copyright 1999, Sirpa Grierson

Conversation with Virginia Hamilton Baines, Lawrence Ed. Conversation with Virginia Hamilton. Secondary English. http://www.secondaryenglish.com/vhamilton.html A casual interview with questions that may be of interest to secondary education students. Author talks about her youth, some simple details of her writing process, and some of her favorite books, travels, etc. Virginia Hamilton: An Author Study Bareford, Kimberly; Dixon, Sheri; Josephson, Kristy; McGregor, Jessica; Reed, Alexa; Shin, Sherry. Virginia Hamilton: An Author Study. University of Virginia. http://www.people.virginia.edu/~jam7t/authorstudy1.html Offers more biographical insights into the author's life. Contains a brief overview of her writing style. Lists awards she has received, books she has written, and sites to read reviews of her work. Ah, Sweet Rememory! Hamilton, Virginia. "Ah, Sweet Rememory!" Horn Book Magazine Dec. 1981: 57. Begins with intriguing word play and personal definition of 'memory' and 'rememory'. Author relates some personal experiences from her past, and shows how they relate to her writing. The Known, the Remembered, and the Imagined: Celebrating Afro-American Folktales Hamilton, Virginia. "The Known, the Remembered, and the Imagined: Celebrating Afro-American Folktales." Children's Literature in Education Sum 1987: 18. Hamilton talks about the African cultural tradition of story telling. She mentions how folk tales were/are used to pass on culture among an illiterate people. She notes the African quality of call and response, and says that by drawing on these tales and their qualities in literature, authors continue to transmit African-American culture. Ohio's Own Writers: Virginia Hamilton Malaska, Sue Pres. Ohio's Own Writers: Virginia Hamilton. OCTELA. http://www.octela.org/SpringPg7.htm Contains biographical information about Virginia Hamilton. Offers ways to use some of her history and experiences in lesson applications. The Literary Link Patten, Janice E. Ed. The Literary Link. San Jose University. http://theliterarylink.com/questions_otherbooks.html Contains questions that encourage deep thinking, inference-reading skills. An emphasis is placed on symbolism. Cultural Identity and Individual Triumph in Virginia Hamilton's M.C. Higgins, the Great Russell, David L. "Cultural Identity and Individual Triumph in Virginia Hamilton's M.C. Higgins, the Great." Children's Literature in Education Dec. 1990: 21. This article offers interpretations of the main character's journey in the novel. It talks of the 'coming to terms' that adolescents often experience, and what is involved in that process for M.C. It suggests that M.C. is representative of the similar progression of his people. Also speaks of his transition from childhood, where he dreams on his flagpole, into adulthood, where he faces reality through working on the wall. Mentions the power of heritage as key in these transitions. Black Traditions in M.C. Higgins, the Great Scholl, Kathleen. "Black Traditions in M.C. Higgins, the Great." Language Arts Apr. 1980: 57. Identifies different cultural styles used in the book that may prevent readers of other cultures (especially mainstream) from fully grasping the story. Suggests that teachers introduce the unique symbols and traditions in a pre-reading activity, to help all students in the class participate fully in the novel. The Family That Endured: A View of African-American Families Through American Literature and Art Sutherland, Jean. The Family That Endured: An Historical View of African-American Families As Seen Through American Literature and Art. Yale-New Haven Teachers Institute. http://130.132.143.21/ynhti/curriculum/units/1990/5/90.05.10.x.html Examines the non-traditional aspects of the African American Family, and relates them to social and economic pressures. Explains differences (positive and negative) of Black Family unit as compared to the mainstream. Multicultural Literature and the Reader's Response Tighe, Mary Ann. Multicultural Literature and the Reader's Response: Developing the Confidence to Become Independent Learners and Lifelong Readers. http://orders.esrs.com/members/sp.cfm?AN=ED396299 Detailed lesson focusing on reader response, teaching to read for aesthetics as well as information. Contains response writing ideas, imagery activity, and visualization strategies.

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Reading Resources and Unit Guide for this Novel