Resources to Accompany the Picture Books
Americans with Disability
Anti-Defamation League website: ADL website: http://www.adl.org/?_ga=1.114570628.2031198517.1452172195
Coalition for Dwarf Advocacy
Easter Seals Disability Services
Fort Smith National Historic Site
This website helps children discover the past: “From the establishment of the first Fort Smith on December 25, 1817, to the final days of Judge Isaac C. Parker's jurisdiction over Indian Territory in 1896, Fort Smith National Historic Site preserves almost 80 years of history. Explore life on the edge of Indian Territory through the stories of soldiers, the Trail of Tears, dangerous outlaws, and the brave lawmen who pursued them.” It also provides information that allows fourth grade students free access to national parks and waterways for a year. (https://everykidinapark.gov/how-it-works/)
Native American Facts for Kids- Shoshone
Native American Facts for Kids- Cheyenne
Native American Facts for Kids- Arapaho
Public Broadcast System site on American Indians and the Railroad
Roloff Family- Little People, Big World
Resources for White Racial Identity Development and Teaching in Settings Not of the Dominant Culture
Au, K. (1980). Participation structures in a reading lesson with Hawaiian children: Analysis of a culturally appropriate instructional event. Anthropology and Education Quarterly, 11(2), 91-115.
Freire, P. (1970). Pedagogy of the oppressed. New York: Herder & Herder.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
Howard, G.R. (2006). We can’t teach what we don’t know: White teachers, multiracial schools, 2nd edition. New York: Teachers College Press.
Kiefer, B. Z. (2010). Charlotte Huck’s children’s literature. Boston: McGraw Hill Higher Education.
Kriesberg, S. (1992). Transforming power: Domination, empowerment, and education. Albany: State University of New York Press.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
Lee, C. D. (1993). Signifying as a scaffold for literary interpretation: The pedagogical implications of an African American discourse genre. Urbana, IL: National Council of Teachers of English.
Milner, H. Richard, VI (2010). Start where you are, but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Cambridge: Harvard Education Press.
Norton, D. E. (2012). Multicultural Children's Literature: Through the Eyes of Many Children (4th Edition). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Parker, W. (2003) Teaching democracy: Unity and diversity in the public life. New York: Teachers College Press.