Sepetys,
Ruta. 2011. Between Shades of Gray. New
York: Philomel Books. ISBN 978-0399254123.
2.
PLOT SUMMARY
Lina Vilkas, a teenager in Lithuania
during World War II, tells the story of her family’s deportation at the hands
of Josef Stalin. Along with her mother and younger brother, Lina is taken at
night by the Soviet secret police, and loaded onto a crowded, dirty train car
labeled “Thieves and Prostitutes.”
Though separated from her father, Lina has a brief opportunity to see
him – beaten and bruised—through a hole in another train car to which she, her
brother, and their new friend Andrius Arvydas have crept down the rails to
find. He encourages her to leave a trail for him and promises to find her, so
Lina is inspired to draw and write letters hoping to eventually pass them along
to be found by her father.
Lina encounters a variety of people on
the train with whom she will spend the next several years: Alexandras Lukas (“the man who wound his
watch"), Mr. Stalas (the bald man), Mrs. Grybas, and Mrs. Rimas. The train slowly carries them north to
Siberia where they are forced to work on a beet farm and live with the hostile
community members. Mr. Stalas’ leg injury and cruel disposition cause him to be
disliked by the group, but Lina’s mother continues to insist they take care of
him by bringing him food. Despite malnourishment, harsh conditions, and cruel
treatment, most survive. A relationship develops between Lina and Andrius. The group is divided again and Lina’s family
and several others are sent further into Siberia, crossing the Arctic Circle,
leaving Andrius and a few others behind. Facing even worse conditions and the
polar night, many deportees perish. Lina’s mother continues to sacrifice for
her children, giving up her own bread rations. When she is told that her
husband was killed in another prison camp, she loses her will to live and
succumbs to illness. Upon her death, the guilt-ridden Mr. Stalas confesses that
he gave the Soviets a list of everyone’s professions in Lithuania, which led to
their deportation; his anger is a manifestation of that guilt. Orphaned and alone, Lina takes care of her
brother and fears the worst when he falls ill. Fortunately, an inspector
arrives at the camp in time to get medical treatment for him. Ironically, it is
the guard (Kretzsky) who sent the doctor to Lina’s hut, and the selfish, Mr.
Stalas who insists that the children be cared for first. While they are not yet
rescued, they are temporarily given better treatment. The story ends while Lina
is still in the Siberian work camp dreaming of Andrius and rescue. Construction
workers in Lituania find the letters of Mrs. Lina Arvydas (wife of Andrius)
years later buried in a glass jar.
3.
CRITICAL ANALYSIS
The characters in this novel have depth
making them well-rounded and believable. Lina, is a typical teenage girl
interested in boys, dresses, planning her summer, and looking forward to
opportunities such as Art school. She changes from a naïve, headstrong teenager
to the protector/provider her family needs in order to survive as the novel
progresses. Her family shares traditions, and her parents have realistic
expectations for their children; they connect with each other and have
relationships with friends and neighbors.
As a professor, Lina’s father Kostas provides well for his family, as
evidenced by the stories of the family’s holidays, shopping and sporting event
trips, and the description of their home and belongings. Mr. Lukas (“the man who wound his watch") is the sterotypical
attorney and acts as a calm voice of reason. Mr. Stalas’ (the bald man) anger
and hostility is understandable once it is revealed that he sold out his
neighbors. Andrius Arvydas is kind and becomes a friend and mentor to Lina’s
brother Jonas. As the only child, he is protective of his widowed mother and
humiliated by what she has to do to protect him, as any teenage boy would be. The
motherly love and sacrifice of Elena Vilkas resonates in the heart strings of
both teen and adult readers; it is the connection we all feel as children and
as mothers. By portraying one guard, Kretzsky, as somewhat sympathetic, the
novel adds a touch of humanity to the antagonists and breaks the stereotype of
all soldiers and citizens of Russia as evil Communists.
The plot is presented as a historically
accurate account written in first person through the voice of Lina Vilkas, a
sixteen year old girl. Using her point
of view, the book is easily written at an age-appropriate level. The plot stays
focused on the situation of the deportees and does not veer into the background
lives of all the characters. The only background that is brought in is that
which is specifically related to the plot of the story. Lina’s flashbacks into
her life in Lithuania, for example, propel the plot by answering questions
about how and why the deportees have arrived at such a point. The fact that Mr.
Stalas is a Jew and sold out his Lithuanian neighbors highlights his own
turmoil and gives the reader additional insight into his character. The plot
does not stray into any more of his background.
Overall, it is realistic to the time period, detailing the type of
treatment deportees received, locations that were affected, transportation, and
the forced labor/prison camps in which they worked.
The setting of World War II Lithuania
and Russia is described in vivid detail as Lina remembers her home in flashbacks,
sketches the scenes and the villages, and maps the route of the train car in an
effort to leave clues for her father. The Soviet deportation of the Balkans
vividly recreates the actual events. Though this is a relatively unknown and
forgotten part of history, the reader can easily make connections with the
stories of the Nazi’s deporting thousands of Jews – people snatched from their
homes in the middle of the night, herded like cattle, abused by guards, named
on a “list.” The description of the trek through Siberia and of the camps there
adds to the authenticity and brings to mind images of Nazi labor camps.
The main themes of this novel are survival and family
closeness in times of adversity,
as Lina expresses near the beginning of their journey: “Have you ever wondered
what a human life is worth? That morning, my brother’s was worth a pocket
watch” (Sepetys 2011, 27). Families did what was necessary and gave what was
necessary in order to survive. Lina’s mother constantly bartered and bargained
until she had nothing left. Mrs. Ardyvas sold herself in order to save her son.
Strangers on the train to Siberia quickly learned to lean on each other in
order to survive. They repeatedly sacrificed for each other, whether by sharing
their bread rations or helping to hide someone stealing food, even if it meant
risking their own lives. Many signed papers agreeing that they were criminals
and would serve a 25 year sentence in the work camp in order to ensure their
own survival. Some of those continued to
risk that survival to help their countrymen, albeit via bribery.
The style of writing is simple and direct,
and it is reflective of the author’s own voice, due to her Lithuanian heritage.
The first person narration provides insight from a youth’s point of view, as
well as from a prisoner’s point of view.
The flashbacks that interrupt the story are generally relevant to a
particular plot point; although, the connection may not be immediately evident. The story is woven together well to creating
a heart-wrenching narrative within this historical context. The depth of character and the emotional
connection of the story keeps the reader engaged to the very end. That said, however, it does end rather
abruptly without providing the proper closure needed for such an emotional
tale. The epilogue gives a flat
explanation of how this story was discovered and a mention of the fact that Lina
and Andrius both survive and marry. For a novel that “steals your breath, [and] captures your heart,” as
advertised on the book jacket, it leaves the readers heart aching for adequate
resolution.
As the grandchild of a Lithuania military officer who
escaped with his family, the author has a personal connection to the story,
lending it authenticity. According to
the author’s note at the end of the novel, she made trips to Lithuania to
research the novel, and interviewed survivors, historians, and government
officials. Sepetys acknowledges many of these as her sources and notes five
books used in her research. The book
lacks a formal list of sources or suggestions for further reading. Based on
reading other novels set in this time period and reading various reviews of
this novel, however, it appears to have an appropriate balance of fact and
fiction.
4.
REVIEW EXCERPT(S)
Golden Kite Award for Fiction
William C. Morris YA Debut Award
Nominee (2012)
YALSA Teens' Top Ten Nominee (2012)
Indies Choice Book Award for Young
Adult (2012)
Carnegie Medal in Literature
Nominee
Kirkus
Reviews Best Teen Books of the Year (2011)
Cybils
Awards Nominee for Young Adult Fiction (2011)
YALSA
Best Fiction for Young Adults (Top Ten) (2012)
From PUBLISHER’S
WEEKLY - "A harrowing page-turner, made all the more so by its basis in
historical fact, the novel illuminates the persecution suffered by Stalin's
victims (20 million were killed) while presenting memorable characters who
retain their will to survive even after more than a decade in exile."
From
BOOKLIST – “An important book that
deserves the widest possible readership”
From KIRKUS- "Sepetys' flowing
prose gently carries readers through the crushing tragedy of this tale that
needs telling."
5.
CONNECTIONS
Gather other World War II historical fiction books to
read:
·
Weisel,
Elie. Night. ISBN 978-0374399979
·
Boyne, John. The
Boy in the Striped Pajamas. ISBN 978-0385751537
·
Yolen,
Jane. The Devil’s Arithmetic. ISBN
978-0142401095
·
Zusak,
Markus. The Book Thief. ISBN
978-0375842207
·
Lowry,
Lois. Number the Stars. ISBN 978-0547577098
Use Between Shades
of Gray to introduce a social studies unit on Communist Russia.
Read Night as part of an English/Language
Arts unit on memoirs. Compare the styles and historical context to Between Shades of Gray.
Use the
other historical fiction novels for English/Language Arts literature circle to
extend the study of the holocaust in conjunction with the social studies
curriculum. Use book talks created by students to promote interest in these
novels.
What To Do About Alice?
1.
BIBLIOGRAPHY
4.
REVIEW EXCERPT(S)
What To Do About Alice?
Kerley, Barbara.
2008. What To Do About Alice? Illus.
by Edwin Fotheringham. New York: Scholastic Press. ISBN 978-0439922319.
2.
PLOT SUMMARY
Alice Roosevelt was always on the go –
wanting to go and do and see everything, much to her father Teddy’s chagrin.
What he saw as “running riot,” Alice saw as “eating up the world” (Kerley
2008). Rather than mourn the loss of a
mother she was too little to remember, she explored and imagined and played
without restraint; she did not even let leg braces slow her down. As she grew
older and more unruly, her father decided to send her to boarding school to
become a proper young lady. She made such a production of her devastation,
however, that her father gave in and let her stay home. Alice taught herself
from her father’s library and was a help to her stepmother when they moved to
the White House. She greeted visitors and served as a goodwill ambassador while
on her “best official behavior” (Kerley 2008), but she was too full of life to
remain obscure. The press and the people relished in her antics. When she went
to Asia with the American delegates, she thoroughly enjoyed herself and brought
back many gifts and a fiancé. She relished her role as wife of a Congressman,
became a trusted advisor to her father (President Roosevelt), and never gave up
her vigor for life.
3.
CRITICAL ANALYSIS
Alice is a larger than life character set in
contrast to the presidential Teddy Roosevelt. The book highlights the feats of
Roosevelt’s career and all he conquered juxtaposed against his inability to
tame his own daughter. Alice’s mischief and adventurous nature mimics the
playful nature of all children, making this book relatable to all ages.
The plot outlines the life and antics of
Alice Lee Roosevelt including historically accurate accounts of her behavior as
documented by newspapers of the day and historians. By weaving in more serious
bits of Alice’s life, such as the loss of her mother and contracting polio,
Kerley provides additional authenticity to the story. It is a simple, playful story that uses terms
easy for elementary school children to understand and provides an opportunity
for expanding vocabulary with unfamiliar terms such as “delegates” or “appalled.” It uses vocabulary realistic for
the time period, though such colorful language is not as frequently used in the
modern day spoken vocabulary. The story
itself remains true to the time period, noting well-known historical facts and places.
The illustrations contribute to the plot and keep the reader submerged in the
time period with characteristic dress, furnishings, and modes of
transportation.
The story is set in the Northeastern United
States around the turn of the 20th century. The illustrations help
to vividly display the setting as an integral part of the story. The text
mentions locations such as Oyster Bay, New York, and Washington; yet it is the
illustrations that provide the descriptions of the actual setting. From the
townhouse in New York to the White House in Washington, Fotheringham captures
the Victorian style of the era.
A key theme of this picture
book/biography is ‘be yourself’ or ‘follow your own path.’ Though controversial at the time, Alice
believed in expressing herself and not being constrained by the rules of
society. Throughout history many men and women have refused to abide by the
same such confines. Historical figures such as Sam Houston, King Henry VIII,
and to some degree even Theodore Roosevelt did things their own way regardless
of what society thought was acceptable.
This theme is also seen in “Self-Reliance” by Ralph Waldo Emerson, and
in literary characters such as Daisy Miller in Henry James’ novel Daisy Miller.
The style of writing is simple and easily
accessible for an elementary reader and humorous enough to hold their
attention. The author flaunts Alice’s
behavior with this humorous tale of childhood, much as Alice’s flaunted herself
at the time. Children can readily identify with this “naughty” child and giggle
as she breaks the rules they may also have broken. The societal norms which
Alice ignores are a reflection of the historical time period. A girl joining an
all-boys club, for example, was not done in that era; yet, girls may join Boy
Scouts today. The story itself is
well-crafted and could easily have been written about a purely fictional
character whose mischief led to trouble without her having been the daughter of
a U.S. President.
Author’s notes are provided at the end of the book giving further
biographical information about Alice Roosevelt. The author notes sources of the
quotes used in the book including those from other biographies, the letters of
President Roosevelt, and newspaper articles. Based on the author’s notes and a
brief search on the life of Alice Roosevelt, it seems that the book is an
appropriate mixture of fact and fiction. Even the illustrations resemble actual
photographs taken of Alice. The book, however, lacks a formal list of sources
or suggestions for further reading which would further enhance its
authenticity.
Sibert Honor Book
Boston Globe-Horn Book Honor Book
Irma Black Award Honor Book
Parents Choice Award
Washington State Scandiuzzi Children's Book Award
California Collections
A Publishers Weekly Best Book of the Year
A School Library Journal Best Book of the Year
A Kirkus Reviews Best Book of the Year
An ALA Notable Book
Capitol Choices
New York Public Library 100 Titles for Reading and Sharing
Nominated for Young Reader awards in Texas, Illinois, Utah and Tennessee
Boston Globe-Horn Book Honor Book
Irma Black Award Honor Book
Parents Choice Award
Washington State Scandiuzzi Children's Book Award
California Collections
A Publishers Weekly Best Book of the Year
A School Library Journal Best Book of the Year
A Kirkus Reviews Best Book of the Year
An ALA Notable Book
Capitol Choices
New York Public Library 100 Titles for Reading and Sharing
Nominated for Young Reader awards in Texas, Illinois, Utah and Tennessee
From BOOKLIST - “Irrepressible Alice
Roosevelt gets a treatment every bit as attractive and exuberant as she
was.... Kerley's text has the same rambunctious spirit as its subject,
grabbing readers from the first line.... The large format gives
Fotheringham, in his debut, plenty of room for spectacular art."
From SCHOOL LIBRARY REVIEW - "Kerley's text gallops along with a
vitality to match her subject's antics, as the girl greets White House visitors
accompanied by her pet snake, refuses to let leg braces cramp her style,
dives fully clothed into a ship's swimming pool, and also earns her place in
history as one of her father's trusted advisers.... Fascinating."
From PUBLISHERS WEEKLY - "It's hard to imagine a picture book biography that could better suit its subject than this high-energy volume serves young Alice Roosevelt."
From HORN BOOK - "What to do about Alice? Enjoy!"
From KIRKUS - "Superb."
From PUBLISHERS WEEKLY - "It's hard to imagine a picture book biography that could better suit its subject than this high-energy volume serves young Alice Roosevelt."
From HORN BOOK - "What to do about Alice? Enjoy!"
From KIRKUS - "Superb."
5.
CONNECTIONS
Gather other photo-biography books to read:
·
Kerley,
Barbara. A Home for Mr. Emerson. ISBN
978-0545350884
·
Freedman, Russell. Lincoln: A Photobiography. ISBN 978-0395518489
·
Ryan,
Pam Munoz. When Marian Sang. ISBN 978-0439269674
Gather
other biographies to read:
·
Editors
of TIME for Kids. TIME for Kids: Theodore Roosevelt: The
Adventurous President. ISBN 978-0060576042
·
Stanley, George
Edward. Sterling Biographies: Sitting
Bull: Great Sioux Hero. ISBN 978-1402759659
·
Editors
of TIME for Kids. TIME for Kids: Thomas Edison: A Brilliant
Inventor. ISBN 978-0060576110
Use What To Do About Alice? to introduce an
American History unit on the turn of the 20th century. Use the other biographies listed as additional
resources for further study into the lives of important Americans of the time
period.
Use What To Do About Alice? as a springboard
into an English/Language Arts unit on biographies. Read the other
photo-biographies listed and compare style, factual elements, and level of
appeal to the biographies being read in American History.
Elijah of Buxton
Curtis,
Christopher Paul. 2009. Elijah of
Buxton. New York: Scholastic. ISBN 978-0439023450.
2.
PLOT SUMMARY
Elijah
Freeman, the eleven year old son of former slaves, lives in the settlement of
Buxton in Canada and was the first child born into freedom there. He lives a
simple life and has only heard stories of slavery, but his parents think he is
"fra-gile" so he constantly tries to prove himself to them. He works
for Mr. Leroy, who is working to buy his family out of slavery, and often takes
his mule to go fishing. A shyster of sorts calling himself the Right Reverend
Zephariah Connerly lives outside of Buxton, so as not to be governed by the
settlement's rules, and frequently takes advantage of Elijah and others. He
almost sells Elijah to the carnival for his rock throwing skills, then steals
the money entrusted to him by Mr. Leroy to buy his family out of slavery.
Elijah agrees to join Mr. Leroy on a trip to the United States to find
Zephariah, but Mr. Leroy dies on the way after making Elijah promise to
continue their mission. Elijah eventually finds Zephariah, but he has already
been hung by white slave traders. His first real encounter with slavery shakes
him up considerably as he finds a group of slaves naked and chained. He agrees
to take the baby (the only one not in chains) back to Buxton to freedom.
3.
CRITICAL ANALYSIS
The characters in this novel are
well-developed. The protagonist, Elijah, is an innocent and somewhat naïve
eleven year old boy. He wants to be
grown-up and understand the grown-up world. Elijah develops as a hero of the
story as he faces a dangerous journey to the United States and has his
innocence to the realities of slavery shattered. His character and courage are
tested along the way when Mr. Leroy dies leaving him to complete this mission
alone. Elijah grows-up on this journey, rescues a baby in need, and returns
home no longer a “fra-gile” boy. He is a
true-to-life character, not a superhero. Other characters in the novel are
equally believable. Mr. Leroy realistically represents the many freed slaves
who worked to buy back their families. Zephariah serves as the primary
antagonist, providing the conflict in the story and setting up Elijah for his
quest.
The plot is presented as a historically
accurate account written in first person through the voice of Elijah Freeman. Using his point of view along with the
dialect characteristic of uneducated slaves of the time period, the book is
written at an age-appropriate level with a historically appropriate tone. The
plot follows the typical hero’s journey. Elijah lives in an ordinary world but
is being pulled in different directions by his desire to obey his parents and
his desire to prove himself to them. The call to adventure comes when Elijah is
asked to accompany Mr. Leroy to retrieve his stolen money – he must face the
beginnings of change in his life as he steps outside his comfortable world. Mr.
Leroy serves as a mentor. Elijah’s main test comes when Mr. Leroy dies
presenting him with the opportunity to either take a stand as a “grown-up” and
continue or turn around and go home. He accepts the challenge, but faces a
final dilemma when he finds that Zephariah has been killed and the money is
gone. He confronts slavery head-on when he meets the group of slaves in chains
and responds by rescuing one of them. He returns home transformed from a naïve
boy to the grown-up he longed to become.
The setting of the settlement of Buxton
in Canada during the Civil War accurately represents the historical context of
safe havens available in that time period.
Connections to the idea of freedom are evident in the ringing of the
Liberty Bell and the vivid descriptions of former slaves, such as Frederick
Douglas and his speeches. The author provides authentic descriptions of time
period as the story takes place in a settlement for runaway slaves as well as
in America where slavery still existed. Elijah’s confrontation with slavery –
the hanging of Zephariah and meeting the slaves in chains – is an accurate
depiction of the treatment of slaves and those helping them to escape during
the Civil War era.
There are multiple themes in this novel
including hope, freedom, and coming of age.
As the first child born in a free settlement, Elijah and others born
there after him represent the hope of former slaves to give their children a
better life. The author weaves this theme throughout the story as he describes
the celebration of Elijah as the first free-born child and the characters who
are working in hopes of buying their families out of slavery. A final
connection is made when Elijah rescues the baby named Hope, as she represents
the hope for freedom of all and the hope for Elijah whose world has been turned
upside down when he comes face to face with real slaves. The theme of freedom is closely connected to
the theme of hope. The settlement represents freedom, the liberty bell
resonates freedom, and the characters work to gain freedom for others.
Finally, coming of age is an overarching theme as Elijah begins the story as a “fra-gile” boy and grows to understand the grown-up world better by the end of the novel.
Finally, coming of age is an overarching theme as Elijah begins the story as a “fra-gile” boy and grows to understand the grown-up world better by the end of the novel.
The author’s style of writing from a child’s
point of view is effective in helping young readers to identify with the
characters, particularly Elijah, and in gaining an understanding of the issue
of slavery as Elijah himself does. The dialect and slang contribute to this
effect. His historically accurate portrayal of the harsh conditions and the
cruelty of slavery help young readers to sympathize with the characters and
invest in the story.
The authenticity of the story comes from
the connection to real places, people, and events. The settlement of Buxton was
located near Detroit, a known connection on the Underground Railroad, and part
of it still exists today. In the Author’s Note at the end of the novel, Curtis
gives a bit of the history of the real town of Buxton and notes that the
historical figures of Frederick Douglas and John Brown did actually visit there
(though not as described in the story). The use of dialect and slang gives the
characters credibility and adds to the overall authenticity of the novel. His use
of “the N word” adds to the historical accuracy of both the use of that word
and the feelings of former slaves toward that language. The book includes an
After Words section which provides more of the history of Buxton along with a
timeline and a brief list of sources. The novel seems to have an appropriate
balance of fact and fiction, and is well-suited as a historical fiction text
for upper elementary and middle school readers.
4.
REVIEW EXCERPT(S)
2008 Newbery Award
2008 Scott
O'Dell Award for Historical Fiction
2008 Coretta
Scott King Award
Odyssey Award for
Excellence in Audiobook Production Honor (2009)
Geoffrey Bilson Award for
Historical Fiction for Young People (2008)
Canadian Children’s Literature Award (2008)
From
BOOKLIST – “Many readers drawn to
the book by humor will find themselves at times on the edges of their seats in
suspense and, at other moments, moved to tears. A fine, original novel from a
gifted storyteller.”
From KIRKUS – “This is Curtis’s best
novel yet, and no doubt many readers, young and old, will finish and say, “This
is one of the best books I have ever read.”
5.
CONNECTIONS
Gather other Newbery Award books to read:
·
Sachar, Louis.
Holes. ISBN 978-0374332662
·
Park, Linda Sue. A Single Shard. ISBN 978-0395978276
Gather
other Christopher Paul Curtis books to read :
·
Bud Not Buddy. ISBN 978-0385323062
·
The
Watsons Go To Birmingham. ISBN 978-0385321754
Use Elijah of Buxton as an introduction to a
social studies unit on slavery in the United States. Read The Watsons Go To Birmingham as an extension of the unit or as a
springboard into a unit on the Civil Rights era.
Read Bud Not Buddy as part of an English/Language
Arts author study to compare style, theme, and character development.
Use Holes and A Single Shard, along with Elijah
of Buxton, as class novels in an English/Language Arts class connected by
the coming of age theme.
