Let It Shine #4 and #5
Pinkney, Andrea D. (2000). Let it shine. New York: Harcourt.
Grade Level: 4-8
Awards: Coretta Scott King Honor Award
Author’s Credibility: In the introduction, Andrea discussed how and why she wrote the book. She talked about all the hours of reading and research she did for the book. She also talked with her editor (Liz Van Doren) and her parents, who were participants of the civil right movement.
Summary: It is a collection of biographies and autobiographies of ten African Americans that helped improve the conditions during the civil rights struggles. Pinkney called these women “our freedom fighters” because they all were persistence in their fight for justice, even when their safety was threatened. Although there were many other African American women who fought these same issues of injustices, Pinkney wrote about these ten because they compelled her the most. The ten women were Sojourner Truth, Biddy Mason (born in MS) Harriet Tubman, Ida B. Wells-Barnett (born in MS. Father worked at Shaw Univ. in Holly Springs, MS. School would later be named Rust College), Mary Bethune, Ella Josephine Baker, Dorothy Height (headed National Youth Movement, one of Roosevelt’s New Deal Programs), Rosa Parks, Fannie Lou Hamer (born in MS), and Chisholm. Within each story, Pinkney tells the events in chorological order.
Illustrations: Stephen Alcorn is an acclaimed painter and printmaker whose works are in many private and permanent collections around the world. He used oil on canvas to paint the allegorical portraits of these women.
Design: Hardcover has the same design as the dust jacket. It is an oversized, rectangular-shaped book that has the portrait of the woman and some of her accomplishments on one side and the text on the opposite page. The book is printed on totally chlorine-free Nymolla Matte Art paper.
Access Features: Introduction (This Little Light of Mine), table of contents, further readings, and some information about the author and illustrator on the inside of dust jacket.
Writing Style: Vivid language
Voice: Conversational/storytelling
Great lead-in: Quotes from spotlights in person’s life at the beginner of story
Tone: partisan
Standards: Civics, History, Economics
Usage in Classroom: Black History Unit
My Response: I liked this book. I was glad to find out that some of these women were from MS. That made me really proud. The print was a good size so students would enjoy reading it. Some interesting facts that I found out: Biddy Mason--Native Americans, one of the first to buy a house for $250. Ella Baker—President of NAACP (1954), worked with Dr. King, spearheaded the Greensboro’s Sit-ins. Dorothy Height—Earned BS and MS both as the same time, escorted Eleanor Roosevelt, speaker for a meeting for Mary Bethune, worked for a statue of Mary Bethune in Washington, D.C. Public Park. Fannie Lou Hamer—When she went to vote, they gave her the 16th section of the Constitution of MS to read.
Related Books:
Sojourner Truth: Ain't I A Woman?, Patricia and Fredrick McKissack
Ida Wells-Barnett, Steve Klots
Mary McLeod Bethune, Eloise Greenfield
Wednesday, June 27, 2007
Tuesday, June 19, 2007
Walt Whitman by Barbara Kerley
Walt Whitman #3
By Barbara Kerley
Illustrated by Brian Selznick
Kerley, Barbara. (2004). Walt whitman: Words for america. New York: Scholastic.
Grade Level: 2-6
Awards: Sibert Honor Book for Nonfiction, Boston Globe-Horn Book Award, Caldecott Award, and New York Times Best Illustrated Book Award
Author’s Credibility: In the author’s note, Kerley described how she began working on this book. She began writing this book after Brian Selznick, illustrator, sent her a medallion of Walt Whitman with a butterfly on his finger. She began extensive research on Walt’s life and wanted his experiences with the Civil War to be the focus of this book. Kerley did not give a lot of background about Walt in the book, but she did in the author’s note. She gave background information about his birth, Abraham Lincoln, Civil War, and his poetry.
Summary: In Walt Whitman: Words for America, Kerley gave a partial biography of Walt Whitman’s life. The story began with Whitman’s life at twelve years old when he was working as a printer’s apprentice. He was a fast learner and by the time he was nineteen he had his own newspaper. Through his working with letters, Whitman fell in love with words and began reading all kinds of books. He enjoyed experimenting with words. He wrote many of his thoughts down in a little notebook that he made and carried with him everywhere he went.
Kerley also discussed Walt’s love for people and how he enjoyed walking the streets of Brooklyn and Manhattan just to see how lived. On many occasions, he would see the president, Abraham Lincoln, on his walks. Walt admired President Lincoln and was saddened when he heard about his assassination. Walt wrote several of his poems about Lincoln trying to help ease the country’s grief.
Kerley and Selznick wanted the focus of the book to be about Walt’s life during the Civil War, his love for the soldiers, and how the war divided the country’s feelings. Walt wanted to be a soldier, but he was too old when the Civil War started. He wanted to do something so he became like a nurse where he helped and took care of the wounded soldiers. It did not matter whether the soldiers were Union or Confederate, black or white, Walt stayed beside them until they regained their strength. Over looking his own health, Walt stayed with the soldiers until he became ill. He went to live with his brother to recuperate.
Although Whitman was gay, Kerley did not discuss this issue in the book. Selznick showed a picture of him in his younger days running naked at the beach. This picture could have been an indication of Whitman’s free spirit through his lifestyle and his poetry.
Standards: Social Studies (World History and Civics)
Illustrations: Selznick used big, bold, and colorful pictures on oversized pages to bring the reader into the book. He used the actual photographs of daguerreotypes of soldiers. Listed in the back of the book is the illustrator’s note. In his note, Selznick talked about his visit to Walt’s birth home and the Brooklyn Public Library. At the library, he saw photos, held Walt’s homemade notebooks, and read his entries in the notebooks.
He also visited the Museum of Printing History in Texas where he was showed how to use a nineteenth-century printing press that Walt used. Capital letters were placed on upper shelves and other letters on lower shelves where the terms, “uppercase and lowercase” letters came from in our writing.
Access Features: Illustrations, photographs, author’s note, illustrator’s note, note about the poems, poems, sources of quotes, acknowledgement of other authors, libraries, museums, and copyright (in back of book).
Usage in Classroom: I could use this book with our Black History unit when we talk about slavery and how it influenced the Civil War. I could also use it to talk about President Abraham Lincoln.
My Response: I liked that Walt was not afraid to experiment with writing. He wrote poems that the people were not used to, but he won them over to his writing.
I also liked this book because it showed that Walt understood that taking care of a soldier, letting him know that someone cared (whether black or white) was the quickest way to get him back to being a healthy soldier.
Even though my students call each other “gay” all the time, I have not discussed the issue in details. I am glad that the book did not discuss the issue of homosexuality because I am not comfortable discussing it with my students.
Related Books:
Whitman, Walt (1990). Memoranda During the War.
Library of Congress’s Web site: http://memory.loc.gov/ammem/wwhtml/wwhome.html.
By Barbara Kerley
Illustrated by Brian Selznick
Kerley, Barbara. (2004). Walt whitman: Words for america. New York: Scholastic.
Grade Level: 2-6
Awards: Sibert Honor Book for Nonfiction, Boston Globe-Horn Book Award, Caldecott Award, and New York Times Best Illustrated Book Award
Author’s Credibility: In the author’s note, Kerley described how she began working on this book. She began writing this book after Brian Selznick, illustrator, sent her a medallion of Walt Whitman with a butterfly on his finger. She began extensive research on Walt’s life and wanted his experiences with the Civil War to be the focus of this book. Kerley did not give a lot of background about Walt in the book, but she did in the author’s note. She gave background information about his birth, Abraham Lincoln, Civil War, and his poetry.
Summary: In Walt Whitman: Words for America, Kerley gave a partial biography of Walt Whitman’s life. The story began with Whitman’s life at twelve years old when he was working as a printer’s apprentice. He was a fast learner and by the time he was nineteen he had his own newspaper. Through his working with letters, Whitman fell in love with words and began reading all kinds of books. He enjoyed experimenting with words. He wrote many of his thoughts down in a little notebook that he made and carried with him everywhere he went.
Kerley also discussed Walt’s love for people and how he enjoyed walking the streets of Brooklyn and Manhattan just to see how lived. On many occasions, he would see the president, Abraham Lincoln, on his walks. Walt admired President Lincoln and was saddened when he heard about his assassination. Walt wrote several of his poems about Lincoln trying to help ease the country’s grief.
Kerley and Selznick wanted the focus of the book to be about Walt’s life during the Civil War, his love for the soldiers, and how the war divided the country’s feelings. Walt wanted to be a soldier, but he was too old when the Civil War started. He wanted to do something so he became like a nurse where he helped and took care of the wounded soldiers. It did not matter whether the soldiers were Union or Confederate, black or white, Walt stayed beside them until they regained their strength. Over looking his own health, Walt stayed with the soldiers until he became ill. He went to live with his brother to recuperate.
Although Whitman was gay, Kerley did not discuss this issue in the book. Selznick showed a picture of him in his younger days running naked at the beach. This picture could have been an indication of Whitman’s free spirit through his lifestyle and his poetry.
Standards: Social Studies (World History and Civics)
Illustrations: Selznick used big, bold, and colorful pictures on oversized pages to bring the reader into the book. He used the actual photographs of daguerreotypes of soldiers. Listed in the back of the book is the illustrator’s note. In his note, Selznick talked about his visit to Walt’s birth home and the Brooklyn Public Library. At the library, he saw photos, held Walt’s homemade notebooks, and read his entries in the notebooks.
He also visited the Museum of Printing History in Texas where he was showed how to use a nineteenth-century printing press that Walt used. Capital letters were placed on upper shelves and other letters on lower shelves where the terms, “uppercase and lowercase” letters came from in our writing.
Access Features: Illustrations, photographs, author’s note, illustrator’s note, note about the poems, poems, sources of quotes, acknowledgement of other authors, libraries, museums, and copyright (in back of book).
Usage in Classroom: I could use this book with our Black History unit when we talk about slavery and how it influenced the Civil War. I could also use it to talk about President Abraham Lincoln.
My Response: I liked that Walt was not afraid to experiment with writing. He wrote poems that the people were not used to, but he won them over to his writing.
I also liked this book because it showed that Walt understood that taking care of a soldier, letting him know that someone cared (whether black or white) was the quickest way to get him back to being a healthy soldier.
Even though my students call each other “gay” all the time, I have not discussed the issue in details. I am glad that the book did not discuss the issue of homosexuality because I am not comfortable discussing it with my students.
Related Books:
Whitman, Walt (1990). Memoranda During the War.
Library of Congress’s Web site: http://memory.loc.gov/ammem/wwhtml/wwhome.html.
Thursday, June 14, 2007
Franklin Delano Roosevelt by Russell Freedman
Franklin Delano Roosevelt by Russell Freedman (2 BK) #1 and #2
Freedman, Russell. (1990). Franklin delano roosevelt. New York: Clarion.
Grade Level: High School
Author’s Credibility: Russell Freedman is a well-known author who has written many children’s books. He has won many notable awards for this book (ALA, YASD, NCTE Orbis Pictus Award, Golden Kite Honor, Notable Children’s Trade Book in Social Studies, Horn Book). He is a non-fictional writer who likes to write events in history.
Summary: Franklin Delano Roosevelt was a book about one of the presidents of the United States. It discussed the life of President Franklin Delano Roosevelt from his birth, through his political life, and his death. It began with Franklin being born to parents that were already very rich and how all the privileges of being rich can put you in the right places at the right time.
Franklin’s parents loved him and he loved being with his parents. Franklin’s father loved him so much that he had problems disciplining him. His mother became the dominating and disciplinarian person in his life, which she eventually would use during his married life.
Freedman easily moved the reader into Roosevelt’s school and college life, where he was a fast and energetic learner. He loved writing, studying about boats and ships, and studying law. In college, he met his fifth cousin, Anna Eleanor Roosevelt, who later became his wife. Eleanor was too kind for Franklin’s family and he and his mother took advantage of her kindness and pushed her into the background of his personal and political career. Eventually, she would become a strong independent woman and Franklin began valuing her opinions.
Freedman also demonstrated how quickly Roosevelt’s political live evolved and how abruptly it ended. Roosevelt did not linger around when it came to making decisions. If he thought it would work, he made a decision. He started so many programs (New Deal) during his administration that people began to believe that he did not know what he was doing. He developed bank regulations, insurance, social, security, and other programs that would benefit the poor people. Franklin, being rich, did not understand the struggles of the poor man until he was stricken with polio. Then, he understood how people depended upon each other.
Franklin’s life ended in Warm Springs (1945) where he enjoyed spending most of his time and doing what he loved doing: working for the people of the United States.
Standards: American and World History (presidents, Great Depression, WWII, Pearl Harbor, Big Three)
Illustrations: Freedman used pictures and photographs to make the text more meaningful. He used large, black and white photographs that showed a clear picture of special events during his life. There was text under each picture that made it easy for young readers to read and understand. The pictures and photographs were from Bettmann Archive, Library of Congress, National Archives, and Wide World Photos. The photographs were also given acknowledgement in the back of the book.
Access Features: Access features are used to help the reader easily understand the ideas and concepts in the book. The access features used in this book were illustrations, photographs, table of contents, index, acknowledgment and picture credits, suggested books, FDR photo album, and places to visit.
Use in Classroom: This would be a good supplementary resource for American and World History class for middle or high school. It is too high for my second grade students. I would use it with the unit on presidents.
My Response: I am glad that I read this book because I found out a couple of things about FDR that I did not know. I have always thought that he could not walk because of the polio. But, he could with the help of braces.
I did not know that he was elected for a fourth term. I thought that presidents could only be elected for two terms. I found out that the law was changed after his administration.
I hated that Eleanor let Franklin’s mother rule everything. I wanted Eleanor to tell his mother where she could go! She just let her ruled too much: hiring the nannies, telling her to quit her job, and connecting their homes. I guess, “money rules”.
One question: After the affair with Lucy, did Eleanor and Franklin ever become lovers again? Or did she just play the “wife beside her husband” deal?
Suggested Books: Here is a partial listing of some of the books included in the back of book:
Devine, Robert A. Roosevelt and World War II
Freidel, Frank B. Franklin D. Roosevelt
Leuchtenburg, William E. Franklin D. Roosevelt and the New Deal
Miller, Nathan. FDR: An Intimate History
Morgan, Ted. FDR: A Biography
Ward, Geoffrey C. Before the Trumpet: Young Franklin Roosevelt
Freedman, Russell. (1990). Franklin delano roosevelt. New York: Clarion.
Grade Level: High School
Author’s Credibility: Russell Freedman is a well-known author who has written many children’s books. He has won many notable awards for this book (ALA, YASD, NCTE Orbis Pictus Award, Golden Kite Honor, Notable Children’s Trade Book in Social Studies, Horn Book). He is a non-fictional writer who likes to write events in history.
Summary: Franklin Delano Roosevelt was a book about one of the presidents of the United States. It discussed the life of President Franklin Delano Roosevelt from his birth, through his political life, and his death. It began with Franklin being born to parents that were already very rich and how all the privileges of being rich can put you in the right places at the right time.
Franklin’s parents loved him and he loved being with his parents. Franklin’s father loved him so much that he had problems disciplining him. His mother became the dominating and disciplinarian person in his life, which she eventually would use during his married life.
Freedman easily moved the reader into Roosevelt’s school and college life, where he was a fast and energetic learner. He loved writing, studying about boats and ships, and studying law. In college, he met his fifth cousin, Anna Eleanor Roosevelt, who later became his wife. Eleanor was too kind for Franklin’s family and he and his mother took advantage of her kindness and pushed her into the background of his personal and political career. Eventually, she would become a strong independent woman and Franklin began valuing her opinions.
Freedman also demonstrated how quickly Roosevelt’s political live evolved and how abruptly it ended. Roosevelt did not linger around when it came to making decisions. If he thought it would work, he made a decision. He started so many programs (New Deal) during his administration that people began to believe that he did not know what he was doing. He developed bank regulations, insurance, social, security, and other programs that would benefit the poor people. Franklin, being rich, did not understand the struggles of the poor man until he was stricken with polio. Then, he understood how people depended upon each other.
Franklin’s life ended in Warm Springs (1945) where he enjoyed spending most of his time and doing what he loved doing: working for the people of the United States.
Standards: American and World History (presidents, Great Depression, WWII, Pearl Harbor, Big Three)
Illustrations: Freedman used pictures and photographs to make the text more meaningful. He used large, black and white photographs that showed a clear picture of special events during his life. There was text under each picture that made it easy for young readers to read and understand. The pictures and photographs were from Bettmann Archive, Library of Congress, National Archives, and Wide World Photos. The photographs were also given acknowledgement in the back of the book.
Access Features: Access features are used to help the reader easily understand the ideas and concepts in the book. The access features used in this book were illustrations, photographs, table of contents, index, acknowledgment and picture credits, suggested books, FDR photo album, and places to visit.
Use in Classroom: This would be a good supplementary resource for American and World History class for middle or high school. It is too high for my second grade students. I would use it with the unit on presidents.
My Response: I am glad that I read this book because I found out a couple of things about FDR that I did not know. I have always thought that he could not walk because of the polio. But, he could with the help of braces.
I did not know that he was elected for a fourth term. I thought that presidents could only be elected for two terms. I found out that the law was changed after his administration.
I hated that Eleanor let Franklin’s mother rule everything. I wanted Eleanor to tell his mother where she could go! She just let her ruled too much: hiring the nannies, telling her to quit her job, and connecting their homes. I guess, “money rules”.
One question: After the affair with Lucy, did Eleanor and Franklin ever become lovers again? Or did she just play the “wife beside her husband” deal?
Suggested Books: Here is a partial listing of some of the books included in the back of book:
Devine, Robert A. Roosevelt and World War II
Freidel, Frank B. Franklin D. Roosevelt
Leuchtenburg, William E. Franklin D. Roosevelt and the New Deal
Miller, Nathan. FDR: An Intimate History
Morgan, Ted. FDR: A Biography
Ward, Geoffrey C. Before the Trumpet: Young Franklin Roosevelt
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