American Born Chinese

“American Born Chinese,” written by Gene Luen Yang was the first graphic novel that was part of the assigned reading for our course. At first I was not sure if I was going to enjoy reading this book, because do not like reading comics. However, within the first few pages I was hooked!

Yang did a fantastic job of describing the socio-cultural conflicts of a Chinese-American boy; who was struggling to maintain his image within a predominantly white suburb. The book follows three story lines that cover racism, bullying, social isolation, adolescent crushes, legends of creation, power and stereotypes.

Yang’s creative use of literature and imagery composed a novel that, at first, seemingly does not fit together. In the end all three stories come together and can make readers put the book down and walk away either scratching their head or smiling.

I would absolutely recommend this book to all young adult readers. It would be a valuable addition to any classroom library. Young adults, in middle school and high school, will definitely be able to relate to all of the themes touched upon in the three stories. Young adults, who do not enjoy reading, or have difficulty reading, will enjoy this book. The illustrations are simplistic, yet detailed. In addition, the stories are down-to-earth, yet mysterious.

I give “American Born Chinese” two thumbs up!

The Dear One / From the Notebooks of Melanin Sun

Two of Jacqueline Woodson’s novels, “The Dear One” and “From the Notebooks of Melanin Sun,” are effected literature works that can be used to teach young adult readers about economic diversity, sexuality and racism. Woodson is successful in treating the topics effectively because young readers can easily relate to the storylines. Her style of writing deals with multi-cultural issues in present time and touch upon topics that many young students may have to face themselves.

Each of the novels held my interests because I enjoyed the way each story flowed. Both stories were a quick read, but hit upon real and serious issues in a matter-of-fact way; nothing was sugar-coated or overly fabricated. The protagonists in both novels made me realize that young adults have to face various multicultural issues, and these situations are real and may be present within my own classroom.

Both novels brought the issue of sexuality into the story line. Each book brought to light how same-sex couples are perceived by others, as well as how young people handle the situation too. I’m not sure if I would use either of these novels in my class this year, because one of my students is currently struggling with parent separation and one parent is engaged in a new relationship with a same-sex partner. I feel that if I used either of these books in my current class, the story might not be well received by the majority of students. However, I would not be opposed to using either novel in next year’s class.

The universal themes that can be found within both books are familial ties and social acceptance. Both novels demonstrate the direct correlation between familial bonding and how people are perceived in social situations. The manner in which young adults handle social challenges is directly effected by the amount of immediate family support and resources that are available to them.

I enjoyed Woodson’s novels and would add them to my classroom library. However, due to the culturally sensitive issues contained within each story, teachers should known their students before assigning such works.

When Pigs Fly

“When Pigs Fly,” written by June Rae Wood is a story that tugs on the reader’s emotional strings, while navigating through a complicated maze of issues pertaining to social justice, economic windfall, poverty and discrimination.

From the first pages of the book, the story captured and maintained my interest through the end. My favorite character was Buddy. Many of Buddy’s struggles such as self-image, friendship, secrets and being forced to live within tight economic means, reminded me a lot of my issues in middle school; except I did not have to care for a younger sibling with Down’s Syndrome. As each issue added more pressure to Buddy’s life her devotion to family and friends continued to shape her character. In the end, the reader could easily imagine Buddy developing into a self-confident, successful young woman with sound morals.

Young readers could benefit from reading this book to help them identify with issues of loyalty to friends and family. In addition, students will hopefully be able to relate to the emotions people must endure due to the actions of bullies. Many adult readers can enjoy the story and relate to economic pressures and decisions Buddy’s family was forced to endure. Also, adult readers will be reminded of the pressures during middle school years, and may recall their own childhood experiences.

After reading the book, the story made me keenly aware that so many of my students come to class with a lot of psycho-social “baggage.” It renewed my silent commitment to my students to be more compassionate and understanding when they do not come to class prepared with materials, homework, projects and/or unacceptable uniforms.

The story made me reflect upon my personal experiences, as a young adult, and refreshed my outlook toward my students.

The Watsons Go to Birmingham - 1963

“The Watsons Go to Birmingham – 1963,” written by Christopher Paul Curtis, is a brilliant story about a lower-class African American family, residing in Michigan during the 1960’s. The author brings humor to an otherwise tragic tale of those who fell victim to protests during the Civil Rights Era during the mid-20th century.

The novel is a fast-moving and entertaining read. I was immediately drawn into the Watson family, and felt as if I were a guest in their home who was watching the story unfold. I do not have a favorite character in the story; instead I enjoyed the individuality of each character and the uniqueness they brought to the story.

The multicultural issues addressed in the novel are clear…segregation and discrimination of African Americans. In addition, the author touched upon economics within an African-American, suburban community; as the issue of welfare and government food was debated and discussed among the Watson children and their mother. Lastly, there is an inference, throughout the story that African-Americans living in the Midwest had more luxury and freedom than those who resided in the South. The author used subthemes, plots and characters to support this underlying theme, such as the two brothers from Kansas, the church bombing, and Mr. Watson poking fun of Mrs. Watson’s southern upbringing.

The universal themes represented in the novel are familial bonds, cultural identity and a sense of community belonging. Both young and adult readers would easily identify the culturally sensitive topics depicted in the story. Additionally, readers would enjoy the author’s sense of humor that is used throughout the book.

As a Social Studies teacher, I would incorporate this book into the 8th grade curriculum. During the month of May I will be introducing a unit on the Cold War/Civil Rights Era. The novel would be a perfect supplemental tool that can be used to “lighten-up” the heaviness of the unit.

“The Watsons Go to Birmingham – 1963” is a unique story and a valuable addition to all multicultural/historical studies!