One Crazy Summer

BIBILOGRAPHY

Williams-Garcia, Rita. 2010. One Crazy Summer. New York: Amistad. ISBN: 9780060760885.

PLOT SUMMARY

“Mother is a statement of fact. Cecile Johnson gave birth to us. We came out of Cecile Johnson. In the animal kingdom that makes her our mother. Every mammal on the planet has a mother, dead or alive. Ran off or stayed put. Cecile Johnson--mammal birth giver, alive, an abandoner--is our mother. A statement of fact.”  Thus begins one crazy summer. Delphine and her sisters have been sent to Oakland to stay with the mother who abandoned them seven years previously. Their Pa feels its time for them to know Cecile. The world of Oakland turns out to be a far cry from the familiar world of Brooklyn. Expecting movie stars and Disneyland, the sisters find Black Panthers and Mean Lady Ming. Cecile doesn’t want anything to do with her daughters, telling them: “I didn’t send for you. Didn’t want you in the first place.”  The sisters spend their days at the Black Panthers summer camp, forging new friendships, and their evenings with Cecile. Slowly, they begin to understand Cecile, themselves, and the world in which they are living.

CRITICAL ANALYSIS

Williams-Garcia weaves a story with strong characters who grow and change with each passing chapter. Delphine, as storyteller, exhibits the strength of the oldest child who is charged with the care of her younger siblings, who claims to not need a mother, but who obviously is desperate to understand the one she has. Vonetta and Fern are strong in their roles of middle and youngest children, who want a mother, and don’t quite understand the subtle nuances that surround Cecile abandoning them. However, it is Fern who was the one who knew “we needed a hug from our mother.” All the women (girls) in this story show the strength of womanhood, including the secondary characters.

Using David Hilliard’s The Black Panther Intercommunal News Service, Garcia-Williams is able to represent all of the facets of the Black Panthers: edgy, violent, caring, teaching, supportive, demanding, and looking out for their own. Against the backdrop of the People’s Center, the sisters form friendships, almost in spite of themselves.

An interesting aspect of One Crazy Summer is Williams-Garcia’s intertwining of subcultures. Through the voices of Big Ma, Delphine, Cecile, the Black Panthers, and Pa, the reader is shown a glimpse of Blacks in Brooklyn, Alabama, and Oakland. While there are naturally similarities in these cultures, there are subtle differences in values, speech patterns, expectations, and even manners. The “Negro Jacqueline Kennedy” has a walk-on part which demonstrates yet another aspect of the Black culture. Overlying it all is a subtle layer of how Blacks were treated in the late sixties. Twice, the sisters are found to be “adorable dolls.” Within the narrative, Delphine relates a story about a trip to Alabama, where she fears for Pa’s safety when a policeman taps on the window of their parked car. All of these images are seamlessly woven together to give a picture of Delphine’s experiences as a young black girl in the sixties.

AUDIOBOOK

Williams-Garcia, Rita. One Crazy Summer. Audiobook. Narrated by Sisi Aisha Johnson. 2010. Prince Frederick, MD: Recorded Books, LLC, 2010. CD.

CRITICAL ANALYSIS

While I have enjoyed listening to the audiobook of One Crazy Summer, I am glad that I read the book first. Sisi Aisha Johnson does a fine job of reading, however, I find that her emphasis of words and phrases is different from my own interpretation of where emphasis needed to be. It took some time to connect her 11 year old voice with the voice I heard in my head as I read, but as I listened, I came to appreciate that she had a good handle on what Delphine, Vonetta, and Fern would sound like.  At times, Johnson seems to lose the voice that she wants to use to portray Cecile, alternating between gruffness and a more soothing tone.

Overall, this audiobook version of One Crazy Summer is a good listen. This book would certainly be a good choice to take in the car and listen to while driving (which is how I listened to it). It helps that the story is an interesting one and gives a good insight into the world as experienced by a young, Black girl in the late sixties.

PERSONAL RESPONSE

This book is not one that I would probably have picked up on my own, but I am glad I did. I thoroughly enjoyed the development of these three girls, especially Delphine, who discovers not only a new world, but a little bit about herself and her mother. I like Delphine’s matter-of-factness, and find it interesting that the “crazy” Cecile, who is so engrossed in her poetry, and in rhythm and sound, appears to connect with Delphine in a special way. There are many subtle nuances throughout the story that engage the reader and leave one wondering what happened to these sisters after they returned to Brooklyn, and what happened to Cecile when she heads back to her solitary life. A story that leaves one wanting more is a good story indeed.

REVIEW EXCERPTS

Audie Award 2011, finalist

Coretta Scott King Honor Book, 2011

John Newbery Medal, 2011, honor book

Judy Lopez Memorial Award for Children’s Literature, 2011

National Book Award, 2010

Scott O’Dell Award for Historical Fiction, 2011

Booklist Starred Review: “Set during a pivotal moment in African American history, this vibrant novel shows the subtle ways that political movements affect personal lives; but just as memorable is the finely drawn, universal story of children reclaiming a reluctant parent’s love.”

Kirkus: “The depiction of the time is well-done, and while the girls are caught up in the difficulties of adults, their resilience is celebrated and energetically told with writing that snaps off the page.”

CONNECTIONS

• Delphine is an excellent example of a young girl who is confident, no-nonsense, and sure of herself and, at least most of the time, her place in the world. Recommend these other books as well, as examples of young, strong female characters:
• Vanderpool, Clare. Moon Over Manifest. ISBN 978037858291
• Holm, Jennifer L. Turtle in Paradise. ISBN 9780375836909
• Use One Crazy Summer as part of a unit showing that history happens to all of us, not just what one sees on the news. Have students take a current event and write about it from their own perspective in the manner that Delphine has done.
• Research the Black Panthers and other politically-motivated groups. Compare and contrast the groups and determine which groups were effective and by what means they were effective.
• Cecile was a poet and a printer. Invite students to write poetry about political actions that are affecting their lives/families.
• Invite guest speakers who experienced the turmoil of the sixties to share what their experiences were of those times. Have students compare the speakers experiences with Delphine’s.

Under the Blood-Red Sun

BIBLIOGRAPHY

Salisbury, Graham. 1994. Under the Blood-Red Sun. New York: Dell Laurel-Leaf. ISBN 0553494872.

PLOT SUMMARY

Under the Blood-Red Sun offers a glimpse at the events leading up to, and the aftermath

of, the bombing of Pearl Harbor. Tomi is a typical 13 year old boy, hanging out with his friends, going to school, and playing baseball with his team, the Rats. But Tomi is different. He is first-generation American. His dad, a fisherman, his mom, a maid, and his grandpa are Japanese immigrants. Tomi’s dad emphasizes honor and the family name. His grandpa wants to display his Japanese flag to honor his heritage. Tomi just wants to fit in with his friends. His best friend, Billy, is a haole, a white boy from the mainland. Tomi experiences thinly veiled prejudice, but Billy stays by his side, eager to learn more about his friend. Keet, the son of the family Tomi’s mom works for and whose property the family lives on, harasses Tomi and spies on him and his family. After the attack on Pearl Harbor, Tomi’s dad is arrested for not flying an American flag on his fishing boat; his assistant is shot and killed. Tomi must take over as head of the family. Tomi learns about bravery, loyalty, and friendship as the United States enters into World War I.

CRITICAL ANALYSIS

Under the Blood-Red Sun has characters who reflect traits and characteristics with which we are all familiar: the adolescent boy who wants to fit in with his friends, the parents and elders who work hard to provide for their families and want respect for traditions and family honor, the friend who sticks by us even when it is difficult to do so, and the bully. Woven around these characters is the backdrop of Japanese American life in Honolulu before and after the bombing of Pearl Harbor.

The focus of Under the Blood-Red Sun is more about the people than the war, but the events of the world and eventually Pearl Harbor affect the thoughts and actions of Tomi, his family, and his friends. Their lives cannot be separated from world events; those events are shaping who they are.

Told in Tomi’s voice, there is a fine balance between the normalcy one would expect to see in the life of an eighth grader and the dawning realization that the world is changing, and because of that change, life will never be the same for Tomi. At a young age, he becomes the man of the family, the protector of his family’s honor. While not fully understanding his new role, by the end of the narrative he has fully embraced it.

Documentation of Salisbury’s sources is limited to a thank you to individuals, news libraries at Honolulu newspapers, and to the University of Hawai’i and Hawaii State Library.

PERSONAL RESPONSE

I will admit that I had a hard time getting into Under the Blood-Red Sun. I was at first put off by the cover and size (I am not sure why, but the presentation just did not appeal to me). I then fell into the danger of thinking that this book about young boys was only appealing to young boys. I am happy to say that I was wrong. The saying is true: You can’t judge a book by its cover, or even the first 20 pages or so. The more I read, the more I wanted to read. As mentioned in another review, a book that leaves you wanting more is a good book indeed. I found myself wanting to know what happened to not only Tomi and his family, but the other Japanese Americans who lived in the Islands. I wanted to know if Papa and Grandpa survived the interment camp. While this book would definitely be something for middle school boys to enjoy, I think that girls could find it enjoyable as well.

REVIEW EXCERPTS

California Young Reader Medal, 1999

Nene Award, 1998

Scott O’Dell Award for Historical Fiction, 1995

Booklist: “It is a tribute to the writer's craft that, though there are no easy answers in the story, there is empathy for both cultures.”

Kirkus: “Salisbury evokes historical time and place effortlessly so that the true message of the story -- the value of friendship -- shines through.”

CONNECTIONS

• Read Graham Salisbury’s companion novel, Eyes of the Emperor, ISBN 9780440229561.
• Read Graham Salisbury’s sequel to Under the Blood-Red Sun, House of the Red Fish ISBN 9780440238386.
• Have students do research on Japanese internment camps. A place to start might be at http://www.historyonthenet.com/WW2/japan_internment_camps.htm.
• Have students interview a veteran of World War II. These veterans are aging, but students might have grandparents or great-grandparents who can share their memories of the war.

Hattie Big Sky

BIBLIOGRAPHY

Larson, Kirby. 2006. Hattie Big Sky. New York: Delacorte Press. ISBN: 9780385733137.

PLOT SUMMARY

320 Montana acres are yours! Montana! Land of milk and honey! Sixteen year old Hattie Brooks calls herself Hattie Here-and-There. Orphaned at the age of five, Hattie has been shuffled from relative to relative, each stay ending when her usefulness runs out. Now, Hattie has inherited her maternal uncle’s homestead in Montana, and sets out to find herself a home. Tackling Montana with a strong will and an even stronger heart, Hattie learns a new meaning to the word family. As she struggles to tame the Montana prairie, building fence and planting wheat and flax, Hattie forges long-lasting friendships. Set in 1918, Hattie learns what it means to stand up for what is right, as her patriotism is questioned when she befriends her German neighbors. Insight into Hattie’s struggles and accomplishments are documented through first person narrative, newspaper articles written by Hattie, and letters exchanged between Hattie and Uncle Holt, and Hattie and her friend Charlie. Through hardship, pain, and sorrow, Hattie leaves behind Hattie Here-and-There to become Hattie Big Sky - Hattie Home-of-Her-Own.

CRITICAL ANALYSIS

A sixteen year old? On a homestead by herself? Planting and fencing? Facing down ranchers? At first, Hattie’s character seems unbelievable. This could not really have happened. But it could and it did, for Hattie Big Sky is based on the author’s great-grand-mother, who homesteaded a claim in Montana.

Larson has used personal family history and careful research to accurately document the hardships faced by homesteaders in Montana in the early 20^th century. While it is always hard to accept how Americans have treated their neighbors during times of war, Larson skillfully depicts the prejudices against German immigrants during World War I, and the corresponding call to patriotism, as expressed through contributions to the Dawson County Council of Defense and the purchase of Liberty Bonds. Larson shares her research methods in her Acknowledgements, Author’s Note, and Further Reading.

Hattie Big Sky is outwardly about homesteading in Montana. However, the ideas of searching for oneself, finding one’s true strength, facing challenges head-on without backing down, and learning that family can mean a myriad of things are themes that are relevant to young people of any time and place.

PERSONAL RESPONSE

Hattie Big Sky is exactly the kind of book I would have picked up to read in elementary school. For me, the narrative started a little slowly, but it didn’t take long for me to become totally engrossed. I find myself wanting to know what happened next for Hattie, both the fictional character and the real person. I think this book is especially a good read for young girls, who need a lot of exposure to strong female characters in an effort to counter the images of girls and women they are inundated with on a daily basis.

REVIEW EXCERPTS

Cybil Award, 2006

John Newbery Medal, 2007

Montana Book Award, 2006

Booklist: “Writing in figurative language that draws on nature and domestic detail to infuse her story with the sounds, smells, and sights of the prairie, she [Larson] creates a richly textured novel full of memorable characters.”

Kirkus: “Based on a bit of Larson's family history, this is not so much a happily-ever-after story as a next-year-will-be-better tale, with Hattie’s new-found definition of home. This fine offering may well inspire readers to find out more about their own family histories.”

CONNECTIONS

• Use Hattie Big Sky as a jumping off point to discuss family trees. Have students do research on their own family trees.
• Do an oral history project. Have students choose one older relative and interview them.
• Other books that feature strong female characters while offering a glimpse at history:

·      Brink, Carol Ryrie. Caddie Woodlawn. ISBN 9781416940289.

·      Lenski, Lois. Strawberry Girl. ISBN 9780064405850.

·      MacLachlan, Patricia. Sarah, Plain and Tall. 9780064402057.

What To Do About Alice?

BIBLIOGRAPHY

Kerley, Barbara. 2008. What To Do About Alice? How Alice Roosevelt Broke the Rules, Charmed the World, and Drove Her Father Teddy Crazy! Ill. by Edwin Fotheringham. New York: Scholastic Press. ISBN 9780439922319.

PLOT SUMMARY

Teddy Roosevelt had rounded up cattle, charged up Kettle Hill, shot a grizzly bear, captured outlaws, and dealt with politicians, but none of those compared with the biggest problem he ever faced! Meet Alice Lee Roosevelt! This delightful biography follows Roosevelt’s daughter from her birth to her years as a politician’s wife and advisor to her father, the president. Throughout it all, we experience Alice as a headstrong, adventure-seeking young lady who wants nothing more than to “eat up the world.” Alice travels from New York to Washington, D.C. to Cuba and Puerto Rico to Asia. Though the story ends shortly after Alice’s marriage to Nicholas Longworth, the author includes notes that offer details and insight into Alice’s life.

Edwin Fotheringham’s charming drawings are a wonderful addition to Kerley’s text. Done in a cartoon-like style, they are sure to captivate young readers. Young Alice’s smile rarely fades, and strength and determination are seen on her face. Her father’s face, on the other hand, displays consternation and beads of perspiration as he watches his daughter’s antics. Each page contains details that the reader will want to study carefully, such as the two-page spread featuring multiple newspaper headlines about Alice. Fotheringham’s illustrations truly bring Alice to life.

CRITICAL ANALYSIS

Kerley begins her story of Alice by telling the reader about all the fearsome things Teddy Roosevelt has faced. After outlining his exploits, she names Roosevelt’s biggest challenge: his daughter, Alice Lee. This clever beginning leaves the reader wanting more. After all, what would the man who had faced a grizzly bear find scary about a little girl?

What To Do About Alice? is based on several biographies written about Alice Roosevelt Longworth, letters written by her father, Teddy Roosevelt, and from Longworth’s own book, Crowded Hours. The text and illustrations for the book were fact-checked by one of Longworth’s biographers, Carol Felsenthal.

The animated illustrations add appeal for the young reader. The cover design shows a young Alice, feet up, zooming her bicycle through a flowerbed in Washington, D.C. The subtle colors of each illustration give a period feel to the drawings. Fotheringham has included details and embellishments that draw the eyes to the page. For example, a green garden snake winds its way around the page that tells how Alice and Emily Spinach, her snake, would greet visitors at the door to the White House. The text is sprinkled with bold-faced, capitalized words that add emphasis to the meaning of the words.

The author’s note at the end of the book is part note, part afterword. Divided into three sections, the first explains about Teddy Roosevelt’s love for his first wife, Alice’s mother, who died shortly after giving birth. The second segment describes “Princess Alice,” and offers some perspective about the time in which she lived. The final segment gives a brief accounting of Alice’s life as an adult.

PERSONAL RESPONSE

I had seen this book in my school’s library for the last couple of years or so. Each time I saw it, I wondered a little bit about it, but never felt compelled to open it up and actually read it. What a mistake! I found the illustrations in this book to be entertaining on their own. I had never actually heard of Alice Roosevelt, and reading this book has made me want to know more about her. She certainly was ahead of her time, and her sense of adventure and lack of feeling for the social mores of her times are things that I find admirable. She was not afraid to be her own person.

I have a new favorite quote which I have gleaned from the author’s notes at the back of the book: “If you haven’t got anything good to say about anyone, come and sit by me.”

REVIEW EXCERPTS

Boston Globe-Horn Book Award for Excellence in Children's Literature, 2008 Winner Nonfiction United States 
Cybil Award, 2008 Finalist Non-Fiction Picture Books United States 
Garden State Children's Book Award, 2011 Nominee Non-Fiction New Jersey 
Irma S. and James H. Black Award for Excellence in Children's Literature, 2008 Honor Book Ages 4-8 United States 
Parents' Choice Award, 2008 Approved Non-fiction United States 
Robert F. Sibert Informational Book Medal, 2009 Honor Book United States 

Kirkus Review: “It's a gleeful celebration of a fully, unapologetically led life.”

The Lorgnette - Heart of Texas Reviews: “This spirited biography gives the reader a peek at what it is like to be the President’s daughter.”

CONNECTIONS

Þ   Alice says that she wants to “eat up the world.” Have students think of words to describe their approach to life and the world.

Þ   Have students make a map of Alice’s adventures.

Þ   Help students perform research about what it was like to live in the early 1900s. Answer the question: Why was Alice’s behavior considered outrageous?

Þ   Have the students explain why the country referred to Alice as “Princess Alice.”

Þ   Read other books about children of the White House, including:

·      Rabin, Staton. Mr. Lincoln’s Boys: Being the Mostly True Adventures of Abraham Lincoln’s Troublemaking Sons, Ted and Willie. ISBN 9780670061693.

·      Davis, Gibbs. First Kids (Step into Reading). ISBN 9780375822186

·      Tieck, Sarah. Sasha and Malia Obama: Historic First Kids (Big Buddies Biographies). ISBN 9781604537109.