If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!
Yesterday, Bishop Brown made a startling and powerful statement that gets to the root of this class. He said that reconciliation among believers begins at the ROOT of the issue of difference and hatred. When he was talking to a group of white pastors who wanted to start creating partnerships with African-American churches, he said, it comes down to one question: Would you let my son date your daughter?
This is the root of the curse in Holes and the issue we are exploring this semester. How do race, sex, and citizenship collide in ethnic and regional literature?
As Pastor Moore stated, he sees more PLACISM than straight racism in our society. Our negotiation of race, is never limited to race and ethnicity alone.
Dr. King said that we need to be free to SPEAK and free to CHANGE our ideas if there is ever going to be change in this world. This class should be a space where everyone has that freedom! You are going to be shaping the world as you leave BC - this class is about preparing for that!
It also means that knowledge does not flow one way in this class! This is a place for discussions - especially discussions that lead to CREATIVE TENSION. As Dr. King said in his letter, this creative tension is the catalyst for change. We never change without it!
Book Break:
Break into groups and look at the picture books spread out on the table. Can you find a picture that you would have identified with as a kid?
Discussion Questions:
How important was it for you to be able to visually identify with characters in books as a kid?
Diversity Question:
When I say the words "diversity" and "children's lit" what is the first thing that pops into your head? Write it down. Now, what ELSE could diversity mean?
When this data was taken in 2013, only FIFTY PERCENT of students identified as white, which means that HALF of the students in public schools around the US ALREADY identify as members of racial and ethnic minorities. However, FAR MORE than 50% of children's and YA literature is written by white authors (and features white characters). OUR LITERATURE IS NOT KEEPING PACE WITH THE BEAUTIFUL DIVERSITY OF OUR SCHOOLS!
I was talking with a colleague and we realized that in our experiences, a student's first introduction to their own heritage may be through art and literature in your class. In literature, we learn about our pasts and often find ourselves. With that in mind, think about the ways you need to MODEL speech, action, and belief in your class as we work journey into the world of children's literature for the next two weeks. How could you use these texts, or ones like them, to empower your students?
Holes in Racial Constructions
Louis Sachar's Holes is classified as a Young Adult novel. The label is misleading, because "Young Adult" novels are actually directed at school-age children (anywhere from fifth-grade to high school).
Holes and Loop Holes in American Race
Sacher implicitly applies the inanity of the legal construction of race in the United States to his novel Holes. The Yelnats (Stanley's family) and the Zeronis were neighbors in Eastern Europe. Although "white" was not a category in their country, both families would be identified as Caucasian. However, when these two families came over to the U.S. they were assigned different races: white and non-white. Have those labels shaped their lives in the U.S.? Their opportunities?
I just found my Bapo's naturalization papers (I'll pass them out). Notice how race is ALREADY filled in! What could that mean?
What does this tell us about the nature of race and the immigrant experience of race?
These documents I'm passing around are PRIMARY DOCUMENTS. You can find documents like this at online databases (especially the LoC). Pairing these sorts of documents with literary texts (which are also primary documents), can lead to creative and insightful close readings. This is also a good exercise for older students - it can help them connect literary texts with lived experience of race while keeping those connections from being more direct that students want (or are perhaps prepared to handle).
How is race characterized at Camp Green Lake? In "Chapter Five" Stanley cannot tell the race of the campers right away. Why is that? What does that say about race?
Anti-Miscegination Legislation
What is the backstory for the curse (and treasure) of Camp Green Lake? How does this relate to the history of race (and racial construction) in the United States?
Resources for Anti-Miscegination Legislation: Definitions
Race, Hate Crimes and Lifting the Curse
Reading critically (or Critical Reading) is the term that we use to describe making connections between the text and the world. So far, we have been approaching Holes through a critical reading lens. Now let's try some close reading, where we delve entirely into the text. A good literary analysis balances close reading AND critical reading.
What is the Yelnats' curse? How does it intersect with the curse on Camp Green Lake? What is the message here?
How are holes metaphors for the message of the novel?
How are mountains and mountain streams (like the stream on God's Thumb) symbolic?
How many Edenic references and allusions can you find in the passages about Camp Green Lake?
Where are the snakes? What/who are they?
Where is the Tree of Knowledge? And the fruit?
Who is the Fallen Angel?
These are the sort of questions that lead to insightful close reading. They focus on what happens within the text.
Group Work:
Come up with a FUN close reading activity that you could do with students reading Holes.
We dipped our toes into the world of scholarly texts with the Prologue to At the Dark End of the Street. Break into groups and see if you can locate the main point of the message (hint: it's not at the beginning).
The first step in reading scholarly texts is adjusting expectations about WHERE the thesis sentence (or topic paragraph) is located. Scholarly texts are longer than the typical 3-5 page essay you write for school, so they often build their case and reach three or more pages into the argument.
What functions as EVIDENCE in this paper (and what does that even mean)?
Does reading this article make you think differently about Holes?
Group Work:
Create a possible quiz question about this article.
How are the characters costumed? What does it reveal about gender, nationality, and ethnicity?
What shot distances are used? Why? How does camera angle/movement function?
What types of cuts are used?
Do different characters use different language?
What is music's purpose in the film?
Legal Boundaries for Social Constructions: Guy v. Daniels
Group Work: Read through the Guy v. Daniels case, which not only demonstrates the ambiguity and fluidity of race and slavery in the United States, but the different facets of this social construction.
How many ways is race categorized in this lawsuit?
What are the categories?
WHY do you think these socially constructed categories were so important to the U.S. legal system?
WHAT seems to have been the most important aspect of the case to mainstream America at the time?
Could there be a different take-away now?
HOW could you implicitly relate this court case to Holes?
Cinematic Poetry
How does Poe's "Annabel Lee" become a central motif in the film? Was this poem included anywhere in the book? How does this relate to the music associated with the film?
Taylyn, Carlee, Nae-
Compare and Contrast descriptions of characters vs. who plays them in the movie/how they are portrayed
How is the camp described in the book vs. in the movie. Could one (or both) be tied to the Holocaust? How?
Observing differences in dialogue
Activity for book: Have certain students read the lines of specific characters. Students can doodle related to what is being read during each session.
Activity for book and movie: After watching the movie, lay out strips of paper with questions relating to the book and movie. Students can choose which questions they want to answer. Also, they can compare their illustrations to the movie.
They could make a poster of compare and contrast of different items in the book/film. The students could break up into groups and look at different portions of each and they can present what they each learned from it. Have the students think about what each of the characters were thinking about/how they were feeling. See if they think the emotions of the characters were different in the book and movie.
You don't have permission to comment on this page.
Comments (3)
Taylyn Strange said
at 4:12 pm on Jan 24, 2019
Taylyn, Carlee, Nae-
Compare and Contrast descriptions of characters vs. who plays them in the movie/how they are portrayed
How is the camp described in the book vs. in the movie. Could one (or both) be tied to the Holocaust? How?
Observing differences in dialogue
Noel Saunders said
at 4:13 pm on Jan 24, 2019
Kaitlyn, Noel, Megan
Activity for book: Have certain students read the lines of specific characters. Students can doodle related to what is being read during each session.
Activity for book and movie: After watching the movie, lay out strips of paper with questions relating to the book and movie. Students can choose which questions they want to answer. Also, they can compare their illustrations to the movie.
Ashley Young said
at 4:17 pm on Jan 24, 2019
Christalyn, Ashley
They could make a poster of compare and contrast of different items in the book/film. The students could break up into groups and look at different portions of each and they can present what they each learned from it. Have the students think about what each of the characters were thinking about/how they were feeling. See if they think the emotions of the characters were different in the book and movie.
You don't have permission to comment on this page.