Tag Archives: children

How Might You Engage with Children and Young People about the Nazis March in Charlottesville?

The Charlottesville march of hatefulness and weapons was terrifying!  Seeing and/or hearing the aggressive and vile outburst is frightening and complicated to process for our children and young people. We know this because it is a lot to process for us adults.

I think about how many parents and grandparents may want to help the children and young people in their lives to have an understanding of why the Nazis must never gain power again.

The topic of Nazism is something that parents and grandparents may find difficult to speak about with the children and young people in their lives.  I offer some information here that may be helpful to you.

Stories can help young people to begin to understand a big and complex concept. This can be true for the big concept of Nazism, which is a terrifying concept to learn about.  The idea that some people use power to control and seriously harm other people because of the other people’s race or religion (or for other characteristics) is more than unsettling.  It is frightening.

I share with you a children’s book, Terrible Things: An Allegory of the Holocaust, by Eve Bunting because this story is both accessible and thought provoking.  Also this is the kind of book you can read to children or young people of whatever age you think is appropriate.

Terrible Thing Eve Bunting Book Cover

This allegory may provide a way to begin a conversation. A dialogue is a great way to connect to individuals – old or young.  This is a topic where the convener will want to appreciate, respect and honor the prior knowledge and current thinking of the young people you engage and converse with.  And, by framing this as a dialogue or conversation around the discussion of this book – you are opening the door to additional interactions in the days, weeks, and months to come as you potentially return to the book.  Plus, because you will have read it aloud – you can restart the conversation by just referring to the shared experience you had around to book.  The dialogue may pop up weeks or months after the read aloud.

This book has the potential to open up deep thought and sharing around many topics that are of importance today.  They include, and are not limited to: social injustice, bystanders, violence, spreading terror, the Charlottesville march, and/or the possibility of ‘normalizing’ something that is not normal and not appropriate.

Please think about what I am recommending and embrace the concept that you will read this book aloud.  Sure, many children or young people could read it on their own and those same children or young people would likely benefit more from sitting close to you and hearing you read this story to them. And when you are the reader, it sets a tone for the dialogue you want to engage in following the story.

You might get the dialogue started by saying something like: “Wow, take a minute to think about what you just heard.  What are you thinking about?”  Or, “Would you like me to read it again?” – if the answer is yes – you might say. “OK and as I read it think about what you would like to talk about related to this story or what you might want to ask me about.”

And as you begin to get one or more of the listeners talking – try to keep them thinking and talking by saying to them: “Thank you, please tell me more about that thought.” Or, if you are reading it to two or more children or young people, you might ask the brother who is listening to his sister, “What do you think about your sister’s thought?”

As you listen will want to express an understanding of what was shared.  You can do that by paraphrasing what the child or young person said. If one of your grandchildren said, “Grampa, I didn’t like the way the other creators said mean things about the animals that were gone? Like when the birds where gone the creatures said those birds where always so loud.”  You might respond, “It sounds like you didn’t feel like it was right to talk badly about the animals that vanished.  Can you tell us more about what that got you thinking about?”  Or, you might respond by say, “It sounds like you really noticed that when the other creators said things – like about the squirrels ‘never sharing’ that you thought that that was kind of nasty for the other creators to say.”

And you can probe about a topic that hasn’t come up yet like the Holocaust.  You might say, “Who will read the full title of this story to us and tell us why you think the word Holocaust is in it?”  And if more probing may be needed, you might say, “Please listen to me as I reread the introduction found just after the author’s page.”  After you have reread it, you might say, “Who wants to try to put into their own words what we just heard?” Or, “Have you heard about Nazis and the Holocaust? What do you know or what do you want to know about Nazis and the Holocaust?”

You may find that the conversation goes at a pace that is slower than usual.  That is normal when a topic is serious and troubling.   You may find that there is silence and a desire to hold and look at the book. There is no one way children or young people will or should react.

And, if you are looking for ideas to discuss with the children or young people you share this with you might check out online resources such as: Fighting Injustice by Studying Lessons of the Past Terrible Things: An Allegory of the Holocaust by Eve Bunting with special attention to Lesson 1.   Or, Making Choices: Bystander, Perpetrator, Victim, Upstander, created for 3rd through 5th graders by the For Action Initiative.   Please know that there are many, many resources on the internet and you may find other ideas that help you to create a rich and meaningful dialogue with those you read it to.

If you want to see the illustrations and hear the story read aloud and you can do so on You Tube in as a video.  The video is intended for educational purposes.  I really encourage you to get the book, either from your library or by purchasing it (it is currently is available as a $10.00 paperback).  And, once again, I am encouraging you to read it aloud.

Below is a famous quotation/poem by Martin Niemöller. You may just want to read it as you your prepare for your dialogue.  And/or you may choose to read it to the children or young people you are sharing Terrible Things: An Allegory of the Holocaust with.  Niemöller (1892–1984) was a prominent Protestant pastor who emerged as an outspoken public foe of Adolf Hitler and spent the last seven years of Nazi rule in concentration camps.

First they came for the Socialists, and I did not speak out—
Because I was not a Socialist.

Then they came for the Trade Unionists, and I did not speak out—
Because I was not a Trade Unionist.

Then they came for the Jews, and I did not speak out—
Because I was not a Jew.

Then they came for me—and there was no one left to speak for me.

The quotation stems from Niemöller’s lectures during the early postwar period

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Read These Books by John Lewis- they are a valuable source of the American experience

 

I recommend that everyone, all moms and dads, gramma’s and grampas, aunt and uncle and caring neighbors go to a library and borrow these three books.  Or go to a bookstore and buy them.

Then read them and talk about them with others.  John Lewis was one of many individuals that intentionally put his life into to the civil rights movement with a deep commitment and clear awareness of the personal cost that may be paid for marching into the challenges of segregation and injustice.

Once you have read, thought and talked about these books – I suggest you reach out to a young person.  Someone in their twenties, teens or younger and ask them to read your copies and to talk with you about the stories. With the younger children, you might share these with – you may want to read them aloud as you sit side by side with your daughter, grandson, niece or neighbor.

The conversation that comes from this sharing could open new learning for all and new opportunities for growing close.  These heartfelt discussions might lead to a thirst for more learning about this and related topics and for more important sharing between the two (it could be more) of you.

Our American journey has not been a straight line.  It has not been without pain.  The journey continues as WE strive to form more perfect unions amongst and between all.

Enjoy these three important books!!!!!

Note: the picture of the three people in this post is of Nate Powell, the illustrator of the books, John Lewis, the author of the books and Andrew Aydin a co-author of the books.

This is a great read!!!!!

Solacers_a_memoir

Solacers: a memoir by Arion Golmakami

I really loved this book! Golmakami voice brings a captivating depth to his early life’s journey.

It is written with courage, honesty, love, and hope. The boy’s life story is unnervingly entrancing and depressing while also being dramatically fascinating due to his resolve to keep on keeping on. This memoir tells the story of an Iranian boy who becomes an abandoned child as a preschooler. This makes him an orphan. It is complicated because both of his parents are alive and have families they are raising, yet he is not a part of either of their families. Conditions get arranged from time to time to attempt to have him housed, yet he is absolutely abandoned emotionally, physically and financially.

You will want to read this book because this little boy is resourceful, observant and loving – even with the isolation and hardship he is facing. He is a boy with dreams: Dreams that most anyone would discount as impossibly unreasonable. Those dreams and some good fortune allowed him to survive. Yes, survive, there were many real threats to him that could have led to his end.

As you read, be prepared for hardship, disaster, pain, desperation and unfulfilled promise. And be willing to envelop yourself in this young boy’s journey. This memoir will allow you to witness an unimaginable passage through childhood. This child’s resilience is tangible.

It was a finalist for Best Nonfiction-Stanford University Libraries- William Saroyan International Prize for Writing in 2012. Golmakami published this memoir when he was 55 years old and it covers his early years through his 17 year.

Here quotes that I found powerful and want to share.

The author writes: “Why couldn’t I have a home like his (referring to his father) children and my mother’s children?”

“While I never stopped longing for a place to call home, after two years of wondering from place to place, I had come to accept my circumstances and it didn’t matter where I was being taken anymore. At that age (7 years old) I was like water that had been spilled from a fallen pitcher into the ground; all I could do was follow the gravity and hope for a depth large enough to hold me for a while, until such a time that I could grow into a stream of my own and carve my own path through life.”

His is a story of compassionate understanding and with his intentional will to survive. He writes: “There is a unique pleasure found in forgiveness that can never be found in revenge.”

As a ten-year-old,  on his own he explains: “Loneliness, constant hunger, and boredom made every hour of every day weigh a thousand tons.” “Only ten years old and without any money or permanent address to go to, I led the life of an alley cat.” Because of my pride, “I never begged for anything, refused to touch anyone’s food, and asked no one for help.”

Golmakami writes: “I believe those who have spiritually evolved – and by that I do not mean religiously – perceive the world and everyone in it as ‘us,’ as did Momon Bozorg, while the unenlightened souls view the world as ‘me’ and ‘not me,’ while in Momon Bozorg’s spiritually driven view, we were all water of the same ocean separated only by a physical bottle called body.”

Seven Firm Conclusions about Early Literacy Development for Each and Every Young Person: Teachers Make the Difference

Classrooms_that_WorkI think all parents, citizens, educators and kids want our schools to be successful in launching each and every student. I hope we, as a society, want students to be in classrooms where all students can read and write.
It is crucial to the future of a child, and to a democratic and prosperous society, for all (each and every) student to become literate. The rewards of literacy are far reaching. Experts agree that literacy reduces poverty, lowers unemployment, decreases the need for public assistance, creates a competitive labor force and drives economic growth.

Richard Allington and Patricia Cunningham, in their book: Classrooms That Work: They Can All Read and Write (Fifth Edition 2011) have gathered what the research shows about classrooms in which all children read and write. They report that:

  • The Most Effective Classrooms Provide Huge Amounts of Balanced, Comprehensive Instruction
  • Children in the Most Effective Classrooms Do a Lot of Reading and Writing
  • Science and Social studies Are Taught and Integrated with Reading and Writing
  • Meaning Is Central and Teachers Emphasize High-Level Thinking Skills
  • Teachers Use a Variety of Formats to Provide Instruction
  • A Wide Variety of Materials Are Used, and
  • Classrooms Are Well Managed and Have High Levels of Engagement

Supporting teachers as they develop their professional knowledge, skills and dispositions while creating and maintaining classrooms that bring to life the above characteristics is some each of us – who cares about literacy for all – should commit to.

Teachers make a difference!

The critical role of the teacher in determining reading achievement was confirmed by Nye, Konstantopoulos, and Hedges (2004) in a large study that showed that teacher effects were more powerful than any other variable, including class size and socioeconomic status.

 

I would still be in Third Grade

PISA_With_attribution

I am not happy to report that if the law Michigan is considering passing which would keep third graders in third grade until they learn to read would mean I might still be there.

That is true because I was a non reader in third grade.  And more third grade would have likely just led to me being more unhappy, more full of doubt, more worried and bigger a year later.  In fact, since I wouldn’t have learn by more ‘drilling’ I may have not more on the next year.

The thought pains me to think about.

At sixty-five, with three college degrees, I look back and can see no good that could come from a retention decision like this.

I do agree with PISA that the best thing that could have happened for me would have been to help you learn reading the first time around.

Here is a great 12 minute YouTube video – Measuring student success around the world

Watching this might open our eyes to the big picture of literacy and how the United States is doing and what makes sense and what doesn’t for moving forward.