American Born Chinese - Pop Culture Classroom · 10. On page 84, The Monkey King is trapped by...
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American Born Chinese American Born Chinese American Born Chinese Teacher’s Guide Teacher’s Guide Teacher’s Guide
Transcript of American Born Chinese - Pop Culture Classroom · 10. On page 84, The Monkey King is trapped by...
American BornChinese
American BornChinese
American BornChinese
Teacher’s GuideTeacher’s GuideTeacher’s Guide
TEACHER’S GUIDE 2
LETTER OF INTRODUCTION ................................................................................. 3
PLOT SUMMARY ...................................................................................................... 4
COMICS TERMS/GLOSSARY ................................................................................... 5
DETAILED TABLE OF CONTENTS ......................................................................... 6
VOCABULARY ........................................................................................................... 7
DISCUSSION QUESTIONS ......................................................................................10
PROJECT IDEAS .......................................................................................................11
RELATED RESOURCES ........................................................................................... 17
TABLE OF CONTENTS
3 TEACHER’S GUIDE
AMERICAN BORN CHINESEAND STEREOTYPES:
LETTER OF INTRODUCTION
OneofmygreatestchallengeswithintroducingthegraphicnovelAmerican Born ChinesebyGeneLuenYangtomyclasseshasalwaysbeenmyfearofhowtheymightreacttothecharacterofChin-Kee.Asascholarandeducator,Iknowthathispresenceinthebookismeanttoinvokespecificfeelingsinthereader–heisadeliberatelyandblatantlyoverthetopstereotypethatmanifestsyearsofracismandinsensitivitytowardsnotjustthoseofChinesedescent,butallAsianpeople.Asaresult,Iworryabouthowmystudentswillreceivethisshockingandimpactfulreminderofthethoughtlessnessofracism.
Yanghimself,inaninterviewpostedontheFirstSecondwebsite(thefullarticleislinkedinthe“OpportunitiesforFurtherLearning”sectiononpage9ofthisguide)saidthisofthecharacter:
“CousinChin-Keeisn’tmeanttobefunny.He’s meanttocomeoffthepageandslapyouinthe face.Ifyou’relaughingathim,Iwantyouto dosowithaknotinyourstomachandadry throat.”(Siegel)
Hecouldn’tbemorecorrect.Thischaracterdoesputaknotinmystomachbecauseyoucannevertellhowkidswillseethischaracter.AlthoughIhavebeenfortunateenoughtohavenotrunintoanyissuesteachingthisbooktodate,Iamalwayswaryofthepossibilityofproblemscroppingup.Racismisatoughsubjecttobroachandittakesaverygentlebutfirmtouchtoensurethatstudentsdon’twalkawayfeelingoffendedorinsulted.
Totheseends,Iencourageyoutosteplightly,butteachthisbook.Ifyoucanfrontloadtheexpectationsandunderstandthischaracterandwhyheexistsinthenovel,hopefullythekidsinyourclasswillseehimforwhatheis,ablatantlynegativereflectionoftheworstofmankind–theneedtoisolateoneanotherbecauseofdifferences.Yanghimself,intheabovementionedinterview,creditsAmericanpopculture,fromnewspapercartoonstomajormotionpictures,fortheinspirationforthecharacter.
Chin-Keeismeanttoshockyou.He’smeanttoupsetyou.HeismeanttoexposethehyperrealityofthoseofAsiandescentgrowingupinAmerica.Yanghimselfsays:
“Thefactofthematteris,sometimesyouhaveto exaggeratetogetyourpointacross.Sometimesa stereotypeneedstobedressedupinbright yellowskinandaqueueinorderforfolksto recognizeitsseverity.”(Siegel)
Thisnovelisateachablemoment,andsometimesthistypeoflearningcanbeprecarious.Followyourinstincts,utilizetheresourceshere(especiallyGene’sownwords),andyoushouldwalkawayrelativelyunscathed.
~MichaelGianfrancesco
TEACHER’S GUIDE 4
AMERICAN BORN CHINESEPLOT SUMMARY
JinWangstartsatanewschoolwherehe’stheonlyChinese-Americanstudent.WhenaboyfromTaiwanjoins
hisclass,Jindoesn’twanttobeassociatedwithanFOB(FreshOfftheBoat)likehim.Jinjustwantstobean
all-Americanboy,becausehe’sinlovewithanall-Americangirl.Dannyisanall-Americanboy:greatatbasketball,
popularwiththegirls.Danny’sobnoxiousChinesecousin,Chin-Kee,comesforanannualvisit.Unfortunately,itis
suchadisasterthatitruinsDanny’sreputationatschool,leavingDannywithnochoicebuttotransfersomewherehe
canstartalloveragain.TheMonkeyKinghaslivedforthousandsofyearsandmasteredtheartsofkungfuandthe
heavenlydisciplines.He’sreadytojointheranksoftheimmortalgodsinheaven.Butthere’snoplaceinheavenfora
monkey.Eachofthesecharacterscannothelphimselfalone,buthowcantheypossiblyhelpeachother?They’regoing
tohavetofindaway—iftheywantfixthedisasterstheirliveshavebecome.
Source:www.us.macmillan.com/americanbornchinese
5 TEACHER’S GUIDE
COMICSTERMS/GLOSSARY
Writer-Thewriterwritesthestoryandhastheoverallvisionofhowthestorywillgo.Theywritethedialogueandhowthestorywillprogress.
Penciler-Primaryartist.Thispersontakesthescriptanddrawsthecomic.Theydrawthecomicinpencilwhichthengetsinkedandcoloredlateron.
Colorist-Thispersongivesthecomiccolor,andaddtotheweightandvibrancyoftheimage.Thecoloristisoftenresponsibleforhelpingsettoneandmoodviacolor.
Comics Terms/Glossary
Panels-squaresorrectanglesthatcontainasinglescene
Gutters-spacebetweenpanelswherethereaderinfersmovementandactionbetweenpanels
Frame-linesorboxesaroundapanel(s)
Dialog Balloons-containcharacterdialogue;communicationbetween/amongcharacters
Thought Balloons-containacharacter’sthoughts
Captions-containinformationaboutasceneorcharacter
Graphic weight-atermthatdescribesthewaysomeimagesdrawtheeyemorethanothers,creatingadefinitefocususingcolorandshadinginvariousways
TEACHER’S GUIDE 6
DETAILEDTABLE OF CONTENTS
THE MONKEY KING (PART 1) ............................................................................... 7
JIN (PART 1) .......................................................................................................... 23
DANNY AND CHIN-KEE (PART 1) ........................................................................43
THE MONKEY KING (PART 2) ............................................................................. 55
JIN (PART 2) ........................................................................................................... 87
DANNY AND CHIN-KEE (PART 2) ..................................................................... 109
THE MONKEY KING (PART 3) .............................................................................133
JIN (PART 3) .......................................................................................................... 163
DANNY/JIN AND CHIN-KEE/THE MONKEY KING ...........................................201
7 TEACHER’S GUIDE
AMERICAN BORN CHINESEVOCABULARY
Page 8Diety – agodorgod-likebeing,oftenthesubjectofworship.
Page 10Discipline – afieldofstudyortraining,oftenwithstrictrulesThunderous – withgreatforceoraboomingsound
Page 11Steed – ahorse,usuallymajesticandswift
Page 12Eternity – aseeminglyendlessamountoftime,forever
Page 14Immortality – never-endinglife
Page 20Chamber – aprivateroomorbedroom
Page 21Parable – ashortstorywhichimpartssomekindoflessonormoral
Page 23Haggle – tobargainorargueoverthecostofaniteminhopesofmeetingamutuallyagreeduponprice
Page 24Tuition – moneypaidtoaschool,college,oruniversitytocoverthecostsofaneducation
Page 25Ironically – unexpectedlyorcoincidentally
Page 56Fervently – withagreatdealofpassionanddedication
Page 59Seclusion – hidingorbeinghiddenfromview
Page 60Transcend – toriseaboveandbeyondthelimitsoftheuniverse
Page 61Infamous - havinganegativereputation
Page 63Sage – someonewhohasbecomewisethroughtrainingand/orexperience
TEACHER’S GUIDE 8
AMERICAN BORN CHINESEVOCABULARY
Page 65Cudgel – ashortstickthatcanbeusedasaweapon
Page 71Muster – collectorassemble
Page 88Tangible – noticeablebyphysicalsenses,particularlytouch
Page 105Stilted – stiffandawkward,unnatural
Page 111Behoove – toberightorappropriate
Page 123Jeopardize – toputatrisk,endanger
Page 133Antiquity – theancientpast
Page 134Fast – togoalongperiodwithouteating,usuallyforreligiousorsocio-politicalpurposes
Page 139Peril – danger
Page 144Impudence – rudeness,lackofrespect
Page 163Ethic – asetofprinciplesthatguideone’schoices
Page 172Dissipate – dissolve,disappear
Page 214Emissary – amessengersentonbehalfofsomeoneofpowerorrespect
Page 218Pinnacle –peakortozpmost,highest,greatest
9 TEACHER’S GUIDE
PRE -READINGACTIVITY
TheMonkeyKing’sstorywasfirsttoldinthe16thCenturyChinesenovelJourney to the WestbyWuCheng’en.Ofcourse,readingtheentiretextofthisnovelwouldbeunrealisticassomeeditionsnumberover2000pages,buthereissomebasicinformationaboutthenov-elthatwouldbeimportanttocoverwithyourstudents:
•Itisconsideredoneofthefourgreat classicalnovelsofChinesehistory(alongwith Water Margin, Romance of the Three Kingdoms, andDream of the Red Chamber)
•ItIsbasedonhistoricaleventsbutalsohasa lotofmythologyandmagicconnectedtoit
•ThenameoftheMonkeyKing(SunWukong)is looselytranslatedto“awaketoemptiness”
•Thenovelhasbeenadaptedinplay,film,and evenmoderndanceform(ifyouhaven’tseen theChinesetroupeShenYun,Ihighly recommendit!)
•Somescholarsbelievethatthenovelwas writtentocriticizethepoliticalandcultural traditionsofChina
HaveyourstudentswatchthefollowingYouTubevideo:HowTheMonkeyKingCameToBe-Journey To The Westhttps://www.youtube.com/watch?v=yN3_6efimoQ
Whenitiscomplete,theywillhaveagoodbaseknowledgeofsomeofthemythsbehindthenovel.Next,havethembreakintogroupsandeachchooseoneofthefollowingmythologicalChineseentities:
•Ao-Kuang(sometimesspelledAo-Guang)
•Ao-Jun
•LaoTzu
•Yama
•TheJadeEmperor
•Tze-Yo-Tzuh
Intheirgroups,havestudentsfindasmuchinformationastheycanabouteachofthesegods,includingimagesfrompaintingsandsculpturesofeachaswellasmodernrepresentationsinpopularculture.Haveeachgroupmakeashortpresentationontheirfindings.
TEACHER’S GUIDE 10
DISCUSSIONQUESTIONS
1.WhatareyourinitialimpressionsoftheMonkeyKing?Afterreadingtheintroductiontohisstory(pg.7-20),whatareyourpredictionsforthechoiceshewillmake?
2.WhatisthepurposeoftheparablethatJin’smothertellshimatthestartofhisstory(pg.23-24)andhowdoesthislessoncometoplaylaterinthenovel?
3.WhatkindsofchallengesdoesJinfaceasthechildofChineseimmigrants?Whatkindsofchallengesdoyoufaceeachdaywhenyoupreparetoattendschool?(pg.23-40)
4.Onpage48,weareintroducedtoaverycontroversialcharacter.Considertheartworkonthispage.ConsideralsohowtheauthorexpressesthewayChin-Keespeaks.HowdoyoureconcilethearguablyoffensivecharacterofChin-Keeinyourreadingofthenovel?Whyisheinthebookatall?
5.Howeffectiveisthe“sitcom”formatofthestoryofDannyandChin-Keeinconveyingtheauthor’sfeelingstowardraciststereotypes?Totheseends,isthe“laughtrack”successfulinitsmission?
6.Onpages57-58,theMonkeyKingmasterseightnewdisciplinesofkungfu.Whatishismotivationfordoingso?Doyoufeelitisanadmirablereason?
7.Onpage60,theMonkeyKingrevealshisnewform.Howisitdifferentfromthewayhelookedbefore?Whydoyouthinkhechangedhisappearance?
8.HowdoestheconceptofchangingappearancesfactorintoJin’sstory?Howandwhydoeshechangethewayhelooks?AretheresimilaritiestowhattheMonkeyKingdoes?
9.Onpages72-79,theMonkeyKingattemptstorunfromhiscreatorandinteractswithfivegoldenpillars.Whatdothesepillarsrepresent,literallyandfiguratively?WhatisthemeaninginwhattheMonkeyKingdoestothepillarsbeforeherealizeswhattheyreallyare?
10.Onpage84,TheMonkeyKingistrappedbyTze-yo-Tzuhunderamountainofrock,renderinghimunabletousehiskung-fuabilities.Whatdoyouthinkhewillhavetodotoescape?
11.WheneverJinseesAmanda,heexperiencessomesortofjolt(pg.169,178,etc…)Whatdoesthisrepresent?Thinkofatimewhenyouhavefeltasimilarfeelinginthepresenceofsomeoneyouhadfeelingstoward.
12.Onpage90,therearesomevisitorstotheclass.Considertheartworkoftheanimalsandthewomanwhobroughtthemandwhattheteachersays.Whatarewelearningonthispage?
13.Onpages112-113,Chin-Keedemonstratesaptitudeatacademics.WhydoesDannyshowincreasingfrustrationandembarrassmentbythis?
14.WhenDannystartstogetdefensive(pg.123-130),whatsetshimoff?Whyishereallyangry?
15.Onpage137,whenWongLai-Tsaoisaskedwhyhecaresfortheungratefulvagrantseveryday,hesays,“Iamnomoreworthyoflovethanyou,yetTze-Yo-Tsuhlovesmedeeplyandfaithfully,providingformydailyneeds.HowcanInotrespondinkind?”Whyisthisanswerenoughtoimpressthehighdeity’semissaries?
16.TheMonkeyKing’spathtoescapinghiscaptivityliesinreturningtohistrueself.ThesameistrueofDanny/JinandtheMonkeyKing’sson.Haveyoueverbeentestedinsuchamanner?Wasthereatimewhenyouneededtobetruetoyourselfinordertomoveforward?
17.Onpage188,JintriestokissSuzy.WhydoeshedothisandwhydoesWei-Chenconsiderthissuchafiercebetrayal?
18.Inthefinalpagesofthenovel(pg.201-233),allthestoriesintersectandthetruthisrevealed.Howdidtheendingsurpriseyou?Lookingbackovertheearlierpartsofthenovel,arethereanyforeshadowingcluesthatyoumissed?
19.WelearnthattheMonkeyKingfinishedWongLai-Tsao’sjourneytothewestandthatitwasatestofhisvirtue.Howhaveyoubeenfacedwithatestofyourvirtue?Didyourisetothechallenge?
20.WhenJinreuniteswithWei-Chenonpage229,muchhaschangedforbothofthem.Whatdoyouthinkliesintheirfuture?
11 TEACHER’S GUIDE
PROJECT #1:CHARACTER ANALYSIS
CAROUSEL
Thisactivitycanbecompletedrightaftertheclasshasfinishedthebook.Thisisacarouselactivitythatisdoneinsmallgroups(4-5studentsper).
Obtainlargechartpaperandhangfiveofthemaroundtheroomatregularintervalsonthewall.Oneachofthepapers,writethenameofacharacterfromthebook.Dependingonyourdesiredoutcomeyoucanchoosefromthefollowing:
➢ •TheMonkeyKing
➢ •Jin
➢ •WeiChen
➢ •SuzyNakamura
➢ •Danny
➢ •CousinChin-Kee
➢ •Amelia
➢ •Greg
➢ •Lai-Tsao
Spreadstudentsaroundtheroom,creatinggroupsateachcharacter“station.”Giveeachgroupaspecificcoloredmarkerandhavethemwritedowncomments,questions,andobservationsaboutthenotedcharacteronthepaper.Afterashortperiodoftimehaspassed(determinedbytotalclasstime)instructthemtomovetothenextstationclockwise.Theythencontinuetheactivity,thistimeaddingnewcommentsormakingobservationsonthosethathavealreadybeenwritten.Repeatthisprocessuntileachgroupisbackwheretheystarted(optionally,youcanhavethemaddonemoretimetothefirstcharacterstationafterreviewingallthecommentstheirpeershavemade).
Whenthatiscomplete,eachgroupthentakesthecharacterthattheystartedwithanddevelopsashortpresentationbasedonthefeedbackwrittenonthepaper.Theycandothisformallyasadigitalpresentation,orinformallybyleadingaclassdiscussionaboutthecharacter.
NOTE:Alternately,youcoulduseadigitalsystemlikePadlet(https://padlet.com/)throughwhichstudentscanmakecommentsusingtheirmobiledevices.
TEACHER’S GUIDE 12
PROJECT #2:QUOTES, IMAGES,
AND MEANING
Inthisproject,studentswillconnecttothenarrativeandcharactersofAmerican Born Chinesethroughthe
imagesandtextofthebook.
1.First,givethemthehandoutincludedbelowandinstructthemtochoosethreequotesandthreeimages
thattheyfeelareparticularlymeaningfultothenarrative,character(s),and/orthemselves.Theywillthen
notethepagenumber(s)ofthequotesandimagesandexplainwhytheyselectedthem.
2.Thenextstepistobreakstudentsintosmallgroups.Inthesegroups,theywillshareouttheirresponses
andlistentothoseoftheirpeers.Oncethediscussionhasended,eachstudentwillselectonequoteandone
imagethattheyfeelrepresentthestrongestofthosetheyhavechosen.
3.Now,giveeachstudentasheetofpaperorsmallposterboard.Ononeside,theyaretovisuallyrepresent
thequotebydrawingtheirowncreativeinterpretationofthetextthatexploresthesignificancetothework
asawhole.
4.Ontheotherside,studentswillreproducetheimagethattheychoseeitherbydrawingitthemselves,or
imprintingacopyoftheimageonthepaper.Theywillthenwriteadetaileddescriptionoftheimage,taking
intoaccountallvisualcuesfromthepictures.
Eachstudentwillthenpresentbothsidesoftheirworktotheclass.Gradewiththeattachedrubricorsome
variationofit.
13 TEACHER’S GUIDE
QUOTES, IMAGES, AND MEANINGWORKSHEET
QUOTES/IMAGES CONNECTIONPAGE #
TEACHER’S GUIDE 14
15 TEACHER’S GUIDE
GENERAL PROJECT IDEAS FORVARIOUS CONTENT AREAS
Characterization of Jin/Danny:ThecharactersofJinandDannyareoneinthesame.Lookatthestoriesofthesetwoincarnationsandcreateatimelineofhislife.Markimportantmilestonesinthecharacter’sdevelopment.IncludespecificmomentswhenJin/Dannyinteractswiththeothercharactersinthebook.Makenoteofhowhedevelopsfromthebeginningofthenoveltotheend.
Stereotype/Archetype Project:ThecharacterofChin-Keeisanobvious(andoffensive)stereotypeofthoseofChinesedescent.HispresenceinthenovelismeanttobothexposethenatureandrepugnanceofpassiveracismaswellascreateatestforthecharacterofJin/Danny.Considermodernpopularcultureandidentifyanothercharacterthatservesasimilarpurposeinanotherwork.Thiscanbeafilm,book,graphicnovel,musicvideo,etc.Writeananalysisofthischaracterinwhichyouidentifythetext,author,character,andplot.Exploretheappearance,mannerisms,andactionsofthecharacterandwhytheyareconsideredoffensive.Considerwhythischaracterexistsandwhatpurposehe/sheservesinthework.
Masks Project:Inthebook,manyofthecharactersaltertheirappearanceinordertoattempttofitinwiththosearoundthem.TheMonkeyKingbecomestallerandstandsupright,Jinturnsintotheblonde-hairedDanny,andWei-Chandisguiseshimselfasahuman.Inourworld,wedon’tusemagictochangehowwelook,butwedoadjustourappearanceforonereasonoranother.Identifythewaysthatyouchangeyour“look”inordertofitinsocially.Usingthickpaperandothermaterials,createamaskwhichrepresentsthosechanges(andanyotheradjustmentsyouwouldliketomake).
Alteration 1:Youcanhangtheseuparoundthe roomandaskstudentstotrytomatcheachmask withthepersonwhocreatedit.
Alteration 2:Havestudentswearthemasksand interact.Theycanaskspecificquestionslike “Whatisthemostsignificantchangeyouwantto make,”“Whydidyouwanttochange_________ __________,”or“Whatsurprisesyoumostabout whatIhavechanges?”
Alteration 3:Awritingpiececanaccompanythis projectinwhichthestudentcraftsashort reflectionontheexperienceofcreatingthemask andrevisitschangeswhichtheyhavedeemed necessaryforasuccessfulsocialexistence.
Art Vocabulary:Select(teachercandetermineamount)termsfromtheComicsTerms/Glossaryandfind2-3instancesofthesetermsinactioninthebook.Explainwhereitisfound,whatitis,andhowyourexampleworksinthebook.Thiscanbewritten,oral,oragroup/individualpresentation.Imagesshouldbesharedinsomewaywiththeclassfordiscussion.
Mini-Comic Project:Studentsshouldresearchtheirownfamily’smythologyandcreateamini-comicinwhichtheyinteractwithanentitythatisthepersonificationofanelementofthismythology.Thisentitycanbeconnectedtotheirnationalheritage,religioushistory,orfamily’sindividualcustoms.Theymayneedtospendsometimespeakingtotheeldersoftheirfamilyorresearchingtheirlineageandthecountriesthattheirancestorswereborn.
Thethree-pagecomicdoesnotneedtotellanentirestory;itcanbeasliceofabiggerstory.Thereisnoindustrystandardforscriptingcomicsforartists,butthereareplentyofexamplesavailableon-line.Usethetextitselfasamodelforwhattheircomicmightlooklike.Studentswithfamiliaritywiththegraphicnovelformmightseekinspirationfromothersources.
Movie Casting Project:IfAmerican Born Chineseweregoingtobealiveactionfilm,whowouldplayeachoftheroles?Haveyourstudentscastthe“film,”writeashorttreatmentofhowitmightbeproduced,andcreateamovieposterfortheirversionofthefilm.Theycanchoosetodirectlyadaptthefilmorcreatesomethingthatisbasedonthestorybutisn’ttetheredtoostrictlytotheoriginalplot.Theycan,forexample,choosetofocusprimarilyonthestoryoftheMonkeyKingortaketheperspectiveofasecondarycharacterlikeSuziorSteve.Encouragecreativityandthinkingoutsidethebox.
TEACHER’S GUIDE 16
PAIRINGSUGGESTIONS
The Joy Luck Club (novel) by Amy Tan–Excerptscouldbeusedfromthisbook(oreventhefilmadaptation)tohelpexploretheculturalclashthatAsianimmigrantshavewhenassimilatingintoAmericanschoolsandculture.DiscusshowJin/Dannyandhisfriends’struggletofindcomfortinaworldinwhichtheyareconstantlyremindedthattheyaretheotherissimilartothewomenofthenovelandtheirdisconnectwiththeculturesoftheirmothersandthechallengesofbeingChinese-American.
The House on Mango Street (novel) by Sandra Cisneros–TheculturaldivideisalsoondisplayherewithinthistextbutfromaLatinoperspective.StudentscanbedirectedtoexplorethesimilaritiesbetweenEsperanza’sandJin’sexperiences.Inaddition,therecanbeadiscussionofhowdifferentlyeachprotagonistdealswithhis/herstrugglesandultimatelyresolvestheseconflicts.
My Big Fat Greek Wedding (film)–Thisfunnyfilmexploresthemaincharacter’sdesiretofindloveoutsideoftheGreekOrthodoxfamilytowhichsheisinevitablyconnected.LikeJin,Tularealizesthatshecannotchangewhosheisinside,regardlessofthephysicaltransformationshemakes.Bothtextssharetheultimatethemethatourheritageandourfamilycannotbeadjustedorforgottenbecauseitisinnatelyandundeniablyapartofwhoweareandalwayswillbe.
Persepolis 2: The Story of a Return (graphic novel) by Marjane Satrapi-Inthesecondvolumeofthenowcanonicalgraphicnoveltext,MarjaneexploresherexperiencesassheleavesIranasateenagertostudyinEurope.HertimethereallowshertodetachfromherstrictreligiousandculturalnormsandsheattemptstoblendintotheViennasceneinthemid1980’s.Again,theideaoftryingtodethatchfromone’sculturalandfamilialrootsisondisplayhere.MarjanechoosestoreturntoIranafterhavingatasteofindependenceandherrealizationscanbefodderforgreatdiscussionaboutJin/Danny.
17 TEACHER’S GUIDE
RELATEDRESOURCES
Gene Luen Yang – TedX Talk, December 2, 2016-www.youtube.com/watch?v=Oz4JqAJbxj0
InthisTedTalk,Yangspeaksaboutusingcomicsintheclassroom.
Gene Luen Yang – America.gov video-www.youtube.com/watch?v=FYCZqt5WSOM
YangreflectsonculturalidentityandAmericanBornChinese.
Comic Book Legal Defense Fund’s American Born Chinese teaching resource guide by Meryl Jaffee-
http://cbldf.org/2013/07/using-graphic-novels-in-education-american-born-chinese/
EducactorMerylJaffeeoffersathoroughanalysisofthebookwithsomesuggestedactivitiesforteachers.
PBS Interview with Gene Luen Yang-www.pbs.org/newshour/art/this-chinese-american-cartoonist-forces-us-to-
face-racist-stereotypes/
Thisinterviewmarksthe10thanniversaryofthebookaswellascelebratingYang’sMacArthurawardwin.
Gene Yang’s as National Ambassador for Young People’s Literature-www.read.gov/cfb/ambassador/
ThehomepageforYang’sprestigiousambassadorship.
Gene Yang on Stereotypes-www.firstsecondbooks.com/uncategorized/gene_yang_on_st/
InthisinterviewforpublisherFirstSecond,YangexploresthecharacterofChin-Keeandracialstereotypes
ingeneral.
TEACHER’S GUIDE 18
WebsiteLandingInformation
Reading/maturity level:Thistextisappropriateforgrades7-12(ages13+).ItholdsalexilelevelofGN530L
Themes and Topics Touched Upon:
•Mythology
•Culture
•Family
•Identity
•Relationships
•Racism
•Bullying
•Stereotypes
•Persistence
•Patience
•Wisdom
•Tolerance
•Understanding
