Issue link: http://educator.cta.org/i/458422
street names, sites and history, the characters (Maisha and Mario) share the problems and hopes of their peers every- where, especially youth living in low-income communities. If a place changed in the past, can it change in the future, too? That's a question I hope readers will ask, especially those who see only limited options around them. Once published (2009), the book created "reading fever" (as one newspaper headlined). On playgrounds and in cafeterias, kids talked about it. Immediately, I expanded the concept to other communities. The Rogers Family Foundation was interested in bringing the project to Oakland and gave us seed money to launch the research phase of Oakland Tales: Lost Secrets of The Town. Oakland Tales expands on the Richmond model with five historical eras (Ohlone, Californio, 1906, World War II, Black Panthers) and includes themes of parental incar- ceration, deportation, gangs and restorative justice, plus an appendix. If we connect young people to place, we offer them a future as well as a past. If we inspire them to identify their own story in one book, there's a chance they'll read more books. Educator: How have you worked with local schools to introduce your books? Brenner: Since the book was designed to challenge young readers to think about the world they live in, the world as it once was, and a different world in the future, certain issues stood out for consideration for the school district: how to address racial slurs common in other historical eras and the soft critique of local industry that created air pollution and health issues. Present-day violence in the book was not an issue. It was the reality on the streets. The WCCUSD committee reviewed all drafts. Under discussion was whether the book would be a classroom text or the centerpiece of a summertime stop-loss inter- vention strategy. The latter model was chosen. At the end of school in 2009, over 4,000 free books were given to fourth- and fifth-graders for summer reading. That included Title I schools in Richmond and San Pablo, plus all WCCUSD elementary schools from Hercules to El Cerrito. In this way, we fulfilled project goals: getting the book into homes, creating home libraries, ensuring book ownership, giving other family members the oppor- tunity to read it, and providing a text of local interest for English learner students (both adult and youth). The school district was instrumental in distribution across a large geographic area. The concept of the book was never a conventional publishing project. We wanted widespread dissemination, which meant free books for low- income youth. Oakland Tales: Lost Secrets of The Town was published in spring 2014 and adopted into the Common Core for Oakland Unified School District (OUSD). During the research and writing phases of the book, working with an OUSD team was critical. In December 2014, Edna Brewer Middle School in East Oakland presented a stunning theatrical performance based on excerpts of the book. Skyline High School is planning a theatrical performance in the spring. Educator: How are the local communities using your books? Brenner: In 2009, the Richmond Public Library hosted a book launch. In 2010, the community created a "Richmond Tales Health and Literacy Festival" based on themes in the book. Richmond's mayor gives copies to official visitors and issued a proclamation declaring Richmond Tales the first "One City, One Book" selection. In spring 2013, the East Bay Center for Performing Arts produced a theatrical production for six sold-out performances. Richmond Tales also won the city of Richmond's Historic Preservation Award (2010) and Human Rights Award (2013). In June 2014, the Oakland City Council issued a proclamation honoring Oakland Tales. The Oakland Museum of California is developing a docent tour based on the book. This June a dramatization of Oakland Tales will be presented at the Bay Area Book Festival. Educator: What's next? Brenner: Everywhere there are youth with challenges similar to the fictional characters in these books, living in places with local histories waiting to be told or retold with a young person's perspective. Next steps are to work with interested districts/ communities on how to assemble a "Lost Secrets" novel for their youth pop- ulation, and to find resources to develop and publish a workbook guide for general distribution. Next month: Teaching reading advice from members of CTA's Read Across Amer- ica Committee! Download Resources As you finalize your plans for RAA, visit www.cta.org/raa to download book- marks, posters, certificates in English and Spanish, and reading tips for parents available in eight languages. There you will also find the entire year of book recommendations with the accelerated reading levels. Go Online @ CTA & You 51 V O L U M E 1 9 I S S U E 6