Claudette Colvin: Twice Toward Justice
Hoose,
Phillip. 2010. Claudette Colvin: Twice
Toward Justice. New York: Farrar, Straus, and Giroux (Kindle Edition). ASIN:
B003GY0KV6.
2.
PLOT SUMMARY
Claudette Colvin: Twice Toward Justice tells the story of a fifteen year old
girl who took a stand for herself and her people before the Civil Rights
Movement officially began. Claudette grew up in Montgomery, Alabama in the
1950s when segregation was the norm and the Jim Crow laws ruled the land.
Frustrated that the adults around her complained about their unequal treatment
yet continued to abide the "rules" of southern society, Claudette
made her own stand. She, not Rosa Parks, was the first to refuse to give up her
seat on the bus to a white person. Although she was embraced by the NAACP at
times and was active in the bus boycott, she was not deemed to be the face of
the movement. Months later, when Rosa Parks refused to give up her seat,
Civil Rights leaders in Montgomery found their face. A forty year old, soft
spoken seamstress, instead of a pregnant teenager, made a more sympathetic and
credible figure to motivate the black community and sway the white-dominated
legal system. The legal case in which
she was the star witness opened the door to the Civil Rights Movement of the
1960s, but Claudette watched from afar, a figure lost for years to the pages of
history. This is her story.
3.
CRITICAL ANALYSIS
Phillip Hoose’s book is based on a series of
extensive interviews with Claudette Colvin conducted both in person and by
phone. The inclusion of excerpts from those interviews gives credibility to the
narrative as the story unfolds in Claudette’s own words. Hoose uses primary source photos and news
articles from the time period to support the authenticity of the text.
As noted at the end of the book, Hoose spoke
extensively with the USA Today
reporter, Richard Willing, who had recently retrieved Claudette from years of
obscurity in his 1995 article. It is through Willing that Hoose finally was
granted his first interview with Claudette. Other interviews conducted include
Attorney Fred Gray who represented Claudette and filed the case Browder v. Gayle that ended bus
segregation in Montgomery, Alabama; Alean Bowser and Annie Larkin Price, residents
and participants in the Montgomery bus boycott; and fellow author Frank Sikora
who had interviewed and written a book about the judge in the case. Hoose further cites sources written by those
who were present at the time, including the writings of Martin Luther King,
Jr., Jo Ann Gibson Robinson, and periodicals from the 1955-1958 time period.
The text is laid out in a chronological
sequence alternating between narrative, which tells the story in general, and
first person accounts by Claudette, which highlight the specifics as seen
through her eyes. Hoose clearly
delineates portions of the text that are directly from Claudette Colvin by
prefacing them with her name. He uses ellipses to show a shift between the
narrative and Claudette’s account. There are also several sections of boxed
text which give more information about the events of the time period as it
relates to Claudette’s life. Both a table of contents and an index are
included.
The design of the book is attractive and
inviting. The print edition features newspaper clippings as a background behind
a black and white photo of Claudette Colvin at age 15. The Kindle version uses
the same photo, but omits the newspaper clippings. The period photographs used
throughout the book enhance the story by showing scenes of actual events taking
place in Montgomery at the time. They capture the readers’ interest and provide
more depth to the narrative.
The author’s style clearly reveals his
interest and passion for the topic.
Hoose presents the main character as one forgotten by history and
replaced by another. His passion is obvious in the fact that he pursued
Claudette and waited patiently for an interview with her. He researched his
topic well, obviously curious about this little-known court case and its
pioneer. He reveals Claudette’s story little by little, creating that same
curiosity in the reader. The story ends with the case of Browder v. Gayle being upheld, followed by an epilogue that gives a
brief view of Claudette’s life after the case. It leaves the reader wondering
what else happened in Claudette’s life and in the civil rights movement, thus
encouraging the reader to seek out more information. Questions that invoke
critical thinking linger -- why was Claudette overshadowed by Rosa Parks? why
is this court case not taught in the history books? how would history have been
different without Claudette Colvin? Both
the content and the language are appropriate for a middle school audiences, and
these are but some of the questions that would naturally come to their minds.
4.
REVIEW EXCERPT(S)
Winner
of the National Book Award
Winner Newbery Honor Book
Robert F. Sibert Award Honor
YALSA Award for Excellence in Nonfiction Finalist
Jane Addams Children’s Book Award, Honor
ALA Best Book for Young Adults
Winner Newbery Honor Book
Robert F. Sibert Award Honor
YALSA Award for Excellence in Nonfiction Finalist
Jane Addams Children’s Book Award, Honor
ALA Best Book for Young Adults
ALSC Notable Children’s Book
Best
Books of 2009 Lists: Washington Post
School Library Journal
Amazon.com
Booklist
Publishers Weekly
Amazon.com
Booklist
Publishers Weekly
From PUBLISHERS WEEKLY - “Hoose introduces readers to a resolute and
courageous teenager.”
From THE BULLETIN OF THE CENTER FOR CHILDREN’S BOOKS - “Encourages teens
to empathize with an age peer.”
From HORN BOOK “Compelling.”
From BOOKLIST - “Inspiring.”
5.
CONNECTIONS
Gather other award winning books to read
·
Bridges, Ruby.
Through My Eyes. ISBN 978-0590189231
·
Lee, Harper. To
Kill A Mockingbird. ISBN 978-0446310789
Gather
collections of speeches to read :
·
King, Martin
Luther Jr. A Testament of Hope: The
Essential Writings and Speeches of Martin Luther King, Jr. Ed.
James M. Washington. ISBN 978-0060646912
·
Blaisdell, Bob, Ed. Great Speeches of the 20th Century. ISBN 978-0486474670
Read Claudette Colvin: Twice Toward Justice
to introduce an English/Language Arts unit comparing nonfiction texts to
historical fiction. Read To Kill A
Mockingbird as the historical fiction text.
Use A Testament of Hope: The Essential Writings
and Speeches of Martin Luther King, Jr. and Great Speeches of the 20th Century as part of a U.S.
History unit on the Civil Rights Movement. Coordinate lessons with the
English/Language Arts class using the same selected speeches to analyze as
contemporary policy speeches.
Written in Bone:Buried Lives of Jamestown and Colonial Maryland
Written in Bone:Buried Lives of Jamestown and Colonial Maryland
Walker, Sally
M. 2009. Written in Bone: Buried Lives of
Jamestown and Colonial Maryland. Minneapolis: Carolrhoda Books. ISBN 978-0822571353
2.
PLOT SUMMARY
The discovery
of the remains of eight early American colonists is the subject of the book Written
in Bone: Buried Lives of
Jamestown and Colonial Maryland. Archaeologists and forensic
anthropologists uncover, analyze, and draw conclusions about the lives and
death of these eight people, as well as the part they played in colonial
Jamestown and Maryland.
The
scientists are able to determine the age, sex, and ethnicity of most of the
skeletal remains they uncover. The excavations begin in Jamestown as an archaeological
dig to discover the site of James Fort using the scientific processes to
measure and record data. Inside the fort, the team discovers multiple graves,
one of which is discussed in detail. Through careful excavation and study, they
determine that the remains belong to a 15 year old boy who likely had come over
from England recently and likely died of disease due either to poor health care
or a flesh wound. The second Jamestown excavation actually occurred a few years
earlier along the western wall of the fort. The team discovered a long
forgotten grave underneath a trash pit, in which were the bones of a ship’s
captain who had been buried with honors.
In Maryland,
the scientists gained permission to excavate a number of graves on a former
tobacco plantation. The first discovery was a suspiciously buried skeleton
found in the cellar where a colonial farmhouse had been. The team concluded
that the remains were those of a 15 year old boy, possibly a servant, whose
death may have been an accidental killing culminating in his burial in a cellar
trash heap.
In another
location in Maryland, three lead coffins are unearthed near the site of a
colonial church. Using ground penetrating radar, knowledge of geology, and
forensics the scientists determine that the graves contain two adults (aged
50-60) and one baby. The female appeared to have had osteoporosis, walked with
a limp, suffered from infections in her leg and in her decaying teeth, and
likely was being treated with small doses of arsenic which may have contributed
to her death. The male buried next to her, likely her husband, died a few years
after she did – possibly of a heart attack. Using historical records of the time,
scientists surmise that this wealthy, Catholic couple were influential members
of Colonial Maryland society and that the man may have been the half brother of
the colony’s founder, Cecil Calvert. The baby girl buried with them likely died
of rickets; she was possibly the child of Calvert’s second wife.
The final
location in Maryland included excavation of twelve sites. The first site
actually contained two graves: a 60 year old man with a missing skull and a
baby buried on top of his forgotten grave. An African American woman’s grave
was also discovered, and the team determined that she had been about 18 years
old. All three of these were likely slaves.
The book
details the use of forensics, anthropology, archaeology, and forensic artistry
to reconstruct the lives of Colonial Americans. It explains how these studies provide
evidence of the traditions, customs, and burial rites of early settlers. It
also provides details about the medicines, diet, diseases, physical labors, and
living conditions in the colonies.
3.
CRITICAL ANALYSIS
Sally Walker’s book is based on the work of
forensic anthropologist Dr. Douglas Owsley whom she accompanied on
archaeological digs in Maryland. Her research included interviews with Dr.
Owsley, as well as with archaeologist William Kelso and others. She further
studied the Native Americans of the area who object to the removal of their
ancestors’ remains. Walker uses
photographs of the dig sites and skeletal remains to support the authenticity of
the text.
Included at the end of the book is a selected
bibliography which highlights the key sources Walker used in her research. Books written by archaeologists and forensic
anthropologists, as well as secondary source materials based on historical
documents are used extensively. Walker’s participation in one of the
excavations in Maryland lends credibility to the text. She also acknowledges
many of her sources: the historians who taught her about archival searches and
conservation, the archaeologists who shared their findings and interpretations,
and the forensic artists who explained the reconstruction process.
The text is grouped into two main sections:
Jamestown and Colonial Maryland. Within those sections, the chapters are broken
down into the specifics of excavating the fort, the discovery of two graves in
Jamestown, and the excavations at three main locations in Maryland. The
chapters include subheadings to help the reader follow the next step of the
scientific and historical process. Maps, diagrams, and photographs with
captions provide the reader additional information in graphic form. Both a
table of contents and an index are included. Additionally, a timeline of all
the events detailed in the stories of the excavations is included at the end of
the book.
The design of the book is intriguing. The cover,
done in blue, features a skeleton lying in the bottom left corner, and gives
the effect of its being buried underwater. The golden brown lettering and the
chosen font is reminiscent of the Egyptian pyramids. The overall effect connects
this book to ancient times and archaeology from the first glance. The photographs used throughout the book show
the steps of the excavation process as well as details of the findings. This
helps capture the readers’ interest, adds depth to the factual accounts, and
gives history and science a human face.
The author’s style is, at times, reminiscent
of a textbook, and does well to explain unfamiliar terms to a young audience. The author’s note at the beginning reveals
her interest in the topic from taking archaeology classes in college, to going
on a dig for research, to connecting on a human level to the people whose bones
she has handled. Walker weaves the story of each colonist’s life into the
process of scientific and historical discovery. This leaves the reader curious
about what else the researchers will discover about each person. The fact that
only a few of the stories were told from the number of graves excavated leaves
the reader wondering where to find out more. The “Selected Bibliography” and
the “Further Reading and Websites” sections at the end of the book provide an
opportunity for further exploration of the topic. Critical thinking questions
are set up from the beginning as the author herself asks “Who were these
people? How did they live” and “what were their lives like?” (Walker 2009, 4).
She continues to pose this type of question throughout the text. Both the content and the language are
appropriate for a middle school audience, but the textbook-like explanations
may be condescending to the older reader.
4. REVIEW EXCERPT(S)
American Library Association (ALA) Notable Book
YALSA Excellence in Nonfiction for Young Adults
Award Finalist
ALA/YALSA Top Ten Best Books for Young Adults
Benjamin
Franklin Award (2010)
A Chicago Public Library Best of the Best Book
NCTE Orbis Pictus Award for Outstanding
Nonfiction for Children Recommended Book National Council
for the Social
Studies/Children's Book Council Notable Social Studies Trade Book for Young People
National Science Teachers Association Outstanding
Science Trade Books
Society of School Librarians International Honor
Book (2009) -- Social Studies
School Library Journal Best Book
Science Books & Films Best Books
Cooperative Children's Book Center (CCBC) Choices
List (2010)
Cybils
Finalist
Moonbeam Children's Book Award - Bronze Medal
Texas Library Association Lone Star Reading List \
From SCHOOL LIBRARY JOURNAL - “Written
in Bone casts a
magnifying glass on the hardships and realities of colonial life so often
romanticized in American lore.” (Jeff Meyer, Slater Public Library, IA. Copyright © Reed Business Information, a
division of Reed Elsevier Inc.)
From BOOKLIST - “The reading level is relatively high and the
quantity of detailed information is not for everyone, but those intrigued
by forensics and history will find this absolutely fascinating.” (Carolyn Phelan)
5. CONNECTIONS
Gather content specific books to read:
·
Adams, Bradley,
J. Ph.D. Forensic
Anthropology. ISBN 978-0791091982
·
Maples,
William R. and Michael Browning. Dead Men
Do Tell Tales: The Strange and Fascinating Cases of a Forensic Anthropologist. ISBN
978-0385479684
·
Carbone,
Elisa. Blood on the River: James Town
1607. ISBN 978-0142409329
·
Hermes,
Patricia. My America: The Starving Time:
Elizabeth’s Jamestown Colony Diary, Book Two. ISBN 978-0439369022
·
Hermes,
Patricia. My America: Our Strange New
Land: Elizabeth’s Jamestown Colony Diary, Book One. ISBN 978-0439368988
·
Bruchac,
Joseph. The Winter People. ISBN 978-0142402290
Create a cross-curricular unit using science, social studies,
and English/Language Arts. Read Written in Bone as part of the social
studies unit on colonial America.
Use Forensic Anthropology as an introduction
to a science unit on forensics and the scientific method. Use selected excerpts
from Dead Men Do Tell Tales as an
extension of the study of forensics.
In
English/Language Arts literature circles, read the historical fiction titles: Blood
on the River: James Town 1607; My America: Our Strange New Land: Elizabeth’s
Jamestown Colony Diary, Book One; My America: The Starving Time: Elizabeth’s
Jamestown Colony Diary, Book Two; and The Winter People.
Frogs
Bishop, Nic.
2008. Frogs. New York: Scholastic Inc.
ISBN 978-0439877558
2.
PLOT SUMMARY
Frogs is a simple nonfiction text detailing the
basic facts about frogs, along with some interesting little known details. Frogs from all over the world are described
in detail including desert toads like the Spadefoot, rainforest frogs like the
Dart poisonous frog and the Tree Frog, and everyday bullfrog found almost everywhere.
The special characteristics of the various types of frogs and their habitats
are highlighted. The book ends with a summary of the author and his interest in
frogs.
3.
CRITICAL ANALYSIS
Nic Bishop’s book is the product of his
research on frogs which included wading along the edges of ponds and wetlands,
traveling to the rainforest, and raising his own frogs. Bishop has a doctorate
in biological sciences and has authored several books on reptiles, birds,
mammals, and amphibians. The author is the photographer, as well.
The text is organized by focusing on a
general fact about frogs on each page, moving into more details by giving
examples of specific frogs. The book
begins with an introduction to what frogs are, and how and where they live. As
the unique characteristics of frogs emerge, like types of skin, Bishop provides
an example frog (such as the glass frog with transparent skin). Each two page
spread has a full color photo complete with a detailed caption containing
unique facts about a particular frog. An index and glossary are included at the
end of the book.
The design of the book is eye-catching and
compelling. From cover to cover, Bishop’s up-close, stop-action photos grab the
reader. The bright colored pages complement each photo and draw the eye
naturally from photo to text and back.
The cover is a nature setting featuring the blues of water and sky, and
the greens of grass and frogs as photographed by Bishop. The title is placed on the greener areas of
the photos and written in contrasting blue. The author’s name appears in a
green colored bar across the top, the letters of his name transparent
reflections of the photo. The clever photo of a frog with his reflection
immediately captures the interest of young readers. The text throughout is
written in a single color (usually black), yet one sentence on each page is
written in contrasting color, bold font, and slightly larger in order to call
attention to a key fact for a particular frog.
The use of the author’s own stop-action photographs rather than
cartoons, drawings, or stock photography adds depth and credibility to the
facts in the text.
The author’s style is appropriate for
elementary age readers, providing textbook-like facts with a an entertaining
feel. The fun facts Bishop includes make the book more than a dry biology
lesson. The summary of the author’s interest and methods of collecting data and
photos for his book reveals his passion for the subject. The author’s profile
on the book jacket further details his “passionate interest” in frogs, as well
as other small animals. The bright colors and glossy photos encourages curiosity
and wonder from even non-readers who will enjoy listening to facts about frogs
as they gaze in amazement at the real-life images. The facts themselves provoke
critical thinking questions such as why the glass frog is transparent, and how
the poisonous frogs get there poisonous qualities. The book holds higher interest for boys, yet
elementary age girls may still find an interest due to the compelling
photographs. Struggling readers in middle
grades will also find the book an interesting and manageable read without
feeling embarrassed reading below grade-level. Interest created by this book
fosters an interest in reading more of Nic Bishop’s animal books.
4. REVIEW EXCERPT(S)
2008 Boston Globe – Horn Book Nonfiction Honor
Book
2008 Booklist Top 10 Youth Series Nonfiction
2008 New York Public Library 100 Titles for
Reading and Sharing
2008 Blue Ribbon
2008 Book Links Lasting Connections List
2008 School Library Journal’s Best Books
2009 Gryphon Award
2009 Cybils Nonfiction Picture Book Winner
2009 Irma S. and James H. Black Honor Book
Award
2009 Texas Bluebonnet Award Master List
2009 American Library Association Notable Book
2009 CBC/NSTA Outstanding Science Trade Book
For Chiildren
2011 Beehive Book Award
2011 Garden State Children’s Book Award
From KIRKUS - "Stupendous photographs
combine with genuinely enthusiastic text to open readers’ eyes to this lowly
amphibian like nothing has before."
From HORN BOOK - "Irresistible."
From SCHOOL LIBRARY JOURNAL – “…clear text and
super-duper photos.”
5. CONNECTIONS
Gather other Nic Bishop books to read:
·
Snakes.
ISBN 978-0545206389
·
Lizards. ISBN 978-0545206341
Gather award winning fiction and classic literature books
to read:
·
Lobel,
Arnold. Frog and Toad Together. ISBN 978-0812429145
·
Grimm, Jacob and
Wilhelm Grimm. The Frog Prince. Illus.
by Binette Schroeder. ISBN 978-0735841406
·
Grahame,
Kenneth. The Wind in the Willows.
ISBN 978-1402736964
·
Scieszka,
Jon. The Frog Prince, Continued.
ISBN 978-0140542851
Use the Nic Bishop titles as an introduction to an elementary
science unit on amphibians and reptiles.
Use Frog and Toad Together as an independent
level text in an elementary Reading class. Read The Wind in the Willows as a class novel. Connect real facts about
frogs to the fictional frog characters.
Read The Frog Prince and The Frog Prince, Continued as part of a middle school
English/Language Arts unit on genres of literature and fractured fairy tales.
