Wonderstruck

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Recipient of Peach’s Picks Award

Top Ten Favorite Books

Summer 2011

Author: Brian Selznick

Illustrator: Brian Selznick

Peach’s Picks Rating:

Year of publication: 2011

City of publication: New York

Publisher: Scholastic Press

ISBN: 978-0-545-02789-2

Author website: No personal website located, but information about the author/illustrator can be found at http://www.theinventionofhugocabret.com/about_brian_bio.htm and http://www2.scholastic.com/browse/contributor.jsp?id=3180

Illustrator website: See "author website" information

Media used for illustrations: Pencil on paper

Annotation: Ben, a 12-year-old boy, runs away from his home in Minnesota to New York City in search of his father. There he meets Rose who has her own compelling tale.

Personal reaction to the book: If you enjoyed The Invention of Hugo Cabret, you will like this book even more. Selznick has again created a most unique picturebook/novel. This book tells two stories that eventually become one. First, the reader is introduced to Ben, a 12-year-old partially deaf orphan, living with relatives near Gunflint Lake, Minnesota in 1977. Ben’s mother recently died. Her death has left him grieving and wondering about the father he never knew, the father his mother never spoke of. A series of incidents including a lightning strike that leaves Ben completely deaf, propel him into running away from home to New York City, where he hopes to locate his father. Ben’s story is told through text. Shortly into the book the reader is introduced to Rose’s story. Rose is a deaf girl living in Hoboken, New Jersey during 1927, whose mother and father are divorced. From her bedroom window Rose gazes across the river to New York City longing for the beautiful actress mother who left her behind as well as personal freedom. Rose runs away from New Jersey and joins her older brother in New York City. Rose’s story is told through illustrations. The action in Ben’s story takes place from June-July 1977. The action in Rose’s story predominately takes place in 1927, but by the conclusion of the book, both characters are happily united in 1977. The illustrations are black and white crosshatched drawings in the style of The Invention of Hugo Cabret. Each illustration is a two-page spread that tells a story separate from the text. At the same time the text and the illustrations of the two separate stories complement and offer clues that drive each story forward. Eyes play a major role in the illustrations. They are vividly realistic and convey deep emotions. The illustrator uses shadows and light to emphasize pivotal points he wants to make in Rose’s story. Selznick brilliantly transitions the text to the illustrations and back again, weaving the stories to a more than satisfying ending. I highly recommend reading this unique picturebook. Be sure to read the "Acknowledgments" and "Select Bibliography" for insights into Selznick's creative process.

General curricular connections:

• Literature
• Creative writing / write the next chapter in Brian's life
• Art / study of Brian Selznick's artwork
  

Recommended grade levels:
The book has not yet been reviewed by School Library Journal and Booklist
Peach's Picks recommends the book for grades 5 and up

Awards/Recognitions: None as of this date

Note: The copy of this book is an advance reader's copy. The book is scheduled for publication in September 2011. This entry applies to the assignment criteria to review books published during  2010-2011.

Simile: Page 126; “Lightning kept flashing, momentarily illuminating the room like flashbulbs on a camera.”

Simile: Page 264; “Everyone everywhere seemed to be a different color, as if the cover of his social studies textbook had come to life around him.”

Simile: Page 329; “…Ben marveled at the life-size dioramas cut like windows into the dark walls.”

Simile: Page 407; “Behind their reflections, from certain angles, the animals peered out like ghosts from the Serengeti.”

Symbolism: Pages 356-357: Rose makes a wish, writes it on a piece of paper, and places it on the meteorite in the museum – Rose is wishing on a star

Book cover picture retrieved from http://www2.scholastic.com/browse/search?query=wonderstruck

The Highwayman

Author: Alfred Noyes

Illustrator: Murray Kimber

Peach's Picks Rating:



Year of publication:
Text: Alfred Noyes 1913, renewed 1941
Illustrations: Murray Kimber, 2005

City of publication: Tonawanda, NY

Publisher: Kids Can Press Ltd.

ISBN: 978-1-55337-425-1

Author website: No author site available. Information about the author can be obtained through the online version of Encyclopedia Britannica.

Illustrator website: http://www.murraykimber.com/

Media used for illustration: Charcoal, conté and acrylic on paper. The text was set using the fonts Streamline, Bodega Sans and Celeste.

Annotation: Bess, the innkeeper’s daughter, loves the highwayman. Their love ends in tragedy through betrayal by another man who is smitten with Bess. This version offers film noir style illustrations.

Personal reaction to the book: This newly illustrated version of the Highwayman poem by Alfred Noyes is still as romantic as the version I discovered in Childcraft years ago. Here, it has the dark edge of gang-land set in 1930s film noir style New York City. Bess, the innkeeper’s beautiful black-eyed daughter, is still in love with the highwayman depicted as a lone motorcycle rider. He greets her before heading off on a heist. They both desire a kiss. She leans out the window toward him. He can only reach and kiss her hair, driving the lovers’ longing even deeper into the reader’s heart. Tim, the ostler, who also loves Bess, betrays both to the FBI. They come and hold Bess hostage waiting for the highwayman to return. She is tied to the bedpost with a gun pointing to her breast. Bess waits listening for his return. As he approaches, she shoots herself in warning. The illustrations create a dark and foreboding mood. Sharp straight lines create tension in the pictures. The artist uses brown tones accented with purple wash to create a foreboding mood. Bess’ red nail polish and red blood seeping down her hands constricted by the tight ropes binding her to the bedpost foreshadow tragedy. The poem reads aloud well. It can be shared with small groups since the size of the book is too small to be seen by a large group. However, the size is very inviting for an individual reader. The design of this appealing slim volume includes a velum front paper giving the book a retro feel. Readers unfamiliar with the poem will be attracted to the cover of the book showing a gangster on a motorcycle. This newly illustrated version of the poem is sure to be enjoyed by secondary students. One slight problem with the illustrations is found on page 8. The illustration does not match the text. The text says “He tapped with his whip on the shutters, but all was locked and barred.” However, the illustration shows Bess lying in bed looking over her left shoulder out an open window with curtains blowing in the breeze.

General curricular connections:

• Poetry studies
• Alfred Noyes
• Graphic novels
• Theater classes – performance of the poem
• Pair with Romeo and Juliet (original play as well as the 1996 film version directed by Baz Luhrmann, starring Leonardo DiCaprio and Claire Danes) / romance / tragic love 

Recommended grade levels:
School Library Journal recommends the book for grades 6 and up
Booklist recommends the book for grades 7-10
Peach's Picks recommends the book for grades 7 and up

Awards/Recognitions:
Nominee for Governor General's Award for Children's Illustrations, 2005
One of the Globe & Mail's top dozen children's books, 2005

Note: This entry meets the assignment criteria to review books that contain single book-length poems.

Rhythm: Poetic meter – Noyes created six feet in a line, the hexameter rhythmic pattern

Rhyme: Page 2-3; Rhyming pattern of AABCCB; for example:

The wind was a torrent of darkness among the gusty trees (A)
The moon was a ghostly galleon tossed upon cloudy seas (A)
The road was a ribbon of moonlight over the purple moor (B)
And the highwayman came riding (C)
Riding, riding, (C)
The highwayman came riding, up to the old inn-door. (B)

Repetition: Page 5; “And he rode with a jeweled twinkle, is pistol butts a-twinkle, His rapier hilt a-twinkle…”

Onomatopoeia: Page 27; “Tlot-tlot” indicating the sound of horse-hoofs

Symbolism: Page 28; Picture of a horse on the motorcycle’s gas tank showing the motorcycle is the steed in this illustrated version of the poem

Metaphor: Page 2; “The moon was a ghostly galleon tossed upon the cloudy seas”

Book cover picture retrieved from http://www.kidscanpress.com/Canada/The-Highwayman-P5583.aspx

Benno and the Night of Broken Glass

Author: Meg Wiviott

Illustrator: Josée Bisaillon

Peach's Picks Rating:
 


Year of publication: 2010

City of publication: Minneapolis, MN

Publisher: KAR-BEN  Publishing

ISBN: 9780-0-8225-9929-6

Author website: http://megwiviott.com

Illustrator website: http://joseebisaillon.com/

Media used for illustration: Mixture of collage, drawings and digital montage

Annotation: This story, set in 1938 Berlin, is told from the viewpoint of a neighborhood cat who watches as Jews and Gentiles are affected by the beginning of the Holocaust.

Personal reaction to the book: It is 1938, just prior to the beginning of the Holocaust. Benno, the neighborhood cat, has no particular owner, but makes his home in the cozy cellar next to a furnace at Number 5 Rosenstrasse in Berlin. During the day he visits homes and businesses of Jews and Gentiles where he is affectionately welcomed. The people in this pleasant neighborhood are friendly and interact with one another, but it begins to change as the Nazi regime begins to take over Berlin. Then, one night known as Kristallnacht (Night of the Broken Glass), the cat watches as “men in brown shirts” (Nazi Stormtroopers) destroy the homes, businesses and Neue Synagogue. Benno’s Jewish friends disappear and life is never the same. The book reads aloud well. The action moves along and horrors surrounding Kristallnacht are comprehensible, but not overwhelming to readers. However, it is difficult to read this book to a group when holding the book and showing pictures. The font is small and not easy to read. Each illustration is a two-page spread. The pictures extend the text showing a calm neighborhood that is transformed into chaos and rubble during the course of the story. Though on pages 1-2, what appears to be a quiet neighborhood is shown with buildings and lampposts slightly off-balance with dark skies in the background, foreshadowing the terrors to come. As the drama unfolds the illustrations become more off balance and angular. This book offers a thoughtful means to supplement discuss of events surrounding the Holocaust. Includes an afterword providing additional information, a bibliography, and a list of other children’s books related to the Holocaust.

General curricular connections:

• Holocaust

Specific example of curricular connection matched to State Standards:
Subject: History

Grade level: 10

Standards:

History-Social Science Content Standards for California Public Schools, Kindergarten through Grade Twelve

Grade 10

World History, Culture, and Geography: The Modern World

10.8 Students analyze the causes and consequences of World War II.

5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians

Recommended grade levels:
School Library Journal recommends this book be used with grades 3-5
Booklist recommends this book be used with grades 2-5
Peach's Picks recommends this book be used with grades 3 and up

Awards/Recognitions:
School Library Journal starred review

Note: This entry applies to the assignment criteria to review books published during  2010-2011.

Repetition: Pages 2, 10, and 24; Reference to Benno’s bed near the furnace and fresh milk left there for him

Book cover picture retrieved from http://www.karben.com/catalog/index.php?main_page=product_info&products_id=370

Ballet for Martha: Making Appalachian Spring

Author: Jan Greenberg and Sandra Jordan

Illustrator: Brian Floca

Peach's Picks Rating:
 


Year of publication: 2010

City of Publication: New York

Publisher: A Neal Porter Book: Roaring Brook Press

ISBN: 9781596433380

Author website:
Jan Greenberg available at http://mowrites4kids.drury.edu/authors/greenberg/
Sandra Jordan available at http://us.macmillan.com/author/sandrajordan
Jan Greenberg and Sandra Jordan available at http://www.jangreenbergsandrajordan.com/

Illustrator website: http://www.brianfloca.com/ChildrensBooks.html

Media used for illustration: Watercolor and pen and ink

Annotation: The story explains the collaborative creation of the ground-breaking ballet “Appalachian Spring”. It describes how Martha Graham’s choreography, Aaron Copland’s composition and Isamu Noguchi’s set design melded to create an American classic.

Personal reaction to the book: Personal reaction to the book: Beautifully crafted book that explains how three great artists were in the right place at the right time to create a classic dance performance. Some background information is give on each artist, but the focus is the creation of “Appalachian Spring”. The text reads like free-verse poetry and lends itself to being read aloud. The illustrations are clear, showing the strength of the dancers and the meaning of the ballet. A group of students can easily view the illustrations in a group setting. They can be enjoyed individually and examined for objects unique to the time period; e.g., seams down the legs of the hose worn by the woman on page 22. The dancers’ power is captured through the illustrations. Pair this book with a recording of Copland’s music. The pages are numbered, making it easy to reference pages. Extensive back matter is included at the conclusion of the story. This is a very interesting book giving the reader a glimpse into the creative process.

Further discussion of artwork:

In the book Children’s Literature in the Elementary schools, under the heading “The Picture Book Defined”, the authors states “These are books in which images and ideas join to form a unique whole. In the best picture books, the illustrations extend and enhance the written text, providing the reader with an aesthetic experience that is more than the sum of the book’s parts” (page 168). The illustrations created by Brian Floca for the book Ballet for Martha: Making Appalachian Spring extend and enhance the text offering an aesthetic experience. While the text alone tells the story of the creation of “Appalachian Spring”, the illustrations are necessary to complete the account. The ink and watercolor artwork flow with energy, extending and enhancing the text. They capture the fluidity and movement of the dancers and the drama of the performance. Floca capably shows the dancers’ postures and movements and the physicality of the dance by using ink lines and washes of watercolor. The reader feels as though they can hear the dancers’ breathing with emotion as they move about the stage, their feet hitting the floor keeping time to the rhythm of the music. The lines convey the movement and emotion of Graham’s chorography. The energetic artwork on page 29 uses lines to suggest the quick movement of the dancers illustrated through the flow of their clothing from their skirts to their sleeves. Through the illustrations the reader feels as though they were present at the October 30, 1944, presentation of the dance.

Reference

Huck, C. S., Helper, S., Hickmanm, J., & Kiefer, B. Z. (2001). Children’s literature in the elementary school (7^th ed). Boston: McGraw Hill.

General curricular connections:

• Dance classes – discussion of dance genres
• Martha Graham
• Aaron Copland
• Isamu Noguch
• Theater – set design

Specific example of curricular connection matched to State Standards:
Subject: Visual and Performing Arts / Dance
Grade level: 9-12

Standards:

California State Standards

California State Board of Education, Visual and Performing Arts: Dance Content Standards

Grade Nine through Twelve: Proficient

3.0 Historical and Cultural Context

History and Function of Dance

3.3 Explain how the works of dance by major choreographers communicate universal themes and sociopolitical issues in their historical/cultural contexts (e.g., seventeenth-century Italy, eighteenth-century France, the women's suffrage movement, dance in the French courts, Chinese cultural revolution).

Grade Nine through Twelve: Advanced

3.0 Historical and Cultural Context

3.2 Analyze the role dancers and choreographers play in the interpretation of dances in various historical and cultural settings.

Recommended grade levels:
School Library Journal recommends the book for grades 2-6
Booklist recommends the book for grades 2-4
Peach's Picks recommends the book for grades 3 and up

Awards/Recognitions:
 Booklist starred review
Horn Book starred review
Kirkus Review starred review
Library Media Connections starred review
Publishers Weekly starred review
School Library Journal starred review
ALA Notable Books for Middle Readers, 2011
NCTE Orbis Pictus Award, 2011
Sibert Honor, 2011 

Note: This entry applies to the assignment criteria to review books published during  2010-2011.

Simile: Page 20; “To the dancers the stage is like an obstacle course.”

Book cover picture retrieved from http://www.jangreenbergsandrajordan.com/

Duel! Burr and Hamilton's Deadly War of Words

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Recipient of Peach’s Picks Award

Top Ten Favorite Books

Summer 2011

Author: Dennis Brindell Fradin

Illustrator: Larry Day

Peach’s Picks Rating:

 



Year of publication: 2008

City of publication: New York

Publisher: Walker & Company

ISBN: 978-0-8027-9583-0

Author website: No personal website. Information about the author can be obtained at http://www.scbwi-illinois.org/FradinD.html and http://www2.scholastic.com/browse/contributor.jsp?id=167991

Illustrator website: http://www.dayhere.com/

Media used for illustrations: Ink with watercolor and gouache

Annotation: Aaron Burr and Alexander Hamilton face-off in an illegal pistol duel. They are ready to fight to the death, nursing long held grudges and defending their honor.

Personal reaction to the book: This is an outstanding picturebook to use in conjunction with the study of Revolutionary America. It tells the story that led to the illegal pistol duel between Aaron Burr, Vice President of the United States, and Alexander Hamilton, Secretary of Treasury. Students will be familiar with the two men from their studies of the American Revolution. They may even be familiar with the duel and the results, but the story leading up to it and the drama of the outcome will keep them on the edge of their seats. The book begins by describing the early years of both young men and the parallels between them. Then the author explains the animosity that led to the duel. The tension builds until the reader arrives at the site of the duel and the eventual death of Hamilton and Burr’s downfall. The author blames neither man, showing both sides of the story leading to the showdown. It is an excellent entry point to enhance studies of the American Revolution with a riveting story. The majority of illustrations span two-page spreads. All portray action and emotion. They show body language and tension. End notes are offered discussing other duels, as well as a bibliography and suggested reading list. The end papers show a map of the area highlighting the location of the duel. I highly recommend this book for use with American Revolutionary studies. The book reads aloud well and the illustrations can be seen by a group.

General curricular connections:

• United States history
• Aaron Burr
• Alexander Hamilton
• People and events associated with the development of the U.S. Constitution - 5th grade / meets California State History Standards 

Specific example of curricular connection matched to State Standards:
Subject: History / Social Studies
Grade level: 5

California State Standard

History-Social Science Standards for California Public Schools, Kindergarten through Grade Twelve

Grade 5 Standards: 5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.

Recommended grade levels:

School Library Journal recommends the book for grades 3-6

Booklist recommends the book for grades 3-6

Peach’s Picks recommends the book for grades 4 and up

Awards/Recognitions:

Junior Library Guild selection

Booklist starred review

Horn Book starred review

Kirkus Review starred review

School Library Journal starred review

Note: This book applies to the assignment criteria - books chosen from “Other books receiving Top Ten votes, Summer 2009."

Idiom: Page 6; “He had a chip on his shoulder...”

Symbolism in illustration: Page 1; fresh grave site symbolizing Hamilton’s mother’s recent death

Symbolism in illustration: Page 19; Hamilton’s spectacles are shown being thrown from his face after being shot, symbolizing the power of the gunshot as well as the moment’s tension

Book cover picture retrieved from http://www.dayhere.com/books.html

Sit-In: How Four Friends Stood Up by Sitting Down

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Recipient of Peach’s Picks Award

Top Ten Favorite Books

Summer 2011

Author: Andrea Davis Pinkney

Illustrator: Brian Pinkney

Peach’s Picks Rating:

Year of publication: 2010

City of publication: New York

Publisher: Little, Brown and Company

ISBN: 9780316070164

Author website: No author website, but a website offering information about the author is available at http://www2.scholastic.com/browse/contributor.jsp?id=2861

Illustrator website: http://www.brianpinkney.net/

Media used for illustrations: Arches 300lb rough paper with watercolors and India ink

Annotation: Four young African-American men staged a sit-in at Woolworth’s in Greensboro, North Carolina. Their action reverberated across America, part of the civil unrest leading to the implementation of the 1964 Civil Rights Act. 

Personal reaction to the book: This is a compelling, lyrical book written in free verse that celebrates the 50^th anniversary of the sit-in staged at a Woolworth’s lunch counter in Greensboro, North Carolina by four young African-American men who attended North Carolina Agricultural and Technical State University. The text plays on the food and recipe metaphors emphasizing the lunch counter setting. The full-color impressionist paintings are not heavy-handed, but manage to capture the tension of the times. With the exception of pages 25-26, all the illustrations are two-page spreads with a center of focus effectively created in each picture. The book designer has chosen to emphasize important phrases in bold letters and colors. This leads to some confusion. The bold phrases in quotation marks are quotes from Martin Luther King, Jr., but other phrases in bold seem to be phrases considered important by the book’s designer. The biographical references and simplified Civil Rights timeline included at the end are a valuable addition. Students may need background information to understand the idea of a Woolworth store with a lunch counter. The text and the illustrations complement one another creating a first class book that can be used with younger students as well as older students. Both the text and illustrations offer many points for discussion, e.g. page 10 “So the customers left, including the four friends who went home to dinner, where they were served first.” Pair with Freedom on the Menu: The Greensboro Sit-ins by Carole Boston Weatherford, (2005) Dial Books for Young Readers.

General curricular connections:

• Civil Rights movement
• United State history
• Race relations

Specific example of curricular connection matched to State Standards:
Subject: History
Grade level: 11

Standards:

California State Standards

History – Social Studies Content Standards for Public Schools: Kindergarten through Grade 12

Grade 11 United States History and Geography: Continuity and Change in the Twentieth Century

11.10 Students analyze the development of federal civil rights and voting rights.

Recommended grade levels:

School Library Journal recommends the book for use with grades 3-6

Booklist recommends the book for use with grades 3-4

Peach’s Picks recommends the book for use with grades 3 and up

Awards/Recognitions:

Booklist starred review

Library Media Connection starred review

School Library Journal starred review

Jane Addams Children’s Book Award, Honors for Books for Younger Children, 2011

Note: This entry applies to the assignment criteria to review books published during  2010-2011. This book is included in Assignment 2.

Repetition: The names of the four young men, David, Joseph, Franklin, and Ezell, are repeated throughout the text.

Repetition: The phrase “A doughnut and coffee with cream on the side.” is repeated throughout the text.

Simile: Page 4; “…they were treated like the hole in a doughnut…”

Metaphor: Page 6; “Integration was finder than homemade cake.”

Metaphor: Page 6; “Integration was a recipe that would take time.”

Symbolism: Pages 17 and 18; the Woolworth’s lunch counter grows infinitely longer as more and more people join sit-ins

Book cover picture retrieved from http://www.brianpinkney.net/main.html

The Beatitudes: From Slavery to Civil Rights

Author: Carole Boston Weatherford

Illustrator: Tim Ladwig

Peach’s Picks Rating:

Year of publication: 2010

City of publication: Grand Rapids, Michigan

Publisher: Eerdmans Books for Young Readers

ISBN: 9780802853523

Author website: http://www.caroleweatherford.com/

Illustrator website: http://www.timladwig.com/

Media used for illustrations: Watercolor and pastel on Twinrocker tinted watercolor paper

Annotation: The beatitudes found in the book of Matthew 5:3-12 (King James Version of the Bible) form the background for this free-verse poem that follows the African-American experience from slavery to civil rights.

Personal reaction to the book: This is a stirring free-verse poetry rendition of the beatitudes found in the book of Matthew 5:3-12 (KJV) set against the backdrop of experiences of African- Americans in the United States. The text on pages 29-30 extends this rendition beyond the experiences of African-Americans to all people who are seeking social justice. The book reads aloud well and lends itself to be read aloud slowly using a powerful voice, e.g., James Earl Jones. The text of the beatitudes begins on the first page. Then they proceed like a running banner through the book on the bottom of the pages. While showing the beatitude text as a running border on the page bottoms adds to the layout, unfortunately some of the text is cut off. As a reader I felt that the text of each verse could be more effectively laid out at the bottom of the page rather than running on. This gave the illustrations a feeling of being off-balance with the beatitude text. The book deals with difficult subjects such as the killing of Emmett Till as well as topics of hope such as the achievements of Booker T. Washington. Educators using this as a classroom read-aloud are well advised to prepare their students for the experience and be prepared to discuss information presented in the book. Students may not be familiar with the beatitudes and some of the characters presented. The full-color artwork adds emotion and drama to the text as well as extending the concepts of the story.

General curricular connections:

• Civil Rights
• American history
• Racism
• Prejudice
• Poetry

Specific example of curricular connection matched to State Standards:
Subject: History
Grade level: 11

Standards:

California State Standards

History – Social Studies Content Standards for Public Schools: Kindergarten through Grade 12

Grade 11 United States History and Geography: Continuity and Change in the Twentieth Century

11.10 Students analyze the development of federal civil rights and voting rights.

Recommended grade levels:

School Library Journal recommends the book for grades 1-6

Booklist recommends the book for grades 2-4

Peach’s Ratings recommends the book for grades 3 and up

Awards/Recognitions:

None located for this book, although the author has received numerous awards and recognitions

Note: This entry applies to the assignment criteria to review books published during  2010-2011. This book is included in Assignment 2.

Sophisticated language: Page 2; “Since the first African American churches were founded in the 18^th century, black religious organizations have brought biblical values to bear on the freedom struggle.”

Metaphor: Page 14, “I was the microphone”.

Rhythm: The beatitudes from Matthew 5:3-12 (KJV) found on page 1

Book cover picture retrieved from http://www.eerdmans.com/shop/product.asp?p_key=9780802853523

As Good As Anybody: Martin Luther King Jr. and Abraham Joshua Heschel's Amazing March Toward Freedom

Author: Richard Michelson

Illustrator: Raul Colón

Peach’s Picks Rating:
 


Year of publication: 2008

City of publication: New York

Publisher: Alfred A. Knopf

ISBN: 9780375833359

Author website: http://richardmichelson.com/

Illustrator website: http://www.morgangaynin.com/colon/(accessed through Morgan Gaynin, Inc. Illustrations Representatives)

Media used for illustrations: Colored pencil and watercolor

Annotation: Brief biographies of Martin Luther King, Jr. and Abraham Joshua Heschel blend the stories of these social justice icons. Their alliance and friendship gave strength to the American Civil Rights movement.

Personal reaction to the book: This picturebook is a powerful melding of text and illustrations that give a remarkable depth of information about Martin Luther King, Jr., Abraham Heschel, and how life events formed their driving passion to promote civil and social justice. Each man was faced with discrimination; King as a black child growing up in the American south and Heschel as a Polish Jew during the Nazi time of power. The story moves along quickly, first giving a succinct account of King’s life then treating Heschel’s life in the same manner. The author parallels incidents of social injustice that eventually unite the two men as leaders in the American Civil Rights movement during the 1960s. Raul Colón created the illustrations for King’s story using earthy shades. He uses blue shades when illustrating Heschel’s story. On the last illustrated page, Colón brings the two color families together representing the unity of the two men who came from different worlds. Stirring quotes from each man introduce the story. The book reminds readers that the American Civil Rights movement involved people of all colors and faiths, not just African-Americans. The book reads aloud well. The text can be seen by a group of students during a read-aloud. There is much to discuss in the text and the illustrations. An educator may decide to prepare students prior to using the book. Students may not be familiar with the Ku Klux Klan, segregation, and discrimination against Jews. Or, this book may be the starting point for discussions of these topics as well as others. End notes give additional information enhancing the understanding of the events described. Do not just trot this book out in honor of Martin Luther King, Jr.’s birthday and Black History Month. It can be used throughout the year to discuss prejudice and discrimination. Pair with “Every Human Has Rights: A Photographic Declaration for Kids” published by National Geographic, 2009.

General curricular connections:

• Civil rights
• United States history / Civil Rights movement
• Reverend Martin Luther King, Jr.
• Rabbi Abraham Joshua Heschel
• Race relations

Specific example of curricular connection matched to State Standards:
Subject: History
Grade level: 11

Standards:

California State Standards

History – Social Studies Content Standards for Public Schools: Kindergarten through Grade 12

Grade 11 United States History and Geography: Continuity and Change in the Twentieth Century

11.10 Students analyze the development of federal civil rights and voting rights.

4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.

Recommended grade levels:

School Library Journal recommends the book for use with grades 2-5

Booklist recommends the book for use with grades 2-4

Peach’s Picks recommends the book for use with grades 3 and up

Awards/Recognitions:

Booklist starred review

Kirkus Review starred review

Sydney Taylor Award Gold Medal, 2009

Skipping Stones Honor Award, 2009

Note: This book is included in Assignment 2.

Repetition: Use of various forms of the word “march” found on pages 14, 15, 30, 32, and 34.

Repetition: Use of the phrase “You’re as good as anybody.” Found on pages 8, 10, and 18.

Repetition: Use of phrases containing the word “stomp”. Found on pages 4, 27, and 33.

Repetition: Themes are repeated. King and Heschel are both excluded from the predominant society; both fathers are spiritual leaders; both men feel a strong sense of social justice and promote their beliefs

Symbolism: Page 29; The Statue of Liberty representing freedom from persecution

Simile: Page 36; “I feel like my legs are praying.”

Book cover picture retrieved from http://richardmichelson.com/RM_Childrens.html

The Grand Mosque of Paris: A Story of How Muslims Rescued Jews During the Holocaust

Title: The Grand Mosque of Paris: A Story of How Muslims Rescued Jews During the Holocaust

Author: Karen Gray Ruelle and Deborah Durland DeSaix

Illustrator: Karen Gray Ruelle and Deborah Durland DeSaix

Peach’s Picks Rating:
  



Year of publication: 2009

City of publication: New York

Publisher: Holiday House

ISBN: 9780823421596

Author website: http://www.hiddenonthemountain.com/bio.htm

Illustrator website: http://www.hiddenonthemountain.com/bio.htm

Media used for illustrations: Oil paint applied with brushes, paper towels, and fingers

Annotation: The Grand Mosque of Paris was used as a hiding place and escape route for Jews and others during the Nazi occupation. The Muslim Arab community united to aid those in danger.

Personal reaction to the book: This is a timely work of nonfiction that could be used effectively when discussing the current strained relations between Muslim Arabs and Jews. It tells the story of North African Muslim Arabs sheltering and helping Jews and others during the Holocaust. I found the story riveting and was interested to learn about the Grand Mosque and the aid extended. The authors have done an excellent job researching and verifying information. The investigation proved difficult; since the operations were clandestine, few written records were kept, and people directly involved have passed away. Readers unfamiliar with mosques will learn that they are not only a place of worship but cultural centers providing information and education, as well as other social services. Extensive notes, references, and an index are provided at the conclusion. A glossary is also included, but it lacks a pronunciation guide. Readers unfamiliar with the pronunciation of Arabic names and words may find the book awkward to read aloud. While reading the book aloud to students, I strive to correctly pronounce names and words. I appreciate a phonetic pronunciation guide for words outside the English language, especially in a book designed to be read aloud. The full-color oil paintings are attractive and keep the reader’s interest, but do not extend the text. Some of the text is difficult to read because it is printed over illustrations, e.g., page 8, where the text is printed on a blue cloudy sky. The pages are numbered which is uncommon in a picturebook, but helpful. While the book is text heavy, the information is interesting and pertinent, providing many discussion points. It reads aloud well. Illustrations can be seen by a group of students.  I recommend it for use with grades 4-8 when studying persecution or the Holocaust. Four stars are given because the illustrations do not extend the text.

General curricular connections:

• History / World War II, France, Holocaust
• Muslim Arab-Jewish relations
• Persecution
• Use in conjunction with the books Hidden on the Mountain: Stories of Children Sheltered from the Nazis in Le Chambon by Karen Gray Ruelle and Deborah Durland Desaix; Number the Stars by Lois Lowry; The Yellow Star by Carmen Agra Deedy

Specific example of curricular connection matched to State Standards:
Subject: History

Grade level: 10

Standards:

History-Social Science Content Standards for California Public Schools, Kindergarten through Grade Twelve

Grade 10

World History, Culture, and Geography: The Modern World

10.8 Students analyze the causes and consequences of World War II.

5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.

Recommended grade levels:

School Library Journal recommends the book for grades 4-6

Booklist recommends the book for grades 3-6

Peach’s Picks recommends the book for grades 4 and up

Awards/Recognitions:

Library Media Connection starred review
ALA Notable Best Books, 2010

Metaphor: Page 5, “During the war, fear, hunger, and loss became everyday companions.”

Metaphor: Page 11, “The man at the heart of the mosque was its rector…”

Simile: Page 8, “The Grand Mosque shimmered like a mirage…”

Book cover picture retrieved from http://www.holidayhouse.com/title_display.php?ISBN=9780823423040