a celebration of harlem! harlem, then & now

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Cultural Competence 101 Healthy Kids, Healthy Communities: On the Ground In… Washington, DC What’s in Season for Fall Bullying Between The Covers: A Celebration of Harlem! Peanut Butter ’n Jelly Muffins 7 8 5 16 10 3 F a l l 2 0 1 0 N a t i o n a l B l a c k C h i l d D e v e l o p m e n t I n s t i t u t e www.nbcdi.org Child HEALTHTALK

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Page 1: A Celebration of Harlem! Harlem, Then & Now

Cultural Competence101

Healthy Kids,Healthy Communities:On the Ground In…

Washington, DC

What’s in Seasonfor Fall

Bullying

Between The Covers:A Celebration of

Harlem!

Peanut Butter ’nJelly Muffins

7

8

5

16

10

3

• F a l l 2 0 1 0

NationalBlack

Child

Dev

elopm

ent Institute

www.nbcdi.org

ChildHEALTHTALK

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What is CulturalCompetence?If you work in education or

other related fields, you may hearthis term often – or perhaps youare just reading it for the firsttime! Either way, it’s importantfor us to understand what wemean when we talk about“cultural competence.” What is it,and why does it matter?• “Cultural competence” meansbeing knowledgeable aboutdifferent cultures, whichincludes being familiar withdaily living practices, as wellas cultural values and norms.

• Cultural bias damageschildren, and it’s important foradults who care for children toboth understand andeliminate those biases byincreasing their owncompetence.

• Remember that culture ismore than ethnicity or race.Cultural differences are influenced by socioeconomicstatus, religion, language, family education andgeographic location, among other factors.

Why is Cultural Competency Important?In our increasingly diverse society, parents and

professionals working with children come in contact withall types of individuals. It is important for us to embracecultural competency because it helps us:• Gain an understanding of different cultures, as well asour own

• Establish respect for different cultures and individuals• Remember that not all children have the sameexperiences, strengths or needs

• Eliminate stereotypes and other forms of bias• Increase our ability to provide effective services tochildren

• Support diversity among our friends, coworkers,schools, neighborhoods & communities

Why Do I Need To Be Culturally Competent?Tolerance and fairness are important values to practice,

and to teach to others. Imagine a situation in which yourchild brings home a friend of a different religion – or, ifyou’re a professional, imagine that this child is new toyour classroom. In order to make this child feelwelcome, and embrace their differences, you can make aneffort to:• Be aware of important holidays and beliefs in thatreligion, which will help when your child wants toset-up play dates, for example, so that you do notinterfere with important holidays.

• Learn about different foods that are often eaten, orforbidden.

• Encourage your child or other children in theclassroom to ask questions and talk openly abouthow they are the same and how they are different –but how we can all be friends.

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continued on page 4

Cultural Competence 101BY SHANNON ELLIS

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You should also not hesitate to ask the child’s parentabout their practices. If you are genuinely interested, thatwill shine through, and will help you expand on whatyou already know.

How Can I Become (More) CulturallyCompetent?We can always continue to improve our knowledge and

understanding of cultures different than our own, as wellas our knowledge of ourselves and our own biases andattitudes that may be conscious or unconscious. Thereare many formal and information opportunities for eachof us to improve our cultural competency – challengeyourself to keep learning and growing, and set a goodexample for your children as well!• Participate in seminars, trainings and workshopsrelating to cross-cultural differences andunderstanding.

• Immerse yourself in the daily life of othercommunities – walk around different neighborhoods,listen to new music, attend a festival, have dinner at aspecific restaurant, and try to meet new friends!

• Engage in conversations about social change and howto take action to change situations that are unfair. �

NBCDI MEMBERSHIP INFORMATION

Become a NBCDI Member today for as little as $35 and

help give every child a chance! NBCDI members

include people who share a commitment to the positive

development of children and youth, regardless of race,

religion, gender, or creed. NBCDI memberships can be

obtained by contacting NBCDI. Visit our website at

www.nbcdi.org for more membership information and

to learn about the programs of NBCDI.

Become part of the NBCDI family and help us to improve

and protect the lives of our children.

As a member of the America’s Charities federation,

NBCDI is eligible to receive your charitable contribution

from the Combined Federal Campaign (#11574) or

state and local employee campaigns.

SUBSCRIPTION INFORMATION

Child Health Talk is produced by the National Black

Child Development Institute (NBCDI).

A subscription to NBCDI’s newsletter will comprise four

issues of Child Health Talk. Send your request to: Child

Health Talk, 1313 L Street, NW, Suite 110, Washington,

DC 20005. Subscriptions: $8.00 per year

The photographs used in NBCDI’s publications are

intended to highlight the beauty and diversity of

children in a variety of settings. Unless specifically

noted otherwise, the photographs come from NBCDI’s

library of stock photos, and the children do not

represent the topic discussed in the text.

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NBCDI is a member of

Cultural Competence 101 continued from page 3

A NOTE FROM THE EDITORDear Readers:

It’s hard to believe that Fall is already here, but we’reglad to be able to share this exciting issue of ChildHealth Talk with you!

After conducting a survey with some of our membersand CHT readers over the summer, we’re going to bemaking some changes – based on your suggestions.Child Health Talk will remain the important source ofinformation that you have come to know and trust, butkeep your eyes open over the next few issues for newtopics, authors, materials, and formats.

We hope that you will share any more suggestions withus – we want to hear from you! If you have ideas,please email [email protected], subject line CHT, orcall (202) 833-2220. We hope you enjoy this issue ofChild Health Talk and look forward to many moreissues to come.

In good health,

NBCDI Staff

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InWashington, D.C., the Anacostia River is thedividing line that separates the poorestneighborhoods from the rest of the District. East

of the river are neighborhoods – Wards 7 and 8 –with childhood obesity rates approaching orexceeding 50 percent. These are also thecommunities with the highest poverty and crimerates, which too often limit residents’ use of the parksand recreation facilities, as well as the least access tohealthy, affordable food. More than 40 percent ofthese neighborhoods – 60,000 residents – live in a“food desert,” where they are located at least one milefrom a supermarket.As with communities across the nation, the obesity

epidemic has hit low-income African American andLatino children the hardest. Nationally, one out ofevery four black children is overweight, compared toone in seven white children.1 In the District ofColumbia, which is 57 percent African-American,obesity rates and the negative health consequencesare soaring. Obese and overweight children aresignificantly more likely to develop serious, chronicillnesses and experience high blood pressure, highcholesterol, and Type 2 diabetes.2

Community leaders and members, in the District asacross the country, are beginning to come out withcomprehensive solutions to end the obesity epidemic.Many wonderful programs are focused on providingnutrition education and increasing physical activity,working directly with parents, providers, teachers andchildren to change their behaviors and improve theirhealth. But there are other programs as well, whichare focusing more on the systemic issues behind theobesity epidemic, including the Healthy Kids, HealthyCommunities (HKHC) program.Through a partnership led by the Summit Health

Institute for Research and Education, Inc (SHIRE)and funding from the Robert Woods JohnsonFoundation, Healthy Kids, Healthy Communities DCis providing opportunities for residents and

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On the Ground In…WASHINGTON, DC

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HEALTHY KIDS, HEALTHY COMMUNITIES

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community leaders to work together to find innovativesolutions to the obesity crisis. The primary goal of theHKHC partnership, which includes the National BlackChild Development Institute, DC Hunger Solutions, theDepartment of Health, the Department of Parks andRecreation, the DC Public Schools, and the GreaterWashington Urban League, among others, is toimplement healthy eating and active living policies thatcan support healthier communities for children andfamilies. As Jenne Johns, Deputy Director for Programsfor SHIRE, notes, “Our work is very timely and exciting.We are guided by parents, youth and families who wantequal access to fresh and affordable foods and safe placesfor children to play.”Based on the guidance from

community members, throughmeetings and surveys, the DCinitiative, choose to focus on fourpolicy areas that address both healthyeating and active living:1. Instituting and expanding the

Federal After School SupperProgram in DC

2. Creating a “saturation index”of unhealthy food and beveragevendors, with the opportunityto increase healthy retailoutlets in poor communities

3. Developing policies to supporta paid “Park Keepers”workforce to keep parks cleanand safe, and create green jobs

4. Working to create policies that reimbursecommunity based fitness and healthy-livingprograms through insurance and Medicaid.

The partnership has been working over the last twoyears to achieve these policy changes; in 2009, the DCHKHC partnership won its first victory – all childrenparticipating in qualified after school programs are noweligible to receive supper before going home at night.Many other smaller victories have been taking shape,through continued collaboration, advocacy trainings, andthe recruitment of new partners and members. With thepower of First Lady Michelle Obama and the Let’s Moveinitiative right at our doorstep, Washington, DC is seeingprogress towards having healthier kids, and a healthiercommunity.For more information about the Washington D.C.

Healthy Kids, Healthy Communities collaborative,contact Jenné Johns at [email protected]. �

“On the Ground In…” is a new feature in Child Health Talk that willfocus on programs making a difference in improving the health of ourchildren and families in communities across America. To nominatea program that is achieving great outcomes in your neighborhood orcity, please call (202) 833-2220 or email [email protected],subject line “On the Ground.”

1NHANES data on the Prevalence of Overweight Among Children and Adolescents: United States,2003–2006. CDC National Center for Health Statistics, Health E-Stat.

2Freedman DS, Mei Z, Srinivasan SR, Berenson GS, Dietz WH. Cardiovascular risk factors andexcess adiposity among overweight children and adolescents: the Bogalusa Heart Study.Pediatrics January 2007; 150(1):12–17

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Healthy Kids, Healthy Communities: On the Ground In…Washington, DC, continued from page 5

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Farmers’ markets typically last through October or November, so you can continue to buyfresh fruits and vegetables that support your local farmers. Take your child with you to themarket or local grocery store and have them help pick out fruits and vegetables to teach

them about healthy food choices and fresh produce. Talk about the dishes you will make witheach item and what other ingredients will be needed. Then enjoy snacks orhome-cooked meals together as a family!Here are some of the fruits and vegetables that will be in

season this Fall; we encourage you to try something you’venever tried before! Let us know else you can find,and what you can make with these ingredients.Happy healthy eating! �

Acorn Squash Easy to prepare and delicious to eat! Cut ‘em in half, scoop out the seeds, add alittle butter, brown sugar and/or maple syrup, and bake at 400º for 35-40 minutes.

Apple There are hundreds of varieties of apples, and hundreds of ways to eat them. Enjoy them raw,with peanut butter, as a pie or as applesauce!

Belgian Endive A little tangy, endives should be smooth and white, with little yellow tips at the end. They areexcellent when braised, in soups, and added to salads.

Butternut Squash They may be hard to cut and peel, but the delicious orange inside makes it well worth it! Pureewith onions and butter to make a soup, or mash with cinnamon and maple syrup for an alternativeto mashed potatoes!

Cranberries Very tart, bright red and incredibly good for you, cranberries are not just for Thanksgiving! Bakethem in cookies or muffins for a delicious, healthy treat.

Figs Most Americans have never eaten a fresh fig – if you haven’t, you’re missing out! Fresh figs arered on the inside, sweet and perfect when spread on bread.

Grapes In green or purple, seedless or not, grapes make for great and easy snacks to grab instead ofthose extra cookies or crackers.

Mushroom Many kinds of mushrooms grow up from the ground during the fall, so if you’re used to onlyeating one kind, try a new one – maybe a chanterelle or a morel, in your salad, pasta, or sautéedand eaten all on its own.

Parsnip Parsnips look like white, overgrown carrots, except they’re sweet, and wonderful in soups andstews as well as roasted or mashed like potatoes.

Pear Simple and delicious, pears are one of the tastiest fruits of the fall season. Bite into one anytimeto enjoy the juicy, sweet treat!

Pomegranate This jewel-like fruit may be a little exotic but it is sweet, delicious and very good for you. To getthe fruit, cut off the top, and chop it into sections; then put the fruit into a bowl of water, roll outthe little fruit sacks, and throw everything else away.

Pumpkin Pumpkins aren’t just for jack o’lanterns at Halloween! Scoop out and roast the seeds for a tastysnack, or use the pumpkin itself to make bread, pie, pancakes, or soups!

Sweet Potato Mmmm…sweet potato pie! But you can also take advantage of the healthiness of sweet potatoesby baking them whole, making them into fries, or mashing them up.

What’s In Season for Fall?

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It started, first, with the two little girls telling Marithey didn’t like her outfit. The next day, they told mybaby she smelled. The day after that, one of them

touched her twists and said, “Ew,” and then trotted off,giggling, over to the corner of the classroom, where sheand her partner-in-crime continued to whisper and pointat Mari while she sat in a heap, struggling through hertears to finish her work.She’d told me a couple of times that the girls were

doing mean things to her, and each time she complained,I advised her the way a good parent should. First, Ireminded her that no matter what anyone says, she isspecial and beautiful and loved. The second time, I gaveher some choice words for her two nemeses. When theytouched her hair, I pulled her teacher aside and made itclear: “You need to talk to them before I do.” The nextday, the teacher warned the class that anyone caught

being mean to a fellow student would get a note home.That threat fell on deaf little ears. The two kept at my

daughter, sans repercussion from teachers. Until, that is,they picked on my Mari and a friend of hers out on theplayground, saying words so ugly that by the time recesswas over, half the class was in tears and my nephew,Mari’s cousin, was threatening to take both of theringleaders out. The next morning, I found Mari in herroom crying and fretting over her outfit, fearful that theskirt dress and tights I’d picked out for her to wear wouldbring down the wrath of her personal tormentors.Mari, then a second grader, joined legions of school

students who have been bullied by classmates on schoolgrounds. According to a federal report conducted by theEducation and Justice Departments, 86 percent of publicschools in 2005-2006 reported that one or more violentincidents, thefts of items valued at $10 or more, or other

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BullyingBY DENENE MILLNER

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crimes happened in their hallways and on theirplaygrounds—a rate of 46 crimes per 1,000 enrolledstudents. Almost a third of students ages 12 to 18reported being bullied inside school. These students aresuffering. “For both students and teachers, victimizationat school can have lasting effects,” the report said. “Inaddition to experiencing loneliness, depression, andadjustment difficulties, victimized children are moreprone to truancy, poor academic performance, droppingout of school and violent behaviors.”The harassment comes in many forms—verbal

intimidation, taunting, threats, physical violence and,increasingly, via cyber abuse—and, when leftunaddressed, can cut a child like a knife. Indeed, nothingwas made more apparent when 11-year-old JaheemHerrera, a 5th grade student in Georgia, hung himself inApril 2009 after bullies at his school relentlessly calledhim “gay” and a “snitch.” Jaheem’s death came just 10days after another 11-year-old, Carl Walker-Hoover, ofMassachusetts, committed suicide rather than faceanother day of bullying.The African American community has always had a

complicated response to bullying; the clear message wesend to our children is that it’s up to them to go out thereand handle the bullies on their own. You know thescenario: you get picked on, mom or dad slaps you forbeing a punk, then pushes you out the door and says,“Handle it, or I’m going to whip you myself.” It’s atradition we have of trying to toughen up our kids—ofmaking them feel like they have the power to stop thebullying all on their own.There’s something to be said for this; our kids are going

to face bullying throughout their lives. Bullies becomeincreasingly clever as we get older—people use theirposition and power to force us to do things we don’t wantto do or make us feel bad about ourselves, and so there issome value to preparing our kids to fight, not flee, these

battles. But one of the messages we send to our kidswhen we make them fight is that we don’t necessarilyhave their back—that if they “snitch” they’re being weakand we’ll be more upset by this than we will by any bully.So I’m calling for balance – an updated response that

allows us to be more sensitive to the way that ourchildren think and react to danger and threat. We need tolet our kids know that we’re stepping in on their behalf—to send the message that people care about them and willprotect them, no matter what. Some kids are going to beable to suck it up and face the bully down. Others aregoing to be afraid and do damage to themselves instead.It’s on us to give them a third option—to trust that theirparents will do something about it, and hold theseschools and their administrators and the parents of thebullies accountable for not keeping sweet little boys likeJaheem and Carl safe from unbearable abuse.In the case of my Mari, that playground incident made

me step up and say, “Nope—no more.” Though therewas no Kumbaya moment after the roundtable of parents,administrators, teachers and the school director, theschool agreed to put into place a system for the kids tocomplain about bullying anonymously. And while theteachers agreed to be more vigilant in keeping an eye outfor the troublemakers, I also let them know that if eitherone of those girls said one word to Mari again, she hadthe go-ahead from her mama to fight back.The threat of the beat down was a scare tactic, not

reality—Mari’s no bruiser, and I would never encourageher to fisticuffs. But the threat was a part of what workedto move the school to action and put an end to therunaround. Most importantly, though, is that leading allthe way up to that meeting and after it, too, our childknew that her mommy and daddy had her back.We finished up the school year with the girls keeping a

safe distance from Mari. But I wish that all the grown-ups involved had early on recognized and practiced what

we truly believe: That it was on us to handlethe mess. We needed to make sure our childknew that whatever was going on, it hadnothing to do with her— somebody else waswrong and the responsibility for respondingto the bad things being done to her was nothers alone. �

Denene Millner is a mother of two daughters, acolumnist for Parenting magazine and the author ofthe popular blog, MyBrownBaby. She’s penned 18books, including the New York Times best-sellingrelationship advice book, Act Like a Lady, Think Likea Man (with comedian Steve Harvey), and “Miss You,Mina,” one in the hugely popular Scholastic CandyApple tween book series.

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BETWEEN THE COVERS

Ages 4-8

*Bootman, Colin (2009), The Steel Pan Man of Harlem, Carolrhoda. Modern dayretelling of the Pied Piper of Hamelin tale set during the Renaissance Harlem period.Children will learn about keeping one’s word and doing the right thing. Ages 4-8

*Campbell, Bebe Moore, illustrator Richard Yarde,(2006) Stompin' At the Savoy, PhilomelBooks/Penguin Young Readers Group. Mindy wasafraid. Her dance recital was a few hours away, andno matter what her three dancing great-aunties saidwould make the fear go away. A magical drum anda dancing cat introduce her to musicians anddancers gracing the stage of legendary Savoy,where fear disappears. Ages 4-8

A Celebration of Harlem!Dr. Vivian G. Johnson, Dr. Jonella A. Mongo & Dr. Toni S. Walters

HARLEM,Then and Nowby Vivian G. Johnson, Ph.D.

Harlem is the symbolic birthplace ofwords that have transcended time.The space that nurtured the creative

voices of great authors still serves as a wellfrom which contemporary writers draw tocreate visual and literary images with Harlemas a backdrop. I fell in love with Harlem inthe late 1960s, when librarians introducedme to books written by noted authors of theHarlem Renaissance. The first was RichardWright’s 1938, Uncle Tom’s Children, a compilation of short stories describing southern racist atrocities that grieved myspirit. Reading Big Boy Leaves Home fostered an aesthetic response that shaped my seventh grade conceptualization ofwhat I now know as the epitome of “othering.” Years later, Walter Dean Myers’ novels transported me into excitingyoung lives often intersecting at Lennox Ave and 145th ST. Contemporary authors and illustrators continue to celebrateHarlem. Whether it is Bryan Collier’s realistic chocolate visual representation of a Harlem brownstone in Uptown, thepoetic voice and vivid illustrations in Myers and Myers Harlem, or Eleanor Tate’s adolescence exploration in Celeste’sHarlem Renaissance, the geographical setting for great literature is still a special place. The literature presented in thiscolumn was chosen to convey that to readers, and whet their literary appetites with a cornucopia of contemporaryrealistic fiction, historical fiction, and non-fiction set in Harlem, NYC. Grab a book, take a seat and let’s go uptown!

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Collier, Bryan, (2000)Uptown, Henry Holt andCompany. A young boyprovides a guided tour ofhis Harlem neighborhood.From his home in abrownstone to the HudsonRiver he pays tribute touptown. Ages 4-8

*Hartfield, Claire, illustrator*Jerome LaGarrique, (2002) Meand Uncle Romie, PenguinGroup. Young boy who lives inNorth Carolina, learns a lot aboutHarlem when he visits his uncle,famed artist Romare Bearden, forthe summer. Ages 4-8

*Hughes, Langston,photographs by *CharlesSmith, (2009) My People,Simon & Schuster Children’s.Smith’s sepia photographsvividly capture the words ofthis much-loved poem.Ages 4-8

*Hughes, Langston, illustrator*Benny Edwards, (2006)Poetry for Young People:Langston Hughes, SterlingPublishing. The powerfulwords of Hughes, a majorwriter during the HarlemRenaissance, resonate in eachpoems presented in thiscollection edited by ArnoldRampersad and DavidRoessel. Ages 4-8

*Hughes, Langston,illustrator *E.B. Lewis,(2009) The NegroSpeaks of Rivers,Hyperion Books forChildren. Every childdeserves to experiencethis timeless poemknown as the song ofthe HarlemRenaissance. Age 4-8

Michelson,Richard, illustrator*E. B. Lewis,(2005) HappyFeet, GulliverBooks. A fathershares with his sonmany stories ofthe legendarySavoy Ballroom inHarlem. Ages 4-8

*Norman, Lissette,illustrator *FrankMorrison, (2006) My Feetare Laughing, Farrar,Straus and Giroux. YoungSadie's DominicanRepublic voice is poetryin motion with words andvisual images stretchingacross the pages as ameans of sharing familyand friends living inHarlem. Ages 4-8

Perdomo, Willie,illustrator *Bryan Collier,(2005) VisitingLangston, Henry Holtand Company. A fatherintroduces his little girl,a poet herself, to thework and world ofcultural hero LangstonHughes when they visithis Harlem brownstone.Ages 4-8

*Smalls, Irene,illustrator TyroneGeter, (2003) Ireneand the Big, FineNickel, Little, BrownBooks for YoungReaders. Theadventures of ayoung girl, living inHarlem in the 1950s,on the morning thatshe finds a nickel inthe street. Ages 5-8

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*Ringgold, Faith, (1996)Tar Beach, Random HouseChildren’s Books. Eight-year-old Cassie uses herimagination to fly aboveher family’s apartment,looking down on thestreets of 1939 Harlem.Ages 4-8

*Taylor, Debbie A., illustrator*Frank Morrison, (2004)Sweet Music in Harlem, Lee& Low. It is a special day forC. J.’s Uncle Click who willbe photographed with someof the greatest musicians inhistory, but Uncle Click'sspecial hat is missing. As C.J. embarks on a quest to findthe hat, C. J. learns a sense of community and developsfriendships in his Harlem neighborhood. Ages 4-8

*Velasquez, Eric, (2004)Grandma’s Records, Walker &Company. Summer visits tograndma’s Spanish Harlemhome is extra special when theauthor gets a chance to hearshis favorite Puerto Rican band inconcert. Ages 5-8

Ages 9-12

* Guy, Rosa (2008). The Friends,Hampton-Brown Books. Harlem isnothing like the island where shegrew up, but it is now home forPhyllisa and her family. Makingfriends was hard, but she andEdith, became friends. Problemsbegan to erupt in both homesbringing multiple challenges forthe teen who had to grown uptoo soon. Ages 9-12

*McKissack, Patricia & *FredMcKissack (2007). A Song ofHarlem (Scraps of Time).Viking. In this third edition inthe Scraps of Time series,Gee tells the story of AuntLilly Belle’s childhood journeyfrom her small hometown toHarlem to attend a summer

program for gifted young writers taught by Zora NealeHurston. The book contains endnotes about the Harlemrenaissance. Ages 9-12

Muse, Daphne,illustrator*Charlotte RileyWebb, (2005). The EntrancePlace of Wonders: Poems ofthe Harlem Renaissance.Abrams Books for YoungerReaders. This rhythmiccelebration of HarlemRenaissance is a greatintroduction to this historicperiod. Poetic voices convey

the spirit of the people as seen through words of greatwriters. Ages 9-12

*Myers, Walter Dean and BillMiles, (2006) The HarlemHellfighters: When Pride MetCourage. Potomac Books Inc.Another military legacy, thistime the 369th Regiment, thefirst African AmericanRegiment during World War I,has been brought to readers.Ages 9-12

Robinson, Sharon, (2006) Safeat Home, Scholastic Press. Elijahand his mother leave thesuburbs to live in Harlem, hismother's home. He understandsthat his father's unexpecteddeath leaves them no choice,but giving up basketball forbaseball and dealing with abully leads to a challengingsummer. Ages 9-12

*Shange, Ntozake, illustrator*Kadir Nelson, (2004)Ellington Was Not a Street,Simon & Schuster. Ellington,Robeson, Dubois, Dizzy,Sonny, and Nkrumah areamong the names of thosewho "changed the world"and through the eyes of ayoung girl today's youngstersare introduced to legendaryfigures who gathered in aHarlem home. Ages 9-12

Between the Covers, continued from page 11

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*Tate, Eleanora, (2007)Celeste's Harlem Renaissance,Little, Brown Young Readers.Moving from North Carolina toHarlem is a major adjustmentfor Celeste. Her own artisticability and ambitions allow herto experience the HarlemRenaissance, and make theright life decisions. Ages 8-12

Young Adult

*McDonald, Janet, (2006)Harlem Hustle, FrancesFoster Books/Farrar, Straus &Giroux. Eric Samson is called"Hustle" because that is howhe survives life in Harlem. Hisdream to become a rapperfuels his desire to succeed,but he soon learns that all isnot what it seems. Ages 12and up

*Myers, Walter Dean, (2007)Harlem Summer, ScholasticPress. Mark Purvis plays thesaxophone when he is notworking at The Crisispublishing office. He reallywould love to impressHarlem's legendary pianoplayer, Fats Waller. So muchso, that he takes on a deliveryjob that brings him intoconflict with mobster DutchSchultz. Ages 12 and up

*Myers, Walter Dean,(2010). Here inHarlem: Poems inMany Voices. HolidayHouse. Harlem is thehome of his youth andWalter Dean Myers’poetic voice is ahistorical tour guide.Sepia photographs ofpeople, places andevents is an enjoyablejourney for all. YoungAdult

*Myers, Walter Dean,(2007). 145th Street: ShortStories. Delacorte Booksfor Young Readers. Thiscollection of short storiesreveals the pulse ofteenage life on one HarlemBlock. Humor and sadnessexchange places as thestories unfold, from thereality of gang violence tothe strength of communitytogetherness. Young Adult

*Myers, Walter Dean,(2006) Street Love,Amistad. This is a freeverse Shakespeareanlove story set incontemporary Harlem.The possibility of arelationship betweenteenagers Damien andJanice is unclear whenher mother issentenced to prison.Young Adult

*Robinson, Sharon, (2007)Slam Dunk, Scholastic Press.Elijah "Jumper" Breezebelieves things will be fine inhis new home in Harlem, andat his new school where thereis the possibility of abasketball team. Things arecomplicated when his rivaltransfers to his school, and hisfriend challenges his chancesfor election to studentcouncil. Young Adult

Dr. Toni S. Walters is a Professor at Oakland University. Dr. Jonella Mongois adjunct faculty member at Oakland University and Dr. Vivian Johnson isan Associate Professor at Marygrove College

THE BTC TEAM:Dr. Toni S. Walters – Professor at Oakland University inRochester, MichiganDr. Vivian G. Johnson – Associate Professor at Marygrove Collegein Detroit, MichiganDr. Jonella A. Mongo – Visiting Faculty Member at Oakland University.A Note to Authors and PublishersWe encourage authors and publishers to send advance review copiesand newly released books for children to: Dr. Toni S. Walters, SEHS,Oakland University, Rochester, Michigan 48309The Between the Covers team will review them for consideration infuture columns.

13N A T I O N A L B L A C K C H I L D D E V E L O P M E N T I N S T I T U T E • C H I L D H E A L T H T A L K • F A L L 2 0 1 0

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Send your favorite winter recipe to [email protected] and we’ll publish one winner in the next issue of Child Health Talk!

These delicious, easy and inexpensive muffins can be a great breakfast, lunchor snack for kids and parents on the go. Make them on Sunday for the weekahead, and let older kids practice with the measurements, while younger kidscan help with the mixing and pouring. If someone is allergic to peanut butter,substitute soy nut or sunflower seed butter – or use cream cheese instead!

Peanut Butter ‘nJelly Muffins

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Prep: 10 minutes

Bake: 15 minutes

Ingredients:

• 2 cups all-purpose flour

• 2 teaspoons baking powder

• 3/4 teaspoon baking soda

• 1/4 teaspoon salt

• 2 eggs

• 3/4 cup thawed apple juice concentrate

• 1/2 cup reduced-fat chunky peanut butter

• 1/4 cup fat-free milk

• 3 tablespoons butter, melted

• 1/3 cup 100% strawberry spreadable fruit

Directions:• In a large bowl, combine the flour, baking powder,baking soda and salt. Combine the eggs, apple juiceconcentrate, peanut butter, milk and butter; stir intodry ingredients just until moistened.

• Coat 12 muffin cups with cooking spray. Spoon halfof the batter into cups. Spoon about 11/4 teaspoonsspreadable fruit into the center of each; top withremaining batter.

• Bake at 350° for 15-20 minutes or until a toothpickinserted into muffin comes out clean. Cool for 5minutes before removing from pan to a wire rack tocool completely. Yield: 1 dozen.

Nutritional Analysis:1 muffin equals 225 calories, 8 g fat (3 g saturated fat),43 mg cholesterol, 315 mg sodium, 33 g carbohydrate,1 g fiber, 6 g protein.

Peanut Butter 'n' Jelly Muffins published in Light & Tasty August/September 2005, p54