Monday, May 31, 2010
Hello!
Looks like this class is going to be full of excitment and lots of good reading!! yippeee!!!! Can't wait to get started!!!!
Claudette Colvin
I really enjoyed this book and was touched by all of the hardships and trials the people had to go through. I of course teach about some of the Civil Rights, but in second grade we do not get too in depth. I thought this book made it personal and not so big. The first page is shocking and really hooked me for the book. That is the perfect example of a great beginning for me. I was feeling her pain and grieving with her. I too felt that some information was missing and wanted to know more. Her story is an interesting one and I am thankful for the reporter digging into old articles and found her. What a great addition to all of the widely know information.
Jennifer
Jennifer
Sunday, May 30, 2010
Claudette Colvin
Before this book, I had never heard of Claudette Colvin. All those years in school with “Black History Month,” and it seems like all we ever talked about was Martin Luther King, Jr. and Rosa Parks. Although crucial figures in the Civil Rights movement, it gets a little tiresome hearing about the same central figures year after year, especially when it is essentially the same information about these figures. We need more local stories to open the students’ eyes; what happened in THIS state / city / small town during the Civil Rights movement? Even if for some odd reason that educators are uncomfortable with discussing local reactions to civil rights and oppression, there is no reason we should not have more books like Claudette Colvin available for our students to get a more thorough picture of this time period. Just like you should never only teach The Diary of Anne Frank, you should not only teach Martin Luther King, Jr.
Having said that, I thought this book was a great introduction to Colvin’s life that would prompt even more questions from readers. Perhaps because I am used to more thorough biographies, but I found myself wishing there was more information about Claudette’s family. What happened to her birth mother and father? How did they react to Claudette’s imprisonment / pregnancy / life? I felt the story ended abruptly; what really happened after she moved to New York? How much of a culture change was it? What experiences did she have with her two sons? Did they ever ask her questions about her life, and how did she explain it to them?
I think young adult readers would enjoy hearing about Claudette because of her humanity alongside her heroic actions. The first-person accounts were for me the best part of the narrative. Although she performed brave deeds, she was still a person after all: she worried (and not worried) about her classmate’s reactions to her, she got pregnant, and she had bills to pay just like everyone else. Most of all, she is still alive. This seems like such a silly thing, but a lot of young adults believe that the Civil Rights movement is from some far-away time period that has no bearing on their life here in 2010 when in reality it was not that long ago that schools were segregated.
Having said that, I thought this book was a great introduction to Colvin’s life that would prompt even more questions from readers. Perhaps because I am used to more thorough biographies, but I found myself wishing there was more information about Claudette’s family. What happened to her birth mother and father? How did they react to Claudette’s imprisonment / pregnancy / life? I felt the story ended abruptly; what really happened after she moved to New York? How much of a culture change was it? What experiences did she have with her two sons? Did they ever ask her questions about her life, and how did she explain it to them?
I think young adult readers would enjoy hearing about Claudette because of her humanity alongside her heroic actions. The first-person accounts were for me the best part of the narrative. Although she performed brave deeds, she was still a person after all: she worried (and not worried) about her classmate’s reactions to her, she got pregnant, and she had bills to pay just like everyone else. Most of all, she is still alive. This seems like such a silly thing, but a lot of young adults believe that the Civil Rights movement is from some far-away time period that has no bearing on their life here in 2010 when in reality it was not that long ago that schools were segregated.
Saturday, May 29, 2010
Claudette Colvin
Claudette Colvin: Twice Toward Justice moved along quickly with respect to plot. As it is a nonfiction book, the author was a bit more limited with the how’s, who’s, why’s, where’s, and when’s of the plot than Libba Bray was. But it was still a very readable book. The shifts from third to first person narration are nice as well because the reader gets a sense of almost having a conversation with Claudette. The setting itself creates a sense of tension, with segregation laws and customs creating conflict. And although racism and sexism are certainly alive and well today, what happened to Claudette is beyond what typically happens to today’s youth. The protagonist is certainly a strong female!
Because the author was writing about real people and real events, I’m sure that he had to be careful about what and how much he said. But I do think that the book would have been better if there had been deeper insight into some of the characters in the book. For example, what happened to Claudette’s other siblings? We know that Delphine died, but we know very little about Claudette’s other sisters. Also, some of the details were unclear regarding Claudette’s memory of being slapped for touching a white boy. Who slapped her? The woman is mentioned only as “Mary,” but Claudette’s birth mother was Mary Jane and her aunt/Mom was Mary Ann. I think it was her aunt since she mentions that she went to live with her when she was just a baby, but it’s still unclear.
While I understand that the book is about Claudette’s role in the bus boycott and civil rights, I think that I would have found Claudette a more accessible heroine had we seen more of her as a person. Did her baby’s father ever even know she had a child? What was Claudette’s relationship with her birth mother like? We know that she went to live with her for a short time when Claudette was pregnant, but there is really nothing at all about the two of them as people.
Because the author was writing about real people and real events, I’m sure that he had to be careful about what and how much he said. But I do think that the book would have been better if there had been deeper insight into some of the characters in the book. For example, what happened to Claudette’s other siblings? We know that Delphine died, but we know very little about Claudette’s other sisters. Also, some of the details were unclear regarding Claudette’s memory of being slapped for touching a white boy. Who slapped her? The woman is mentioned only as “Mary,” but Claudette’s birth mother was Mary Jane and her aunt/Mom was Mary Ann. I think it was her aunt since she mentions that she went to live with her when she was just a baby, but it’s still unclear.
While I understand that the book is about Claudette’s role in the bus boycott and civil rights, I think that I would have found Claudette a more accessible heroine had we seen more of her as a person. Did her baby’s father ever even know she had a child? What was Claudette’s relationship with her birth mother like? We know that she went to live with her for a short time when Claudette was pregnant, but there is really nothing at all about the two of them as people.
Going Bovine
Thinking of Going Bovine in terms of the criteria listed on p. 18 of the Donelson text as well as the qualities and characteristics detailed on pages 20 and 26-38 of the text certainly help me to see why the book won the Printz Award. With respect to plot and characterization, the book matches the expectations described in the textbook.
The plot is certainly well beyond a simple chronology and includes time shifts to such an extent that we, as readers, have to stop and think about what time itself really is. There is certainly tension in the plot and plenty of surprises. Libba Bray does an excellent job of Characteristic 2: “Please, Mother, I Want the Credit.” The parents are essentially out of the power structure since Cameron’s journey is taken in his mind. They aren’t completely out of the picture, but they certainly aren’t calling the shots. The plot is also fast-paced once Cameron’s journey begins and we are taken back and forth between Cameron’s set of realities: the hospital and the adventure. And while some may disagree with me on this point, I also find the book to be basically optimistic. Yes, we understand that Cameron dies at the end, but what we see is another beginning. So the structure of the plot, from a beginning to an end that is only another beginning, is an optimistic structure. Cameron faces himself as the Wizard and finds that he calls his own shots. He doesn’t buy that there is nothing else and, in choosing not to believe that there is nothing else, he is reunited with Dulcie. The plot itself reminded me of Don Quixote, obviously, with fire giants instead of windmills and Gonzo instead of Sancho. But it also reminds me of The Wizard of Oz. Once I finished the book, I found myself going back to the very early chapters to match the people, things, and places from the “real world” to their representations on Cameron’s adventure.
Bray’s methods of characterization lend themselves well to the intended young adult reader. Cameron’s first-person narration gives us insight into who he is and who he is becoming. We learn so much about Gonzo, or at least the Gonzo that Cameron populates his adventure with, through Gonzo’s descriptions of himself and his feelings. We see the characters’ reactions to themselves, each other, and their situations in very real terms: they seem like things teenagers would do and say. While the experiences in the book are, in many ways, far from typical teen experiences, they are presented in such a way as to allow the reader to create parallels to real occurrences. None of us has ever waited with a yard gnome for a Norse ship to arrive, but we have probably had to choose between helping out a friend or going to do whatever it was that was important to us at the time.
The plot is certainly well beyond a simple chronology and includes time shifts to such an extent that we, as readers, have to stop and think about what time itself really is. There is certainly tension in the plot and plenty of surprises. Libba Bray does an excellent job of Characteristic 2: “Please, Mother, I Want the Credit.” The parents are essentially out of the power structure since Cameron’s journey is taken in his mind. They aren’t completely out of the picture, but they certainly aren’t calling the shots. The plot is also fast-paced once Cameron’s journey begins and we are taken back and forth between Cameron’s set of realities: the hospital and the adventure. And while some may disagree with me on this point, I also find the book to be basically optimistic. Yes, we understand that Cameron dies at the end, but what we see is another beginning. So the structure of the plot, from a beginning to an end that is only another beginning, is an optimistic structure. Cameron faces himself as the Wizard and finds that he calls his own shots. He doesn’t buy that there is nothing else and, in choosing not to believe that there is nothing else, he is reunited with Dulcie. The plot itself reminded me of Don Quixote, obviously, with fire giants instead of windmills and Gonzo instead of Sancho. But it also reminds me of The Wizard of Oz. Once I finished the book, I found myself going back to the very early chapters to match the people, things, and places from the “real world” to their representations on Cameron’s adventure.
Bray’s methods of characterization lend themselves well to the intended young adult reader. Cameron’s first-person narration gives us insight into who he is and who he is becoming. We learn so much about Gonzo, or at least the Gonzo that Cameron populates his adventure with, through Gonzo’s descriptions of himself and his feelings. We see the characters’ reactions to themselves, each other, and their situations in very real terms: they seem like things teenagers would do and say. While the experiences in the book are, in many ways, far from typical teen experiences, they are presented in such a way as to allow the reader to create parallels to real occurrences. None of us has ever waited with a yard gnome for a Norse ship to arrive, but we have probably had to choose between helping out a friend or going to do whatever it was that was important to us at the time.
Going Bovine
There are just so many themes rampant in Going Bovine, it is hard to know where to start. Shaping your own destiny, hope in the face of the confusion of life, courage to face the inevitable, forgiveness, and realizing that to be human is to have a range of emotions, not just one static existence of happiness/anger/etc. are all prevalent themes. The complexity of people and our connections with one another, the impact of scientific innovation on the world, whether positive or negative, and finding love also abound. Libba Bray definitely uses literal nontypical experiences to reflect the metaphorical lives of her readers. Not many readers have come down with Mad Cow Disease, but most have felt the joylessness of high school, the annoying frustration of uncontrollable life, and the desire to find love, even while simultaneously feeling like you don’t give a cow patty what happens.
As far as language goes, Bray chose her first person account very well. Cameron’s tone is very much that of a teenager’s, with a teenager’s thoughts, attitudes, and rationalization. By utilizing Cameron’s voice to tell the story, Bray escapes any hint of patronizing, because the teen reader will simply relate to the story as if one of their friends is telling some wild tale. Although grammatically correct, the story is a little heavy on the swear words, once again staying true to the attitude of some teen worlds. I can see the sheer amount of bad language making some (school) librarians hesitant and choosey about who to recommend the book to; likewise, the drug references and blatant reference to… loins making some uncomfortable. These elements are not included simply for shock value, but make up the identity of the main character, and reflect the thoughts and actions of some readers. Like it or not, there are many teenagers out there that swear every other word, use drugs, and engage in sexual activities; Cameron is a relatable character reflecting themselves or perhaps someone they know.
Global issues are very much present. Not long ago, people were concerned about the Supercollider destroying the universe and mad cow disease. Drug use among teenagers is a prevalent problem while divorce and martial problems are far too common. The story also holds the smaller world of the teenager; popularity, cliques, meeting/disappointing the parents’ expectation, and not feeling understood. As Cameron grows from a mainly self-absorbed character into one that recognizes his attachment to his friends and family, the young adult reader can clearly see that everyone, even them, has an impact on the world. Some teenagers feel as if they have no voice, that adults speak (or not speak) for them, just as they would for children. It is important that young people realize that they can stand up for themselves and that their ideas on the world are important, and they CAN bring about change. This story also promotes empathy and looking beneath the surface; the reader, like Cameron, grows concerned for the lovable drunk who is (or isn’t?) destined to die in a war; even the superficial Staci has dreams and aspirations.
Overall, I enjoyed this book very much, once I got past the first hundred and fifty pages. Although slow in the beginning, the story finally picks up when Cameron sets off to save the world. Thus, I think it would take a little encouragement to keep some reluctant readers from putting it down too soon. There is a multitude of learning opportunities that readers might develop a curiosity for: Jazz music, mythology, basic premises of physics, the story of Don Quixote and mad cow disease to name a few. For me, the clues scattered in the messages kept me hooked on the storyline as I tried to figure out the connections and predict what would happen next, but I believe that for some younger readers, Cameron’s familiar voice will keep them nodding and laughing along in agreement.
As far as language goes, Bray chose her first person account very well. Cameron’s tone is very much that of a teenager’s, with a teenager’s thoughts, attitudes, and rationalization. By utilizing Cameron’s voice to tell the story, Bray escapes any hint of patronizing, because the teen reader will simply relate to the story as if one of their friends is telling some wild tale. Although grammatically correct, the story is a little heavy on the swear words, once again staying true to the attitude of some teen worlds. I can see the sheer amount of bad language making some (school) librarians hesitant and choosey about who to recommend the book to; likewise, the drug references and blatant reference to… loins making some uncomfortable. These elements are not included simply for shock value, but make up the identity of the main character, and reflect the thoughts and actions of some readers. Like it or not, there are many teenagers out there that swear every other word, use drugs, and engage in sexual activities; Cameron is a relatable character reflecting themselves or perhaps someone they know.
Global issues are very much present. Not long ago, people were concerned about the Supercollider destroying the universe and mad cow disease. Drug use among teenagers is a prevalent problem while divorce and martial problems are far too common. The story also holds the smaller world of the teenager; popularity, cliques, meeting/disappointing the parents’ expectation, and not feeling understood. As Cameron grows from a mainly self-absorbed character into one that recognizes his attachment to his friends and family, the young adult reader can clearly see that everyone, even them, has an impact on the world. Some teenagers feel as if they have no voice, that adults speak (or not speak) for them, just as they would for children. It is important that young people realize that they can stand up for themselves and that their ideas on the world are important, and they CAN bring about change. This story also promotes empathy and looking beneath the surface; the reader, like Cameron, grows concerned for the lovable drunk who is (or isn’t?) destined to die in a war; even the superficial Staci has dreams and aspirations.
Overall, I enjoyed this book very much, once I got past the first hundred and fifty pages. Although slow in the beginning, the story finally picks up when Cameron sets off to save the world. Thus, I think it would take a little encouragement to keep some reluctant readers from putting it down too soon. There is a multitude of learning opportunities that readers might develop a curiosity for: Jazz music, mythology, basic premises of physics, the story of Don Quixote and mad cow disease to name a few. For me, the clues scattered in the messages kept me hooked on the storyline as I tried to figure out the connections and predict what would happen next, but I believe that for some younger readers, Cameron’s familiar voice will keep them nodding and laughing along in agreement.
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