Diary of a Wimpy Kid

A. Bibliographic Data:

Diary of a Wimpy Kid: A Novel in Cartoons, by Jeff Kinney, published by Amulet Books in 2007; ISBN: 0810993139

B. Plot Summary:

Diary of a Wimpy Kid is the journal of Greg Heffley, an eighth-grade student who experiences the typical ups and downs of a preteen boy. Greg guides us through his school year, following his adventures with his best friend, Rowley, and his family, including his parents, younger brother Manny, and older brother Rodrick. Greg does his best to fit in at school while trying to decide who he wants to be. He avoids the Cheese Touch, plays video games, celebrates Halloween and Christmas with his family and friends, and works on figuring out how to be popular. Although he doesn’t win Class Clown in the yearbook, the book ends on a hopeful note for next year, leaving readers ready for the next volume.

C. Critical Analysis:

I have been hearing about the Wimpy Kid books for a while, and I had to see what all the fuss is about. The book is very well set-up, with a creative and attractive cover that uses texture to make it look like pages are actually taped to the cover. The illustrations throughout the volume are clear line drawings, done in a style reflecting the age of the narrator and the personalities of the characters. The story is told in entries labeled with days of the week and separated by month. Entries are printed in a handwriting-style font on lined paper, giving the feel of a real journal. The story is told in an authentic way to indicate the narrator’s age and perspective, using dialogue that represents the way that real eighth grade boys would talk and showing the priorities and thought processes that would occur to a boy of this age. These pictures and narrations connect to readers, especially boys, in upper Elementary and Middle school. As an older reader, I did not find the humor as amusing as most children and young adults might. One situation presented also concerned me: Greg finds himself “in a tough situation,” where he does not know what to do. He has done something wrong for which his friend is blamed. His mom, rather than prying, tells him to “try to do the ‘right thing’.” As Greg says, “I decided the right thing to do was to just let Rowley take one for the team this time around” (p. 183). When he tells Rowley the truth about what happened, Rowley is understandably upset. But when Greg’s mother asks if he did the right thing, Greg tells her that he did, and they go out for ice cream as a special treat. Although the truth is quickly revealed to the administrator at school, Greg never clearly realizes that he did not do the right thing. Because of the age group at which this book is aimed, it is important for the author to make clear when the narrator makes bad choices. I would hate to think that young readers of this book might decide that it was okay to do something mean and let someone else take the fall. On the whole, however, Diary of a Wimpy Kid is an entertaining, engaging, and well-designed graphic novel for children and young adults.

D. Review Excerpts:

~ “. . . Greg's escapades, unwavering self-interest and sardonic commentary are a hoot and a half--certain to elicit both gales of giggles and winces of sympathy (not to mention recognition) from young readers.” – Kirkus Reviews
~ “Kinney has a gift for believable preteen dialogue and narration . . . and the illustrations serve as a hilarious counterpoint to Greg's often deadpan voice. . . . Kinney ably skewers familiar aspects of junior high life, from dealing with the mysteries of what makes someone popular to the trauma of a "wrestling unit" in gym class. His print debut should keep readers in stitches, eagerly anticipating Greg's further adventures.” – Publishers Weekly
~ “At every moment, Greg seems real, and the engrossed reader will even occasionally see the logic in some of his choices. Greatly adding to the humor are Kinney's cartoons, which appear on every page. The simple line drawings perfectly capture archetypes of growing up, such as a preschool-age little brother, out-of-touch teachers, and an assortment of class nerds. Lots of fun throughout.” - Booklist

E. Connections:

~ Have students keep a journal for a certain period of time.
~ Discuss the choices that Greg makes and how to make good decisions.
~ Compare/contrast with other diary-style books for young adults (e.g. Dork Diaries, by Rachel Renee Russell; Max Quigley, by James Roy; Ellie McDoodle, by Ruth McNally Barshaw).
~ Have students predict how Greg’s next school year will go and discuss their thoughts and reasoning.

How I Live Now

A. Bibliographic Data:
How I Live Now, by Meg Rosoff, published by Wendy Lamb Books in 2004; ISBN: 0385746776

B. Plot Summary:
Daisy has spent the first 15 years of her life in New York. When she can no longer handle living with her father and now pregnant stepmother, Daisy heads off to England to live with her aunt and cousins. She bonds with them immediately, especially Edmond, who is a year younger than her, and Piper, who is nine years old. Edmond’s twin, Isaac, and Osbert, the eldest brother, do not quite make the same connection with Daisy that their siblings do. And Aunt Penn works a lot, keeping her away from home. Daisy has only been in England a few days when Aunt Penn heads off to Oslo, and then a bomb goes off in a train station in London, and everything changes. With Aunt Penn stuck in Oslo, the children fend for themselves and get used to living without adult supervision. Edmond and Daisy soon realize that their connection goes beyond that of cousinly love, and they give in to their hormones and fall into teenage infatuation. Before they know it, though, the war really has begun and spread to even their small village. A British Army unit sequesters their house and sends Piper and Daisy off to one house and Edmond and Isaac to another, while Osbert gets to stay behind and help with the military efforts. Things spiral from bad to worse as the war intensifies. Daisy and Piper, having gathered what bits of information they could from their hosts, escape after tragic events cause chaos and head off to find the rest of their family. After weeks of hard travel with little nourishment and even less rest or comfort, Piper and Daisy finally reach home. Having been first to the place where Isaac and Edmond should have been and finding only the remains of a tragic massacre, they have no choice but to wait for their loved ones to return. While they are waiting, simply surviving day by day, phone service returns, and Daisy’s father calls from New York. He has her sent home immediately, in spite of Daisy’s resistance, and she is not able to return for six more years. When she can finally go back to the place she feels she belongs, Daisy finds it very much changed. Piper has grown up and fallen in love, and Edmond has shut down. They have become self-sufficient at the farm, because it is easier and makes more sense. Daisy works each day to reconnect with Edmond, and she lives where she belongs, in the peace of the English countryside with her family around her.


C. Critical Analysis:
For several reasons, this was a very difficult book to read. First, it is written in an awkward style. Minimal punctuation is used, with run-on sentences abounding and no quotation marks to indicate dialogue. Incest is also generally an uncomfortable topic, although I found myself understanding and supporting Daisy nonetheless. Having my own connections to England as well, it was hard to imagine the country torn apart by war. As I began to read, I thought it might be future historical fiction, mentioning the bombing that did occur in London a few years ago. Thankfully, though, our reality diverges there from that of the book, which enters into a drawn-out horror of a war. Rosoff does an excellent job depicting the harsh realities faced by citizens of a country torn apart by conflict. Daisy and Piper are caught in a whirlwind of military activity, shunted from place to place without being consulted. They escape and take their lives into their own hands, only to face new obstacles and dangers each day. Daisy’s fierce love and protectiveness keep them both going as they face the unimaginable on their journey home. And then she is rewarded by being dragged away from the people she loves. Even when Daisy is finally able to return, the war has reshaped the place she once new. Through it all, though, her own growth as a person shines through. Daisy matures as she fights for her own life and Piper’s, and as she realizes how small her problems are in the scheme of things. The characters in this story are well-developed and endearing, immediately finding a place in readers’ hearts. Dialogue, although not clearly distinguished from the narrative, is realistic and reflective of the characters’ continued growth. Rosoff’s style is certainly unique, but the characters and themes she presents resonate with a truth that will endure.

D. Review Excerpts:
~ "Provocative." – The New York Times Book Review
~ "She is able to bring the future and the war alive through the story of children who weren't directly involved in the action. Written for middle and high school, the book is a page-turner and truly enjoyable." – Laura McAndrews, Journal of Adolescent & Adult Literacy
~ “Waves of global terrorism and a tough, contemporary 15-year-old protagonist are the defining elements in this startlingly original first novel, which tenderly interweaves a deeply felt first romance with the main character's transition from sardonic, self-absorbed teen to resourceful survivor.” - Booklist
~ “A captivating and deeply satisfying first novel.” – The Horn Book Magazine
~ Winner, 2005 Michael L. Printz Award
~ Winner, 2005 Branford Boase Award

E. Connections:
~ Discuss the realities of war and its effect on people and countries.
~ Talk about what readers would have done in the place of Daisy – or Piper, Edmond, Isaac, Osbert, Aunt Penn, or Daisy’s father.
~ Have students write alternate endings for the book.
~ Compile character collages for a character of the reader’s choice.
~ Create ‘survival packs’ with what participants would like to bring if they had to do what Daisy & Piper did.

Rules

A. Bibliographic Data:

Rules, by Cynthia Lord, published by Scholastic in 2008; ISBN: 0545092078

B. Plot Summary:

Catherine is a fairly typical twelve-year-old girl with a life that is anything but typical. She lives with her parents and eight-year-old brother David, who has autism. Their lives revolve around David and his unique set of needs, and Catherine sets up rules to help him learn how to interact with people appropriately, such as “Chew with your mouth closed” and “Sometimes people laugh when they like you. But sometimes they laugh to hurt you.” Catherine spends her days worrying about David and what people think of their family, wishing for a normal life, and drawing beautiful pictures. She starts her summer with hope to be friends with the new girl who is moving into their house next door, and she is determined that this girl will not judge her first based on David. When she goes with David to clinic for Occupational Therapy, though, she begins an unexpected friendship with a boy there named Jason. Jason is confined to a wheelchair and must communicate with cards in a book, and Catherine unexpectedly offers to use her artistic skills to make him some cards. As the summer progresses, Catherine gets to know Jason better, learns what kind of friend she really wants, and discovers more about herself. Suddenly the rules are changing, and Catherine is just trying to keep up.

C. Critical Analysis:

As a teacher who works with students with autism, I was especially looking forward to reading this very well-reviewed book. Cynthia Lord does an excellent job describing the realities of a child with autism, giving readers a sense that they really know what Catherine and her family are going through. The characters are developed and come to life in their realism and imperfection, such as Catherine’s father who is chronically late and her mother who does not realize what a weight Catherine is carrying. Readers will especially relate to Catherine, who struggles with her desire to be normal as she is growing into herself. She tries to balance her desire to care for her brother and keep harmony in her family with her own wishes and hopes and the guilt that accompanies them. Catherine gets frustrated with David, even though she knows it his autism that makes him act embarrassingly and he cannot help it; then, she feels guilty for even getting irritated with him in the first place. On top of this, she is getting to know a good-looking, interesting young man who just happens to be stuck in a wheelchair and unable to talk. She is torn between wanting to be friends with Jason and worrying about what other people will think seeing them together. She knows that it is not his fault that he is in a wheelchair any more than it is David’s that he has autism, but she still struggles with how to be comfortable being with him. As their friendship blossoms into the possibility of something more, Catherine has to face the tough, realistic decision of what is truly most important to her. Such a dilemma makes Catherine and easy character to relate to, with good intentions and difficult choices. Jason is also a well-rounded and likeable character, with impressive depth despite his minimal dialogue. The language used is appropriate for the age of characters and the setting, and the plot progresses in a natural, believable way. The topic has not been addressed in young adult fiction much before, making this a particularly original story, but one to which readers can relate nonetheless. The themes of growing up, deciding what really is right and normal, and learning to see beyond surface differences and disabilities are universal and transcendent, so that this story will remain engaging and important to future readers. Lord’s style is shown without overpowering the story, and I look forward to reading more from her.

D. Review Excerpts:

~ Newbery Honor Book, 2007
~ Winner, Schneider Family Book Award (Middle School), 2007
~ “The details of autistic behavior are handled well, as are depictions of relationships: Catherine experiences some of the same unease with Jason that others do in the presence of her brother. In the end, Jason helps Catherine see that her rules may really be excuses, opening the way for her to look at things differently. A heartwarming first novel.” – Booklist

~ “Catherine is an appealing and believable character, acutely self-conscious and tom between her love for her brother and her resentment of his special needs. Middle-grade readers will recognize her longing for acceptance and be intrigued by this exploration of dealing with differences.” – Kirkus Reviews
~ “The appealing, credible narrator at the heart of Lord's debut novel will draw in readers, as she struggles to find order and balance in her life. . . . In the able hands of the author, mother of an autistic child, Catherine's emotions come across as entirely convincing, especially her alternating devotion to and resentment of David, and her guilt at her impatience with him. . . . A rewarding story that may well inspire readers to think about others' points of view.” – Publishers Weekly

E. Connections:

~ Discuss with students the challenges faced by the characters with disabilities, and by those without.
~ Talk about times when students have felt uncomfortable around people who are different and why.
~ Have students create their own lists of rules for their lives.
~ Have a student with a disability speak to a group of typical students about what it is like to live with that disability; or watch Intricate Minds: Understanding Classmates with Asperger Syndrome, by Coulter Video, 2006
~ Have students create illustrations for chosen scenes in the book.

Jip: His Story

A. Bibliographic Data:

Jip: His Story, by Katherine Paterson, published by Puffin Books in 1998; ISBN: 0140386742

B. Plot Summary:

Jip is a young man living on a 'poor farm' in Vermont in the mid-1800s. He supposedly fell of the back of a wagon as a toddler, and was called Jip on suspicion that it may have been a gypsy wagon that dropped him. Since he ended up on the poor farm, Jip has discovered his natural talent for working with animals. He connects with creatures and simple-minded people easily, and he is content with his life as it is - simple and full of hard work - until a 'lunatic' moves to the farm almost eight years after Jip arrives. Putnam, called Put, begins a friendship with Jip that helps both of them learn and grow. Jip cares for Put when he has his fits, and Put helps Jip learn when he is well. As Jip learns the truth about his origins, though, both of their lives are put in danger by his past. Slavers are hunting Jip to take him back where he's from, but Put shows his true friendship by laying down his life for Jip. With some guidance from a caring teacher and her Quaker friend - whose home is part of the Underground Railroad - Jip escapes to Canada, where he can live as a free man.

C. Critical Analysis:

Although I enjoyed getting to know the characters in this book and following their stories, I would have liked to see some things included that were not. In a short prologue of sorts, the year 1847 is mentioned as nearly eight years before the story starts. That is the last mention of a date for the book. While I read, I was trying to figure out exactly when it was taking place, because that one mention of the date had slipped my mind. Also, the characters are interesting, but not well-developed. We are given virtually no information about Put, the only actual character from history. Also, a brief page of acknowledgements provides the only support for Paterson's research. No bibliography, resource list, or suggested reading list is provided, casting doubt on the authenticity of the book. A short epilogue does give readers a bit more information about what happened to Jip after the book ends, but that end - as mentioned in a review below - is fairly abrupt. Jip's life is thrown into turmoil, he loses his best friend, and he escapes being dragged into slavery. Readers get almost no understanding of his reactions to this, though. At first, Jip resigns himself to becoming a slave when Put is killed. Then, Teacher and her friend convince him that slavery does not have to be his fate. Rather than going with their plan, though, he simply runs off and finds his own way to another friend of Teacher's in Canada, a freed slave who is a preacher. Nothing of this journey is shared either. On the whole, the book was a good start but lacking in the development it deserved. It did win a Scott O'Dell Award for Historical Fiction, though, so it obviously has some merits.

D. Review Excerpts:

~ "Paterson's story resonates with respect for the Vermont landscape and its mid-19th-century residents, with the drama of life during a dark period in our nation's history, and with the human quest for freedom. . . .Readers will be talking and thinking about this book long after they finish the last chapter." - Ellen Fader, School Library Journal

~ "What a story. It's not often that the revelations of the plot are so astonishing--and yet so inevitable--that they make you shout and think and shiver and cry. Paterson has taken the old orphan foundling tale, set it in Vermont in the 1850s, and made it new. . . . There are some problems with this book. Jip is idealized, too saintly to be true; in fact, as in Dickens, most of the characters are either totally good or totally bad. But the time and the place are drawn with powerful realism. Paterson's simple sentences lay bare the dark historical truth and the transforming light of love." - Hazel Rochman, Booklist

~ "As usual for Paterson, all the characterizations are penetrating--even the villains are interesting. An epilogue lets readers in on Jip's success in reaching Canada and his decisions as the Civil War begins. Unfortunately, the ending is abrupt: Put is sacrificed, and it is not clear what lesson Jip derives from putting his friend in harm's way. Regardless, this is fine historical fiction." - Kirkus Reviews

E. Connections:

~ Talk about historical attitudes toward different groups: poor, mentally ill, disabled, and different ethnicities.

~ Discuss what Jip's feelings and motives might have been at various points in the novel.

~ Use as an introduction to the Underground Railroad.

The Loud Silence of Francine Green

A. Bibliographic Data:

The Loud Silence of Francine Green, by Karen Cushman, read by Anaka Shockley, published by Listening Library in 2006; ISBN: 0739337173

B. Plot Summary:

Francine Green is an eighth grader at All Saints School for Girls in 1949-1950. Readers discover with her the wider world, including frightening concerns about Communism and "the bomb," as she grows into womanhood as McCarthyism runs rampant and the Cold War begins. Francine is quiet and well-behaved until she befriends Sophie Bowman, a motherless neighbor who will attend her school this year after being kicked out of public school. Sophie is passionate about injustice and free speech, and she does not take well to expectations that she will sit down and stay quiet. She questions authority, regardless of the consequences. Francine, however, wants to do all she can to stay out of trouble, and her father's advice of "don't get involved" reminds her to keep her head down and just get by. Spending time with Sophie and her father gets Francine thinking about things more closely, though, and makes it harder to just do what she is told and stay out of trouble. Francine learns that grownups and the government do not always know what is right, especially when questioning by the FBI leads to tragedy for a friend of Sophie's father, and then trouble for Sophie and her father themselves. Although she wishes that life could just be simple again, like when she was younger, Francine discovers her own importance and voice as she struggles to make sense of life in her modern world - one she now must survive without Sophie.

C. Critical Analysis:

Karen Cushman has a knack for creating characters that come to life and pull at readers' heartstrings. She also invokes historical periods well, setting up in detail the time and place to transport readers there. In this book, she brings readers along on Francine's journey of self-discovery as she puzzles out the world around her. Sophie can frustrate readers along with her friend, but she has the bravery to give voice to all the thoughts and questions that authorities do not want to hear. The supporting characters of Francine's family, Sophie's father, Jacob Mendelbaum, and the other students and nuns at school bring depth and variety to the story. Each is so vivid and developed that readers feel like they know every one. The plot is clear and realistic, reflecting the time period in details that do not overwhelm. The time and place are explicitly described, with frequent mention of location and a date beginning each chapter. The themes of growing up and becoming self-aware and of learning to think for oneself and question authority cross settings with ease, and make the story easy to relate to. Cushman's style brings this confusing era to life by incorporating slang and speech patterns, pop culture, and descriptions of everyday life during this period. The reader also effectively communicated the feelings of each character, further drawing audio listeners into Francine's world. Because I listened to the audio book, no suggested reading or resources are listed. Due to the relative recency of this time period, though, many records - including a plethora of first-hand accounts - are available.

D. Review Excerpts:

~ "Cushman creates another introspective female character who is planted firmly in her time and who grows in courage, self-awareness, and conviction. . . . Cushman captures the era well, with references that range from Dragnet to duck and cover drills in schools and her father's aborted attempt to build a bomb shelter in their backyard. . . . Readers will relate to the pervasive fear of the period as it resonates in our post-9/11 world." - Connie Tyrrell Burns, School Library Journal, starred review

~ "Set in Los Angeles in 1949, Cushman's latest historical novel captures the terrors and confusions of the McCarthy era. . . . Cushman adroitly transforms what could have been a didactic story about intellectual freedom into an integrated, affecting novel about friendship and growing up. Described in Francine's authentic voice, which is filled with period slang, the smoothly inserted historical details, from Montgomery Clift to backyard bomb shelters, personalize Francine's adolescent struggles rather than simply marking a place and a time. Readers will . . . savor the story of friends and family tensions, the sly humor, and the questions about patriotism, activism, and freedom, which bring the novel right into today's most polarizing controversies. Sure to provoke lively class discussion, this will easily absorb independent readers in search of a rich, satisfying story about early adolescence." - Gillian Engberg, Booklist, starred review

E. Connections:

~ Use as part of a unit on McCarthyism and the Cold War.

~ Discuss parallels between the time period described and modern fears about terrorism.

~ Have students write short stories continuing after the end of the book - what happened to Sophie and her father, what Francine ended up doing, etc.

~ Discuss with students what they would have done if they had been different characters in different situations - including Francine, Sophie, Sophie's parents, Sister Basil, Sister Pete, Mr. Mendelbaum, etc.

Chains

A. Bibliographic Data:

Chains, by Laurie Halse Anderson, published by Simon & Schuster in 2008; ISBN: 1416905855

B. Plot Summary:

In Chains, Anderson tells the tale of a young slave coming of age at the same time as the United States of America. Readers meet Isabel as her mistress has just died, promising the girl and her younger sister, Ruth, freedom in her will. Unfortunately, her nephew does not follow her wishes and instead sells Isabel and Ruth to the Locktons, a wealthy couple in New York who are Loyalists to the British cause. Isabel is dismayed at this turn of events, but knows that she has few options. Her greatest concern is for Ruth, whose epilepsy they try to hide from their new masters. When they land in New York, Isabel begins to learn about the fight between the Continental rebels and the Loyalists, and she meets Curzon, an educated slave to an important man in the organization fighting for American freedom. Isabel also meets her new master's aunt, Lady Seymour, who is much kinder to her than her owners, and Becky, the hired maid who works with Isabel in the Locktons' home. Over the course of the novel, we follow Isabel as she overcomes enormous obstacles, discovers her own strength and value, and determines where her loyalties truly lie.

C. Critical Analysis:

Chains draws readers in to the life of a slave in New York during the Revolutionary War, and it depicts a part of the War that many Americans do not learn about during their studies of American History. New York, having been occupied by British forces for most of the war, is not one of the places that American history books talk about much. Her vivid portrayals of the sentiments and incidents of the time, including the friction between the Loyalists and Continentals, the fire after the British invasion, and the attitudes toward slavery, help readers feel a part of history. Anderson also describes the horrific conditions suffered by American prisoners of war, through Isabel's interactions with Curzon. An appendix at the end allows Anderson to answer potential questions from her audience, giving some further details and clarifications on what is truly factual from the story. Her acknowledgements mention some of the people and institutions that helped with her research, but she provides no bibliography or suggested further reading to support her writing. Despite the lack of documentation of its authenticity, the characters, plot, setting, themes, and style contribute to this high-quality work of historical fiction. The characters truly come to life in this story, so much so that you can almost feel her pain as Isabel is branded. Readers' hopes will rise and fall with Isabel's, and their eyes will open as she discovers the truths and realities of the world around her. An image of a poster at the end promises further adventures of these characters in Forge, and I cannot wait to read it!

D. Review Excerpts:

~ "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." - Denise Moore, School Library Journal

~ "The specifics of Isabel’s daily drudgery may slow some readers, but the catalogue of chores communicates the brutal rhythms of unrelenting toil, helping readers to imagine vividly the realities of Isabel’s life. The story’s perspective creates effective contrasts. . . . 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." - Gillian Engberg, Booklist starred review

E. Connections:

~ Include in a unit on the Revolutionary War.

~ Discuss the way different cultures (including British and Colonial at the time) view slavery and explore their reasons for doing so.

~ Compare/contrast with other stories about slaves during this period of history and later.

~ Discuss the hardships Isabel faces and how readers might have handled being in her place.

Joan of Arc

A. Bibliographic Data:

Joan of Arc, by Diane Stanley, published by Morrow Junior Books in 1998; ISBN: 0688143296

B. Plot Summary:

This volume tells the story of Joan of Arc, a French hero in the 1400s. It begins with the story of the Hundred Years’ War, setting the stage for the situation into which young Joan was born. After a pronunciation guide and map of France in 1429, Stanley continues with a brief synopsis of her childhood and explains how she began to hear voices from religious icons and set out on her mission to get Charles VII crowned and accepted as the rightful King of France. It follows her through the military excursions leading up to the French victory, and then it tells of her capture and trial by the English. Illustrations accompany the story of Joan’s life, and two pages of text only explain how King Charles got her name cleared posthumously and she was sainted by the Catholic Church in 1920. Stanley concludes with a Bibliography and suggestions for further reading.

C. Critical Analysis:

Stanley tells the story of this monumental figure in French history simply and clearly, accompanied by beautiful, detailed paintings. Stanley has created a book that can be enjoyed by children and adults alike, while teaching them the story of an early heroine. By providing a pronunciation guide and map at the beginning of the book, Stanley allows readers to feel more comfortable navigating the story. Each page of text is accompanied by an illustration showing some event described on the accompanying page, helping even younger readers follow the story line and sequence of events. Her conclusion validates the information she provides by explaining her sources as original manuscripts from the events described. The bibliography and recommended reading list that follow the story also allow readers the opportunity to learn more about Joan of Arc and the era in which she lived and died. Readers who are looking for similar quality books on other historical figures can look for more titles by Stanley, who has written a number of them, including an Orbis Pictus Award winner (Leonardo da Vinci, 1997). She has also won the Washington Post/Children’s Book Guild Nonfiction Award and the 2008 Mazza Medallion Award for her work.

D. Review Excerpts:

~ “Appealing to the audience's intelligence and imagination, this book stimulates an interest in both its particular subject, Joan of Arc, and history in general.” – Publishers Weekly, starred review
~ “This magnificent picture book exemplifies the author's talent for historical research, skill in writing clear and interesting prose, and ability to adopt different art styles and techniques appropriate to her subject. . . . This narrative description of the greatest of French saints is a work of art, a good story, and a model of historical writing.” – Shirley Wilton, School Library Journal

E. Connections:

~ Use with a unit on the Middle Ages and the Hundred Years’ War.
~ Use with a unit on strong women in history.
~ Compare/contrast with other biographies of Joan of Arc (some of which are mentioned in the author’s notes).
~ Discuss with students what they might have done in Joan’s place.~ Talk about how her claims might be received in today’s socie