1. BIBLIOGRAPHY
Lowry, Lois. NUMBER THE STARS. 1989. New York: Random House. ISBN 0440403278
2. PLOT SUMMARY
In World War II, Annemarie Johansen, a Christian, and Ellen Rosen, a Jew, are best friends in Copenhagen, Denmark. The Nazis have taken over the country, and have begun arresting and deporting Jewish residents. Annemarie’s family decide to help the Rosen family escape to neutral Sweden. Emily pretends to be the Johansen’s other daughter Lise, who died fighting for the Resistance. This was an underground group that tried to sabotage the Nazi’s takeover. The Johansens take Ellen to their Uncle Henrick’s home, hoping to smuggle the Rosens into Sweden by using fishing boats. After several very close calls with the Nazi’s, the Rosens escape to Sweden with several other Jewish families smuggled in the bottom of a fishing boat.
3. CRITICAL ANALYSIS
This book is geared toward ages ten and older. The book has many suspense filled moments that began early in book, which will keep readers immersed in the story. The cover shows the Star of David, and students might need to research the Jewish religion to completely understand the star and what it represents. Denmark and King Christian would also be some other subjects that could be researched before reading. Students should also have some knowledge of World War II and what the Nazi’s were doing to the Jews. This book handles the Nazi’s plots against the Jews without focusing on the atrocities, but creating a compelling story of hope and friendship. The excitement starts early and never ceases. There are many heart stopping moments and students will feel Annemarie’s fear through the author’s wonderful writing.
The characters struggles and issues with bravery are at the core of this novel. Students can relate to the girls’ friendship. The two families closeness. The Johansen’s decision to try and smuggle the family to Sweden. The bravery that Annemarie showed when she knew it might mean life and death for her friend. This book will lead to many good discussions in any class that chooses to read it. It is a wonderful book, about an important time, and ultimately, it relays a wonderful message about friendship and doing the right thing.
One of my favorite parts of the book is the Afterword. The author tells about things in the book that are made-up and what is true. She discusses which characters are fictional, and if so, who they are based on. She also discusses other things like the handkerchief Annemarie concealed from the Nazi’s and Kirsten’s fish shoes. Students will love this, because it explains several things in the story.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL Review: “The gripping story of a ten-year-old Danish girl and her family's courageous efforts to smuggle Jews out of their Nazi-occupied homeland to safety in Sweden. Readers are taken to the very heart of Annemarie's experience, and, through her eyes, come to understand the true meaning of bravery.”
PUBLISHER’S WEEKLY Review: “Set in Nazi-occupied Denmark in 1943, this 1990 Newbery winner tells of a 10-year-old girl who undertakes a dangerous mission to save her best friend.”
5. CONNECTIONS
Students could research life in Denmark during World War II and check the book for it’s accuracy. Students could pick one the subjects from the Afterword and do research about it and make a display or present their findings.
Read a nonfiction book about King Christian, leader of Denmark during World War II. There are several good nonfiction children’s books about him. Have students write down reasons why he might have so much respect from his people that a small boy would say, “All of Denmark is his bodyguard.”
Read a nonfiction story or memoir about another Jewish child that didn’t escape from the Nazi’s and what her life was like during that time. Show students that not all countries tried to protect the Jews from persecution. Many of them even helped the Nazis. Students could compare the two girls story’s and make a display along with a timeline to show how the two girl’s lives were different and alike. How they might have been very alike before the war and what changes the war caused for each one.
I would try and fit this in with the Social Studies Curriculum. Students would have a better understanding about the time and events, rather than reading it without some prior knowledge. They would relate more to the story with the background.
Monday, November 9, 2009
Review of NIGHT JOURNEYS by Avi
1. BIBLIOGRAPHY
Wortis, Avi. NIGHT JOURNEYS. 1989. New York: Random House. ISBN 0394941160
2. PLOT SUMMARY
Peter York, recently orphaned, is sent to live with a Quaker family. The Shinn family reside in a small village in Pennsylvania in 1767. Mr. Shinn is the Justice of the Peace in their town. One night they are called upon to catch two runaway indentured servants. Peter is excited to catch them and receive the reward. He wants to buy the family a new horse, so his beloved horse Jumper, can once again belong to him alone. He is forced to take the family gun when he and Mr. Shinn set out to arrest the fugitives. After several mishaps, Peter leaves the gun behind. He goes back to get it and runs into one of the fugitives, a small girl named Elizabeth. He tries to trick her and she runs away. In his excitement, he accidentally shoots her. He then decides that he should try and help her rather than arrest her. In the meantime, Mr. Shinn has caught the other fugitive, a small boy named Robert. Peter promises both fugitives that he will try and help them escape. In the end, he helps the two escape with the blessing of Mr. Shinn. He even allows them to take his beloved horse, Jumper, to help them get away quickly. His new family supports him, and they realize that he was the only one who willing to do the right thing.
3. CRITICAL ANALYSIS
This book is a great read for 4-8 grade students. The cover and the title of the book are both mysterious and they intrigue you to see what this book is about. The author takes you back to the 1700’s through the language used, and the vivid descriptions of the landscape throughout the book. The story moves quickly and should hold students’ attention throughout. The story seems believable and accurate. Students would need some background on the Quakers and indentured servants to help explain the story.
The main focus of the story is the character’s emotional struggles, which any student can relate to. Peter wants to please his new family, but he knows he has to do what is right after he stumbles on to one of the young fugitives. Students may not be asked to make life and death decisions like Peter, but every student has to choose between right and wrong on a daily basis. This book will provide plenty of good discussions with students.
4. REVIEW EXCERPTS
BOOKLIST Review: “Memorable . . . a story to cherish.”
SCHOOL LIBRARY JOURNAL Review: "An insightful portrayal of appealing, uncommon character."
5. CONNECTIONS
The chapters have no names. Students could come up with names for each chapter and vote on the one they like best. At the end of the book, have students assigned chapters. They write a summary and illustrate their chapter, using the class chapter name. When they are done, laminate them and hang them in the hall. The book will have each chapter summarized, the name of the chapter, and a picture of something that happens in that chapter.
Read a nonfiction book about life during this period. Discuss the accuracy of the book, its plot, and the characters. Use a Venn Diagram and compare the facts in that book with the novel.
Read a nonfiction book about indentured servants. Was the book accurate in its portrayal of Elizabeth and Robert? Have students research and write about a “Day in the Life” of an indentured servant.
Read a nonfiction book about life as a Quaker in the 1700’s. Have students discuss if the book gave an accurate description of Quaker life. Have students research what the Quaker’s believed and how they lived. Was the fact that Mr. Shinn did not carry a gun have anything to do with his being a Quaker?
Wortis, Avi. NIGHT JOURNEYS. 1989. New York: Random House. ISBN 0394941160
2. PLOT SUMMARY
Peter York, recently orphaned, is sent to live with a Quaker family. The Shinn family reside in a small village in Pennsylvania in 1767. Mr. Shinn is the Justice of the Peace in their town. One night they are called upon to catch two runaway indentured servants. Peter is excited to catch them and receive the reward. He wants to buy the family a new horse, so his beloved horse Jumper, can once again belong to him alone. He is forced to take the family gun when he and Mr. Shinn set out to arrest the fugitives. After several mishaps, Peter leaves the gun behind. He goes back to get it and runs into one of the fugitives, a small girl named Elizabeth. He tries to trick her and she runs away. In his excitement, he accidentally shoots her. He then decides that he should try and help her rather than arrest her. In the meantime, Mr. Shinn has caught the other fugitive, a small boy named Robert. Peter promises both fugitives that he will try and help them escape. In the end, he helps the two escape with the blessing of Mr. Shinn. He even allows them to take his beloved horse, Jumper, to help them get away quickly. His new family supports him, and they realize that he was the only one who willing to do the right thing.
3. CRITICAL ANALYSIS
This book is a great read for 4-8 grade students. The cover and the title of the book are both mysterious and they intrigue you to see what this book is about. The author takes you back to the 1700’s through the language used, and the vivid descriptions of the landscape throughout the book. The story moves quickly and should hold students’ attention throughout. The story seems believable and accurate. Students would need some background on the Quakers and indentured servants to help explain the story.
The main focus of the story is the character’s emotional struggles, which any student can relate to. Peter wants to please his new family, but he knows he has to do what is right after he stumbles on to one of the young fugitives. Students may not be asked to make life and death decisions like Peter, but every student has to choose between right and wrong on a daily basis. This book will provide plenty of good discussions with students.
4. REVIEW EXCERPTS
BOOKLIST Review: “Memorable . . . a story to cherish.”
SCHOOL LIBRARY JOURNAL Review: "An insightful portrayal of appealing, uncommon character."
5. CONNECTIONS
The chapters have no names. Students could come up with names for each chapter and vote on the one they like best. At the end of the book, have students assigned chapters. They write a summary and illustrate their chapter, using the class chapter name. When they are done, laminate them and hang them in the hall. The book will have each chapter summarized, the name of the chapter, and a picture of something that happens in that chapter.
Read a nonfiction book about life during this period. Discuss the accuracy of the book, its plot, and the characters. Use a Venn Diagram and compare the facts in that book with the novel.
Read a nonfiction book about indentured servants. Was the book accurate in its portrayal of Elizabeth and Robert? Have students research and write about a “Day in the Life” of an indentured servant.
Read a nonfiction book about life as a Quaker in the 1700’s. Have students discuss if the book gave an accurate description of Quaker life. Have students research what the Quaker’s believed and how they lived. Was the fact that Mr. Shinn did not carry a gun have anything to do with his being a Quaker?
Monday, October 26, 2009
Review of LIVING COLOR by Steve Jenkins
1. BIBLIOGRAPHY
Jenkins, Steve. LIVING COLOR. 2007. Boston: Houghton Mifflin Company. ISBN 0618708979
2. PLOT SUMMARY
This nonfiction book discusses how animals that have brilliant colors use this characteristic to help their species survive. The author cleverly uses bright illustrations to show various living things that possess the featured colors, red, blue, yellow, green, orange, purple, and pink. The author uses the phrase “(substitute color) says…” to highlight each page. He then shows the various creatures and tells how this color helps them survive. Such as, pink, for the parrotfish, signals to females, which are not pink, that this parrotfish is a male. He devotes two pages for each color, which includes about twelve animals. At the end, he includes a page with more general information about animals and color. He also provides a glossary with the length, habitat, and diet of each featured animal, along with a small picture beside it.
3. CRITICAL ANALYSIS
This nonfiction book will appeal to children of all age levels. Even if they can’t read, they will love the illustrations. The author, who also is the illustrator, uses cut-paper collage. This book is strikingly beautiful. The illustrations are vibrantly colored and pure pleasure for the eye.
The book is simplistic, with not too much text. The text included is cleverly written and will make any student want to read about how each animal or creature uses their color to survive and even thrive. Using the huge bold text in the color he’s describing will catch everyone’s attention. He repetitively uses the color name with the word “says…” He then uses catchy phrases in smaller text using the same color. He puts the explanation in black and uses even smaller text. This really makes it interesting and easy to read.
The book contains no Table of Contents. The book contains no sources to check for the accuracy of the text. The back contains a glossary which gives each animals length, habitat, and diet, with a small colored picture of each of the featured animals. The author does list four other books that students can go to find out more about animals and their color.
I really enjoyed this book because of the cleverness in the writing and the beautiful illustrations it contains.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: "Another amazing work by a master illustrator." SLJ Starred 10/2007.
BOOKLIST review: “It's difficult to imagine a science topic better suited to picture-book form than this one, which offers a pageant of the most stunning, vividly hued creatures on the planet. ...From the pink fairy armadillo to the purple deep-sea dragonfish, readers will be fascinated by the panoply of critters that often seem the stuff of fairy lore, and educators will applaud the clever concept of presenting survival adaptations as a biological fashion show.”
5. CONNECTIONS
Right before a field trip to the zoo, this book should be read. Have students see how many animals from the book they locate at the zoo. They could also write down new animals they found at the zoo that use their color to survive. They could even take pictures with cameras or cell phones and print them off to show and display. When they return to school, have a day of discussion about what they saw. Post pictures and make a display.
Students can pick a color of their own and research animals that use this color to help them survive. The class could make their own color book to display. They could also use a color named in the book, but they have to find new animals to focus on.
Students might want to research other unusual physical characteristics that a particular species has the helps it survive. The skunk can blast predators with horrible smelling spray, or the armadillo has a hard shell that protects it from predators. Students could collect pictures of their animals and explain the characteristic. They could present and make a display.
Jenkins, Steve. LIVING COLOR. 2007. Boston: Houghton Mifflin Company. ISBN 0618708979
2. PLOT SUMMARY
This nonfiction book discusses how animals that have brilliant colors use this characteristic to help their species survive. The author cleverly uses bright illustrations to show various living things that possess the featured colors, red, blue, yellow, green, orange, purple, and pink. The author uses the phrase “(substitute color) says…” to highlight each page. He then shows the various creatures and tells how this color helps them survive. Such as, pink, for the parrotfish, signals to females, which are not pink, that this parrotfish is a male. He devotes two pages for each color, which includes about twelve animals. At the end, he includes a page with more general information about animals and color. He also provides a glossary with the length, habitat, and diet of each featured animal, along with a small picture beside it.
3. CRITICAL ANALYSIS
This nonfiction book will appeal to children of all age levels. Even if they can’t read, they will love the illustrations. The author, who also is the illustrator, uses cut-paper collage. This book is strikingly beautiful. The illustrations are vibrantly colored and pure pleasure for the eye.
The book is simplistic, with not too much text. The text included is cleverly written and will make any student want to read about how each animal or creature uses their color to survive and even thrive. Using the huge bold text in the color he’s describing will catch everyone’s attention. He repetitively uses the color name with the word “says…” He then uses catchy phrases in smaller text using the same color. He puts the explanation in black and uses even smaller text. This really makes it interesting and easy to read.
The book contains no Table of Contents. The book contains no sources to check for the accuracy of the text. The back contains a glossary which gives each animals length, habitat, and diet, with a small colored picture of each of the featured animals. The author does list four other books that students can go to find out more about animals and their color.
I really enjoyed this book because of the cleverness in the writing and the beautiful illustrations it contains.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: "Another amazing work by a master illustrator." SLJ Starred 10/2007.
BOOKLIST review: “It's difficult to imagine a science topic better suited to picture-book form than this one, which offers a pageant of the most stunning, vividly hued creatures on the planet. ...From the pink fairy armadillo to the purple deep-sea dragonfish, readers will be fascinated by the panoply of critters that often seem the stuff of fairy lore, and educators will applaud the clever concept of presenting survival adaptations as a biological fashion show.”
5. CONNECTIONS
Right before a field trip to the zoo, this book should be read. Have students see how many animals from the book they locate at the zoo. They could also write down new animals they found at the zoo that use their color to survive. They could even take pictures with cameras or cell phones and print them off to show and display. When they return to school, have a day of discussion about what they saw. Post pictures and make a display.
Students can pick a color of their own and research animals that use this color to help them survive. The class could make their own color book to display. They could also use a color named in the book, but they have to find new animals to focus on.
Students might want to research other unusual physical characteristics that a particular species has the helps it survive. The skunk can blast predators with horrible smelling spray, or the armadillo has a hard shell that protects it from predators. Students could collect pictures of their animals and explain the characteristic. They could present and make a display.
Review of HOUDINI by Kathleen Krull
1. BIBLIOGRAPHY
Krull, Kathleen. HOUDINI. 2005. Ill. By Eric Velasquez. New York: Walker and Company. ISBN 0802789536
2. PLOT SUMMARY
The focus of this biography is definitely Houdini’s amazing success as an escape artist. The book also highlights Houdini’s childhood, which was spent in poverty. This led to Houdini working constantly and in his spare time, trying to come up with clever routines to help bring in money. He first performed a trapeze act, then studied magic routines, and finally began adding escape routines to his repartee. The book describes and illustrates several of his routines, while also discussing his marriage, his perfectionism, and his untimely death at age 52. The book concludes with some behind the scenes information that explains some of secrets to Houdini’s routines. The secrets, however, are the determination of Houdini. His hard work and practice made him a success, as well as his mental ability to deal with physical pain in order to make every routine perfect. He truly was an amazing individual, and deserves to remain the most famous name in magic.
3. CRITICAL ANALYSIS
This picture-book about Houdini’s life, will catch the eye of most children. Even if they can’t read the words, the beautiful illustrations showing the escape routines will capture their attention. The book is designed to resemble the circus. The text is big and bold. The illustrations are made by using oil paint on watercolor paper. They are very lifelike and beautiful. The author uses the illustrations to show step by step the details to some of Houdini’s most famous escape routines. The end of the book has a “Behind the Scenes,” section that contains some interesting information about how some of Houdini’s performances were achieved. Most children will enjoy this part of the book.
The book has a bibliography, and gives credit to eleven sources. The book contains no “Table of Contents,” but the book is brief enough that it doesn’t need it. Most older students will want to read the whole book in one sitting.
The book is a picture book made for children, so the book points out the amazing things that Houdini was able to achieve in his life. The book does not include anything negative about Houdini, which might lead one to believe that the author’s viewpoint could be biased. Whatever the case, this book is captivating and Houdini deserves a book about the amazing routines he perfected. Houdini should be admired by children everywhere for using his natural abilities, as well as determination and hard work, to make himself a success. He found a way to do what he enjoyed and was able to earn a good living doing it. What better lesson is there for children to learn?
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL REVIEW: “Grade 2-5–An attractive, oversize picture-book biography. Framed descriptions of some of Houdini's most famous stunts are interspersed within the overview of his life. The author's crisp narrative style and careful choice of detail are evident here. Velasquez's impressive framed, posed oil paintings portray the magician's intensity and sense of showmanship. Most of the illustrations feature Houdini and his performances, and the design and varied layout are very effective.”
BOOKLIST REVIEW: “Gr. 1-3. In this biography of one of history's most successful showmen, Krull's expository narrative periodically pauses to revisit the old-fashioned theater depicted in the splashy title-page sequence. These clever interludes feature vivid, free-verse poems that cast children as audience members at Houdini's most fabled performances ("Failure to escape means a drowning death! / An assistant stands by with an ax just in case"). Though together the main narrative and poetry barely skim the surface of Houdini's life, the card-trick contingent will find the combination accessible, and motivated children will take full advantage of the amplifying endnote and resource listing.”
5. CONNECTIONS
Students could read other biographies on the person of their choosing and the class could make a poster, pasting pictures of Houdini and the other people featured. Compare and contrast their lives, as well as their personalities and character traits. This would be a great way to discuss what character traits seem to keep showing up in people that make a difference in the world.
Students could read excerpts from other books about Houdini, and determine if the author left out any negative information, or they could see if they can find an interesting or fascinating fact, that wasn’t included in the book. Students could discuss why being objective is important when writing nonfiction. The class could make a poster or collage that shows important things that the author left out, or that the class thought should have been included.
Students could research and illustrate their favorite Houdini stunt. They could do a step by step illustration like the ones included in the book. Then they could present it to the class. They could research and find stunts not included in the book also.
Krull, Kathleen. HOUDINI. 2005. Ill. By Eric Velasquez. New York: Walker and Company. ISBN 0802789536
2. PLOT SUMMARY
The focus of this biography is definitely Houdini’s amazing success as an escape artist. The book also highlights Houdini’s childhood, which was spent in poverty. This led to Houdini working constantly and in his spare time, trying to come up with clever routines to help bring in money. He first performed a trapeze act, then studied magic routines, and finally began adding escape routines to his repartee. The book describes and illustrates several of his routines, while also discussing his marriage, his perfectionism, and his untimely death at age 52. The book concludes with some behind the scenes information that explains some of secrets to Houdini’s routines. The secrets, however, are the determination of Houdini. His hard work and practice made him a success, as well as his mental ability to deal with physical pain in order to make every routine perfect. He truly was an amazing individual, and deserves to remain the most famous name in magic.
3. CRITICAL ANALYSIS
This picture-book about Houdini’s life, will catch the eye of most children. Even if they can’t read the words, the beautiful illustrations showing the escape routines will capture their attention. The book is designed to resemble the circus. The text is big and bold. The illustrations are made by using oil paint on watercolor paper. They are very lifelike and beautiful. The author uses the illustrations to show step by step the details to some of Houdini’s most famous escape routines. The end of the book has a “Behind the Scenes,” section that contains some interesting information about how some of Houdini’s performances were achieved. Most children will enjoy this part of the book.
The book has a bibliography, and gives credit to eleven sources. The book contains no “Table of Contents,” but the book is brief enough that it doesn’t need it. Most older students will want to read the whole book in one sitting.
The book is a picture book made for children, so the book points out the amazing things that Houdini was able to achieve in his life. The book does not include anything negative about Houdini, which might lead one to believe that the author’s viewpoint could be biased. Whatever the case, this book is captivating and Houdini deserves a book about the amazing routines he perfected. Houdini should be admired by children everywhere for using his natural abilities, as well as determination and hard work, to make himself a success. He found a way to do what he enjoyed and was able to earn a good living doing it. What better lesson is there for children to learn?
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL REVIEW: “Grade 2-5–An attractive, oversize picture-book biography. Framed descriptions of some of Houdini's most famous stunts are interspersed within the overview of his life. The author's crisp narrative style and careful choice of detail are evident here. Velasquez's impressive framed, posed oil paintings portray the magician's intensity and sense of showmanship. Most of the illustrations feature Houdini and his performances, and the design and varied layout are very effective.”
BOOKLIST REVIEW: “Gr. 1-3. In this biography of one of history's most successful showmen, Krull's expository narrative periodically pauses to revisit the old-fashioned theater depicted in the splashy title-page sequence. These clever interludes feature vivid, free-verse poems that cast children as audience members at Houdini's most fabled performances ("Failure to escape means a drowning death! / An assistant stands by with an ax just in case"). Though together the main narrative and poetry barely skim the surface of Houdini's life, the card-trick contingent will find the combination accessible, and motivated children will take full advantage of the amplifying endnote and resource listing.”
5. CONNECTIONS
Students could read other biographies on the person of their choosing and the class could make a poster, pasting pictures of Houdini and the other people featured. Compare and contrast their lives, as well as their personalities and character traits. This would be a great way to discuss what character traits seem to keep showing up in people that make a difference in the world.
Students could read excerpts from other books about Houdini, and determine if the author left out any negative information, or they could see if they can find an interesting or fascinating fact, that wasn’t included in the book. Students could discuss why being objective is important when writing nonfiction. The class could make a poster or collage that shows important things that the author left out, or that the class thought should have been included.
Students could research and illustrate their favorite Houdini stunt. They could do a step by step illustration like the ones included in the book. Then they could present it to the class. They could research and find stunts not included in the book also.
Review of HITLER YOUTH by Susan Campbell Bartoletti
1. BIBLIOGRAPHY
Bartoletti, Susan Campbell. HITLER YOUTH. 2005. New York: Scholastic. ISBN 0439862736
2. PLOT SUMMARY
The book begins with a brief biography of twelve youths whose story is featured in the book. Although the book is not about Hitler, it focuses on how his shrewd manipulation of Germany’s children led to some dying for his cause and some turning their backs on their families. His organization of the Hitler Youth started out as organized fun activities, but as Germany needed soldiers, many of the Hitler Youth were sent to battle. Ultimately, many youths realized that they were being manipulated by Hitler’s propaganda and they ultimately became traitors for the other side. Most of the children realized that Hitler was lying to the people of Germany and that people were losing their individual rights. Some Hitler Youths chose to die at the hands of the SS, rather than carry out orders that they knew were wrong. The one story that I found the most shocking was that of Elizabeth Vetter, who turned in her own parents after they scolded her for participating in the Hitler Youth. In the conclusion, the author presents an Epilogue which briefly tells what happened to each of the young people in the book that survived the war.
3. CRITICAL ANALYSIS
This book is for older readers, grades 6-12. The stories are fascinating, yet hard to believe. Most older children could possibly relate to being excited about the hope that new leader can invoke in its citizens. Especially, one who makes idle promises when their country is hurting. The book is one of the few I’ve read that is from the perspective of German children who were not persecuted by Hitler. These innocent children were damaged by him in another way. They are forced to live with the choices they made as children.
This book is great for students because it reads more like a story, than a work of nonfiction. The book is thoroughly researched and documented. The book contains a Table of Contents. It has a brief Biography of the twelve featured young people from the book. It has a Foreword and an Introduction. The chapters follow the timeline of Hitler’s rise to power until the war’s end, and also what happened to Hitler’s followers after the war. It also contains an Epilogue which tells about what happened in the future of the surviving characters.
The author also gives a Timeline of the war. She also includes an
Author’s note about her research and thoughts on writing the book. She also discusses the black and white photographs used, which make a wonderful accompaniment to the text. She includes Quote Sources, as well as a five page Bibliography. She also gives Acknowledgments to those who helped her in her research. The book also includes an Index for quick reference. The book is well researched and includes many ways to check the book’s accuracy.
The only negative aspect I could find was that a glossary of terms would be helpful since many of these terms might be unfamiliar to the book’s audience. I also thought including a map showing where the book takes place, might be helpful for students.
4. REVIEW EXCERPTS
Review SCHOOL LIBRARY JOURNAL: “Starred Review. Grade 5-8–Hitler's plans for the future of Germany relied significantly on its young people, and this excellent history shows how he attempted to carry out his mission with the establishment of the Hitler Youth, or Hitlerjugend, in 1926. With a focus on the years between 1933 and the end of the war in 1945, Bartoletti explains the roles that millions of boys and girls unwittingly played in the horrors of the Third Reich. The book is structured around 12 young individuals and their experiences, which clearly demonstrate how they were victims of leaders who took advantage of their innocence and enthusiasm for evil means. Their stories evolve from patriotic devotion to Hitler and zeal to join, to doubt, confusion, and disillusion. (An epilogue adds a powerful what-became-of-them relevance.) The large period photographs are a primary component and they include Nazi propaganda showing happy and healthy teens as well as the reality of concentration camps and young people with large guns. 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.”
Review BOOKLIST: “*Starred Review* Gr. 7-10. What was it like to be a teenager in Germany under Hitler? Bartoletti draws on oral histories, diaries, letters, and her own extensive interviews with Holocaust survivors, Hitler Youth, resisters, and bystanders to tell the history from the viewpoints of people who were there. Most of the accounts and photos bring close the experiences of those who followed Hitler and fought for the Nazis, revealing why they joined, how Hitler used them, what it was like. Henry Mentelmann, for example, talks about Kristallnacht, when Hitler Youth and Storm Troopers wrecked Jewish homes and stores, and remembers thinking that the victims deserved what they got. The stirring photos tell more of the story. One particularly moving picture shows young Germans undergoing de-Nazification by watching images of people in the camps. The handsome book design, with black-and-white historical photos on every double-page spread, will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum. The extensive back matter is a part of the gripping narrative.
5. CONNECTIONS
Students could read excerpts from other books about this time. Such as, one from the perspective of Jewish children that survived the concentration camps, or were forced to go into hiding. They could also read about the way Hitler treated the handicapped children of Germany. They could discuss and compare their lives and how different it would be to be Jewish in Germany at that time. There are also many excellent documentaries about survivors, many who were children during the war. Viewing one of those films would make a good follow-up activity.
Show students how life and death was as simple as one person pointing people to the left or right. Start by telling students with blue shirts to go to the left and students with any other color go to the right. This shows them that there was no reasoning in the decisions made in the camps. Most students just can’t believe that this could happen. Then, they could talk about how they felt being sent to die because of the color of their shirt. You could also discuss the guilt one would feel to be sent to the line that lived, when all your family members were chosen to die.
After reading the book, you could read a fictional book about this time. THE BOY IN THE STRIPPED PAJAMAS by John Boynes would be good because it shows two boy that befriend each other, but live in totally different worlds. One boy is the son of a Nazi officer and the other is a Jewish boy in the concentration camp. This gives the perspective of both sides and would make a good companion piece to HITLER YOUTH. There was also a movie made about this story.
Bartoletti, Susan Campbell. HITLER YOUTH. 2005. New York: Scholastic. ISBN 0439862736
2. PLOT SUMMARY
The book begins with a brief biography of twelve youths whose story is featured in the book. Although the book is not about Hitler, it focuses on how his shrewd manipulation of Germany’s children led to some dying for his cause and some turning their backs on their families. His organization of the Hitler Youth started out as organized fun activities, but as Germany needed soldiers, many of the Hitler Youth were sent to battle. Ultimately, many youths realized that they were being manipulated by Hitler’s propaganda and they ultimately became traitors for the other side. Most of the children realized that Hitler was lying to the people of Germany and that people were losing their individual rights. Some Hitler Youths chose to die at the hands of the SS, rather than carry out orders that they knew were wrong. The one story that I found the most shocking was that of Elizabeth Vetter, who turned in her own parents after they scolded her for participating in the Hitler Youth. In the conclusion, the author presents an Epilogue which briefly tells what happened to each of the young people in the book that survived the war.
3. CRITICAL ANALYSIS
This book is for older readers, grades 6-12. The stories are fascinating, yet hard to believe. Most older children could possibly relate to being excited about the hope that new leader can invoke in its citizens. Especially, one who makes idle promises when their country is hurting. The book is one of the few I’ve read that is from the perspective of German children who were not persecuted by Hitler. These innocent children were damaged by him in another way. They are forced to live with the choices they made as children.
This book is great for students because it reads more like a story, than a work of nonfiction. The book is thoroughly researched and documented. The book contains a Table of Contents. It has a brief Biography of the twelve featured young people from the book. It has a Foreword and an Introduction. The chapters follow the timeline of Hitler’s rise to power until the war’s end, and also what happened to Hitler’s followers after the war. It also contains an Epilogue which tells about what happened in the future of the surviving characters.
The author also gives a Timeline of the war. She also includes an
Author’s note about her research and thoughts on writing the book. She also discusses the black and white photographs used, which make a wonderful accompaniment to the text. She includes Quote Sources, as well as a five page Bibliography. She also gives Acknowledgments to those who helped her in her research. The book also includes an Index for quick reference. The book is well researched and includes many ways to check the book’s accuracy.
The only negative aspect I could find was that a glossary of terms would be helpful since many of these terms might be unfamiliar to the book’s audience. I also thought including a map showing where the book takes place, might be helpful for students.
4. REVIEW EXCERPTS
Review SCHOOL LIBRARY JOURNAL: “Starred Review. Grade 5-8–Hitler's plans for the future of Germany relied significantly on its young people, and this excellent history shows how he attempted to carry out his mission with the establishment of the Hitler Youth, or Hitlerjugend, in 1926. With a focus on the years between 1933 and the end of the war in 1945, Bartoletti explains the roles that millions of boys and girls unwittingly played in the horrors of the Third Reich. The book is structured around 12 young individuals and their experiences, which clearly demonstrate how they were victims of leaders who took advantage of their innocence and enthusiasm for evil means. Their stories evolve from patriotic devotion to Hitler and zeal to join, to doubt, confusion, and disillusion. (An epilogue adds a powerful what-became-of-them relevance.) The large period photographs are a primary component and they include Nazi propaganda showing happy and healthy teens as well as the reality of concentration camps and young people with large guns. 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.”
Review BOOKLIST: “*Starred Review* Gr. 7-10. What was it like to be a teenager in Germany under Hitler? Bartoletti draws on oral histories, diaries, letters, and her own extensive interviews with Holocaust survivors, Hitler Youth, resisters, and bystanders to tell the history from the viewpoints of people who were there. Most of the accounts and photos bring close the experiences of those who followed Hitler and fought for the Nazis, revealing why they joined, how Hitler used them, what it was like. Henry Mentelmann, for example, talks about Kristallnacht, when Hitler Youth and Storm Troopers wrecked Jewish homes and stores, and remembers thinking that the victims deserved what they got. The stirring photos tell more of the story. One particularly moving picture shows young Germans undergoing de-Nazification by watching images of people in the camps. The handsome book design, with black-and-white historical photos on every double-page spread, will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum. The extensive back matter is a part of the gripping narrative.
5. CONNECTIONS
Students could read excerpts from other books about this time. Such as, one from the perspective of Jewish children that survived the concentration camps, or were forced to go into hiding. They could also read about the way Hitler treated the handicapped children of Germany. They could discuss and compare their lives and how different it would be to be Jewish in Germany at that time. There are also many excellent documentaries about survivors, many who were children during the war. Viewing one of those films would make a good follow-up activity.
Show students how life and death was as simple as one person pointing people to the left or right. Start by telling students with blue shirts to go to the left and students with any other color go to the right. This shows them that there was no reasoning in the decisions made in the camps. Most students just can’t believe that this could happen. Then, they could talk about how they felt being sent to die because of the color of their shirt. You could also discuss the guilt one would feel to be sent to the line that lived, when all your family members were chosen to die.
After reading the book, you could read a fictional book about this time. THE BOY IN THE STRIPPED PAJAMAS by John Boynes would be good because it shows two boy that befriend each other, but live in totally different worlds. One boy is the son of a Nazi officer and the other is a Jewish boy in the concentration camp. This gives the perspective of both sides and would make a good companion piece to HITLER YOUTH. There was also a movie made about this story.
Wednesday, October 14, 2009
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