Teaching Humanity

Judge Blocks National Parks From Removing ‘Negative’ Signs and Depictions of Slavery The ruling accused the Trump administration of engaging in censorship by taking down materials at parks across the country.

“Four people wrote that poem and maybe we can write our own 26 person poem.”

One of my 5th graders said this after we read Where We’re From, a picture book co-written by John Coy, Shannon Gibney, Sun Yung Shin, and Diane Wilson.

So we dropped everything and got to work.

They began writing lines like:
“where the butterflies fly”
“from the cradle of humankind”
“where apple are grown the best” and
“where we dance between bamboo and see everyone as family”

We plan to have our 26-person poem finished by the end of the year, and so far it’s breathtaking! It’s the sign of a great book when students are so inspired they immediately want to create something of their own.

Learning about Iranian history and culture is a gap in the American curriculum. Last year’s National Book Award winner, The Teacher of Nomad Land: A World War II Story, by Daniel Nayeri, is a beautiful step toward filling that gap. It follows orphans during World War II who discover how invaluable friendship can be in diffusing even the most tense conflicts. This book is so well written and would make a fantastic read-aloud to deepen students’ understanding of these important parts of the world.

Today, I am especially touched by this line from the Author’s Note: “It feels unfamiliar to us, due to recent history, but there was a time when the nations of Iran and Israel had more friendly relations. And perhaps it might offer a guiding influence for future resolutions as well.”

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If you forced me to list my favorite illustrators, Michaela Goade would be the first I would mention. She has such a distinctive watercolor style and I absolutely love her work. Moon Song is a beautiulful tribute to winter and is perfect for studying the moon, seasons, poetry, or Indigenous wisdom about the land. It could also inspire winter watercolor projects that connect to nature.

From the Author’s Note: “Winter is special like that. It is a time to honor both the light and dark, which cannot exist without the other. This dynamic glows from within the language itself. In Tlingit, words describe sources of light in a world of dark, such as awdlidées (the moon is shining), éedaa (ocean bioluminescence/sparks in water), and gis'óok (northern lights/aurora borealis). It was in fact these very words that inspired Moon Song. When I first came across them, they felt special and magical. In my mind, I could see the land come alive in starlight and shadow.”

Little, Brown Books for Young Readers

He asked if there were any books about the environment in our classroom library and I put this treasure in his hands.

Guidance about Immigrant Students' Rights to Attend Public Schools (from Washington State Office of Superintendent of Public Instruction):

IMMIGRANT STUDENTS' RIGHTS TO ATTEND PUBLIC SCHOOLS
The U.S. Supreme Court ruled in Plyler vs. Doe (457 U.S. 202 (1982)) that undocumented children and young adults have the same right to attend public primary and secondary schools as do U.S. citizens and permanent residents. Like other children, undocumented students are obliged under state law to attend school until they reach a mandated age. As a result of the Plyler ruling, public schools may not:

1. Deny admission to a student during initial enrollment or at any other time on the basis of undocumented status.
2. Treat a student differently to determine residency.
3. Engage in any practices to "chill" the right of access to school.
4. Require students or parents to disclose or document their immigration status.
5. Make inquiries of students or parents that may expose their undocumented status.
6. Require social security numbers from all students, as this may expose undocumented status. (Adults without social security numbers who are applying for a free lunch and/or breakfast program on behalf of a student need only indicate on the application that they do not have a social security number.​)

A school district may not request a student's or parent's social security number unless it (1) informs the individual that disclosure is voluntary, (2) provides the statutory or other legal basis for why the district is requesting the number, and (3) explains how the district will use the number.

Districts are strongly discouraged from requesting social security numbers to avoid any chilling effect that this request may have on the enrollment of students because of their race, color, national origin, citizenship, or immigration status.

Changes in the F-1 (Student) Visa Program do not alter the Plyler obligations to undocumented children. These changes apply only to students who apply for a student visa from outside the U.S.

Finally, school personnel -- especially building principals and those involved with student intake activities -- should be aware that they have no legal obligation to enforce U.S. immigration laws. (U.S. Supreme Court, 1982)

IMMIGRATION AUTHORITIES AT SCHOOL
Washington public schools must not initiate engagement with federal immigration authorities for the purpose of sharing student information. It is inconsistent with our state and federal constitutional mandates to serve every student. Before a Washington public school complies with a warrant, judicial order, or subpoena, it must make reasonable efforts to inform the student and/or parents of the warrant, judicial order, or subpoena well enough in advance to give the student and/or parents time to seek a protective order. This is true unless the warrant, judicial order, or subpoena specifically orders the school to refrain from such notification.

https://ospi.k12.wa.us/policy-funding/equity-and-civil-rights/immigrant-students-rights-attend-public-schools

Each day at my school begins with our Land Acknowledgment, said during morning announcements. For me, it’s a daily affirmation of my commitment to building unity in the community and including Indigenous wisdom in my instruction.

This Land, by Ashley Fairbanks, is an excellent resource for schools and students to begin the conversation with their Native Tribe, in co-creating a Land Acknowledgment. It walks students through thinking deeply about the land they live on, the sacredness of that land, and the histories of their communities. It also guides readers toward the essential work of building meaningful relationships with local Native Tribes.

To find out whose land you’re on: Native-Land.ca

Oh my, it has been a while since a book has surprised me. I’m not sure I have ever come across a picture book that has covered so many important topics in one small moment story- natural disasters, human migration, incarceration, climate change, language and more. Simon, by Pulitzer Prize-winning author Viet Thanh Nguyen, is a beautiful story detailing a day in the life of a Vietnamese American girl whose community is threatened by a wildfire. This book sparks conversations about the ways communities come together during difficult times, human rights and what really matters in life.

Today I bought a fantastic graphic novel co-authored and illustrated by my friend, Larissa Brown! I’m so proud. I can’t wait to get it into my 5th graders’ hands! I can say I knew her when…
💗💗💗💗
Blake Laser 📚 HarperCollins
https://larissamarantz.com/index.html

My school librarian put this book in my hands and told me to read it to my students on the first day of school. She knows me so well. Gloriana, Presente: A First Day of School Story, by Alyssa Reynoso Morris is a treasure! It goes in and out of English and Spanish so effortlessly, and encourages students to be courageous in sharing their cultural wealth. Gloriana loves hearing stories about her family’s island home in la República Dominicana, but when it comes time to share in class, she needs her grandmother’s guidance to help find her voice. The story is so relatable for all learners, and especially my multilingual learners. My wish is that every teacher could have a school librarian like mine. ❤️