The Tale of Despereaux by Kate DiCamillo
2004 Winner of the John Newbery Medal
1. Bibliography
DiCamillo, Kate. 2003. The Tale of Despereaux. Ill. by Timothy Basil Ering. Cambridge, MA: Candlewick Press. ISBN 0763617229.
2. Plot Summary
A little mouse named Despereaux falls in love with all the un-mousy things - reading, music, sunlight, and the princess, and for this he is banished to the dungeon. Gregory the jailor helps Despereaux escape the dungeon, and it is during this escape that he learns of the rat's plan to abduct the princess. Despereaux prepares for battle in order to save the princess and punish the evil rat, who, as it turns out, loves all the un-ratty things that Despereaux loves - things like sunlight and soup. The princess promises Despereaux and the rat all of their favorite things in exchange for her freedom and none of the three could be any happier.
3. Critical Analysis
Of the six basic fantasy motifs identified by Jacobs and Tunnell for modern fantasy, this story involves Magic, Heroism (the hero crosses the threshold into a place that is no longer safe and secure, the hero must survive various trials in the new environment, the hero is assisted by a protective figure, the hero matures - becoming "whole" person, and the hero returns home), and Good Versus Evil. Another motif typical of the traditional fantasy fairytale that is present in this story is the triumph of the youngest, smallest, and least powerful character (hope).
The magic motif consists of the animals talking with each other and with the human characters. The talking animals are mice and rats. The mouse, Despereaux, is also able to read and his mother, Antoinette, wears make-up. The Mouse Council convenes to condemn Despereaux to the dungeon for not following the strict code of conduct for mice. The dungeon and his escape to the castle (but not to the safety of his mouse-holes) serve as the dangerous places in which the little mouse survives various trials. In the dungeon Gregory the Jailor is the protective figure. "Here in this dungeon, you are in the treacherous dark heart of the world. And if Gregory was to release you, the twistings and turnings and dead ends and false doorways of the place would swallow you for all eternity." He survives the frightening enounter with total darkness, escapes sure death by rat, becomes coated with cooking oil and flour, then loses his tail to a chopping knife. As a result of his hardships, Despereaux becomes the "whole" person. He strives for "honor, courtesy, devotion, and bravery," the threadmaster's advice prior to his condemnation. "Despereaux stood before the Mouse Council, and he realized that he was a different mouse than he had been the last time he faced them. He had been to the dungeon and back up out of it. He knew things that they would never know; what they thought of him, he realized, did not matter, not at all." Despereaux is also able to forgive his father for placing him before the Mouse Council for condemnation. As for the battle of good and evil, Despereaux represents all that is good (light) and the greedy rats represent all that is evil (darkness.) Despereaux must face the evil rats in order to save the princess from depths of the dungeon. At the end of the story, Despereaux does not return home, per say, but does finally receive the approval of the mice. "And peeking out from behind a dusty velvet curtain, looking in amazement at the scene before them, are four other mice." "He lives. He lives! And he seems such the happy mouse," proclaims his mother, Antoinette.
As for the element of triumph of the weak in traditional fantasy fairytales - we have Despereaux. Despereaux, so named because of his mother's disapointment in him, is the youngest child of Antoinette and is born a very peculiar mouse - very small with large ears and open eyes, and sickly. As he grows up he strays from the ways of the mouse and adores light, music, and reading. Early on his father says, "There's something wrong with him. Leave him alone." Through the story Despereaux is ostracized by the entire mouse community. His own brother is one of the mice that kicks him into the dungeon. Having read a fairytale in the library (which is a guaranteed happy ending), Despereaux imagines himself as the knight in shining armor whose duty it is to save the princess. This gives the reader hope of a happy ending and gives Despereaux the confidence he needs to become the hero. And the ending is your typical, all's well that ends well fairytale, with Despereaux and the princess living happily ever after.
4. Review Excerpts
SCHOOL LIBRARY JOURNAL: "With memorable characters, brief chapters, and inventive plot twists, this fast-paced romp is perfect for reading alone or sharing aloud."
CHILDREN'S LITERATURE: "This is a tale made for reading aloud and family enjoyment."
5. Connections
To learn more about the author and writing as an author, compare these websites:
http://www.barnesandnoble.com/writers/writer.asp?z=y&cid=1137300 (includes audio)
http://www.katedicamillo.com/
http://www.kidsreads.com/authors/au-dicamillo-kate.asp
http://www.schoollibraryjournal.com/article/CA6312766.html (includes video)
http://www.teenreads.com/authors/au-dicamillo-kate.asp
Monday, March 12, 2007
Module 6 Book Reviews: Fiction
The House of the Scorpion by Nancy Farmer
2003 Winner of the Michael L. Printz Honor
2003 Winner of the John Newbery Honor
2002 Winner of the National Book Award, Young People's Literature
1. Bibliography
Farmer, Nancy. 2002. The House of the Scorpion. New York, NY: Simon Pulse. ISBN 0689852223.
2. Plot Summary
A young boy named Matt finds out that he is the clone of El Patron, the 140 year old leader of a strip of poppy fields between the United States and Aztlan. Unbenownst to Matt, he was harvested and raised so that one day his heart could replace El Patron's. Through the combined efforts of his surrogate mother Celia and Tam Lin, the body guard, Matt is saved from this fate, but must escape to Aztlan. Eventually he reaches freedom, but must return to the poppy fields upon El Patron's death and the murders of El Patron's associates. Matt is reunited with Celia and begins to make plans for rebuilding his homeland and destroying all evil activities created by El Patron.
3. Critical Analysis
"Science fiction differs from fantasy not in subject matter but in aim, and its unique aim is to suggest real hypotheses about mankind's future or the nature of the universe" (Jacobs and Tunnel 92).
The House of the Scorpion is a fantastic extension of the current practice of cloning. This work raises many questions about cloning and its ethical implications for our future by presenting a scenario in which cloning has advanced past research and entered into the daily lives of the characters. The questions that this novel raises are: 1) What is our purpose for cloning - to produce brainless robots? To increase life spans by cultivating replacement body parts? ["Everyone brought gifts to El Patron, although there was nothing he didn't already own and not much he could enjoy at the age of 43."] 2) Which distinction should be given to clones - human? animal? neither? 3) If they are human, do they have souls? Can they be baptized? 4) If they are human do they have the ability to improve upon the nature of humankind? [Matt, a kind-hearted clone, makes an observation about a human. "There was something a little off about everything Tom did. He brought his mother drinks, but the glass didn't always seem clean. He opened the door for his grandfather, but he let it swing shut on the old man's heel. It wasn't quite enough to make him fall and it could have been an accident."] 5) If they are animal, or human but we call them animal, then they must not have human rights. Can we own them, control them, mass-produce them, and slaughter them? ["Property of Alacran" is tattooed on Matt's foot.] 6) Since we created them, are we more powerful than God? ["At the head was a huge crucifix and a picture of Our Lord Jesus with His heart pierced by five swords."] 7) Are clones worthy of God? ["This does not belong here!...This unbaptized limb of Satan has no right to make a mockery of the rite! Would you bring a dog to church?"] 8) If they are human and we own them, control them, mass-produce them, and slaughter them, are we no better than Hitler? ["For the first time he realized what a terrile thing it was to be an eejit. He hadn't known any of the others before their operation. They were simply there to do boring jobs. But Rosa had been a real, though cruel and violent, person. No, she was merely a shadow with the life sucked out of her."] 9) When should the government become involved in the decision to approve or disprove cloning? 10) At what cost can the government and/or the public be bribed into approving cloning? [El Patron told the doctors who performed his body part replacement surgeries, "...you'll be even more satisfied with these one-million-dollar checks," and later in the story another says, "Senator Mendoza isn't too proud to have his paw out when El Patron hands around money."] 11) Is money the only motivating factor in the regulation of cloning? 12) Is cloning immoral, or is it only a "science project?" ["Father decided implants were immoral...He's deeply religious. He thinks God put him on earth for a certain number of years and that he mustn't ask for more."] 13) What, really, is the difference between humans and animals? 14) Where does cloning fall into the "natural order?" 15) In the end, is cloning and all of its complexities worth it?
4. Review Excerpts
PUBLISHERS WEEKLY: "Farmer explores vital and soul-searching question about what it means to be human."
ALAN REVIEW: "High school students will connect with Matt as he grows from a frightened little boy to a young man who wrestles with difficult issues and decisions."
KIRKUS REVIEWS: "...Matt's story turns out to be an inspiring tale of friendship, survival, hope, and transcendence. A must-read for SF fans."
5. Connections
Other books by this author:
Farmer, Nancy: THE SEA OF TROLLS. ISBN: 0689867468.
Farmer, Nancy: GIRL NAMED DISASTER. ISBN 0140386351.
Farmer, Nancy: THE EYE, THE EAR, AND THE ARM. ISBN 0689867468.
2003 Winner of the Michael L. Printz Honor
2003 Winner of the John Newbery Honor
2002 Winner of the National Book Award, Young People's Literature
1. Bibliography
Farmer, Nancy. 2002. The House of the Scorpion. New York, NY: Simon Pulse. ISBN 0689852223.
2. Plot Summary
A young boy named Matt finds out that he is the clone of El Patron, the 140 year old leader of a strip of poppy fields between the United States and Aztlan. Unbenownst to Matt, he was harvested and raised so that one day his heart could replace El Patron's. Through the combined efforts of his surrogate mother Celia and Tam Lin, the body guard, Matt is saved from this fate, but must escape to Aztlan. Eventually he reaches freedom, but must return to the poppy fields upon El Patron's death and the murders of El Patron's associates. Matt is reunited with Celia and begins to make plans for rebuilding his homeland and destroying all evil activities created by El Patron.
3. Critical Analysis
"Science fiction differs from fantasy not in subject matter but in aim, and its unique aim is to suggest real hypotheses about mankind's future or the nature of the universe" (Jacobs and Tunnel 92).
The House of the Scorpion is a fantastic extension of the current practice of cloning. This work raises many questions about cloning and its ethical implications for our future by presenting a scenario in which cloning has advanced past research and entered into the daily lives of the characters. The questions that this novel raises are: 1) What is our purpose for cloning - to produce brainless robots? To increase life spans by cultivating replacement body parts? ["Everyone brought gifts to El Patron, although there was nothing he didn't already own and not much he could enjoy at the age of 43."] 2) Which distinction should be given to clones - human? animal? neither? 3) If they are human, do they have souls? Can they be baptized? 4) If they are human do they have the ability to improve upon the nature of humankind? [Matt, a kind-hearted clone, makes an observation about a human. "There was something a little off about everything Tom did. He brought his mother drinks, but the glass didn't always seem clean. He opened the door for his grandfather, but he let it swing shut on the old man's heel. It wasn't quite enough to make him fall and it could have been an accident."] 5) If they are animal, or human but we call them animal, then they must not have human rights. Can we own them, control them, mass-produce them, and slaughter them? ["Property of Alacran" is tattooed on Matt's foot.] 6) Since we created them, are we more powerful than God? ["At the head was a huge crucifix and a picture of Our Lord Jesus with His heart pierced by five swords."] 7) Are clones worthy of God? ["This does not belong here!...This unbaptized limb of Satan has no right to make a mockery of the rite! Would you bring a dog to church?"] 8) If they are human and we own them, control them, mass-produce them, and slaughter them, are we no better than Hitler? ["For the first time he realized what a terrile thing it was to be an eejit. He hadn't known any of the others before their operation. They were simply there to do boring jobs. But Rosa had been a real, though cruel and violent, person. No, she was merely a shadow with the life sucked out of her."] 9) When should the government become involved in the decision to approve or disprove cloning? 10) At what cost can the government and/or the public be bribed into approving cloning? [El Patron told the doctors who performed his body part replacement surgeries, "...you'll be even more satisfied with these one-million-dollar checks," and later in the story another says, "Senator Mendoza isn't too proud to have his paw out when El Patron hands around money."] 11) Is money the only motivating factor in the regulation of cloning? 12) Is cloning immoral, or is it only a "science project?" ["Father decided implants were immoral...He's deeply religious. He thinks God put him on earth for a certain number of years and that he mustn't ask for more."] 13) What, really, is the difference between humans and animals? 14) Where does cloning fall into the "natural order?" 15) In the end, is cloning and all of its complexities worth it?
4. Review Excerpts
PUBLISHERS WEEKLY: "Farmer explores vital and soul-searching question about what it means to be human."
ALAN REVIEW: "High school students will connect with Matt as he grows from a frightened little boy to a young man who wrestles with difficult issues and decisions."
KIRKUS REVIEWS: "...Matt's story turns out to be an inspiring tale of friendship, survival, hope, and transcendence. A must-read for SF fans."
5. Connections
Other books by this author:
Farmer, Nancy: THE SEA OF TROLLS. ISBN: 0689867468.
Farmer, Nancy: GIRL NAMED DISASTER. ISBN 0140386351.
Farmer, Nancy: THE EYE, THE EAR, AND THE ARM. ISBN 0689867468.
Module 6 Book Reviews: Young Adult
The First Part Last by Angela Johnson
Winner of the 2004 Michael L. Printz Award
Winner of the 2004 Coretta Scott King Award
1. Bibliography
Johnson, Angela. 2003. The First Part Last. New York, NY: Simon Pulse. ISBN 0689849222.
2. Plot Summary
This story is very cleverly told by alternating chapters of the past with chapters of the present and ends with the two sequential storylines converging into the present, all through the eyes of Bobby, the teenage father. The chapters reflecting on the past relate the difficulties and choices the teenage couple must negotiate when Nia becomes pregnant. The chapters telling of the present reveal the challenges and rewards of raising a baby as a single teenage father. It is not until the end of the book that many of the reader's questions are answered. The end is also when the father, Bobby, is finally able to fully accept the idea that parenthood means leaving his childhood behind.
3. Critical Analysis
This story is exceptional at exposing the difficult decisions regarding adoption, the trials of raising a child as a single adult parent, and the uncertainties of pregnancy. It avoids teaching the reader which decisions are best, rather it presents choices.
Even when the most direct of "lessons" appear, it comes from Bobby's parents and from Nia's parents and is very informal in nature. It is never directed at the reader - it is always directed at Bobby and Nia. The information is shared through Bobby's rebellious voice as he recounts his parents first reaction, "And didn't we go together and get me condoms? What the hell about those pamphlets Mary put beside my bed about STD's and teenage pregnancy?"
The story is objective in its presentation of the choices available to pregnant teens. Readers observe the decision making processes through Bobby and Nia's visits to the doctor's office. The teens are informed of parental rights, waiting periods, counseling, and traditional or open adoption - all by an objective social worker Bobby refers to as "woman," because he cannot remember her name. The adoption decision that the two must make requires them to either forego parental responsibilities in order go to college for the college experience and to please all parents except for one, or to accept the responsibilities of parenthood and disappoint all parents except for one. Ultimately, it is Bobby and Nia's informed decision to make. Bobby comments on the plan to give the baby for adoption, "I'm freakin' and in shock when everybody says I should be relieved and throwing a party. The hard part is that they're right and I should be happy. Right?" In this manner, multiple sides of the adoption issue are presented, avoiding didacticism.
Regarding Bobby's responsibilities in raising a child, his dad has these words for him after a particulary hard day, "There'll be no sleep for you. There's ten pounds of I need daddy, a pissed-off mother, and a disappointed neighbor waiting at home. You ready to deal?"
Teens often feel invincible, but the truth is stark and very present toward the end. In Bobby's words, "I can't ever be a knight or brave, so I ask nothing about brain death or eclampsia or why the girl who had a thousand pair of sunglasses and my baby inside her won't ever walk, talk, or smile again...And I feel like a three-year-old when I walk out the room between my parents while they hold my hands."
This is a great story for presenting to teens the ups and downs and choices that come with pregancy. In the end it is the reader who draws his/her own conclusions about teenage pregnancy, not the author drawing them for the reader.
4. Review Excerpts
BOOKLIST: "Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again."
BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS: "...They'll find the book well worthy of the cover's promise."
5. Connections
Teenagers face multiple serious decisions when the life of a baby is at stake. For other books that expose questions and the struggle to make decisions, check out the following:
Bechard, Margaret. HANGING ONTO MAX. ISBN 0689862687.
McDaniel, Lurlene. BRIANNA'S GIFT. ISBN 0385731604.
Winner of the 2004 Michael L. Printz Award
Winner of the 2004 Coretta Scott King Award
1. Bibliography
Johnson, Angela. 2003. The First Part Last. New York, NY: Simon Pulse. ISBN 0689849222.
2. Plot Summary
This story is very cleverly told by alternating chapters of the past with chapters of the present and ends with the two sequential storylines converging into the present, all through the eyes of Bobby, the teenage father. The chapters reflecting on the past relate the difficulties and choices the teenage couple must negotiate when Nia becomes pregnant. The chapters telling of the present reveal the challenges and rewards of raising a baby as a single teenage father. It is not until the end of the book that many of the reader's questions are answered. The end is also when the father, Bobby, is finally able to fully accept the idea that parenthood means leaving his childhood behind.
3. Critical Analysis
This story is exceptional at exposing the difficult decisions regarding adoption, the trials of raising a child as a single adult parent, and the uncertainties of pregnancy. It avoids teaching the reader which decisions are best, rather it presents choices.
Even when the most direct of "lessons" appear, it comes from Bobby's parents and from Nia's parents and is very informal in nature. It is never directed at the reader - it is always directed at Bobby and Nia. The information is shared through Bobby's rebellious voice as he recounts his parents first reaction, "And didn't we go together and get me condoms? What the hell about those pamphlets Mary put beside my bed about STD's and teenage pregnancy?"
The story is objective in its presentation of the choices available to pregnant teens. Readers observe the decision making processes through Bobby and Nia's visits to the doctor's office. The teens are informed of parental rights, waiting periods, counseling, and traditional or open adoption - all by an objective social worker Bobby refers to as "woman," because he cannot remember her name. The adoption decision that the two must make requires them to either forego parental responsibilities in order go to college for the college experience and to please all parents except for one, or to accept the responsibilities of parenthood and disappoint all parents except for one. Ultimately, it is Bobby and Nia's informed decision to make. Bobby comments on the plan to give the baby for adoption, "I'm freakin' and in shock when everybody says I should be relieved and throwing a party. The hard part is that they're right and I should be happy. Right?" In this manner, multiple sides of the adoption issue are presented, avoiding didacticism.
Regarding Bobby's responsibilities in raising a child, his dad has these words for him after a particulary hard day, "There'll be no sleep for you. There's ten pounds of I need daddy, a pissed-off mother, and a disappointed neighbor waiting at home. You ready to deal?"
Teens often feel invincible, but the truth is stark and very present toward the end. In Bobby's words, "I can't ever be a knight or brave, so I ask nothing about brain death or eclampsia or why the girl who had a thousand pair of sunglasses and my baby inside her won't ever walk, talk, or smile again...And I feel like a three-year-old when I walk out the room between my parents while they hold my hands."
This is a great story for presenting to teens the ups and downs and choices that come with pregancy. In the end it is the reader who draws his/her own conclusions about teenage pregnancy, not the author drawing them for the reader.
4. Review Excerpts
BOOKLIST: "Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again."
BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS: "...They'll find the book well worthy of the cover's promise."
5. Connections
Teenagers face multiple serious decisions when the life of a baby is at stake. For other books that expose questions and the struggle to make decisions, check out the following:
Bechard, Margaret. HANGING ONTO MAX. ISBN 0689862687.
McDaniel, Lurlene. BRIANNA'S GIFT. ISBN 0385731604.
Module 5 Book Reviews: Historical Fiction
Crispin The Cross of Lead by Avi
2003 Winner of the John Newbery Medal
1. Bibliography
Avi. 2002. Crispin The Cross of Lead. New York, NY: Hyperion Books for Children. ISBN 0786808284.
2. Plot Summary
Set in fourteenth century medieval England, a young peasant boy loses his mother, his home, his priest, and all normality. On the run to avoid losing his life, Asta's son encounters an interesting man by the name of Bear. The two join forces as travelling entertainment. As a result of this dynamic relationship, Asta's son begins a personal journey in which he develops a stronger character and learns about his family history as well as his real name. At the end of the story, Asta's son is able to defy attackers and earn his freedom.
3. Critical Analysis
"Crispin - The Cross of Lead" is an important piece of historical fiction because the descriptions stay true to the nature of the time period and neither are the descriptions sugarcoated. Asta's son, a serf, relates the drudgery of day to day living with these words, "When winter came, we fed the animals-we had an ox, and now and then a chicken-gathered wood and brush for heat, slept, and tried to stay alive...Thus our lives never changed... (pg 12). His did not have an academic education, but was exposed to much religion. "As for the two roads that passed through Stromford, all I knew was that they led to the rest of England, of which I had no knowledge. And beyond England, I supposed, came the remaining world: 'Great Christendom,' our priest called it (pg 19).
Several situations occur in the story that depict unpleasant occurances. The first is when the dead mother is buried by the priest. Later in the story Asta's son explains the punishments for minor infractions, the wording is direct. "It could be a whipping, a clipping of the ear, imprisonment, or a cut-off hand (pg 3). The next very vivid description is of a man that had been hung. "Now his face was moldy green and much contorted, with a protruding tongue of blue that reached his chin. One eye bulged grotesquely. The other was not there. His body oozed from open wounds. Swollen legs and arms flopped with distended disjointedness. Bare feet pointed down with toes that curled upon themselves like chicken claws (pg 56).
It is easy for the reader to absorb information about the time, the place, the difficulties, and the people as Asta's son travels across England learning about himself, his countrymen, and his country.
4. Review Excerpts
SCHOOL LIBRARY JOURNAL: Avi has done an excellent job of integrating background and historical information, of pacing the plot so that the book is a page-turner from beginning to end, and of creating characters for whom readers will have great empathy.
5. Connections
For more stories that reveal the strength of orphaned children check out the following:
Burnett, Frances Hodgson. LITTLE PRINCESS. ISBN 0064401871.
Lupica, Mike. HEAT. ISBN 0399243011.
2003 Winner of the John Newbery Medal
1. Bibliography
Avi. 2002. Crispin The Cross of Lead. New York, NY: Hyperion Books for Children. ISBN 0786808284.
2. Plot Summary
Set in fourteenth century medieval England, a young peasant boy loses his mother, his home, his priest, and all normality. On the run to avoid losing his life, Asta's son encounters an interesting man by the name of Bear. The two join forces as travelling entertainment. As a result of this dynamic relationship, Asta's son begins a personal journey in which he develops a stronger character and learns about his family history as well as his real name. At the end of the story, Asta's son is able to defy attackers and earn his freedom.
3. Critical Analysis
"Crispin - The Cross of Lead" is an important piece of historical fiction because the descriptions stay true to the nature of the time period and neither are the descriptions sugarcoated. Asta's son, a serf, relates the drudgery of day to day living with these words, "When winter came, we fed the animals-we had an ox, and now and then a chicken-gathered wood and brush for heat, slept, and tried to stay alive...Thus our lives never changed... (pg 12). His did not have an academic education, but was exposed to much religion. "As for the two roads that passed through Stromford, all I knew was that they led to the rest of England, of which I had no knowledge. And beyond England, I supposed, came the remaining world: 'Great Christendom,' our priest called it (pg 19).
Several situations occur in the story that depict unpleasant occurances. The first is when the dead mother is buried by the priest. Later in the story Asta's son explains the punishments for minor infractions, the wording is direct. "It could be a whipping, a clipping of the ear, imprisonment, or a cut-off hand (pg 3). The next very vivid description is of a man that had been hung. "Now his face was moldy green and much contorted, with a protruding tongue of blue that reached his chin. One eye bulged grotesquely. The other was not there. His body oozed from open wounds. Swollen legs and arms flopped with distended disjointedness. Bare feet pointed down with toes that curled upon themselves like chicken claws (pg 56).
It is easy for the reader to absorb information about the time, the place, the difficulties, and the people as Asta's son travels across England learning about himself, his countrymen, and his country.
4. Review Excerpts
SCHOOL LIBRARY JOURNAL: Avi has done an excellent job of integrating background and historical information, of pacing the plot so that the book is a page-turner from beginning to end, and of creating characters for whom readers will have great empathy.
5. Connections
For more stories that reveal the strength of orphaned children check out the following:
Burnett, Frances Hodgson. LITTLE PRINCESS. ISBN 0064401871.
Lupica, Mike. HEAT. ISBN 0399243011.
Module 5 Book Reviews: Historical Fiction
Bud, Not Buddy by Christopher Paul Curtis
Winner of the 2000 John Newbery Medal
Winner of the 2000 Coretta Scott King Award
1. Bibliography
Curtis, Christopher Paul. 1999. Bud, Not Buddy. New York, NY: Scholastic. ISBN 0439227534.
2. Plot Summary
Set during the depression, a young man named Bud escapes a difficult foster child experience to find himself on the road in search of his father. His only clue is the flyer tucked away in his suitcase for safekeeping, one of the few treasures remaining from his early childhood and his beloved mother. Never short on optimism or determination, Bud creates a new life for himself and is able to establish his place in the world.
3. Critical Analysis
The setting is painlessly introduced in this story through a minor character's dialogue early in the first chapter. "Now, now, boys, no need to look so glum. I know you don't understand what it means, but there's a depression going on all over this country. People can't find jobs and these are very, very difficult times for everybody." Throughout the rest of the book, the author is very adept at sneaking in inobtrusive hints as to the nature of a depression. In Chapter 6, ten year old Bud describes the scarcity of food when he's too late for breakfast at the mission, "If I didn't get any food now I'd have to steal something out of someone's garbage or I wouldn't be able to eat until the mission opened for supper." The fierce competition of survival is revealed through another person waiting in line, "You think you got some kind of privilege just 'cause you're skinny and raggady? Look in the line, there's lots of folks look just like you, you ain't the worst." Chapter 8 introduces the cardboard jungle through the young character's description, "It was a bunch of huts and shacks throwed together out of pieces of boxes and wood and cloth. The Amoses' shed [described in detail previously] would've look like a realy fancy house here." The reader learns about the effects of the depression as Bud himself learns, firsthand. The descriptions are simple, to the point, and are only encounters in the quest to find his father - never the focus of the storyline. Later in the book Bud's life has taken many twists and turns and eventually he finds himself on the other side of the depression, with plenty of food and a comfortable place to sleep. In Chapter 18 a member of the musical band that cares for Bud tells the only white member of the band, "Take a look out the window, baby, there's a depression going on. How many folk you see living like us, Negro or white? Not many." This historical fiction work manages to objectively educate readers on the spirit of the times and provides readers a glimpse into another world.
4. Review Excerpts
PUBLISHERS WEEKLY: Bud's journey, punctuated by Dickensian twists in plot and enlivened by a host of memorable personalities, will keep readers engrossed from first page to last.
RIVERBANK REVIEW: Curtis writes with humor and sensitivity and makes readers care about the characters he creates. In the process, he offers up a significant slice of American history.
5. Connections
For additional literature that exposes the Great Depression through the child characters, the following books are available:
Hesse, Karen. OUT OF THE DUST. ISBN: 0590371258.
Winner of the 1998 John Newbery Medal.
Ryan, Pam Munoz. ESPERANZA RISING. ISBN: 043912042X
Winner of the 2000 John Newbery Medal
Winner of the 2000 Coretta Scott King Award
1. Bibliography
Curtis, Christopher Paul. 1999. Bud, Not Buddy. New York, NY: Scholastic. ISBN 0439227534.
2. Plot Summary
Set during the depression, a young man named Bud escapes a difficult foster child experience to find himself on the road in search of his father. His only clue is the flyer tucked away in his suitcase for safekeeping, one of the few treasures remaining from his early childhood and his beloved mother. Never short on optimism or determination, Bud creates a new life for himself and is able to establish his place in the world.
3. Critical Analysis
The setting is painlessly introduced in this story through a minor character's dialogue early in the first chapter. "Now, now, boys, no need to look so glum. I know you don't understand what it means, but there's a depression going on all over this country. People can't find jobs and these are very, very difficult times for everybody." Throughout the rest of the book, the author is very adept at sneaking in inobtrusive hints as to the nature of a depression. In Chapter 6, ten year old Bud describes the scarcity of food when he's too late for breakfast at the mission, "If I didn't get any food now I'd have to steal something out of someone's garbage or I wouldn't be able to eat until the mission opened for supper." The fierce competition of survival is revealed through another person waiting in line, "You think you got some kind of privilege just 'cause you're skinny and raggady? Look in the line, there's lots of folks look just like you, you ain't the worst." Chapter 8 introduces the cardboard jungle through the young character's description, "It was a bunch of huts and shacks throwed together out of pieces of boxes and wood and cloth. The Amoses' shed [described in detail previously] would've look like a realy fancy house here." The reader learns about the effects of the depression as Bud himself learns, firsthand. The descriptions are simple, to the point, and are only encounters in the quest to find his father - never the focus of the storyline. Later in the book Bud's life has taken many twists and turns and eventually he finds himself on the other side of the depression, with plenty of food and a comfortable place to sleep. In Chapter 18 a member of the musical band that cares for Bud tells the only white member of the band, "Take a look out the window, baby, there's a depression going on. How many folk you see living like us, Negro or white? Not many." This historical fiction work manages to objectively educate readers on the spirit of the times and provides readers a glimpse into another world.
4. Review Excerpts
PUBLISHERS WEEKLY: Bud's journey, punctuated by Dickensian twists in plot and enlivened by a host of memorable personalities, will keep readers engrossed from first page to last.
RIVERBANK REVIEW: Curtis writes with humor and sensitivity and makes readers care about the characters he creates. In the process, he offers up a significant slice of American history.
5. Connections
For additional literature that exposes the Great Depression through the child characters, the following books are available:
Hesse, Karen. OUT OF THE DUST. ISBN: 0590371258.
Winner of the 1998 John Newbery Medal.
Ryan, Pam Munoz. ESPERANZA RISING. ISBN: 043912042X
Module 5 Book Reviews: Biography
Eleanor Roosevelt - A Life of Discovery
By Russell Freedman
1994 Newbery Honor Book
Horn Book Fanfare Award
1. Bibliography
Freedman, Russell. 1993. ELEANOR ROOSEVELT - A LIFE OF DISCOVERY. New York, NY: Clarion Books. ISBN 0899198627.
2. Summary
This biography follows Eleanor Roosevelt from birth to death, from a confused and privileged upbringing to a life of influence and activism on a worldly scale. The author magnifies Eleanor’s life with a host of clear, telling photographs, and includes a section on her home, Val-Kill, as well as a section describing other books about and by Mrs. Roosevelt, a section for acknowledgements and picture credits, and an index.
3. Critical Analysis
Freedman has crafted a complete, authentic biography of pioneering activist Eleanor Roosevelt. The book introduces Roosevelt with a synopsis of her life, then focuses in on her high society New York childhood, coming of age in a European girls’ school, her years raising a family, and her gradual entrance into the political and public arena. From there, Freedman chronicles the growth of Roosevelt into one of the most influential women of her time. Within the first page of the book Freedman characterizes Roosevelt as human, quickly establishing the connection between history and reader. The very first sentence of the book is, “Eleanor Roosevelt never wanted to be a president’s wife.” He reinforces this very human side of Roosevelt with a direct quote on the same page, “’From the personal standpoint, I did not want my husband to be president,’ she later confessed. ‘It was pure selfishness on my part, and I never mentioned my feelings on the subject to him.’” Freedman never wavers in his ability to display the realistic and vulnerable side of Eleanor. This makes the story of her life meaningful, believable, and applicable to the readers’ own lives.
In the description of Eleanor’s early years, Freedman includes this quote, “’I was not only timid,’ Eleanor recalled, ‘I was afraid. Afraid of almost everything, I think: mice, of the dark, of imaginary danger…’” After establishing an attachment to Eleanor, the reader is able to experience the trials of her young adult life and her consequential personal growth with compassion and a sort of vested interest. After three years away for school in Europe, Freedman continues with, “She had come to school feeling ‘lost and very lonely’ – a shy, awkward girl starved for love and approval. She left in triumph, having earned the affection and esteem of her classmates, her teachers, and her headmistress. Throughout the rest of the book, words like “miserable, anxious, stimulating, toughened, inspirational and whole-heartedly,” sustain the life of the story beyond the facts, leaving the reader with the feeling of involvement in and appreciation for Eleanor’s life.
4. Review Excerpts
PUBLISHERS WEEKLY: "Freedman writes both authoritatively and compellingly, and the Eleanor that emerges is a complex, flesh-and-blood individual, not a dull heroine of textbook history. He also deals plainly with some of the more sordid aspects of the Roosevelts' married life (namely FDR's infidelity), but he never sensationalizes, and his honesty and candor signal his respect for his subject and for his readers."
CHILDREN’S LITERATURE: "Russell Freedman’s photobiography of Eleanor Roosevelt is a paean to this remarkable First Lady's achievements."
5. Connections
For other pioneering female activists read the following autobiography and biography:
Raicho, Hiratsuka. Translated by Teruko Craig. IN THE BEGINNING, WOMAN WAS THE SUN. ISBN 0231138121.
Soto, Gary. JESSIE DE LA CRUZ: A PROFILE OF A UNITED FARM WORKER. ISBN 0892552859.
By Russell Freedman
1994 Newbery Honor Book
Horn Book Fanfare Award
1. Bibliography
Freedman, Russell. 1993. ELEANOR ROOSEVELT - A LIFE OF DISCOVERY. New York, NY: Clarion Books. ISBN 0899198627.
2. Summary
This biography follows Eleanor Roosevelt from birth to death, from a confused and privileged upbringing to a life of influence and activism on a worldly scale. The author magnifies Eleanor’s life with a host of clear, telling photographs, and includes a section on her home, Val-Kill, as well as a section describing other books about and by Mrs. Roosevelt, a section for acknowledgements and picture credits, and an index.
3. Critical Analysis
Freedman has crafted a complete, authentic biography of pioneering activist Eleanor Roosevelt. The book introduces Roosevelt with a synopsis of her life, then focuses in on her high society New York childhood, coming of age in a European girls’ school, her years raising a family, and her gradual entrance into the political and public arena. From there, Freedman chronicles the growth of Roosevelt into one of the most influential women of her time. Within the first page of the book Freedman characterizes Roosevelt as human, quickly establishing the connection between history and reader. The very first sentence of the book is, “Eleanor Roosevelt never wanted to be a president’s wife.” He reinforces this very human side of Roosevelt with a direct quote on the same page, “’From the personal standpoint, I did not want my husband to be president,’ she later confessed. ‘It was pure selfishness on my part, and I never mentioned my feelings on the subject to him.’” Freedman never wavers in his ability to display the realistic and vulnerable side of Eleanor. This makes the story of her life meaningful, believable, and applicable to the readers’ own lives.
In the description of Eleanor’s early years, Freedman includes this quote, “’I was not only timid,’ Eleanor recalled, ‘I was afraid. Afraid of almost everything, I think: mice, of the dark, of imaginary danger…’” After establishing an attachment to Eleanor, the reader is able to experience the trials of her young adult life and her consequential personal growth with compassion and a sort of vested interest. After three years away for school in Europe, Freedman continues with, “She had come to school feeling ‘lost and very lonely’ – a shy, awkward girl starved for love and approval. She left in triumph, having earned the affection and esteem of her classmates, her teachers, and her headmistress. Throughout the rest of the book, words like “miserable, anxious, stimulating, toughened, inspirational and whole-heartedly,” sustain the life of the story beyond the facts, leaving the reader with the feeling of involvement in and appreciation for Eleanor’s life.
4. Review Excerpts
PUBLISHERS WEEKLY: "Freedman writes both authoritatively and compellingly, and the Eleanor that emerges is a complex, flesh-and-blood individual, not a dull heroine of textbook history. He also deals plainly with some of the more sordid aspects of the Roosevelts' married life (namely FDR's infidelity), but he never sensationalizes, and his honesty and candor signal his respect for his subject and for his readers."
CHILDREN’S LITERATURE: "Russell Freedman’s photobiography of Eleanor Roosevelt is a paean to this remarkable First Lady's achievements."
5. Connections
For other pioneering female activists read the following autobiography and biography:
Raicho, Hiratsuka. Translated by Teruko Craig. IN THE BEGINNING, WOMAN WAS THE SUN. ISBN 0231138121.
Soto, Gary. JESSIE DE LA CRUZ: A PROFILE OF A UNITED FARM WORKER. ISBN 0892552859.
Module 4 Book Reviews: Informational Books
Destination: Space by Seymour Simon
1. Bibliography
Simon, Seymour. 2002. DESTINATION: SPACE. New York, NY: HarperCollins Children's Books. ISBN 0688162894.
2. Plot Summary
Seymour shares images and descriptions of various major space discoveries courtesy of the Hubble Space Telescope.
3. Critical Analysis
The greatest assest to this nonfiction book is the comparisons Seymour uses to make the information accessible to the readers. He places the enormity and unfamiliarity of space into a context the reader can grasp. "[Saturn's] rings are mostly made of chunks of water ice, some as small as your finger, others as big as as house, that whirl around Saturn like swarms of tiny moons." Further in the text he explains another phenomenon this way: "What appears to be a bird's head, leaning over to snatch a tasty meal of insects, is another example of two galaxies colliding."
Where the book becomes confusing and bit bothersome its description of specific areas of the photographs. The reader would have a much easier time locating the points of interest if they were labeled directly on the photograph. The ease of reading the text is broken up as the reader tries to follow logic such as the this information on the photos of Mars: "The pictures were taken about six hours apart." The tricky part about this is that the pictures of Mars are not lined up in order, rather they are placed on the page with two photos on top and one photo centered directly beneath them. It takes some time to determine in which order the photos were taken, and it is not left-to-right, as the reader might first believe. The next bit of cumbersome direction concerns Supernove 1987A. The author discusses "three rings of glowing gas encircling the site of Supernova 1987A." In the photo only two rings are instantly noticeable. The location of the third ring is just an educated guess on the part of the reader.
This book would be accessible to a broader range of readers if the photographs were labeled by increasing the readability of the book. As it is, this book must be read through from beginning to end in order to obtain information, exluding the younger or less able reader who could extract information from even simply labeled photos.
4. Review Excerpts
BOOK MAGAZINE: "Spectacular photographs taken during the past decade by the Hubble Space Telescope make this a visually stunning introduction to outer space."
CHILDREN'S LITERATURE: "Although this is not intended as an introduction to astronomy, the stunning photographs of planets, galaxies, and supernovas may inspire young readers to pick up a more comprehensive guide to the celestial features they've glimpsed here."
5. Connections
Utilize the following recently published books for exploration into the history of the Hubble Space Telescope and for additional photographs, both of space and of the telescope.
Carruthers, Margaret W. THE HUBBLE SPACE TELESCOPE. ISBN 0531163725.
Chrismer, Melanie. HIGHLIGHTS FROM THE HUBBLE TELESCOPE: POSTCARDS FROM SPACE. ISBN: 0766021351.
Scott, Elaine. CLOSE ENCOUNTERS. ISBN 0786801476.
1. Bibliography
Simon, Seymour. 2002. DESTINATION: SPACE. New York, NY: HarperCollins Children's Books. ISBN 0688162894.
2. Plot Summary
Seymour shares images and descriptions of various major space discoveries courtesy of the Hubble Space Telescope.
3. Critical Analysis
The greatest assest to this nonfiction book is the comparisons Seymour uses to make the information accessible to the readers. He places the enormity and unfamiliarity of space into a context the reader can grasp. "[Saturn's] rings are mostly made of chunks of water ice, some as small as your finger, others as big as as house, that whirl around Saturn like swarms of tiny moons." Further in the text he explains another phenomenon this way: "What appears to be a bird's head, leaning over to snatch a tasty meal of insects, is another example of two galaxies colliding."
Where the book becomes confusing and bit bothersome its description of specific areas of the photographs. The reader would have a much easier time locating the points of interest if they were labeled directly on the photograph. The ease of reading the text is broken up as the reader tries to follow logic such as the this information on the photos of Mars: "The pictures were taken about six hours apart." The tricky part about this is that the pictures of Mars are not lined up in order, rather they are placed on the page with two photos on top and one photo centered directly beneath them. It takes some time to determine in which order the photos were taken, and it is not left-to-right, as the reader might first believe. The next bit of cumbersome direction concerns Supernove 1987A. The author discusses "three rings of glowing gas encircling the site of Supernova 1987A." In the photo only two rings are instantly noticeable. The location of the third ring is just an educated guess on the part of the reader.
This book would be accessible to a broader range of readers if the photographs were labeled by increasing the readability of the book. As it is, this book must be read through from beginning to end in order to obtain information, exluding the younger or less able reader who could extract information from even simply labeled photos.
4. Review Excerpts
BOOK MAGAZINE: "Spectacular photographs taken during the past decade by the Hubble Space Telescope make this a visually stunning introduction to outer space."
CHILDREN'S LITERATURE: "Although this is not intended as an introduction to astronomy, the stunning photographs of planets, galaxies, and supernovas may inspire young readers to pick up a more comprehensive guide to the celestial features they've glimpsed here."
5. Connections
Utilize the following recently published books for exploration into the history of the Hubble Space Telescope and for additional photographs, both of space and of the telescope.
Carruthers, Margaret W. THE HUBBLE SPACE TELESCOPE. ISBN 0531163725.
Chrismer, Melanie. HIGHLIGHTS FROM THE HUBBLE TELESCOPE: POSTCARDS FROM SPACE. ISBN: 0766021351.
Scott, Elaine. CLOSE ENCOUNTERS. ISBN 0786801476.
Module 4 Book Reviews: Informational Books
What Do You Do When Something Wants To Eat You? by Steve Jenkins
1. Bibliography
Jenkins, Steve. 1997. WHAT DO YOU DO WHEN SOMETHING WANTS TO EAT YOU? New York, NY: Houghton Mifflin Company. ISBN 0395825148.
2. Plot Summary
Steve Jenkins uses paper collage art to demonstrate the defense mechanisms of a variety of creatures from sea to land. Each creature is shown prior to defending himself and then is shown in the act of defending himself from predators.
3. Critical Analysis
The paper collage creatures are the most eye-catching piece of this book. The colors are bright and the layouts are fairly simple - one detailed creature set against a single color backdrop. However, there is a bit of awkwardness in the double-page spreads. A creature is introduced on the front of a page and when the page is turned the defense mechanism is revealed on the backside. This page butts up against the introduction of another animal. It is not a very logical lead. The ink from the octopus seems to spread onto the next page, but it is only the leaves that a rat and beetle are walking on. The puffer fish seems to be looking at the glass snake as it's attacked by some critter with a furry paw, but it's really not. The eye and the mind wish to connect pages that are not meant to be connected, which is somewhat of a distraction through the whole of the book.
The author, direct in his delivery of collage creatures, is also direct in explaining the defense mechanism of each. The author does not dilute the actions of the creatures by glossing the text over with easy language or by the exclusion of explanations. When the puffer fish expands, the author explains, "it takes in water and swells up." And when the basilisk lizard runs across the surface of water he explains, "...using its large feet and great speed to keep it from sinking into the water."
The book ends with a question for the reader by returning to the title, "What Do You Do When Something Wants To Eat You?" He encourages young readers to consider themselves as survivors in the wild, and the artsy style of the book condones creative answers.
4. Review Excerpts
CHILDREN'S LITERATURE: "It is a fascinating look at the diversity of nature and survival skills that have evolved to help animals defend themselves."
SCHOOL LIBRARY JOURNAL: "Useful for teachers introducing animal defenses and the terms that go along with the subject and a great choice for a storytime."
KIRKUS REVIEWS: "A dashing look at natural escape routes."
5. Connections
Research may be the next step following a reading of Jenkin's fairly simple introduction to animal defenses. Quite a collection of unique techniques may found in these informational books filled with photographs and explanations.
Clyne, Densey. CATCH ME IF YOU CAN. ISBN 0836820568.
Devaney, Sherri. DEFENDERS. ISBN 1410303933
Rhodes, Mary Jo and David Hall. SURVIVAL SECRETS OF SEA ANIMALS. ISBN 0516243985.
1. Bibliography
Jenkins, Steve. 1997. WHAT DO YOU DO WHEN SOMETHING WANTS TO EAT YOU? New York, NY: Houghton Mifflin Company. ISBN 0395825148.
2. Plot Summary
Steve Jenkins uses paper collage art to demonstrate the defense mechanisms of a variety of creatures from sea to land. Each creature is shown prior to defending himself and then is shown in the act of defending himself from predators.
3. Critical Analysis
The paper collage creatures are the most eye-catching piece of this book. The colors are bright and the layouts are fairly simple - one detailed creature set against a single color backdrop. However, there is a bit of awkwardness in the double-page spreads. A creature is introduced on the front of a page and when the page is turned the defense mechanism is revealed on the backside. This page butts up against the introduction of another animal. It is not a very logical lead. The ink from the octopus seems to spread onto the next page, but it is only the leaves that a rat and beetle are walking on. The puffer fish seems to be looking at the glass snake as it's attacked by some critter with a furry paw, but it's really not. The eye and the mind wish to connect pages that are not meant to be connected, which is somewhat of a distraction through the whole of the book.
The author, direct in his delivery of collage creatures, is also direct in explaining the defense mechanism of each. The author does not dilute the actions of the creatures by glossing the text over with easy language or by the exclusion of explanations. When the puffer fish expands, the author explains, "it takes in water and swells up." And when the basilisk lizard runs across the surface of water he explains, "...using its large feet and great speed to keep it from sinking into the water."
The book ends with a question for the reader by returning to the title, "What Do You Do When Something Wants To Eat You?" He encourages young readers to consider themselves as survivors in the wild, and the artsy style of the book condones creative answers.
4. Review Excerpts
CHILDREN'S LITERATURE: "It is a fascinating look at the diversity of nature and survival skills that have evolved to help animals defend themselves."
SCHOOL LIBRARY JOURNAL: "Useful for teachers introducing animal defenses and the terms that go along with the subject and a great choice for a storytime."
KIRKUS REVIEWS: "A dashing look at natural escape routes."
5. Connections
Research may be the next step following a reading of Jenkin's fairly simple introduction to animal defenses. Quite a collection of unique techniques may found in these informational books filled with photographs and explanations.
Clyne, Densey. CATCH ME IF YOU CAN. ISBN 0836820568.
Devaney, Sherri. DEFENDERS. ISBN 1410303933
Rhodes, Mary Jo and David Hall. SURVIVAL SECRETS OF SEA ANIMALS. ISBN 0516243985.
Module 4 Book Reviews: Informational Books
Through My Eyes by Ruby Bridges
2000 Orbis Pictus Award Winner
1. Bibliography
Bridges, Ruby. 1999. THROUGH MY EYES. Ed. by Margo Lundell. New York NY: Scholastic Press. ISBN 0590189239.
2. Plot Summary
As an adult, Ruby Bridges recounts her memories of school integration while seemlessly intertwining the factual progression of the Civil Rights Movement. Quotations from major newspapers and magazines combine with emotionally telling photographs to round out this completely fascinating and educational story.
3. Critical Analysis
The story of Ruby Bridges is a compilation of first-hand knowledge and press coverage united in sequence - it begins with an introduction, the basics of Ruby's first six years growing up, then travels through her struggles, and ends with her accomplishments. Included is information for contacting The Ruby Bridges Foundation and a timeline of major events during the Civil Rights movement in relation to New Orleans school integration.
This story is packed with information, yet at no point becomes overwhelming and unmanageable. The authors words are careful and concise - young readers are able to grasp the seriousness of the topic and older readers are able to make sense of the political situation the country faced. "My mother took special care getting me ready for school. When somebody knocked on my door that morning, my mother expected to see people from the NAACP. Instead, she saw four serious-looking men, dressed in suits and wearing armbands. They had come to drive us to school and stay with us all day. I learned later they were carrying guns."
Each page of the author's recounts is coupled with quotations from major sources or persons involved in Ruby's situation. The juxtaposition of these two points of view serve to balance the different perspectives. On Ruby's first day of school, she writes, "As we walked through the crowd, I didn't see any faces. I guess that's because I wasn't very tall and I was surrounded by the marshalls. People yelled and threw things." "When we climbed the high steps to the front door, there were policeman in uniforms at the top. The policemen and the crowd behind us made me think this was an important place. It must be college, I thought to myself." The New York Times, November 15, 1960, is quoted on the same page, "They walked hurriedly up the steps and into the yellow brick building while onlookers jeered and shouted taunts. The girl, dressed in a stiffly starched white dress with a white ribbon in her hair, gripped her mother's hand tightly and glanced apprehensively toward the crowd."
The photographs that accompany each page are poignant and well placed. They are large and stripped of color, immediately directing the eye to detail, such as the white starched dress that Ruby wore, or the black doll in a coffin held up by protestors, even the armbands of the US Marshalls. Within each photograph is a wealth of information to help young readers discern the emotional depth, both frightening and hopeful.
Captions are short and quotations are set apart by color. Headings are highlighted in a darkly colored strip across the top of each page. The double column text is double spaced and broken up quite often by the photographs and sidebar quotations. In this manner, reading is no chore, rather it is bits of information to be read at leisure.
To close the story, the author reflects on her life and the meaning it has held for so many, effortlessly endearing the reader and connecting history with the present "It's taken me a long time to own the early part of my life. I don't know where events will go from here, but I feel carried along by something bigger than I am."
This story contains all the elements necessary to capture the reader's interest and heart. The information is sequential, easily understood, the artful collection of photography is captivating, and the author is peacefully honest in her portrayal.
4. Review Excerpts
CHILDREN'S LITERATURE: "Though Bridge's story takes center stage, the book is filled with powerful monochromatic photographs and the anecdotes of others who were part of her experience."
BOOGBAG MAGAZINE: "This eye-opening introduction to the civil rights movement, written on a child's level, is suitable for read-aloud and certain to provoke thoughtful discussion."
5. Connections
Students may re-read history through these powerful voices for a chance to feel another's side of the struggle.
Winner of the 2005 Coretta Scott King Award:
Morrison, Toni. REMEMBER: THE JOURNEY TO SCHOOL INTEGRATION. ISBN 061839740X.
Pinkney, Andrea Davis. LET IT SHINE: STORIES OF BLACK WOMEN FREEDON FIGHTERS. ISBN 015201005X.
Tillage, Leon Walter. LEON'S STORY. ISBN 0374343799.
2000 Orbis Pictus Award Winner
1. Bibliography
Bridges, Ruby. 1999. THROUGH MY EYES. Ed. by Margo Lundell. New York NY: Scholastic Press. ISBN 0590189239.
2. Plot Summary
As an adult, Ruby Bridges recounts her memories of school integration while seemlessly intertwining the factual progression of the Civil Rights Movement. Quotations from major newspapers and magazines combine with emotionally telling photographs to round out this completely fascinating and educational story.
3. Critical Analysis
The story of Ruby Bridges is a compilation of first-hand knowledge and press coverage united in sequence - it begins with an introduction, the basics of Ruby's first six years growing up, then travels through her struggles, and ends with her accomplishments. Included is information for contacting The Ruby Bridges Foundation and a timeline of major events during the Civil Rights movement in relation to New Orleans school integration.
This story is packed with information, yet at no point becomes overwhelming and unmanageable. The authors words are careful and concise - young readers are able to grasp the seriousness of the topic and older readers are able to make sense of the political situation the country faced. "My mother took special care getting me ready for school. When somebody knocked on my door that morning, my mother expected to see people from the NAACP. Instead, she saw four serious-looking men, dressed in suits and wearing armbands. They had come to drive us to school and stay with us all day. I learned later they were carrying guns."
Each page of the author's recounts is coupled with quotations from major sources or persons involved in Ruby's situation. The juxtaposition of these two points of view serve to balance the different perspectives. On Ruby's first day of school, she writes, "As we walked through the crowd, I didn't see any faces. I guess that's because I wasn't very tall and I was surrounded by the marshalls. People yelled and threw things." "When we climbed the high steps to the front door, there were policeman in uniforms at the top. The policemen and the crowd behind us made me think this was an important place. It must be college, I thought to myself." The New York Times, November 15, 1960, is quoted on the same page, "They walked hurriedly up the steps and into the yellow brick building while onlookers jeered and shouted taunts. The girl, dressed in a stiffly starched white dress with a white ribbon in her hair, gripped her mother's hand tightly and glanced apprehensively toward the crowd."
The photographs that accompany each page are poignant and well placed. They are large and stripped of color, immediately directing the eye to detail, such as the white starched dress that Ruby wore, or the black doll in a coffin held up by protestors, even the armbands of the US Marshalls. Within each photograph is a wealth of information to help young readers discern the emotional depth, both frightening and hopeful.
Captions are short and quotations are set apart by color. Headings are highlighted in a darkly colored strip across the top of each page. The double column text is double spaced and broken up quite often by the photographs and sidebar quotations. In this manner, reading is no chore, rather it is bits of information to be read at leisure.
To close the story, the author reflects on her life and the meaning it has held for so many, effortlessly endearing the reader and connecting history with the present "It's taken me a long time to own the early part of my life. I don't know where events will go from here, but I feel carried along by something bigger than I am."
This story contains all the elements necessary to capture the reader's interest and heart. The information is sequential, easily understood, the artful collection of photography is captivating, and the author is peacefully honest in her portrayal.
4. Review Excerpts
CHILDREN'S LITERATURE: "Though Bridge's story takes center stage, the book is filled with powerful monochromatic photographs and the anecdotes of others who were part of her experience."
BOOGBAG MAGAZINE: "This eye-opening introduction to the civil rights movement, written on a child's level, is suitable for read-aloud and certain to provoke thoughtful discussion."
5. Connections
Students may re-read history through these powerful voices for a chance to feel another's side of the struggle.
Winner of the 2005 Coretta Scott King Award:
Morrison, Toni. REMEMBER: THE JOURNEY TO SCHOOL INTEGRATION. ISBN 061839740X.
Pinkney, Andrea Davis. LET IT SHINE: STORIES OF BLACK WOMEN FREEDON FIGHTERS. ISBN 015201005X.
Tillage, Leon Walter. LEON'S STORY. ISBN 0374343799.
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