BREAKING
STALIN’S NOSE by Eugene Yelchin
Summary
This Amazing historical fiction book titled BREAKING
STALIN’S NOSE by Eugene Yelchin is full of excitement and suspense from
beginning to end. In this fast based story ten year old boy Sasha Zaichik
witnesses interesting experiences in two days following his father’s
imprisonment for accusations of betraying communist leader Comrade Stalin.
Sasha, whom has no mother, is then left to make important decisions by
him-self. Sasha, a true believer of the
Communist Party sets on being a “Young Soviet Pioneer,” until he breaks the
nose of a Stalin statue. Everything begins to change from that point and young
Sasha begins to see the Communist party in a new way.
Analysis
Protagonist of the story, Sasha Zaichik an intelligent
ten year old boy finds himself alone
and having to make important decisions at a young age. He tells the story in
his point of view allowing the audience to learn about the Soviet Union under
Comrade Stalin but through a young naïve boy who learns very quickly. Nina
Petrovna, Sasha’s teacher, plays an important role in the story as her beloved
Communist party suddenly accuses her of wrong doing as well. Other characters such as Vovka Sobakin an
unkind classmate and Borka Finkelstein a nice boy whose parents were arrested,
also take part in an important role in the decisions Sasha has to make.
The story takes place in Moscow during the Communist
rule when poverty was rampant throughout the country. Sasha and his father live
in a communal apartment with forty-eight other Soviet citizens who share the
bathroom and kitchen. Even though hard times are common throughout the country
the respect and admiration towards the Communist party is an important aspect
of the story. Author Yelchin describes this when he talks about Sasha waking up
in the middle of the night and gazing at the Stalin statue through his window.
Yelchin then writes the feeling of Sasha which was echoed by many during the
communist regime rule
“Recently, my dad
caught a gang of wreckers scheming to blow it up. Wreckers are enemies of the
people and want to destroy our precious Soviet property. I can’t imagine
anybody who would dare to damage a monument to Comrade Stalin, but there are
some bad characters out there. Obviously, they’re always caught.”
Also, the phrase “enemies of the people” is used
many times in the story, allowing the reader to witness how important it was
for the Communist regime to catch infiltrators. The story does an excellent job
describing life as it was during Stalin’s rule.
Sasha believed in Stalin as much as he believed in
his dad. Deep inside he knows that it was a mistake that his father was taken
to prison and that Stalin himself would correct the errors that have taken
place. The story is full of surprises, twist and turns that make the reading
interesting and breath taking. As you begin to read questions begin to appear
in one’s head; what is going to happen to Sasha, where is the father, who did
this, who said that etc.
Eugene Yelchin illustrations in BREAKING STALIN’S
NOSE compliment the story very well. Black and white sketches are used as the
story unfolds. Readers are able to see the dramatic events taking place as they
read the story. Children will be able to have a better understanding of the
story with the illustrations used throughout the book.
The authors note adds to the interest of the story
as author Yelchen describes the horrors that took place under the Stalin
regime. Eugene Yelchin, a native of Russia lived through many of the events of
the Communist rule. His experiences and knowledge of the Communist party rule
adds to the authenticity of the book.
The book was a Newberry Honor in 2012 and has also been recognized by
The American Library Association Notable Books for Children award as well as
others.
Reviews
"There's no place for the likes of you in our
class," Sasha Zaichik's teacher tells him, and that seems to be the motto
of the whole Stalinist nation.”-- Kirkus Reviews. August 1, 2011
“Readers will quickly pick up on the dichotomy
between Sasha's ardent beliefs and the reality of life under Stalinism, and be
glad for his ultimate disillusion, even as they worry for his future.”--
Publishers Weekly. August 1, 2011
“Velchin skillfully combines narrative with dramatic
black-and-white illustrations to tell the story of life in the Soviet Union
under Stalin.”-- School Library Journal. Aug 2011
Connections
Activities-
Children can further study the Stalin regime which
took place from 1923 – 1953 by reading history text books.
Students can do research about life in the Soviet
Union after the Communist party rule fell.
Related
Book-
The Boy in the Striped Pajamas by John Boyne.
Bibliography
2011. "BREAKING STALIN'S NOSE." Kirkus
Reviews 79, no. 15: 1379. MasterFILE Premier, EBSCOhost (accessed November 10,
2013).
2011. "BREAKING STALIN'S NOSE." Publishers
Weekly 258, no. 31: 48. MasterFILE Premier, EBSCOhost (accessed November 10,
2013).
Steinberg, Renee. 2011. "BREAKING STALIN'S
NOSE." School Library Journal 57, no. 8: 125. MasterFILE Premier,
EBSCOhost (accessed November 10, 2013).
Yelchin, Eugene. 2011. BREAKING STALIN'S NOSE. Ill.
by Eugene Yelchin. New York, NY: Henry Hold and Company. ISBN 9780805092165
THE EARTH DRAGON AWAKES: THE SAN FRANCISCO EARTHQUAKE
OF 1906 by
Laurence Yep
Summary
In 1906 a terrible earthquake struck the city of San
Francisco causing numerous deaths and injuries. The historical novel THE EARTH
DRAGON AWAKES: THE SAN FRANCISCO EARTHQUAKE OF 1906 by Laurence Yep tells the
story of two young friends, Chin and Henry, and their families encounter during
this catastrophe. Heroic individuals including the boy’s fathers work constantly
in order to survive. Chin and Henry also struggle to be reunited with each
other in this great book. The story is told from the eyes of these two
youngsters and reveals the courage and strength each family must have in order
to survive.
Analysis
The two main characters of the story are young boys
named Chin and Henry. Chin is a nine year old Chinese immigrant whose father
works as a houseboy for the Travis family. Eight year old Henry is the son of
Mr. Travis, a prominent banker in the San Francisco area. Both little boys are
good friends and relate to each other regardless of social class, culture
differences and race. The two youngsters are like any normal child having fun
in 1906 in a big city. Yep does an excellent job describing the children and
other characters through their actions, dialogue and descriptions. For example
both Chin and Henry are huge fans of gun slinging books, like those that
describe the adventures of Marshall Earp. Ah Sing, Chin’s father is a
hardworking man who supports his family whom is divided by long distance.
Chin’s mother still lives in China and Ah Sing sends money to her as many
immigrant families did back then and continue to do today. The lifestyle and
economic status of both the Travis and Sing’s family is also depicted
throughout the story. The author gives specific details allowing the reader to
imagine the different lives that Chin and Henry live.
The plot of the story is excellent because it gives
detail descriptions of San Francisco during the 1906 earthquake. The author does
an outstanding job describing the situation both Chin and Henry are in. The
plot reveals itself throughout the book in the various chapters that begin with
the date, time and specific location of the events taking place. The story also
flips back and forth between the two families trying to escape the chaos after
the earthquake. Both Chin and Henry learn a lot about themselves, family and
the heroic fathers they both have.
The story takes place in San Francisco Ca. during
the month of April in1906. Author Yep describes the city before and after the earthquake
where fires are erupting constantly. He does a wonderful job describing certain
parts of San Francisco and how those areas might have looked like during the
early 1900’s. For example, the author describes the city when he states “Silvery
tracks lead up and down hills. On the crests, Chin sees San Francisco spread
out before them. Street lamps glitter like jewels” (Yep 12). Yep also talks
about the aftermath of the earthquake “Chinatown looks like a broken set of toy
blocks. Some buildings tilt threateningly. Others are mounds of rubble like
their home” (Yep 40). The book also gives great description of how people lived
in those days. Laurence Yep gives great detail about the culture of San
Francisco during this time period.
The theme of the story can be seen in the neighboring
affection, family values and the heroism the story talks about. The importance
of family is depicted throughout the story in both Chin and Henry’s family. The
love Ah Sing has for his son Chin and his wife whom is hundreds of miles away
is seen throughout the book. Henry’s father who desperately fights his way to
get to his son Henry, who is trapped after the earthquake, also describes the
importance of a child to a parent. Both dads play heroic figures mixed with
love and determination to keep their families alive. Neighbors and strangers
alike helped each other during this horrific time as well.
The Earth Dragon Awakes, The San Francisco Earthquake
of 1906 story’s approach is realistic. Author Yep captures the essence of the
story by describing different events that take place during the story.
Challenging topics like racism, immigration, social classism and family values
add to the voice of the narrative. The
daily fires and constant destruction of homes and buildings add to the
desperation people are facing during this time period which allows the reader
to imaging what the characters are going through.
Author Yep’s personal knowledge of San Francisco
gives the book some dependability. The pictures in back of the book depicting
San Francisco after the great earthquake of 1906 also add to the authenticity
of the story. The afterword pages where Yep gives statistics about the
destruction of the 1906 earthquake also allows the reader to see the truth
behind the story. Furthermore, Yep’s personal accounts of earthquakes he has
survived while living in San Francisco, add to the genuineness of the narrative.
Reviews
“Its "natural disaster" subject is both
timely and topical, and Yep weaves snippets of information on plate tectonics
and more very neatly around his prose. A solid supplemental choice.” -- School
Library Journal, May 2006
“Young readers will find the story engaging and the
disaster fascinating, and they will breathe a sigh of relief when the two friends
are reunited.” -- Library Media
Connection, January 2007
Connections
Activities-
Students can discuss similar dangerous situations
they have been in.
Students can learn what to do if a catastrophe
occurs.
Related
Book-
I
Survived the San Francisco Earthquake, 1906 by Lauren Tarshis.
Bibliography
Glantz, Shelley. 2007. "The Earth Dragon Awakes: The San Francisco Earthquake of 1906."
Library Media Connection 25, no. 4: 72. Literary Reference Center, EBSCOhost
(accessed November 6, 2013).
Threadgill, Catherine. n.d. "The Earth Dragon Awakes: The San Francisco
Earthquake of 1906." School Library Journal 52, no. 5: 138-140.
Literary Reference Center, EBSCOhost (accessed November 6, 2013).
Yep, Laurence. 2006. THE EARTH DRAGON AWAKES: THE
SAN FRANCISCO EARTHQUAKE OF 1906. New York, NY: Harper Collins Publishers. ISBN
0060275243
The game of silence by
Louise Erdrich
Summary
THE GAME OF SILENCE is a great story written by
Louise Erdrich. In this story 9 year old Omakayas, also known as Little Frog, returns
to her home along with her family. The story begins with the sad news of Native
American tribes having to flee their homes because of new settlers. In this
process Omakayas’ family decides to care for a lost child whom reminds them of
the little baby brother who had passed away. Omakayas is a member of the Ojibwe
tribe which is facing many challenges as new colonists make their way into
their homeland. In this great story, author Erdrich does a wonderful job
describing the events that are about to change young Omakayas life as she
prepares for young adulthood and discovers her gift of dream telling. But like
any young girl Omakayas enjoys the snow, fishing and sneaking away from her
everyday chores making this a heartwarming family like story.
Analysis
The main character of the story is Omakayas, the 9
year old who learns about the magic of her dreams. The reader can easily relate
to the character that is young and full of life like any other little girl.
Omakayas has an older sister Angeline, her parents Mikwam and Yellow Kettle and
her little brother who can’t seem to stay out of trouble; Pinch. Nokomis, the
old wise grandmother teaches young Omakayas about her place in this world and
what she is meant for.
The story takes place on an island on Lake Superior.
Told over the seasons of fall, winter and spring, the story takes you through
the everyday life of a young Native-American girl growing up in the middle of
the 1850’s. Erdrich gives the reader a great description of the relax setting Omakayas
lives in. “Omakayas leaned into her grandmother’s arms and for a long time the
two sat in the garden, on the sun-warmed earth, listening to the birds call and
talk to one another unseen in the dense green of the woods” (Erdrich 30). The
novel uses many pencil illustrations throughout, which assist the reader to
understand the situation. For example, a picture depicting a family in despair
as they make their way towards the Ojibwe tribe, compliments the harsh times
many were going through at that time period (Erdrich 5).
The theme of the story can be captured in the
lessons the author gives throughout the story. The importance of family and a
sense of losing the way you live are two very important themes author Erdich
tries to convey. The story shows a lot of compassion between each other and at
the same time they are a very peaceful people. Another, important theme is the
difficulty of losing a home and their land. Here is a phrase that says “If they
ever had to leave, Omakayas felt, her heart might fall right out of her body to
lie forever on the ground it loved” (30). For them their land is sacred, especially for
Omkayas because her little brother Neewo is buried there. Furthermore, the
reader can relate to the ambiguous life Omakayas and her family endure during
these times.
The style of the story is based on actual events
told through a third person perspective. The author is able to relate the story
to the reader by describing actual events that could have taken place during
the mid-1800s. As the reader gets deeper into the story, they can begin to
imagine actually living among the Ojibwe tribe in 1850. Written in a peaceful
tone where settlers and Natives live next to each other, the book has mild
violence and concentrates more on the young girl and members of her family.
Author Erdrich offers a glossary explaining many of
the terms used in Ojibwe language. She also includes an author’s note page at
the end of the story explaining further the difficulty of the language use
sporadically throughout the book. Louise Erdrich is part Chippewa Indian and German-
American, which adds to the authenticity of the novel.
Reviews
“Erdrich’s own gifts are many, and here she has
given readers another tale full of rich details of 1850s Ojibwe life,
complicated supporting characters, and all the joys and challenges of a girl
becoming a woman.” -- Horn Book Magazine. July August, 2005
“The action is somewhat slow, but Erdrich's
captivating tale of four seasons portrays a deep appreciation of our
environment, our history, and our Native American sisters and brothers.” --
School Library Journal, July 2005
Connections
Activities-
Children can learn about the history of Native
Americans.
Children can learn about the importance of having a
safe place to live.
Related
Book-
The Porcupine Year by Louise Erdrich
Bibliography
Erdrich, Louise. THE GAME OF SILENCE. New York:
Harper Collins, 2005. ISBN 0060297891
Monaghan, Kimberly Jones, Trevelyn E.Toth, Luann Charnizon,
Marlene Grabarek, DarylRaben, Dale. 2005. "The Game of Silence." School Library Journal 51, no. 7:
102. MasterFILE Premier, EBSCOhost (accessed November 13, 2013).
Smith, Robin. 2005. "The Game of Silence." Horn Book Magazine 81, no. 4: 469.
MasterFILE Premier, EBSCOhost (accessed November 13, 2013).
The wednesday wars by
Gary D. Schmidt
Summary
The Wednesday Wars
is a historical book that takes place during the Vietnam War in 1967. Holling
Hoodhood, a seventh grader at Camillo Junior High, dealing with various
challenges learns about Shakespeare, the struggles of seventh grade and the “in
and outs” of being a young boy. Young Holling somehow survives his rude
classmates, demanding family and a Vietnam War era through his confinement
Wednesday afternoons with his teacher Mrs. Baker.
Analysis
Holling Hoodhood is the main character of the story
and like any other teenager; he is trying to fit it into seventh grade life.
Holling is a precautious character towards his dad and an obedient one toward
Mrs. Baker, which in turn adds for interesting dialogue and humorous adventures.
Holling also finds comfort with his girlfriend Meryl Lee, but struggles with
the relationship because of the rivalry between both of their fathers. For
example at one point Holling relates Shakespeare’s Romeo and Juliet to his own
experience. For instance, Holling
Hoodhood writes an essay about Romeo and Juliet and states “What Shakespeare
wanted to express about being a human being in Romeo and Juliet is that it’s
hard to care about two things at the same time—Like caring about the Montague
family and caring about Juliet, too” (pg. 152).
Most of the story takes place at Camillo Junior High
during the day and after school, where Mrs. Baker and Holling have the
opportunity to learn and discuss Shakespeare.
Each chapter begins with a particular month; September, October,
eventually ending the following year at the beginning of summer. Author Gary D. Schmidt also discusses the
situation of the war throughout the book. Important historical events take
place that allow the reader to really appreciate the setting of the story. The audience can imagine a sad moment when
Holling’s father says, “Five thousand boys trapped. Good Lord. Five thousand.” Followed by Holling’s phrase; “Then my father
would reach for my mother’s hand, and they would look at each other.” This is
an example of what families were living through every day during this time
period and Schmidt does a great job explaining this through the eyes of a young
boy.
The theme of The Wednesday Wars reflects the time
period in which the story takes place. Teachers are shown respect throughout
the book and the reader can easily see how important a teacher was in the lives
of young people. As the war continued and as thousands died, author Schmidt
does a great job by describing the challenges families, teachers and everyday
people faced because of it. At the same time the book describes the sadness of
war, but tries to reflect how people went on with their regular lives even
though deep inside they were concerned for those young soldiers miles
away. These situations are still
relevant today, where teachers are well respected and students attend school to
better their lives and learn about the transition into adulthood. We can also
relate to the Vietnam War because our country has been at war for the last 12
years or so and even though people are dying every day we tend to continue our
lives with some sense of normality.
The author captures the essence of the story through
the dialogue, setting and various scenarios taking place throughout the book.
The story is told in a first person point of view so it allows the reader to
know what the main character is thinking and how he sees everything around him.
The reader can also see certain speech patterns between the characters as they discuss
the importance of school, family and important historical events.
The Wednesday Wars written
by Gary D. Schmidt a Newbery and a Printz Honor, does an excellent job bringing
history into the readers lives. Facts about the Vietnam War, Martin Luther King
Jr. and Bobby Kennedy are discussed throughout the book. Schmidt does a
wonderful job harmonizing fact and fiction because of the true events that take
place throughout the “made up” story.
Reviews
“The tone may seem
cloying at first and the plot occasionally goes over-the-top, but readers who
stick with the story will be rewarded. They will appreciate Holling's gentle,
caring ways and will be sad to have the book end.”--
School Library Journal. Jul 2007
“Although the story
is set 40 years ago, young readers will find striking parallels with the
present. "It seems to me that the uncertainties of the war in
Vietnam and how a middle-school kid would respond [to the situation in Iraq]
are very, very close."-- Kirkus Reviews. January 15, 2007
Connections
Activities-
Students can do a summary about Bobby Kennedy and
his family.
Students may do some research about Martin Luther
King and why he was a great leader.
Related
Book-
Under a War-Torn Sky by L.m. Elliott
Bibliography
2007. "THE
WEDNESDAY WARS." Kirkus Reviews
75, no. 2: 17. MasterFILE Premier,
EBSCOhost (accessed November
10, 2013).
Schmidt, Gary D. 2007. The Wednesday Wars. New York, NY: Houghton Mifflin. ISBN
9780618724833
Shoemaker, Joel. 2007. "THE WEDNESDAY
WARS." School Library Journal 53, no. 7: 110. MasterFILE Premier,
EBSCOhost (accessed November 10, 2013).
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