Historical Fiction

Bibliography

Williams-Garcia, Rita. 2010. One Crazy Summer. New York: HarperCollins. 978-0-06-076088-5

Plot Summary
Delphine’s father decides that it is time for her and her sisters to visit their mother, who abandoned her family after her youngest daughter was born.  When they arrive in Oakland California it is not what they had been hoping for.  Reunited with a mother who is less than thrilled to she her daughters, “No one told y’all to come out here,” Cecile says. “No one wants you out here making a mess, stopping my work.”  Throughout the summer the girls attend youth programs sponsored by the Black Panthers where they learn about the Vietnam War, race riots, protest marches, canvassing, and handing out pamphlets.  The summer of 68 changed the relationship of the three girls and their mother and the girls’ view of the world.

Critical Analysis

“One Crazy Summer” does a great job of balancing fact from fiction in this authentic historical fiction novel set in the summer of 1968.  Williams-Garcia writing style draws the reader into the time period.  Modern young readers will find the characters are easy to identify with and will get a better understanding about the conflicting views of the African-American community at that time.  Delphine, the main character, is very mature for her young age and is expected to show her two carefree, little sisters how to act and behave. Cecile, the girls’ mother, is consumed by her work and abandoned her children and moved to California. The relationship of this family are easy to associate with students today because a majority of them no what it is like to be raised by only one parent.

The events of the late 1960s are told in first-person narrative Delphine and the details of the Black Panther movement are presented accurately but in a very student friendly way. Event though this time frame is a little sugar coated it does offer and insight to the Black Panthers that gives young readers an overall depiction without bombarding them with the very specific details.

The book’s theme, although set in 1968, are very relevant to students today. Some students may be able to relate to the interactions of the siblings and with the strained relationship with a parent or other family member.   Students may also identify with the details of the protest that happened during the story and the protest that are today, like Occupy America.  She also tells the story using the speech patterns of African-Americans dialect in the book holds true to the culture and students with similar dialects can identify with the speech.

Reviewed Excerpts

Horn Book (March/April, 2010)

“Williams-Garcia writes about that turbulent summer through the intelligent, funny, blunt voice of Delphine, who observes outsiders and her own family with shrewdness and a keen perception of why they each behave the way they do.”

School Library Journal (March 1, 2010)

“Emotionally challenging and beautifully written, this book immerses readers in a time and place and raises difficult questions of cultural and ethnic identity and personal responsibility. With memorable characters (all three girls have engaging, strong voices) and a powerful story, this is a book well worth reading and rereading.”

Publishers Weekly (January 4, 2010)

“Delphine's growing awareness of injustice on a personal and universal level is smoothly woven into the story in poetic language that will stimulate and move readers.”

Connections:

*Have students do a Venn diagram comparing protest from the 1960’s to modern day protest.

 *Students work in groups to draw out a timeline of the events in “One Crazy Summer” and conduct research to fact check the author.

 *In a journal, have students write entries based on the main character.  Include the emotional feelings and thoughts that Delphine is telling in the story.

Bibliography

Holm, Jennifer L. 2010. Turtle in Paradise. New York: Random House. ISBN:  978-0-375-83688-6.

Plot Summary When Turtle’s mother gets a job as a housekeeper she is sent to Key West to spend the summer with her cousins.  Life in Key West is very different than what Turtle is use to.  Scorpions in pajamas and walking around with no shoes, this witty young lady easily fits in with her boy cousins.  With a discovery of a treasure map and the reconnection of family this depression era tale is fast moving and very enjoyable.

Critical Analysis Jennifer L. Holm engages readers of every age with the very witty main character, eleven-year-old Turtle.  Many young readers will relate to Turtle who has moved to Key West in the depression era.   Young boys will identify with Turtle’s adventurous cousin and all the wild adventures they have.

Although the story is from the Depression era and can be a little heart breaking the story is filled with lots of humor.  Many of the references may be out of context for the targeted audience. When Turtle compares herself to Little Orphan Annie and mentions a Shirley Temple movie, many young children will not know this reference. Overall, Holm does a great job of naturally integrating details, events, and figures from history.

Reviewed Excerpts:

Booklist starred April 15, 2010

“Turtle is just the right mixture of knowingness and hope; the plot is a hilarious blend of family dramas seasoned with a dollop of adventure.”

Kirkus Review starred (April 15, 2010)

“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.”

Connections:

*Have students draw and label their own treasure map or map of the school.

*Students can research the cause of the Great Depression.

* Watch a Shirley Temple movie and research the life of Shirley Temple. 

Bibliography:

Giff, Patricia R. 1997. Lily’s Crossing. New York: Delacorte Press. ISBN:  0-385-32142-2.

Summary: 

Lily’s summer is torn apart with the outbreak of World War II.  Lily’s summer is not what she expected when her father is sent overseas and her best friend moves away.  When Albert, a refugee from Hungary, moves to town Lily makes an unlikely friend.  When Albert and Lily help rescue a kitten their friendship grows.  The lies that both characters have told may tear this friendship apart.  Eventually, the reader will enjoy families and friends being reunited and a heart warming “happily ever after”.

Critical Analysis:

In this quickly paced and heartwarming story Lily is like many young children who suffer from low self-esteem.  Lily describes herself as, “a last-row, last-seat kid in school with terrible marks... [who] told lies every other minute."  Young readers who family members are currently fighting in wars will identify with the feelings that Lily has when he father is sent overseas.  She is angry and frustrated and refuses to tell her father goodbye. 

Giff accurately recreates what it is like on the home front during World War II.  She uses her own memories of what it was like to grow up during this war stricken era.  The details of the war are enough for young readers to grasp the heartache and turmoil that happened during WWII without being overly graphic. 

Booklist (Vol. 93, No. 11 (February 1, 1997))

“Gr. 5-8. With wry comedy and intense feeling, and without intrusive historical detail, Giff gets across a strong sense of what it was like on the home front during World War II.”

Kirkus Review (1996)

“Details are woven with great effect into this World War II home front story.”

Publishers Weekly (January 21, 1997)

“Exceptional characterizations and a robust story line turn this WWII home front novel into far more than a period piece.”

Connections

 *Students can create a character web about Lily.

*Assign groups different WWII topics and conduct research.

*Have students partner up and write letters back and fourth as if they we Lily and Albert.

Module 4 Blogs

BIBLIOGRAPHY

Stone, Tonya Lee. 2009. ALMOST ASTRONAUTS: 13 WOMEN WHO DARED TO DREAM. Somerville, MA: Candlewick Press. ISBN 9780763645021

PLOT SUMMARY

In this spectacular story Tanya Lee Stone highlights the difficulty of thirteen women who challenged society and the government to prove they could be exceptional astronauts. With the cards stacked against them these courageous women fought for the right to go into space.  Everyone was against them; the media, male astronauts even the president Lyndon B. Johnson. The “Mercury 13” were fighting an uphill battle because society believed that if they let women into the space program, minorities would be next. The “Mercury 13” proved to be as brave, intelligent and fit as any man, but who were nonetheless denied from NASA's astronaut program because of their gender. At the center of the story is Jerrie Cobb, a veteran pilot who successfully completed every test given to male astronauts. Her performance, and that of the others, proved women were as capable as men. Sadly the “Mercury 13” did not have a happen ending, it took 20 more years before NASA admitted women into the astronaut program.

CRITICAL ANALYSIS

Award winning author Tanya Lee Stone, who has written over 90 books for your readers, did an excellent job researching and retelling about NASA's Mercury astronaut training program.  Stone uses first- and second-hand sources, including interviews with many of the women who participated in Lovelace's tests to accurately depict the trials and tribulations of the “Mercury 13”.

Inside the book are beautiful historical photographs that enhance this true story.  The sequence of the story logical and provides just enough background to inform the reader about the events leading up to the “Mercury 13”.  Stone includes insight into early-sixties public views about the capability of women. 

You can clearly see that Stone has a passion for non-fiction as the story flows easily and gives just the right amount of information to be relevant and not redundant.  Middle school and high school readers will thoroughly enjoy learning about how society perceived women in the past and learning the progression of society.

REVIEW EXCERPT(S)

Booklist (February 15, 2009) This dramatic, large-size photo-essay covers their stories, along with the exciting politics of the women’s liberation struggle in the 1950s and ’60s (“What is a woman’s place?”) and the breakthrough science and technology surrounding space exploration, including details of the would-be astronauts’ tests and training.

Horn Book (March/April, 2009)

There is no sugarcoating here -- Stone presents the full story of early-sixties public discourse about women's capabilities and clearly shows the personal, political, and physical risks taken by the women in pursuit of their dream. The details will likely be a revelation for the intended middle- and high-school audience, who may be surprised to find the world of their grandmothers' childhoods a far cry from their own.

Kirkus Review starred (January 1, 2009) The author offers great insight into how deeply ingrained sexism was in American society and its institutions. Handsomely illustrated with photographs, this empowering, impassioned story will leave readers inspired.

CONNECTIONS

·      Have students research the 13 women.

·      Complete a Venn diagram to compare the role of women in the 50’s and 60’s to present day women.

·      Have students right about a time they had to overcome adversity.

BIBLIOGRAPHY

Blumenthal, Karen. 2011. Mr. Sam: How Sam Walton Built Wal-Mart and Became America's Richest Man. New York: Penguin Group. ISBN: 978-0-670-01177-3.

2. Plot Summary

In this rags to riches story Sam Walton came from nothing to become the founder of the biggest chain store, Wal-Mart.  While growing up, Sam was a natural competitor and a well-rounded student who was president of his class and a football player.  His drive and competitive nature allowed Sam to transform his small general store into an empire. 

3. Critical Analysis

Karen Blumenthal provides adolescent students with inspiring story of how Sam Walton built his small business into the world's largest retail company. Although the story is filled with informative tidbits about Wal-Mart that is both entertaining and informative to the reader this story is about the life of Sam Walton. Blumenthal beautifully intertwines narratives into information about economics. 

Blumentahal does an excellent job of blending her research of Sam’s life with historical references.  This type of writing style along with the black and white photos allows the reader a glimpse into what Sam Walton’s life was like.  Blumenthal does not sugar coat Sam Walton, but portrays both the good and bad.

REVIEW EXCERPT(S)

School Library Journal (July 1, 2011)

Gr 5-8-What is promoted as a biography offers much more in the form of a history of Wal-Mart and the evolution of sales and merchandising in American stores over the second half of the 20th century.

Kirkus Review (June 1, 2011)

Making the life of a man who devoted nearly every moment of his adult life to expanding his company an interesting story could be tough, but Blumenthal succeeds in bringing Walton's driven personality and obsession with winning to life.

CONNECTIONS

*Students can draw/write a timeline of Sam Walton’s life

*Divide students into small groups and devise a business and develop a business plan.

* Schedule a field trip to the local Wal-Mart and take a behind the scene tour.

BIBLIOGRAPHY

Kerley, Barbara. 2010. THE EXTRAORDINARY MARK TWAIN (ACCORDING TO SUZY). ILL. By Edwin Fotheringham. New York, NY: Scholastic Press. ISBN 9780329839147

PLOT SUMMARY

In this picture book biography the reader learns about Samuel Clemens from his 13-year-old daughter, Susy, who decides to write her father’s biography in her journal.   The book includes little journals that are blurbs from the actual biography that Suzy Clemens wrote.  Through the journals and text the reader can enjoy insight into the not so ordinary life of Mark Twain (Samuel Clemens).

CRITICAL ANALYSIS

Barbara Kerley writes a beautiful story about a little girl named Susy who decided to write a biography of her famous father Mark Twain.  Intertwined into the story are descriptions about how to write a biography.  Kerlye writes that Suzy "noted his habits. She described his fine qualities. She even described his not-so-fine qualities".  To help elaborate on the story Kerley also uses small direct quotes from Suzy Clemens’ personal journal.  Cleverly, Kerley embeds small journal pages into the body of the book.  Although there are several spelling inaccuracies it fits well and can be use to encourage students to write even though they aren’t the best spellers.

Although the book doesn’t go in chronological order (at one point in the story Suzy is writing about when her father was a young boy) the randomness of Suzy’s thought allows the story to progress nicely.  Overall, the story is information rich and even includes a time line of Mark Twain’s life.

Another interesting aspect of the book is the source page.  Which includes references buy page numbers.  For example,  if something is mentioned on page 12 of the book the reader can go to the source page and found out where the information came from.  Kerley also includes a step-by-step direction page on how to right a biography and even gives a web link where the printable instructions can be downloaded.

Although the intended audience may not be familiar with Mark Twain they will fully enjoy the illustrations that promote the story.  The difference in fonts make it easy to distinguish between who is talking, Suzy or her Papa.  The way Kerley and Fotheringham blend these elements will easily engage the reader.

REVIEW EXCERPT(S)

Booklist (December 1, 2009)

“Kerley manages to bring Susy and her famous father to life using plenty of household anecdotes.”

Kirkus Review starred (December 15, 2009)

“Kerley's conversational, quotation-rich narration effectively complements Susy's insights, and the result is an affectionate portrait of Twain as writer and family man.”

Library Media Connection (May/June 2010)

“The author is noted as a picture book biographer who is not only accurate, but a dynamic writer whose biographies possess a unique sense of flair.”

CONNECTIONS

*Have students write a biography of a member of their family.

* Research Mark Twain and complete a character biography sheet.

* Students can start their own journal it document their school year.