I went to Ghana several years ago and was overwhelmed by the beauty of the land and people, as well as the history of the place that hovered just out of reach. When I visited the slave castles, where millions of Africans were housed like cattle before being shipped as cargo and sold as slaves, I felt their spirits crying out to me. Crawling on my hands and knees through the Door of No Return, which led from the darkness of the prison to the incomprehensible vastness of a beach, I knew I must tell the story of someone who had passed that way.Guest Blogger: Author Sharon M. Draper
I went to Ghana several years ago and was overwhelmed by the beauty of the land and people, as well as the history of the place that hovered just out of reach. When I visited the slave castles, where millions of Africans were housed like cattle before being shipped as cargo and sold as slaves, I felt their spirits crying out to me. Crawling on my hands and knees through the Door of No Return, which led from the darkness of the prison to the incomprehensible vastness of a beach, I knew I must tell the story of someone who had passed that way.
Claudette Colvin, in 1955, was a 15-year-old African American girl growing up in Alabama. She refused to surrender her seat to a white passenger on a segregated bus in Montgomery, Alabama a full nine months before Rosa Parks later became famous by doing the same thing.
Why memorize poetry? For the sheer joy of it! If there is a poem you love, nothing is more satisfying than committing it to memory. You’ll get to know the work far more deeply when you have read it aloud a number of times and familiarized yourself with its rhymes, rhythms, and repetitions as part of a living composition.
The reason I write about sports, women's history, and women's sports history, is that I grew up loving sports. I graduated from high school the week before Title IX was passed, so I didn't have opportunities to play in school, like girls do today. I played at camp, on the street, and with my father and my brother.
When I’m working on a book, there’s a perfectly balanced moment when anything seems possible. It comes as I’m well into the research, bursting with ideas and dreams and enthusiasm. Once I start writing, it’s not long before I crash. Reality sets in fast: not everything that fascinates me is going to fit between the covers of a book.
Everyone in education has heard about different learning styles; some of the most prominent are visual, auditory, and kinesthetic. Perhaps educators have even considered their own learning style and how it influences teaching. But, has consideration ever been given to how these learning styles impact inspiration, interest, and research for a project that follows the inquiry process?