DR. BICKMORE'S YA WEDNESDAY

"Voices" and Voices: An Epiphany, a Plan, and a Plea by Jennifer Paulsen

2/13/2019

Jennifer Paulsen is contributing to Dr. Bickmore's YA Wednesday once again. She has an interesting perspective. For much of her career she was an ELA teacher and she now finds herself teaching social studies. Her previous posts reflect this cross curricular point of view and you can find them here and here. Take a look. She also provided the weekend picks for September 2018 and you can revisit those by going to the weekend picks page and scrolling down.

Voices and Voices: An Epiphany, a Plan, and a Plea by Jennifer Paulsen

One book from the past year has been replaying in my memory: David Elliott‘s book Voices: The Final Hours of Joan of Arc struck a chord and has haunted me. Something about it was scratching in my brain, pushing to the surface but I wasn’t sure yet what it was. The story was so familiar to me, but Elliott’s rendition of it is refreshing and eye-opening. Written in powerful poems taking a variety of forms such as the villanelle and rondolet, Elliott gives voice to inanimate, yet intimate, objects like Joan’s dress, a candle, even the fire which took her life, allowing us to view Joan from many perspectives and adding texture to her first person narrative. Woven into the poems are snippets of the transcripts of both of her trials, which allow her family, friends, neighbors, and enemies to speak across the years from 1431

The scene that keeps surfacing in my mind’s eye takes place in her cell after she has been given a choice: dress like a woman and live or continue dressing like a man and face the fiery stake:

...How often did they ask
me why I would not wear a dress.
How they frequently berated
me and urged me to confess that
To put on the clothes of men was
a foul abomination. They
said it was a mortal sin and
even promised me salvation
from the smoke and scorching fire if
I would just recant and put on
women’s attire, the way, they said
that God himself intended (74).

I imagine the frustration and anguish it would cause her to give up the clothing allowing her freedom of movement, the clothing that made her feel fully her natural self, in order to play the narrow part allowed for her by her era by wearing the dress she described as “a hemmed and homespun cage” (24), I am so moved that she would rather die embracing who she was fully than live by society’s expectations:

I would face my death unafraid
and proud. If that meant that my
tunic would also be my shroud,
then I would enter Paradise
a bright and shining jewel, not an
abomination but the way
that God has made me, his singular
creation (75).

Joan of Arc achieved so much in three years against impossible odds, yet perhaps her best achievement was embracing her true self. On this Valentine’s Day, may we all be blessed with the courage to do the same.

A few days ago, I realized why I have been unable to let this scene rest. I have numerous students who are struggling with identity, whether it be gender, sexual, or cultural. This is not new, I thought. There is one student in particular I couldn’t seem to reach last semester. His gender assignment was female but his identity was male. While I made every effort to connect with him personally, he was not thriving in my class. The epiphany that finally surfaced from Elliott’s book is that I have NOT made every effort to convince this student that history is for him. Teaching Colonial America is a predominately white male story. I have been pretty good about surfacing perspectives of race, women, and the common people. I have not found ways to share the stories of people who pushed against the boundaries of gender identity and sexuality. This is NOT NEW! This history MUST be surfaced and shared. And I know tragically little about it. I feel like I dropped the ball with this student, indeed all students, in failing to find that hidden history.

As a former English teacher, I have a large collection of LGBTQIIA fiction, but my non-fiction collection is non-existent. As a social studies teacher, I really need that non-fiction. So, the first part of my plan involves enhancing my classroom library. Part two is to listen and learn, so I can better connect students with our collective history, bringing those voices from the shadows into the light. Yesterday, I asked my students to educate me, if they are struggling to see themselves in the history we cover. The third part of my plan is to develop more notebook “warm-ups” to begin class, featuring as many perspectives and profiles as I can. So, I hope you will help me in this journey, recommending books, events, people, and resources to help me close this gap. In return, I will share all I gather with you.

Thank you, David Elliott, for your powerful and vivid writing which was the catalyst for this learning journey. And to Joan of Arc, for daring to be her true self.

Voices: The Final Hours of Joan of Arc will be available on March 26, 2019.

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Books to Build Conversations about Bullying Lesley Roessing

2/10/2019

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Lesley Roessing reminded me that Feb. 9 was Stop Bullying Day. With a bit more research I also found out that Feb. 22 is Anti-Bullying Day in Canada. Lesley is one of the most prolific readers I know. It was great to finally meet her in person at NCTE last November. She has written for the blog several times before. You can find her previous entries here, here, here, here, here, and here. In addition, she provided the Weekend picks for May of 2018.

If you don't have a ready list of books about bullying, you should bookmark this post. It will serve you and your students well. In fact, if you need a list of books about any topic it is time you had a conversation with Lesley.

Books to Build Conversations about Bullying Lesley Roessing

We want adolescents to read for pleasure, to enjoy a good story; we want them to read to learn their world and the worlds that came before them that shaped their current world; and we want them to read books that will provide maps of how to handle, and analyze the mishandling, of obstacles that challenge adolescent life. One obstacle that 70.6% of young people say they have encountered in their schools—as a victim, an offender, or an observer—is bullying.

In 2014, the Centers for Disease Control and Department of Education defined bullying as unwanted, aggressive behavior that involves a real or perceived power imbalance and is repeated or has a high likelihood of repetition. According to stopbullying.gov, a federal government website managed by the U.S. Department of Health and Human Services, there are two modes of bullying: direct and indirect (spreading rumors), and there are four types of bullying: physical, verbal, relational, and damage to property. The newest type of bullying is electronic bullying or cyberbullying, which involves primarily verbal aggression and relational aggression.

According to the National Center for Education Statistics and Bureau of Justice Statistics, 28% of U.S. students in grades 6–12 experienced bullying. In surveys, 30% of young people admit to bullying others. In one large study, about 49% of children in grades 4–12 reported being bullied by other students at school at least once during the previous month, whereas 30.8% reported bullying others during that time.

Adolescent suicide is now the second leading cause of death of young people of age
10-24 (“10 Leading Causes of Death by Age Group, United States–2016,“ National Vital
Statistics System, National Center for Health Statistics, CDC). The CDC cites studies
that have shown that youth who report frequently bullying others and youth who report
being frequently bullied are at increased risk for suicide-related behavior. Youth who
report both bullying others and being bullied have the highest risk for suicide-related
behavior of any groups that report involvement in bullying. While bullying may not be the
sole cause of suicide, the bottom-line of current research findings is that being involved
in bullying in any way—as a person who bullies, a person who is bullied, or a person
who both bullies and is bullied is one of several important risk factors that appears to
increase the risk of suicide among youth.

It is imperative that teachers and especially students discuss bullying in schools, particularly in the middle grades where research shows that the most bullying takes place, and especially because many bullies and victims of bullying do not even recognize that bullying is occurring. “What the Olweus survey identifies as the top three types of bullying—verbal abuse, exclusion, and spreading rumors—kids can see as normal and essentially harmless behavior” When bystanders recognize bullying and intervene, bullying stops within 10 seconds 57% of the time.

These conversations occur more effectively though the reading of novels and memoirs. It is crucial that adolescents experience bullying and the effects of bullying, not in real life, but through novels such as the 36 novels presented below. Students are more inclined to talk about how characters handled or mishandled situations than to analyze their own actions or those of their peers. Novels such as these can generate important conversations that adolescents need to have and share truths that they need to see; these stories provide not only a mirror to those who are similar to them but windows into those they may see as different from them, and, even more significantly, present maps to guide adolescents in ways to work through conflicts and challenges and maps to show them where they may become lost. Novels can help readers gain knowledge of themselves and empathy for others.

Any of the novels described in this blog would be a good choice for a whole-class read or, even more effectively, included with 4-5 other novels that address bullying for students to read and discuss in book clubs, comparing issues raised with books being read by all the book clubs.

February 9 National Stop Bullying Day encourages everyone to make an effort to eradicate bullying in their environment. This blog re-introduces the novels highlighted on December 4, 2017 in “Books to Begin Conversations about Bullying” and August 8, 2018 in “Books to Begin Conversations about Bullying--Part 2,” as well as including novels I have read and reviewed since the time of those blogs.

**1. Thompson, Holly. Orchards. Delacorte Books for Young Readers, 2011.**

In addition to the statistics above, a study in Britain found that at least half of suicides among young people are related to bullying and that 10 to 14 year old girls may be at even higher risk for suicide. As the social hierarchy intensifies in middle school, girls form cliques and can get meaner. PBS Parenting explains that much of this behavior stems from the intense desire to belong, the need to feel powerful, and the conditioning that many girls have to not express their feelings directly. Some girls function as leaders, others as followers, and the rest live outside the groups.

In this powerful verse novel, Kana Goldberg, an American middle school girl, feels guilty when Ruth, a classmate, commits suicide:

should I have said something when I saw you at the mall?
should I have sat across from you at lunch in the cafeteria?
should I have invited you to be in my group in science
or my critique partner in art?

Kana reflects on the social hierarchy in her eighth grade class:
electrons
arranged in shells
around Lisa
Becca and Mona
first shell solid
the rest of us
in orbitals farther out
less bound
less stable
and you
in the least stable
most vulnerable
outermost shell.

Kana was not only a bystander. She acknowledges that Lisa was mean to Ruth and
we all
followed
her lead.

Kana’s Japanese mother and Jewish American father send her to her maternal grandmother’s mikan orange farm for the summer to “reflect in the presence of [her] ancestors.” While there, she learns to farm, becomes part of the family and community, and learns the rituals of her Japanese culture, but most importantly she reflects on her actions and those of her clique and thinks about Ruth and what happened and where to place blame because they didn’t understand her.
what I wanted to know was
if depression is so common
is depressions was a possibility
for someone like you, Ruth
then why didn’t they teach us about it?

Kana finally realizes that the list of what they didn’t do--
end the texting
talk with you
laugh with you
listen to you
include you
…seems so basic and short.

There is another tragedy associated with the bullying and, through the rituals surrounding death Kana practices with her relatives and the Japanese community, she returns home with ideas of ways to create a memorial to the friends who were tragically affected by the bullying—and to help, not just the girls but the entire 8th grade class, to “go on.”

**Weeks, Sarah and Varadarajan, Gita. Save Me a Seat. Scholastic Press, 2016**

Save Me a Seat is a novel about bullies, victims, bullying, and standing up to bullies. A study conducted by The Youth Voice Project, the first known large-scale research project that solicited students’ perceptions about strategy effectiveness to reduce peer mistreatment in our schools, found, “Our students report that asking for and getting emotional support and a sense of connection has helped them the most among all the strategies we compared” and conversely, “Peers were reported as being able to have a significant negative effect by blaming or making fun of mistreated youth.” (Roessing, No More “Us” and “Them”: Classroom Lessons & Activities to Promote Peer Respect).

Joe, a student with APD or Auditory Processing Disorder, is bullied by his fellow fifth graders, especially Dillon Samreen. When Ravi moves from India to America, he assumes that the other fifth graders will be impressed by his intelligence and athleticism, but all they notice is his accent and other ways he is different. Ravi assumes that Dillion, being Indian-American, will be his friend but finds himself also the target of his bullying and his classmates’ laughter.

There are many novels that focus on bullying, but what I found most important about Save Me a Seat is that Ravi does not realize that in his school in India where he is was one of the popular crowd, if he was not actually a bully himself, he was unkind to other students and stood by, laughing, when students were bullied by others.

In the novel when Ravi finally sees that "There is more to [Joe] than meets the eye" and that he is the victim of bullying; he comes to the conclusion, “I don’t need to show off anymore. I’m not like Dillon Samreen and I never will be,” and he stands up for Joe

The characters in Save Me a Seat are fifth graders. According to research, most bullying occurs in grades 6-8. Perhaps if enough students read and discuss this novel in fifth grade, those statistics will change.

**3. Cerra, Kerry O’Malley. Just a Drop of Water. Sky Pony Press, 2014.**

Relationships are built over time, but how much can they withstand? Jake Green and Sameed Madina have always been friends. They have grown up together; they run together; they play war games together; they have each other backs; they plan to always remain friends “but only till Martians invade the earth.”

But then the events of September 11, 2001, occurred, and Martians did invade the earth, only they looked like Sam and his family—Muslim. Because one of the terrorists had lived in their neighborhood and was a client at the bank where Mr. Madina worked, Sam’s father comes under FBI surveillance, and the neighborhood divides in their support. Not Jake, though. He believes in his friend and his friend’s family, physically fighting the school bully who refers to Sam as a “towelhead” and standing up to his father who apologizes to the bully’s father, an adult bully himself, and to his mother who refuses to support the Madinas, longtime friends and neighbors.

What I appreciated about Just a Drop of Water is that is illustrates another way 9/11 has affected people, especially those Muslim adolescents who populate American schools everywhere. I strongly feel that students should not only be learning about the events and effects of 9/11, but that readers learn more about how events affect people and especially children their ages and have caused many Muslim children, and adults, to become the target of bullying. Other novels—Nora Raleigh Baskin’s Nine: Ten: A September 21 Story, Jewell Parker Rhodes’ Towers Falling, and Wendy Mills’ All We Have Left—also present Muslim characters affected by the events of September 11, 2001

**4. Wilhelm, Doug. The Revealers. Square Fish, 2011.**

The Revealers presents bullying as the entire focus of the novel—not just a side issue. The story emphasizes the efficacy of cooperative action when three students who are bullied collaborate on facing bullying with nonviolent action, scientifically studying why students bully. They publish their experiences, and others begin sharing their stories as victims and bullies to be posted on school-wide media.

The book highlights creative solutions to problems, using the scientific method, and the three students’ research—in cooperation with many members of the student body, including the school’s most feared bully—becomes a science fair exhibit which brings the problem to the notice of the principal and a school board member. The novel highlights the problem of administrative denial and even acceptance, which, unfortunately, is too realistic.

**5. Harmon, Mike. Stick. Knopf Books for Young Readers, 2015.**

Patterson ("Stick") is a football player, but with the overwhelming pressure from his father and his coach, he has lost the love of playing. Preston is an individual who has no friends but lives life on his own terms as he struggles with the guilt and trauma of his father's death; to compensate, he dresses as a superhero and, in disguise, he helps others in need. When the two teens become friends, Preston encourages Stick to decide if he wants to remain on the team. His decision to quit appears to derail his life when his father kicks him out of the house and his former friends on the team savagely bully not only him but also Preston. Taking charge of his life actually helps Patterson get back on track, a track that follows his heart and helps him save his father. The relationship between Stick and Preston shows the importance of standing up for others and how that action can lead to standing up for oneself.

**6. Magoon, Kekla. Camo Girl. Aladdin, 2011.**

Camo Girl is an important story, written for readers in Grades 5 and up. Ella and Z are sixth-grade outcasts, and they are best friends. But they are not best friends because they are outcasts; they are there to support each other against bullies—no questions asked, no matter how weirdly Z acts and how Ella looks. When a new student befriends Ella, she thinks she may have to choose between popularity and her friendship with Z, but just maybe the popular Bailey, who has his own view of reality, can help both of them. This novel provides a good read for young adolescents, both boys and girls, who just want to be accepted by their peers.

**7. Holt, K.A. Rhyme Schemer. Chronicle Books, 2014.**

Seventh-grader Kevin, main character of this hilarious verse novel, is bullied by his older brother. In turn, he bullies kids at school. When he gets in trouble, he can no longer be caught bullying, and, as a result, two things occur: his former victims begin bullying him and he finds a secret way to bully others—through black-out poetry. The school librarian shows him that he actually has a talent, Kevin realizes he can be important though his poetry, rather than through his reputation as a bully.

**8. Erskine, Kathryn. Quaking. Philomel, 2007**

Quaking hits one of the most important topics in adolescent life—bullying—from all sides. Bullies are not only teenage boys (although there is one of those in this novel) and their followers but can be teachers, parents, and adults who bully each other, misusing their power over others. And bullies are bullies for a variety of reasons. This novel can serve as a map, illustrating ways to deal with bullies. The reader cares about eighth grader Matt—possibly more than she does about herself—and her new family, Quakers, who helps her value herself and find her voice.

**9. Sonnenblick, Jordan. The Secret Sheriff of Sixth Grade. Scholastic Press, 2017.**

Much bullying begins in sixth grade. The Secret Sheriff of Sixth Grade provides important topics for middle grade students to read and discuss—bullying and abuse—told with engaging, addictive humor. Reluctant readers will cheer for Maverick, a young hero readers will love.

**10. Gregorio, I.W. None of the Above.** Balzer + Bray, 2015.

None of the Above is a novel about androgen insensitivity syndrome (AIS), a form of intersex where a person looks outwardly female but has some of the internal characteristics of a male. But None of the Above is primarily is a novel about Kristin—Kristin whose mother died of cancer; Kristin who has a grieving but supportive father; Kristin who thinks she is in love with Sam; Kristin, a runner and hurdler, and star of the track team; and Kristin who finds out at age 18 that she is intersex.

When the entire school finds out and there are incidents of cyberbullying as well as shaming and an attack in a club, Kristin discovers the importance of a support group of those who can identify with, and understand what, she is facing, as well as friends who still accept and maybe even love her for who she is. The novel will lead to important provocative conversations and, because of the clinical details, sex, and profanity, it is a novel best suited for mature readers.

**11. Deloza. Lara. Winning. HarperTeen, 2016.**

Another type of bullying is manipulation. Alexandra Miles’ main ambition, actually obsession, of the year is to be crowned Homecoming Queen—a step on her way to Miss America. Alexandra carefully orchestrates every step, every word, every emotion—hers and those of others around her. She is mean, but not the typical mean girl; she is an actual frenemy—friend of enemy, depending on what it gets her. And Alexandra always has a plan. Many chapters are narrated by Alexandra; others are narrated by her victims and accomplices or victims who become accomplices and vice versa. At the end, others stooping to her level but no one is hurt, and the ending could generate classroom or book club discussions on how to beat bullies at their own game without becoming them.

12. Rawl, Paige and Benjamin, Ali. Positive: A Memoir

Positive relates a true story, the story of Paige Rawl who was born HIV positive. In sixth grade she shares her secret with her best friend who tells all their friends. Paige is then bullied by her classmates, and her coaches, her counselor, and administrators refuse to intervene, resulting in a suicide attempt. Positive is actually a story about surviving bullying rather than surviving illness and having the courage to face the world and share her journey.

**13. Dean, Carolee. Forget Me Not. Simon Pulse, 2012.**

Shaming is defined as the act of publicly criticizing and drawing attention to someone and, therefore, is a form of bullying.

One of the more interesting novels is the multi-genre Forget Me Not in which the author creatively employs a variety of poetic forms (and script writing) to identify the characters and alter the mood of the plot so subtly as to not disrupt the reading and the reader. The storyline, will provoke important conversations among teens about cyberbullying, shaming, and suicide. In response to a compromising photo of her that is texted and causes all her schoolmates to shame her, Ally commits suicide —or so she thinks—as her only way out. A friend tries to save her by showing her that her life has value and that she can make the decision to live.

Adolescents who are grappling with the repercussions of rape often also are forced to contend with the additional torment of shaming by their peers. In http://www.yawednesday.com/blog/the-new-nancy-drew, I shared two novels in which the main characters had been raped and then were shamed by their peers.

14. Blount, Patty. Some Boys. Sourcebooks Fire, 2014.

This unforgettable novel features an adolescent who has been raped and shamed but stands up for herself, even again the rapist’s best friend. In this provocative novel Grace and Ian narrate alternating chapters, and when Ian questions the way she dresses, Grace asks why her clothing choices should matter or be assumed to send a message.

15. Summers, Courtney. All the Rage. St. Martin's Griffin, 2015.

In All the Rage Romy has been assaulted by the sheriff’s son. No one believes her allegations and, by coming forward, she is bullied by her former friends. As other girls become hurt, Romy has to decide how hard she will fight to be believed.

**16. Thompson, Holly. Falling into the Dragon’s Mouth. Henry Holt and Co., 2016**

Bullying is not a problem only in the United States. As Holly Thompson so powerfully and effectively portrayed female bullying—bullying by exclusion, spreading rumors, and meanness ("Mean Girls")—in her verse novel Orchards (reviewed in my December 4 blog), she portrays the more physical and verbal abusive bullying of males in Falling into the Dragon’s Mouth.

Jason Parker is a fifth grade American boy living and attending school in Japan where he is different—and bullied for being different. He has redefined “friend” as anyone who doesn’t punch or kick him or refer to him as a “stinking foreigner.” Near the end of the school year Jason is placed in a group, or han, with five of the meanest kids in the class. What follows is relentless bullying, and the reader sees the importance of telling an adult, but not just any adult. The teacher has to be aware of what is going on, and Jason is afraid that his parents will make it worse. He is hoping to last until his parents can afford to send him to the international school.

With the support of his little sister, two new friends outside school—an older man with Parkinson’s disease and a teen who quit school because of the bullying, his English group, and aikido, Jason perseveres until the bullies “play” the choking game and Jason’s parents and the school finally become involved. Jason’s aikido instructor explains “…we need to train so that we sense danger in order to avoid it” but also warns him “the world is full of all kinds of people and some of them are a bit lost” (308-309).

In short lyrical free-verse lines, the reader learns about Japanese culture but also the trials of being perceived as different in any culture. The reader experiences the effects of bullying on children and the importance of effectively stopping and preventing bullying but also becomes aware of the dilemmas involved with trying to end bullying. I found myself frustrated that Jason did not tell his parents, but then I am an adult. I also was disturbed that his teacher ignored all the signs, but I have learned that this is too often true. In fact, Jason wants to change the rule that allows teachers to hit students.

An effective student examination of bullying would be for a class to read both Orchards and Falling into the Dragon’s Mouth to gain different perspectives and begin conversations on the different types of bullying, or for half a class to read each one or to combine these novels with other books on bullying that I reviewed in “Books to Begin.

**17. Korman, Gordon. Restart. Scholastic Press, 2017.**

Can anyone, even a brutal bully, start over? In Restart I met a new favorite character—Chase Ambrosea, at least the new Chase Ambrosea. The eighth grade MVP football player fell off his roof and suffered from a concussion—and amnesia. The “new” Chase is a nice guy who plays Barbies with his 4-year-old half-sister and volunteers at the senior citizens’ home. When he returns to school, becomes a valuable member of the video club, and begins making new friends, he finds, to his horror, that the "old" Chase was not just a bully, he was the Head Bully; one boy even had to change schools to avoid him. His new video-nerd friends are some of the kids he bullied the most.

After a particularly vicious prank, pulled with his best friends, fellow football team members Aaron and Bear, he was given community service as a punishment (which is how he became involved with the senior citizens he now helps voluntarily). Surprisingly his father approves of Bully Chase and is disappointed that his concussion prevents him from playing football.

As Chase navigates his “new” world, he is worried that he might slip back into old habits and that he won’t be able to convince his new friends and his step-family that he really has changed. He finds that he might still have to pay for who he was and figure out who he will be able to become. I read this well-written novel straight through, worrying that it might be too late for Chase to be accepted for who he now is.

**18. Squint. Morris, Chad and Shelly Brown. Shadow Mountain, 2018.**

“So hit me with your best challenge for spreading kindness…. A challenge that helps people relate to people…. Share a little piece of yourself, like I did, and let us get to know and love you.” (238) These final words from Danny, a boy who suffered and died from progeria, guide Flint and McKell in their search for acceptance and belief in themselves.

Flint, nicknamed Squint because he has an eye disease that compromises his eyesight, has two goals: to win a comic book contest and make friends in middle school. McKell is a new student from a school where she had few friends. In Flint’s school she hangs out with the popular kids who bully Squint. But McKell befriends Squint, and they encourage each other, following her brother’s Danny’s video challenges, to attempt something new and follow their passions. When Squint adds a female superhero hero, Diamond, to aid his comic hero also named Squint, he supports McKell in overcoming her fear of sharing her talent. As they step out of their comfort zones, Squint confronts his bullies and finds that relationships are not always what you think they are.

This is a powerful novel about trust in others and trust in oneself and about adolescents learning to be themselves as they navigate middle school with all its rules. I was hoping for some comics (graphics) to go along with the story, but the Squint does share the text of his comic book as he creates it.

**19. Haston, Meg. How to Rock Braces and Glasses. Poppy, 2013.**

There seem to be more books about boy bullies than girl bullying. Female adolescent bullying is different—it is a bullying of exclusion, manipulation, and rumors. What I loved about this novel is that it does NOT follow the expected plot arc—mean girl becomes a loser and is disrespected and insulted by her former friends; the nerds support her, and she sees the light and changes, dropping the popular kids forever. Neither is it the opposite. But, like middle school, it is somewhere in between; the story is nuanced as is adolescence.

Kacey is a bully. She does not see herself s a bully or even as a mean girl; she sees herself as honest, as knowing what everyone should say, do, and wear, and she is just there to help them or help them get real. "The truth may hurt, but it's always better to know"(189). Her world as school leader falls apart when an eye infection leaves her with glasses and new braces leave her—a school news reporter and star of the musical—with a lisp. Her best friends drop her and cyber bully her and while an old friend offers to help, it is to receive help herself, having decided in fifth grade that she was embarrassed to be seen with Kacey (which is not how Kacey remembers the end of the friendship). And the cute nerd seems to be dating her former best friend. Kacey reclaims her popularity, but takes responsibility for herself and her past actions.

**20. Baskin, Nora Raleigh. Runt. Simon Schuster Books for Young Readers. 2013.**

Somehow, in Runt, author Nora Raleigh Baskin gets inside the head of members of class of sixth graders, kids who two years prior invited everyone to their parties. The reader follows the ongoing individual stories of these students and their intersecting lives. In this novel Baskin draws parallels between sixth grade behaviors and the behaviors of dogs, specifically the dogs boarded by one of the students, Elizabeth. This is not a story with an ending but an ongoing saga that plays itself out in middle schools across the country. As Freida concludes in her report on crimes and punishments in ancient times, “And in modern times, of course, there are all sorts of safe and creative punishments for people who try to step out of their ascribed social standing. No one, however—not Moses, not Hammurabi—could have predicted middle school.” (15)

As the students in this novel’s middle school bully each other, are aghast or sometimes proud of their attempts, become bullies and are bullied, they each deal with bullies and the effects of bullying. Elizabeth ruminates on the effect of her unintended bullying of a scared little dog who now shakes at her approach, “There are some kids of hurt that are just too much to feel.” (95) But middle school bullying as outlined above takes many forms; in general boys are more physical and girls employ relationship bullying, exclusion. In both genders, bullies seek out the weak. “In the wild mountain lions have been known to attack their own leader when he appears weak and unable to protect his pride.” (171) Apparently no one is safe.

As the dog who narrates the Afterword says, “I want to know where I belong.” (194). These characters and their stories will help generate discussions that may help readers clarify not only where they belong but where they want to belong, how they want to be treated and how they want to treat others.

**21. Kelly, Erin Entrada. Hello, Universe. Greenwillow Books, 2017.**

Sometimes stories are just magical enough. I am not a fan of books that rely on the supernatural, but the magic in this Winner of the 2018 Newbery Medal can easily be the enchantment within ourselves and our cultural beliefs. The magic in Hello, Universe is the power of friendship and of believing in oneself. It is not always the bully who will see the light and make changes but will lose his power because those he bullies find their strength and make their own changes.

Three young adolescents find each other and, even though “there are no coincidences,” they bond through a series of happenstances. Virgil is trapped and his life is endangered when Chet Bullens, the school bully, throws Virgil’s pet guinea pig down an abandoned well in the woods and Virgil follows to save him. Searching for him with new friend Kaori, and the assistance of little sister Gen, Valencia finds Virgil and the friendship they both desperately want and need. Through these connections, Virgil gains the strength to stand up to the bully and demand his place in a family who is quite different from him.

**22. Connor, Leslie. The Truth as Told by Mason Buttle. Katherine Tegen Books, 2018.**

When I received a copy of The Truth as Told by Mason Buttle, I wondered if I would be as captivated by Mason as I was with another Leslie Connor character, Perry T. Cook (All Rise for the Honorable Perry T Cook). Perry and Mason have a lot in common; they are both loyal, resilient, glass-half-full guys who persevere through challenging experiences. Mason has faced a variety of challenges. He is the largest kid in his grade, sweats uncontrollably, has trouble reading and writing; he lives with his grandmother and uncle in a house he refers to as the “crumbledown”—and Shayleen moves in and takes over his bedroom.

Mason has suffered more than his share of losses—he had a walkaway daddy, his grandfather and mother died, and, along with most of the town, Mason is still mourning his very best friend who fell from the ladder of their tree house and died. And there are two bullies who are always after him.

What Mason does have, beside an indomitable spirit, are a compassionate school social worker, a new best friend who is as loyal as Mason, a neighbor’s dog who loves him, and a supportive family. However, what Mason doesn’t realize is that Benny died under mysterious circumstances and some people, including the lieutenant who questions him incessantly and Benny’s two fathers, think Mason may be to blame. As Calvin and Mason create their own hideaway and battle bullies, Mason inadvertently solves the crime, but he still is never one to think badly of anyone, “My heart feels scrambled” (p. 320). The truth as told by Mason Buttle is the truth.

The reader will fall in love with Mason, and even though he may begin the story wearing a T-shirt that proclaims him as “STOOPID,” he ends with the revelation that “Knowing what you love is smart.”

With very short chapters and a wealth of diverse characters, this novel would be a good teacher read-aloud.

23. Buyea, Rob. The Perfect Score. Delacourte Press, 2017.

There are problems all around in Miss Woods' sixth grade. Bullies come in all ages and sizes—Randi's mom Jane bullies her about gymnastics and schoolwork hoping for a future scholarship; Trevor's brother bullies him, so Trevor bullies his classmates. Gavin has trouble reading and is embarrassed of parents who did not graduate high school. Scott has a big heart which always gets him into trouble. Mark's dad is on the school board and Mark feels he has to take care of Trevor. And Natalie, an aspiring lawyer, tries to always be in the right but as she sees from one of her mother's cases, this is not always possible.

With the help of their two teachers who have their own personal problems, these classmates band together as The Recruits and face off against the biggest bully of all, the standardized test.

Each chapter is narrated by one of these students, demonstrating perspective but also providing an opportunity for a Reader's Theater read aloud of the novel. Or students could read this book in lit circles, each lit circle tracking one of the students.

**24. McAnulty, Stacy. The Miscalculations of Lightning Girl. Random House,
2018.**

When she was 8, Lucy was struck by lightning. Damaging the left lobe of her brain, the right lobe works overtime, causing acquired savant syndrome. Lucy is a math genius—and has OCD; she makes certain movements 3 times to quiet the numbers of pi in her head and is germ phobic. Homeschooled by her grandmother, she never had to worry about fitting in, except with her fellow math geeks on the Math Whiz site. At age 12 she has her GED and thinks she is ready to begin college classes.

But Nana has other plans, and she enrolls Lucy in 7th grade at the local middle school for one year. There Lucy hides her identity as a “freak” and makes two friends, but when her secret is revealed, she finds out that middle school is where many feel different and anxious, even the popular kids.

Reading this wonderful new book for grade 4-8 readers straight through, I fell in love with Lucy and empathized with her struggles to understand human behavior—the mean girls who bully her, making fun of her differences and excluding her; the boy who cheats off her in math class and is constantly taking photographs; the BFF who betrays her. When she works on a school project and falls in love with a dog at the shelter, she learns to reach out to save him and finds there are people she can depend on, especially Levy, the cheater. Levy grew into my favorite behavior because, an outsider himself, he understood human behavior and was able to capture, appreciate, and share the complexity through his photography.

Middle school is where very few fit in—whether a genius or not.

**25. Friend, Natasha. How We Roll. Farrar, Straus and Giroux, 2018.**

Stan Lee said, “To my way of thinking, whether it’s a superhero movie or a romance or a comedy or whatever, the most important thing is you’ve got to care about the characters.” This is true whether watching a movie or reading a novel, and I thought of this when I read Natasha Friend’s newest YA novel, How We Roll.

Quinn has a brother who is on the autism spectrum, and his tantrums and food requirements consume her parents’ attention, especially her mother’s. So when Quinn’s hair falls out and she is diagnosed with alopecia, an autoimmune disorder, she handles the challenges on her own, assuming that her middle school friends will support her. Which they do—until they don’t. Bullied and ridiculed by her peers and ignored by her two lifelong friends, Quinn copes by keeping to herself and putting her energy into skateboarding and basketball.

Serendipitously, when the family moves across the country so her brother can attend a special school, she has a chance to start over, with her two new wigs—Guinevere and Sasha. At her new school she meets a group of girls who adopt her. She also meets Jake. Jake, the former star football player, was in an accident and is now a bilateral amputee, sad and bitter, and the two become unlikely friends. Quinn also finds out that it is possible to have friends who like you for who you are, not what you look like.

What impressed me was how three-dimensional the characters were and not only how supportive Quinn is despite her heartbreak, but she is learning to trust that others can be as supportive. I really came to like all the characters, even Jake’s flawed brother and the ninth-grade popular girls (except for the old schoolmates whom the reader was not supposed to like). Readers will experience just how demanding life with a neuro-diverse child can be but, on the other hand, just how supportive a family and a community can be. This is a community I didn’t want to leave.

**26. Magoon, Kekla. The Season of Styx Malone. Wendy Lamb Books, 2018.**

I always am on the lookout for good novel openings, to show readers how authors can grab attention. “Styx Malone didn’t believe in miracles, but he was one. Until he came along, there was nothing very special about life in Sutton, Indiana.” (1) The first page just keeps getting better until the last line seals the deal—“It all started the moment I broke the cardinal rule of the Franklin household: Leave well enough alone.” (1)

Ten-year-old narrator Caleb Fanklin and his eleven year old brother Booby Gene live in a small town and their father does not allow them to venture out from where everyone knows them and they are “safe.” Caleb’s goal is to get to the museum in Indy. And to be extraordinary, not “extra-ordinary” as he thinks his father is calling him.

Then the brothers meet a mysterious sixteen-year-old name Styx Malone, Yes, as in Greek mythology, where the River Styx separated the world of the living from the world of the dead. Malone may not be their transport from the dead to the living but it sure seems so. Styx is free from parental restraints and always has a plan that becomes bigger and better. “The moment felt like Saturday, like summer heat, like adventure…. It felt like the soft swish of corn tassels and being one step closer to an impossible dream…’One step closer to our happy ending.’” (116)

As the boys become more and more involved with him, providing the friendship it appears he is missing in his life, they learn that he is a foster child who has moved from home to home, family to family, and his life may not be as glamorous as it seems. “’Only person you can ever count on is yourself.’…There were lots of people I could count on…. But I got what Styx was saying: Freedom came with a price.” (154)

Many things changed the season Styx Malone “shook [their] world.” That summer did make a difference—to Styx himself and to expanding the world of the Franklins.

There were many interesting, delightful characters, including Cory Cromier, the eleven-year-old bully who loves babies and becomes a Franklin brothers’ ally, and Pixie, Styx’s magical ten-year-old foster sister. This book, with its short chapters, each ending with seductive llnes. and prospective discussions of morality, ethics, responsibility, friendship, and family, would make a good read aloud for grades 5-8.

**27. Abbott, Tony. Firegirl, Little, Brown Books for Young Readers, 2006.**

When I taught middle school, I told my students that this was these were years (7th-8th grade) that they would decide who they would become, not what they would become (that would happen in high school), the type of person they would become. Many adults don’t remember just how confusing and challenging adolescence can be—adolescents have friends who are BFFs one day and frenemies another; some hang out with “friends” they don’t even like, just to have a friend or to seem popular; and even through most know right from wrong, sometimes “right” is just so hard to do. Hormones are “raging,” and take over brains. And there is always the worry of judgment and censure from others. Author Tony Abbott remembers and designs Tom, the protagonist of Firegirl, with all these challenges and insecurities—will he be a bystander or an upstander?

Seventh grader Tom, who, as his mother says needs to “get out there,” has a fairly predictable life. He goes to a Catholic school where he is quiet and most kids ignore him; he has fantasies about saving the life of a grateful Courtney, the prettiest girl in the class; and he hangs out daily with Jeff, a friend who is a little strange, has an unhappy home life, and may not be very truthful or nice but just might help Tom impress Courtney.

Then Tom’s world and values change when Jessica Feeney, a girl who has been badly burned in an accident, joins their class. While many of their classmates ignore Jessica or spread rumors about her, Tom begins seeing her as the person she is even though he is “afraid” of her “The way you look…it scares me.” (134) They strike up somewhat of a friendship although, as Tom admits, “I never talk to you where anybody can see me—” (135), but hard is it is for him, he wants to do what is right, although it is realistically a slow transition. “It suddenly seemed like the hardest thing in the world to go over there. ‘Sure. Okay.”’ (129)

The story shows the how one seventh grader decides the person he will become. As Tom says, “On the outside it doesn’t look like very much happened” (144) and he is not sure that this experience has made him a better person, but he is a changed person and “I’d want to tell her thank you.” (145).

Firegirl is a novel I missed reading when published in 2006,, but when I saw that Tony Abbott has written a new novel, The Great Jeff, that focuses on the bully from Firegirl, I decided to read the earlier novel and am so glad I did. Tom’s voice took me in from the first page and led me through a pivotal three weeks in his adolescent life.

28. Abbott, Tony. The Great Jeff. Little, Brown Books for Young Readers, 2019.

Sometimes there is a story behind a bully’s thoughts, motivations, and actions—not a rationale, but a reason; sometimes they are more than only a bully. The Great Jeff is a sequel or companion book, to the novel Firegirl, and I found it necessary to have read the first book to understand Jeff's feelings about relationships in the new novel. Firegirl left me with questions about Jeff who was not the most sympathetic character and—from his behaviors in that novel—deserved to be ditched by his best friend Tom Bender.

In this well-written, engaging novel, the reader learns more abut Jeff and his family and home life, and he becomes a more sympathetic character. Jeff was nine when his father left. Dad is now living with a second girlfriend who is pregnant and has stopped paying for his education at St. Catherine’s; as a result Jeff has to change schools for eighth grade. “I still wanted to love my dad. Inside me, I still wanted to.” (65)

His mother, an alcoholic, loses her job with no savings for rent. Jeff becomes the sensible one and gives up buying his beloved comics, skips lunch every other day. They begin selling their clothing, household items, and furniture until they lose their rented house and become homeless, moving from run-down motel to a friend’s home to sleeping in their car to a shelter. “Home. Homeless. Funny how it doesn’t take much to go from one to the other.” (171)

Through it all, Jeff stays positive and becomes resilient for his mom who only infrequently behaves like a responsible adult. “She’d taken over sounding grownup now. She had to sometime.” (158) He helps her hide their situation, despite his lack of clothing and the days he smells.

In the shelter Jeff can finally open up and share his problems with other children. “[Jano’s] story was different from mine but the same too.” (199) And when his mother ends up in the hospital, Jeff learns to trust those who were always his friends.

**29. Shovan, Laura. Takedown, Wendy Lamb Books/Random House Children's Books, 2018.**

Mikayla comes from a family of wrestlers. Her two older brothers are wrestlers, and wrestling is one way she can connect with her father who moved out. In sixth grade, under her wrestling name of Mickey, she joins the Gladiators travel team after the coach of the Eagles refuses to include a girl on the team. Her best girlfriend whom she has wrestled with for years decides that wrestling is no longer for her; in fact, it may never have been. And Mickey becomes the only girl on the team where she has to prove she belongs. There she meets Lev and his friends and becomes part of the Fearsome Foursome.

Lev’s best friend Bryan knows they won’t spend much time together during wrestling season and starts pursuing other interests. But Lev comes from a sports family where they spend their weekends and holidays at matches and his sister’s field hockey games. However, he finds he is writing poetry to calm himself down and getting headaches and missing the old family dinners and cultural traditions, and now he is even questioning the sport he used to love.

When Lev and Mickey are paired at practice, he is afraid she might get in the way of his training for States. But as their friendship grows, he finds that as he stands up against a wrestler who he has identified as a bully and is keeping Mickey from achieving her goals as a wrestler and this opponent’s father, who is a bullying coach, his own goals just might have changed.

As an author on a sports fiction panel once said, sports is the setting, not the story. And even though the reader learns quite a lot about wrestling and the world of adolescent wrestlers through alternating narratives by Mikayla and Lev, Laura Shovan's new novel is a story about family, friendships, resilience, finding identity, and discovering true motives.

**30. Lenz, Niki, Bernice Buttman, Model Citizen. Random House, 2019.**

Can a bully change? Bernice Buttman is anything but a model citizen. She is a bully, having grown up from the days when her four brothers bullied others on her behalf. However, being a bully is lonely and she decides she wants a friend, but the other fifth graders are scared of her, especially Oliver Stratts, the kid she has targeted for friendship. She does have one person in her corner, Ms. Knightley, the town librarian who sees the Bernice who has possibilities.

Bernice lives in the Lone Star Trailer Park where she sleeps on the sofa and her brothers share one bedroom; she has a mother who takes Bernice’s lunch money to have herself tattooed. But Bernice has a dream—to raise enough money by any means possible so she can go to Hollywood Hills Stunt Camp and become a famous stuntwoman.

When her mother and boyfriend leave home with their own plans for stardom, Bernice is sent to the picture-perfect town of Halfway to live with her Aunt Josephine, a nun. And as Ms. Knightley advises, “Bernice, I know you may not believe what I’m about to say, but this might be the best thing that’s ever happened to you…Going to a new place is like starting over. It’s like a clean slate.” (41)

As she settles in to her new town with the support of her aunt, Sister Marie Francis who teaches her to ride a horse, and Sister Angela-Clarence who only speaks in children’s book quotes (which actually make more sense than the two other Sisters give credit), Bernice decides that “things could be different in Halfway. I could be different.” (53). Unfortunately, her first day at school she unwittingly makes an enemy of the mayor’s daughter. But she also makes her first real friend.

New Bernice and Old Bernice battle each other as she learns what being a “model citizen” entails. She also learns that, even though her family doesn’t appear to change, her goals might change as she becomes, according to Ms. Knightley observation on a visit to Halfway, “different.”

What I loved most about the novel was the writing. Author Niki Lenz, Children's Author captures Bernice’s voice, while I may not have laughed out loud, I giggled inside through the book, not wanting to stop reading, but not wanting to finish. This book would be a great read-aloud, using passages as a mentor text for Voice.

**31. Nesbet, Anne. The Orphan Band of Springdale. Candlewick Press, 2918.**

During war, patriotism can turn to prejudice and bullying, and children act on the adults’ values. This novel presents small-town life in the United States in 1941 prior to the bombing of Pearl Harbor—before the U.S. was involved in the war in Europe. But through the story we can see patriotism being emphasized, even in the schools, and suspicions of those of German descent. In this small town in Maine aliens need to register and unions are coming to the mills in a direct clash with the powerful mill owners. As one classmate says, “[My Daddy] says we have to be really cautious these days, with all the countries over in Europe fighting each other and aliens everywhere.” (276)

In the midst of all this comes fifth-grader Augusta Neubronner, who as the child of a German-born labor organizer has had to move many times and live on ethics rather than money. As Gusta’s father flees the country and her mother tries to make ends meet, Gusta is sent to her grandmother’s orphanage in Maine taking her beloved French horn, a family treasure which she loves with all her heart but is willing to sacrifice for her new family.

Living with her extended family and the orphans and fighting for their rights (and her father’s reputation), Gusta becomes stronger and more confident. There are many family problems and secrets, so she searches for her great-grandfather’s Wish that her mother told her about, “because her papa had taught her that whatever you can do to put things right in the world, you really must do” (295). But the more she finds out about the people around her, her more her wishes add up until she realizes she can’t name the one wish that would solve everything. And as her mother says, “Wishes are such sneaky things. You can never tell how they’re going to go, wishes.” (429)

This is a book about the importance of truth although sometimes a lie is necessary. And for a truthful person to tell a necessary lie “must take something a lot like love.” (406). It is a story of family and other relationships and acceptance and coming home. Based on the author's mother's family stories, it is a story that rings true.

**32. Perkins, Mitali. Forward Me Back to You. Farrar, Straus and Giroux, 2019.**

The events of this story begin with bullying and shaming, When 16-year-old Katina is assaulted in the stairwell by the popular star basketball player, her jujitsu skills let her defend herself. But when she reports the attack, it is she who is made so uncomfortable—bullied an shamed—she has to leave school. Her confidence shattered, she wonders if she will ever be able to trust men again.

Robin was born in Kolkata, abandoned by his mother, and adopted by loving, wealthy, supportive American parents at age 3, but he has never stopped thinking about his first mother and his life seems to have no direction.

When Kat is sent to Boston to be homeschooled by a family friend’s aunt, Grandma Vee, she becomes a part of a teen church group. When Pastor Gregory takes Robin, Katina, and Gracie to Kolkata to work with female human trafficking survivors, with the help of her new support system and some of the young survivors themselves, Katina learns to trust again; Robin, now Ravi, finds purpose in his life; and Gracie, who was the major support system for both of them, finally gets Ravi to realize his love for her. Kat and Ravi come from the experience having found ways to help these girls and future victims.

Told through very short chapters that alternate between Kat and Robin and simply written, Mitali Bose Perkins' new novel is a valuable read that is accessible to, and appropriate for, all adolescent readers searching for clues to identity and standing up for that identity.

**33. Hunt, Lynda Mullaly. Shouting at the Rain. Nancy Paulsen Books, 2019.**

Delsie was raised by her game-show-watching Grammy and grandfather, Papa Joseph, since her mother deserted her shortly after birth. None of them ever knew who her father is. However, Delsie never thought of herself as an orphan until the complicated summer which began when her friend, playing the role of Annie, asks her, “What’s it like…really like…to be an orphan.” (2)

Delsie lives on Cape Cod, summer home to tourists, where Grammy cleans guest cottages and they live in a tiny community of four houses where everyone is each other’s family and support system. Papa Joseph has died, and they all miss him and try to fill his space.

The summer before seventh grade is a rollercoaster for Delsie. Her summer best friend, Brandy, is changing; she worrying about getting messy and then befriends the new girl Tressa, a classic Mean Girl. Together they become bullies of exclusion—excluding Delsie.

Luckily, Ronan moves in with his father, and he stands up to the Mean Girls on Delsie’s behalf, and he and Delsie become friends, sharing feelings of abandonment by their mothers and, therefore, being broken. At first Delsie feels like she has to lie to become friends with the girls (“I remember pretending to know things and like things I didn’t just because I wanted them to like me.”), but with Ronan, “I don’t have to lie about who I am.” (99) As family friend Esme tells Delsie, “…anything that matters in this whole…wide…world is about connection.” (83) What begins as a summer of abandonments becomes a summer of connections.

At the end of the summer, Delsie realizes two things: that people, such as the sour Olive, may have their own problems but also may be more caring then others realize or expect (“…instead of just a plain scoop of cold ice cream, a scoop with some chocolate chips hidden inside.”) (180) and that “Knowing that I have real friends that have my back and will protect my feelings—people like Aimee, Michael, and Ronan—makes all the difference.” (240) This pivotal summer Delsie learns a lot about her neighbors, about family, and about support and love.

Reading the novel was also a rollercoaster for me. I was sad about Delsie’s history, mad at how she was being treated by Brandy and Tressa, and glad that she was able to recognize her true friends and revise her definition of family. I know that middle-graders reading this book will identify with some parts of Delsie’s and Ronan’s lives and maybe those who don’t, will see themselves in Brandy or Tressa and gain some empathy and understanding.

**34. Warner, Sally. EllRay Jakes the Dragon Slayer. Viking Books for Young Readers, 2013.**

For younger readers: Appropriate for 3rd-4th graders, in this novel 8-year-old EllRay helps his 4-year-old sister deal with a bully. I feel the scene where EllRay deals with (or slays) the bully, Suzette, (the dragon) needs some classroom conversation; he stops her by threatening bullying tactics, such as spreading a rumor about her. EllRay assures the reader that he never would actually do such a thing and the exchange does appear to demonstrate to Suzette the power of rumors and stops her behavior, but readers need to think about using bullying to stop bullying, and this could generate an important conversation. One more sentence I take issue with is when EllRay’s mom says, “But you would never kick a girl,” (15) when then sentence should read “But you would never kick anyone [a child, a 4-year-old, etc].”

Meanwhile EllRay has his own problems with a boy in his class, who while not technically bullying him, continually belittles him in school. When EllRay hits the boy with the ball during a dodgeball game—maybe on purpose—and breaks his glasses, Stanley’s father accuses EllRay of being a bully. Meeting with Stanley and his father, EllRay observes the father’s behavior and discovers why Stanley may act the way he does.

A cute, easy-to-read chapter book that could lead to conversations about bullying, even at a variety of levels.

**35. Warner, Sally. Absolutely Alfie and the Worst Best Sleepover. Puffin Books, 2018.**

It seems that EllRay’s little sister’s problems with bullies don’t end at age 4. I taught middle school for twenty years so I am familiar with mean girls and the specialized way girls bully—by exclusion. However I was not expecting this scenario in a book for Grades 1-3! Does bullying really begin so early?

Despite a school rule prohibiting discussing parties where the whole class is not invited,
second-grader Lulu announces to the girls in her class that she is having the “Best” sleepover, like the big girls, but she can only invite 5 girls. She immediately becomes the most popular girl in the class as the other girls compete to be invited. She also becomes demanding—and mean, causing one little girl to cry.

Alfie was Lulu’s best friend in first grade but this year “the thirteen girls in Alfie’s class had kind of shape-shifted roughly into groups of three” (7), and she was not in Lulu’s triad. However, she has her own friends and is welcoming to new students. Now Alfie worries she won’t be invited to the sleepover but she worries more about what this is doing to the girls in the class. She feels she can’t tell her “boy teacher” because “…he could never understand us girls in a million years” (45), and if she blabbed, she imagines herself “friendless and alone before school. And during morning recess. At lunch. And all through afternoon recess. And after school” (75). But when Mr. Havens tells her that she is a leader, she knows she has to do something.

Together Alfie and her mother find a solution that includes all the girls, helps Lulu save face and realize what she has done, and restores their friendship.

36. **Kerascoet. I Walk with Vanessa: A Story about a Simple Act of Kindness. Schwartz & Wade Books, 2018.**

And last, a picture book to introduce conversations about bullying and the decision to be a bully, a bystander or an upstander is a wordless picture book with an essential message.

As I wrote in No More “Us” and “Them”: Classroom Lessons & Activities to Promote Peer Respect (Rowman & Littlefield, 2012), “There are many ways for teachers to use literature in the classroom to facilitate building respect both for other students and for other peoples and to help their students acquire self-respect. Stories give readers different perspectives and can place them in positions and situations in which they have never been; stories let the readers take part in experiences outside their realms.” Reading and holding conversations about bullying can make adolescents more aware of bullying, generate empathy for others, and teach readers by example to stand up for themselves and others.

A middle school teacher for twenty years, Lesley Roessing is the former Founding Director of the Coastal Savannah Writing Project and Senior Lecturer of College of Education, Armstrong State University (now Georgia Southern University), where she worked with teachers and taught Bibliotherapy. Currently she is the Literacy Consultant for a K-8 charter school. Lesley is the author of Bridging the Gap: Reading Critically & Writing Meaningfully to Get to the Core; Comma Quest: The Rules They Followed. The Sentences They Saved; No More “Us” & “Them: Classroom Lessons and Activities to Promote Peer Respect; The Write to Read: Response Journals That Increase Comprehension; and Talking Texts: A Teachers’ Guide to Book Clubs across the Curriculum to be published this summer. Lesley is also former editor of Connections, the award-winning journal of the Georgia Council of Teachers of English, and a columnist on “Writing to Learn” for AMLE Magazine for the Association for Middle Grades Education. She read 100 MG/YA novels in the past year.

Lesley can be contacted at: lesleyroessing@gmail.com

Until next time.

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Contending with Gun Violence in the English Language Classroom

2/8/2019

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h On Feb. 15, 2018 I found myself struggling to write about the shooting at Marjory Stoneman Douglas High School. I was more than just a bit distraught. As most readers know, I live in Las Vegas and woke up on Oct. 2, 2018 to the announcement that 50 people were dead. In June of 2016, I wrote about the shooting in Orlando. This blog shouldn't have to be a place where I write about shootings, let alone school shootings. Yet, there I was again. Kids who must attend schools are affected by shootings in their communities or in communities they are connected to. They might have family members or neighbors who were at the tragic event. The Las Vegas shooting certainly had an impact on the city, but many of the attendees where from southern California and other parts of the United States. The effects of a shooting reach farther than we immediately imagine.

I have written about mass shooting too many times:
Say His Name!
Las Vegas Strong. Find the helpers. On Tuesday Morning I Found Kathryn Erskine
Once Again.Shocked and Sad. That is my emotional state today 10.2.2017
Columbine, Sandy Hook, Aurora Colorado, Orlando, Las Vegas, and now Parkland.

Both Gretchen and Shelly helped with my Parkland post in February, and a couple weeks later the idea for a book was born and well underway. Shelly, Gretchen, and I are thrilled this book is in the world. The book has YA literature components, but it does not focus solely on YA literature. Instead, it explores how to talk about the issue in a variety of ways within schools. We looked for English Education experts who could talk about writing, social media, teacher education, and advocacy, prioritizing discussions about using literature to discuss gun violence before a critical event as well as in the aftermath of a shooting.

The three of us are English educators who primarily research the literary critique, analysis, and pedagogy of Young Adult literature. We knew that we had a host of colleagues with expertise in areas beyond our own. And now, many of them have chapters in this book. We are humbled by how quickly our collaborators produced chapters focusing on a YA novel, analyzing social media, considering gun rhetoric and developing student voices about critical issues that involve them and affect their lives.

This book is divided into five sections, which are clearly identified below. You will also find a brief bio of each author and chapter abstract. It is our intention that this post can be used to share with administrators, librarians, or donors who might want buy the book for their schools, their libraries, and/or for a group of teachers looking to fund a book study group.

Many of the book's contributors are willing to help facilitate a book group either in person or virtually. At the bottom of the post you will find a coupon for a discount. Please share widely and directly ask your school or university curriculum library to buy the book. Let's keep working to figure out how to have these difficult discussions in classrooms across the country.

Shelly Shaffer is an Assistant Professor of Literacy. Shelly received her BA in English from University of Arizona in 1998, her MA in Curriculum and Instruction from University of Phoenix in 2002, and her PhD in English Education from Arizona State University in 2015. She taught for 13.5 years in Mesa Public Schools in Mesa, AZ. She will be teaching courses in Education and Literacy in the Department of Education. Her research interests are focused on secondary literacy instruction, literacy motivation, innovative curriculum, and culturally and ethnically diverse learners in ELA (English Language Arts) classrooms.

Gretchen Rumohr-Voskuil is an associate professor of English, department chair, and writing program administrator at Aquinas College. Her focus on at-risk writers continued throughout her doctoral studies at Western Michigan University. In addition, she has published articles in Voices from the Middle, Middle Grades Review, and Language Arts Journal of Michigan, written chapters for several edited collections such as Adolescent Literature as a Complement to the Content Areas: Social Science and Humanities, and a regular contributor to the YA Wednesday Blog.

Steven T. Bickmore is an associate professor of in English Education in the Department of Teaching and Learning within the College of Education at the University of Nevada, Las Vegas (UNLV). He was co-editor of The ALAN Review, the premier journal on the study and research of Young Adult literature, from 2009 to 2014. He is a co-founder and co-editor of Study and Scrutiny. He has many teacher awards including an NEH/Reader’s Digest Teacher Scholar Award (a full year paid research sabbatical) for the 1989-1990 school year and a winner of the prestigious Milken Educator Award in 1999

Preface
Ashley Boyd

Ashley S. Boyd is Assistant Professor of English Education at Washington State University. Boyd’s current research project investigates the development and enactment of social action projects with secondary students. Her recently published book with Teachers College Press, Social Justice Literacies in the English Classroom: Teaching Practice in Action, analyzes case studies of practicing English teachers to identify specific pedagogic approaches for advancing equity both inside and outside of the classroom.

SECTION I:
Gun Violence in Schools: What Does History Tell Us?

Ch. 1
It’s the Gun
Chris Crutcher

Crutcher’s years as teacher, then director, of a K-12 alternative school in Oakland, California through the nineteen-seventies, and his subsequent twenty-odd years as a therapist specializing in child abuse and neglect, inform his thirteen novels and two collections of short stories. “I have forever been intrigued by the extremes of the human condition,” he says, “the remarkable juxtaposition of the ghastly and the glorious. As Eric ‘Moby’ Calhoun tells us at the conclusion of Staying Fat for Sarah Byrnes, ‘Ain’t it a trip where heroes come from’.”

He has also written what he calls an ill-advised autobiography titled King of the Mild Frontier, which was designated by “Publisher’s Weekly” as “the YA book most adults would have read if they knew it existed.”

Abstract: This chapter focuses on Chris Crutcher's long experience working with kids. He also responds to gun events and its consequences on social media. He address many of the issues and concerns about guns and gun ownership that float through the social media and news shows.

Ch. 2
History of Violence: Guns, U.S. Education, and American Exceptionalism
P. L. Thomas

P. L. Thomas, Professor of Education (Furman University), taught high school English for 18 years in South Carolina before moving to teacher education and teaching first-year writing. He has been a column editor/co-editor for English Journal (National Council of Teachers of English) under two editorships and is author of Beware the Roadbuilders (Garn Press) and Teaching Writing as Journey, Not Destination: Essays Exploring What “Teaching Writing” Means (IAP). Follow his work at @plthomasEdD and
http://radicalscholarship.wordpress.com/

Abstract: High-profile school shootings from Columbine in Colorado to Newtown in Connecticut and Parkland in Florida have been met with public shock and political “thoughts and prayers.” This chapter explores the history of school shootings, and the important research base on how to respond against public and political numbness and flawed responses in the U.S.

Ch. 3
Unreal: How the Rest of the World Views U.S. Gun Policy
David Belbin

David Belbin is a novelist, a senior lecturer in Creative Writing at Nottingham Trent University and the Chair of Nottingham UNESCO City of Literature.

Abstract: David Belbin's chapter, 'Unreal' considers how the rest of the world views U.S. policy on gun violence from the perspective of a YA author living in a UK city that briefly had a reputation for gun violence.

Ch. 4
#NeverAgain: Considering the Marjory Stoneman Douglas High School Student Activists’ Media Representations through a Youth Lens
Christian Z. Goering

Christian Z. Goering is professor of English education at the University of Arkansas and currently serves as Director of the Northwest Arkansas Writing Project and Chair of the English Language Arts Teacher Educators. Goering has co-authored one book, co-edited three books, authored or co-authored over 65 articles and book chapters, served as PI or Co-PI for over $1,000,000 in grants and contracts, and has given numerous refereed and invited presentations at regional, national, and international conferences. In 2018, his co-edited book, Critical Media Literacy and Fake News in Post Truth America, was selected as a recipient of the 2019 Divergent Award for Excellence in 21st Century Literacies Research, http://www.initiativefor21research.org/the-divergent-award.html.

Abstract: This chapter considers the media (mis) representation of the student activists from Marjory Stoneman Douglas High School through a Youth Lens (Petrone, Sarigianides, & Lewis, 2015) as a way to unpack the unhealthy and untrue stereotypes and tropes used in society to discredit the brilliance of adolescents. Herein, the lived experiences of adolescents were examined as “texts” through two questions germane to using the Youth Lens for analysis: “How does the text represent adolescence/ts?” and “What role does the text play in reinforcing and/or subverting dominant ideas about adolescence?” (Petrone, Sarigianides, & Lewis, 2015, p. 511).

Section II:
Reading About School Violence: Books that Explore School Shootings and Their Aftermath

Ch. 5
What We Know and What We Can Do: Using Mercy Rule to Help Students Understand the Causes and Warning Signs of School Violence
James Blasingame

James Blasingame focuses on young adult literature, Indigenous education, secondary writing instruction, preparing pre-service teachers, and cowboy poetry. He is the executive director of the Assembly on Literature for Adolescents of the National Council of Teachers of English (ALAN) and has also been ALAN president and The ALAN Review co-editor. For 14 years he was editor of the “Books for Adolescents and Adults” pages of the Journal of Adult and Adolescent Literacy. He is the author or coauthor of John Green: Teen Whisperer, Stephenie Meyer: Into Twilight, Using Mentor Texts: Middle School, Books That Don’t Bore ‘Em: Young Adult Literature for Today’s Generation, and several others.

Abstract: Ample research has been done by the US Secret Service and Department of Education on 37 incidents of school shootings. This chapter will present a plan for teachers to facilitate students in researching the facts about school shootings and using those facts as a lens for analyzing Tom Leveen’s Mercy Rule, a book which presents events surrounding a school shooting from multiple characters’ perspectives. Students will also research anti-bullying and other social curriculum and determine how the events in Mercy Rule could have been prevented.

Ch. 6
Looking for Hope—and Helpers—in Forgive Me, Leonard Peacock
Gretchen Rumohr-Voskuil

Gretchen Rumohr-Voskuil (ghr001@aquinas.edu) is an associate professor of English and department chair at Aquinas College, where she teaches writing and language arts methods. She lives, happily reads, and walks her five-pound Yorkshire Terrier in west Michigan, despite its epic lake effect snowfall.

Abstract: This chapter proposes before, during, and after reading activities that can help students discuss, empathize with, and learn from the perspective of a potential shooter and suicide victim.

Ch. 7
Adolescent Counter-Storytelling: Finding Youth Voice and Truth in That’s Not What Happened
Shelly Shaffer

Dr. Shelly Shaffer is Assistant Professor of Literacy in the Department of Education at Eastern Washington University in Cheney, WA. Dr. Shaffer earned her PhD in English Education from Arizona State University in 2015. Dr. Shaffer taught middle school and high school English for 13 years in Arizona, and she now uses her experience to teach courses in content area literacy and writing, secondary methods, Young adult literature, children’s literature, and various graduate courses. She has published in The Journal of Adolescent and Adult Literacy, English Journal, and Journal of Multicultural Education. She has also written several book chapters and co-edited the recent book Contending with Gun Violence in the English Language Classroom. Her current research interests are Young Adult literature, reading motivation, flipped classrooms, mentoring, and multimedia integration in teacher education programs.

Abstract: This chapter will explore the effects of a school shooting on six survivors who were directly involved in the shooting. That’s Not What Happened (Klepinger, 2018) takes place three years after a school shooting that takes the lives of nine people. Each of the six survivors live in a new reality following the shooting, and for some of them, their new world has been shaped by stories told by other people about the shooting and what happened. The main character, Leeanne, wants to tell the truth about what happened, and she hopes to share the other survivors’ truths as well. This chapter will explore the idea of voice and truth with before, during, and after reading activities.

Ch. 8
Exploring the Blame Game Through the Lens of the Scout: Reading and Writing About Give a Boy a Gun
Melissa Williamson-Pulkkinen

Melissa Williamson-Pulkkinen is a writing professor at Great Bay Community College in Portsmouth, NH and the University of Massachusetts, Lowell. She has published articles in English Journal and Signal Journal. Prior to earning her PhD in Curriculum and Instruction at Arizona State University, she taught high school English in Northern Virginia.

Abstract: Give a Boy a Gun is a documentary style novel that explores various motives after a hostile incident at a school dance. This chapter provides before, during, and after reading activities that draw upon the scout mindset, or the ability to gather all possible information. The scout mindset urges students to examine their own beliefs about motive after school violence occurs.

Section III:
Recovering from Trauma, Finding Allies, and Taking Action Towards Social Justice

Ch. 9
Welcoming Ghosts into Our Classroom: Long Way Down
Sarah J. Donovan

Sarah J. Donovan, PhD, is a junior English language arts teacher and adjunct professor in middle and secondary education. She wrote Genocide Literature in Middle and Secondary Classrooms (2016) and the young adult novel Alone Together (2018). Dr. Donovan’s writes the the Books in Review (2019) column for The ALAN Review and serves as a state representative and board member for The Assembly on Literature for Adolescents of NCTE (ALAN). She presents at local, national, and international conferences about readers’ and writers’ workshop and has hosts a weekly blog, Ethical ELA. She has contributed chapters to The Best Lesson Series (Talks with Teachers, 2018), Queer Adolescent Literature as a Complement to the English Language Arts Curriculum (Rowman & Littlefield, 2018), and Moving Beyond Loss to Societal Grieving (Rowman & Littlefield, 2018).

Abstract: In this chapter, the Sarah Donovan considers how teachers can connect the timeless themes of class and redemption across S.E. Hinton's The Outsiders, Charles Dickens’ A Christmas Carol, and Jason Reynold’s Long Way Down. The ghosts haunt the characters, but also teach by illuminating the synergy of the past, present, and future. Bringing the past into the present comes with controversy, however, so this chapter uncover the ghosts of the canon and censorship that loom over teachers wanting to try something new while respecting the traditions and culture of their school community.

Ch. 10
This is Not a Drill: Exploring the After-Effects of Traumatic Events with Are You Still There by Sarah Lynn Scheerger
Maria Hernadez Goff

Maria Hernandez Goff is an Assistant Professor of Literacy Education at California State University, Fresno. Her previous experience as a secondary English language arts teacher shapes her research interests centering on adolescent literacies, multiliteracies, and teacher learning and development.

Abstract: This is not a drill: Exploring the after-effects of traumatic events with Are you still there by Sarah Lynn Scheerger provides before, during, and after reading activities to prompt teachers and students to explore the post-bomb threat experiences of the novel's characters and creates inquiries into how schools and communities respond to similar events.

Ch. 11
What He Knows and What He Will Say: Voicing for Justice in All American Boys
Alice Hays

Alice Hays is an Assistant Professor of Education at California State University, Bakersfield. After 19 years of teaching high school English and coaching and judging winter guard, she recognizes the amazing power of secondary students to be agents of change. She earned her PhD in English education from Arizona State University in 2017. Her current research interests are Young Adult Literature, Youth Participatory Action Research, rural educational systems and residency programs. This has led her to study the ways that young adult literature can tap into that capacity and her research explores the ways YA impacts students’ and teachers’ pro-social behavior. Some publications can be found in the ALAN review, Study and Scrutiny the Southern Oregon English Journal, and the Journal of American Indian Education.

Abstract: While school violence and school shootings continue to shock the nation, we are just beginning to witness the power of student voice in combating these tragedies. This requires that students understand their role as citizens in society, develop empathy for people with different experiences, and learn how to take action.

This chapter will examine the dual narrative of All American Boys by John Reynolds and Brendan Kiely. The novel itself examines the brutal reality of contemporary racism from the very people meant to protect us, and more importantly examines the paralysis one of the two narrators initially feels as a bystander. The chapter includes a before-reading bystander activity, a during-reading perspective taking activity, and an after-reading template to take action against school violence as a way of helping to heal from trauma.

Ch. 12
Making Good Trouble: John Lewis, Andrew Aydin, and Nate Powell’s March Trilogy and the Lessons of the Civil Rights Movement
Meghan Sweeny

Meghan Sweeney is an associate professor of English at UNC Wilmington, where she teaches courses in children’s and adolescent literature and popular culture. She has published articles in Children's Literature, Children's Literature in Education, The Lion and the Unicorn, Children’s Literature Association Quarterly, and The ALAN Review, among others, and in the collection Letting Go: Feminist and Social Justice Insight and Activism. She is the co-editor of a collection of essays on the cultural, economic, and aesthetic significance of campus spaces entitled Remaking the American College Campus.

Abstract: This chapter explores the trilogy March by John Lewis, Andrew Aydin, and Nate Powell. Dedicated to “the past and future children of the movement,” March is a timely account of our nation’s struggle for civil rights. Told from the perspective of John Lewis, the book begins with Lewis’s childhood and early experiences as a teenager within the movement and ends with the passing of the Voting Rights Act in 1965. While students typically hear about Martin Luther King and Rosa Parks in school, they are less likely to know about other heroes of the movement. March emphasizes that there were many people--including young people--who led the way. They persevered, experiencing beatings, imprisonment, and arson attacks, ultimately helping to shape the national conversation about race and basic human rights. Readers can observe the ways that the medium of comics delivers a richly-layered story and reflect on how the strategies of non-violence within this book might have broader ramifications for those protesting injustice today.

Section IV:
Writing Beyond Fear by Addressing the Issues

Ch. 13
On Rhetorical Analysis, Teaching, and the American Culture of Guns
Jonathan Bush

Jonathan Bush teaches English education, writing, and rhetoric at Western Michigan University, where he also directs the Third Coast Writing Project. He is also a public affairs officer in the Navy Reserve and an Afghanistan veteran.

Abstract: This chapter provides a method and a discussion of how to use rhetorical analysis as a means of better understanding the rhetoric used around discussions of gun culture. By teaching these sorts of methods, we can empower our students and ourselves to engage critically with messaging and rhetoric designed to influence the conversation around guns and gun control.

Ch. 14
Writing through Pain: How Teachers can Support Writing as Therapy for Students Processing Trauma
Jason J. Griffith

Jason Griffith is an Assistant Professor of Education at Penn State University. A National Board Certified Teacher and Fellow of the National Writing Project, Jason taught middle and high school English for 12 years before earning a PhD in English Education from Arizona State University.

Abstract: What happens when students self-select personal writing as a way to work through violent trauma they've experienced? This chapter features strategies and suggestions for teachers from a student who wrote personally in response to violent trauma.

Ch. 15
Writing in the Margins: Students’ Voices in the Aftermath of Trauma
Jim Fredricksen and Joe Dillon

James E Fredricksen is an associate professor of English Education at Boise State University and a co-director of the Boise State Writing Project.

Abstract: This chapter inquires into the ways two young people involved in the March for Our Lives Movement, Edna Chavez and Kai Koerber, create texts (a speech, tweets) to move their audiences to take action.

Section V:
Arming Teachers with Words, Stories, and Power

Ch. 16
When the Gun isn’t Metaphorical: Educating Teachers in the Age of School Shootings
Melanie Shoffner

Melanie Shoffner is Associate Professor of English Education at James Madison University. Her recent work includes the edited book Exploring Teachers in Fiction and Film, articles in The Journal of Language and Literacy Education and Ubiquity: The Journal of Literature, Literacy, and the Arts. Her research and writing focus on the dispositional, relational and reflective development of preservice English teachers. A former high school English teacher, Dr. Shoffner recently spent a year in Romania as a Fulbright Scholar and currently directs the JMU College of Education’s Semester in Salamanca program.

Abstract: This chapter considers what it means to educate ELA teachers in the current age of school shootings. How can teacher educators prepare preservice teachers for a profession characterized by violent metaphors - teaching in a war zone, working in the trenches, choosing your battles - that is now defined by violent acts? Drawing on the actual experiences and words of preservice teachers, this chapter uses the lenses of reflective practice and emotional labor to explore how teacher educators can engage preservice teachers in authentic conversations about entering teaching in difficult times.

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Books as Refuge: Turning to YAL During Times of Uncertainty by Arianna Drossopoulos

2/6/2019

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This week's contributor is Arianna Drossopoulos. She is currently a doctoral student at the University of Tennessee. She is a first time contributor. Her post follows nicely on last weeks post. Books can leads us to more open conversations that can lead us to act more justly in the world. To add even more excitement to the mix, she is part of the new editorial team of The ALAN Review. The team includes all of the following people: Susan Groenke, Arianna Drossopoulos, Caitlin Metheny, Suzanne Sherman, and Mary Cate LeBoeuf. All of them are associated with the University of Tennessee.

I am excited for all of you to get to know Arianna. I meet her for the first time the 2018 ALAN Workshop in Houston. She is an enthusiastic promoter of YA in the classroom. As she works on and finishes her graduate work I am sure we will find her one of the new emerging scholars as well.

Books as Refuge: Turning to YAL During Times of Uncertainty by Arianna Drossopoulos

After the 2016 election results, I remember many of my ninth grade students coming into school scared. I taught in a large, diverse, urban high school in the Northeast. My students worried their family would be deported, feared what “the wall” could mean to their relatives waiting to join them in America, and many feared living in a country that they believed didn’t want them. As reports of hate crimes became national headlines and the travel ban was put into place, my students again expressed fears of being judged on their appearance and feeling unfairly stereotyped in the media and in real life.

Hearing my upbeat and courageous students sound despondent and defeated left me at a loss for words. Because I felt I didn’t have the right words to comfort my students or reassure them that things would be okay, I turned to YAL and directed them to do the same. I hoped they would find solace in reading stories that showed them that they could find themselves in the pages of a book, that it was okay to be scared, and that they weren’t alone. I also hoped they could apply Rudine Sims Bishop’s oft cited “windows and mirrors” metaphor to many of these stories. I hoped they could gain an understanding of another culture, relate it back to their life, and become more empathic people. In 2016, some of the titles I recommended were: All We Have Left by Wendy Mills, Shooting Kabul by N.H. Senzai, When I Was The Greatest by Jason Reynolds, and The Sun Is Also A Star by Nicole Yoon.

Below is an updated list of recommendations I would give my students of YAL novels dealing with stereotyping, immigration, fitting in, deportation, and the importance of culture.

Sara Farizanwww.workman.com/authors/sara-farizan’s, Here to Stay

Sara Farizan’s, Here to Stay, would have been an instant hit with my students if I had it two years ago. Here To Stay is a poignant, witty, and frank story that features Bijan, a high school student who is unremarkable to his peers until he makes the winning shot during the varsity basketball playoff game. While Bijan’s popularity explodes with that winning shot, some people at school aren’t happy that Bijan is getting such positive attention. A picture with Bijan photoshopped to look like a terrorist is e-mailed to the entire student body and while the school promises to find the anonymous sender, Bijan is left conflicted. He is proud of his Middle Eastern heritage, but he also doesn’t want to lead a movement protesting Islamaphobia. As Bijan navigates high school after the e-mail, he is left to wonder who his real friends are and how to move on while staying true to himself and his heritage. Bijan’s story will resonate with many students who feel unfairly stereotyped. Here To Stay will make you laugh, cheer, and shed a tear as you root for Bijan to make his next move on the court and in his personal life.

Shannon Gibney's Dream Country

Students who want to understand how immigration and family history aren’t as simple as they seem will appreciate the raw storytelling in Dream Country by Shannon Gibney. Dream Country demonstrates the complicated history between the United States and Liberia through tracing the lineage of one family in the novel. Each section of the novel follows one family member’s story as Gibney depicts five generations of young people in the family. The novel begins in Minnesota where seventeen-year-old Kollie is struggling to fit in at his high school. Kollie is a Liberian refugee who is somehow “too African,” but “not black enough” to fit in with his African-American peers. The boys at Kollie’s school taunt him about his accent, his food, and his culture. Kollie’s anger is palpable as he struggles to ignore the hate he endures on a daily basis. Kollie’s struggle of wanting to stand up for himself and his culture while trying to stay out of trouble to make his parents proud is one many adolescents will be able to relate to. Kollie makes a choice and sets into motion a chain of events that change the lives of his family forever.

Gibney also traces the stories of:

Yasmine- a mother who leaves the United States for the promise of a better life in Liberia after years of working on a southern plantation.
Togar- an indigenous husband and father who flees his village when militia men invade. The militia men are there to force men to work on plantations created by the African-American descendants who colonized Liberia centuries ago.
Ujay and Evelyn- Two young people whose love story is disrupted by the Liberian revolution and assassination of the Liberian president.
Angel- Kollie’s younger sister who recounts the stories of her family members and explores how complicated family history can be.

Dream Country is a challenging novel that teaches history and the power of storytelling as Gibney weaves the stories of these five generations together.

Ibi Zoboi’s American Street

Ibi Zoboi’s American Street deals with the extremely relevant topic of immigration in our country. The protagonist, Fabiola, and her mother immigrate to the United States from Haiti, but Fabiola’s mother is detained at the JFK airport by U.S. Immigration officials. Fabiola is allowed through security and sent on to live with her cousins in Detroit. Fabiola must learn about a new city, new school, and a new culture without the help of her mother. While Fabiola fears for her mother and tries to adjust to a new country, she also has to navigate the crazy world of her three cousins. Her three cousins have a tough reputation at school and are known as the “Three Bees” for their brawn, beauty, and brains. As Fabiola starts to find her footing in Detroit, and develops a love interest, a dangerous proposition arises that may help her get her mother back. Fabiola is left with a tough choice and the realization that America is not what she thought it would be. American Street is a novel students will appreciate for its fast paced, gritty, and realistic portrayal of immigrating to a new country.

Tahereh Mafi’s A Very Large Expanse of Sea

Tahereh Mafi’s A Very Large Expanse of Sea tells Mafi’s semi-autobiographical and relatable experience of being a teenager trying to fit in during high school, dealing with prejudice, and finding love. Adolescents who have experienced stereotyping and struggling to find their place in the world will find themselves in the pages of A Very Large Expanse of Sea. The novel’s protagonist, Shiren, is a sixteen year old Muslim teen living in the US one year after the 9/11 terrorist attacks. She is proud of her culture and wears a Hijab, but feels apprehensive and fearful when interacting with new people as Islamaphobia begins to take hold in the country. Shiren is determined to steel herself toward outsiders and deal with life on her own. However, when her brother introduces Shiren to his break-dancing crew and a popular boy named Ocean takes an interest in Shiren, her walls begin to break down. Students will appreciate Shiren’s range of emotions from anger to hope as she navigates high school and living in a post 9/11 world. A Very Large Expanse of Sea is a funny, witty, and heartbreaking novel.

Guadualupe Garcia McCall’s All the Stars Denied

Guadualupe Garcia McCall’s novel, All the Stars Denied, brilliantly depicts the unjust mass deportation of Mexican-Americans during the Great Depression. The protagonist of the story, Estrella, is a brilliant and passionate young activist who wants to confront the cruelty targeted towards the Mexican-American people in her town. Students who feel like they’re too young to make a difference will be inspired by Estrella’s determination to stand up for herself and her community members. As signs stating “No Mexicans Allowed” and others with varying insults are posted outside buildings in Estrella’s town, Estrella works with her classmates to organize a peaceful protest. The families in Estrella’s community also voice their concerns to the city council about the unfair raids, discrimination, and cruelty taking place in their town. Although done peacefully, the local government does not look favorably upon Estrella and her family speaking out. Despite being American citizens, Estrella’s family is targeted for repatriation.

When Estrella, her mother, and brother are forcibly removed from their home in Texas and dropped off in Mexico, Estrella is left wondering how her family will survive and how to convince the United States government to let them come back home. Estrella is the picture of courage, determination, and relatability. She speaks her mind, embraces fear, and doesn’t give up in the face of dark times when her country has turned against her. This fast-paced and gripping novel features one of the most important histories for students to learn about.

Arianna Drossopoulos is a doctoral student at the University of Tennessee (UTK) in the Literacy Studies program with a specialization in Children's and Young Adult Literature. Her research interests focus on the connections between reading engagement and YAL. Prior to enrolling at UTK, Arianna was an English teacher in Connecticut. She is a co-editor of The ALAN Review.

Until next week

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Checking in with YA author Paul Greci and his new novel

2/4/2019

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I meet Paul Greci when I first started going to the ALAN Workshop back in 2003. For fifteen years I have been looking forward to seeing Paul and to having a brief chat. Then, one year, Paul had a YA book of his own, Surviving Bear Island. He has a long and successful career has an educator and youth advocate.

I was able to score an early copy of his new book, The Wild Lands. It is a wonderful example of a post-apocalyptic adventure. Think Neal Shusterman’s Dry and a host of others. I think Greci’s newest book should not be ignored. If you have students that like an outdoor adventure then you should be introducing them to Greci’s books. Think Gary Paulson, Ben Michaelson, and bit of James Dashner.

To top it all off, Paul is a great outdoor photographer. Browsing his Facebook page you will find some beautiful outdoor photography. However, only spend time browsing the photos after you order a copy of the book. Below, you will find an interview with Paul. In addition, you will find some of the recent reviews that anticipated the book's release.

Don't Paul and Dana look thrilled to have this book in the world? Why shouldn't they, this book is great!

An Interview with Paul Greci

Book Reviews for The Wild Lands.

“This fast-paced book contains all the hallmarks of a classic wilderness survival novel (deadly terrain, vicious predators, literal cliff-hangers) and the best of the postapocalyptic genre ... The author’s decades of Alaskan wilderness experience is evident throughout ... A great high-stakes wilderness survival tale.” —School Library Journal

“Heart thumping suspense for readers who liked Rick Yancey’s The 5th Wave.” –Booklist

“This rugged survival story places a group of teens in a dark, burned-out post-apocalyptic nightmare. Your heart will pound for them as they face terrible dangers and impossible odds. Gripping, vivid, and haunting!” — Emmy Laybourne, international bestselling author of the Monument 14 Trilogy

“A compelling story that wouldn’t let me stop reading. Greci has created both a frightening landscape and characters you believe in and want to survive it.” — Eric Walters, author of the bestselling Rule of Three series

“A brutal vision of things to come. Greci delivers an apocalyptic odyssey that’s honest, relentless, and backed by his firsthand knowledge of the wilderness.” — Lex Thomas, author of the Quarantine series

“Heart-racing… A rugged wilderness lover’s post-disaster survivalist tale.” –Kirkus Reviews
Chosen as one of January's Best New Young Adult Books from Barnes & Noble

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Teaching the Angry--or Peaceful--Mob with YA Literature by Gretchen Rumohr-Voskuil

1/30/2019

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This week Gretchen Rumohr-Voskuil contributes to Dr. Bickmore's YA Wednesday once again. She is a frequent contributor and is now one of my writing partners. You can find her posts here, here, here, and here. Take some time to revisit her posts and you will see why I look to Gretchen for advice and inspiration.

This week she talks about the recent conflict in the nation's capital between the group of boys from Covington Catholic High School (CCSH) and several groups of protesters in Washington D. C.

During my years as a high school teacher I took several groups of students to Washington D. C. for various programs. I would have been horrified if any group would have drawn attention to themselves in manner similar to what I observed through various media sources. I have several questions: Where were the adults? If they are proud of their school why not school hats? What was the real purpose of the trip?

I happened to be in Washington D. C. with students on the 25th anniversary of the assassination of John F. Kennedy. We had some free time in the schedule and I mentioned that I would be going to the grave site. It was early in the morning and several students elected to go with me. I wish there would have been social media on that day. They were somber, reflective, respectful, and full of questions about a President that they really didn't know well and they asked me to share my memories.

I was eight years old when it happened and lived in El Paso, TX. It is a vivid memory. I made a scrap book for a cub scout project. I still have it and all of my children took it to school over the years for a 'show and tell' project. From time to time I still look through it and pause at the image of John John saluting his father's casket.

There are so many markers of history in Washington D. C. that help us reflect on citizenship, sacrifice, and service. These monuments, in my opinion, should be the focus of students' visit to the nation's capital--lest we forget.

In the storm of social media a friend, Kathy Riordan, shared a post on Facebook that I found thoughtful. The post was written by Jeff Neal .

I hope I haven't distracted from Gretchen's message. This is blog, after all, that is supposed to be about using YA to teach in a variety of ways. It is your turn, Gretchen.

Teaching the Angry--or Peaceful--Mob with YA Literature by Gretchen Rumohr-Voskuil

The past week, I’ve followed the coverage (and subsequent social media discussion) regarding Covington Catholic High School. On Sunday, I watched the initial, viral video; on Monday, I read follow-ups, interviews and editorials; on Tuesday and Wednesday and Thursday and Friday as the story developed, parties postured, and lawyers and publicists were hired, I watched as some turned their anger to apology and others bore down in their indignance. Regardless of how people felt, one thing was certain: in this situation, there was a very real potential for an angry mob. Overall, I thought: How might we make sense of this situation in our classrooms?

In my own classroom, I’d start with science and encourage my students to explore psychological reasons why people follow the crowd as well as reasons why people cyberbully, helping them to consider ways they had personally been swept into a crowd’s fancies. We’d think about implications while reading and discussing how social media--and its accompanying crowd--could encourage activism.

I’d also have students read more about the rhetoric of Covington. For example, this essay prioritizes logos over pathos when considering the debate. This essay considers Covington in regard to collective responsibility and action, and this essay remarks on how the social media mob mentality plays a part. The issue of media representation is explored with this essay from The Atlantic. After reading and analyzing essays like these, I would assign summary/response essays in the effort to help students understand others’ views and then respond in logical, well-organized ways. Learning more about human psychology, its applications, and how writers situate their arguments in response would help my students think more critically about their own positions as well as their abilities to effect social change.

Taking this one step further, my students would be challenged to think about the purposes of different groups and their representatives: In what ways is the Covington group--and its members--advocating for justice? In what ways is the group taking responsibility for its overall impact, despite what they insist is innocent intent? How do we make sense of these ideas from watching media clips and abridged interviews? How do we triangulate our data in order to arrive at truth? Finally, how does this group differ from other student groups, their representatives, and their political momentum such as the Parkland teens?

When we read young adult literature, we are offered new perspectives on the mob mentality. We ask: How does psychology play a part in a character’s willingness to be swayed by the crowd? How does the crowd help? How does it hurt? Who is missing from the crowd, and why? How is social media represented in the text? How might the story/advocacy/crowd develop with/without it?

Colleagues from the ELATE Commission on the Teaching of Adolescent Literature and ALAN suggested some of the following, related books. Though there are great books about cyberbullying, such as Butter, I’ve chosen to focus on racial equality, historical perspectives, and youth-inspired action with my choices below.

An angry crowd advocates for equality:

Oshiro’s Anger is a Gift explores media vilification as well as ways that a student population can take a stand against unjust policies. In All American Boys, Reynold and Kiely explore how social media, honest conversation, and nonviolent protests can bring about individual and collective change, especially in regard to police brutality. And the oft-recommended The Hate U Give culminates with the protagonist’s self advocacy at a powerful protest.

Historical perspectives:

The March Trilogy is a series of graphic novels that tell the story of John Lewis and his nonviolent protests during the civil rights movement. Perez’s Printz-winning Out of Darkness explores racial boundaries--and resulting mobs--related to the 1937 New London, Texas explosion. Paul Binford shared Roll of Thunder, Hear my Cry as a possibility a few weeks ago, but it is too good not to share again; I will never forget the terror I felt, and the power I finally understood, when Taylor described the lynch mob after TJ.

Books about Parkland:

The Parkland teens have re-ignited our recognition of what a group of young people can do. We Say #NeverAgain, #NeverAgain, and Parkland Speaks are great additions to the classroom library, sure to spark conversation about anger and advocacy.

Now it’s your turn: In what ways can you use YA to teach about the angry or peaceful mob?

Gretchen Rumohr-Voskuil is an associate professor and chair at Aquinas College in Grand Rapids, MI. She can be reached by email: ghr001@aquinas.edu

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Teaching YA Literature at the Graduate Level: Reader Response Criticism meets Multicultural Literature.

1/22/2019

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Last August I lamented that I was not teaching an undergraduate young adult literature course (See post here.). To my great joy, I am teaching a graduate course that is focused on Multicultural Literature. The primary readings will be in young adult literature. Some of my former students at LSU in the Spring of 2014 and my UNLV students during the Fall of 2015 will see remnants of their class in this course. The course has two primary objectives:

How diversity is defined and represented in Young Adult Literature through the narration and context?
How Reader Response theory can be used in a sophisticated way (as Rosenblatt intended) to acknowledge our initial and often visceral or sentimental response to a work of literature and then move it to a more complex reading of the text and by confronting our personal, cultural, and academic responses to literature?

Let’s talk about the second one first. Although I indicate Rosenblatt, we will be reading other theorist as well. Among those will be Bob Probst, a major interpreter and supporter of Rosenblatt for many years. Bob is known by many of the blog’s readers as part of the research and professional development team of Kylene Beers and Bob Probst. I recommend their work at every opportunity. I see their work as helping students building on their initial response to a text as readers.

In addition to Rosenblatt and Probst, we will be reading Iser, Fish, Culler, and Holland. Of course, there are others that we could be reading, but reading selections for this reader response theorist will be combined with more current scholars who are talking about teaching diverse students in diverse contexts—Glenn, Haddix, Muhammad, and Price. Again, there are others. Part of the course will be built around student selecting some articles based on these readings and their own interests. Deciding how much academic reading to do is always one of the difficult tasks in structuring a graduate class that focuses on Young Adult Literature. How much theory do you require as students are reading quite a few YA novels? I believe it helps them shape their own thinking if they can read theory and examine ideological lenses beyond the instructor’s lectures and class discussions. Theories and ideologies have history and context and it helps graduate students if they read original sources instead of receiving them as they are passed down through a lecture, a power point summary, or a reference or two.

I stay interested in Reader Response theory for several reasons, but the most important is I want to value how students initially think about something they have read. I want to give their opinion value. I reconsider everything I read as I gain experience. I don't read Crime and Punishment now as a I did as a high school senior. I hated The Grapes of Wrath as Junior and now I consider it one of my favorite books. I certainly reading Morrison's Song of Solomon with new eyes after reading her essay Playing in the Dark and in the context of today's world. I am anxious to rereading Baldwin's If Beale Street Could Talk after experiencing the movie last weekend. In fact, that movie has already made me rereading Myers' wonderful novel Monster.

Thinking about and valuing a reader's initial response can help both the teacher and the student.

I stay interested in Reader Response theory for several reasons, but the most important is I want to value how students initially think about something they have read. I want to give their opinion value. I reconsider everything I read as I gain experience. I don't read Crime and Punishment now as a I did as a high school senior. I hated The Grapes of Wrath as Junior and now I consider it one of my favorite books. I certainly reading Morrison's Song of Solomon with new eyes after reading her essay Playing in the Dark and in the context of today's world. I am anxious to rereading Baldwin's If Beale Street Could Talk after experiencing the movie last weekend. In fact, that movie has already made me rereading Myers' wonderful novel Monster.

Thinking about and valuing a reader's initial response can help both the teacher and the student.

When people discuss multicultural literature they easily remember the categories of Race/Ethnicity, Gender, Sexual Orientation and Socio-economic status. Most scholars of Young Adult Literature can rattle off a host of titles that could be used to introduce these topics. However, I tried to remember the others—Disability, Culture, Age, and Religion. I scoured my shelves, looked through blog posts, and tried to remember the suggestions from a host of other syllabi--past and current. Should I include older texts? Should I error on the side of selecting some new and untested texts? Can I find books that address multiple issues? Well, let me show some of the books I didn’t select this time. As I hope you can see, these texts would fit nicely in the design of the class.

If you browsed through the slide show above, you know there is not enough Sci Fi or Fantasy. I find the ones I love fairly long to include in a course where they are reading a novel a week and reading academically. My word, most of my students are full time teachers who are in their first couple of years and are trying to figure out the profession. We do talk about these genres from time to time. Happily, I find that many of them are more aware of these genres than I am.

So, what did I decide to include? Take a look. Let me know if you agree. I am excited to reread these and share them with my students.

One more share. I am famous for (okay, notorious) for changing and updating a syllabus. I believe they are living documents that reflect the flow of the class and the changing needs of the students. We had our first class last night. As you can see it is in its fourth draft already. Take a look. Feel free to borrow and build on ideas. Also, I am sure there is the odd typo and poorly constructed sentence. I hope to find and remedy them as I move forward or as my students notice them, but if you find one that can't get past your English teacher grammar check--send me and email and I will fix it straightaway.

Until next week.

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A Return to the Panopticon in Murphy’s Dumplin’, and Why You Probably Won’t Get Murdered in a Joyce Carol Oates Story if You Are a Size 14 or Over by Stacey Graber

1/17/2019

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Dr. Stacy Graber is a frequent contributor to the blog. I love her posts. Every time provides a post, she makes my mind explode. She combines the study of YA literature with film and television criticism so smoothly that I wonder how she reads all the books and views all the films and shows. Then, she manages to have time to think about it critically. Every conversation with Stacey is a growth experience. I wish I had the chance to chat with her more frequently. I jumped on the opportunity to include her again. Anybody who can talk about the accomplishment of Joyce Carol Oates and Julie Murphy in the same post needs the space to make her case. She has posted on four previous occasions and all of them are worth rereading and including in a YA syllabus. You can find them here, here, here, and here. They are all worth bookmarking.

A Return to the Panopticon in Murphy’s Dumplin’, and Why You Probably Won’t Get Murdered in a Joyce Carol Oates Story if You Are a Size 14 or Over by Stacey Graber

Contrary to empirical evidence, Julie Murphy’s (2015) Dumplin’ is not a story about youthful romance or friendship tested or parent-child conflict, or even a pathetic beauty pageant in small town America (--although the pageant is pretty relevant considering the shades of Honey Boo Boo (2012) and/or the adolescent rendition of Toddlers and Tiaras (2009)). Instead, Dumplin’ actually concerns the hyper-aggressive installation of a Foucauldian surveillance mechanism in the mind of an overweight teen such that her every waking moment is occupied by the anxiety of being scrutinized and condemned for having an aberrant, unruly, and repulsive body.

A thin prison guard stalks the focal character’s thoughts and ensures she is unceasingly controlled by feelings of shame, self-contempt, and worthlessness, all focused on her rebel body. This falls in line with Foucault’s (1977) metaphor of the Panopticon wherein the subject surveils herself as the legitimate warden/administrator of a prison rather than an external authority figure. Applied to Murphy’s (2015) story, when the overweight person thinks: I could [wear this dress/swim in this pool/eat at this buffet/become intimate with this love interest], the installed guard or enforcer of an institutionalized sense of normalcy applies a disciplinary correction or reality check as a deterrent.

Signs of a ubiquitous and generalized sense of loathing directed toward the overweight are everywhere in Murphy’s (2015) book ranging from the anathema of the word “fat” (Murphy, 2015, p. 9) to the semiotics of fat as synonymous with death (as in the death of Aunt Lucy, framed as a casualty of obesity) and freakishness. Moreover, the principal character, Willowdean or Dumplin’ as she is known by her foodie sobriquet, serves as her own carnival barker by offering a catalogue of grotesqueries related to the overweight body such as when she exhorts the reader/spectator to note her “back fat” (p. 58), thighs “thick with cellulite” (p. 183), “stretch marks” (174), and the abrading effects of “chub rub” or severe chafing (p. 359). Framed in this way, as a kind of David Lynch-inflected, scopic curiosity and perversity, the overweight body becomes a paradoxical object of enticement and revulsion.

Exotic imagery presented according to the techniques of freak show exhibition is redoubled by media spectacles like the program Dumplin’ and her mother watch titled, “Transform Me: I Hate My Fat Body” (Murphy, 2015, p. 90), which functions as a hybridization of a morality play and animal act personified by a “trainer” hired to humanize a monster (i.e., the social ill of obesity). The program offers an object lesson on how the overweight body is medicalized (Foucauldian buzzword), supervised, and managed, mechanics Dumplin’ reproduces in her internalization and reenactment of a script that casts her as deviant and abhorrent.

Interestingly, we see a reflection of the same themes in many of Joyce Carol Oates’ chilling stories or Looking for Mr. Goodbar-like admonitions for young girls, most notably, “Where Are You Going, Where Have You Been” (2006), a tale based on a serial killer who was known as “the Pied Piper of Tucson” (Kardos, 2017, p. 169). Meaning, fat is signified in “Where Are You Going…” in much the same way as it is in Dumplin’ (i.e., the overweight body is perceived as lumbering, unsightly, grotesque, etc.). However, in the case of Oates (2006), it turns out to be a tremendous advantage to be fat.

Connie, the principle character in Oates’ iconic story, is like an inversion of Dumplin’ in the sense that she is ever aware of herself being held in an anonymous male gaze, but as an object of desirability rather than revulsion. Oates indicates that Connie is beautiful and alluring, whereas her “plain and chunky” (2006, p. 1) sister, June, is frumpish and unattractive. Their difference reveals itself in intriguing ways from one daughter being favored by a parent over another based on appearance to symbolic competition enacted through clothing. For instance, June overdresses for a barbeque betraying her physical discomfort, whereas Connie’s hair, clothing, and jewelry all signify her feeling at home in her thin body, as well as its attendant capability for seduction.

The story reaches a crisis, however, when Connie is stalked by the ghoulish, Arnold Friend. For, when Friend reveals that he sought Connie out because she is “such a pretty girl,” we understand him as the sinister reification of the cultural premium placed on a conventional beauty index (e.g., thin, blonde, blue-eyed, etc.). This is especially evident later in the story when Connie and Friend engage in a bizarre exchange. Friend, ruminating on Connie’s family members who are away for the evening at a barbeque, ponders aloud, “There’s your sister in a blue dress, huh? And high heels, the poor sad bitch—nothing like you, sweetheart! And your mother’s helping some fat woman with the corn…” This elicits an automatic response from Connie, “What fat woman?” to which Friend replies, “How do I know what fat woman, I don’t know every goddam fat woman in the world! She’s too fat. I don’t like them fat. I like them the way you are honey” (Oates, 2006, pp. 7-8).

The conversation is important because it reflects dualisms or socially constructed binaries foundational to this conversation: thin/fat, pretty/ugly, inviting/repellant, normal/abnormal, neat/disorderly, etc. However, there is one important distinction: In the case of “Where Are You Going…”, June’s unruly body manages to evade the sights of a killer. Or, fat deconstructs the dualism of thin/fat and is recoded as the power player in the dyad (i.e., there is power in invisibility).

What should we make of all of this? Well, contra to the masochistic enforcement of cultural codes that unwholesomely inhabit a young girl in Dumplin’, in Oates we see a good illustration of deconstruction or the coming unstrung of a binary opposition we thought we understood as an expression of dominant power dynamics. But, probably more to the point for a blog on young adult literature, through these literary samples we are able to observe a range of meditations on what it means to see and be seen, and to challenge the optics of objectification. Hook these texts up with the chubby, cinematic bildungsroman, Muriel’s Wedding (1994)—the legitimate source of Dumplin’, down to the obsession with Abba transmogrified to Dolly Parton—and you have a fine, multi-source unit for study (+Foucault).

References

Foucault, M. (1977). Discipline and punish: The birth of the prison. (A. Sheridan, Trans.). New York, NY: Vintage Books.
Kardos, M. (2017). The art and craft of fiction (2nd ed.). Boston, MA: Bedford/St. Martin’s.
Murphy, J. (2015). Dumplin’. New York, NY: Balzer & Bray.
Oates, J. (2006). Where are you going, where have you been? Retrieved from http://j co.usfca.edu/wgoing2.html (Original work published in 1966)

Stacy Graber is an Assistant Professor of English at Youngstown State University. Her areas of interest include critical theory, pedagogy, popular culture, and young adult literature.

Please address questions/comments to: sgraber@ysu.edu

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Roll of Thunder: Intersections of Historical Fiction and Reality by Paul Binford

1/16/2019

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Once again, Dr. Binford, a Social Studies Educator, shows us ways to combine Young Adult Literature with the Social Studies. He has written previous for the blog and you can review his earlier entries here, here, and here. If you are interested in cross curricular activities these posts are worth revisiting.

Roll of Thunder: Intersections of Historical Fiction and Reality

The School Bus Incident
On a country road in southern Mississippi, Jesse Brown waited patiently to exact revenge.

In the distance, Jesse heard the unmistakable sounds of the school bus approaching. As he knew all too well, the rattling of the engine would soon be drowned out by noises more hostile—taunting, cursing, and spitting.

While Jesse anticipated the vehicle’s approach, the students on that bus would soon spot their next victim.

The year was 1939.

Jesse, the oldest son of an African American sharecropper, understood the routine. The bus would pass near him, the windows in the rear would be slid backward, and, then, angry faces would pop out followed immediately by a barrage of racial epithets and spittle.

Jesse instructed his two younger brothers to move off the road and into the field. Meanwhile, he grabbed a dried cornstalk about four feet long, shook off the dirt, and repositioned himself on the side of the road.

When the bus drew alongside, the rear windows retracted as expected. Jesse “choked up on the cornstalk like a bat. As the bus passed, he swung the cornstalk and smacked the first face that jutted from the windows” (pp. 28-29).

The ill-fated youngster squealed, and the boy’s friends yelled for the driver to stop the bus.

Adam Makos, the author of Devotion, finishes the story about the intrepid young Jesse Brown, who later became the first African American to serve as a U.S naval aviator:

A white man in suspenders stepped out, spit tobacco juice, and strode toward Jesse. The bus driver was older, yet he had broad shoulders and big fists . . . ‘What in the hell just happened here?’ the driver asked, his eyebrows narrowing.
‘Sir,’ Jesse said. ‘Every day when you pass us, those boys stick their heads out and spit on us.’

. . . ‘C’mon, let him have it!’ yelled the crying boy.

The driver studied Jesse from head to toe . . . ‘Well, that won’t happen anymore,’ the drive said.

The driver turned and strode back to the bus. (p. 29)

If this rural southern Mississippi school bus story sounds familiar, it might be because of the striking parallels to be found in Roll of Thunder, H(ear My Cry ROT) by Mildred D. Taylor. In ROT, a menacing school bus torments the Logan children (pp. 12-15 & pp. 47-49) followed by sweet revenge (pp. 49-56). This is not to suggest that the former historical incident inspired the latter dramatic rendering. Rather, it is to recognize the credibility of the ROT’s historical infrastructure.

In case you have not read ROT, the story is about the Logan family during the Great Depression (1933) as told by one of the four children, Cassie. As an African American family living in rural Mississippi, the Logans confront the jarring inequalities of a racially segregated society.

Like many children, the Logan siblings assume the mantel of self-worth, but this clashes with the realities of living in the Jim Crow South. Some of the most poignant and revelatory moments in this novel occur when the Logan children confront racism (in various forms), and the ways they (and their parents) grapple with and process this hatred while maintaining a sense of familial pride and dignity. Sadly, the Logan children are introduced to these profound racial disparities through their schooling.

Two more (brief) examples of the intersections of historical fiction and reality, as illustrated by ROT’s portrayal of schooling, are the focus of the remainder of this blog post.

The School Buildings

The compelling contrast between the two segregated schools in ROT, Jefferson Davis County School (yes, there is a Jefferson Davis County in southern Mississippi) and The Great Faith Elementary and Secondary School (pp. 15-16) are buttressed by historical photographs from the Mississippi Department of Archives and History (MDAH), such as the one’s posted above from Copiah County. To no surprise, the top photograph is a school for white children while the bottom image, as the archival record states, is:

Item: 2724
Antioch School
Album: Copiah County Schools-Negro
Copiah County, Mississippi

NOTE: The Antioch School is far from the most dismal example of a “Negro” school in Copiah County let alone the state of Mississippi.

In the early 1950s, the state government recognized the legal push for integration posed a serious threat to Mississippi’s segregated school system. Their response was to provide increased funding for “Negro” schools as a bulwark against this racial mixing. However, the first step was to document (i.e. photograph) the existing condition of public schools throughout the state.

For the reader of history and historical fiction, this inventory provides a treasure trove of evidence that “separate educational facilities [we]re inherently unequal.” While not all the inventory has been digitized (i.e., Jefferson Davis County’s school photographs are viewable only by traveling to MDAH in Jackson), enough county inventories are available digitally for teachers and students alike to view the obvious and disturbing disparities.

The School Textbooks
The opening chapter of ROT culminates with the Great Faith Elementary and Secondary School teachers distributing “new books” to their excited pupils (pp. 21-25). But the buildup belies the condition of these hand-me-down textbooks. The Logan children’s disappointment at receiving dilapidated books is acerbated by the official label, inside the front cover (p. 25), the last entry of which reads, in part :

Date of Issuance: September 1933. Condition of Book: Very Poor Race: nigra

The historical reality is Mississippi did not begin issuing free public school textbooks until 1940. However, individual school districts in the state did have the latitude to provide free school textbooks. Keep in mind, for most states the issuance of school textbooks—free of charge—began in the early to mid-twentieth century; this development was preceded and necessitated by compulsory school attendance laws.

One of the prevailing arguments against free public school textbooks, as Clyde J. Tidwell noted in 1928, was that “no satisfactory plan ha[d] been devised . . . for successfully fumigating or disinfecting textbooks." Needless to say, this concern over fumigation and disinfection had immigrant and African American households squarely in mind.

In the summer of 1940, the Mississippi State Textbook Purchasing Board was empowered to administer the newly enacted free public school textbook legislation. Regarding the distribution of textbooks to students, the board stipulated:

All books distributed under the provisions of the State Textbook Act shall have printed labels on both inside covers [emphasis mine]. On the labels shall be space provided for:

Name of pupil
Space for serial number of book and date
Name of school district and name of school
Name of County
Race [emphasis mine]
Condition of book when assigned and returned

In brief, ROT presents schooling in Depression Era Mississippi in a historically credible manner, which could readily serve as a representative example of the evils of Jim Crow for the nation at large. Furthermore, these intersections of fiction and reality provide ELA and Social Studies teachers and their students with rich opportunities for cross curricular teaching and learning.

Dr. Bickmore Adds a Bit.

I love what Dr. Binford has done in this post. I think more ELA teachers could add more informational texts and primary documents. Dr. Binford have collaborated as an English educator and Social Science educator and we will continue to do frequently. I have added images of several books that would be appropriate at several grade levels. With minimal effort teachers good easily find informational texts, visuals, first person narratives, and parallel events that would enhance a unit centered on one of these novel. Thanks Dr. Binford for modeling constructive educational ideas.

Dr. Paul E. Binford is an assistant professor of Secondary Social Studies at Mississippi State University. He is the author of two teacher wraparound editions, various journal articles on the history of the social studies and cross curricular connections. His website is the RingofTruth.org, which includes a blog, Lesson Launch. He can be reached at theringoftruth.org.

Until next time.

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Why the “B” Matters: Representations of Bisexuality in LGBTQ-themed YAL by Sophia Tatiana Sarigianides & Christine Luongo

1/9/2019

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This week Sophia Sarigianides returns as a guest contributor. She has posted twice before. The first time she discussed Youth and Sexuality in YA Literature and the second time she discussed the “YA lens” as she and her colleagues Mark Lewis and Rob Petrone defined it and as it was discussed in an issue of the English Journal. I hope you will take a bit of time to explore both entries again.

This week, Sophia works with a student, Christine Luongo, who is reporting on her Seniors Honors Project. This is a great collaboration and a clear example of how we learn from our students. In the post, Sophia mentions that she is learning about terms and definitions from her student. This has happened to me frequently. As academics we are often experts in a couple of areas but can be woeful unaware of others. I found this blog post to be informative in many ways. I try to be open minded, but I can be narrow in my understanding until it touches me directly or someone I know or work with. This blog post has help me see things with a new perspective. Thanks Sophia and Christine.

Why the “B” Matters: Representations of Bisexuality in LGBTQ-themed YAL by Sophia Tatiana Sarigianides & Christine Luongo

As a cisgender, hetero-identifying female professor who teaches Young Adult Literature (YAL) to English teachers, Sophia thought she at least had a “working” knowledge of YA texts representing LGBTQ identities. She tried to keep up with research, analyzing the significance of representations of LGBTQ identities. She always included multiple YA texts featuring LGBTQ characters on her syllabus, ensuring that coming out or identifying as LGBTQ was not the “problem” of the texts. And then, Sophia was approached by an undergraduate student eager to complete her Seniors Honors Project (SHP) with her on representations of bisexuality in YAL.

As it turns out, Sophia had very little understanding of what might be involved in seriously considering the “B” in LGBTQ representations in YAL. Perhaps readers of this blog might feel the same way—or not realize they feel the same way...yet. For this opportunity to shape her emerging understandings around bisexuality and how it is represented in YAL, Sophia is so grateful to her student and co-author of this blog, soon-to-be high school ELA teacher, Christine Luongo.

Christine identifies as bisexual and loves YAL, making her SHP research study a labor of love. Part of the labor involved was helping Sophia to get behind far more complex definitions of bisexuality than she had imagined. Additionally, recognizing what was at stake in such definitions as social justice issues under the LGBTQ umbrella complicated matters further. Below, we begin to signal what some of these issues are by also sharing a list of YA texts we recommend for your reading pleasure and inclusion in your teaching.

Towards a Definition of "B"

To start, the definition of bisexuality might surprise non-bi-identifying readers. Sophia assumed that the “bi” in bisexuality signaled an attraction to “both” genders, since “bi” means two. Actually, bisexuality is the attraction to people of at least two genders. This definition recognizes that there are more than two gender identities—including gender fluid, gender non-conforming, male and female—and that many bisexuals are attracted to people of more than two genders. To see why this definition matters when considering representations of bisexuality in YAL, let’s look at Christina Lauren’s Autoboyography. Tanner, the bisexual protagonist of this book, uses the latter definition. He describes what bisexuality means to him by saying, “It’s about the person, not the parts, I guess” (137). He doesn’t talk about his sexuality using terms such as “both.” When this definition of bisexuality is represented in texts, it can help to make the book more inclusive by also including people who do not identify as male or female.

When looking at a bi-YA novel, the actions of the bi-identified protagonist also matter. Does the protagonist act similarly in romantic situations with people of different genders? Let’s look at Julie Murphy’s Ramona Blue to see what we mean. The protagonist, Ramona, is depicted in a relationship with a girl and in one with a boy. While the two relationships are very different, they share commonalities. Namely, Ramona is portrayed as sexual with both partners. Additionally, in each relationship, Ramona’s emotional connection to her partner is evident. Ramona herself draws attention to these commonalities, saying, “Kissing him varies in the same way that kissing Grace was different from kissing CarrieAnn or any other girl” (218). Generally, commonalities like these help to show that bisexuality is a valid identity rather than just a period of experimentation. Commonalities help to place the relationships with people of multiple genders on even ground; no relationship is depicted as more serious or legitimate than the other, so all relationships are normalized.

Also important to consider when analyzing a bi-YA book, is how it represents biphobia. Different than homophobia, biphobia is prejudice towards people because they experience attraction to people of more than one gender. This prejudice can include negative stereotypes of bisexuals as well as assertions that someone is really a homo- or heterosexual “experimenting” or in a “phase,” even though they identify as bisexual. For example, when we look at Ashley Herring Blake’s, Girl Made of Stars, we see Mara, the bi-identified protagonist, face biphobia at school. There, she is slut-shamed and her bisexuality is fetishized when boys make threesome jokes. As Christine knows from her own lived experience, biphobia is something that bisexuals must deal with regularly, even from people close to them.

A strength of Girl Made of Stars is its ability to both represent and respond to biphobia. The novel shows Mara’s experiences with biphobia and then allows Mara to respond, calling out biphobic incidents as problematic. In doing so, a text can invite readers to reconsider how they think about bisexuality. Therefore, texts that respond to biphobia have the potential to help non-bi-identified readers challenge their preconceived notions of bisexuality.

The traits we’ve pointed out thus far help to show what good representations of bisexuality can look like in YA books. We should also touch on the importance of seeing one’s identity represented in YA novels. Representation helps to validate that identity and to provide a sense of community for the individual. Often, bisexuals can be excluded by both homosexuals for not being “gay enough” and by heterosexuals for not being “straight enough.” Therefore, representation in YAL can be especially beneficial for bisexuals who may find it difficult to find a community otherwise. Seeing bisexual identities represented in schools would take this a step further for bisexual youth; it would show students that their teacher values their identity.

As an example, this past fall semester, and as a direct result of Christine’s study, Sophia included Ramona Blue on her YA course syllabus, requiring aspiring English teachers to present on the text, and engaging students in theoretical reading around bisexuality. Christine co-taught the class with Sophia and her presence as well as the place of this novel on the syllabus invited, permitted and required students to consider complex questions around gender, sexuality and an identity under the LGBTQ umbrella they hadn’t previously considered with depth.

All of these books represent bisexuality in ways that feel real. The characters are complex, and their different backgrounds shape how they experience their sexuality. Autoboyography was the first bi book Christine ever found. When reading it, she frequently sent quotes to her other bi-identified friends because they resonated with her experience. Even as someone who already had a bisexual community, seeing herself in these books throughout the study further validated Christine’s identity.

To close, we’d like to highlight some of our favorite books that we read over the course of the project:

Little & Lion by Brandi Colbert features a black bisexual protagonist, Suzette, whose stepbrother has bipolar disorder. This book highlights how her bisexuality intersects with her race and her stepbrother’s mental illness.

Star-Crossed by Barbara Dee is a middle grade novel that shows Mattie, an eighth-grade girl, realizing that she likes girls as well as boys. The romantic storyline follows how Mattie’s feelings develop over the course of the eighth-grade production of Romeo and Juliet.

Like Water by Rebecca Podos features a Latina protagonist, Vanni, whose father has Huntington’s disease. The novel shows how her bisexuality intersects with her father’s illness and her related fears about her future.

If readers are interested in accessing Christine’s SHP for a far deeper analysis of some of the books mentioned here, she can be reached at cluongo0748@westfield.ma.edu. Sophia can be reached at ssarigianides@westfield.ma.edu.

If readers are interested in accessing Christine’s SHP for a far deeper analysis of some of the books mentioned here, she can be reached at cluongo0748@westfield.ma.edu. Sophia can be reached at ssarigianides@westfield.ma.edu.

I hope that Christine will work this project into an article. I am sure that she and Sophia would appreciate ideas about how to shape the article and where they might submit it. Or course, I think Study and Scrutiny is always a good place.

Until next time.

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<<Previous

1. Thompson, Holly. Orchards. Delacorte Books for Young Readers, 2011.

Weeks, Sarah and Varadarajan, Gita. Save Me a Seat. Scholastic Press, 2016

​3. Cerra, Kerry O’Malley. Just a Drop of Water. Sky Pony Press, 2014.

4. Wilhelm, Doug. The Revealers. Square Fish, 2011.

5. Harmon, Mike. Stick. Knopf Books for Young Readers, 2015.

6. Magoon, Kekla. Camo Girl. Aladdin, 2011.

7. Holt, K.A. Rhyme Schemer. Chronicle Books, 2014.

8. Erskine, Kathryn. Quaking. Philomel, 2007

9. Sonnenblick, Jordan. The Secret Sheriff of Sixth Grade. Scholastic Press, 2017.

10. Gregorio, I.W. None of the Above. Balzer + Bray, 2015.

11. Deloza. Lara. Winning. HarperTeen, 2016.

12. Rawl, Paige and Benjamin, Ali. Positive: A Memoir

13. Dean, Carolee. Forget Me Not. Simon Pulse, 2012.

14. Blount, Patty. Some Boys. Sourcebooks Fire, 2014.

15. Summers, Courtney. All the Rage. St. Martin's Griffin, 2015.

16. Thompson, Holly. Falling into the Dragon’s Mouth. Henry Holt and Co., 2016

17. Korman, Gordon. Restart. Scholastic Press, 2017.

18. Squint. Morris, Chad and Shelly Brown. Shadow Mountain, 2018.

19. Haston, Meg. How to Rock Braces and Glasses. Poppy, 2013.

20. Baskin, Nora Raleigh. Runt. Simon Schuster Books for Young Readers. 2013.

21. Kelly, Erin Entrada. Hello, Universe. Greenwillow Books, 2017.

22. Connor, Leslie. The Truth as Told by Mason Buttle. Katherine Tegen Books, 2018.

23. Buyea, Rob. The Perfect Score. Delacourte Press, 2017.

24. McAnulty, Stacy. The Miscalculations of Lightning Girl. Random House, 2018.

25. Friend, Natasha. How We Roll. Farrar, Straus and Giroux, 2018.

26. Magoon, Kekla. The Season of Styx Malone. Wendy Lamb Books, 2018.

27. Abbott, Tony. Firegirl, Little, Brown Books for Young Readers, 2006.

28. Abbott, Tony. The Great Jeff. Little, Brown Books for Young Readers, 2019.

29. Shovan, Laura. Takedown, Wendy Lamb Books/Random House Children's Books, 2018.

30. Lenz, Niki, Bernice Buttman, Model Citizen. Random House, 2019.

31. Nesbet, Anne. The Orphan Band of Springdale. Candlewick Press, 2918.

32. Perkins, Mitali. Forward Me Back to You. Farrar, Straus and Giroux, 2019.

33. Hunt, Lynda Mullaly. Shouting at the Rain. Nancy Paulsen Books, 2019.

34. Warner, Sally. EllRay Jakes the Dragon Slayer. Viking Books for Young Readers, 2013.

35. Warner, Sally. Absolutely Alfie and the Worst Best Sleepover. Puffin Books, 2018.

36. Kerascoet. I Walk with Vanessa: A Story about a Simple Act of Kindness. Schwartz & Wade Books, 2018.

Preface​Ashley Boyd

​SECTION I:​Gun Violence in Schools: What Does History Tell Us?

Ch. 1 ​It’s the Gun ​Chris Crutcher

Ch. 2 ​ ​History of Violence: Guns, U.S. Education, and American Exceptionalism P. L. Thomas

Ch. 3Unreal: How the Rest of the World Views U.S. Gun Policy​David Belbin

Ch. 4#NeverAgain: Considering the Marjory Stoneman Douglas High School Student Activists’ Media Representations through a Youth LensChristian Z. Goering

Section ​II: Reading About School Violence: Books that Explore School Shootings and Their Aftermath

Ch. 5What We Know and What We Can Do: Using Mercy Rule to Help Students Understand the Causes and Warning Signs of School ViolenceJames Blasingame

Ch. 6Looking for Hope—and Helpers—in Forgive Me, Leonard Peacock ​Gretchen Rumohr-Voskuil

Ch. 7Adolescent Counter-Storytelling: Finding Youth Voice and Truth in That’s Not What HappenedShelly Shaffer

Ch. 8Exploring the Blame Game Through the Lens of the Scout: Reading and Writing About Give a Boy a Gun Melissa Williamson-Pulkkinen

Section III:Recovering from Trauma, Finding Allies, and Taking Action Towards Social Justice

Ch. 9Welcoming Ghosts into Our Classroom: Long Way Down Sarah J. Donovan

Ch. 10This is Not a Drill: Exploring the After-Effects of Traumatic Events with Are You Still There by Sarah Lynn Scheerger​Maria Hernadez Goff

Ch. 11What He Knows and What He Will Say: Voicing for Justice in All American Boys Alice Hays

Ch. 12Making Good Trouble: John Lewis, Andrew Aydin, and Nate Powell’s March Trilogy and the Lessons of the Civil Rights MovementMeghan Sweeny

Section IV:​Writing Beyond Fear by Addressing the Issues

Ch. 13On Rhetorical Analysis, Teaching, and the American Culture of Guns​Jonathan Bush

Ch. 14Writing through Pain: How Teachers can Support Writing as Therapy for Students Processing TraumaJason J. Griffith

Ch. 15Writing in the Margins: Students’ Voices in the Aftermath of TraumaJim Fredricksen and Joe Dillon

Section V:​Arming Teachers with Words, Stories, and Power

Ch. 16​When the Gun isn’t Metaphorical: Educating Teachers in the Age of School ShootingsMelanie Shoffner

​Sara Farizanwww.workman.com/authors/sara-farizan’s, Here to Stay

Shannon Gibney's Dream Country

Ibi Zoboi’s American Street ​

​Tahereh Mafi’s A Very Large Expanse of Sea

Guadualupe Garcia McCall’s All the Stars Denied

An Interview with Paul Greci

Book Reviews for The Wild Lands.

References

Roll of Thunder: Intersections of Historical Fiction and Reality

Dr. Bickmore Adds a Bit.

Why the “B” Matters: Representations of Bisexuality in LGBTQ-themed YAL by Sophia Tatiana Sarigianides & Christine Luongo

Towards a Definition of "B"

Author

Co-Edited Books

Archives

Categories

Blogs to Follow

**1. Thompson, Holly. Orchards. Delacorte Books for Young Readers, 2011.**

**Weeks, Sarah and Varadarajan, Gita. Save Me a Seat. Scholastic Press, 2016**

**3. Cerra, Kerry O’Malley. Just a Drop of Water. Sky Pony Press, 2014.**

**4. Wilhelm, Doug. The Revealers. Square Fish, 2011.**

**5. Harmon, Mike. Stick. Knopf Books for Young Readers, 2015.**

**6. Magoon, Kekla. Camo Girl. Aladdin, 2011.**

**7. Holt, K.A. Rhyme Schemer. Chronicle Books, 2014.**

**8. Erskine, Kathryn. Quaking. Philomel, 2007**

**9. Sonnenblick, Jordan. The Secret Sheriff of Sixth Grade. Scholastic Press, 2017.**

**10. Gregorio, I.W. None of the Above.** Balzer + Bray, 2015.

**11. Deloza. Lara. Winning. HarperTeen, 2016.**

**13. Dean, Carolee. Forget Me Not. Simon Pulse, 2012.**

**16. Thompson, Holly. Falling into the Dragon’s Mouth. Henry Holt and Co., 2016**

**17. Korman, Gordon. Restart. Scholastic Press, 2017.**

**18. Squint. Morris, Chad and Shelly Brown. Shadow Mountain, 2018.**

**19. Haston, Meg. How to Rock Braces and Glasses. Poppy, 2013.**

**20. Baskin, Nora Raleigh. Runt. Simon Schuster Books for Young Readers. 2013.**

**21. Kelly, Erin Entrada. Hello, Universe. Greenwillow Books, 2017.**

**22. Connor, Leslie. The Truth as Told by Mason Buttle. Katherine Tegen Books, 2018.**

**24. McAnulty, Stacy. The Miscalculations of Lightning Girl. Random House,
2018.**

**25. Friend, Natasha. How We Roll. Farrar, Straus and Giroux, 2018.**

**26. Magoon, Kekla. The Season of Styx Malone. Wendy Lamb Books, 2018.**

**27. Abbott, Tony. Firegirl, Little, Brown Books for Young Readers, 2006.**

**29. Shovan, Laura. Takedown, Wendy Lamb Books/Random House Children's Books, 2018.**

**30. Lenz, Niki, Bernice Buttman, Model Citizen. Random House, 2019.**

**31. Nesbet, Anne. The Orphan Band of Springdale. Candlewick Press, 2918.**

**32. Perkins, Mitali. Forward Me Back to You. Farrar, Straus and Giroux, 2019.**

**33. Hunt, Lynda Mullaly. Shouting at the Rain. Nancy Paulsen Books, 2019.**

**34. Warner, Sally. EllRay Jakes the Dragon Slayer. Viking Books for Young Readers, 2013.**

**35. Warner, Sally. Absolutely Alfie and the Worst Best Sleepover. Puffin Books, 2018.**

36. **Kerascoet. I Walk with Vanessa: A Story about a Simple Act of Kindness. Schwartz & Wade Books, 2018.**

Preface
Ashley Boyd

SECTION I:
Gun Violence in Schools: What Does History Tell Us?

Ch. 1
It’s the Gun
Chris Crutcher

Ch. 2
History of Violence: Guns, U.S. Education, and American Exceptionalism
P. L. Thomas

Ch. 3
Unreal: How the Rest of the World Views U.S. Gun Policy
David Belbin

Ch. 4
#NeverAgain: Considering the Marjory Stoneman Douglas High School Student Activists’ Media Representations through a Youth Lens
Christian Z. Goering

Section II:
Reading About School Violence: Books that Explore School Shootings and Their Aftermath

Ch. 5
What We Know and What We Can Do: Using Mercy Rule to Help Students Understand the Causes and Warning Signs of School Violence
James Blasingame

Ch. 6
Looking for Hope—and Helpers—in Forgive Me, Leonard Peacock
Gretchen Rumohr-Voskuil

Ch. 7
Adolescent Counter-Storytelling: Finding Youth Voice and Truth in That’s Not What Happened
Shelly Shaffer

Ch. 8
Exploring the Blame Game Through the Lens of the Scout: Reading and Writing About Give a Boy a Gun
Melissa Williamson-Pulkkinen

Section III:
Recovering from Trauma, Finding Allies, and Taking Action Towards Social Justice

Ch. 9
Welcoming Ghosts into Our Classroom: Long Way Down
Sarah J. Donovan

Ch. 10
This is Not a Drill: Exploring the After-Effects of Traumatic Events with Are You Still There by Sarah Lynn Scheerger
Maria Hernadez Goff

Ch. 11
What He Knows and What He Will Say: Voicing for Justice in All American Boys
Alice Hays

Ch. 12
Making Good Trouble: John Lewis, Andrew Aydin, and Nate Powell’s March Trilogy and the Lessons of the Civil Rights Movement
Meghan Sweeny

Section IV:
Writing Beyond Fear by Addressing the Issues

Ch. 13
On Rhetorical Analysis, Teaching, and the American Culture of Guns
Jonathan Bush

Ch. 14
Writing through Pain: How Teachers can Support Writing as Therapy for Students Processing Trauma
Jason J. Griffith

Ch. 15
Writing in the Margins: Students’ Voices in the Aftermath of Trauma
Jim Fredricksen and Joe Dillon

Section V:
Arming Teachers with Words, Stories, and Power

Ch. 16
When the Gun isn’t Metaphorical: Educating Teachers in the Age of School Shootings
Melanie Shoffner

Sara Farizanwww.workman.com/authors/sara-farizan’s, Here to Stay

Ibi Zoboi’s American Street

Tahereh Mafi’s A Very Large Expanse of Sea