Through Lines: Exploring Past/Present Connections in Middle Grade Novels

Autor/in	Kuehl, Rachelle
Titel	Through Lines: Exploring Past/Present Connections in Middle Grade Novels
Quelle	In: Reading Teacher, 75 (2022) 4, S.441-451 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2041
Schlagwörter	Middle School Students; Novels; Adolescent Literature; Culturally Relevant Education; Racial Bias; Instructional Design; Reading Material Selection; History + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Novel; Roman; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Racial discrimination; Rassismus; Lesson concept; Lessonplan; Unterrichtsentwurf; Geschichte; Geschichtsdarstellung
Abstract	Recently, the public outcry after the death of George Floyd at the hands of Minneapolis police revealed a disconnect among some Americans between historical events (slavery, the Civil Rights movement) and the present day. That is, many Americans--particularly White Americans--had believed racism to be a mostly historical construct and failed to understand the ways in which past societal structures continue to influence racial inequities today. This article explores the use of historical and modern novel pairs to bridge gaps in understanding for middle grade readers. Reading high-quality, culturally authentic books such as "Esperanza Rising" (Ryan, 2000) and "Return to Sender" (Alvarez, 2009) can help students recognize the systemic nature of racism and critically consider ways in which they can use their own voices to disrupt it. Included in this piece are instructional ideas and multiple novel pair suggestions. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01