The Lincolns: A Scrapbook Look at Abraham and Mary by Candace Fleming

Bibliography

Fleming, Candace. The Lincolns: A scrapbook look at Abraham and Mary. Random House LLC, 2008.

ISBN: 978-0375836183

Plot

The Lincolns: A Scrapbook Look at Abraham and Mary is an account of Abraham Lincoln, and his wife, Mary Todd Lincoln, both separately and as a couple. The book follows the story of their lives from a brief description of their parents, to their births, childhoods, marriage, presidency, and eventual deaths. Fleming also devotes portions of the book to discussing the events and people surrounding the Lincolns, such as the Civil War battles or their friends and cabinet members. These serve to illustrate the Lincolns in ways that round them out as people. By knowing the circumstances of their time and the people they loved (or did not love), the Lincolns are able to be seen as real and courageous people.

Critical Analysis

Both an informative and intriguing account of the Lincoln’s lives from birth until death, The Lincolns by Candace Fleming presents a lavish peek inside their family and the times in which the Lincolns lived. Organizing a vast amount of information, Fleming uses different fonts, word sizes, and pictures to create a scrapbook style; this aids in making the pages turn quickly, as readers ingest small portions of text that build the story and information. Chapters further delineate the information to gain understanding of the different seasons of life that the Lincolns lived through. Archival style pictures on each page not only enhance the scrapbook nature of the text, but the overall understanding of the Lincoln family. The style of writing presents actions and words of the people, and lets the soul and character of Mary and Abraham shine through how they lived. Readers will find themselves inspired by Lincoln as he works through a multitude of perils, as they see his and Mary’s love, diligence, and extreme hard work shown through the insights of Fleming’s research. The brevity of Fleming to narrow all the information available on the Lincoln’s is evident in the book, which focuses on cited quotations and primary sources, noted in the source notes, research notes, index and bibliography. Because of the organization and accuracy, readers will easily be motivated to further reading on the Lincolns when inspired by a particular portion of the work and the simplicity of locating the section of interest. The Lincolns: a scrapbook look at Abraham and Mary is a delightful and accurate work on both Abraham and Mary Lincoln that gives insight into one of the greatest presidents of the United States of America.

Personal Response

After reading this book, I was inspired to get to know the Lincolns in deeper ways through more research and reading. Their marriage and love was touching. Multiple times throughout the story I gave an audible sigh at the vignettes of how they served each other, even through their brokenness or terrible circumstances. I was also struck by how hard the Lincolns worked for the good of the country as a whole. Of course, there were exceptions, such as Mary’s spending and Lincoln’s policies at times, but overall, they worked under dire and grieving events towards the betterment of the American people.

Excerpts of Reviews

"The scrapbook technique . . . remains fresh and lively, a great way to provide a huge amount of information in a format that invites both browsing and in-depth study."

Kirkus Reviews

“Her scholarship over five years pays off with a rich account that is personal and concrete... It's hard to imagine a more engaging or well-told biography of the Lincolns.”

School Library Journal

“On spreads that combine well-chosen visuals with blocks of headlined text, Fleming gives a full, birth-to-death view of the “inextricably bound” Lincolns. Once again, Fleming humanizes her subjects and offers a broader perspective on their times with cleverly juxtaposed facts, anecdotes, and images...Starting with her personal introduction, this exemplary resource will prompt readers to consider how an individual’s life story, and a country’s history, are constructed. “

Booklist

Connections

1. Have children create their own scrapbook page of the life of either Abraham or Mary Lincoln, highlighting areas they find important in the reading. 
   
   
2. While reading through the book, have students create a timeline of the major political events, war battles, and other cultural happenings around the time of the Lincolns.
   
   
3. Children may explore the Lincoln websites located on page 158 of The Lincolns: A Scrapbook Look at Abraham and Mary.
   
   
4. Students can perform their own biographical research on each other by interviewing friends and family of another classmate to find out about his or her life thus far. They can arrange their findings into a short book or presentation and present to the class about each other. 
   
   
5. Read other books about the Lincolns, such as: Lincoln: a Photobiography by Russell Freedman, True Stories about Abraham Lincoln by Ruth Belov Gross, and Lincoln in His Own Words by Milton Meltzer.

Hitler Youth: Growing Up in Hitler’s Shadow by Susan Campbell Bartoletti 

Bibliography

Bartoletti, Susan Campbell. 2005. Hitler Youth: growing up in Hitler's shadow. New York: Scholastic Nonfiction.

ISBN: 978-0439353793

Plot

Bartoletti uses the voices of twelve people who were youth during the years of 1933-1945, the years of the Third Reich in Germany. The voices of these youth, whether they were actively involved in the Hitler Youth, opposing to Nazism, or persecuted by the Nazis and Hitler Youth Group as a Jew, give shape to the rise of Hitler’s Regime. It is through these stories that Bartioletti weaves the story of Hitler’s rise to power, the organization of Hitler Youth, their participation in the persecution and eventual Holocaust of the Jews and other minorities, their aid in the War, and even their resistance to the Nazi cause. The book shows clearly that many Germans were swept into the regime blindly, and without education on the truth of the events surrounding them. The story also shows the Youth’s dedication to their country above all, and their wish, whether for or against Hitler, that Germany would be made a better country.

Critical Analysis

In Hitler Youth, Bartoletti brings the voice of the youth of Germany during WWII front and center, letting them tell their story. Detailed source notes and a bibliography cite the writings, interviews, and words of twelve young people as they lived through the regime, and the impact this had on their lives. Bartoletti demonstrates precise work in the flow of the book, which is written heavily in quoted dialogue from her interviews and research. Each chapter is devoted to one aspect of the life of the young people, and all the chapters build through the years towards the culmination of the war and its conclusion. The surprising, and often unknown, ways in which Hitler used the young people of Germany are included, as well as ways in which young people stood against Hitler. Throughout the course of the book, the clarity of writing gives the reader an understanding of the uncertainty that many Germans had, and the misplaced trust in a regime in which they were often blinded. Writing about both sides of the concentration camps, or the initial surge of youth into the youth groups, for example, causes the reader to see that not all decisions were clear to the people who were living through them. While some youth initially joined the group, they became dissillusioned and later fought against the Nazi’s. Historically accurate pictures, photography from Germany in WWII, and portraits of each of the twelve youth create visualization of the setting and events. The organization through the timeline of WWII, aided by detailed quotation notes, bibliography, and index, provide structure to the information when multiple stories from the twelve youth are interwoven. Hitler Youth illustrates what it means to be human, in its complexity and yearning for what is right, as well as the horrors of war and the impact of following without question.

Personal Response

The repeating and interweaving stories told in this book were moving in that they caused me to think of the Germans as united, even in their differing points of view through the war. Each German, whether for or against the regime, was shown as a complex individual who desired above all to do their best for their country. The horror and grief of the time in which they lived was clearly displayed for me as a reader, through their own words and the story which Bartoletti tells in each of them. For the German youth, many of them were caught up in a movement at a time when they were still learning how to discern between what is right and wrong. The deception of the Nazi regime took hold of their youthfulness, their strength, and their energy; this fulfilling Hitler’s dream of ‘making a new world’ through the enthusiasm of young people. I found this book compelling in its depiction of everyday life decisions that each German had to make during the War, and also in its end when the blindfolds came off and many Germans stood for what is right.

Excerpts of Reviews

"Case studies of actual participants root the work in specifics, and clear prose, thorough documentation and an attractive format with well-chosen archival photographs make this nonfiction writing at its best...Superb."

Kirkus Reviews

"With clarity and apt quotation (scrupulously sourced), Bartoletti takes readers from the prewar beginnings of Hitler Youth, through its significant role in gaining Hitler the government, to its ultimate position as a feeder for the German war machine….The power of the account is matched by the many period candid and propaganda photographs, well-married to the text by strong captions and placement and an unobtrusive but period-evocative Art Deco page design."

The Horn Book

"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....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."

School Library Journal

Connections 1. Invite a person who lived during WWII to come speak to children about the time in which they lived. 2. Children can perform additional research of one of the twelve young people depicted in the book online and through other non-fiction books. They can write a report or create a biography page on their research. 3. Read other books about WWII, such as Tell Them We Remember: The Story of the Holocaust by Susan D. Bachrach, Remember D-Day: The Plan, the Invasion, Survivor Stories by Ronald J. Drez, Growing up in World War II, 1941-1945 by Judith Pinkerton Josephson and The Hidden Children by Howard Greenfeld. 4. Have children create pictures for each of the events on the “Timeline of the Hitler Youth” on page 160. They may then put their visual timeline in order and explain what happened, reading excerpts from the book. 5. Read other books on the resistance against the Nazi’s mentioned in Hitler Youth, such as The Boy Who Dared by Susan Campbell Bartoletti, Beyond Courage: The Untold Story of Jewish Resistance During the Holocaust by Doreen Rappaport, or The Nazi Hunters: How a Team of Spies and Survivors Captured the World's Most Notorious Nazi by Neal Bascomb.

The Giant and How He Humbugged America by Jim Murphy Book Review

Bibliography
Murphy, Jim. The Giant and How He Humbugged America. Scholastic Inc., 2013.
ISBN: 978-0439691840

Plot
Jim Murphy tells the intriguing tale of a stone giant, dug up in Upstate New York in the year 1869. Once the giant is discovered (or uncovered), word gets around quickly and people start flocking to see. Questions arise as the giant is viewed as either a petrified man or an ancient statue … or a hoax, designed to gain profits. Murphy leads the reader through the increasingly complex story with interesting pieces of primary source dialogue and photographs. The book tells the tale not only of the giant and the people invested in the giant, but of America, especially Upstate New York, at the time of the 1860-70’s. Readers themselves will get caught up in making the decision about the giant’s origins, until the mysterious beginnings are sorted out and the truth comes clear.

Critical Analysis
The account of the Cardiff Giant is shrouded in both mystery and factual evidence. While Murphy takes his time through the story to show the facts of the circumstance, he does so through accurate sources. Dialogue in the book is sourced at the end, with a bibliography and index to accompany the notes. Murphy uses a narrator voice throughout the book, and keeps the style upbeat and focused. Detailed facts, such as the time of events and currency equivalents to today’s amounts, keep the reader informed and draw a picture of the entire hoax and what exactly happened. A period-looking font reminiscent of old circus typesets headlines each chapter, with an off-black color that matches the historical pictures included. The historical pictures are large, often taking up an entire page, which not only serve to break up the text, but give additional understanding at necessary moments. Murphy presents here a story about a hoax which is riveting, complicated, and amazingly true, with accurate research and pictures to document.

Personal Response
Having grown up in Upstate New York, 30 minutes from the Farmers Museum near Cooperstown, NY, I have seen the Cardiff Giant himself. When we viewed the statue, we were a group of children, and the museum staff made a presentation similar to Billy Houghton’s before sharing the historical aspects of the Giant’s story. This led to an interest in the book when I saw it on the list for this class. Reading the book gave me a sense of the complicated scheme of the giant’s origin, as well as a feeling of deep loss when I learned of the people who invested their lives into the falsehood. Murphy also increased my awareness of the particular details surrounding how the giant was made and how it ended up at the Farmer’s Museum.

Excerpts of Reviews
“Murphy effectively recreates the place and times that made the Cardiff Giant famous, building on solid and well-documented research. A generous mix of newspaper illustrations, carnival posters and photographs lend a period feeling to the thoroughly engaging volume.”
Kirkus Reviews

“Although a significant number of players are involved, the narrative’s 12 chapters move swiftly, with period photos helping to break up the text-heavy pages (printed in brown ink). Contextualizing this scam against the wider backdrop of the Gilded Age, Murphy adeptly explains how hoaxes like the Cardiff Giant helped accelerate reforms, such as the establishment of professional scientific organizations and journals.”
Publishers Weekly

“Presenting evidence that almost from the outset both educated and popular opinion was divided over whether the figure was a fossilized human or a carving, an ancient relic or a modern “humbug,” Murphy shows how the controversy itself fueled the giant’s notoriety—to the extent that the figure’s “authenticity” became such a non-issue that P.T. Barnum made a bundle displaying an openly made duplicate and to this day the original and several surviving copies remain local museum attractions.”
Booklist

Connections
1. Research the additional famous hoaxes discussed by Jim Murphy at the conclusion of the book. Compare and contrast them to the Cardiff Giant Hoax, and find common themes throughout each (such as greed, respect, archaeology, etc.).

2. Study the practice of archaeology and go outside to see if children can find anything as an archaeologist would. Choose one of the ArchaeologyLand! activities to do with children to learn about archaeology: http://www.saa.org/publicftp/public/resources/PubSessionsarchaeologyland.html.

Reference: SAA. "SAA Archaeology for the Public." ArchaeologyLand! http://www.saa.org/publicftp/public/resources/PubSessionsarchaeologyland.html (accessed October 28, 2014).

3. Read more about the time in which the Cardiff Giant was found through these books:
The Great and Only Barnum: The Tremendous, Stupendous Life of Showman P. T. Barnum by Candace Fleming, The Era of Reconstruction and Expansion (1865-1900) by George Edward Stanley, or The Gilded Age by Diane Telgen.

4. Read other literature by Jim Murphy, such as Baffling and Bizarre Inventions, The Great Fire, or Boys' War Confederate and Union Soldiers Talk about the Civil War. 

Orchards Book Review

Bibliography

Thompson, Holly. Orchards. Random House LLC, 2012.

ISBN: 978-0385739788

Plot

Kanako, an eighth grade girl, is of Jewish and Japanese heritage. While attending a private middle school in New York, one of her classmates commits suicide. To help her process and grieve the situation, Kana’s parents send her to Japanese grandparents in Japan. There, Kana works on the family farm and spends time with family members. Her time in Japan leads to growth in more ways than she thought of, as well as surprising new developments in her relationships with her family and friends.

Critical Analysis

The poetry is written in free verse, which suits the voice of an eighth grader. Throughout the book, the halting stanza’s lend an image of a young girl who is caught between two worlds, unsure of herself and what to do. At times, a single line on the page conveys the breathlessness of grief, how it can overtake the mind so that a person is capable of thinking only one thought. The rhythm of the book, with its repeating ideas and short phrases blending into sentences, creates an ongoing feeling that readers may recognize as gaining an understanding of an event. The emotions of grief and confusion are present in the novel in verse. However, the poetry also invokes emotions of happiness, calm, and feelings of safety. Tied to the place of Japan and the family of characters, these more pleasant feelings lead to the belief that family, hard work, or quiet places bring healing. The theme of forgiveness, is the ultimate purpose of the poetic book. Forgiveness is demonstrated from the beginning when Kana must forgive her parents for sending her away, to her grandmother forgiving her daughter, to the finale, when Kana teaches a friend how to forgive himself. Accompanied by gray-scale illustrations along the edges of the pages, this novel in verse is a splendid example of resiliency, forgiveness, and how to heal after tragedy.

Personal Response

This book stayed with me long after the evening I read it. The stories that matter are often stories which mirror an aspect of your own character or personhood. This was the case with the character of Kana; I have often found myself thinking circularly about an event that was difficult to understand or process. The family within the pages of the novel seems based on a real life family, with differences and arguments, tough love and gentle sympathy. The best part of the book was the example that her grandmother set, and the wise words she shares with Kana to help her make sense of her situation.

Excerpts of Reviews

"Thompson has crafted an exquisite, thought-provoking story of grief and healing that will resonate with teen readers and give them much to discuss."

School Library Journal

“Compelling. . . . Teens who enjoy learning about other cultures will relish Thompson’s ability to evoke the sights, smells, and tastes of Japan, while poetry fans will enjoy the novel’s unique format.”

VOYA

"This lyrical look at bullying and the aftershocks of suicide may be gut-wrenching, but Orchards is crafted with a sensitive beauty."

Winston-Salem Journal

“Understated yet potent verse.”

Publishers Weekly

Connections

1. Get to know the author and behind-the-scenes look at the making of the book with an author interview: http://www.teachingbooks.net/book_reading.cgi?id=7300&a=1/. Children can interview another person and write a poem about their life events.
2. Prompt a discussion about family members and children’s interactions with them. How do they feel about them? Do they understand them most of the time? What does being a part of a family mean to them?
3. Read another novel in verse by Holly Thompson, The Language Inside, and compare both the stories and the poem structure.
4. Discuss with children the impact of moving so far away from home and familiarity.
5. Read another novel in verse dealing with “third culture” teens, or teens who are part of two distinct cultures. Suggestions include, Seeing Emily by Joyce Lee Wong, and Home of the Brave by Katherine Applegate.

Dark emperor and other poems of the night Book Review

Bibliography

Sidman, Joyce. Dark emperor and other poems of the night. Houghton Mifflin Harcourt, 2010.

ISBN: 978-0547152288

Plot

A collection of 12 poems centered around the topic of a forest at night time. The poems include subjects of insects, animals, the moon, and even mushrooms. Each poem is paired with a brief scientific passage explaining the facts that inspired the poetry. The poems are written in sundry forms and rhyme schemes.

Critical Analysis

As Sidman states in her author’s note, this collection was developed to answer the exploration of what happens at night. The author does this in a beautiful manner, through the poetry as well as background information on the subject of the poem. Each poem occupies two pages of the book, and is set against a background of printmaking illustrations which serve  enhance the imagery of what may occur in the poem. The poems have varying rhythm and rhyme, some with repetitive language. Repetition within the poems, however, works towards the readers understanding of the environment and provokes emotions. Sidman has a canny knack of generating emotions which correspond with the subject of the poetry. The sleepiness of the bats at sunrise, the suspense of the owl stalking a mouse for supper, and the quick, wild scurry of the efts in the moonlight are all feelings invoked by each poem through the rhythm attributed to each. Beautiful, woodsy prints on each page create a design that matches the forest theme and dark, alluring atmosphere of night time.

Personal Response

Reading the poetry in this book inspired me to do further research into many of the subjects mentioned on the pages. The scientific excerpts accompanying the poems invited me to know more, and some of the subjects were new creatures that I had not known of before reading. I enjoyed the varying poetic styles and rhyme schemes, but was partial to the poetry which did have a distinct rhyme, such as Ballad of the Wandering Eft. Speaking of Eft’s, there is a small red one which follows along each page. Readers may also look for the movement of the moon across each page, until the sun rises and the last poem is the moon’s farewell to the night.

Excerpts of Reviews

“The illustrations are bold, richly detailed linoleum prints colored in gouache... Sidman adroitly applies varied poetic forms and rhyme schemes.” School Library Journal

“This picture book combines lyrical poetry and compelling art with science concepts.” Booklist

"The dark lines of Allen's skillful lino cut prints make the perfect accompaniment to a book of night poems, with their subtle colors allowing the reader to seek out the creatures slowly, just as one's eye becomes accustomed to finding things in the dark." - The Horn Book

Connections

1. Listen with students the Author Book Reading of the title found on teachingbooks.net. This can be found: http://www.teachingbooks.net/book_reading.cgi?id=4900&a=1. All rights reserved to TeachingBooks.net. After listening, ask children to write down three idea lists: things they feel emotions about (fear, excitement, sadness, glee, etc.), places they love, and questions they want to find out more information about. They can pick one and write a poem about the topic.
2. Incorporate poetry into a current science unit by having children use a scientific vocabulary word in a poem, like Joyce Sidman does in her poetry in Dark Emperor and Other Poems of the Night.
3. Share other poetry about animals with children, such as The Waldorf Book of Animal Poetry edited by David Kennedy, Dear Wandering Wildebeest, and other poems from the watering hole by Irene Latham, Poetry for Young People: Animal Poems edited by John Hollander, and Animal Poems by Valerie Worth.
4. Share other poetry collections involving ecosystems, such as, Song of the Water Boatman & Other Pond Poems by Joyce Sidman, In the Sea by David Elliot, and Antarctic Antics: a book of penguin poems by Judy Sierra.

Rutherford B., Who was He? : Poems About Our Presidents Book Review

Bibliography

Singer, Marilyn, and John Hendrix. Rutherford B., who was he? : poems about our presidents. New York: Disney Hyperion Books, 2013.
ISBN: 9781423171003

Plot

Moving chronologically through America’s history, Singer writes poetry involving each of the United States of America’s Presidents. While some presidents share a poem, many have a single poem dedicated to the most influential or intriguing event of their presidency. The poems are written in an assortment of styles, including one poem which demonstrates Singer’s distinctive “reverso” poetry. Each poem is attended by a vivid illustration and presidential quote.

Critical Analysis

The language of Rutherford B., Who Was He? uses words that command attention and draw the reader into the focus of each president’s main achievement or acclaimed action. While some presidents work together in the poems, the chronological method of the poetry presents history as building on the previous presidency. Singer is able to use various sounds and rhythms with each poem to enunciate the challenge that the president faced. Quotes from the presidents along with boisterous, colorful illustrations further the emotion of urgency as the book is read. Whether reading through the chronological sequence of poems, or just one poem, the reader may develop this urgency and the appeal for each president to hold integrity and rightness in his actions. Singer promotes this idea even with presidents who “failed”, such as Nixon and Clinton, choosing to highlight their accomplishments and assume the best about their presidency. Within the biographical information at the end of the book, readers can find a more balanced opinion of each president’s successes and failures. John Hedrix’ illustrations are reminiscent of political cartoons, and coincide with the accompanying quotation. Each illustration is deliberate to show the president’s character, whether through facial expressions or posture. A challenging read both to understand history through poetry, and to realize that presidents are men striving to accomplish the best for the country.

Personal Response

I enjoyed the different rhyming patterns of the poetry within the book; each seemed to fit the president’s achievement or renown. The two poems which included more than one president speaking were confusing at first to understand, and to read based on typical poem structure. The inclusion of actual quotations as well as the bibliographical information made for an enjoyable experience of learning throughout the book.

Excerpts of Reviews

“Most libraries will want to make room for this one; it's a wonderful teaching tool for U.S. history and a delightful, readable book for a wide audience of browsers.” School Library Review

“Sometimes combining drawn and painted elements with quotes, the artwork is eclectic and expressive. Packed with facts and historical references as well as human interest elements, the rhythmic, rhyming verse may sometimes baffle elementary-school children and even older students without a solid grounding in history and politics.” Booklist

Connections

1. Children can research and find out more about a little-known president and read aloud the poem out of the book when presenting their fact tip.
2. Discuss the “reverso” poem and how Marilyn Singer created that word to describe the poems she was making. Talk about two sides to a story, or two sides to a person. Children can discuss two sides to themselves, or think of an event they have had happen in their life and discuss both sides of that event. Link this to Reverso poetry writing and presidents. Have children research critical events mentioned in the poems that presidents had to make decisions on, and talk about both sides of that event or person/character decision.
3. Read the interview with Marilyn Singer together with children found here: http://www.hbook.com/2013/04/authors-illustrators/five-questions-for-marilyn-singer/ (Horn Book, 2013). Children can write questions they would have liked to ask Mrs. Singer about Rutherford B., Who Was He? and poetry writing.
4. Read other books by Marilyn Singer such as, Follow Follow: A Book of Reverso Poems,  Mirror Mirror: A Book of Reversible Verse, and A Full Moon is Rising.