This Bibliography is a great start of how one should begin. Annotated Bibliography 1. Acosta, T.P.
(1997) My Mother Pieced Q ilts.! "n #iterat re and "ntegrated $t dies% &rade 'ight. &len(ie), "#% $cott *ores+an. This poe+ celebrates the li,e o, a ,a+ily o, +igrant )or-ers and the +other )ho +a-es their story a )or- o, art by piecing together re+nants ,ro+ their past into . ilts. This poe+ is help, l in teaching in,erence +a-ing and )or-s nicely )ith the +a-ing o, a heritage . ilt and/or teaching Alice 0al-er1s '(eryday 2se.!
3. Albo+, Mitch. T esdays )ith Morrie% An 4ld Man, a 5o ng Man, and #i,e6s &reatest #esson. 7e) 5or-% 8o bleday, 1997. Print. T esdays )ith Morrie is a +e+oir o, the a thors relationship )ith his old pro,essor Morrie. Morrie )as a character, interested in philosophy and ne(er one to +iss a 9o-e. :e ta ght the a thor abo t li,e, not only by ho) he li(ed his li,e, b t also by ho) he tho ght )hen he -ne) his li,e )as co+ing to an end. They spent e(ery T esday tal-ing abo t the +a9or things in li,e, li-e ,a+ily, and ho) to handle these i+portant things in yo r li,e. Morrie had A#$, also -no)n as #o &ehrig6s 8isease. This is a disease that ca ses yo r + scles to brea- do)n, it is a ,atal diesease, )ith no -no)n c re. The a thor )rites this as series o, con(ersations that they ha(e e(ery T esday, it also incl des ,lashbac-s to his college days and his dissc ssions )ith Morrie as his pro,essor. ;. Angelo , Maya. 19<=. All &od6s >hildren 7eed Tra(eling $hoes. 7e) 5or-% ?ando+ :o se. This boo- pro(ides a ,irst@hand opinions and ,eelings o, blac- A+ericans )ho, li(ing thro gh the racial crisis o, the 19=A6s, ca+e to A,rica in search o, their historical, spirit al and psychological ho+e. ?eaders )ill appreciate the +eans in )hich Maya Angelo relates her con,licts )ith so+e &hanaiansB her ro+ance )ith A,rican M sli+B her trip to &er+any, )here she 9oins an A+erican acting tro pe and con,ronts her o)n pre9 dicesB and her str ggle to accept her son6s +anly independence. The light Maya sheds on e+erging A,rica and the A+erican blacco++ nity, +a-es ,or absorbing readings. C. >rane, &.T. (3AAC). Aidan6s )ay% The story o, a boy6s li,e and a ,ather6s 9o rney. 7aper(ille, "#% $o rceboo-s. $a+ >rane )as nprepared to be the ,ather o, Aidan, a boy )ho )o ld ne(er )al-, tal- or see. Aidan1s 0ay is an endlessly inspiring acco nt o, parental lo(e and de(otion, o, the lessons o, ancient eastern philosophy and o, )hat it +eans, lti+ately, to be h +an. D. 'ngle, Margarita. The *ire,ly #etters% A $ ,,ragette6s Eo rney to > ba. 7e) 5or-% :enry :olt and >o., 3A1A. Print.
The ,reedo+ to roa+ is so+ething that )o+en and girls in > ba do not ha(e. 5et )hen *redri-a Bre+er (isits ,ro+ $)eden in 1<D1 to learn abo t the people o, this +agical island, she is acco+panied by >ecilia, a yo ng sla(e )ho longs ,or her lost ho+e in A,rica. $oon 'lena, the )ealthy da ghter o, the ho se, snea-s o t to 9oin the+. As the three )o+en eFplore the l sh co ntryside, they ,or+ a bond that brea-s the barriers o, lang age and c lt re. "n this . ietly po)er, l ne) boo-, a)ard@)inning poet Margarita 'ngle paints a portrait o, early )o+en1s rights pioneer *redri-a Bre+er and the 9o rney to > ba that trans,or+ed her li,e. =. *ein, Mel(yn #. (3A1A) GBoo- ?e(ie)% 2ne. al >hildhoods% >lass, ?ace, and *a+ily #i,e.,G The Eo rnal o, P blic and Pro,essional $ociology% Hol. ;% "ss. 1, Article 1. A(ailable at% http%//digitalco++ons.-ennesa).ed /9pps/(ol;/iss1/1 This boo- re(ie) can help the st dents to see ho) +any di,,erent (ariables there are that can a,,ect one1s childhood. "t can be a se, l tool in re+inding st dents that not e(eryone is bro ght p the sa+e )ay they are. 'ach indi(id al has his or her o)n p@bringing that +olds the+ into the person they are today. "t sheds light on the i+pacts o, socio@econo+ic stat s, race and religion )ithin the ,a+ily syste+ that all +a-e p a person1s identity. 7. *leFer, Michael., and >. $. 1<9<@19=; #e)is. The >hronicles o, 7arnia, the #ion, the 0itch, and the 0ardrobe. 7e) 5or-% :arper>ollinsP blishers, 3AAD. Print Adapts >. $. #e)is6s tale in )hich ,o r 'nglish girls and boys disco(er a passage into a +agical land and ,ind the+sel(es in a battle bet)een good and e(il, ,oc sing on the eFperiences o, 'd+ nd. This boo- and its contin ing series ha(e +any di,,erent ses in the classroo+. The >hronicles o, 7arnia sheds light on the battle bet)een good and e(il and can be sed to sho) correlation bet)een the story o, good and e(il and &od and $atan. "t helps to gi(e st dents an eFa+ple o, the &ospel o, Ees s >hrist thro gh another (en e other than the bible. "t brings religion into the classroo+ )itho t sing the Bible. "t gi(es insight into the +orals and (al es o, the >hristian li,e and belie,s. <. *ran-, A. (19D1B 1997). Anne *ran-% The 8iary o, a 5o ng &irl. 4. *ran- I M. Pressler ('ds.). 7e) 5or-% 8o bleday. Anneliese Marie *ran- )as a &er+an Ee) )ho +o(ed to the 7etherlands )ith her ,a+ily d ring :itler1s rise to po)er. :er ,a+o s diary, )hich chronicles the her co+ing o, age )hile con,ined in a $ecret AnneFe to a(oid capt re by the &estapo, ,oc ses pon anti@$e+itis+, the i+pact o, )ar on h +an relationships, and the str ggle o, a teenager trying to cope in an ntenable sit ation. 4,ten re. ired as a core teFt, it lends itsel, to the )riting o, diary entries as )ell as to analytical eFplorations o, pre9 dice. 9. :ansberry, #orraine. A ?aisin in the $ n.! Blac- Theater% A T)entieth@>ent ry >ollection o, the 0or- o, "ts Best Play)rights. 'd. #indsay Patterson. 7e) 5or-% 8odd, 1971. 331@7=. Print. The play A ?aisin in the $ n! gi(es st dents an inside (ie) o, li,e d ring the tense racial ti+es o, A+erica. "ts sho)s )hat it )as li-e to be an A,rican A+erican ,a+ily str ggling to pro(ide, s r(i(e and thri(e in this radical racial era. The play portrays the story o, a blac- ,a+ily and all
the e(eryday iss es they ,ace d ring this ti+e. :o) race and socio@econo+ic standing played a cr cial role in the o tco+e o, a blac- ,a+ily. Also, ho) going ,ro+ one class! to another can be bene,icial as )ell as detri+ental. This play gi(es st dents perspecti(e on race, socio@econo+ic i+pacts, and c lt re.
1A. Jing, Martin # ther, Er. " :a(e a 8rea+.! March on 0ashington. #incoln Me+orial% 0ashington. 3< A g st 19=;. http%//))).schoolt be.co+/(ideo/=;c;CcC<cA7;cCa9d;;=/"@:a(e@a@8rea+ This (ideo can be sed in +any di,,erent areas o, teaching to high school st dents. Jing1s speech to ches on the broad i+pact o, racial and social ine. ality and gi(es st dents a loointo A+erica1s past racial hardships. "t can be sed as an e,,ecti(e tool to sho) st dents ho) ,ar A+erica has co+e in racial e. ality and ho) ,ar it still has to go. Jing1s speech is a historical e(ent that no generation sho ld +iss hearing. The speech co(ers aspects o, racial, religio s and socio@econo+ic iss es.
