Teaching and Learning Possibilities with Duncan Tonatiuh's "Soldier for Equality"

5/17/2022

By Erika Thulin Dawes and Xenia Hadjioannou on behalf of the Biography Clearinghouse

We close out the school year immersed in social strife and conflict. Our students are grappling both with big questions about humanity and substantial uncertainties about everyday life. Recent research describes rising mental health concerns for young people (Acheson, 2020; Cowie & Myers, 2021; Samji et al. 2022) and it’s not surprising that maintaining optimism is challenging in the context of war, a global pandemic, and climate change. As educators, we are seeking ways to provide our students with grounding and with hope. And we believe that biographies, life stories of inspiring people, can help to provide both an anchor and inspiration. Our latest Biography Clearinghouse entry features Duncan Tonatiuh’s picturebook biography Soldier for Equality: José de la Luz Sáenz and the Great War. Using his trademark illustrative style, digital collage inspired by Mixtec Pre-Columbian art, Tonatiuh describes the World War I experiences of ‘Luz’; a teacher, activist, Texan, and a person with Mexican heritage.

Toniatiuh’s biography of José de la Luz Sáenz is a powerful narrative of the transformative power of literacy. Luz’s education and multilingualism were instrumental in his life trajectory; his knowledge allowed him to navigate the battlefield safely, keeping him out of the trenches and instead in a fortified command post for the intelligence service. He developed his skills in organizing while teaching English to Mexican American soldiers. And upon his return to teaching when the war was over, he turned his outrage over unequal schooling for Mexican American children into activism, establishing the League of United Latin American Citizens (LULAC), an organization that helped to end the segregation of Latinx children from white schools.

In our Biography Clearinghouse entry, we provide an interview with Duncan Tonatiuh and a collection of teaching ideas to support student exploration of Soldier for Equality. These teaching ideas encourage students to consider the transformative power of literacy and the generative power of community organizing and activism. They include: an exploration of translanguaging and theme development in picturebooks; a history of and contemporary look at the experience of minoritized populations in the United States army; a call to allyship to counter bullying; a visual literacy exercise exploring traditional artistic motifs; and a tribute to teacher activists.

Below is an excerpt of the teaching ideas in the Biography Clearinghouse entry for Soldier for Equality: José de la Luz Sáenz and the Great War:

Social Justice Concerns in Personal Lives and Society

Throughout his life, Luz identified injustices levied against Mexican Americans, and engaged in purposeful actions to work against these injustices and promote equity. In Soldier for Equality, readers encounter several instances of prejudice and discrimination against Luz, because of his status as a Mexican American. Readers also get to see purposeful actions Luz is taking to fight against these injustices.

As a class, create parallel lists of (a) instances of prejudicial treatment Luz encountered and (b) purposeful actions he took to work against those injustices and bring about equality and fair treatment.

At the micro/personal level: Invite students to locate instances of prejudicial treatment and unfairness in their daily lives. Are there certain people who are persistently teased, gossiped about, called names, bullied, or excluded? What would be some specific purposeful actions they could take to work against those patterns of mistreatment and exclusion?
At the macro/social level: Invite students to locate instances of prejudicial treatment and injustice in modern society. What are some aspects of modern society where unjust treatment is still an issue? Who is taking purposeful action to combat these injustices? What actions are they taking? Depending on the age of the students and on the time available, this can lead to inquiry projects into the lives of modern day activists and/or the work of social action organizations such as LULAC and the NAACP.

RECENT ENTRIES

Teachers as Activists

If you have two hours…	If you have two days…	If you have two weeks…
Read or reread Soldier for Equality: José de la Luz Sáenz and the Great War and ask students to make note of the meaning that education, language, and reading and writing had in his life. Record students' thoughts on a two column chart with one column labeled ‘claims’ and the second column labeled ‘evidence from the book.’ Next, pair students up, asking students to interview each other about the roles of language and literacy in their lives. Prior to conducting the interviews, brainstorm a list of questions to ask. Questions could include: What languages do you speak? What language are spoken in your family? In your community? What does it mean to you to be bilingual? Why is education important to you? What do you hope to achieve through education? What do you read and why do you read? What do you hope to learn and/or achieve by reading? What do you write and why do you write? What do you hope to create and/or achieve through writing?	The text set outlined below features the life stories of teachers who also served as activists. Divide students into small groups, each group responsible for reading one of the picturebooks listed below. Brown, M. (2010). Side by side: the story of Dolores Huerta and Cesar Chavez = Lado a lado: la historia de Dolores Huerta y Cesar Chavez. Ill. by J. Cepeda. Rayo. Halfmann, J. (2018). Midnight teacher: Lilly Ann Granderson and her secret school. Ill. by L. Ladd. Lee & Low. Harvey, J.W. (2022). Ablaze with color: A story of painter Alma Thomas. Ill. by Loveis Wise. HarperCollins. Rhuday-Perkovich, O. (2018). Someday is Now: Clara Luper and the 1958 Oklahoma City Sit-ins. Ill. by J. Johnson. Seagrass Press. Wallace, S.N. & Wallace, R. (2020). The teachers march! How Selma’s teachers changed history. Ill. by C. Palmer. Calkins Creek. Provide each group with a graphic organizer on which to record notes about the subject of their biography. Students can record: the name, birth, and death dates of their subject; where their subject lived and worked; key achievements of their subject; challenges faced by their subject; beliefs about education held by their subject. To share their learning about these teacher activists with their classmates, ask each group to create and perform a monologue in the voice of their subject. The monologue should highlight the information captured in their graphic organizers.	As an extension of the text set exploration of teacher activists, engage students in a discussion of all the people that serve as teachers in their lives. In which settings do they learn beyond school? Who are the people who mentor, guide, and teach them in all the realms of their lives? Invite students to consider what they could compose, create, or make to honor and celebrate their teachers. Possible projects could include: Interviewing their teachers to create profiles honoring them Developing a forum for community members to publicly thank teachers who have made a meaningful difference in their lives (bulletin board in the school or local public library, social media campaign) Letter writing to thank significant teachers Establishment of a teacher recognition award with student developed award criteria

Citations

Acheson, R. (2020). Research digest: The impact of the covid-19 pandemic on child, adolescent, young adult, and family mental health. Journal of Child Psychotherapy, 46(3), 429-440. https://doi.org/10.1080/0075417X.2021.1912810

Cowie, H., & Myers, C. (2021). The impact of the COVID‐19 pandemic on the mental health and well‐being of children and young people. Children & Society, 35(1), 62-74. https://doi.org/10.1111/chso.12430

Samji, H., Wu, J., Ladak, A., Vossen, C., Stewart, E., Dove, N., Long, D., & Snell, G. (2022). Review: Mental health impacts of the COVID‐19 pandemic on children and youth – a systematic review. Child and Adolescent Mental Health, 27(2), 173-189. https://doi.org/10.1111/camh.12501

Erika Thulin Dawes is a Professor of Language and Literacy at Lesley University where she teaches courses in children’s literature and early childhood literacy and is the program director of the graduate Early Childhood Education program. Erika is a former chair of NCTE’s Charlotte Huck Award for Outstanding Fiction for Children.

Xenia Hadjioannou is an Associate Professor of Language and Literacy Education at the Harrisburg campus of Penn State University where she teaches and works with pre- and in-service teachers through various courses in language and literacy methodology. She is the Vice President and Website Manager of the Children's Literature Assembly, and a co-editor of The CLA Blog.

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