Teacher/Student Annotated Bibliography
Armstrong, Jennifer. Shattered: Stories of Children and War. New York: Random
House, 2002.
Twelve stories of children caught in the middle of war. Jennifer Armstrong uses past and present wars to show that all children are affected by war in similar ways. This is a great book to include your classroom library or to use as supplementary readings for the unit.
"Art Therapy." University of Michigan Comprehensive Cancer Center. 2006.
http://www.cancer.med.umich.edu/clinic/art.htm.
This website lists many benefits that art therapy may have on people who have experienced traumatic events. It is not very useful for the classroom, but good to use as research for teaching students about art therapy.
"Art Therapy Program for Refugee Children." Costi Immigration Services. 2004.
http://www.costi.org/programs/program_details.php?program_id=161.
This website give a deeper look at how art therapy can help children fleeing from war-torn countries. Students may be able to use this site for research purposes.
Bercault, Olivier, and Sparrow, Annie. "The Art of War: Children's Drawings Illustrate
Darfur Atrocities." Slate Online Magazine. 14 July 2005.
http://www.slate.com/id/2122730/.
The article written for Slate includes a great slideshow of illustrations drawn by Sudanese children. I plan to use the slideshow with my students to examine how art therapy can help heal the wounds of war.
Brown, Judy. "How the World Burns: Adult Writing for Children." Canadian Literature.
Winter 2003: pg. 39.
This is a great article that expresses the need to teach children about war using children's books. This article is not useful in the classroom, but it is useful in rationalizing the use of children's literature in classrooms.
"Child Protection from Violence, Exploitation, and Abuse." UNICEF.
http://www.unicef.org/protection/index_bigpicture.html.
UNICEF is a great resource for you and your students to gather statistics on the number of children affected by war.
"Deborah Ellis Profile." Allen & Unwin. 2006.
http://www.allen-unwin.com.au/authors/apEllis.asp.
Deborah Ellis is interview by Allen-Unwin publishers. We get a good idea as to why she writes about Afghanistan. Students may use the website for research during an author study.
Elementary Science Integration Project.
http://www.esiponline.org/classroom/foundations/reading/readalouds.html.
Although the website focuses on the integration of literature and science, it has a good article on the benefits of reading aloud to your students. If you are a novice, the article gives advice on how to choose read-aloud texts and what to do while you are reading.
Ellis, Deborah. The Breadwinner. Toronto, Ontario: Groundwood Books/Douglas &
McIntyre, 2000.
This book is the first of Ellis' Afghanistan trilogy. After her father is taken by the Taliban, main character, Parvana must disguise herself as a boy to make money for the family. You can include a copy of the text in your class library or it can also be used as a class read-aloud. The back of the text includes group discussion questions, which is very useful for literature circles.
Ellis, Deborah. Mud City. Toronto, Ontario: Groundwood Books/Douglas & McIntyre,
2003.
The third book in the Afghani trilogy follows the adventures of Parvana's friend, Shauzia. Although it's considered part of the series, students can read this book without reading the first two. This is a great book for your library collection.
Ellis, Deborah. Parvana's Journey. Toronto, Ontario: Groundwood Books/Douglas &
McIntyre, 2002.
This is the second book in Ellis' Afghani trilogy. Parvana's adventures continue as she searches for her mother and sister. This is also a great book for your library collection.
Ellis, Deborah. Three Wishes: Palestinian and Israeli Children Speak. Toronto, Ontario:
Groundwood Books/Douglas & McIntyre, 2004.
A non-fiction text that interviews Palestinian and Israeli children about the experiences they have had during war. I will use this text as a supplement to my read-aloud. Students can make many connections to the children interviewed in the book. A lot of the interviewees are teenagers and going through the same things our students experience.
"For-PD's Reading Strategy of the Month: Anticipation Guide." Florida Online Reading
Professional Development. May 2004.
http://www.itrc.ucf.edu/forpd/strategies/stratAnt.html.
Florida's online reading professional development website is full of strategies to use during instruction. What is so great about this site is that most have reproducible handouts to use in class.
Ganim, Barbara, and Fox, Susan. Visual Journaling: Going Deeper than Words.
Wheaton, IL: Quest Books, 1999.
This book includes a section that gives step-by-step instructions on how to teach visual journaling to students. If you are interested in including art therapy into the unit, the visual journaling section of the book is a must read.
Kalkowski, Page. "Peer and Cross-Age Tutoring." Northwest Regional Education
Library. 2001. http://www.nwrel.org/scpd/sirs/9/c018.html.
This website provides many reasons why implementing a cross-age tutoring component into your classroom is beneficial.
NCEE (National Center on Education and the Economy). Ramp-Up to Literacy: Teacher
Guide Series. Washington, DC: America's Choice, Inc., 2005.
The NCEE produces a series of units for struggling readers. Their series of help manuals is very beneficial for teachers trying to set up a workshop classroom. They include very in-depth instruction on how to introduce various routines in the classroom such as how to choose independent reading books.
Project CRISS. Handbook of CRISS Strategies. Dubuque, IA: Kendall/Hunt Publishing
Company, 1999.
The CRISS handbook is a great resource for Language Arts teachers. It includes various strategies for note-taking, reading, vocabulary, and writing. It was developed by teachers who participate in Project CRISS (Creating Independence through Student-owned Strategies).
Ricchiardi, Sherry. "Children of War." The Quill. September 1996. Volume 84: pgs. 17-
21.
In this article, Ricchiardi, explains why it is important to get first-hand accounts of war through a child's perspective. She also discusses the ethical dilemma that journalists face when they interview children. The article was very informative and helped me understand why learning about the children of war is important.
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