Module 15: The Hunger Games

The Hunger Games

A.    The Hunger Games details the competition known as the Hunger Games from the title.  Katniss Everdeen, the protagonist of the book, volunteers to take the place of her sister who is slated to represent their district for the games.  She is then thrust into a battle royale where it becomes a game of “kill or be killed” against other children around her own age.  She forms an alliance with Sue and later with Peeta in an attempt to change the nature of the games.  While this seems successful for a time, Sue’s death and the arbitrary rules changes from those in charge of the games nearly force Katniss and Peeta to suicide rather than face the totalitarian government.  While they survive, it is an uneasy victory and one that is likely to be challenged by agents of said government.

B.     Collins, S. (2008). The hunger games. New York, New York: Scholastic Press.

C.     The book reads much like Battle Royale, an adult manga, or Lord of the Flies with a twist.  In this case, it is the adults that force children to act as one might equate with savage behavior.  The book deals with a wide range of adult subject matter and while it is never as graphic as strictly adult material, it often blurs the line.  I can see why this book would be challenged but it is an unusual and somewhat refreshing take on the traditional “teen against society” theme that is present in so many young adult novels.  While I would not directly compare it to classic dystopian literature such as 1984 or Fahrenheit 451, it is nevertheless an adequate foray into making such themes available for the teen/young adult crowd.

D.    “Impressive world-building, breathtaking action and clear philosophical concerns make this volume, the beginning of a planned trilogy, as good as The Giver and more exciting.”

THE HUNGER GAMES. (2008). Kirkus Reviews, 76(17), 941.

“Populated by three-dimensional characters, this is a superb tale of physical adventure, political suspense, and romance.” –F. Goldsmith

Goldsmith, F. (2008). The Hunger Games. Booklist, 105(1), 97.

E.     Perhaps the best activity here would to ask the kids how far they would be willing to go to protect those they care about.  Much of the story focuses on sacrifice and striving to achieve an ideal in an environment not conducive to such ideas.  I would have each participant write a series of statements about what they most want to protect and what they felt they would be willing to do to protect it if they felt they had to.  It could be largely written or illustrated at whatever preference the student had.

Module 14: Dark Emperor and Other Poems of the Night

Dark Emperor and Other Poems of the Night

A.    Dark Emperor and Other Poems of the Night details the lives of animals and plants that thrive after dark.  Each poem is a brief verse describing the night-dweller followed by a description of that animal or plants function in the web of nature.  Spiders, porcupines, mushrooms, and owls are only a sampling of the large number of subjects featured and each is lavishly illustrated by Allen in addition to Sidman’s verses.  The book ends with the advent of day and features a glossary of terms to make this not only a book of verse, but of information as well.

B.     Sidman, J. & Allen, R. (2010). Dark emperor and other poems of the night. New York,

New York: Houghton Mifflin Books for Children.

C.     This particular book is a surprising and effortless blend of fact and verse.  While the descriptions of each focus creature or plant only scratch the surface, it is an apt description for the intended audience of grade-school level readers.  Each verse is well done and there is a variety in style to shake up the overall structure of the book.  Allen’s illustrations are beautifully crafted and fit well with Sidman’s verse.  Each also captures the non-fiction descriptions which make the book even more interesting.  The blend of style and substance goes well here and is a winner for any parent looking to teach their children in an unusual but fun way.

D.    “In Sidman's delicious poems, darkness is the norm, and there's nothing to fear but the rising sun.”

Dark Emperor and Other Poems of the Night. (2010). Publishers Weekly, 257(31), 50-51.

“The book ends as night ends, the moon lamenting, ‘Alas. Another eternity of sunbeams to wait.’  But readers need not wait; they can enter the book at will and revel in this beautiful nighttime world.”

Picture Book Honor Books. (2012). Horn Book Magazine, 88(1), 24.

E.     For this book, I would ask the kids to try their hand at drawing and writing a short poem about anything relating to the night.  It could include any of the entries featured in the book or any other creature or plant the kids can think of.  I would only need to provide paper, coloring utensils, and a means by which to create lines on the page so they can write about whatever they wish.  There would be no requirement in verse or style; simply to let the kids imagination wander where it will.

Module 13: Yotsuba&! Volume 1

Yotsuba&! Volume 1

A.    Yotsuba&! is a lighthearted comedy series from creator Kiyohiko Azuma.  It features the adventures of Yotsuba as well as her father, neighbors, the Ayases, and her friends.  Each chapter is its own story and features the five-year old protagonist encountering everything from moving to global warming to cicadas.  Her curiosity is equal to any child and her friends indulge her in many ways.  The series focuses entirely on slice-of-life style stories and everything has a very innocent tone.  Though Yotsuba may not always come out on top, she always explores to her hearts content and remains happy, no matter what may come her way.

B.     Azuma, K. (2005). Yotsuba&! Vol. 1. Houston, Texas: A.D. Vision Inc.

C.     This is a manga series that is truly for everyone.  The plotlines are generally simple yet enjoyable and the characters are all entertaining without any of the jokes feeling particularly forced.  Unlike many manga stories, Yotsuba actually acts like a five-year-old girl and while she is certainly sweet, she gets into her fair share of trouble too.  The supporting cast is entertaining on their own and the illustrations are clean and presentable, unlike many of the action-oriented manga that are commonly read.  While it may not appeal to all demographics, the combination of real-life stories and genuine humor make this a winning combination for children and adults alike.  It may not appeal as widely to the teen crowd, but there is still plenty for everyone here.

D.    “Azuma's work is sweet but not saccharine, embodying the cuteness of girls' comics, the humor of boys' comics and the general innocence of children's books. Azuma writes and draws in a sophisticated manner, implementing sharp geometrical lines to depict the surroundings and softer curves for his characters, all set on a largely white background that makes the visuals pop.”

Yotsuba&! Vol. 1. (2005). Kirkus Reviews, 73(17), 18.

E.     A puppet play may be the best activity for this book.  Most of the characters are colorful and it would be easy enough to find the images online.  The cast are put through a variety of stories so it would be good to have the kids come up with some of their own.  They could make a popsicle stick puppet of whichever character they like and come up with a short script that kept in line with the general them of lighthearted adventures.  Once that is done, the kids could take their puppets home for further use in whatever play they could come up with.

Module 12: I Am Scout

I Am Scout: The Biography of Harper Lee

A.    I Am Scout details the life of Harper Lee, the author famous for writing the book To Kill a Mockingbird.  The book details her similarity to Scout, the protagonist of that novel, as well as such topics as her father’s child-rearing style, upon which Atticus Finch’s style was based, her relationship with Truman Capote, and growing up in the post-slavery, pre-civil rights south.  While Lee’s writing made her a national sensation, she spent most of her time in quiet reflection and was loath to begin work on another novel, feeling that she did not need to keep producing work.  From her college years where she felt awkward to her adulthood, it seems that Lee never quite felt like she fit in, being a tomboy in an old-fashioned kind of world.

B.     Shields, C.J. (2008). I am scout: The biography of harper lee. New York, New York:

Henry Holt and Company LLC.

C.     The book is very informative and rather frank and open with discussions about what was going on with the people involved in Lee’s life.  Not the least of which, Capote’s drug and alcohol abuse and the way in which African Americans were treated at that time period.  There are ample footnotes throughout the book to point toward further information and the tone is overall neutral.  The author does not make any direct judgments about the decision of Lee, her family, or her friends but rather simply lets the narrative flow.  At times it is an amusing account but generally the writing is more clinical in nature which may turn away some children seeking to learn more about Harper Lee.

D.    “…Shields’s journalistic style creates a readable ode to a headstrong, determined, unconventional woman who writes, rewrites, edits, becomes frustrated, and finally finishes an enduring novel.” –C.C.B.

B., C. C. (2008). I Am Scout: The Biography of Harper Lee. Horn Book Magazine,

84(3), 340-341.

“Shields’ formidable research, consisting of hundreds of interviews and examinations of papers and articles, will impress any student who has ever written a term paper.” –I. Cooper

Cooper, I. (2008). I Am Scout: The Biography of Harper Lee. Booklist, 104(13), 59.

E.     For this activity, I would assist the students in brainstorming what another novel from Harper Lee might have looked like if she ever wrote one.  Since Lee based much of her writing on the people around her, I would ask them what other sorts of stories she might have written and to cite examples from the book to detail where they got the idea from.   We could write the ideas down on a poster board or butcher paper and then use them to form a rough outline for the story.  While the interest might not be there, I would encourage any kid who desired it to write this story themselves. 

Module 11: Bootleg: Murder, Moonshine, and the Lawless Years of Prohibition

Bootleg: Murder, Moonshine, and the Lawless Years of Prohibition

A.    Bootleg is about the days of prohibition as well as the early days of the temperance movement which heralded the advent of that legislation.  The book takes a broad approach to the information, detailing proponents of the law, their rise to power, and the people who subverted it which would lead to the downfall of the 18^th amendment.  Many famous personalities are discussed but many of the quieter players in the prohibition struggle get a moment in the limelight as well.  The book ends with the repeal of the 18^th amendment and a discussion of the overall impact of prohibition on the modern United States as well as what victories were earned that last to this day.

B.     Blumenthal, K. (2011). Bootleg: Murder, moonshine, and the lawless years of prohibition. New York,    New York: Roaring Brook Press.

C.     This book has an overall neutral tone which is always valued in informative non-fiction.  Facts inside of the book are presented in an easy to digest format and the author does a good job of presenting both sides of the prohibition argument.  Blumenthal points out the foibles and correct points in both sides and many of the key figures are painted sympathetically, with the exception of Al Capone and other criminals.  The illustrations in the book are well planned and don’t generally interrupt the flow of the narrative which remains gripping throughout.  The author also goes out of the way to detail the lives of ordinary people whenever possible to illustrate the impact of the 18^th amendment on everyday American citizens.

D.    “This is a thoughtful look at two sides of an important issue. Neither could compromise on any level and it led to a loss for both movements. I wish this book could be required reading in all contemporary affairs classes. At the very least, it should be included in every secondary library.” –S. Lay

Bootleg: Murder, Moonshine, and the Lawless Years of Prohibition. (2011). Library

Media Connection, 30(2), 56.

E.     While the subject matter is a difficult one to encapsulate, the best strategy may be to create a mock senate debate where the kids must argue for or against prohibition.  Using the book as a guide in addition to any other resources they can obtain, the kids will be assigned to argue for one side or the other using the rules of the U.S. senate, or simplified versions if the time frame for this activity is short.  This would allow the kids to prepare a case and present it, ultimately voting on whether or not prohibition will pass.  It would give kids insight into the democratic process and possibly allow them to see the debate on both sides, even if it is one they themselves may not take.