Hannah Morvan reads "Amazing Grace"

Amazing Grace by Mary Hoffman, illustrated by Caroline Binch 

I read Amazing Grace to a kindergarten group. In it Grace uses her imagination to play different roles, which kindergarteners always love to do. Grace is told by her classmates that she can’t be Peter Pan in the school play because she is a girl, and she is black. Her grandmother takes her to see a ballet of Romeo and Juliet with a black girl playing the Juliet role. Grace practices being Peter Pan and earns the part, and plays it  beautifully.

Activity: As an activity, the children were randomly partnered and they were to listen to their partner tell about a talent they had or something they were good at. Each partner then drew the other doing that activity, and told the class about their partner. At the end, we played a "guess the animal" imagination game.

The message was that ALL people have talents and strengths that have nothing to do with skin color (or gender) and that we should appreciate what our classmates have to offer, and build admiration into our ways of thinking about each other. Exclusion always leaves some out (hence racism) but inclusion allows everyone to opt in!

Kate Duffy reads "The Other Side"

The Other Side, written by Jacqueline Woodson, illustrated by E.B. Lewis.

Clover has always wondered why a fence separates the black side of town from the white side.  Clover's mom says it isn't safe to cross the fence.  But one day, Clover approaches Annie, who lives on the other side.

Evocative watercolors lay bare the personalities and emotions of her two young heroines, one African-American and one white. As the girls, both instructed by their mothers not to climb over the fence, watch each other from a distance, their body language and facial expressions provide clues to their ambivalence about their mothers' directives. Intrigued by her free-spirited white neighbor, narrator Clover watches enviously from her window as "that girl" plays outdoors in the rain. And after footloose Annie introduces herself, she points out to Clover that "a fence like this was made for sitting on"; what was a barrier between the new friends' worlds becomes a peaceful perch where the two spend time together throughout the summer. 

By season's end, they join Clover's other pals jumping rope and, when they stop to rest, "We sat up on the fence, all of us in a long line." Lewis depicts bygone days with the girls in dresses and white sneakers and socks, and Woodson hints at a bright future with her closing lines: "Someday somebody's going to come along and knock this old fence down," says Annie, and Clover agrees. (from Publishers Weekly)

Activity: Kate read this book to first graders in Northfield, Montpelier, and Cabot in 2017.  To introduce the story, Kate asked the children to describe the types of fences they have around their yards and their uses. As she read, they discussed how this fence was different and why adults cautioned children to stay on their own side.  After finishing the book, the children were asked for suggestions as to how to break down real and imaginary barriers and how we can intentionally get to know each other better. Answers were discussed and then written on picket fence pieces.  A poster was hung, the fence pieces were pasted on, and a gate was devised, in order to cross through that fence.

Cheryl Chittick Reads "One Green Apple"

The book: One Green Apple by Eve Bunting Illustrated by Ted Lewin 

The main character, Farah, is a young Muslim immigrant who is the new kid in school who does not know the English language. She was welcomed by her classmates despite their language barrier. 

I chose this book to read to a fifth grade class because back in the late 1970's, before there were English as a second language instructors, I provided English language instruction for an Iranian first grader who spoke Farsi. I was the school Speech and Language Therapist. I became friends with his mother. She also learned English and we spent time together talking.  My first grade student's father was the Iranian liaison officer in charge of Iranian students who attended Norwich University. At that time, the United States and Iran were allies and the students were learning at Northfield's military university. When the Islamic Revolution occurred in Iran in 1979, Reza Shah Pahlavi was deposed. He was known as "The Shah of Iran." Subsequently the Iranian students and the liaison officer's family left the United States. I have stayed in contact with my Iranian friend over the years. She calls me "her sister." 

Activity: Other aspects of the lesson included bringing "My Multicultural Self"  a Teaching Tolerance handout that was provided in our training packet and suggested for a Middle/Upper Grade activity.  I used this handout to introduce myself, highlighting experiences that reflect my thoughts regarding embracing other cultures, discrimination, bias/prejudices, and bullying.

Following the story and some discussion, the fifth grade students were asked to use the "My Multicultural Self" Teaching Tolerance handout that has 5 "conversation bubbles." They were asked to generate ideas about how they can help end prejudice and racism. They were instructed to write down words that explain their feelings about discrimination, bias or preconceived notions about other cultures, prejudices and bullying. Many students shared their multicultural experiences with the group. Students had time to share just one issue at a time with the group. Students were encouraged to take this "My Multicultural Self" activity home with them to share with others.

I also read two sections from the book entitled: Who Belongs Here? An American Story. These two sections referenced people immigrating to the United States.

My Iranian friends always welcomed my home visits and offered tea and a snack. Although I did not bring tea to the fifth grade class, the school nurse stated there were no class allergies for nuts and so I brought pistachios that are an Iranian favorite. The fifth grade students welcomed this treat to go along with their snack time.

Paul Erlbaum Reads: "The Sneetches"

Book: The Sneetches by Dr. Seuss (Read most recently at Union Elementary School, Montpelier)

Age groups: Paul has read The Sneetches to kindergarten, 1^st and 2^nd grade classes. 

Story summary: The Sneetches is about two types of creatures, separated by having or not having stars on their bellies. The Star-Belly Sneetches think they are the best, and look down upon Sneetches without stars. The Plain-Belly Sneetches remain depressed and oppressed, prohibited from associating with their star-bellied counterparts, until Sylvester McMonkey McBean comes along with his Star-on and Star-off machines. He begins to give stars to the Plain-Belly Sneetches, and soon they are happy, for they look like their elite counterparts. The original Star-Belly Sneetches are angry at no longer being different and special, so they get Sylvester to remove all their stars. This continues back and forth until no one can remember which Sneetches were originally what, and an epiphany strikes them all at once: that it really doesn’t matter whether a Sneetch has a star belly or not - they are all really the same, and can coexist and be friends with one another. 

Activity: During the reading, I ask kids to tell me what they see in the body language of the characters shown in the illustrations.  I then ask them to adopt the body language of the characters (e.g., snoots in the air, downcast forlorn, etc.)  After reading the story, I engage kids in discussion, asking them to tell me 1) of a time they were left out, 2) a time they were included or a time they included someone.  I encourage the classroom teachers to engage the kids in a follow-up activity after the reading, such as drawing pictures of or writing about a time they were included or included someone.