1. BIBLIOGRAPHY
Tan, Shaun. 2007. THE ARRIVAL. Singapore: Scholastic. ISBN 0439895293
2. PLOT SUMMARY
In this wordless graphic novel, a man threatened by dark shadows, leaves his homeland to make a better life for himself and his family. He sails away on a vessel reminiscent of the old early twentieth century voyages to America from Europe. When he arrives at the harbor of his new country, however, the reader realizes that this is not America at all. The country to which the immigrant has come is a fanciful world created by Tan. Everything depicted seems just as foreign to the reader as it must to the immigrant, which helps the reader feel the loneliness and confusion of the immigrant experience. Everything looks strange, from the flying boats to the alien like animals and foods. Tan even creates a written language unlike any of this world. As the immigrant goes through the steps of finding a place to live, food to eat and a job to allow him to send home money to his family, the immigrant connects with other people who welcome him into their lives and share their own immigration stories. After some passage of time, the immigrant's family is finally able to join him. Upon arrival, his wife and daughter feel the same way he did, but they eventually feel right at home. The book ends with an image of the immigrant's daughter helping a new immigrant woman find her way.
3. CRITICAL ANALYSIS
The illustrations in this book are marvelous. They are beautiful to look at, but also carry emotion and interest. Everything depicted seems just as foreign to the reader as it must to the immigrant, which helps the reader feel the loneliness and confusion of the immigrant experience. Even without words, the reader falls for the main character right away and empathizes with him in every situation.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL "sense of warmth and caring for others, regardless of race, age, or background, is present on nearly every page"
BOOKLIST "a unique work that not only fulfills but also expands the potential of its form"
5. CONNECTIONS
*Have students illustrate their own experience of their first day at a new school. Give them full creative license to leave realistic depictions behind in favor of elements that will help the viewer feel the way they did.
*Read a regular novel about the immigrant experience and compare and contrast the effectiveness of the two styles.
Sunday, August 8, 2010
Book Review: The Graveyard Book
1. BIBLIOGRAPHY
Gaiman, Neil. 2008. THE GRAVEYARD BOOK. Ill. Dave McKean. New York: Harper Collins. ISBN 0060530928
2. PLOT SUMMARY
When Nobody Owens' family is murdered by a Man Named Jack, the still crawling baby escapes to the nearby graveyard. When he arrives there, the ghosts of the centuries dead Mr. and Mrs. Owens vow to the ghosts of Nobody's newly dead parents that they will raise him as their own. The child is given the lay of the graveyard and receives his education from his guardian, Silas and Silas's friend, Miss Lupescu, but all of the ghosts seem to have something to share. His only completely alive friend is a little girl named Scarlet who thinks that Nobody is just her imaginary friend. Sadly, Scarlet moves away after a brief friendship and Nobody is left to find friendship among the dead. Meanwhile, the Man Named Jack continues to look for the child that got away so that he may finish his mission of death. As Nobody grows up, his curiosity gets him into other worldly trouble with ghouls and a monster called the Sleer and there are a few close calls with the Man Name Jack. He becomes a brave young man and decides that he will avenge his family's deaths. When Nobody is a teenager, Scarlet comes back into Nobody's life. She meets Mr. Frost in the graveyard and a friendship develops. Nobody trusts Scarlet with his secret, and thinking that Mr. Frost could be of help, she encourages him to tell Mr. Frost as well. Unfortunately, Mr. Frost turns out to be the Man Named Jack! Nobody saves the day with an elaborate plan involving most of the graveyard that ends with the Man Named Jack being taken by the Sleer for eternity.
3. CRITICAL ANALYSIS
With magic leagues of men, werewolves, ghosts and vampires, this book is pure fantasy. The pace is quick and the interwoven bits of action keep the reader more than interested. Even though most of Nobody's relationships are with the dead, they are very well developed and easily relatable for the average reader. Teens and adults alike will enjoy this suspenseful ghost story.
McKean's beautiful pen drawings do a wonderful job of echoing the eerie mood of the book. There are just enough illustrations sprinkled throughout the book to appeal to the young adult audience.
4. REVIEW EXCERPTS
Newbery Medal Winner
SCHOOL LIBRARY JOURNAL "a rich, surprising, and sometimes disturbing tale of dreams, ghouls, murderers, trickery, and family"
BOOK LIST "plenty of darkness, but the novel’s ultimate message is strong and life affirming"
5. CONNECTIONS
* Gather books to share about old British graveyards and the role they played in the social lives of Victorians.
* Older readers might enjoy a chance to read Audrey Neffenger's HER FEARFUL SYMMETRY which is set in the same graveyard and written at the same time as this book. Highly recommended.
Gaiman, Neil. 2008. THE GRAVEYARD BOOK. Ill. Dave McKean. New York: Harper Collins. ISBN 0060530928
2. PLOT SUMMARY
When Nobody Owens' family is murdered by a Man Named Jack, the still crawling baby escapes to the nearby graveyard. When he arrives there, the ghosts of the centuries dead Mr. and Mrs. Owens vow to the ghosts of Nobody's newly dead parents that they will raise him as their own. The child is given the lay of the graveyard and receives his education from his guardian, Silas and Silas's friend, Miss Lupescu, but all of the ghosts seem to have something to share. His only completely alive friend is a little girl named Scarlet who thinks that Nobody is just her imaginary friend. Sadly, Scarlet moves away after a brief friendship and Nobody is left to find friendship among the dead. Meanwhile, the Man Named Jack continues to look for the child that got away so that he may finish his mission of death. As Nobody grows up, his curiosity gets him into other worldly trouble with ghouls and a monster called the Sleer and there are a few close calls with the Man Name Jack. He becomes a brave young man and decides that he will avenge his family's deaths. When Nobody is a teenager, Scarlet comes back into Nobody's life. She meets Mr. Frost in the graveyard and a friendship develops. Nobody trusts Scarlet with his secret, and thinking that Mr. Frost could be of help, she encourages him to tell Mr. Frost as well. Unfortunately, Mr. Frost turns out to be the Man Named Jack! Nobody saves the day with an elaborate plan involving most of the graveyard that ends with the Man Named Jack being taken by the Sleer for eternity.
3. CRITICAL ANALYSIS
With magic leagues of men, werewolves, ghosts and vampires, this book is pure fantasy. The pace is quick and the interwoven bits of action keep the reader more than interested. Even though most of Nobody's relationships are with the dead, they are very well developed and easily relatable for the average reader. Teens and adults alike will enjoy this suspenseful ghost story.
McKean's beautiful pen drawings do a wonderful job of echoing the eerie mood of the book. There are just enough illustrations sprinkled throughout the book to appeal to the young adult audience.
4. REVIEW EXCERPTS
Newbery Medal Winner
SCHOOL LIBRARY JOURNAL "a rich, surprising, and sometimes disturbing tale of dreams, ghouls, murderers, trickery, and family"
BOOK LIST "plenty of darkness, but the novel’s ultimate message is strong and life affirming"
5. CONNECTIONS
* Gather books to share about old British graveyards and the role they played in the social lives of Victorians.
* Older readers might enjoy a chance to read Audrey Neffenger's HER FEARFUL SYMMETRY which is set in the same graveyard and written at the same time as this book. Highly recommended.
Book Review: How I Live Now
1. BIBLIOGRAPHY
Rosoff, Meg. 2004. HOW I LIVE NOW. New York: Random House. ISBN 0385746776
2. PLOT SUMMARY
Fifteen year old Daisy is sent away from her home in New York City by her father and evil pregnant stepmother to live with her aunt and cousins in the English countryside. Everything seems fine until England is invaded by terrorists while Aunt Penn is out of the country for work. At first, the children enjoy their freedom in an adult free home, though even in this happy time, difficult subjects like eating disorders and forbidden sexual relationships are addressed. Inevitably, the children are discovered and the house is commandeered by soldiers. The girls are separated from the boys, and Daisy must take responsibility for keeping herself and her little cousin Piper alive. When they finally make it back home, Daisy regains contact with her father and is taken home to New York. Years later when she is able to return to England, she finds her cousin and lover disturbed and drastically changed by the horrific things he witnessed during the war.
3. CRITICAL ANALYSIS
This book is not for the faint of heart. The plot is intense and the sexual content and images of the destruction of war might make some readers uncomfortable. Unfortunately, the lives of many real teens are equally as intense and this book reflects subjects that they might actually be dealing with in their lives. Daisy must use her own moral compass to decide what is right and wrong for herself, acknowledging that many of her decisions would not be accepted by the outside world.
Rosoff is believable when she attempts to put her take on what would happen if we entered World War III. Readers will come out of this book feeling as if they have been through a war themselves.
4. BOOK REVIEWS
Michael L. Printz Award for Excellence in Young Adult Literature
PUBLISHER'S WEEKLY: "readers will emerge from the rubble much shaken, a little wiser and with perhaps a greater sense of humanity"
HORN BOOK: "a winning combination of acerbic commentary, innocence, and sober vision"
5.CONNECTIONS
*Allow students to write private journal entries about a situation where they made a decision that they thought was right for them, even though they knew that others might find it wrong. Sharing should be optional.
*Use this book to start an open conversation about war and their related feelings and worries.
Rosoff, Meg. 2004. HOW I LIVE NOW. New York: Random House. ISBN 0385746776
2. PLOT SUMMARY
Fifteen year old Daisy is sent away from her home in New York City by her father and evil pregnant stepmother to live with her aunt and cousins in the English countryside. Everything seems fine until England is invaded by terrorists while Aunt Penn is out of the country for work. At first, the children enjoy their freedom in an adult free home, though even in this happy time, difficult subjects like eating disorders and forbidden sexual relationships are addressed. Inevitably, the children are discovered and the house is commandeered by soldiers. The girls are separated from the boys, and Daisy must take responsibility for keeping herself and her little cousin Piper alive. When they finally make it back home, Daisy regains contact with her father and is taken home to New York. Years later when she is able to return to England, she finds her cousin and lover disturbed and drastically changed by the horrific things he witnessed during the war.
3. CRITICAL ANALYSIS
This book is not for the faint of heart. The plot is intense and the sexual content and images of the destruction of war might make some readers uncomfortable. Unfortunately, the lives of many real teens are equally as intense and this book reflects subjects that they might actually be dealing with in their lives. Daisy must use her own moral compass to decide what is right and wrong for herself, acknowledging that many of her decisions would not be accepted by the outside world.
Rosoff is believable when she attempts to put her take on what would happen if we entered World War III. Readers will come out of this book feeling as if they have been through a war themselves.
4. BOOK REVIEWS
Michael L. Printz Award for Excellence in Young Adult Literature
PUBLISHER'S WEEKLY: "readers will emerge from the rubble much shaken, a little wiser and with perhaps a greater sense of humanity"
HORN BOOK: "a winning combination of acerbic commentary, innocence, and sober vision"
5.CONNECTIONS
*Allow students to write private journal entries about a situation where they made a decision that they thought was right for them, even though they knew that others might find it wrong. Sharing should be optional.
*Use this book to start an open conversation about war and their related feelings and worries.
Thursday, July 29, 2010
Book Review: The Storm in the Barn
1. BIBLIOGRAPHY
Phelan, Matt. 2009. THE STORM IN THE BARN. Somerville, MA: Candlewick.
2. PLOT SUMMARY
In this graphic novel set during the dust bowl of the Great Depression, young Jack wants nothing more than to be helpful to his family. Kansas hasn't seen rain in four years, and the children barely even remember what it was like. He is harassed by the local gang of bullies, and many adults, including his own father think that he is worthless--possibly because of a condition they call "dust dementia". Jack does find some support from his pneumonia stricken sister and a kindly general store owner who likes to tell him "jack stories" in the hopes of boosting the child's confidence. An abandoned barn seems to beckon Jack inside, even in the middle of the night. When Jack visits the barn, he knows that something is not right. There are puddles on the floor and an odd smell in the air. One day, Jack decides to figure out what is going on in the barn and discovers a monster made of rain, or the rain king. The monster taunts Jack and tells him that the more the rain refuses to fall, the more power it gains over people. Jack defeats the monster by stealing it's bag of thunder and causing the rain to fall. In the end, all seems to be well and Jack is received by his father with open arms.
3. CRITICAL ANALYSIS
It is amazing how Phelan is able to tell such a moving and wonderfully detailed story with so few words. The only text here is dialog; the rest of the story is told entirely through brilliant pencil, ink, and watercolor illustrations. One would have to write a paragraph to match the depth of emotion in one character's facial expression as drawn by Phelan. Most of the color used in the drawing reflects the dull, depressing mood of the setting. He judiciously uses color just when most important. For example, the shame of the jackrabbit drive is reflected in the bright red blood stains on Jack's father's lead pipe.
As an eleven year old boy, Jack faces a world that hasn't seen rain since he was seven. Even so, young readers will be able to relate to Jack. Bullies have not changed in seventy years, nor has the urge to be respected by your parents.
The author includes a little bit at the end of the book about how he decided to write about the dust bowl, and how he did his research. Readers who enjoy this story will find this section particularly helpful because Phelan divulges what books and movies inspired him most, so that others may enjoy them too.
4. REVIEW EXCERPTS
starred review SCHOOL LIBRARY JOURNAL: "complex but accessible and fascinating book"
PUBLISHER'S WEEKLY: "kids will identify with Jack and appreciate his success"
5. CONNECTIONS
*Give students a story that they must retell using pictures.
*Gather non-fiction books about the causes and experience of the dust bowl.
Phelan, Matt. 2009. THE STORM IN THE BARN. Somerville, MA: Candlewick.
2. PLOT SUMMARY
In this graphic novel set during the dust bowl of the Great Depression, young Jack wants nothing more than to be helpful to his family. Kansas hasn't seen rain in four years, and the children barely even remember what it was like. He is harassed by the local gang of bullies, and many adults, including his own father think that he is worthless--possibly because of a condition they call "dust dementia". Jack does find some support from his pneumonia stricken sister and a kindly general store owner who likes to tell him "jack stories" in the hopes of boosting the child's confidence. An abandoned barn seems to beckon Jack inside, even in the middle of the night. When Jack visits the barn, he knows that something is not right. There are puddles on the floor and an odd smell in the air. One day, Jack decides to figure out what is going on in the barn and discovers a monster made of rain, or the rain king. The monster taunts Jack and tells him that the more the rain refuses to fall, the more power it gains over people. Jack defeats the monster by stealing it's bag of thunder and causing the rain to fall. In the end, all seems to be well and Jack is received by his father with open arms.
3. CRITICAL ANALYSIS
It is amazing how Phelan is able to tell such a moving and wonderfully detailed story with so few words. The only text here is dialog; the rest of the story is told entirely through brilliant pencil, ink, and watercolor illustrations. One would have to write a paragraph to match the depth of emotion in one character's facial expression as drawn by Phelan. Most of the color used in the drawing reflects the dull, depressing mood of the setting. He judiciously uses color just when most important. For example, the shame of the jackrabbit drive is reflected in the bright red blood stains on Jack's father's lead pipe.
As an eleven year old boy, Jack faces a world that hasn't seen rain since he was seven. Even so, young readers will be able to relate to Jack. Bullies have not changed in seventy years, nor has the urge to be respected by your parents.
The author includes a little bit at the end of the book about how he decided to write about the dust bowl, and how he did his research. Readers who enjoy this story will find this section particularly helpful because Phelan divulges what books and movies inspired him most, so that others may enjoy them too.
4. REVIEW EXCERPTS
starred review SCHOOL LIBRARY JOURNAL: "complex but accessible and fascinating book"
PUBLISHER'S WEEKLY: "kids will identify with Jack and appreciate his success"
5. CONNECTIONS
*Give students a story that they must retell using pictures.
*Gather non-fiction books about the causes and experience of the dust bowl.
Book Review: The Witch of Blackbird Pond
1. BIBLIOGRAPHY
Speare, Elizabeth George. 1986. THE WITCH OF BLACKBIRD POND. Boston, MA: Houghton Mifflin. ISBN 0395071143.
2. PLOT SUMMARY
In this book, a sixteen year old girl named Kit Tyler journeys from her home of Barbados to Wethersfield, Connecticut to live with her aunt who is the only family she has left. During her voyage on The Dolphin, she meets Nat, the Captain's son, and Prudence, a malnourished and abused little girl. Kit's aunt did not know that she was coming, and the family is hesitant about taking her in. Her stylish clothes and privileged background do not sit well with their Puritan sensibilities. Throughout the book Kit struggles with trying to fit in and make her family happy while all she wants to do is rebel and do what she thinks is right. Because Kit is educated, she is given the opportunity to teach children how to read in the Summer, but her unorthodox ways get her into trouble. She finds peace with a sweet old Quaker woman, Hannah Tupper, whom she is forbade to visit due to rumors that she is a witch. A many member love triangle brews all throughout the story which includes Kit, her two cousins, and three different suitors. Kit does not listen to her family and visits Hannah Tupper regularly, bringing along poor Prudence so that she may also find escape in the meadow. After rescuing Hannah from a witch hunt, Kit finds herself on trial for witching due to her association with an alleged witch. Kit is acquitted, and the plot settles into a satisfying ending in which each young woman finally ends up with the young man that the reader's new they ought to all along.
3. CRITICAL ANALYSIS
This piece of historical fiction reads part adventure story, part romance novel, and all coming of age tale. The dialog is certainly circa 1687, but the language is simple enough that a young adult reader would not feel bogged down by it. The subject matter focuses on issues that would have been important to the characters during the time period: Puritanism vs. other faiths, the power struggle between colonists and the British Crown, and fears about witches. However, there are many other main subjects in the book that are completely relatable to contemporary teens like love, rebellion, and trying to find oneself and fit in at the same time.
4. REVIEW EXCERPT
Newbury Honor Medal
HORNBOOK: "a solidly written character study"
5. CONNECTIONS
*Have students to read THE CRUCIBLE and THE SCARLET LETTER and write a paper that compares and contrasts the three stories.
*Stage a mock witch trial, assigning roles to different students in the class.
Speare, Elizabeth George. 1986. THE WITCH OF BLACKBIRD POND. Boston, MA: Houghton Mifflin. ISBN 0395071143.
2. PLOT SUMMARY
In this book, a sixteen year old girl named Kit Tyler journeys from her home of Barbados to Wethersfield, Connecticut to live with her aunt who is the only family she has left. During her voyage on The Dolphin, she meets Nat, the Captain's son, and Prudence, a malnourished and abused little girl. Kit's aunt did not know that she was coming, and the family is hesitant about taking her in. Her stylish clothes and privileged background do not sit well with their Puritan sensibilities. Throughout the book Kit struggles with trying to fit in and make her family happy while all she wants to do is rebel and do what she thinks is right. Because Kit is educated, she is given the opportunity to teach children how to read in the Summer, but her unorthodox ways get her into trouble. She finds peace with a sweet old Quaker woman, Hannah Tupper, whom she is forbade to visit due to rumors that she is a witch. A many member love triangle brews all throughout the story which includes Kit, her two cousins, and three different suitors. Kit does not listen to her family and visits Hannah Tupper regularly, bringing along poor Prudence so that she may also find escape in the meadow. After rescuing Hannah from a witch hunt, Kit finds herself on trial for witching due to her association with an alleged witch. Kit is acquitted, and the plot settles into a satisfying ending in which each young woman finally ends up with the young man that the reader's new they ought to all along.
3. CRITICAL ANALYSIS
This piece of historical fiction reads part adventure story, part romance novel, and all coming of age tale. The dialog is certainly circa 1687, but the language is simple enough that a young adult reader would not feel bogged down by it. The subject matter focuses on issues that would have been important to the characters during the time period: Puritanism vs. other faiths, the power struggle between colonists and the British Crown, and fears about witches. However, there are many other main subjects in the book that are completely relatable to contemporary teens like love, rebellion, and trying to find oneself and fit in at the same time.
4. REVIEW EXCERPT
Newbury Honor Medal
HORNBOOK: "a solidly written character study"
5. CONNECTIONS
*Have students to read THE CRUCIBLE and THE SCARLET LETTER and write a paper that compares and contrasts the three stories.
*Stage a mock witch trial, assigning roles to different students in the class.
Sunday, July 18, 2010
Book Review: When My Name Was Keoko
1. BIBLIOGRAPHY
Park, Linda Sue. 2002. WHEN MY NAME WAS KEOKO.
2. PLOT SUMMARY
This is the story of a Korean family during the last years of the Japanese occupation of
3. CRITICAL ANALYSIS
Linda Sue Park uses simple language to convey a very complex story. From the beginning, the reader gets a sense that this book exudes cultural authenticity. When the author thanks her parents, she uses both their Korean names, as well as their Japanese ones, which just happen to be Keoko and Nobuo. This little detail lends the reader to believe that Park may have gotten some inspiration from her parent’s life experiences in
4. REVIEW EXCERPTS
PAPER TIGERS: “a beautifully crafted story that engages and delights as it informs”
starred review-PUBLISHERS WEEKLY “points up the differences between male and female roles in Korean society and telling details provide a clear picture of the siblings and their world.”
5. CONNECTIONS
*A reading class could choose Japanese names for a few days to experience some of what the characters in this book must have felt.
*Students could construct a timeline of historical events that occurred in
*More historical fiction about Korean history:
-A SINGLE SHARD by Linda Sue Park **Newbery Winner**
Book Review: Hitler Youth
1. BIBLIOGRAPHY
Bartoletti, Susan Campbell. HITLER YOUTH: GROWING UP IN HITLER'S SHADOW. New York: Scholastic Press. ISBN 0439353793
2. SUMMARY
In this informational book, Bartoletti weaves the stories of dozens of German youths within the context of the major historical moments of World War II and the years that led up to it. Using the stories of real German children, Bartoletti describes how the Hitler Youth formed in the mid 1920s, before Hitler had gained control of the German government. This organization was founded based on Hitler's belief that the best way to create the all powerful Germany that he desired, he must cultivate the next generation of Germans while they were still young, strong, and easily influenced. Although popular early on, the Hitler Youth was just one of many youth organizations. The Hitler Youth enticed children to join by having many of the same desirable elements as the other organizations: uniforms, sports and camping excursions in the countryside. However, the pull of the Hitler Youth came from the sense of purpose it instilled in members. According to the program's leaders, the children's participation was essential to securing a brighter future for their country. Many parents did not approve of the group, but as the Nazi's gained more and more power, the parents realized that their children's involvement with the Hitler Youth was unavoidable. Military training became the main focus of the groups and joining the Hitler Youth eventually became compulsory for all Aryan boys and girls. When the war begins, some of the youth find excitement and jump into their forced war assistance wholeheartedly, even meeting death with pride and a sense of accomplishment. Others, however, were not so disillusioned. Bartoletti discusses the heroic acts of Hitler Youths like Hans and Sophie Scholl and Helmuth Hubener who were all executed for trying to spread the truth to the German people.
3. CRITICAL ANALYSIS
This book is very well written. Bartoletti does not hold back when divulging gruesome details and seems to make no attempt to coddle her young audience. Best of all, the legitimacy of her claims are not only documented in the book with an extensive bibliography, she also takes the time to include a section which lists every direct quote in the book as well along with her source for each. She also describes her entire research project, explaining that she used a variety of research methods including library, museum and archival work, travel, and personal interviews. Bartoletti may include only facts in this book, but the stories she tells are so compelling that there is no need for her to embellish.
The photographs in this book do a lot to add interest and support the text. Being able to see the faces of the children in the story and see pictures of the activities described reinforces the sense of reality that the author wants the reader to feel as they read the book.
4. REVIEWS
Newbery Honor Book
Sibert Honor Book
starred review PUBLISHER'S WEEKLY "offers a unique and riveting perspective"
starred review HORNBOOK "the power of the account is matched by the many period candid and propaganda photographs"
5. CONNECTIONS
*Provide books about World War II from all perspectives, including books like JAPAN AT WAR: AN ORAL HISTORY by Haruko Taya Cook
*Facilitate small group discussions with young adults about the importance of thinking for oneself, and any situations in which someone may have tried to persuade them to behave in a certain negative way in response to someone that was different from them.
Bartoletti, Susan Campbell. HITLER YOUTH: GROWING UP IN HITLER'S SHADOW. New York: Scholastic Press. ISBN 0439353793
2. SUMMARY
In this informational book, Bartoletti weaves the stories of dozens of German youths within the context of the major historical moments of World War II and the years that led up to it. Using the stories of real German children, Bartoletti describes how the Hitler Youth formed in the mid 1920s, before Hitler had gained control of the German government. This organization was founded based on Hitler's belief that the best way to create the all powerful Germany that he desired, he must cultivate the next generation of Germans while they were still young, strong, and easily influenced. Although popular early on, the Hitler Youth was just one of many youth organizations. The Hitler Youth enticed children to join by having many of the same desirable elements as the other organizations: uniforms, sports and camping excursions in the countryside. However, the pull of the Hitler Youth came from the sense of purpose it instilled in members. According to the program's leaders, the children's participation was essential to securing a brighter future for their country. Many parents did not approve of the group, but as the Nazi's gained more and more power, the parents realized that their children's involvement with the Hitler Youth was unavoidable. Military training became the main focus of the groups and joining the Hitler Youth eventually became compulsory for all Aryan boys and girls. When the war begins, some of the youth find excitement and jump into their forced war assistance wholeheartedly, even meeting death with pride and a sense of accomplishment. Others, however, were not so disillusioned. Bartoletti discusses the heroic acts of Hitler Youths like Hans and Sophie Scholl and Helmuth Hubener who were all executed for trying to spread the truth to the German people.
3. CRITICAL ANALYSIS
This book is very well written. Bartoletti does not hold back when divulging gruesome details and seems to make no attempt to coddle her young audience. Best of all, the legitimacy of her claims are not only documented in the book with an extensive bibliography, she also takes the time to include a section which lists every direct quote in the book as well along with her source for each. She also describes her entire research project, explaining that she used a variety of research methods including library, museum and archival work, travel, and personal interviews. Bartoletti may include only facts in this book, but the stories she tells are so compelling that there is no need for her to embellish.
The photographs in this book do a lot to add interest and support the text. Being able to see the faces of the children in the story and see pictures of the activities described reinforces the sense of reality that the author wants the reader to feel as they read the book.
4. REVIEWS
Newbery Honor Book
Sibert Honor Book
starred review PUBLISHER'S WEEKLY "offers a unique and riveting perspective"
starred review HORNBOOK "the power of the account is matched by the many period candid and propaganda photographs"
5. CONNECTIONS
*Provide books about World War II from all perspectives, including books like JAPAN AT WAR: AN ORAL HISTORY by Haruko Taya Cook
*Facilitate small group discussions with young adults about the importance of thinking for oneself, and any situations in which someone may have tried to persuade them to behave in a certain negative way in response to someone that was different from them.
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