education programs could address the teaching of prospective teachers about
cultural diversity in many of the same ways in which Mrs. Smith and Mrs. Jones
taught their sixth grade students--by meeting their cognitive needs, their emotional

needs, and by providing Opportunities to develop metacognitive associations.

 

This
to hope tha
classrooms
paralleledv
teachers ar
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making me‘
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addressed
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district. A
difference
history an
interactioj

many tear

 

 

198

This process, however, must be modeled within the university setting if we are
to hope that students will implement the process, the philosophy, within their own
classrooms in the future. This "global" perspective to teaching diversity can be
paralleled within the teacher education programs Of most universities. prre-service
teachers are provided opportunities to develop cognitive understandings about
teaching a diverse student population while addressing their own emotional
understandings about racism and prejudice, they may be better prepared to begin
making metacognitive associations of what it will mean for them to become teachers
within a culturally diverse society--Of what it will mean to teach all children in the
twenty-first century.

The second implication of this study, curriculum reform, again addresses the
need for teachers to understand the global perspective of teaching and learning in
culturally diverse settings by meeting the cognitive, emotional, and metacognitive
needs of their students. In "What To Do About Differences? A Study of
Multicultural Education for Teacher Trainees in the Los Angeles Unified School
District," G. Williamson McDiarmid addresses the way in which one school district
addressed the issues Of diversity through the institution of a "Multicultural Week" in
which sessions were offered as preservice and staff development Opportunities for the
district. Although the sessions were meant to familiarize staff members with cultural
differences through information about values, language, dress, roles, contributions,
history and customs, the sessions proved tO be ones of lecture, not participatory
interactions. In a further discussion of this project, McDiarmid acknowledges that

many teachers and prospective teachers know very little about the history and

 

struggles of

 

 

 

 

 

SOlllC IIlCflSl

Altl
observatio
Providing
Instead, it
during illr
concept“a
Students r

discussing

 

 

 

199

struggles Of various cultural groups to "maintain their human dignity and to achieve

some measure of equality." (p.16) He continues by saying that
[recent] investigations of secondary and college students’ knowledge
and understanding of history argue for more intensive and challenging
opportunities to learn and learn about history than students....Teachers
unfamiliar with Reconstruction and its legacies, the struggle for civil
rights, and the F BI’s surveillance and harassment of African-American
leaders and organizations lack knowledge essential to understanding
our current world, the continuing struggle Of people of color, and
debates over the role of schools and other institutions in that struggle.
Teachers unacqu ainted with the special status of Native Americans and
the governments history of abrogating treaty agreements and using
schools to deracinate Native children are unlikely to appreciate the
debate over tribal sovereignty or Native parents’ suspicions about
textbooks, curriculum, and non-Native teachers. (p.16)

Although Mrs. Jones and Mrs. Smith would agree with Dr. McDiarmid’s
observations, they would challenge the educational system to go further than simply
providing this historical perspective to students of secondary and college levels.
Instead, they believe that these historical understandings are best taught beginning
during the late elementary school years when students begin to develop the
conceptual understandings and abstract belief systems. They further believe that
students can begin tO address these understandings through reading, viewing,

discussing, and writing about selections of children’s literature, young adult literature,

 

and film

 

I

r and Mrs
which 54

in Britai

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global i
within t?
and glol
arts inst
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world a
through
America

Before ;

Anericz

 

 

 

200 -

and films which delineate the human experiences of various cultural groups.

In addressing these issues through literature and film, however, Mrs. Jones
and Mrs. Smith do not push their students to accept the guilt of racism and prejudice
which seemed to be a negative result of Beverly Naidoo’s study of school children
in Britain. Instead, they push their students to begin taking responsibility for racism
and prejudice within their own society by becoming informed about the historical and
global instances as well as the present day implications for racism and prejudice
within their daily lives. By develOping a curriculum which addresses the historical
and global implications of racism and prejudice through the literature and language
arts instruction, these teachers found that their students were able to question the
systems of power, and begin to develop individual and group understandings of the
world and their place within it. This level of understanding began to emerge
throughout the unit; however, it exploded during the panel discussion of- Native
American issues when one Native American boy shouted out,

"Hey, what were we before the white man called us Indian?"
Before a panel member could say anything, one of his classmates, another Native
American boy, jabbed his friend in the ribs with his elbow, rolled his eyes, and said,

"That’s stupid, we were what we are-~ANISHINAABE!"

 

 

 

 

Epilogue-oi
The

sit at my <
better pom
voice of h
how the v
finished.
unit."

As
teachers, 2
When 1 dr
a delightfr
in a video
video tape
building tc
containing
SiShed by r
grade stud
“amt incir
they think
glide stud
grade Spol

This iIWite

 

 

201
Epilogue...

The boxes of data and the piles Of books lie scattered about my office. As I
sit at my computer wondering how to wrap up this story which has consumed the
better portion Of a year of my life, the phone rings. I answer it and hear the familiar
voice of Mrs. Smith saying, "I’m sorry to bother you, but we were just wondering
how the writing was going?" I smile to myself and assure her that I’m almost
finished. "Good," she says, "because we want to begin thinking about next year’s
unit."

As I hang up the phone, I realize how much I miss the classrooms, the
teachers, and the students and I promise myself a quick visit as soon as possible.
When I drop by the classrooms a few days later, I am met with smiles, questions, and
a delightful surprise. Two sixth grade boys quickly inform me that they are involved
in a video research project. They continue by explaining that they have created and
video taped a skit about prejudice and have asked some of the teachers in the
building to invite their students to participate in the session. They show me a folder
containing their skit script, some follow up questions and a permission sheet to be
signed by each student. Their intent is to ask small groups of second, third, or fourth
grade students to watch the video of their skit in which one student calls another a
name inciting a fight. At the end Of the video, they ask the younger students what
they think caused the fight. (During this question and answer period one of the sixth
grade students is video taping the responses.) After the discussion wanes, the sixth
grade SpokeSperson asks the students if they know what the word "prejudice" means.

This invites more discussion, much Of which Often turns into a mini-lesson on racism

 

 

 

 

 

 

and prejuc
As
and com
student tu
little kids
As
research 11
are teach:
teachers
developm
teachers v
who inste:
honestly.
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W
Choices 0
lummm
rcflection
didn’t exi
our of the
t0 develo

addressin

 

 

 

 

202

and prejudice by the sixth grade students.

As I watch a taping session, I am amazed and delighted by the engagement
and commitment from the students. Upon finishing the session, one sixth grade
student turns to me and says, "Well, what do you think? We wanted to know what
little kids thought, so we decided to do research just like you."

As I leave the school, I realize that I have found a way to "wrap-up" this
research by acknowledging that the story will never be finished, not as long as there
are teachers like Mrs. Jones and Mrs. Smith committed to teaching all students-— I
teachers who are committed to the cognitive, emotional, and metacognitive
development of all students-«teachers who view teaching as a political act, and
teachers who do not become overwhelmed by the guilt of racism and prejudice but
who instead, take responsibility for it by creating curriculum to address it Openly and
honestly. The metaphors of literacy--adaptation, power, and a state of grace-~50
eloquently delineated by Sylvia Scribner (Nov. 1984), have become embedded in the
ways in which these teachers and students think about teaching and learning.

While one might wonder if this study could be as successful with other bOOk
choices or with less mature or less competent teachers, I am reminded that the
literature, the historical per'Spective, the cooperative learning, and the teachers’ self-
reflection time were all elements in the success of this particular unit. This unit
didn’t exist in a curriculum guide or grow out Of isolated incident; instead, it grew
out of the teachers’ recognition Of the need for students to "know" their past in order
to develop a better understarrdin g Of their present and future in relation to actively

addressing the issues of racism and prejudice. These teachers saw those needs and

 

 

 

responded;
was a resu

Peri
experience
contexts, w
on teachin
out varial
learning 51
studies w
philosoph:
and classr
and curric

Th
Septembe

Students,

 

 

203

responded; this study simply reported and analyzed the teaching and learning that
was a result of that response.

Perhaps this type of teaching and learning exists in other classrooms, with less
experienced teachers. Perhaps this type of teaching and learning exists in other
contexts, with other book choices. However, the literature has yet to reflect research
on teaching and learning successes such as this one. While future studies might seek
out variables which are changeable (literature choices, historical perspectives,
learning styles, and the degree of teaching experience), it is also clear that future
studies which seek to address classroom practices that are reflective of the
philOSOphical spirits of Banks, Grant, Sleeter, and Nieto—~connections between theory
and classroom practice-~are needed to provide further insight for teacher education
and curriculum reform.

This unit is over, this story complete, but plans for a sequel emerge since
September will bring two new classrooms of sixth graders. For these teachers,

students, and this researcher, the teaching, learning, and research have just begun.

 

 

 

APPENDICES

 

 

 

 

APPENDIX A

Samples of Written Responses by Teachers and Students

204

 

So
. copied. l
j enhancer
i to read]

 

Some samples of student writings become difficult to decipher when
copied. In the interest of maintaining authenticity of student work, no
enhancement was done. However, brackets have been placed around difficult-

to -read portions to acknowledge poor print quality.

204a

 

 

 

 

 

205

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APPENDIX B

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ELEMENTARY MISSION STATEMENT

Working Together for a Bright Future for All Children
Cooperation--Pride--Respect

"We the staff of Elementary School, in an atmosphere of mutual
respect, will guide all children toward their maximum potential regardless of their
unique strengths or weaknesses. We will work with parents to foster their
involvement in their child’s education, pride, growth, enthusiasm for learning will be
our mutual reward."

 

This mission is supported and enhanced by our vision to develop
children who think critically, develop problem solving skills,
communicate effectively, make reasoned choices, understand and
appreciate racial and cultural diversity, work cooperatively, are
responsible for their own behavior, and acquire technological skills for
ever-changing frontiers. (1992-1993 PDS Work Plan Proposal)

DISTRICT MISSION STATEMENT
Working Together for the Future
Quality and Equity

Our Mission as a community-wide education system
is to ensure that all students

learn the skills,

gain the knowledge,

and develop the attitudes

necessary to realize their potential

and become responsible participants in society.
(Parent Handbook)

Figure 1

235

 

 

Ge

Both classes
plot, charact
discussions

help studen

point for cl

After finisl
piece of l
generated

a local on

The stud
historical

unit thrc

Evaluatf

gYOUp l

activitic

 

General Outline of Plans for the Holocaust Unit

Both classes will read Number the Stars and work through discussions about

 

plot, characterization, setting, theme, and style in small group and whole class
discussions and written journal responses. Story maps may be included to
help students delineate the elements of story as well as provide an initial

point for class and small group discussions.

After finishing Number the Stars, each student will choose to read another
piece of historical fiction about the holocaust from a bibliography list
generated by the teachers, student teachers, this researcher, the librarian, and

a local owner of a children’s book store.

The students will be expected to respond to their subsequent pieces of
historical fiction in similar ways to those modeled in the Number the Stars

unit through in-class discussions and journal writings.

Evaluation for this segment of the unit will be determined by individual and
group performance experiences through reading, writing, and discussion

activities.

Figure 2

236

 

 

 

 

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Figure 3

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Figure 4

238

 

 

Bette Greene. (1984)
Judith Kerr. (1972). j
llse Koehn. (1977). l
Kathryn Lasky. (198
Sonia Levitin. (1970
Lois Lowry. (1989).
Marie Mc Swigan.
Uri Orlev. (1984).
Johanna Reiss. (15
Johanna Reiss. (1-
Hans Peter Richt
Hans Peter Richt
Rum Minsky Se,

Jane Yolen. (195

Children’s Literature about the Holocaust

Bette Greene. (1984). Summer of my German Soldier. Bantam.
Judith Kerr. (1972). When Hitler Stole Pink Rabbit. Coward McCann.
Ilse Koehn. (1977). Mischling Second Degree. Greenwillow.
Kathryn Lasky. (1981). The Night Journey. Warne.

Sonia Levitin. (1970). Journey to America. Atheneum.

Lois Lowry. (1989). Number the Stars. Houghton Mifflin.
Marie Mc Swigan. (1942). Snow Treasure.Dutton.

Uri Orlev. (1984). Island on Bird Street. Houghton Mifflin.
Johanna Reiss. (1972). Upstairs Room. Crowell.

Johanna Reiss. (1976). The Journey Back. Crowell.

Hans Peter Richter. (1987). Friedrich. Penguin.

Hans Peter Richter. (1988). I Was There. Penguin.

Ruth Minsky Sender. (1988). The Cage. Bantam.

Jane Yolen. (1990). Devil’s Arithmetic. Penguin.

Figure 5

239

 

 

Childn
and 1

Adoff, Arnold.
Aldred, Lisa. (1990).
Armstrong, Wm. (19
Clayton, Ed. (1986).
Davidson, M. (1985
Haskins, James. (I!
Haskins, James. (1
Haskins, James. (l
McKissck, P. (198
Milton, Joyce. (1S
MJers, Walter D.
Myers, Walter D
Taylor, Mildred.
Taylor, Mildred
Taylor, Mildred
Taylor, Mildl‘er
Taylor, Mildre.
Tarlor, Mildr-e
Taylor, Mildn

Walter’ Mlldr

 

Children’s Literature on the Civil Rights Movements
and the African American American Experiences

Adoff, Arnold. (1970). Malcomb X. Harper Trophey.

Aldred, Lisa. (1990).Thurgood Marshall: Supreme Court Justice. Chelsea.
Armstrong, Wm. (1969). S_or_1_n_d_er. Harper Trophey.

Clayton, Ed. (1986). Martin Luther King: the Peaceful Warrior. Minstrel.
Davidson, M. (1985). I Have A Dream. Scholastic.

Haskins, James. (1993). The March on Washington. Harper Collins.
Haskins, James. (1992). One More River to Cross. Scholastic.

Haskins, James. (1992). Rosa Parks: My Story. Dial.

McKissck, P. (1989). Jesse Jackson. Scholastic.

Milton, Joyce. (1987). Marching to Freedom. Yearling.

Myers, Walter D. (1993). Malcomb X: By Any Means Necessary. Scholastic.
Myers, Walter D. (1991). Now is Your Time. Scholastic.

Taylor, Mildred. (1990). Mississippi Bridge. Dial.

Taylor, Mildred. (1975). Song of the Trees. Dial.

Taylor, Mildred. ( 1976). Roll of Thunder, Hear My Cry Dial.
Taylor, Mildred. (1990). The Road to Memphis. Dial.

Taylor, Mildred. (1987). The Gold Cadillac. Dial.

Taylor, Mildred. (1987). The Friendshjg. Dial.

Taylor, Mildred. (1981). Let the Circle be Unbroken. Dial.

Walter, Mildred. (1982). The Girl on the Outside.

Figure 6
240

 

 

 

 

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Children’:

Armer, Laura. (193
Annixter, Jane & P
Baker, Betty. (1965
Balch, Glenn. (196
Baylor, Byrd. (1972
Baylor, Byrd. (1981
Blos, Joan. (1985).

Borland, Hal. (19C

Bruchac, Joseph 5.
by Thomas

Buffs Mary & Bl
Mifflin.

Cohen, Caren Le

Cohlene, Terri. (
Watermill

Cohlene. Terri. (
Cohlene, Terri. 1
Cole, Judith. (1S
COOP“, James ]
DY“, TA. (198
Esbengen, Barb

Ferris, Jerri. (1g
Cafoll‘hc

 

 

Children’s Literature about the Native American Experiences

Armer, Laura. (1931). Waterless Mountain. McKay.
Annixter, Jane & Paul. (1971). White Shell Horse. Holiday.
Baker, Betty. (1965). Walk the World’s Rim. Harper.
Balch, Glenn. (1961). Spotted Horse. Crowell.

Baylor, Byrd. (1972). Coyote Cg. Lothrop.

Baylor, Byrd. (1986). Hawk, I’m Your Brother. Macmillan.
Blos, Joan. (1985). Brothers of the Heart. Macmillan.
Borland, Hal. (1963). When the Legends Die. Harper Row.

Bruchac, Joseph & London, Jonathon. (1992). Thirteen Moon on Turtle’ Back. 111.
by Thomas Locker. Philomel.

Buff, Mary & Buff, Conrad. (1956). Hah-nee of the Cliff Dwellers. Houghton
Mifflin.

Cohen, Caren Lee. (1988). Mud Pony. Ill. by Shonto Begay. Scholastic.

Cohlene, Terri. (1990). Clamshell Boy: A Makah legend. Ill. by Charles Reasoner.
Watermill Press.

Cohlene. Terri. (1990). Little Firefly: An algongin legend. Watermill Press.
Cohlene, Terri. (1990). Turquoise Bog A Navajo Legend. Watermill Press.
Cole, Judith. (1991). The moon, the sun, and the Comte. Simon and Schuster.
C00per, James Fenimore. (1964). The Last of the Mohicans. Airmont.

Dyer. TA. (1981). A Way of His Own. Houghton Mifflin.

Esbensen, Barbara J uster. (1988). Star Maiden. Ill. Helen Davie. Little, Brown.

Ferris, Jerri. (1991). Native American Doctor: The Story of Susan LeFlesche Picotte.
Carolrhoda.

Figure 13
247

 

 

 

 

 

Fowler, Carol. (1977
Fritz, Jean. (1987). :
George, Jean Craigl
Goble, Paul. (1986)
Goble, Paul. (1988]
Goble, Paul. (1984'
Goble, Paul. (1978
Goble, Paul. (1985
Goble, Paul. (1981
Hamilton, Virgini
Haseley, Dennis.
Hays, Wilma Pitc
Hudson, Jan. (19
We“. Susan. (1
Kroeber, Theod

Malotki, Ekkeh
1mom. ‘3

Martin, Bill & ,
Martin, Rafe. (
MCGovern, An
MCGTRW. Eloi:

MCNeer, May

 

 

 

Fowler, Carol. (1977). DaisLHooee Namfigeyg. Dillon.

Fritz, Jean. (1987). The Double Life of Pocahontas. Penguin.
George, Jean Craighead. (1983). The Talking Earth. Harper.
Goble, Paul. (1986). Buffalo Woman. Macmillan.

Goble, Paul. (1988). Iktomi and the Boulder. Orchard.
Goble, Paul. (1984). The Gift of the Dog. Bradbury.

Goble, Paul. (1978). The Girl Who Loved Horses. Bradbury.
Goble, Paul. (1985). The Great Race. Bradbury.

Goble, Paul. (1983). Star Boy. Bradbury.

Hamilton, Virginia. (1976). Arilla Sun Down. Greenwillow.
Haseley, Dennis. (1983). The Scared One. Warne.

Hays, Wilma Pitchford. (1973). The Yellow Fur. Coward-McCann.
Hudson, Jan. (1989). Sweetgrass. Philomel.

Jeffers, Susan. (1991). Brother Eagle, Sister Sl_cy. Dial.
Kroeber, Theodora. (1964). Ishi, Last of his Tribe. Parnassus.

Malotki, Ekkehart- (1988). The Mouse Couple: A Hopi legend. ill. by Michael
Lacopa. Northland Publishing.

Martin, Bill & Archambault, John. (1987). Knots on a counting Roge. Henry Holt.
Martin, Rafe. (1992). The Rough-Face Girl. Ill. by David Shonnon. G.P. Putnurn.
McGovern, Ann. (1987). The Defenders. Scholastic.

McGraw, Eloise Jarvis. (1986). Moccasin Trail. Penguin.

McNeer, May. (1954). War Chief of the Seminoles. Random.

Figure 13 (cont)
248

 

 

 

 

J. ._.- .

Miles, Miska. (197i
O’Dell, Scott. (197
Osofsky, Audrey. (

Oughton, Jerri. (1'
Houghton 1

Paulson, Gary. (1!

Perrine, Mary. (l
Mifflin.

Richter, Conrad.

Rockwell, Anne.
Atheneun

San Souci Robe
Daniel Sa

Sneve, Virginia
SWIG. Viginial

Sneve. Virginia
Houghtc

Sneve, Virgini:
Holiday

Speare, E. G. ,
Stein. Conrad.
Underhin, Ru
Voight, Virgir

Warren, Man

 

._....“-—n‘-.._a-—.».s_._c_ _

Miles, Miska. (1971). Annie and the Old One. 111. Peter Parnell. Little, Brown.
O’Dell, Scott. (1970). Sing Down the Moon. Houghton Mifflin.
Osofsky, Audrey. (1992). Dream Catcher. Ill. Ed Young. Orchard.

Oughton, Jerri. (1992). How the Stars Fell into the SQ. 111. Lisa Desimi..
Houghton Mifflin.

Paulson, Gary. (1985). Dog Song. Bradbury.

Perrine, Mary. (1970). Nannabah’s Friend. III. by Leonard Weisgard. Houghton
Mifflin.

Richter, Conrad. (1953). Light in the Forest. Knopf.

Rockwell, Anne. (1971). Paintbrush and Peacepipe: The story of George Catlin.

Atheneum.

San Souci Robert. (1987). Legend of Scarface: A Bhggkfeet Indian Tale. 111. by
Daniel San Souci. Doubleday.

Sneve, Virginia Driving Hawk. (1972). High Elk’s Treasure. Holiday.

Sneve, Viginia Driving Hawk. (1975). The Chichi Hoohoo Bo e an. Holiday.

Sneve, Virginia Driving Hawk. (1979). The Twelve Moons. Ill. Marc Brown.
Houghton Mifflin.

Sneve, Virginia Driving Hawk. (1989). Dancing Teepees. Ill. Stephen Gammel.
Holiday House.

Speare, E. G. (1983). Sign of the Beaver. Houghton Mifflin.

Stein, Conrad. (1985). The Story of the Trail of Tears. Children’s Press.
Underhill, Ruth. (1959). Beaverbird. Coward-McCann.

Voight, Virginia. (1975). Red Cloud. Garrard. .

Warren, Mary Phraner. (1966). Walk in my Moccasins. Westminster.

Figure 13
249

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APPENDIX C

Timeline, Consent Letters, and Forms

 

256

 

Timeline:

September, 1992

October, 1992

November, 1991

December, 195

J“mary, 1993

Timeline:

September, 1992

October, 1992

November, 1992

December, 1992

January, 1993

--become accepted into classroom routines
«send home permission letters for participation

--compile lists of school resource

--N umber the Stars unit begins--books are distributed, reading
and response journals begin--student teachers work with
teachers to develop and implement unit

--begin audio and video taping of classroom instruction

«begin interviews with teachers and students

--continue collection of data through taping, field notes, and

interviews

--stu dents begin reading student-selected books which relate to

the Holocaust theme

--complete Number the Stars unit--reflective writings about the
unit as a whole and their individual readings specifically

--continue taping, field notes, and interviews

"continue collection of data through taping, field notes, and

257

 

 

 

 

 

February, 1993

March, 1993

 

February, 1993

March, 1993

interviews

--teachers and students begin reading children’s literature which
reflects the African American experiences of the 1930’s, 1940’s,
and 1950’s

--video tapes addressing racism and prejudice are viewed and

discussed--both orally and in written formats

--continue collection of data through taping, field notes and
interviews

--students address issues of racism and prejudice through videos
and film depictions of the Civil Rights movements

--students read biographies of Civil Rights leaders-~Malcolm X
and Martin Luther King, Jr.

--the sister of Malcolm X speaks to students

--continue data collection through taping, field notes, and

interviews

--students address issues of racism and prejudice through videos
and film depictions of the Native American experiences

--students read about Native American experiences through

picture books and novels in all genres

258

 

 

 

 

 

 

 

April, 1993

 

 

April, 1993

--conclude data collection through taping, field notes, and
interviews

representatives from the local reservation speak to students
about Native American issues

students gather current events material on racism and prejudice

for discussion and display on boards

259

I spoke wit

research project a
to begin the prOjE
permission to the
of the letters are

UCRIHS docurr

 

Obtaining Permission to do research on this site

I spoke with the potential teachers, as well as the school principal, about this
research project and obtained and initial verbal consent Both teachers were eager
to begin the project and signed letters of permissions as well as distributed letters of
permission to their classroom students and student teachers in early October. Copies
of the letters are included in the appendix of this document and were submitted with

UCRIHS document forms for Michigan State University.

260

 

 

September, 1992

Dear Parents,

We will 3
Duffield, and 5h«
with me to lea‘
activities can be
She will conduc
the Department

To help
instruction and
activities, Ms. 1
work on literat
an accurate re<
tape the studr
discussions, ar
students’ work
All oft
the identity of
his orpher ver
work to use ii
in this study <
have no eifer
We hr
that the “0‘
in helping oh
activities p13
Pleas
may “Ot par
can contact
11.30 am. ,

Sincerely,

teacher’s r

 

September, 1992

Dear Parents,

We will soon have a visitor in our classroom. Her name is Pamela Gates-
Duffield, and she will be in our room beginning in September. She will be working
with me to learn more about the ways children’s literature and language arts
activities can be used to promote awareness and understanding of cultural diversity.
She will conducting this research in partial fulfillment of her doctoral degree from
the Department of Education at Michigan State University.

To help us understand how the students are making sense of multicultural
instruction and issues through the uses of children’s literature and language arts
activities, Ms. Gates-Duffield will be observing students as they interact with me,
work on literature and language arts activities, and work together in groups. To get
an accurate record of what the students say, we will occasionally video and/or audio
tape the students’ comments during our conversations with them, during class
discussions, and while students work together. In addition, some samples of the
students’ work will be collected and examined.

All of the data collected in our study will be treated with strict confidence and
the identity of the students will remain confidential. Your child will be asked to give
his or her verbal assent to being tape recorded or to giving us copies of his or her
work to use in our research. You and/or your child are free to decline to participate
in this study or to withdraw from it at any time without penalty. Your decision will
have no effect on your child’s grade or performance.

We hope that you will allow your child to participate in our study. I believe
that the knowledge we gain will be valuable to me and to other teachers interested
in helping children better understand the roles children’s literature and language arts
activities play in developing awareness and understanding of cultural diversity.

Please sign the attached consent form indicating whether your child may or
may not participate in the study. If you have any questions about this project, you
can contact Ms. Gates-Duffield at Valley Elementary, Monday through Friday 8:30-
11:30 a.m. or at 774-3371 Monday through Friday 1:00-3:00 pm.

Sincerely,

teacher’s name

261

 

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The goals
project, "In wha1

language arts ac
of cultural diver
will be in my oh
By giving
research. I undr
1. 1

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tl

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Signature of

Date ......

 

CONSENT FORM

The goals, procedures, and duration of my child’s participation in the research
project, "In what ways and to what extent do teachers use children’s literature and
language arts activities in their classrooms to develop awareness and understanding
of cultural diversity," have been explained to me. I understand that the researcher
will be in my child’s classroom observing normal educational practices.

By giving my permission for my child to participate in Ms. Gates-Duffield’s
research. I understand the following:

1. I consent to having my child discuss his or her thinking about
children’s literature, language arts activities, or cultural diversity with
the researcher and to allowing my child to provide the researcher with
copies of his or her work.

2. The data collected will be used for Ms. Gates-Duffield’s research
fulfillment for her doctoral dissertation requirement at Michigan State

University, and may be used for articles, presentations, and instruction.

3. All data collected for this study will be confidential, and my child’s
identity will not be revealed to anyone except my child’s teacher.

Please sign and return.

 

I freely agree to allow my child to participate in the project, "In what ways and to
what extent do teachers use children’s literature and language arts activities in their
classrooms to develop

awareness and understanding of cultural diversity?"

Student’s name

Sigllature of parent or guardian

 

Date

 

262

 

-. 55;”

Teacher Conse

I agree
do teachers us
to develop awa
ththl
of Teacher Ed
this research 1
understand th:

1.

2.

. I also
in the project
1.
2.

3.

Final

Teacher’s 5

Teacher Consent Form

I agree to participate in the research study, "In what ways and to what extent
do teachers use children’s literature and language arts activities in their classrooms
to develop awareness and understanding of cultural diversity." I understand that this
is partial fulfillment of Ms. Gates-Duffield’s doctoral degree from the Department
of Teacher Education at Michigan State University. The purpose and procedures of
this research have been explained to me and as a collaborator in this research, I
understand that I will be expected to do the following:

1. Allow the researcher to observe me while I teach and interact with my
students.
2. Be interviewed (formally and informally) regarding how I perceive the

instructional tasks and the social organizations that form the culture
that supports my teaching and the students’ acquisition of literacy in
my classroom.

3. Permit the researcher to record our conversations and interviews to
insure that we have an accurate record.

I also understand that I will receive the following benefits from participating
in the project:

1. I will have the opportunity to gain insights into my own thinking and
practice.

2. I will gain information about what happens to my students’ efforts in
developing awareness and understanding of cultural diversity.

3. The researcher will assist me in the classroom when giving such

assistance will not interfere with her research activities, and she will
provide me with the technical assistance in implementing my own
program when I ask for her help.

Finally, I understand that:

1. Data collected will be used in Ms. Gates-Duffield’s doctoral
dissertation and may also be used in articles, presentations, or
instruction.

2. All data collected will be kept confidential and reported without
individual identification of teacher, students, school, or school district.

3. I may waive my personal confidentiality should I wish to do

so as in the case of authoring papers or making presentations about

the research or by giving the researcher written permission to identify

me in articles or presentations she nright make about the research.
4. I may withdraw from this study at any time without

recrimination.

Teacher’s signature .................................... Date ........

263

MICHIGAN STA
________'_____,....

orncr or VICE PRESIDEN
AND DEAN or THE GM

October 27, 1992

T0: Pamela Ct
1313 E. B
Mt. Pleas:

RE: [RB #z
TITLE:

CATEGt
REVISE
APPRO‘

The University 0
lam pleased to 2
methods to obtair
revision listed ab

UCRIHS approv:
planning to contir
be accompanied '

1. The but
2. There h
3- There h
study.
4- There h
risk to

There is a maxi
that time need t

UCRIHS must
Investigators tn
httman Subjects

IfWecanbeot

Sincerely,

  

t
UCRIHS Chai

DEWiPim

c” D‘- Shell

 

MICHIGAN STATE UNIVERSITY

OFFICE OF VICE PRESIDENT FOR RESEARCH
AND DEAN OF THE GRADUATE SCHOOL

October 27, 1992

'EAST LANSING 0 MICHIGAN ‘ 488244046

TO: Pamela Gates—Duffield
1313 E. Bennett
Mt. Pleasant, MI 48858

RE: [RE #: 92-485
TITLE: A QUALITATIVE ANALYSIS OF THE USE OF LANGUAGE ARTS INSTRUCTION
IN THREE ELEMENTARY CLASSROOMS TO DEVELOP AWARENESS AND
UNDERSTANDING OF CULTURAL DIVERSITY
CATEGORY: l-A
REVISION REQUESTED: N/A
APPROVAL DATE: October 21, 1992

o

The University Committee on Research Involving Human Subjects‘ (UCRIHS) review of this project is complete.
I am pleased to advise that the rights and welfare of the human subjects appear to be adequately protected and
methods to obtain informed consent are appropriate. Therefore, the UCRIHS approved this project including any
revision listed above.

UCRIHS approval is valid for one calendar year, beginning with the approval date shown above. Investigators
planning to continue a project beyond one year must seek updated certification. Request for renewed approval must
be accompanied by all four of the following mandatory assurances.

l. The human subjects protocol is the same as in previous studies. _ . . '

2. There have been no ill effects suffered by the subjects due to their partrcrpatron in the study. . .

3. There have been no complaints by the subjects or their representatives related to their partrcrpatron in the
study. ' ‘ ‘

4. There has not been a change in the research environment nor new information which would indicate greater

risk to human subjects than that assumed when the protocol was initially reviewed and approved.

There is a maximum of four such expedited renewals possible. Investigators wishing to continue a project beyond
that time need to submit it again for complete review.

UCRIHS must review any changes in procedures involving human subjects, prior to initiation of the change.
Investigators must notify UCRIHS promptly of any problems (unexpected srde effects, complaints, etc.) mvolvmg
human subjects during the coursejof the work.

If we can be of any future help, please do not hesitate to contact us at (517) 355—2180 or FAX (517) 336-1171.

Sincerely ,

—v c

avid E. Wright, Ph.D.
UCRIHS Chair

   

DEW2pjm

cc: Dr. Sheila Fitzgerald

MSU is an A/[r'rmative Action/Equal Opportunity lnrlitution

 

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Goble, Paul. (1978). The Girl Who Loved Horses. Bradbury.
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Goble, Paul. (1983). Star Boy. Bradbury.

Hamilton, Virginia. (1976). Arilla Sun Down. Greenwillow.
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Hays, Wilma Pitchford. (1973). The Yellow Fur. Coward-McCann.
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Martin, Rafe. (1992). The Rough-Face Girl. III. by David Shonnon. G.P. Putnum.

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McNeer, M31-
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Miles, Miska. (1971). Annie and the Old One. Ill. Peter Parnell. Little, Brown.
O’Dell, Scott. (1970). Sing Down the Moon. Houghton Mifflin.

Osofsky, Audrey. (1992). Dream Catcher. III. by Ed Young. Orchard.

Oughton, Jerri. (1992). How the Stars Fell into the Sky. Ill. Lisa Desimi.
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Paulson, Gary. (1985). Dog Song. Bradbury.

Perrine, Mary. (1970). Nannabah’s Friend. 111. by Leonard Weisgard. Houghton
Mifflin.

Richter, Conrad. (1953). Light in the Forest. Knopf.

Rockwell, Anne. (1971). Paintbrush and Peacepipe: The story of George Catlin.
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San Souci Robert. (1987). Legend of Scarface: A Blackfeet Indian Tale. III. by
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Sneve, Virginia Driving Hawk. (1972). High Elk’s Treasure. Holiday.
Sneve, Viginia Driving Hawk. (1975). The Chichi Hoohoo Bogeyman. Holiday.

Sneve, Virginia Driving Hawk. (1979). The Twelve Moons. Ill. Marc Brown.
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Sneve, Virginia Driving Hawk. (1989). Dancing Teepees. Ill. Stephen Gammel.
Holiday House.

Speare, Elizabeth G. (1983). fign of the Beaver. Houghton Mifflin.
Stein, Conrad. (1985). The Story of the Trail of Tears. Children’s Press.
Underlrill, Ruth. (1959). Beaverbird. Coward-McCann.

Voight, Virginia. (1975). Red Cloud. Garrard.

Warren, Mary Plrraner. (1966). Walk in my Moccasins. Westminster.

VIDEO REFERENCES

A Time for Justice: America’s Civil Rights Movement
The Ernest Green Story
Free at Last

The Holocaust: In Memory of Millions

 

Ishi: Last of His Tribe
Malcolm X: E L Hajj Malik: EL Slrabazz

Martin the

 

 

 

  

 

 

 

  

  

 

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