Embedded Files
This resource page documents interventions, books, and resources families, educators, and practitioners can use to support the development of Latinx youth. The curated list of books also notes themes and ideas for activities that can be used to affirm Latinx youths’ cultural strengths and raise their political knowledge and motivation to engage against racism.
Strategies
Strategies
On this page the UM Latinx workgroup offers strategies from studies, interventions, or programs that have promoted the development of Latinx youth ethnic-racial identities, social emotional resiliency, literacy, youth agency, along with other skills.
Reading List
Reading List
The UM Latinx Working group has curated a list of readings that can be used in the classroom or at home to better support Latinx youths' cultural assets. These represent a wide (but not exhaustive) range of topics. Where we could, we chose books that represent diverse Latinx experiences. Each book comes with a reading guide that overviews themes, spring board questions, and possible activities
Strategies that Affirm Latinx Youths' Identities and Cultural Strengths
Strategies that Affirm Latinx Youths' Identities and Cultural Strengths
En Nuestra Lengua
En Nuestra Lengua
Author: Teresa Satterfield & José Benkí
Aim: En Nuestra Lengua started in 2010 to support bilingual children develop academic literacy skills in Spanish. This program offers an affirming space for families, students, and teachers to embrace the Latinx community and culture.
Cultural Asset: Spanish Language, Literacy, Bilingualism
Target Group: Pre-kindergarten through 4th grade (ages 4-10)
Outcomes: En Nuestra Lengua has positive learning outcomes for children to learn Spanish language skills. The program also strengthened civic responsibility, community engagement, and cultural competence in students. Children also developed cultural knowledge of the US Latinx community.
Citation: Satterfield, T. & J. Haefner (2018). Community Service Immersion: A Blueprint for US Social and Linguistic Engagement. In Purdy, Jann, ed. Language beyond the Classroom: a How-to-Guide for Service Learning Curriculum in Foreign Language Programs. New York: Cambridge Scholars Publishing, 184 – 209.
Jóvenes Fuertes- Promoting Social-Emotional Learning in Adolescent Latino English Language Learners
Jóvenes Fuertes- Promoting Social-Emotional Learning in Adolescent Latino English Language Learners
Author: Sara M. Castro-Olivo (2014)
Aim: Jovenes Fuertes is a program that allows children and early adolescents to learn social and emotional skills, resiliency, strengthen assets, and supports coping skills. (a) the effectiveness of the program in improving social emotional outcomes (SEL knowledge and resiliency) of Latino ELL students and (b) the social validity of the culturally adapted SEL intervention.
Cultural Asset: Social emotional resiliency
Target Group: Latinx English language learners (ELLs) Middle and high schoolers Born in Mexico (59%) or other Latin American country.
Outcomes: The Jovenés Fuertes, short intervention of 12-week lessons showed effectiveness in improving ELL students’ social-emotional resiliency and knowledge of SEL. This study addresses how social-emotional resiliency can serve as a buffer for student that need to cope with adverse situations. Furthermore, this intervention program illustrates that students can gain the skills to cope with adverse situations and culturally loaded situations.
Citation: Castro-Olivo, S. M. (2014). Promoting social-emotional learning in adolescent Latino ELLs: A study of the culturally adapted Strong Teens program. School Psychology Quarterly, 29(4), 567.
Definitions: Social emotional resiliency- the ability to adapt and deal with daily challenges or adversities (Chadwick, 2014).
Strategies that Strengthen Latinx Youths' Political Knowledge
Strategies that Strengthen Latinx Youths' Political Knowledge
Youth Dialogues on Race and Ethnicity Program
Author: Barry Checkoway
Aim: This program supports intergroup dialogue with youth in the metro Detroit area. The program started with addressing segregation and social isolation, to understand diverse group differences. Dialogues focused on challenging discrimination, talking about race, ethnicity, and current issues, building relationships between groups, and organizing community projects.
Cultural Asset: Social Justice Dialogue
Target Group: Neighborhood and suburban youth of African, Asian, European, Middle Eastern, and Latin American descent high school age
Outcomes: Youth Dialogues on Race and Ethnicity Program increased youths’ knowledge of others and their own racial ethnic identity. Additionally, the program heightened youths awareness and understanding of racism and racial privilege. Students developed leadership skills and initiative to address issues of racism in their families, schools, and communities.
Citation: Checkoway, B. (2009). Youth civic engagement for dialogue and diversity at the metropolitan level. The Foundation Review, 1(2), 5.
Definitions: Civic engagement- is a process in which people take collective action to address issues of public concern (Checkoway, 2009)
Realidad Latina - Photovoice
Author: J Matt Streng et al. (2004)
Aim: Photovoice engages youth in depicting experiences through photography. This program engaged Latinx youth to learn about issues that can affect their immigration experience, either positively or negatively. Youth also sought out solutions to these issues with health and human service providers.
Cultural Asset: Youth agency, action for change
Target Group: Immigrant Latinx youth high school age
Outcomes: Some of the themes that came up through discussion was that youth felt limited to future outcomes like higher education, good jobs, and academic achievement. Additionally, youth felt poorly treated or rejected by peers, community, teachers, and school administration due to their limited English skills. Latinx youth value their identity and customs, although it is perceived to be devalued by non-Latinx youth. Through Realidad Latina youth were able to exhibit their photographs and themes to the community, where they brainstormed ideas to meet the needs of the youth.
Citation: Streng, J. M., Rhodes, S., Ayala, G., Eng, E., Arceo, R., & Phipps, S. (2004). Realidad Latina: Latino adolescents, their school, and a university use photovoice to examine and address the influence of immigration. Journal of interprofessional care, 18(4), 403-415.
Strategies that Support Latinx Youths' Anti-Racism Skills
Strategies that Support Latinx Youths' Anti-Racism Skills
One Talk at a Time
One Talk at a Time
Primary Investigators: Gaby Livas Stein, Stephanie Irby Coard, Laura Gonzalez, Lisa Kiang
Aim: One Talk at a Time helps youth and families to engage in conversation about race and ethnicity. The program supports parent’s efficacy and competence in having conversation about race, culture, and helping their kids to cope with potential discrimination.
Cultural Asset: cultural socialization, preparation for bias, promoting heritage culture, conversation about racism
Target Group: Latinx American, Asian American, African American, and Black youth
Outcomes: The program has improved parents’ sense of competence and readiness to hold conversation of race, culture, and discrimination.
Children's Books
Children's Books
Books that Affirm Latinx Youths' Identities and Cultural Strengths
Books that Affirm Latinx Youths' Identities and Cultural Strengths
Author: Isabel Quintero
Illustrator: Zeke Peña
Book Statistics:
Ages: 4 - 8years old
Grades: PreK - 3rd grade
Available in the following Languages: English & Spanish
Summary
A celebration of the love between a father and daughter, and of a vibrant immigrant neighborhood, by an award-winning author and illustrator duo. When Daisy Ramona zooms around her neighborhood with her papi on his motorcycle, she sees the people and places she's always known.
Themes
Family and community. Together with her dad, Daisy rides through her neighborhood noting key community members, cultural aspects, landmarks, and historical events.
Community changes. Throughout her journey, Daisy highlights changes within her neighborhood while also stating that, “there are things that will always stay the same.”
Spring Board Questions
What are some things you’ve learned from your families?
Author Question: Who are the people who build our cities and form our communities?
Author Question: Who are the people who get streets named after them and who are the people who lay the asphalt?
Possible Activity
Here’s one activity based on the Backpack project from the University of North Carolina at Chapel Hill that lines up with the themes from this book. Have youth identify special landmarks and cultural sites in their neighborhood. Encourage youth to interview some of the people they know. Collaborate with a local museum or the city archives and records center to have youths’ research housed/displayed.
Click here for other activities.
Author: Linda Elovitz Marshall
Illustrator: Elisa Chavarri
Book Statistics:
Ages: 5 - 8 years old
Grades: 1st - 3rd grade
Available in the following Languages: Bilingual (English & Spanish)
Summary
A Guatemalan girl named Ixchel longs to learn how to weave like her mother and the other women in their community, but her mother tells her that she is too young and that there isn’t enough thread. Searching for alternative weaving materials, Ixchel collects the plastic bags that litter the countryside, tearing them into strips and using them on her homemade loom—while also leaving her village looking cleaner.
Themes
Sustaining cultural traditions. Ixchel’s mother is hesitant to let her weave as they don’t have spare thread for Ixchel to practice with. To learn how to weave and continue her tradition, Ixchel must find other materials.
Recycling & environmentalism. Ixchel uses plastic bags that litter the corn fields as thread for her loom.
Collective effort. Her neighbors see Ixcel collecting plastic bags and help her with this process.
Social and economic empowerment of women and children. Ixchel uses money from selling her weaves to continue her education.
Spring Board Questions
What are some traditions you practice with your family?
What are some ways you have seen young people make positive change in their community?
How can adults better support young people who want to better their community?
Possible Activity
Here’s one activity based from Lee & Low Books that align with the themes of the book. Discuss whether students observe littering anywhere around your school or community. What impact does the littering have? Brainstorm possible ways to help, such as a group clean-up effort, making posters to discourage littering, writing to the school or local paper, etc.
Click here for other activities
Author: Jacqueline Woodson
Illustrator: Rafael López
Book Statistics:
Ages: 5 - 8 years old
Grades: K - 3rd
Available in the following Languages: English & Spanish
Summary
There are many reasons to feel different. Maybe it's how you look or talk, or where you're from; maybe it's what you eat, or something just as random. It's not easy to take those first steps into a place where nobody really knows you yet, but somehow you do it. Jacqueline Woodson's lyrical text and Rafael López's dazzling art reminds us that we all feel like outsiders sometimes-and how brave it is that we go forth anyway. And that sometimes, when we reach out and begin to share our stories, others will be happy to meet us halfway.
Themes
Feelings of being othered. In the book many of the characters describe feeling different from others in their class and have their looks, language, or cultural practices questioned.
Diversity. At the end of the book many of the characters who felt different create their own spaces where they celebrate their differences and find commonality
Spring Board Questions
Have you ever been in a situation where you felt different?
What are some activities you have seen or you would like to see in your school that allow you to get to know others?
What are some actions you can take to ensure you don’t make people feel othered?
Possible Activity
Here’s one activity based from Penguin House that aligns with the themes of the book. Together with students, generate a list of questions that the class feels will help them get to know their classmates. Partner students and ask them to interview each other. Have them list all of the answers that they have in common as well as their differences. A Venn diagram is a great graphic organizer to use with this activity. At the conclusion of the interviews ask students to introduce their partner to the class.
Click here for more activities.
Books that Strengthen Latinx Youths' Political Knowledge
Books that Strengthen Latinx Youths' Political Knowledge
Author: Monica Brown
Illustrated by: Joe Cepeda
Book Statistics:
Ages: 5 - 10
Grades: PreK-3rd grade
Available in the following Languages: English & Spanish
Summary
Every day, thousands of farmworkers harvested the food that ended up on kitchen tables all over the country. But at the end of the day, when the workers sat down to eat, there were only beans on their own tables. Then Dolores Huerta and Cesar Chavez teamed up. Together they motivated the workers to fight for their rights and, in the process, changed history.
Themes
Farmworker Rights. This book focuses on the plight of migrant farmworkers and the demonstrations and boycotts that were enacted to instigate change.
Latinx U.S. History. This book specifically focuses on Dolores Huerta and Cesar Chavez, two of the most recognized civil rights leaders for workers’ rights. As well as the United Farm Workers (UFW) labor union.
Forms of Civil Resistance. This book highlights various actions to resist and challenge unequal systems and policies including: building coalitions, boycotting, and participating in a hunger strike.
Collective Action. Together Cesar Chavez and Dolores Huerta organized multiple farmworkers to work together. Although not specifically discussed in this book, there were also coalitions built between Filipino farmworkers and Mexican American farm workers.
Spring Board Questions
What are some protections all workers should have?
Define what worker unions are and their purpose. How can unions ensure workers are protected?
How can we support farms that protect their workers?
Possible Activity
Here’s one activity from Rebekah Gienapp that aligns with the themes of the book. Have youth research how farmworkers are treated in the U.S. and the conditions they work in. Have students write to an elected official using a sample letter, like the one from Kid Governor®, calling on them to strengthen farmworkers’ legal rights.
See these resources for more activities:
Author: Yuyi Morales
Book Statistics:
Ages: 4 - 8years old
Grades: Pre K - 4th
Available in the following Languages: English & Spanish
Summary
This lovingly-illustrated picture book memoir looks at the myriad gifts migrantes bring with them when they leave their homes. It's a story about a family. And it's a story to remind us that we are all dreamers, bringing our own strengths wherever we roam. Beautiful and powerful at any time but given particular urgency as the status of our own Dreamers becomes uncertain, this is a story that is both topical and timeless.
Themes
Immigration. Story highlights the character migrating to the U.S. as well as her experience adapting to a new place with her baby.
Documentation Status. The story briefly alludes to the characters’ undocumented status.
Protests in support of undocumented immigrants. In the background we see characters in the book holding signs in protest, although not explicitly named, these feel reminiscent of the recent Families Belong Together protests.
Spring Board Questions
What are some reasons people move to a new place?
Have you ever been in a new and unfamiliar place? How would you describe your experience?
If there was a new student at school, how would you help them feel comfortable?
Possible Activity
Here’s one activity from the Anti-Defamation League that aligns with the themes of the book. Have older students do a research project, investigating one country in particular with large groups of immigrants who have come to the U.S. (e.g., Mexico, India, China, Philippines, El Salvador, etc.) and in a research report, share information about the country, why people are immigrating to the U.S. and what life is like for them here.
Click here for other activities
Author: Duncan Tonatiuh
Book Statistics:
Ages: 6-10 years old
Grades: 1st - 5th
Available in the following Languages: English & Spanish
Summary
When her family moved to the town of Westminster, California, young Sylvia Mendez was excited about enrolling in her neighborhood school. But she and her brothers were turned away and told they had to attend the Mexican school instead. Sylvia could not understand why—she was an American citizen who spoke perfect English. Why were the children of Mexican families forced to attend a separate school? Unable to get a satisfactory answer from the school board, the Mendez family decided to take matters into their own hands and organize a lawsuit.
Themes
Segregation. Sylvia Mendez is unable to attend her neighboring school due to the prejudices the principals and staff have against Mexican and Mexican American youth and families.
Civil Rights Movement & Integration. This story is one of the many narratives of families who were a part of the civil rights movement for racial equity. In particular, the move for integrating school and public spaces.
Latinx U.S. History. This story in particular highlights the Mendez family, a Mexican and Mexican American family from California who challenged the “separate but equal” decision from the Plessy v. Ferguson Supreme Court case.
Legal System. This story details the court proceedings for how the Mendez family challenged school segregation.
Spring Board Questions
Who are some other civil rights leaders who fought for racial equity?
Where do we see segregation present today?
What are some changes you would like to see in your school?
Possible Activity
Here’s one activity from the Anti-Defamation League that aligns with the themes of the book. Help students brainstorm a list of things they think are unequal or unfair and with them, prioritize the most important ones. Then have them write a persuasive letter to the principal, superintendent (in the case of a school issue) or their town’s mayor or someone who is relevant to the issue. In the letter, they should include what their position is, why they think it is unfair (with evidence, quotes or stories) and what they would like to change.
For other activities see these resources
Books that Support Latinx Youths' Anti-Racism Skills
Books that Support Latinx Youths' Anti-Racism Skills
Author: Carole Lindstrom
Illustrator: Michaela Goade
Book Statistics:
Ages: 2 - 7 years old
Grades: Pre K – 3rd grade
Available in the following Languages: English
Summary
Inspired by the many Indigenous-led movements across North America, We Are Water Protectors issues an urgent rallying cry to safeguard the Earth’s water from harm and corruption―a bold and lyrical picture book written by Carole Lindstrom and vibrantly illustrated by Michaela Goade.
Themes
Standing Rock protests. This book specifically focuses on the activism by Native American and Indigenous Tribes to protect the water at the Standing Rock Sioux Reservation that was threatened by the construction of the Dakota Access Pipeline.
Environmental Justice. This book highlights the importance of protecting the earths’ natural resources as they sustain the livelihood of all living beings in the world.
Ancestral Strength. In the book, the narrator references her ancestors and the resiliency her people continue to show as they survive and serve as protectors of earths’ natural resources.
Spring Board Questions
What are actions you have taken or seen others take to protect the environment?
Discuss the Flint Water Crisis in addition to reading the book. How are these two situations related?
What are different ways you have seen young people advocate for greener policies?
Possible Activity
Here’s one activity from Mary Ann Cappiello from The Classroom Bookshelf that aligns with the themes of the book. Have students brainstorm the ways in which they might be able to act as water protectors. Have students develop a list of actions that they can take to safely share the water protector pledge with their friends, family, and neighbors. Provide students with an opportunity to follow-up at a later date and share their experiences of advocacy.
For other activities see these resources
Author: Yolanda Arroyo Pizarro
Book Statistics:
Grades: Elementary Students
Available in the following Languages: English & Spanish
Summary
Grandma Petronila demonstrates all the love she feels for her granddaughter by telling her family stories. It also provides lessons on the defense of natural hair. This is a story that highlights the roots of Afro-Puerto Ricans and instills pride in the growth of self-esteem in our grandchildren and granddaughters, sons, and daughters.
Themes
Anti-Blackness. Petronila experiences racial bullying by her schoolmates. Specifically, she receives insults that she has “pelo malo (bad hair).” This book explores anti-Blackness within the Latinx community by highlighting the racial aggressions many Afro-Latinx experience at the hands of non-Black Latinxs. This story is set within a Puerto Rican context.
Ancestral Strength. Petronila seeks comfort in her grandmother in response to the racial bullying she experiences. Her grandmothers’ wisdom helps Petronila navigate the microaggressions she experiences, as well as learn about the rich history and resilience of African descendants.
Self-Love. By the end of the book, Petronila loves her hair, exploring different hairstyles and their histories with her grandmother.
Spring Board Questions
Have you experienced or witnessed someone being treated differently because of their hair, skin color, or other physical characteristics? What happened? How did you feel?
How can we stand up against others when we see racial bullying?
Petronila experiences racial aggressions from other children but sometimes adults also say similar things. What can youth do to challenge adults when they say these things?
Possible Activity
Here’s one activity from PBS that aligns with the themes of the book. Ask parents to give you a tiny bit of hair from each child. If parents cannot do this, use photographs of different hairstyles and hair-care products for the children to use, explore, and talk about. If parents do give you the hair, paste the hair from each child on a 3" x 5" index card, put them in a box, and ask the children to identify each bit of hair. Talk about how hair has texture and curl. For instance, some people have fine hair while others have coarse hair. Some people have straight hair, and others have curly hair. Talk about how people have different hair colors and lengths. Take a photo of each child's face and make a collage of different hairstyles.
For other activities see these resources
Latinos in Kid Lit in Spanish
Rethinking Schools by Kara Hinderlie
Author: Leticia Hernández-Linares & the Rise-Home Stories Project
Illustrator: Robert Liu-Trujillo
Book Statistics:
Ages: 5 - 7 years old
Grades: Pre K - 3rd
Available in the following Languages: English
Summary
For nine-year-old Alejandria, home isn't just the apartment she shares with Mami and her abuela, Tita, but rather the whole neighborhood. But lately the city has been changing, and rent prices are going up. Many people in el barrio are leaving because they can no longer afford their homes, and "For Sale" signs are popping up everywhere. Alejandria knows it isn’t fair, but she's not about to give up and leave. Join Alejandria as she brings her community together to fight and save their neighborhood!
Themes
Gentrification. Alejandra’s neighborhood is experiencing gentrification leaving many of her neighbors and her family unable to continue to afford their homes.
Youth Activism. In response to the rapid changes occurring in her neighborhood, Alejandra mobilizes to take action and save her community.
Spring Board Questions
What are some changes that you have seen in your community? How have you seen these changes affect your family, friends, and neighbors?
What are some public spaces that you use in your community?
If you could redesign the perfect community, what types of public spaces and services would you have?
Possible Activity
Here’s a brief overview of one activity from Habitat from Humanity that aligns with the themes of the book. Have youth investigate and answer questions about the meaning of a home, essential characteristics of homes and the difference between wants and needs, particularly as they apply to the places we live. Afterward, have youth interview individuals from their community to gather more ideas about what home means to different people.
Click here for other activities.
Young Adult Novels
Young Adult Novels
Books that Affirm Latinx Youths' Identities and Cultural Strengths
Books that Affirm Latinx Youths' Identities and Cultural Strengths
Author: Aiden Thomas
Book Statistics:
Grades: 7th - 9th grade
Available in the following Languages: English & Spanish
Summary
When his traditional Latinx family has problems accepting his true gender, Yadriel becomes determined to prove himself a real brujo. With the help of his cousin and best friend Maritza, he performs the ritual himself, and then sets out to find the ghost of his murdered cousin and set it free.
However, the ghost he summons is actually Julian Diaz, the school's resident bad boy, and Julian is not about to go quietly into death. He's determined to find out what happened and tie off some loose ends before he leaves. Left with no choice, Yadriel agrees to help Julian, so that they can both get what they want. But the longer Yadriel spends with Julian, the less he wants to let him leave.
Themes
Transphobia: The gendered roles of the brujx community and Yadriel's family's refusal to accept his true gender create barriers as he tries to establish himself as a real brujo.
Cultural Traditions: This book heavily focuses on cultural traditions. It draws on a mix of cultural practices from various Latinx communities with Dia de los Muertos at the center of this story. Moreover, this book focuses on the tensions Yadriel and Martiza experience with the static nature of their familys' practices.
Spring Board Questions
What are some gender roles that you have noticed and would like to change in society?
Yadriel and Maritza experience tensions with the traditions of the brujx community. Are there any tensions you have experienced in your own culture?
Possible Activity
Here’s one activity from The Trevor Project that aligns with the themes of the book. This activity builds an empathetic mindset amongst youth to better support LGBTQ youth.
For other activities see these resources
Author: Elizabeth Acevedo
Book Statistics:
Grades: 8th - 12th
Available in the following Languages: English
Summary
Ever since she got pregnant freshman year, Emoni Santiago’s life has been about making the tough decisions—doing what has to be done for her daughter and her abuela. The one place she can let all that go is in the kitchen, where she adds a little something magical to everything she cooks, turning her food into straight-up goodness. Even though she dreams of working as a chef after she graduates, Emoni knows that it’s not worth her time to pursue the impossible. Yet despite the rules she thinks she has to play by, once Emoni starts cooking, her only choice is to let her talent break free.
Themes
Family: This book highlights the role of family and chosen family as they help Emoni pursue her passions.
Community: To fundraise for her trip to Spain, Emoni turns to her community.
Motherhood: Emoni balances her Babygirl Emma while pursuing her passions in life. Although she faces sacrifices to make everything work, she still shows unconditional love for Babygirl even when she wonders how her future may have looked differently.
Identity: Emoni identifies as Black and Latina and how she understands her identity and the way it shapes her experience is also explored in the novel.
Spring Board Questions
Emoni uses her cooking as a way to connect with others in her community. What are some things you do to connect with others in your own community?
Emoni balances home responsibilities while pursuing her passion for cooking. How have you balanced different responsibilities and expectations? Are there any specific cultural expectations you have had to navigate?
Emoni is in part able to pursue her dreams because of the collective love and support from her friends and grandmother. What does the phrase, "it takes a village" mean to you?
Possible Activity
Here’s one activity from The Reading with Relevancy Curriculum that aligns with the themes of the book. Have students reflect on the meaning of their name, is there a specific story attached to their name? Do they share this name with an ancestor?
Books that Strengthen Latinx Youths' Political Knowledge
Books that Strengthen Latinx Youths' Political Knowledge
Author: Paola Mendoza & Abby Sher
Book Statistics:
Grades: 7th - 9th grade
Available in the following Languages: English
Summary
It's 2032, and in this near-future America, all citizens are chipped and everyone is tracked--from buses to grocery stores. It's almost impossible to survive as an undocumented immigrant, but that's exactly what sixteen-year-old Vali is doing. She and her family have carved out a stable, happy life in small-town Vermont, but when Vali's mother's counterfeit chip starts malfunctioning and the Deportation Forces raid their town, they are forced to flee.
Theme
Documentation Status: In the novel, those who are citizens are given chips that contain all their information such as birthplace, medical history etc. Those who are undocumented would not be given a chip exposing individuals' documentation status and placing them at risk for deportation. The novel follows Val and her struggle for freedom.
Family Separations: This story was based on the Trump administration's actions to separate immigrant families at the southern border.
Propaganda: As part of the narrative is information blackouts, censorship, and propaganda as a way to justify the inhumane actions against undocumented immigrants.
Dystopian Future: This book focuses on a near-future America that has a government that infringes on people's rights.
Spring Board Questions
Authors Mendoza and Sher show the possibility of a future if people don't stand up to the government in support of human rights. What are some actions you have seen others take against inhumane government policies?
The book talks about real news sources and propaganda, how can we ensure we and our families have access to reliable information?
Authors Mendoza and Sher created this book as a way to "channel our rage, our heartbreak, and our love of country to fight for our home..." What are ways that you can channel your feelings to address injustice?
Possible Activity
Here’s one activity from the ADL that aligns with the themes of the book. Using this lesson plan students will understand the conditions of detention centers at the U.S. Border and identify actions they and others can take to address the current humanitarian crisis.
For other activities see these resources
Author: Gary Soto
Book Statistics:
Grades: 6th - 12th grade
Available in the following Languages: English
Summary
A field worker from the age of five, Jessie knew poverty, harsh working conditions, and the exploitation of Mexicans and all poor people. Her response was to take a stand. She joined the fledgling United Farm Workers union and, at Cesar Chavez's request, became its first woman recruiter. She also participated in strikes, helped ban the crippling short-handle hoe, became a delegate to the Democratic National Convention, testified before the Senate, and met with the Pope.
Theme
United Farm Worker Union: Jessie de la Cruz joins the United Farm Workers and at Cesar Chavez's request becomes its' first woman recruiter.
Youth activism: The story focuses on Jessie de la Cruz's participation and leadership as part of the United Farm Worker Union. We see the way Jessie participated in strikes, make changes in the tools used, testified before the Senate, and became a delegate for the Democratic National Convention.
Spring Board Questions
As part of the United Farm Workers union, Jessie de la Cruz is able to help move forward the rights of farmworkers. What are some issues you are passionate about addressing? What are some organizations you are a part of or would like to join to help address the issue you identified?
What can we learn about the need to create spaces for youth leadership through Jessie de la Cruz's story?
Jessie de la Cruz's story happens during a specific historical moment. What are some historical moments that you have lived through? What are some things you did or wish you did during that time?
Possible Activity
Here’s one activity from PBS that aligns with the themes of the book. Youth will first watch a biographical video, analyze a photograph of Cesar Chavez during a protest against grape growers, and read a speech where Chavez reflects on the accomplishments of the farmworkers. Using these materials youth will then evaluate how Chavez's tactics can be adapted to a current day labor-related issue.
For other activities see these resources
Books that Support Latinx Youths' Anti-Racism Skills
Books that Support Latinx Youths' Anti-Racism Skills
Author: Gabby Rivera
Book Statistics:
Grades: Grades: 7th - 9th grade
Available in the following Languages: English & Spanish
Summary
Juliet Milagros Palante is a self-proclaimed closeted Puerto Rican baby dyke from the Bronx. Only, she's not so closeted anymore. Not after coming out to her family the night before flying to Portland, Oregon, to intern with her favorite feminist writer--what's sure to be a life-changing experience. And when Juliet's coming out crashes and burns, she's not sure her mom will ever speak to her again.
But Juliet has a plan--sort of. Her internship with legendary author Harlowe Brisbane, the ultimate authority on feminism, women's bodies, and other gay-sounding stuff, is sure to help her figure out this whole "Puerto Rican lesbian" thing. Except Harlowe's white. And not from the Bronx. And she definitely doesn't have all the answers.
Themes
Intersectionality: The novel explores the interconnected nature of social categories (e.g., race, gender, sexuality) and how they shape the challenges Juliet faces as a Queer Puerto Rican woman.
Intersectional Feminism: Juliet's hero Harlowe Brisbane is a feminist whose book helps Juliet comes to term with her sexuality and feminist identity. However, Harlowe's feminism as a white woman fails to acknowledge and validate Juliet as a woman of color. A central role of this book is Juliet exploring different forms of feminism like radical feminism that do center and acknowledge her and other womens' identities who are often left out or invalidated by white feminism.
Anticolonialism: During the book, Juliet further learns about the oppressive role the U.S. has played in Latin America.
Spring Board Questions
At the center of this book is Juliet trying to reconcile her Puerto Rican and Queer identity. Have you ever felt a tension between the identities you hold?
Juliet is excited for Portland and to meet Harlowe, but she soon realizes that Harlowe's feminism is racially exclusionary. How can we build organizing spaces that are inclusive for everyone?
Juliet's learning about her identities happens outside of school, what are some things you wish you could learn more about in your school?
Possible Activity
Here’s one activity from the Safe Zone Project that aligns with the themes of the book. Create and hang up identity signs around the room. Make sure the signs are placed in a way that youth are able to move around the room to stand under the signs. Read from the prompts provided by the Safe Zone Project that encourage youth to reflect on how their different identities intersect, interact, and affect their daily lives.
For other activities see these resources
Author: Daniel José Older
Book Statistics:
Grades: 7th - 12th grade
Available in the following Languages: English & Spanish
Summary
Sierra Santiago planned an easy summer of making art and hanging with her friends. But then a corpse crashes the first party of the season. Her stroke-ridden grandfather starts apologizing over and over. And when the murals in her neighborhood begin to weep real tears . . . Well, something more sinister than the usual Brooklyn ruckus is going on.
With the help of a fellow artist named Robbie, Sierra discovers shadowshaping, a thrilling magic that infuses ancestral spirits into paintings, music, and stories. But someone is killing the shadowshapers one by one -- and the killer believes Sierra is hiding their greatest secret. Now she must unravel her family's past, take down the killer in the present, and save the future of shadowshaping for herself and generations to come.
Themes
Anti-Blackness. Throughout the Shadowshaper series, anti-Blackness is frequently confronted. In the first book, anti-Blackness is explored through how Sierra’s Aunt Rosa discriminates against Robbie, a Black boy, due to the color of his skin.
Machismo and Sexism. Sierra’s grandfather keeps the art and magic of shadowshaping from Sierra because she is a woman. Even though it risks the survival of the traditional shadowshaper practices and puts their community at risk.
Gentrification. Sierra’s neighborhood is experiencing gentrification with many of the new changes in her neighborhood being done to cater to white wealthy young people. This leads to increases in policing against the community members of color that have lived there for years.
Cultural Extraction. The main antagonist in this book is Jonatan Wick, a white anthropologist who learns the art of shadow shaping and decides to use it for his own personal gain. He also begins to murder current shadowshapers to be the only one left.
Power. Power is explored many times through the book. This is explicit when Nydia, a librarian in Columbia University, questions the field of anthropology and asks "Who gets to study and who gets studied, and why? Who makes the decisions, you know?" (p. 51).
Spring Board Questions
How can art be used as a form of resistance?
Generational tensions are explored between Sierra and her grandfather, what are some generational tensions you have experienced in your family or community?
Jonathan Wick, a white anthropologist who learns about shadowshaping, tries to steal the tradition for his own gain. How is this similar to cultural appropriation? What are some ways we have seen this in social media?
Possible Activity
Here’s one activity from Aimee Carmella that aligns with the themes of the book. Street art plays a significant role in the world of Shadowshaper. To help youth explore how visual artists use images, symbols, and words to convey meaning, follow the the lesson plan “STREET ART/GRAFFITI : SELF-PORTRAITS” by Aimee Carmella.
For other activities see these resources
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