Chains

1.     BIBLIOGRAPHY: Anderson, Laurie Halse. 2008. CHAINS. London, England: Bloomsbury. ISBN 9780747598060.

2. PLOT SUMMARY
The parents of Isabel and Ruth have died. The sisters were supposed to be freed after that; however, a family member sells them to Mr. and Mrs. Lockton.   Mr. and Mrs. Lockton are Loyalists although in the beginning they pretend that they are Patriots.  Curzon, a Patriot’s slave, asks Isabel to spy on the Locktons and share any information about the Loyalist party plans with him.   He tells her that his master will pay her for the information. Ruth is required to dress-up and fan Mrs. Lockton, which angers Isabel. Mrs. Lockton is angered about Ruth’s seizures. Isabel decides that she will share information for the Patriot cause in order to gain her and her sister’s freedom.   Mrs. Lockton, however, decides to sell Ruth.  Isabel is devastated and speaks against Mrs. Lockton.   Mrs. Lockton strikes her with a painting.   Isabel seeks refuge with those she has helped, but they are afraid to get involved due to the laws, even though they acknowledge that she is right. She is then tried by a jury, tortured, and branded with the letter ‘I’ on her cheek.   The brand is supposed to stand for insolence.  She is then returned to Mrs. Lockton.  Curzon joins the Patriot army out of respect for his master.  Lady Seymour, Mr. Lockton’s wealthy relative, is temporarily without help.  Isabel is sent to help her.   Lady Seymour is kind to Isabel.  During the Revolutionary War, many homes and churches were set ablaze in New York, including Lady Seymour’s home. Isabel rescues Lady Seymour and some of her precious belongings. Lady Seymour cares deeply for her and encourages her.  She also stands up for her against Mrs. Lockton.  Isabel finds out that Curzon is one of the Patriots who have been captured and are being held prisoner. She brings scraps of food to him every day, even after she is told it is forbidden.  When Mrs. Lockton finds out what she is doing, she threatens to sell her and Ruth to an evil person.   However Mrs. Lockton lets it be known that nobody will buy Ruth, who is safe in their other home in Charlestown.  Isabel runs away while the Loyalists are celebrating at the Queen’s Ball.  She first takes care of Lady Seymour, who gives her some coins.  She gets a pass by using the name of Isabel Gardner, and even embraces the ‘I’ on her cheek as a representation for Isabel. She then maneuvers her way into freeing Curzon out of the prison by pretending that he is dead and then wheeling him out.  She rows them across the river to safety.

3. CRITICAL ANALYSIS
The authenticity of this book is clearly evident.  The author includes a question and answer section with her resources in the back of the book.  Also, every chapter starts with a quote from a primary source that allows for an inference that hints about what is going to be critical to that chapter.  This was a very captivating way to begin each chapter and to spark further interest in the events that were going on at this time. The main character, Isabel, is so loveable. She will do anything to protect her sister Ruth, and she is not afraid of speaking her mind, yet generally knows when to hold her tongue.  She is a clever girl who seeks the freedom to make her own choices and to look after the ones that she loves.  She is an imperfect individual who makes her way into your heart and who you will never forget.  The story takes place during the American Revolutionary War and shows the perils of secrecy, war, and espionage as the Patriots and Loyalists conduct their conflict.   It shows the abuse of slaves, and how many looked the other way, even if they disagreed with this abuse.  The details of the plot and setting are very fitting with the time and pull you deep into the story. The style is very direct. The word ‘et’ is used to mean ate and Isabel’s dialect shows her place within that society, yet does not disrupt the flow of the novel which makes her very relatable. While the theme of wanting freedom is the main idea, there is also a large underlying theme of looking out for others and doing the right thing. Isabel saves Curzon multiple times by bringing him food and then freeing him from the prison, even though it is putting her freedom at risk.  She also saves Lady Seymour from her burning house because she does not feel it is right to leave anyone behind to perish. This put her at huge risk of also being burned.   This shows the struggles of both the slaves and the indentured servants.

 
4. REVIEW EXCERPT(S)

National Book Award Finalist

Scott O’Dell Award for Historical Fiction
Starred Review in SCHOOL LIBRARY JOURNAL:  “With short chapters, each beginning with a historical quote, this fast-paced novel reveals the heartache and struggles of a country and slave fighting for freedom. The characters are well developed, and the situations are realistic. An author's note gives insight into issues surrounding the Revolutionary War and the fight for the nation's freedom even though 20 percent of its people were in chains. Well researched and affecting in its presentation, the story offers readers a fresh look at the conflict and struggle of a developing nation.”

Starred Review in BOOKLIST:  “Anderson explores elemental themes of power (“She can do anything. I can do nothing,” Isabel realizes about her sadistic owner), freedom, and the sources of human strength in this searing, fascinating story. The extensive back matter includes a documented section that addresses many questions about history that readers will want to discuss.”

5. CONNECTIONS

*It would be great to use in conjunction with an author study.

Other books that are by Laurie Halse Anderson:

Anderson, Laurie Halse.  FORGE.  ISBN 1416961445.

Anderson, Laurie Halse.  FEVER1793.  ISBN 0689848919.

Anderson, Laurie Halse.  WINTERGIRLS.  ISBN 067001110.

Anderson, Laurie Halse.  SPEAK.  ISBN 0374371520.

*It would be great to use in conjunction with a lesson about slavery.

Other books about slavery: 

McWilliams, K.J.  DIARY OF A SLAVE GIRL.  ISBN 0759666768.

Jacobs, Harriet.  INCIDENTS IN THE LIFE OF A SLAVE GIRL.  ISBN 0486419312.

Lizzie Bright and the Buckminster Boy

1.    BIBLIOGRAPHY:  Schmidt, Gary. 2004.  LIZZIE BRIGHT AND THE BUCKMINSTER BOY. New York, NY: Random House. ISBN 0553494953

2.  PLOT SUMMARY

Turner is the son of a minister who has just gotten transferred to a new location in Maine. Turner struggles fitting in. He cannot seem to do anything right, even in his dad’s eyes. He views his dad as the minister, not his father. He is teased and beaten up by the other boys because he doesn’t fight, doesn’t jump off the ledge into the water, and doesn’t hit the ball in baseball games. When he comes home bloody, he gets into trouble. For a punishment, he is required to play the organ for Mrs. Cobb.   Mrs. Cobb is very concerned about what her last words might be because she is convinced that she will die at any moment.  She has Turner write her words down every day. Turner meets a girl that lives on Malaga Island who is named Lizzie Bright.  She is the first black person that he has ever met.  Lizzie teaches him how to hit a baseball, row, and most importantly, how to be confident in himself and embrace life.  Lizzie and her family, the Easons, are confined to the island and are not given any rights or respect.  Mrs. Cobb and Turner, however, sneak Lizzie into a room to hear Turner play the organ by letting her in through a back door.  The friendship of Turner and Lizzie is discovered when she gets injured and he attempts to row her to her grandfather.   He struggles with the tide.  He is forbidden to ever see her again; however, they eventually still do.  When the church tries to get rid of Malaga Island, the Easons and Lizzie make a house on a boat before heading to Pownal.   Mrs. Cobb dies and wills her house to Turner.  Turner wants to give the house to Lizzie which causes an uproar. The townspeople try to destroy that opportunity by taking possession of the house while Turner is there. Turner’s father sees the sheriff with a shotgun pointed at his son.  He stands up for his son, which causes him to get pushed off a ledge and he dies from the fall.  However, he had looked into the eyes of a whale and Turner saw that this had calmed him before the fall.  Turner seeks out Lizzie after his dad’s funeral and discovers that Pownal is an asylum.  Lizzie died after she had spent only ten days there.  Turner then seeks out whales to find the same peace of mind that his father had found and learns that connecting with another individual’s soul is a most important thing.

3. CRITICAL ANALYSIS
The character of Turner is someone that is endearing. He does not have any confidence. He would rather take punches then protect himself. He wants to be good at tying knots and swimming and baseball, but he does not have any real experience or aptitude for it.  That is until Lizzie Bright, who has unlimited energy, and is positive and witty. Both young people captivate the reader. The plot about how boys would pick on Turner and exclude him is very authentic. The issues that are faced when their friendship is discovered is also an accurate portrayal of the time. The setting of Maine is very elaborate with details about knotting, tides, and clamming. The style fits the time appropriately. There are several themes in this book including the importance of standing up for what you believe in and learning that friends come in unexpected places and we should be open to them and to new experiences.  We can make friends of all types and backgrounds, as demonstrated by Mrs. Cobb also becoming a friend.  Being kind to others will encourage them to be kind to you. Turner helped Willis paint the shutters, even though Willis bullied him, and Willis then helped him later with the boat. There is also the theme of interracial couples. All of these are common and actual themes that affect students today.

4. REVIEW EXCERPT(S)

Newberry Honor Book

Michael L. Printz Honor Book

ALA Best Book for Young Adults

ALA Children’s Notable Book

School Library Journal Best Book of the Year

Kirkus Reviews Editors’ Choice

Starred review in SCHOOL LIBRARY JOURNAL: "Schmidt’s writing is infused with feeling and rich in imagery. With fully developed, memorable characters…this novel will leave a powerful impression on readers.” Starred review in KIRKUS: "The telling is both beautiful and emotionally honest, both funny and piercingly sad.”

Starred review in BOOKLIST: "A powerful tale of friendship and coming-of-age, adding a lyrical sense of the coastal landscape.”Starred review in THE HORN BOOK MAGAZINE: "Multiple conflicts, between all manner of the powerful and the powerless, create a drama that examines the best and worst of humanity.”

5. CONNECTIONS
*It would be great to use in conjunction with a lesson about acceptance.

*It would be great to use in conjunction with an author study.

Other books that are by Gary Schmidt:

Schmidt, Gary.  THE WEDNESDAY WARS.  ISBN 0618724834.

Schmidt, Gary.  OKAY FOR NOW.  ISBN 0547152604.

Schmidt, Gary.  FIRST BOY.  ISBN 0312371497.

Schmidt, Gary.  TROUBLE.  ISBN 0618927662.

The Midwife's Apprentice

1.    BIBLIOGRAPHY:  Cushman, Karen. 1995. THE MIDWIFE’S APPRENTICE New York, NY: HarperCollins Publishers. ISBN 006440630.

2. PLOT SUMMARY
Brat had no memory of her past, but kept moving by living off scraps. She was clever and slept in the dung pile to keep warm, which got her the nickname of Beetle. A midwife, Jane, took her in.  Although she had to work hard, Beetle appreciated having a roof over her head.  She rescues a cat that has been teased all its life. The cat then becomes her constant companion. Beetle watches the midwife through windows and tries to be her apprentice.   She gets the opportunity to birth a baby but gets too scared to deliver it.  She renames herself Alyce.  Alyce saves a young boy named Will after he falls into the water and nearly drowns, even though he had been teasing her.   Alyce then creates a hoof mark to guide the townspeople in a process to expose the secrets of all of the people who had been taunting her.  They were under the assumption that the Devil was in the city.  Will meets her again, and this time she helps him birth two cows in a compassionate way that Jane does not have.  Alyce is later left alone with a mother-to-be while a wealthier woman is giving birth at the same time with Jane’s assistance. She is instructed not to do anything since the baby will die.  However, she delivers the baby. The new mother has a sister who is also pregnant and needs a midwife.  However, Alyce fails to deliver this baby and the midwife is then called in to deliver it.  Alyce runs away doubting herself and her intelligence.  She finds work at an inn, and there she begins to learn to read a little. However, she ends up realizing that the midwife had valued her, except she wanted Alyce  to not give up so easily.  One night someone comes to the inn needing help delivering their baby and she successfully delivers a baby boy.  Alyce goes back to Jane and tells her of all that she has learned and asks if she can come back.  At first, she is refused, but after she remembers to add that she learned to never give up, she is invited back.

3. CRITICAL ANALYSIS
This book is an excellent historical fiction novel dealing with life in Medieval England.   Karen Cushman shows us researched historical details. The character of Alyce is one that you cannot help but root for.  She comes from nothing, not even remembering her own name, to finding her purpose in life and valuing herself.  She struggles with her own courage.  The theme of never giving up is a great message for students. The plot allows us to use imagery about how Alyce would behave in various situations.  The details in the book illustrate the medical procedures that were used to deliver a baby at that time.  We always have a clear understanding of Alyce’s setting. The places that she goes really determine and influence how she acts. She starts off in the dung pile and ends up groomed and manicured with a purpose to her life.   We ge a sense of the familiar with the descriptions of the medieval English countryside, such as when Alyce visits a small boy and his is playing in the chicken coop.   Cushman also has a very clear style. She uses a dialect that is extremely appropriate for Medieval England; however, it does not distract from the portrayal of Alyce.

 
4. REVIEW EXCERPT(S)
John Newberry Medal

Starred review in PUBLISHERS WEEKLY: “Cushman has an almost unrivaled ability to build atmosphere, and her evocation of a medieval village, if not scholarly in its authenticity, is supremely colorful and pungent.”

5. CONNECTIONS
*It is great to use in an author study.

Other books by Karen Cushman:

Cushman, Karen.  CATHERINE CALLED BIRDY.  ISBN 0064405842.

Cushman, Karen.  THE BALLAD OF LUCY WHIPPLE.  ISBN 0064406849.

Cushman, Karen.  RODZINA.  ISBN 0618133518.

Cushman, Karen.  MATILDA BONE.  ISBN 0395881560.

*It is great to do use in conjunction with research on the Middle Ages.

Other books about the Middle Ages:

White, T.H.  THE SWORD IN THE STONE.  ISBN 0399225021.

White, T.H.  THE ONCE AND FUTURE KING.  ISBN 03441003834.

Hitler Youth

1.     BIBLIOGRAPHY: Bartoletti, Susan Campbell. 2005. HITLER YOUTH: GROWING UP IN HITLER’S SHADOW. New York, NY: Scholastic. ISBN 9780439353793.

2. PLOT SUMMARY
This book shares chronologically the responsibility Hitler Youth had in the Nazi party through the eyes of twelve individuals.  Herbert Norkus, a Hitler Youth, was executed by being stabbed to death by a Communist rebel.  His brutal death as the youngest to be murdered led him to be a martyr, and his blood was on the Blood Banners.  Hitler wanted to increase nationalism in any way that he could.  As Hitler rose to power, he encouraged a program called the Hitler Youth.  It promised adventures and camping.  Millions of boys joined because it was very popular to be in the club.  It was also a way to check into the boys and girls lineage to prove their Aryan descent.  Boys played war games; while girls learned to be nurses, mothers, and wives (who did not smoke, drink, or wear make-up). Meanwhile, these children were also being taught Nazi propaganda and were able to aid in the firing of their teachers if they were not following the indoctrination.  Books that did not agree with the new teachings were burned.  Jewish people were the target of unacceptable horrors at Kristallnacht, which Hitler blamed on the fact that a Nazi officer was attacked and harmed even though Kristallnacht was planned well before this attack.  Hitler did deliver on the creation of jobs and the feeding of the people however.  Hitler Youth were required to serve in the military, farm, build roads (including the Autobahn), and later dig trenches for a year after graduating from high school.  Parents were turned into the Gestapo by their own children for saying anything against the Nazi party.  The children idolized and had a role model in their Hitler Youth leader.  When Berlin got bombed, children were evacuated and not allowed to see their parents for their own protection.  These same children got bombarded by Nazi propaganda and later enlisted in the Nazi party.  Hitler tricked many saying Poland attacked first.  On D-Day, many of the fighters were just teenagers or in their early twenties.  Hitler was reliant on the Hitler Youth to fight, and they were good soldiers since they were raised to know war strategies.  After one parent’s request to end their child’s suffering painlessly, Hitler started euthanizing those with mental or physical disabilities.  This gave him exposure to become the mass murderer that he was by switching to the gas chambers to be more efficient.  The horrors of the concentration camps were something that the Hitler Youth did not want to believe, even after viewing the truth of them after the Allies won the war.  Resistance parties of Hitler grew; however, the risk of being in them did too.  They were known as the White Rose, and those who were found out to be members were beheaded.  Many children had to join the Nazi party or face execution, especially near the end of the Nazi regime.     

3. CRITICAL ANALYSIS
Bartoletti’s book on Hitler Youth is a captivating Social History!  The accuracy and attention to details is phenomenal in this book.  The author has a large section for the bibliography to substantiate her knowledge in this area.  The photographs all have captions and identify where she got them from and what is going on.  The author clearly states her point of view on how the youth of Germany got swept away in a horrendous journey through the portrayal and teachings that they received in the Hitler Youth.  She sticks to facts to illustrate the atrocities that these young boys and girls end up committing due to their manipulation by a treacherous leader.  The photographs really add a lot to the book to show the tragedy through the eyes of those children.  The organization is chronological.  This helps us see the horrors unfold gradually just like it was then.  The chapters divide the book into clear sections.  However, the most interesting text feature, or reference aid, are the captions.  These are very gripping photos, so they really help engage the reader more.  The design was very cleverly done, so students will flock to the book.  While it is a thick text, it has many pictures to help make it not look so intimidating.  The black and white photographs have a dark, stirring feel to them too, which is appropriate for the content of the book.  The author has a clear voice.  You have a desire to know what happens to each individual in the story.  It also warrants further research on the topic and the individuals, many of whom have their own stories that they wrote for further investigation.  This book was very enlightening of the propaganda that warranted so many children to join such a heinous organization.

 
4. REVIEW EXCERPT(S)
Newberry Honor Book

The Robert F. Sibert Honor Book
Starred Review in SCHOOL LIBRARY JOURNAL:  “The book is structured around 12 young individuals and their experiences, which clearly demonstrate how they were victims of leaders who took advantage of their innocence and enthusiasm for evil means. Their stories evolve from patriotic devotion to Hitler and zeal to join, to doubt, confusion, and disillusion. (An epilogue adds a powerful what-became-of-them relevance.) The large period photographs are a primary component and they include Nazi propaganda showing happy and healthy teens as well as the reality of concentration camps and young people with large guns. The final chapter superbly summarizes the weighty significance of this part of the 20th century and challenges young readers to prevent history from repeating itself. Bartoletti lets many of the subjects' words, emotions, and deeds speak for themselves, bringing them together clearly to tell this story unlike anyone else has.”

Starred Review in BOOKLIST:  “Bartoletti draws on oral histories, diaries, letters, and her own extensive interviews with Holocaust survivors, Hitler Youth, resisters, and bystanders to tell the history from the viewpoints of people who were there. Most of the accounts and photos bring close the experiences of those who followed Hitler and fought for the Nazis, revealing why they joined, how Hitler used them, what it was like. Henry Mentelmann, for example, talks about Kristallnacht, when Hitler Youth and Storm Troopers wrecked Jewish homes and stores, and remembers thinking that the victims deserved what they got. The stirring photos tell more of the story. One particularly moving picture shows young Germans undergoing de-Nazification by watching images of people in the camps. The handsome book design, with black-and-white historical photos on every double-page spread, will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum. The extensive back matter is a part of the gripping narrative.”

5. CONNECTIONS

*It would be great to use in conjunction with teaching about the holocaust.

Other books about the holocaust:

Bartoletti, Susan Campbell.  THE BOY WHO DARED.  ISBN 0439680134.

Heck, Anna.  A CHILD OF HITLER: GERMANY IN THE DAYS WHEN GOD WORE A SWASTIKA.  ISBN 0939650444.

Levine, Ellen.  DARKNESS OVER DENMARK: THE DANISH RESISTANCE AND THE RESCUE OF THE JEWS.  ISBN 0439296298.

Zullo, Allan, & Bovsun, Mara.  SURVIVORS: TRUE STORIES OF CHILDREN IN THE HOLOCAUST.  ISBN 0439669962.

Snakes

1.    BIBLIOGRAPHY:  Simon, Seymour. 1992.  SNAKES. New York, NY: HarperCollins Children’s Books. ISBN 0439148715.

2. PLOT SUMMARY
There are 2,500 kinds of snakes with only a few hundred being poisonous, and only fifty of the poisonous snakes are dangerous to humans.  They exist all over the world; however, they are more prone to warmer climates.  Snakes are reptiles.  They have a heart, lungs, stomach, and other organs.  Their vertebrae make up their backbone, which allow them to easily bend their body.  They have as many as 500 vertebrae, whereas people have up to 33.  Snakes continue to grow all their lives, faster when younger but a little when they are older too.  Snakes swallow their prey whole due to their double hinged jaws.  Depending on how big the animal is that it eats, a snake might not need to feed for a day, week, or month.  Snakes have inner ears for hearing the vibrations of their prey.  Their tongue helps them smell, bringing the smell to their pits which are called Jacobson’s organs.  Their color and pattern helps them camouflage.  Some snakes lay eggs while others have live birth.  Once snakes are born, their parents leave and the snakes are on their own for survival.  Most snakes are harmless, but they have defenses.   The hognose for example will mimic a rattlesnake, but if a predator continues to attack it will roll over on its back and play dead.  Most of the poisonous snakes in the U.S. are vipers.  Snakes help keep down rodent populations. 

3. CRITICAL ANALYSIS
Seymour Simon’s book on Snakes is a wonderful photo essay!  It is clearly very accurate and well researched.  Seymour Simon is very well respected. There, however, is only a bibliography for his photos, not for his writing.  His point of view is very clear that we as humans do not need to worry about snakes.  They will not harm us.  He does this without using stereotypes, and he quotes statistics and facts.  The organization is very easy to follow with him going from general-to-specific.  Text and visual features, or reference aids, are not used other than photographs.  Topic sentences are most important in telling what that page will be about, since there are no subheadings.  The design is very inviting to children.  There is a huge photo that takes up one page every time you turn the pages.  There is plenty of white space around the words to help the page not look intimidating and overflowing to the younger reader.  The photographs really pull young readers in and also give clues to what that page is going to be about.  The style of Seymour Simon is very direct.  His voice is easy to hear.  The writing is very exciting and encourages more “I Wonder” statements from students.  This encourages future research and reading on the topic, which is the desired result. 

4. REVIEW EXCERPT(S)

Starred review in SCHOOL LIBRARY JOURNAL: "Snakes are at their most beguiling in this beautifully photographed, well-organized introduction. The text succinctly describes their general physical and behavioral characteristics, and identifies the four major snake families. Fifteen species are depicted in the large, sharp, full-color photographs that appear on approximately every other page; most close-ups are so finely detailed that individual scales are visible.” Starred review in KIRKUS: "The dramatic cover photo of an orangey-gold boa snaking from a black background will insure that this doesn't sit long on the shelf. Inside, riveting full-page color photos on every spread and the clearly written (if rather difficult) text on life cycle, anatomy, reproduction, classification, movement, diet, and poisonous snakes will also draw an appreciative audience. Another winner from the prolific, reliable Simon.”
5. CONNECTIONS
*It would be great to use in conjunction with a lesson about snakes and adaptations.

Other books about snakes: 

Schwartz, Betty Ann, & Wilensky, Alexander.  SPLENDID SPOTTED SNAKE.  ISBN 0761163603.

Stewart, Melissa.  NATIONAL GEOGRAPHIC READERS: SNAKES!.  ISBN 1426304285.

Gunzi, Christiane. THE BEST BOOK OF SNAKES. ISBN 0753459379.

*It would be great to use in conjunction with an author study.

Other books that are by Seymour Simon:

Simon, Seymour.  THE PAPER AIRPLANE BOOK.  ISBN 0140309256.

Simon, Seymour.  THE MOON.  ISBN 0689835639.

Simon, Seymour.  TROPICAL RAINFORESTS.  ISBN 0061142530.

Simon, Seymour.  OUR SOLAR SYSTEM.  ISBN 0061140082.

Simon, Seymour.  SEYMOUR SIMON’S BOOK OF TRUCKS.  ISBN 0064462242.

Simon, Seymour.  STORMS.  ISBN 0688117085.

Simon, Seymour.  SEYMOUR SIMON’S BOOK OF TRAINS.  ISBN 0064462235.

What To Do About Alice?

1.    BIBLIOGRAPHY:  Kerley, Barbara. 2008. WHAT TO DO ABOUT ALICE? Fotheringham, Edwin.  New York, NY: Scholastic Press. ISBN 978043992231.

2. PLOT SUMMARY
Alice was a huge problem for her dad, Theodore Roosevelt.  He could herd thousands of cattle across the Dakotas, lead Rough Riders up Kettle Hill in Puerto Rico, kill a grizzly bear, capture outlaws, govern New York, and be the Vice President of the United States.  However, he could not contain and control his daughter.  She wanted to explore.  Her mom died two days after she was born, but her father eventually remarried and had more children.  She loved trying new things as her family moved for her father’s job between New York and Washington, D.C.  Alice especially loved to read and hear stories about Davy Crockett, George Armstrong Custer, and Daniel Boone.  She was home-schooled and became a tomboy wanting to wear pants and wanting a pet monkey.  She had to wear leg braces to make her legs grow properly, but then she was able to take them off and ride a bike.  Alice joined an all-boy club, which landed her the consequence of attending Miss Spence’s boarding school.  She cried and got out of it.  She ended up teaching herself by reading her father’s library.  When she was seventeen, Alice’s dad became the President.  Alice and her pet snake moved into the White House.  She decided that she would become a goodwill ambassador.  Alice travelled the world and had her own adventures while doing good around the world.  During her father’s 2^nd inauguration speech, she had to be told to sit down because she was waving so much to her friends.  After her father signed a peace treaty between Russia and Japan, she joined an American delegation going to Asia.  She received many gifts along the way and brought home a fiancé who was a congressman.  She even got her pet monkey! 

3. CRITICAL ANALYSIS
This book was an excellent picture book biography.  The information appears to be accurate.  The author cites her sources for the information, which includes direct letters from Theodore Roosevelt to his daughter and the Library of Congress.  These are very reliable resources.  The author does a splendid job of giving you information about Theodore Roosevelt’s presidency with a more interesting and inviting twist.  The style of using Alice as a main character really gives a voice that the students can relate to.  The naughty daughter that misbehaves and cannot be controlled even by such an accomplished president is hilarious and relatable to the students.  It livens up the story.  Rather than just listing everything Theodore does, it shows how it all interweaves into a family dynamic.  This is captivating and enlists the students to do a lot more research after reading this picture book biography.  My students read it and laughed hysterically.  They followed up with the question of whether or not it was real, including specific parts.  The curiosity and interest level to do more research and fact checking is exactly what we want our kids to do after reading a great informational text.  The organization is clear and concise in a chronological order.  The design is very enticing for the younger reader even.  The pages are filled with color and pictures.  The words are written to match the pictures, such as when there are stairs the words are in the shape of the stairs.  When Alice is being bossy or Theodore Roosevelt is trying to describe or tell her something to do, the print gets bigger and bolder, such as calling her ‘unruly’, ‘inconsiderate’, and a ‘tomboy’.  Sometimes the font type changes too.  This all aids in keeping the reader engaged in the book. 

 
4. REVIEW EXCERPT(S)
Bluebonnet Award Nominee 2009-2010

Starred review in BOOKLIST: “Irrepressible Alice Roosevelt gets a treatment every bit as attractive and exuberant as she was....The large format gives Fotheringham, in his debut, plenty of room for spectacular art.”

Starred review in SCHOOL LIBRARY JOURNAL:  “Kerley’s text gallops along with a vitality to match her subject s antics, as the girl greets White House visitors accompanied by her pet snake, refuses to let leg braces cramp her style, dives fully clothed into a ship’s swimming pool, and also earns her place in history as one of her father s trusted advisers. Fotheringham’s digitally rendered, retro-style illustrations are a superb match for the text."

Starred review in KIRKUS: “Theodore Roosevelt s irrepressible oldest child receives an appropriately vivacious appreciation in this superb picture book.... Kerley s precise text presents readers with a devilishly smart, strong-willed girl who was determined to live life on her own terms and largely succeeded."

5. CONNECTIONS
*It is great to use in conjunction with a unit on Theodore Roosevelt.

Other books for children about Theodore Roosevelt:

Fritz, Jean.  BULLY FOR YOU, TEDDY ROOSEVELT! Wimmer, Mike. ISBN 0689116097.

Harness, Cheryl.  YOUNG TEDDY ROOSEVELT.  ISBN 0792270940.

Hollihan, Kerrie.  THEODORE ROOSEVELT FOR KIDS: HIS LIFE AND TIMES, 21 ACTIVITIES. ISBN 1556529554.

Gayle, Sharon. TEDDY ROOSEVELT: THE PEOPLE’S PRESIDENT. Dacey, Bob, & Bandelin, Debra. ISBN 0689858256.

Harness, Charyl.  THE REMARKABLE ROUGH-RIDING LIFE OF THEODORE ROOSEVELT AND THE RISE OF EMPIRE AMERICA. ISBN 1426300085.