Allegory Authors

In ninth grade English, students explore and analyze how a text acts as either a mirror, or a window into the life, context, culture, or identity of what we consider to be "other." Through this process, students utilize the spiraling essential skills outlined by the English Department, focusing on collaboration, discussion, critical thinking and literacy, and writing.

In conjunction with their class read of Children of Blood and Bone by Toni Adeyemi, freshmen recently penned original allegorical children’s books. “Our analysis of the Children of Blood and Bone, which is a fantasy novel and an allegory, included learning about allegory as a literary device—how and why an author uses it to talk about or critique current social issues, to raise awareness, or to educate people,” said faculty member Sari Rotskoff ’00. 

Each student chose a social issue they feel strongly about, and wrote their allegory with the purpose of conveying a subtle message about this issue and educate children ages 7-10. After designing and publishing their eBook using the graphic design platform Canva, students recorded themselves reading their story and posted their video on Flipgrid, a video discussion platform.

The first step of the project was to identify  a social issue or topic that is relevant in modern society and that they are passionate about.  Then, students conducted research to produce evidence to support their ideas. Topics included sexism, the gender wage gap, climate change, gun control, gun rights, LGBTQ+ issues, and discrimination. “It was important to me to incorporate choice into the project, to give students time to think about and research an issue in the world that they are passionate about.” Ms. Rotskoff further shared.

After synthesizing their research, the class looked at allegorical children’s books to gain an understanding of how the story is constructed as well as the deliberate stylistic choices of page layout and design. For their own works, students used storyboarding to outline their ideas then drafted their allegories. Finally, students translated their stories into thoughtfully designed eBooks using Canva. The finished product for each ninth grader is a picture storybook targeted for children ages 7-10, a minimum of 10 pages in length and 600 words. Each eBook also includes research bullet points, a bibliography, and an author’s note that explains the personal significance of the social issue they chose, why they think it is important for children to learn about and what they learned through the process.

Ms. Rotskoff hopes to share the final projects with the target audience. “I’m hoping to find a class at an elementary school where the teacher is willing to have their students read these original stories,” said Rotskoff. “The younger readers could record questions, or reactions to the book, in Flipgrid and start a dialogue with our freshmen authors. This was a huge undertaking, and I am very pleased with their work.”

Student Reflections

Max Magargel ’24 chose discrimination as the social issue represented in his allegory. “I chose this topic because I feel that everyone should be treated equally and respectfully. I think discrimination is important for children to learn about because they are the future generation, and they can really make a difference in the future of how the world is run. It is also important to teach children about discrimination towards people of color, women, people with disabilities, and members of the LGBTQ community so these children can stop it in the future.”

Isabelle Zhang ’24 developed the idea for her book based on her own experiences as an Asian American woman. “I set out to research the beginnings of the Model Minority Myth and found that it originated in Chinatowns in various cities during the juvenile delinquency panic of the 1950s. Chinatown leaders took advantage of the mania and spread tales of obedient Asian children who happily attended Sunday school, respected their elders, and rushed home to dutifully do their homework. The myth, though created to assimilate, would eventually turn against Asian Americans. Suzie, the main character of my book, is the product of widely propagated stereotypes and a close-minded household. I want children to empathize with Suzie and her struggles, for she is an amalgamation of the crushed dreams of mine and every other Asian American who has been told, ‘you can’t,’ simply because of the stereotypes that come with their race.”

Maggie McLaughlin ’24 used her story to educate young readers about gender inequality and stereotypes. “I am very passionate about feminism and women’s rights and think it’s important for children to learn about since it is something impacting their lives. I really enjoyed this project, and I learned a lot about allegory and how to convey a message without directly stating it. Through my research, I also learned how gender stereotypes can affect young children’s motivation and mindset. I thought it was important to convey a message through a story and it made me feel accomplished and like I was making a difference in the world.”