Teacher’s Guide for Hope in Patience
This Teacher’s Guide is arranged in four sections: Before Reading, Preparation for Reading, As Students Read, and After Students Read. The last three sections have activities that are essential for understanding as well as activities that enrich the motivated or advanced student.
· Sexual abuse is devastating to the victim and has long-term effects.
· Intolerance of others’ differences causes people to be isolated.
· It is difficult but not impossible to overcome early trauma in our lives. Suicide and suicide ideation are ways that people in pain sometimes use to try to cope, but there are positive alternatives.
· It is common for victims of sexual abuse to practice self-harm, but there are positive choices for coping.
· Gay and lesbian issues often have generational reactions.
About the Book:
Fifteen-year-old Ashley Asher has spent half of her life living in fear. Her stepfather has been sexually abusing her for years, but her mother doesn't believe her. After his latest assault lands her in the emergency room, Child Protective Services finally removes Ashley from her home and sends her to live with the father she barely remembers and his new family. Her new life in Patience, Texas, is much better. She's in therapy to deal with Post Traumatic Stress Disorder and is trying to make her way in a new high school. She's getting used to living with her father, stepmother, and stepbrother, and she's made new friends in the summer course taught by her stepmother, Bev. She even joins the track team at the urging of her new friend, Z. Z. But Ashley is so traumatized by her past that she sometimes scratches herself until she bleeds and sleeps in her armoire, even though she knows she's safe now. Worse, when her stepfather is finally put on trial for hurting her, she learns that truth and justice don't always go together. Will Ashley adjust to a better life? Will she trust enough to date Josh, the cute guy on her track team who likes her? YA readers will be caught up in the heart-pounding story of a damaged girl trying to heal herself and get on with the rest of her life.
About the Author:
I was born in Dallas, Texas in 1966. I have one brother. I grew up in DeSoto, a suburb of Dallas, and graduated from DeSoto High School in 1984. One year later, I married my high school sweetheart. We have three daughters.
When our youngest child began kindergarten, I went to college and earned a Bachelor of Arts in English, minor Secondary Education, from the University of Texas at Arlington. I subsequently earned a Master’s Degree in Elementary Education from Texas A & M-Commerce. I’m a teacher in a medium-sized district in East Texas. I specialize in working with At-Risk youth.
By the time I was thirty-eight, the damage inflicted on me by years of abuse became too much to bear, and I entered counseling. It was the scariest decision I ever made. Going through therapy and learning to accept the truth about my life was a complete game-changer for me, my husband, and our daughters. Learning to live in the light of the truth cost me dearly, but it also set me free. I am passionate about spreading the message that recovery from abuse is possible. If you or someone you know is being abused, please tell someone. If the first person does not listen, keep telling until someone does. There are people who will help you find a way out of the darkness.
I invite readers to visit my website, http://www.bethfehlbaumya.com. I am available to do school, library, and
book club visits via Skype, web chat, or in-person. I’d love to hear from you!
In the Author’s Words: Why I Wrote Hope in Patience
Hope in Patience is inspired in part by my own recovery from childhood sexual abuse. Like Ashley Asher, I was a “book smart” teen, and I sought the words for what had been happening to me since the age of eight: molestation, incest, rape. I found those terms in materials outside the school counselor’s office, but nothing I found in the fiction section of our school library came close to what I was living through. I think if I had been able to read someone else’s story and know that they made it through the tough times, I might have felt less like a freak and not so alone. I grew up coated in shame and hyperaware of how different I was from other kids.
By creating Ashley Nicole Asher, I found a way to process my grief, disbelief, and rage. I came to know in my heart that what had happened to me was not my fault. People should have loved and protected me, but they didn’t. I learned that it was not reflection of my worth as a person. Judging by the letters I get from readers, that’s a message that a lot of teens need to hear.
Hope in Patience is unflinchingly honest about what it’s like to have Post-traumatic Stress Disorder; to experience overwhelming compulsion to turn one’s skin into a scratching post; to feel an ache so powerful that it seems the pain will swallow one whole. That’s what real life is like for a lot of people. It’s also full of strength, bravery, and overcoming that which we thought we never could.
As a teacher, I’m aware that my students come from a myriad of experiences. Thankfully, society is becoming more accepting of diversity, but we’re not quite there yet. Hope in Patience reflects the growing pains that a lot of people go through as they struggle to find their place in the world. Patience, Texas is a tiny East Texas town, but it’s your town, too. I hope you feel as at home there as I do.Preparation for Reading Hope in Patience
I. Read the poem that serves as a prologue to the story. Guide students to make predictions about what might happen in the story, as well as to infer what has gone on in the past.
II. Activate students’ prior knowledge. Start with a KWL chart. The more a student knows about an era or a topic, the better his comprehension will be for the reading material. The K builds on what students in a class collectively know about a topic or issue, the W is what they want to know, and the L is filled in as they learn about topics. It works for literature, social studies and science.
Here’s how to use it:
1. Set up a KWL chart by making columns for each of the following three categories: Know, Want, and Learn. Then refer to the list of questions that follow these numbered instructions.
2. Ask students to respond to the questions and then fill in their answers under the first two columns, skipping the third column for now.
3. Next, put students in groups and let them choose the topics their group will briefly research on the Internet and then add the information for each topic to the third and last column of the chart. The research should be in simple note form, similar to the facts in the K and W columns.
4. Use a school computer lab or a homework assignment to get that information, depending on your students’ resources. Explain that all of these topics are significant in the novel.
5. When students have completed the last column, have them discuss the results of their research. Discussion may include the entire class or center in small groups, which will then report their results to the class after ten to fifteen minutes of small group discussion.
6. As the reading progresses, students may amend their responses for the last column. (The chart becomes a helpful reference when displayed throughout the teaching unit.)
Note: the underlined terms in the questions that follow are the key terms in a KWL chart.
Topics in the novel:
· What is sexual abuse? What are the long-lasting effects of it? How can victims of sexual abuse be helped to heal?
· Society has pockets of intolerance for others’ religious beliefs or sexual orientation. How can people move beyond boxing in others because of a belief system?
· Teens contemplating suicide often practice suicide ideation. What are the causes of teen suicide?
· It is common for victims of sexual abuse to practice self-harm. What is the thinking process that leads to self-mutilation?
· What is the legal status of gays and lesbians? Has there been a change in the last decade?
III. Set up a Story File
(©Kay Price-Hawkins, http://pricelessliteracy.homestead.com/Documents.html)
This will serve as the student’s “headquarters” for processing the novel. For each student, you’ll need a legal-size manila folder, 10 library book -style pockets (such as the ones that hold the check-out card; available at most teacher supply stores); index cards or paper cut to fit the pockets (a cheap option is to recycle leftover copies—use the back of the paper), a glue stick, and whatever markers or colored pencils the student wishes to use to represent the theme of the book on the outside of the folder. The student will glue the pockets inside the folder. As the book is read, students write notes as appropriate and file them in the pockets inside the folder.
Suggestions for labeling:
1. Responses (Text to Self, Text to Text, Text to World)
2. Vocabulary (specific to text, multiple meaning words, prefixes, suffixes)
3. Characters (change in the story, traits, relationships, struggles)
4. Setting—Time and Place (relevance and impact on the story)
5. Problems and Solutions (reflect the conflicts or obstacles the characters face and how those conflicts were resolved)
6. Summary (Beginning/Middle/End) OR (Somebody Wanted/ But /So/ Then) OR (who did what and why @ where and when.how/problem solution/beginning, middle, end)
7. Author’s purpose
8. Examples of author’s style
9. Literary elements
10. Figurative language such as similes, metaphors, idioms, etc.
IV. A very effective way of ensuring active student participation—and to help students recognize that a new speaker starts with a new paragraph--is to read the novel as if it is a play. To do this, in advance of reading in class, scan each chapter for the characters with speaking parts, and create a grid like the one that follows. It is very effective--and fair: you don’t end up with the same outgoing students reading a part each time. Simply assign the parts by students’ last names. Go down your class roll and assign the first girl (i.e., Alissa Adams) to read the first female speaking part; the first male (i.e. Daniel Adamson) the first male speaking part, and so on. Just pick up on the roll sheet where you left off when you go to the next chapter. Shy students may not want to read at first, but after they realize how easy and fun it is, they will want to participate, too. The teacher reads the part of narrator—all the words that are not dialogue, including “he said”/”she said”. Since Ashley Asher is the narrator, the teacher would be reading her thoughts and feelings as well as her dialogue. What follows is an example grid for Chapter 1. The speaking parts are in order of appearance:
Beverly (Bev) Asher
Other students asking questions (pg. 24)
V. Text interaction: students should each have a small pack of sticky notes to write text interaction questions as they read. Text interaction is the student making connections between the text and him/herself (Text to Self) ; between the text and other stories he/she has read (Text to Text); between the text and the world at large (Text to World). Students will place the sticky note on the page where the interaction occurs. Teachers can garner grades from this by having students attach their text interaction stickies to a piece of notebook paper (with extra glue applied with a glue stick) and turn it in following class discussions. In this way, you are able to guide students to ask higher-level questions of the text and to “show their thinking” on paper.
As Students Read Hope in Patience
For true comprehension of text to occur, it is best if students determine the meaning of unknown words by using context clues in the text. Rote copying of dictionary definitions from teacher-assigned word lists is unlikely to aid in authentic understanding of word meanings. The list of vocabulary words is intended as a starting point to guide the teacher in questioning students about word meaning as they read. Effective strategies include “reading around the mystery word” in surrounding sentences and recognizing “cue words” such as but, in other words, and most important. Students should be taught to monitor their own comprehension: to know what they don’t know and try to figure it out: these are among the most effective ways of guiding students to true comprehension and a growing vocabulary. Students should be advised to use “sticky notes” on the page to mark the their “Huh?” words to indicate their confusion, and be ready to decode the words during teacher-guided discussions. Once decoded, these “Huh?” words may be written on an index card and filed in the Story File. This model of teaching assumes that classroom discussion will follow all reading assignments.
deferred adjudication (78)
Hope in Patience is rich in similes, metaphors, and figurative language. Similes are comparisons of two unlike things, using “like” or “as”. Metaphors are comparisons of two unlike things that do not use “like” or “as”. Students can choose an example of figurative language and illustrate what it would look like if the expression used in the story was meant literally rather than figuratively. The illustrations should make clear the connection between the object/idea/person being compared.
All of the individual characters are significant in this novel. Have students create My Space, Facebook, or Twitter pages for at least five of the main characters, which must include Ashley, Z.Z., and K.C. Have students illustrate facts about the characters as well as portray personality traits by words or illustration. Students could “Tweet” in the voice of the character when significant plot points occur. For students without home access to the Internet, baseball cards/trading cards are another possibility. Given a hardcopy template of any of these options, all students should be able to participate. Creativity and accuracy are important.
Students can find formats for the first three choices on the Internet, and most students are familiar with baseball and other trading cards.
· Ashley Asher---narrator and sophomore in high school
· David Asher---Ashley’s biological father
· Beverly Asher---Ashley’s stepmother and English teacher
· Ben Asher—Ashley’s stepbrother
· Charlie Baker—Ashley’s stepfather
· Cheryl Baker—Ashley’s biological mother
· Mr. Walden--- the principal of Patience High School
· Marvella Brown---Mr. Walden’s secretary
· Joshua Brandt---the boy Ashley likes, who is on her cross-country team
· Scott “Dr. Matt” Matthews, Ph.D.---Ashley’s therapist
· Leslie Trevino, Ph.D.---Dr. Matt’s wife and partner in their psychology practice
· Zaquoiah “Z.Z.” Freeman---Ashley’s best friend
· Ms. Mary Ann Manos---Ashley’s Human Ecology teacher
· Marcus Merriweather---classmate of Ashley’s who is judgemental of people who do not share his religious beliefs
· Krystle “K.C.” Williamson---friend of Ashley’s, newly arrived to Patience from Houston
· Coach Griffin---Ashley’s American history teacher
· Pam Littlejohn---classmate of Ashley’s who spreads a vicious rumor about her
Create My Space, Facebook, or Twitter pages (or baseball/trading cards) for at least three more characters. Use at least two different formats for this enrichment activity.
The poem that precedes Chapter 1 plus the fourteen chapters are divided into fourteen reading assignments of about 25 pages. Depending on the reading level of the class, each section can be a one to three day assignment. Essential assignments include understanding character and plot development as well as the underlying psychological context. The latter should be clear from the KWL chart in Preparing Students to Read, but should also be reinforced during the reading of the novel. Each reading assignment has several informal discussion ideas to be used during the reading process and as the basis for individual or group projects. The Story File should be updated following each class discussion; self-motivated students may also update it on their own. (See After Students Read)
After completing a section, students can write a brief in-class response to a discussion question to focus their reaction to the story. It is fair to allow students to use their Story File for this written response, and to limit the time for writing the response as appropriate depending on your class’s ability level.
For those teachers who wish to evaluate their students after a specific reading assignment, it is simple to construct a 1 to 5 question short-answer mini-quiz based on the following discussion guides. More complex evaluation guides are found in the After Students Read activities.
· Ashley aches for a new start and wishes her scaredy-cat nature would disappear. What suggestions would you make for that to happen for her?
· David has an angry response to Ashley’s remorse about telling her mother what Charlie was doing to her. What would have been a more effective way to respond to her?
· What decisions have you made that have angered your parents?
· “Culture defines what a marriage is or is not, and it’s no longer limited to a man and a woman.” What would people in your community think of a statement such as this?
· Why is it so difficult for Ashley to follow through on Ms. Manos’ assignments?
· Ashley was told that she was not good at math, and she believed it. When in your life has someone told you that you were not good at something? Did you believe it? Why or why not?
· Ashley is too shy and eaten up with shame to ask for help. What would you say to a friend in that situation?
· How are PTSD flashbacks different from literary flashbacks?
· What does the “squirrel” in Ashley’s mind represent?
· Why don’t Ashley’s grandparents believe her?
· Why did Charlie break Ashley’s arm?
· Relate Ashley’s reference to breaking apart on the inside (like a mirror that’s been hit with a hammer) to the imagery in the poem at the start of the book.
· What does Charlie’s backing away from David on page 81 say about his character?
· Why is the scene between the adults on pages 81-82 told through the perspective of Ashley’s view of their feet?
· How is the dust devil hitting the pine tree similar to what happened to Ashley in the courtroom?
· What is justice in cases such as Ashley’s?
· What landmark events did some of Coach Griffin’s students miss out on by not studying the 1960s? What does his lack of respect for these events say about his character?
· How does your perception of K.C.’s personality change from the start of Chapter 5 to the end? What events cause your perception to change?
· Have you ever known a person like Roxanne, who avoids other people because they have been cruel to her? What do you do to make a difference in that person’s life?
· Contrast Coach Griffin’s approach to the study of World War II with Bev Asher’s approach to the same events through study of Farewell to Manzanar.
· Why did Ashley mention weapons of mass destruction that were never found in Iraq?
· Do you know anyone like Marcus Merriweather? How do you handle intolerant people?
· Why does Ashley get so angry at herself when she cries?
· What is the biggest difference between Bev Asher and Ian’s stepmother, Margie?
· Why are imperfections an important part of the lesson Dr. Matt teaches Ashley with the teddy bear?
· Do you think Ashley deserves Z.Z.’s understanding? (pg. 151)
· What is having a mom supposed to be like?
· How is the title of Green Day’s song, “Last Night on Earth”, foreshadowing of the way it feels for Ashley to be at the Tour of Terror?
· Have you ever reached out to a friend in a way that is kinder than you would be to yourself in the same situation?
· Explain what it means to “get lost in your head or out in the world”.
· Why does Ashley tell Joshua about Charlie? Does she regret doing so? Why?
· Why does Ashley dig her fingernails into her injured palm?
· Is K.C.’s questioning of Coach Griffin an act of insubordination?
· How are Coach Griffin’s actions an example of revenge? Whom is he really angry at?
· What was the United States’ motive for imprisoning people of Japanese ancestry?
· What makes up a person’s identity?
· What is the danger of boxing people in because of their religious beliefs?
· How would you describe your best friend to someone else?
· Do you agree that Bev took T.W. away from Coach Griffin? Why or why not?
· What does Ashley mean when she calls herself a “feelings sponge”?
· Do you think K.C.’s mom really doesn’t understand why K.C. stormed out of the waiting room?
· Was it inappropriate for Mrs. Williamson to ask Ashley if she thinks K.C. is a lesbian? Why or why not?
· Was Dr. Matt out of line for telling Mrs. Williamson that her comments about K.C. were inappropriate? Why or why not?
· How much of Ashley getting lost in the woods was her own fault?
· How is Ashley trying to change the past?
· What are the dangers of leaving a child in a hot car during the summer?
· Explain the quote on page 224 that begins, “The fact that America had…”
· What legal rights do gay people have? What rights do they not have?
· Assess Marcus’ criteria for judging a church’s worthiness.
· How can a person’s identity shape his or her experience in America?
· How could a person’s identity be affected by being imprisoned because of his or her race?
· How can a person get others to see him or her as an individual?
· Is Coach Griffin right about the United States doing what it had to do to protect its sovereignty?
· Should Ashley have felt guilty for the way she spoke to Pam in Bev’s classroom?
· Describe Ashley and Z.Z.’s friendship.
· Why does Ashley assume that the only reason Joshua asked Z.Z. about Ashley’s history was to know “some of the dirt”?
· What is the motive for denying other people full access to society? Is it ever okay to do it?
· Create a Venn Diagram of Ashley and K.C. Include at least five differences and five similarities.
· Why is it important that Ashley sees herself as capable of comforting K.C.?
· How does K.C.’s perception of Marvella change from the first time she meets her?
· What do you do with feelings of fear?
· How do you react when people assume they know you by looking at you?
· Evaluate Marcus’ behavior toward K.C. after their group performs the skit.
· How will K.C.’s revelation about herself affect her classmates’ perception of her? Is there a right way to react? What is it?
· Why does Ashley immediately rush to Cheryl’s side?
· How did you feel when you learned Charlie was dead? Why?
· What do you infer Ashley hopes will happen now that Charlie is dead?
· Contrast Ashley’s need to let K.C. know she is not alone with her need to let Cheryl know that she is not alone. What is Ashley’s motive in each of these situations?
· Why does Ashley cry about Charlie being dead? How might her feelings be different than Cheryl’s?
· Why would Cheryl tell Ashley to say that Charlie was a good man?
· Evaluate Ashley’s response to Cheryl rejecting her once again.
· Why is it important that Bev called Ashley’s friends?
· On page 297, is it fair that David asks Ashley to acknowledge her life “in the now”?
· Why is K.C.’s mom the way she is? What does she reveal about herself?
· What is important about Ashley laughing and singing with everyone else in the car?
· Why doesn’t Ashley throw Josh’s hand back at him this time, like she did at the cross-country meet?
· What did Ashley really do when she made the choice to shower rather than speak to Cheryl or crawl into the wardrobe?
After Students Read Hope in Patience
Two activities are available when students complete the reading:
Activity One: A Project:
Students will complete an individual or group project from the Plot Development topics presented above in one of the following formats. It is important that the topic and presentation format are appropriate to one another.
1. Produce a web site, simulated or actual, that records (through blog entries) Ashley’s journey from the beginning of the book to the end.
2. Write a script for a radio talk show that discusses the problem of childhood sexual abuse OR that discusses how families react to the information that a member has been sexually abused. Various people call in who have different experiences and approaches.
3. Using a graphic organizer, compare and/or contrast two major characters that have some similarities and/or differences. Illustrate some of the traits so the visual part of the presentation reinforces the text.
4. Make a storyboard of at least six frames depicting an incident from the novel.
5. Draw a map as you imagine Patience and any other sites that you consider important. Label with symbols or create a key indicating the significance of each location.
6. Write a poem or song lyrics from the point of view of one of the main characters.
7. Choosing two or more characters, write a script that follows an incident from the novel, but additional appropriate dialogue will further clarify the plot. For example, what does Bev tell Ashley’s friends when she calls them from inside the restaurant on the way home from the hospital? What does Coach Morrison say to Pam after Ashley walks away from them at the District Cross-Country Meet?
8. Format a plot line that indicates major incidents in the story line as the action rises, note the turning point near the end of the story, and indicate any key developments in the closing or denouement of the plot.
Activity Two: An Essay:
Each of the theme sentences below contains an opinion that can be proven or disproven by events, ideas, dialogue within the novel. The comments under each sub-topic will help students with a pre-write. After a carefully planned graphic pre-write identifying the evidence, students write an essay of a length determined by the teacher that proves or disproves a theme statement.
Sexual abuse is devastating to the victim and has long-term effects.
· Discuss the process by which Ashley discovers her own strength.
· Explain why Cheryl’s rejection of Ashley makes what Charlie did to Ashley even more damaging.
Intolerance of others’ differences causes people to be isolated.
· Analyze the characters in the story who demonstrated intolerance for others. Who in the story was able to grow to see others as individuals rather than only their religious beliefs, or sexual orientation? Who remained trapped by a belief system?
It is difficult but not impossible to overcome early trauma in our lives. Suicide and suicide ideation are ways that people in pain sometimes use to cope, but there are positive alternatives.
· Analyze the causes of Ashley’s suicide ideation and K.C.’s suicide attempt. Relate this to the ways they overcame the desire to kill themselves. Did the causes change, or did Ashley and K.C. change their responses to the feelings they had?
It is common for victims of sexual abuse to practice self-harm. There are other choices for coping.
· Evaluate the motivation for self-harm. What is the goal? Explain why it is important to find healthy ways to cope with emotional pain.
Gay and lesbian issues often have generational reactions.
· Discuss how K.C.’s mother reacts to K.C. being a lesbian. What does K.C.’s mother hope to accomplish by refusing to accept her daughter as she is?
Enrichment Across the Curriculum:
Music: Create an iPod play list for Ashley to listen to on her training runs. Create a different playlist for another character of your choice. Or create a mix CD or iPod play list with one song on it for each chapter. The song should summarize the chapter with respect to plot development.
Language Arts: Write a short story telling what Ashley is doing six months after Hope in Patience ended. Or read Ironman by Chris Crutcher and write an essay comparing/contrasting it to Hope in Patience. Or read Farewell to Manzanar by Jeanne Wakatsuki Houston and write an essay comparing/contrasting it to Hope in Patience. Or write a poem patterned after “In Response to Executive Order 9066”. Imagine you have been told that you will be removed from your everyday life and placed in an internment camp.
Art: Mrs. Bogowitz told Ashley that she is an “abstract” thinker. Create an “abstract” art project using abstract drawings or images of everyday, recognizable objects connected in such a way that they tell Ashley’s story. Or design a CD cover for the soundtrack of Hope in Patience. Or create a movie poster for the book.
History: Research the placement of Japanese-Americans in internment camps during World War II. Create a visual that includes who/what/when/where/why/and how. Or write an account from the point-of-view of a child in an internment camp. The account should encompass one day in the life of that child. Or watch the movie, “Pearl Harbor”, and decide if you believe the Japanese characters are stereotypes. Write a persuasive essay explaining your position.
Drama: With a partner, choose a scene in the book and write a skit based on it. Act it out. Or make a video movie trailer for Hope in Patience.
Social Studies: If there is a Gay-Straight Alliance at your school, learn how it was started. Attend a meeting. Find out what kind of activities they sponsor and what they have and hope to accomplish. If your school does not have a Gay-Straight Alliance, find schools that do and find out how they started. Or, volunteer at a school or community program for mentally and physically handicapped. Keep a journal (written or photo/video) of your experience.
Family & Consumer Sciences: Write your definition of what a family is across the top of a piece of paper, and beneath it create a genogram of your family. On the back of the paper, use color to express what family means to you. Or write a one page paper exploring your identity. What is it that makes you who you are? Use the questions on page 198 to guide your thinking.
Health: Research drunk driving and the toll it takes on society. How does a person sober up after drinking? Use reliable research and facts, not myths or home remedies for “curing” drunkenness. Create a visual representation including the number of people killed annually by drunk drivers and the amount of alcohol it takes to be impaired. Or research teen suicide. Create a visual representation of the number of teens that take their lives each year and the reasons cited for doing so. Include alternatives teens can choose to pursue that enhance their lives rather than end them.
Related Reading Resources:
Angelou, Maya, I Know Why the Caged Bird Sings. Random House, NY. 1970.
Atkins, Catherine, When Jeff Comes Home. Putnam, NY. 1999.
Block, Francesca Lia, I Was a Teenage Fairy. HarperCollins, NY. 1998.
Crutcher, Chris, Chinese Handcuffs. Harper Tempest, NY. 2004.
Crutcher, Chris, Ironman. Greenwillow, NY. 2004.
Crutcher, Chris, Whale Talk. Greenwillow, NY. (Reprint edition) 2009.
Crutcher, Chris, Staying Fat for Sarah Byrnes. Greenwillow, NY. 2003.
Fehlbaum, Beth, Courage in Patience. Kunati, Ontario. 2008.
Fisher, Antwone, Finding Fish. William Morrow, NY. 2001.
Frank, E.R., Life is Funny. DK Ink, NY. 2000.
Gonzalez, Ann, Running for My Life. WestSide, NJ. 2009.
Halse Anderson, Laurie, Speak. Speak, NY. 2006.
Houston, Jeanne Wakatsuki and James D. Houston, Farewell to Manzanar. Houghton-Mifflin
Books for Children, NY. (Reissue edition) 2002.
Gooble, Beth, The Dream Where the Losers Go. Orca, NY. 2006.
Kaufman, Gershen, Shame: The Power of Caring. Schenkman, Vermont. 1992.
Lehman, Carolyn, Strong at the Heart. Farrar, Strauss, and Giroux, 2005.
Lynch, Chris, Inexcusable. Atheneum, NY. 2005.
Lynch, Chris, Sins of the Fathers. Harper Tempest, NY. 2006.
Matas, Carol, The Primrose Path. Bain & Cox, Winnepeg. 1995.
Mather, Cynthia, How Long Does It Hurt? A Guide to Recovering from Incest and Sexual
Abuse. Jossey-Bass, NJ. 1994.
Pledge, Deanna, When Something Feels Wrong: A Survival Guide about Abuse for Young
People. Free Spirit, Minneapolis. 2003.
Rainfield, Cheryl, Scars. WestSide, NJ. 2010.
Ramsey, Martha, Where I Stopped: Remembering an Adolescent Rape. Harcourt Brace,
Sebold, Alice, The Lovely Bones. Little, Brown, NY. 2002.
Shandler, Sara, Ophelia Speaks: Adolescent Girls Write About Their Search for Self. Harper
Collins, NY. 1999.
Tarbox, Katherine, A Girl’s Life Online. Plume, NY. 2004.
Turner, Ann, Learning to Swim. Scholastic, NY. 2000.
Voigt, Cynthia, When She Hollers. Scholastic, NY. 1996.
Woodson, Jacqueline, I Hadn’t Meant to Tell You This. Delacorte, NY. 1994.
Related Film Resources:
Antwone Fisher. 2002. Directed by Denzel Washington. The true story of Antwone Fisher’s
triumph over childhood abandonment and abuse is somewhat fictionalized. Rated PG-13.
Brothers. 2009. Directed by Jim Sheridan. A young man comforts his older brother's wife and
children after he goes missing in Afghanistan. The young man has bad PTSD after trauma because he hides certain facts about his guilt. Has the message that family can be helpful if you let them. Rated R for language and some disturbing violent content.
The Color Purple. 1985. Directed by Steven Spielberg. Based on the award-winning novel by
Alice Walker. Rated Pg-13.
Forever Fourteen. 2001. Directed by Kelly St. John, who explores the impact of her abduction
and rape on her family and talks to the family of murder victim Wendy Osborne. Not rated.
Insight in Mind. 2002. Directed by Daniel Saul. This short looks at mental illness using
experiences and voiceovers from real sufferers. Using a raft of media to express their feelings, the film tries to get across what it's like for those who feel excluded from society for mental health reasons. Not rated.
Monsoon Wedding. 2002. Directed by Mira Nair. Three interlocking stories unfold as an Indian
family prepares for a traditional wedding. When Ria sees an uncle who molested her take
an interest in a younger cousin, she and the family patriarch face difficult but ultimately
satisfying decisions. Rated R for language.
Precious. 2009. Directed by Lee Daniels. In Harlem, an overweight, illiterate teen who is
pregnant with her father’s child is invited to enroll in an alternative school in hopes that
her life can head in a new direction. Rated R for child sexual abuse and pervasive language.
Speak. 2004. Directed by Jessica Sharzer. After a blurred trauma over the summer, Melinda
enters high school a selective mute. Struggling with school, friends, and family, she tells the dark tale of her experiences, and why she has chosen not to speak. Rated PG-13.
Related Web Resources:
American Foundation for Suicide Prevention
Cutting and Self-Harm: Self-Injury Help, Support, and Treatment
Darkness to Light: End Child Sexual Abuse
Densho: the Japanese-American Legacy Project
Great Gay Teen Books
It Gets Better Project
Japanese-American National Museum
RAINN: Rape Abuse Incest National Network