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 6^th through 8^th 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. Boston: Pearson Custom Publishing, 2006.

Gleason, George. “The Shadow Brothers.” The School Library Journal. 36.6 (1990): 137.

http://web.ebscohost.com.libaccess.sjlibrary.org/ehost/detail?vid=33&hid=6&sid=6e9356 70-43df-461c-b244-ea56c5488d3a%40sessionmgr103.

Hughes, Langston. “Let America Be America Again.” Poets.org (1994). Online. 2 Nov. 2007.

<http://www.poets.org/viewmedia.php/prmMID/15609>

Hughes, Julie Milligan and Bigler, Rebecca S. “Addressing Race and Racism in the Classroom.”

Lessons in Integration. Ed. Erica Frankenberg and Gary Orfield. Charlottesville: University of Virginia Press, 2007.

Jayson, Sharon. “Colorblind; A New Generation Doesn’t Blink An Eye At Interracial

Relationships.” USA Today. 8 Feb. 2006: 1A.

http://www.lexisnexis.com.libaccess.sjlibrary.org/us/lnacademic/results/docview/docview .do?risb=21_T2520205588&format=GNBFI&sort=RELEVANCE&startDocNo=1&resul tsUrlKey=29_T2520205591&cisb=22_T2520205590&treeMax=true&treeWidth=0&csi= 8213&docNo=2

Knight, Elaine E. “Danger Zone.” School Library Journal. 34.8 (1988): 120.

http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=5734660&loginpage=l ogin.asp&site=ehost-live.

Knorr, Susan. “End of the Race.” School Library Journal. 39.12 (1993): 112.

http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9312097763&loginpa ge=login.asp&site=ehost-live.

Lambert, Jeanette. “The Friendship.” School Library Journal. 34.5 (1988): 70.

http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=5737653&loginpage =login.asp&site=ehost-live.

Orfield, Gary and Lee, Chungmei. Racial Transformation and the Changing Nature of Segregation. Cambridge, MA: The Civil Rights Project at Harvard University, 2006.

http://www.civilrightsproject.ucla.edu/research/deseg/Racial_Transformation.pdf

Reid, Louann. Rationales for Teaching Young Adult Literature.Portsmouth, NH: Heinemann, 1999.

Taylor, Theodore. The Cay. New York: Random House Children’s Books, 1969.

Thompson, Audrey. “For: Anti-Racist Education.” Curriculum Inquiry. 27.1 (1997): 7-44.

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Unsworth, Robert E. “The Moves Make the Man.” School Library Journal. 31.4 (1984): 103.

http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=5779820&loginpage=l ogin.asp&site=ehost-live.

Whitman, Walt. “I hear America Singing.” Poets.org (1994). Online. 15 Nov. 2007.

http://www.poets.org/viewmedia.php/prmMID/15752

U.S. Department of State. USINFO.STATE.GOV. 16 Nov. 2007. http://usinfo.state.gov/usa/infousa/facts/democrac/38.htm