One Hen

Group: Susanna, Jasmine, and Elyse

One Hen
Written by Katie Smith
Illustrated by Eugene Fernandes

Link to where you can buy the book:

http://www.amazon.com/One-Hen-Small-Loan-Difference/dp/1554530288/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1207699187&sr=1-1

Inspired by true events, One Hen tells the story of Kojo, a boy from Ghana who turns a small loan into a thriving farm and a livelihood for many. After his father died, Kojo had to quit school to help his mother collect firewood to sell at the market. When his mother receives a loan from some village families, she gives a little money to her son. With this tiny loan, Kojo buys a hen. A year later, Kojo has built up a flock of 25 hens. With his earnings Kojo is able to return to school. Soon Kojo's farm grows to become the largest in the region. Kojo's story is inspired by the life of Kwabena Darko, who as a boy started a tiny poultry farm just like Kojo's, which later grew to be the largest in east Africa. Kwabena also started a trust that gives out small loans to people who cannot get a loan from a bank.

One Hen shows what happens when a little help makes a big difference. This help comes in the form of a microloan, a lending system for people in developing countries who have no collateral and no access to conventional banking. Microloans have begun to receive more media attention in recent years. In 2006 Muhammad Yunus, a Bangledeshi economist who pioneered microloan banking, won the Nobel Peace Prize.The final pages of One Hen explain the microloan system and include a list of relevant organizations for children to explore.

Reflection: This is a great book to use in the classroom because it shows something that appears to be small can make a big difference, such as the loan to buy one hen. This book depicts the fact that one person can cause a change is he or she works hard enough. If people work together, they can help this individual bring about this change. Rich illustrations accompany the text as the theme of the book shows that change is possible, and it starts with just one person.

How the book can be used/curriculum units:

First Activity: Students will work in groups to research an organization
and write a proposal to the school for why they should support the
organization. They will present he proposal to the school, asking
them to vote on which program they would like to be involved with.
After choosing an organization, the students will create a plan to get
the school and wider community involved in their cause. They will
write letters to small businesses asking for donations, fundraise, and
set up food, clothing or school supply drives depending on their
organization.

Second Activity: Writing Workshop-- Students pick a change they would like to bring about and write about this in their writer's notebooks. They write about the first thing they should do, as the one who starts this change.

Third Activity: Teacher can hand out a "small loan" to all the students. For example, she can hand out a box of markers to each student. In 2 weeks, we can what we did with those markers and if we made any difference with the markers. Discuss the similiarities and differences between what we did and what happened in the story.

Websites: http://www.onehen.org/

Grades 3-5
Domains of Social Justice:
1. Self-love and Respect: The students will discuss how Kojo, a young
boy had a great deal of confidence and determination to help out his
family and village, and make a change in the world. Students of
African background may coke connections to the conditions in the book
and express love and respect for their culture. Students will learn
about their responsibilities in their families and how they are
important to their own families and communities as well.

2. Respect for Others: From learning about a different culture and
comparing and contrasting their responsibilities and structure of the
community, students will respect Kojo's culture and Ashanti region of
Ghana. They will learn about the different circumstances and
hardships of Kojo's community, but also how rich in culture and values
their community is, and how they all took initiative to make a change.

3. Exploring Issues of Social Justice: Students will learn about the
disparity of wealth from one country to another. Many countries in
Africa have had to endure many years of injustice, specifically, the
Ashanti region dominated by the British. Students will discuss the
history of Ghana, focusing in on the country and what hardships they
had to endure over the years, including colonization, political
strife, unfair trading. They will explore how other countries are
affected by modern industrialization and unfair trading.

4. Social Movements and Social Change: Students will learn about how
the people of Ghana took initiative to create an independent
government and make efforts to stabilize the economy. They will
discuss the steps people took to try and establish fair trade and
develop bank and loan systems to help small villages. They will learn
how people and organizations and are working to make larger changes in
political and economic systems.

5. Taking Social Action: They will earn about different organizations
(especially those included in the book) that help create positive
change in Ghana and other countries such as the Philippines, Uganda
and Peru by providing money for loans and outreach organizations to
help build schools and recruit teachers. Students will choose an
organization to become involved with, writing letters to local
businesses to fundraise for a loan, and also set up a relationship
with a school in Ghana to help provide school supplies, clothes and
food.

Iqbal

Title: Iqbal
Author: Francesco D'Adamo
Grades: 4 and up

Summary: Through the eyes of Iqbal's fictional coworker (Fatima), D'Adamo retells the true story of Iqbal Masih. Iqbal, a 13-year-old boy from Pakistan, is originally sold into servitude. This story takes place in a carpet factory where children work all day in hopes of paying off family debt. When Iqbal arrives, he quickly points out to the others that no matter how much they work, their debt will never be paid off. Iqbal is determined to raise the spirit of the children by teaching them to believe eventually they will be free. One day Iqbal escapes and makes contact with the Bonded Labor Liberation Front. With the help of the BLLF and together with his coworkers, Iqbal exposes the corruption within the country and works to free other children sold into servitude.

Reflections: After reading this book, all three of us were brought to tears. This story of a young boy inspiring other children and people around the world to fight against the injustices and harm being brought upon the working children of Pakistan is quite powerful. Though told from the perspective of a fictional character, Iqbal was a real boy which makes his story all the more inspirational. We felt truly affected and changed by learning about Iqbal's story. We feel that illuminating others to issues around child labor as well as reading a story with Middle Eastern characters (which are not often found in classroom literature) would be a valuable as well as effective piece of classroom literature.

How to use this book in the curriculum:
- works well as a Read Aloud
- could be used as a novel for a unit on child labor, children's/human rights, capitalism, and/or fair trade
- looking at modern day heroes and/or children who are heroes
- historical fiction unit
- great book for a classroom library
- literature circles
- writing letters, persuasive/informative essays, etc.

Domains of Social Justice:
Self-love and Acceptance: Children begin this story being treated like dirt. By the end, these same children learn that they are valuable and begin using their voices to express that to all enslaved children.
Respect for Others: This story glimpses into the lives of enslaved children from Pakistan. By reading "Iqbal" students will have a better understanding of what an enslaved child laborer must go through on an everyday basis.
Exploring Issues of Social Justice: Classism and ageism are definitely confronted in "Iqbal." Poor children are forced into a life of enslavement, treated like animals, and manipulated for their illiteracy. They are oppressed for the benefit of their oppressor. This is one boy's story of how he stood up for himself and all of the other children.
Social Movements and Social Change: Iqbal is based on a true story. Iqbal was a child who wanted to change his situation and make it better for everyone. He aligned himself with an organization that uncovered hidden child labor camps. He was very brave.

Websites:
to purchase "Iqbal": http://www.amazon.com/Iqbal-Novel-Francesco-DAdamo/dp/0689854455

website made by middle school class about Iqbal:
http://www.mirrorimage.com/iqbal/

Blogged by:
Cassandra Lyhus, Alissa Levy, Celeste Mason

The Name Jar

Group: Jocelyn Chung, Emma Klauber,  Jina Kim

Title: "The Name Jar"

Author: Yangsook Choi

Summary: This book is about a young girl that leaves her home in Korea. As she leaves her grandmother, her grandmother gives her a name stamp with her name in Korean. She comes to America and her first interaction with other children isn't a good one. All of the students have trouble saying her name and start making fun of her name. She decides that she wants to give herself an american name. On her first day of school she tells the class that she hasn't picked a name yet so the class starts a name jar. The jar is filled with names that the other children in the class have suggested.  She reads many of the names but hasn't picked one yet.  During this time, she meets a friend that takes much interest in her name.  This friend and the girl meet at a Korean supermarket and the owner of the market says her name, Unhei.  The boy finds out her name and wants her to keep her name. The next day of school he takes the name jar and no one can find it.  When she goes home this friend comes to Unhei's house and gives her the name jar and tells her that she should keep her name and also shows her something really special, his very own name stamp.   

Reflection: I really enjoyed this book, especially because it was about a little Korean girl.  I could relate to the little girl in many ways.  I believe that this shows other students the perspective of this little Korean girl.  It will help other students understand how Unhei felt and could even teach other students what acceptance is of others and themselves.  

How would I use this book in the classroom: There are so many ways that this book could be used in the classroom.  This could be used to teach students tolerance and acceptance of others.  The teacher could read aloud this book and then she could have the students make their own name stamps and do research about what their name means.  Students could write their name in their language as well.  Doing these different things will help the students learn about their peers and be tolerant of them.  This would be a good way to build community in the classroom.  

Domains of Social Justice: 

1. Self-love and acceptance: This book talks all about self-love and acceptance. Unhei had to except her korean name and her identity.  Hopefully this will help other students to do the same and accept themselves for who they are.  

2. Respect for Others: This book will teach the students about other cultures. Some of the students in the book are also good examples of how they were accepting of Unhei and how they showed respect to her.  This could be a topic that could be discussed with your students.   

3. Exploring Issues of Social Justice: After reading this book, the students can move on and talk about different social issues going on in the world that deal with tolerance of other cultures and acceptance and respect of different people.  The students can do research about different things going on in the world and discuss what things that they could do.    

4. Social Movements and Social Change: The students can start taking action by being tolerant of other students and making a difference through their actions.  They can tell other people about what they learned and if they see intolerance happening in their schools they could try to do something about it.  

Sweet Clara and the Freedom Quilt

Link to where you can buy this book: http://www.amazon.com/Sweet-Clara-Freedom-Reading-Rainbow/dp/0679874720
Summary: This is a story about an African American girl's escape from slavery on a Southern plantation. When the rigors of cotton-field labor overwhelm Clara, a kindly woman she calls Aunt Rachel trains the girl to be a seamstress in the main house. Like most slaves, Clara longs for freedom and yearns to be reunited with her mother. Becoming proficient in her sewing, she begins in her off hours to put together a map-quilt, stitching in any information she can get from overheard conversations about an escape route to Canada. 

Reflection: I think that this book is very sweet, with well developed characters and a victorious story-line but I don't think that it correctly portrays the life of a slave. All of the pictures are painted with very bright colors and it makes it seem like it was easy for slaves to escape from the south. I think that this is an appropriate book for younger students learning about slavery because it doesn't include many gruesome details and it allows you to sympathize with the characters a lot.

Book Use/Activities/Curricular Units: To help your students sympathize with the characters, you could present a concept/imagine lesson.. Each concept is paired with an imagination activity for students so the teacher reads the concept aloud to students and then offers a brief period for questions. Next, read the imagining exercise and last, allow students to share imaginings and realizations with the class.
For example:
Concept: Clara is separated from her mother before her twelfth birthday. During the times of slavery, it was quite common for the children of slaves to be taken away from their parents. Many slave children were taken away while still an infant. (This practice of separation was used to alienate slaves, deprive them of an emotional support system, and make them feel less human.)
Imagine: that when you get home from school one day, someone takes you away to a place far away from your family and tells you that you must stay at the faraway place forever. Imagine what it might feel like thinking that you will never see your family again. [Pause while students imagine. The thoughts you have may be very similar to the thoughts of Clara and many slave children of the past.]


Websites:
http://www.africanaheritage.com/sweetclara.asp
http://www.montgomeryschoolsmd.org/curriculum/socialstd/grade5/Sweet_Clara.html
http://www.sdcoe.k12.ca.us/score/sweet/sweettg.html
http://www.readwritethink.org/lessons/lesson_view.asp?id=127
Domains of Social Justice: This book offers a perfect opportunity for teachers to discuss AAVE (African American Vernacular English) with their older students. AAVE is also popularly known as Ebonics. AAVE is a distinct language variety with specific rules regarding grammar and word pronunciation. Because all of your students are either speakers of AAVE or come in contact with speakers of AAVE, it is important to affirm the idea that AAVE is not a sub-standard variation of English. Rather, AAVE is a linguistic variation that developed in specific socio-cultural conditions and is not related to one’s academic abilities. Many children that learn AAVE in their home learn Standard English as a second language once they begin school. For further reading before lecturing on this concept, you may wish to read the following web page that includes a description of the opposing opinions regarding AAVE:http://www.une.edu.au/langnet/aave.htm

The Great Kapok Tree

Title and Author: The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry










Link to where you can buy this book: http://www.amazon.com/Great-Kapok-Tree-Amazon-Forest/dp/0152026142/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1206845386&sr=1-1

Summary: The Great Kapok Tree by Lynne Cherry is a story about a man who falls asleep in the Amazon Rain Forest after trying in vain to chop down a great big Kapok tree before succumbing to fatigue and the rain forest's hot climate. While asleep, the man is visited by many of the different animals in the rain forest that rely on the tree for either food or shelter. The animals implore the man not to cut down the tree and inform him of just how important it is to everyone's, including his own, survival.

Reflection: I really liked this book. I thought it was very informative about many issues that people tend to overlook. The impact that humans can have on the rest of the world is a very important concept that children should be taught about early on. This book is a nonthreatening way to introduce the destruction and exploitation of many of the world's natural resources and the sooner children learn about it, the earlier they can start taking measures to stop it. The illustrations are beautiful and do an excellent job of capturing the beauty of the rain forest.

Book Use/Activities/Curricular Units: This book could be used for several different units. It could be used for learning about the various rain forests, habitats, ecosystems, exploitation of natural resources, etc. This book could jumpstart a discussion about what people can do to save the rain forests or other ecosystems that may be in danger of being completely destroyed. It can jumpstart a research project where students research and investigate just how living things in different ecosystems are being affected by forces of consumption and production. Students could then write their own stories or plays about other creatures telling their story and seeking to save their own. They could role play or act out their own stories in front of other classes. Afterwards, they could write letters to the companies that are causing the destruction of these ecosystems telling them of the negative impact they are having and start petitions stating that they will no longer use their products.

Websites:

http://www.sdcoe.k12.ca.us/score/kapok/kapoktg.htm

http://www.atozteacherstuff.com/pages/337.shtml

http://www.education-world.com/a_tsl/archives/03-1/lesson015.shtml

Domains of Social Justice:

Respect for Others & Social Movements and Social Change: This book has underlying themes of respect for all living things, not just people. It highlights just how interconnected we all are and how the actions that we might take for granted, can cause someone or something else to lose everything. It stressed the pitfalls of ignorance and encourages being informed and finding out what you can do to protect the rain forest and by extension, the earth.

El Chino By: Allen Say

Summary: This is a true story of an Arizona-born Billy Wong who was the first-ever Chinese bullfighter. As Billy grows up, his father tells him, over and over again, "In America you can be anything you want to be.'' Billy retains his fathers advice as he visits Spain and faces one seemingly insurmountable obstacle after another on his triumphant way to the bull fighting ring. While striving to become a bull fighter he is held back by his appearance when he is often informed that "Only the Spaniards can become true matadors." So he stayed in Spain and went to bullfighting school, but after two years passed without fighting a single cow, Billy realized that a Chinese matador might stand out in the crowd of aspiring bullfighters--as indeed he did. After his first success as El Chino --The Chinese--in his native costume, Billy received an offer to become a real matador. Say's text renders Billy's complex story with simplicity and grace, and provides inspiration in presenting Billy as an endearing, determined hero.

Reflections: This story was great because it gave perspective into the life experiences of a first generation Chinese immigrant. The idea taught to Billy by his father of having the ability to be anything you want to be in America, is a similar idea that immigrants from many diverse share. The main character, Billy, was at first held back from his goal of becoming a matador because the Spaniards doubted his abilities based upon his appearance. However, this book teaches the reader that by persevering and embracing your true heritage will help you in accomplishing what you want to be.

How this book can be used: The author Allen Say has written several books that all revolve around the same theme of Asian immigration to America. His various books provide multiple perspectives on the process and experience of immigrants. Since there is a similar theme throughout his stories, this book would be good for an author study. This story can also benefit a unit on immigration because it depicts the effects of immigration on people throughout their lives and into adulthood. I would also use this book to focus on the lesson of the story which is to strive for anything you want while still embracing your cultural backgrounds. The main character was only acknowledged after he showed his true identity which made him stand out among the rest of the people. This book can encourage students to take pride and share the traditions of their culture because it is that part of their identity that makes them a unique individual.

Domains of Social Justice: 1) First generation Chinese immigrants may relate to similar struggles that faced the main character. Chinese students may learn about traditional clothing of the Chinese culture. 2) Students learn about one immigrants experience and can relate that to their own immigration experiences or those of their relatives. Students might relate to similar harships that they or their family have experiences when immigrating. 3) Students explore issues of streotyping and prejudices and how these issues held back the main character from achieving his goal. 4) Students learn from the obstacles and struggles this main character faced. Students discover ways to change negative perceptions other people make by maintaining determination and embracing ones own cultural heritage.

Hey, Little Ant- Mark Coccarelli

Hey, Little Ant

Hey, Little Ant
By Hannah and Hoose


Link to where you can purchase book:http://shop.scholastic.com/webapp/wcs/stores/servlet/ProductDisplay?productId=18839&langId=-1&storeId=10001&catalogId=10004


Summary: PreSchool-Grade 2-Based on a song, this occasionally stilted narrative has a message: respect all creatures and their right to live. A bespectacled ant, loaded down with two shopping bags, is confronted by a human youngster intent on stepping on him. Before the boy can carry out his threat, the ant begs him to reconsider. Each double-page spread is devoted to one character expressing his opinion in the life vs. death debate. The brightly colored, full-page cartoon illustrations, rendered in pen, ink, and watercolor, capably convey the obvious differences and the surprising similarities of the two main characters. The boy is urged to look at things from the ant's point of view before deciding on his course of action. The tale's conclusion is open-ended as readers are asked, "What do you think that kid should do?" The accompanying picture shows a huge sneaker posed above the tiny ant. The music and verses appear on the last page of this tepid tale that could lead to discussions concerning bullies and/or the protection of other species.

Reflection: This is a really good story that shows how to look at things from a different perspective. It shows how a giant person and little ant have more in common then from looks on the outside. The book is also open ended and it allows the children reading the book to take part in the story and decide based off what they have learned in the story weather of not the boy should crush the ant

Websites:

http://www.heylittleant.com/educators.html

Domain of Social Justice Education:2.) Respect for Others- Strengthens intercultural competence. The boy looks at life from a different perspective. Sees that the ant’s life is very similar to his own.
3.) Exploring Issues of Social Justice- Racism, Classism, Sexism, homophobia and other forms of oppression are confronted. The boy looks at things from a different perspective. He used to make judgments based off appearance. He thought because the ant was tiny and small he wasn’t like the boy at all.