We've Got a Job: The 1963 Birmingham Children's March

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Bibliographic data:

Levinson, Cynthia (2012).  We’ve Got a Job: The 1963 Birmingham Children’s March.  Atlanta: Peachtree Publishers.

Summary: 

The Civil Rights Movement was well underway by May of 1963.  Adults across the nation had participated in marches and sit-ins at lunch counters.  Laws in many places were beginning to change.  Things in Birmingham, Alabama were a different story.  While thousands of African-Americans attended weekly rallies at local churches, not enough were participating in the marches and sit-ins to send a message to local businesses and government.  In May, the children of Birmingham took matters into their hands.  Walking out of school, they took to the streets in peaceful protest of segregation.  Their story is told through the eyes of four children who participated, explaining their personal motives for joining and their individual experiences.

Analysis:

While many young adults are likely to know of the lunch counter sit-ins, speeches and marches of the Civil Rights Movement, We’ve got a Job tells an untold story from the front lines.  Focusing on Birmingham, Alabama in May of 1963, Levinson gives a detailed and in-depth explanation of the political environment, motivations and actions of all those involved with the Civil Rights movement, but focuses on the unique roll the children of Birmingham played.  The book focuses in specifically on four very different children of the time.  Levinson narrates the story, telling about the general atmosphere and filling in facts that would be unknown to children, with quotes directly from the four, now grown, children about their experiences.  The children appear to have been carefully selected, representing a range of experiences; the son of wealthy doctors, the poor ‘bad boy,’ a girl who was actively involved throughout the entire movement and the youngest child to have been arrested.

Because the story focuses on the children’s experiences, it will have an extra appeal to young adult readers.  This isn’t the history adults created, it’s the history of people their own age.  Young adults, both male and female, will be able to see themselves in at least one of the children Levinson highlights, making this historical time period come to life in unusual and captivating ways.

Unfortunately, while the book is written for young adult readers the format has a juvenile feel.  The book is has been printed in a large, square format.  While this allows for detailed, full-page photographs it also makes the book feel like a children’s story, despite the subject matter and upper level reading. 

Activity:

The children of Birmingham became engaged in what was thought of as an adult matter because they saw how important it was to have equal rights.  They chose nonviolent protests as the way to convey their opinions because they knew it had the greatest chance of success.  They knew this was the best way for them to be heard.

Have readers brainstorm problems they see in the world today, and then focus in on the one they believe is most important.  After deciding on a campaign, work together to find the best method to battle the problem.  Readers should then carry through in attempting to enact the change they desire.

Example campaigns: Global warming, endangered animals, Black Lives Matter, women’s rights, presidential candidates

Example projects:  fund raising, writing letters to politicians/organizations, organizing or participating in protests, joining a volunteer organization

 Related Resources:

The Children’s March was a triumph and moment of change during the Civil Rights Movement, but it was only a single event in a crusade that lasted centuries and is continuing today.  Tolerance.org has prepared a list of resources and lessons about various events and aspects of the Civil Rights Movement.  Using these resources readers could learn about other events and people influential to the movement.  Teachers and librarians could create entire units about the era.

Tolerance.org.  The Civil Rights Movement.  Retrieved from http://www.tolerance.org/category/classroom-resources/civil-rights-movement (accessed July 23, 2016)

An award winning video created for the National History Day competition, No More: The Children of Birmingham 1963 and the Turning Point of the Civil Rights Movement provides a video form of the information presented in We’ve Got a Job.  The video could be used to introduce the topic and get readers engaged and excited, or after reading as an extension and summary. 

Additionally, as part of the National History Day competition, the video highlights interesting and unusual opportunities available to students who enjoy history and could inspire students to undertake similar learning experiences.

Jessop, Miranda and McKay.  No More: The Children of Birmingham 1963 and the Turning Point of the Civil Rights Movement.  Retrieved from https://www.youtube.com/watch?v=hCxE6i_SzoQ (accessed July 23, 2016)

Published Review:

“This chronicle of a pivotal chapter of the civil rights movement weaves together the stories of four black children in Birmingham, Ala., who were among some 4,000 who boycotted school to participate in a march to protest segregation. Before recounting that event, during which almost 2,500 young people were arrested and jailed, first-time author Levinson opens with intimate profiles of the four spotlighted children (drawn from interviews she conducted with each of them), along with descriptions of Birmingham’s racist laws, corrupt politicians, antiblack sentiment—and activists’ efforts to fight all of the above. Readers also get an up-close view of such leaders as Rev. Fred Shuttlesworth, who founded the Alabama Christian Movement for Human Rights; Rev. Martin Luther King Jr., who advocated a nonviolent response; and James Bevel, a preacher who rallied the city’s children and teens. Yet the most compelling component is Levinson’s dramatic re-creation of the courageous children’s crusade and the change it helped bring about in the face of widespread prejudice and brutality. Powerful period photos and topical sidebars heighten the story’s impact.”

Murphy, Erin. (2012).  We’ve Got a Job: the 1963 Birmingham Children’s March. n.p.: Booklist, 2012. Book Index with Reviews, EBSCOhost (accessed July 23, 2016).

How I Live Now

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Bibliographic data:  

Rosoff, Meg (2004).  How I Live Now.  New York: Wendy Lamb Books.

 Summary:   

Immediately upon arrival, fifteen year old Daisy feels more at home with her cousins in their English country cottage than she ever did living with her father and stepmother in New York City.  This sense of home is disrupted when, only days after arriving, a bomb goes off in London and launches the whole country into war.  At first, Daisy and her cousins see the war as an exciting event that frees them from parental supervision, however soon enough the effects are disrupting their lives and upturning their world.

Analysis:

Rosoff has written How I Life Now in an interesting style that subtly allows the reader to get deep inside Daisy’s head.  The occasional untraditional capitalization, emphasis and sentence structure make the narration feel like the mind of a teenager, helping the reader to have a greater empathy and understanding of Daisy’s world.  This style would appeal to teenage readers while pulling them into the story.

Daisy is a multidimensional character, making a few very questionable choices while overall being a very caring, thoughtful girl.  Daisy is anorexic.  While this is not a major theme in the novel, it comes up multiple times throughout the book.  She makes it very clear that not eating is a decision that she has made because that she enjoys the control it gives her and her thinness.  After moving to England, she becomes romantically and sexually involved with her first cousin Edward.  She knows that what she is doing is wrong, but explains that it feels right and good, and states that with the war it seems like their family connection isn’t important.  When the war tears her family apart, she become a mother figure to her nine-year-old cousin Piper, with Daisy making a conscience effort to keep Piper safe and shielded while separated from her brothers.  At the beginning of the novel, Daisy is very willing to be taken care of but by the end she works very hard to make sure she can take care of others.

All these decisions and actions make Daisy a very believable character.  Because of her flaws and strengths, young readers would be able to easily relate and connect with her.  Daisy has a variety of struggles throughout the novel that she is able to work through, such as her eating disorder and losing a loved one, which some teens would be able to sympathize with and learn from Daisy’s experiences.

While being over a decade old, the novel is very relevant to today.  Daisy’s struggles are fairly timeless (a disliked stepmother, feeling replaced by a younger sibling, feeling out of control of her own life) but the war that is occurring in the book is startling similar to the world of today, being described as

Snipers and small groups of rebels everywhere, disorganized bands of covert fighters and half the time you couldn’t tell the Good Guys from the Bad Guys and neither could they.  Buses blew up, and occasionally an office building or a post office or a school…You could ask a thousand people on seven continents what it was all about and you wouldn’t get the same answer twice; nobody really knew for sure but you could bet one or more of the following words would crop up: oil, money, land, sanctions, democracy. (176)

If police violence and ISIS were added to the causes of the war, it could easily be a description of the events of this summer.  While these parts of the war are barely described in the novel, knowing that the context of the war is so similar to our current world gives a great meaning to Daisy’s experiences. 

Activity:  

Many popular novels of today take place in a postapocalyptic future, showing the aftermath of a great war that ravaged the world.  How I Live Now tells the story of what life was like while the world became ravaged.  While Daisy’s story is nicely wrapped up, little is said about how the world around her was affected by the war.  Readers could write their own postapocalypic story explaining the effect of the war.  Alternatively, How I Live Now could be paired with a postapocalyptic book such as the Hunger Games.  Readers could write the story between the war Daisy experienced and the world Katniss lives in, developing the story to explain how the war caused the postapocalyptic world to develop. 

 Related Resources:

During the war, Daisy and her cousin Piper are taken far from their home.  When the war takes a turn for the worst, the girls attempt to return home on foot.  They spend over a week traveling on footpaths and riverbeds, eating berries, nuts and mushrooms that they find and sleeping under a plastic tarp.  Their ability to survive is due in part to a survival kit that was given to them. The following websites give instructions and supply lists for making survival kits.

American Red Cross.  Be Prepared for an Emergency.  Retrieved from http://www.redcross.org/get-help/prepare-for-emergencies/be-red-cross-ready/get-a-kit (accessed July 18, 2016)

Department of Homeland Security.  Basic Disaster Supplies Kit. Retrieved from https://www.ready.gov/kit (accessed July 18, 2016)

Blair, Patrick.  How to Make Your Own Pill Bottle Survival Kit. Retrieved from http://survivalathome.com/pill-bottle-survival-kit/ (accessed July 18, 2016)

Daisy naturally overcomes her eating disorder in the novel by realizing it is absurd for her to refuse food when people are dying of starvation.  Beyond an explanation that she doesn’t eat and she enjoys the control, little else is said about Daisy’s condition.  This website gives information about anorexia and shares information on treating the disease. 

National Eating Disorder Association.  Anorexia Nevosa.  Retrieved from https://www.nationaleatingdisorders.org/anorexia-nervosa (accessed July 18, 2016)

National Eating Disorder Association.  Treatment. Retrieved from https://www.nationaleatingdisorders.org/treatment (accessed July 18, 2016)

Published Review:

“A 15-year-old, contemporary urbanite named Daisy, sent to England to summer with relatives, falls in love with her aunt's "oldy worldy" farm and her soulful cousins--especially Edmond, with whom she forms "the world's most inappropriate case of sexual obsession." Matters veer in a startling direction when terrorists strike while Daisy's aunt is out of the country, war erupts, and soldiers divide the cousins by gender between two guardians. Determined to rejoin Edmond, Daisy and her youngest cousin embark upon a dangerous journey that brings them face to face with horrific violence and undreamt-of deprivation. Just prior to the hopeful conclusion, Rosoff introduces a jolting leap forward in time accompanied by an evocative graphic device that will undoubtedly spark lively discussions. As for the incestuous romance, Daisy and Edmond's separation for most of the novel and the obvious emotional sustenance Daisy draws from their bond sensitively shift the focus away from the relationship's implicit (and potentially discomfiting) physical dimension. More central to the potency of Rosoff's debut, though, is the ominous prognostication of what a third world war might look like, and the opportunity it provides for teens to imagine themselves, like Daisy, exhibiting courage and resilience in roles traditionally occupied by earlier generations.”

Mattson, Jennifer. (2004).  How I Live Now. n.p.: Booklist, 20o4. Book Index with Reviews, EBSCOhost (accessed July 17, 2016).

All the Light We Cannot See

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Bibliographic data:

Doerr, Anthony (2014).  All the Light We Cannot See.  Read by Zach Appleman.  New York: Simon & Schuster Audio.

Summary: 

Marie-Laure lives in Paris with her father.  When Marie-Laure goes blind at age 6, her father and his colleagues at Museum of Natural-History work together to ensure she is able to navigate her way though the world.  When the Nazi’s occupy Paris during World War II, Marie-Laure’s father is given an important task, which takes them away from the city to her uncle’s home on the coast.  Here, Marie-Laure’s life forever changes.

Werner is a German boy living in an orphanage with his younger sister.  He is mechanically minded, brilliant and ambitious.  After finding a broken radio, he teaches himself how to repair it.  Soon, he is repairing every radio in his small town.  These skills eventually take him to a Hitler youth academy where he builds his technical and emotional knowledge before joining the war. 

Without knowing of each other, Marie-Laure and Werner’s lives are deeply intertwined.  Do a radio, a diamond and a war have the power to bring them together?

Analysis: 

Written for older young adult readers, All the Light We Cannot See is a complicated read.  To begin, there are multiple story lines that cover multiple countries and years.  These stories are not told solely from the perspectives of Marie-Laure and Werner, but also half a dozen other characters.  In addition to these complicated aspects, the story is not presented chronologically.  The opening chapter has Marie-Laure in her uncle’s house as Saint-Malo is being bombed near the end of the war.  After this, we are with a young Werner in Germany, then Marie-Laure before she looses her vision.  These elements are engaging, however they require an advanced reader with solid comprehension skills.

While historically accurate, Marie-Laure and Werner are easily relatable.  Their concerns and thoughts mirror those of youth today, in spite of the darkness of their time period.  The powerlessness they feel, unable to fully control their lives, as well as their restlessness to want to be somewhere else are fairly universal themes for young people. 

It is interesting to have a story about World War II that tells the perspective of German citizens.  While there are many stories that speak to the tribulations those under the Nazi’s experienced, it is rare to hear the perspective of common Germans or Nazi soldiers.   This perspective would make an interesting discussion point to speak about group mindset, selfishness versus selflessness or to use as a writing prompt against a book such as Night by Elie Wiesel.

Activity:

Marie-Laure and Werner’s lives are interconnected due to radios.  Years before she was born, Marie-Laure’s grandfather and great-uncle produced a scientific radio program.  Marie-Laure’s uncle continues to broadcast the program using a transmitter in his attic.  As children, Werner and his sister find the program and love listening to the calm voice explain difficult scientific concepts. 

Readers will create their own children’s radio program.  The readers will decide on a topic on which they are experts.  They should create an outline of the key concepts that are important to the subject, and then write a script breaking these concepts down so that young children would be able to learn from their expertise.  When they are finished, they will record and publish their script to a site such as youtube.com.

Related Resources:

Every year for Marie-Laure’s birthday, she receives two gifts from her father: a Braille book and a homemade puzzle box with chocolates inside.  Despite her blindness, Marie-Laure is always able to quickly discover the secrets of his puzzle boxes, even though they often have more than a dozen steps to solve.

Puzzle Boxes: Fun and Intriguing Band Saw Projects would bring these puzzle boxes to life for a skilled reader.  The book provides instructions on how to create wooden puzzle boxes, just like the ones Marie-Laure received for her birthday.

Vollmer, Jeff. (2012).  Puzzle Boxes: Fun and Intriguing Band Saw Projects. Cincinnati: F+W Media.

Marie-Laure’s father works at the Paris Museum of Natural History.  Until the occupation of Paris, Marie-Laure accompanies him when he goes to work.  Here, the museum’s scientists and director teach Marie-Laure about the artifacts in the museum and encourage her curiosity about the scientific world.

Using the automatic translation feature of Google Chrome, English speaking readers can experience the modern day Paris museum through its website.  Of particular interest based on the book would be the Jewels of the Museum page, where gems and precious stones can be viewed or the Evolution of Living which features biological sciences.

Museum National D’Histoire Naturelle.  Retrieved from https://www.mnhn.fr/fr (accessed July 8, 2016)

Published Review:

“A novel to live in, learn from, and feel bereft over when the last page is turned, Doerr’s magnificently drawn story seems at once spacious and tightly composed. It rests, historically, during the occupation of France during WWII, but brief chapters told in alternating voices give the overall—and long—­narrative a swift movement through time and events. We have two main characters, each one on opposite sides in the conflagration that is destroying Europe. Marie-Louise is a sightless girl who lived with her father in Paris before the occupation; he was a master locksmith for the Museum of Natural History. When German forces necessitate abandonment of the city, Marie-Louise’s father, taking with him the museum’s greatest treasure, removes himself and his daughter and eventually arrives at his uncle’s house in the coastal city of Saint-Malo. Young German soldier Werner is sent to Saint-Malo to track Resistance activity there, and eventually, and inevitably, Marie-Louise’s and Werner’s paths cross. It is through their individual and intertwined tales that Doerr masterfully and knowledgeably re-creates the deprived civilian conditions of war-torn France and the strictly controlled lives of the military occupiers.High-Demand Backstory: A multipronged marketing campaign will make the author’s many fans aware of his newest book, and extensive review coverage is bound to enlist many new fans.”

Hooper, Brad. (2014).  All the Light We Cannot See. n.p.: Booklist, 2014. Book Index with Reviews, EBSCOhost (accessed July 8, 2016).

Rain is Not My Indian Name

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Bibliographic data:

Leitich Smith, Cynthia (2001). Rain is Not My Indian Name.  Read by Jenna Lamia.  New York: Listening Library.

Summary: 

Cassidy Rain Berghoff knows grief all to well.  Her mother died when he was a child, and now, on the eve of her fourteenth birthday, her best friend Galen is struck by a car and dies during the night.  In response, Cassidy pulls herself inward, isolating herself from friends and family for months.  When Galen’s mourning mother tries to put a stop to the Indian youth camp her aunt has organized, Cassidy is pulled back into the world and forced to think about herself, her heritage and what’s best for everyone.

Analysis:            

Leitich Smith has created a likable, relatable character in Cassidy.  Because of, or perhaps in spite of, the great losses she has had in her life, Cassidy is down to earth and realistic.  She is a well-balanced character, possessing get self-confidence at times and extreme self-doubts at others.  She is perfectly flawed, she makes mistakes that hurt others and is hurt; yet at the same time she shows great compassion and empathy.  She understands the complexities of the people around her, while not understanding their puzzling choices and behaviors.

Cassidy’s questions and concerns are easy to relate to, even for those who are not part Native American.  Throughout the book, Cassidy attempts to figure out about relationships, her place in the world and why people treat each other as they do, all things that most teens can relate with.  Her experiences in the book are very universal, allowing both male and female readers to connect with the story. 

Rain Is Not My Indian Name would be a benefit to any multicultural library collection because Cassidy and her family are not the stereotype of Native Americans.  Often stories that feature Native characters take place in the distance past, preventing the characters from relating to modern youth.  With the exception of some outdated technology, Cassidy is clearly living in the now.  This is, unfortunately, a unique characteristic that makes Rain is Not My Indian Name an important addition to a young adult collection.

Activity: 

When reconnecting with the world after Galen’s death, Cassidy turns to her camera.  She takes photos of her aunt’s Indian Camp for the local newspaper, allowing her to be a part of camp while still being an outsider.  She focuses on the technical aspects of her photographs, the light and angles, to ensure that they capture the correct feel and emotion. 

Give readers either digital (preferred) or disposable cameras.   Have a number of still life scenes setup, lit using lamps and flashlights.  Allow the readers to experiment with different positions of the lights to create different shadows.  After this, instruct students that they will be taking portraits of each other to show various emotions, however there is a challenge.  No facial expressions are permitted; students must maintain a neutral face.  They may change their head position.  Students will have to use angle and lighting to create the desired effect. 

Related Resources:

One of positives of the book is that it portrays Native Americans doing modern day activities.  Cassidy’s older brother works in the technology industry designing webpages.  For many readers, the process of designing a webpage would be completely foreign.  Learning HTML for Kids is a basic guide on how to design a webpage.  If a reader finds this career choice intriguing, they can start designing their own sites.

http://www.goodellgroup.com/tutorial/

Jeffers Goodell, Jill.  Learning HTML for Kids.  Retrieved from http://www.goodellgroup.com/tutorial/ (accessed July 3, 2016)

A major event throughout the book is the Indian Camp that Cassidy’s aunt is organizing.  The camp has a science and technology focus, with the campers experimenting to see how strong they can build a bridge made from spaghetti noodles and Elmer’s glue.  To further the importance of science and technology, readers could do their own experiments.  Scholastic Inc has put together a list of fun videos with experiments that students could recreate or use as inspiration.

http://www.scholastic.com/teachers/article/40-cool-science-experiments-web

Scholastic Inc.  40 Cool Science Experiments on the Web.  Retrieved from http://www.scholastic.com/teachers/article/40-cool-science-experiments-web (accessed July 3, 2016)

Published Review:

“Multiple plot lines and nonlinear storytelling may make it difficult to enter Smith's (Jingle Dancer) complex novel, but the warmth and texture of the writing eventually serve as ample reward for readers. The sensitive yet witty narrator, 14-year-old Cassidy Rain Berghoff, grows up in a small Kansas town as one of the few people with some Native American heritage. That experience alone might challenge Rain, but Smith creates a welter of conflicts. Rain's mother is dead (she was struck by lightning), and as the novel opens, her best friend is killed in a car accident just after he and Rain realize their friendship has grown into romance. Six months later, her older brother urges her to go to her great-aunt's Indian Camp. At first she shrugs it off, but later volunteers to photograph the camp for the town paper and begins to share her Aunt Georgia's commitment to it. When public funding for the camp becomes a contested issue in the city council, Rain decides to enroll. Some of Smith's devices such as opening each chapter with a snippet from Rain's journal add depth and clarify Rain's relationships for readers, although other elements (the detailing of song lyrics playing in the background, for instance) seem stilted. Even so, readers will feel the affection of Rain's loose-knit family and admire the way that they, like the author with the audience, allow Rain to draw her own conclusions about who she is and what her heritage means to her.”

2001. Rain is Not My Indian Name. n.p.: Publisher’s Weekly, 2001. Book Index with Reviews, EBSCOhost (accessed July 3, 2016).