14 Cows for America

14 Cows for America

AUTHOR: Carmen Agra Deedy with Wilson Kimeli Naiyomah PUBLISHER: Peachtree COPYRIGHT DATE: 2009

GENRE: Nonfiction

SUMMARY: After a long absence, Kimeli returns to his village in Kenya. When asked to tell a story, he tells of 9/11 a day that "burned a hole in his heart." To the Maasai people cows represent life and the tribe gives cows to the American People. The herd of cows has grown and now are protected in Kenya as a symbol of hope.

BOOKTALK: After September 11, 2001, a small village in Kenya learns of the tragedy in New York. They long to do something for America, but what? They come up with a perfect gift, one that they are sure will help, "Because there is no nation so powerful that it cannot be wounded, nor a people so small they cannot offer mighty comfort."

AUTHOR'S BIOGRAPHICAL SKETCH:

Carmen Agra Deedy Carmen was born in Havana, Cuba and came to the USA in 1964. She grew up in Decatur, Georgia, where she still lives today.

Other books written by the author: Agatha's Feather Bed: Not Just Another Wild Goose Story The Cheshire Cheese Cat: A Dickens of a Tale Growing Up Cuban in Decatur, Georgia The Last Dance The Library Dragon Martina the Beautiful Cockroach: A Cuban Folktale The Secret of Old Zeb The Yellow Star: The Legend of King Christian X of Denma

Wilson Kimeli Naiyomah came to the United States to study molecular biology and graduated from Stanford in 2008. He is currently studying peace and conflict resolution at the University of Queensland in Australia.

CHALLENGING WORDS P. 3-guava P. 8-nomadic

YHBA Intermediate Book Committee Final Activity Sheet, Last Revised 2012

P. 9-supa, enkang, aakua P. 23-splendor

DISCUSSION QUESTIONS: 1 Why do you think Kimeli spoke to the elders first/ 2 How must the American ambassador felt when he was greeted with a day of sacred ritual? 3 What does the final line mean? " Because there is no nation so powerful it cannot be wounded, nor a people so small they cannot offer mighty comfort." 4 Can you think of other examples? 5 What do you think the children are feeling as they hear Kimeli's story of 9/11 under the acacia tree? 6 What do you think that Kimeli means by "To the Maasai, the cow is life."? 7 What do you see in the eye of the boy on the last page of the story? Why do you think the author and illustrator did this?

ACTIVITIES with COMMON CORE STANDARDS: Using a world map, locate the Maasai territory in Kenya and Tanzania, New York City, and any other locations mentioned in the text. 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 5.RI.7 Draw on information from multiple print or digital sources, demonstrating the

ability to locate an answer to a question quickly or to solve a problem efficiently. 6.RI.7 Integrate information presented in different media or formats (e.g., visually,

quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

6-8.RH.7 Integrate visual information (e.g., charts, graphs, photographs, videos, or, maps) with other information in print and digital texts

The book said that the Maasai were once fierce warriors, but are now peaceful cattle herders. Research them to learn other things about the Maasai people.

5W2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

5W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1?3 up to and including grade 5 on pages 28 and 29.)

YHBA Intermediate Book Committee Final Activity Sheet, Last Revised 2012

5SL5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

5SL6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

5L1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

5L2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

5L3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

5L6 - Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Compare and contrast another book about 9/11 to this one.

5RL3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

5W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1?3 up to and including grade 5 on pages 28 and 29.)

5SL5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

5SL6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

5L1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

5L2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

5L3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

YHBA Intermediate Book Committee Final Activity Sheet, Last Revised 2012

5L6 - Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). LIFE SKILLS: Caring Friendship Initiative Pride Integrity RELATED INTERNET SITES: Children's Literature - Q&A with Wilson Kimeli Naiyomah childrenslit/mai_naiyomah_wilson.html Interview with Kimeli about the creation of the book.

YHBA Intermediate Book Committee Final Activity Sheet, Last Revised 2012

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