The Other Side by Jacqueline Woodson
Illustrated by E.B. Lewis
Published in 2001 by G.P. Putnam's Sons
In this picture book about cultural divides, Jacqueline Woodson tells the story about Clover and Anna who live on opposite sides of a fence. The story acknowledges that the mothers on each side of the fence have their worries and fears about what dangers might be on the other side. The language of the story is simple, but it also only tells part of the story. The words do not describe what cultural difference is the divide; the pictures tell that part of the story. The illustrations show that the fence divides a white girl from her black neighbor, but the girls find out that sitting on top of the fence, together, doesn't break any rules. The book demonstrates how children can often find the simple answers to the problems that adults create.
One possible lesson idea would be to give the text to the students and have them create the illustrations before showing them the book. What cultures do they see the fence dividing? In this way, the story is timeless.
Great ideas, I always enjoy reading a book that has simple language and deep ideas. These are the type of picture books that middle schoolers also enjoy reading. How would you incorporate this into a class other than LA?
ReplyDeleteI lost my response to this, I think I need to repost it.
ReplyDeleteLA's class could also use it to spur written pieces about "fences" that we avoid and perhaps could cross.
A social studies class could use it to talk about times in history when fences were crossed. It could also be used to explore how youth can be easily indoctrinated--and can be taught and an idea--even a bad idea--and be used to believe it. This is part of why racism grew--because children just accepted it. This could connect with Hitler's Youth. Or even KONY 2012 information.
For Math or Social Studies--this could be used to help students to consider what "Fence" do they stick themselves on. Do they consider themselves on the "nonscientist" side of the fence or on the "scientist" side of the fence (or Mathmatical--class dependent). What side do they want to be on? And it could open up to students thinking about crossing the fence and accepting identities as scientists, mathmaticians, etc...