Zora and Me
by Victoria Bond and T.R. Simon
by Victoria Bond and T.R. Simon
Grades 6-8
Zora and Carrie live in the all-black town of Eatonville, Florida in the early 1900's. Along with their friend, Teddy, the girls spend their days telling stories, swimming, fishing and getting into mischief. One day their happy lives are interrupted by a grisly murder. As Zora and Carrie set out to find the answers, they discover more than they planned about their families, the quirky characters of Eatonville and themselves.
Zora and Me was a fun, quick read, though I felt that it had too many characters that were hard to keep track of. Still, despite my trouble in remembering characters, I found myself deeply immersed in Carrie and Zora's world. This book seems like a simple backyard-adventure story, but there are many ideas explored in the short text. Zora and Me makes important statements about the importance of friendship, community, independence and the nature of knowledge.
Since I and my fellow students were confused by the number of characters, it would be a good idea to encourage students to keep a written record of character names and descriptions. Overall, though this story is told from the perspective of a female character, I don't think it has an overtly feminine tone. Carrie and Zora are both intrepid and mischievous and their adventures could easily appeal to both sexes. Some more pragmatic students may take issue with the girls' superstitions and Zora's fantastic stories, but a short unit on southern mythology or voodoo might help.
Further Exploration: This book has its own website that you can access by clicking this link. It is full of information to enrich your understanding of Zora's world. It has historical information about Eatonville, biographical information about the real Zora Neale Hurston, as well as fun activities and crafts you can make.
Zora and Me was a fun, quick read, though I felt that it had too many characters that were hard to keep track of. Still, despite my trouble in remembering characters, I found myself deeply immersed in Carrie and Zora's world. This book seems like a simple backyard-adventure story, but there are many ideas explored in the short text. Zora and Me makes important statements about the importance of friendship, community, independence and the nature of knowledge.
Since I and my fellow students were confused by the number of characters, it would be a good idea to encourage students to keep a written record of character names and descriptions. Overall, though this story is told from the perspective of a female character, I don't think it has an overtly feminine tone. Carrie and Zora are both intrepid and mischievous and their adventures could easily appeal to both sexes. Some more pragmatic students may take issue with the girls' superstitions and Zora's fantastic stories, but a short unit on southern mythology or voodoo might help.
Further Exploration: This book has its own website that you can access by clicking this link. It is full of information to enrich your understanding of Zora's world. It has historical information about Eatonville, biographical information about the real Zora Neale Hurston, as well as fun activities and crafts you can make.
If you like Zora and Me, you might like:
Across Five Aprils by Irene Hunt
Nothing by Janne Teller
Moon Over Manifest by Clare Vanderpool
Bud, Not Buddy by Christopher Paul Curtis
Child of Dandelions
by Shenaaz Nanji
by Shenaaz Nanji
Grades 6-8
It is August 6, 1972 and Sabine's family has 90 days to leave the only home they have ever known. Sabine and her family live in Kampala, Uganda and though they were born in Africa and have lived there all their lives, Sabine's family is of Indian ancestry and considered foreign. Now Uganda's president has decreed that all foreigners must leave Uganda and return to their original countries. Sabine feels like a Ugandan, and so the decree should not apply to her, but most Ugandans, including Sabine's best friend Zena, feel differently. As the country is torn apart, Sabine struggles to find her place in her family, in her town and in the country she calls home.
The YAL students who read this book, myself included, felt that it was a little hard to understand Sabine as a person. We decided that this lack of connection with Sabine results from the fact that Sabine's world is very different from our own. I learned a great deal from this book, about Indian culture and about Ugandan culture, that I never knew before. The value of this book comes from introducing the reader to a new part of the world and to Sabine, a strong and self-reliant female character, who asserts her identity in her family and in her community.
This book is surprisingly unsettling in its depiction of the violence of Idi Amin's regime. I think it would be important to talk to students who may be upset by some of the more graphic scenes. I also think that, though boys could get something from this book, the female point of view could be alienating to some of them. This alienation could be combated with discussion of the historical information regarding the conflict. Boys might be drawn to some of the more violent scenes, but again it would be important to discuss these moments to emphasize their significance to the real people who experienced such violence.
Further Exploration: This book is set against the backdrop of a historical event that you may not know much about. You can see a two-part video about the reign of Idi Amin's regime by clicking here for part one and here for part two. You may have heard about a film based on Idi Amin and called The Last King of Scotland. Actor Forrest Whitaker won the 2006 Best Actor Oscar for his portrayal of Amin. The official website for the film is here.
The YAL students who read this book, myself included, felt that it was a little hard to understand Sabine as a person. We decided that this lack of connection with Sabine results from the fact that Sabine's world is very different from our own. I learned a great deal from this book, about Indian culture and about Ugandan culture, that I never knew before. The value of this book comes from introducing the reader to a new part of the world and to Sabine, a strong and self-reliant female character, who asserts her identity in her family and in her community.
This book is surprisingly unsettling in its depiction of the violence of Idi Amin's regime. I think it would be important to talk to students who may be upset by some of the more graphic scenes. I also think that, though boys could get something from this book, the female point of view could be alienating to some of them. This alienation could be combated with discussion of the historical information regarding the conflict. Boys might be drawn to some of the more violent scenes, but again it would be important to discuss these moments to emphasize their significance to the real people who experienced such violence.
Further Exploration: This book is set against the backdrop of a historical event that you may not know much about. You can see a two-part video about the reign of Idi Amin's regime by clicking here for part one and here for part two. You may have heard about a film based on Idi Amin and called The Last King of Scotland. Actor Forrest Whitaker won the 2006 Best Actor Oscar for his portrayal of Amin. The official website for the film is here.
If you like Child of Dandelions, you might like:
Koyal Dark, Mango Sweet by Kashmira Sheth
Trouble by Gary D. Schmidt
A Bottle in the Gaza Sea by Valerie Zenatti
The Rules of Survival
by Nancy Werlin
by Nancy Werlin
Grades: 6-10
Life is a matter of survival for Matt and his two sisters, Callie and Emmy. Their mother, Nikki, is dangerously unpredictable and is equally as likely to laugh and joke with her kids as she is to hold a knife to their throats. Matt sleepwalks through his life handling Nikki's moods and protecting his sisters from harm. Then a man named Murdoch wakes him up. For the few weeks Nikki dates Murdoch, Matt realizes that life can be different; it can be better. Murdoch's presence calms Nikki's demons, but it cannot last. Soon Murdoch realizes Nikki's true nature and breaks up with her. Now Matt and his sisters must fight to keep Murdoch in their lives and to change their lives from merely surviving to actually living.
This book is about survival, but it is also about how to maintain your sense of self, family and friendship in the face of extreme adversity. I was inspired by Matt's strength and determination that he and his sisters must survive the abuse their mother puts them through. Though Matt has help from outsiders to resolve his bad situation, he still has to initiate the events that eventually save his and his sister's lives. Ultimately, this is a book about taking responsibility for your own life, no matter how others seem to control it.
I think it's possible that students may be scared or confused by this book. Werlin does an amazing job of putting the reader into Matt's emotions and making them feel the same sense of insecurity and fear that he and his sisters face. I think the confusion could come from the fact that Nikki never really hits her kids, which is the common conception of what makes up abuse. Because this is a book written at a relatively young reading level, it would be important to discuss how young readers feel about some of the more unpleasant scenes.
Further Exploration: It is estimated that as many as five children die as a result of child abuse every day. Books like The Rules of Survival can be a great tool to start a conversation about child abuse and what constitutes child abuse. Nikki may not have been beating Matt and his sisters, but she was abusing them all the same. For great information about child abuse, including the different forms it can take and how to help when you suspect abuse is happening, check out this site.
This book is about survival, but it is also about how to maintain your sense of self, family and friendship in the face of extreme adversity. I was inspired by Matt's strength and determination that he and his sisters must survive the abuse their mother puts them through. Though Matt has help from outsiders to resolve his bad situation, he still has to initiate the events that eventually save his and his sister's lives. Ultimately, this is a book about taking responsibility for your own life, no matter how others seem to control it.
I think it's possible that students may be scared or confused by this book. Werlin does an amazing job of putting the reader into Matt's emotions and making them feel the same sense of insecurity and fear that he and his sisters face. I think the confusion could come from the fact that Nikki never really hits her kids, which is the common conception of what makes up abuse. Because this is a book written at a relatively young reading level, it would be important to discuss how young readers feel about some of the more unpleasant scenes.
Further Exploration: It is estimated that as many as five children die as a result of child abuse every day. Books like The Rules of Survival can be a great tool to start a conversation about child abuse and what constitutes child abuse. Nikki may not have been beating Matt and his sisters, but she was abusing them all the same. For great information about child abuse, including the different forms it can take and how to help when you suspect abuse is happening, check out this site.
If you like The Rules of Survival, you might like:
If I Stay by Gale Forman
By the Time You Read This, I'll be Dead by Julie Anne Peters
A Child Called "It" by Dave Pelzer
My Brother's Keeper by Patricia McCormick
The Giver
by Lois Lowry
by Lois Lowry
Grades 7-10
Jonas lives his life in ultimate safety, peace and calm. All his choices are made for him: what to wear, how to speak, how to behave. Jonas lives in The Community, a Utopian society designed to alleviate all his cares and protect him from all pain. But when Jonas reaches the age of twelve and receives instruction to begin training with the Giver, his life changes completely and forever. With the help of the Giver, Jonas learns the truth about The Community and the people who live there.
I had never read this book before taking this class, which I am told is unusual. When Dr. Adams first mentioned that we would read The Giver, I was surprised by the excitement and affection other students expressed for this book. However, now that I've read it, I fully understand their enthusiasm. The Giver is one of the most complex and literary young adult novels I have ever read. The in-class discussion we had about this book brought up issues ranging from the political future of the United States to the role of nature versus nurture in human growth and development. At the same time, we were all deeply invested in the characters and plot of this book. I highly recommend this book to anyone, whether they are young adults or not.
There are some very advanced ideas in The Giver that I feel many students may miss if they read it in middle school. However, even younger students can appreciate this emotionally powerful and adventurous story. There are a few scenes involving death and pain that may upset some students, and I think it would be necessary to talk about student feelings after reading those scenes. For older students the advanced ideas could make for excellent discussion and writing, but it may be necessary to ask some leading questions to get them to realize the hidden depths of this deceptively simple story.
Further Exploration: The idea of a Utopia, an ideally perfect place, is a big theme in literature. You may have heard of Sir Thomas Moore's influential book Utopia which he wrote way back in 1516. Since then there have been many books and films about Utopias and some people have even tried to construct their own real-life Utopias. Websites for these real communities can be found here, here, and here. Check out a few of the links and think about whether you think these communities really look like Utopias. Why or why not? What are some common features they share and how do they differ?
Abandoned by her mother to live on her own in a New York apartment, Elle has no one but a one-eyed cat for companionship. That is, until she meets her new neighbor, Frank. Frank is an attractive, if slight, man in his 30's and he and his girlfriend, Molly, provide Elle with friendship, support and encouragement as she settles into her new apartment, her new school and her eclectic new group of friends. As Elle adjusts to her new life she learns that her actions can have great impact on others and what it means to be a true friend.
Reading this book, I felt more connected to the main character, Elle, than I have to any other character in the books I've read this semester. I think that Catharine Ryan Hyde does an exceptional job of writing complex, realistic characters. None of the characters in Jumpstart the World are reduced to stereotypes or characterized as simply good or bad. Each character struggles with the things real people struggle with every day: what is friendship? what do I want from my friends? what is family? how do I define myself? Despite the controversy that surrounds some of the issues in this book, it us ultimately a story that anyone can relate to and learn from.
Reading Jumpstart the World is a great way for kids who live in more homogeneous communities to get a look at the diversity of the world. However, this book may represent the first time a student has ever been confronted with lifestyles different from his own, so it is important to talk about LGBT issues before recommending this book. Also, because LGBT issues, and particularly transsexual issues, are still fairly controversial, it is important to be prepared for parental challenges to this book. Despite all the potential political barriers, I think kids will be engaged by Ryan-Hyde's realistic writing style and by the honest, everyday-type problems her characters face.
Further Exploration: PFLAG has a great overview of transsexual issues here. Below is a three-part special, produced by Channel 4, about Jon, a British female-to-male teen.
As an "agnostic leaning-toward-atheism" Jason Bock would never have guessed that he would create a new religion. But that's just what happens when Henry Stegg knocks Jason on his back under the water tower one day. In his punch-drunk haze, Jason decides that it makes as much sense to him to worship the water tower as it does to worship any other God. So Jason and his friend, Shin, invent the religion of Chutengodianism. They create a sacred text, commandments, and even manage to find a few disciples. But soon the followers of Chutengodianism take their worship to dangerous extremes and the joke becomes more serious than Jason intended. Now Jason must examine what his new religion really means to all of his followers as he finds the meaning of his own spirituality.
Much of our classroom conversation regarding Godless focused on the fact that it is very controversial to introduce a book for young adults that addresses religion. However, I think that Godless does an excellent job of remaining respectful of faith and religion while communicating that it is okay to have questions about such topics. In the end, Godless is about finding your own sense of spirituality and your own identity while living with others who have their own unique view of the spiritual.
Though this book is potentially controversial, I don't think any of the controversy will come from students. For most students, I think Godless will represent a funny story about a funny kid creating a funny religion. I think they will relate to Jason's struggles to fit in, make new friends and impress the pretty girl. Obviously, there is more to the story than that and I think it is important to point out some of the hidden themes at work throughout the book. I do think, however, that this book could easily face parental challenges and so it is important to have a rationale ready to answer their concerns.
Further Exploration: You may be unfamiliar with some of the religious terms and practices mentioned by the characters in Godless. By clicking this link you can access The Catholic Encyclopedia, which provides definitions of many of these terms as well as explanations of the core belief systems of many different religious philosophies. This is a good resource but keep in mind that it is published by the Catholic Church and therefore presents some bias.
Further Exploration: The world of Sold is real and stories like Lakshmi's really happen. In 2004 two American filmmakers chronicled the reality of child prostitution in India in a documentary called Born into Brothels. Below is an excerpt from the film. You can watch the whole film by clicking this link.
I had never read this book before taking this class, which I am told is unusual. When Dr. Adams first mentioned that we would read The Giver, I was surprised by the excitement and affection other students expressed for this book. However, now that I've read it, I fully understand their enthusiasm. The Giver is one of the most complex and literary young adult novels I have ever read. The in-class discussion we had about this book brought up issues ranging from the political future of the United States to the role of nature versus nurture in human growth and development. At the same time, we were all deeply invested in the characters and plot of this book. I highly recommend this book to anyone, whether they are young adults or not.
There are some very advanced ideas in The Giver that I feel many students may miss if they read it in middle school. However, even younger students can appreciate this emotionally powerful and adventurous story. There are a few scenes involving death and pain that may upset some students, and I think it would be necessary to talk about student feelings after reading those scenes. For older students the advanced ideas could make for excellent discussion and writing, but it may be necessary to ask some leading questions to get them to realize the hidden depths of this deceptively simple story.
Further Exploration: The idea of a Utopia, an ideally perfect place, is a big theme in literature. You may have heard of Sir Thomas Moore's influential book Utopia which he wrote way back in 1516. Since then there have been many books and films about Utopias and some people have even tried to construct their own real-life Utopias. Websites for these real communities can be found here, here, and here. Check out a few of the links and think about whether you think these communities really look like Utopias. Why or why not? What are some common features they share and how do they differ?
If you like The Giver, you might like:
Messenger by Lois Lowry
Ender's Game by Orson Scott Card
The City of Ember by Jeanne DuPrau
Jumpstart the World
by Catharine Ryan Hyde
Grade 8-12
Jumpstart the World
by Catharine Ryan Hyde
Grade 8-12
Abandoned by her mother to live on her own in a New York apartment, Elle has no one but a one-eyed cat for companionship. That is, until she meets her new neighbor, Frank. Frank is an attractive, if slight, man in his 30's and he and his girlfriend, Molly, provide Elle with friendship, support and encouragement as she settles into her new apartment, her new school and her eclectic new group of friends. As Elle adjusts to her new life she learns that her actions can have great impact on others and what it means to be a true friend.
Reading this book, I felt more connected to the main character, Elle, than I have to any other character in the books I've read this semester. I think that Catharine Ryan Hyde does an exceptional job of writing complex, realistic characters. None of the characters in Jumpstart the World are reduced to stereotypes or characterized as simply good or bad. Each character struggles with the things real people struggle with every day: what is friendship? what do I want from my friends? what is family? how do I define myself? Despite the controversy that surrounds some of the issues in this book, it us ultimately a story that anyone can relate to and learn from.
Reading Jumpstart the World is a great way for kids who live in more homogeneous communities to get a look at the diversity of the world. However, this book may represent the first time a student has ever been confronted with lifestyles different from his own, so it is important to talk about LGBT issues before recommending this book. Also, because LGBT issues, and particularly transsexual issues, are still fairly controversial, it is important to be prepared for parental challenges to this book. Despite all the potential political barriers, I think kids will be engaged by Ryan-Hyde's realistic writing style and by the honest, everyday-type problems her characters face.
Further Exploration: PFLAG has a great overview of transsexual issues here. Below is a three-part special, produced by Channel 4, about Jon, a British female-to-male teen.
If you like Jumpstart the World, you might like:
Almost Perfect by Brian Katcher
Boy Girl Boy by Ron Koertege
Luna by Julie Anne Peters
Godless
by Pete Hautman
Grades 8-12
As an "agnostic leaning-toward-atheism" Jason Bock would never have guessed that he would create a new religion. But that's just what happens when Henry Stegg knocks Jason on his back under the water tower one day. In his punch-drunk haze, Jason decides that it makes as much sense to him to worship the water tower as it does to worship any other God. So Jason and his friend, Shin, invent the religion of Chutengodianism. They create a sacred text, commandments, and even manage to find a few disciples. But soon the followers of Chutengodianism take their worship to dangerous extremes and the joke becomes more serious than Jason intended. Now Jason must examine what his new religion really means to all of his followers as he finds the meaning of his own spirituality.
Much of our classroom conversation regarding Godless focused on the fact that it is very controversial to introduce a book for young adults that addresses religion. However, I think that Godless does an excellent job of remaining respectful of faith and religion while communicating that it is okay to have questions about such topics. In the end, Godless is about finding your own sense of spirituality and your own identity while living with others who have their own unique view of the spiritual.
Though this book is potentially controversial, I don't think any of the controversy will come from students. For most students, I think Godless will represent a funny story about a funny kid creating a funny religion. I think they will relate to Jason's struggles to fit in, make new friends and impress the pretty girl. Obviously, there is more to the story than that and I think it is important to point out some of the hidden themes at work throughout the book. I do think, however, that this book could easily face parental challenges and so it is important to have a rationale ready to answer their concerns.
Further Exploration: You may be unfamiliar with some of the religious terms and practices mentioned by the characters in Godless. By clicking this link you can access The Catholic Encyclopedia, which provides definitions of many of these terms as well as explanations of the core belief systems of many different religious philosophies. This is a good resource but keep in mind that it is published by the Catholic Church and therefore presents some bias.
If you like Godless, you might like:
Will Grayson, Will Grayson by John Green and David Levithan
Charles and Emma: The Darwins' Leap of Faith by Deborah Heiligman
Maus I
by Art Spiegelman
Grades 9-12
If you like Maus I, you might like:
Maus II by Art Spiegelman
Anne Frank: The Anne Frank House Authorized Graphic Biography by Six Jacobson and Ernie Colon
Persepolis by Marjane Satrapi
The Perks of Being a Wallflower
by Stephen Chbosky
Grades 8-12
Further Exploration: Here is a list of the songs on the mixtape Charlie makes for Patrick:
"Asleep" by The Smiths
"Vapour Trail" by Ride
"Scarborough Fair" by Simon and Garfunkel
"A Whiter Shade of Pale" by Procol Harum
"Dear Prudence" by The Beatles
"Gypsy" by Suzanne Vega
"Nights in White Satin" by The Moody Blues
"Daydream" by The Smashing Pumpkins
"Dusk" by Genesis
"MLK" by U2
"Blackbird" by The Beatles
"Landslide" by Fleetwood Mac
"Asleep" by The Smiths
If you aren't familiar with each song, you can click on the song title to listen to a clip at Amazon.com (note: the links to the songs by The Beatles will take you to versions covered by other artists because Amazon does not have the right to distribute any Beatles albums. If you listen to the covers by #1 Beatles Tribute Band, you will hear a version very close to the real thing). What do these songs have in common? Why did Charlie make this mixtape for Patrick? What is Charlie trying to say through these songs? If you were making a mixtape for a very good friend, who would you make it for and what songs would you put on it?
If you like The Perks of Being a Wallflower, you might like:
Go Ask Alice by Anonymous
Extremely Loud and Incredibly Close: A Novel by Jonathan Safran Foer
The Curious Incident of the Dog in the Night-Time by Mark Haddon
Sold
by Patricia McCormick
Grades 9-12
Maus I
by Art Spiegelman
Grades 9-12
A story-within-a-story, Maus simultaneously biographies Art Spiegelman's efforts to create this highly personal book while chronicling the harrowing survival of his Jewish father in World War II Poland. Art has a strained relationship with his father, Vladeck, who is a stereotypically miserly, racist, demanding, complaining old man. Though Art fights to form a positive relationship with his difficult father, he is fascinated with the spectacular story in which Vladeck meets Art's mother, gets married, survives the horrors and degradation of the ghettos only to be taken to the gates of Auschwitz where he struggles to survive, against all odds.
Graphic novels and comic books are appearing more and more frequently on class reading lists and Maus is a very popular book to teach in school. I think this is a wonderful development because Maus deals with some very important issues like survival, not getting along with your parents while still respecting their life experiences, and the importance of remembering the past. Even though this book is about the Holocaust, which happened long ago and far away, it keeps Vladek's story relatable and grounded in the present by describing Art's struggle to connect with his father and to forgive his mother for her suicide.
This is a difficult book to gauge as far as student reactions. So many students are so familiar with the Holocaust, that it might be difficult to get them to go slowly, really engage with the book and read the pictures. Still, I think that the 1980's story about Art, as well as the humor of the dialogue between Art and Vladek, could help draw kids in. I also think that, because this may be the first contact kids have with a graphic novel, it is important to discuss how to really read a comic's text and pictures and how to do a "close reading" to get the full effect of the pictures.
Further Exploration: The comic book form is considered an unusual choice for telling a story of Holocaust survival. However, many victims of the Holocaust used drawing and painting as a way to cope with the atrocities they witnessed. Below is an autobiographical story written by Holocaust survivor and artist, Fernand "Horn" Van Horen. The illustrations are drawings Van Horen made in the ghetto, in the Esterwegen and Flossenburg death camps and after his liberation.
Graphic novels and comic books are appearing more and more frequently on class reading lists and Maus is a very popular book to teach in school. I think this is a wonderful development because Maus deals with some very important issues like survival, not getting along with your parents while still respecting their life experiences, and the importance of remembering the past. Even though this book is about the Holocaust, which happened long ago and far away, it keeps Vladek's story relatable and grounded in the present by describing Art's struggle to connect with his father and to forgive his mother for her suicide.
This is a difficult book to gauge as far as student reactions. So many students are so familiar with the Holocaust, that it might be difficult to get them to go slowly, really engage with the book and read the pictures. Still, I think that the 1980's story about Art, as well as the humor of the dialogue between Art and Vladek, could help draw kids in. I also think that, because this may be the first contact kids have with a graphic novel, it is important to discuss how to really read a comic's text and pictures and how to do a "close reading" to get the full effect of the pictures.
Further Exploration: The comic book form is considered an unusual choice for telling a story of Holocaust survival. However, many victims of the Holocaust used drawing and painting as a way to cope with the atrocities they witnessed. Below is an autobiographical story written by Holocaust survivor and artist, Fernand "Horn" Van Horen. The illustrations are drawings Van Horen made in the ghetto, in the Esterwegen and Flossenburg death camps and after his liberation.
How a drawing saved my life
by Fernand Van Horen
Introduction
Fernand Van Horen is well known in Belgium under his artist name Horn. Since 1936 and during more than 35 years, he was an illustrator for the famous Belgian newspaper "Le Soir". His humoristics drawings for the "Tour de France" on the last page of the "Soir" are now famous. In 1940, Fernand Van Horen is lieutnant in the 2nd. Lancier, attached to the Belgian Headquarters. On March 1st, 1941 he became member of the Secret Army and took an active part in the fight against the Nazi occupation of Belgium. On February 24th, 1943, he is arrested with 12 companions by the Gestapo. As a partisan, he became "Nacht und Nebel" (Night and Fog) prisoner . He started then his long journey through the Nazi hell.
The prison of St Gilles, Brussels
Arrested by the Gestapo on February 24th, 1943, I'm alone in a cell because I am a N.N. prisoner. I am lucky because the rest of my group is directly sent to Breendonck... We all know what this mean...
I am questioned at the Brussels headquarters of the Gestapo, avenue Louise. As I said, as a N.N. prisoner, I have right to nothing (except beatings and torture...). But one day, I'm lucky again: one of the German soldiers pretended that I am a famous Belgian boxer! I try to explain that he is wrong but he insists in order to give me a double ration of food everyday! Of course I stop denying!
To stay during long days alone in a cell is not really pleasant... But I found some exercise books, a pencil and a pencil-sharpener, and thanks to my imagination and my drawings I escape from this cell... (I made my first drawings for "Le Soir" in 1936).
The loneliness of a N.N. prisoner is not total, I can communicate with my companions in the other cells through the heating air-ducts. In this way I learn that we shall be judged by a Luftwaffe Military Tribunal. I even learn the address: rue des Quatre Bras! But suddenly, everything changes! We are sent to Germany! We shall be judged by a "Sonder Gericht", a "Civil" Nazi Tribunal. Not good news!
First stop in Germany: Essen. We are in a huge prison standing alone in the ruins of the city. We are four men to a cell, lying on the ground (no bed of course). During the night, the Allied bombers appear to say a "hello" to the Krauts. The rest of the city is destroyed but the prison is not touched by the bombs. The next day we are sent to the concentration camp of Esterwegen.
Esterwegen
Esterwegen is a camp located near Emden and Papenburg, in a region full of swamps. This region is called "Sauerland". Here are the barracks... The conditions of life are not impressive and the food nearly non-existent but we know there are worst places to be. Each day, some of our companions are sent to the Nazi tribunal for judgment. We never see them again.
During all these days, I spend my idle time with my pencil and paper. I draw the portrait of each of my comrades on the condition that they provide me with the pencil and the paper. I have created hundreds of these drawings. I spend two Christmases in Esterwegen.
During all these days, I spend my idle time with my pencil and paper. I draw the portrait of each of my comrades on the condition that they provide me with the pencil and the paper. I have created hundreds of these drawings. I spend two Christmases in Esterwegen.
One day, I am transferred to Bayreuth, in an old convent converted in prison, located near the famous Wagner's theater. On a morning, a team of Gestapo agents arrives in the prison and begin to question all the inmates. We realize that they have absolutely no documents, nothing in order to lead these interrogations. The bombers have destroyed the archives of the Gestapo! And, of course, we all pretend that we are poor innocents civilians wondering what we are doing here, but the Gestapo doesn't give up so easily, on March 10th, 1945, we are all sent to a death camp.
Flossenbürg
Flossenbürg is located in Bavaria. Most of the inmates are Russians or Polish. The conditions of life are incredible. Nobody can imagine the bestiality and the cruelty of the SS guards. It is really hell here! And there are very few survivors of this hell!We entered a barrack and are immediately faced with what will be common for us in the next months; an inmate is beaten to death with a whip. We don't know the reason why this poor fellow is beaten to death. Torture, shootings, hangings, all of this is just normal life in Flossenbürg. The most common threat of the SS is "Krematorium"!The bag containing my clothes is stored in a room located beside the crematories. A "kapo", a German criminal, has found the exercise books with all the drawings I made in the prison of Saint Gilles, Brussels. And my name is on each cover! Immediately, the guard begin searching for me in the camp. He explained to me; here is the deal: if I draw his portrait and fill his room walls with humoristics drawings, he will take care of me and remove me from this work team! I ask to my friends what should I do and they all tell me that I must accept the deal, maybe I'll be able to help them later.
The day after our arrival in the camp, we are sent to a kommando: we must take huge stones on our back and transport it from one hill to an other. Of course, we are beaten during the whole day with clubs, rifles, etc. I soon realize that we have no chance to survive from here. But once again, I am lucky... A miracle!
But two days later, the worst happened: I have diarrhea and I'm suffering like hell. The SS guards gives me a delay of four days to become well... after, it is the crematory! The kapo amateur of drawings sends me to the infirmary.
In the infirmary, we receive no medical care of course! The only "good side" of this crematory antechamber is the silence. I am forced to stay for a while under a freezing shower and I am placed in a "bed". The bed is just a wooden box with just enough room for one man. An inmate is lying in the box, and he is in coma. He died quickly.
I stay three days and three nights, naked, with this corpse just on me. The "bed" is full of excrement and I am so weak I am not able to push the body out of the box. I am wondering why the Russian inmate in charge of the infirmary do not remove the corpse out of this place... I understand later: this frozen body represents three rations of food for him.
My friends have been sent to another kommando: they have to destroy non-exploded bombs. There is something strange! The SS leaves the camp alone, then comes back with several of them wounded by gunfire. During the night, hundreds of inmates from other camps arrive. They are exhausted, really in a pitiful condition. They have to stay the whole night outside... and it is freezing! The day after there are corpses lying everywhere in the camp.
Suddenly, several armed SS enters the infirmary! Is it the end for us? Will they shoot us? No! They leave with all the inmates able to walk. We shall find several of these poor men shot, 100 meters from the entry of the camp... We are waiting the whole day, wondering what shall happened in the next hours and if the SS will return. The day after is sunny. I leave my "bed" and slowly, painfully make my way out of the barracks area. The only clothing I am wearing is a cover full of excrement. Suddenly we hear the noise of automatic rifles! On the hill we see hundreds of soldiers! The SS are coming back!
A tank enters the camp, destroying the gate. We all see a white star on its side!!! These soldiers are not SS, They are American GI's!!!
How to explain what we feel in this moment. The joy is so intense that I am suddenly feeling weak. I laboriously make my way back to my "bed", this disgusting box full of excrement, and crawl in with my dead companion, the corpse is still there! Today, it is April, 23rd., 1945.
The first American soldier enters the infirmary. I try to translate what he is saying because all the other inmates are Russians or Polish and, of course, they don't speak English. The poor guy can't believe what he is seeing in this infirmary. I try to explain him what happened then I ask him to stay still: I draw his portrait. And this brave soldier leaves proudly, with his portrait in his hands...
Big mistake! In the following minutes, all the soldiers are asking for a portrait!... Despite of my fever, I try to satisfy everybody!
After some weeks of recovering, I come back in Belgium with two other Belgian "N.N." inmates. The Belgian minister Van Zeeland has sent a unit of para-troopers in order to escort us back. We are home on May, 7th 1945.
Epilog...
Twenty seven years later, in the afternoon of September 1st., 1972, I have a phone call from the Hotel "Palace" in Brussels. It is an American tourist who wants to meet me. He pretends he met me in Germany in 1945. OK, let's see!
At the lobby of the hotel, a man is waiting for me. He has a drawing in his hands. What a surprise: he is one of my liberators of Flossenbürg!!! What is he doing here?
 |
| Portrait of Albert A. Salt, officer in the 2nd Calvary and liberator of Flossenbürg. The portrait is signed "Flossenbürg, April 29th, 1945, F. Van Horen" |
Here is the story. In 1945, in the chaos of the last months of the war, the famous Lipizzans horses of the Spanish School of Vienna are lost... These incredible horses are sought by the Germans and the Russians. The colonel Podhajsky, commander of the school had asked help from General Patton. General Patton had immediately sent a unit with one unique mission: to retrieve these horses... and they did it!
For the 400th anniversary of the famous Spanish School of Vienna, the survivors of this unit were invited by the Austrian government. This travel and the wonderful celebration offered by the Austrian government are described in a kind letter we have received from the spouse of my American liberator, Mrs. Willard-Burdick, Jackson, Michigan. She traveled with her husband.What do you think of using simplified visual imagery to tell stories about the Holocaust? Why might an artist choose this style? Do you think it is effective? Do you think it is respectful of the tragedy? Why might someone object to telling Holocaust stories using this medium?
And that was the reason they were here: their first stop in Europe was Brussels. Since my name and address was written on the back of the drawing, it was not too difficult to find me!
We had a wonderful dinner in a restaurant in the heart of Brussels. We had so much to discuss... The day after, they left for Vienna, on the same roads my liberator had crossed in 1945...
If you like Maus I, you might like:
Maus II by Art Spiegelman
Anne Frank: The Anne Frank House Authorized Graphic Biography by Six Jacobson and Ernie Colon
Persepolis by Marjane Satrapi
The Perks of Being a Wallflower
by Stephen Chbosky
Grades 8-12
Traumatized by the death of a close friend and the death of his favorite aunt, Charlie prefers to cling to the wall and watch as others enjoy living. However, when Charlie starts his freshman year of high school, he makes some friends who refuse to let Charlie live his life with his back to the wall. There is beautiful Sam, her reckless brother Patrick, passionate Mary-Elizabeth and Craig, the sexually confused quarterback. With the help of his new friends, Charlie begins to enjoy his new life away from the walls, but is he ready for all that comes with truly living?
The Perks of Being a Wallflower combines features of the problem novel and the identity novel. Charlie searches for his true identity through books, music, movies and friendships. But he also has a problem that seems always on the periphery, about to come out. When I discovered the root of Charlie's problem, I was completely surprised, but many of my fellow students said they guessed it long before Charlie revealed the problem. Personally, I felt very connected to Charlie throughout the book, but I lost that feeling of connection at the end of the book. Charlie's problem is much more serious than any problem I've ever faced, so it felt almost audacious to continue to claim a connection to Charlie and his problems. However, many of my fellow students have faced problems similar to Charlie's and they felt that strengthened their connection to him.
I think that most students will really enjoy this book. It has an abundance of pop culture references which, though dated, could help draw kids in. I also think that this book could serve as a really great way to get kids to read classic literature when they wonder what Charlie was talking about when he read The Fountainhead or The Catcher in the Rye. Despite its pop culture approachability, this book addresses some very controversial and confusing issues and I think some kids may have some concerns about such issues. It would be important to be available for discussions with kids who have any questions about the more mature subjects in this book.
Further Exploration: Here is a list of the songs on the mixtape Charlie makes for Patrick:
"Asleep" by The Smiths
"Vapour Trail" by Ride
"Scarborough Fair" by Simon and Garfunkel
"A Whiter Shade of Pale" by Procol Harum
"Dear Prudence" by The Beatles
"Gypsy" by Suzanne Vega
"Nights in White Satin" by The Moody Blues
"Daydream" by The Smashing Pumpkins
"Dusk" by Genesis
"MLK" by U2
"Blackbird" by The Beatles
"Landslide" by Fleetwood Mac
"Asleep" by The Smiths
If you aren't familiar with each song, you can click on the song title to listen to a clip at Amazon.com (note: the links to the songs by The Beatles will take you to versions covered by other artists because Amazon does not have the right to distribute any Beatles albums. If you listen to the covers by #1 Beatles Tribute Band, you will hear a version very close to the real thing). What do these songs have in common? Why did Charlie make this mixtape for Patrick? What is Charlie trying to say through these songs? If you were making a mixtape for a very good friend, who would you make it for and what songs would you put on it?
If you like The Perks of Being a Wallflower, you might like:
Go Ask Alice by Anonymous
Extremely Loud and Incredibly Close: A Novel by Jonathan Safran Foer
The Curious Incident of the Dog in the Night-Time by Mark Haddon
Sold
by Patricia McCormick
Grades 9-12
Thirteen-year-old Lakshmi lives a simple life farming atop a Nepali mountain with her loving mother, indolent stepfather, baby brother and her pet goat. Though the life of a Nepali farmer is difficult, Lakshmi loves her family and is the star student in school. However, when bad weather and her stepfather's gambling threaten her family's survival, Lakshmi agrees to travel to the city to work as a maid to a rich family. But, when Lakshmi's stepfather arranges her position in the city, he sells her into prostitution and Lakshmi's life becomes a nightmarish cycle of abuse, fear and rape. As she works in the brothel to earn her freedom, Lakshmi struggles to maintain her identity and her hope that one day she will make enough to buy her way home.
Sold is written in beautiful, spare, free-verse that allows the reader to experience all the emotion of Lakshmi's journey without being too graphic. I was very much affected by Lakshmi's struggle to avoid despair and to survive her terrible surroundings. I found it especially compelling that every time her situation worsens and threatens to rob her of her hope, she finds a way to hold on to the will to survive and to escape. This is a book about the atrocities of child prostitution, but it is also about the interminable will to survive and the incredible capacity of the human spirit to endure terrible hardships while retaining that survival will.
Students may have a hard time with some of the rape scenes in this book. Though the reading comprehension level is relatively low, I think this is a book best reserved for older students. I also think that it is likely that some students may hear that this book is written in poetry and be completely turned off before they even open the cover. Since many students profess a poor opinion of poetry, it may be best to keep the fact that Sold is written in poetry a secret until after the students have read it. I think this is possible because the poetry of Sold is free-verse that generally reads very much like prose and I think only poetry-savvy students are likely to notice the poetic form.
Further Exploration: The world of Sold is real and stories like Lakshmi's really happen. In 2004 two American filmmakers chronicled the reality of child prostitution in India in a documentary called Born into Brothels. Below is an excerpt from the film. You can watch the whole film by clicking this link.
If you like Sold, you might like:
I am Nujood, Age 10 and Divorced by Nujood Ali
Slave: My True Story by Mende Nazer
A Thousand Sisters: My Journey into the Worst Place in the World to be a Woman by Lisa Shannon
Speak
by Laurie Halse Anderson
Grades 9-12
The first year of high school is scary for every student. For Melinda Sordino it is the usual gauntlet of teasing, bullying, cliques and self-doubt. But Melinda has something more she must overcome: a dark secret that has stolen her voice. Melinda chooses not to speak to the people around her as she struggles to find her place, her identity and her voice. She makes connections with her art teacher and with a few kind students, but only Melinda can reveal her secret and decide to speak.
Speak was not my favorite of the books I read this semester, but I feel it addresses an issue that is very important to discuss with young adults. I believe that this book could provide a useful tool in starting a dialogue about this issue, so I see the value of bringing Speak into a classroom. Besides Melinda's big secret, there are other themes that are important for young adults to explore. These themes include fitting in, making friends, forming trusting relationships and personal identity.
I feel that female students will definitely be enthusiastic about reading this book and I have no doubt that most will feel connected to Melinda. Conversely, I think male students may have a harder time getting interested in this book. However, once they start reading, I believe they will be as invested in Melinda's story as female readers. Some of the issues in Speak could make students uncomfortable when it comes to classroom discussions so it may be appropriate to separate students into male/female groups for part of the conversation and then bring everyone back together once there is more comfort with the subject matter.
Further Exploration:
Here is a video of Laurie Halse Anderson reading this very powerful poem:
Speak was not my favorite of the books I read this semester, but I feel it addresses an issue that is very important to discuss with young adults. I believe that this book could provide a useful tool in starting a dialogue about this issue, so I see the value of bringing Speak into a classroom. Besides Melinda's big secret, there are other themes that are important for young adults to explore. These themes include fitting in, making friends, forming trusting relationships and personal identity.
I feel that female students will definitely be enthusiastic about reading this book and I have no doubt that most will feel connected to Melinda. Conversely, I think male students may have a harder time getting interested in this book. However, once they start reading, I believe they will be as invested in Melinda's story as female readers. Some of the issues in Speak could make students uncomfortable when it comes to classroom discussions so it may be appropriate to separate students into male/female groups for part of the conversation and then bring everyone back together once there is more comfort with the subject matter.
Further Exploration:
Here is a video of Laurie Halse Anderson reading this very powerful poem:
If you like Speak, you might like:
Uglies by Scott Westerfield
Dream Boy by Jim Grimsley
Girl, Interrupted by Susanna Kaysen
Feed
by M.T. Anderson
Grades 9-12
Imagine a device that allows constant, instant access to the vast knowledge of the Internet implanted conveniently inside your head. Imagine a technology that permits retailers to discover what you most desire and to customize products to meet your every need. Imagine being able to communicate with anyone on the network at any time simply by thinking it. Now imagine you can never turn it off. This is The Feed and this is reality for Titus and his friends. Titus loves The Feed. He cannot imagine life without it and neither can anyone else who is plugged in. That is, until he meets Violet, a home-schooled girl who can remember a time before her impoverished family could afford The Feed. As Titus falls for Violet, she shows him that something is not quite right about The Feed. But will he listen?
Feed features an incredibly well-realized futuristic world. I really loved the slang that M.T. Anderson invented for Titus and his friends. They sound like real teenagers. I also love that, though it is a really entertaining story, Feed also discusses some very serious issues. The questions it raises about government, economy, environment, advertising, popular culture and the general dumbing-down of society are thought-provoking and, at times, unsettling.
Students will likely have no problem getting absorbed in the world of Feed. However, because it is so entertaining, and because it is fairly suspenseful, students could easily get caught up in the story and forget to read critically. There are a lot of issues in Feed and it may be necessary to direct student discussions away from how gross the lesions are, or how cool the Feed technology is, to the deeper social and political issues at work in the book.
Further Exploration: Dystopias, like the one found in Feed, are a popular topic in literature. There are many classic books that depict dystopias including: 1984 by George Orwell, Brave New World by Aldous Huxley, Fahrenheit 451 by Ray Bradbury and many more. Here is a comic strip that contrasts the dystopian fears in Orwell's writing versus those found in Huxley's works:
Feed features an incredibly well-realized futuristic world. I really loved the slang that M.T. Anderson invented for Titus and his friends. They sound like real teenagers. I also love that, though it is a really entertaining story, Feed also discusses some very serious issues. The questions it raises about government, economy, environment, advertising, popular culture and the general dumbing-down of society are thought-provoking and, at times, unsettling.
Students will likely have no problem getting absorbed in the world of Feed. However, because it is so entertaining, and because it is fairly suspenseful, students could easily get caught up in the story and forget to read critically. There are a lot of issues in Feed and it may be necessary to direct student discussions away from how gross the lesions are, or how cool the Feed technology is, to the deeper social and political issues at work in the book.
Further Exploration: Dystopias, like the one found in Feed, are a popular topic in literature. There are many classic books that depict dystopias including: 1984 by George Orwell, Brave New World by Aldous Huxley, Fahrenheit 451 by Ray Bradbury and many more. Here is a comic strip that contrasts the dystopian fears in Orwell's writing versus those found in Huxley's works:
Which view of the future, Orwell's or Huxley's, do think is reflected in the world of Feed? How has the world changed since the 1930's and 1940's when Orwell and Huxley were writing?
If you like Feed, you might like:
Unwind by Neal Schusterman
Ship Breaker by Paolo Bacigalupi
The Hunger Games by Suzanne Collins
by John Green
Grades 9-12
Bored and outcast in his hometown, 16-year-old Miles Halter decides to leave Florida for a boarding school in Birmingham, Alabama. At Culver Creek Preparatory School Miles quickly finds a group of friends and a cure for his boredom. He meets The Colonel, a genius with a penchant for rebellion, Takumi, the long-suffering straight man, and Alaska. Alaska is everything Miles ever wanted in a girl: she's bright, funny, gorgeous, loves sex and thinks Miles is cute. She's also completely crazy. As Alaska draws Miles and his friends into her tumultuous life, they can't help but fall in love with her. But fire like Alaska's often burns and as the heat increases she can't help scorching the people closest to her.
I enjoyed Looking for Alaska, but I don't think it is as literary as some of the other books I read this semester. I like the characters and they seem very authentic and believable, but I felt there were fewer embedded themes and issues in this novel. This book does explore the dangers of underage substance abuse as well as raising questions about teen sexuality, loss, grief and challenging authority. All these issues are addressed in a highly accessible, maybe even obvious, way and I think that students might like not having to look too deeply to find the themes in Looking for Alaska.
This is a book that I would give to a student to read outside of class and I would feel confident that the student would really enjoy reading it. However, I would be worried that students might focus too much on the racy or controversial scenes in the book rather than observing the story as a whole. To avoid this kind of myopia, it might be necessary to have a quick discussion with the student when they finish the book to ask a few thought-provoking questions and draw attention away from all the drinking, swearing, sex and drug use. Still it's the drinking, swearing, sex and drug use that is likely to draw the student in, so I don't think it should be ignored, just not over-emphasized.
Further Exploration: Here is the text of Alaska's favorite poem:
I enjoyed Looking for Alaska, but I don't think it is as literary as some of the other books I read this semester. I like the characters and they seem very authentic and believable, but I felt there were fewer embedded themes and issues in this novel. This book does explore the dangers of underage substance abuse as well as raising questions about teen sexuality, loss, grief and challenging authority. All these issues are addressed in a highly accessible, maybe even obvious, way and I think that students might like not having to look too deeply to find the themes in Looking for Alaska.
This is a book that I would give to a student to read outside of class and I would feel confident that the student would really enjoy reading it. However, I would be worried that students might focus too much on the racy or controversial scenes in the book rather than observing the story as a whole. To avoid this kind of myopia, it might be necessary to have a quick discussion with the student when they finish the book to ask a few thought-provoking questions and draw attention away from all the drinking, swearing, sex and drug use. Still it's the drinking, swearing, sex and drug use that is likely to draw the student in, so I don't think it should be ignored, just not over-emphasized.
Further Exploration: Here is the text of Alaska's favorite poem:
As I Walked Out One Evening
by W.H. Auden
As I walked out one evening,
Walking down Bristol Street,
The crowds upon the pavement
Were fields of harvest wheat.
And down by the brimming river
I heard a lover sing
Under an arch of the railway:
'Love has no ending.
'I'll love you, dear, I'll love you
Till China and Africa meet,
And the river jumps over the mountain
And the salmon sing in the street,
'I'll love you till the ocean
Is folded and hung up to dry
And the seven stars go squawking
Like geese about the sky.
'The years shall run like rabbits,
For in my arms I hold
The Flower of the Ages,
And the first love of the world.'
But all the clocks in the city
Began to whirr and chime:
'O let not Time deceive you,
You cannot conquer Time.
'In the burrows of the Nightmare
Where Justice naked is,
Time watches from the shadow
And coughs when you would kiss.
'In headaches and in worry
Vaguely life leaks away,
And Time will have his fancy
To-morrow or to-day.
'Into many a green valley
Drifts the appalling snow;
Time breaks the threaded dances
And the diver's brilliant bow.
'O plunge your hands in water,
Plunge them in up to the wrist;
Stare, stare in the basin
And wonder what you've missed.
'The glacier knocks in the cupboard,
The desert sighs in the bed,
And the crack in the tea-cup opens
A lane to the land of the dead.
'Where the beggars raffle the banknotes
And the Giant is enchanting to Jack,
And the Lily-white Boy is a Roarer,
And Jill goes down on her back.
'O look, look in the mirror,
O look in your distress:
Life remains a blessing
Although you cannot bless.
'O stand, stand at the window
As the tears scald and start;
You shall love your crooked neighbour
With your crooked heart.'
It was late, late in the evening,
The lovers they were gone;
The clocks had ceased their chiming,
And the deep river ran on.
Walking down Bristol Street,
The crowds upon the pavement
Were fields of harvest wheat.
And down by the brimming river
I heard a lover sing
Under an arch of the railway:
'Love has no ending.
'I'll love you, dear, I'll love you
Till China and Africa meet,
And the river jumps over the mountain
And the salmon sing in the street,
'I'll love you till the ocean
Is folded and hung up to dry
And the seven stars go squawking
Like geese about the sky.
'The years shall run like rabbits,
For in my arms I hold
The Flower of the Ages,
And the first love of the world.'
But all the clocks in the city
Began to whirr and chime:
'O let not Time deceive you,
You cannot conquer Time.
'In the burrows of the Nightmare
Where Justice naked is,
Time watches from the shadow
And coughs when you would kiss.
'In headaches and in worry
Vaguely life leaks away,
And Time will have his fancy
To-morrow or to-day.
'Into many a green valley
Drifts the appalling snow;
Time breaks the threaded dances
And the diver's brilliant bow.
'O plunge your hands in water,
Plunge them in up to the wrist;
Stare, stare in the basin
And wonder what you've missed.
'The glacier knocks in the cupboard,
The desert sighs in the bed,
And the crack in the tea-cup opens
A lane to the land of the dead.
'Where the beggars raffle the banknotes
And the Giant is enchanting to Jack,
And the Lily-white Boy is a Roarer,
And Jill goes down on her back.
'O look, look in the mirror,
O look in your distress:
Life remains a blessing
Although you cannot bless.
'O stand, stand at the window
As the tears scald and start;
You shall love your crooked neighbour
With your crooked heart.'
It was late, late in the evening,
The lovers they were gone;
The clocks had ceased their chiming,
And the deep river ran on.
And here is a video of W.H. Auden reading his poem aloud:
Why do you think Alaska likes this poem so much? What do you think it says about who she is? Do you like the poem? Why or why not? What do you think this poem is about?
If you like Looking for Alaska, you might like:
Paper Towns by John Green
Thirteen Reasons Why by Jay Asher
A Separate Peace by John Knowles
The Disreputable History of Frankie Landau-Banks by E. Lockhart
Dash & Lily's Book of Dares by Rachel Cohn
Dash & Lily's Book of Dares by Rachel Cohn