THE GAME OF SILENCE
written by Louise Erdrich
HarperCollins
ISBN: 0060297891
This book is about an Indian girl named Omakaya as she goes about her daily activities of chores and experiencing her daily tribulations. As she sees another Indian Tribe enter their village, she realizes that changes are about to happen. As she thinks, “Why have these people come to our village?”She experienced dreams that she could not understand what they meant but knew that things would be different and as she tries to tell her grandmother about her dreams, she learns that she must be left in the woods to fast and have the spirit guide her into understanding her dreams as this would be her gift. It is a story of her, her family and her people, as they struggles to understand why the white man must take their land, leaving them to search for another place to live.
Analysis
The setting of this story takes place in 1850, by Lake Superior. It is well researched that the fact are delicately interwoven into the story, as the events are told by Omakaya’s point of view. As the story unfurls and the Ojibwa children are at play, readers will be able to relate with the pranks they play on each other. The authenticity of the facts makes the story enjoyable to read, as Erdrich paints vivid pictures of what is happening in each chapter; the Canoemaker: when her father Deydey and the old woman, Old Tallow needed a special kind of root to sew the sides of the canoe Erdrich writes:
“When he found the right jack-pine tree, Father offered a little tobacco, with thanks. Then he began to dig in the shade of the pine with Nokomis’s (her grandmother) iron hoe-the one she was proud of and guarded jealously. The roots followed the shape and direction of the tree branches, only they went under the ground. He lifted the roots up with his hands and a sharpened stick. When he had a nice long length, Father used his sharp hatchet to chop off the root. He took only a few roots from each tress so as not to hurt the tree.”
This makes one have the sense of actually watching the process. Erdrich's style of writing captures the dialect of the Ojibwa people in their names and as they converse with other Indian people. The theme becomes evident as the story develops showing love of family
( “Ombay,” said Nokomis to her now. Omakayas stood up and Nokomis, her grandmother, held out the blanket. Omkayas walked into it and put her face against the silky fur. “There will be plenty of time to enjoy this girt,” said Nokomis. “For now, roll it up and put it in your sleeping corner. I need your help in the words. Let’s go.”) the commitment of the people with each other, Omakaya’s having to except her gift of dreams, and excepting her place among the tribe. A glossary is included at the end of the book which is very helpful.
Reviews
....” Older and more insightful, Omakayas begins to understand the elements of life more fully as she accepts her gift of telling dreams. Changes are coming to the Ojibwa people and she struggles to deal with all that she is experiencing and her dreams foretell....The action is somewhat slow, but Erdrich's captivating tale of four seasons portrays a deep appreciation of our environment, our history, and our Native American sisters and brothers.”
School Library Journal
.... Readers familiar with the first book will welcome the return of several richly drawn nonreverential characters, including Omakayas' pesky brother, her irritable mom, and her bold, tough mentor, Old Tallow. As Erdrich said in the Booklist Story Behind the Story, "Little House on the Lake" [BKL Ap 1 99], about The Birchbark House, her research into her ancestors revealed the horrifying history and also a culture rich, funny, and warm. In this heartrending novel the sense of what was lost is overwhelming.
Booklist
"Full of humor, richness and heart." -- Wisconsin State Journal
"Memorable." -- Chicago Tribune
Connections
- Have the students discuss how culture affects perspectives in literature and analyze
Indian literature to identify and compare common human experiences within and
between cultures.
- Have the class discuss the oral tradition of Indian people. Their way of handing down
history, stories of events and lessons on life was through storytelling. Traditionally,
storytelling takes place in the wintertime.
- For each piece of Indian literature used, have the students discuss what tribe is
presented and locate the tribe on a map.
Make a report on how to make a Birchbark House, a canoe, how the Indians of that tribe fished or hunted for food, collected water.
Find Indian Folklore and tell the story using the Brown Paper Bag Guidelines.
Monday, July 27, 2009
Friday, July 24, 2009
Genri 5 - The Fighting Ground by Avi
The Fighting Ground
Written by Avi
New York, N.Y.: Harper Trophy
ISBN:0-06-440185-5
The book tells about a 13 year old boy named Jonathan who has the desire to go into battle and have the same experience as his brother and cousin. The story takes place in 1778 during the Revolutionary War when as Jonathan hears his father and friends talk about “the tyrannical British; their cruel mercenary allies, the German-speaking Hessians; and the hated Tories, those American traitors who had sided with the brutal English king.” Intrigue with the stories he was compelled to find out for himself. Jonathan’s adventure as a volunteer fighter becomes a 24 hour ordeal in which he experiences all different kinds of emotions, fear, anticipation, trust, loyalty, human kindness, and a desire to understand the rigor of fighting. His capture by the Hessians, his escape and then faced with the question of loyalty to the patriots or the human kindness he feels his captors. This experience that Jonathan goes through does not make him a hero or bring him any kind of glory, but it does change his view of the difficult decisions one has to make in these situations.
Analysis
The book is written a historical style novel as it depicts the Revolutionary War of 1778 and the events experienced by the American Volunteers to do their part of fighting their country. Avi writes with such conviction of the historical setting and interweaves the plot, setting and theme in his style of writing. His description of Jonathan’s minute by minute ordeal, the heaviness of the musket he must carry and the conversations that took place as they marched to the place they were to encounter their enemy is so compelling that one feel being there. As Avi writes about the character, Jonathan, being 13 years old, his vulnerability to impulsive decisions he shows him following his desire to fight, disregarding his father’s warning;
“The bell tolled on. Jonathan, stealing glances at his father, touched his fingers to the glossy butt of the gun, liking its burly satin finish.
“Maybe you’d better get back to the house,” his father said. “Could be someone’s come on through with news. I’d need to know.”
Jonathan sprang up. Too fast.
“Jonathan!” his father cried. Grabbed by his father’s voice, Jonathan stood where he was.
“Don’t you – by God- don’t you go beyond!”.
His mother also warning him to go and find out what was happening she says;
“Just find out!” she called after him. “Then come on right back! You hear?”
Once at the tavern he is taken up by his impulse to go as others are volunteering and when the tavern keeper as him; “Going, are you?” the tavern keeper said before Jonathan could speak.
“Yes, sir.”
The dialogue embodied in the story makes it come to live and the sense of that era.
Avi writing Jonathan’s 24 hour experience through his eyes and his feelings made it more real. An enjoyable book to read.
Reviews
The compelling story of a young boy's first encounter with war and how it changes him.
Publishers Weekly
“Avi has accomplished his intent: to have readers experience, minute by minute, what it’s like to be involved in war.”
School Library Journal
“A small stunner.”
Bulletin of the Center for Children’s Books
Connection
Ideas for Reports and Papers
1. Research and report on the role of mercenary soldiers in the Revolutionary War.
2. During the Revolutionary War, minutemen were American civilians who agreed to be prepared to fight on one minute's notice. Research and report on the minutemen's role in the war.
3. Though more sophisticated than The Fighting Ground, Stephen Crane's Red Badge of Courage presents similar themes and incorporates similar techniques. Read Crane's work and compare it to Avi's novel in terms of literary techniques and the protagonists' experiences.
http://www.easyfunschool.com/article1076.htm
However, there are several activities that could work with the unit study approach, or just as activities for extending the book.
1. Library Resources: Add videotapes about the American Revolution that include the actual sounds of canon and musket fire on them. This will help the reader understand about all the sensory input that a soldier deals with during battle. How confusing and frightening it can be.
2. Field Trip Idea: Attend a battle re-enactment. These, even better than video, illustrate what Jonathon would have been going through. The canon and musket fire is very loud even though they use “fake” bullets. The smell of the gunpowder is also very potent.
3. One of the first ideas that comes up in the book is the idea of obeying your parents. Jonathon really wanted to be a soldier and he heard the tavern bell, but his parents had other ideas. You could cover the proverb “Obey your parents” and the consequences if you don’t.
4. Writing Activity: The Fighting Ground is written as an hour-by-hour chronicle. Have the children keep an hour-by-hour account of one of their own days. It could be for that day, or it could be memories from a special occasion. After it has been written, see if it recreates the memories of that day for you. Does it feel like you are actually re-experiencing the day. If not, give them the opportunity to had more description and personal observations.
5. Geography: The Fighting Gourd took place in New Jersey. Jonathon mentioned several places during the book. Take a detailed map of New Jersey and see if you can locate the places he named.
6. Geography/History: The activity in number five can be expounded on by studying the state of New Jersey and in particular about the state’s colonial period and any contribution it made to the American Revolution.
7. History: Who were the Hessians that were battling the patriots? What are mercenaries? What does mercenary mean?
8. Art: Jonathon describes the Hessian uniform in the book. Recreate what a Hessian uniform looked like and what color it was based on Jonathon’s description.
9. Writing Activity: Before reading the book, have the child write an essay on what they think of war and set it aside. After their essay have them write another essay on their feelings about war. Did the book change their feelings? In the second essay did they use the book to illustrate their feelings if they didn’t change?
10. What is a dialogue? Write a dialogue between two people, any two people, for practice. Then, once you get the concept, write an original dialogue between two characters in the book, perhaps two that didn’t meet in the book at all but were still part of the story.
11. The house Jonathon and the Hessians stayed in was a Swedish-style house. Draw a floor plan of the house as it was described in the book.
12. The Swedish-style house became the popular “log cabin” prevalent in colonial and pioneer eras of the USA. Make a three dimensional replica of a log cabin using whatever materials you have at hand. Even rolled newspapers can be used and then painted brown to look like wood.
13. Biographical reading: Additional reading can be accomplished by reading biographies of real life figures during the American Revolution. At the end of this article is a list of people you could chose from.
14. Physical Education: The musket that Jonathon carried weighed about 12 pounds. The longer he carried it the heavier it got. How long can you carry something that weighs 12 pounds before it gets to feel heavy?
15. Home Ec: Make Johnny cake. Its basically just your standard cornbread recipe fried up in a skillet like pancakes instead of baked in an oven. This is still a very popular bread in the south.
Teaching Ideas
(1) "Letters Home" After watching the movie Johnny Tremain, the students will write letters to their family, in the voice of Johnny. The students will describe the events they witnessed and experienced during the Revolutionary War.
(2) "Common Fears" Students create a survey to find out the most common everyday fears children face. The students distribute their surveys to other classrooms. When the surveys are complete, the students compile the results and create a graph of their data. The teacher will display the graphs to promote discussions about fears and courage. [Adapted from "Toliver's Secret" by Michael Foster in The Mailbox Bookbag. Greensboro, NC: The Education Center, Inc. October/November 2001, p. 37.]
(3)"Military Perspectives" Students will create a venn-diagram to illustrate similarities and differences between American and British soldiers. The students will use the following Web site as a resource for this activity: http://www.pbs.org/ktca/liberty/perspectives_military.html
(4) “Vocabulary” The vocabulary words can be added to the list or delete words according to your students’ needs. Page references are should be provided. When working with groups, you might encourage students to use context clues as well as picture clues where relevant for word meanings before using a dictionary, or integrate the words into your vocabulary program.
Written by Avi
New York, N.Y.: Harper Trophy
ISBN:0-06-440185-5
The book tells about a 13 year old boy named Jonathan who has the desire to go into battle and have the same experience as his brother and cousin. The story takes place in 1778 during the Revolutionary War when as Jonathan hears his father and friends talk about “the tyrannical British; their cruel mercenary allies, the German-speaking Hessians; and the hated Tories, those American traitors who had sided with the brutal English king.” Intrigue with the stories he was compelled to find out for himself. Jonathan’s adventure as a volunteer fighter becomes a 24 hour ordeal in which he experiences all different kinds of emotions, fear, anticipation, trust, loyalty, human kindness, and a desire to understand the rigor of fighting. His capture by the Hessians, his escape and then faced with the question of loyalty to the patriots or the human kindness he feels his captors. This experience that Jonathan goes through does not make him a hero or bring him any kind of glory, but it does change his view of the difficult decisions one has to make in these situations.
Analysis
The book is written a historical style novel as it depicts the Revolutionary War of 1778 and the events experienced by the American Volunteers to do their part of fighting their country. Avi writes with such conviction of the historical setting and interweaves the plot, setting and theme in his style of writing. His description of Jonathan’s minute by minute ordeal, the heaviness of the musket he must carry and the conversations that took place as they marched to the place they were to encounter their enemy is so compelling that one feel being there. As Avi writes about the character, Jonathan, being 13 years old, his vulnerability to impulsive decisions he shows him following his desire to fight, disregarding his father’s warning;
“The bell tolled on. Jonathan, stealing glances at his father, touched his fingers to the glossy butt of the gun, liking its burly satin finish.
“Maybe you’d better get back to the house,” his father said. “Could be someone’s come on through with news. I’d need to know.”
Jonathan sprang up. Too fast.
“Jonathan!” his father cried. Grabbed by his father’s voice, Jonathan stood where he was.
“Don’t you – by God- don’t you go beyond!”.
His mother also warning him to go and find out what was happening she says;
“Just find out!” she called after him. “Then come on right back! You hear?”
Once at the tavern he is taken up by his impulse to go as others are volunteering and when the tavern keeper as him; “Going, are you?” the tavern keeper said before Jonathan could speak.
“Yes, sir.”
The dialogue embodied in the story makes it come to live and the sense of that era.
Avi writing Jonathan’s 24 hour experience through his eyes and his feelings made it more real. An enjoyable book to read.
Reviews
The compelling story of a young boy's first encounter with war and how it changes him.
Publishers Weekly
“Avi has accomplished his intent: to have readers experience, minute by minute, what it’s like to be involved in war.”
School Library Journal
“A small stunner.”
Bulletin of the Center for Children’s Books
Connection
Ideas for Reports and Papers
1. Research and report on the role of mercenary soldiers in the Revolutionary War.
2. During the Revolutionary War, minutemen were American civilians who agreed to be prepared to fight on one minute's notice. Research and report on the minutemen's role in the war.
3. Though more sophisticated than The Fighting Ground, Stephen Crane's Red Badge of Courage presents similar themes and incorporates similar techniques. Read Crane's work and compare it to Avi's novel in terms of literary techniques and the protagonists' experiences.
http://www.easyfunschool.com/article1076.htm
However, there are several activities that could work with the unit study approach, or just as activities for extending the book.
1. Library Resources: Add videotapes about the American Revolution that include the actual sounds of canon and musket fire on them. This will help the reader understand about all the sensory input that a soldier deals with during battle. How confusing and frightening it can be.
2. Field Trip Idea: Attend a battle re-enactment. These, even better than video, illustrate what Jonathon would have been going through. The canon and musket fire is very loud even though they use “fake” bullets. The smell of the gunpowder is also very potent.
3. One of the first ideas that comes up in the book is the idea of obeying your parents. Jonathon really wanted to be a soldier and he heard the tavern bell, but his parents had other ideas. You could cover the proverb “Obey your parents” and the consequences if you don’t.
4. Writing Activity: The Fighting Ground is written as an hour-by-hour chronicle. Have the children keep an hour-by-hour account of one of their own days. It could be for that day, or it could be memories from a special occasion. After it has been written, see if it recreates the memories of that day for you. Does it feel like you are actually re-experiencing the day. If not, give them the opportunity to had more description and personal observations.
5. Geography: The Fighting Gourd took place in New Jersey. Jonathon mentioned several places during the book. Take a detailed map of New Jersey and see if you can locate the places he named.
6. Geography/History: The activity in number five can be expounded on by studying the state of New Jersey and in particular about the state’s colonial period and any contribution it made to the American Revolution.
7. History: Who were the Hessians that were battling the patriots? What are mercenaries? What does mercenary mean?
8. Art: Jonathon describes the Hessian uniform in the book. Recreate what a Hessian uniform looked like and what color it was based on Jonathon’s description.
9. Writing Activity: Before reading the book, have the child write an essay on what they think of war and set it aside. After their essay have them write another essay on their feelings about war. Did the book change their feelings? In the second essay did they use the book to illustrate their feelings if they didn’t change?
10. What is a dialogue? Write a dialogue between two people, any two people, for practice. Then, once you get the concept, write an original dialogue between two characters in the book, perhaps two that didn’t meet in the book at all but were still part of the story.
11. The house Jonathon and the Hessians stayed in was a Swedish-style house. Draw a floor plan of the house as it was described in the book.
12. The Swedish-style house became the popular “log cabin” prevalent in colonial and pioneer eras of the USA. Make a three dimensional replica of a log cabin using whatever materials you have at hand. Even rolled newspapers can be used and then painted brown to look like wood.
13. Biographical reading: Additional reading can be accomplished by reading biographies of real life figures during the American Revolution. At the end of this article is a list of people you could chose from.
14. Physical Education: The musket that Jonathon carried weighed about 12 pounds. The longer he carried it the heavier it got. How long can you carry something that weighs 12 pounds before it gets to feel heavy?
15. Home Ec: Make Johnny cake. Its basically just your standard cornbread recipe fried up in a skillet like pancakes instead of baked in an oven. This is still a very popular bread in the south.
Teaching Ideas
(1) "Letters Home" After watching the movie Johnny Tremain, the students will write letters to their family, in the voice of Johnny. The students will describe the events they witnessed and experienced during the Revolutionary War.
(2) "Common Fears" Students create a survey to find out the most common everyday fears children face. The students distribute their surveys to other classrooms. When the surveys are complete, the students compile the results and create a graph of their data. The teacher will display the graphs to promote discussions about fears and courage. [Adapted from "Toliver's Secret" by Michael Foster in The Mailbox Bookbag. Greensboro, NC: The Education Center, Inc. October/November 2001, p. 37.]
(3)"Military Perspectives" Students will create a venn-diagram to illustrate similarities and differences between American and British soldiers. The students will use the following Web site as a resource for this activity: http://www.pbs.org/ktca/liberty/perspectives_military.html
(4) “Vocabulary” The vocabulary words can be added to the list or delete words according to your students’ needs. Page references are should be provided. When working with groups, you might encourage students to use context clues as well as picture clues where relevant for word meanings before using a dictionary, or integrate the words into your vocabulary program.
Genre 5 JIP - Historical Fiction
JIP
Written by Katherine Paterson
New York, N.Y.: Puffins Books
ISBN: 0-14-038674-2
It is about a boy who after several years of helping out in the poor farm, which happens to be the only home he knows, begins to question where he came from. It is during this time that events begin to happen to change for Jip. His desire to find out who his mother was and how he ended up in the poor farm. His friendship with the town lunatic, who was caged up and ends up at the poor farm with Jip and the caretaker shows a touch of human kindness. The lunatic, Put, begins to educate Jip of worldly things. Jip realizes the importance of learning, but is afraid of letting others know he can read. At this time in history, the poor and the slaves were not given the same opportunity to be schooled. Strangers come into town asking question of Jip and it is then that the teacher in school takes an interest in Jip’s welfare. When the strangers beginning to ask question in town, they feel that they have found the boy of the slave girl. The strangers make haste to capture the boy and to receive the reward for his capture. The teacher gives Jip a note to get help from the Stevens. Jip’s loyalty to Put (the man that became Jip’s friend) shows as he includes Put in his plan to escape without thinking of being caught. Eventually they both go on the journey, meet trouble along the way and Jip gets caught. Caught and feeling depressed because his friend Put was shot, while sitting in jail, he tries to think what would Put want him to do. Escape to freedom was the key and Jip managed to break out of jail and use the underground railroad to reach Canada.
Analysis
The books depicts the mid 19th century life of 1895 and 1987 of the residents in Vermont. In the story the boy Jip lives on a poor farm, during this time period this was a very common practice. All orphans and or lunatics were sent off to a farm to be treated as best that the caretaker could. Use them as laborers or hired out to people. The description of the living quarters and Jip’s daily routine are so vivid that you can picture yourself being there. The theme and style are brought together as the dialogue between other tenants at the poor farm and Jip makes it more realistic. It gives you enough factual information to know to let you know what was going on. The historical documentation in the acknowledgments helps to set up and to understand the historical accuracy of the story. The facts and events are authentic in the story as during this time of history slavery was a big issue, right along with the slaves running away from their masters to obtain freedom. The Underground Railroad and other sympathy fighters provided passage to many slaves to escape to Canada.
Reviews
When an aged lunatic named Putnam arrives at a poorhouse farm in rural Vermont in 1855, he is treated as little more than a beast by everyone except the orphan Jip, who himself arrived at the charity orphanage/asylum after being found abandoned by the roadside. Jip and Putnam become friends, then allies of a sort, as Jip struggles to improve his own lot and that of his friend Lucy, the unfortunate daughter of the late town drunk. This historical tale by Katherine Paterson involves its young protagonist in the great 19th century struggle between slave owners and abolitionists while sending him into a test of his own loyalty and courage. Paterson handles weighty issues with grace and verve, and does not shrink from terrible truths in this challenging novel for young readers.
Amazon.com review
Abandoned as an infant, Jip West accepts his grim fate on a Vermont poor farm without question until a series of disturbing events changes his beliefs about himself and the people around him. The turning point occurs when, in the year 1855, Jip (who has a gift for "handling beasts and residents") becomes caretaker of a lunatic brought to the farm. The boy's growing friendship with the mysterious, moody man called Put coincides with Jip's discovery that his mother was a runaway slave. Tension mounts when Jip's biological father, the master of a Southern plantation, arrives to retrieve his "property." Like Paterson's Newbery-winning Bridge to Terabithia and Jacob Have I Loved, this historically accurate story is full of revelations and surprises, one of which is the return appearance of the heroine of Lyddie. While Jip's concerns provide insight into 19th-century society, his yearnings for freedom and knowledge are timeless. The taut, extremely readable narrative and its tender depictions of friendship and loyalty provide first-rate entertainment.
Pulishers Weekly
Paterson's companion novel to Lyddie (Lodestar, 1991) rewards readers with memorable characters and a gripping plot. Jip has been told that he tumbled off the back of a wagon when he was a toddler in 1847. He has been raised on a poor farm in a Vermont town, where he is an indispensable asset to the lazy manager and his equally lazy wife. The boy befriends the newly arrived "lunatic" Put, who is kept imprisoned in a cage because he is subject to violent, self-destructive episodes. Jip's life is quietly circumscribed-until a stranger plants the idea that his father might be searching for him. Although he has long fantasized that a loving parent awaits him, he sees the stranger as an unlikely messenger. His instincts prove correct when the man is revealed to be a slave catcher. Then Jip learns the truth about his past: his mother was a runaway slave. With the help of his teacher, Lyddie Worthen, and her sweetheart, Quaker neighbor Luke Stevens, Jip escapes to Canada, where he is welcomed as a free man into the home of a former slave whom Lyddie helped shelter in the earlier book. Paterson's story resonates with respect for the Vermont landscape and its mid-19th-century residents, with the drama of life during a dark period in our nation's history, and with the human quest for freedom. Fans of the previous book will relish meeting up with Lyddie and Luke again at a somewhat later period in their lives. Readers will be talking and thinking about this book long after they finish the last chapter.?
School Library Journal
Set in the 1850s, this story centers on a boy named for his supposed abandonment by gypsies and for his swarthy complexion. Jip lives on the local poor farm, doing chores and caring for the animals. He befriends a caged lunatic, ``Put''; a menacing stranger appears who inquires about Jip's background and turns the boy's life upside down. As he struggles to find answers, he is given the opportunity to attend school and is befriended by the teacher, whom readers will recognize from Lyddie (1991), and her Quaker sweetheart. Through this friendship, Jip is able to face his ancestry and the fact that he must escape or suffer dire consequences. As usual for Paterson, all the characterizations are penetrating--even the villains are interesting. An epilogue lets readers in on Jip's success in reaching Canada and his decisions as the Civil War begins. Unfortunately, the ending is abrupt: Put is sacrificed, and it is not clear what lesson Jip derives from putting his friend in harm's way. Regardless, this is fine historical fiction.
Kirkus Reviews
Connection
The Underground Railroad
http://www.teachervision.fen.com/slavery-us/activity/4167.html
Grade Levels: 6 - 8
Objectives
·Students will use vocabulary related to the Underground Railroad.
·Students will identify key facts related to the Underground Railroad.
·Students will evaluate their personal responses to the Underground Railroad.
·Students will make a judgment about the morality of the Underground Railroad.
Materials
·The Underground Railroad Worksheet website and follow the directions to take the journey.
·Set aside time for students to gather as a group and share and discuss their activity worksheet responses.
·Challenge the whole group to discuss the moral issues (e.g., right vs. wrong) that the Underground Railroad posed.
Assessment
·Use a checklist to assess students' understanding of the factual, legal, and moral implications of the Underground Railroad. Assign a point value to each item.
·Find a variety of assessment techniques to use with this lesson.
Extension Activities
·Choose from a large collection of cross-curricular activities for all grade levels.
·Explore outstanding lessons and activities in the Black History Month theme.
·Have students use the Internet to select slavery topics they are interested in learning more about. Direct students to work in small groups and conduct panel discussions on the practice of slavery.
·Have students find a timeline showing the order of events in the history of slavery. After studying the timeline, students can write questions about the timeline to quiz each other.
Related Links
·The Underground Railroad Vocabulary
·The Underground Railroad Teacher Checklist
·The Fugitive Slave Act of 1850
·The Underground Railroad Worksheet
·Three Comprehension Tests for To Be a Slave
·More Resources
Written by Katherine Paterson
New York, N.Y.: Puffins Books
ISBN: 0-14-038674-2
It is about a boy who after several years of helping out in the poor farm, which happens to be the only home he knows, begins to question where he came from. It is during this time that events begin to happen to change for Jip. His desire to find out who his mother was and how he ended up in the poor farm. His friendship with the town lunatic, who was caged up and ends up at the poor farm with Jip and the caretaker shows a touch of human kindness. The lunatic, Put, begins to educate Jip of worldly things. Jip realizes the importance of learning, but is afraid of letting others know he can read. At this time in history, the poor and the slaves were not given the same opportunity to be schooled. Strangers come into town asking question of Jip and it is then that the teacher in school takes an interest in Jip’s welfare. When the strangers beginning to ask question in town, they feel that they have found the boy of the slave girl. The strangers make haste to capture the boy and to receive the reward for his capture. The teacher gives Jip a note to get help from the Stevens. Jip’s loyalty to Put (the man that became Jip’s friend) shows as he includes Put in his plan to escape without thinking of being caught. Eventually they both go on the journey, meet trouble along the way and Jip gets caught. Caught and feeling depressed because his friend Put was shot, while sitting in jail, he tries to think what would Put want him to do. Escape to freedom was the key and Jip managed to break out of jail and use the underground railroad to reach Canada.
Analysis
The books depicts the mid 19th century life of 1895 and 1987 of the residents in Vermont. In the story the boy Jip lives on a poor farm, during this time period this was a very common practice. All orphans and or lunatics were sent off to a farm to be treated as best that the caretaker could. Use them as laborers or hired out to people. The description of the living quarters and Jip’s daily routine are so vivid that you can picture yourself being there. The theme and style are brought together as the dialogue between other tenants at the poor farm and Jip makes it more realistic. It gives you enough factual information to know to let you know what was going on. The historical documentation in the acknowledgments helps to set up and to understand the historical accuracy of the story. The facts and events are authentic in the story as during this time of history slavery was a big issue, right along with the slaves running away from their masters to obtain freedom. The Underground Railroad and other sympathy fighters provided passage to many slaves to escape to Canada.
Reviews
When an aged lunatic named Putnam arrives at a poorhouse farm in rural Vermont in 1855, he is treated as little more than a beast by everyone except the orphan Jip, who himself arrived at the charity orphanage/asylum after being found abandoned by the roadside. Jip and Putnam become friends, then allies of a sort, as Jip struggles to improve his own lot and that of his friend Lucy, the unfortunate daughter of the late town drunk. This historical tale by Katherine Paterson involves its young protagonist in the great 19th century struggle between slave owners and abolitionists while sending him into a test of his own loyalty and courage. Paterson handles weighty issues with grace and verve, and does not shrink from terrible truths in this challenging novel for young readers.
Amazon.com review
Abandoned as an infant, Jip West accepts his grim fate on a Vermont poor farm without question until a series of disturbing events changes his beliefs about himself and the people around him. The turning point occurs when, in the year 1855, Jip (who has a gift for "handling beasts and residents") becomes caretaker of a lunatic brought to the farm. The boy's growing friendship with the mysterious, moody man called Put coincides with Jip's discovery that his mother was a runaway slave. Tension mounts when Jip's biological father, the master of a Southern plantation, arrives to retrieve his "property." Like Paterson's Newbery-winning Bridge to Terabithia and Jacob Have I Loved, this historically accurate story is full of revelations and surprises, one of which is the return appearance of the heroine of Lyddie. While Jip's concerns provide insight into 19th-century society, his yearnings for freedom and knowledge are timeless. The taut, extremely readable narrative and its tender depictions of friendship and loyalty provide first-rate entertainment.
Pulishers Weekly
Paterson's companion novel to Lyddie (Lodestar, 1991) rewards readers with memorable characters and a gripping plot. Jip has been told that he tumbled off the back of a wagon when he was a toddler in 1847. He has been raised on a poor farm in a Vermont town, where he is an indispensable asset to the lazy manager and his equally lazy wife. The boy befriends the newly arrived "lunatic" Put, who is kept imprisoned in a cage because he is subject to violent, self-destructive episodes. Jip's life is quietly circumscribed-until a stranger plants the idea that his father might be searching for him. Although he has long fantasized that a loving parent awaits him, he sees the stranger as an unlikely messenger. His instincts prove correct when the man is revealed to be a slave catcher. Then Jip learns the truth about his past: his mother was a runaway slave. With the help of his teacher, Lyddie Worthen, and her sweetheart, Quaker neighbor Luke Stevens, Jip escapes to Canada, where he is welcomed as a free man into the home of a former slave whom Lyddie helped shelter in the earlier book. Paterson's story resonates with respect for the Vermont landscape and its mid-19th-century residents, with the drama of life during a dark period in our nation's history, and with the human quest for freedom. Fans of the previous book will relish meeting up with Lyddie and Luke again at a somewhat later period in their lives. Readers will be talking and thinking about this book long after they finish the last chapter.?
School Library Journal
Set in the 1850s, this story centers on a boy named for his supposed abandonment by gypsies and for his swarthy complexion. Jip lives on the local poor farm, doing chores and caring for the animals. He befriends a caged lunatic, ``Put''; a menacing stranger appears who inquires about Jip's background and turns the boy's life upside down. As he struggles to find answers, he is given the opportunity to attend school and is befriended by the teacher, whom readers will recognize from Lyddie (1991), and her Quaker sweetheart. Through this friendship, Jip is able to face his ancestry and the fact that he must escape or suffer dire consequences. As usual for Paterson, all the characterizations are penetrating--even the villains are interesting. An epilogue lets readers in on Jip's success in reaching Canada and his decisions as the Civil War begins. Unfortunately, the ending is abrupt: Put is sacrificed, and it is not clear what lesson Jip derives from putting his friend in harm's way. Regardless, this is fine historical fiction.
Kirkus Reviews
Connection
The Underground Railroad
http://www.teachervision.fen.com/slavery-us/activity/4167.html
Grade Levels: 6 - 8
Objectives
·Students will use vocabulary related to the Underground Railroad.
·Students will identify key facts related to the Underground Railroad.
·Students will evaluate their personal responses to the Underground Railroad.
·Students will make a judgment about the morality of the Underground Railroad.
Materials
·The Underground Railroad Worksheet website and follow the directions to take the journey.
·Set aside time for students to gather as a group and share and discuss their activity worksheet responses.
·Challenge the whole group to discuss the moral issues (e.g., right vs. wrong) that the Underground Railroad posed.
Assessment
·Use a checklist to assess students' understanding of the factual, legal, and moral implications of the Underground Railroad. Assign a point value to each item.
·Find a variety of assessment techniques to use with this lesson.
Extension Activities
·Choose from a large collection of cross-curricular activities for all grade levels.
·Explore outstanding lessons and activities in the Black History Month theme.
·Have students use the Internet to select slavery topics they are interested in learning more about. Direct students to work in small groups and conduct panel discussions on the practice of slavery.
·Have students find a timeline showing the order of events in the history of slavery. After studying the timeline, students can write questions about the timeline to quiz each other.
Related Links
·The Underground Railroad Vocabulary
·The Underground Railroad Teacher Checklist
·The Fugitive Slave Act of 1850
·The Underground Railroad Worksheet
·Three Comprehension Tests for To Be a Slave
·More Resources
Wednesday, July 1, 2009
Genre 4 Nonfiction and Bio Simon
Animals Nobody Loves
Written by Seymour Simon - 2001
New York, N.Y.: Sea Star Books
ISBN: 1587171554
ISBN-13: 9781587171550
Up close and personal is how this book is written. Simon’s photos are vivid and in full colore that you can see the animal staring back at you. Myths are dispelled and the facts are presented in an easy to read fashion. It has just enough facts to keep you searching for more answers.
Analysis
This book has 26 photos of creatures that one would consider scary, but Simon writes with precise and factual style that it makes readers to continue to want to read. The fact as to why, the Gila Monster is called a monster, is fascinating, it is called monster because of its terrible poisonous bite, not its size. The word monster, reminds me of a big animal, but this is not so of the Gila Monster. The facts that Simon presents on Rats is interesting, you might have to go live on top of ice covered mountains to be rat free.
Whether these animals are dangerous or not, readers will enjoy looking at the pictures. By using full page colored photos, the book becomes appealing, attractive and very inviting. If there were any myths about one of these animals, the facts presented will surely straighten thing out. It is a very easy to read informational book.
Reviews
”The photos (and even the text) won't do much to change the reputation of animals such as the vulture and the rat, but there's no denying they'll draw a crowd and a chorus of "Gross." The pictures are fine, large, and in full color, as fascinating as they are repulsive and scary: the yawning jaws of a shark; a hyena consuming bloody food; a wasp enlarged bigger than a human fist, stinging a grasshopper. Simon puts forward some interesting facts and dispels a few myths about these 20 unlovable subjects, but report writers won't find enough material here, nor are there notes to lead curious kids on to more information. There's no question this will look great on display, but it will serve kids best when it's presented with more fact-rich natural histories.”
Booklist
In an introduction to twenty animals with bad reputations, Seymour Simon asks readers to examine our prejudices and biases. You may never love a rattlesnake or a cockroach but perhaps you can understand and appreciate them for what they are. Simon's short takes on bats, octopuses, spiders, hyenas, fire ants and the like consist of two or three paragraphs about appearances, behaviors, habitats, reasons for the bad reputations and some facts or anecdotes. Simon does not follow any format but comments about aspects that interest him, which provides the reader with interesting facts but not enough information for use in report writing. Photographs are dramatic and appropriately gory when discussing buzzards or hyenas, for instance, and are clear in color and well focused. Occasionally one wishes for a label—is that a black widow spider or some other? What kind of bat is it that can carry off a mouse? These quibbles aside, Simon's book will feed some fears and allay others—yes, piranhas can strip a body in seconds, says Simon—and may spur children to seek further information. There is no index or endmatter to support the learner but the ending question asks readers if they've changed their minds about any animals as a result of this information and why—a good discussion starter and one worthy of continued consideration.
Children’s Literature
Prolific science-writer Simon provides a brief portrait of 24 animals he says nobody loves, noting in his introduction: "You may never love a rattlesnake, a cockroach, or an octopus-but this book may help you begin to understand and respect them for what they are." Included are the shark, bat, grizzly bear, cobra, spider, cockroach, piranha, and 14 other animals. Each gets a double-paged spread and a glossy, full-color photograph. The text provides odd facts and brief information, though without sources. For example, "In India, alone, cobras are reported to kill thousands of people each year, more than sharks all over the world do in fifty years." Or in discussing the vulture's powerful eyesight: "They can sometimes spot a dying animal forty miles away." Sometimes he gives advice: "If the bear is close or does see you, remain calm. Do not run. Instead, stand tall or back away slowly and wave your hands and speak loudly." Despite his introduction, Simon seldom notes the value of these disliked animals. For example, vultures and hyenas are extremely useful decomposers. While the eyeballs-to-eyeballs cover of a tarantula in full color will keep readers reaching for the title, it is useful for browsing rather than research.
Kirkus
Connection
Have students put the animal in categories.
Have students draw their favorite animal from the book.
Haves students find other books of similar topics.
Written by Seymour Simon - 2001
New York, N.Y.: Sea Star Books
ISBN: 1587171554
ISBN-13: 9781587171550
Up close and personal is how this book is written. Simon’s photos are vivid and in full colore that you can see the animal staring back at you. Myths are dispelled and the facts are presented in an easy to read fashion. It has just enough facts to keep you searching for more answers.
Analysis
This book has 26 photos of creatures that one would consider scary, but Simon writes with precise and factual style that it makes readers to continue to want to read. The fact as to why, the Gila Monster is called a monster, is fascinating, it is called monster because of its terrible poisonous bite, not its size. The word monster, reminds me of a big animal, but this is not so of the Gila Monster. The facts that Simon presents on Rats is interesting, you might have to go live on top of ice covered mountains to be rat free.
Whether these animals are dangerous or not, readers will enjoy looking at the pictures. By using full page colored photos, the book becomes appealing, attractive and very inviting. If there were any myths about one of these animals, the facts presented will surely straighten thing out. It is a very easy to read informational book.
Reviews
”The photos (and even the text) won't do much to change the reputation of animals such as the vulture and the rat, but there's no denying they'll draw a crowd and a chorus of "Gross." The pictures are fine, large, and in full color, as fascinating as they are repulsive and scary: the yawning jaws of a shark; a hyena consuming bloody food; a wasp enlarged bigger than a human fist, stinging a grasshopper. Simon puts forward some interesting facts and dispels a few myths about these 20 unlovable subjects, but report writers won't find enough material here, nor are there notes to lead curious kids on to more information. There's no question this will look great on display, but it will serve kids best when it's presented with more fact-rich natural histories.”
Booklist
In an introduction to twenty animals with bad reputations, Seymour Simon asks readers to examine our prejudices and biases. You may never love a rattlesnake or a cockroach but perhaps you can understand and appreciate them for what they are. Simon's short takes on bats, octopuses, spiders, hyenas, fire ants and the like consist of two or three paragraphs about appearances, behaviors, habitats, reasons for the bad reputations and some facts or anecdotes. Simon does not follow any format but comments about aspects that interest him, which provides the reader with interesting facts but not enough information for use in report writing. Photographs are dramatic and appropriately gory when discussing buzzards or hyenas, for instance, and are clear in color and well focused. Occasionally one wishes for a label—is that a black widow spider or some other? What kind of bat is it that can carry off a mouse? These quibbles aside, Simon's book will feed some fears and allay others—yes, piranhas can strip a body in seconds, says Simon—and may spur children to seek further information. There is no index or endmatter to support the learner but the ending question asks readers if they've changed their minds about any animals as a result of this information and why—a good discussion starter and one worthy of continued consideration.
Children’s Literature
Prolific science-writer Simon provides a brief portrait of 24 animals he says nobody loves, noting in his introduction: "You may never love a rattlesnake, a cockroach, or an octopus-but this book may help you begin to understand and respect them for what they are." Included are the shark, bat, grizzly bear, cobra, spider, cockroach, piranha, and 14 other animals. Each gets a double-paged spread and a glossy, full-color photograph. The text provides odd facts and brief information, though without sources. For example, "In India, alone, cobras are reported to kill thousands of people each year, more than sharks all over the world do in fifty years." Or in discussing the vulture's powerful eyesight: "They can sometimes spot a dying animal forty miles away." Sometimes he gives advice: "If the bear is close or does see you, remain calm. Do not run. Instead, stand tall or back away slowly and wave your hands and speak loudly." Despite his introduction, Simon seldom notes the value of these disliked animals. For example, vultures and hyenas are extremely useful decomposers. While the eyeballs-to-eyeballs cover of a tarantula in full color will keep readers reaching for the title, it is useful for browsing rather than research.
Kirkus
Connection
Have students put the animal in categories.
Have students draw their favorite animal from the book.
Haves students find other books of similar topics.
Genre 4 Nonfiction and Bio Freedman
Lincoln- A Photobiography
by Russell Freedman – 1987
New York, N.Y.: Clarion Books
ISBN 0-89919-380-3
This book take you on a journey of Lincoln’s life, his childhood, his education, his job ventures, his political adventures and struggles which led him to become the sixteenth president of the United States. You get to know why he was called Honest Abe and why the people loved him so. The book touches the main issues he had to face as he explores the opportunities that made him the man he became. The book is easy to read and the photos have been placed very strategically as it helps to compliment the writing.
Analysis
Freedman writes this book about Lincoln with great care. He chronologically tells about a farm boy who takes learning seriously and teaches himself to read, ventures off to seek his destiny and becomes one of the greatest presidents of the United States. Freedman’s style of writing shows his passion for his work. He presents the facts in a very interesting way that you feel you know Lincoln by his choice of words. The fact that Lincoln did not like the nickname Abe was something I did not know. The many facts that Freedman presented in the book about Lincoln will keep anyone reading. The photo he used and artwork all compliment his telling to the story makes you think it belongs there. Readers will enjoy knowing personal facts about this president, that he did get into a few scuffles by hand wrestling, chopping wood with his axe in competition and that he showed his love of reading books.
At the end of the book, Freedman’s synapses of Lincoln’s footsteps, and other books about Lincoln are good information to extent the reading. It is an easy read and the students will be able to make connections with Lincoln’s antics.
Reviews
Relying on the recent scholarly biographies that have argued that many famous Abraham Lincoln stories are myths, Freedman carefully introduces a more realistic portrait than is usually found in juvenile biographies. The well-loved tales of Abe (a nickname he hated) courting Anne Rutledge, splitting rails in New Salem, or walking miles to obtain books are put into perspective with a few sentences.
Lincoln comes alive as a conscientious lawyer who put clients at ease with stories but was a hopeless slob with files and papers. Freedman also offers a concise but excellent picture of Lincoln's struggle with the ethics and the politics of slavery, as well as his frustrating search for the right general to lead the Union troops. The 90 black-and-white photographs are highlighted by fine book design and by Freedman's comments about the nature of photography in the mid-1800's. While the photographs contribute much, it is Freedman's talent for putting the right details in uncomplicated prose that provides a very sharp focus for this Lincoln portrait. Appendixes include Lincoln quotes from 1832-1865, a description of Lincoln sites, notes on materials consulted, and an index. This is a necessary purchase for all collections--and an opportunity for librarians to scrutinize earlier biographies on Lincoln that have long occupied their shelves.
Kirkus
This work is perhaps the most complete and enjoyable children's book ever written about one of the nation's most fascinating and important figures, Abraham Lincoln. Russell Freedman covers Lincoln's life and career in a balanced treatment that is enhanced by period photographs and drawings. The book won the Newbery Medal, the Jefferson Cup Award and the Golden Kite Honor Book Award, and earned a citation as School Library Journal Best Book of the Year.
Amazon.com
This Newbery Award-winning study of our 16th president is highly readable and meticulously organized. In a boxed review, PW hailed it as a "superb, encompassing account" of "an intriguing, recognizable human being ambitious but modest, folksy, sensible and witty, a doting parent, a determined and compassionate leader.
Publishers Weekly
Grade 5 Up Few, if any, of the many books written for children about Lincoln can compare with Freedman's contribution. More than 80 photographs and prints illustrate the crisp and informative text. The pictures have been well-placed to coordinate with the text; captions have been written with care as well. While many of the photographs are well-known, many less familiar pictures are also included. Freedman begins by contrasting the Lincoln of legend to the Lincoln of fact. His childhood, self-education, early business ventures, and entry into politics comprise the first half of the book, with the rest of the text covering his presidency and assassination. Freedman's extensive research is apparent in the liberal use he makes of quotations from original sources (letters, contemporary newspaper articles, etc.). Freedman makes clear the controversy and vilification that Lincoln engendered and endured during his presidency. A listing of historic sites open to the public and a sampler of wise and witty excerpts from Lincoln's writings complete the book. Well-organized and well-written, this is an outstanding example of what (juvenile) biography can be. Like Lincoln himself, it stands head and shoulders above its competition.
School Library Journal
"A realistic, perceptive, and unromanticized photobiography of Lincoln, including a sampler of quotations from his writings and speeches."
Booklist
Connection
This website has some really good ideas like the ones below.
http://www.nlsd.will.k12.il.us/~gfahey/novellist/lincolnphoto.htm
Introduce your new unit about Abraham Lincoln by creating a word web of facts. Have your children brainstorm what they already know and organize their knowledge on a large sheet of butcher paper.
Next, have your class read this book together. Save your discussion about the book until you've finished.
After introducing and reading this book, have your children brainstorm all of the new facts that they've learned about Lincoln from this story. Using a different colored magic marker, add the new facts on the word web. Children enjoy comparing and contrasting which facts they knew initially to those that they discover as the unit progresses. Using different colored magic markers helps the children see their knowledge growing!
by Russell Freedman – 1987
New York, N.Y.: Clarion Books
ISBN 0-89919-380-3
This book take you on a journey of Lincoln’s life, his childhood, his education, his job ventures, his political adventures and struggles which led him to become the sixteenth president of the United States. You get to know why he was called Honest Abe and why the people loved him so. The book touches the main issues he had to face as he explores the opportunities that made him the man he became. The book is easy to read and the photos have been placed very strategically as it helps to compliment the writing.
Analysis
Freedman writes this book about Lincoln with great care. He chronologically tells about a farm boy who takes learning seriously and teaches himself to read, ventures off to seek his destiny and becomes one of the greatest presidents of the United States. Freedman’s style of writing shows his passion for his work. He presents the facts in a very interesting way that you feel you know Lincoln by his choice of words. The fact that Lincoln did not like the nickname Abe was something I did not know. The many facts that Freedman presented in the book about Lincoln will keep anyone reading. The photo he used and artwork all compliment his telling to the story makes you think it belongs there. Readers will enjoy knowing personal facts about this president, that he did get into a few scuffles by hand wrestling, chopping wood with his axe in competition and that he showed his love of reading books.
At the end of the book, Freedman’s synapses of Lincoln’s footsteps, and other books about Lincoln are good information to extent the reading. It is an easy read and the students will be able to make connections with Lincoln’s antics.
Reviews
Relying on the recent scholarly biographies that have argued that many famous Abraham Lincoln stories are myths, Freedman carefully introduces a more realistic portrait than is usually found in juvenile biographies. The well-loved tales of Abe (a nickname he hated) courting Anne Rutledge, splitting rails in New Salem, or walking miles to obtain books are put into perspective with a few sentences.
Lincoln comes alive as a conscientious lawyer who put clients at ease with stories but was a hopeless slob with files and papers. Freedman also offers a concise but excellent picture of Lincoln's struggle with the ethics and the politics of slavery, as well as his frustrating search for the right general to lead the Union troops. The 90 black-and-white photographs are highlighted by fine book design and by Freedman's comments about the nature of photography in the mid-1800's. While the photographs contribute much, it is Freedman's talent for putting the right details in uncomplicated prose that provides a very sharp focus for this Lincoln portrait. Appendixes include Lincoln quotes from 1832-1865, a description of Lincoln sites, notes on materials consulted, and an index. This is a necessary purchase for all collections--and an opportunity for librarians to scrutinize earlier biographies on Lincoln that have long occupied their shelves.
Kirkus
This work is perhaps the most complete and enjoyable children's book ever written about one of the nation's most fascinating and important figures, Abraham Lincoln. Russell Freedman covers Lincoln's life and career in a balanced treatment that is enhanced by period photographs and drawings. The book won the Newbery Medal, the Jefferson Cup Award and the Golden Kite Honor Book Award, and earned a citation as School Library Journal Best Book of the Year.
Amazon.com
This Newbery Award-winning study of our 16th president is highly readable and meticulously organized. In a boxed review, PW hailed it as a "superb, encompassing account" of "an intriguing, recognizable human being ambitious but modest, folksy, sensible and witty, a doting parent, a determined and compassionate leader.
Publishers Weekly
Grade 5 Up Few, if any, of the many books written for children about Lincoln can compare with Freedman's contribution. More than 80 photographs and prints illustrate the crisp and informative text. The pictures have been well-placed to coordinate with the text; captions have been written with care as well. While many of the photographs are well-known, many less familiar pictures are also included. Freedman begins by contrasting the Lincoln of legend to the Lincoln of fact. His childhood, self-education, early business ventures, and entry into politics comprise the first half of the book, with the rest of the text covering his presidency and assassination. Freedman's extensive research is apparent in the liberal use he makes of quotations from original sources (letters, contemporary newspaper articles, etc.). Freedman makes clear the controversy and vilification that Lincoln engendered and endured during his presidency. A listing of historic sites open to the public and a sampler of wise and witty excerpts from Lincoln's writings complete the book. Well-organized and well-written, this is an outstanding example of what (juvenile) biography can be. Like Lincoln himself, it stands head and shoulders above its competition.
School Library Journal
"A realistic, perceptive, and unromanticized photobiography of Lincoln, including a sampler of quotations from his writings and speeches."
Booklist
Connection
This website has some really good ideas like the ones below.
http://www.nlsd.will.k12.il.us/~gfahey/novellist/lincolnphoto.htm
Introduce your new unit about Abraham Lincoln by creating a word web of facts. Have your children brainstorm what they already know and organize their knowledge on a large sheet of butcher paper.
Next, have your class read this book together. Save your discussion about the book until you've finished.
After introducing and reading this book, have your children brainstorm all of the new facts that they've learned about Lincoln from this story. Using a different colored magic marker, add the new facts on the word web. Children enjoy comparing and contrasting which facts they knew initially to those that they discover as the unit progresses. Using different colored magic markers helps the children see their knowledge growing!
Genre 4 Nonfiction and Bio Mruphy
The American Plague
Written by Jim Murphy 1947
New Yoir, N.Y. Clariron Books
ISBN 0395776082
This is the story of the outbreak of the Yellow Fever Epidemic in 1973. Murphy has written in details the event of this outbreak and all those involved or affected by this dreadful disease that you can almost sense being there. As doctors and other medicine folks tried many remedies, the ordeal of trying to combat an invisible culprit was deadly. At the same times, President Washington was trying to avoid having to become allies with France in a war with Britain but with the epidemic all around him, he was forced to take refuge away from Philadelphia in order to assure his survival. The heroism of many people including the Black Free Society, who volunteered to help but only to be treated with injustice when all was well. In the aftermath of this outbreak, Congress was forced to look into setting new laws for better sanitation, a better way to handle government issues and a continue search for a cure. This is a good book for young adults, it is an easy interesting read.
Analysis
This book reminds me of the disaster of Hurricane Katrina, though it wasn’t a disease that send hundreds of people to seek safety, but the common element of survival, the chaotic evacuation and the displacement of people. The author gives detail information about the conditions of Philadelphia for that time period in history with all its inhabitants. A lot of political and important figures are mention as history has it this was where the President George Washington and Congress made the laws. The author concludes the book with listing of the resources he used to document his writing. The illustrations notes helps to reinforce the idea to the reader of all the research that had to take place in order to write such riveting and precise knowledge of the outbreak and those involved. Young adults will enjoy reading this book with some prior knowledge activities to bring out the many aspects of society in time of crisis. Murphy provides valuable information for research for those who would like to know more about the time period and other diseases or plagues that have occurred.
Reviews
From the Publisher
1793, Philadelphia. The nation’s capital and the largest city in North America is devastated by an apparently incurable disease, cause unknown . . .
In a powerful, dramatic narrative, critically acclaimed author Jim Murphy describes the illness known as yellow fever and the toll it took on the city’s residents, relating the epidemic to the major social and political events of the day and to 18th-century medical beliefs and practices. Drawing on first-hand accounts, Murphy spotlights the heroic role of Philadelphia’s free blacks in combating the disease, and the Constitutional crisis that President Washington faced when he was forced to leave the city—and all his papers—while escaping the deadly contagion. The search for the fever’s causes and cure, not found for more than a century afterward, provides a suspenseful counterpoint to this riveting true story of a city under siege.
Thoroughly researched, generously illustrated with fascinating archival prints, and unflinching in its discussion of medical details, this book offers a glimpse into the conditions of American cities at the time of our nation’s birth while drawing timely parallels to modern-day epidemics.
The Washington Post
Nobody does juvenile nonfiction better than Murphy. Here, in his usual transparently clear and well-paced prose, he tells the story of the yellow fever outbreak that paralyzed Philadelphia in 1793, when that city was the nation's capital. There are enough gruesome medical details to satisfy even the most ghoulish tastes, but also plenty of serious history, including a moving account of the largely unappreciated volunteer work of members of the Free African Society (Murphy calls them a "battalion of heroes").
School Library Journal
This book tells the story of the yellow fever epidemic in Philadelphia and its effect on the young nation. Students will become immersed in the dramatic narrative as they read how fear and panic spread throughout the country's capital. The author masterfully weaves facts and fascinating stories in describing the course of the disease and the heroic roles played by a few doctors and the free African-American citizens of the city. Black-and-white reproductions of period paintings, maps, and news articles enhance this absorbing title.
Kirkus Reviews
A mesmerizing, macabre account that will make readers happy they live in the 21st century. The yellow fever epidemic of 1793 snuck up on the people of Philadelphia during the hot summer; by the end of the year, some 10 percent of the city’s population lay dead. Drawing heavily on primary sources, Murphy (Inside the Alamo, p. 393, etc.) takes readers through the epidemic, moving methodically from its detection by the medical community; through its symptoms, treatment, and mortality; its effects on the populace, and what Philadelphia did to counter it. Individual chapters recount the efforts of the heroes of the epidemic: the quasi-legal committee of 12 who took over the running of the city government; the country’s preeminent physician, Dr. Benjamin Rush; and the Free African Society, whose members toiled valiantly to ease the victims’ pain and to dispose of the dead. Powerful, evocative prose carries along the compelling subject matter. Even as the narrative places readers in the moment with quotations, the design aids and abets this, beginning each chapter with reproductions from contemporary newspapers and other materials, as well as placing period illustrations appropriately throughout the text. The account of Philadelphia’s recovery wraps up with a fascinating discussion of historiography, detailing the war of words between Matthew Carey, one of the committee of 12, and Absalom Jones and Richard Allen, the leaders of the Free African Society--interesting in itself, it is also a valuable lesson in reading and writing history.
Connection
History
The book An American Plague fits well into a history class in discussion
of earlier American politics. One key element is to discuss the importance of Philadelphia in the late 1700’s and when the capitol city was moved to Washington D.C. A geography lesson could also be incorporated in relevance to the eastern portion of the country. Information can be found at http://encarta.msn.com/encyclopedia_761576320_4____7/Washington_D_C.html#s7
Language Arts:
Class discussions covering the elements of fiction, point of view, and theme take place as a class and in small group discussion. Book reports, reviews, and booktalks offer a variety of insight into the novel. The book itself is a vital resource for any project as are the author’s influence in the literary world. The author can be studied in more detail at http://www.jimmurphybooks.com/about.htm.
Science
Disease Study by reading the book An American Plague to any science class. The element of medical advancements, medical training, funding, and the basic diseases themselves including origin, spread, treatment and cures can play well into the field for discussion. Classes can research the disease of Yellow Fever. http://www.eyewitnesstohistory.com/yellowfever.htm.
Math A math class could very easily dive into the population and economy of United States in 1793 and compare and contrast it with the population and economy of today. From there, information could be presented in many forms including pie graphs and charts. As mentioned in a previous unit, pie graphs and charts can be taught as a separate lesson or in a direct link to this unit. More information can be found at http://nces.ed.gov/nceskids/createagraph/index.asp?ID=845D4DDDA92CD816E.
Written by Jim Murphy 1947
New Yoir, N.Y. Clariron Books
ISBN 0395776082
This is the story of the outbreak of the Yellow Fever Epidemic in 1973. Murphy has written in details the event of this outbreak and all those involved or affected by this dreadful disease that you can almost sense being there. As doctors and other medicine folks tried many remedies, the ordeal of trying to combat an invisible culprit was deadly. At the same times, President Washington was trying to avoid having to become allies with France in a war with Britain but with the epidemic all around him, he was forced to take refuge away from Philadelphia in order to assure his survival. The heroism of many people including the Black Free Society, who volunteered to help but only to be treated with injustice when all was well. In the aftermath of this outbreak, Congress was forced to look into setting new laws for better sanitation, a better way to handle government issues and a continue search for a cure. This is a good book for young adults, it is an easy interesting read.
Analysis
This book reminds me of the disaster of Hurricane Katrina, though it wasn’t a disease that send hundreds of people to seek safety, but the common element of survival, the chaotic evacuation and the displacement of people. The author gives detail information about the conditions of Philadelphia for that time period in history with all its inhabitants. A lot of political and important figures are mention as history has it this was where the President George Washington and Congress made the laws. The author concludes the book with listing of the resources he used to document his writing. The illustrations notes helps to reinforce the idea to the reader of all the research that had to take place in order to write such riveting and precise knowledge of the outbreak and those involved. Young adults will enjoy reading this book with some prior knowledge activities to bring out the many aspects of society in time of crisis. Murphy provides valuable information for research for those who would like to know more about the time period and other diseases or plagues that have occurred.
Reviews
From the Publisher
1793, Philadelphia. The nation’s capital and the largest city in North America is devastated by an apparently incurable disease, cause unknown . . .
In a powerful, dramatic narrative, critically acclaimed author Jim Murphy describes the illness known as yellow fever and the toll it took on the city’s residents, relating the epidemic to the major social and political events of the day and to 18th-century medical beliefs and practices. Drawing on first-hand accounts, Murphy spotlights the heroic role of Philadelphia’s free blacks in combating the disease, and the Constitutional crisis that President Washington faced when he was forced to leave the city—and all his papers—while escaping the deadly contagion. The search for the fever’s causes and cure, not found for more than a century afterward, provides a suspenseful counterpoint to this riveting true story of a city under siege.
Thoroughly researched, generously illustrated with fascinating archival prints, and unflinching in its discussion of medical details, this book offers a glimpse into the conditions of American cities at the time of our nation’s birth while drawing timely parallels to modern-day epidemics.
The Washington Post
Nobody does juvenile nonfiction better than Murphy. Here, in his usual transparently clear and well-paced prose, he tells the story of the yellow fever outbreak that paralyzed Philadelphia in 1793, when that city was the nation's capital. There are enough gruesome medical details to satisfy even the most ghoulish tastes, but also plenty of serious history, including a moving account of the largely unappreciated volunteer work of members of the Free African Society (Murphy calls them a "battalion of heroes").
School Library Journal
This book tells the story of the yellow fever epidemic in Philadelphia and its effect on the young nation. Students will become immersed in the dramatic narrative as they read how fear and panic spread throughout the country's capital. The author masterfully weaves facts and fascinating stories in describing the course of the disease and the heroic roles played by a few doctors and the free African-American citizens of the city. Black-and-white reproductions of period paintings, maps, and news articles enhance this absorbing title.
Kirkus Reviews
A mesmerizing, macabre account that will make readers happy they live in the 21st century. The yellow fever epidemic of 1793 snuck up on the people of Philadelphia during the hot summer; by the end of the year, some 10 percent of the city’s population lay dead. Drawing heavily on primary sources, Murphy (Inside the Alamo, p. 393, etc.) takes readers through the epidemic, moving methodically from its detection by the medical community; through its symptoms, treatment, and mortality; its effects on the populace, and what Philadelphia did to counter it. Individual chapters recount the efforts of the heroes of the epidemic: the quasi-legal committee of 12 who took over the running of the city government; the country’s preeminent physician, Dr. Benjamin Rush; and the Free African Society, whose members toiled valiantly to ease the victims’ pain and to dispose of the dead. Powerful, evocative prose carries along the compelling subject matter. Even as the narrative places readers in the moment with quotations, the design aids and abets this, beginning each chapter with reproductions from contemporary newspapers and other materials, as well as placing period illustrations appropriately throughout the text. The account of Philadelphia’s recovery wraps up with a fascinating discussion of historiography, detailing the war of words between Matthew Carey, one of the committee of 12, and Absalom Jones and Richard Allen, the leaders of the Free African Society--interesting in itself, it is also a valuable lesson in reading and writing history.
Connection
History
The book An American Plague fits well into a history class in discussion
of earlier American politics. One key element is to discuss the importance of Philadelphia in the late 1700’s and when the capitol city was moved to Washington D.C. A geography lesson could also be incorporated in relevance to the eastern portion of the country. Information can be found at http://encarta.msn.com/encyclopedia_761576320_4____7/Washington_D_C.html#s7
Language Arts:
Class discussions covering the elements of fiction, point of view, and theme take place as a class and in small group discussion. Book reports, reviews, and booktalks offer a variety of insight into the novel. The book itself is a vital resource for any project as are the author’s influence in the literary world. The author can be studied in more detail at http://www.jimmurphybooks.com/about.htm.
Science
Disease Study by reading the book An American Plague to any science class. The element of medical advancements, medical training, funding, and the basic diseases themselves including origin, spread, treatment and cures can play well into the field for discussion. Classes can research the disease of Yellow Fever. http://www.eyewitnesstohistory.com/yellowfever.htm.
Math A math class could very easily dive into the population and economy of United States in 1793 and compare and contrast it with the population and economy of today. From there, information could be presented in many forms including pie graphs and charts. As mentioned in a previous unit, pie graphs and charts can be taught as a separate lesson or in a direct link to this unit. More information can be found at http://nces.ed.gov/nceskids/createagraph/index.asp?ID=845D4DDDA92CD816E.
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