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Below you'll find discussion questions, suggestions and ideas, for both White Socks Only and The Foot Warmer and the Crow.  If you have ideas and suggestions you'd like to share with other teachers/librarians, please email them to me and I'll add them and give you credit for the idea. 

by

Evelyn Coleman

In the age-old tradition of Astory,@ good must triumph over evil. First and foremost, as in all solid storytelling White Socks Only revolves around the heroic archetype. Remove the color/race issues from the story and what you have is a Abad@ guy v.s. a good guy.

When White Socks Only was read to a class of third graders at the elementary school on Gallaudet University=s campus one hearing impaired Caucasian boy jumped up shouting with his fingers, AThat=s me. That little girl is me.@ He understood that this book was not just about black and white but any form of prejudice. Not only did he transcend the issue of race but gender. This, of course, is the message I wish the book to convey, that, and a sense of triumph for anyone abused in a situation.

The book also opens discussion about the African American community in the south in the years prior to the civil rights movement. It is clear that everyone in the black community is watching after this little girl. And any misstep will be reported by her mother=s friends.

It is also one of the few books that allows a glimpse into the horrific experiences of African Americans during the civil rights era of non-violent protest. In this story the black people band together, yet they do not attack.

A discussion about Atelling on someone@ could follow the reading of White Socks Only. I am a firm believer that children should be encouraged to become Atattle-tales@ I know that some teachers suggest children tend to their own affairs and not tell on others. But it is important for children to participate as a part of a community that looks out for one another. And apart of that responsibility is to not remain silent when you see someone do something wrong. This also will help children feel free to tell when abusive behavior is inflicted or directed toward them from either another child or an adult. Secretive behavior often breeds abusive situations.

Your class might also look at weather conditions as a part of the discussion. How hot does it have to be to fry an egg on the sidewalk. In some areas of the country a demonstration is certainly possible. Of course, we won=t encourage them to eat the fried egg. Hmm. Maybe if it were fried chocolate I=d agree though.

Another aspect of the book is looking at AThe Chicken Man@ as a mythological figure. It is important to point out to children that The Chicken Man represents justice but he isn=t real. The fact that The Chicken Man gives the little girl a feather from his hat may also be used for discussion related to totems.

A discussion on the differences between racism and prejudice might help children relate it to the present. I think that using some exercises with the children to showcase AWhat elements form prejudices or racism@ would be enlightening. For instance maybe on a given day all children with green eyes must sit in the back of the room, or all children with blond hair must clean the blackboards, or all children with black hair get to speak first. There are many ways to get the idea of prejudice/racism across to students in an experiential manner that will benefit them greatly in their futures. I=d recommend letting parents know ahead of time in some areas of the country.

White Socks Only also provides an opportunity to explain and explore the use of metaphor and analogy in literature. I think children get the idea about white socks right away. And, much like the little girl in the photo, can relate to why she presumes it=s her shoes she must remove, since she has on all white clothes.

How is a picture book put together?

The fact that there is no communication between illustrator and author. For instance I have no idea why the illustrator put the maroonish shawl on the old woman when the text describes her as having on all black.

Have them explore why I might have made the story funny in the beginning, sad in the middle and then happy at the end.

I hope you=ll find all these suggestions helpful. And feel free to contact me any time.

DON'T FORGET THE FILM VERSION!

Hezekiah presents a strong black male character who gains his freedom without the use of violence, instead he uses his wit and wisdom. In this story Hezekiah understands that, neither anger nor violence, but knowledge is the key to his freedom. Students have the opportunity to see a positive role model in a black character who chooses intellect over physical prowess.

Point out the use of the word Aenslaved@ instead of Aslave@ to describe Hezekiah. A connotation that respects the fact that Hezekiah did not choose bondage but was forced against his will, thus, enslaved.

Discuss Hezekiah=s smallness even though he is described as a strong and brave man, since many children believe you must be big and tall to possess those characteristics.

On page two of the story, the illustrator, Daniel Minter, demonstrates Capoeira through Hezekiah=s actions. Capoeira is an African Brazilian martial arts developed by blacks who were enslaved in Brazil in the 1800's. (See enclosed information on Capoeria)

This same point presents an opportunity for a teacher to discuss the fact that while Master Thompson thinks Hezekiah is entertaining his guest, Hezekiah is using the otherwise humiliating experience to practice his own martial arts. A great opportunity to discuss when a person takes an unpleasant task and turns it into one that is positive and beneficial to ones self.

Also Daniel Minter includes in the foreground a black man playing the banjo. This can foster a discussion about musical instruments introduced into American culture from Africa.

The use of the crow as a mystical symbol offers the opportunity for language teachers to explore the use of metaphor and symbols in fiction. It can also be pointed out most symbols in literature that are supposed to be positive and helpful are often Awhite@ in color and description.

When Hezekiah runs away the first time, why does the slave master say, AHow dare you run away after I=ve been so good to you@? The fact that people in control often perceive their behavior differently from the person being oppressed by them, opens great discussions. The basic foundation of this belief structure holds true in physical and mental abuse cases today. Teachers may wish to explore this from more than the story=s stated situation.

Historically, enslaved Africans were used as Afoot warmers,@ in the U.S., however this is reframed so that Hezekiah chooses to become a Afoot warmer,@ because he knows he has something to gain in the process -- knowledge. Explore this in present day situations with children, ie. taking a job that you don=t love in order to save money to do something that you do love. It is also a good place in the story to discuss the actual reasons we were used as foot warmers. Slave owners not only wanted to keep their feet warm, but believed that their aches, ills, and pains would go into the body of the Afoot warmer@ since they=d observed healing arts practiced among the Africans.

For older children when the enslaved people are Aherded together,@ is a great place to discuss the plight of Aworth@ as African Americans and the resulting lingering misconceptions long after we were freed in this country. It also accounts for much of the racial discrimination still prevalent today.

Also for older children the fear of Master Thompson that his daughter would Atake a liking,@ to a slave addresses the ongoing discomfort related to interracial relationships.

For younger children, Daniel Minter put an element of surprise on the page where Master Thompson is making a promise that he does not intend to keep; children love to point this out.

The celebration of freedom of any people who have been in bondage, indentured servants, abused children and adults could be discussed at the conclusion of the story. It is also an ideal point to discuss the continued enslavement of people throughout the world and the need for others to speak out against this injustice.

For older children you have the option to discuss the belief in ancestor worship that Africans held, a theme briefly touched upon at the ending of the story.

8by: Evelyn Coleman

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