The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie

The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie. Illustrated by Ellen Forney. New York: Little, Brown and Company, 2007. 230 pp. ISBN-13: 9780316013680


“And Indian boys weren’t supposed to dream like that. And white girls from small towns weren’t supposed to dream big either….We were supposed to be happy with our limitations. But there was no way Penelope and I were going to sit still. Nope, we both wanted to fly.” p. 112


Reader's Annotation
Fourteen-year-old Junior has left his reservation school to attend Reardan High. Not white like his new classmates, yet considered a traitor by his fellow tribe members, he doesn’t feel like he fits in anywhere. But possibly with humor and bravery, and his sketches and a couple new friends, he just might make it through freshman year...

About the Author
Just like Junior in The Absolutely True Diary of a Part-Time Indian, Sherman Alexie grew up on the Spokane Indian Reservation in Wellpinit, Washington state, had severe childhood health issues, and attended Reardan High. In university, he planned to be a doctor, but soon realized that this path was not for him. A new direction came when by chance he came across a poetry workshop. After graduation, Alexie received a state and NEA poetry fellowships, and soon published two poetry collections. In his twenties, he began publishing short stories and novels. He’s also involved in film, music, comedy, and national discussion of cultural issues. Alexie lives in Seattle, Washington, with his wife and two sons.

Genre
Realistic Fiction

Reading Level/Interest Age
12-14 years

Plot Summary
Junior is Arnold Spirit, Jr., a fourteen-year-old Native American boy who lives on the Spokane Indian Reservation in Wellpinit, Washington state. Since childhood he’s had hydrocephalus and seizures, in addition to a lisp, conditions which have all earned him much bullying from a few fellow tribe members. He enjoys reading, and loves drawing even more, and his funny and vivid sketches about situations both hilarious and tragic are interspersed throughout the novel. After his first day at Wellpinit High and some advice given to him by teacher Mr. P., he makes the difficult decision to transfer to Reardan High, a public school 20 miles away attended by white students, in an attempt to give himself a greater chance at a successful and hopeful future life. His best friend, Rowdy, a volatile boy who is abused by his father, is extremely upset by Junior’s decision, and cuts off contact with him. With trepidation, yet buoyed by the support of his parents, Junior begins to forge ahead through his freshman year at Reardan. Along the way, he meets new friends such as Gordy, the smartest person he’s ever met; Penelope, the most beautiful girl in the school; and Roger, a jock who at first challenges Junior, then reveals a caring nature. Challenging social situations at school are matched by tragedy on the reservation, and Junior must look for the strength within himself and the joy in life -- as well as discover the common bonds between people which transcend race and class -- in order to make it.

Critical Evaluation
Honesty, humor, and insight are the foundations of this novel. Junior tells his own story in the first person, and his character is by far the most vividly drawn. He openly shares with us his experiences and thoughts (in both words and sketches) on everything from high school to friends to family to Native American culture to white culture, and all that he encounters in this year of his life. He is observant, bold, introspective, and can see the funny aspects of even the most difficult of situations. Junior’s parents are not idealized, and Junior does not hide the fact that his dad is an alcoholic, but Junior's parents love him dearly and are ready to do – in as much as they have the means to -- what it takes to give him the best opportunities possible and support him. Junior’s grandmother does not make many appearances in the novel, yet her acceptance and forgiveness of others no matter their beliefs or acts, guides Junior. Through his friendships at Reardan High, Junior learns that many people are eager to connect with others and are quite generous if you give them a chance. We see the similarities that Alexie illustrates between Junior and each of Penelope, Gordy, and Roger; just as Junior comes to the life-changing realization that he is not only a Spokane Indian, but also a member of the “tribes” of “bookworms,” “cartoonists,” and “small-town kids,” we readers are reminded that we each belong in this world and are never really alone.

Booktalking Ideas
• Give an episode booktalk of Junior’s first day at Reardan High.
• Give a character booktalk as Penelope, including her thoughts about Junior.
• Give a character booktalk as Grandmother Spirit, giving advice on common tween concerns.

Curriculum Ideas
• Literature: Students study Alexie’s poetry, picking out themes and ideas common to this and the novel.
• Social Science: Students research the history and contemporary life of Native Americans in or near their area, also spending time on a reservation if possible.
• Language Arts: Students from a reservation middle school and a non-reservation middle school engage in a year-long penpal correspondence, via the Internet and/or other means.

Potential Challenge Issues & Defense
Some graphic language and violence:
• Become familiar with the book’s content in order to promote its literary merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
We read this book as a class assignment, but it is one of the most honestly and engagingly written novels I have ever read, and I highly recommend it to anyone.

Name That Style: All About Isms in Art, by Bob Raczka

Name That Style: All About Isms in Art, by Bob Raczka. Minneapolis: Millbrook Press, 2009. 32 pp. ISBN-13: 9780822575863


“Georges Braque and Pablo Picasso began taking things apart in their minds. Then they put the pieces back together on the canvas in an abstract form. Rather than showing one side of a thing, which is the way our eyes see, the Cubists wanted to show all sides of a thing at once.” p. 21

Reader's Annotation
Intrigued yet mystified by art styles and artists? Bob Raczka has the answers, and in two pages each on fourteen different art styles, he tells us the key facts about each style’s characteristics, techniques, and artists and their motivations.

About the Author
As a boy, Bob Raczka loved to draw, and eventually studied art in high school and college. When he had his first child, Raczka rediscovered children’s books and decided to try writing books about art for children. After five years of writing, he published the first of several art books. He has also written on other topics. He lives in Glen Ellyn, Illinois, with his wife, three children, and dog, Rufus.

Genre
Nonfiction (visual art)

Reading Level/Interest Age
Ages 9-11

Content Summary
This book discusses fourteen art styles chronologically, from the fifteenth through the twentieth centuries, including: Naturalism, Mannerism, Neoclassicism, Romanticism, Realism, Impressionism, Pointillism, Fauvism, Cubism, Futurism, Surrealism, Abstract Expressionism, Op Art, and Photorealism. In Raczka’s introduction he discusses the fact that “-ism” can refer to an artistic style or movement, and that in his book, he hopes to make the ideas behind the fourteen art styles understandable. On each two-page spread, Raczka shows a work of art representative of a certain style on the left side, and a summary of key points about that style on the right side. Each style summary begins with a short description of the style, its history, how it relates to previous styles, and the philosophy of its artists. Following this are a few lines about when and where the style was popular, usually with more historical notes. Then Raczka lists the name, country, and birth and death dates of a few of the more well-known artists of that style. He then gives a bullet-point summary of some of the most dominant characteristics of the style. The last section discusses why the work of art shown is a good example of the style, and the techniques that the artist used. Finally Raczka defines any difficult or unusual terms that he’s used in his summary.

Critical Evaluation
This book is an excellent summary for both tweens and adults alike. I feel that I’ve come away with a solid grasp of what each style looks like, what motivated artists of that style, and the techniques they used to create the interesting effects of each style. And all without having to experience the esoteric information overload that can scare non-artists like me away from art books. The word I would use overall to describe Raczka’s presentation is “succinct”. Many of his sentences are fairly short and he only makes one key point in each, not rambling on. His notes on the history of each style, its artists, and the exemplar works of art are clear and interesting, including comments such as: “But they [the Impressionists] weren’t interested in unpleasant things. They wanted to capture a moment, or a quick impression of a scene” (p. 15) and “So why did Matisse paint this woman with such strange colors? Maybe they are the colors of love, since this is a portrait of his wife, Amelie” (p. 19). One of my favorite aspects of this book is that Raczka describes the key characteristics of each style in short bullet points, and doesn’t bury this information in lengthy description. And it is a beautiful book, as the background of each two-page spread is a different color, with the left and right pages being different hues. Against these complementary backdrops, the works of art truly shine, encouraging a new generation of art lovers.

Booktalking Ideas
• Show several of the works of art in the book, asking the audience how these make them feel, and then sharing the common themes often associated with paintings in these styles.
• Very briefly summarize about seven of the styles discussed in the book, noting how they relate to each other chronologically.
• Talk about and/or demonstrate some of the unique techniques used by some of the highlighted artists.

Curriculum Ideas
• Art: Over the course of several weeks, students create artwork in each of the fourteen styles.
• History: Students study the historical periods and events surrounding the art styles discussed.
• Literature: From among the art styles which were associated with literary movements, students read a novel associated with their favorite art style.

Potential Challenge Issue & Defense
I do not foresee any challenges to this book, but if any were to arise, the following steps could be taken in defense:
• Become familiar enough with the book’s content to promote its literary and artistic merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
I discovered Bob Raczka through the American Library Association’s Building a Home Library (Ages 8-11) list of recommendations, and chose this book to fill in the gaps in my own knowledge of painting/art styles.

Love That Dog, by Sharon Creech

Love That Dog, by Sharon Creech. New York: Joanna Cotler Books, 2001. 86 pp. ISBN-10: 0060292873


“Remember the wheelbarrow poem / you read / the first week / of school? / Maybe the wheelbarrow poet / was just / making a picture / with words / and / someone else – / like maybe his teacher – / typed it up / and then people thought / it was a poem / because / it looked like one / typed up like that.” p. 22

Reader's Annotation
Jack doesn’t want to write poetry…he feels that he’s just not good at it, and only girls write poetry anyway. But then his teacher, Miss Stretchberry, reads aloud something by a guy named William Carlos Williams…

About the Author
Sharon Creech was born in Ohio, and grew up with her parents, a sister and three brothers. Her childhood experiences, and especially family car trips, often figure into her writing. She earned a Master’s degree in literature and writing, and has taught high school language arts in Switzerland and England. Creech has written several books for children -- including the Nobel-prize-winning Walk Two Moons -- but has also written a play, adult fiction, and poetry. She and her husband, who have two grown children, are living in a cottage in England this year. On her Web site (link above), she writes: “Being with my family is what I enjoy most. The next-best thing is writing stories.”

Genre
Journal, Poetry, Novel in Verse

Reading Level/Interest Age
Ages 9-11

Plot Summary
The novel is told in the first-person through Jack’s journal entries from September through June, in which he communicates every few days with his teacher, Miss Stretchberry. Jack’s age is never given, but the level of vocabulary in his journal and the nature of what is important to him appear to suggest that he is about ten or eleven years old. Miss Stretchberry is attempting to expose Jack and his classmates to the enjoyment and writing of poetry, but Jack at first does not want anything to do with it. He feels that boys don’t write poetry, and that he’s just not good at it. But then Miss Stretchberry reads aloud The Red Wheelbarrow, by William Carlos Williams, which so vividly and yet so simply captures a scene in only sixteen words, without capitalization, and with only one mark of punctuation. This opens up an entirely unforeseen adventure for Jack, as he realizes that poetry is not defined by form, but by descriptive language and the expression of feeling. He begins to try writing poetry, and gradually becomes more and more comfortable with Miss Stretchberry posting his pieces on the class bulletin board for all to see. In his poems, Jack addresses his feelings about Sky, his late and much beloved pet dog. Jack becomes so enthralled with poetry that he eventually contemplates inviting poet and novelist Walter Dean Myers to visit his classroom, but isn’t sure if he would want to hear from someone who’s just “a boy who likes his poems”.

Series Note
The sequel to this novel is Hate That Cat (2008), which I have reviewed here.

Critical Evaluation
This is a quietly powerful book about the magic of poetry. The leisurely pace of the novel realistically shows the gradual nature of narrator Jack’s transformation from a boy who feels that he has no desire to try writing poetry to one who becomes completely engaged by the sounds of and feelings evoked by poems, and writes his own pieces from his heart. Through his honest entries in his poetic journal, we can see that Miss Stretchberry’s enthusiasm for Jack’s writing greatly increases his confidence in his abilities. Thus the novel also celebrates the huge potential of a supportive child/teacher relationship. The language of the novel is fairly simple for the most part, yet not childish, appropriate for a boy Jack’s age who has some exposure to literature. Details of setting -- except those that relate to Jack’s reminiscences about his dog -- are few and rather unnecessary in this book which focuses on inner growth. And as this is a journal, the tone varies and changes, from apprehensive to content to exuberant, to many moods in between. Above all, the feeling that I get when reading this novel is one of Creech stopping the world for a moment to highlight the importance of taking time to absorb the simple loveliness of language, and empowering us with the implied advice that each of us has the ability to express ourselves honestly and beautifully.

Booktalking Ideas
• Read a couple of the well-known poems mentioned in the book, together with the poems that Jack writes in these styles.
• Talk about Jack’s dog, asking audience to talk about their pets too.
• Talk about Jack’s changing feelings about reading, hearing, and writing poetry.

Curriculum Ideas
• Literature: Every day students take turns reading favorite poems aloud.
• Literature: Students invite a local poet to their classroom to read and talk about writing poetry, and before she arrives, brainstorm questions to ask her.
• Language Arts: Students keep a poetry journal, in which teacher writes responses. Students read their own poems aloud periodically.

Potential Challenge Issues & Defense
I do not foresee any challenges to this book, but if any were to arise, the following steps could be taken in defense:
• Become familiar enough with the book’s content to promote its literary merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
I picked up this novel by chance several months ago, and was immediately captured by its honest and engaging narrator, and simple yet powerful poetic journal format. Reading the entire book a few days ago, my initial feelings about its concise beauty were more than confirmed.

I, Freddy: Book One in the Golden Hamster Saga, by Dietlof Reiche

I, Freddy: Book One in the Golden Hamster Saga, by Dietlof Reiche. Translated from the German by John Brownjohn. Illustrated by Joe Cepeda. New York: Scholastic Press, 2003 [first published by Beltz Verlag, Weinheim und Basel: 1998]. 204 pp. ISBN-10: 0439283566


“It was, if I may put it this way, a rather exciting situation. However, I resisted the urge to do something rash – like nibble Mom’s nose, for instance. Instead, I concentrated on my real reason for being there: I wanted to get at her reading matter.” p. 75

Reader's Annotation
Golden hamster Freddy has decided that there’s more to life than jogging non-stop on the exercise wheel in a wire cage...he’s taken charge of his own destiny, and has learned how to read! But will he be able to stay at Mr. John's house with his new feline and guinea pig friends and avoid being returned to the pet store, and more importantly, will he ever figure out a way to write down his story?

About the Author
Dietlof Reiche is an award-winning German author whose books have been translated into several languages. (His Web site is in German, click Google for a partially accurate translation.) In addition to writing novels, Reiche has worked in mechanical engineering, script-writing, and graphic design, and has a degree in sociology. Reiche lives with his wife, Rose Marie, and his pug, Max, in Hamburg.

Genre
Adventure, Anthropomorphic Fiction

Reading Level/Interest Age
9-11 years old

Plot Summary
The first person narrator of this novel is golden hamster Freddy Auratus, born in a pet store cage. From the start he has an inquisitive nature and independence which lead him to want something more out of life than jogging away his days away on the exercise wheel and fighting territorial wars with his fellow pet store hamsters. So through careful planning and preparation, he takes steps to ensure his adoption by a local family. This is the family of Sophie, a “girl in a million” in Freddy’s words, who treats him with respect. While at Sophie’s house, Freddy is allowed to hang out on her desk while she does her homework. During this time, his innate curiosity leads him to learn the alphabet, and eventually to read whole books. But this creates two distinct problems: 1) where to find more books to read, and 2) how to fulfill his desire to write himself. Sophie’s mom’s allergies eventually lead Freddy to new living arrangements at the house of Mr. John. There he meets Sir William, a “sweaty tomcat” but a gentleman, and the guinea pigs Enrico and Caruso, smelly but all right once Freddy gets used to their teasing style of interaction. Being at Mr. John’s solves the problem of accessing reading matter, but Freddy finds his desires to write foiled by the fact that he is too small to manipulate any instrument of writing, and Sir William’s feeling that it would be undignified for an animal to attempt communication with humans via a human-invented writing system. Will Freddy’s ingenuity enable him to communicate with Mr. John before he is forced to leave his house, and possibly return to the pet store?

Series Note
Dietlof Reiche’s subsequent books in this series are: (1) Freddy in Peril, (2) Freddy to the Rescue, (4) The Haunting of Freddy, and (5) Freddy’s Final Quest.

Critical Evaluation
This is one of the most thoroughly enjoyable books I’ve ever come across, the kind you just want to curl up with by the fire and a cup of hot cocoa, and hope it never ends…but it’s much more than just charming. The first-person narration of hamster protagonist, Freddy, is engaging and honest; his excitement is infectious, but he calls it like he sees it. We are privy to his innermost thoughts, complete with moments of nervousness, embarrassment, and selfishness, and thus are all the more affected by his personal growth in character by novel’s end. The story line is very issue-oriented, while at the same time suspenseful and exciting. And Reiche has taken care to include important details about golden hamster traits and physiology. The other central characters are clearly drawn: Sir William’s careful consideration of the feelings of others mixed in with some slightly reactionary attitudes and pomposity, and Enrico and Caruso’s happy-go-lucky, yet alert and perceptive natures. However, Enrico and Caruso are treated more or less as one unit, at least in this first novel in the series. The vocabulary is age-appropriate for 9-11 year-olds, but Reiche has thrown in a nice amount of challenging words. And older children will enjoy the nuances of the novel, as some of its hilarity and interest stems from Freddy sometimes misreading the meanings behind the statements and actions of others, and eventually becoming a better interpreter of such things.

Booktalking Ideas
• Give a character booktalk as Sir William giving his opinion on Freddy, new arrival to Mr. John’s house.
• Give an episode booktalk of Freddy’s first successful escape from his cage, especially the timing and mechanics of it.
• Give a plot booktalk in rhyme, in the style of Enrico and Caruso.

Curriculum Ideas
• Biology: Students research rodent traits to see how closely Reiche has kept to the facts. This could lead into students bringing their own pet hamsters to school and class observation of their behavior for a few weeks.
• Language Arts: Just like Freddy, students write their own “memoirs” of life thus far.
• Visual Arts: Each student creates the illustrations for the memoir of another student.

Potential Challenge Issue & Defense
I do not see any potential challenge issues. If any were to arise, one could defend the novel by:
• Becoming familiar enough with the book’s content to promote its literary merits.
• Referring to library’s collection development policy.
• Referring to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtaining book reviews from tweens who have read it.

Why I Chose This Book
As I would one day like to write humorous anthropomorphic children’s fiction myself, I first read this novel a couple years ago. I reread it for this blog, discovering all over again why I love it.

Artemis Fowl [sound recording], by Eoin Colfer

Artemis Fowl [sound recording], by Eoin Colfer. Read by Nathaniel Parker. New York: Random House/Listening Library, 2004 [first published print version: Viking 2001]. 5 CDs/6 hours, 7 minutes. ISBN-10: 1400085861.


“The Mud People destroyed everything they came into contact with. Of course they didn’t live in the mud anymore….Oh no. Big fancy dwellings with rooms for everything – rooms for sleeping, rooms for eating, even a room to go to the toilet! Indoors! Holly shuddered. Imagine going to the toilet inside your own house. Disgusting!” -CD 1 (p. 50 of printed version)


Reader's Annotation
Artemis Fowl, 12-year-old criminal mastermind, has set in motion an ingenious plan to capture a fairy, and eventually the legendary fairy gold for himself. He didn’t count on meeting Captain Holly Short of the LEPrecon unit, however, who’s got some counter-plans of her own...

About the Author
Irish author Eoin Colfer loved reading history and stories about the Vikings as a child, and eventually became an elementary school teacher. Between 1992 and 1996 he worked in Saudi Arabia, Italy, and Tunisia, the last of which inspired his first book, Benny and Omar, published in 1998. Since Artemis Fowl was published in 2001, Colfer has been able to focus on writing full-time.

Genre
Fantasy, adventure

Reading Level/Interest Age
11 – 14 years

Plot Summary
Artemis Fowl II is a 12-year-old boy, the youngest member of a powerful Irish crime family, and possibly the most dastardly of his line yet. Aided by his assistant, Butler, and Butler’s sister Juliet (members of the Butler family have been trained as assistants to the Fowl family for as long as anyone can remember), Artemis has masterminded and implemented all manner of criminal plots for financial gain, and simply for the shear fun of it. He does worry quite a bit about his mother Angeline, however, who has not left her bedroom for quite some time due to mental health issues. Artemis’s latest plot is his most ambitious yet: to find and capture a fairy, whom he will then compel to lead him to the legendary fairy gold and thus become even wealthier than he already is. Enter Captain Holly Short, an elf and an astute and tenacious member of the subterranean fairy world’s reconnaissance team, LEPrecon. She’s been ordered by Commander Julius Root to recharge her fairy powers by completing the Ritual above-ground, where the Mud People (a.k.a. humans) live. Aided by friend and centaur Foaly and others, she’s chosen a spot in Ireland and is about to start the procedure. Unfortunately, Artemis has been researching fairy lifestyle and decoding their secrets, and is staking out various possible fairy recharging locations. What ensues is a no-holds-barred battle between fairies and humans, in which each character engages with his or her own distinct personality and agenda.

Series Note
Eoin Colfer’s subsequent books in this series are: (2) Artemis Fowl : The Arctic Incident, (3) Artemis Fowl : The Eternity Code, (4) Artemis Fowl : The Opal Deception, and (5) Artemis Fowl : The Lost Colony. And with Andrew Donkin, Colfer has also published Artemis Fowl: The Graphic Novel, illustrated by Giovanni Rigano and Paolo Lamanna.

Critical Evaluation
What stands out most for me in this fast-paced and often hysterical novel are the detailed, multi-faceted depictions of the main characters. Artemis Fowl II is a fairly selfish and highly intelligent 12-year-old who has a little too much free time on his hands due to lack of parental supervision. Having decided to relieve himself of the requirement of attending school, he devotes himself full-time to criminal enterprise. He does show growth in the novel, however, stopping at times to reflect on how his actions in life so far may be negatively affecting others. Captain Holly Short is the first female officer of the fairy reconnaissance squad, and while extremely intelligent and accomplished herself, she has botched a couple assignments due to her impulsiveness. She too grows in her ability to empathize with others, surprising even herself with new tender feelings toward humans. Both characters are good examples of how important it is to balance our own desires in life with those of others. In addition to characterization, Colfer’s detailed descriptions of many aspects of the novel in general draw the reader in: particularly of the setting of the underground fairy world and their beliefs and practices. The tone of the novel is darkly humorous, but never in a frightening way. And while there are a couple instances of graphic violence, it is never excessive, and is always in service to the plot. This is a suspenseful story with some surprise outcomes, and the addition of an encoded message (in the print version) for readers to figure out increases the fun. Irish actor Nathaniel Parker reads this audio version very expressively and with great comedic timing.

Booktalking Ideas
• Summarize the plot from Captain Holly Short’s point of view, suggesting her independent nature.
• Give an episode booktalk about Artemis’s interrogation of Holly, including his at moments remorseful thoughts.
• Give a character booktalk as Juliet Butler, with all her humorous conceitedness.

Curriculum Ideas:
• History/Language Arts: There is an encoded message running along the end of each page in the novel’s printed version. Students can study historical uses of code and create a classroom code together.
• Literature: Students study both historical and modern fairy lore, and write their own stories containing fantastical characters.
• Ecology: The fairies and humans in the novel have different beliefs/practices re the environment. Students can discuss these differences, brainstorm ways to better care for our environment, and put some of these ideas into practice in the classroom.

Potential Challenge Issue & Defense
Somewhat graphic violence:
• Become familiar enough with the book’s content to promote its literary merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have heard/read the novel.

Why I Chose This Book
The idea of a 12-year-old criminal mastermind sounded very entertaining, as did Colfer’s take on fairy lifestyle. And I’ve met many library patrons, both children and adults, who are devoted to this series.

Chew on This: Everything You Don’t Want to Know About Fast Food, by Eric Schlosser & Charles Wilson

Chew on This: Everything You Don’t Want to Know About Fast Food, by Eric Schlosser & Charles Wilson. Boston: Houghton Mifflin, 2006. 304 pp. ISBN-13: 9780618710317


“Nobody is forced to buy fast food. The first step toward real change is by far the easiest. Stop buying it. If you don’t like the way fast food companies behave, don’t give them any of your money. Every dollar that you spend on food is like a vote.” p. 254


Reader's Annotation
Artery-clogging, union-busting, and empire-building on the backs of the underpaid…all this and much more is on the menus of the fast food industry giants which dominate the U.S., and increasingly the world. If you want to know the true societal cost of your next burger, read Chew on This.

About the Authors
Eric Schlosser, the author of Fast Food Nation: The Dark Side of the All-American Meal (2001), decided to write Chew on This to help young people realize the true effects of the fast food industry. Schlosser’s a correspondent for the Atlantic Monthly, and has written for Rolling Stone and The New Yorker. Charles Wilson, who in his youth helped herd cattle at his uncle's ranch, has written articles for the New York Times, Washington Post, and The New Yorker. This is his first book. For further information about the authors, please see the Houghton Mifflin Web site.

Genre
Nonfiction (fast food industry)

Reading Level/Interest Age
Ages 11-14

Content Summary
Schlosser and Wilson detail the various aspects of the fast food industry’s death grip on the public’s pocketbook and health. They begin with a history of the industry, focusing on the rise of Richard and Maurice McDonald, and their introduction of assembly-line food preparation, along with Ray Kroc’s relentless quest to spread McDonald’s restaurants across the country. The ways in which the fast food industry courts children in order to guarantee themselves customers for life – including Happy Meal and similar toy lures, infiltration of school cafeterias, and even payments to hip-hop artists for mentioning fast food brands in their songs – is a major focus of the book. The poor treatment of industry workers, from the restaurants to the slaughterhouses, is investigated. Other topics include the enormous ways in which fast food has changed the physical urban/suburban landscape, and how the industry’s pursuit of homogeneity in taste and appearance has led to the widespread use of food additives whose health effects have not been completely studied. The inhumane treatment of cattle and chicken is also detailed. The industry’s recent efforts at change are noted, but the authors believe that real change will occur only when all of us stop supporting companies which value profits over the well-being of employees and customers.

Critical Evaluation
Schlosser and Wilson have written a very clear and high-impact work which has great potential to positively influence the choices that young people make. The fact that the authors have interspersed their thorough description of all aspects of the fast food industry's reach with vignettes of actual young people personalizes the text. In particular, stories such as Kristina Clark’s efforts to remove a soda machine from her school, and Pascal McDuff’s efforts to start a union at the McDonald’s restaurant where he was employed, are incredibly inspiring for all ages. The text definitely does not “talk down” to the reader, but on the contrary, is an informative yet accessible narrative whose chapters are broken into clearly labeled sub-sections. The 30-page notes section with its extensive and well-organized bibliography is an excellent feature, nicely placed at the end of the book where it does not detract from the text's flow. I would suggest, however, that future editions include color photographs, as the current black and white images do make the book appear dated (which it clearly isn't), and detract a bit from the truly dramatic information in the text.

Booktalking Ideas
• Talk about the amazingly high sugar and fat content of many fast foods, and their long-term health effects.
• Talk about fifth-grader Kristina Clark’s efforts to get a soda machine removed from her elementary school.
• Talk about a typical day for high school students like Danielle Brent, who work in the fast food industry.

Curriculum Ideas:
• Social Science: Students discuss local issues which concern them, brainstorm ways to take action on one of these, and mount a campaign as a group.
• Chemistry: Students research the flavor and scent additives industries, and try to find food producers who do not use such additives.
• Language Arts: Students compare Chew on This to classics on similar topics such as Upton Sinclair’s The Jungle.

Potential Challenge Issue & Defense
Fast food industry criticizes book:
• Become familiar with the book’s content, and be able to confirm the accuracy of its information.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
I read about this book on Richie Partington’s blog , and a couple friends have recommended Schlosser’s work.

Holes [movie], by Louis Sachar

Holes. Screenplay by Louis Sachar, based on his novel. Directed by Andrew Davis. [United States]: Walt Disney Home Entertainment, c2003. 1 videocassette, 117 minutes. Rated PG. ISBN 078884816X.


“ Stanley: My name is Stanley Yelnats. All my life I seem to be in the wrong place at the wrong time. My grandpa says it’s because of this hundred-and-fifty-year-old curse….Grandpa: It’s all because of your no-good-dirty-rotten-pig-stealing-great-great-grandfather.”

Reader's Annotation
Young teen Stanley is stuck at a juvenile work camp in the Texas desert, for a crime he didn’t commit. But whether fate or coincidence brought him there, he might just be in the right place at the right time…to possibly change his family’s karma, and help a new friend.

About the Author
Born in New York, Louis Sachar spent much of his childhood in Tustin, California. Although an economics major in college, he decided to take a class which involved volunteering in an elementary classroom, an experience which changed his life and inspired him to write. While writing, he earned a law degree and then practiced law part-time until his writing became successful enough to be a full-time career. He now lives in Texas, the environment which inspired Holes.

Genre
Adventure, mystery

Interest Age
11-14 years old. Themes are appropriate for younger viewers as well, but 11-14 year-olds may find it easier to follow the thread of the story.

Plot Summary
Young teen Stanley Yelnats is sent to Camp Green Lake, a boys' juvenile detention camp, when he is found guilty of stealing a pair of sneakers, a crime which he didn’t actually commit. The camp is in the scorchingly hot Texas desert, and all the boys are expected to dig holes every day, only being informed that if they find anything “interesting”, they are to tell one of the adults in charge of the camp. These adults are the ineffective camp counselor, Dr. Pendanski, and his superior, Mr. Sir. And supervising the entire camp is Warden Walker, a cruel woman who is driven only by the desire to find valuable items which she believes to be buried in the desert. At the camp, Stanley meets and eventually becomes friends with the other detainees, all of whom go by nicknames such as X-Ray, Armpit, ZigZag, etc. He becomes closest to Hector (Zero), a very small and quiet boy who can't read. Woven throughout the modern-day story are flashbacks to Stanley’s family’s history and the life of outlaw Kissin’ Kate Barlow in the same Texas desert area at least some 100 years earlier. Both Stanley and Hector eventually decide that they’ve had enough of Camp Green Lake, and take their immediate futures into their own hands. This leads them to a discovery with the potential to change their lives. But the Warden, of course, has other plans.

Sequels
The more mature Small Steps (2006) follows the later adventures of two Holes characters, Armpit and X-Ray.

Critical Evaluation
This is an extremely unique and watchable film, to call it a treasure would not be an overstatement. What draws you in is not just the way in which it alternates between the present of Camp Green Lake, portions of Stanley’s family’s history, and the Wild West past, but also the fact that each of these settings is depicted so vividly. And even though Stanley and the other detainees find themselves in a youth work camp, the odd quirks of the characters and the boys’ sarcastic, and often hilarious, observations highlight the comic aspects of the experience. Stanley, although a tad pessimistic in the film’s first third, makes it through detainment in large part due to his refusal to take life too seriously. The social world and hierarchy of the boys at the camp is well-drawn, dominated as much by fellow camper X-Ray as by Dr. Pendanski and Mr. Sir. But the power of each of these characters is selfish and undeserved, and stands in contrast to the selflessness of Stanley as he attempts to assist, and eventually save, Hector. And this is really one of the central messages of the film: the amazing things that can result when you reach out to help others in ways both big and small. However, you’ll probably need to watch the film twice to piece together all the details of the storyline.

Booktalking Ideas
• Give an episode booktalk of Stanley’s arrival at camp.
• Give a character booktalk from Kissin’ Kate Barlow’s viewpoint.
• Talk about the campers’ nicknames, asking audience what they think each nickname means.

Curriculum Ideas
• Social Science: Students research what life for actual juvenile work camp detainees is like.
• Biology, Ecology: Students research whether deadly lizards really exist in the world, and how they and/or other deadly reptiles may actually assist their local ecosystems’ functioning.
• Literature: Students analyze how the story of Stanley’s great-great-grandfather might be considered a folktale, and then write their own folktales.

Potential Challenge Issue & Defense
Gun violence:
• Become familiar enough with the film’s content to promote its artistic merit.
• Refer to library’s collection development policy.
• Refer to movie reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain movie reviews from tweens who have seen it.

Why I Chose This Movie
I first saw this movie when it came out in theaters, and found it just magical...so I had to see it again!