Showing posts with label history. Show all posts
Showing posts with label history. Show all posts

Sunday, July 24, 2011

Smoky Night

Author: Eve Bunting

Illustrator: David Diaz

Peach’s Picks Rating:
 



Year of publication: 1994

City of publication: San Diego, CA

Publisher: Harcourt Brace & Company

ISBN: 0-15-269954-6

Author website: No personal website. Information may be found at http://www2.scholastic.com/browse/contributor.jsp?id=2210


Media used for illustrations: Paintings done in acrylics on Arches watercolor paper and photographs

Annotation:  A neighborhood erupts with violence during the 1992 Los Angeles riots. Neighbors come together in the safety of a shelter and establish connections leaving differences in backgrounds and ethnicities behind.

Personal reaction to the book: The story takes place during one night of the 1992 Los Angeles riots. Daniel and his mother live in an apartment that is surrounded by rioters and looters who rampage through the streets. As they look out the window and watch the action in the street below, Daniel is perplexed by the events. He acts as the narrator of the book and reflectively asks his mother questions about the scenes of violence and looting below.  She answers him directly, trying to make sense of the violence and destruction in their neighborhood. The reader learns that Mrs. Kim, whose market is being looted, seems like an unfriendly woman to Daniel and his mother. Mrs. Kim has an ornery pet cat. Daniel also has a pet cat. Suddenly, fires threaten Daniel’s apartment building as well as Mrs. Kim’s store. All neighbors flee to a shelter. In the melee, neither Daniel nor Mrs. Kim is able to locate their pet before running to safety. Daniel pleads with neighbors and firefighters to look for his cat. Finally, a firefighter enters the shelter holding both Daniel and Mrs. Kim’s cat. For safety’s sake, the cats that were once enemies appear to have set aside grievances and become friendly. Following the lead of their pets, Mrs. Kim and Daniel’s mother follow suit and form a tentative friendship. The author uses Daniel as a mouthpiece to address the underlying cause of how an event such as this could occur. It is best summed up when Daniel says that people do not trust each other because “They probably didn’t know each other before…now they do” (page 25). The text is straightforward and tightly constructed. The artwork is textural mixed media with jagged edges echoing the uneasy emotions of the 1992 Los Angeles riots. Each opening is a double-page spread with the background covering both sides. Backgrounds are photographs created by the illustrator that relate to the text; for example, breakfast cereal looking as though it exploded on to the ground from a box forms the background of pages 7-8. The text relates to the background saying, “Across the street from us people are dragging cartons of cereal and sacks of rice from Kim’s Market (page 7).” The illustrations portraying the story’s action are chunky, impressionistic paintings created using acrylic paint and bold brush strokes. Each painting is framed by a black border. While it is clear by the text that the characters are Korean, African-American, and Hispanic, the illustrator depicts the people in shades of blue and purple, thus eliminating obvious ethnicities. The text is placed in jagged rectangular boxes on the left side of the double spread while the illustrations that portray the story’s action are placed in a square boldly outlined in black on the right side of the double-spread. The color palette is dark, with yellow-gold used as highlights. Illustrations complement the text very well. I suggest that it is time to publish an updated edition that includes end notes placing the 1992 Los Angeles riots in historical perspective.

Further discussion of artwork:
In his book Looking at Picture Books, John Warren Stewig states “What goes on in the art world affects what goes on in picture book art…” (page xvii). In the case of Smoky Night, “What goes on in current events affects what goes on in picturebook art. This is the story of a tumultuous time in Los Angeles. David Diaz, the illustrator, created a tumultuous tableau reflecting the chaotic 1992 Los Angeles riots. Just as the streets were littered with debris from looting, the borders surrounding the main illustrations and the text box are littered with a collage of debris that corresponds to the text and reflects events surrounding the riots. The primary illustrations are composed of acrylic paint that is thickly applied to paper giving the pictures a heavy feel. Each picture looks like a stained glass window and seems to be lit from behind. The pictures are framed by a thick black line, like those that surround stained glass windows.  Using heavy black lines to outline each character and their features, the artist continues emphasizing the stained glass style.

Reference
Stewig, J. W. (1995). Looking at picture books. Fort Atkinson, WI: Highsmith Press.

General curricular connections:
  • Los Angeles history
  • Los Angeles riots, 1992
  • Riots and looting
  • Neighborhood relations
Recommended grade levels:
School Library Journal recommends this book for use with grades K-3
Book list recommends this book for use with ages 5-9
Peach’s Picks recommends this book for use with grades K-6

Awards/Recognitions:
School Library Journal starred review
Horn Book starred review
Publishers Weekly starred review
Caldecott Medal Winner, 1995

Simile: Page 5; “They toss out shoes like they’re throwing footballs.”

Simile: Page 5; “Smoke drifts, light as fog.”

Gettysburg: The Graphic Novel

Author: C. M. Butzer

Illustrator: C. M. Butzer

Peach’s Picks Rating:




Year of publication: 2009

City of publication: New York

Publisher: The Bowen Press

ISBN: 978-0-06-156176-4

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

Illustrator website: See “Author website” entry

Media used for illustrations: Drawings that are digitally enhanced

Annotation: A graphic novel using primary sources to tell the story of the Battle of Gettysburg, the creation of the soldiers’ cemetery at the site, and Lincoln’s Gettysburg Address.

Personal reaction to the book: While this book has some slight flaws it is still useful when discussing the Battle of Gettysburg and Lincoln’s Gettysburg Address with middle school students. It could be especially useful either prior to or after a visit to Gettysburg National Military Park. Two flaws stood out as I read the book. First, the drawings of people are not quite distinct enough to identify Union soldiers from Confederate soldiers. While “the cast of characters” (pages 6-7) seems as though it will be helpful, the drawings are not quite detailed enough to easily distinguish characters. Secondly, the text is sometimes clunky and does not always flow smoothly. The author/illustrator is to be applauded for using primary sources as the text, but this device does not always serve the narration well. Even with those criticisms, the book is a valuable teaching tool that makes this part of American history easily accessible. The book opens with a double-page spread of the copyright page and the dedication page. Along the bottom of these two pages runs a view of Gettysburg, a small town in rural Pennsylvania. The next page is a bird’s eye view map of the town and surrounding area where battles were fought. The map contains a compass rose to help with orientation. The following double-page spread shows portraits labeled with the names of 18 characters who are key to the story. The next double-page spread (pages 8-9) offers a forward telling of historical events leading up to the battle. The story’s action begins on page 10 when the reader sees soldiers marching into Gettysburg and its inhabitants leaving. The story proceeds, showing a battle, the aftermath, the movement to create a memorial to soldiers, a portion of Secretary of State Edward Everett’s speech, and Abraham Lincoln giving the Gettysburg Address to an assembled crowd. Author’s notes are included at the end of the book. Each note details the action of one or more panels. It is recommended that a reader review the notes while reading the book. Dialogue is featured in bubbles while narration is shown in rectangular boxes. Through text and illustrations the author/illustrator shows how this part of the Civil War affected the small town of Gettysburg as well as the nation. The book is paginated for easy reference and includes the entire Gettysburg address on page 79 as well as a bibliography, endnotes, and webliography. The grayish blue, black and white illustrations are presented in panels surround by white borders. They proceed thorough the book in a logical pattern. The illustrations are seriously presented matching the somberness of the story.

General curricular connections:
  • Civil War
  • Gettysburg Address
  • Abraham Lincoln
  • Battle of Gettysburg
  • American History
  • Speech and debate classes and clubs

Specific example of curricular connection matched to State Standards:
Subject: History
Grade level: 8

Standards:
California State Standards
History – Social Studies Content Standards for Public Schools: Kindergarten through Grade 12
Grade 8 United States History: Growth and Conflict
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
4. Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).

Recommended grade levels:
School Library Journal recommends this book for use with grades 5-9
Booklist recommends this book for use with grades 4-8
Peach’s Picks recommends this book for use with grades 5 and up

Awards/Recognitions: None known 

Note: This book was selected from the list “Other books receiving Top Ten votes, Summer 2009." This book applies to the assignment criteria – nonfiction graphic novel.

Allusion: Pages 58-59; the horizontal three panels covering the double-spread allude to the progression of Civil Rights in the United States

Use of sophisticated language: Page 79; The inclusion of “The Gettysburg Address” printed in its entirety. “The Gettysburg Address” is also found within the text of the book.

Use of sophisticated language: Pages 45-47; Containing excerpts of the speech by Secretary of State, Edward Everett

Symbolism: Page 56; Handcuffs with broken chains show symbolizing breaking the bonds of slavery

Book cover picture retrieved from http://www.cmbutzer.com/store.php

Friday, July 15, 2011

We Are the Ship: The Story of Negro League Baseball

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Recipient of Peach’s Picks Award
Top Ten Favorite Books
Summer 2011
Author: Kadir Nelson

Illustrator: Kadir Nelson

Peach’s Picks Rating:
 



Year of publication: 2008

City of publication: New York

Publisher: Jump at the Sun / Hyperion

ISBN: 978-0-7868-0832-8

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

Illustrator website: See entry for “Author website”

Media used for illustrations: Oil paintings

Annotation: Shows life in American Negro League baseball from the 1902s to the late 1940s. The narrative is told from the perspective of an “everyman” player; documenting discrimination, segregation, and poor working conditions.

Personal reaction to the book: This book tells the history of Negro League Baseball from the 1920s through the 1940s. It is told in an authentic voice using a narrator who represents a composite player from the league. The narrator speaks to the reader in a first person conversational tone, relating his memories of the time. We learn of the players’ love of baseball and their determination to continue playing in the face of discrimination, inadequate sports equipment, and low pay. Their story reflects the social and political climate that affected all African-Americans at the time. The title of the book is a quote from Rube Foster, the founder of the Negro National League. There are ten chapters each referred to as “innings”. Each chapter offers a different aspect of a player’s experience. The ninth inning takes the reader to Jackie Robinson’s entrance in the Major Leagues. The last chapter, “Extra Innings” explains the end of the Negro Leagues. The work is well researched including endnotes, a list of Negro League players who entered the major leagues, Negro League players inducted into the Baseball Hall of Fame, an extensive author’s note, bibliography, and filmography. The book is paginated and includes a well constructed index, both offering the reader easy reference. Nelson’s powerful oil paintings often depict the players looking straight out of the page at the reader. The angle is usually low, making the players seem especially powerful and athletic. Their faces, arms, and hands are all expressive of their power and confidence on the field. Their athleticism is apparent. The text is laid out on one side of the open spread with an illustration, usually a player’s portrait, covering the entire opposite page. There are five stunning two page spread illustrations with no text. The reader feels as though they are on the field with the players. One spectacular gatefold illustration is included. It is a ticket to the “First Colored World Series” and invites one to open it. There the reader finds a portrait of both teams, their mangers, and owns standing against the backdrop of Muehlebach Field in Kansas City, Missouri. Adults will enjoy this book as much, if not more than young readers. After reading this book, one feels as though they were a player traveling with the Negro Leagues. (Learn how Leroy “Satchel” Paige got his nickname on page 47.)

Further discussion of artwork:
In his book Looking at Picture Books, John Warren Stewig states, “Oil paints are a medium not often used by illustrators, perhaps in part because they take a long time to dry” (page 106). The reader who views the visual delights of We Are the Ship will be thankful that Kadir Nelson embraces the use of oil paints. He has created stunning and expressive photorealistic portraits illustrating the history and players of Negro League baseball. Nelson displays much detail in his paintings making them seem as though he used an air-brush to create the illustrations. He shows texture in the player’s lips, the veins in their hands, and the bulging muscles of biceps and forearms. Most illustrations show players from a straight on point of view, looking directly out from the middle of the page. Even though the angle is straight on, it is also low causing the viewer to look up at the player. This technique makes the player look powerful and larger than life. The characters look as though they paused and posed for a photograph. Many illustrations show bright blue skies in the background. This frames the players and reminds the reader of a glorious day at the ballpark. According to a study guide created for this book by the Friends of African & African-American Art, Nelson finds inspiration for his artwork from artists such as Michelangelo, Norman Rockwell, Andrew Wyeth, and Howard Pyle, among others (page 3). Placement of people on the page is especially reminiscent of many of Norman Rockwell’s work with characters and action placed in the middle of the page.

References

Friends of African & African-American Art. (2011). We are the ship: The story of the Negro League baseball exhibit study guide. Arts Council of Fayetteville/Cumberland County. Retrieved August 6, 2011, from http://www.theartscouncil.com/Exhibits/Study%20guide%20WATS.pdf

Stewig, J. W. (1995). Looking at picture books. Fort Atkinson, WI: Highsmith Press.

General curricular connections:
    • Art /Use when studying award winning illustrators
    • Baseball
    • Baseball / History
    • Negro leagues
    • African-American baseball players
    • Civil Rights
    • Use this book in connection with Teammates by Peter Golenbock; The Journal of Biddy Owens, the Negro Leagues by Walter Dean Myers; Black Diamonds: Life in the Negro Leagues from the Men who Lived It compiled by John B. Holway; A Negro League Scrapbook by Carole Boston Weatherford

      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.
      2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
      (Specifically, Plessy v. Feguson)


      Recommended grade levels:
      School Library Journal recommends the book for use with grades 3 and up
      Booklist recommends the book for use with grades 5-8
      Peach’s Picks recommends the book for use with grades 5 and up

      Awards/Recognitions:
      Booklist starred review
      Horn Book starred review
      Library Media Connection starred review
      Publishers Weekly starred review
      School Library Journal starred review
      Coretta Scott King Award Winner, Author Award, 2009
      ALA Notable Children’s Books, Older Readers, 2009

      Note: This book is included in Assignment 2.

      Simile: Page 38; “Worked like the mule that plows the field during the week and pulls the carriage to church on Sunday morning.”

      Simile: Page 42; “He was like lightning.”

      Metaphor: Page 42; “He killed fastballs.”

      Saturday, July 9, 2011

      Eliza's Cherry Trees: Japan's Gift to America


      Author: Andrea Zimmerman

      Illustrator: Ju Hong Chen

      Peach’s Picks Rating:
       



      Year of publication: 2011

      City of publication: Gretna, Louisiana

      Publisher: Pelican Publishing Company

      ISBN: 978-1-58980-954-3

       
       
      Media used for illustrations: Watercolors

      Annotation: Travel writer, Eliza Scidmore, journeyed around the world. Her travels took her to Japan where she admired blossoming cherry trees. Scidmore’s passion for cherry trees leads to their planting in Washington, D.C.

      Personal reaction to the book: This informative picture book tells two stories. One story concerns the life of Eliza Scidmore while the other explains how cherry trees came to surround the Washington, D.C. tidal basin. Eliza Scidmore was a world traveler, a travel writer, and a photographer. She was one of the first women to work for and contribute to the National Geographic Society. She also took pictures for the Smithsonian Institution. While visiting her brother in Japan, she fell in love with Japan and its culture. The blooms of spring-time cherry trees made a deep impression. While spending time in her hometown of Washington, D.C. she envisioned the tidal basin surrounded by blooming cherry trees. For 20 years, Scidmore worked to have her vision come to life, without success. Finally, President Taft’s wife shared her vision and Scidmore’s dream came true. Unfortunately, there was another obstacle to surmount. The first shipment of cherry trees from Japan was destroyed and had to be replaced. Visitors to our nation’s capital still enjoy what has become a symbol of Washington, D.C. thanks to Eliza Scidmore. The Impressionist-like watercolor paintings are beautiful and give the reader a sense of time and place. The paintings are accompanied by sepia-toned drawings in the borders of pages. The book reads aloud well. The illustrations are large enough to be viewed by a group of students. A timeline of Scidmore’s life is included at the end of the book. Included in the timeline is the phonetic pronounciation of Scidmore’s name, “Sid-more”. I appreciate this because I strive to pronounce names correctly. I enjoy books such as this that conceptualize places, ideas, or events. Other picturebooks offering insights into established holidays, food, or everyday tools include:
      • Thank You, Sarah: The Woman Who Saved Thanksgiving by Laurie Halse Anderson - story of Sarah Hale who worked to make Thanksgiving a national holiday.
      • Marvelous Mattie: How Margaret E. Knight Became an Inventor by Emily Arnold McCully – story of Margaret Knight, an inventor.
      • George Crum and the Saratoga Chip by Gaylia Taylor – story of the potato chip
      General curricular connections:
      • Women’s History Month
      • Washington D.C.
      • Back stories of events/place/articles that are taken for granted
      • Use in conjunction with class trips to Washington, D.C.
      Recommended grade levels:
      School Library Journal recommends this book for use with grades 4-6
      Booklist recommendation not available
      Peach's Picks recommends this book for use with grades 4-6

      Awards/Recognitions: None to date

      Note: This book applies to the assignment criteria - books published in 2010-2011

      Simile: Page 10; “As the petals drifted own, it was like pink snowfall.”

      Symbolism: Opening page – Scidmore’s picture showing cherry blooms behind her head imposed in front of an American flag. Included in the blue of the flag are pictures of Mt. Fuji and the Washington Monument. The red circle of the Japanese flag is partially shown on the left side of page. These pictures and symbols combine to symbolize Scidmore’s affections for America, Japan, and Washington, D.C.

      Symbolism: Pages 6-7; Illustrations include a husky dog and a grizzly bear, symbolizing Eliza’s travel to Alaska

      Tuesday, June 28, 2011

      Duel! Burr and Hamilton's Deadly War of Words

      ---------------------------------
      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

      Sunday, June 26, 2011

      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:
      https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwDLTufhu5gBVhj2Lz3I2UkTItMLkaB7xq2DsLOeChvzkFLZIpqEEuN9n8qhIAJoRc-Jz5KGVPXGMiX_Zg4omEyW165rfMkok5HbZskCs6Q_b59UejvYm-K1ydDTJtq3bTuUE2amQ3r-4/s1600/Peach5.jpg

      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 50th 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

      Saturday, June 25, 2011

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

      Author: Richard Michelson

      Illustrator: Raul ColΓ³n

      Peach’s Picks Rating:
       


      Year of publication: 2008

      City of publication: New York

      Publisher: Alfred A. Knopf

      ISBN: 9780375833359


      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 ColΓ³n created the illustrations for King’s story using earthy shades. He uses blue shades when illustrating Heschel’s story. On the last illustrated page, ColΓ³n 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

      Wednesday, June 22, 2011

      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

      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…”

        Sunday, June 19, 2011

        Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U.S. Marshal

        ----------------------------------
        Recipient of Peach’s Picks Award
        Top Ten Favorite Books
        Summer 2011

        Author: Vaunda Micheaux Nelson

        Illustrator: R. Gregory Christie

        Peach's Picks rating:

        Year of publication: 2009

        City of publication: Minneapolis, Minnesota

        Publisher: Carolrhoda Books

        ISBN:  978-0-8225-6764-6

        Author website: No author website, but a website is available offering information about Ms. Nelson http://www.lernerbooks.com/Pages/Author-Illustrator-Details.aspx?contactid=918

        Illustrator website: http://www.gas-art.com/   

        Media used for illustrations: textured paintings created with acrylic paints and accentuated with a palette knife; impressionistic rather than realistic

        Annotation: The life story of Deputy U.S. Marshal Bass Reeves who was born a slave in Texas. The book highlights events including Reeves posing as a fugitive to capture outlaws.

        Personal reaction to the book: This book tells the very interesting life-story of the little known Bass Reeves. The text moves along at a rapid story-like pace. The story and illustrations flow, working well together to keep the reader interested in Reeves’ life and adventures. Included at the end of the book is information provided by the author including: a photograph of Bass Reeves, glossary of Western words, timeline of Reeves’ life, suggested further readings and websites, and additional notes. These add to the story and quench the reader’s longing for more information about Reeves. The story is sprinkled with colloquial western language that may be unfamiliar to readers thus needing explanation (refer to glossary). Some information is presented as sepia-toned “wanted posters,” adding to the old West experience of the book. The illustrations are large and bold, well-suited to the large bold life of Bass Reeves. They are large and distinct so a room of viewers will be able to see them. The artist’s brush strokes are rugged giving a sense of strength and force to this description of the American West. The book makes a good read-aloud, holding the attention of the listeners who will be fascinated by this not-so-well known American hero.


        General curricular connections:
        • Biographies
        • African American biographies
        • American history (circa 1840-1900)

        Recommended grade levels:
        School Library Journal recommends the book for grades 3-8
        Booklist recommends the book for grades 3-5
        Peach’s Pick’s recommends the book for grades 4 and up

        Awards/Recognitions:
        Junior Library Guild Selection
        School Library Journal starred review
        Horn Book starred review
        Kirkus Review starred review
        Simon Wiesenthal Center Children’s Book Award
        Coretta Scott King Book Award, Author Winner, 2010
        Notable Social Studies Trade Books for Young People (biography category), 2010
        ALA Notable Children’s Book List, 2010

          Simile: Page 7, “Bass took to guns like a bear to honey…”

          Simile: Page 6, “And he was as honest as the day is long.”

          Simile: Page 15, “But Bass was right as rain from the boot heals up.”

          Simile: Page 24, “Belle was about as far from tender as boot leather.”

          Metaphor: Page 7, “Even as a youngster, his star shone bright.”
          Sophisticated language: Page 10, “The territory became a haven for the West’s most notorious outlaws.”

          Symbolism through illustration: Bass Reeves’ large black hat demonstrates authority

          Book cover illustration retrieved from http://www.gas-art.com/?p=11