Genre 5: Historical Fiction - Post 3

Bibliographic data:

Anderson, Laurie Halse. (2008).  Chains.  New York : Atheneum Books for Young Readers.  ISBN 9781416905851

Brief plot summary:

Miss Finch promises Isabel, a thirteen year old slave, and Ruth, her five year old sister, their freedom upon her death, but, when she dies, Miss Finch's one living relative sells the sisters to a New York couple, the Locktons.  Upon their arrival to New York, Isabel meets Curson, a slave who's owner is directly connected to the Patriots.  Curzon encourages Isabel to spy on the Locktons, suspected to be Loyalist supporters, but she refuses because her only concern is taking care of Ruth and herself.  But when Mrs. Lockton discovers that Ruth has the "falling sickness," she wants Ruth out of her home; Mr. Lockton refuses.  When his involvement in the plot against the Patriots is discovered,  Mr. Lockton escapes New York.  That's when Mrs. Lockton gets rid of Ruth, and Isabel's physical and mental struggle for her freedom takes new resolve as she is determined to get Ruth back.

Critical analysis:

Set during the Revolutionary War in New York, Anderson captures the resentment between the Loyalists and the Patriots through the actions and words of characters like the Loctons and Bellingham, a Patriot supporter.  The Loctons are Loyalists who conspire against the Patriots while supporters of Washington are willing to risk their lives for personal freedom -both from England and slavery.  Anderson begins each chapter with historical quotes from various sources and authors including Thomas Paine, Abigail Adams, and Benjamin Franklin which adds authenticity to the novel.  She also weaves historical events like the British military occupation of New York, the Great Fire of New York (1776), the capture and hanging of Nathan Hale seamlessly into the lives of fictional characters like Isabel, Lady Seymour, and Curzon.  Anderson also includes the horrible treatment of slaves (punishment, branding, and public humiliation) and prisoners of war (overcrowding, starvation, and little to no medical attention) at that time.  The author's style does reflect the vernacular of the time with words like "et" for "ate" spoken by Isabel and the formal syntax spoken by Lady Seymour.  Throughout the novel one sees a reoccurring theme:  the importance of standing up for what one believes in despite the hardships that may come.

Review excerpt(s):

“Anderson brilliantly recreates New York City in the summer of 1776, viewed through the eyes of a remarkable heroine. ”—Kirkus (Sept. 2008)

“...Anderson (Speak ; Fever 1793 ) packs so much detail into her evocation of wartime New York City that readers will see the turmoil and confusion of the times, and her solidly researched exploration of British and Patriot treatment of slaves during a war for freedom is nuanced and evenhanded, presented in service of a fast-moving, emotionally involving plot. ”—Publishers Weekly *Starred review* (Oct. 2008)

Awards:

IRA Teachers' Choices booklist for 2009

2008 Booklist's Editors Choice-Books for Youth

2008 National Book Award Finalist

2009 Scott O'Dell Award for Historical Fiction

2009 Top 10 Black History Books for Youth

2009 Notable Children's Book

Connections:

Forge is the sequel to Chains starting where Isabel and Curzon land in Jersey, but the perspective changes.  Now it's Curzon telling the story.  This would be a wonderful moment to discuss point of view and its impact a story.

This books compliments a study of the Revolutionary War, specially the topics of slavery, spies, and prisoners of war during that time.

A thematically similar book is Five 4^th of Julys by Pat Raccio Hughes.

Genre 5: Historical Fiction - Post 2

Bibliographic data:

Salisbury, Graham. (2005).  Eyes of the Emperor. New York: Wendy Lamb Books.  ISBN 0385908741

Brief plot summary:

Honolulu, Hawaii 1941.  Sixteen year old Eddy Okubo joins the U.S. Army, but he doesn't tell his parents.  It's a sensitive issue in the family until the Japanese bomb Pearl Harbor.  That's when Eddy's father finally speaks his name, "No make haji (shame), Eddy...You go.  Fight for your country.  Die, even, but die with honor."  Although Eddy regains his father's respect, his fellow Americans begin to wonder about his loyalty and the loyalty of other Japanese-Americans.  He and other Japanese-American soldiers are left doing grunt work around the barracks - hard labor.  But they are given a secret mission at a secret location.  They are the only ones who can test a theory that may give American soldiers the upper hand in the war against Japan.  

Critical analysis:

Salibury takes his readers back to Hawaii in1941 providing insight into the situation that was brewing.  Through Pop we understand the pride the Issei (Japanese immigrant to America) have in their motherland.  Through the haoles (Caucasians), we understand their hesitance to trust the Issei and Nisei (first generation Japanese American) especially as tensions eventually gave way to war.  Through Eddy, Chik, and Cobra we understand the frustration of not being treated as equals when one sacrifices so much.  Salisbury weaves the story of these three young men into a dark time in American history, the bombing of Pearl Harbor, and he goes on to reveal their participation in the top secret K-9 training on Cat Island, Mississippi.  The vernacular of characters reflects their Japanese and Hawaiian back grown; Salisbury does includes a glossary for the reader's sake.  The sentence structure and diction is appropriate for characters.  In his author's note, Salisbury shares how he met and interviewed eight of the twenty-six Cat Island men.  All this contributes to the authenticity of is wonderful novel.

Review excerpt(s):

"Salisbury’s tone, both unsentimental and unsensational, renders his telling all the more powerfully affecting. Morally and psychologically complex, historically accurate and unforgettably gripping."

 --Kirkus Reviews (Aug. 2005)

"The story... is historical fiction at its best: actual events and the people who lived them are presented through well-rounded characters in a tight plot." 

--School Library Journal (Aug. 2006)

Awards:

2005 Best Books of the Year, Kirkus Reviews
2005 Parent's Choice Silver Honor Award
2006 Notable Social Studies, Trade Books for Young People
2006-2007 Texas Tayshas High School Reading List
2006 ALA Best Books for Young Adults
2006 ALA Notable Book
2006 New York Public Library Best Books for the Teen Age
2006 Capitol Choices, Noteworthy Books for Children
Booklist Top Ten Historical Fiction Books for Youth 2005-2006

Connections:

This novel correlates with a unit over World War II, especially from the point of view of Japanese Americans.

It can be read as part of a trilogy with Under the Blood-Red Sun and House of the Red Fish

This can be paired up with non-fiction about Navajo code talkers; another unique perspective from WWII.

Genre 5: Historical Fiction - Post 1

Bibliographic data:

Holm, Jennifer L. (2010).  Turtle in Paradise.  New York: Random.  ISBN 9780375036883.

Brief plot summary:

It’s 1935, and Turtle’s mom manages to find work as a housekeeper for a lady who doesn’t like kids.  So eleven-year-old Turtle is shipped to Key West, Florida to stay with family she’s never met.  While there she hangs out with the Diaper Gang made up of her cousins Bean, Kermit and Buddy and their friends Ira and Pork Chop.  They babysit in exchange for candy, but they are best known for their diaper rash treatment – a secret formula!  Turtle also meets Nana Philly, the grandmother she never knew existed, and her father.  Through her experiences in the Keys, Turtle learns that family can be better than a Hollywood ending.

Critical analysis:

Holm creates a main character who is clever and genuine.  Like most children, Turtle calls it the way she sees it.  “Shirley Temple is …‘American’s Little Darling.’  I can’t stand her.  Real kids aren’t anything like Shirley Temple.”  Although Turtle is an usual name for a girl, it’s Uncle Vernon who says, “You know, the thing about a turtle is that it looks tough, but it’s got a soft underbelly.”  By the end of the book, we learn that Turtle does “have a soft underbelly.”  Throughout the novel there are many references to traditions and events that are significant to the Keys:  Conch, bollo, cut-up, searching for pirate loot, and the Labor Day Hurricane of 1935 – even Earnest Hemingway is mentioned.  Holm weaves these historically accurate things into Turtle’s new life in the Keys while explaining them to the reader.  One can also read the Author’s note, which connects events from the story to their historical counterpart, or check the resources Holm cites.  All these add to the novel’s authenticity.

Review excerpt(s):

“Infused with period pop culture references, a strong sense of place, and the unique traditions and culture of Key West natives (aka “Conchs”), this humorous adventure effectively portrays Turtle as caught between her mother’s Hollywood-inspired dreams and the very real family and geography that offer a different kind of paradise.”

--Publisher’s Weekly (May 2010)

“Glimpses of Southern decay and charm add to the sense of otherness that Turtle finds in the heat, the occasional scorpion, the windfall fruit and the hint of Bahamian and Cuban roots. …Holm’s voice for Turtle is winning and authentic—that of a practical, clear-eyed observer—and her nimble way with dialogue creates laugh-out-loud moments. Sweet, funny and superb.”

--Kirkus Reviews (April 2010)

Awards:

2011 Newbery Honor Book

An ALA Notable Book

Booklist Editor's Choice

Texas Bluebonnet List

A Kirkus Reviews Best Children's Book of 2010

Spring 2010 Junior Library Guild Selection

New York Times Bestseller

Connections:

This novel will compliment a geography study of the Keys, especially during the 1930s.

With all the pop culture references, this novel will compliment a study of Americans dealing with the Great Depression.

Genre 4: NonFiction - Post 3

Susan Campbell Bartoletti. 2005. Hitler Youth:  Growing up in Hitler's shadow. New York: Scholastic Nonfiction.  ISBN 9780439353793

Brief plot summary:

If you ever wondered how Hitler managed to brainwash an entire generation into believing his Nazi ideology, read this book.  Listen to the personal stories of German youth who formed the Hitler Youth and how "Hitler harnessed their enthusiasm and loyalty."  Listen to the personal stories of German youth who did not join the Hitler Youth and how their choice influenced their lives.  Learn how adults feared Hitler's indoctrination of their children and how the youth were drawn to his charisma.  Read as the events unfold leading to concentration camps, World War II, the Battles of Normandy and the Bulge, and Germany's unconditional surrender.  You'll understand how powerful our youth can be.

"'I begin with the young,' said Hitler.  'We older ones are used up, but my magnificent youngsters! Are there finer ones anywhere in the world? Look at all these men and boys… What material! With them I can make a new world.'  Hilter counted on Germany's boys and girls.  This is their story."  

Critical analysis:

Bartoletti provides a bibliography, quote sources, an index, and a timeline of the Hitler Youth including photographs of the main characters she uses to tell her story.  In the author's note, she discusses the two years she spent researching for this book ranging from specific articles to journals, personal interviews to trips to Washington D.C and Germany.  The book starts with how the Hitler Youth began and reveals how it successfully becomes the "largest youth group in history."  Although I'm not a reader of nonfiction, this book kept me interested because Bartoletti tells it from the youths' perspective weaving in personal details and historical events.  Her diction and style is appropriate for younger audience who will better understand the events that lead up to World War II and what resulted without being too gruesome.

Awards:

• Newbery Honor
• Sibert Honor
• Orbis Pictus Honor
• Parent’s Gold Choice Award
• Sydney Taylor Notable
• Pennsylvania Carolyn Field Award

Review excerpt(s):

"Will draw in readers and help spark deep discussion…gripping." 

– Booklist, starred review

"Bartoletti lets many of the subjects' words, emotions, and deeds speak for themselves, bringing them together clearly to tell this story unlike anyone else has." 

– School Library Journal, starred review

Connections:

• When studying about WWII, the Holocaust, Germany, Hitler, National Socialism and or  propaganda.
• The author's note could lead to a discussion about the research process since she elaborates on how the book came to be.