![]() I found this book to be an interesting and engaging read; however, it may be difficult for many readers due to the abuse and neglect the protagonist Ada receives at the hands of her mother. There is a particular scene where Ada is locked in a cabinet that is rather graphic. Ada is born with a club foot, and because of her deformity, her mother will not allow her outside of the house and verbally and physically abuses her. Ada, however, strengthens her foot so she can walk and takes her younger brother to live with another during WWII and the bombing in the city. They are taken in by Susan Smith who cares for them and along the way, Ada learns how to ride a horse and find worth in herself. The characters in the book are well-developed, and Ada is inspiring. I have read some controversy surrounding this book due to the homosexual undertones in the book. I will say, as I read, I did not pick up on this at all. Susan, the woman who ends up caring for Ada and her brother, mentions Becky who passed a way, and it can be inferred that the woman lived with her and she loved her deeply. The relationship between them is never specified, however, so the love could be platonic or romantic; it is never specified or explained. Approximate Grade Level: (4th-7th) Read the summary above for possible cautions regarding content.
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![]() I chose this as one of my books to read because I do not usually enjoy graphic novels; however, many of my students do. I will say, I was pleasantly surprised with Catherine’s War. The fact that the story is based upon Billet’s own experiences in the war as a hidden child in France gave some authenticity to the storyline. The storyline not only follows Cohen’s journey throughout France, but it also parallels her journey as a photographer. Through her inner dialogue, the author gets her thoughts on what is happening to her as well as how she begins to evolve as a photographer with the different techniques and items she photographs. Flauvel’s illustrations are expressive and do not detract from the message of the story. They allow the reader to better understand what Rachel and her fellow characters must have been thinking and feeling along their journey. The book definitely provides a window into the harrowing time in France and allows the reader to get a glimpse of what it would have been like to be a child during this time period. I believe that students will be able to find a mirror, perhaps not in Rachel’s physical journey, but in her emotional journey and her growth as she adapts with each of the situations she faces. In the book, photography seems to be the anchor that allowed Rachel to be able to deal with the turmoil in her life, and I am certain many students will be able to relate to having something that is their calm in the storm as well. The only “issue” I have with this book is simply that it is another representation of Jewish life as is centered around the Holocaust which seems to be the theme for the majority of Jewish books I have encountered. While WWII and the Holocaust are defining moments in this culture, they do not define the culture, and I believe students would benefit in representation of Jewish life from other perspectives as well. As Chimamanda Ngozi Adichie discusses in her Ted Talk, there is a danger in viewing ethnic groups and cultures from a “single story” and I believe the single story of the reaction or happenings to WWII is often the single story for the Jewish culture. Approximate Reading Level: 4th-7th grade (no war scenes but children are uprooted from their families) ![]() Show Me a Sign by Ann Clare LeZotte is inspired by a true story of a deaf community on Martha’s Vineyards in the 19th century, and through Mary and the other character’s eyes, this community comes to life to the reader. The reader is presented with a community where everyone speaks sign language and being deaf is not seen as a deficit. I do not think I have ever read a book with a deaf protagonist before, and I am glad that I read this one and was presented with such a strong and capable young woman. I believe through Mary, LeZotte creates a strong protagonist which can serve as a mirror for students who may also be dealing with deafness and how it impacts their life. Mary is a positive role model with strength, intellect, and some spunk who both hearing and non-hearing students will be able to connect with. In the story, Mary does not see anything “wrong” with herself and neither do any of the other members in the community; unfortunately, Mary’s sheltered life is disturbed as an outsider comes to the island to study the deaf. Through his treatment and belittling discussions with the townspeople, Mary begins to question her abilities and why others view deaf people as being less smart or incapable of the same tasks as a hearing person. Through her inner-dialogue and her conversations with other characters, LeZotte introduces the idea of deafness not being a hindrance to intellect and ability. Lezotte also weaves threads in the storyline about dealing with family loss, the effects of Colonialism, racism, ableism, and religion. In the novel, LeZotte acknowledges the racial tensions among the English, black, and Wampanoag residents of the community through Mary’s interactions. The reader is introduced to the problems and Mary questions them, but there is no easy fix. The reader is not left with a cute, storybook ending, but a realistic one. While reading this book, I definitely gained a window into a world I knew very little about. I was able to connect to Mary and envision the frustration and hurt you would feel when being looked upon as “less than” simply because you can’t hear. Through Mary, LeZotte creates a window to time and place in history, I would like to further explore and share with my students. Approximate Reading Level: 5th-7th grades ![]() While this book might be a good choice for many, it was not a good fit for me. I was not a fan of the author’s writing style and the multiple grammatical errors within the text. I also felt there was just too much going on with this book. There was the main plotline which I found interesting. Louisa was sent to a mental asylum and doesn’t know why and has to figure a way out, but then the author kept adding in subplots - Louisa’s brother and his issues in London, Grace and her fiancé, Beatrice and her baby, and then finally the fact that Louisa discovers she is attracted to women. It all began to feel like a soap opera with just a hodgepodge of storylines. Because of all of the aforementioned items, I would not recommend this book to students because I think I could locate a book that would offer a better representation of LGBQT+ feelings and thoughts that my students could actually relate to. There are a few scenes in the book where Louisa struggles to feel like she belongs and with her choices that some of my students might see as a mirror unto their own personal feelings, but on the whole, I do not see this being a book that many of my students would enjoy or that they would feel represented by. Perhaps the way Louisa was treated could open a door to discuss women’s rights and changes that have occurred over the years. The only thing I felt was a window in this book was the window into how women may have been treated in Victorian England. The author’s note at the end of the book mentions that the book was written in response to information about how women were incarcerated in mental institutions. I wish Eagland would have extended this in the story and made this the major focus of the book. Focusing on the historical fiction angle and saving the LGBTQ+ portion for a different story, would have allowed the author to effectively present both ideas because as the book is written, the LGBTQ+ portion of the story is not explored or extended to the full extent. Approximate Reading Level: 8th-12th grades (some sexual and LGBTQ+ themes) ![]() I have missed feelings about Code Talker: A Novel about the Navajo Marines of World War Two by Joseph Bruchac. I am not a fan of Bruchac’s writing style, although I did find the storyline interesting. The book and characters overall just did not draw me into the story as I had hoped; it read more like a memoir than a novel, and I would have like more descriptive imagery and character development because overall the story just felt flat to me. That being said, it was interesting to learn a bit about the Navajo Code Talkers. While reading the novel, I used some of the questions within the “code book” shared in Abington-Pitre’s Selecting Appropriate Native American Children’s Literature, and I found some conflicting messages. While I do think Code Talker, is an acceptable piece of literature to share with students, there is a mix of stereotyping and derogatory language towards Native Americas, alongside, discussion of cultural authenticity. For example, the Marines, often referred to the Navajo Marines as “chief” and the teachers within the school looked down upon the Navajo students as inferior and unable to achieve as well as their white counterparts. This is balanced by the fact that the narrator, Ned, is very competent and achieves at a high level in school as well as during his time as a Marine. He, and the other Navajo Marines, are shown to persevere despite the stereotypes and obstacles they encounter. In fact, the Navajo were the ones to develop and implement the Code Talker program which is one of the pivotal achievements in winning World War Two. The reader also learns a bit about the Navajo culture such as their family values and religion through Ned’s discussions and reflections. Perhaps the conflicting treatment of the Navajo is something mirrored in students’ lives since most of us can relate to be viewed and treated positively and negatively in different situations. Although I did feel, Bruchac balanced out the negative perspective and stereotypes of the Navajo within the novel, I felt as if the Japanese were shown as the villains and were not given any real redeeming characteristics. While this might provide a window into how Americans and those fighting the war against the Japanese felt during the time period, I am not sure a book can truly be considered diverse if it praises one minority group while vilifying another. I would have liked to have seen a little internal conflict or reflection about how the Japanese were treated from the main characters. I do not know enough about World War Two and the Navajo Code Talkers initiative to know whether all of the information provided in the novel is accurate; although, it comes across as being valid and as with any text, I would encourage further research and study to validate the information. As a whole, I would recommend Code Talker to students because I feel like it is an interesting story that might further engage students in learning about the Navajo Code Talker program and provide them a window into what it may have been like to be involved in World War Two from the perspective of a Navajo soldier. Approximate Reading Level: 6th-9th grades |
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