When You Reach Me by Rebecca Snead

Bibliography

Snead, Rebecca. 2010. WHEN YOU REACH ME.  Random House Children’s Books.  

ISBN 9780385737425

Plot Summary 

Life in New York City is pretty ordinary for twelve-year-old Miranda who lives with her single mom, a would-be lawyer turned paralegal. She has Sal, her best friend, to keep her company in the sixth grade and maybe, just maybe, her mom will win lots of money on a game show called The $20,000 Pyramid.  But life suddenly gets complicated when cryptic messages about future events begin to turn up in strange places. Sensing that Sal’s life is in jeopardy, Miranda desperately tries to figure out what to do with the information before it’s too late.

Critical Analysis 
The main characters in When You Reach Me are easy to relate to and very believable.  Miranda, the young protagonist, enjoys watching television, eating junk food, and hanging out with friends. Her mom, a single parent gave up law school when Miranda was born and now works as a paralegal.  She knows that a big win on The $20,000 Pyramid will provide a huge financial boon.   As Mom’s boyfriend, Richard seems to be “Mr. Perfect” but Miranda tells us that he isn’t because “his right leg is shorter than the left one.  In bare feet, he limps a little.”  Readers discover the setting of the story early on as Miranda tells readers, “…Sal and I still walked home from school together every single day; one block from West End Avenue to Broadway, one block from Broadway to Amsterdam, past the laughing man on our corner, and then half a block to our lobby door.”  This deceptively simple sentence conjures up images of New York City with its famous streets, homeless people, and high-rise apartment living.
 
The plot focuses on Miranda's daily life as she faces two particular problems.  First, Sal starts avoiding her, and then Miranda receives mysterious notes that both puzzle and alarm her. She has no idea who is sending them or what she is supposed to do.  Some of the contents are frightening such as, "I am coming to save your friend's life."  With Miranda's character narrating, readers can easily connect with her feelings and uncertainty in handling these situations.  The theme of friendship is strong and by the end of the novel Miranda learns that being a good friend sometimes requires sacrifice.   She gracefully accepts the change in her relationship with Sal because she wants him to be happy and by recognizing that Julia’s feelings for Annemarie mirror her own feelings for Sal, Miranda willingly offers a “truce” rather than come between the two friends. Chapters are concise and action-packed, persuading readers to read "just one more." It's like eating a delicious dessert. You want to savor it, but it's so good that you just can't stop yourself.

Review Excerpts/Awards
2010 Newbery Medal
2010 Horn Book Award
2009 Parent's Choice Gold Award

Starred Review from Kirkus Reviews: "When all the sidewalk characters from Miranda's Manhattan world converge amid mind-blowing revelations and cunning details, teen readers will circle back to the beginning and say,'Wow ... cool.'"

Starred Review from Booklist: "The mental gymnastics required of readers are invigorating; and the characters, children, and adults are honest bits of humanity no matter in what place or time their souls rest."

Starred Review from Horn Book: "Closing revelations are startling and satisfying but quietly made, their reverberations giving plenty of impetus for the reader to go back to the beginning and catch what was missed."

Connections:
The first two ideas are adapted from:  http://teachershare.scholastic.com/resources/12989

Collage - Using pictures from magazines, create a collage that relates to the story.  Write a short paragraph describing your collage and share both with the class.  Be sure to include specifics as to why you chose certain pictures.

Chapter Titles - The teacher will write the titles of individual chapters onto small slips of paper and place them into a basket.  Each student will select one title and write a short composition explaining why he/she thinks that the author used this particular title to describe the events within the chapter.  Use specific examples to support your reasoning.

Additional Time Travel Novels for Teens -
Barron, T.A. 1994. THE ANCIENT ONE. ISBN 9780812536546

Cooper, Susan. 1999. KING OF SHADOWS. ISBN 9780689828171

Hoppe, Joanne. 1992. DREAM SPINNER. ISBN 9780688085599

L'Engle, Madeleine. 1962. A WRINKLE IN TIME. ISBN 9780312367541

Peck, Richard. 1997. LOST IN CYBERSPACE. ISBN 9780140378566

Yolen, Jane. 1988. THE DEVIL'S ARITHMETIC. ISBN 9780142401095

Wood, Maryrose. 2007. WHY I LET MY HAIR GROW OUT. ISBN 0425213803

 

BABYMOUSE #9: Monster Mash by Jennifer L. Holm & Matthew Holm

 

Bibliography
Holm, Jennifer L., & Holm, Matthew. 2008. BABYMOUSE: MONSTER MASH. Random House.
ISBN 9780375937897

Plot Summary

Babymouse wants to dress up in a scary costume this Halloween, but Felicia Furrypaws tells her that "only boys can be scary." Giving in to peer pressure, she chooses a fairy costume and gets drawn into some nasty pranks.  Deciding that this isn't the kind of Halloween she wanted at all, Babymouse goes back to her original plan. When she does, the night turns out to be more fun than she ever expected.

Critical Analysis

Readers expecting a cutesy mouse story will be surprised to find that Babymouse isn’t a baby at all. In human years, she’s a pre-teen (10- 12) looking forward to celebrating Halloween in a more grown-up fashion.  She knows exactly what she wants to be – something scary like a werewolf or a zombie and she’s looking forward to trick-or-treating without parents, and hosting her own Halloween party.  All of her plans get swept aside when Felicia slinks onto the scene and invites herself and her posse of friends to the party.  Telling Babymouse that “Everyone knows that girls have to be pretty for Halloween,” Felicia insists that Babymouse dress up as a fairy so that their costumes will "coordinate."

The night gets worse as Babymouse goes trick-or-treating without her best friend, Wilson, and goes along with Felicia’s nasty neighborhood pranks of toileting papering houses and stealing candy from little kids.  When Babymouse realizes that one of the kids is Squeak, her little brother, she knows that things have gone too far.  Even the narrator scolds her with, “Babymouse, I can’t believe…” to which she sadly replies, “Me either.” Babymouse sets out to make things right. She digs out a creepy costume (complete with dangling eyeball), gives Squeak all of her candy, and finally stands up to Felicia by barring anyone from the party who isn't dressed in a scary costume. 

Throughout the book, the writers include scenes from Babymouse’s imagination to show her true feelings about Felicia.  In the opening pages, Babymouse sees herself as a huge werewolf chasing Felicia through the forest, whereas later in the story, she pictures Felicia as a wicked witch.  These illustrations, set against dark black backgrounds contrast to the “real” settings of home and school which have stark white backgrounds.  This technique works well to prevent reader confusion.  

By subtly addressing the topic of bullying (with just a touch of humor), this brother-sister writing team masterfully lays a foundation for teaching children how to stay true to their own choices and convictions.  And at the very least, that if one veers off the right path, there is always a way to get back on.

Review Excerpts/Awards
The series has received multiple Children's Choices Awards and the 2006 Gryphon Award. One title in the series, Babymouse #1: Queen of the World, was the first graphic novel ever to be named an ALA/ALSC Notable Children's Book - 2006.

From Booklist:  "The brother-sister creative team hits the mark with humor, sweetness, and characters so genuine they can pass for real kids."

From Horn Book: "Sassy, smart...Babymouse is here to stay."

From School Library Journal: "Another great read in this charming series, full of wit and humor and colored in orange and black instead of pink for the spooky occasion."

Connections:

The following ideas are adapted from activities found on this Random House webpage:

http://www.randomhouse.com/catalog/teachers_guides/9780375832321.pdf

1) Lead a group discussion of the following questions:

• Although the characters in this book are animals, what human characteristics do they demonstrate?
• What human emotions do they exhibit?
• If it were you, how would you handle the different situations with Felicia Furrypaws?
• What do you think is the narrator's role?

 2) Divide students into four groups. Assign each group a different Babymouse book to read. Then mix up the groups to create new groups that have at least one member from each original book group. In these new groups, students will prepare a list of similarities and differences among the four books. After everyone is finished, the teacher will lead a group discussion of the findings.

3) To find out more about the author including her two Newbery honor books (Turtle in Paradise, Our Only May Amelia), check out Jennifer Holm's webpage at:

http://www.jenniferholm.com/02_mybooks/11_babymouse.html

The Book Thief by Markus Zusak

Bibliography
Zusak, Markus. 2005. THE BOOK THIEF. Alfred A. Knopf. ISBN0375831002

Plot Summary

Hovering over Nazi Germany in 1939, Death needs a distraction from his stressful job.  He finds one in nine-year-old Leisel Meminger, a young girl living with her foster family in Molching.   Fascinated by her strength and bravery in these difficult times, Death is especially puzzled to find that she steals books rather than food in order to survive. Haunted by her humanity and her love of words, he feels compelled to share her story.

Critical Analysis

With a world-weary and often sarcastic tone, Death narrates the story of little Leisel Meminger as she travels to Molching, Germany to live with a new family.  The year is 1939 and Hitler’s Nazi party has begun its reign of terror on the Jews. Young and illiterate, Leisel is starving not only for food, but for love, companionship, and knowledge.  She finds all of these with Hans and Rosa Huberman. Hans is the gentle, loving, parent who changes the sheets when Leisel wets the bed, plays the accordion to make her smile, and even indulges her with a glass of champagne.  Rosa on the other hand, is not tender.  Her criticisms are sharp as are the swats from her wooden spoon, but underneath it all, her love runs deep.

The only thing that Leisel has arrived with is a stolen copy of The Grave Digger’s Handbook which becomes a catalyst for late night reading lessons with her new papa.  These special moments console Leisel at a time when her life has been turned upside down.  As a result, words (and thus books) become more important to her than food and soon she is stealing them whenever the opportunity presents itself – first from the bonfire on Hitler’s birthday and then later from the Mayor’s wife’s library.  Along the way, Leisel forges memorable friendships with Rudy Steiner, the “lemon-haired” boy who always says, “How about a kiss Saumensch?” and Max, a Jew that the Hubermans hide in the basement. Through her relationship with Max and by witnessing Jews being marched to the Dachau concentration camp, Leisel sees for herself the power of words to destroy lives. The plot escalates as the horrors of the war finally reach Leisel’s neighborhood. Fathers such as Hans and Alex Steiner are forced to join the war, sons are lost in battle, and air raids become more frequent.  

Although Death has warned readers early on that the ending is tragic, it is very difficult to put this book down. The vivid images and beautifully crafted text make the people and the places come alive causing readers to hope against hope that everyone who has become dear to them will survive. This mesmerizing and emotional tale of friendship, love, and the power of words will stay with readers long after the last page has been turned.  

Review Excerpts/Awards

Starred Review from Kirkus Reviews: (Ages 12+) The writing is elegant, philosophical and moving. Even at its length, it’s a work to read slowly and savor. Beautiful and important.

Starred Review from Horn Book: "Exquisitely written and memorably populated, Zusak's poignant tribute to words, survival, and their curiously inevitable entwinement is a tour de force to be not just read by inhabited."

Connections - History

1) Appreciating different cultures: To help students connect to the WWII era in which the story takes place, have them research both the  German and Jewish cultures (food, music, traditions, clothing, etc...).  Set aside time at the beginning of class to allow short presentations in which they can share information or items such as pictures, music clips, and food samples. 

2) Follow a timeline of the events of the Holocaust at: http://www.historyplace.com/worldwar2/holocaust/timeline.html

This is a great site because users can click on a specific year. Students might be interested in following the years from the novel (1939-1942) to find out about other significant events that took place during the time in which the story was set.

3) For a wealth of information on topics related to the Holocaust, visit the United States Holocaust Memorial Museum Website: http://www.ushmm.org/

There is a LOT to look at, but I was particularly drawn to this link entitled "Rescuing the Evidence." There are many personal experiences to read about: http://www.ushmm.org/research/collections/curatorscorner/

If you check out this link entitled "Accidental Witnesses to History: The Baker Collection," you'll see rare video footage that shows how extravagantly the Germans decorated their buildings to honor Hitler. The video also shows Jewish storefronts that have been defaced by the Nazis.   http://www.ushmm.org/research/collections/curatorscorner/detail.php?content=2011-03-01

Moon Over Manifest by Clare Vanderpool

BIBLIOGRAPHY

Vanderpool, Clare. 2010. MOON OVER MANIFEST. New York: Delecorte Press. ISBN 0385738838

PLOT SUMMARY

Set during the Great Depression, this story revolves around the life of twelve-year-old Abilene Tucker who has recently arrived in Manifest, Kansas. Times are tough across America and her father, Gideon, has sent her to live with an old family friend for the summer while he starts a new railroad job. Determined to make the most of an unpleasant situation, Abilene sets out to discover all she can about her father's past and why this dusty, worn-out town seems so important to him. 

CRITICAL ANALYSIS

Because they have flaws, the major characters in this story seem very realistic.  Abilene feels deserted by her father, but she decides to make good use of her time. She fills the hours with adventures like sneaking into the high school with Lettie and Ruthanne and listening to Miss Sadie’s stories about Ned and Jinx. When she’s had enough of Gideon’s absence, she fakes a life-threatening illness to get him to return.  Then there’s Miss Sadie, the Gypsy fortune-teller, who when no one else can, draws residents together to break the hold that the mining company has over the town. She reminds them that they came to America “to live a dream of freedom and prosperity.” But Miss Sadie guards a painful secret that no one else knows - she is Ned's mother.  Jinx, the boy with the mysterious past, fearlessly crosses the line between right and wrong.  He is full of schemes like the one involving the "artic glacial water" and "borrowing" a Manchurian Fire Thrower from the carnival so that he can make his own and sell them.    

Early in the novel, Vanderpool establishes two storylines, one past and one present, that run parallel throughout the book.  In Chapter One when the train nears Manifest, Abilene recalls her father telling her about a sign “just outside town with big blue letters: MANIFEST: A Town with a Rich Past and a Bright Future.”  She is anxious to learn why this particular place holds such fond memories for him.  Jumping off the train, Abilene soon spots the old weathered sign, but is only able to read "MANIFEST: A Town with a Past.” This sets the stage for flashbacks in which Miss Sadie describes life in Manifest during the World War I era (1917-1918). Her stories focus on the escapades of the two teenaged boys, Ned and Jinx.  In alternating chapters, Abilene narrates her experiences in Manifest during the summer of 1936. Toward the end of the book, the two plots merge into one as Abilene discovers that the young boy named Jinx grew up to be her father.  In searching for his roots, she has found her own. 

The story takes place in Manifest, Kansas during two distinct historical eras - World War I and the Great Depression.  In 1917-1918, Manifest is a “melting pot” community brimming with immigrants who have come to America in search of a better life.  Gideon has told Abilene that there were “People bustling in and out of colorful storefronts with bright awnings over windows. Unusual-sounding names painted on doors. Matenopoulos Meat, Santoni’s Bakery. Akkerson Feed and Seed.” But this is not what Abilene sees when she walks through town with Shady on the day of her arrival. She tries to “conjure up something smooth and sweet from those stories, but looking around, all I could see was dry and stale. Up and down Main Street, the stores were dingy. Gray. Every third one was boarded up. There wasn’t an ounce of bustling to be had. Just a few tired souls holding up a doorway here and there.” It seems that the town with a bright future has given up under the weight of the Great Depression. 

The predominant theme in Moon Over Manifest is finding a home - a place where one belongs. Readers first learn about Abilene's lack of roots when on her first day of school she says, "You'd thought I'd be used to this by now. Being the new kid and all.  I'd been through this umpteen times before but it never gets any easier." Although she feels deserted, Abilene is determined to find out about the boy her father once was from the people that she assumes knew him best.  As she chases down The Rattler and tries to uncover more information about Ned and Jinx, Abilene begins to forge bonds with many of the locals. By summer's end, she has the beginnings of a home - two best friends with Lettie and Ruthanne, a surrogate grandmother in Miss Sadie, and a trusted guardian in Shady. Although she tricks Gideon into returning to Manifest, she knows it was the right thing to do when "He held his face next to mine, and when he looked straight into my eyes with tears in his, I knew. And he knew. We were home."

There are several distinctive aspects about Vanderpool’s writing style that make Moon Over Manifest such a delightful and entertaining novel.  First, she sprinkles the entire novel with historically rich details including bits about the Ku Klux Klan, bootlegging, and the Spanish Influenza outbreak.  To this she adds extras such as Hattie Mae’s News Auxiliary, articles from the local newspaper the Manifest Herald, and warfront letters from Ned. Second, the narratives are chock-full of figurative language and memorable lines such as this scene when Abilene arrives at Shady’s house. “He tried to gather up some papers and scraps of wood, as if there were traces of his mismatched life that he hadn’t wanted me to see.” Another wonderful example is when feeling lonesome for her father, Abilene lays in bed listing all the things she knows about him.  She decides that “Memories were like sunshine. They warmed you up and left a pleasant glow, but you couldn’t hold them.”  These are the kinds of lines that make readers stop, pause, and re-read them because they are so wonderfully original.

EXCERPTS/AWARDS

2011 Newbery Medal

ALA Notable Children's Book 2011

Starred Review from Booklist: (Grades 5-8) "With believable dialogue, vocabulary and imagery appropriate to time and place, and well-developed characters, this rich and rewarding first novel is “like sucking on a butterscotch. Smooth and sweet.”

From Kirkus Reviews: (Ages 10-14) "...readers will cherish every word up to the heartbreaking yet hopeful and deeply gratifying ending."

From School Library Journal:  (Grades 5-8) "This thoroughly enjoyable, unique page-turner is a definite winner."

CONNECTIONS

To help students gain a better understanding of World War 1 and Ned's experiences as a soldier, this multimedia website is loaded historical information that also includes vintage photographs (over 3,900 which are organized by topic); audio recordings (songs, skits, and speeches); and vintage video clips of major figures. http://www.firstworldwar.com/

This video from the National Archives Southeast Region gives a wonderful overview of the Great Depression through survivor's stories and powerful pictures from this era.

http://www.youtube.com/watch?v=TpfY8kh5lUw

For additional activities, links, and related resources for Moon Over Manifest:

http://classroombookshelf.blogspot.com/search?q=moon+over+manifest

Reader's guide discussion questions can be found at Clare Vanderpool's website at:

http://www.clarevanderpool.com/teacherresources.html

The Midwife's Apprentice by Karen Cushman

BIBLIOGRAPHY

Cushman, Karen. 1996. THE MIDWIFE'S APPRENTICE. New York: Harper Trophy.

ISBN 006440630X

PLOT SUMMARY

In Medieval England, a destitute young girl known only as Brat, moves hopelessly from village to village surviving only by her wits, occasional scraps of food, and odd jobs here and there.  Discovered sleeping in a dung heap by the village midwife, Brat quickly seizes the opportunity to exchange work for food and a better place to sleep. Armed with courage, determination, and a kind spirit, she eventually finds exactly what she is looking for - her own place in the world.

CRITICAL ANALYSIS

Brat the orphan and Jane the midwife seem entirely believable for the period in which they live.  With strength, determination, and a quick mind, both struggle to survive in a world that is especially difficult for women.  Brat’s chance encounter with the midwife offers a rare opportunity to significantly improve her lot in life.  Instantly, she notices the “important looking woman” with the “wimple starched in sharp pleats.” After asking for something to eat and being told that “those who don’t work don’t eat,” she hurriedly tells the woman that “I am stronger and smarter than I seem.”  The midwife’s decision is equally swift as “The woman’s sharp nose smelled hunger, which she could use to her own greedy purpose.”  She renames the girl and takes her home where “the midwife was generous only with the work she gave Beetle and stingy with rewards, and the girl was never overfed.”  Thus, each one is using the other to make life easier, and hopefully more prosperous.

From the opening scene of Brat sleeping in a dung heap to references of cottages and villagers “digging long furrows in the field to take the seed,” Cushman takes readers back to medieval England.  She vividly depicts this world with chapter introductions such as “Suddenly it was summer and leaves erupted on every tree and bush in the village, and you could see flowers blooming by the road, in the churchyard, and in the hair of young girls as they swung down the path to the village square.” In addition, daily chores such as spreading newly washed clothes in the sun, sweeping the cottage’s dirt floor, trapping birds, and boiling goose grease for ointment accurately reflect the time period as well.  Sprinkled throughout the story are village holidays such as Lady Day, May Day, and Saint John’s Eve.  Another authentic touch is the use of names such as Steven the Fletcher, Joan-at-the-Bridge, and Thomas the Stutterer. 

From the moment that the young girl is plucked from the dung heap and thrust into the clutches of the midwife, the plot is gripping and moves effortlessly from one chapter to the next.  The story unfolds within the space of about a year.  During this time, Beetle grows up - moving from childhood to adulthood. She wants to find a special place of her own in the world and begins by making friends with a boy named Will that she rescues from the river and Edward, a homeless boy she finds in the cowshed.  Then quite unexpectedly, she discovers her femininity at the Saint Swithin’s Day Fair.  After noticing the girl admiring one of his combs, the merchant gives it to her saying, “Comb those long curls till they shine, girl, and sure you’ll have a lover before nightfall.” She leans over a horse trough to examine her reflection and wonders, “Curls. Were these tangles then curls?” Immediately afterwards, when she is mistaken for someone named Alyce, Beetle decides that it is time that she had a proper name. She chooses Alyce because it “sounded clean and friendly and smart."  This marks the beginning of Alyce seeing herself as intelligent and capable. 

The most important theme in The Midwife’s Apprentice is the idea the one should never give up. Alyce first demonstrates this by doing whatever it takes to survive whether it is “stealing an onion here or helping with the harvest there in exchange for a night on the stable floor.” She’s even willing to sleep in a putrid dung heap if it will provide the warmth she needs to survive. Secondly, despite her harsh treatment at the hands of a midwife who considers her “too stupid and scared to be any competition,” Alyce realizes that her hard work is what is keeping the food in her belly and the roof over her head.  Thus, she doesn’t just walk away from this job, she stays with it.  Third, she realizes that her failed attempt in delivering a baby doesn’t mean that she cannot improve her skills and do a better job the next time.  Toward the end of the story, she is given another opportunity to deliver a baby.  Alyce ignores the voices in her head calling her a “nitwit” and saying “you gave up.”  She is rewarded for her efforts and experiences the joy of success.

Cushman’s writing style is unique in that she creates a captivating story with a strong protagonist, meaningful themes, and a richly-textured historical setting.  Through the narrator, readers come to know Alyce completely – her persistence to survive, her lack of self-esteem, and her need to belong.  Cushman masterfully weaves important themes throughout the story without being “preachy.” This is accomplished by providing insight in Alyce’s thoughts and actions.  The morning after Alyce runs away, she awakens to realize that, “Behind her were the village, Emma, the midwife, and failure – she could not go back there.  She could not stay her in the rain waiting to die, for she was too cold and hungry and uncomfortable and alive. So she went ahead.” Cushman merges vivid details of the changing seasons with the lives of the villagers to create a rich historical setting.  With phrases as simple as “Alyce was sitting by the fire one cool November morning, tying birch twigs for a broom” sprinkled throughout the story, Cushman keeps readers engrossed in this particular time period. 

REVIEW EXCERPTS/HONORS

1996 Newbery Award
ALA Best Book for Young Adults
ALA Notable Book for Children
Booklist Editors' Choice
Horn Book Fanfare Selection
School Library Journal, Best Books of the Year
ALA Best Book for Young Adults
Parents' Choice Gold Award
New York Public Library, 100 Titles for Reading and Sharing

Starred review from Booklist: "Kids will be caught up in this short, fast-paced narrative about a hero who discovers that she’s not ugly or stupid or alone."

From School Library Journal: (Grades 6-9) "Earthy humor, the foibles of humans both high and low, and a fascinating mix of superstition and genuinely helpful herbal remedies attached to childbirth make this a truly delightful introduction to a world seldom seen in children's literature."

CONNECTIONS
Divide the class into teams and play "Alyce Jeopardy" with categories such as: Who Said, Characters, and 13th Century, and Slang. 
http://www.mrcoward.com/slcusd/jeopardy/alycejeopardy.html

This interactive website allows students to learn about life in the Middle Ages. Topics include feudal life, religion, homes, clothing, health, arts/entertainment, and town life.  For example, the Health page allows students to try their hand at medieval medicine with three different patients.  Each patient's specific symptoms are described and then a list of 3 different treatments are suggested.  Once a student has selected the correct answer, a detailed description of the illness is provided.  http://www.learner.org/interactives/middleages/

There are also LOTS of links to related books and additional resources!

Elijah of Buxton by Christopher Paul Curtis

BIBLIOGRAPHY
Curtis, Christopher Paul. 2007. ELIJAH OF BUXTON.  New York: Scholastic. ISBN 0439023459

PLOT SUMMARY

Eleven-year-old Elijah is proud to be known as the first free child born in Buxton, Canada West, a community of runaway slaves. Although he has heard stories from the "growned-up" folks about their lives as slaves and has seen the tired, starving faces of new slaves as they arrive in the settlement, Elijah knows very little about the cruel realities of slavery that lie just across the border in America. During a perilous journey to Detroit to help a friend, Elijah risks his own freedom to set things right and witnesses firsthand the horrible injustices done to people who are just like him.

CRITICAL ANALYSIS

The four most memorable characters in this book are Elijah, the Preacher, Mr. Leroy, and Mrs. Chloe.  These characters are more developed than others and as such seem much more realistic. The young protagonist, Elijah, stands on the cusp of manhood trying desperately to shake what his Ma refers to as his “fra-gile” ways of “screaming and running off at the littlest nonsense.”  An innocent in the ways of the world, he’s been raised free in the safety of Buxton far from the atrocities of racial injustice.  His life is idyllic - a loving home with two parents, “toady frog” pranks with his best friend, Cooter, and plenty of time to go “fish head chunking.”  Mr. Leroy, the steadfast family friend, works long hours to earn the money needed to buy his family’s freedom and bring them to Buxton.  As the local con man, the Preacher constantly looks for someone to scam whether it’s with hoop snake stories, convincing Elijah to tithe four of his freshly caught fish to him as the Lord’s “servant here on earth,” or “promising” to safeguard Mr. Leroy’s money.  Finally, there’s Mrs. Chloe, one of the slaves that Elijah finds in the stable when he goes looking for the Preacher.  This encounter transforms Elijah into a young man willing to risk everything in order to do the right thing.

Although the story begins with an entertaining chapter about the Preacher scaring the boys with tales of hoop snakes, Elijah’s toady-frog prank on his Ma, and her delightful revenge with a snake in the cookie jar, the plot moves forward sluggishly. Along the way some readers may lose interest because the chapters are lengthy. Many of them, while interesting, do not seem to be leading anywhere.  For example, Elijah’s late-night trip to the carnival with the Preacher is interesting, but it also takes up more than forty pages.  The Preacher plans to use the unwitting Elijah (and his rock chunking skills) to make some money “for the settlement.”  But suddenly, the Preacher decides to leave the carnival when he sees the sign that reads “The Jungles of Darkest Africa!! Help Madame Sabbar Capture MaWee, the Chief of the Pickaninnys.” The Preacher never explains their abrupt departure which leaves Elijah confused and thinking, “that don’t make no sense, it don’t make no sense at all.”  Readers unfamiliar with the derogatory nature of the word “pickaninny” will also be left feeling the same way.  The most captivating part of the book begins at Chapter 16 in which Mr. Leroy suddenly obtains enough money to buy his family’s freedom.  The plot becomes intense as the true natures of Mr. Leroy, the Preacher, and Elijah are revealed and their unforgettable actions propel the story toward its gut-wrenching, but ultimately satisfying climax.

Curtis immediately sets the stage for the story on the very first page as Elijah says, “I was sitting on the stoop of our home trying to think what to do. It was that time of day when the birds were getting ready to be quiet and the toady-frogs were starting to get louder with that chirpity sound they make most of the night. I wondered if it would be worth it to go fishing for a hour afore it got dark.”  Throughout the rest of the book, Curtis uses the activities of the characters to define a setting rather than use vivid descriptions.  He mentions their chores such as barn raking, tree chopping, or traveling down the road by horseback to pick up the mail. To this he adds tidbits about their pastimes of whittling, fishing, or knitting.  When Elijah shares his humiliating story about throwing up on Frederick Douglas, readers discover that he lives in Buxton, a free slave settlement deep in the forests of Canada.  The time period is pre-Emancipation as Elijah shares in the joy of ringing the Liberty Bell when new runaways are welcomed into the community.

The predominant theme in this story is that of growing up.  As the narrator, Elijah shares his innermost thoughts and emotions.  His biggest problem is his inability to outgrow what his Ma refers to as being “fra-gile.”  According to her, he needs to “start thinking things through” and to stop “running and screaming off at the littlest nonsense.”  As the story progresses, Elijah struggles to overcome these fra-gile behaviors.  This is evident when he reads the letter to Mrs. Holton informing her of her husband’s demise.  Afterwards, he says, “Whilst me and Ma were walking home I was ‘bout to bust waiting on her to tell me how I did.  I hadn’t cried nor let my voice get shake-ity nor even sniffled whilst I was reading the letter to Mrs. Holton.”  He feels very proud when Ma finally says, “What you done was real growned, son! Wait ‘til I tell your daddy!” During that moment of pride Elijah notices “that same stuff in my nose commenced to loosening up and slopping ‘round all over again.” This really confuses him since he thought he was finally on his way to being “growned up.”

Curtis’ writing style is as easy and casual as a conversation.  Indeed, the book is comprised mainly of conversations – no lengthy descriptions of places or people.  He lets the characters speak for themselves.  This is what makes the characters so engaging and memorable.  His use of the Negro dialect is very effective is bringing to life the world of runaway slaves - those who have made it to freedom and those who sadly, will not.  Following this unique dialect may be challenging for some readers.  The audio version, however, which is skillfully narrated by Mirron Willis, demonstrates the liveliness of this particular dialect and how it should be read.  Using distinct voices, Willis adds extra personality to each of Curtis’ already well-developed characters.  Masterfully weaving history into the plot to ensure the story’s authenticity, Curtis includes a visit from Frederick Douglas and John Brown, the famous abolitionists; Ma’s personal story about her time as a child slave; and the heartbreaking descriptions of Mrs. Chloe and the other slaves who have been captured by “pattyrollers.” On a somewhat lighter note, he incorporates the Carnival of Oddities to show the kinds of entertainment that people enjoyed during this time period such as “freaks of nature,” games of chance, and so-called “Mesmerists.”

REVIEW EXCERPTS/AWARDS
Newbery Honor Book
Coretta Scott King Author Award
Scott O'Dell Award for Historical Fiction

From Kirkus Reviews: (Ages 9 and up) "This is Curtis’s best novel yet, and no doubt many readers, young and old, will finish and say, “This is one of the best books I have ever read.”

Starred review from Booklist: "Many readers drawn to the book by humor will find themselves at times on the edges of their seats in suspense and, at other moments, moved to tears. A fine, original novel from a gifted storyteller."

CONNECTIONS - Social Studies
Yes! Buxton was REAL! Learn more about it at the Buxton National Historic Site and Museum website.  I highly recommend the following:

1) The interesting YouTube video tour of the museum and photos of the school and log cabins. http://www.buxtonmuseum.com/exhibits/exhibits.html

2) An brief overview of the history of Buxton and its people:
http://www.buxtonmuseum.com/history/hist-ELGIN.html

3) Who was this Reverend King that Elijah mentions? Learn more about this man who dared to make a difference. http://www.presbyterianarchives.ca/williamkingexhibit.html

Explore the PBS website entitled "Slavery and the Making of America"
You can access a variety of subjects including: a timeline, slave memories, living conditions, the family, responses to enslavement, and freedom. http://www.pbs.org/wnet/slavery/index.html

Related Books:
Woodson, Jacqueline, and Hudson Talbott. Show Way. New York: G. P. Putnam's Sons, 2005.
Anderson, Laurie Halse. Chains. New York: Simon & Schuster Books for Young Readers, 2008.
Hart, Alison. Gabriel's Horses. (Racing to Freedom Trilogy, Book 1). Atlanta: Peachtree, 2007.
Fox, Paula. The Slave Dancer. Laurel-Leaf Books, 1997.
Hamilton, Virginia. Many Thousands Gone: African Americans from Slavery to Freedom. Knopf, 1993.
Lester, Julius. To Be a Slave. Puffin Books, 2000.
Paulsen, Gary. Sarney: A Life Remembered. Laurel Leaf, 1999.

LET ME PLAY: The story of Title IX, the law that changed the future of girls in America by Karen Blumenthal

BIBLIOGRAPHY
Blumenthal, Karen. (2005). LET ME PLAY: THE STORY OF TITLE IX - THE LAW THAT CHANGED THE FUTURE OF GIRLS IN AMERICA. NY: Simon & Schuster.  ISBN 0689859570

PLOT SUMMARY

Young girls in today’s society might find it extremely difficult to imagine an America in which the opportunities for women to excel in sports or to pursue a higher education are virtually nonexistent.  This was the case, however, not so very long ago when their mothers and especially their grandmothers were growing up.  In Let Me Play, Karen Blumenthal chronicles the history of Title IX, the law that finally gave women and girls the equal rights necessary to follow their dreams.

CRITICAL ANALYSIS

In terms of accuracy, it is very evident that Blumenthal strives to present an unbiased and truthful account of the events surrounding the inception of and eventual acceptance of Title IX.  To write this story, she uses interviews, newspapers, magazine articles, oral histories, autobiographies, the Congressional Record, and Factiva, an Internet database of newspaper and magazine articles.   In her source notes, she mentions, “Because memories grow fuzzy over three decades and published information can be inaccurate, I sought at least two sources on each point of fact whenever possible.”  Source notes are extensive and broken down by chapter so that readers can easily trace information that is presented in the text.  She also provides a list of individuals who were interviewed for this book.  Their personal accounts add credibility to the story because these people are in effect, “the experts.”  They are the ones who were actually there – some participated in the struggle, some sought equal opportunities, and many have reaped the benefits of change.   In addition, the bibliography lists other sources from which Blumenthal acquired relevant information.  

Let Me Play is meant to be read from beginning to end.  Although the table of contents lists each chapter, one would miss a critical part of the history of Title IX if any section was skipped.  Beginning with a chapter entitled "The Champion," Blumenthal shares the story of Donna de Varona, who after winning two gold medals at the 1964 Tokyo Olympics, suddenly finds herself back in America with "no future, no scholarships, no programs, no way I could continue to swim." Donna's experience marked the beginning of an new era in which women began to demand equal access.  In the remaining chapters, Blumenthal uses sports-themed titles such as "The Playing Field" to trace the history of women's rights up until the 1960's, and "Pregame Preparation" to describe the earliest efforts to change the law.  There is a clear sequence of  information leading up to the epilogue "extra innings" which describes the current trends for women and the lingering fight to change attitudes toward equality.  Throughout the book, a wealth of access features are available including photographs and captions, tables, sidebars, and even cartoon strips.  At the end of the book, Blumenthal supplies a Title IX time line, a list of related books, photo credits, and an index.

One of the strengths of this book is the presence of the “real faces” of Title IX – those who struggled to create the law and those who have benefited from it.  The black and white photographs add to the historical feel of the book and complement the message that the road to equality has been a long one.  Although the photographs seem to be placed appropriately, there is a major problem with page turns and sidebars.  For example, at the bottom of page 46, the reader sees, “The committee agreed with the Senate that Title IX would apply to all admissions at state…” but the sentence is left hanging because there is a sidebar on page 47.  The reader must either skip over the sidebar to complete the sentence and then go back to read the sidebar OR he can read the sidebar and hopefully piece together the sentence again when he reaches page 48.  Unfortunately, this is quite common throughout the book and interrupts what would otherwise be a smooth flowing narrative.

Blumenthal’s unique voice as a veteran Wall Street Journal reporter is observable in the way that she masterfully blends personal stories, facts, and statistics in such a way that keeps the reader’s interest.  Sharing Donna’s story immediately “hooks” readers because this young teenage girl symbolizes “any and every girl in America” who aspires to follow her dreams.  As they read on to find out that Donna’s dreams come to an abrupt halt after the Olympics because college sports programs and scholarships for women were virtually non-existent during the 1960’s, they begin to wonder, “What happened to change things for women?”  Blumenthal answers these questions through an interesting narrative of the events that transpired to bring equality for women onto school campuses across the nation.  Her thoroughness reflects her undeniable passion for this subject.  She leaves no stone unturned ensuring that readers come to know many of the true champions of the cause such as Edith Green, Patsy Mink, Billie Jean King, and yes, Donna de Varona.  In typical reporter fashion, she concludes the story with highlights that demonstrate the amazing changes that have taken place since Title IX.     

REVIEW EXCERPTS/AWARDS
School Library Journal Best Book of the Year
ALA Notable Children's Book
Bank Street Best Book of the Year
CCBC Choices
Jane Addam's Children's Book Award

A Starred Review from School Library Journal (Grades 7 and up) "Interesting and easy-to-follow chapters highlight the process of creating. . .and ultimately passing this legislation that gave girls and women equal access."

From Booklist: (Grades 6-9) " This comprehensive title draws attention to the hard-won battles, the struggles that remain, and the chilling possibility that rights, if not fiercely protected, can be easily lost."

CONNECTIONS
This book was selected for the 2006 Jane Addams Children's Book Award for older children. The awards are given annually to books that "promote the cause of peace, social justice, world community, and the equality of the sexes and all races as well as meetin the conventional standards for excellence." This link contains Karen Blumenthal's acceptance speech which sheds light on why she chose to write about this topic. [Scroll down to "Winner of Books for Older children"]
http://www.janeaddamspeace.org/jacba/2006summary.shtml

The New Jersey Digital Highway has an excellent site devoted to "Title IX and Women's Athletics." It includes stimulating activities for a wide range of topics such as American Ideals, Support and Fears, and Continued Battles for Equality.
http://www.njdigitalhighway.org/enj/lessons/title_ix_equality/?part=introduction

Using the ideas and information provided on this particular web page, I would adapt the student activity as follows: 

1) Lead the class in a brainstorming session to describe "American Ideals."
http://www.njdigitalhighway.org/enj/lessons/title_ix_equality/?part=american_ideals

2) Divide the class into small groups. Ask them to read the excerpt of Title IX from this web page and to reflect upon its purpose.  How does it address American ideals?

3) Then assign each group a different historic document to review from the American Ideal perspective. These documents include: the Declaration of Independence, the Preamble to the U.S. Constitution, the Declaration of Sentiments, Equal Rights Amendment (ERA), Universal Declaration of Human Rights (UDHR), Civil Rights Act of 1964, and Convention on the Elimination of all forms of Discrimination against Women (CEDAW).  [The excerpts needed are also found on the web page.  Due to their length, some documents may be split between groups.]

4) Each group will prepare a short presentation comparing their particular historical document to Title IX.  Students may select their own format (oral, poster, slide show, etc...).  Students should focus on the topic of American Ideals.