Malala’s Magic Pencil

 

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Title: Malala’ Malala’s Magic Pencil s Magic Pencil

Author: Malala Yousafzai <--- Click here for malala.org!

Illustrator: Kerascoët

Genre: Auto-Biography 

Grade level: Grades 3 - 5

Summary: Malala’s Magic Pencil tells the story of young Malala Yousafzai, who dreams of having a magic pencil to solve problems and make the world a better place. She imagines using it to erase poverty and bring peace. As she grows up, she realizes there’s no magic pencil—but she can still create change with her voice. By speaking out for girls' education and human rights, Malala becomes a strong advocate for change. This beautifully illustrated book makes her story easy for younger readers to understand and shows how Malala held onto hope, even in tough times.

Element 6: Social Action: This book shows how anyone can take social action, like Malala did when she stopped dreaming of change and started working for it. It teaches kids that even young people can make a difference in their communities by speaking up for what’s right. Malala’s journey inspires students to recognize issues around them and to have the courage to act. It’s a reminder that change doesn’t come from magic but from determination and using your voice.

Activity/Action: I would use Malala’s Magic Pencil in a lesson about advocacy and social justice. After reading, students could think of problems in their school or community they care about. They would brainstorm ways to take action—like starting a campaign, writing letters, or planning events. This activity would encourage them to become advocates, much like Malala, by raising awareness and making a real effort to solve the problems they’re passionate about.

Malala’s bravery and dedication to education and equality set a powerful example of what it means to stand up for change. The story, paired with Kerascoët’s vivid illustrations, is relatable for young readers and offers a clear message about the importance of standing up for what’s right. It’s also a great way to start conversations about education and how students can make a difference in their own lives.

Additional recourses:

Malala's Story

Common Sense Media

NEA

If You Were a Kid During the Civil Rights Movement

 Summary: This book is about imagining what it would be like to be a child during the civil rights in the 1960s. It follows the story of two main characters, Mark and Connie, as they navigate and fight for what freedom looks like for them.  Mark is a young person who just moved to the south from Washington DC where he went to an integrated school and is now adjusting to what it is like to be in a segregated school system in Oklahoma. Connie, a very curious and adventurous young person, overhears her brothers talking about going somewhere one day and is very intrigued about where they could be going or what they could be doing. The brothers had been denied service at the local ice cream shop and were a part of organizing a demonstration at the ice cream shop.  The story follows Mark and Connie’s curious it’s as they experience a demonstration, the police and racism up close.  While Mark and Connie are non-fictional characters on almost every page there is an info box that has a summary of a fictional event that happened during civil rights movement. Some of those events and artifacts include Little Rock nine, Ruby Bridges, the green book and the Montgomery bus boycott.

Element 4: This book is a great example of element four because it has young people as the main characters and looks at what social movements look like through a young person‘s perspective.  It brings young people to the forefront as the changemakers of a generation but it also shows the real vulnerability and fear that comes with protesting, boycotting and shifting society. It also shows the very real every day, fears and terrors of the civil rights for a young person in the book. It has a number of non-fictional events that affected young people. The story of Ruby Bridges, a six-year-old navigating the civil rights movement. The church bombing that killed four little girls is also mentioned, those girls were adolescent and teenagers. Another example is the Little Rock Nine that included nine students that went to attend an all white high school.

Activity: As an educator, I would use this book to talk about youth led movements, and the literary element of compare and contrast. As we look at venn diagram, similarities, and differences, we can make a venn diagram to talk about different movements and how they have been similar or different to one another. For example, we can talk about March for Our Lives and a youth led sit in during the civil rights movement.

To recap what we learned from multiple movements, each young person will make a zine with words and visuals based on what they learned about social movements and social change.

Resources:

https://www.zinnedproject.org/materials/the-young-crusaders/

https://www.blacklivesmatteratschool.com/curriculum.html

Book:

https://www.thriftbooks.com/w/if-you-were-a-kid-during-the-civil-rights-movement-if-you-were-a-kid_gwendolyn-hooks/14006497/item/36474722/?utm_source=google&utm_medium=cpc&utm_campaign=high_vol_backlist_standard_shopping_customer_aquistion&utm_adgroup=&utm_term=&utm_content=659174113139&gad_source=4&gbraid=0AAAAADwY45gfEs_qsX2hnlke1FKn9PPeZ&gclid=Cj0KCQjwjNS3BhChARIsAOxBM6rDs19phzfvkHx6v7COgm7H_9QOqpcVfsdEVrDkKvkSfYMhDTFKK_YaAkKnEALw_wcB#idiq=36474722&edition=13584415

"The Proudest Blue"

Written by Ibtihaj Muhammad with S. K. Ali

Illustrated by Hatem Aly 

Buy it here!! <3

Grades: Kindergarten to 4th   

Ages: 5-10       

(A book for all ages!!)

Summary: 

Asiya a soon to be 6th grader has decided to put on the hijab for the first time. She goes back-to-school shopping with her mother and little sister to pick out the best hijab for the first day of school. At the store she finds the perfect hijab, "the brightest blue"; the perfect "first-day of school hijab". Her little sister, Faizah and Asiya walk to school and go their separate ways. Faizah is questioned by one of her classmates about what her sister has on her head, to which she answers, "A hijab". Being questioned about her sister makes her go over to her sister to see how she is doing with her classmates and for a hug. When talking to her sister Asiya a boy points over to Asiya and says, "Why". The taunting makes Faizah think of what a hijab is, not a laugh but strength. While cartwheeling at lunch Faizah stops near a boy who was yelling, " I'm going to pull that tablecloth off your head!". Asiya and Faizah simply turn away and run away with their friends. The sisters carry their Mama's words with them, "Don't carry around the hurtful words that others say. Drop them. They are not yours to keep. They belong only to those who said them". At the end of the story Faizah remains cautious and looks for the taunts and whispers of others but only finds Asiya waiting for her smiling and strong. 

Element 5: Awareness Raising   

This book tackles the issue many hijabis face world-wide no matter what age they may be. There is always one person who addresses a hijab as a tablecloth and threatens to rip it off of one's head.  It raises the question of what one should do when bullied for an article of clothing that they wear. The social justice element of Awareness Raising is most prevalent. This story broaches the topic of hijab in a way to take away the strangeness or fear one may have and shows compassion and beauty of hijab. The character Asiya who is wearing the hijab acts with grace instead of anger when faced with the opposition against her hijab. She enlightened her sister about how to face bullies and how to react to such a situation in the real world. This book also raises the awareness of what the hijab represents as well. It is a piece of someone's identity as Mama says in the story, "But if you understand who you are, one day they will too".     

Activities:

After reading this book to the class, a class discussion can be had about what is a hijab? Questions to ask the class can also include have you ever been bulled and what is bullying. Students can also be told to describe how the sisters Asiya and Faizah respond to major events and challenges within the story. For grades 3rd and 4th the students can make a graphic organizer to detail the various traits of Asiya and Faizah. All grades can also decorate a scarf of their own.   

The Proudest Blue read by the author Ibtihaj Muhammad:

Check out the rest of the trilogy:

Monster

 

Monster 

Written by Walter Dean Myers

Grade 6

11+ year olds

 Link to purchase "Monster" from Source of Knowledge Bookstore

Summary:

 Written in first person point of view, the protagonist, Steve Harmon is a black, sixteen-year-old incarcerated in jail and on trial for murder. The story is told from Steve’s point of view inside his jail cell. Steve loves cinema and wants to become a screenwriter. He uses his interests to tell his story of how he ended up in jail through a screenplay, and calls his movie, “Monster” because that is “what the lady who is the prosecutor called me. Monster.” (Myers 5) Sandra Petrocelli is the state’s prosecutor and has a reputation for being a good lawyer. In court, Petrocelli presents the charges against Steve and James King, his co-defendant. The prosecutor tells the jury that James King and Steve Harmon, along with two other criminals, robbed Anginaldo Nesbitt’s drugstore, where Mr. Nesbitt was later found dead. Steve is the prime suspect in the murder of Mr. Nesbitt. Steve writes about his experience on trial for felony murder through handwritten notes and a screenplay where he expresses his experience, thoughts and journey to discover the systemic injustices in jail, specifically for a young black teenager.

The narrator uses screenplay techniques such as incorporating transitions, dialogues, cut frames and setting up scenes to create a movie as a coping mechanism as he loses his innocence as an adolescent into an adult that is a victim of oppression in a systemic injustice world.

Element 5: Awareness Raising

Monster explores themes of race and how racism enables systemic injustice. The novel focuses on the racial injustices that Black and other people of color feel victimized in a systemic injustice world. By focusing on the way that the court, the prosecutors, the defiant, the witnesses and the increment in jail oppresses the Black community, it addresses key oppression concepts such as the 4 I's of oppression and advantage. Monster emphasizes the reality of today’s support justice system. Monster encourages readers to reflect and recognize exactly how institutional oppression can be seen today. The policies, procedures and structures that lead to school-to-prison-pipeline are emphasized in the text in a way that young readers can understand. 

Activity/Action:

This book can be used not just in an ELA class setting, but also in a social studies class, where students are introduced to the reality of systematic injustice practices and the school-to-prison pipeline. This book raises awareness to the oppression that black and people of color are victims of from racist institutional policies, procedures and structures. This book raises awareness for students to learn more and become advocates of racial justice. One activity that can be created following the reading of Monster as well as teaching the 4 I’s of oppression and advantage can be geared towards spreading awareness and educating students how they can take a stand and protest against institutional oppression and systematic injustice. Introduce organizations and protests that fight against racism and the systematic injustices. 

More than Peach

 

More than Peach 

Author: Bellen Woodard 

Illustrator: Fanny Liem 

Grade Level: K-2

Add this book to your classroom library :)

Summary: 

    As Bellen is at school and her friends call the peach crayon "the skin color" crayon, something just didn't feel right for her. While she begins to talk about this feeling with her mother and the language surrounding the "skin color" crayon, she develops a brilliant idea. Instead of passing the brown color crayon to match Bellen's skin color, as her mother suggested, she came up with the idea of asking what color her friends would like since skin color can be any of the beautiful colors. The next day at school, Bellen decided to put her idea to the test! After her friend asked her to pass "the skin color" crayon, she asked, "Which one? Skin can be any number of beautiful colors". When her friend replied to her question by asking for the peach crayon, and her other friends in her classroom were just as specific when they needed a "skin color" crayon, Bellen had such a proud look on her face. As the new language began to circulate through the school, Bellen wanted to make a change in other schools as well. Putting her pen to paper, she came up with a plan, engaging her school, family, friends, and the rest of her community to help spread the new language around crayons and how we are "more than peach". Bellen's words circulated through the world, as she created the More Than Peach Project, and became the World's 1st Crayon Activist. 

Element Six (Social Action): 

    Although I believe that Bellen Woodard's More than Peach embodies several elements, I think that element six, social action, is the major theme in this book. Bellen, being a Black child, did not feel right when the "skin color" crayon was the peach crayon because for her, her "skin color" crayon was not peach. As she unpacked her feelings and saw the change that she can make in her school, she knew that she could make a change in the world. And she did just that! She wanted everyone to know that they are more than just peach, that they are valuable, and the space that they are in should value them as well by considering everyone. She noticed a problem, came up with a solution, and made a change.

Activity: 

    After reading this book with my students, and discussing the ways in which Bellen used her voice to be an advocate for change, I would explain to my students that they can be advocates as well. We can discuss and think about an important message that considers diversity or inclusion, and each student can create posters with our important messages. Once completed, we can hang them up and go around the room, and  admire each other's posters with their important messages and drawings. We can even invite other classes to take a look at our gallery of posters, and discuss the impact that our words and messages have on us, and how we can be advocates no matter what age. 

Check out this activity

Take a look at Bellen's website!

The 1619 Project: Born on the Water

 

The 1619 Project: Born on the Water

Written by: Nikole Hannah-Jones & Renée Watson

Illustrated by: Nikkolas Smith

Can be purchased online at: The Source of Knowledge or in person by supporting small businesses in big cities like Newark, NJ.

You can also help to support bookstores that create accessible spaces for the disabled by purchasing this book and many others at [words] Bookstore, in Maplewood, NJ. [words] Maplewood's Bookstore

For educators interested in how to bring The 1619 Project: Born on the Water into the classroom:

EDUCATORS!!! CLICK HERE!!!

Summary

The 1619 Project: Born on the Water is a poignant and beautifully illustrated children's book by Nikole Hannah-Jones and Renée Watson that reimagines the origins of African Americans in a powerful and deeply human way. More than just a retelling of history, it is a narrative that seeks to give voice to the often forgotten stories of resilience, culture, and identity that began long before enslaved Africans were brought to the shores of what would become the United States.

The story is framed through the eyes of a young Black girl who is assigned a school project to explore her family's origins. When she cannot trace her lineage back to a specific country, she feels lost and disconnected. Her grandmother steps in, introducing her to a heritage that begins not in slavery, but in freedom and greatness--before the first ships of enslaved Africans arrived in 1619.

The narrative artfully shifts from present day America to West Africa, where vibrant cultures thrived for centuries before the Transatlantic Slave Trade. The book vividly describes the rich traditions, spiritual beliefs, and social structures of African societies, providing readers with a clear sense that African history does not begin with slavery. Instead, the authors highlight the dignity, ingenuity, and humanity of these communities, which were torn apart by the violence of colonization and slavery. 

Element 5: Raising Awareness 

This book can serve as a powerful tool for raising awareness about social justice education in several ways. By focusing on African American history and identity, the book addresses key issues related to historical erasure, systemic racism, and the importance of cultural pride. The book supports social justice education by reframing the narrative of African American history, empowering marginalized voices, encouraging critical thinking about systemic racism, promoting cultural pride and identity, fostering empathy and inclusivity, and lastly, by supporting discussions on reparative justice. 

Stand Up and Speak Out Against Racism

 

Stand Up and Speak Out Against Racism

Author: Yassmin Abdel-Magied

Illustrator: Aleesha Nandhra

Genre: Nonfiction

Grade Level: 4th - 8th

Add this book to your classroom library!

Summary

    With the aim of teaching kids about racism and how to combat it, Yassmin Abdel-Magied toured schools around the UK, polling students for their thoughts and opinions on race and racism. Breaking the book up into three parts, How Did Racism Start?, Racism Today, and How To Stand Up And Speak Out, Abdel-Magied tackles the complicated history and creation of racism, its presence and place in current society, and how kids between the ages of 9 - 14 can begin their own anti-racist journey. This book is also studded with self care, reminding kids that these topics can be daunting and hard to deal with; despite their importance, the wellbeing of the reader who will engage in these works is considered and highlighted. Abdel-Magied talks about struggling in solidary and intersectional issues; teaching kids that all oppression is linked and none of us are free until all of us are free. 

Element Six: Social Action

    I believe that several Elements are present in this book. However, Part 3: How To Stand Up And Speak Out, embodies Element Six because it addresses 'social action' questions, like "How do you undo stereotypes?", "Where do I start?", and "What can I do to fight racism?" The section "What about institutional racism?" details several things that a child reading this book might try to combat the institutional racism they come across in their life. For example, checking for diversity in their reading material at school, and joining forces with other students to push for books that represent the students learning, or pushing for Black History to be celebrated at school longer than just a month. The book says, "Think about the rules that are around you and ask for them to be made fair for everyone, not just white people from the dominant culture."

Activity

    I would use this book to inspire my students to closely examine their school and home environments with the intent to change them for the anti-racist better. Like it says in "What about institutional racism?", my students and I could make a list of all the rules within their school that they feel like uphold institutional racism. After identifying them, the list would become a checklist, where we would work through each item and collectively try to come up with an action or change to challenge these rules and make them inclusive for everyone. (This would also teach children the power of collaborative dreaming and how that can and does affect your reality.) With our plans of inclusion complete, we could then make a petition and have all the students in the building sign it to deliver to admin, and/or write letters detailing the issues with these rules and our new suggestions. This activity can and should spread wider than the individual school; we can implement this on the district and schoolboard level as well. 

An additional activity geared towards identifying diversity within the book; this would help us keep in mind who we are modifying these institutionally racist rules for.

One Plastic Bag Isatou Ceesay and the Recycling Women of the Gambia

 Grade Level: 2nd - 5th grade

Age:7- 10 

Summary

"One Plastic Bag" tells the inspiring true story of Isatou Ceesay, a woman from Gambia who sparked a movement to fight plastic pollution in her village. The story begins with Isatou noticing how plastic bags, once seen as useful, have piled up and littered the streets, harming animals and the environment. Instead of just accepting this problem, Isatou and a group of women come together to find a solution. They begin by collecting plastic bags, washing them, and transforming them into colorful, reusable purses. This not only helps clean up the environment but also provides the women with a source of income. Over time, Isatou’s efforts inspire others to take action, and the village becomes cleaner and healthier. The book emphasizes themes of environmental responsibility, the power of community action, and how one person can make a difference. It encourages children to be aware of pollution and think about how they can take steps to protect the planet.

Element 5

This story is directly connected with Element five of the Six Elements of Social Justice Education because it shows the power of raising awareness to inspire group action. In the story, Isatou notices the growing problem of plastic pollution in her village, but rather than accepting it as unattainable she takes the first step by educating others about the harmful effects of plastic waste. Because of her efforts, she raises awareness among the women in her community, showing them how their actions can make a difference. This story encourages students to recognize that raising awareness about social or environmental issues is an essential step in bringing people together to solve the problems they face, emphasizing that informed communities are empowered communities.

How to use the book?

This is a book I would most likely read out loud to the class so I am able to ask questions and hold their attention. I would most likely have them Brainstorming before reading the story and ask them what they know about recycling, pollution, and plastic waste. I would also pose the question: “How do you think plastic affects the environment and animals?” During the reading I could ask questions such as how Isatou got other people involved and ask them about their neighborhood. As an activity I can ask them to find problems in their community such as littering, pollution or not a lot of nature. By doing this I could then ask them about ways they can spread awareness in their communities.

Review-https://floweringminds.wordpress.com/2015/01/16/one-plastic-bag-isatou-ceesay-and-the-recycling-women-of-the-gambia/#:~:text=A%20wonderful%20book%20that%20shows,throw%20them%20on%20the%20ground.

All The Way To The Top: How One Girl's Fight for Americans with Disabilities Changed Everything

 All The Way To The Top

How One Girl's Fight for Americans with Disabilities Changed Everything 

Author: Annette Bay Pimentel 

Foreword: Jennifer Keelan-Chaffins

Illustrator: Nabi H. Ali

A Link to more info and purchasing!

Summary: This is a non-fiction story about Jennifer Keelan-Chaffins, a little girl born with Cerebral Palsy who is also a wheelchair user. This story begins with a foreword written by Jennifer, in which she provides an overview of her story and emphasizes the importance of continuing to fight for disability rights. 

Jennifer is so excited for her first day of kindergarten and can't wait to make new friends. However, when she shows up on the first day she is told she doesn't belong because of her wheelchair. Even at her knew school she is only allowed to attend for half of the day and is shunned by her classmates. Despite this, she wouldn't give up. Jennifer and her family started working with activists who were fighting to make public places-like schools, government buildings, and transportation-accessible to everyone. Inspired by all the grown ups with disabilities working together to create change, Jennifer wanted to join them. Jennifer and her family protested all over the country, even travelling to Montreal. At these protests Jennifer learned about a law being proposed called the Americans with Disabilities Act (ADA). This law would require all schools, governments, and businesses are accessible for disabled people. Despite all the protesting Jennifer and her activist friends felt like no one was listening to them. None of the news stations ever mentioned the ADA! Jennifer knew it was time to go, to Washington, DC. Jennifer marched all the way to the U.S. Capitol and participated in the "Capitol Crawl", where activists in wheelchairs physically climbed the steps of the U.S. Capitol to make sure congress heard their voices. And that's exactly what Jennifer did. Pictures of Jennifer's climb travelled all over the country and everyone started talking about the ADA. Finally, Congress decided to pass the Americans with Disabilities Act. Jennifer's life began to change, slowly but surely more and more places became accessible. Jennifer understands that change is slow, but she is never going to stop using her voice to fight for what is right. 

This excellent story ends with a page of definitions & explanations of words, concepts, or phrases in the book that could be confusing for some students (such as disability, Capitol Crawl, etc). It also provides information about Jennifer's life before and after the ADA as well as a timeline of disability rights wins over time and Jennifer's life. 

Element 3: This book aligns so well with Element 3 (Exploring Issues of Social Justice) by introducing students to the history of the Disability Rights Movement that put in place the ADA from the perspective of a 9 year old. As we read we see Jennifer being segregated from her able-bodied peers and barred from libraries, buses, museums, even crossing the street. This context helps students to understand why Jennifer and her activists friends were fighting so hard for laws like the ADA.  Her story models how students can go about advocating for issues they think are important. 

Activity: A great extension activity for this book would be a story mapping activity. After reading this book aloud as a class, the teacher would guide the students in filling out the story map together. The purpose of this activity is to identify all the story elements of this book and accurately retell the events of the narrative. 

Example below:

 

Kamala and Maya's Big Idea

Kamala and Maya's Big Idea

Written by Meena Harris

Illustrated by Ana Ramírez González

Grades PreK-3rd

Ages 4-8

Link to Purchase!

Summary:

Kamala and Maya’s Big Idea is a story written by Meena Harris, based on a true story about Meena’s mother and aunt, Maya and Kamala. This book is about the girls' perseverance and the community coming together in order to help the girls accomplish their “big idea”, which is building a playground in the unused land in the apartment complex they are growing up in. At first, the girls go to the landlord and ask him if he can build them one but he quickly says no. Then, they write him a letter with other kids in the building asking him again but he still says no and asks them if their parents know they are there. Finally, he ends up agreeing that if the children speak to their parents and do all the work themselves that they are allowed to fix up the courtyard. The book then explores how people from the neighborhood come together by bringing different materials for the playground and work as a group in order to accomplish one common goal.

Element 4:

This book aligns directly with Element Four of the Six Elements of Social Justice Education because it emphasizes how community can come together to accomplish a shared goal. Maya and Kamala lived in an Urban neighborhood and didn’t have much access to green spaces to play. When they noticed a space in their courtyard they tried to gain access to it but the landlord said no claiming economic reasons. Instead of giving up they gathered members of their community and solved the issue themselves, proving that when people come together they can solve issues facing their community. 

Activity:

This would be a good book to use for a read aloud. While reading the book, teachers should pause at certain moments and ask their students questions like “why do you think the landlord said no to building the playground?” “If they don’t have any money for the playground what are some ideas on how they could raise some?” At the end of the book teachers should ask students if they have any big ideas. Then, they should further the conversation by asking who in their community would be able to help them with their big idea. For older grade levels this can be expanded on by having students write letters to their community members explaining their big ideas and what help they would need.

Click for another resource idea!

More read aloud questions

Separate is Never Equal: Sylvia Mendez and Her Family's Fight for Desegregation

Buy it Here!

Title: Separate Is Never Equal: Sylvia Mendez and Her Family's Fight for Desegregation

Author/Illustrator: Duncan Tonatiuh

Genre: Biography 

Grade Level: first-fourth 

Summary: 

Separate is Never Equal: Sylvia Mendez and Her Family's Fight for Desegregation is a biography of the Mendez family. The book narrates Sylvia, an American citizen of Mexican and Puerto Rican heritage. The book takes place around ten years before Brown vs. Board of Education. The book follows the journey and lengthy process that Sylvia's parents took after Sylvia and her siblings were denied enrollment to a "whites-only" school and told to attend the Mexican school instead Her parents then fought for their children's and others' rights by organizing the Latinx community and filing a lawsuit in federal district court. After this lengthy trial, their success helped change this era of segregated education in California.

Element Three: Exploring Issues of Social Injustice

    I feel that Separate is Never Equal: Sylvia Mendez and Her Family's Fight for Desegregation correlates to element three: exploring issues of social injustice. It meets the element of linking historical roots of oppression to present-day experiences. While also directly relating to exploring issues of social injustice by highlighting the historical roots of racism and how they impact the lived experience of marginalized communities. This is highlighted numerous amount of times throughout this historical children's picture book. It discusses racism and segregation with how those segregated into lower-funded, less-resourced schools. Legal and social activism was showcased with Mendez v. Westminster to fight for justice, as well as many other examples highlighted. This book explores how social injustices of the past continue to have real-world effects on people's experiences in society years later!

Activity: 

    Attached is a link to a wonderful site that includes more information on the book as well as a ton of supporting materials you can download to devices. It contains supporting materials such as a guide in Spanish, activities for exploring historical topics, and/or historical figures for a range of grades, and a whole ton more, which makes it just that more engaging! Don't wait any longer, Click here to get started!

Enrichment activity to teaching: 

    I would use this book in my classroom to talk about social injustices. I would engage my students in turn and talk about what they think it means to be segregated, racism, and fight for equality. Or for the younger students, ask them what the title of the book could mean and flip through the book looking at the images only and predicting what it is going to be about. After discussion, we would read the story aloud, stopping throughout the book to ask them comprehension questions as to what may be happening as well as pointing out things throughout the text and illustrations to further observe. As an activity, I can have students create a chart to compare segregation in the past with the inequality in education today. For younger grades discuss what we noticed in the book was an injustice and compare by relating some injustices we have faced ourselves or have witnessed. There are just so many activities you can do with this book, timeline, letter writing, and debates to name a few!

What Zeesie Saw on Delancey Street

-by Elsa Okon Rael and Marjorie Priceman

This beautiful book is a story about a 7-year-old girl named Zeesie who is allowed to accompany her parents to a 'package party' in the early 1900s. Taking place on the famed Lower East Side of New York City, we are able to gather information about certain aspects of life some Jewish immigrants faced as they began their lives as citizens in this country.

This book has a unique approach to showing life as an immigrant in that it does not expressly call them immigrants, nor does it make obvious the point that the people in this story are struggling or poor. In fact, the setting is a party and for everyone else attending, it is just that.

The book leaves behind the simple 'Jewish people surviving' facade and takes on a more universal appeal when Zeesie sneaks into a room that only the men are allowed to go into. The Money Room is so named because all of the men go into it one at a time, and either leave spare money they have, or take any they need to help feed their families. The book does a beautiful job showing how this community, and others like it, come together to support one another and ensure success. It is an example of human beings reaching out to others in need, something all communities do, immigrant or not. When Zeesie realizes the power of the room, she leaves the dollar she has saved up, knowing that she is helping another person, even though they will not know she directly helped, and that she can no longer afford to go to the movie theater as she planned. She knows the dollar is better spent in that room.

This book would be great for units on immigration, because it tells a different side of immigrant life we don't often hear about. It could also help with a unit about New York's olden days, and also for a unit on friendship and/or tolerance.

As far as social justice education, this book achieves levels 2, 3, and 5. They can use Zeesie's selfless act to begin figuring out ways they too can better their own communities and the community at large. They can do this in many ways besides monetarily, striving to really fix the problems they see rather than just slapping a band-aid over.

**Posted by Emily, Valerie, and Amanda S.**

Peace Crane

Author: Sheila Hamanaka

Summary: A girl questions the world for a chance at peace, "for a world without borders, of a world without guns, of a world that loves its children". As crane's are a symbol of long life in Japan, the girl in the book sends her paper crane throughout the world and remembers the good she has seen in the world, along with the bad. This story is based on Sadako Sasaki's belief that if you fold a thousand paper cranes, you will be granted your wish for health. The story gives a brief history of the US bombing of Hiroshima and Nagasaki, Japan and Sadako's story.

Reflection: The book has beautiful illustrations that are coupled with poetic lines and verse that tell this story. We follow the journey of a peace crane throughout the book and see wherever it goes peace or health is restored. Yes, this sounds mythic and optimistic, but I think the book sends a message of hope for children who are constantly questioning their world. This book tries to inspire children to take initiative and make a change in their environment.

Lessons/Activities:

1. This would be a good book to couple learning about the history of war, such as WWII, or the history of Japan, or learning about unfairness and violence in the world.
2. Students can think about their injustices in their communities and make a list. A discussion can follow asking how students can make social change about these injustices. Students can write their idea for social change on a piece of paper and will make a paper crane out of it. The cranes will hang in the classroom to remind students of their ideas, and the teacher can facilitate helping children take action.
3. The book can be used to integrate social studies and poetry. The book has wonderful poetic lines, and is presented in poetic verse. It is a great example of description in writing.

Social Justice Curriculum: This book focuses on stages 1, 2, 3, and 5.

Korean Children's Day

Summary: Korean Children's Day is a story about how Mrs. Carnie's 4th-grade class became the Tae Kwon Do champions of Raymond Elementary School. Young Soo Newton, is an adopted boy from Korea who lives in America with his family. He takes Saturday classes at the Korean Institute because his adopted parents want to make sure he never forgets about Korea and his Korean heritage/traditions. He decides to bring his friend Jeremy along one Saturday, because they are celebrating Korean Children's Day. Jeremy, as well as the reader, learn about Korean Children's Day and Korean culture/traditions. In the end, Jeremy is so takenaway with Tae Kwon Do that he suggests to Young Soo Newton that their whole class at school should partake in this tradition. In the end, Mrs. Carnie's class becomes Tae Kwon Do champions of Raymond Elementary School.

Reflections: This was a great book because it shows how people can appreciate, learn, and participate in the traditions of another culture. It shows cultural appreciation not only on the intercultural level, but also on the level of adoption and identity. The fact that Young Soo was an adopted child from Korea makes the story more real. His parents make an effort and show appreciation to their child's country of origin. Often when children are adopted they are forced to assimilate with the culture of their adopted parents and forget where they came from. The illustrations are done in what appears to be colored pencil, which is interesting and different.

How would I use the book/curriculum units: This book would work well with a discussion on appreciating cultures and traditions. It could be used along side a curriculum on cultures and traditions of students in the classroom. Having students listen to this story and then share their own cultures and traditions is one idea. In addition, encouraging students to actually perform some traditions, or wear traditional clothing, or eat traditional food from all the cultures of the students in the class could also be a good activity. In additon, if you type in "Korean Children's Day" on Yahoo or Google you will find a bunch of lesson plans and ideas for this Korean tradition.

Domains of Social Justice: 1) Domains of self-love and acceptance: Students learn to love themeselves for who they are. In this case, Young Soo appreciates his Korean heritage and continues to practice and learn about his country of origin. 2) Respect for Others: Students learn to appreciate and learn about the cultures and traditions of others. 4) Social Movements and Social Change: Students learn that they can take a proactive approach to learning about other people's cultures and appreciating those cultures. Taking Social Action: Students learn how they can encourage other people (ex. Mrs. Carnie's 4th-grade class) to appreciate and participate in learning about the cultures of others.

The Butterfly

Patricia Polacco creates this beautifuly story about a young girl in France during a time when Nazi soldiers occupy every inch of her home town. One night Monique, the main character, discovers a little girl in her room and soon unravels the mystery going on in the very basement of her own home. It seems that her mother, who is based on a real woman during the Holocaust, Patricia Polacco's aunt, has been hiding a Jewish family.
This book is an amazing way to get students thinking about heroism, racism, the Holocaust and the true meaning of freedom, which the butterfly is a symbol of throughout the book.
This book can be used for many different activities and can also be incorporated into many different units. A unit on the Holocaust would benefit greatly from this book not only because it takes place in that time period but also because it exemplifies the many brave people who fought against the Nazis in small but powerful ways. Monique's mother in the story is a wonderful example of social justice stage #4 because she takes social action and risks her life to save the lives of a Jewish family. The book also fits into stages, 2: Exploring issues of social justice, 3: social movements and social change and 4: Taking social action.

What I Like About Me!

Title: What I Like About Me!

Author: Allia Zobel-Nolan

Summary: This book is about children who each tell the reader something they like about themselves-they wear braces, they have curly hair, to even having big feet. The illustrations are great and there are all sorts of pop-outs, pull tabs, and touchy items in the pictures, that make the book so much fun to read.

Reflection: I love this book because it teaches students that everyone is different and special in our very own way. In addition, it helps with issues of self-esteem which is a very important topic and needs to be talked about.

Lessons/Curriculum: There is so much that can be done with this book. The last line of the book poses a question to the reader, “and what do you like about you?” with an actual aluminum mirror so you can look at yourself. Teachers can use this question to start teaching about self-esteem and have students do self-portraits, including writing about themselves and what makes them so special. In addition, another creative idea might be to instead of having students write about themselves, they write about someone else in their class and why they feel that person is special. This way self-esteem is not only taught about, but social skills (ex. classroom community) as well.

Social Justice Curriculum: Stages 1 and 2 are strongly addressed because students are learning to love and respect themselves while at the same time for others too.

Links: http://www.amazon.com/What-I-Like-About-Me/dp/0794407633

The People Could Fly

Title: The People Could Fly
Author: Virginia Hamilton
Illustrators: Leo and Diane Dillon

Summary: .
"The People Could Fly," is a fantasy tale that tells of how some enslaved Africans had wings and could fly. In order for them to escape the abuses of slavery, they began to sing some ancient African magic words. This allowed their bodies to lift into the sky and fly away to freedom.
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Activities:
This would be a great book to use for Social Studies. Lessons could be taught on how the Africans were taken from their homeland and put on slave ships and brought to new lands as slaves. I also think that this book could be used for a performance in Drama. I would have students create costumes with wings, and have them re-enact the story. .
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Social Justice Education:
This book covers all 5 areas of social justice. Students can learn to love and accept themselves and their roots, while others can respect their differences. Students will learn the forms of oppression of slavery and racism, and how they can use books like this to create non-violent social change. Additionally, students can take social action to protect people's rights.