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Date sent:  28-JUN-1994 19:21:50
>From:  VAXA::MISSNERM     26-JUN-1994 18:32:38.37
>Subj:  BooKBraG v1n1 (America's Past)
>    BooKBraG.BooKBraG.BooKBraG.BooKBraG.BooKBraG.BooKBraG.BooKBraG.BooKBra
>   (O                                                                    O)
>   (O           |\                          Editorial Director:          O)
>   (O      |*-+_|  \                             MICKEY REVENAUGH,       O)
>   (O   [~~|    | M  \    <+.~-~-~-~.+>            Instructor Magazine   O)
>   (O   [S |    |  a   \+/.          .+>    Editor:  WENDY MURRAY,       O)
>   (O   [C |    |   r   |. B o o K   .]]           Instructor Magazine   O)
>   (O   [H |    | 1  c  |.           .]]    Managing Editor:             O)
>   (O   [O |    |  9  h |.  B r a G  .]]         SHIRLEY HANEIN-LANE     O)
>   (O   [L |     \_ 9   |.           .]]                                 O)
>   (O   [A [_      \_4  |.           .]]                                 O)
>   (O   [S | =-_ _   \_ |.Vol.1 No.1 .]]                                 O)
>   (O   [T \_______=___\|.___________.]]        send email to:           O)
>   (O   [I..\___________V/===========-]]  BooKBraG-editor@scholastic.com O)
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>                        +*+*+*+*+*+*+*+*+*+*+*+*+*+*+*+
>                    *      This Month in BooKBraG         *
>                   *                                       *
>                  *    1.    Welcome from the Editor        *
>                  *    2.          Author Talk               *
>                  *    3.    Book Reviews/Teaching Tips      *
>                  *    4.          Idea Swap                 *
>                  *    5.      Coming Attractions            *
>                   *   6.   About Instructor magazine       *
>                    *  7.   Information About BooKBraG     *
>                     *                                   *
>                         *+*+*+*+*+*+*+*+*+*+*+*+*+*+*+*
>   1.  WELCOME
>       Welcome to the debut of BooKBraG, the monthly newsletter about the
>   best new children's books and the brightest ways to use them with children.
>   This month we feature books about our nation's past Q by authors who don't
>   idealize historical figures or gloss over past social injustices. The
>   titles are selected by Judy Freeman, a New Jersey-based librarian and
>   author of _Books Kids Will Sit Still For: The Complete Read Aloud Guide_
>   (Bowker.)   Judy writes a column each month in Instructor magazine called
>   *Learning with Literature*, so if you love kids books but you don't always
>   have the time to track down the very best on the market, be sure to check
>   out her column.  (See below  *About Instructor Magazine* for more
>   information.)
>       Of the bunch, I have to say _Morning Girl_ by Michael Dorris is
>   my favorite. It's an exquisite story, told with such grace you can't
>   help but read it aloud. So to launch this newsletter, I talked with
>   Michael Dorris about his book and how he would like to see teachers
>   use it in the classroom.
>                                          Wendy Murray,
>                                          Editor, BooKBraG
>   =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
>    2.  AUTHOR TALK:  A chat with Michael Dorris, author of _Morning Girl_
>     WM:  What do you want children to discover about themselves and about
>          history by reading Morning Girl?
>     MD:  I want children to discover that the experiences of their everyday
>          lives, like the experiences of Morning Girl and Star Boy, have a
>          significance and a meaning. I want children to realize that each
>          individual is part of a story that is unfolding. What I hope my book
>          shows them about history is that it isn't dead and it isn't boring.
>          I want them to see that history is the collected stories of
>          individual people who, despite, differences of culture and time, are
>          human beings not terribly different from themselves.
>     WM:  I imagine you've received lots of letters from children who've read
>          your book. What do kids comment on?
>     MD:  Children often preface their letters by saying, 'I usually don't
>          like to read that kind of bookQ[I guess meaning books that are
>          assigned]Qbut I liked this one.' That pleases me. Their favorite
>          chapter is when Star Boy turns into a rock. Many of us would like to
>          do that. And I've received quite a few indignant letters from little
>          boys asking Why didn't you title the book Morning Girl and Star
>          Boy?  I guess boys are used to being the stars.
>          The letters I appreciate most are those that are written without too
>          much direction from teachers. They're from the heart. If I were a
>          teacher, I'd encourage students to write one letter to any author
>          of their choice, without a lot of instruction. Then children will
>          write out of passion.
>     WM:  If you were a teacher, how would introduce the book to students?
>     MD:  I wouldn't preface it much. I wouldn't introduce it as a book about
>          Indians. Children hear that and think it's going to be about basket-
>          weaving and Mother Earth. It's about a brother and a sister. They're
>          imperfect, and living in a time of relative innocence.  I guess the
>          idea is that into every life a Columbus does fall--
>     WM:  How would you like kids to discuss the book?
>     MD:  Have students think about Morning Girl and Star Boy, and how they
>          don't get along. What things are different about their lives
>          compared with ours?  What things are the same?  Talk with kids about
>          perspective.  How does the same event get viewed from two different
>          points of view?  This can lead into a discussion about the meaning
>          of truth.  Is truth what you think it is, what soemone else thinks
>          it is, or something in between?  Apply this to historical truth, or
>          simply to something that happened.
>     WM:  What else might you do to deepen kids' relationship with the book?
>     MD:  After reading the novel, kids might wish to write about an event in
>          their own lives as if nobody but themselves were going to hear it.
>          I'd encourage students to look back over an experience and be a bit
>          analytical about it.
>     WM:  What do you think makes for a good historical novel for kids?
>     MD:  It has to be interesting to you, as an adult. It should surprise,
>          it should have humor, real humor.  I read very few books about
>          Indian people that seem to me anything like the Indian people I
>          know.  The books are so reverent and earnest, they're flat as can
>          be.  Writers are afraid to take risks lest they offend, or they are
>          so distant from the culture they don't feel free to play with it.
>          Also, one should remember that children are closer to the oral
>          tradition, more so than adults.  The story is meant to be heard as
>          well as read, and for oral stories to last over time, they have to
>          have drama, event, beautiful language, humor, and they have to be
>          entertaining.  So books for children must live up to the oral
>          tradition.
>                            **** TAKE NOTE ****
>           _Morning Girl_ will be available in paperback in April!
>           $3.50; discounts for classroom sets. To order, call Hyperion
>           publishers at (800) 759-0190
>   /\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\///\/\/\/\/\/\/\/\/\/\/\/\/\
>    3.  BOOK REVIEWS:  The best new books about our nationUs past
>   * Put the Story Back in History *
>     Biographies for kids used to present their subjects as flawless, while
>   history books sugarcoated societal problems.  More and more, fiction and
>   nonfiction books written for children these days are up-front about our
>   societyUs past troubles and injustices.  The titles that follow, many of
>   them first-person narratives, address past events with a directness and
>   honesty that helps make history vivid for kids.
>   _Morning Girl_ by Michael Dorris
>   (Hyperion, 1992); 74 pages; Grades 4-8; ISBN 1-56282-284-5; $12.95; (800)
>   759-0190
>     In alternating chapters, Morning Girl and her younger brother, Star Boy,
>   contemplate their lives on an idyllic island as they cope with the death of
>   their newborn sister, wait out a hurricane, and grow to accept each otherUs
>   opposite personalities.   Lyric, descriptive, and personal, each vignette
>   depicts a culture rich with humor, dignity, tradition, compassion, and
>   imagination.  ItUs not until the final chapter and epilogue, when Morning
>   Girl is the first to see a large canoe full of oddly dressed strangers,
>   that one is stunned to realize when and where this story takes place.
>   _The First Thanksgiving_ by Jean Craighead George, illustrated by Thomas
>   Locker
>   (Philomel, 1993); 32 pages; Grades 1P4; ISBN 0-399-21991-9; $15.95; (212)
>   951-8400
>     In the early 1600Us, armor-clad English sailors kidnapped 17 Pawtuxet men
>   and sold them into slavery in Spain. Only one, Squanto, made it back home,
>   in 1619, to discover the people of his village gone, all dead of a
>   European-brought plague.  The following year the Mayflower landed in
>   Plymouth Harbor.  Through that first bitter winter, the Pilgrims coped with
>   hunger, disease, and death.  The fortuitous meeting of Massasoit, Squanto,
>   and the Pilgrims has taken on mythic properties over the generations, and
>   GeorgeUs elegant text, coupled with LockerUs sweeping oil paintings, makes
>   a memorable retelling of the Thanksgiving story.  Also read _Three Young
>   Pilgrims_ by Cheryl Harness (Bradbury, 1992; 32 pages; Grades 1P4; ISBN 0-
>   02-742643-2; $15.95).
>   _Samuel EatonUs Day: A Day in the Life of a Pilgrim Boy_  by Kate Waters,
>    photographs by Russ Kendall
>   (Scholastic, 1993); 40 pages; Grades 1-5; ISBN 0-590-46311-X; $14.95; (800)
>   392-2179
>     This splendid, color photo essay features seven-year-old Samuel.  He
>   describes the first time he is allowed to take part in the rye harvest with
>   his father and neighbor.  Have your students compile their own illustrated
>   essays of a typical but significant day in their lives.  Be sure to check
>   out the author and photographerUs companion book, _Sarah MortonUs Day: A
>   Day in the Life of a Pilgrim Girl_  (Scholastic, 1989).
>   _Aunt HarrietUs Underground Railroad in the Sky_ by Faith Ringgold
>   (Crown, 1992); 32 pages; Grades 2P5; ISBN 0-517-58768-8; $15; (800) 733-
>   3000
>     Remember eight-year-old Cassie who soared above the George Washington
>   Bridge in the 1992 Caldecott Honor book, Tar Beach?  This time, as she and
>   her brother are flying among the stars, she meets the legendary Harriet
>   Tubman, who guides her from slavery to freedom in Canada.
>     An unforgettable  picture book, this innovative and poetic mix of facts,
>   fantasy, and haunting paintings is the most powerful introduction to, and
>   indictment of,  slavery IUve seen for younger students.  My second graders
>   were riveted when I read this story to them and then clamored for Tubman
>   biographies for weeks.
>     A noteworthy follow-up is _Sweet Clara and the Freedom Quilt_  by Deborah
>   Hopkinson, with illustrations by James Ransome (Knopf, 1993; 32 pages;
>   Grades 2-5; ISBN 0-679-92311-X; $15), the story of a slave girl who
>   stitches a map to guide others to the Ohio River and the Underground
>   Railroad.
>   _Bull Run_  by Paul Fleischman, woodcuts by David Frampton
>   (HarperCollins, 1993); 104 pages; Grades 6-8; ISBN 0-06-021446-5; $14;
>   (800) 242-7737
>     Reminiscent of Ken BurnsUs remarkable PBS documentary _The Civil War_Q
>   recalling the many poignant stories culled from the journals and letters of
>   the soldiers and civilians who lived during the war Q Paul Fleischman
>   offers us a memorable fictional account of the first major Civil War battle
>   from the point of view of 16 witnesses, Confederate and Union.  In all,
>   there are 60 one- and two-page accounts that take readers through a four-
>   month period culminating with the July 21, 1861, carnage at Bull Run.
>     Fleischman suggests casting parts and staging a readerUs theater
>   production of this noteworthy book.
>   _An Ellis Island Christmas_  by Maxine Rhea Leighton, illustrated by Dennis
>   Nolan
>   (Viking, 1992); 32 pages; Grades K-3; ISBN 0-670-83182-4; $15; (800) 526-
>   0275
>     When young Krysia packs her belongings to leave Poland, she must decide
>   which of two dolls to bring, as there is only room for one. Mama and her
>   three children plan to meet Papa in America where Rtables are filled with
>   food, and there are no soldiers with guns on the street.S
>     At the end of the arduous 14-day boat ride, the Statue of Liberty
>   beckons, and the family disembarks on Ellis Island on Christmas Eve.
>   Krysia worries about being sent back to Europe by the doctors who examine
>   all newcomers, but her fear subsides when she tastes her first banana, sees
>   an American- style Santa Claus, and is at last reunited with her Papa.
>     The realistic, dark watercolors capture the voyagersU uncertainty. A
>   splendid source of additional facts is Ellen LevineUs _If Your Name Was
>   Changed at Ellis Island_  (illustrated by Wayne Parmenter; Scholastic,
>   1993; 80 pages; Grades 3-6; ISBN 0-590-46134-6; $15.95),  which has an
>   engaging question-and-answer format. Children can research, write about,
>   and share their own family histories.
>   _The Lotus Seed_  by Sherry Garland, illustrated by Tatsuro Kiuchi
>   (Harcourt Brace Jovanovich, 1993); 32 pages; Grades 1-8; ISBN 0-15-249465-
>    0; $14.95; (800) 543-1918
>     RMy grandmother saw the Emperor cry the day he lost his golden dragon
>   throne.S  Wanting something to remember the Emperor by, the grandmother,
>   then a young woman, takes a lotus seed from a pod in the Imperial garden
>   and keeps it with her always.  So starts her odyssey from wartime Vietnam
>   in 1945 to America, as related by her granddaughter. Years later, the
>   grandmother is distraught when her grandson takes the seed and plants it
>   outside.  When the seed blooms pink, creamy, and soft, a symbol of the
>   grandmotherUs country, the resulting pod yields new seeds for her
>   grandchildren to keep and remember her by.
>     All ages will be affected by the glorious paintings combined with the
>   spare, dignified story that conveys the terrors of war and the loneliness
>   of dislocation.
>   _Baseball Saved Us_  by Ken Mochizuki, illustrated by Dom Lee
>   (Lee & Low Books, 1993); 32 pages; Grades 2-5; ISBN 1-880000-01-6; $14.95;
>   (800) 788-3123
>     The U.S. governmentUs internment of Japanese-American citizens during
>   World War II is a difficult episode in American history to explain to
>   children.
>     This book, written by a man whose own parents spent the war in a camp in
>   Idaho, conveys the injustice in a way that all children can grasp.  A young
>   boy describes the conditions in camp, where thereUs always a man with a
>   rifle watching from the guardhouse tower.  Faced with living in horse-stall
>   barracks, with frequent dust storms and no meaningful work or recreation
>   available, the parents build a baseball field, sew uniforms, and organize
>   teams.  Everybody plays, and the boy hits one treasured home run.  Back
>   home after the war, people still call him RJapS and once again he proves
>   his worth on the baseball field.
>     Magnificent sepia-toned illustrations take us from desperation to triumph
>   in a story that will get children talking about why people discriminate
>   against those who are different.
>   Innovative history series and resource guides that will make studying the
>   past a blast
>   _My Backyard History Book_  by David Weitzman (Little, Brown, 1979)
>   I started taking the personal history test in this book and didnUt want to
>   stop to write about why youUll want to get your hands on this gem from the
>   Brown Paper School series.  From reconstructing studentsU lives to
>   researching rubble, the hands-on activities are sure to inspire the
>   historians in your students.
>   Teaching Tip:
>        As this book suggests, Rhistory is about you.S  And the first chapter,
>   RWhatshisname,S gets students started by looking at their own names.  For
>   example, explains Weitzman, in the Middle Ages one way to identify yourself
>   was by your fatherUs name. Hence, Robertson, and so on.  Encourage students
>   to consider other namesake possibilities, such as physical characteristics
>   of their ancestors (Strong), locations (Atwater), and occupations
>   (Schumacher).  Make baby name books available for students to research
>   meanings of their first names.
>   _Eyeopeners! How to Choose and Use ChildrenUs Books About Real People,
>    Places, and Things_  by Beverly Kobrin (Penguin, 1988)
>     This guide connects you with more than 500 nonfiction books, from stories
>   about the history of school supplies to accounts of children who lived and
>   died in the Holocaust.  Kobrin also offers tips for book-based activities
>   and shares hints for judging books.
>   Teaching Tip:
>     Use the bookUs Quick-Link index to make curriculum connections in a
>   flash.  For example, are your students studying transportation?  The index
>   will point you toward the _The PresidentUs Car_  by Nancy Winslow Parker
>   (Crowell, 1981) to discover the differences between George WashingtonUs
>   coach and the current presidential car.  Extend your study to learn more
>   about the changes in the presidency over time.
>   _A History of the US_  by Joy Hakim (Oxford, 1993)
>     This series of ten titles, written in an engaging conversational style,
>    will help students forget the tedium of traditional history books.  Titles
>   include: The First Americans; Making Thirteen Colonies; From Colonies to
>   Country; The New Nation; Liberty for All?; War, Peace, and All that Jazz;
>   All the People (all written especially for ages 8P13).  Notes in the
>   margins playfully explain terminology, invite readers to interact with the
>   book, and present other tidbits, trivia, and fascinating facts.
>   Teaching Tip:
>     Help students develop a sense of history by posting a time line.  Invite
>   students to use stick-on notes to describe the people, places, things, or
>   events they are reading about and post the information in the correct
>   places on the time line.  Encourage students to browse the time line to
>   learn from each otherUs notes.
>                                        QJoan Novelli
>                                         Contributing Editor
>   # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # #
>    4.  IDEA SWAP
>      Do you have any books or teaching strategies you'd like to share?
>       Send email to Wendy Murray at:  BooKBraG-editor@scholastic.com
>       *** FAMILY MATTERS ***  Books about families of all kinds, and an
>      interview with author Jerry Spinelli.
>       Instructor is the nation's leading magazine for elementary school
>     teachers.  Now in it's 104th year of publication, Instructor delivers
>     eight issues per year packed with practical and creative ideas for
>     classroom use.  For more information, call (800) 544-2917.
>       *** How to subscribe to BooKBrag ***
>           To subscribe to BooKBrag send email to:
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>           The text of the message should be:
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Michele Missner

Bitnet   -  missnerm@oshkoshw
Internet -  missnerm@vaxa.cis.uwosh.edu

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