Better Read than Dead
New young adult book dives into McCarthyism
By Mary Ellen Flannery
L.M. Elliott is a former Washington journalist turned novelist who recently published Suspect Red [Disney-Hyperion], a young-adult work of historical fiction set in a time of national paranoia and xenophobia. (No, not 2017!) The year is 1953, during the nation’s Second Red Scare, when thousands of Americans were accused of being communists. Elliott’s story is told through the eyes of two teenage boys, Richard and Vladimir. Recently, Elliott sat down with NEA Today to talk about the book and how the lessons of McCarthyism are relevant to today’s middle schoolers.
Q: Rumors play a big part in the book. We see them feeding McCarthyism and the blacklisting of artists and State Department employees in a very damaging way. But rumors also are very common in middle school…
A: Yes! I originally started the book after the Boston Marathon bombing. There [was] lots of conversation and legitimate debate at that point about people’s rights to privacy versus national security. But, as I was researching McCarthyism, and its paranoia, its pack mentality, and the whole thing about labeling people [as patriots or communists], I thought—oh my god, it’s like middle school took over the world!
It’s really horrifying, that kind of guilt by association, accepting innuendo as fact, being afraid to disagree with whoever is king of the hill. That McCarthyism attitude is the kind of attitude that middle schoolers, sadly, contend with all the time, even as they try to form their own sense of ethics and strength and individuality. The more I researched, the more I realized what a good topic it is for seventh through tenth graders.
Q: Another theme in the book is heroism. How do you hope readers will define heroism?
A: I’m very interested in the heroism of ordinary people who stand up for what they believe in. Frankly, it’s that kind of heroism that changes the world. For a kid to say to a bully at their school, ‘I don’t believe in that. I don’t agree with that,’ that’s more courageous to me than the antics of a fictional 007 character. Today, that means saying, ‘I don’t believe,’ and I’m quoting Trump here, ‘that Mexicans are rapists and responsible for all crime.’ There is so much fear-mongering language being thrown around. It’s easy to get swept up in that paranoia. It takes real courage to stand up and question the mindset of our leaders, whether it’s your best friend or the president.
Q: There are clear connections between the hate speech and fear-mongering of the Hoover and McCarthy days and today’s Islamophobia and anti-immigrant rhetoric. Do you think these could be useful connections for educators?
A: I recently was talking to students in Wilmington, N.C., and they went right to the heart of it. One said to me that ‘Muslim is the new Red.’ It was a brave statement. Part of the reason McCarthy gained such speed and traction, as did Trump, was that there had been terrifying events that preceded them. With McCarthyism, you’ve got the Iron Curtain, the hydrogen bomb, the start of the Korean War, the discovery of atomic spies within our borders. These things primed the country to be afraid, and McCarthy was very good at exploiting it. You’ve got the same thing with Trump—9/11, various terrorist attacks, and an underlying fear that he can exploit with conspiracy theories and fear mongering. The similarities are endless. McCarthy was the king of deflecting criticism by attacking the questioner. We see exactly that today with Trump and ‘fake news.’
What I think it makes clear is that our responsibility, as human beings, is to ground our opinions and actions in our personal experiences, our personal research, and personal thoughts—and not to judge the all by the few. I applaud what I see so many educators do in telling and teaching their students to verify facts themselves. I hope it also can be a springboard for discussions around our first and fifth amendment rights, the power and importance of petitions, and the potency of well-positioned, peaceful protests by students.
Q: The two main characters, Richard and Vladimir, are cool kids who love books, and they avidly read and share some of the best books of the mid-20th century. Do you have any favorites that you slipped into their hands?
A: Robin Hood is a favorite of mine. I love that book, and had the illustrated copy as a child. When I learned it had been banned…it’s ridiculous territory! Fahrenheit 451 is a wonderful, eye-opening book. I also happen to love [John] Steinbeck. I think he so humanizes and ennobles the quote-unquote “common man,” the people who are just trying to survive, and he does it with such poeticism. The fact that Of Mice and Men could be banned across the country takes my breath away.
What’s on L.M. Elliott’s shelf?
“Here’s the thing about historical fiction,” says Elliott. “If it’s well done, you’re going to ache for the people. It’s like any compelling story, but with the wonderful side benefit that you’re learning all this other stuff!” We asked Elliott to recommend a few works of historical fiction for young people. Here is her list:
- Code Name Verity by Elizabeth Wein is the story of two female friends, the pilot and passenger of a British spy plane that crashes in Nazi-occupied France. “It’s just beautiful,” says Elliott—a good reminder that “there are beating hearts in history.”
- Although Elliott is a fan of almost everything by author Laurie Halse Anderson, she is especially taken by Fever 1793, set during Philadelphia’s yellow fever epidemic. As 14-year-old Mattie Cook struggles to survive, the gravediggers cry, “Bring out your dead!”
- Out of the Dust by Karen Hesse is the 1998 Newbery Medal winner, and “an amazing book,” says Elliott. Set during the Depression, in Oklahoma, the book’s first-person narrator is a 14-year-old who writes in verse.
- Christopher Paul Curtis is “great—and very funny!” says Elliott. Her favorite is The Watsons Go to Birmingham—1963, for its “great sense of whimsy and tragedy.” In it, 13-year-old Byron Watson’s family drives from Flint, Mich., to Birmingham, Ala., and straight into the Civil Rights Movement.
- Finally, The Outsiders by S.E. Hinton, the story of rival teenage gangs in the early 60s, “seems like historical fiction now!” says Elliott. “Everybody should read it, but boys in particular. They’ll find themselves in that.”
An Educator’s Guide
Reading specialist Rachael Walker has put together an educators’ guide to Suspect Red that includes discussion questions and suggestions for additional activities and writing opportunities.
Since 2004, as a senior writer in the NEA Center for Communications, Mary Ellen Flannery has contributed to NEA Today on topics ranging from classroom management to climate change. She also edits NEA’s higher-ed publications. Previously, she worked as an education reporter for the Miami Herald.
Winter Doldrums? Rearrange Your Classroom!
Making your classroom more comfortable can make your students more successful
By Amy Perruso
Member Contributor
One of my favorite parts of teaching is constantly thinking of ways to improve my practice. It’s incredibly rewarding to see the impact a small change can make on a student.
Some of these small changes include simple modifications to your classroom. More specifically, changes that make your classroom feel a bit more like home. Research shows that many students learn more effectively when they feel comfortable. I decided to try this out one year and had fantastic results—so fantastic that I had to share!
Make your classroom more comfortable, engaging and inspiring with these few simple tricks:
Play Around with Seating Arrangements
When you think about it, people respond differently to various seating arrangements.
One day, my students seemed disengaged—no one was interacting with each other or participating in class discussion. I thought for a while about how to fix this, and decided to try an experiment. I removed some of the desks from my room, and moved the others to the side. I brought in bean bag chairs and rugs to replace the traditional desks. This turned the room into a more interactive and unique space.
When my students first walked into the new room, they were shocked. They soon grew used to it as we did more philosopher and circle-style activities, and the dynamics between the kids immediately changed. They were more interactive and inclusive—it was as if invisible barriers were removed along with the rows of desks.
Provide Resources in the Room
To make the room more dynamic, add resources that students can use and interact with. I’ve filled my room with books along the walls and in book shelves. My students are free to use and borrow them as they please.
Placing the books around the room rather than in one space encourages students to explore the room and interact with others.
If you’re low on resources, ask students (if they would like) to each bring in a few books from home. The kids themselves can create a co-owned library for the year, and make book recommendations to their peers.
Use Light and Sound to Signal Tone
Making small tweaks to the light and sound in your classroom can make a huge difference!
Since fluorescent lights can be harsh and dreary, try adding a warm light or twinkle lights to the room. In our homes, we don’t just use overhead lights—so do the same in your classroom! Add a table or standing lamp for pockets of light around the room.
Complement this fun lighting with a classroom soundtrack at the beginning of class. Music can set the tone or mood you want for the day—fun, pensive, energetic, etc. When students walk in, they will hear and feel what kind of energy they should be bringing to your class.
These small changes will make a big difference for your classroom! Even using just one of these tips will create a more engaging space for your students. They will feel like they’re walking into a welcoming and fun space, and will be excited to learn.
Perruso is a retired high school history teacher from Mililani, Hawaii. She currently serves as the Hawaii State Teachers Association secretary-treasurer.
Connecting the World through Books
By Donna Sullivan-MacDonald
Guest Contributor
Thanks to the internet, and our ability to connect with people halfway around the globe with just a few clicks, the world can feel smaller than ever. And when it’s applied in the classroom, the potential of a connected world can help to amplify classroom learning. That’s where the ISTE Standard 7 for students, known as Global Collaborator, comes in. As the library media specialist at Orchard School in Vermont, here’s how I apply the standard and keep students engaged in global collaboration all school year long.
SEPTEMBER
Celebrated every September 15, International Dot Day is a great way to mark the beginning of the school year. Peter Reynolds’s book, The Dot, about a student who takes risks and tries new things, can help make the occasion even more special. At Orchard School, we acknowledge International Dot Day for a full school week. We enjoy connecting with classes around the U.S., and share projects and stories for the entire celebration. This year, classes interacted with students in Argentina, Canada, and London! Sometimes, we shared collaborative dots. Each class took a turn making a contribution to the artwork. We learned a bit more about each other along the way.
OCTOBER
Connect the world through one book. That was the goal when Global Read Aloud began in 2010. This year, the project included four books and an author study, appropriate for students in preK through high school. For six weeks, beginning in early October, more than 2 million participants used Skype, Edmodo, blogs, Twitter, Padlet, and just about any other means, to make as many global connections as possible. Kudos to tireless Wisconsin educator Pernille Ripp, who organized the project!
NOVEMBER
During the month-long international literacy initiative known as Picture Book Month, students of all levels evaluate and share their favorite picture books. They connect with authors and illustrators through Skype, Google Hangout, Twitter—even snail mail! The observance also gives educators around the world an opportunity to share their favorite books with students.
JANUARY and FEBRUARY
A few weeks before the American Library Association announces the winner of the year’s prestigious Caldecott Medal, which goes to the artist of the most distinguished American picture book for children, fourth and fifth graders at Orchard School participate in a mock Caldecott unit. Working in collaborative teams, students evaluate about 24 books that have been preselected through favorable reviews. First, they review Caldecott Medal criteria and post their thoughts in blogs, Padlets, Flipgrid videos, and Twitter. Students are always excited to read Twitter replies from authors and illustrators! At the end of the unit, classes select their Caldecott Medal winner, and then share their choices via Skype visits, tweets, and blog posts.
FEBRUARY and MARCH
World Read Aloud Day, held in February, involves millions of people in more than 100 countries. At Orchard School, all of our 22 classes visit with authors and schools around the world. Students share books, which inspires them to learn about other cultures. Of course, we also participate in NEA’s Read Across America, the nationwide reading celebration on or near March 2, the birth date of Dr. Seuss. The event calls on every child in every community to celebrate the magic of reading!
APRIL
The month that is known for rain showers also brings Poem in Your Pocket Day—a time when poetry lovers are encouraged to carry a favorite work throughout their day and share it with someone else. At Orchard School, the observation is virtual, with students sharing poems—some that they’ve written themselves.
YEAR-ROUND
Skype in the Classroom is a great resource for speakers, virtual field trips, collaborative lessons, Mystery Skype, and more.
Donna Sullivan-MacDonald, library media and instructional technology specialist at Orchard School in Burlington, Vermont, is the Vermont School Library Association president.
Dealing with Disruptions
Encourage Self-Reliance
By Laraine R.
Fourth-Grade Teacher, Los Angeles, California
Some students ask numerous questions. Sometimes, it’s because they don’t want to use their skills to figure out an answer. Sometimes, it’s for attention. Each day, I give each student three construction paper “tickets.” When the student asks me a question, he or she must also hand me a ticket. When the tickets are used up, the student may not ask me another question that day. The point is not to discourage questions, but to encourage thoughtful questions, ones that the student truly cannot answer without my help. I have seen children become independent thinkers and self-sufficient when on this plan.
Phone Home
By Char Milotz
Middle School Teacher, Plymouth, Michigan
When students are disruptive, I ask them to call their parents. Then, standing in front of me, they have to tell them why they are calling. This keeps the story from changing by the time the students arrive home. Also, the students have to accept their behavior by stating what they did. If they have to call a third time, they instruct their parents to come to school and sit with them, as the teacher does not babysit. Works every time. If one student has to make the call, the rest learn quickly!
Help Them Save Face
By Cecelia Smith
Retired Teacher and Counselor, Georgia
Most kids who disrupt do it because it is better to be known as a behavior problem thank to have ohers think they don’t know the answer. Teach the skills required for the task. Do not assume that students know how. Go to where they are, bring them to where they should be, and the disruption will cease.
