Paul Laurence Dunbar is one of my most favorite poets. Although I am only familiar with a few of his poems he is the author of several works. The works include a collection of poetry titled Oak and Ivy, published in 1892 and Majors and Minors (1895). Dunbar also wrote a dozen books of poetry, four books of short stories, five novels, and a play. My favorite poem from this author is We Wear the Mask which appeared in Dunbar's first professionally published volume, Lyrics of Lowly Life, in 1896 when Dunbar was 23 years old. This poem is relatable to any culture and has a certain flexibility that allows it to be interpreted several different ways. Since the poet is African-American many may dismiss it and see this work as being only for Blacks. While the work is referring to Blacks in America, Blacks are not the only group of people in the world that wear masks homosexuals, teenagers, women and men all feel that they must put on a mask to fool others. The mask refers to faces and facades people must put on to pass for happy when they are really sad.
For many years African Americans have had to wear masks to endure the hardships of oppression, injustice, racism and stereotypes. In his poem Dunbar reveals that behind our forced submissiveness, singing, and plastered smiles are tears and heartaches. The author writes “it hides our cheeks and shades our eyes” to convey that the mask veil the parts of our face that are most telling. Our eyes and cheeks are covered so as to hide out tear-stained cheeks and the hurt in our eyes.
I think students would be able to identify with this work for various reasons. There may be students in my class who are being abused, are struggling with their identities/sexuality or coping with a loss of some kind. Instead of verbalizing their emotions or wearing a frown all the time the students may prefer to suffer in silence unbeknownst to their family and friends. In repressing their true feelings the students are wearing a mask to hide their pain.
We Wear the Mask can be dissected in a cacophony of ways and used for any secondary grade level. This poem can be used to introduce students to literary criticisms, assigned for students to memorize or utilized with a unit to introduce social issues. In my classroom I would use it to introduce literary criticisms like Marxism and Queer Theory.
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Poetry in Unconventional Places
1. Don't let the car fool you my real treasure is in heaven.( car bumper sticker)
2. Do Not Enter. (road sign)
3. All men die my friend, but it's what we do before we die that counts. (character in the movie Vertical Limit)
4. Contract Pending.(on a construction site sign)
Monday, September 29, 2008
My Favorite Poem
We Wear the Mask
We wear the mask that grins and lies,
It hides our cheeks and shades our eyes,--
This debt we pay to human guile;
With torn and bleeding hearts we smile,
And mouth with myriad subtleties.
Why should the world be overwise,
In counting all our tears and sighs?
Nay, let them only see us, while
We wear the mask.
We smile, but, O great Christ, our cries
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the mile;
But let the world dream otherwise,
We wear the mask!
Paul Laurence Dunbar
We wear the mask that grins and lies,
It hides our cheeks and shades our eyes,--
This debt we pay to human guile;
With torn and bleeding hearts we smile,
And mouth with myriad subtleties.
Why should the world be overwise,
In counting all our tears and sighs?
Nay, let them only see us, while
We wear the mask.
We smile, but, O great Christ, our cries
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the mile;
But let the world dream otherwise,
We wear the mask!
Paul Laurence Dunbar
Friday, September 26, 2008
Measuring Up: My Take on the Florida Consent Decree
Dominique Ferguson
Dr. West-White
LIT 3333
26 September 2008
The Florida Consent Decree gives right to different multicultural groups that were unavailable before 1990. The eight groups: League of United Latin American Citizens (LULAC), ASPIRA of Florida, The Farmworkers’ Association of Central Florida, Florida State Conference of NAACP Branches Haitian Refugee Center ,Spanish American League Against Discrimination (SALAD), American Hispanic Educators’ Association of Dade (AHEAD), and Haitian Educators’ Association. Each group represented a community of multicultural citizens who felt that their children’s educational needs were not being met due to language barriers. There were various educational plans put into effect after the law was determined. The Decree settlement focuses on issues such as Identification and assessment, Equal access to appropriate programming and Outcome measures.
The identification and assessment branch of the consent decree requires home language surveys and LEP committees in each school. I love the fact that the LEP committees are comprised of just more than teachers and guidance counselors. Parents as well as social workers are allowed to determine the eligibility of a student for ESOL services. The Equal access to appropriate programming “develops as effectively and efficiently as possible each child's English language proficiency and academic potential. Such programs should also provide positive reinforcement of the self-image and esteem of participating students…” (FCD Section II). This part of the Consent Decree that ESOL students are taught to succeed and not feel left behind academically because of language barriers.
Although I am familiar with ESOL programs I never stopped to think that laws have been put into place to ensure the success of an ESOL student’s academic career. I am glad that the organizations above fought and lobbied so hard and tirelessly to have this agreement enforced. It is upsetting to think that before August 1990 there were no laws, agreements or anything much to protect the rights of an ESOL student. Moreover many of the ESOL students before 1990 were either retained or pushed through a school system that had no idea how to teach them. However, because of the court case eighteen years ago ESOL students now have a much better chance at success, this means that more students are learning and becoming successful citizens instead of high school drop outs with dead-end jobs.
In the classroom this consent decree means that I am held accountable for accommodating ESOL students and not simply giving them busy work. All of my lesson plans will need to incorporate the different learning styles of the different cultures and languages in my classroom. Honestly this scares me. I am not sure what I will do if I am given a level 3 students in my language arts class but I do hope that by the time I graduate from Florida A&M University will be more equipped to handle any and every type of student.
Dr. West-White
LIT 3333
26 September 2008
The Florida Consent Decree gives right to different multicultural groups that were unavailable before 1990. The eight groups: League of United Latin American Citizens (LULAC), ASPIRA of Florida, The Farmworkers’ Association of Central Florida, Florida State Conference of NAACP Branches Haitian Refugee Center ,Spanish American League Against Discrimination (SALAD), American Hispanic Educators’ Association of Dade (AHEAD), and Haitian Educators’ Association. Each group represented a community of multicultural citizens who felt that their children’s educational needs were not being met due to language barriers. There were various educational plans put into effect after the law was determined. The Decree settlement focuses on issues such as Identification and assessment, Equal access to appropriate programming and Outcome measures.
The identification and assessment branch of the consent decree requires home language surveys and LEP committees in each school. I love the fact that the LEP committees are comprised of just more than teachers and guidance counselors. Parents as well as social workers are allowed to determine the eligibility of a student for ESOL services. The Equal access to appropriate programming “develops as effectively and efficiently as possible each child's English language proficiency and academic potential. Such programs should also provide positive reinforcement of the self-image and esteem of participating students…” (FCD Section II). This part of the Consent Decree that ESOL students are taught to succeed and not feel left behind academically because of language barriers.
Although I am familiar with ESOL programs I never stopped to think that laws have been put into place to ensure the success of an ESOL student’s academic career. I am glad that the organizations above fought and lobbied so hard and tirelessly to have this agreement enforced. It is upsetting to think that before August 1990 there were no laws, agreements or anything much to protect the rights of an ESOL student. Moreover many of the ESOL students before 1990 were either retained or pushed through a school system that had no idea how to teach them. However, because of the court case eighteen years ago ESOL students now have a much better chance at success, this means that more students are learning and becoming successful citizens instead of high school drop outs with dead-end jobs.
In the classroom this consent decree means that I am held accountable for accommodating ESOL students and not simply giving them busy work. All of my lesson plans will need to incorporate the different learning styles of the different cultures and languages in my classroom. Honestly this scares me. I am not sure what I will do if I am given a level 3 students in my language arts class but I do hope that by the time I graduate from Florida A&M University will be more equipped to handle any and every type of student.
Wednesday, September 17, 2008
"Money Hungry" Lesson Plan
Lesson Plan for Money Hungry
Dominique Ferguson
Adolescent Literature
8th grade Language Arts: 90 minute block
Focus Statement:
This lesson will seek to engage students in discussion (SSSS LA 6.1.6.2) and activities based on the novel, Money Hungry, by Sharon Flake. Students will be engaged by open discussion of the novel focusing on major themes, their likes/dislikes and relevance of the novel. The instructor will ask questions like "was Raspberry’s mom right or wrong for throwing out the money? Was Mai right or wrong for mistreating her father? Did Raspberry have a right to take the money form Janae?" (SSSS L.A 6.1.7.3)
Using these questions, the instructor will guide the students in thinking critically. Students will also be encouraged to defend ideas and beliefs they originally opposed. This will help students to think about the novel in a reflective way instead of applying their own biases. Students will need to explain their points of view on the novel and defend what they believe (NL-ENG.K-12.4). The activities for this lesson will serve as reviews for the novel and prepare students for the reading quiz.
Theme and Thinking Skills
The specific themes that guide my lesson are critical thinking, comprehension and applying knowledge (NL-ENG.K-12.6). Instead of me telling the students what they should think I hope that they will think for themselves. I want students to recall information about the novel as well as decide in a reasonable, non-judgmental way, their beliefs about the novel. Students will be challenged intellectually, during class discussion, to think outside the box.
Objectives:
Students will be able to:
1. Recall information from the novel
2. Explain major themes covered in the novel and the relevance of the novel (SSSS L.A.6.2.1.4/ L.A 6.1.7.2)
3. Evaluate text by applying comprehension skills (NL-ENG.K-12.3)
Procedures: (90 minute period)
1. Students will be given 30 minutes of silent reading at the beginning of the class period. Students were given 2 weeks to finish the novel in-class but there may be students who have not finished. This time will be used for that purpose. For those who have finished they may want to review by skimming through the book or may begin writing points/questions for the in-class discussion.
2. After silent reading the instructor will engage the students in an open-discussion of the novel lasting 15 minutes. The instructor will only serve as the facilitator of this discussion, prompting students to elaborate or “think outside the box” when necessary. If students are slow to respond instructor may need to lead discussion or at least get it started with the questions mentioned in Focus Statement.
3. After the discussion students will be asked to prepare a character sketch on their favorite character in the novel. Students will be given a handout (similar to the handout at this web address: http://etc.usf.edu/flstandards/la/new-pdfs/points-6.pdf) and asked to be as creative as possible. Each sketch should be at least 9 sentences long. This activity will be 25 minutes long. If activity takes students a shorter time then they may read sketches aloud to class.
4. After sketches are done and turned in students will be given a reading quiz (formal assessment and answer key included). They will be given 20 minutes to complete the quiz.
5. After the quiz students will be asked to write a poem about money for homework. This activity will serve as a branch to our next lesson on poetry.
Assessment:
1. What is Raspberry’s greatest obsession? (a)
a. money
b. marrying Sato
c. cars
d. working for Odd Job
2. What does Janae stuff in her clothes? (c)
a. coins
b. her cell phone
c. perfumed cotton balls
d. Ming’s phone number
3. Who is the author of Money Hungry? (c)
a. Raspberry Hill
b. Toni Morrison
c. Sharon Flake
d. Sharonda Flake
4. What nationality is Mai’s father? (b)
a. African
b. Korean
c. Japanese
d. Caucasian
5. In a rage, what does Raspberry’s mother do with Raspberry’s money? (c)
a. Spend it
b. Give it to charity
c. Throw it out the window
d. Throw it in the lake
6. In a brief essay choose a major theme in Money Hungry and explain the way it shapes the novel and the character or characters it affects.
Sample Response:
Fear is a major theme in “Money Hungry”. Raspberry Hill is afraid being homeless and broke and Janae is afraid that people will think she smells. Because the characters have allowed these fears to consume them they do crazy things.
Raspberry is afraid of being homeless so she is very obsessed with money. She hides it all around her room and will do anything legal to get it. She even goes so far as to sell rotten candy to her classmates. Janae is a big girl and because of this she assumes people will think she smells. She is so afraid of this that she stuffs perfumed cotton balls in her clothes so that she always smells good. It shapes the novel because it forces the reader to understand why the characters behave the ways they do. We are given both an inside and outside view of these character’s lives. For example, If the reader was not told about Raspberry’s past we would be judgmental of her money fears or not understand it as much. Fear is an awful thing and if unchecked it can turn into an unhealthy obsession.
Sources, Materials and Accommodations
1. Money Hungry By Sharon Flake (class set)
2. Character Sketch Handouts (one per student)
3. Reading Quiz (one per student)
For ESOL students, the accommodations will be as follows:
1. Character Sketches: at least 5 sentences in length.
2. Reading Quiz: I will read questions aloud and the essay question will be: Who is your favorite Money Hungry character and why?
For students with special needs:
Necessary changes will be made to lesson to accommodate any ESE students.
Dominique Ferguson
Adolescent Literature
8th grade Language Arts: 90 minute block
Focus Statement:
This lesson will seek to engage students in discussion (SSSS LA 6.1.6.2) and activities based on the novel, Money Hungry, by Sharon Flake. Students will be engaged by open discussion of the novel focusing on major themes, their likes/dislikes and relevance of the novel. The instructor will ask questions like "was Raspberry’s mom right or wrong for throwing out the money? Was Mai right or wrong for mistreating her father? Did Raspberry have a right to take the money form Janae?" (SSSS L.A 6.1.7.3)
Using these questions, the instructor will guide the students in thinking critically. Students will also be encouraged to defend ideas and beliefs they originally opposed. This will help students to think about the novel in a reflective way instead of applying their own biases. Students will need to explain their points of view on the novel and defend what they believe (NL-ENG.K-12.4). The activities for this lesson will serve as reviews for the novel and prepare students for the reading quiz.
Theme and Thinking Skills
The specific themes that guide my lesson are critical thinking, comprehension and applying knowledge (NL-ENG.K-12.6). Instead of me telling the students what they should think I hope that they will think for themselves. I want students to recall information about the novel as well as decide in a reasonable, non-judgmental way, their beliefs about the novel. Students will be challenged intellectually, during class discussion, to think outside the box.
Objectives:
Students will be able to:
1. Recall information from the novel
2. Explain major themes covered in the novel and the relevance of the novel (SSSS L.A.6.2.1.4/ L.A 6.1.7.2)
3. Evaluate text by applying comprehension skills (NL-ENG.K-12.3)
Procedures: (90 minute period)
1. Students will be given 30 minutes of silent reading at the beginning of the class period. Students were given 2 weeks to finish the novel in-class but there may be students who have not finished. This time will be used for that purpose. For those who have finished they may want to review by skimming through the book or may begin writing points/questions for the in-class discussion.
2. After silent reading the instructor will engage the students in an open-discussion of the novel lasting 15 minutes. The instructor will only serve as the facilitator of this discussion, prompting students to elaborate or “think outside the box” when necessary. If students are slow to respond instructor may need to lead discussion or at least get it started with the questions mentioned in Focus Statement.
3. After the discussion students will be asked to prepare a character sketch on their favorite character in the novel. Students will be given a handout (similar to the handout at this web address: http://etc.usf.edu/flstandards/la/new-pdfs/points-6.pdf) and asked to be as creative as possible. Each sketch should be at least 9 sentences long. This activity will be 25 minutes long. If activity takes students a shorter time then they may read sketches aloud to class.
4. After sketches are done and turned in students will be given a reading quiz (formal assessment and answer key included). They will be given 20 minutes to complete the quiz.
5. After the quiz students will be asked to write a poem about money for homework. This activity will serve as a branch to our next lesson on poetry.
Assessment:
1. What is Raspberry’s greatest obsession? (a)
a. money
b. marrying Sato
c. cars
d. working for Odd Job
2. What does Janae stuff in her clothes? (c)
a. coins
b. her cell phone
c. perfumed cotton balls
d. Ming’s phone number
3. Who is the author of Money Hungry? (c)
a. Raspberry Hill
b. Toni Morrison
c. Sharon Flake
d. Sharonda Flake
4. What nationality is Mai’s father? (b)
a. African
b. Korean
c. Japanese
d. Caucasian
5. In a rage, what does Raspberry’s mother do with Raspberry’s money? (c)
a. Spend it
b. Give it to charity
c. Throw it out the window
d. Throw it in the lake
6. In a brief essay choose a major theme in Money Hungry and explain the way it shapes the novel and the character or characters it affects.
Sample Response:
Fear is a major theme in “Money Hungry”. Raspberry Hill is afraid being homeless and broke and Janae is afraid that people will think she smells. Because the characters have allowed these fears to consume them they do crazy things.
Raspberry is afraid of being homeless so she is very obsessed with money. She hides it all around her room and will do anything legal to get it. She even goes so far as to sell rotten candy to her classmates. Janae is a big girl and because of this she assumes people will think she smells. She is so afraid of this that she stuffs perfumed cotton balls in her clothes so that she always smells good. It shapes the novel because it forces the reader to understand why the characters behave the ways they do. We are given both an inside and outside view of these character’s lives. For example, If the reader was not told about Raspberry’s past we would be judgmental of her money fears or not understand it as much. Fear is an awful thing and if unchecked it can turn into an unhealthy obsession.
Sources, Materials and Accommodations
1. Money Hungry By Sharon Flake (class set)
2. Character Sketch Handouts (one per student)
3. Reading Quiz (one per student)
For ESOL students, the accommodations will be as follows:
1. Character Sketches: at least 5 sentences in length.
2. Reading Quiz: I will read questions aloud and the essay question will be: Who is your favorite Money Hungry character and why?
For students with special needs:
Necessary changes will be made to lesson to accommodate any ESE students.
Wednesday, September 10, 2008
Cultural Self Analysis Paper & Mandala (see link)
Dominique Ferguson
Dr. West-White
LIT 3333-001
11 September 2008
A Brand New Me
As a Christian and a single mother of two I have experienced many trials and many triumphs. These two identities have helped shape my values and given me motivation to be better. The fall of my freshman year at FAMU I became pregnant with my son. Though I had been a Christian all my life I had strayed and fallen short of God’s glory. Not only was I a fornicator (oh the shame) but I was hundreds of miles away from my family and a baby with a baby on the way. However, I knew enough to get the necessary prenatal care and my baby daddy’s social security number (just in case child support was needed).
Three months after I discovered I was pregnant I called home. First I made a call to my sister Lisa.
“Hey Lisa, it’s Dominique”. I said, almost on the brink of tears.
“Hey Nique what you up to?” she cooed. “How is college?” she stretched out the word college and I could tell she was in an extremely good mood. Oh well, little did she know she would be crushed in five, four, three, two…
“Lisa I’m pregnant!” I wail. “What?!” she screams. “What do you mean you’re pregnant? You go all the way to college and... Come on Nique, you know better.”
By this point I’m crying hysterically and my roommate, Oluchi, comes over to my bed to soothe me. She grabs the phone from my shaking hand and talks to Lisa and then they hang up. At this point I feel like certified crap, if there is such a thing. I believe the only thing worse than the call to Lisa was the call that I was going to make to my dad. My hands were shaking and my heart was thumping so wildly I thought it was going to come out of my chest. My God, I prayed, what have I gotten myself into? What was I thinking when I laid down with that fool? He was only one year older than I and no more equipped to take care of a child than I was.
That was seven years ago and so much has taken place since those fateful phone calls to my loved ones in Miami, Florida. At one point in my life I felt that I had made too many mistakes to redeem myself. I was a single mother of two, living on public assistance, working dead-end jobs and spiritually bankrupt. I had stopped praying, refused to hope and had no church home.
Life was tiring and void. I cried all the time and despite two kids still lived recklessly. Though I never turned to drugs or alcohol my sin of not putting God first in my life was just as bad. It is difficult to speak about my identity without speaking about my faith and my role as a single mother. Over the years these two identities have merged and it is somewhat impossible to focus on one without mentioning the other. After becoming a single parent twice over I felt it was time for a change.
Positive change in my life came about when I began working on my relationship with God. I began watching sermons on television, reading my bible and keeping a journal. However, I began longing for a church family. Members in a church who would help me in my Christian walk. After I found a church, not only with great people but a wonderful children’s ministry, I knew I was on my way to greatness. Okay maybe not greatness but I was on my way nonetheless. Renewing my relationship with Christ set the stage for everything else. I stopped listening to secular music, decided to go back to college and took an active role in my future. As a mother I wanted to be better and do better. Being a mother has motivated me more than anything. Once I was back in school, after a three year hiatus, I was scared out of my mind. Could I go back to school and raise two kids?
I found I could. My first semester back I made the dean’s list and haven’t turned back since. During the last seven years as a mom I have met many other single mothers. It has been therapeutic and necessary to hear about their struggles with faith, men, baby daddy’s and such. There are just some issues single mothers faces that the world knows nothing about.
Sometimes I feel like I live in several different worlds. Once, while talking to a friend-girl about mommy-issues, who’s also a single mom, I slipped in the goodness of God and things went awry. She started saying how she’s not even sure there is a god and I was like Oops! I got my worlds mixed up. In my church family none are single mothers or even single for that matter so I often feel out of place. However, once the conversation turns to God’s greatness or anything pertaining to the Christian faith, I once again feel like I belong.
Though I’ve never really thought of being a Christian or a single parent as a culture I now see that it is. Just like I may feel left out for being single I am connected to my church family because we share the same faith. There is a magazine I read titled Today’s Christian Woman. When I first read it I just saw a bunch of white faces, pretty white faces, but white nonetheless. I thought, the only articles they have in here are probably for married, white middle-aged women. Well I was very wrong. The articles covered a plethora of topics and almost all pertained to me. There were articles on difficult children (Bingo!), making your marriage work (not yet), being saved and single (Yes!) and many others. These articles pertained to me because I am member of many different cultures. Had someone asked me, before this activity, “what culture do you identify with?” I would have quickly responded, “I’m African-American.” I now know I hold membership in many different cultures, but my favorite by far is being a child of God.
To view my original mandala please copy and paste the link below into your Web browser's "address" window.It will be available for the next thirty days.
http://www.girlsgotech.org/mandala_canvas.asp?id=68593
My mandala represents me as a whole. The stars signify success, the eight ovals in the middle signify the eight people in my life I hold dearest and the blue is simply my favorite color. Also the pairs of green squares signify my two kids who depend on me.
Dr. West-White
LIT 3333-001
11 September 2008
A Brand New Me
As a Christian and a single mother of two I have experienced many trials and many triumphs. These two identities have helped shape my values and given me motivation to be better. The fall of my freshman year at FAMU I became pregnant with my son. Though I had been a Christian all my life I had strayed and fallen short of God’s glory. Not only was I a fornicator (oh the shame) but I was hundreds of miles away from my family and a baby with a baby on the way. However, I knew enough to get the necessary prenatal care and my baby daddy’s social security number (just in case child support was needed).
Three months after I discovered I was pregnant I called home. First I made a call to my sister Lisa.
“Hey Lisa, it’s Dominique”. I said, almost on the brink of tears.
“Hey Nique what you up to?” she cooed. “How is college?” she stretched out the word college and I could tell she was in an extremely good mood. Oh well, little did she know she would be crushed in five, four, three, two…
“Lisa I’m pregnant!” I wail. “What?!” she screams. “What do you mean you’re pregnant? You go all the way to college and... Come on Nique, you know better.”
By this point I’m crying hysterically and my roommate, Oluchi, comes over to my bed to soothe me. She grabs the phone from my shaking hand and talks to Lisa and then they hang up. At this point I feel like certified crap, if there is such a thing. I believe the only thing worse than the call to Lisa was the call that I was going to make to my dad. My hands were shaking and my heart was thumping so wildly I thought it was going to come out of my chest. My God, I prayed, what have I gotten myself into? What was I thinking when I laid down with that fool? He was only one year older than I and no more equipped to take care of a child than I was.
That was seven years ago and so much has taken place since those fateful phone calls to my loved ones in Miami, Florida. At one point in my life I felt that I had made too many mistakes to redeem myself. I was a single mother of two, living on public assistance, working dead-end jobs and spiritually bankrupt. I had stopped praying, refused to hope and had no church home.
Life was tiring and void. I cried all the time and despite two kids still lived recklessly. Though I never turned to drugs or alcohol my sin of not putting God first in my life was just as bad. It is difficult to speak about my identity without speaking about my faith and my role as a single mother. Over the years these two identities have merged and it is somewhat impossible to focus on one without mentioning the other. After becoming a single parent twice over I felt it was time for a change.
Positive change in my life came about when I began working on my relationship with God. I began watching sermons on television, reading my bible and keeping a journal. However, I began longing for a church family. Members in a church who would help me in my Christian walk. After I found a church, not only with great people but a wonderful children’s ministry, I knew I was on my way to greatness. Okay maybe not greatness but I was on my way nonetheless. Renewing my relationship with Christ set the stage for everything else. I stopped listening to secular music, decided to go back to college and took an active role in my future. As a mother I wanted to be better and do better. Being a mother has motivated me more than anything. Once I was back in school, after a three year hiatus, I was scared out of my mind. Could I go back to school and raise two kids?
I found I could. My first semester back I made the dean’s list and haven’t turned back since. During the last seven years as a mom I have met many other single mothers. It has been therapeutic and necessary to hear about their struggles with faith, men, baby daddy’s and such. There are just some issues single mothers faces that the world knows nothing about.
Sometimes I feel like I live in several different worlds. Once, while talking to a friend-girl about mommy-issues, who’s also a single mom, I slipped in the goodness of God and things went awry. She started saying how she’s not even sure there is a god and I was like Oops! I got my worlds mixed up. In my church family none are single mothers or even single for that matter so I often feel out of place. However, once the conversation turns to God’s greatness or anything pertaining to the Christian faith, I once again feel like I belong.
Though I’ve never really thought of being a Christian or a single parent as a culture I now see that it is. Just like I may feel left out for being single I am connected to my church family because we share the same faith. There is a magazine I read titled Today’s Christian Woman. When I first read it I just saw a bunch of white faces, pretty white faces, but white nonetheless. I thought, the only articles they have in here are probably for married, white middle-aged women. Well I was very wrong. The articles covered a plethora of topics and almost all pertained to me. There were articles on difficult children (Bingo!), making your marriage work (not yet), being saved and single (Yes!) and many others. These articles pertained to me because I am member of many different cultures. Had someone asked me, before this activity, “what culture do you identify with?” I would have quickly responded, “I’m African-American.” I now know I hold membership in many different cultures, but my favorite by far is being a child of God.
To view my original mandala please copy and paste the link below into your Web browser's "address" window.It will be available for the next thirty days.
http://www.girlsgotech.org/mandala_canvas.asp?id=68593
My mandala represents me as a whole. The stars signify success, the eight ovals in the middle signify the eight people in my life I hold dearest and the blue is simply my favorite color. Also the pairs of green squares signify my two kids who depend on me.
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