They Called Themselves the K.K.K.: The Birth of an American Terrorist Group by Susan Campbell Bartoletti

1. BIBLIOGRAPHY
Bartoletti, Susan Campbell.  2010.  They Called Themselves the K.K.K.: The Birth of an American Terrorist Group.  Houghton Mifflin.  ISBN: 9780618440337.

2. PLOT SUMMARY
Bartoletti presents historical events that brought men into the south to create a club called the K.K.K. Since the south was devastated by the civil war, men that were supposed to become heroes became powerless. It was obvious that it is wrong to have slaves in America and so a dilemma of slavery had surfaced between the North and South. After the war was over and the south was defeated 6 confederate officers: John Lester, Clavin Jones, Richard Reed, James Crowe, Frank McCord, and John Kennedy started the club. Disillusioned by the devastation and the humiliation the north had bestowed upon the south the 6 confederate men began a “Reconstruction” of the south and all the black people wondering in the south.

3. CRITICAL ANALYSIS
Bartoletti creates a realistic and well developed series of events. She takes us through a chronological order and organizes it wonderfully. Bartoletti brings forward the atrocities the freedmen endured and give plenty of facts of the times.  She documents the fears the freedmen went through when they thought they would be beaten or even killed. She backs up her primary sources with court records,  government interviews and census records. She has a unique way of placing a quote next to each picture from an interview. She has a civil rights timeline that begins with the Emancipation Proclamation and ends with the election of President Obama. In the back of her book she gives a short biography of important people as well as object and places to include the Emancipation Proclamation and the Black Codes. She has topics for discussion which can be implemented within a class discussion and stimulate emotions. Access features are evident throughout the book. A wonderful to have in any library.

4. REVIEW EXCERPT(S)
School Library Journal:   “Bartoletti effectively targets teens with her engaging and informative account that presents a well-structured inside look at the KKK, societal forces that spawn hate/terrorist groups, and the research process.”

Booklist: Starred Review – “It’s the numerous first-person quotes, though, that give the book its beating heart, and her searing, expertly selected stories of people on all sides of the violent conflicts will give readers a larger understanding of the conditions that incubated the Klan’s terrorism; how profoundly the freed people and their sympathizers
suffered; and how the legacy of that fear, racism, and brutality runs through our own time.”

Kirkus: Starred Review – An exemplar of history writing and a must for libraries and classrooms.”

5. CONNECTIONS
* Read multicultural non-fiction books
* Write a reflection about why racism is wrong
* Write a mock letter to any of the 6 confederate soldiers and tell them what they are doing is wrong.
* Create a timeline of the events in the book to show what it looks like. 

RODZINA by Karen Cushman

1.  BIBLIOGRAPHYCushion, Karen 2003. RODZINA. New York, NY: Clarion Books. ISBN 0-618-13351-8

2.  PLOT SUMMARY
Rodzina is about a burly, bitter Polish-American girl. After the death of her parents she is sent west from Chicago and is forced to board the Orphan Trains. The setting takes place in Chicago and ends in California in 1881. This story is told in the first person and therefore makes it believable. Rodzina is twelve-years old but looks older and therefore fears that no one will want her as a daughter but as a servant. One can only feel empathy for Rodzina when she fears she may become someones servant. Rodzina is one of twenty-two orphaned children on the train to California. One of the characters on the train is Lacey, a pretty little orphan girl who attaches herself to Rodzina.  Rodzina is well rooted in her Polish heritage which keeps her strong in her faith. She encounters conflicts when she is placed with different families. Rodzina runs away from each family until she encounters “Miss Doctor” from Mr. Bumble the School of Orphan Care who Rodzina sees as a physician and is the protector of the group. Miss Doctor comes across and cold and uncaring. However,  Miss Doctor sees through Rodzina’s tough exterior and enlists her to help care for the orphans. This open-ended book is a gem to read to students.


3.  CRITICAL ANALYSIS
 Written  mostly for upper level elementary and middle school students the author does a great job relating beliefs, values to and attitudes of characters to to the present. One can only imagine the feeling of abandonment and loneliness for the children. Cushman was successful in capturing Rodzina’s voice from the first-person aspect. The dialogue throughout the book is easy to understand. I can’t wait to read Karen Cushman’s other books!
An important theme is that anyone can overcome obstacles even if you are a child.
I like that Cushman shares stories of the others on the train and not just Rodzina. She builds a sense of authenticity with her word choices. A joy to read!
The authenticity is in the author’s notes. Cushman provides additional information on the origin of orphanages, orphan trains, and a bibliography of selected resources for students to read or view. She also included Polish culture and customs throughout the story. A glossary of Polish words and pronunciations is also provided. Cushman’s background in museum work gives her novels authenticity of the feel in the 1880s.


4.  REVIEW EXCERPT(S) AND AWARDS:

*SCHOOL LIBRARY JOURNAL: “The first-person narrative captures the personality and spirit of  

  a child grieving for her lost family, yet resourceful and determined to make her own way.

*Best Children’s Books of the Year, 2004;

*Bank Street College of Education The Children’s Literature Choice List, 2004

*Editors’ Choice: Books for Youth, 2003; American Library Association-Booklist

*Top 10 Historical Fiction for Youth, 2003;American Library Association-Booklist

*Society of School Librarians International Book Awards, 2003


5.  CONNECTIONS
*Create a plan on “How to overcome an Obstacle” using different scenarios.

*Help children understand empathy by creating a “ What would you do...?”

*Continue reading and research about the Orphan trains and how it affected children.

*Become pen pals to children from other countries

TURTLE IN PARADISE by Jennifer Holm

1. BIBLIOGRAPHY
Holm, Jennifer L. 2010. TURTLE IN PARADISE. New York: Random House.  ISBN:  0375836888

2.  PLOT SUMMARY
The setting takes place in 1935 in The Great Depression era. Eleven year old Turtle is sent to live with her Aunt Minnie after her mother takes a job as a live-in housekeeper and the mother's new employer will not allow children or her cat, Smokey, to live in the home where her mother will work. In Florida Turtle has to share a house with several male cousins who call themselves, “The Diaper Gang”  because they take care of babies in exchange for treats or money. Turtle realizes how different Key West is and how people are different than what she is accustomed to. Surprisingly Turtle meets her grandmother after she was told she was dead. While at her grandmother's house Turtle finds a treasure map and endeavors with her cousins to find the treasure. Turtle is portrayed as a tough girl who takes on adventures with her cousins especially the mystery that surrounds Nana Philly and finding the treasure.  In the end Turtle realizes that the people that love her are her family and that life is not always as it seems.

3. CRITICAL ANALYSIS
The book is narrated by the main character, Turtle. Holm gives a inspired account of her grandparents who lived in Key West during the depression. Since it is told in first person it gives an insight about the life of an eleven-year old. The theme of this book is about family unity. Even though it takes place during the Great Depression and money is scarce children in this story are not affected as it does in adults. It could be because of the close knit community in Key West. Children need to enjoy their childhood despite the circumstances and Holm made sure of that. The foods stated in the story were the authentic foods available in Key West at the time. Holm included them so that the reader can have a sense of reality. Can’t wait to read this book to my students and give them a sense of appreciation for their family!
An author’s note is included in the back of the book as well as photographs to show its authenticity. Several resources and websites are included so that the reader can research.



4. REVIEW EXCERPT(S) AND AWARDS
*Newberry Honor

*Golden Kite award or Honor Award

*ALA-ALSC Childrens Notable Book

"Holm uses family stories as the basis for this tale, part romp, part steely-eyed look at the Depression era. "  Booklist starred (April 15, 2010 (Vol. 106, No. 16))

"It's 1935, and narrator Turtle is sent to live in Key West. With her stoic nature and quick wits, she's able to fit in with her boy cousins. Turtle's voice is tart and world-weary. Though her narrative is peppered with references from the time, modern-day readers will have no trouble relating, and the fast-moving plot will keep them interested to the end. Reading list, websites."  Horn Book starred (Fall 2010)

5. CONNECTIONS
*Show a preview video of The Great Depression from brain pop before reading book to activate any
   prior knowledge they may have:
   http://www.brainpop.com/socialstudies/ushistory/greatdepression/preview.weml

*Create a KWL chart about The Great Depression
*Pair students to read other books about this era:
    Macaroni Boy by Katherine Ayres (For Boys)
    The Miner’s Daughter by Gretchen Moran Laskas (For Girls)

ONE CRAZY SUMMER by Rita Williams-Garcia

1. BIBLIOGRAPHY
Williams-Garcia, Rita. 2010. ONE CRAZY SUMMER. Narrated by Sisi Aisha Johnson. ISBN 9781449821968

2.  PLOT SUMMARY
Delphine is an eleven year old who is sent  by their father with her younger sister’s Fern and Vonetta to spend the summer with their mother(Cecile) who had abandoned them years earlier.
It is the summer of 68’ in Oakland when African-Americans were facing discrimination and the Black Panthers formulated to serve the needs of the oppressed people.
When they arrive to visit their mother she makes it clear that she wants nothing to do with her children and basically allows them to fend for themselves. Cecile sends her daughters who are a nuisance to her to a summer camp run by the Black Panthers. Delphine begins to understand what the Black Panthers represent and even take part in the rallies. Delphine realizes that her mother is a poet with the Black Panthers and is known as Sister Nzilla. All through the story Delphine and her sisters want the love of their mother and it seems they almost get it when Delphine reads something her mother wrote. However,  Delphine comes to the conclusion that she is on her own but her experiences change her in a way she did not expect.

3. CRITICAL ANALYSIS
Williams-Garcia educates the reader of some of the charitable programs they set up. She portrays the Black Panther’s in a positive light. Delphine who is the oldest has a burden of being a mother to her two sisters. When reading the book one can only sympathize for Delphine. Williams-Garcia makes you believe that these characters are real people. This story is about overcoming , prejudice, self acceptance and forgiveness. The theme of this book is about family and close bondness. The center of this family bond is their grandma. She grounds them through her religion. While reading this novel the reader can see that actual characters in the mind as she makes them real. While it is a historical fiction I can only contemplate how difficult it was for a child to grow up in times when racial discrimination was prevalent in our society and have to feel the weight of the world on their shoulders.  The use of the word “Negro” in this story is a word that is not accepted in today’s society. I feel the author pushed the limits and we must be cautious about how we address people. We need to learn from the past mistakes as part of history. On the back of the book Williams-Garcia acknowledges the articles, books as well as interviews that helped her write the book. She also makes reference to the Black Panthers help in her book. What a great book to read in February’s Black history month. This book will make children appreciate their roots and show an appreciation for their loved ones.


4. REVIEW EXCERPT(S) AND AWARDS:

Review from PUBLISHERS WEEKLY: “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.”

Starred review from BOOKLIST: “Set during a pivotal moment in African American history, this vibrant novel shows the subtle ways that political movements affect personal lives; but just as memorable is the finely drawn, universal story of children reclaiming a reluctant parent's love.”

KIRKUS review: “The depiction of the time is well done, and while the girls are caught up in the difficulties of adults, their resilience is celebrated and energetically told with writing that snaps off the page.”

*The Coretta Scott King Award and the Newberry Honor Book.

*Scott O’Dell Historical Fiction Award Winner

*School Library Journal Best Books of the Year

*Newbery Medal Honor Book

5. CONNECTIONS
 *Complete a character analysis on Delphine and see how she changes from the beginning of the
   book to the end.

*Read books about civil rights movement and write a reflection on”What would you do if you...?”

*Read the poems, WHAT HAPPENED TO A DREAM DEFERRED?, DREAMS, and
  CHILDREN’S  RHYMES by Langston Hughes. What would Cecile think of these poems? How
  about Delphine?

* Ask questions about who they can most relate to? Why?
   Delphine, Vonetta and Fern