Shih Fa Kao
Professor Mary
Warner
English 112B
17 November 2007
Race In History, Books
that Encourage
a Multicultural
Generation to Talk About Race
On
August 28, 1963, Martin Luther King, Jr. said, �I have a dream that my four
little children will one day live in a nation where they will not be judged by
the color of their skin, but by the content of their character� (U.S.
Department of State). His speech may have had unintended consequences.
Sociologists and Psychologists call the
young people of today a color blind generation that refuses to talk about race
(Jayson, 1A). Dr. Rebecca Bigler, a psychology professor who directs the Gender
and Racial Attitudes Lab at the University of Texas-Austin says �It makes us
feel racist if we acknowledge race, so we try not to, and we end up being
color-mute� (Jayson, 1A). Studies indicate that teens today are more tolerant
of people from different racial backgrounds than past generations (Jayson, 1A).
Six out of ten teens say their friends include members of diverse racial
backgrounds (Jayson, 1A). These results may convince people that discussions
about race no longer have a place in the classroom. However, despite the
results of the study, teens are still observed sitting at cafeteria tables
largely segregated by race (Jayson, 1A). A recent study by Harvard University
stated that California Schools are amongst the most segregated for Latino and
Black students (Orfield and Lee, 26-28).
Although
our society has become a more tolerant society, it is obvious that racial
inequities still exists. Because our society is becoming increasingly color
blind, historical time periods dominated by racism can be a difficult topic to
discuss in the classroom. A teacher must be careful not to unknowingly make a
student feel uncomfortable. However, these time periods are a part of our
history. Because many of us regard these eras as shameful, it becomes all the
more important for teachers to discuss them in the classroom.
As
teachers of English, we are provided with a genre of novels that allows us to
discuss and view controversial eras with a slight amount of detachment. Enough
time has passed since these shameful events occurred, and we are emotionally
less connected. Historical fiction novels allow us to go beyond studying history
as a string of random events. Christopher Collier was quoted in Literature
for Today�s Young Adults
as saying �there is no better way to teach history than to embrace potential
readers and fling them into a living past� (Donelson and Nilsen, 96). Although
some are not entirely accurate in a factual way, they are accurate in a
universal way. A good historical fiction novel accomplishes several things. The
most important one is that readers see how people share similar emotions across
great spans of time (Donelson and Nilsen, 96). Readers of good historical
novels should also come away with the feeling that they know a time or place
better (Donelson and Nilsen, 96). They should feel like they have lived in it
for a few hours (Donelson and Nilsen, 96). Students who read about terrible
periods in our history will probably come away with a sense of what it is like
to receive and deliver racism. They will feel both guilt and humiliation.
Students cannot get these senses in a history textbook. Through reading historical
fiction, students will be able to discuss past events in a modern day context.
They can use the classroom to discuss topics and feeling that they may
otherwise be timid about. A student who has never experienced racism can learn
what it feels like to be a victim of racism. Other students, who may have
experienced racism, can discuss their experiences. This can be a healing
experience for them. It can also open a dialogue that will hopefully be a part
of the solution. Dr. Bigler was correct when she said, �Society is still marked
by racial inequality, and my worry is that it won�t get addressed� (Jayson,
1A). Attempted non-racism through colorblindness becomes a form of racism in a
racist society (Thompson, 14). Colorblindness serves to deny the effects of
racism, not to eradicate it (Thompson, 14). Only an anti-racist lesson can
counter racist beliefs (Thompson, 7). The biggest problem for a society still
dealing with racial conflict is being silent about the issue. Only through
dialogue can our problems be solved.
Some
English teachers may also feel uncomfortable about discussing the issue of race
in the classroom. This is not strange since even parents grapple with this
issue. Believing the acknowledgement of race to be racist, parents sometimes
teach their children that it is wrong to talk about race (Jayson, 1A). As
teachers, we have a responsibility to make sure that students are leaving our
classroom with the skills they need to confront the larger world. An important
skill that students should learn is the ability to communicate with each other.
By promoting dialogue, we are teaching our students that communication is still
the best solution for our problems. Although teachers can be intimidated by the
prospect of discussing race in the classroom, pretending that it does not exist
may not be the better solution. English teachers should also remember that they
have a toolthe cloak of fiction. It has been observed that fiction is often the
best way to discuss controversial issues.
To
contribute to this dialogue, I propose teaching The Cay as the canonical literature for a unit
on race relations through historical fiction novels. The Cay should be taught in language arts
classes with students from the 6th through 8th grade. It
is at this age that students are most likely beginning to comprehend the
significance of race in their lives. This is the time when students are most
likely developing their identity. It is also the time when students start
self-segregating. Pamela Perry, an assistant professor of community studies at
the University of California-Santa Cruz, states in response to students
segregating themselves in high school, �In times of identity development,
students clump with who they know and what�s familiar� (Jayson, 1A). If a
characteristic of historical novels is to take readers to a place they fear to
go, then The Cay
serves a need and provides valuable lessons (Donelson and Nilsen, 99). In the
beginnings of this self-identity process, students can experience the world
through Phillip who must grow beyond the racism of his mother and accept
Timothy as a friend.
The
Cay also fits other
characteristics of a good historical fiction novel. It has a setting that is
integral to the story, an authentic rendition of the time, place, and people being
featured, an author who is thoroughly steeped in the history of the period that
he can be comfortably creative without making mistakes, a believable character
with whom young reader can identify, and references to well-known events or
people or other clues through which the reader can place the happenings in
their correct historic framework (Donelson and Nilsen, 96).
Some
teachers may be concerned because critics have leveled charges of racism
against the novel (Bernstein, B04). Although there are racist phrases used in
the novel, the story as a whole is anti-racist. The book can be used to counter
a student�s possible racist beliefs. Teachers should keep this fact about the
book in mind. Theodore Taylor dedicated his book to Martin Luther King Jr.�s �dream,
which can only come true if the very young know and understand� (Taylor).
Launching the Unit
Before
reading and discussing The Cay
with students, teachers should consider utilizing the following pre-unit
activities to help them understand the context and purpose of the unit.
1. Play the
popular song �Pink Houses� by John Mellencamp. �Pink Houses� is a good song to
use because it contains observations and criticisms of America�s domestic
problems (Cooper, 58). Other good songs are �Everyday People� by Sly and the
Family Stone and �Blowin� in the Wind� by Bob Dylan. Teachers can incorporate
popular lyrics into the curriculum by examining them as examples of oral
history (Cooper, 58). Using lyrics from popular music, teachers can facilitate
a meaningful learning experience for their students (Cooper, 58). Through these
songs, students can see that academics and learning is not limited to
textbooks.
A.
Pass out copies of the lyrics so that students can follow along.
B.
Have them underline the lyrics that are significant to them.
C.
Ask them to respond to the lyrics as part of an in-class writing assignment.
D.
Some key lyrics are �Oh but ain't that America for you and me/Ain't that
America somethin'
to see baby/Ain't that America home of the free, yeah.�
2. Discuss these
questions in class.
A.
Have you ever personally experienced or witnessed an instance of racism? It
could have
been something that seemed minor like an offensive joke, or an adult or peer speaking stereotypically about a racial group.
How did this make you feel? What were your
feelings toward that adult or peer after this incident?
B.
What have you learned about racism and segregation from your parents, school,
and
media?
How has this influenced your view on what is racist? Is racism a major or minor problem today, and why?
3. Pass out
copies of the following poems. The poems reflect each poet�s view on America.
Discuss how their views are similar and different. Which poet seems to be more
concerned with race and which is more concerned with class? Discuss the
relationship between race and class. Is the relationship correlative or
exclusive? These poems are a good way to explore student beliefs about class
and race.
�Let
America Be America Again�
By
Langston Hughes
Let
America be America again.
Let
it be the dream it used to be.
Let
it be the pioneer on the plain
Seeking
a home where he himself is free.
(America
never was America to me.)
Let
America be the dream the dreamers dreamed--
Let
it be that great strong land of love
Where
never kings connive nor tyrants scheme
That
any man be crushed by one above.
(It
never was America to me.)
O,
let my land be a land where Liberty
Is
crowned with no false patriotic wreath,
But
opportunity is real, and life is free,
Equality
is in the air we breathe.
(There's
never been equality for me,
Nor
freedom in this "homeland of the free.")
Say,
who are you that mumbles in the dark?
And
who are you that draws your veil across the stars?
I
am the poor white, fooled and pushed apart,
I
am the Negro bearing slavery's scars.
I
am the red man driven from the land,
I
am the immigrant clutching the hope I seek--
And
finding only the same old stupid plan
Of
dog eat dog, of mighty crush the weak.
I
am the young man, full of strength and hope,
Tangled
in that ancient endless chain
Of
profit, power, gain, of grab the land!
Of
grab the gold! Of grab the ways of satisfying need!
Of
work the men! Of take the pay!
Of
owning everything for one's own greed!
I
am the farmer, bondsman to the soil.
I
am the worker sold to the machine.
I
am the Negro, servant to you all.
I
am the people, humble, hungry, mean--
Hungry
yet today despite the dream.
Beaten
yet today--O, Pioneers!
I
am the man who never got ahead,
The
poorest worker bartered through the years.
Yet
I'm the one who dreamt our basic dream
In
the Old World while still a serf of kings,
Who
dreamt a dream so strong, so brave, so true,
That
even yet its mighty daring sings
In
every brick and stone, in every furrow turned
That's
made America the land it has become.
O,
I'm the man who sailed those early seas
In
search of what I meant to be my home--
For
I'm the one who left dark Ireland's shore,
And
Poland's plain, and England's grassy lea,
And
torn from Black Africa's strand I came
To
build a "homeland of the free."
The
free?
Who
said the free? Not me?
Surely
not me? The millions on relief
today?
The
millions shot down when we strike?
The
millions who have nothing for our pay?
For
all the dreams we've dreamed
And
all the songs we've sung
And
all the hopes we've held
And
all the flags we've hung,
The
millions who have nothing for our pay--
Except
the dream that's almost dead today.
O,
let America be America again--
The
land that never has been yet--
And
yet must be--the land where every man is free.
The
land that's mine--the poor man's, Indian's, Negro's, ME--
Who
made America,
Whose
sweat and blood, whose faith and pain,
Whose
hand at the foundry, whose plow in the rain,
Must
bring back our mighty dream again.
Sure,
call me any ugly name you choose--
The
steel of freedom does not stain.
From
those who live like leeches on the people's lives,
We
must take back our land again,
America!
O,
yes,
I
say it plain,
America
never was America to me,
And
yet I swear this oath--
America
will be!
Out
of the rack and ruin of our gangster death,
The
rape and rot of graft, and stealth, and lies,
We,
the people, must redeem
The
land, the mines, the plants, the rivers.
The
mountains and the endless plain--
All,
all the stretch of these great green states--
And
make America again!
�I
Hear America Singing�
By
Walt Whitman
I
hear America singing, the varied carols I hear,
Those
of mechanics, each one singing his as it should be blithe and strong,
The
carpenter singing his as he measures his plank or beam,
The
mason singing his as he makes ready for work, or leaves off work,
The
boatman singing what belongs to him in his boat, the deckhand
singing on the
steamboat deck,
The
shoemaker singing as he sits on his bench, the hatter singing as he stands,
The
wood-cutter's song, the ploughboy's on his way in the morning, or
at noon intermission
or at sundown,
The
delicious singing of the mother, or of the young wife at work, or of
the girl sewing or
washing,
Each
singing what belongs to him or her and to none else,
The
day what belongs to the day--at night the party of young fellows,
robust, friendly,
Singing
with open mouths their strong melodious songs.
The Text
As
stated above, I have selected The Cay by Theodore Taylor as the canonical text for a unit on race
relations. The Cay takes
place on the island of Curacao in the middle of the Caribbean during World War
II. Phillip is a young boy who lives on the island with his parents. He
inherits his mother�s racism. Due to the close proximity of German submarines
and a possible German attack, Phillip�s mother decides to leave Curacao with
Phillip and return to the United States. The ship that Phillip and his mother
are traveling on is torpedoed after leaving the island. Phillip and his mother
become separated and he is rescued by a sailor named Timothy. Timothy is black.
Due to the influence of his mother, Phillip has grown up with racist feelings
about Black people. After their escape from the ship, Phillip realizes he is
blind. Phillip becomes reliant on Timothy�s help to survive on the island. The
Cay is a coming-of-age
novel revolving around the themes of racism and independence. Young adults in
middle school are leaving the age when they believe in the infallibleness of
their parents. Chris Crowe says �Timothy�s courage, wisdom, and love help
Phillip survive and overcome his racist prejudices� (Reid, 34).
In
reference to the good characteristics of a historical fiction novel mentioned
above, Curacao is an appropriate setting for The Cay. The Caribbean did have u-boat activity
during World War II. Through its references of the island residents turning off
their lights at night and u-boat activity, Taylor presents an authentic
rendition of the time, place, and people during World War II. Taylor is
knowledgeable about the time period; he most likely drew on his experiences in
the navy and merchant marine when he wrote the book. Students can probably
relate to Phillip, a young boy, who inherits his racism from his mother; some
students do inherit their racism from their parents.
After
completing the text, students should demonstrate their understanding of the
text with an essay or a project. Here are some suggestions:
1) Assign an
essay which is 3 pages long. Below are some suggestions for essay questions.
Before assigning an essay on the following questions, lead a classroom
discussion so that students can get ideas from each other.
A)
Throughout the novel, there are scenes where Phillip�s racism is expressed by
his thoughts
and actions. How does Phillip display his fear, mistrust, and ignorance of Timothy?
B)
How is The Cay a
coming-of-age novel? Describe Phillip�s journey from being a young
boy to becoming an adult.
C)
How does Timothy become a father figure to Phillip? What guidance does he provide? What actions
does Timothy take to ensure that Phillip will be ready to survive without him?
2) Another
assignment could be a semester project for the students. This project will
allow the students to express more imagination and creativity. Because authors
write with the knowledge that their audiences must imagine each scene in their
novel, they often include many details in describing a scene.
Have the students find a particular
scene they enjoyed and use a shoe box and materials from home to construct a
representation of the island where Timothy and Phillip are stranded. Ask the
students to visually represent a scene from the novel.
Then have the students present their
interpretation to the class. Make sure to have them read the scene that
inspires their interpretation. This is a good way to teach young students to be
aware of a novelist�s descriptive details.
Extending the Unit
A
good way to extend the unit is to assign other novels from this genre. A common
complaint from students is that they say they cannot find a good piece of
historical fiction to read (Donelson and Nilsen, 97). When the students are
asked what books they have read, they are surprised that they have already read
two or three good examples (Donelson and Nilsen, 97). The reason for the surprise
is that students often stereotype historical fiction as grand and imposing
(Donelson and Nilsen, 97). By introducing other novels, students will able to
better formulate their definition of the historical fiction genre.
Historical
fiction novels can help teens connect with the past. They can learn history by
experiencing it in their imaginations. These kinds of novels can appeal to
teens who are not interested in science fiction and fantasy. I have listed a
few books below that are similar to the subject matter of The Cay. Students can read these books outside
of class and then turn in a book report. The book reports should summarize the
book and present a student�s opinion of the novel.
Young Adult Literature
Selections
Children of
the River by Linda Crew: To escape the Khmer Rouge army, Sundara fled
Cambodia with her aunt. Now she is a high school student in Oregon. Reconciling
American values with
Cambodian traditions is difficult (Codell, 198).
Danger Zone
by David Klass:
Basketball, racism, and international terrorism are all ingredients in Klass's
latest offering. Jimmy Doyle, high school junior and standout guard from
Minnesota, is one of 10 players selected to represent the USA in an
international tournament to be held in Rome. Upon arriving in Los Angeles for
team practices, he's thrown together with ethnic and culturally diverse
teammates who quickly open his eyes to a much wider world. He immediately
clashes with team star and South-Central L.A. native Augustus LeMay, who feels
Jimmy is on the team only because he is white. As the tournament in Rome
unfolds, the American team is subjected to verbal abuse by a group of skinhead
fans from Germany, which escalates into a physical confrontation, and later
results in a death threat against the U.S. squad. The Americans still manage to
make it to the championship game, which culminates in a last-second
game-winning basket and also a gunshot (Knight, 120).
End of the
Race by Bettany Hughes: Jared and Davin become uneasy friends and
competitors when they're picked to run the 400-meter race for the school track
team. The friendship between the two 12 year olds is threatened by Davin's
constant allusions to race (he's an African American, Jared is white). Davin is
pressured to win by his father, a success-driven man embittered by an
unacknowledged insult from Jared's father when the two men were high school
teammates. Although Hughes sets out to explore the harsh realities and
lingering wounds of racism, his efforts result in a narrow story and stilted
characterizations, with Davin and his father making emotional statements and
Jared and his father acting confused and perplexed (Knorr, 112).
Mississippi
Bridge by Mildred D. Taylor: Drawing once again upon her father's stories,
Taylor has created a harsh, disturbing tale of racism in Mississippi during the
1930s. Told from the viewpoint of Jeremy Simms, a ten-year-old white boy who
aspires to be friends with the black children of the Logan family, this is the
story of a rainy day, an overloaded bus, and the destiny of its passengers
after the driver has ordered the black travelers off to make room for
latecoming whites. Telescoping the injustices faced by blacks on a daily basis
into one afternoon drives home the omnipresent effects of racism with a relentless
force (DeWind, 119).
Roll of
Thunder, Hear My Cry by Mildred D. Taylor: Roll of Thunder, Hear My Cry
tells the story of one African American family, fighting to stay together and
strong in the face of brutal racist attacks, illness, poverty, and betrayal in
the Deep South of the 1930s. Nine-year-old Cassie Logan, growing up protected
by her loving family, has never had reason to suspect that any white person
could consider her inferior or wish her harm. But during the course of one
devastating year when her community begins to be ripped apart by angry night
riders threatening African Americans, she and her three brothers come to
understand why the land they own means so much to their Papa. "Look out
there, Cassie girl. All that belongs to you. You ain't never had to live on
nobody's place but your own and long as I live and the family survives, you'll
never have to. That's important. You may not understand that now but one day
you will. Then you'll see." (Amazon.com)
Shadow
Brothers by A.E. Canon: Henry Yazzie, a Navajo, came to live in Utah with
the Jenkins family when he was seven. He and Marcus Jenkins grew up as foster
brothers. Now they are high-school juniors--racing together (Henry is the
better runner), dating, working together, with Marcus happily playing second
fiddle and living in Henry's shadow. When another native American, a Hopi,
comes to Wakara High School, he razzes Henry. "Apple," he calls him,
"red on the outside, white inside." Disturbed, Henry withdraws from his
white family and decides to return to the Navajo Nation and to his heritage,
perhaps not to stay, but... The break with Marcus is difficult for both boys
(Gleason, 137).
The
Friendship by Mildred D. Taylor: The interaction between the two men
portrays how severely the bonds of friendship can be tested against a backdrop
of racism, peer pressure, and individual rights. This novella is narrated by
Cassie Logan from Roll of Thunder, Hear My Cry (Dial, 1976). She and her
brothers go to the country store for some medicine for a neighbor. At the
store, they are hassled by Wallace's sons. They run into Mr. Bee, who addresses
John Wallace by his first name. Blacks are forbidden to do so, but Mr. Bee had
saved John's life on more than one occasion, and John had given him permission to
call him by his first name. Under pressure and taunting by the men in his
store, John reneges on his promise in an explosive and devastating outburst
(Lambert, 70).
The Moves
Make the Man by Bruce Brooks: Brooks� fine first novel has a basketball
theme and plenty of action�. The sport is merely a vehicle for delivering a
serious story of friendship and madness. The main character, Jerome Foxworthy,
is a black junior high student in Wilmington, North Carolina, in the early
1960s. He is also brilliant and an athlete of great talent who is
extraordinarily cocksure of his abilities�. Jerome is the first black to attend
his junior high, and the first chapters give readers an interesting account of
middle class black life in a Southern city as a new era dawns (Unsworth, 103).
Whale Talk
by Chris Crutcher: T.J. Jones was abandoned by his mother at birth. He has
grown up to be a part Black, part White and part Japanese boy growing up in a
predominately White town in Washington. Jones describes his area of the country
as a place where Mark Fuhrman has his own radio show. At school, he must
confront a bully named Mike Berber who hurls racial insults at him whenever
they meet. To get back at Berber, Jones decides to start a swim team with the
school�s social outcasts. His goal is to earn everybody the coveted letter
jacket. His enemies are the school�s athletes, administrators and alumni
(Crutcher).
Where You
Belong by Mary Ann McGuigan: Fiona doesn't know where she belongs. When her
mother is evicted from their Bronx apartment in New York, she tries to return
to her father's house--only to flee one of his drunken rages the first night
back. Alone, she wanders the streets until--by chance--she bumps into an old
classmate. Yolanda seems to understand her pain. Misfits, both girls search for
belonging. Will they find it in each other? ... even though one is black and
the other is white? Mary Ann McGuigan deftly explores how racism riddles the
lives of these characters in New York during the early '60s, leaving readers hopeful
about friendship's power to bridge chasms--perceived and real (Amazon.com).
Concluding Activities
and Thoughts
The
Cay is not a really a
story about World War II; it is a story about a young Caucasian boy who looks
past his own prejudices to become friends with Black man. Through this unit,
students should have a better understanding about the significance of race in
the past and present.
One
way of demonstrating this understanding is to research a historical figure who
was key to the national dialogue about race in the history of the United
States. Have the students write a research paper on this person and present it
to the class.
From
this unit, students should also be able to think about how their lives are a
part of history. They should be able to walk away from the unit thinking
yesterday is history. A way to cement this idea is to have the students
complete another concluding activity that helps them to see their own life as a
part of history.
The
students can demonstrate their understanding by writing their own historical
fiction story. A source of ideas for stories can be found at local historic
sites. The students can interview local historians and then construct a story
about a fictional person living during the time that the site was a house that
people lived in or a place where people worked. Since I live in San Jose, I
will use this city as an example. A student could go to the Winchester Mystery
house and construct a story about the house. Have them write a short story
about either Sarah Winchester or one of the many servants who worked for her.
Students could also visit the ships docked at Fisherman�s Wharf in San
Francisco. They could write a story about a crew member on an American
submarine or liberty ship during World War II. The examples mentioned above are
only examples from my community. Every community has historical sites that
students can visit and use as a basis for a story. It could be a textile mill
in North Carolina or Ellis Island in New York or the Sears Tower in Chicago.
Although
students should include as much facts as possible, the facts should not be the
focus of the story. The focus should be about the internal feelings of their
protagonist. From these two concluding activities, students should learn that
history is not just an event that happened to somebody a long time ago, and a
historic site is not just an old building that is falling down. They should
learn that there were once people like us who experienced that event and lived
or worked in that old building. Students should see that history can come alive
through a story.
This
unit plan attempts to make an argument for the incorporation of a lesson in
race relations through historical fiction literature. The lesson is didactic
and has the goal of teach an anti-racist lesson. Although this proposal can not
end the debate about these kind of lessons in the classroom, I can only hope
that my colleagues will see the legitimacy of my argument. We all have the best
intentions for our students. Even proponents of color-blind lessons have their
justifications. However, even the best intentions can lead to terrible
consequences. A recent study found that children�s attitudes about their own
race are independent from their attitudes about other racial groups (Hughes and
Bigler, 200). The introduction of counter-stereotypical information in
race-based lessons to European American children reduced their outgroup biases,
but left their group favoritism intact (Hughes and Bigler, 200). The study also found that even though
there are undesirable effects like the production of negative emotions like
guilt in European American children and fear of future victimization in
minority children, anti-racism lessons reduce racial stereotyping and produce
an increase in the desire for racial fairness and empathy (Hughes and Bigler,
198). The results found in this study will most likely not end the controversy
and debate. The decision of whether to implement color-blind, race-based, or
anti-racism lessons will ultimately be left up to teachers who are on the front
lines of this debate. As teachers we must decide whether to teach our students
to view the world through color-blind eyes or a kaleidoscope.
Works Cited Page
Amazon.com. Amazon.com.
16 Nov. 2007. http://www.amazon.com/
Bernstein, Adam.
�Theodore Taylor, 85; Author of �The Cay�� The Washington Post 30 Oct. 2006:
B04. http://www.lexisnexis.com.libaccess.sjlibrary.org/us/lnacademic/results/docview/docview .do?risb=21_T2520185386&format=GNBFI&sort=RELEVANCE&startDocNo=1&resul tsUrlKey=29_T2520185389&cisb=22_T2520185388&treeMax=true&treeWidth=0&csi= 8075&docNo=5
Codell, Cindy
Darling. �Children of the River.�
School Library Journal. 35.7 (1989): 198.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=10687084&loginpage =login.asp&site=ehost-live.
Cooper, Lee B.
�Lyrical Commentaries: Learning from Popular Music.� Music Educators Journal. 77.8 (1991): 56-59.
http://links.jstor.org/sici?sici=0027- 4321%28199104%2977%3A8%3C56%3ALCLFPM%3E2.0.CO%3B2-Z.
DeWind, Anna. �Mississippi
Bridge.� School
Library Journal. 36.11 (1990): 119.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=10578543&loginpage =login.asp&site=ehost-live.
Donelson,
Kenneth L. and Nilsen, Alleen Pace. Literature for Today�s Young Adults.
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