Separate is Never Equal
Bibliographic
Information
Tonatiuh, Duncan.
Separate is Never Equal. Abrams Books for Young Readers, New York. 2014
Description
On Sylvia’s first day at the Westminster school she
was very unhappy. The kids were mean. When she got home, she told her mother
that she didn’t want to go to that school anymore. Her mother reminded her that
that is what they fought for three years. Sylvia goes on to remember that when
they moved to the farm she had to go to Hoover Elementary, the Mexican school.
She could not go to Westminster because Mexicans weren’t allowed there. Her
parents tried to get a petition together, but that didn’t work. Then someone
suggested that they file a lawsuit. Sylvia’s dad contacted a lawyer that had a
case just like his. Together they filed a lawsuit. The case went to court and
then was appealed, and it went to court again. Finally, Governor Earl
Warren signed into law that all children
in California were allowed to go to school together. After thinking about why her
parents fought so hard to make sure she could go to a good school, will Sylvia
go back for her second day of school at Westminster?
Quantitative Reading
Level
Flesch-Kincaid Grade Level: 2.4
Flesch-Kincaid Reading Ease: 90.1
ATOS Level: 3.0
Qualitative Reading
Level
Purpose: Low. The purpose is explicitly stated.
Structure: Low. The organization is simple, there are
explicit connections between ideas and conforms to the conventions of the
genre. Graphics are simple and mostly
unnecessary for the text.
Language: Low. The language used is contemporary and
conversational. It is clear and explicit and easy-to-understand. There is some text in Spanish, but it is
followed by the translation.
Knowledge Demands: Middle Low. Everyday practical knowledge is largely
necessary, Discipline-specific knowledge is helpful, but not necessary.
Content Area
Social Studies, English
Subject Area Tag
Social Studies, English, Weekly Requirement
Content Area Standard
NYS Social Studies Standards
2.2 People share similarities and differences with others in
their own community and with other communities.
2.2a People living in urban, suburban, and rural communities
embrace traditions and celebrate holidays that reflect both diverse cultures
and a common community identity.
*Students will examine the ethnic and/or cultural groups
represented in their classroom.
*Students will explore the cultural diversity of their local
community by identifying activities that have been introduced by different
culture groups.
*Students will identify community events that help promote a
common community identity.
2.2b A community is strengthened by the diversity of its
members with ideas, talents, perspectives, and cultures that can be shared
across the community.
*Students will
explore how different ideas, talents, perspectives, and culture are shared
across their
community.
New York State Content Area Standard (Grades K-5)
1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content
and style of a text.
7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
8. Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational
texts independently and proficiently.
11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.
11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.
Curriculum
Suggestions
- Use in lesson on non-fiction/ biographies
- Unit on segregation
Links to Supporting
Digital Content
Segregation
Sylvia Mendez website
http://sylviamendezinthemendezvswestminster.com/*obtained photo from Goodreads
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