Old Possum's Book of Practical Cats by T.S. Eliot

 
Author: T.S. Eliot
Illustrator: Axel Scheffler
Medium: Unknown- appears to be pencils, pastels, crayons, ink, and colored pencils.
Genre: Picture Book – Fantasy Poetry
Theme: Diversity and Multiculturalism
Other Relevant Information: A Broadway musical production called "Cats" is based on this book.

Summary: According to T.S. Eliot, each and every cat has three names. One that you've given him, one that fits his specific characteristics, and one that only the cat knows alone. Then there are several types of cats out there each with unique characteristics, and a story once only known to cats, but now is about to be revealed to you.

Literary Elements:
In a collection of poems, written as letters to his godchildren, T.S. Eliot describes the unique characteristics of the types of cats you will meet and the world they live in. Each poem were all written as standalone, so because of that, the book is seen as more of an anthology of poems about cats. Essentially when they were put together in one book, it took on a new form as some sort of “guide” book for understanding cats. The poetry that T.S. Eliot uses often contains rhyming words, syllables, but it is written mostly in free-form verse. Each poem in the book varies in the style and structure, because as previously discussed, these poems were meant to be standalone. T.S. Eliot goes in great detail describing the personalities and the characteristics of each cat and the story that defines these cats, through masterful use of poetry. The illustrations in the book by Axel Scheffler help illustrate and envision what each cat character looks like, and what the events are in the book. They are distributed in small illustrations here and there on the pages, as the major focus here is the poetry itself. The illustrations are especially helpful because for each cat character, T.S. Eliot has chosen very outlandish names, and this can only make sense by reading the descriptions in the rest of the poem and by observing the illustrations.

Evaluation:
T.S. Eliot does an excellent job of capturing general cat characteristics and providing children a deep imagination of a cat’s world. The words used in his poetry are straightforward, sometimes with outlandish words but not difficult to understand. Readers who like cats or are familiar with the broadway production “Cats” will enjoy this book. I truly enjoyed this book because I myself like cats and feel like I see a lot of characteristics that describe cats reflected in this book. It’s almost as if this book artfully describes some of my own cats’ personalities.

Social Justice or Issue:
A word of caution here, this book portrays “Orientals” negatively. For instance, the author described a large group of deceitful and cunning Siamese cats as “Orientals” who sneak up and attack GrowlTiger, a seasoned boat captain who has obvious hatred for “Orientals.” Later in an unrelated poem about Dogs and the relationship they have with Cats, the author mentions yet again “Heathen Chinese” referring to dogs that are not included in the Dogs group. Given the consideration that this poetry was written in 1939 which was during a time that the Americans or British did not have positive views concerning their Oriental neighbors.

Follow-Up Activity:
Readers can write their own poetry about their own pets, in an imaginary world as told by these pets. This is a great creative project that allows students to practice writing from a different perspective and elaborating on details. A collection of poems from each students can be bundled together as a display for parents and others students to enjoy reading.

Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford

Title: Moses: When Harriet Tubman Led Her People to Freedom

Author: Carole Boston Weatherford

Illustrator: Kadir Nelson

Medium: Watercolor painting

Genre: Picture Book – Biography

Theme: Strength, perseverance, spirituality, slavery, Underground Railroad, Harriet Tubman

Other Relevant Information: This book won the Caldecott Honor Medal and the Coretta Scott King Award.

Summary: This book is about how Harriet Tubman first escaped slavery to freedom. It describes her reasoning and where she found the strength to escape. This book also discusses Harriet Tubman’s involvement in the Underground Railroad, and how she helped many other people escape slavery.

Literary Elements: 

This book is an interpretive biography In that specific parts of Harriet Tubman’s life are arranged to tell a story (not necessarily in chronological order). The setting of this story is mostly the outdoors. It shows the time period as well as the mood of the situation. In the illustrations Harriet Tubman is shown working as a slave, hiding in the woods, and helping other people escape from slavery. The setting (especially in the illustrations) enhances the already poignant storyline. The reader is able to discover Harriet Tubman’s bond and relationship with God through this story. Carole Boston Weatherford fully develops Harriet Tubman’s character in this book. I think the reader is able to learn about her compassion towards other people and her resilience. This book is told in an omniscient point of view through dialogue between Harriet Tubman and God. There is a lot of narration in this story. This story follows an episodic plotline highlighting significant events in Harriet Tubman’s life. Carole Boston Weatherford uses free verse and lyrical text to convey this story. It is almost as if you are reading a poem. The way that the text is laid out (different size fonts) shows emphasis and also creates almost a call and response feel to the text.

Evaluation: 

The illustrations in this book are incredible. Kadir Nelson enhances the text and actions in this story through his illustrations. The illustrations look like a real person, not a cartoon. I think that this makes Harriet Tubman more real and allows students to connect with her more. Kadir Nelson is able to show Harriet Tubman’s expressions clearly in her face. I also liked how Carole Boston Weatherford was able to show the importance of religion in Harriet Tubman’s life without making it seem like you needed to adhere to those religious beliefs. Carole Boston Weatherford also adds a foreword to this book that briefly explains what happened during slavery. She also included a section in the end of the book that outlines Harriet Tubman’s life. I think that this book adequately portrays the sense of the harsh life of slavery. I like how this biography did not follow the typical step-by-step storyline that typically accompanies biographies.

Social Justice Element: Social Movement and Social Justice:

The book represent well on the social movement and social justice element. Tumban was an activist and a leader who helped many runaway slaves to freedom. She strongly felt her people were treated unfairly and poorly and that they deserve their freedom. 

Follow-Up Activity:

Students can explore the lyrical and poetic text in the book and use it as an inspiration to write their own poems about a scene in the book. Collection of poems could be published into a book for other students and their families to read and learn about the injustice that the African American people experienced during that time. 

By Sierra Meyers

In Our Mothers' House by Patricia Polacco

Six Elements of Social Justice Education

Six Elements of Social Justice Education

Developed by Pisower, D, 2007

Six Elements of Social Justice Curriculum Design for Elementary Education

1) Self-love and knowledge: Teachers provide opportunities for students to learn about who they are and where they come from. A sense of dignity in their culture, heritage, ethnicity/race, religion, skin tone, gender etc. is cultivated in the classroom.  Students learn about different aspects of their identity and history associated with it. Negative stereotypes about students’ identities are deconstructed.  Potential classroom activities include: Where I come from poems, self-portraits that include skin tone identification, name poems, family interviews, grandparent guest speakers, cultural abc books.

2) Respect for Others: Teachers provide opportunities for students to share their knowledge about their own cultural background with their classmates.  The goal is to create a climate of respect for diversity through students learning to listen with kindness and empathy to the experiences of their peers.  Students deconstruct stereotypes about their peers’ identities.  Potential classroom activities include: Sharing of cultural ABC books, diverse family structures that include LGTB families, field trips to cultural museums, guest speakers from children’s families and cultural centers.

3) Issues of Social Injustice: Teachers move from “celebrating diversity” to an exploration of how diversity has differently impacted various groups of people.  Students learn about the history of racism, sexism, classism, homophobia, religious intolerance etc. and how these forms of oppression have affected different communities.  Teachers make links that show how the historical roots of oppression impact the lived experiences and material conditions of people today. Potential topics of study include: Native American genocide, Slavery, the Holocaust, anti-immigration policies and sentiment, media (mis) representations, issues that face their own communities such as gentrification, police brutality, etc.

4) Social Movements and Social Change: Teachers share examples of movements of iconic and everyday people standing together to address the issues of social injustice they learned about in Element Three.  Rather than leaving students feeling overwhelmed and defeated, teachers help students understand that working together, ordinary people have united to create change.  Potential topics of study include: Abolitionism, civil rights movement, the L.A. janitors’ strikes, various labor movements, 1968 and 2006 Chicano student walkouts.

5) Awareness Raising: Teachers provide opportunities for students to teach others about the issues they have learned about.  This allows students who feel passionately about particular issues to become advocates by raising awareness of other students, teachers, family and community members.  It is important to recognize that while raising awareness is a necessary and important pre-curser for action, it by itself does not by itself translate into change. Potential activities include: newsletters, public service announcements, letter writing campaigns, creating documentaries, blogging.

6) Social Action Teachers provide opportunities to take action on issues that affect students and their communities. Students identify issues they feel passionate about and learn the skills of creating change firsthand.Potential activities include: Letter writing campaigns, petitions, linking with local grassroots organization campaigns, speaking at public meetings, attending and/or organizing protests.