George, by Alex Gino

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Title: George
Author: Alex Gino
Published: August 2015 by Scholastic Press
ISBN: 9780545812542

Summary: George is a fourth-grader with a secret — though everyone sees her as a boy, she knows she’s not — she knows she’s a girl.  When her teacher announces that the fourth graders are going to put on a play for the school, George and her best friend Kelly see it as her chance to reveal the truth.  She auditions for the role of Charlotte, her favorite character from Charlotte’s Web, but is told she can’t be cast as the spider since it’s a girl’s part.  Will George find another way to show her true self — Melissa — to the world, and will they accept her for who she is, once and for all?

Thoughts: I picked up this book after a recent censorship controversy with Kate Messner‘s newly published The Seventh Wish. In the many letters and reactions that came out of that, I kept seeing the title George being referenced as a prime example of school library censorship.  My local library happened to have all three of its copies available, so I picked it up.  Of course, the topic of the book is so relevant because of recent debates over bathroom laws — whether transgender people should be able to use bathrooms slated for genders that they identify with, rather than born in — and more recently, the tragic targeting of the LGBTQ community in the Orlando mass shootings.

The fact that the main character is a fourth-grader — same as my younger daughter — also intrigued me.  As a mom, am I ready — or knowledgeable enough — to broach the subject matter?  I have always been open with my kids about sex, giving them age-appropriate information as questions come up.  So in a way, a conversation about transgender people is just an extension of our conversations about private parts, gender roles, homosexuality, etc.  We have already talked a bit about the bathroom law and how they felt about it, so it wouldn’t be a huge shock to either of them that there are people who believe they were born in the wrong bodies.

As a librarian, and as someone who believes strongly in intellectual freedom, would I circulate this book in my library even if a few parents protest?  Would I limit borrowing rights to older kids (grades 5 and up)?  Would I require parental consent before letting the kids read them?  (Place too many obstacles though, and the book might never end up circulating!)  Would I recommend this book as a classroom or school read-aloud?  (It certainly deals with a topic that is relevant and prominent right now.)  And how will I handle the parents/administrators who want to censor it — as they most likely will?  (These questions are hypothetical because I am not currently working in a school library, but surely they are the same questions my employed librarian friends grapple with everyday.)

A little bit about the actual book itself.  Overall, it was well-written and an easy/quick read, though it definitely wasn’t light.  I asked myself this key question: What would I do if I were the mom in the story?  George’s mom has reservations at first about her revelation but eventually agrees to let George be true to herself, one small step at a time.  Her acceptance happens quickly in the story, within a week or so of George’s appearance as Charlotte in the play.  I wonder whether real life parents could adjust so fast.  I don’t think I’d love my children any less just because they come out as gay or trans, etc., but I think anyone would go through some natural stages of questioning and denial (“Maybe this is just a phase?”) and sadness (for the pain and struggle the child would have to go through as a trans person in a very judgemental world) and even loss (loss of a child and what you have believed him or her to be), etc.  The book addresses this a little bit, but I would have loved to see more on the inner struggles that the mom must have gone through.  (I guess that’d be in a book based on her point of view, not George’s!)  The same thing could be said about George’s older brother’s reaction and that of her best friend, Kelly (who thinks it’s so “awesome” to finally have a best girl friend to hang out with since she’s grown up with only boys).  I wish Gino would’ve explored their feelings a little deeper, rather than jump straight into Scott’s question of whether George would transition all the way by “snipping” it off, and Kelly and George’s stereotypical girly makeover scene. There’s got to be more about being a girl than just getting to dress up like one.  (That said, that probably would be one of the most important things to a fourth-grader.)

Now that I’m done with the book, I am passing it to my 10-year-old daughter.  I told her to read it and come to me at any time if she comes across words or ideas she didn’t understand.  I am eagerly awaiting her thoughts and her review.  Chances are, she’ll have a totally different take than I did, but hopefully, she’ll come away with a little more understanding of the diversity that is all around her and become a little kinder and more compassionate as a result.  Hopefully, she’ll come to realize that it’s okay to be different, that everyone is in different ways…that it’s important, even if it’s difficult and scary, to accept yourself for who you are, to be brave enough to stand up for what you believe to be true…to BE YOURSELF.

dont-change-so-people-will-like-you-be-yourself-and-the-right-people-will-love-the-real-you-change-quotes-share-on-facebook

George resource page: http://www.alexgino.com/george/

Some discussion questions:

  • Why do you think the author chose to use the pronoun “she” when describing or referring to George?  Does this make a difference to the way you feel about the character?
  • How do you think George feels having to keep this big secret inside?  (Use text evidence to support your claims.)  Have you had to keep a secret about yourself — how does this make you feel?  Without revealing the secret (unless you feel comfortable), share or write about this experience and how you were affected.
  • George eventually reveals her secret to those she cares about.  How does this make her feel?  (Use text evidence to support your claims.)  What are some consequences of “hiding” vs. “being yourself”?
  • What do you think it takes to “be yourself”? What are some pros and cons of being who you are?  What are some other examples of “being yourself” that might be scary for kid?
  • Share or write about a time where you had to be brave enough to be who you are.  What made you finally do it, and what effects did the experience have on your life?
  • People reacted differently to George’s revelation. Discuss how they differed and possible reasons why (try to think about this from the person’s point of view).  How do you think you would react if you were each of these individuals?
    • Classmates
    • George’s mom and big brother
    • School teacher/principal
    • George’s best friend Kelly
    • Kelly’s dad and uncle
  • Discuss diversity, acceptance/tolerance, prejudice, bullying, compassion, etc.  Come up with real-life examples. What are some way your classroom/school/family/community could be more accepting of those who might be different from you?
  • Towards the end of the book, the author switches to the name Melissa when referring to George.  Why do you think he chose to do that?
  • Make a prediction about what George’s life might look like in the next year…the next five years…etc.

 

 

 

 

 

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Lesson Plan: “Sparrow Girl” (Sara Pennypacker)

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Sparrow Girl 
Written by Sara Pennypacker
Illustrated by Yuko Tanaka

Based on China’s “Great Sparrow War” in 1958, Sparrow Girl tells the story of Ming Li, one young girl’s effort to save innocent birds that were hailed as the farmers’ enemies.

Discussion Questions/Classroom Connections:

  • Define “food chain” and discuss different examples of food chains in nature.  Are different links in the food chain equally important?  Why or why not?  Have students create a poster of a food chain (allow for research time) and present it to their class.  (Incorporate digital technology by letting students create food chains using a diagram or chart tool in Word or similar programs.)
  • How does this story illustrate the importance of maintaining nature’s food chain?  List some of the ways sparrows are important in the story.
  • Read the author’s note about the real-life event that inspired this book.  Why did Chairman Mao declare war on the sparrows?  What did he want the villagers to do?
  • Discuss how, in the book, even though Ming Li felt that destroying all the sparrows was a bad idea, she didn’t speak up, and neither did Older Brother.  Why didn’t they?  Talk about different kinds of governments and leadership.  What kind of government/leadership do we have in the United States?  Can people speak up against something they might disagree with?  (Is this freedom true for all people across the US, or are there some groups that might be more oppressed?)
  • Compare the US government/leadership to the kind we read about in the book.  Have students research different types of governments around the world and present findings in class.  Is there a “best” kind of government?  What are some pros and cons of each type?
  • Why is “being able to speak up” important?  Have students discuss different ways this might apply in their lives.  For example: do they feel like they can speak up if they felt a rule at home or school was unfair?  Should they be able to speak up against a parent or teacher if they thought it was unfair?  Why or why not?
  • Discuss various imagery used in the book: Ming Li’s father describing her brain as being small as a sparrow’s, her worries scratching at her like a monkey, sparrows falling from the sky like raindrops/teardrops.  Why does the author (or anyone) use imagery like this rather than just describe something plainly?  Have students start with a piece of narrative writing, and make it richer by adding some imagery throughout.

Other Resources:

 

 

 

Reading & Teaching Esperanza

My daughter is reading Esperanza Rising by Pam Munoz Ryan in her 6th grade ELA class and since it’s been on my list of books to read for a couple of YEARS I decided to read it with her.  It is a story that draws readers in almost immediately, and one that many can identify with and that many of us can learn from.  I found the audiobook version on YouTube (see below) and plan on playing it for my younger daughter.

You can find numerous teaching resources online (here’s one from Scholastic) and it would be perfect for lessons in character, perseverance, historical fiction, immigration, the Great Depression, or Mexican culture.  I love that my daughter’s ELA teacher has parents bring in various food items that serve as chapter titles so students can try different foods.  (A more elaborate activity could be to have students/parents bring in food items for a fiesta like the one detailed in the book.  Guest speakers from the community can also be invited to talk about their immigration experience or any personal connections they might have to this time in history.)

Other topics mentioned in the book that can be further discussed

  • Class divides: Why does Esperanza say that in Mexico there’s a river between her and Miguel?  Does the same divide exist in the US?
  • Immigration, migrant workers
  • Working conditions for migrant workers: Why do workers strike? What are pros and cons of striking?
  • Segregation
  • Dust storms
  • Discussion of various symbols in the book — the mountains and valleys in the blanket Esperanza is crocheting, the meaning behind her name, etc.
  • Other books about characters that had to persevere through difficult circumstances… For example, read Listening for Lions (Gloria Whelan) or The Higher Power of Lucky (Susan Patron) and discuss similarities and differences between the stories and characters.

The Keeping Quilt: Patricia Polacco

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The Keeping Quilt

Author/Illustrator: Patricia Polacco

Publisher: New York : Simon & Schuster Books for Young Readers

Publication Year: 1988

Brief Summary: Patricia Polacco tells the story of her Jewish immigrant family and how four generations have been bound together by one homemade quilt. 

Awards, Honors and Prizes:

Sydney Taylor Book Award, 1988 Winner Younger Readers United States
Best of the Bunch, 1988 Association of Jewish Librarians
Not Just for Children Anymore!, 1999 Children’s Book Council
Recommended Literature: Kindergarten through Grade Twelve, 2002 California Department of Education
Teachers’ Choices, 1989 International Reading Association

Ideas for using this book in classroom or library; brief notes on curriculum connections/content learning standards/Common Core/etc.

  • Why do you think Polacco chose to keep only certain parts of the illustrations in color, while other parts remain in gray scale?  How did she use color in this book to highlight the theme of her story?
  • How has the quilt played a role in the characters’ lives? (Comprehension)
  • This story is a real story based on Polacco’s family.  Traci, Polacco’s daughter, was the last to get the quilt at the end of the book.  Can you make a prediction of who the quilt might be passed onto next?  How do you think the quilt will be used in this person’s life?  (Prediction)
  • What are some traditions Anna’s family keeps? (Comprehension)  What are some traditions your family keeps?  (Self-to-text connections)
  • Does your family have something that has been passed down from one generation to the next?  What is it and why is it important/special in your family?  Write a short story about it and illustrate. (Self-to-text connections)
  • Class Keeping Quilts: Have each student draw or write something that is important to him/her on a piece of square, colored paper. Connect all the squares into a “quilt”.  Have each student talk to the class about his/her square and its significance.  This could be done on actual quilting blocks that can be made into a quilt and given to the teacher/librarian as a gift.  (Art teacher)
  • Individual Keeping Quilts: Have each student make their own quilt (at least 9 squares).  What pictures/writings would they include?  Have students share about the significance of their drawings/writings.
  • Math connection: bring in some quilt samples or show the class pictures of various kinds of quilts.  What geometric shapes do students see in quilts?  Have students create their own quilting patterns using pre-cut shapes.

Monster: Walter Dean Myer

Monster

Author: Walter Dean Myers

Publisher: HarperCollins World

Year of Publication: 1999

Personal Comments:

  • My favorite parts of the books are Steve’s journal entries, which allow readers to depart from the formal, matter-of-fact language of the script to get a glimpse into Steve’s feelings.  The first entry of his notebook (p. 1-5) was particularly hard to read.  At sixteen, most boys feel tough and like nothing can defeat them, and are great at masking their emotions.  Steve is presumably tougher than most boys, since he’s hung out on the streets of Harlem, with some rough, shady characters.  It’s hard to imagine what kind of conditions he experienced in jail that would cause him to shed his macho exterior and reduce him to a sniffling, little boy.  It’s sad to think that even when he’s that scared, he has to figure out when’s the best time to cry, so as not to draw attention to himself.

    I like how the journal entries also reveal his struggle with identity, how a few months in jail have made him doubt who he was:

    • “When I look into the [mirror], I see a face looking back at me but I don’t recognize it.  It doesn’t look like me” (p. 1).
    • He writes in another entry, dated July 8, “I want to look like a good person.  I want to feel like I’m a good person because I believe I am.  But being in here with these guys makes it hard to think about yourself as being different” (p. 62).
    • A day later, he observes that Miss O’Brien doesn’t really see him.  “Who was Steve Harmon?” he writes.  “I wanted to open my shirt and tell her to look into my heart to see who I really was….  I know that in my heart I’m not a bad person.”
    • Even after the trial is finished and he is acquitted, he is unsure of himself.  “That is why I take the films of myself.  I want to know who I am.  I want to look at myself a thousand times to look for one true image.  What did [Miss O’Brien] see that caused her to turn away?  What did she see?” (p. 281)

    The other thing the journal entries revealed were his close relationship with his family, which humanizes him and adds to his childlike qualities.  I love the scene where he and his brother Jerry talked about being superheroes, and Jerry said Steve should be Batman, so he could be Robin (p. 58).  It’s sweet that Jerry so unabashedly looks up to his older brother, and the friendly shove from Steve only goes to show his obvious love for Jerry.  The scenes where Steve’s parents visit him in jail are almost unbearable, especially the one where Steve realizes his father might also start to doubt him and see him as a monster (p. 116).

  • Monster was actually the first book I read this term, a couple of weeks before classes started.  One scene stopped my reading right on the tracks, kept me awake for a couple of nights, and still haunts me two months later.  As powerful as this book is, this scene defined the entire story for me.  On page 73:

    CUT TO: Weird shot of INTERIOR: DEATH ROW.  STEVE is seen walking down the hallway between two guards.  He is brought into the death chamber.  The guards are pale, almost greenish.  They lay STEVE on the table for the lethal injection and strap him down.

    CU of STEVE’s face.  He is terrified.

                VO (as camera focuses on STEVE’s face)

    Open your legs; we have to plug up your butt so you don’t mess yourself as you die.

    STEVE’s face grimaces with pain as they put in the plug.

    I can hardly type this scene without tearing up.  In one sentence (the voiceover), Steve is completely dehumanized.  I think about the sheer terror…what if he were my child…that he is someone’s child…that someone’s child/brother is put to death like this, reduced to nothing but something that could mess up the cot and cause extra clean-up…a nuisance.  And yet, this is a life.  I was never one to take a stance for or against capital punishment – I’ve always just thought it’s not up to me to decide about someone’s life – but this one sentence really rattled me.  I don’t know if I’d want even the worst criminals to face what Steve faces….

    The book also reminds me of the unfair treatment of black youths and racial profiling…as Steve wrote in his notes at one point, “What did I do?  What did I do?  Anybody can walk into a drugstore and look around.  Is that what I’m on trial for?  I didn’t do nothing!  I didn’t do nothing!” (p. 115)  It’s painful to think about the vicious cycle inner-city kids are stuck in.

  • This book will most likely appeal to teenage boys exclusively, particularly those who are interested in crime/murder fiction, even though the book is about much more than that.  It makes a powerful read for both African-American and non-African-American students, and offers an insightful look into our judicial system, our own prejudices, and the fragility of self-identity.  Because the book is written in script form as well as journal entries and lower reading level, it can be read quickly and  appeal to reluctant/struggling readers.  Though the courtroom scenes are matter-of-fact, some of Steve’s descriptions of life in jail might be too upsetting for younger readers.  For that reason, I would recommend this book for older middle-schoolers and up.

Awards, Honors, Prizes, Best Lists:

Boston Globe-Horn Book Award for Excellence in Children’s Literature, 1999 Honor Book Fiction United States
Coretta Scott King Book Award, 2000 Honor Book Author United States
Edgar Allan Poe Award, 2000 Nominee Best Young Adult Novel United States
Isinglass Teen Read Award, 2003 Winner New Hampshire
Kentucky Bluegrass Award, 2002 Winner Grades 9-12 Kentucky
Los Angeles Times Book Prize, 1999 Finalist Young Adult Fiction United States
Michael L. Printz Award, 2000 Winner United States
Adventuring with Books: A Booklist for PreK-Grade 6, 13th Edition, 2002 ; National Council of Teachers of English
Best Children’s Books of the Year, 2000 ; Bank Street College of Education
Booklist Editors’ Choice: Books for Youth, 1999 ; American Library Association
Books for You: An Annotated Booklist for Senior High, Fourteenth Edition, 2001 ; National Council of Teachers of English
Books in the Middle: Outstanding Books, 1999 ; Voice of Youth Advocates
Bulletin Blue Ribbons, 1999 ; Bulletin of the Center for Children’s Books
Capitol Choices, 1999 ; The Capitol Choices Committee
Children’s Literature Choice List, 2000 ; Children’s Literature
Horn Book Fanfare, 1999 ; Horn Book
Lasting Connections, 1999 ; American Library Association
Lasting Connections, 1999 ; Book Links
Middle And Junior High School Library Catalog, Eighth Edition, 2000 ; H.W. Wilson
Middle and Junior High School Library Catalog, Ninth Edition, 2005 ; H.W. Wilson
Not Just for Children Anymore!, 2000 ; Children’s Book Council
Parent’s Guide to Children’s Media, 1999 ; Parent’s Guide to Children’s Media, Inc.
Publishers Weekly Book Review Stars, April 1999 ; Cahners
Recommended Literature: Kindergarten through Grade Twelve, 2002 ; California Department of Education
Senior High Core Collection, Seventeenth Edition, 2007 ; The H. W. Wilson Co.
Senior High School Library Catalog, Supplement to the Fifteenth Edition, 2000 ; H.W. Wilson
YALSA Best Books for Young Adults, 2000 ; American Library Association
YALSA Quick Picks for Reluctant Young Adult Readers, 2000 ; American Library Association

Accessed at: Personal Library

Hush: Eishes Chayil (aka Judy Brown)

Hush

Author: Eishes Chayil (also known as Judy Brown)

Publisher: New York : Walker

Publication Year: 2010

Brief Summary: Haunted by memories of her childhood friend’s rape and suicide, Gittel begins to question the close-knit religious community she has grown up in and overcomes her own guilt and fears by finally breaking her silence.  Based on true events and Brown’s own experience of growing up in the Chassidic sect.

Awards, Honors and Prizes:

Personal Comments:  The beginning chapters — filled with Yiddish vocabulary and detailed explanation of the religion and its history — might be hard for some readers to get through.  Those who persevere are rewarded with a powerful and well-written story about child abuse, religious fanaticism, fear and intolerance, friendship, and human courage.  Parents with young children might find this book especially difficult to read — Brown does not soften the harsh realities brought on by sexual molestation, the suffering and shame of victims, the frustrations, the desperation, helplessness, and anger they feel, etc.  Readers are forced to examine ourselves — because at the end of the day, this is not just a story about one specific community or religion, but one that can be told about any community we might find ourselves in and about any issue that we might be denial about, be it sexual abuse, eating disorders, bullying, etc.  Are we doing enough to speak for those who can’t speak for themselves?  Are we willing to shine a light on darkness even if it means going out of our comfort zone or going against what our family or friends expect of us?  Are we going to choose silence or follow blindly out of fear, or stand up and advocate for others with “valor”?  (Eishes Chayil means woman of valor.)

Near the end of the book, Gittel has just started her fight against the religious leaders of her community (as well as her family) in an effort to bring awareness to the problem of sexual abuse.  Her sister calls to scream at her.  How dare she speak against the rabbis?  How dare she speak about something that happened ten years ago and people have forgotten about?  How dare she put her family to shame and destroy all of their reputations by breaking her silence?  The sister forbids Gittel to go near her children with “that garbage mouth of [hers]”.  There are many great lines and passages in Hush (including Gittel’s letter to Devory that she sends in to the community paper); this was the one that opened the floodgate of tears.  After Gittel’s sister slams the phone down, Gittel begins to weep.  Yankel, her newlywed husband — whom she’d only met for 20 minutes before becoming engaged to him, at the age of 18, whom grew up in the same community where no one questions the rabbis or the religious teachings — comforts Gittel by saying this:

You are the Eishes Chayil…  You are the real one.  You are the only one protecting the children, and that is what a real mother does.

Audience: Due to the disturbing/graphic nature of this book, I would recommend this book to mature readers high school and older.  High school English classes might consider doing this as a class read-aloud or book project.

Helpful Links:

  • Eishes Chayil’s Huffington Post article on Orthodox Jewish child abuse
  • Author’s note about the writing of Hush (the same that was included at the end of the book)
  • Article from the Jewish Week about sexual abuse in the Orthodox community
  • Review in Jewish Action (Magazine of the Orthodox Union)
  • Hush pathfinder, developed by Sarah Hannah Gomez at Simmons College

Other notes:

  • The only thing I didn’t particularly like about Hush is the appearance of Devory’s “ghost” as she haunts Gittel and finally implores her into revealing the truth.  This is probably because I have just recently read Wintergirls by Lori Halse Anderson, a book also featuring two best friends separated by death and ghostly visits.  I feel Brown could have easily relayed the idea of Gittel’s guilt and anguish without these almost cliched hauntings.

Excerpts from Professional Reviews…

The story and the writing bring light to the nuances of the issues with insight and sensitivity. The development of the main character, the sense of place of the Chassidic community, and the ending, which brings closure without being unrealistically happy or trite, are all handled well. While intrinsically Jewish, this book could just have easily been written about another insular group or the Catholic priest scandal. Hush is highly recommended for mature teen readers. (Association of Jewish Libraries Newsletter)

Family and social life within today’s Chassidic community are portrayed with affection for the warmth and the enduring values but with a clear eye for the vulnerability of the young and the hurt. When Gittel finally does try to tell her friend’s story, she comes up against the powerful men of the community. It is fitting that it is through the written word that both Gittel and the author are able to speak for the Devorys of the world. (School Library Journal)

Gripping, fascinating and poignant, the book is bravely written. …An extremely well-crafted story that keeps you turning pages. (Teenreads.com)

It is not always a pleasant or easy read, but it is a powerful, gripping young adult novel that demonstrates that sexual abuse can happen anywhere, even in an insular, devoutly religious community. (Children’s Literature)

For the reader who is willing to stick with this complex novel, it will strike a deep emotional chord. (VOYA)

Accessed at: Personal Library

Homeless Bird: Gloria Whelan

Homeless Bird

Author: Gloria Whelan

Publisher: HarperCollins

Publication Year: 2000

Booktalk:

Imagine marrying a person you’ve never met.

Imagine finding out that your new husband is very sick.

Imagine that when he dies, just a few weeks after your wedding day, you become a nobody… someone who is considered unlucky, someone that no one would ever dare to love again.

Imagine being abandoned in a strange city, with a …imagine having to survive on the streets, with just a sleeping roll and $1 – just one dollar! – in your hand.

Now imagine that all of this happens before your 14th birthday.

Set in India, Gloria Whelan’s Homeless Bird tells the story of Koli, a girl whose family considered her a burden.  At 13, she is married off to Hari in an arranged marriage.  Only after the wedding did she find out that the groom – a boy about her age – is dying, and that her in-laws wanted her only for what little dowry she could bring.  They use the money to travel to the holy waters of the Ganges, which they believe would miraculously heal Hari.

When Hari and his dad die, and his younger sister is married herself, her mother-in-law does what is many do with “unlucky” widows – she abandons Koli in a city called Vrindavan, where thousands of widows like her (young or old) live out the remainder of their lives on the streets, struggling to survive.

Whelan’s story paints a vivid, and oftentimes heartbreaking, story of Koli’s short-lived marriage, her friendships with the most unlikeliest people, her strained relationship with her mother-in-law, her despair after becoming homeless, and her will to survive.  What do you guys think you would do, if you were in her shoes?  What do you think happens to her?  Find out, when you take home Gloria Whelan’s Homeless Bird.

Awards, Honors and Prizes:

Ideas for using this book in classroom or library; brief notes on curriculum connections/content learning standards/Common Core/etc.

  • Discussions on India: geography, history, culture/customs, etc.  What are some problems it is facing today?  What are some of its accomplishments?  Discuss the caste system in Inida — what does it mean?  how does it work?  How might the caste system dictate how people’s lives turn out?
  • Discuss child marriages in India (as well as other countries such as Ethiopia) and its implications (girls who are forced into child marriages often lose their chance to become educated, etc.)  What are some ways you, as a student in America, can bring about positive changes for girls in a different country?  Older students can explore different ways to get involved in advocacy — through literature, visual arts, music, film, photography, drama, etc.
  • We might not have “child marriages” in the US, but what are some ways that prevent children in getting an education here?
  • Watch clips from the film “Girl Rising” and discuss.  (Another clip about child marriages/education — this one about a girl in Ethiopia — can be seen here.)  What is it like for girls in some of the countries in the film?  How are their lives different from those of girls in America?  (Some scenes/content can be disturbing…use clips according to the school’s guidelines/rules.)
  • What were some things Koli did in order to survive?  How did she use her skills/resources to build a life for herself?
  • Link to discussion guide.  
  • Recommended for readers 10 and up.  Will primarily appeal to girls, students interested in India, and reluctant/struggling readers.  Would work well as a class read-aloud as a way of introducing a different culture, world issues such as poverty, women’s right to education, women’s equality movement, etc.  Could be an inspiration for kids who want to change the world.

Accessed at: Personal Library