APA Author and title information: Tonatiuh, D. (2014). Separate is never equal: Sylvia mendez & her family's fight for desegregation. New York: Abrams Books for Young Readers. Review: Duncan Tonatiuh tells the story of the Mendez’s family fight in the 1940’s for desegregation of schools in America. Told from the viewpoint of a child, Sylvia Mendez, Tonatiuh recounts events that took place in California when the Mendez’s family attempted to enroll their children in public school and were told they had to go to the Mexican school. When the Mendez family asked “why”, they were repeatedly told “That is how it is done”. In response Sylvia’s father, with the help of lawyer David Marcus, decides to file a lawsuit along with other families who had experienced segregation. Using dialogue from courtroom transcripts and conversations from Sylvia Mendez, the book narrates the account of the victory of the Mendez family’s fight for integration in schools. Illustrations will help readers understand the inequality of conditions of the institutions and social situations during this period. Included in the author’s note is a historical account and photographs documenting historical events. Also included is a glossary, bibliography and index. This books appeals to younger children as they …show more content…
Sibert Medal Honor Book (2015), Tomás Rivera Mexican American Children’s Book Award (2015), IRA Notable Books for a Global Society (2015), NCTE Orbis Pictus Honor Book (2015), Pura Belpré Award Honor Book (2015), SLJ Best Books for Nonfiction (2015), Kirkus Reviews Best Books of 2014 for Picture Books; Center for the Study of Multicultural Children’s Literature Best Multicultural Books of 2014, New York Public Library 100 Titles for Reading and Sharing for Nonfiction (2014), Cybils Awards Finalist Nonfiction for Elementary & Middle Grades
The fiction novel Separate Peace by John Knowles depicts the life of a teenage boy during WWII. In the text, it mentions several times how the boys at the Devon School attempted to disregard the existence of the war. However, the reality of the war soon strikes the school and war life is introduced to the boys. There are several components of how the war gradually took hold of Devon, beginning with how it was almost non-existent in the summer, continuing with how it soon became a serious topic in the fall, and ultimately a way of life for the boys come winter and spring. First of all, the war at the Devon school during Gene and Finny’s freshman year in the summer was only an afterthought to them.
When it comes to certain topics, multiple interpretations can be revealed, as an argument progresses. Sometimes it may be hard to tell which side is in the right. Subsequently, opinions continuously fly back and forth between individuals who can’t seem to stop disagreeing with each other. Moreover, internal conflicts occasionally arise as well, within each individual, due to new information that develops from their personal trials. Finding a piece of literature where the reader can relate to is a great fortune.
Worldshaker is a text about a city within a juggernaut. There are 12,000 people living in the Worldshaker, and they face the problem of inequality. Two young individuals decide they want to make a difference so they start a rebellion and everything starts changing significantly. There are many circumstances in real life where individuals decided to take a stand and revolt against inequality and injustice. The book Worldshaker mirrors real life because it shows how people can discriminate against one another leading to inequality and injustice, resulting in people wanting to make a difference and revolt.
During 1942-1964 many Mexican immigrants were “given” the “opportunity” to enter the United States in order to labor and help the United States economic industry. For many immigrants the bordering country was seen as an exceptional place that offered great opportunities but at the same time many family difficulties. The Bracero Program during the 20th century for many Mexicans was seen as an exceptional deal that offered immigrants and infinite amount of opportunities to succeed; however, in Ejemplar y sin igual we realize that the Bracero Program in reality was not the “exceptional program” everyone thought. In Ejemplar y sin igual, Elizabeth Rosas mentions that “an entire generation of children experienced uniquely difficult childhoods because
Julio, on the other hand, lives in highly ethnically diverse Los Angeles as one of the immigrant children devoid of family ties. This immediate environment of family is what Bronfenbrenner calls the microsystem. Luis enjoyed a physical presence and handling of the eleven family members in their home. But for Julio, it was a negative experience when aspect of physical development as she just a mere immigrant without parents around to give her moral support. On a worldwide perspective, both Julio and Luis desire a better world beyond theirs.
starts his pieces by highlighting the values and good education taught at The Maya Angelou Public Charter School in Washington, D.C. Forman continues to introduce the main problem which is racial profiling by the police. He explains that racial profiling is an obstacle for the students at Maya Angelou which ethnicity is mostly blacks or African Americans. Furthermore, Forman discusses how conservatives want “color-blindness” which mean that we all should have the same rights, however, he argues that racial profiling contradicts this idea.
My response essay will come from the essay who a girl was involved called Sandra Cisneros, the daughter of a Mexico-American mother and a Mexico father. A daughter whose father didn’t believe in whatever she did. No matter how Sandra tried her best to impress her father, Sandra’s father didn’t believe her because of the tradition that lasted for years that, girls can’t do stuff that will catch an eye from the society. Anna was not allowed to play with her brothers in public, and also, not only she wasn’t allowed to go to school, but also, she wasn’t allowed to expand her talent of drawing.
The fictional story, “Tell Them Not to Kill Me,” contains literary elements within the story such as point of view, setting, flashback, irony, symbolism, imagery, diction, and metaphor. Which fit well with theme of the story that is death and vigilante justice. The aim of this paper is to go in depth about the characters in the story as well as the theme and literary elements within the story. The literary elements covered in the analysis starts with point of view, setting, flashback, irony, symbolism, imagery, diction, and metaphor all the while reinforcing the theme of the story which is death.
Racial issues and injustices in the United States are examined in both of Oden’s anthologies, “California Politics” and “Rivers of Struggle and Resistance.” The introduction in “California Politics” mainly discusses current political issues and how they have influenced the underrepresented ethnic minorities in California. On the other hand, “Rivers of Struggle and Resistance” focuses on the history of discrimination and oppression that haunt the African American society for several decades. Although both anthologies explores and examine similar themes, the introduction in “Rivers of Struggle and Resistance” related more to Michael Goldfield’s “The Color of Politics” excerpt.
The schools in undeveloped communities, such as the community Esperanza lives in, are not funded as much from poor families which means they don’t have as many resources as other schools in richer neighborhoods have. Esperanza’s neighborhood consists of a “laundromat, junk store, drugstore, windows and cars and more cars” (Cisneros 16). In essence, it is evident that the school in Esperanza’s neighborhood is likely not as developed either and is meant for kids whose families cannot afford private schools. In such communities, teachers may also not choose to work in schools because of the salary. Since education is not a priority for Esperanza’s family, Esperanza is sent to any random school without taking into consideration the quality of the education.
The immigrants entering the United States throughout its history have always had a profound effect on American culture. However, the identity of immigrant groups has been fundamentally challenged and shaped as they attempt to integrate into U.S. society. The influx of Mexicans into the United States has become a controversial political issue that necessitates a comprehensive understanding of their cultural themes and sense of identity. The film Mi Familia (or My Family) covers the journey and experiences of one Mexican-American (or “Chicano”) family from Mexico as they start a new life in the United States. Throughout the course of the film, the same essential conflicts and themes that epitomize Chicano identity in other works of literature
These books are very valuable to children because that’s where they get their questions answered. These books are, also, the main source that give them knowledge and make their thinking grew and become stronger as they gain more information about different things in their lives and in the world they live in. When reading
Situated near the U.S.-Mexico border during the early twentieth century is the fictional setting of Fort Jones, the outskirts of which is where Americo Paredes’ short story “Macaria’s Daughter” takes place. Emblematic of the disappropriation of Mexican land, as well as the increased marginalization of the Mexican people, the overbearing presence of Fort Jones reveals the struggle for preservation that characterizes the Mexican-American community of the story. “Macaria’s Daughter” is the tragic account of what happens in a small community when the upholding of Mexican values and institutions, and opposition to Anglo-American culture, become more important than a young woman’s life. In this essay, I will argue that “Macaria’s Daughter” is a text
It is important to use this novel to teach important issues, especially because it has always “elicited a poignant and strong emotional response… for its stirring portrayals of an era of racial inequality”
Our old house always made a creaking sound as I step down on the wooden steps to the kitchen, the heart of my family and home. I find myself caught in two different backgrounds, opposing ones that clash. My father was raised as a vaquero, meanwhile; my mother had been nurtured by a family of farmers. My mother could not accustom to the llano and persuaded my father to move to the town of Guadalupe after I was born. She believed that our family had a chance to thrive and that my sisters and I would attain a better education.