Tag Archives: Historical Fiction

Terrible Things: An Allegory for the Holocaust

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IMG_4274Author(s): Eve Bunting

Illustrator/Photographer: Stephen Gammell

Publisher and Year: The Jewish Publication Society in 1989

Number of Pages: 28

Genre: Fiction

Analysis:

This story begins with a scene of animals in the woods, where everything seems to be going well until the “Terrible Things” come to the woods demanding to take different animals that have a specific trait like having feathers or being able to swim. The “Terrible Things” get away with taking the different creatures because none of the animals try to help the other ones because they do not want to make the “Terrible Things” angry with them. Therefore, group after group of animals are taken away by the “Terrible Things” until all the animals in the forest are gone, except for the one little rabbit who finally decides to go warn the other animals in the forest about what had happened.

This book is intentionally written as an allegory for the Holocaust, and therefore, this book can act as a window for children to learn about this tragic event from history. I also believe it can also act as a door to encourage children to stand up for others and to also question authority. This story shows the “Terrible Things” using coercion to assist in becoming more powerful, which illustrates how the Nazis gained their power in Germany in the 1940s. I believe that this story accurately depicts how the Holocaust occurred and how the people in Germany allowed it to happen, which was out of fear of questioning their authority figures and in hoping to save themselves. When first looking at this book, I noticed that the words are seen on both the top and the bottom of the pages, the “Terrible Things” are always placed at the top of the pages, and that there was no color used throughout the story. From page to page the text seems to be in a different location and I believe that this could represent the chaos that was occurring in the forest and the fact that nobody knew what was going to happen to the animals next. The illustrations within this text are extremely powerful because they are all black and white images and this lack of color exemplifies the dark and cold tone of the story. The images of the “Terrible Things” are always at the top of the page or above the other animals to symbolize their power and high status. I believe that the story itself is deep, but these images give another dimension and seriousness to the words being spoken.

The message that this story is trying to send the reader is that authority should be questioned because sometimes the reason they are powerful is because of the power the people have given them by not questioning them. I also believe that the story was also trying to explain the importance of standing up for others, especially those that do not have a voice.

Papa’s Mark

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IMG_4265Author(s): Gwendolyn Battle-Lavert

Illustrator/Photographer: Colin Bootman

Publisher and Year: Holiday House in 2004

Number of Pages: 30

Genre: Historical Fiction

Analysis:

This book is the story of how an African American boy named Simms, helped his father in becoming one of the first African Americans to vote in an election. Simms’s father does not know how to sign his name other than by just making a mark, therefore, Simms helps him learn how to write his name and encourages him and other African American men to vote in the election. In the end, Simms’s father and many other African American men vote despite any prior fears or uncertainties.

This book could serve as a window into seeing the injustice that many African Americans have faced, and still do today. This book could also function as a mirror for African American children, in which they may recognize the value of their culture and the role they play, as children, in their culture. I also believe that this story is a door for all people to really begin to recognize the racism that is still present in our world today, and encourage children to become advocates for their culture and their rights as humans. The illustrations that accompany the story portray the characters in a very accurate way, from the way they are dressed, to the expressions on their faces. The colors used throughout the book are fairly dark with a yellow and brown color scheme, which can represent the confinement felt by the African Americans in this book.

I thought that the author accurately described the challenges that faced many African Americans during the Civil Rights movement, and even after they earned the right to vote. This book does not go into much detail of what had happened in order for the African Americans to have the right to vote, but it does explain how literacy was one challenge for many African Americans and also the fear of what might happen to them if they do vote. Also, all throughout the story, Simms is always around to help his father like picking up groceries, teaching his father how to spell his name, making posters, and encouraging both his father and other African American males to vote which shows children that they are capable of helping their elders and making a difference in social justice situations. Simms can also be considered a symbol of younger generations and the huge impact they have on continuing the fight for civil rights.

A Birthday Cake for George Washington

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Author: Ramin Ganeshram

Illustrator: Vanessa Brantley-Newton

Publisher and Year: Scholastic Press 2016

Number of pages: 28

Genre: Historical Fiction

Analysis:

A Birthday Cake for George Washington is a fictionalized retelling of George Washington’s kitchen slave Hercules and his family. The story takes place on George Washington’s birthday and Hercules, his daughter, and the rest of the kitchen staff are making the president a cake but run into a problem; they have no sugar. They search the kitchen and decide to use the president’s favorite condiment, honey, as a supplement.

The general plot of the book is fairly straight forward and would be a fine story if not for the ideologies presented by this story. This book has received a lot of criticism for both the way it is written and for the illustrations. Because of the breezy nature of the way Hercules’ family lives in the story, slavery is presented as an easy time for slaves where all the slaves were pleased to work for the president. The notion that there is a positive aspect of slavery is also presented through the illustrations in which all of the slaves are portrayed as smiling at almost all times. The only time the characters are not smiling is when there are no white characters present in the story.

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Both the text and the illustrations combine to create a book that ignores and erases the terrors and horrors of slavery. Because this book is a fictionalized retelling of a real slave family, it erases an important part of Hercules’s history. In this book, Hercules’s daughter often tells of how proud her father is to work for and be favored by the president. In reality, almost all slaves were oppressed and mistreated, even Hercules. Hercules’s real story is not one that should inspire hope to fair treatment of slaves because he eventually abandoned his family and escaped slavery, which goes directly against the books idyllic nature that these slaves were happy. It is possible that very few slaves could have lived a life that was not as terrible as typically depicted and rather as depicted in the story, but Hercules was not one of those slaves.

Overall, this plot of the book is not one that is inherently offensive, but the happy slave illustrations and erasure of the actual horrors of slavery leave A Birthday Cake for George Washington to have an offensive ideology.

 

The Artist and Me

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Author: Shane Peacock

Illustrator: Sophie Casson

Publisher/Year: Owlkids Books Inc., 2016

Pages: 36

Genre: Historical Fiction

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Analysis:

In The Artist and Me, an elderly French grandfather writes in a diary about “an ugly thing” he is ashamed of doing as a child: tormenting a starving artist (Vincent van Gogh) for his “awful pictures” and strange style (p. 3, 9). Admitting himself to be a coward and a bully, the aged man recounts how when alone he actually enjoyed looking at the artist’s paintings and admired Vincent van Gogh’s mission. On a trip to a famous art museum with his grandson, the old man finds one of Vincent van Gogh’s paintings—the same painting he had refused so coldly as a boy—and realizes how horrible he had been towards a man of extraordinary and priceless talent.

 The Artist and Me validates any young reader who has felt underappreciated or misunderstood. Readers who have ever missed out on an interesting friendship because they bullied someone can relate to the regret felt by the aged young boy. The Artist and Me also provides a window to the experiences of those who bully and those who have been bullied. One explored idea is how people sometimes bully others in public (to protect image), when, deep down they secretly admire and are curious about their victims. Through the old man’s criticism of his cruel close-mindedness as a boy, Peacock teaches readers to not mock or belittle those who are misunderstood for it not only blinds them from the talent of others, but also ruins their chances at forming valuable relationships. Peacock highlights how although Vincent van Gogh started poor he nonetheless completed his “mission” of telling the truth through art. Peacock gives no evidence, textual or otherwise, that the old man, having wasted his energy bullying, ever completed a mission of his own. The Artist and Me celebrates the culture of artists of all kinds. Individuals who doubt, fear, or mock misunderstood and unconventional artists are depicted as the crazy fools.

 Deep shame is evident through the old man’s criticism and mockery of his own behavior as a child. Although everything about Vincent van Gogh—personality, appearance, and artistic style—made him an eccentric “fool,” the text also conveys the boy’s hidden wonder in and admiration for the artist.  Both text and images communicate the idea that oppression dehumanizes and isolates those who are misunderstood. In his narrative account, the old man never refers to Vincent van Gogh by his name, and only by a “him” or a “someone.” Such a nameless identity symbolizes how the boy did not stick around long enough to know the man as Vincent van Gogh, the artist. Readers never see the front of Van Gogh or his face until he kindly offers the young boy a painting. Casson’s choice to hide the artist’s face emphasizes the isolation felt by the misunderstood and how their oppressors believe them to be feeling-less humans. Unframed, two-page spread illustrations invite readers into the lives of the boy and bullied artist, while warm and electric colors raise sympathy for the misunderstood Vincent van Gogh. The Artist and Me shows the relationship between ignorance, close-mindedness, peer pressure, and oppression, and highlights the effect of bullying on the life of the oppressor.

Otto: The Autobiography of a Teddy Bear

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Author/ Illustrator: Tomi Ungerer

Publishing Information: Phaidon Press Limited, 2010

Number of Pages: 29

Genre: Biography, Historical Fiction, Picture book

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Analysis:

Otto is a teddy bear. He, David and Oskar are best friends. The war keeps them separated but they never forget each other. The war ends and the three friends finally get their reunion when they are very old.

The story is based on historical facts. During World War II, people lived in danger all the time and often got separated from their families. Jews were treated unfairly and got expelled. It is a first-person narrative from a teddy bear’s perspective. The book functions as both a window and a mirror to show children what really happened on another land decades ago and what war would bring to us.

I found one of the plots in the book problematic. When Oskar’s mother explained to him “what is a Jew” (P. 7), her words sound extremely insensitive. According to the text, she said, “Jews are different to us, they have another religion. The government is against them and makes life very difficult for them. It is unfair and very sad, but they must now wear this yellow star to be singled out” (P. 7). Although she said “it is unfair and sad” (P. 7), she did not want to do anything to fight against the unfairness. Such indifference reminds me the provocative poem written by Pastor Martin Niemöller. “First they came for the Socialists, and I did not speak out — Because I was not a Socialist. Then they came for the Trade Unionists, and I did not speak out — Because I was not a Trade Unionist. Then they came for the Jews, and I did not speak out — Because I was not Jew. Then they came for me — and there was no one left to speak for me.” Children should learn to stand for what is right and what is wrong. It is important for them to learn social justice from the story. The other thing I notice is that one of the illustration in the book seems a little bit strange. When Jasmin, the soldier Charlie’s daughter, plays with the teddy bear, three boys hit the bear with baseball bat. In the image, there are two adults sitting in the back sneering. It might give children the wrong impression that it is okay, even amusing, to bully. Besides, one of the boy’s shirt said “NYU”, which stands for New York University. It is not fair to put the school name on a negative character.

Perceptually, the illustrator uses various colors to illustrate the story. He uses brighter colors to depict happy moments and darker colors to depict the war. Structurally, text and images do not overlap. Ideologically, this book introduces religious diversity to children and shows them people with different religions can be best friends. Also, the book conveys that friendship can last forever. Finally, the story tells children that wars can hurt people we love. We should cherish the peace and freedom we have today.

Brothers in Hope

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Author: Mary Williams

Illustrator: R. Gregory Christie

Publishing Information: Lee & Low Books Inc., 2005

Number of Pages: 36

Genre: Historical Fiction, Picture book

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Analysis:

Garang and his family live a happy life before the war comes. He goes on a journey first to Ethiopia and then to Kenya with other boys who are lost. Finally, they are rescued and provided a home in the United States.

The book shows a historical fact by demonstrating a tough journey Garang and his friend have. The text functions as both a window and a mirror for children to look back at history and reflect many kinds of harm done by wars. During the journey, friendship, brotherhood and tenacity are presented.

I found some of the illustrations problematic. I do agree that the rescuer Tom and the teacher in the school are positive characters. However, the illustrator keeps depicting white people much taller and bigger that the Sudan boys. Besides, white characters are put in a higher space of the images. That may give children an impression that white people are supreme and stronger than black people.

Perceptually, the text in this book is relatively dense. The lost boys are moving to the right which demonstrates that they are moving forward but not secure. The book uses dark color to depict a depressing atmosphere. When people thought there were soldiers, the horizon on the image suddenly disappeared which signifies that people are nervous. Structurally, text and images overlap. The images are not framed which helps reader to actually participate in the story. Ideologically, the author and the illustrator hit on the following four aspects. Firstly, the book stresses on family bond. Garang’s father used to encourage him to be brave and not afraid of cattle. Garang always remembers his father’s words, “Garang, be brave. Your heart and mind are strong. There is nothing you cannot do” (P. 2). Secondly, the book promotes individuality. We can see distinguished characteristics of leadership on Garang through the journey. He makes decision for the group, allocates the work and encourages them to go to school. Thirdly, while talking about individuality, the book also helps children realize the importance of teamwork. The value of a group is presented when the boys help each other to go across the river. They never leave anyone behind. Fourthly, the book teaches children to cherish the peace we have today.

Freedom Summer

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Author: Deborah Wiles

Illustrator: Jerome Lagarrigue

Publishing Information: Aladdin Paperbacks, 2001

Number of Pages: 27

Genre: Historical Fiction, Picture book

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Analysis:

A white boy Joe makes friends with John Henry, the son of the maid of his family. They play together all the time. But there were a lot of laws and rules against black people back then. John Henry cannot get into the store from the front door or swim in the town pool even if he is the finest swimmer. Finally, John Henry decides to use the front door and Joe is right there with him.

The story is based on historical facts. The author grew up in Mobile, Alabama and usually spent her summer with her relatives in Mississippi as she mentioned in the book before she told the story (P. 1). The town pool there was not open to black people. However, when the Civil Rights Act was passed, she witnessed that the town pool was closed. The book serves as a window for children to look back at history and also as a mirror for readers to reflect what is right and what is wrong.

Both of the two characters of this book have strong personalities. John Henry is a nice boy and he would help his mother with her work. In the first half of the book, John Henry does not seem to care whether he could use the front door to the store or whether he could swim in the town pool. He grew up happily playing with Joe and having fun swimming in the creek. But once he realized the difference between rights of white people and rights of himself, he was sad and angry. “John Henry’s eyes fill up with angry tears” (P. 23). The purpose of this book is to expose children to racism. The author tries to convey her point of view that racism is wrong and it can truly hurt feelings of somebody who is so nice. In the book, the author depicts Joe as a sensitive and warmhearted little boy. He would give up going swimming in the town pool just to keep company with John Henry. At the end of the book, Joe and John Henry walked through the front door together. Joe did not ignore the importance of civil rights although he was not directly harmed. He would fight for his friend. He would fight for what is right.

Perceptually, the book uses narrative sentences to tell an engaging story. The whole book uses dark color a lot which conveys a depressing atmosphere. I can find a few bright colors in some of the happy scenes. I found it smart that the illustrator tried to narrow down the difference of Joe and John Henry’s skin colors. Structurally, the text and images are completely separated which helps children to get the story as a whole. Ideologically, this book stresses friendship based on diversity backgrounds. Also, it encourages minorities to stand up for their rights and reminds readers that Civil Rights are universal. It is crucial for everybody to be concerned with it and get involved.

A Storm Called Katrina

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Author: Myron Uhlberg

Illustrator: Colin Bootman

Publishing Information: Peachtree, 2011

Number of Pages: 34

Tags: Culture, Family, Historical Fiction, K-5, Picture Book

Genre: Historical Fiction

Analysis:

A Storm Called Katrina introduces us to a boy named Louis and his parents who are living in New Orleans at the time that the infamous Hurricane Katrina hits town. Louis and his parents must flee their home to find safety and shelter, all while trying not to get separated in the midst of all the panic and confusion that surrounds the community.

As we all know, Hurricane Katrina was a real storm that hit the New Orleans communities in the early 2000’s that had a profound impact. This story provides a window for children to learn about the tragedy and some of the struggles faced by families in the form of a children’s story. The book provides real pictures and information about Hurricane Katrina in the back flaps, but also does a good job at depicting the different conflicts faced by families in the story of Louis and his family.

The illustrations in the book are painted very dark, in reflection of the dire circumstances. One often sees looks of sadness, panic, and distress in the faces of the characters as well, that work together with the text to show raw emotions of the family members. Furthermore, the illustrations are large but framed, emphasizing the power of the plot but also that we, as readers, are experiencing the story from the outside.

Due to the circumstances Louis must learn to be brave in how he copes with the natural disaster and its effects. He follows the instructions his parents give to him, although he is afraid. He also takes the initiative to play his cornet in the Superdome to help his father find him when he is separated from Louis and his mother. In this way, children are taught the value of being brave in the face of a scary situation. Throughout the book, the family remains close and works together, therefore, teaching children the importance of family and sticking together even when times are tough.

Initially, the book may come across as only one of historical fiction to teach children about some of the events of Hurricane Katrina, but when reflecting deeper on the story, one will be able to see the life lessons that are also embedded in the plot. As a result, I think this is a very educational and impactful story for children, despite a few moments that are a little scary for young readers.

New Shoes

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Author: Susan Lynn Meyer

Illustrator: Eric Velasquez

Publisher and year: Holiday House 2015

Number of pages: 30

Genre: Historical Fiction

         IMG_3396New Shoes is about a young African American girl, Ella Mae, who goes to the local shoe shop to get new shoes. But since it was during the time of Jim Crow laws Ella Mae was not allowed to try on any of the shoes because of her skin color. She found out that this was something that happened to every African American person, so Ella Mae and her best friend Charlotte decided to do something about it. They started their own shoe store by colleting old shoes and fixing them up to be as good as new. At their shoe shop everyone was able to try on all the shoes they wanted.

I believe that this book could function as both a mirror and window for the reader depending on their background and culture. For a reader who comes from a minority background they would view this book as a mirror of their lives since they have a personal connection to what happened in the story. A reader that comes from a Caucasian background might view this book as a window since they are unable to connect to the segregation that Ella Mae experienced in the story. For a reader that comes from a majority background for them it would be looking into what it was like during the time period of the unfair Jim Crow laws. Culture is very prevalent in New Shoes, African Americans and Caucasians are both represented within the text. Since this a historical fiction book we are able to see what it was like for both Caucasians and African Americans during the time of Jim Crow laws. I learned a lot from this book. Before I opened the book I had no idea that African Americans were not even aloud to try on the shoes they were about to purchase with their own money. Instead they had to stand on a piece of paper and use a pencil to trace their feet so they could find a good size. This book did a good job at representing how strong Ella Mae and Charlotte were to open their own shoe store since they were tired of not being treated equally.

The illustrations throughout this book are beautiful; the illustrator did an amazing job painting the emotions and small details on every page. I have noticed that in almost every picture Ella Mae is facing right and the only time she is face left is when she is told she is unable to try on the shoes to see if they fit. I found this interesting since usually if someone is going towards the right they feel less secure and if they are going towards the left they are more secure. In the image when she is facing left, for me would be a moment where I don’t feel secure at all since I’m being treated poorly. Another time I noticed that Ella Mae is facing left is the very last page where Ella Mae and Charlotte are helping a costumer at their store and Ella Mae states, “In our store, anyone who walks in the door can try on all the shoes they want” (Meyer, pg. 30). In the image it is shown how happy and powerful Ella Mae and Charlotte feel after being able to open a shoe store where everyone is treated equally.IMG_3397

Just Like Josh Gibson

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Author: Angela Johnson

Illustrator/ Photographer: Beth Peck

Publisher and Year: Simon and Schuster Books for Young Readers, 2004

Number of Pages: 29 Pages

Genre: Historical Fiction

The story of this book is about an African American girl who wants to play baseball just like Josh Gibson, “the Babe Ruth of the Negros Leagues” (Johnson, 2004). Grandmama tells the story in flashbacks of her growing up loving baseball but never getting the chance (with the exception of one time) to play in a real game because she was a girl.

This text serves as a door, window, and mirror all at the same time. First, it serves as a window because the reader sees a story of a girl of color surpassing societal norms of the time and proving she can play baseball as well as the boys. This aspect of the story not only breaks racial stereotypes, but also gender stereotypes that girls cannot be as good as boys at sports. Second, it serves as a mirror to call upon the reader to reflect on how he/she handles stereotypes among different groups of people. Thirdly, it serves as a door to show that women have the opportunity to do the same sports and activities as men.

The entire tale of this story is Grandmama referring back to her childhood playing baseball. Jack Gibson was an African American baseball player that unfortunately never made it to the major leagues for baseball (Johnson 2004). With Grandmama already being a woman, an African American, and the setting of the flashback in the 1940s, Grandmama had no power. But, that did not stop Grandmama’s father from teaching her how to play baseball so that she could be just like Josh Gibson. Two cultures are noticeably identified and represented in this story: women and African Americans. As a woman, Grandmama was able to overcome barriers and show she was just as good as the boys in a male dominated activity, baseball.

At the same time, this book gives respect to the African American community by acknowledging their culture, contribution, and love for baseball as well. In regards to my understanding of culture, this story speaks and represents African Americans in a sport favored by America but also, it shows girls that they are not limited to anything simply for being a girl. Though the images take up most of pages, the words on the page are easy to find showing that the images and text are both important to the story as a whole. The characters of Josh Gibson and Grandmama (as a little girl) are looking to the right, symbolizing them both breaking gender and racial barriers and moving forward. The colors in the story are dull and faded possibly representing the whole flashback, and/or the disappearance of racial and gender stereotypes in sports. The dialect of Grandmama speaks represents her African American culture. The words and images mirror one another, showing a clear picture of the flashback Grandmama is trying to convey to her granddaughter (in the present time). The biggest ideologies of this storybook are girls can play with the boys, race does not make someone inferior or superior, and girls are not to be limited to things simply because they are girls.

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