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"It wouldn't be America, but it would look like us."

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"It wouldn't be America, but it would look like us."

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I like the mater-of-fact attitude toward what many would call "deprived" family life--father in prison, mother dead. Conveys that these things don't always mean despair

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I like the mater-of-fact attitude toward what many would call "deprived" family life--father in prison, mother dead. Conveys that these things don't always mean despair

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Learning about the Lenape people helped dispel stereotypes Haley had of Native people. She also learned about cultural appropriation. She tells her teacher, "That's not...not the truth."

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My only hesitation is about including a piece related to Indigenous people not written by an Indigenous person. (Unless Jacqueline Woodson identifies as Indigenous) This could be asked about all our excerpts. Are we committed to having everything being own-voices? Can we use this piece as long as we DO have own-voices pieces by Indigenous writers?

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I like how it captures that moment between childhood and adolescence

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I like how it captures that moment between childhood and adolescence (unicorn comforter and her reaction to her recorded voice)

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Excerpt says directly that the Lenape were killed by Dutch Settlers. Doesn't use passive language or whitewash.

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I like how Woodson incorporated the adult perspectives through the narrator's eyes--and the message that it's worth trying to answer questions even if we don't know all the answers. I also like Ms. Laverne makes the kids feel validated and seen with her praise for them.

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I like how Haley is honest about how she used to think about Native Americans and how that changed once she became more informed. It shows that our views on things aren't static and that we can always look at things in different ways and become better for it.

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It’s not clear what Haley’s background is or why she and her classmates have been designated to have these conversations

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It’s not clear what Haley’s background is or why she and her classmates have been designated to have these conversations

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The approach to talking about how land was stolen from Native Americans (and their murder) felt appropriate for the age group but not softened or whitewashed or couched in sensitivity in the ways that I think we've done it before.

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It’s not clear what Haley’s background is or why she and her classmates have been designated to have these conversations. The mentions of a parent's death and prison (once no-no's) aren't unpacked at all and that's a little concerning

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It validates many points of view.

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I love the ending!! I love reading about kids' reflections on “would I let myself be a harbor for someone else.”  Revealing Lenape people's history from a contemporary third-person (non-indigenous) perspective is enlightening.

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Haley thinks deeply about the indigenous people of NY--settler colonialism and alternative outcomes.

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The group coming to understand one another's stories--and in fact recording stories which automatically values them--is an aspect of personal change toward antiracism, but people who don't know about that work won't recognize the antiracist aspect in this excerpt. So yes antiracist in that it shows the work but no not antiracist for those not already thinking that way.

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Reminds me of last week’s piece because there’s an element of a teacher-led conversation Real value seems to be in the history/perspective on the Lenape people

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Reminds me of last week’s piece because there’s an element of a teacher-led conversation Real value seems to be in the history/perspective on the Lenape people

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I was in awe of how well the author used Hayley's POV to expose readers to several difficult topics - fear, safety, standing up for what's right, revisiting historical events with a different lens etc

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Reminds me of last week’s piece because there’s an element of a teacher-led conversation Real value seems to be in the history/perspective on the Lenape people

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This feels antiracist to me, because it tackles a tough topic tied to race. I really like (for our purposes) that it frames the past from a present perspective, though, and ends with a positive outlook .

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This feels antiracist to me, because it tackles a tough topic tied to race. I really like (for our purposes) that it frames the past from a present perspective, though, and ends with a positive outlook .

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Reminds me of last week’s piece because there’s an element of a teacher-led conversation in a classroom. This time about the history/ perspective on the Lenape people

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I loved the concept of "I will harbor you" and the important questions the teacher asks the students and the students ask themselves. Felt very accessible but not too forced and hopefully will spark and model some thinking for our readers (if we end up using this piece.)

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I appreciated Haley's thoughts on cultural appropriation and colonization -- big ideas but framed in a way that is relevant to kids her age still. Also, I think the relationship between the teacher and the students stood out as the kids are invited to think critically and discuss -- though I was left with questions about why the teacher leaves a select group of students to talk after class, etc but that might just be context

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I appreciated Haley's thoughts on cultural appropriation and colonization -- big ideas but framed in a way that is relevant to kids her age still. Also, I think the relationship between the teacher and the students stood out as the kids are invited to think critically and discuss -- though I was left with questions about why the teacher leaves a select group of students to talk after class, etc but that might just be context

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Love the teacher role model. Love the impact of the last line of the excerpt.

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I love the narrator's description of the every day racism that she now finds objectionable. I think it's really accessible and easy to relate to because of its simplicity. It doesn't call names, or cast aspersions, it just calls it out as wrong, plain and simple.

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When I read this book, the concept of "harboring" someone, protecting them, was the most powerful thing. Active thinking about others and how we can help protect them, empathize with them. Not even "saving them", just acknowledging them and acknowledging when something is "not the truth"

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I wondered why the teacher selected those students in particular and whether it had to do with a personal bias about behavior or something.

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“Togetherness” helps anti-racist work feel like a “human/we” vs “they” effort

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“Togetherness” helps anti-racist work feel like a “human/we” vs “they” effort

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The concept that we should stand up for one another, protect one another, is done beautifully in this text. “We’d all mix together” was an impactful line. The text affords students an opportunity to look into the injustices against Native American peoples, as well as having kids think a wee bit (perhaps with teacher support) about not only some difficult family situations such as incarcerations, death, and being raised by other family members, but also through the mention of “Irish” last name, possibly thinking about the impact of slavery here from a different angle, one’s identity.

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I think this is a good example of how a text could touch on all three things. Assuming we also have texts that explicitly seek to address the dismantling of racism, I think this selection is worth including.

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I don't like Grandpops and guests drinking "something else" b/c it contributes to a stereotype. It does add detail that may be authentic, but in such a short passage i think it feeds a stereotype

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I don't like Grandpops and guests drinking "something else" b/c it contributes to a stereotype. It does add detail that may be authentic, but in such a short passage i think it feeds a stereotype

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CLR text IS Anti-Racist text, as long as we also have other texts that look to expose racism and dismantle systems of oppression.
However, both of these get trickier with historical texts.
We've talked about with historical texts, it may be necessary to use background knowledge to help build a bridge to the present - how have these cultural behaviors persisted? How are they relevant today?

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Depicting Black Joy can be another form of anti-racism I believe

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Depicting Black Joy can be another form of anti-racism I believe

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I think part of anti-racism is understanding cultures other than your own and understanding that others view the world through different lenses and viewpoints. This text shares some aspects of Black culture--church-going, extended family--and so in that way is antiracist.

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I think part of anti-racism is understanding cultures other than your own and understanding that others view the world through different lenses and viewpoints. This text shares some aspects of Black culture--church-going, extended family--and so in that way is antiracist.

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The mention of church and how it's an integral part of the community and a way of building community, feels important. We have seen the math example of Purim, would this also fall under the same category because we don't try to explain any specific religion?

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I like that church music is a part of it but it's not religious.

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I like that church music is a part of it but it's not religious.

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This is a wonderful example of black joy, which is part of anti-racism. In the context of our product I don't think we could say we have anti-racist texts if we ONLY had texts like this, though.

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This shows in detail an authentic experience, perhaps specifically to rural Black people at the time.

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This felt like a really good CLR text that celebrates family and community, but I didn't get a sense of an injustice theme. Maybe this is antiracist in that it challenges stereotypes?

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This felt like a really good CLR text that celebrates family and community, but I didn't get a sense of an injustice theme. Maybe this is antiracist in that it challenges stereotypes?

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There is a lot of joy in the passage that is powerful -- with an expanded concept of anti-racist text as inclusive of Black joy I think it definitely serves here

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There is a lot of joy in the passage that is powerful -- with an expanded concept of anti-racist text as inclusive of Black joy I think it definitely serves here

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Like how Lymon is included - music handed down.

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I do think this is antiracist (or at least deeply culturally authentic), because it affirms special cultural practices/family traditions.

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I do think this is antiracist (or at least deeply culturally authentic), because it affirms special cultural practices/family traditions.

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The anti-racism doesn't jump out at me, but it's clearly CLR.

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The anti-racism doesn't jump out at me, but it's clearly CLR.

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Does an anti-racist text have to call out the hardship, or can it call out the joy, too?

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A beautiful example of black joy. It lets us see black experience and culture outside the struggle, into what creates happiness and positivity. The anti-racism, I believe, comes across in the "permission" to celebrate,  to allow us to share how communities feel joy, and not to squelch that voice.

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Reference to the Great Migration in Joe's song?

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Reference to the Great Migration in Joe's song?