Quality Rating: 5 of 5
"For the first time, I wonder, Does being deaf determine my worth? Will deafness ever disappear from the world? Are there really perfect men?" (LeZotte, 136)
Overview:
Mary Lambert lives on the island of Martha's Vineyard in the village of Chilmark in 1805. This island, once belonging to the Wampanoag tribe, was settled by Mary's great-grandfather. Many of the English settlers on the island, including Mary, are deaf and most communicate using both sign language and spoken word. Because deafness is so common, Mary never felt isolated or inferior to her hearing friends. Her thoughts on her "disability" changed suddenly as a series of events unfolded: her brother died in a tragic accident, tensions about land disputes between the English settlers and the Wampanoag people were on the rise, and a young scientist (who had come to research the cause of deafness on the island) took her forcefully as a live specimen. Mary's struggles for survival and drive to find herself amidst a new world view is compelling and intriguing.
Author Ann Clare LeZotte beautifully threads her own experience with deafness into a historical fiction novel about the deaf community that existed on Martha's Vineyard in the 1800s. The reader views the world from the perspective of someone who is unable to hear through the incorporation of signs and spoken word.
Why use this novel in the classroom and ways to do so:
Applicable Learning Across Curriculum
English/Language Arts- alternative forms of communication (ASL, letters)
When we cannot communicate verbally, we find alternatives. That is why sign language was created, for those who can not hear or are hard of hearing to be able to communicate with those that can hear. Even though sign language is a great tool and is inclusive to both the hearing and deaf, many people do not know how to sign. Written text is much more common. As educators, we need to consider how much ASL would help our students academically as well as socially. Studies indicate that the executive functions of the brain (such as attention and memory) are enhanced by physical activity.
Key Questions: If students are unable to communicate verbally with one another for various reasons (such as a lack of fluency due to status as an ELL student or a physical or cognitive impairment), what other ways can we talk with them? What is ASL, why is it used, and why should I know how to use it?
For an introduction to learning ASL, check out these videos:
Along with ASL, teachers can use this novel as a starting point for a unit about alternative modes of communication such as letters and maps. Young students will have had little to no exposure to how people communicated in the past before computers and smartphones. In their minds, writing letters is too time-consuming compared to a phone call or email. Social media allows people all over the globe to stay connected instantly, which was not the case less than 50 years ago. Learning about how to communicate in a written format not only strengthens their gross motor skills but also enhances an understanding of how those in the past got information to and from one another.
For ways to incorporate writing letters as you read this book, check out these resources:
https://www.penpalschools.com/ - Learn about the lives and cultures of people all across the globe.
https://prescientist.org/about-us/ - Write letters to astronauts and learn about careers in the STEM field!
https://www.operationgratitude.com/volunteer/anywhere/letters/ - Write a letter to a soldier.
Social Studies- history, geography, religion, relations between people groups
Common core curriculum in the United States often focuses on the "highlights" of American history, such as the discovery of the New World, colonization of the Americas, the American Revolution, the Civil War, and the Civil Rights Movement. These main events are generally covered multiple times within the K-12 curriculum; I distinctly remember covering the Civil War 3-4 times throughout my education. While it is not terrible to be highly educated on the events that created our country and established the way we live and govern ourselves, the common core curriculum leaves out stories and viewpoints of those pushed to the margins of society.
I do not remember having many historical fiction books about Native Americans or American Sign Language (or languages other than English for that matter) available to me growing up. I have never read a book that incorporated both until now after almost completing my senior year of college. As I process that thought, I come to realize that many students will never be exposed to stories about marginalized individuals or histories, whether they are true or fictional.
Key Questions: Who is the Wampanoag tribe and where are they located? Where is Martha's Vineyard and why is it significant? What was the relationship between the Wampanoag people and the English settlers living on the island of Martha's Vineyard? Why do you think stories about Native Americans and the deaf community are most often not discussed in our common core history classes?
For the interactive discovery of the Native groups worldwide and of the Martha Vineyard community, check these out!
https://native-land.ca/ - Map of Native People groups worldwide
https://native-land.ca/maps/territories/wampanoag/ - Learn about the Wampanoag tribe, located in Massachusetts.
https://www.youtube.com/watch?v=_lLyjNbBV1o - This video tells the story of Martha's Vineyard from an individual using ASL. There is no sound, so just read along and enjoy a different way of communication!
Discussions about complete inclusion can be difficult at times to have, especially when it involves individuals whose disabilities are not physically apparent. Mary notices the discriminatory actions the scientist Andrew Noble has makes while visiting Martha's Vineyard, such as calling deaf children "mongrels" and only acknowledging those that can hear when speaking. His behavior is not appropriate but it is a window into the reality of the deaf and those with other disabilities during the 1700s. It is important to point this out to students, as they soon realize that how they treat others impacts how they think about themselves. We must be conscious of how we interact with one another, making sure to include each other whenever possible. Failure to do so may result in discrimination. Papa sums this up well when he says, "We can't hide from our ancestors' misdeeds... People will be influenced by your example (256)." Instill in your students that including others and fighting discrimination due to differences can end with them. They have the ability to change how individuals with disabilities are viewed in society. Their actions matter.
If you would like to learn more about the value of inclusion in education or how to discuss discrimination with children, here are a couple of resources:
LeZotte does a great job of normalizing and destigmatizing ASL while opening the door for discussion about Standard American English and its variations. There is no "correct" version of English, just one that society favors over the others and upholds as such in formal correspondences. Just as ASL is an alternative to what is widely accepted, there are many different versions of English that are widely accepted in informal communication.
Some of the most common alternative versions of Standard English in the US include:
Science (ocean currents, climate regions)
Do students, especially those who live inland, know what currents are or why they exist? What about the connection between ocean currents and global climate regions? My assumption is that many students have heard of currents and climate regions before, but cannot define or explain what they are. I was unable to do so (even after growing up 45 minutes from Lake Michigan for most of my childhood) until I took a college-level teaching science course last fall. My proximity to a large body of water influenced what I understood (especially with lake-effect snow!), but how much more information is missing for students who live further inland? This novel presents a great opportunity to explore ocean currents and global climate regions, making connections with the climate in which you and your students live.
Key Questions: What are ocean currents? What is the purpose of ocean currents? What are climate regions? What factors determine climate regions? How do ocean currents impact climate regions? What climate region is our school located in and how do you know?
Why some teachers and/or guardians may choose not to use this novel:
Depictions of death and kidnapping
These depictions, some of which are pretty vivid, may be unsettling to the reader. Questions about death and kidnapping may arise as the class discusses the novel, causing some students to feel unsafe. While this may be a reality for some classes, that is precisely why it should be read and discussed! Having conversations about death and dying may be uncomfortable but it can prove to be beneficial when a student loses a loved one or a pet to have knowledge of the grieving process. Teachers can use Mary and her parents' experiences after her brother's death as an example of how to deal with your thoughts and emotions while grieving. It needs to be acknowledged so children have a healthy way of coping with the different stages of the process.
For guidance on how to talk about death and to help your students through the grieving process, please check out the following resources:
Kidnapping is a terrifying concept to discuss in general, let alone with children, as it could happen to anyone at any time. Living near major cities poses a threat as the high concentration of people and numerous side streets and alleyways provide ample opportunities to hide individuals and make them disappear. Teachers can use this as an opportunity to discuss awareness of one's surroundings while outside and what to do if they feel unsafe. Use this discussion to protect your students!
^kidnapping concentrations in southern Michigan
For ways to help teach your children to be safe and wary of potential kidnapping situations, view the following links:
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