Sit-In: How Four Friends Stood Up By Sitting Down

Bibliography
Pinkney, A. & Pinkney, J. (2010). Sit-in : how four friends stood up by sitting down. New York: Little, Brown and Company.

Plot Summary
Inspired by the words of Dr. Martin Luther King Jr., four college students stage the first sit-in protest at Woolworth’s. All they want is a doughnut and a coffee with cream on the side. Their efforts in 1960 were one of the many sparks that led to the Civil Rights Act of 1964.

Critical Analysis
One of the interesting things about this book is its use of color - bright greens and yellows are used throughout the book. Maybe it was to represent the light at the end of the journey for these four students and the others that joined in which resulted in the Civil Rights Act. One of the strongest illustrations is on pages 18-19. A lunch counter extends past the page to represent all of the people that joined in after the four gentlemen in Greensboro began their sit-in. “What had started in Greensboro spread faster than a grease fire” (pg 18). Interestingly enough, these pages are in blue while at the end of the book, a similar image is presented in yellow. This supports the idea that the color yellow is being used as success. 

The language used in the book is simple for everyone from elementary aged to high school aged to understand. There are some high level vocabulary words to introduce such as integration, segregation and patrons. 

The book showcases the patience African-Americans possessed in order for equal treatment. They went into a Woolworth’s and ordered a doughnut and a coffee with cream on the side,  knowing they wouldn’t be served but staying anyway. They continued despite being ignored, reminded that it was for white’s only, and the police coming by. Eventually, the police came up with the idea of “loafing” and arrested protesters this way, but the idea had already spread to other states. Organizations such as the Student Nonviolent Coordinating Committee (SNCC) were developed to help promote peace and equality. 

Young audiences will be introduced to the idea of segregation while older audiences can use this book to help dive deeper into the Civil Rights Movement. 

Review Excerpt(s)

Flora Stieglitz Straus Award for Nonfiction (2011)

Carter G. Woodson Award (2011) 

Notable Social Studies Trade Book for Young People (2011)

“Through effectively chosen words, Andrea Pinkney brings understanding and meaning to what four black college students accomplished on February 1, 1960, by sitting down at a Woolworth lunch counter in Greensboro, NC.” - School Library Journal 

“Even young children will grasp the powerful, elemental, and historic story of those who stood up to oppressive authority and changed the world.” - Booklist

Connections 
-Activities 

• Create a Webquest using the resources provided at the back of the book in the Further Enjoyment section.  
• Pair with Scholastic's The Girl Who Dared which is about Barbara Posey in Oklahoma. She and other students stage a sit-in at Katz Drug Store two years before Sit-In. - Kayden, S. (2019). The girl who dared. Scholastic Scope, 67(5), 14–19.
• Use as a model for embedding text since Dr. King’s words are embedded throughout the book. 
• Show Reflections on the Greensboro Lunch Counter video to students to help contextualize the book. - National Museum of American History. (30 January 2020). Reflections on the Greensboro lunch counter [Video]. YouTube. https://youtu.be/uFQ3ZCAgAA0 
• A Civil Rights timeline is presented at the back of the book. Have students group up and research an event or other events they can find that contributed to the Civil Rights Movement.  
• Have students develop their own recipes for different concepts such as freedom, equality, etc. 

Piecing Me Together

Bibliography
Watson, R. (2017). Piecing me together. New York: Bloomsbury.

Plot Summary
In order to get out of her poor neighborhood, Jade has followed her mother’s advice and takes any opportunities given to her. She attends a mostly white private school on the other side of town on scholarship, takes SAT prep classes on the weekend, and tutors, all in the hopes that one day she will be recommended for the study abroad program. When she is recommended for a mentor program for “at-risk” girls, she knows what they really mean. And she knows that she doesn’t really need a mentor, or at least she thinks she doesn’t. 

 

Critical Analysis

When Jade is recommended for the program Woman to Woman: A Mentorship Program for African American Girls, she isn't interested. The girl she is paired up with, Maxine, seems more involved in her own drama than getting to know Jade. While Jade is appreciative of the food Maxine pays for, she doesn’t need someone to pretend to care for her. But the program comes with a scholarship to college, so she knows she needs to accept this opportunity. 

She becomes friends with Sam, another scholarship student that lives in a poor area. One day out shopping with Sam, Jade is targeted by a sales clerk. She is accused of loitering and then is asked if the clerk can hold their bag, even though Sam is allowed to bring her bag into the changing room with her. Sam refuses to acknowledge the racism that Jade faces which eventually leads to a strain on their friendship which isn’t helped by the fact that Sam receives the teacher recommendation for the study abroad program.

At one point in the novel, a 15-year-old Black girl named Natasha Ramsey is beaten to death by the police. Afterward, Jade cannot stop thinking about the girl. “I don’t recognize her name or face, but still, she looks familiar. Like a girl I would be friends with” (pg 183). She pays attention to her school and the lack of coverage with the exception of her Spanish teacher. “No one speaks her name or mentions what happened. It’s as if no one in this school knows or cares that an unarmed black girl was assaulted by the police just across the river” (pg 184). For Jade, this is a painful reminder that priorities are different at her private school. 

Following this, she gets into an altercation with a teacher. Jade and another (white) student named Hannah exchange some words about the teacher in front of the woman. However, Jade is sent to the principal’s office despite the fact that Hannah asked the teacher offense questions such as if she was menstruating or had intercourse the night before.

Later, Jade is with two of her friends when they witness a Black woman being detained by a police officer. They don’t stop watching until the officer has given the woman a ticket and they both drive away. Jade is taking pictures the entire time in case the exchange turns sour. It doesn’t, but all three girls are shaken by what’s happened in front of them. This could easily be on the heels of Natasha Ramsey’s death and their worry for the woman’s safety (not to mention their own). 

Throughout the book, Jade has to deal with racism and microaggressions as well as judgements on her body. Her love of language is inspiring. “‘When it was story time and  I didn’t want to stop playing to go read and you would tell me I ought to take every chance I get to open a book because it was once illegal to teach a black person how to read,’ I remind him” (pg 74). And, “‘You told me that knowing how to read words and knowing when to speak them is the most valuable commodity a person can have’” (pg 74). It takes Jade a while to speak up for herself, but throughout the novel, she figures it out and things begin to go her way a little more. 

Within the mentorship program, she helps make changes such as the Money Matters seminars and going to more local places. She helps organize a fundraiser and speaks up to her Spanish teacher about her dreams of attending the study abroad program. And she finally explains to Sam her feelings about  how it hurts when the other girl brushes the racial injustice Jade faces away. 

Review Excerpt(s)

Newbery Medal Nominee (2018)

Coretta Scott King Book Award for Author (2018)

"This unique and thought-provoking title offers a nuanced meditation on race, privilege, and intersectionality." - School Library Journal

"Through Jade's insightful and fresh narration, Watson presents a powerful story that challenges stereotypes about girls with 'coal skin and hula-hoop hips' who must contend with the realities of racial profiling and police brutality. . . . A timely, nuanced, and unforgettable story about the power of art, community, and friendship." - 

"Watson’s story explores a number of important ideas: the challenges and rewards of interracial friendships, the realities of racial stereotyping, and the expression of ideas and emotions through art . . . Jade’s is an important voice." - VOYA

Connections 
-Activities 

• One of Jade’s passions is collaging. She has created some collages inspired by York, a black man that assisted Lewis and Clark on their expedition. Bring in magazines for students to cut up and create their own collages with. 
• Another of Jade’s passions is language, specifically Spanish. Collaborate with the Spanish teacher on projects students can complete such as a research project on a Spanish speaking country or use Google Maps to tour a country. 
• Mia’s gallery inspires Jade for several different reasons. ”’I want to introduce audiences to contemporary artists, young artists. Black and Latino artists.’” (pg 227) Invite local artists of color to share their art and their process. 
• High schools can host their own Money Matters information session afterschool. 
• Jade’s friend LeeLee becomes inspired by the death of Natasha Ramsey and writes poems. Have students write their own poems based on important events that they find inspiring, current or in the past. 
• Create a “#SayHerName” display for females that endure violence (Breonna Taylor, Sandra Bland, etc.) at the hands of police. 

The Parker Inheritance

Bibliography
Johnson, V. (2018). The Parker inheritance. New York, NY: Arthur A. Levine Books, an imprint of Scholastic Inc.


Plot Summary
When Candice has to spend the summer with her mom at her grandmother’s house because of renovations, she is less than thrilled. With no Internet connection, she doesn’t know what she’s going to do. But then she finds a letter containing a mystery that peaks her interest. With help from her neighbor, Candice learns more about the history of Lambert, South Carolina and what secrets it has kept.


Critical Analysis
There are so many layers within this novel. Not only is there a mystery, but it is also historical fiction as it flips back and forth from the past to modern times. Racism, sexual identity, divorce, and bullying are all touched upon at some point or another.

The timeline of the plot switches from current day with Candice and Brandon to the past, mostly focusing on Enoch and Siobhan Washington. Enoch was introduced as an 11-year old in 1914 and described as a “tar baby” by another person of color. “He was darker than all of his siblings. His skin was like moist soil that had just been turned. Like swirling ash rising from a fire” (pg 48). The light or darkness of skin tone is an important theme of the book. As a dark skinned Black man, Enoch eventually grows to resent himself. He marries a lighter skinned woman in the hopes to have lighter skinned children. Reggie, the man his daughter eventually falls in love with, uses the lightness of his skin to blend in with white people. Skin tone continues to play a huge role. For example, in Hollywood, lighter skinned actors are cast in roles written for darker characters - Starr in Angie Thomas’s The Hate U Give is described in the book as much darker in tone than her movie counterpart, Amandla Stenberg. Eventually, Reggie becomes so used to his new identity, that he lets his heritage fall to the wayside a bit. That is, until he meets up with Siobhan again, who reminds him and shapes him into a better person.

Candice and Brandon themselves receive microaggressions in the form of the assistant principal, Mr. Rittenhauer. The two are getting help during the summer from the school librarian. When they are caught in the building unaccompanied, Mr. Rittenhauer assumes the worst of them. “‘Son, the only thing I hate more than a thief is a liar. Want to try that again?’” (pg 131).

The importance of church for the family is emphasized even though Candice’s mom opts out. She attends with Brandon and his family, and she becomes inspired. Not only that, but they receive help from one of the deacons who had knowledge of Enoch “Coach Dub” Washington. And the extended family dynamic is shown with Brandon’s family with his grandfather living with him, his sister, and his mother. Candice’s family is slowly going through a shuffle with her parents divorce and her father’s new love interest.

It is never fully revealed if Brandon is gay or not. There are subtle hints especially in how he is bullied by Milo and his gang, but it’s possible that Brandon isn’t sure himself, so it’s left to interpretation for the reader. However, the idea that he might be gay does open up the conversation for Candice and her father.

This is an important book to be in any library. Candice and Brandon are smart children who solve a puzzle that some adults ignored or fell short with. They are never ashamed of who they are and are there to support one another. Many different themes and ideas are presented that could start a lot of interesting conversations in the classroom.


Review Excerpt(s)
Odyssey Award Nominee (2019)
Coretta Scott King Book Award Nominee for Author (2019)
Boston Globe-Horn Book Award for Fiction & Poetry Nominee (2018)

"Johnson's latest novel holds racism firmly in the light. Candice and Brandon discover the joys and terrors of the reality of being African-American in the 1950s. Without sugarcoating facts or dousing it in post-racial varnish, the narrative lets the children absorb and reflect on their shared history. The town of Lambert brims with intrigue, keeping readers entranced until the very last page. A candid and powerful reckoning of history." - Kirkus Reviews

“A dazzling and emotional read that deals with serious topics such as bullying, racism, and divorce." - Booklist


Connections
-Activities

• Mini-lesson on Juneteenth and its importance to African-American history. “The paster started off talking about the importance of Juneteenth, equating the plight of black slaves to Israelites in ancient Egypt” (pg 99).
• Pair with The Westing Game - Raskin, E. (1978). The Westing game. New York: E.P. Dutton
• Candice’s mother was the first African-American city manager. Showcase more “firsts” - Misty Copeland, Madame C.J. Walker, Althea Gibson, etc.
• Provide puzzle sheets for early finishes - Sudoku, crosswords, etc. - to help students understand the mindset Candice and Brandon may have been in.
• Research historically black colleges or universities (HBCU) - Perkins High School, where Candice and Brandon learned the most about James Parker and Enoch Washington with the help of the curator of the Memorial room, started as a one room school house for freed slaves in 1868. HBCUs were created before 1964 to serve the African American community. “‘Perkins was one of the first schools for black children in the region. Maybe even the state,’ he said” (pg 45). It may be difficult to research elementary or secondary school houses in your state, but students can learn about HBCU’s that were created.

The Undefeated

 Bibliography
Alexander, K. & Nelson, K. (2019). The undefeated. Boston: Versify, Houghton Mifflin Harcourt.

Plot Summary
This poem was written for the world as a love letter to Black history and Black excellence. It highlights those well-known and possibly those not so well-known with allusions to famous works tied in. 

 

Critical Analysis
This book is rich in Black history and excellence. There are literary allusions galore such as poetry from Langston Hughes - “The audacious ones/who carried the ed, white, and Weary Blues” and Gwendolyn Brooks - “The We Real Cool ones.” In addition to the allusions to literature, the language within the poem is breathtaking. For example, “This is for the unflappable. The sophisticated ones who box adversity and tackle vision.” An image of Jack Johnson, the first Black heavyweight boxing champion, is attached to this part of the poem. 

Absolutely stunning illustrations of these historic figures are provided by Kadir Nelson. The shattered pictures of the four children in the church basement is one that holds a lot of power, as well as the memorial for all of the lives lost due to police brutality. One page holds no images as it mourns those that did not survive America “by any means necessary.” 

While it might be difficult to discern who is who without previous background knowledge, the back of the book provides a Historical Figures and Events glossary to help fill in the gaps. The Afterword is also noteworthy as Alexander explains the history of this poem, beginning in 2008 with the birth of his second daughter. 

Review Excerpt(s)
Caldecott Medal (2020)

Coretta Scott King Book Award for Illustrator (2020)

Newbery Medal Nominee (2020)

National Book Award Nominee for Young People's Literature (2019)

Kirkus Prize Nominee for Young Readers' Literature (2019)

An incredible connector text for young readers eager to graduate to weighty conversations about our yesterday, our now, and our tomorrow. - Kirkus Reviews

Connections 
-Activities 

• This book can be used as an introduction to Black History Month as it showcases important people and events. In the library or classroom, take the events and people and create a timeline and have students complete a gallery walk. 
• Using the book and the glossary, have students complete a research project over an important person or event mentioned in the book. Explain their contribution to Black History. This could then turn into an interactive timeline around the school/library/classroom. 
• Students will complete a scavenger hunt over the different textual allusions made in the poem (Weary Blues by Langston Hughes, We Real Cool by Gwendolyn Brooks, etc.)  
• Critical Thinking: Explain why the author/illustrator decided to leave the page blank on the part of the poem that says, “And the ones who didn’t.” Who could the author be referring to? 
• This book has historical figures in it. Have students look up current prolific Black people - (Kobe Bryant, Simone Biles, Barack Obama, Kamala Harris, Mari Copeny, Amanda Gorman, etc.) and their influence on Black excellence/history.