by Charlene Klassen Endrizzi with Karen Matis
This week we continue our exploration of “Hidden Stories” by revealing historical personalities too often overlooked. We zero in on adolescent books highlighting change agents chosen by history preservice teachers.
“I took many history courses in high school and college. Why have I never heard of these events?” (Makenzie, history major). This refrain, in response to Isabel’s Learning Invitation on the nonfiction book The grand mosque of Paris: A story of how Muslims rescued the Jews during the Holocaust (Ruelle, 2010), became a familiar response as we delved further into our hidden stories exploration. Continue reading
by Karen Matis with Charlene Klassen Endrizzi
As collaborators in our work with secondary education preservice teachers each fall, we offer a month long look at picture book biographies filled with stories of courageous, determined global citizens that will especially appeal to adolescents.
The selected biographies we share present “Hidden Stories” of diverse writers, historical figures, mathematicians and scientists, all courageous activists who tackled their own set of problems in by-gone years. Our goal focuses on offering inspirational moments through relevant texts, thus revealing spirited advocates for change.
The past year brought unrest into the lives of many adolescents. In the midst of their naturally occurring coming of age insecurities, young people also endured circumstances resulting from health, social justice and political uncertainties. Such upheaval creates openings for middle school teachers to pause and ponder much needed moments of inspiration. We invite you to our discussion of inspiring picture books that encourage adolescents to consider their own lives in juxtaposition to others who also faced uncertainties in their lives. Continue reading
René Picó and Charlene Klassen Endrizzi close their inquiry with a bonus post looking ahead to their upcoming Puerto Rican Read In, scheduled for Fall 2018. We hope our read-in helps children connect to cross-cultural experiences through common everyday interactions and ponder cultural misunderstandings some mainlanders hold about a group of American citizens from another region in the United States.
Many layers of idiosyncrasies lie within the books that allow readers to explore the cultural complexities of the Puerto Rican experience. This week, My Take/Your Take looks at the role of women in Puerto Rican culture as evident through a contemporary, well-known role model in Sonia Sotomayor: A Judge Grows in the Bronx and a quieter, equally crucial role model in Grandma’s Records.
This July, René Picó and Charlene Klassen Endrizzi explore the cultural complexities of the Puerto Rican experience. Many layers of idiosyncrasies can be uncovered within these books by the reader. The aim is to reveal how Puerto Rico “is a human archipelago… self-assertive, puzzling and contradictory.”
Our search for Puerto Rican picturebooks continues as we focus on the rich eco-diversity of our Caribbean island. We hope to fascinate readers with the sights and sounds of the distinctive Puerto Rican wildlife (including parrots, coquís and iguanas) through our discussion of The Coqui and the Iguana and Parrots Over Puerto Rico.
This July, René Picó and Charlene Klassen Endrizzi delve into the cultural complexities of the Puerto Rican experience. The books are selected to allow readers to uncover more layers of idiosyncrasies. We want to reveal how Puerto Rico “is a human archipelago… self-assertive, puzzling and contradictory.”
This July, René Picó and Charlene Klassen Endrizzi explore the cultural complexities of the Puerto Rican experience. Each book allows readers to uncover another layer of idiosyncrasies. We hope to reveal how Puerto Rico “is a human archipelago… self-assertive, puzzling and contradictory”
(Arturo Morales-Carrion, 1976).
By Charlene Klassen Endrizzi with Karen Matis
Open minds Operate best.
Critical thinking Over tests.
Wisdom can’t be memorized.
Educate! Agitate! Organize!
Innosanto Nagara’s ambitious declaration parallels Eel’s change of heart which initiated Karen’s and my month-long investigation into Responsible Citizens and Workers. A is for Activist embodies an edginess designed to encourage teachers and students to contemplate action. Our classrooms need to include more moments of agitation where teachers and students are nudged to evaluate their current lives and ponder civic responsibility. Continue reading
By Karen Matis with Charlene Klassen Endrizzi
“I am constantly overestimating and underestimating the human race.”
from The Book Thief by Marcus Zusak, 2012
Death, an unconventional narrator, contemplates this final thought in Marcus Zusak’s historical fiction novel The Book Thief. In the context of World War II, these words offer a blunt description of a citizen who stands up for what is right and the possible unfortunate consequences of becoming an advocate for others. This week we continue our investigation of Responsible Citizens alongside a different seventh grade class studying The Book Thief. I offered this rhetorical question to help students contemplate Zusak’s thoughts related to their lives: “With which group do you want to be associated? the overestimated, popular opinion, or the underestimated, who labor against the grain to enact positive change?” Continue reading
By Karen Matis with Charlene Klassen Endrizzi
One fascinating aspect of the seventh graders’ questions during our conversation after the author Skype was their curiosity regarding specific vocabulary (such as “cesspool” or “costermonger”) used by Hopkinson. I think Dr. Matis’ Word Wall was a great tool for students, allowing them to discuss and learn new words.
Ben Gaul, history preservice teacher
This week we continue our exploration of what it means to be responsible citizens using The Great Trouble, Stolen Dreams, and companion web resources. My two seventh grade classes started our exploration of The Great Trouble with a Word Wall. Like Ben noted, I also see students’ engagement with texts increase if we collectively analyze unfamiliar words. The first word selected to place on our wall was “mudlark,” a term introduced and defined on page one. Readers eagerly contributed to the wall when they came across new vocabulary. To help students connect to words of low practical use but an integral part of understanding The Great Trouble, we acted out new terms or mimicked facial expressions to physically demonstrate a word’s meaning. Continue reading