Drums, Girls, and Dangerous Pie

1. Bibliography:

Sonnenblick, Jordan. 2004. Drums, Girls, and Dangerous Pie. New York: Scholastic Press. ISBN: 0439755190.



2. Summary:
Steven is a normal middle school boy. He has a crush on a girl, the most popular girl on campus, loves playing the drums, and gets along with his parents. When his brother, Jeffrey, gets leukemia, Steven's world changes. What was once a carefree life is now replaced by a life of isolation from his family as they concentrate on Jeffrey's illness, failing grades in school, and a fear for his brother's life.

3. Analysis:
Sonnenblick's style is one of the most refreshing voices in young adult literature. Because he taught middle school, Sonnenblick speaks the language of middle school kids. The characters are real. He captures the sarcastic and quick wit that is rampant in young adults, and that wit and fresh voice make this book a fantastic read for both young adults and adults. Steven says things like, "You have to love it when the doctor lays all this horrific stuff on you and then tells you not to worry. It's like saying, 'Here's thirty-seven pounds of assorted chocolates. Try not to think about food though.' Or,'Look! There's Renee Albert in a bikini. But please try to keep your mind on algebraic functions.'" This wit makes the book that deals with a tough topic (cancer) an enjoyable and fun read.
Young adults often think they are invincible, but sadly, many kids are diagnosed with cancer and leukemia specifically each year. This book touches on the realities of cancer: long hospital stays, missed vacations, and even death. Steven starts the book out as a carefree, normal kid. He ends the book at his 8th grade graduation as a more reflective kid, one who thinks of how Samantha died and the lessons she taught him.
The book stays realistic with Steven's grades plummeting as he feels distant from his classmates and ignored at home. Sonnenblick accurately describes the teachers' responses and Steven's disgust because school should be a place where things stay the same. Sonnenblick also adds to the realism by having Steven make "deals" with God to let Jeffrey live like "Here goes a good offer, Lord. If that bird on that tree over there flies away within ten seconds, Jeffrey is cured." While it has a funny tone, it's a realistic reaction for a middle school kid.
While the book remains funny, it focuses in on a serious topic of cancer and its affect on not only the sick patient but also the family. Steven learns that it is okay not be the center of attention and how families stick together during tough times and how parents do love both kids even if they have to focus on one more for a while. And finally as he falls for Annette, his best friend, he learns that sometimes the best friend and love can be the one right before your eyes.

4. Reviews:
TeenReads: Readers who have never gone through what Steven is going through will have a newfound understanding of what it is like to --- very literally --- battle someone else's cancer. Those who have will be grateful to Sonnenblick for getting it so right. --- Reviewed by Jennifer Krieger http://www.teenreads.com/reviews/0439755190.asp (Accessed November 16, 2008)
Booklist: The recriminations, cares, and nightmares that come with a cancer diagnosis are all here, underscored by vomiting, white blood cell counts, and chemotherapy ports. Yet, this is also about regrouping, solidarity, love, and hope. Most important for a middle-grade audience, Sonneblick shows that even in the midst of tragedy, life goes on, love can flower, and the one thing you can always change is yourself. Ilene CooperCopyright © American Library Association.
http://www.amazon.com/gp/product/product-description/0439755204/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books (Accessed November 16, 2008)

Forever

1. Bibliography:
Blume, Judy. 1975. Forever. New York: Simon Pulse. ISBN: 978141693444

2. Summary:
Katherine is a high school senior who meets Michael, a charming and kind guy. She quickly falls for Michael, and their relationship moves to sex fairly quickly. Katherine goes through the emotions of wondering about her feelings for Michael, worrying about STD's (called VD's in the book), getting birth control, and balancing relationships with her parents, friends, and her new love. While Katherine is convinced their love will last forever, she soon realizes young love is not always lasting love when she is forced to go camp, where she meets Theo. Katherine soon develops feelings for Theo, leaving her to wonder about her relationship with Michael. Katherine ends things with Michael, and she quickly starts a relationship with Theo, leaving the reader to wonder how long forever really is.

3. Analysis:
In today's world, teens often have sex recklessly and without much though. Judy Blume's book Forever, while written long ago, speaks loudly and clearly to today's youth. Katherine is a typical girl who falls for a guy. Blume does a great job of keeping the relationship realistic with the teens meeting at a party, going on dates, and even meeting each other's parents. The sexual relationship also progresses naturally. Judy Blume gives a realistic and detailed description of sex, contradicting the misconception that sex is like it is in the movies. She also has Katherine going to get birth control, teaching that birth control is mandatory while not preaching at the reader. On the contrary, Michael had a VD from a previous relationship, and that is blown off as something that is not a big deal. He tells Katherine that he took some medicine and is fine. Katherine naively believes him, and this could have been explored more in the book. STD's are common in America's teens, and Blume could have taken that opportunity to teach more about STD's and reach deeper into Katherine's blind acceptance of his explanation.
More groundwork could have been laid to show how the relationship progressed. The reader is not sure about what makes Michael so special. Why is he different from other guys? Why is he the one she should have sex with? Because this is not shown, the reader questions whether the love is real or if it is just hormones. This questioning continues when Katherine moves on so quickly, especially when she sees Michael after the break-up. She knows she is "not ready for forever" but can only say, "See you around." Then she gets home to hear that Theo has called. There is no mourning over the end of her relationship with her first love. It treats that first love and first sexual experience as not that big of a deal when it should be.
In this book, Blume also explores the relationship between teens and parents. Katherine has a healthy relationship with her parents, but when she becomes sexually active, the relationship changes some even though the parents do not come out and talk to Katherine about sex. The relationship becomes more tense with Katherine's parents eventually having to send her to camp in an attempt to get her away from Michael. This type of relationship was typical for the time the book was written. However, today, more parents are talking about sex with their kids, and many kids are more openly discussing their lives. While some parents may fear their children reading a book that speaks so openly about sex, if they are talking to their kids about sex, this book does not cover anything new. Instead of banning this book, adults should use it as a springboard for an honest, open talk about sex and its consequences, especially when rushed into.
4. Reviews:
"A convincing account of first love." –The New York Times Book Review
"No preaching (Blume never does) but the message is clear; no hedging (Blume never does) but a candid account by Kathy gives intimate details of a first sexual relationship. The characters and dialogue are equally natural and vigorous, the language uncensored, the depiction of family relationships outstanding."--Bulletin of the Center for Children's Books. ALA Best of the Best Books for Young Adults.
http://www.amazon.com/Forever-Judy-Blume/dp/1416934006/ref=sr_1_2?ie=UTF8&s=books&qid=1226878051&sr=1-2 (Accessed November 16, 2008)

The Chocolate War

1. Bibliography:
Cormier, Robert. 1974. The Chocolate War. New York: Dell Laurel-Leaf. ISBN: 0440944597

2. Summary:
Jerry is a high school freshman at Trinity High, a strict private school. While he deals with the death of his mother and a uninvolved father, Jerry finds his place by saying he will not sell the chocolate for the school's fundraiser. His refusal creates problems for Jerry as Brother Leon is depending on the students to sell the chocolate. Brother Leon is so desperate to sell the chocolate that he works with the leader of the Vigils, the elite group on campus, to coerce Jerry into selling the chocolate. Jerry remains firm in his resistance, and he must fight Emile Janza in his final stand against the Vigils.

3. Analysis:
Robert Cormier writes a dark tale about the conformity expected in schools and the bullying that often accompanies any refusal to follow a group. His realistic view of life is universal. While not every student has been asked to sell chocolate, many students wish they could stand up against the rules and hierarchy of a school. These readers will want to root for Jerry, but because the reader is not given much insight into Jerry's thoughts and feelings, it is hard to identify with him or completely support him.
A couple of areas could be addressed further to make readers relate to Jerry more. Jerry's mother is dead, yet there is little written about Jerry dealing with those emotions or feelings. Jerry also has random sexual feelings which are not explored throughout the book. Jerry wonders why he feels guilty about buying Playboy in one scene and then feels aroused while tackling another guy at football practice. These scenes fall flat as they are not developed more. They almost seemed an afterthought instead of a part of the plot. If Jerry's feelings and emotions had been shared with the audience more, perhaps readers would care if Jerry made a stand or not!
While the character of Jerry falls flat, the situation is realistic. Every school or organization has the elite group that runs the social aspect of the school. At the beginning of Jerry's refusal, students believed Jerry was completing an assignment given out by the Vigils. As his stand continues, it becomes obvious that Jerry is refusing for his own reasons, defying Archie and the Vigils. His refusal makes him an enemy of both the Vigils who like to control people instead of allowing people to think and to act for themselves and Brother Leon, who must have the students sell the chocolate. Brother Leon is so desperate that he resorts to teaming up with Vigils, suggesting that authority figures are sometimes corrupt and use students for their own needs. This idea is further proven when Brother Leon allows Archie to orchestrate a final showdown between Emile Janza, the school thug, and Jerry. The idea that an adult would allow students to fight is disturbing since school officials should protect students.
Jerry's stand ends when he loses the fight, leaving the readers to reflect on how good people do not always win in life. Jerry took a stand for what he believes is right and yet still did not win. While this outcome does not seem fair, it is one that often happens in real life. It is a lesson young adults should learn early on. In addition to Jerry's loss, Archie is protected by a crooked adult, and Archie suffers no consequences for his actions, which is another hard lesson.
So while readers may find it hard to identify with Jerry, everyone understands the struggle against evil and sometimes not winning.

4. Reviews:
“Masterfully structured and rich in theme; the action is well crafted, well timed, suspenseful.”—The New York Times Book Review
“The characterizations of all the boys are superb.”—School Library Journal
“Compellingly immediate. . . . Readers will respect the uncompromising ending.”—Kirkus Reviews
An ALA Best Books for Young Adults
A School Library Journal Best Books of the Year
A Kirkus Reviews Choice
A New York Times Outstanding Books of the Year

http://www.amazon.com/gp/product/product-description/0375829873/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books (Accessed November 16, 2008)

Hitler Youth

1. Bibliography:
Bartoletti, Susan Campell. 2005. Hitler's Youth. Singapore: Scholastic Nonfiction. ISBN: 0439353793
2. Summary:
In this deeply moving book, Bartoletti goes to people themselves who followed Hitler to discover and to document the move that brought Hitler into power in Germany. The book explores both the movement leading to the rise of Hitler, his reign of terror, and the aftermath of his fall. Because the book uses the words of the youth who were brainwashed by Hitler and his lackeys, its authenticity stands out and creates a moving read.
3. Analysis:
This book is a powerful read. I have often wondered how people could follow Hitler so blindly and miss the atrocities being committed while they served without questions. Although I had studied the history of WWII and Hitler's charisma, reading this book was eye-opening. It is amazing to read in the words of the kids how Hitler began putting the pieces into place many years before the war. Tactically speaking, Hitler's plan to create a Hitler's Youth group was brilliant, turning kids into robots of war.
Quotes from members of the group like, "We ran for Germany. We did the long jump for Germany. We did it all for Germany," clearly depict the total brainwashing of these children. Their total identities were wrapped up in not only their country but the socialism promoted by Hitler. The songs they sang contained words like "When Jew blood spurts from the carving knife/ Oh, it's that much more okay." The brutality of the lyrics also demonstrate the sadistic mind and its influence on vulnerable children.
What is most moving aspect of the written part of the book is the anguish some felt after the war. When the war began, these warriors were children, innocent and naive. That innocence was shattered when American troops brought them to see the destruction of the Hitler regime. Their grief over the pain and slaughter they had contributed to is heart wrenching. One boy says,"The impact of what we had seen was too great to be immediately digested." However awful the crimes against them, the book documents that the survivors of the concentration camps never retaliated after they were freed. "I thought they were going to tear us to pieces, but never a word was uttered, never a hand was raised." That may be the most moving part of all.
Bartoletti also spends adequate time focusing on the young people who saw through Hitler's rhyme and reason and who stood up for the truth. These teenagers were tortured and sometimes put to death. While many historians focus only on the negative actions of the people of Germany, Bartoletti paints a full picture by highlighting the efforts of teens such sixteen-year-old Helmuth Hubener, who died for his stance against Hitler.
The language of the book is perfect for the age group targeted. Because the book is for younger readers, many of the brutalities are not given in detail. The sentence structure and flow are also easy to read.
The pictures for the book were thoughtful and added to the story immensely. Since the book is geared toward younger readers, the pictures are not the most gruesome ones that can be seen at Holocaust museums around the world. The pictures added to the story but did not take away from the power of the words of the people who lived through this time.
4. Reviews:
Publisher's Weekly: "Bartoletti's portrait of individuals within the Hitler Youth who failed to realize that they served "a mass murderer" is convincing, and while it does not excuse the atrocities, it certainly will allow readers to comprehend the circumstances that led to the formation of Hitler's youngest zealots." Ages 7-10. (Apr.) Copyright 2005 Reed Business Information.

The final chapter superbly summarizes the weighty significance of this part of the 20th century and challenges young readers to prevent history from repeating itself. Bartoletti lets many of the subjects' words, emotions, and deeds speak for themselves, bringing them together clearly to tell this story unlike anyone else has.–Andrew Medlar, Chicago Public Library, IL Copyright © Reed Business Information, a division of Reed Elsevier Inc.

http://www.amazon.com/gp/product/product-description/0439353793/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books (Accessed November 16. 2008)

The House of Scorpion

1. Bibliography:

Farmer, Nancy. 2004. The House of the Scorpion. New York: Simon Pulse. ISBN: 9780689852237.

2. Summary:

Matt is a clone, but not just any clone. He is the clone of the El Patron, who is a powerful drug lord in a land between Mexico and the US. Unlike most clones who are used for harvesting organs, Matt has been kept in secret and allowed to live without being harmed. When he is finally free from his hiding, he must go on a journey to find out who he really is--a clone of El Patron or Matt.

3. Analysis:

In a society where cloning is often in the headlines, the topic for this book is one that will interest students in the middle school level. When I have talked about cloning with students while we watch our daily Channel One news, the topic always goes to humans. What would it be like to have cloned humans. This book explores one side of this topic...the side where clones are used, abused, and scorned. When you read,"'It's not a boy,' Tom said scornfully. 'It's a clone,'" you feel the punch to the gut that the next sentence tells us that Matt feels. How could a boy like Matt be considered anything other than the boy that he is. Even though the reality of human clones may be a ways away in the headlines, it is believable in a fiction form. The book also fulfills many of the "criteria" for a good young adult book. First, it has a young adult protagonist. Although the book starts out labeled 0-6 years, it does not stay there long. Most of the book (over 200 pages) is from ages 12-14. Therefore, readers can recognize their own feelings and reactions such as Matt's dealings with Jorge, the unfair taskmaster, which is how many middle school age kids see any authority figure. Readers can also identify with Matt's growing friendship with his fellow prisoners. Although he struggles to fit in, as he discovers himself, he finds his place in the group and becomes a hero by taking the beating meant for Fidelito.Second, action is all over the book. Readers follow Matt as he is trapped in horrible conditions where he is put in paper like an animal because people don't believe clones are housebroken. They then follow him to a happier time when he tastes of the wealth and luxury life of El Patron. Happiness doesn't last long when he must flee and ends up working under a harsh Jorge. As the action concludes, the writer leaves the readers will a hopeful ending, which is the third fulfillment of good YA criteria. Matt discovers himself (and perhaps the readers discover a little of themselves) and takes his rightful place as the next ruler of El Patron's estate, vowing to do good with his power instead of evil. It's even nicer that Maria will be there by his side, at last reunited with her mother.

4. Reviews:
Winner of the 2002 National Book AwardYoung People's Literature
A 2003Newbery Honor Book
A 2003Michael L. Printz Honor Book

The author strikes a masterful balance between Matt's idealism and his intelligence. The novel's close may be rushed, and Tam Lin's fate may be confusing to readers, but Farmer grippingly demonstrates that there are no easy answers. The questions she raises will haunt readers long after the final page. Ages 11-14.Copyright 2002 Cahners Business Information, Inc.

http://www.amazon.com/House-Scorpion-Nancy-Farmer/dp/0689852231/ref=sr_1_1?ie=UTF8&s=books&qid=1226878624&sr=1-1 (Accessed November 16, 2008)

Princess Academy by Shannon Hale

1. Bibliography:

Hale, Shannon. 2005. Princess Academy. New York: Bloomsbury Children's Books. 1599900734

2. Summary:

Miri is a fourteen-year-old girl who lives in the small town of Mount Eskel. When the priests of the land prophecy that the prince's bride would come from this town, all of the common girls aged 14-17 must attend a Princess Academy where they will be trained to become ladies worthy of the prince. While Miri excels at the academy, it is not the prince's heart that she longs to capture but a boy back home and the knowledge that will take her out of the town she doesn't quite realize she loves. As she struggles with her feelings and desires, she must become a leader at the academy and save the girls she has come to love.

3. Analysis:

What girl doesn't want to be a princess if not to just one person? Girls will identify with this common girl who stands there "dumb and embarrassed" around the boys she likes, unsure of her place. Although girls today are not shipped off to audition for the role of princess, they walk the halls of a school, showcasing their clothes and attitude in an effort to win the favor of those around them. Therefore, they can relate to this shy girl who is unsure of her physical stature and must learn to fill the big shoes of saving the girls at the academy from the evil Dan and his bandits who have captured the girls and hold them hostage. Since girls have been reading classic fairy tales like "Cinderella" and even modern fairy tales like "Aladdin," it is not a stretch for them to imagine a world where a mountain girl can become princess of the land.

The author gives vivid details of the "country girl come to the city," which made me laugh out loud. The teacher, Olana, greets the students only to be greeted with the scent of goats. She says," Do you people live with goats?" The following sentence doesn't have the girls answering verbally but says,"They did, of course, live with goats" followed by the rationale for doing so. This scene and others like it set the stage for what a big transformation it will have to be for one of these girls to be compatible with the prince.

Although the book follows a steady pace in the sequence of events, the end is wrapped up too quickly and too easily. Miri's time at the academy takes several chapters while the prince finding his love Britta, Miri finding out why her father never let her work with the others, and Miri's deciding to start a school seem rushed and deserved more time and explanation. The author also spends a lot of text discussing the rules to winning an argument and other things that Miri is learning when that text could have been spent developing characters or explaining what it is exactly that the people of her village actually do with the rocks and how it is that they communicate telepathically.

I enjoyed the book until its quick end and wrap-up. I would have liked to read more detail about Miri's work as a teacher since so much of the book's message to me was about the girls not just learning to fit into a different society but learning in general. Miri soaked up information like a sponge in the desert and more information about her sharing that would have smoothed out the ending for me.

4. Reviews:

Publisher Weekly: "Unfortunately, Hale's lighthearted premise and underlying romantic plot bog down in overlong passages about commerce and class, a surprise hostage situation and the specifics of "quarry-speech." The prince's final princess selection hastily and patly wraps things up." Copyright 2005 Reed Business Information.
Children's Literature: "This is a delightful tale for everyone who loves the fantasy that even a common girl can become a princess. "

5. Connections:

This would be a great literature circle book. I think if my school had enough copies, I would offer it as a selection and see if the students came to the same conclusion about the ending that I did. Excerpts like the one about sleeping with the goats or the climatic scene where Miri and Dan plunge over the side of the mountain would be great for teaching individual aspects of literature. Having the students read the selection of Miri fighting Dan to save the others aloud would be fabulous. I would stop right when they go off the edge, have the kids write what happens next, and then read what actually happens next.

Monster by Walter Dean Myers

1. Bibliography:
Myers, Walter Dean. 1999. Monster. New York: HarperTempest. ISBN: 9780064407311

2. Summary:
Steve Harmon is only sixteen, but he is on trial for felony murder. Told through film format, Steve takes the reader though his trial with flashbacks to his life before going to jail. Steve is an average young man who makes a few choices that lead him to either being in the wrong place at the wrong time or participating in a heinous crime, depending on whether you believe the prosecution or the defense. The "film" shows Steve's day to day life in prison, his trial, and the eventual outcome of the trial.

3. Analysis:
This is an amazing book for so many reasons. First, the set-up is different, which grabs the readers attention. Its format is that of a film, so the story is told from a camera's point of view with film direction added to the narrative. Inside the action are glimpses of the narrator's thoughts through what appear to be journal entries. Lower readers will love the book because a lot of side elements like details on setting or extraneous information is left out, leaving just the pertinent information of the story. Therefore lower readers will not waste precious energy struggling to read extra information that enthralls faster readers but boggles down reluctant readers.
Second is the subject matter, which is a sixteen-year-old African-American boy on trial for murder. Because of his age, younger readers can relate to this thought process and feelings. Because the crime involved acquaintances of Steve, students can relate to the idea of friends getting them into trouble. Myers shows how fair-weathered friends will turn on one another to benefit themselves as Bobo does in the story. Because students can relate to the topic so much, it can be related to their own lives and be a way to not only communicate with the young adults but also give some advice without lecturing...let the book speak to them.
The third is the lack of detail. Myers leaves a lot of detail to the reader's imagination. Steve writes, "I hate, hate, hate this place," but he never tells us why. Readers are allowed to let their imaginations and prior knowledge/hearsay of jail to influence what could make Steve hate jail. Myers also has Steve say,"I feel terrible. My stomach is gassy and bloated. I still can't go to the bathroom in front of everyone." Although the sentences are short and simple, it gives the reader insight that even the most ordinary of daily events is not the same in jail. (Plus, young adult boy readers love anything about body functions!)

4. Reviews:
School Libary Journal--"Monster is a must purchase for all middle and high school libraries. English teachers should be encouraged to use this audiobook as a possible writing prompt or as an introduction to readers' theater."-Lynda N. Short Copyright 2000 Cahners Business.
Children's Literature--"This is a powerful, intense, thought-provoking story. It is great for discussions about the judicial system, pre-judging, self-perception, parent-child relationships and our prison system."

5. Connections:
I use literature circles in my classroom, and I believe this would be a great book for literature circle. Those kids who hate long books or choose books simply based on length would love the style and set-up of the book while still making me happy by reading a great book.
I think it would also be a great book to read as the book club book through the school library. I think the book has so many aspects for discussion that it shouldn't be limited to one subject area. I think it's also a book that kids should be able to bring out the topics that interest them most because there are so many: parent-child relationship, jail, making good choices, law and trials, friends, and many more.
(In fact, I read this book during silent reading time in my classroom, and I had three or four kids put their names down to read it when I finished.)

Joan of Arc by Diane Stanley

1. Bibliography:

Stanley, Diane. 1998. Joan of Arc. New York: HarperCollinsPublishers. ISBN: 9780064437486

2. Summary:

Joan of Arc is a young woman who believes she has been called by God to save her country, France. She risks her life to help aide a man named Charles, who she believes is the man who should be king. Although she is brave in her efforts and lives through dangerous encounters, she is ultimately killed as a martyr for her beliefs.

3. Analysis:

This book is recommended for ages seven and up, and I believe it is written in a way that would appeal to that age group. The book begins with a small background knowledge page of the 100 years War and a pronunciation guide for the French words and continues to aide readers in their comprehension of the information and storyline. A war on American soil is incomprehensible to most American students, so the author sets a stage of what life was like for the French during this war, telling the reader that "You have never known what it's like to live in peace. Neither have your parents or grandparents." In addition, a concept like a person hearing voices would be characterized as insane by today's standards, so the author points out that the people of this time "were deeply religious and viewed the world not from a scientific point of view but rather a spiritual one. They accepted the unexplainable much more readily than we would today." With that matter cleared up, the reader is ready to embark on the journey with Joan.

The events of Joan's life are told in very simple, concise sentences. The facts are presented, but other events like Joan's predictions of events are presented as facts although many people today would be and are sceptical of her ability to foresee the future events such as seeing herself struck with an arrow. In a time of continual war for generations, it is not surprising that the citizens would rally around a central figure who seemed to have a secret communication with God.

The final scene of the book where Joan is burned at the stake is a powerful historical lesson on allowing the mob mentality to eat away at the common sense of a nation. Here in America, it is unfathomable for the citizens of a town to get together to watch someone die, especially in such a horrific way. The simple way the scene was set up gives the sense of how "normal" this occurrence was in this time period. However, the quotes from the secretary of the king of England where he says,"We are all lost for we have burned a saint" demonstrates the compassion that even Joan's enemies felt towards her.

The illustrations for the book are great. They give a feel for the time period in which the story takes place. The rich colors illustrate the emphasis on royalty and tradition while pictures of the knights in their armor give a visual of the warfare methods of the day. The picture of Joan's death stands out. It is a mainly darkly colored page except for the red stages where the royalty sat, red for the innocent blood that was now on their hands.

Finally, the author leaves the reader to decide if Joan was mentally ill, determined to believe she was the one to fulfill old French prophecy, or if she was indeed the chosen one. "Sometimes in studying history, we have to accept what we know and let the rest remain a mystery."

4. Reviews:

Publishers Weekly: "Appealing to the audience's intelligence and imagination, this book stimulates an interest in both its particular subject, Joan of Arc, and history in general," said PW in a starred review.

School Library Journal: This narrative description of the greatest of French saints is a work of art, a good story, and a model of historical writing."

5. Connections:

Excerpts from this book would be great to use as comparisons to today's viewpoints, warfare tactics, and views of heroes. The pictures could also be used to exemplify the dress, colors, and daily life of the time in which Joan of Arc lived and died.

Trouble Don't Last by Shelley Pearsall

1. Bibliography:
Pearsall, Shelley. 2002. Trouble Don't Last. New York: Yearling. ISBN: 9780440418115

2. Summary:
Samuel is an eleven-year-old slave. He was born into slavery, but Old Harrison, an old slave on the same farm as Samuel, grabs him one night and runs with Samuel towards freedom. Throughout the book, the reader travels on a journey to freedom with the two characters where they meet with unusual characters, treacherous adventures, and ultimate reward.

3. Analysis:
This book is capturing in many ways. I had to finish it in one day because I had to find out what happened to Samuel and Old Harrison. First, the author sets an authentic setting with wonderful dialect. Conversations with comments like," Now, let's git them hogs fed 'fore they start chewin up the walls," create the southern feel and colloquialisms.
Second, the vivid descriptions of the interaction between Samuel and the other slaves and Mas'er Hackler and his family create a stirring in the reader to want to do something to help Samuel. Anger swells as as Mas Seth trips Samuel, causing him to break a dish and creating an uproar in the house. The author creates a sense of urgency that Samuel must escape and thankfully he does. Another way the author urges the reader to take up the cause of freedom is to describe from a young boy's perspective the wounds on Old Harrison's back. "I had seen them a hundred times, and seeing them always brought the snake twisting back around my throat. I couldn't do a thing but look again. The terrible stripes tore back and forth like the jagged scars that lightning makes when it splits through the bark of trees." Although brief, the description leaves the reader feeling like Samuel did--"Seeing them just made me feel weak all over and sick."
On the journey, the author keeps the story lined up with historical evidence. Many of the places like the homes people hid runaways in, the river crossing, and the network of help are all historically accurate. The interesting characters like the widow Lucy Taylor who still saw and talked to her dead husband provide a light note in an otherwise somber journey.
Finally, the author creates a feeling of suspense. The reader is often left wondering if Samuel will face the end result many runaway slaves did: recapture and punishment if not death. The final challenge when Samuel is captured and must finally believe and present himself as free is wonderful. He learned to "walk free" and his courageous act won him not only his freedom but those with him.
The author gives us a fabulous ending, one where Samuel's mom is there waiting for him in freedom and all those involved live happy lives.

4. Reviews:

Kirkus Review: "This succeeds as a suspenseful historical adventure with survival at stake and makes clear that to succeed Harrison and Samuel, as well as others, must never give up even while combating manhunters, bloodhounds, mental illness, disease, hunger, cold, and their own despair."

5. Connections:

This book would be great in an ELA classroom for discussion on dialogue and suspense. It would also serve well either in excerpts or in whole during a lesson on the Underground Railroad or slavery.

The Fighting Ground by Avi

1. Bibliography:
Avi. 1884. The Fighting Ground. New York: HarperTrophy. ISBN: 9780064401852.

2.Summary:
Jonathan is a thirteen year old boy in America in the year 1778. Although he is young, he leaves his home one day to fight with the American forces. During his one day of service, Jonathan encounters enemy forces, learns about fighting, and a little about how all people are the same inside.

3. Analysis:
The book's set-up of having each section divided by time sets the scene for a young boy's daily routine. However, the day is anything but ordinary. Avi takes the reader for a journey into the personal day of a soldier in the Revolutionary War that is intriguing and very insightful to the daily life of the soldiers.
American students always hear that the soldiers in the American wars were young, but Avi drives the fact home by contrasting Jonathan's enthusiasm with his inept ability to perform. In the opening scene, Jonathan is ready to fight, even daydreaming about it. "His father's flintlock musket leaned against a stump. The cartridge box and powder horn were also there. The gun was primed, ready to be used. Jonathan knew how." These sentences show how Jonathan had been planning to help fight in the war and his confidence that he was equipped to fight. However, a few hours later, this confidence fades as he is "unsteady" and fails to load his gun quickly and accurately, revealing how most American boys were ill-prepared to fight.
American textbooks often idealize the American side of the war, but Avi gives a balanced approach. He shows the commander of the group to be a coward. He walks by Jonathan and does not really help. He only goes to the house to defeat the enemy after Jonathan heroically escapes with the young boy. He also shows the softer side of the enemy forces by having them not kill Jonathan and feed him instead.
In fact, it is the interaction with Jonathan with the Hessians that is the most compelling part of the book. Avi shows Jonathan's terror in the situation by not translating the Hessians' conversations. As the Hessians speak rapidly at Jonathan, the reader too feels confused and isolated. It is not until the end of the book that the reader realizes that the Hessians mean Jonathan no harm and want to "Let him go!" This interaction--Jonathan's saving the Hessians and their want to let him go free--show the most important theme of the book: that we are all human no matter what side of a war we are on.

4. Reviews:
Notable Children's Books of 1984 (ALA)
1984 Best Books for Young Adults (ALA)Notable
1984 Children's Trade Books in Social Studies (NCSS/CBC)
1984 Scott O'Dell Award for Historical Fiction for Children

5. Connections;
This book would be a great extended lesson in a history class. Because it's a quick read, it would be easy to read a little each day or to assign it as an extension homework assignment.