User:Tdonohue18/sandbox

(The true story of Roy and Silo+Authors Intentions)

The story was inspired by two real life penguins, Roy and Silo, both male, at the Central Park Zoo. During mating season each penguin began pairing with another. Roy and Silo began to engage in the same mating rituals all of the heterosexual penguin couples were, and soon the zookeepers took notice. Roy and Silo even went as far as to build a nest and use a rock as a substitute for an egg that they would take turns sitting on the egg. The nesting was noted as an attempt to hatch an egg, according to the zookeeper Robert Gramsay, who would go on to provide the couple with a spare egg. After being given care of the egg, Roy and Silo took turns caring for the egg in the same manner that all the other couples were with their egg, and after thirty-four days a chick hatched. The chick was named Tango, and Roy and Silo cared for the chick as their child. Soon news coverage began to spread around the family and the nature of Roy and Silo's relationship. The story eventually reached the attention of Peter Parnell and Justin Richardson, a homosexual couple. While reading about the two penguins in a story featured in "The New York Times" the story appeared to be perfect for a children's novel, according to Richardson. The couple, Parnell himself a writer, had interest in telling a story that had positive messaging surrounding homosexual couples. Furthermore, Parnell stating that the book is not necessarily about being homosexuality but "celebrating family coming in all forms", with Roy and Silo's homosexuality never fully addressed but rather mentioning that the two penguins were close "like family". Finding that many parents had trouble introducing the concept of homosexuality to their children, the couple thought a book such as "Tango" would make the conversation easier, and create a more inclusive environment for future generations. When actually working on the book itself, Richardson commented on how the subject material would be inviting to kids as stories about animals are seen as fun and inviting. The authors wanted to capture this same feeling so as to make the message of the book feel more subtle and less forced.

NEW SOURCES: https://www.theguardian.com/books/2007/may/23/booksforchildrenandteenagers.richardlea

BENEFITS IN THE CLASSROOM: -Substantial edits are coming to this section including new references. It is currently being worked on with hopefully a draft being posted soon.

(THIS SECTION WILL BE MOVED TO BEING BEFORE THE SUMMARY OF THE BOOK SECTION).

Response Some parents have objected to their kids reading this book because it contains the topic of homosexuality.[17] Homosexuality in animals is seen as controversial by some social conservatives who believe that illustrating animal homosexuality as normal suggests that homosexuality in humans is normal. Others believe that it has no implications and that it is nonsensical to equate animal behavior to that of humans. '''Richardson himself stated that he and Parnell anticipated some form negative backlash to the book, citing current tensions in America as a signal that the book would contentious. ''' SOURCE: https://www.theguardian.com/books/2007/may/23/booksforchildrenandteenagers.richardlea

The American Library Association (ALA) tracks challenges and censorship cases made against literature in public schools and libraries. It reports that And Tango Makes Three was the most challenged book of 2006, of 2007, and of 2008.[18] The book dropped to the second position in 2009 but returned to the top slot in 2010.[19]

Benefits in the classroom: A variety of scholars, parents, and teachers have written on behalf of the value of And Tango Makes Three.

(DELETE THIS PARAGRAPH, bad introduction, mostly ancillary information)Deborah Stevenson from Johns Hopkins University Bulletin of the Center for Children’s Books says that the book is valuable because it prompts discussion about the different types of families possible. Selena E. Van Horn, a doctoral candidate in literacy education at the University of Missouri published a piece titled "How Do You Have Two Moms?" Challenging Heteronormativity While Sharing LGBTQ-Inclusive Children's Literature" in the National Council of Teachers of English where she suggested And Tango Makes Three as a book to be used to challenge heteronormativity in classrooms. And Tango Makes Three was published in the UK as a result of a study done in the country titled No Outsiders. The study was conducted in the United Kingdom from 2006-2008 by Dr. Elizabeth Atkinson and Dr. Renee DePalma. After the study was done, Dr. Elizabeth Atkinson was presented with a scholar-activist award by the American Educational Research Association. "And Tango Makes Three" was also integrated into the Turkish curriculum as a means to include books about diversity. Along the same lines of fostering inclusivity, an article written by Anna Paula Peixoto da Silva, recognized that the inclusion of diverse literature and toys that are reflective of both the male and the female gender as well as "various ages and ethnicities" in an elementary school curriculum, for students who have parents of the same gender would be effective. One of the age-appropriate books recommended for preschoolers was, indeed, And Tango Makes Three. The publishing site Scholastic recommends the book to be used in curriculums for children starting in preschool through second grade.

(NEW FIRST PARAGRAPH, LIGHT EDITS NEEDED) The primary argument for the inclusion of Tango and books like it, ones that strive to introduce children to the subject of homosexuality in an appropriate and accessible way, is for schools to ensure that foster inclusivity for children in same-sex families. Literary critics have explored the values of And Tango Makes Three mainly because of its use in classrooms. Jennifer Harvey, a Curriculum Librarian and Assistant Professor at Calvin T. Ryan Library, University of Nebraska, Kearney, wrote a literary criticism where she positioned that the book’s diverse makeup and its subsequent lessons adds to its overall value. In the criticism, Harvey states that “since families vary, literature that explores types of families can improve the chances of the reader having a healthy response to non-normative family units, whether their own, or the family of an acquaintance”[14] The inclusion of two male parents is reflective of a typical upbringing in American culture, and Harvey believes that addressing this is beneficial for a classroom setting. Indeed, she argues in favor of the book because it “can increase the likelihood of compassion for difference"[14] Harvey notes that “Institute of UCLA’s School of Law has estimated that a quarter of all same-sex households include children under eighteen. This distribution suggests that children are likely to be aware of families where the parents are same sex. In the event that they do not encounter a family with same-sex parents, they will likely know children raised in families not made up of the child’s biological parents".[15] She contends that families are becoming more diverse and that books like Tango help introduce the subject to children while also fostering a more accepting generation.


 * The benefit of easy introduction to diversity was not Harvey's idea alone. Many professionals have included "And Tango Makes Three" as an example of a book that can make introducing the topic of homosexuality easy for children to understand. Bre Evans Santiago argued for the importance of LGBTQ friendly books. Arguing the idea that when such books are read, a sense of pride will emerge from children with non-traditional families, making them feel more accepted. One book that Evans-Santiago frequently cited was "And Tango Makes Three". She goes on to describe how young students in a classroom she studied enjoyed the book. The penguins had become beloved characters in the classroom, and the children always grew excited when Roy and Silo received their egg She claimed that prejudice does not run in children, and if we teach children that something such as same-sex parenting exists, they are less likely to hold bias about the subject.

https://search.proquest.com/education/docview/1818310057/F3CAD31522C54548PQ/8?accountid=11091

Janine Schall, an instructor of teacher education, and Gloria Kauffman, a fourth and fifth grade teacher, collaborated and conducted an experiment with thirty fourth and fifth graders and explored how much children understand homosexuality. They found that the majority of the children questioned understood the word “gay” as an insult mostly. They concluded that the introduction to a topic like homosexuality is critical in developing an inclusive environment and recommended including books like Tango in the younger students’ curricula.[16] Karla J Möller, associate professor in the College of Education at the University of Illinois at Urbana Champaign encapsulated the issue well when she said, “As librarians and educators, we have a responsibility to fulfill the promise of inclusion for all of our children and their families… To do so, teachers at all levels need the support of literature and literacy professionals in locating, accessing, and using books that feature gay and lesbian individuals and families.[14]

(NEW) Brianna Burke and Kristina Greenfield (find qualifications), found that And Tango Makes Three can hold a place of value in higher education as well. While conducting an experiment with the students that required reading the book, the students were pushed to engage with what the message of the book was. When the students discovered the positive message of the book they then were taught about how and why the book has been so contested. This introduction to the children's book gives older students a sense of the issues of heteronormativity (LINK) in the classroom, and how this discussion can help dismantle harmful ideas of heteronormativity.

PERSEPOLIS NOVEL:

On genre:

-The article mentions the authors intent for what the genre of the novel would be, as well as inspiration behind certain design choices

-One failing is that the article itself fails to adequately mention WHY the novel itself would be the described genre within the novel itself. That is saying, they don't analyze the content and presentation of the novel for genre merit.

-The non-Satrapi's

NOTES:

Problems with the "release" section:

-The article does not mention the premiere of the film. Often for blockbuster films such as this (a budget of at least $100 Million) have noteworthy premieres. This film premiered on February 26th in Los Angeles.

^possible source: https://variety.com/2018/film/news/a-wrinkle-in-time-premiere-ava-duvernay-oprah-winfrey-1202711914/

-Also of note should be the marketing for this film. The film is regarded as the most noteworthy box office bombs in recent years. Many sources allege marketing as a large problem for the failure of the film. There should be some mention of the marketing methods and its relationship with the ultimately disappointing box office of the film.

-The article later mentions the film's box office numbers both domestically and internationally but in the release section does not mention any international release, nor any of the major markets it would have been released in.


 * Is everything in the article relevant to the article topic? Is there anything that distracted you?
 * Each entry provides new insight to the maroon people. Given the virtue of there being mulitple types of Maroon with very different histories, the information is often shifting to different entries.
 * Is any information out of date? Is anything missing that could be added?
 * Not much modern history is provided about the Maroon.
 * What else could be improved?
 * Overall certain sections about regional Maroon have significantly less information on it compared to other entries about Maroon of different regions
 * Is the article neutral? Are there any claims that appear heavily biased toward a particular position?
 * Yes, the article mostly provides a history with a few insights into the culture.
 * Are there viewpoints that are overrepresented, or underrepresented?
 * As stated earlier, certain groups of Maroon do not have much information provided on them (ex. United States regions, and South American regions).
 * Check a few citations. Do the links work? Does the source support the claims in the article?
 * Yes.
 * Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted?


 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * How is the article rated? Is it a part of any WikiProjects?
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?