Lizzie Bright and the Buckminster Boy by Gary Schmidt

Bibliography 

Schmidt, Gary D. Lizzie Bright and the Buckminster boy. Random House LLC, 2008.

ISBN: 978-0544022799

Plot
At the start of the 20th century, Turner Buckminster and his family move from Boston to Maine. Turner can't help getting into trouble with his minister Father, and starts off on a bad foot with the boys of the town due to differences in baseball technique. Lizzie Bright lives with her grandfather and other African Americans on Malaga Island off the coast of the town. When Turner goes adventuring by himself, they meet and instantly form a friendship. Lizzie and Turner's separate worlds further collide when the town decides to force the islanders off, uprooting their homes and lives. Turner is a strong, vocal advocate against the proposition, and has to work to overcome prejudice and stereotyping, even in his own home.

Critical Analysis

In Lizzie and Turner's story, readers are able to identify with two strong children who, against the odds, hold onto hope for their world. The theme of hope, with all of its uncertainties, is prominent through Lizzie's befriending of Turner, the adventures they share on the water and playing organ with Mrs. Cobb, and Turner's insistence to find Lizzie when they are eventually separated. Schmidt brings the setting alive with descriptive language. The reader will be able to feel the seaside breeze, and the cold as winter sets in with despair to the people of Malaga.

The plot is based significantly on the true events of what happened on Malaga Island, and brings historical authenticity through the painful words and feelings of the townspeople. In the struggle over the Island and its population, the reader is able to see the reality that most people have good and bad struggling within them, such as is shown by the characters of Will and Pastor Buckminster. Each person has to decide what will motivate them; and their motivations will always lead them to the eventual conclusion, whether for good or evil. Schmidt weaves together a tale that is moving towards the plight of humans in a story which is historically accurate to the setting and events.

Personal Response

II found myself drawn into this story due to both the words themselves, and the events that occurred. Knowing that the story was based on a true event made the lives of the two young people come alive as if they had actually existed. One of them, Lizzie, did exist, although perhaps not in the exact personality. Gary Schmidt has a way with words that made me see everyday occurrences in a new way. I found myself staring at sunrises, noticing small breezes, and experiencing nature around me in new ways after reading phrases such as:

"The sea breeze found him and twisted around him like a cat asking for a bowl of milk" (Page 213 Kindle edition).

"And the pines! The pines threw their roots around the shore's boulders, grappling with the living rocks and wrestling them into position" (Page 58 Kindle edition).

I could almost feel the ending coming; a person could know it before they read the actual words on the page, merely because they knew how life often happens outside of regular fairy tales. Schmidt pulls the reader into the climax so that they anticipate this ending while holding vigorously to the hope that it will not end so badly, that Lizzie will end up living with the Buckminsters, and that perhaps, not so many people would have died. Death, as in our own reality, hits the reader in the face like the wind of the coast, and leaves you feeling quite stunned that it happened.

Excerpts of Reviews

"From the sad and shameful actual destruction of an island community in 1912, Schmidt weaves an evocative novel... Although the story is hauntingly sad, there is much humor, too. Schmidt's writing is infused with feeling and rich in imagery. With fully developed, memorable characters and a fascinating, little-known piece of history, this novel will leave a powerful impression on readers."

School Library Journal

"But the removal of the Malaga community really happened, and Schmidt weaves that history into a powerful tale of friendship and coming-of-age, adding a lyrical sense of the coastal landscape. Characters are drawn without reverence in this haunting combination of fact and fiction that has a powerful and tragic climax."

Booklist

Connections 

1. Learn more about African American history with books such as the ones below.  

Heart and Soul: The Story of America and African Americans by Kadir Nelson
The Beatitudes: From Slavery to Civil Rights by Carole Boston Weatherford

2. Read more historical fiction set in the early 1900's which include African American protagonists. 

Words by Heart by Ouida Sebestyen.

The Well: David's Story by Mildrid Taylor 

Dave at Night by Gail Carson Levine 

3. Use the Maine State Museum (http://www.mainestatemuseum.org) and Maine Memory Project (http://www.mainememory.net) to introduce primary sources about Malaga Island to students. Compare the material in Lizzie Bright and the Buckminster Boy to the primary sources.

The Green Glass Sea by Ellen Klages

Bibliography
Klages, Ellen. The green glass sea. Penguin, 2008.
ISBN: 978-0142411490

Plot
Dewey Kerrigan, an inventor of gadgets and gizmos, takes the train to Los Alamos, where her father is stationed with the army as a mathematician working on a secret gadget. Dewey does not fit in at school, with her introverted behavior and constant work with tools and parts. An inquisitive and inventive girl, she chooses to hang out with boys discussing radios or other technologies. Suze, another young girl on "the Hill", the base on Los Alamos, is bossy and brave, making her an outcast at school as well. When Dewey's father is sent to Washington for work, Dewey and Suze must live together and learn to understand the other. Then, when tragedy strikes, they must learn to move forward, relying on each other as World War II moves to a close. Set amidst the creation of the Atomic Bomb in Los Alamos, the story centers around the girls' relationship and the work their parents do to end the war.

Critical Analysis
The Green Glass Sea is built around strong characters in the two main girl protagonists, as well as detailed characterization in their families and the people who live on the base. Dewey and Suze's unique personalities each show how difficult it was to live inside a secret base, with parents who constantly worked for their country. The plot mingles laughter and tragedy; through each circumstance that Dewey faces, it builds upon her previous life experience, much like a real person. This brings authenticity to the novel, starting in 1943 and as Dewey grows up through the war years. Klages has researched both the time and place well, for the setting is easy to conjure as a lone desert army base, and the events that occur demonstrate the difficulty of war on citizens. The book's theme is also about the American people binding together through the difficulty. This is seen in the Gordon's acceptance and love for Dewey, as she faces the loss of her family and constant change. Klages has written not only a peek inside a secret Army project base, but a touching account of growing up and staying true to who you are.

Personal Response


Klages' story of the army life, and also of girls who enjoy "not-so-girly" subjects, was incredibly touching. As I read and got to know both Suze and Dewey's families, I grew to admire them both for the challenges that they faced. The characterization of each girl, while demonstrated differently, resonated with the feeling of wanting to fit in, to find your place, and to have a certainty about your family. As the girls separate stories wove together, each learned to respond with kindness towards the other, and I found they grew more well rounded as characters. Through Dewey, I knew of Suze's sensitive and artistic feeling; through Suze, Dewey's need for friendship and ability to be inclusive shone through. The adults in the story are portrayed as loving parents, a characteristic I enjoyed thoroughly. The historical world of a secret place is not undone by the narrative; the science and work are still shrouded in mystery, even to the end of the story when the radio is cut off mid-sentence of revealing the bomb's effect. Klages brought the time period and place alive to me through the inside perspective of children.
 

Excerpts of Reviews
“Klages makes an impressive debut with an ambitious, meticulously researched novel set during WWII. Writing from the points of view of two displaced children, she successfully recreates life at Los Alamos Camp, where scientists and mathematicians converge with their families to construct and test the first nuclear bomb.”
Publishers Weekly 

"Klages evokes both the big-sky landscape of the Southwest and a community where "everything is secret" with inviting ease and the right details, focusing particularly on the society of the children who live there... Cameo appearances are made by such famous names as Richard Feynman (he helps Dewey build a radio) and Robert Oppenheimer, but the story, an intense but accessible page-turner, firmly belongs to the girls and their families; history and story are drawn together with confidence."
The Horn Book 

 "Many readers will know as little about the true nature of the project as the girls do, so the gradual revelation of facts is especially effective, while those who already know about Los Alamos's historical significance will experience the story in a different, but equally powerful, way."
School Library Journal


Connections 
1. Read more about the science and math behind the atomic bomb. 
Nuclear Fission Reactors by James A. Mahaffey 
How to Split the Atom by Hazel Richardson

2. Read more about the place of Los Alamos. Hold a discussion on what it would have been like to grow up in the secret communities which built the bomb. Children may try their own hand at writing a narrative of the place and time from their perspective as children.
The Gadget by Paul Zindel
Oral History Series: Children of Los Alamos: An Oral History of the Town Where the Atomic Bomb Began (Twayne's Oral History Series) by Katrina R. Mason  
Children of Usher: Growing Up in Los Alamos by Glenn Fishbine

3. Discuss the importance of historical accuracy when writing historical fiction. Read portions of the primary source book, Tales of Los Alamos: Life on the Mesa, 1943 1945 by Bernice Brode, and contrast this with the information given in The Green Glass Sea. 




4. Research with more detail the life of J. Robert Oppenheimer, with these books: 
J. Robert Oppenheimer: The Brain Behind the Bomb by Glenn Scherer
Fallout: J. Robert Oppenheimer, Leo Szilard, and the Political Science of the Atomic Bomb by Janine Johnston, Jeffrey Jones, Chris Kemple, and Jim Ottaviani


5. Discuss the idea of inclusion inside circles of friends. Ask students at various parts of the story, such as when Suze has to decide to make fun of Dewey with the other girls or stand up for her, what they would have done. Hold a conversation about why we should be inclusive and outgoing, and some of the positive ramifications. Talk about how being a friend creates friendships.

Alchemy and Meggie Swann by Karen Cushman

Bibliography
Cushman, Karen. Alchemy and Meggy Swann. Houghton Mifflin Harcourt, 2010.

ISBN: 9780547231846


Plot
Meggy Swann is a girl whose mother has sent her to live with her father. Her two main characteristics are her crippled legs and her sharp tongue. Her father is an alchemist who is trying to find the transformation of immortality. While at first he rejects Meggy, eventually he allows her to help him and they work together. Meggy meets Roger, the previous apprentice, and makes friends with a printer and his family, along with the neighboring cobbler and his son. When Meggy overhears a plot to kill a Baron, which her father is intricately involved in, she decides to attempt to stop it. Meggy and Roger, along with the printers help, attempt to save the Baron from death. At the end of the story, her father remains selfish, but Meggy has taken steps to grow out of her own selfishness.


Critical Analysis
The story of Meggy Swann succeeds in its authenticity to the time period, involving the mannerisms, customs, and language of the people at the time. The reader will be thrown into London at the time of Queen Elizabeth, with all its grime and busyness. This accurate setting sets the stage for the plot, involving a well researched occupation of alchemy and the tensions between the rich and poor during the time period. Cushman, writing through Meggy's perspective, brings to life the various personalities that create character in the story, and draw Meggy out of her shell. The theme of selflessness and gratitude peek through the plot line, but rarely make a full appearance due to the abrupt and slight change in Meggy at the very end of the novel. The ending was not well set up by the attitudes displayed in Meggy through the rest of the text. The style of writing was one of the true lacking aspects of the novel; Cushman dwells inside of Meggy's negative and cynical perspective alone, and while it presents the negative aspects of language and dialogue at the time, it rarely sheds light on the more understanding and kind personas that must have lived in the Elizabethean period. The novel does justice to the historical fiction in providing a view into the time period, but the story itself lacks substantive depth to really delight in the characters.


Personal Response
"Toads and Vipers!" this was a long, drawn out story. I chose to listen to this via audiobook. I personally did not enjoy the story; the constant bickering, arguing, name-calling, insulting, and repeating of the phrase "toads and vipers" left me feeling worn out. I almost chose another book when Meggy was going to kill her only friend, the goose; the resigned despondency was quite deep. The main character was sharp and cynical, crippled in spirit as well as the legs it seemed. Not to be too harsh, the author did paint Elizabethean London well; I found myself drawn into the age with all of its sad realities and language. The reading was very well done, the author taking the time to change into the various voices for clarity in what was happening and who was speaking. I recognize that the time period was hard, and do not belittle the circumstances of the book; I only wish that the main character were less negative. And, perhaps, that a different "shocked" expression were used occasionally.


Excerpts of Reviews
"Katherine Kellgren's lively reading of Karen Cushman's novel (Clarion, 2010) is flawless, capturing Meggy's feisty temperament in the period language. Her narration of a wide-range of accents if excellent, and she does a wonderful job singing the ballads that Meggy composes and sings. The sights and sounds of the era and the sense of place and time are vividly depicted as Meggy grows in confidence and independence, using available resources and her wit, courage, and determination to forge a place for herself in her new world."
School Library Journal

"Because so many historical novels set in this period feature girls of royal or noble lineage, it’s bracing to meet Meg, who empties her own chamber pot into the ditch outside her door and trades strings of creative Elizabethan insults with Roger, her best friend."
Booklist

"Cushman has the uncanny ability to take a time and place so remote and make it live. Readers can hear and see and smell it all as if they are right beside Meggy. She employs the syntax and vocabulary of the period so easily that it is understood as if it’s the most contemporary modern slang."
Kirkus


 
Connections

1. Have children create their own ballad, using Elizabethean language. They can use it to tell a familiar story, or a message such as Meggy did in the book.
Book of Ballads by Charles Vess
A Child's Introduction to Poetry: Listen While You Learn About the Magic Words That Have Moved Mountains, Won Battles, and Made Us Laugh and Cry by Michael Driscoll.


2. Learn more about Elizabethean England through informational books.
Elizabethan England (How'd They Do That in) by Russell Roberts
Shakespeare's London: A Guide to Elizabethan London (Sightseers) by Julie Ferris
The Time Traveler's Guide to Elizabethan England by Ian Mortimer
Elizabeth's London: Everyday Life in Elizabethan London by Liza Picard


3. Read additional historical fiction set in the 1500-1600's.
Beware Princess Elizabeth by Carolyn Meyer
Cue for Treason by Geoffrey Trease


 
4. Have students research the printing press through these stories:
Johann Gutenberg and the Amazing Printing Press by Bruce Koscielniak
Johann Gutenberg and the Printing Press (Inventions and Discovery) by Kay Melchisedech Olson
The History of Making Books: From Clay Tablets, Papyrus Rolls, and Illuminated Manuscripts to the Printing Press by Gallimard Jeunesse, Scholastic Books

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.