Robin Scallon writes a rationale for using Tunes for Bears to Dance To in the classroom. Sections of the document include: Grade Level and Audience; Plot Summary; Theoretical Support and Redeeming Values; Literary Value and Summary of Reviews; Objectives, Teaching Methods, and Assignments; Possible Objections; Why Tunes for Bears to Dance To Should Not Be Banned; Literary Qualities; Alternative Books; References; Reviews; Awards Earned by Robert Cormier; and Books by Robert Cormier. Scallon defends the use of Tunes for Bears to Dance To by citing cognitive theorists on the egocentrism of young adults and the belief that morality is learned. The 11-year-old protagonist, Henry, is developing personal ideologies and emotional independence, which makes him a good model for young readers to explore their own development. Scallon also defends the book against censorship, saying that the book helps students come to a personal understanding of the world and of a period in history students aren't familiar with. Studying literature increases empathy and awareness of social justice. She considers the plot, theme, characterization, and dialogue as unified and purposeful as well as appropriate to young adult reader abilities.
Raymond Wynter, a sophomore in high school, writes to Robert Cormier with a number of questions. Specifically, he asks about Cormier's influences, Cormier's teenage readers, and Cormier's favorite authors.
Robert Cormier's letter to Mrs. Anti
Robert Cormier's response to Mrs. Anti's class
Mrs. Anti's Class Project "Hallowell Highlights"
Belinda Lothrop letter to Robert Cormier 25 October 1988
David Key letter to Robert Cormier
Denise Concheri letter to Robert Cormier
Kimberly Dawes letter to Robert Cormier
Kristi Kozak letter to Robert Cormier
Kristin Doton letter to Robert Cormier
Michael Ryan letter to Robert Cormier
Mrs. Barbara Anti letter to Robert Cormier
Pamela Carpenter letter to Robert Cormier
Rachel Flynn letter to Robert Cormier
Stephanie Synder letter to Robert Cormier