1.BIBLIOGRAPHY
Lowry, Lois. 1993. THE GIVER. New York: Bantam Doubleday Dell Books for Young Readers. ISBN 0440219078
2.PLOT SUMMARY
This is a science fiction novel for young adults. The setting is in Sameness, a community that is governed by rules, procedures, discipline, and in which the inhabitants have been deprived of many of the experiences that have existed Elsewhere such as the viewing of color and music. The community members don’t even realize of these and other possibilities. Their world is colorless, limited to the allowed vocabulary experienced, and devoid of memories and depth in feelings for the community members’ protection. The quest from the Elders who run the community is to have a perfect community in which its inhabitants are trained not to be rude or experience strong emotions, and in which the vocational roles assigned by the Elders determines your stance in the community. These and other doings are said to be in protection from danger and pain to those who live there.
One day Jonas, a twelve year old boy is granted the role of Receiver of Memories. This job is regarded as the most honorable in the entire community, but once Jonas starts his training he realizes that it is also the most affective. His responsibility is to take in all the memories from The Giver of past events and past generations that would cause horrendous pain and turmoil for the rest of the community members if they themselves were to have some of those memories. Amongst some of the memories, Jonas is transmitted those of pain, hunger, rage, poverty, injustice, cruelty, and loneliness. Jonas also makes an awful discovery. For years he and the rest of the people have wondered about the “release” of the young who are considered not apt for the community and of the older people who are too weak to assist in any way. Where do they go? What is Elsewhere? As part of his gained rights as Receiver of Memories, Jonas discovers that people who are not needed anymore are killed via an injection. Jonas is horrified because he has discovered a series of deeper emotions that allow him to feel the injustice and cruelty in this event.
Jonas and The Giver devise a plan to attempt to make some changes. Together they have realized that the rest of the community members should have the opportunity to experience love, memories, colors, and music and the only way for this to be done is through Jonas’ escape from the community, leaving his memories behind. This way, the memories would once again become part of the people and The Giver would be there to help them cope with them as they needed. Through this event, Jonas is able to reach Elsewhere, a place full of true family, love, and even pain that he had seen in his visions while in training.
3.CRITICAL ANALYSIS
This story follows the elements of a modern fantasy. The plot is based on events that are impossible as we know of the world right now. The shielding of harmful memories, the suppression of “stirrings” via a pill, and the climate controlled atmosphere in the community as if it were inside a bubble are impossible events. As unreal as it is, the plot was intriguingly written. The creation of this fictitious community who abides happily to rules and has unknowingly relinquished many of the fundamentals of what being true humans entail is interesting. The author has written and attention-grabbing story based on a plot that will leave many readers thinking about its possibilities. Could this happen one day? How would it come to happen?
In response to the unique plot, the author has provided the necessary information via the text to image the setting. The community is colorless, with an industrial feeling. The time period is futuristic as readers are often reminded that all of the memories that Jonas is receiving are from “Before you, before me, before the previous receiver, and generations before him.”
The careful use of straightforward language was appropriate to facilitate the following of the plot. Being that it is one of modern fantasy with events not ever experienced by readers, the otherwise use of new vocabulary or figurative language would have been overwhelming and a hindrance to the theme of the story. A mysterious mood was created by the gradual disclosure of memories of events that were once true to life: wars, death, hunger, love. Also, Jonas’ regular wondering about the “release” of people provided me with a desire to keep on reading to solve the mystery. The mention of this celebration, as it was regarded, was persistent throughout the story as a symbol of irony. The obligatory procedures of having family units share their feelings during dinner time is contradicting to their lack of possibility to experience feelings truthfully via the avoidance of memories and the ignorance that their act of “release” were instilled with cruelty and immorality.
4.REVIEW (EXCERPTS)
NEWBERRY MEDAL WINNER
PUBLISHERS WEEKLY- “Lowry is once again in top form--raising many questions while answering few, and unwinding a tale fit for the most adventurous readers.”
SCHOOL LIBRARY JOURNAL-“ The author makes real abstract concepts, such as the meaning of a life in which there are virtually no choices to be made and no experiences with deep feelings. This tightly plotted story and its believable characters will stay with readers for a long time.”
5.CONNECTIONS
-Koogler, Pam. 2004. A GUIDE TO USING THE GIVER IN THE CLASSROOM. ISBN 1557345422 or Random House Teacher Guide online.
-Students write about Elsewhere, the place that Jonas has found at the end of the story, but of which the author does not provide much information. What would it be like for them?
-Read and comment on the interview provided by Lois Lowry about the writing of The Giver.
-What would be a perfect community for you?
Monday, July 30, 2007
Fiction, Fantasy, & YA-Review2
1.BILBIOGRAPHY
Johnson, Angela. 2003. THE FIRST PART LAST. New York: Simon & Schuster. ISBN 0689849222
2.PLOT SUMMARY
This contemporary fiction novel is about a sixteen year old, Bobby, and his early experiences with fatherhood. Nia, his girlfriend, is pregnant. It’s unplanned; they thought they were taking the necessary precautions. Their families and friends are shocked, but they are the only ones who know how terrified they feel themselves. The possibility of giving the baby up for adoption seems like the right thing to do. Nia and Bobby have their whole lives ahead of them and their parents had dreams. At about 8 months of pregnancy, Nia is rushed to the hospital. She has suffered from eclampsia, is brain dead, and will remain in vegetative state for the rest of her life. Nia is placed in long-term care. Stepping up to his responsibilities, Bobby knows that he cannot give up their child, Feather. He refuses to finalize the adoption papers amidst the social worker’s talk of how difficult it would be for someone so young to raise a baby. Feather goes home with her father and parental grandparents. Bobby struggles emotionally and physically, but realizes that somehow they will be fine together.
3.CRITICAL ANALYSIS
Wow! This novel was so emotionally packed that as a reader I underwent suspense, compassion, joy, warmth, pain, and sadness. The story plot was incredibly true to life and revealed a reality for many young adults and their families. As the protagonist, Bobby related the story from a first person point of view allowing the reader to fully experience his innermost thoughts which were bursting with fears about his role as a father while he was still a child himself. At one point he is considering if he could likely persuade Feather’s pediatrician, who was technically also still his pediatrician, to write him a notE excusing him from this role of fatherhood: “I just want a note to get me out of it.” The ending of the story was not ordinary. The characters did not simply end up living happily ever after. Instead, readers are left to wonder how Bobby and Feather were doing together as they adapted to life in a new small town. Readers may experience a sense of hope for both of them.
Again, the author’s style delivers a story through first person point of view. Bobby lends voice to the events as if he were sitting to the side, overlooking his life and writing about it in a journal. The novel is divided into “Now” and “Then” chapters alternating between the past and the future. From the “Then” chapters the reader lives the shock and confusions experienced by Nia, Bobby, and their parents as news of the pregnancy is delivered and Nia goes through her pregnancy. The “Now” chapters relay Bobby’s role as a young, new, inexperienced father living with his mother in the city. It is like reading two novels simultaneously, and this style of writing is quite original. The format requires precise thought and making connections while providing a different model for personal writings.
As a reader I was led to reason and interact with the characters through the careful writing of the author. Angela Johnson’s characterization of Bobby’s mother as unhelpful and unresponsive to Feather’s needs initially anguished me. I wondered and reasoned mentally with her as a reader. How could she not lend a hand when Bobby was not getting any sleep and still had to go to school the next morning? Wasn’t Feather her granddaughter? Poor Bobby. However, these ongoing were part of Johnson’s theme as I came to realize. Bobby did not have much choice now but to grow up and learn to take full responsibility for the life that had been created. He has to realize that even though there are neighbors, friends, and grandparents who can quite possibly take the responsibility off him and let him be a kid, this is what comes from his adult actions.
Angela Johnson’s use of foreshadowing early on in the story when Bobby is wishing to be out of school and with Feather was a subsequent point of interacting with the text. He is thinking he could be “telling her how much she looks like her mom. And asking if she remembers her. It hasn’t been that long ago.” As the reader, I was wondering and nearly trying to solve a mystery of what had happened to Nia. Why should Feather only remember her now? What was most captivating, thought was that the mention of Nia’s absence due to something unknown was rather elusive. There were very brief clues such as when Bobby realized that Feather’s facial expressions and her eyes were like looking at Nia. Had something happened to her after all? Was it possibility death at birth? Did she just decide to leave the city after Feather’s birth as her parents had once suggested during the pregnancy? Not until the near closing of the story is the reader able to have answers.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL-“ Brief, poetic, and absolutely riveting, this gem of a novel tells the story of a young father struggling to raise an infant.”
BOOKLIST-“ Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again. The great cover photo shows the strong African American teen holding his tiny baby in his arms.”
CORRETA SCOTT KING AWARD
MICHAEL PRINTZ AWARD FOR EXCELLENCE IN YOUNG ADULT LITERATURE
5.CONNECTIONS
-Rewrite the story to tell it from Nia’s point of view.
-Allow students to experience an audio book through this title.
-Other titles by Angela Johnson:
A SWEET SMELL OF ROSES
HEAVEN
JUST LIKE JOSH GIBSON
BIRD
A COOL MOONGLIGTH
Johnson, Angela. 2003. THE FIRST PART LAST. New York: Simon & Schuster. ISBN 0689849222
2.PLOT SUMMARY
This contemporary fiction novel is about a sixteen year old, Bobby, and his early experiences with fatherhood. Nia, his girlfriend, is pregnant. It’s unplanned; they thought they were taking the necessary precautions. Their families and friends are shocked, but they are the only ones who know how terrified they feel themselves. The possibility of giving the baby up for adoption seems like the right thing to do. Nia and Bobby have their whole lives ahead of them and their parents had dreams. At about 8 months of pregnancy, Nia is rushed to the hospital. She has suffered from eclampsia, is brain dead, and will remain in vegetative state for the rest of her life. Nia is placed in long-term care. Stepping up to his responsibilities, Bobby knows that he cannot give up their child, Feather. He refuses to finalize the adoption papers amidst the social worker’s talk of how difficult it would be for someone so young to raise a baby. Feather goes home with her father and parental grandparents. Bobby struggles emotionally and physically, but realizes that somehow they will be fine together.
3.CRITICAL ANALYSIS
Wow! This novel was so emotionally packed that as a reader I underwent suspense, compassion, joy, warmth, pain, and sadness. The story plot was incredibly true to life and revealed a reality for many young adults and their families. As the protagonist, Bobby related the story from a first person point of view allowing the reader to fully experience his innermost thoughts which were bursting with fears about his role as a father while he was still a child himself. At one point he is considering if he could likely persuade Feather’s pediatrician, who was technically also still his pediatrician, to write him a notE excusing him from this role of fatherhood: “I just want a note to get me out of it.” The ending of the story was not ordinary. The characters did not simply end up living happily ever after. Instead, readers are left to wonder how Bobby and Feather were doing together as they adapted to life in a new small town. Readers may experience a sense of hope for both of them.
Again, the author’s style delivers a story through first person point of view. Bobby lends voice to the events as if he were sitting to the side, overlooking his life and writing about it in a journal. The novel is divided into “Now” and “Then” chapters alternating between the past and the future. From the “Then” chapters the reader lives the shock and confusions experienced by Nia, Bobby, and their parents as news of the pregnancy is delivered and Nia goes through her pregnancy. The “Now” chapters relay Bobby’s role as a young, new, inexperienced father living with his mother in the city. It is like reading two novels simultaneously, and this style of writing is quite original. The format requires precise thought and making connections while providing a different model for personal writings.
As a reader I was led to reason and interact with the characters through the careful writing of the author. Angela Johnson’s characterization of Bobby’s mother as unhelpful and unresponsive to Feather’s needs initially anguished me. I wondered and reasoned mentally with her as a reader. How could she not lend a hand when Bobby was not getting any sleep and still had to go to school the next morning? Wasn’t Feather her granddaughter? Poor Bobby. However, these ongoing were part of Johnson’s theme as I came to realize. Bobby did not have much choice now but to grow up and learn to take full responsibility for the life that had been created. He has to realize that even though there are neighbors, friends, and grandparents who can quite possibly take the responsibility off him and let him be a kid, this is what comes from his adult actions.
Angela Johnson’s use of foreshadowing early on in the story when Bobby is wishing to be out of school and with Feather was a subsequent point of interacting with the text. He is thinking he could be “telling her how much she looks like her mom. And asking if she remembers her. It hasn’t been that long ago.” As the reader, I was wondering and nearly trying to solve a mystery of what had happened to Nia. Why should Feather only remember her now? What was most captivating, thought was that the mention of Nia’s absence due to something unknown was rather elusive. There were very brief clues such as when Bobby realized that Feather’s facial expressions and her eyes were like looking at Nia. Had something happened to her after all? Was it possibility death at birth? Did she just decide to leave the city after Feather’s birth as her parents had once suggested during the pregnancy? Not until the near closing of the story is the reader able to have answers.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL-“ Brief, poetic, and absolutely riveting, this gem of a novel tells the story of a young father struggling to raise an infant.”
BOOKLIST-“ Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again. The great cover photo shows the strong African American teen holding his tiny baby in his arms.”
CORRETA SCOTT KING AWARD
MICHAEL PRINTZ AWARD FOR EXCELLENCE IN YOUNG ADULT LITERATURE
5.CONNECTIONS
-Rewrite the story to tell it from Nia’s point of view.
-Allow students to experience an audio book through this title.
-Other titles by Angela Johnson:
A SWEET SMELL OF ROSES
HEAVEN
JUST LIKE JOSH GIBSON
BIRD
A COOL MOONGLIGTH
Fiction, Fantasy, &YA-Review 1
1.BIBLIOGRAPHY
Gantos, Jack. 2000. JOEY PIGZA LOSES CONTROL. New York: Scholastic Inc. ISBN 0439338980
2.PLOT SUMMARY
This is a sequel to Joey Pigza Swallowed the Key (2000). Joey is a young boy troubled by his Attention Deficit Disorder (ADD). In this follow-up novel, Joey is spending some time with his father, Carter, who has never been part of his life after running out on his mother and him. Joey is optimistic and wishful for a chance to get to know his father and to be loved by him. Carter is a long time addict to drinking and smoking, who claims he has changed and can now show Joey what a true father is. After his arrival, Joey is enthralled by how fun his father is excited about learning from a man. He joins Carter’s little league baseball team when it is discovered that Joey has a great pitching arm. Not truly recovered from his addictions, after one night of drinking Carter decides it is time to free Joey from his medicine patches that control his ADD. Joey is terrorized from memories of his old him when off the medication and begs his father not to throw them down the toilet. Carter is convinced, however, that this is the best gift he can give his boy. Joey decides to try to live up to his father’s dreams of him being a “normal” kid without medication, but as the days go on the erratic behavior associated with ADD start to control him once again. Finally, Joey’s mother takes Joey back to his stable home where he can be “normal” again with the mother who has always been there for him and with the medication that he needs.
3.CRITICAL ANALYSIS
This realistic fiction novel is a wonderful story for young people. Gantos created a character with familiar dispositions of many families and youngsters now a day. His parents are divorced, he has the desire to win parental approbation, and is learning to live with ADD. His differences have stopped him from making any friends except for his dog, Pablo. Joey experiences joys and disappointments which are primarily delivered to the reader through Joey’s internal thoughts. Most of his disappointments stem from his grandmother and specifically his father whom he realizes has not changed and is not like him at all. As Gantos writes giving voice to Joey’s character, “I just want him to love me as much as I already love him.”
The plot of the story is original as it is based on a boy’s life with ADD, a disorder that has recently become much more openly discussed, accepted, and treated than in earlier years. ADD is positively displayed through Joey’s experiences in using his medication. He lives a normal life through use of his medicated patch until his father decides to throw out his medication and Joey feels “the other Joey had started to catch up to” him. The lack of his medications causes instability as he lacks self-control and focus. The topic of ADD in society is one to be accepted as a reality and should be portrayed, as it is here, with optimism.
The style used by Gantos is highly appropriate for young adults. He uses a well balanced inclusion of dialogue and narration from the first person point of view of Joey. The author is able to transmit Joey’s loss of self-control and focus that he experiences towards the end of the story when he no longer has the effect of his medication. At this point of the story, Joey’s inner dialogue are written in long, seemingly unending thoughts that jump from one thing to another delivering a feel for his lack of control.
The theme of the story is subtly relayed through Joey’s interactions with the other characters. In his quest to being loved and accepted and to bringing a family together again, he realized that he already had a mother who was his true family and who accepted him unconditionally. With her he did not have to measure up to the perfect winner his father wanted to do of him. When Carter realized that Joey was not “normal” without his medication and could not act according to his desires he even called him “a retard”.
4.REVIEW (EXCERPTS)
KIRKUS STARRED REVIEW-
“Sad, scary, blackly funny.”
PUBLISHERS WEEKLY STARRED REVIEW-"Like its predecessor, this high-voltage, honest novel mixes humor, pain, fear and courage with deceptive ease. Struggling to please everyone even as he sees himself hurtling toward disaster, Joey emerges as a sympathetic hero, and his heart of gold never loses its shine."
NEWBERRY HONOR BOOK
5.CONNECTIONS
-Gantos, Jack. 2000. JOEY PIGZA SWALLOWED THE KEY. ISBN 0064408337
-Gantos, Jack. 2004. WHAT WOULD JOEY DO? ISBN 0060544031
-Explore the author’s web page in a unit of realistic fiction or author study.
-Use for book club or discussion group to develop acceptance, awareness, and understanding of people with disorders such as ADD.
Gantos, Jack. 2000. JOEY PIGZA LOSES CONTROL. New York: Scholastic Inc. ISBN 0439338980
2.PLOT SUMMARY
This is a sequel to Joey Pigza Swallowed the Key (2000). Joey is a young boy troubled by his Attention Deficit Disorder (ADD). In this follow-up novel, Joey is spending some time with his father, Carter, who has never been part of his life after running out on his mother and him. Joey is optimistic and wishful for a chance to get to know his father and to be loved by him. Carter is a long time addict to drinking and smoking, who claims he has changed and can now show Joey what a true father is. After his arrival, Joey is enthralled by how fun his father is excited about learning from a man. He joins Carter’s little league baseball team when it is discovered that Joey has a great pitching arm. Not truly recovered from his addictions, after one night of drinking Carter decides it is time to free Joey from his medicine patches that control his ADD. Joey is terrorized from memories of his old him when off the medication and begs his father not to throw them down the toilet. Carter is convinced, however, that this is the best gift he can give his boy. Joey decides to try to live up to his father’s dreams of him being a “normal” kid without medication, but as the days go on the erratic behavior associated with ADD start to control him once again. Finally, Joey’s mother takes Joey back to his stable home where he can be “normal” again with the mother who has always been there for him and with the medication that he needs.
3.CRITICAL ANALYSIS
This realistic fiction novel is a wonderful story for young people. Gantos created a character with familiar dispositions of many families and youngsters now a day. His parents are divorced, he has the desire to win parental approbation, and is learning to live with ADD. His differences have stopped him from making any friends except for his dog, Pablo. Joey experiences joys and disappointments which are primarily delivered to the reader through Joey’s internal thoughts. Most of his disappointments stem from his grandmother and specifically his father whom he realizes has not changed and is not like him at all. As Gantos writes giving voice to Joey’s character, “I just want him to love me as much as I already love him.”
The plot of the story is original as it is based on a boy’s life with ADD, a disorder that has recently become much more openly discussed, accepted, and treated than in earlier years. ADD is positively displayed through Joey’s experiences in using his medication. He lives a normal life through use of his medicated patch until his father decides to throw out his medication and Joey feels “the other Joey had started to catch up to” him. The lack of his medications causes instability as he lacks self-control and focus. The topic of ADD in society is one to be accepted as a reality and should be portrayed, as it is here, with optimism.
The style used by Gantos is highly appropriate for young adults. He uses a well balanced inclusion of dialogue and narration from the first person point of view of Joey. The author is able to transmit Joey’s loss of self-control and focus that he experiences towards the end of the story when he no longer has the effect of his medication. At this point of the story, Joey’s inner dialogue are written in long, seemingly unending thoughts that jump from one thing to another delivering a feel for his lack of control.
The theme of the story is subtly relayed through Joey’s interactions with the other characters. In his quest to being loved and accepted and to bringing a family together again, he realized that he already had a mother who was his true family and who accepted him unconditionally. With her he did not have to measure up to the perfect winner his father wanted to do of him. When Carter realized that Joey was not “normal” without his medication and could not act according to his desires he even called him “a retard”.
4.REVIEW (EXCERPTS)
KIRKUS STARRED REVIEW-
“Sad, scary, blackly funny.”
PUBLISHERS WEEKLY STARRED REVIEW-"Like its predecessor, this high-voltage, honest novel mixes humor, pain, fear and courage with deceptive ease. Struggling to please everyone even as he sees himself hurtling toward disaster, Joey emerges as a sympathetic hero, and his heart of gold never loses its shine."
NEWBERRY HONOR BOOK
5.CONNECTIONS
-Gantos, Jack. 2000. JOEY PIGZA SWALLOWED THE KEY. ISBN 0064408337
-Gantos, Jack. 2004. WHAT WOULD JOEY DO? ISBN 0060544031
-Explore the author’s web page in a unit of realistic fiction or author study.
-Use for book club or discussion group to develop acceptance, awareness, and understanding of people with disorders such as ADD.
Monday, July 16, 2007
Historical Fiction-Review3
1.BIBLIOGRAPHY
Curtis, Christopher Paul. 1995. THE WATSONS GO TO BIRMINGHAM-1963. New York: Delacorte Press-Bantam Doubleday Dell Publishing Group, Inc. ISBN 0385321759
2.PLOT SUMMARY
The Watson family is comprised of Momma, Dad, Byron, Kenny, and Joetta. They are a normal, black family living in Flint, Michigan during the 1960s. The eldest son, Byron, is a 13 year old teenager who is often getting in trouble amidst the many warnings from his parents: playing with matches, chemically relaxing his hair to look like “Mexican-style hair”, signing out for “free” food from the neighborhood market, and bullying others including his younger brother, Kenny. Kenny, a fourth grader, is supposed to be “smart” but he often doubts this because he can’t understand the volatile behaviors of his older brother and sometimes grown up decisions. Joetta is the youngest and is sweet, sentimental, and overprotective of Byron.
During the summer of 1963, Momma and Dad decide it is time to visit Grandma Sands back in Alabama, Momma’s hometown. They are tired of Byron’s mischievous and dangerous deeds and they want to have grandma help straighten him out. Grandma Sands was Momma’s mother and the children had always heard stories of how strict she was. As Kenny described it: “The thought of living with her was so terrible that your brain would throw it out as soon as it came in.”
Finally the family arrives in Alabama and has to adjust to the changes in dialect and weather. The toughest part to adapt to, however, is the experiencing of hatred and discrimination that was lived in southern states during that time period. A great scare and disbelief comes one Sunday morning when a church is bombed allegedly by white men. The family is terrorized temporarily because they fear that Joetta, who had gone to church that morning, had been killed. Fortunately, Joetta had not been inside the building at the time of the crime. Strongly affected, the family returns to their home in Flint, Michigan.
3.CRITICAL ANALYSIS
This historical fiction novel is precisely what young adult readers need to relive history through a text that is enticing at the same time. Each of the children’s personality is revealed through their actions and the reader is able to identify with many of these. It was refreshing to read the foolish, teenage dialogue used by Byron and his friend and the amusing proceedings that often times left Kenny thinking they might as well have tied him up and said “Ready, set, fire!” Not surprisingly, their adventures and humorous family interactions have won this family the nickname of “Weird Watsons”.
The descriptions of the setting and time period are subtle enough as to not be overpowering and detract from the humorous ordeals and the historical time period.
There are brief reminders of World War II as when Byron is lighting up toilet paper parachutes and Nazi soldiers in the house bathroom. However, the strength of the setting is delivered through the Watson’s family involvement in one of the church bombings that were a reality for southern states during that time period. Although the event was fictitious for this family, I was able to visualize the events through the author’s words. After one of the bombs went off the church was full of “smoke and dust flying around like a tornado was in there.” Furthermore, the authors describes the bibles, coloring books, and children’s shiny black shoes laying motionless while men who looked like they had “been painting with red, red paint” hurried to carry out those who had been harmed.
There seem to be several possibilities for themes; however, the strongest one for me is that of family life and the coming together through adversity. Byron who has always been a tough teenage bully, deceiving and picking on Kenny throughout the story, experiences an uncovering of family love and bonding with Kenny after the bombing. He asks Kenny to cry to relieve his pain and then tries to explain to him that those acts were unfair and were caused by somebody who had let “hate eat them up and turn them into monsters.” Byron tries to soothe his little brother by telling him that nobody will hurt him there.
On the other hand, Joetta, sobbed tragically while trying to intervene with Momma and Dad every time her older brother was going to be punished. She new he had done bad and often tried to keep him out of trouble, but he never listened.
4.REVIEW(EXCERPTS)
SCHOOL LIBRARY JOURNAL-“Ribald humor, sly sibling digs, and a totally believable child's view of the world will make this book an instant hit.”
PUBLISHERS WEEKLY STARRED, BOXED REVIEW- “An exceptional first novel.”
HONR BOOK MAGAZINE STARRED REVIEW- “Superb . . . a warmly memorable evocation of an African American family."
NEWBERRY HONOR BOOK
CORRETA SCOTT KING AWARD
5.CONNECTIONS
-History: Study of Civil Rights Movement or celebration of Black History Month
-Use a Web Quest for this title from the several available online.
-Write a letter to the author with questions or comments about the book.
-Interview someone from your community who lived during the 1960s.
Curtis, Christopher Paul. 1995. THE WATSONS GO TO BIRMINGHAM-1963. New York: Delacorte Press-Bantam Doubleday Dell Publishing Group, Inc. ISBN 0385321759
2.PLOT SUMMARY
The Watson family is comprised of Momma, Dad, Byron, Kenny, and Joetta. They are a normal, black family living in Flint, Michigan during the 1960s. The eldest son, Byron, is a 13 year old teenager who is often getting in trouble amidst the many warnings from his parents: playing with matches, chemically relaxing his hair to look like “Mexican-style hair”, signing out for “free” food from the neighborhood market, and bullying others including his younger brother, Kenny. Kenny, a fourth grader, is supposed to be “smart” but he often doubts this because he can’t understand the volatile behaviors of his older brother and sometimes grown up decisions. Joetta is the youngest and is sweet, sentimental, and overprotective of Byron.
During the summer of 1963, Momma and Dad decide it is time to visit Grandma Sands back in Alabama, Momma’s hometown. They are tired of Byron’s mischievous and dangerous deeds and they want to have grandma help straighten him out. Grandma Sands was Momma’s mother and the children had always heard stories of how strict she was. As Kenny described it: “The thought of living with her was so terrible that your brain would throw it out as soon as it came in.”
Finally the family arrives in Alabama and has to adjust to the changes in dialect and weather. The toughest part to adapt to, however, is the experiencing of hatred and discrimination that was lived in southern states during that time period. A great scare and disbelief comes one Sunday morning when a church is bombed allegedly by white men. The family is terrorized temporarily because they fear that Joetta, who had gone to church that morning, had been killed. Fortunately, Joetta had not been inside the building at the time of the crime. Strongly affected, the family returns to their home in Flint, Michigan.
3.CRITICAL ANALYSIS
This historical fiction novel is precisely what young adult readers need to relive history through a text that is enticing at the same time. Each of the children’s personality is revealed through their actions and the reader is able to identify with many of these. It was refreshing to read the foolish, teenage dialogue used by Byron and his friend and the amusing proceedings that often times left Kenny thinking they might as well have tied him up and said “Ready, set, fire!” Not surprisingly, their adventures and humorous family interactions have won this family the nickname of “Weird Watsons”.
The descriptions of the setting and time period are subtle enough as to not be overpowering and detract from the humorous ordeals and the historical time period.
There are brief reminders of World War II as when Byron is lighting up toilet paper parachutes and Nazi soldiers in the house bathroom. However, the strength of the setting is delivered through the Watson’s family involvement in one of the church bombings that were a reality for southern states during that time period. Although the event was fictitious for this family, I was able to visualize the events through the author’s words. After one of the bombs went off the church was full of “smoke and dust flying around like a tornado was in there.” Furthermore, the authors describes the bibles, coloring books, and children’s shiny black shoes laying motionless while men who looked like they had “been painting with red, red paint” hurried to carry out those who had been harmed.
There seem to be several possibilities for themes; however, the strongest one for me is that of family life and the coming together through adversity. Byron who has always been a tough teenage bully, deceiving and picking on Kenny throughout the story, experiences an uncovering of family love and bonding with Kenny after the bombing. He asks Kenny to cry to relieve his pain and then tries to explain to him that those acts were unfair and were caused by somebody who had let “hate eat them up and turn them into monsters.” Byron tries to soothe his little brother by telling him that nobody will hurt him there.
On the other hand, Joetta, sobbed tragically while trying to intervene with Momma and Dad every time her older brother was going to be punished. She new he had done bad and often tried to keep him out of trouble, but he never listened.
4.REVIEW(EXCERPTS)
SCHOOL LIBRARY JOURNAL-“Ribald humor, sly sibling digs, and a totally believable child's view of the world will make this book an instant hit.”
PUBLISHERS WEEKLY STARRED, BOXED REVIEW- “An exceptional first novel.”
HONR BOOK MAGAZINE STARRED REVIEW- “Superb . . . a warmly memorable evocation of an African American family."
NEWBERRY HONOR BOOK
CORRETA SCOTT KING AWARD
5.CONNECTIONS
-History: Study of Civil Rights Movement or celebration of Black History Month
-Use a Web Quest for this title from the several available online.
-Write a letter to the author with questions or comments about the book.
-Interview someone from your community who lived during the 1960s.
Historical Fiction-Review2
1.BIBLIOGRAPHY
Stanley, Diane. 1994. CLEOPATRA. Ill. by Peter Vennema. New York: Morrow Junior Books. ISBN 0688104134
2.PLOT SUMMARY
This trade book is in the format of a bibliography about Cleopatra, who has been referred to as the Queen of Egypt. The retelling of her life begins at the time of her initial bestowment with the title of queen at the age of 18. At the age of twenty she married Julius Caesar who, according to the text, was one of the greatest conquerors of the time and a Roman emperor. Together they enjoyed the luxuries that come with greatness until Caesar’s assassination. Cleopatra then marries Mark Antony, a general of Rome who fought to win it over after Caesar’s death. They had 3 children together. Meanwhile Octavian, Caesar’s grandnephew intently rallied the people of Rome against Mark Antony for granting his wife Cleopatra part of Roman provinces. The people were outraged and eventually Octavian battled Cleopatra and Mark Antony who were defeated. Knowing that the end of her reign is near, Cleopatra builds her tomb and hides her jewelry while planning her own death. Mark Antony dies from his own sword in the hands of Cleopatra. Cleopatra then is found dead on her own golden throne without anyone knowing for sure what caused her death.
3.CRITICAL ANALYSIS
Author Diane Stanley has provided readers with a picture book biography that is most appropriate for young adult readers. The accurateness in the facts and details of the life of Cleopatra can only be verified thus far since not many original sources are existent. Diane Stanley includes a “Notes on Ancient Sources” section following the preface to make readers alert of this. The only actual quotes included in the text are derived from writings of Plutarch, who was a Greek historian as explained by the author. Caution is asked of the reader, however, since his writings could have derived from “gossip or legend” told by her enemies giving way to negative personal characteristics to represent. The author does include a Bibliography section for her sources.
The organization of the book is sequential following major life time accomplishments of Cleopatra as they are known. Prior to the text a double-page layout of a map depicts the Roman and Egyptian Provinces during the setting of this biography. There is inclusion of a key and captions to signal and explain major cities and territories where battles were fought or where Cleopatra made her home. The illustrations provided are realistic in style. The characters portrayed look like real people and they along with the other illustrations are large and colorful, generally encompassing about 2/3 of a double-page fold. The remaining space is reserved for the text which is highlighted against a wall of neutral looking mosaic tiles.
The life of Cleopatra is brought to life through clear writings that contained a mixture of narration to provide details and background along with quotes from Plutarch that endowed the text with some variance in structure. There is plenty of room for critical thinking through connection making as the plot and the characters involved develop. Moreover, the mere introductory word of caution about the existing sources available to date impels the reader to seek out further readings to compare and contrast or simply add to their understanding of the topic.
4.REVIEW (EXCERPTS)
PUBLISHERS WEEKLY- “This peerless author/artist team makes the captivating, ultimately tragic Cleopatra seem astoundingly real.”
SCHOOL LIBRARY JOURNAL- “In this lively, well-crafted biography, Stanley and Vennema brush the cobwebs from the popularly held portrait of Cleopatra to reveal a vital, warm, and politically adroit ruler.”
BOOKLIST-“Taken simply as a story, the book has a sumptuous setting, heroic characters, name recognition, high drama, and a tragic ending. An intriguing portrait.”
5.CONNECTIONS
-Other books by Diane Stanly:
JOAN OF ARC. ISBN 0064437485
LEONARDO DA VINCI. ISBN 0688161553
GOOD QUEEN BESS: THE STORY OF ELIZABETH I OF ENGLAND. ISBN 0688179614
MICHELANGELO. ISBN 0688150853
-Write a list of possible question for Cleopatra. Based on what we know about her, how would she answer these?
-Read as part of a unit on Egyptian Queens. Then participate on a web quest experience.
Stanley, Diane. 1994. CLEOPATRA. Ill. by Peter Vennema. New York: Morrow Junior Books. ISBN 0688104134
2.PLOT SUMMARY
This trade book is in the format of a bibliography about Cleopatra, who has been referred to as the Queen of Egypt. The retelling of her life begins at the time of her initial bestowment with the title of queen at the age of 18. At the age of twenty she married Julius Caesar who, according to the text, was one of the greatest conquerors of the time and a Roman emperor. Together they enjoyed the luxuries that come with greatness until Caesar’s assassination. Cleopatra then marries Mark Antony, a general of Rome who fought to win it over after Caesar’s death. They had 3 children together. Meanwhile Octavian, Caesar’s grandnephew intently rallied the people of Rome against Mark Antony for granting his wife Cleopatra part of Roman provinces. The people were outraged and eventually Octavian battled Cleopatra and Mark Antony who were defeated. Knowing that the end of her reign is near, Cleopatra builds her tomb and hides her jewelry while planning her own death. Mark Antony dies from his own sword in the hands of Cleopatra. Cleopatra then is found dead on her own golden throne without anyone knowing for sure what caused her death.
3.CRITICAL ANALYSIS
Author Diane Stanley has provided readers with a picture book biography that is most appropriate for young adult readers. The accurateness in the facts and details of the life of Cleopatra can only be verified thus far since not many original sources are existent. Diane Stanley includes a “Notes on Ancient Sources” section following the preface to make readers alert of this. The only actual quotes included in the text are derived from writings of Plutarch, who was a Greek historian as explained by the author. Caution is asked of the reader, however, since his writings could have derived from “gossip or legend” told by her enemies giving way to negative personal characteristics to represent. The author does include a Bibliography section for her sources.
The organization of the book is sequential following major life time accomplishments of Cleopatra as they are known. Prior to the text a double-page layout of a map depicts the Roman and Egyptian Provinces during the setting of this biography. There is inclusion of a key and captions to signal and explain major cities and territories where battles were fought or where Cleopatra made her home. The illustrations provided are realistic in style. The characters portrayed look like real people and they along with the other illustrations are large and colorful, generally encompassing about 2/3 of a double-page fold. The remaining space is reserved for the text which is highlighted against a wall of neutral looking mosaic tiles.
The life of Cleopatra is brought to life through clear writings that contained a mixture of narration to provide details and background along with quotes from Plutarch that endowed the text with some variance in structure. There is plenty of room for critical thinking through connection making as the plot and the characters involved develop. Moreover, the mere introductory word of caution about the existing sources available to date impels the reader to seek out further readings to compare and contrast or simply add to their understanding of the topic.
4.REVIEW (EXCERPTS)
PUBLISHERS WEEKLY- “This peerless author/artist team makes the captivating, ultimately tragic Cleopatra seem astoundingly real.”
SCHOOL LIBRARY JOURNAL- “In this lively, well-crafted biography, Stanley and Vennema brush the cobwebs from the popularly held portrait of Cleopatra to reveal a vital, warm, and politically adroit ruler.”
BOOKLIST-“Taken simply as a story, the book has a sumptuous setting, heroic characters, name recognition, high drama, and a tragic ending. An intriguing portrait.”
5.CONNECTIONS
-Other books by Diane Stanly:
JOAN OF ARC. ISBN 0064437485
LEONARDO DA VINCI. ISBN 0688161553
GOOD QUEEN BESS: THE STORY OF ELIZABETH I OF ENGLAND. ISBN 0688179614
MICHELANGELO. ISBN 0688150853
-Write a list of possible question for Cleopatra. Based on what we know about her, how would she answer these?
-Read as part of a unit on Egyptian Queens. Then participate on a web quest experience.
Historical Fiction-Review1
1.BIBLIOGRAPHY
Klages, Ellen. 2006. THE GREEN GLASS SEA. New York: Penguin Group. ISBN 0670061344
2.PLOT SUMMARY
Dewey Kerrigan and Suze Gordon are two young girls living on “The Hill” in Los Alamos, New Mexico. The time period is during the 1940s when the enduring and threatening World War II brought about the need for the race towards building an atomic bomb. This novel relates the lives of Dewey, Suze, and several other children who lived part of their childhood years in an enclosed place that was non-existent to the rest of humanity. The reader experiences their adventures, disappointment, and friendships made and lost while simultaneously providing insight into the secret workings of the men and women scientists who collaborated for years to build the atomic bomb. Finally, the bomb is ready to be tested and is a success. With their mission accomplished some families start returning to their homes and careers they had left behind.
3.CRITICAL ANALYSIS
This is a historical fiction novel that provides entertainment and historical events simultaneously. The story places both Dewey Kerrigan and Suze Gordon as protagonists. The careful reader comes to really experience their individual personalities through their daily actions which show, not tell. Although the girls are living apart from the normal world and the setting is set during the 1940s, their school attendance, homework doing on the kitchen table, bullying, and adventure seeking behaviors allow for young reader identification. Other characters such as director Mr. Opphenheimer, Dewey’s train acquaintance Mr. Dewey, and other scientists were minimally developed. In keeping with guidelines for providing accurate history as described by our textbook, however, only the necessary dialogue to portray their true roles was used.
The setting of the story was well developed and readers could experience the time period. Cokes were the preferred drink and were sold for a mere 5 cents a bottle. The consequences of the ongoing World War II were revealed when Dewey explained that “Nana mostly made red-sauce spaghetti, because their meat ration coupons only allowed for chicken on Sunday.” Several other references made provided for the historical feel: the use of phonograph records, the child created verses against Hitler, and the inability of alarm clocks to be set specifically for a.m. or pm. yet.
Readers can detect two underlying themes. One is that of friendship amidst personal and physical differences. Dewey is described as geeky looking with eyeglasses, wears a specialized shoe to accommodate her shorter left leg, and is always looking for gadgets to fit her inventions. Suze is the everyday young girl wanting to fit in with the popular crowds. When Dewey is forced to move in with Suze’s family, Suze is disgusted. With time, however, she learns to appreciate Dewey. “She didn’t’ feel like she had to be funny, or try to show Dewey how smart she was”.
A second identified theme is that of patriotism. The scientists who lived in “The Hill” made many sacrifices for their country. They abandoned their previous homes and works, often worked late into the night, and had little time for their families. In Dewey’s case, she was displaced from her father when he had to travel outside “The Hill” to decipher some important German papers. Suze “had to do her part by sharing” her room with “Screwy Dewey” as Dewey had been nicknamed at school.
4.REVIEW( EXCERPTS)
2007 Scott O’Dell Award for Historical Fiction.
SCHOOL LIBRARY JOURNAL-“Many readers will know as little about the true nature of the project as the girls do, so the gradual revelation of facts is especially effective, while those who already know about Los Alamos's historical significance will experience the story in a different, but equally powerful, way.”
BOOKLIST- “The novel occasionally gets mired down in detail, but the characters are exceptionally well drawn, and the compelling, unusual setting makes a great tie-in for history classes.”
5.CONNECTIONS
-Hold a classroom debate over the use of an atomic bomb.
- Write a chapter to continue the story.
- History Unit of World War II.
-Author Ellen Klages suggested the following resources amongst several listed to learn more on the topic:(Klages 2006,320-321)
Broder, Bernice. TALES OF LOS ALAMOS: LIFE ON THE MESA.
Conan, Jennet. EAST PALACE: ROBERT OPPENHEIMER AND THE SECRET CITY OF LOS ALAMOS.
CRITICAL MASS: AMERICA’S RACE TO BUILDING THE ATOMIC BOMB, Corbis, 1995. (CD-ROM).
Klages, Ellen. 2006. THE GREEN GLASS SEA. New York: Penguin Group. ISBN 0670061344
2.PLOT SUMMARY
Dewey Kerrigan and Suze Gordon are two young girls living on “The Hill” in Los Alamos, New Mexico. The time period is during the 1940s when the enduring and threatening World War II brought about the need for the race towards building an atomic bomb. This novel relates the lives of Dewey, Suze, and several other children who lived part of their childhood years in an enclosed place that was non-existent to the rest of humanity. The reader experiences their adventures, disappointment, and friendships made and lost while simultaneously providing insight into the secret workings of the men and women scientists who collaborated for years to build the atomic bomb. Finally, the bomb is ready to be tested and is a success. With their mission accomplished some families start returning to their homes and careers they had left behind.
3.CRITICAL ANALYSIS
This is a historical fiction novel that provides entertainment and historical events simultaneously. The story places both Dewey Kerrigan and Suze Gordon as protagonists. The careful reader comes to really experience their individual personalities through their daily actions which show, not tell. Although the girls are living apart from the normal world and the setting is set during the 1940s, their school attendance, homework doing on the kitchen table, bullying, and adventure seeking behaviors allow for young reader identification. Other characters such as director Mr. Opphenheimer, Dewey’s train acquaintance Mr. Dewey, and other scientists were minimally developed. In keeping with guidelines for providing accurate history as described by our textbook, however, only the necessary dialogue to portray their true roles was used.
The setting of the story was well developed and readers could experience the time period. Cokes were the preferred drink and were sold for a mere 5 cents a bottle. The consequences of the ongoing World War II were revealed when Dewey explained that “Nana mostly made red-sauce spaghetti, because their meat ration coupons only allowed for chicken on Sunday.” Several other references made provided for the historical feel: the use of phonograph records, the child created verses against Hitler, and the inability of alarm clocks to be set specifically for a.m. or pm. yet.
Readers can detect two underlying themes. One is that of friendship amidst personal and physical differences. Dewey is described as geeky looking with eyeglasses, wears a specialized shoe to accommodate her shorter left leg, and is always looking for gadgets to fit her inventions. Suze is the everyday young girl wanting to fit in with the popular crowds. When Dewey is forced to move in with Suze’s family, Suze is disgusted. With time, however, she learns to appreciate Dewey. “She didn’t’ feel like she had to be funny, or try to show Dewey how smart she was”.
A second identified theme is that of patriotism. The scientists who lived in “The Hill” made many sacrifices for their country. They abandoned their previous homes and works, often worked late into the night, and had little time for their families. In Dewey’s case, she was displaced from her father when he had to travel outside “The Hill” to decipher some important German papers. Suze “had to do her part by sharing” her room with “Screwy Dewey” as Dewey had been nicknamed at school.
4.REVIEW( EXCERPTS)
2007 Scott O’Dell Award for Historical Fiction.
SCHOOL LIBRARY JOURNAL-“Many readers will know as little about the true nature of the project as the girls do, so the gradual revelation of facts is especially effective, while those who already know about Los Alamos's historical significance will experience the story in a different, but equally powerful, way.”
BOOKLIST- “The novel occasionally gets mired down in detail, but the characters are exceptionally well drawn, and the compelling, unusual setting makes a great tie-in for history classes.”
5.CONNECTIONS
-Hold a classroom debate over the use of an atomic bomb.
- Write a chapter to continue the story.
- History Unit of World War II.
-Author Ellen Klages suggested the following resources amongst several listed to learn more on the topic:(Klages 2006,320-321)
Broder, Bernice. TALES OF LOS ALAMOS: LIFE ON THE MESA.
Conan, Jennet. EAST PALACE: ROBERT OPPENHEIMER AND THE SECRET CITY OF LOS ALAMOS.
CRITICAL MASS: AMERICA’S RACE TO BUILDING THE ATOMIC BOMB, Corbis, 1995. (CD-ROM).
Tuesday, July 10, 2007
Informational Text-Review3
1.BIBLIOGRPAHY
Jurmain, Suzanne. 2005. THE FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL. Boston, Massachusetts: Houghton Mifflin. ISBN 0618473025
2.PLOT SUMMARY
This biographical story takes place during the pre-civil war years when the North and South were still divided in their stance on African Americans. Prudence Crandall was a teacher who grew up in a Quaker family believing that slavery was a sin. She also felt an ardent passion for educating and felt that everyone, regardless of race or color, should have the same opportunity to become educated. Hence, when a young, black female asked if she could attend her all white, girl school Prudence accepted amidst the notion that many of the whites in town might have problems with this. As soon as the all white board of the school and the affluent parents of the girls Prudence boarded and taught in her school found out about the student of color the threats began. “The school would “sink””, the wife of a local minister said if she did not dismiss the colored girl. Located in the northern parts of the country, Canterbury, Connecticut was home to whites who although did not hold slaves, continued to feel superiority over blacks and feared that educating them would mean a threat to them.
Upon consulting the editor of the Liberator, an abolitionist newspaper, Prudence decided to do the unthought-of from a white, school teacher: opening an all black, girls’ school in exchange for the white, girl one. Infuriated, the citizens of Canterbury initiated a trail of attempts to close down the school including holding town meetings, petitioning the legislature to make new laws, and even starting boycotts that would prevent any type of service to Prudence. After bravely facing many insults and attacks, Prudence was put on trial for violating the newly amended Connecticut Black Law, which claimed that any involved in assisting black people get an education would go to jail. She was found not guilty by a higher court, but after a short time decided to close her school for the safety of her pupils and her family who continued to be attacked by irate townspeople.
3.CRITICAL ANALYSIS
Written about 173 years later by Suzanne Jurmaine, this biographical novel is made possible by thorough research. As recorded in her “Acknowledgement” section and listed in the “Bibliography”, the author recurred to historical societies of varied states, visited Prudence’s house and learned from the curator, and read archived resources to learn about this historical event.
Details in the organization and display add to the value of the book .The novel is divided into chapters which can be easily browsed through the table of contents. The author followed the sequential order of important events of about a 5 year time period to relay this story. An epilogue adds richness to the novel. It connects the reader with landmark cases and constitutional amendments that came about in the years that followed and that were in some way initiated by the valorous actions taken by people like Prudence. The gold and light blue color scheme used throughout is visually attractive and the golden, swirling emblems next to the page numbers add to the reader’s feeling for the time period of the story. In addition, readers are easily engrossed into events and familiarized with the characters through duplicates of actual photographs obtained by the author. Copies of abolitionist newspaper printings that denounced unjust treatment and celebrated accomplishments towards the equality of blacks were wisely included. One example is the advertisement for Prudence’s new school which includes the recruitment information. Visual artifacts like these provide a sense of living through the events as they simultaneously complement the text.
The biography is told through a third person’s narration, and the text is precise and informational when needed to teach readers as in the following example: “In 1831 a great national battle over slavery was beginning, and Americans were taking sides.” The use of dialogue between characters and quotings derived from actual letters exchanged by Prudence and her friends relays critical character emotions and relieves the text from monotony.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL-“This book offers a fresh look at the climate of education for African Americans and women in the early 1800s. Report writers and recreational readers alike will find it informative.”
BOOKLIST STARRED REVIEW-“ Jurmain has plucked an almost forgotten incident from history and has shaped a compelling, highly readable book around it.”
HORN BOOK- “Fascinating photographs and images...and endnotes provide insight into the lives of the students, Crandall, and her supporters."
5.CONNECTIONS
-Write an imaginary interview for Prudence Crandall. What questions would you ask? How do you think she would answer? Why?
-Draw a mural to retell the important events from Crandall’s struggle to keep her school open.
-Write a review for the book and post on one of the YA literature sites.
Jurmain, Suzanne. 2005. THE FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL. Boston, Massachusetts: Houghton Mifflin. ISBN 0618473025
2.PLOT SUMMARY
This biographical story takes place during the pre-civil war years when the North and South were still divided in their stance on African Americans. Prudence Crandall was a teacher who grew up in a Quaker family believing that slavery was a sin. She also felt an ardent passion for educating and felt that everyone, regardless of race or color, should have the same opportunity to become educated. Hence, when a young, black female asked if she could attend her all white, girl school Prudence accepted amidst the notion that many of the whites in town might have problems with this. As soon as the all white board of the school and the affluent parents of the girls Prudence boarded and taught in her school found out about the student of color the threats began. “The school would “sink””, the wife of a local minister said if she did not dismiss the colored girl. Located in the northern parts of the country, Canterbury, Connecticut was home to whites who although did not hold slaves, continued to feel superiority over blacks and feared that educating them would mean a threat to them.
Upon consulting the editor of the Liberator, an abolitionist newspaper, Prudence decided to do the unthought-of from a white, school teacher: opening an all black, girls’ school in exchange for the white, girl one. Infuriated, the citizens of Canterbury initiated a trail of attempts to close down the school including holding town meetings, petitioning the legislature to make new laws, and even starting boycotts that would prevent any type of service to Prudence. After bravely facing many insults and attacks, Prudence was put on trial for violating the newly amended Connecticut Black Law, which claimed that any involved in assisting black people get an education would go to jail. She was found not guilty by a higher court, but after a short time decided to close her school for the safety of her pupils and her family who continued to be attacked by irate townspeople.
3.CRITICAL ANALYSIS
Written about 173 years later by Suzanne Jurmaine, this biographical novel is made possible by thorough research. As recorded in her “Acknowledgement” section and listed in the “Bibliography”, the author recurred to historical societies of varied states, visited Prudence’s house and learned from the curator, and read archived resources to learn about this historical event.
Details in the organization and display add to the value of the book .The novel is divided into chapters which can be easily browsed through the table of contents. The author followed the sequential order of important events of about a 5 year time period to relay this story. An epilogue adds richness to the novel. It connects the reader with landmark cases and constitutional amendments that came about in the years that followed and that were in some way initiated by the valorous actions taken by people like Prudence. The gold and light blue color scheme used throughout is visually attractive and the golden, swirling emblems next to the page numbers add to the reader’s feeling for the time period of the story. In addition, readers are easily engrossed into events and familiarized with the characters through duplicates of actual photographs obtained by the author. Copies of abolitionist newspaper printings that denounced unjust treatment and celebrated accomplishments towards the equality of blacks were wisely included. One example is the advertisement for Prudence’s new school which includes the recruitment information. Visual artifacts like these provide a sense of living through the events as they simultaneously complement the text.
The biography is told through a third person’s narration, and the text is precise and informational when needed to teach readers as in the following example: “In 1831 a great national battle over slavery was beginning, and Americans were taking sides.” The use of dialogue between characters and quotings derived from actual letters exchanged by Prudence and her friends relays critical character emotions and relieves the text from monotony.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL-“This book offers a fresh look at the climate of education for African Americans and women in the early 1800s. Report writers and recreational readers alike will find it informative.”
BOOKLIST STARRED REVIEW-“ Jurmain has plucked an almost forgotten incident from history and has shaped a compelling, highly readable book around it.”
HORN BOOK- “Fascinating photographs and images...and endnotes provide insight into the lives of the students, Crandall, and her supporters."
5.CONNECTIONS
-Write an imaginary interview for Prudence Crandall. What questions would you ask? How do you think she would answer? Why?
-Draw a mural to retell the important events from Crandall’s struggle to keep her school open.
-Write a review for the book and post on one of the YA literature sites.
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