Tools for Change: An Educator's Resource Site

Author(s): Tomie de Paola

Publisher: Voyager Books

Type of Resource: Fiction Storybook

Target Grades: K - 3

Canadian Resource? Yes

Resource formally evaluated? No

What is the source, internet link, or article title for viewing the formal evaluation of this resource? sources

Subject Areas: language, arts, health/physical education, history, religion, family life, career studies, learning strategies, individual and family living, healthy active living, English

GRADE THREE

Language: Reading

• Express clear responses to written materials, relating the ideas in them to their own knowledge and experience and to ideas in other material they have read
• Begin to develop their own opinions by considering some ideas from various written materials

Language: Oral and Visual Communication

• Apply the rules for working with others
• View, read, and listen to media works that convey messages or information and talk about what they have learned
• Rephrase to clarify their ideas (e.g., what I meant was, when I think about)
• Speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and select words carefully to convey their intended meaning
• Use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud
• Contribute ideas appropriate to the topic in group discussion and listen to the ideas of others

The Arts: Drama and Dance

• Interpret the meaning of stories, poems, and other material drawn from a variety of sources and cultures, using some basic drama and dance techniques (e.g., writing in role)
• Communicate, through movement, their thoughts and feelings about topics studied in other subject areas (e.g., create a movement sequence to express their fear of an environmental event such as a storm)

Health and Physical Education: Healthy Living

• Use a problem-solving process to identify ways of obtaining support for personal safety in the home, school, and community

Catholic Education Religion and Family Life

Family Life:

• exploring our physical, mental, and emotional growth.
• Interdependence of people in society

Content

(where noted: Consistently (C)   Often (O))

Exploring Well-Being Through Relationships

Knowledge

• Differentiate between healthy/equal relationships and relationships that are negative/unequal
• Increase awareness of how actions and choices impact the well being of others

Skills

• Explore relationships from personal perspectives and experiences
• Develop personal self-awareness and understanding of well-being
• Develop and practice mutual empathy
• Identify and practice values of mutual respect

Exploring Social Relations of Violence, Oppression and Equality

Knowledge

• Knowledge about social structures of inequality, marginalization/exclusion, negative stereotypes, discrimination and violence
• Recognize and understand oppression on the basis of gender and other forms of inequality (i.e. race, culture, socioeconomic status, education, geographic location, ability/disability, etc.)
• Knowledge about the social relations of equality, inclusion, acceptance and empowerment

Skills

• Explore gendered aspects of their social identities, relationships and experiences
• Explore personal experiences of vulnerability and privilege by understanding social inequality/oppressions.

Exploring Identity, Gender, and Diversity

Knowledge

• Knowledge about how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals

Skills

• Opportunity for students to develop an understanding and respect for the identities, experiences, and values of their classmates/peers

Teaching/Learning Strategies:

Indirect Instruction

• Guided teacher-direct inquiry

Experiential Learning

• Case students/scenarios

Assessment Methods:

Demonstration/Performance

• Class
• School and community-based projects

N/A

In this kids storybook, Oliver Button is a little boy who engages in unconventional activities, such as dancing, acting, slapping, and playing with dolls. In terms of acquiring knowledge this resource is quite strong because the story infers ideas of gender equality and empowerment. As far as acquiring skills, it would depend mostly on how the teacher utilizes the resource

This is an easy read that identifies stereotypes, addresses gender role socialization, and increases the reader’s awareness of how one’s actions and choices impact the well-being of others. This story demonstrates the issues of equality, inclusion, acceptance and empowerment. The story also provides knowledge about how values and biases can be used to exclude and cause harm to individuals. With this knowledge, the teacher could engage a class in group discussions and provide the opportunity for students to develop an understanding and respect for the identities, experience and values of their classmates/peers. Furthermore, the resource lends itself to activities that would encourage children to develop and practice mutual empathy and explore gendered aspects of their social identities, relationships, and experiences. It is a useful story to use with preschool and young school aged children to illustrate the effects on children when teased, and the pressure to conform to gendered roles. It is very easy to read and understand for younger children.

This has the potential of being a great resource but needs some creative thinking by the teacher to introduce the story. No pedagogy is provided on how to use this resource in the classroom. The teacher can initiate conversation from the story with the kids.