STORIES MOVING READERS FROM FEAR AND BIAS TO TOLERANCE AND .
8 SPRING,2002STORIES MOVING READERS FROM FEAR ANDBIAS TO TOLERANCE AND ACCEPTANCE:AN UNFINISHED CURRICULUMMARYTL.WARE Rhe decade of the nineties was fraught with many signs that Americans,particularly students in America's middle and high schools, are growing moreintolerant. Hate crimes and school violence dominate the news, sadly most oftenfrom the small towns of the United States which paradoxically should be theplace of the strongest family-centered populations. English teachers, teacherswho are the primary users of story, are those crucially poised to address theseattitudes of bias, fear, and hatred, because we are the teachers most capable ofreaching students with the literature that can inextricably link them to otherhuman beings.And that really is what a good literature program is. The authors we read and think about andworry about and doubt become part of us as we become part of them. If literature doesn'tbecome part of our hearts and our guts and the guts and hearts of our students, then what isit good for? And that is our responsibility and our joy, to know so many different books andstories and poems and to present them so that young people will take some of them in andbecome wiser and nobler people because of the literature-and us (Donelson, 1989).I suggest a curriculum built on canonical literature augmented by y oung adultliterature exploring a range of differences. The aim of the curriculum is to sharebooks, stories, and poems that can help our students as readers get into "the
THE OHIO JOURNAL OF THE ENGLISH LANGUAGE ARTS 9subtle harassment, parallels the experience many((Now just where did you say you worked last? he[Thompson) asked, as if he expected Mr. Helton tocontradict himself.«North Dakota/) said Mr. Helton.((Well, one place is good as another once you getused to it») said Mr. Thompson, amply. ((You)re aforriner, ain't you?))((I)m a Swede,» said Mr. Helton) beginning toswing the churn.Mr. Thompson let forth a booming laugh, as ifthiswas the best joke on somebody he)d ever heard.«Well I)ll be damned,» he said at the top of his voice.)«A Swede: well, now, I'm afraid you)ll get prettylonesome around here. I)ve never seen any Swedes inthis neck of the woods. ))«That)s all right»)) said Mr. Helton ((Noon Wine))1964}.people of difference continue to face, over ninetyPorter's story builds to a stark and surprisinghearts and the guts" of their peers, particularly peerswho are different, and of others world-wide who wecan know only through hearing their stories.The ideas suggested for this teaching UJJit applybest to the ninth grade course of study, focusing onliterary genre and elements, and tie as well to theeleventh grade curriculum of American Literature,since the foundation story, "Noon Wine," is byKatherine Anne Porter, an American writer (18901980).Porter's "Noon Wine" is set in Texas, 1896-1905.A stranger comes to a farm in south Texas seekingemployment; he is different from the lifel ongresidents there and is frequencly called "the Swede."The Swede's experience-in this new place ofemployment-of suspicion, reluctant acceptance, andyears after the time of Porter's story.ending. Her story has parallels to Shirley Jackson'S"Noon Wine" is rich with powerful lines cl1at"The Lottery," but "Noon Wine" more thoroughlydemonstrate our human reluctance to acceptand complexly develops the potent theme of biassomeone new and someone perceived to be unlikeand intolerance thrust on those who are new,us. When Mr. Thompson, the small farm's owner,different or strange to a local community andfIrst sees Mr. Helton, Thompson is described ascontext. This story, as well as many of the other textsjudging "him" to be another of these Irishmen, byin the unit, powerfully illustrates the words of Elainehis long upper lip ("Noon Wine" 1964) . One otherScarry, cited inTeaching for a Tolerant World:dialogue early in the men's acquaintance typifies theThe human capacity to injure other peopletheme of skepticism and xenophobia:h a s alw ay s been gr eater t h a n its ability toBeauty is in the Eyeof the ReaderlWriterby Betsy Woods1IJf1i1xitJ;acdvilieslfor tegin.ning poetry composition is to haveto deYell!JIof the ugly and beautifUl words. Iwarm-up exerci e for writing poetry and a good wayFie amon, the members of writing group . I've used tlIisaeatiYe writing class which is a senior elective; however, theIiJJaIrlYall grade levels.IillhliiiiiHi ' BIairrY Eating" by Galway Kinnell. What are words ill .tlll stulienuconsider beautiful and uglyl (You an find tbirpoemae:fOJIiQwlnl!website: www.loc.p/poetry/l BO)
10 SPRING,2002imagine other people. Or perhaps we should say,the human capacity t o injure othe r peopleis very great precisely because our capacityto imagine other people is very small (For Loveo!County,1996)."The Final Reckoning",Sandor DomokosThe blood everywhere is red.Tears are always the same tears.A scream for help at nightin every language sends the same message.LAUNCHING THE UNITMany are the hues of the skinBefore reading and discussing "Noon Wine" withand the colors of the eyes vary.your students, consider using one or more of theWords arfollowing as a pre-reading and anticipatory activity.which cuts into the soul.1. Play the song "People are Strange" by TheDoors, from the album, Strange Days. Havetoo poor to cry out the painWoe to you man, woe to you,if you do not fight evil.Woe to you, if you do not seestudents listen to the lyrics, writing down thehow alike are the Gulag and Auschwitz.words they find as significant, and use these lyricsWoe, if you live a double standardas the basis for a writing prompt to initiateand observe the present only through the past;discussion. Some key lyrics are "People are strangeif how you view the chains of South Mricawhen you're a stranger/Faces look ugly whenyou're alone . No one remembers your namewhen you're strange."depends on whether they are profitable to you,and you judge according to your interests;if Cambodia's destiny is different for youthan that of Palestine or Israel;2. Discussion questions or questions for students'if Belfast is close to your heart,writing journalsbut Mghanistan does not interest you;a. Have you ever been new to a place?Aif you cry over injustices in Chile,but the conditions in the Baltic Statesschool? A neighborhood? A city or community ?are not your concern;A gathering? How did you feel? What were yourif you wish to gain freedomfeelings about the people or the setting into whichby killing your enemies,you were moving or becoming a part of?b. Write about a time someone new moved.and after the victoryyou only create more prisons, woe to you,for then with your own handsinto your neighborhood, community, or school.you will hasten the coming ofHow did you feel about this person? Whatthe End.questions did you have about the newcomer?c. How long does it take you to get to knowsomeone? What kinds of differences do you findhardest to accept:Linguistic? Gender?Physical?Racial or ethnic?Disabilities of some kind?Personality or emotional?"Taking Stock"Judith Selymes IlosvayIt does not matterwhere you were bornwhere you live nowwhat your mother tongue was3. Read the following poems (possibly having thewhat language you speak nowwords on an overhead transparency) from Tabonywhat you wanted to become(1986). The poems reflect the sentiments ofEastern European writers; writers from countriesthat experienced the Holocaust and have knownthe Cold War, the horrors of civil war and ethniccleansing.what your old religion waswhat you dared to doin which God you believeIt does matterwhether you have remainedsteadfastly a human being
THE OHIO JOURNAL OF THE ENGLISH LANGUAGE ARTS IIThese poems may help students see that hatredDuring the in class reading or readers' theatreand intolerance have not been eradicated by thepresentation of "Noon 'Vine," teachers might useCivil Rights movement or any other attempts toa "List ofTen" activity. Students could list:foster acceptance of difference. Use these poemsto help students start to comprehend the essential:we are all humans. Use the poems also to helpstudents examine their stereotypes, preconceptionsand their own lack of knowledge of others. Alsohave your students locate a poem in which theyidentify similar themes. BriAg these poems to classand visually display these for other students toexamine. Or as an alternate assignment, studentscan create a "found poem" with words tal,en fromheadlines or newspaper or magazine texts. Thesetoo, should be displayed as visuals to reinforce thetheme of the unit.a. Ten statements they would not like to havesaid to them or about them,b. Ten images or descriptions that contributeto feelings of hatred or violence,c. Ten reactions to characters about positiveor negative actions of the characters,d. Ten responses to Mr. T hompson, Mrs.Thompson, Mr. Helton, Mr. Hatch, or othercharacters.After they have read "Noon Wine," studentscan focus on the images and ideas they havegleaned from the reading. Have their perceptions
12 SPRING,2002of Mr. and Mrs. Thompson changed throughoutReading of the YA novels can be outside ofthe reading? How do they feel about Mr. Helton?class work; all these texts have reading and interestDoes he deserve the treatment he gets? How aboutlevels, which are easily accessible. At the same time,the bounty hunter?"Noon W ine" is set in thethe books offer examples of powerful writing.late 1800s, early 1900s. Do students see parallelsPresentations on their individual reading can taketo the world of today? Are there any contkmporarya variety of forms, limited only by the creativity ofsituations that are similar to those experienced byyour students. Each presentation should focus onMr. Helton? By the Thompsons?how the reader has come to a new or deeperIn the discussions that follow the reading, returnto the prewriting students have done with the songor the poetry or the Lists of Ten that have beenreader responses. Compare what studentspreviously felt to their responses in light of readingPorter's story. There is a film version,aspart ofthe American Short Story Collection, availablefrom Fries Home Video. The 1987 production,#33267, is eighty-one minutes and stars FredWard, Lise Hilboldt, Stellan Skarsgard, and PatHingle. Use of the video following the readingallows students to see a visual and dramaticportrayal of the story; additionally, students canwork with the layers of interpretation from filmproducers and directors w i t h aspects l i kebackground music, cinematography, or selectionof actors.awareness of another person's differences or ofanother person's struggles and sufferings. Somepossibilities for projects responding to the readingmight includeI.Creative dramatics or a one-act playpresenting the highlights of the book2.Writing poetry to express the experiences ofthe book's protagonists3.Presenting a dramatic monologue capturinghighlights of the protagonist's experience4.Selecting music or writing music that couldbe a sound track for the video.S.Producing a video that demonstrates thethemes of the book6.Interviewing people who face some of thesame experiences in their lives; the presentationof the interviews could be done in a Talk ShowEXTENDING THE UNITFor individual or small group reading, work withthe following Young Adult texts. There are avariety of ways to guide selection of the novels.context7.Artwork-painting or sculpture or otherformat to convey emotions felt by charactersStudents might be encouraged to read about anaspect of difference with which they are leastfamiliar or knowledgeable. The aim, overall, ofusing these YA texts is to have other adolescentsspeak and make their stories known since weseldom fear what we know, and when we knowothers' stories, we frequently build empathy forthem. You might also begin with a Book PassActivity ; this involves providing copies of thenovels and having students spend five minutes witha book before passing it on to the next reviewer.Students can get an initial introduction to eachwork and then can make a more informed selectionof one they'd like to read.YOUNG ADULT LITERATURE SELECTIONSThe Giver by Lois Lowry:The key in this story islack of difference. In the communal lifestyle Jonasand others experience, everything is the same.While all the regulation can present an aura ofsecurity for them, the young people in Jonas'sworld face the deprivation created by sameness.The ultimate horror of the sameness is release ofanyone different. Lowry's novel might work bestfor readers who don't see the richness in diversity.Staying Fat for Sarah Byrnes byChris Crutcher:This novel is filled with characters-adolescentsin particular-who face lack of acceptance because
THE OHIO JOURNAL OF THE ENGLISH LANGUAGE ARTS 13of difference. Eric Calhoune is fat and his nicknameof the Cherokee people's tragic oppression in theis"Mob y"; Sarah Byrn es h as a physicalvoice of a young Cherokee woman experiencingdisfigurement and hides the story of the horriblethe forced exile . It is only one of many possibleabuse she's experienced; Mark Brittain, a youngtexts displaying the injustices Native Americansman set on upholding the highest moral values,experienced.has a story hidden behind his self-righteous facade;Jody Mueller lookslike the "all together" youngwoman, but holds a painful difference inside. Agood read for students who are willing to questionsome of the status quo.Roll of Thunder) Hear My C r y by Mildred Taylor:The book, as do all of Taylor'S writings, presentsthe experience of Black Americans in Mississippiin the 1930s and the period preceding the CivilRights Movement. Cassie, Taylor'S protagonist,All Together Now by Sue Ellen Bridgers: Caseyis female, Black, and part of a land -ovvning familyFlanagan, the novel's protagonist, learns aboutin an area of white sharecroppers, who areloving someone of difference: Dwayne Pickens, athemselves besieged by the Depression but further33 year old whose mind has never grown beyondblinded by racist reactions. Taylor's novel is easilythat of a twelve year old boy. The novel is set duringpaired with To Kill a Mockingbird.summertime; Casey and the whole communitylearn, in a context outside of school, a good dealabout life.Children of the River by Linda Crew: This textworks with Asian i m m igrants, s p e c ifica l l yCambodian refugees, and their settlement i n theThe Trail on Which They Wept by Dorothy andU.S.Thomas Hoobler: This novel presents the storyprotagonist, Sundara, the book addresses thelevisinl Shakespeare:Haml., Yours or His?byJatkHornRelayed in the voice of an adolescentAs the new owner of the lion Theatre here in london, I have been told that a new playwright,William Shakespeare, wants to perform his latest work in our playhouse. As the new theatre manager,I want YOU to decide if HIS play is good enough to make a profit, hire the best actors,and, of course,keep Queen Elizabeth happy. We all know what happens if SH E is displeased.I want you to read this Shakespeare's manuscript, called Hamlet. and find flaws in the plot, :characters, location, etc. You are to rewrite the play (either partially or totally) by putting yourideas to pen (word processor) to make this drama more enjoyable and successful. You must submitYOUR version to me one day hence. You may collaborate with other students.Specifically your task is to rewrite Hamlet, in summary fashion, the way YOU prefer to see itperformed. You may add or delete characters and change plots or scenes. Regardless,I believe thatthe version written by Shakespeare will be a failure and soon forgotten; however, YOUR version maylast 400 years and be performed and studied by students ofhigher education around the world. Youneed not write in his complex style of blank verse or create new quotes, but your version must includesummaries of each scene that you rewrite. Of course,using metaphors and imagery enhances yourwork's chance of being acclaimed (and performed in our lifetime).I want your version submitted on no less than two and no more than three type-written pages.Your grammar, spelling,and punctuation must be perfect. To ensure you do this correctly,use yourseventeenth century version of Writers Inc. and that "other" version of Hamlet written by that upstart,Will Shake-a-spear, or whatever his name is.I want you to refer to the Assessment Rubric on page 213 of Writers Inc., since I will evaluate YOURsummary by both your knowledge of Hamlet and accuracy of your grammar, spelling, and punctuation.As theatre manager, you must complete this assignment on company time (during school),and yourfinal product is due in my office by 10:50 a.m.,September 21,1600 (2001).By successfully completing this task, you will display to me your familiarity with Hamlet and yourextensive knowledge of the proper use of the English language.Signed, this 18th Day of September, 1600 (1001)Sir John Horn, Owner, the lion TheaterI
14 SPRING. 2002cultural differences experienced by those who wantto Idaho. The power of this novel is precisely into hold to their cultural heritage, but mustthe power of story. Behind Phoebe's story, is Sal'sassimilate in contemporary American culture.story; both young women face the loss of mothersFreak the Mighty by Rodman Philbrick: Max, a boyand face the experience of being different fromwho is large for his age and frequently ridiculedothers because of family situations. This differencefor his physical size and lack of intellectual ability,may be one to which many students relate.narr ates this book. Max bears a strikingJprisoned forresemblance to his father, a man ikilling Max's mother. Kevin Avery, alias "Freak"who has a giant mind and a deformed, dwarfishbody, befriends Max. The combination is "Freakthe Mighty." A 1998 video, "The Mighty" furthersupplements this text displaying a range ofdifferences.Belle Prater)s Boy by Ruth White: This novel iscaptured best by White's epigram, taken fromSaint-Exupery's The Little Prince: "It is only withthe heart that one can see rightly; what is essentialis invisible to the eye." These words could be theoverall theme for this entire unit on explorationof difference, for tolerance and acceptance growwhen readers enter the essentials of another personby hearing that person's story. Set in Appalachia,this novel offers an environment where people areoften stereotyped. As the novel reveals, however,the aspect of difference actually deals with auniversal: external appearance. In this book, BelleCONCLUDING ACTMTIESAt the dose of the unit, students should have newinsights on some aspect of difference, possibly theirown differences, which they want to communicate.Using the picture book, If You)re Not From thePrairie by David Bouchard as a model, havestudents design a children's book about difference.In Bouchard's book, the narrator suggests that ifyou're not from the prairie, you can't really knowthe sun, the wind, the sky, cold, snow, or flat; intact, "you don't know me . you just can't knowME." The key lies in the small word "unless," foras the book ends the narrator asserts, "unless deepwithin you, there's somehow a part . a part ofthese things that I've said I know." If there is suchan understanding, there can be oneness and unity.Students can develop their own descriptions of "Ifyou're not from . you can't know"; hopefullythey will feel free to write about the differencesthey believe are least understood.Finally, in this unit of using story to movehas been plagued by her "ugliness," which shereaders from fear and bias to tolerance andbelieves causes her to lose the man she loves;acceptance, it is vital to celebrate the positiveWoodrow has severe cross-eyedness; Gypsy'sfather, who becomes disfigured while serving as afire fighter, eventually kills himself when he cannotaccept his disfigurement; and Blind Benny has beenborn without eyes. This novel is a good read forthose willing to see in new ways.aspects of diversity. One other picture book workswell to assist students to ident
The authors we read and think about and . when you're a stranger/Faces look ugly when you're alone . No one remembers your name when you're strange." 2. . if Cambodia's destiny is different for you than that of Palestine or Israel; if Belfast is close to your heart, .
ofmaking think and reform their ideas. And those true stories of import-antevents in the past afford opportunities to readers not only to reform their waysof thinking but also uplift their moral standards. The Holy Qur'an tells us about the prophets who were asked to relate to theirpeople stories of past events (ref: 7:176) so that they may think.File Size: 384KBPage Count: 55Explore further24 Very Short Moral Stories For Kids [Updated 2020] Edsyswww.edsys.in20 Short Moral Stories for Kids in Englishparenting.firstcry.com20 Best Short Moral Stories for Kids (Valuable Lessons)momlovesbest.comShort Moral Stories for Kids Best Moral stories in Englishwww.kidsgen.comTop English Moral Stories for Children & Adults .www.advance-africa.comRecommended to you b
Keywords: fear, graduate students, disappointing others, peer judgment 1. Introduction 1.1 The Relationship between Fear and Learning The relationship between fear and learning is complex and surprisingly unexplored in the fields of legal education and psychology. The core of the argument focuses on whether fear impedes or promotes learning.
1. We may not fear death itself because of our faith, but we still can fear the process. We may fear people who hurt us. 2. We may fear being abandoned, inadequate, or ashamed. 3. We may fear we won’t have basic provisions. We may worry about physical things. 4. We may fear we are not loved and accepted by God.
Teaching Point Two: Fear affects every area of a person’s life. The word fear and related words occur over 330 times in the Bible. Here is some of what the Bible teaches about fear: Fear is an enemy of the fruit of the Spirit—especially love (1 John 4:18). Fear affects every area of
Penguin Readers Teacher’s Guide to Teaching Listening Skills ISBN 0 582 34423 9 NB: Penguin Readers Factsheets and Penguin Readers Teacher’s Guides contain photocopiable material. For a full list of Readers published in the Penguin Readers series, and for copies of the Penguin Readers catalogue, please .
of Macmillan Readers! One of the most popular and respected series of simplified readers for learners of English Key features of the Macmillan Readers series With over 180 titles, Macmillan Readers offers a range of classic and contemporary fiction, as well as non-fiction, plays, and stories especially written for the Readers series
T ELI READERS. Stories of Mystery and Suspense ISBN 978-88-536-1592-3. YOUNG ADULT READERS YOUNG ADULT READERS. Eli Readers is a beautifully illustrated series of timeless classics and . specially-written stories for learners of Eng
Dual moving averages are moving averages of moving averages, and according to symbols are written as MA (k k), which means moving averages as much as k periods of moving averages as much as k periods [10]. The steps used in calculating a double moving average are as follows: 1. Calculates the first moving average Mt Yt Yt-1 Yt-2 n (1) 2.
