When Baseball Saved Us

When Baseball Saved Us

By Ken Mochizuki Lee and Low Books, Inc. (1993) ISBN: 1880000016

*Lee and Low Books Award Winner

When Baseball Saved Us takes place during World War II. The narrator, a young Japanese-American boy, and his family are removed from their homes and forced to live in a desert internment camp after the Japanese bomb Pearl Harbor. The narrator shares how Japanese-American citizens were treated as traitors because they looked like the enemy. Despite the chaos the narrator’s family experiences, his father builds a baseball diamond for their camp. There this short, unskilled baseball player matures to earn the respect of his teammates. In camp, the narrator hits a game-winning home run. The narrator, once released from camp, must endure racial slurs, teasing, and prejudice. But, just as he did in camp, he earns the respect of his new teammates by hitting another home run and baseball saved him.

Quantitative: Lexile Level--AD550L; ATOS--3.3

Qualitative: When Baseball Saved Us begins with a flashback. This flashback acts as a link to the narrator’s life prior to being removed from his home. This, coupled with the book ending with an interpretive illustration, could prove a challenge for young readers. It is best if this book is read to a group of lower grade students. Deciphering time in the plot may require some scaffolding. Other than the students having to fill in some plot, the narrative progresses with close attention to motifs as a means to present a strong, powerful theme.

The depth of the book’s symbolism will not be obvious to the students in the lower grades. However, if presented to a more mature audience, students with ample background and cultural knowledge has a better chance of recognizing:

• The power of Mochizuki’s use of the flashback earlier in the book.
• The significance of baseball being the game that earns the narrator respect.
• The gravity of putting American citizens into war camps based on their heritage.
• How it feels to be an outsider.

Curriculum Suggestions: When teaching tolerance or a unit on World War II, this book would serve as a wonderful teaching tool. Teachers could encourage:

• Comparing the Jewish and Japanese-American treatment and oppressors.
• Engaging with World War II survivors.
• Discussing the impacts of prejudice.
• The analysis of war propaganda and determine bias portrayal sways popular opinion.

Literature Connection: Farewell to Manzanar By Jeanne Wakatsuki-Houston

Content Area: English; Health--Tolerance; Social Science--U.S. History; Japanese Americans

Common Core Standards: RL.3.1-5, 7

Addition/Digital Content:

• LIst of Internment Camps--http://www.momomedia.com/CLPEF/camps.html

• Ansel Adam’s Photo Collection-- http://www.loc.gov/pictures/collection/manz/highlights.html

• Teacher Guide created by the publisher-- http://www.leeandlow.com/images/pdfs/baseball.pdf

Personal Thoughts: This story resonates deeply with me. My paternal grandparents were both interned during World War II. My grandmother, who passed just this past Saturday, May 10, 2014, was interned at Manzanar, just below Mt. Whitney. Farewell to Manzanar, a staple of an core literature list, was written by my great, great aunt--Jeanne Wakatsuki Houston. In an Arizona desert, my grandfather managed to create their own city. My great grandfather was the “mayor” of his camp in Gila River. To me, When Baseball Saves Us speaks to human resilience.

*Meets the “Reading for Pleasure Picture Book” requirement

Armadillo Rodeo

Armadillo Rodeo

By Jan Brett      G.P. Putnam’s Sons (1995)              ISBN: 0399228039

In Armadillo Rodeo, Bo, a curious armadillo, gets easily distracted by a young girl’s red cowboy boots. Bo mistakes Harmony Jean’s red boots for a red armadillo that he wishes to be his new friend. Bo’s curiosity gets the best of him and he leaves his mother and brothers behind to follow the red “armadillo.” On his adventure, Bo follows his new friend onto a bucking bronco and gets bucked off. Enjoying his ride, Bo continues to follow the boots into the bar-b-q area and eventually makes it to the rodeo’s dance. All the while, Bo’s mother is desperately searching for Bo. At the end of the day, Harmony Jean kicks off her new, red boots and Bo runs up to them asking what’s next. Without a response, he knocks over the boots, goes inside, smells them, and realizes they are not an armadillo. Just as he has this realization, Bo’s mother appears and takes him home.

Quantitative: Lexile Level-670L; ATOS--3.4

Qualitative:   Armadillo Rodeo’s complexity stems from its introduction to new vocabulary related to the rodeo and Western culture. The visuals offer room for filling in the second narrative that relates to Bo’s mother’s search. On each page, illustrations on the margins show Bo’s mother looking for her lost son by asking all the other animals in the area. A young reader would need to interpret these interactions and connect them to the main narrative. This book would be best for 2nd -4th graders.

Content Area: English; Social Science—U.S. History

Common Core Standards: RL.3.3, 7

Curriculum Suggestions:

Armadillo Rodeo offers an opportunity for teachers to examine Western wear, rodeos, and animals that can be found in the Western region. This can be done through a comprehensive unit on the West. A unit such as this could be attached to Western expansion and the culture that has continued from that expansion. Local fairs tend to have rodeos—why does this continue? Exploration of the geographical region and its ecosystem could be included to better understand the expansive nature of Western culture. Because of the language and need for background knowledge, this book would be best for students in 3rd grade.

Additional/Digital Content:

·         National Geographic-- http://animals.nationalgeographic.com/animals/mammals/armadillo/

·         Pinterest-- https://www.pinterest.com/wradv/animals-of-the-west/

                       https://www.pinterest.com/iheartkinder/rodeo/

·         Kid Scoop-- http://www.kidscoop.com/webliography/people_and_legends/topics/bill_pickett/

*Meets the “Reading for Pleasure Picture Book” requirement

Fireboat the Heroic Adventures of John J. Harvey

Fireboat the Heroic Adventures of John J. Harvey           

By Maira Kalman        G.P. Putnam’s Sons (2002)              ISBN: 0399239537

Fireboat the Heroic Adventures of John J. Harvey is a true story about a New York City fireboat that was first introduced into fire service in 1931. The story first begins by providing historical context—the completed construction of the Empire State Building, Babe Ruth hit his 611th home run, the Snickers candy bar was introduced, and the George Washington Bridge was erected. The John Harvey fought NYC fires from the New York waterways. After years of service, John Harvey began to rust and needed lots of repairs. In an effort to preserve the memory of John Harvey, a group of friends purchased the aged fireboat in 1995 and gave it a new life. The John Harvey demonstrated its true heroism on September 11, 2001. After the two airplanes struck the Twin Towers, the John Harvey ferried people to safety for four days and four nights. The crew and the John Harvey were awarded the National Preservation Award for their bravery.

Quantitative: Lexile Level-AD280L; ATOS--3.1

Qualitative:  This true story offers insight into a condensed history of New York City. With the detailed description of the John Harvey, students build vocabulary related to the workings of an engine and other boat terminology. Students may struggle with identifying with some of the cultural and historical references and allusions, specifically the details of 9/11. Although this may be a difficult concept for young school children to grasp, it would be valuable to spend time on explaining the event in order to understand the role the John Harvey played in the tragedy. The visuals and narrative are very linear. Vocabulary and background knowledge pose the biggest concerns regarding complexity. Even though this book is geared for students in the younger grades, teachers could use Fireboat the Heroic Adventures of John J. Harvey to introduce major topics to high school students in a U.S. History class.  

Content Area: Social Science—U.S. History; Science—Engineering; Math—Conversions

Common Core Standards: RI.3.3

Curriculum Suggestions: The obvious curriculum connection would be to history. Not only does the book spotlight the tragedy of September 11th, but it also alludes to other historical events that occurred during the 1930s. Students could conduct research projects on New York City especially since the time period follows the Great Crash of 1929. The allusions can be examined in more detail in order to gain a better scope of how the John Harvey fits into the historical context.

If teachers want to use the book for other subjects, like engineering and math, students could explore the parts involved in building a ship of John Harvey’s size and purpose in addition to exploring the math involved necessary to operate the boat. Fireboat the Heroic Adventures of John J. Harvey would be a great book to read prior to discussing other rescue services and/or before visiting a rescue service location like a fire or police station.

Additional/Digital Content:

• John J. Harvey-- http://www.fireboat.org/

• New York Historical Society--http://www.nyhistory.or

• World Trade Center-- http://www.panynj.gov/wtcprogress/history-twin-towers.html

Personal Thoughts: Depending on the age group, sharing the details of 9/11 may be a touchy subject, especially if students know people that were impacted by the attack. Although the students will not be old enough to know about the tragedy, it is important for teachers to remain sensitive to the emotional ties to this event.

*Meets the “Reading for Pleasure Picture Book” requirement

I Love Yous are for White People

I Love Yous are for White People

By Lac Su      Harper Perennial (2009)               ISBN: 9780061543661

Lac Su's memoir isn't just a story that provides insight into the life of immigrants trying to navigate the "white world" of Los Angeles. I Love Yous are for White People is mostly about Su coming to terms with his relationship with his father. Even in the book's dedication, Su writes, " To Pa, I remember everything you've said to me, everything you've never said to me, everything you've done to me, and everything you've done for me."

Su's journey begins as a young boy, age 5. Vietnam has just been overcome by Communism and Su's family must leave the country, especially since Pa is known as a successful capitalist. Su describes his terrifying boat ride to China. Along the way, one boat capsizes killing all the Vietnamese refugees on board. After Su's boat nearly sinks, he, his family, and the other refugees on board are picked up, illegally, by a passing Chinese navy ship. Eventually Su makes it to Hollywood, CA, where his family live in poverty and struggle to adapt to a new culture while maintaining a deep connection to their "people."   Su lives in fear of his father as Pa is subject to bursts of anger that usually result in sever beatings. As a result, Su turns to the gang, the Street Ratz, in the hope of feeling accepted and loved--something he never receives from his father. Overall, I Love Yous are for White People is a shocking tale of a boy between two different, yet violent worlds. 

Quantitative: Lexile Level--NA; ATOS--NA;

Flesch-Kincaid grade level—4.5; Flesch-Kincaid ease—86.4

Qualitative: Although I Love Yous are for White People is not a difficult read as the Flesch-Kincaid grade level and ease scores indicate, the memoir's use of foul language and graphic violence make this book one best geared for high school students. In fact, I would not even recommend this for a school library. With that said, the memoir does, however, speak to those populations living in poor, urban areas. When considering Su's use of curse words, it is important to note that many immigrants that cannot speak English, learn these words to protect themselves since they are often teased or discriminated against. Lac Su speaks of domestic violence, teenage drinking as a coping mechanism, gangs, acceptance, child molestation, and the quality of life of those living in poverty. I know many students at the high school I work at would really identify with Lac Su for these reasons. 

Content Area: English; Social Science--U.S. History; Social Science--World History; Health--Relationships; Healthy--Prejudice: Health--Self esteem

Curriculum Suggestions: If a teacher were to use this text as a primary source in class, I believe it would be best to examine the effects of poverty on immigrant populations. Areas of exploration could include:

1) Vietnam War

2) Communism

3) Poverty

4) Gangs
5) Father-son dynamics and male acceptance
6) The power of word choice and language

Common Core Standards: RH.11/12.1-3

Additional/Digital Content: 

• PBS--American Experience--http://www.pbs.org/wgbh/amex/vietnam/ 
• Immigration and Poverty in the United States--http://www.irp.wisc.edu/publications/focus/pdfs/foc262e.pdf 

Personal Thoughts: Although I see how some boys would devour a book like this, it is difficult to justify its place on a school library's shelves. I picked this book up because I thought it would be a great addition to the library's collection; it connects to a specific demographic at OHS and it is a piece of narrative non-fiction. But, I can see it causing potential issues for parents and administrators. However, at the same time, I feel there is much to be extracted from Su's story. Knowing just how "appropriate" a text is, is something that I still struggle with especially when I consider about reluctant readers. 

*Meets the “Reading for Pleasure HS/MS” requirement

Re-made in Japan

Smithsonian.com-- “Remade in Japan”

Journalist: Tom Downey

Published: April 2014

In his article, “Re-made in Japan,” Tom Downey showcases how Japan has taken staples of American culture—bourbon, workwear, jazz, shirts and burgers—and improved their quality. The Japanese accomplish this by applying their ability “to perfectly imitate—and even improve upon” things they appreciate. The Japanese’ talent for perfection is a result of the cultural emphasis on beauty through balance and simplicity. Downey, using Japan as an example, highlights the “globalization of taste, culture, [and] cuisine.” He argues that Japan, with its talent for enhancing the quality of these typically American products, has more reverence for these U.S. products that the United States. As he puts it, “they [the Japanese] know us better than we know ourselves.”

Quantitative: Flesch-Kincaid grade level--11.8 (Transcript of the segment was scored by Readability-score.com). No Lexile Level or ATOS available.

Qualitative: This article earned a Flesch-Kincaid reading ease score of 48.3 and would be best for students in the upper grades. The article is logically organized with an introduction, sections listed by the product of examination, and a compulsion. Where the article gets difficult is in the language. Japanese locations and vocabulary are used throughout the piece. The artisans’ names may also prove difficult for students to pronounce. Because the first portion of the article focuses on bourbon, this would be a section that I would recommend to leave out.

Content Area: English; Social Science--U.S. History; Art; Economics

Curriculum Suggestions: When I first read this article, I saw it being used in conjunction with a unit on World War II. This article could serve as a juxtaposition to compare American perceptions of Japan in the 1940s. Additionally, the article also brings to light America’s attention to detail. What are American’s doing well? What have we “perfected”? What have other countries taken the lead in innovation and artistry? What is America making? When thinking about globalization, students could examine American influences in other counties and determine the implications for those influences. These are broad areas, but if done thoughtfully, students could create budgets or speak to experts regarding these overarching questions.

Common Core Standards: RH.11/12.1-6

Additional/Digital Content:

• “Re-made in Japan”-- http://www.smithsonianmag.com/travel/how-japan-copied-american-culture-and-made-it-better-180950189/?no-ist

• Globalization 101--http://www.globalization101.org/

*Meets the “Media Items” requirement

The Virtuoso, Marcus Roberts

60 Minutes--The Virtuoso, Marcus Roberts segment

Journalist: Wynton Marsalis

Producer: David Browning and Paige Kindig

Original air date: March 30, 2014

Marcus Roberts, 51, is musical genius following the lead of Ray Charles and Stevie Wonder. After becoming blind at the age of 5, Marcus gravitated to the piano, teaching himself the basics. Today, he amazes his audience not only with his masterful playing, but with his encyclopedic knowledge of America’s jazz heritage. Roberts has an uncanny ability to take other jazz greats’ music and give it his own unique twist. His fancy finger work connects listeners to the jazz of the past and present.

Quantitative: Flesch-Kincaid grade level--6.2 (Transcript of the segment was scored by Readability-score.com). No Lexile Level or ATOS available.

Qualitative: Although the structure of the segment is fairly linear with the language  a Flesch-Kincaid reading ease score of 70.5, this piece would best align to high school level students since it is an extension of core content.

Content Area: English; Social Science--U.S. History; Music

Curriculum Suggestions: This segment can be used in both English, U.S. History, and music classes. Oxnard High School is lucky enough to have a jazz band. However, the likelihood of this being using in the classroom will most likely be applied to English. I was actually fortunate to share this segment with one English teacher whose class was conducting research on an aspect of African American Culture. Some ways to connect the segment are:

1)      Research the musicians mentioned in the piece: Ray Charles, Stevie Wonder, Errol Garner, James P. Johnson, Thelonious Monk, and Duke Ellington.

2) Connect the piece to the Jazz Age and the Harlem Renaissance—how does Marcus Roberts maintain the jazz legacy established in 1920s?

3) Use the 60-Minutes piece as a visual model for constructing an essay. For the English teacher that showed the piece to his class, I recommended that the class discuss the information needed to create the piece and the structure of the information. How could the segment be transformed into essay format?

Common Core Standards:W.11/12.2; SL.11/12.1-6; RH.11/12.1-3

Additional/Digital Content:

• 60 Minutes--The Virtuoso, Marcus Roberts-- http://www.cbsnews.com/news/the-virtuoso-marcus-roberts/

Personal Thoughts: Showing students information in another format, other than writing, allows them to see the patterns required of sharing research. Video structure is just as important as essay structure if an audience is going to understand the content. Additionally, the segment relies on primary and secondary sources. It provides an opportunity for a teacher and teacher-librarian to work together in order to promote information literacy and 21st-century skills while connecting history to modern times.

*Meets the “Media Items” requirement

The Immortal Life of Henrietta Lacks

The Immortal Life of Henrietta Lacks

By Rebecca Skloot   Crown Publishers (2009)        ISBN: 9781400052172

When Rebecca Skloot was 16, she first heard of HeLa and the woman responsible for the immortal cells, Henrietta Lacks. Since that day, Skloot could not shake the desire to learn more about Henrietta and her mysterious cells. In her book, Skloot’s investigation of the world famous HeLa cells only led her down a path of discovery that goes way beyond the realm of science.

HeLa, represents the first two letters of Henrietta Lacks’ name. In the 1950s and just shy of her 30^th birthday, Henrietta was diagnosed with “Epidermoid carcinoma of the cervix, Stage I.” The fatal cervical cancer proved voracious, spreading throughout Henrietta’s body despite weekly radiation treatments. It was during her initial treatment that Dr. George Gey, head of tissue culture research at John Hopkins Hospital, extracted a sample of Henrietta’s tumor without her knowledge. Under Gey’s ambitious guidance, HeLa was born—the immortal cell culture that will lead to the discovery of the polio vaccine, various cancer treatments and AIDS (among others).

When Henrietta died, she left behind five children. Those children—now in their 50s and 60s and some gone from this earth—grew up poor, uneducated, abused, neglected, and totally ignorant of their mother’s cells being used for science. In fact, the Lacks children never saw a penny of the money made from their mother’s cells. Skloot exposes the Lacks’ children torment and distrust of white people associated with HeLa, unearths some of the ghastly practices of the pre-Civil Rights Movement era, and questions behind scientific practices.

Quantitative: Lexile Level--1140L; ATOS--8.0

Qualitative: Despite the quantitative reading levels, I find The Immortal Life of Henrietta Lacks is so rich in language, history, and science that students ages 14-17 would be able to access the book better, depending on scaffolding. This book really tells two stories. The first revolves around HeLa and how it has been used for scientific advances. The second focuses on the Lacks family—what they endured after losing Henrietta, how they coped with the deception involved with HeLa, and why they never knew anything substantial about their mother. Because of the shifting narrative, this book may pose serious difficulty especially as a reader interprets both stories and how they truly do enhance one another. In addition, language in the form of scientific terms and the Southern dialect the Lacks family uses to communicate make The Immortal Life of Henrietta Lacks a challenge for any high school student.

Content Area: English; Health--Prejudice; Health—Deadly Diseases; Biology—Cells; U.S. History; Information Literacy

Common Core Standards: Since biology is generally taught in the 10^th grade, I have applied 10^th grade standards.

RI.9/10.1-9 (Skloot includes countless primary sources)

RH.9/10.1-9

Curriculum Suggestions: The most exciting aspect of The Immortal Life of Henrietta Lacks is the angles and approaches to using it in the classroom. Here are some ideas:

• Because Skloot is open about her research process, teachers could use her explanation as a way to introduce the research process to students. By examining the types of resources and methods Skloot used, students can see how the book comes to be, especially since it all started with a question: Who is Henrietta Lacks?
• Explore Southern culture and race relations prior to the Civil Rights Movement—How were blacks treated? Why? What was the result?
• Examine aspects of medical practices including patient confidentiality, Nuremberg Code, Hippocratic Oath, research laws, or major medical cases that involved the mistreatment of patients including the “Night Doctors” myth.
• Investigate poverty and how it impacts communities.
• Investigate child abuse and the impacts in has on the children as adults.
• Students could engage in a family tree project where they research their roots, just as the Lacks children had to discover their mother’s story. Similarly, students might want to investigate a family mystery.
• Create an info. graphic related to any of the topics listed above.

This text lends itself very easily to cross-curricular collaboration and activities.

Additional/Digital Content:

• Lesson on Medical Ethics—http://sciencenetlinks.com/lessons/immortal-life-henrietta-lacks/
•  University of Maryland, Lesson—http://fyb.umd.edu/2011/lesson-plan-henrietta-lacks-context.html-
• Study: Stereotypes Drive Perceptions Of Race-- http://www.npr.org/blogs/codeswitch/2014/02/11/275087586/study-stereotypes-drive-perceptions-of-race   

Personal Thoughts: First off, I didn’t include a ton of additional content since most of it is geared towards college-level students, which seems to be the place where teachers are utilizing the book most. I think this book is totally captivating. It can be used in full or in excerpts. The Immortal Life of Henrietta Lacks allows teachers to use it as little or as much as they like in addition to targeting specific topics the text brings to light. With the CCSS emphasis on having the text take center stage, Skloot’s books is powerful example of how the CCSS can be addressed.

*Meets the “Meets the Science Title for HS” requirement