Narrative Non Fiction Proposal for a Public Library

Narrative Non Fiction Initiative Proposal for a Public Library

Why Narrative Non Fiction?

As stated by Richie Partington, (2012), “Readers gain knowledge.  With quality narrative nonfiction, the stuff they read about causes them to grow, to think, and to experience.  The authors of quality narrative nonfiction seek to engage readers and provide sensory information to enhance that experience.”  This couldn’t be more accurate.  Narrative nonfiction is important, especially since as a reader, this class has broadened my personal horizons where nonfiction is concerned.  That is proof enough.

Collection Development
How can collection development promote narrative nonfiction within the library?  For most young readers, the importance of titles being visually appealing plays a great role in their choices of reading materials.  It is therefore very important to focus nonfiction collection development on graphic novels, Eyewitness Books series, and other titles that are also visually appealing.  Scientists in the Field Series is a great example of this, since each title is chock full of enormous and beautiful photographs of the subject of the study.  Where else would readers get to see a Kakapo Parrot or a Snow Leopard so close up?  These titles also offer updates on the current study beyond the publication date of the title via websites listed in the back.  Readers can find out the current state of the Kakapo population, as well as what is currently happening with the Mars Rovers, Spirit and Opportunity.  This helps to expand the learning beyond the text, so these titles are an excellent addition to any library.  In Sing a Song of Science (2011), Erica Zappy talks about what draws readers to these books and is exciting about this series: “The amazing thing about science books is that the reader is generally being transported somewhere real, with real people, doing real (scary, gross thrilling, innovative) things.  Things that the reader could maybe do” (35).  When young readers enter the library and browse the nonfiction section, one of the most popular series is Eyewitness Books.  The pages filled with photographs and small snippets of text are perfect for browsing and leisure reading.  In Compelling Students to Read with Compelling Nonfiction, Marie Kelsey discusses the popularity of the Dorling Kindersley Eyewitness books.  Kelsey explains, “The intent was to focus the reader on the details and the information that goes with it.  With the cutout shapes, words fit closely to the picture, making the words and pictures blend on the page and focus the reader’s attention” (36).  I believe that this approach keeps readers from being overwhelmed by large amounts of text.  They can look at each picture and read the text that goes along with it.  This is a great way to manage chunks of informational text. 

Graphic novels are very popular right now and are a great vehicle for getting kids of all ages to read about material that they wouldn’t normally choose.  This format opens up a whole new world to readers, especially reluctant readers.  Collection development must include a plan to reach these types of readers.  Titles such as David Small’s Stitches, Marjane Satrapi’s Persepolis, and Drawing from Memory by Allen Say are so easily enjoyed since they are offered in a graphic novel format that they are very likely to entice reluctant readers.  After reading and enjoying Satchel Paige: Striking out Jim Crow by James Sturm for another class, I immediately knew that I would be interested in Kadir Nelson’s We Are The Ship: The Story of Negro League Baseball. This leap from a nonfiction graphic novel to a narrative nonfiction title wasn’t a large one, and it could easily happen if students find a topic that they enjoy.

While developing the nonfiction collection, purchasers must keep their eyes out for new materials at all times.  If I am considering a new title or series, sometimes it helps to utilize Interlibrary Loan to borrow one from another library within our consortium so that I can get a look at and feel for the book. Not all libraries have this opportunity, but if you do, why not use it to your advantage?

Books are not the only format that is available for narrative nonfiction.  Magazines, playaways, audiobooks, and digital downloads should also be added to the collection in order to promote reading of these materials.  Readers absorb materials in many different ways, and for some readers, listening to a book works best for them.  We all learn so differently, and it is important to keep this in mind when purchasing materials.  Russell Freedman’s, Lincoln: A Photobiography is offered in an audiobook version that includes all of the photos from the physical book, along with an interview of the author.  This format is appealing for individual or family listening. Playaways can offer the privacy of listening for a tween or teen. 

Of course, last and certainly not least, is making the most of your collection resources and reviewing issues of Booklist or School Library Journal to read reviews and to get feedback on recent and upcoming nonfiction releases.  Another principal nonfiction resource for librarians, according to Kelsey, is to review award winning nonfiction titles by looking at the Sibert Awards and Orbis Pictus Award (39).

Cataloguing
Cataloguing is something that can work to any librarian’s advantage in promoting narrative nonfiction.  Making sure that titles are linked when they are part of a series can make an enormous impact on circulation and accessibility of these titles.  For example, in a perfect world, each of the titles in the Scientists in the Field Series would have the following listed under its Catalog Record:

Series: (Scientists in the field)

The area highlighted in yellow would be an active link that would take interested readers to all of the possible titles available within the library and/or its consortium.  Showing patrons the holdings in all libraries increases accessibility and promoting the use of these materials.  If this isn’t available, or items are not catalogued, then it is frustrating and sometimes impossible for patrons to locate the materials that they want.  This easy link makes things more user friendly. 

Additionally, in most libraries, librarians can choose how they would like things catalogued.  This means that all of the Eyewitness books or other series books could be catalogued so that they are contained within the same area as far as shelving is concerned.  This makes a big difference and saves patrons wasted time in trying to hunt out these titles that would be scattered throughout the nonfiction section since these books cover various topics, from the title Eyewitness: Christianity, which is normally catalogued as J230 WIL to Eyewitness: Medieval Life, catalogued as J940.1 LAN.
Permalinks offered in catalogs are also helpful, since they offer an easy way to link to specific titles.  For example, if a public library has a blog in which it promotes juvenile and young adult materials, the permalink for these items could be provided in the blog and readers could click on the link and be immediately directed to the item in the catalog which would let them know where to find it within the actual library, or to put the item on hold.

Programming

This is an excellent place to showcase nonfiction titles to young readers.  Currently at our story times for ages 4-6 at the library, reading a nonfiction book on the weekly theme comes before picture books are read on the subject.  This not only introduces a topic to young readers, but supplements and reinforces the stories that follow.  This idea of pairing is not a new one.  In her article, Marie Kelsey points out “Pairing nonfiction with fiction in school library displays is also a good way to promote content integration with enjoyable reading” (38).  Furthermore, “Reading aloud about these topics engages and interests young readers” (Kelsey, 37).  They listen and learn some facts about a topic while looking at wonderful illustrations and/or photographs.  More often than not, these preschoolers want to borrow the nonfiction titles that I have read to them so that they can enjoy them again. 

Programming is also a way to meet the needs of diverse populations within your community. Be sure to consider who the audience for programming will be and plan accordingly. For example, in a booktalk, be sure to offer a variety of titles to young readers, such as Kadir Nelson’s We Are The Ship, Philip Hoose’s Claudette Colvin: Twice Toward  Justice, or James Rumford’s Sequoyah: The Cherokee Man Who Gave His People Writing.

Author visits can have an enormous impact upon readers.  Find one that has written titles for tweens/teens and schedule a visit.  This is also a good opportunity to promote that author’s books and try to do some community outreach by inviting a class that is studying a topic the author has written about.  Author visits can be expensive, but many times authors are also available for a smaller fee if the visit via Skype.

Themed programming related to calendar dates such as Lincoln’s Birthday, the birthday of Martin Luther King, Jr., holidays around the world, or the migration of butterflies, is a simple yet educational way of sharing important nonfiction titles with younger readers outside of story time, as well as meeting the needs of diverse populations.

Connect the use of technology with a program about some nonfiction titles.  Have young readers create a book trailer or taped book talk or review themselves or with a group to be shared on the library website.  Kids love any excuse to use technology and voice their opinion, and this also gets them talking about books!  This idea could also be posed as a contest.  The book trailer or book talk that gets the most views wins an iTunes gift card, etc. 

Book talk programs are also a good way to introduce narrative nonfiction titles.  A stack of books and a few words to say about each one are all that is needed.  Asking a question to get an audience thinking about the topic of the book and get them hooked.  Keep it short and sweet.   

Connecting with library and web based reader communities

Book displays are essential in order to connect with library patrons of all ages.  A well thought out book display entices readers to try something new.  Displays of nonfiction materials can be arranged to coincide with important calendar dates in order to highlight certain topics.  For example, this past spring marked the 100 year anniversary of the sinking of the Titanic.  This was the perfect opportunity to display an enormous collection of nonfiction materials for juvenile, young adult and adults alike.  Students were looking for books on the topic for an assignment for school.  Another idea is provide items of interest along with displays.  In the article, There is More to Reading than Fiction! Enticing Elementary Students to Read Nonfiction Books, Cheryl T. Vent & Julie A. Ray discuss this very topic, “Other strategies to interest readers in nonfiction include giving students opportunities to use nonfiction books for authentic purposes; bring in hands-on materials that relate to the nonfiction topics, such as insects or magnets…” (42). This strategy draws readers in to the topic and to the nonfiction titles. Many of the opportunities for programming (listed above) are also ways to connect with both library and web based reader communities.

A way to connect with the web based reader communities is by posting available nonfiction items on the library website and/or blog.  If the Children’s Dept. of a public library has their own page, this is a good way to promote these items.  The website has to become a virtual book display for those web based communities.  Patrons that do not have the time to come in to the library to browse are looking for the opportunity to browse online.  A library needs to provide that opportunity in order to reach communities beyond the physical library building.  A blog dedicated to reviewing children’s books and giving book reviews is a great resource for students and parents.  The topic could change weekly or monthly and the topic could include a spotlight on nonfiction.  It is also very easy to create book trailers to put on a library website, or to simply share book trailers from other sources.  The public library where I work uses Library Thing on the adult page, the young adult page, the tween page, as well as the children’s page.  This enables librarians to easily change the titles and use Library Thing to promote titles for specific reasons.

Cyber book clubs are another way to connect to these groups of readers that aren’t regular visitors within the physical library. Creating a conversational space or blog in order to post and discuss highlighted nonfiction books is a great way to promote these titles.  Additionally, patrons can join in when it is convenient for them.

Connecting with local schools

In order to encourage the reading of narrative nonfiction in schools, it is important for public librarians to make curriculum connections.  Knowing the topics of study is crucial, since this offers the opportunity to provide and suggest nonfiction titles that will help students to study and understand a topic.  For example, the 4^th grade class at Paradise Knoll Elementary School is studying space, and most specifically, Mars.  There are so many excellent titles available on this subject at the public library.  Why not create a bibliography for this subject?  Or designate a web page on the library website that links to all of the possible titles?  Teachers can then request them and check them out for use within their classroom.  In every elementary school in West Milford, 6^th grade classes do an in depth study on Ancient Civilizations.  Dedicate a web page for this topic as well.  If classes cannot come into the public library in order to do research, bring the library to them.  It is quite easy to provide a bibliography of relevant materials, such as books, audiobooks, videos and websites that students can use.  Another unit of study that is a yearly occurrence is the study of the Holocaust by 8^th grade students.  This is the perfect opportunity to suggest titles such as Terezin: Voices of the Holocaust by Ruth Thompson and Hitler Youth: Growing Up by Susan Campbell Bartoletti. Not only are students learning about the history of this time, but they are also being provided with a perspective that is different from that of a textbook.  These texts are rich with personal accounts, historical photographs and details that a textbook cannot provide.  It is these types of text that will enrich and nurture a students’ learning experience.  If they are engaged, students are inspired to seek out more learning and reading opportunities.

Teachers need librarians in order to fulfill Common Core Standards.  In The End of Nonfiction (2012), Christopher Harris simply states: 

The textbook is dead.  While some textbooks may wander your school halls like zombies for the next couple of years, make no mistake…the textbook as we know it is dead.  Common Core calls for shorter, well-crafted texts that kids can consider more deeply.  The focus is on primary (or maybe secondary) sources, not the predigested tertiary writing found in many of today’s textbooks (28). 

It is obvious that slowly but surely, narrative nonfiction can take the place of a textbook. There are so many quality nonfiction materials out there for all ages that will better engage students than a textbook.

Don’t forget your homeschool communities either.  Many homeschoolers will seek out the assistance of the librarian when creating their lessons.  They will ask for book and material suggestions.  This is definitely an area where librarians have the opportunity to promote narrative nonfiction materials.

Discussing summer reading assignments is necessary in this proposal.  Our township puts a lot of emphasis on summer reading for all students, K-12.  There are some nonfiction titles on the summer reading list; however, it is in need of more, especially for the middle school and high school students.  Why not submit a suggested list to the Language Arts Supervisor, especially for grades 7-12?  This would be a place for many of the narrative nonfiction titles that the class has read.  These stories are exciting, engaging, and in many cases gross!  This is the kind of reading that will most definitely interest this age group. 

Web page development

Many public libraries are moving towards the use of websites that can be edited and created by library staff.  These web 2.0 sites enable libraries to collaborate and share with their users whatever information they would like to distribute, including book reviews, program information, interactive blogs, etc.  It is also a good way to encourage young readers to post their own book reviews.  Sometimes a face to face environment to discuss books is intimidating to tween or teen individuals, but if an online forum is offered where they can freely share their ideas and opinions, it may encourage others to read the titles that they are suggesting.

Publicity

Publicity for new nonfiction titles as well as any related programming that is available at your local library can be dispensed in so many ways.  Traditional avenues, such as press releases for programming in the local paper(s) or signs inside and outside of the library are great ideas.  To reach a more extended audience, the use of social media such as Facebook and Twitter are great ways to get publicity for library materials and programming out to current and/or prospective patrons.  Additionally, if the library is using a web 2.0 site, then it is easy to promote whatever nonfiction services and materials that they have to offer by posting it on the appropriate web page(s). This is a great location since patrons can comment and ask questions.

"You can't learn much from books that don't matter to you, and you can't learn much from one book" (Ivey, 20).

These words should be every librarian’s mantra as they work to promote narrative nonfiction materials to readers of all ages.

Resources:

Harris, C.  (2012). The end of nonfiction.  School Library Journal, 58(3), 16.

Ivey, G. (2010). Texts that matter. Educational Leadership, 67(6), 18-23.

Kelsey, M. (2011). Compel students to read with compelling nonfiction. Knowledge Quest, 39(4), 34-39.

Vent, C. & Ray, J. (2007). There is more to reading than fiction! Enticing elementary students to read nonfiction. Teacher Librarian, 34(4), 42-44.

Partington, Richie.  “What do readers get from reading quality narrative nonfiction?”  San Jose State University [Lecture]. San Jose.  1 Sept. 2012.

Zappy, E. (2011). Sing a song of science: Scientists in the field. The Horn Book, 87(2), 33-38.

Black Potatoes: The Story of the Great Irish Famine, 1845-1850 by Susan Campbell Bartoletti

Bibliographical citation:  Bartoletti, S.C. (2001). Black Potatoes: The Story of the Great Irish Famine, 1845-1850. Boston, MA: Houghton Mifflin. 184 pages. ISBN: 0618002715.

Awards: ALA Notable Children's Books (2002), Best Fiction for Young Adults (2003), Orbis Pictus Award (2002), Robert F. Sibert Informational Book Medal (2002).

Author's website: http://www.scbartoletti.com/

Annotation: The disaster of the Great Potato Famine in Ireland from 1845-1850 is described in great detail using firsthand accounts and historical newspaper sketches.  The catastrophic plight of Ireland and its people because of this famine caused death, emigration, and rebellion.

Personal Reaction: Author Susan Campbell Bartoletti gives a comprehensive history of the Great Irish Famine of 1845-1850.  Bartoletti describes the history of the Irish/English relationship, and how the ethnic and religious differences between these two groups of people existed long before the potato famine struck, and how Catholics were treated unfairly by the English because of their religious beliefs.  In 1845, a fungus arrived that ruined crops of both new (spring) potatoes and old (fall) potatoes, leaving them blackened, rotted, and inedible.  The Irish depended upon potatoes in order to survive and most families ate potatoes morning, noon, and night.  Families relied on these crops, and when they failed, the English landlords demanded their rent, leaving people with no way to eat or survive since their crops were ruined.  Most of the population was poor so when they sold off everything that they owned-clothes, furniture, and livestock in order to try to feed their families, they had no money for rent.  Landlords didn't hesitate to evict people from their homes and burn the roofs off so they were uninhabitable.

During a normal season when the crops didn't fail, the summer months were the leanest for the Irish since they were in between crops.  Many families had to resort to begging in order to eat, and did this away from their homes so as not to be humiliated if seen by their neighbors.  The famine made things much worse.  Many Irish were forced to go to the workhouse or the poorhouse in order to survive.  Many were desperate and resorted to foraging and stealing at night whatever they could in order to feed their families.  Through this, Britain ignored the distress of the Irish, saying that they exaggerate and brought this plight upon themselves with their lack of education, laziness in the lack of trying to make better lives for themselves, and the fact that they had too many children.  Starving, weak, and ill, many Irish were suffering from malnutrition and sickness because of the lack of food.  Malnutrition made their bodies too weak to fight off bacteria, which is why infections and illness spread rather quickly throughout families and villages.

The Irish people didn't expect disaster to strike two years in a row.  So when for the second year in a row the potato crops failed, the workhouses were bursting at the seams and hugely overpopulated.  Many workhouses could barely feed the people that it contained and were on the verge of bankruptcy. Although there were plenty of grain crops to feed the people of Ireland, the landlords exported in to England, leaving the Irish hungry yet again.  British Prime Minister, Sir Robert Peel, understood the distress of the Irish since he had seen the 1816 food crisis.  He sent scientists to Ireland to try to determine what had damaged the crops.  At the time, no one understood the powerful fungus that destroyed the crops.  These scientists gave the Irish suggestions on how to save their crops and insisted that they could salvage and eat some of the potatoes.  The Irish people followed their directions, but none of it helped.  When people tried to cut out some of the black parts of the potatoes and eat what they could, they developed terrible illness and diarrhea, further weakening their bodies.  Many elderly and young children died as a result.

Sir Peel found a loophole to the British laws of importing and exporting food and imported Indian corn to try to help the Irish people.  However, many didn't know how to cook it and it bothered their stomachs.  There also wasn't enough to go around, and when people improperly cooked and ate the corn, some suffered and died from intestinal ruptures due to the sharpness of the corn.  Once again, there was plenty of food in Ireland, but families did not have money to buy it.  Families were homeless, starving, and dying from illness.  Riots occurred, but many did not last long simply because people were too weak and famished to fight. 

As yet another year arrived with more failed potato crops, the Irish finally had some relief with the establishment of the soup kitchen.  Meals were rationed, but at least families knew that they could get something to eat. Churches went so far as to ask Catholics to convert to Protestantism if they wanted a meal.  Faced with starving or converting, many chose to convert, even if it was only temporary.  Others said they would starve to death first.  Although the soup kitchens helped feed some and stave off hunger, they created situations where people with dysentery became even more ill, and crowds became unruly and people were hurt while waiting their turn to eat.  When it seemed likely that the newest crop would survive, the soup kitchens were closed down. This was done too hastily and relief was taken away too early, once again leaving the Irish hungry when yet another failed crop occurred.

This disaster caused thousands to emigrate to the United States, London, and Canada.  Here, the Irish worked to send money home to their families. The voyages were just as bad as staying back in Ireland.  Greed ruled and ships were way over their legal limit of passengers.  People were crowded and trapped in the holds of ships where the conditions were awful.  Limited food, barely enough to feed starving people and little water.  Lice spread easily and many developed fevers and dysentery.  Many passengers died on these journeys, causing these ships to be called "coffin ships" (128).  When these ships did arrived at their intended ports, passengers waited yet again as each ship had to be inspected and many people quarantined.  Many more Irish died while waiting on ships or in these quarantined hospitals. Many Irish were able to get jobs so that they could send money home to their families in Ireland, but that doesn't mean that they weren't treated unfairly and with prejudice.  Many establishments in the United States put up signs that said "No Irish Need Apply." These poor laborers were willing to work for low wages because whatever they made was a lot more than they made in Ireland.  People also were concerned that these immigrants were bringing sickness and disease with them from the ships.

Over 1 million deaths were recorded between 1846-1852.  In 1871, Ireland's population is established as less than half of what it was prior to the famine, which is still true as of this date.  Historians estimated that by 1910, 5 million people had left Ireland.  These numbers are staggering.

Prior to reading this narrative, I personally knew little about the potato famine than the basic facts.  I knew that people starved, died, and emigrated as a result of the famine, but I hadn't realized the impact that it has had on the population of Ireland and its culture.  I was shocked at the unwillingness of Britain to help these starving people and the length of their suffering.  Bartoletti's depiction of this historical tragedy made it real for me since she followed the lives of a few Irish people, such as Diarmund O'Donovan Ross, the Widow McCormack and her family, and the story of Tom Flynn. The historical sketches gave such a realistic portrayal of the struggles of the Irish people to survive despite their horrific circumstances, making this title very accessible to the audience of young readers that it is intended for.

Front/Back Matter: Table of Contents, Acknowledgements, Timeline, Bibliography and Sources, Index.

*Bibliographical citation information, award information, as well as image retrieved from www.bwibooks.com (Titletales).

Saving the Ghost of the Mountain: An Expedition Among Snow Leopards in Mongolia by Sy Montgomery

Bibliographical citation:  Montgomery, S.; with photographs by Nic Bishop. (2009). Saving the Ghost of the Mountain: An Expedition Among Snow Leopards in Mongolia. Boston, MA: Houghton Mifflin Books for Children. 74 pages. ISBN: 9780618916450.

Awards: SLJ Best Books for Children (2009).

Author's website: http://symontgomery.com/, http://nicbishop.com/

Annotation: This study focuses on an expedition to the mountains of Mongolia to track the elusive snow leopard.  Living in mountainous regions, these extraordinary creatures are difficult to track and sightings are rare.  Readers also get a glimpse of Mongolian culture.

Personal Reaction:  This beautiful and elusive creature, the snow leopard, lives in the mountains of Central Asia.  This particular expedition takes place in Mongolia, and is conducted by Tom McCarthy.  Tom McCarthy is the conservation direction of the Snow Leopard Trust.  He is studying the snow leopard population and trying to determine if his conservation methods are working.  The animal is endangered because it is hunted and because its natural prey has been taken away.  When this happens, the snow leopard is forced to hunt and kill livestock, thus being killed and sometimes poisoned by farmers.  McCarthy's goal is to try to determine how many snow leopards exist and to educate the people who live in these regions on the importance of preserving this animals.  These animals blend in with their environment very easily, so they are called the ghost of the mountain.  It is not unusual to live among these creatures your entire life and never once see one. 

The snow leopard is very difficult to track, since it involves climbing steep cliffs to find the areas where leopards go.  The team spends many hours climbing these cliffs only to be disappointed time and time again.  However, there have been occasions where they were successful in encountering a snow leopard.  Tom and his team also collect scat for testing to try to learn more about these animals.  The snow leopards that Tom has humanely caught have been ear tagged and given a tracking collar so that data can be gathered on their hunting areas, etc. as well as their other habits. 

Tom works hard to create relationships with the Mongolian people that he encounters on his trips, and educates them about the importance of protecting these animals even though they sometimes kill livestock.  People need to understand that the loss of these animals would affect their ecosystem and impact their way of live.  A foundation has been created that Mongolian families can join if they promise not to kill the leopards.  This foundation offers to teach the families different skills to create products to sell and make money.  As of the publication of this book, 400 families are part of this group.

This expedition includes more than just information on the snow leopard.  Author Sy Montgomery explains the history of Genghis Khan, along with his importance and influence on the Mongolian people.  Genghis Khan was the first protector of snow leopards.  Readers also learn about some of the other animals that are in Mongolia such as camels, hedgehogs, yaks, and goats, and how the Mongolia culture depends upon their animals.  Mongolian herders move with their herds by using something called a ger, which is a movable home.  Tom and his team utilize gers to follow the leopards and display how they are constructed.  There is also information about the weather in the desert and the many dinosaur fossils that have been found in this region. 

Beautiful photographs of the animals that the expedition has encountered, gorgeous landscapes, as well as the Mongolian people are included, giving readers a valuable opportunity to learn about this unique culture. 

Front/Back Matter: Maps of the expedition region, Tom's Advice to Young Conservationists, The Snow Leopard Trust, Let's Speak Mongolian, Acknowledgements, A Note from the Author, A Note from the Photographer, To Learn More, Index.

*Bibliographical citation information, award information, as well as image retrieved from www.bwibooks.com (Titletales).

The Bat Scientists by Mary Kay Carson

Bibliographical citation:  Carson, M.K.; with photographs by Tom Uhlman (2010). The Bat Scientists. Boston, MA: Houghton Mifflin Books For Children. 79 pages. ISBN: 9780547199566.

Awards: ALA Notable Books for Children (2011).

Author's website: http://www.marykaycarson.com/

Annotation:  Scientist Merlin Tuttle and his organization, Bat Conservation International, take readers on a journey into the mysterious world of bats.  Visit their environments, understand their methods of communication, and learn why it is important to protect these remarkable flying mammals.

Personal Reaction: Bat Scientist Merlin Tuttle takes readers on a journey into Bracken Bat Cave, near San Antonio, Texas.  Tuttle has been interested in science, and especially bats, since he was a young boy.  Merlin Tuttle has founded an organization called Bat Conservation International (BCI). This organization is in charge of protecting and educating people about the bat population.  It is obvious that he has spent many years studying these interesting creatures, and shares this with readers by beginning with Bracken Bat Cave.  This cave holds the largest known colony of bats in the world.  This colony is what is called a maternity colony, which means that all of the adult bats there are female.

This title looks at bat conservation since it involves protecting caves for hibernation, banding bats in order to record information, and studying the various bat populations.  It also shows different types of bats and what they eat and do.  For example, large eyed bats need to see and smell in order to eat fruit, while other bats use echolocation (sound waves) to locate insects.  Many bats nest in caves, but when leaving the cave in the evening, they must watch out for predators such as snakes, and raccoons.  This book also focuses on the importance of educating people about why bats are an important part of the ecosystem.  Many people see bats as disease carrying vermin that will attack people, but author Mary Kay Carson words hard to dispel the myths about bats.  It is not usual for bats to bite people and many don't recognize that bats perform a very necessary service to our world by eating their body weight in insects on a nightly basis. 

The number of bats is declining for several reasons.  People disturb the caves that they live and/or hibernate in.  BCI is working to keep people out of the caves by building gates that keep people out but still allow bats in.  Certain caves are very important, since the temperature of the cave has to be just right for living and hibernation, otherwise the bats can't last through the hibernation time.  If they are disturbed, then their stored energy is used up too quickly and they can starve.  Caves are also being turned into tourist attractions, which drives the bats out of their homes.  Interestingly enough, bats are closer to the monkey group than they are to mice, which is what is believed by many.  They are unique since they are mammals that can fly.  Their wings are formed the same way that a human hand is-with a thumb, etc.  It just looks so different since the bat's fingers are longer. 

Tuttle and BCI show how homeless bats can be helped by building bat houses and working on caves in order to draw bats back to them, since they will return if the conditions are right.  Many bats form colonies and live under bridges and in mines.  Mines work well if they have the right temperature, and if they aren't disturbed.

This title also is studying the fungus that is killing bats and threatening all of its populations.  Where did it come from? Is it a symptom of something else or the problem?  BCI is working hard to save the bat population which is very important to our ecosystem.  Photographs by Tom Uhlman depict many closeups of bat species and the various environments of bats.  All of this information, along with interesting photographs, makes this book both enjoyable and informative.

Front/Back Matter: Acknowledgements, Table of Contents, Learn More About Bats, Words to Know, Index.

http://catalog.palsplus.org/uhtbin/cgisirsi/x/0/0/57/5/3?searchdata1=884782{CKEY}&searchfield1=GENERAL^SUBJECT^GENERAL^^&user_id=WEBSERVER

*Bibliographical citation information, award information, as well as image retrieved from www.bwibooks.com (Titletales).

Stiff: The Curious Lives of Human Cadavers by Mary Roach

Bibliographical citation:  Roach, M. (2003). Stiff: The Curious Lives of Human Cadavers. New York: W.W. Norton & Co. 303 pages. ISBN: 0393050939.

Awards: Alex Awards (2004).

Author's website: www.maryroach.net/

Annotation: Mary Roach explores the history of the use of cadavers employing a refreshingly realistic perspective and sometimes sarcastic humor.  From the role of cadavers in medical schools to the movement toward composting human remains, this will satisfy readers' morbid curiosity.

Personal Reaction: This is a comprehensive depiction of the various uses of human cadavers in the world of science.  I will first state that this book is not for the squeamish.  When I began reading this book I can honestly say that it made me a bit nauseous and I had to put it down for a bit.  I was determined to read it though, and as I  continued to read I simply tried not to dwell on some of the things that made me uncomfortable.  A few chapters in, I seem to have adjusted and was able to handle the grisly details~I think because I knew they were coming, and I also relaxed a bit thanks to Roach's sometimes funny and very smart remarks about what she is observing or studying.  Her writing has a style that feels like a conversation is taking place, especially since she tells you what is going on in her head while she is having various conversations with people that she is interviewing while researching this book.  Roach's comments are downright laugh out loud funny, so I can see why this book would be one that would interest teen readers.  It's about gross stuff that is sometimes also gory.  Throw in a bit of humor and it fits all of the criteria for teens, especially since this style definitely helps to lighten the content of the book quite a bit. 

Many of Roach's findings include reviews of the types of research and tests done on animals of all kinds since they are linked with many cadaver studies.  Author Mary Roach clearly completed countless hours of research and study in order to present her findings on the uses of cadavers.  Her travels include a medical school where she sees students practice plastic surgery on rows of decapitated heads, a meeting with a retired neurosurgeon who tried to see if a brain of a monkey could survive hooked up to another monkey's circulatory system, and a trip to China to investigate a story of a man who provided parts of cadavers to his brother's restaurant where they were used in dumplings. (This is connected to a history of medical cannibalism).

The author covers the history of grave robbers and the history of decapitation.  Most specifically,where decapitation is concerned, Roach discusses the use of the guillotine in Paris.  Is is true that the heads still move about after they are chopped from the body?  Some people claim that they do and there has been research done on this very question. There are chapters on using cadavers in crucifixion experiments, in plane crash studies, and one on the history of different practices for determining whether or not a person was actual dead.

Mary Roach discusses the many ethical questions and situations that arise regarding the use of cadavers.  What are the rights of the families?  Even if a loved one has donated their body to science, does the medical community have the right to do what they want with them?  Roach discusses these dilemmas, especially where it concerns the issues of cadavers being used to test bullets and their stopping power, as well as a place where cadavers are used as crash test dummies in cars.  Roach's findings and reports are so authentic since she visits each of these places and conducts on site research and face to face interviews.  This is important since it makes her stories believable.  There are some cases where readers may question the authenticity of a study, not because it seems that the author is making it up, but because the ideas seem so preposterous and disconnected from any kind of reality that the average person knows regarding the use of cadavers.  One example is the chapter on composting people's bodies.  Yes, I said composting.  There is a woman who believes that bodies should return to the earth from where they came and sees this as a way to save the environment.  Roach visits this site and very seriously lists the pros and cons of this practice, as well as the gory details.

This book also answers many questions by providing history of some of our culture's most common practices such as being buried in coffins and cremations, and readers are given the background of how and when these practices began.  Sprinkled through the text are pictures that are sometimes there for humor, and at other times, horror. The author herself ends discussing her thoughts on donating her own body to science and how she feels about it and whether not her husband will abide by her wishes.  I wouldn't say that I enjoyed this book only because of the content (not my normal cup of tea), but I will say that it is very well written, full of unusual and creepy information, and definitely would appeal to readers with a sense of the macabre.  That being said, it is perfect for a teen audience.

Front/Back Matter: Table of Contents, Acknowledgements, Bibliography.

*Bibliographical citation information, award information, as well as image retrieved from www.bwibooks.com (Titletales).

Revenge of the Whale: The True Story of the Whaleship Essex by Nathaniel Philbrick

Bibliographical citation:  Philbrick, N. (2002). Revenge of the Whale: The True Story of the Whaleship Essex. New York, NY: Putnam. 164 pages. ISBN: 039923795X.

Awards: SLJ Best Books for Children (2002), Best Fiction for Young Adults (2003).

Author's website: http://nathanielphilbrick.com/

Annotation:  Author Nathaniel Philbrick provides readers with this riveting story of the attack on the Whaleship Essex by a whale, including a historical look at the whaling industry, and the journey of the Essex using firsthand accounts, maps, sketches, and photographs.

Personal Reaction: Having previously read The Wreck of the Whaleship Essex by Owen Chase, First Mate, I was interested in this title since it gave an account of this same wreck from the perspective of the 14 year old cabin boy, Thomas Nickerson.  This story of the Whaleship Essex is pretty well known because the classic title by Herman Melville, Moby Dick, was based upon this particular real life story.  The story begins in 1819 on the island of Nantucket, a place dependent on the whaling industry.  The profits from whaling is what keeps the families sheltered, fed, and clothed, and the oil that is rendered by burning down the fat of the whale was climbing in price and making the people of Nantucket very well off.  Most whaling ships are expected to be gone 2-3 years at a time, giving the crew ample time to hunt enough whales to fill the belly of the ship with barrels of oil. Instead of the crew being paid a fee for their service, they were given a portion of whatever their final intake of oil is.  If the voyage is successful, then all reap the benefits.  If it isn't, then the amount is a pittance. Philbrick does an excellent job in conveying to the reader the amount of preparation and supplies that are necessary for such a long voyage, along with explaining specifically what all of the materials are for.

Since the whaleship needed a crew of 21 men, the Essex wound up with many men that were called "green hands" because of their lack of sailing experience.  Captain Pollard was a first time captain, which meant that the other captains were given first choice of the available Nantucketeers.  That left Pollard with only whatever men were left over.  This barely gave Pollard half the amount of crew that was necessary in order to run a ship, leaving him with half a crew of green hands. One of those crew was the man who became his first mate, Owen Chase.  Chase wanted to be in the position of captain, and this later becomes a problem since he regularly tries to push Pollard into certain decisions and is successful in doing so.  These decisions prove fatal for many of the crew members.  Captain Pollard is a trustworthy and fair captain, but doesn't have the full confidence that a captain should.  When the crew positions are finally filled, the Essex sets off.  The Essex is about twenty years old at the time of this voyage and this voyage would probably be its last, since its owners had a newer ship and the Essex was showing its age. 

After not having much success in finding whales, Captain Pollard decides to set out for an area that is rumored to be rich with whales.  It is here that tragedy strikes.  While out in whaleboats attaching themselves to whales, the Essex is rammed by a whale approximately 85 feet long.  First Mate Owen Chase is aboard the ship, but hesitates to harpoon the whale since it is so close to the boat and could possibly damage the ship's steering mechanism.  He decides not to, thinking that any action on his part could cause the whale to further damage the ship.  That was the first error, since moments later, after the whale seemed to regain his awareness he headed away from the ship then abruptly turned and headed back toward it.  The crew of the Essex were still recovering from the first blow and couldn't respond in time to move the ship out of the whale's path.  The whale struck again, this time dealing a fatal blow to the Essex. Once the ship is destroyed, the men have no choice but to venture out in the open ocean in the whaleboats, grabbing whatever provisions they can from the sinking ship.  A limited amount of water, bread and tortoises is all that can be saved. There are islands that are relatively close and could be reached within a few days, but there are concerns that these islands may be inhabited by savages and /or cannibals, so instead they took their chances out in open sea. 

Without enough rations to last for a long period of time, the men in charge of each of the three remaining whaleboats have to limit the amount of bread and water that each man gets daily.  Within a short period of time, the men begin to dehydrate and weaken due to lack of food and nutrients.  At one point they do find an island which is later revealed to be Henderson Island.  They stay there for a week trying to regain their strength with the limited food and water that is available on the island.  When they set off into the ocean again, three of the men stay behind, willing to take their chances on the island instead of in the unforgiving sea.  Philbrick depicts the journey of the men in each of these boats as they suffer through the cruel symptoms of exposure, dehydration, starvation and eventually resort to cannibalism.  This story of survival on the open water is shocking and at times, hopeless.  Philbrick follows each man to his conclusion, whether it be death or rescue. 

The description of the difficulties of sailing and navigation during this time and the process of hunting and killing the whale is described in great detail, along with the methods of butchering and burning down the various parts of the whale.  The author also provides very detailed sketches of the various functions of the ship and the whaleboats, drawings of whale captures, photographs of some of the crew and items that survived the wreck, maps that show the various routes of the Essex, and historical documents that support this story.

Front/Back Matter: Preface, Crew of the Essex, Epilogue, Further Reading, Index.

*Bibliographical citation information, award information, as well as image retrieved from www.bwibooks.com (Titletales).

The Great Fire by Jim Murphy

Bibliographical citation:  Murphy, J. (1995). The Great Fire. New York: Scholastic. 144 pages. ISBN: 0439203074.

Awards: NCTE Orbis Pictus Award (1996)

Author's website: www.jimmurphybooks.com/

Annotation: The Great Fire in the city of Chicago in 1871 is depicted in this narrative using firsthand accounts, maps of the city, and historical sketches and photographs.  Readers experience this chillingly catastrophic disaster through the fearful eyes of survivors.

Personal Reaction: In the Fall of 1871, the city of Chicago was in the midst of a drought.  This fact, along with many other incidents, throws this city into a crisis and disaster which is later referred to as "The Great Fire."  As usual, author Jim Murphy engages readers by putting faces among the large number of people who were victimized by this fire.  We hear the voice of a young girl separated from her family as they abandon their home, a wealthy man who is searching for his sister in law and he children, a young man who is a reporter for the Chicago Evening Post, and the editor of the Chicago Tribune.  We experience this frightening reality just as they did.  These people that he follows are from very different walks of life, and Murphy shows how these people survived during the thirty one hours of terror that this fire raged.

The great fire started out as a small fire that occurred in a barn in the early evening hours.  This fire was small enough to be contained, but the fatal errors that occurred led to the fire becoming a raging out-of-control powerhouse of destruction.  The city had been subjected to so many fires because of the very dry and flammable conditions.  There was no initial panic since residents figured it was just another one of the many that they had been experiencing.  However, once the realization was made that this fire was a cause for concern, one by one errors were made preventing fireman from reaching the exact area of the fire. Confused with a fire from the night before, when people saw the flames and smoke in the distance, they thought it was left over from the previous night's fire. For this reason, second alarms were not sent.  There is also some question of whether or not the appropriate people rang the alarm in the first place, and that the correct stations were notified.  All of this confusion led to a situation where firemen were wasting time driving around trying to find the cause of the flames and smoke.  This wasted time was a pivotal moment in determining the containment of the fire.  After the first few hours containment became impossible once gusty winds appeared.  As the fire fed and grew, firefighters tried desperately to respond in the normal fashion of circling the area on fire with their engines to try to contain it until larger steamers arrived.  This didn't work and the fire became so hot that firefighters were burned and injured.  When the steamers arrived, they tried to put the fire out, but ran out of water.  With all of the mishaps that occurred, it seems as though the city of Chicago was doomed from the very moment the fire began.

As the fire quickly spread throughout the city, people were warned to flee, but many ignored the warnings and didn't realize the potential danger of this situation.  Once the fire raged and moved on, mass panic quickly erupted.  There were people running in the streets with whatever possessions that they could gather from their homes.  Others were loading up carriages and trying to fill them with as much as they could.  This panic caused shoving and general chaos further preventing many people from safely leaving the city.  There was also looting happening as people fled their homes.  It seemed as though the fire was everywhere-burning bridges of escape, and causing sparks to fly and people to catch on fire.  At one point Murphy describes how onlookers watched helplessly as a church steeple caught fire and sent sparks across the river, thereby setting buildings across the water on fire. There was really nothing further that the firemen could do, having exhausted all their resources.  The fire was simply out of control.

The Great Fire would have continued destroying the city if it were not for the rain that started coming down.  It was this that is credited with stopping the fire.  Before the ashes had stopped smoldering, the citizens of Chicago were already calling for justice.  Who was to blame for this fire?  Of course much of the public believed that it was the owner of the old barn, Catherine O'Leary.  The O'Leary Family became the scapegoats and were demonized by the public.  When that wasn't satisfaction enough, the Firemen were to blame.  The blame went around and around.  In the midst of all of this there were the poor citizens of Chicago, many of whom could not afford insurance and had lost everything. There was no assistance for them and many were homeless and forced to put up shanties or leave the city.   When all was said and done, the fire had burned an area 4 miles long and 1 mile wide leaving rubble and ashes in its wake.  The devastation is accurately portrayed using maps of the city, historical sketches and photographs, and firsthand accounts.  Using these, Jim Murphy paints a riveting portrait of a city in terror.


Front/Back Matter: Table of Contents, Introduction, Bibliography and Sources, Index.

*Bibliographical citation information, award information, as well as image retrieved from www.bwibooks.com (Titletales).

Phineas Gage: A Gruesome But True Story About Brain Science by John Fleischman

Bibliographical citation:  Fleischman, J. (2002). A Gruesome But True Story About Brain Science. Boston: Houghton Mifflin. 86 pages. ISBN: 9780618494781.

Awards: ALA Notable Children's Books (2003), Best Fiction for Young Adults (2003), Orbis Pictus Honor (2003).

Author's website: none

Annotation:  While examining and discussing the unique case of Phineas Gage, this narrative explores the various theories of brain function 150 years ago and compares it to what we know today.  This compelling narrative answers as many questions as it raises.

Personal Reaction: In this interesting story about brain science, John Fleischman focuses on Phineas Gage, the victim of a freak accident while working on a railroad in Vermont in 1848.  Gage is in charge of preparing explosives, a tricky task but one that he does well.  This day, however, a mistake is made that causes an explosion.  This explosion propels a tamping iron through the skull of Phineas.  This iron enters underneath his chin and exits above his eye.  What is freaky about this accident is that Phineas survives and is walking and talking directly after the incident.  How is this possible?  Phineas is first examined by a doctor from a neighborhood town who was perplexed that he was still alive with this injury, and did not believe the story that Phineas told him.  When Dr. John Harlow, the town's regular physician examines Phineas, he is bleeding from several areas, but is alert and anxious to return to work.  Dr. Harlow examines his wound very closely and realizes that he has an opening in the top of his skull, exposing the brain.  Dr. Harlow cleans the wounded area carefully and gently presses the areas of the skull that remain back into place.  He then dresses the wound with a bandage to try to help it heal.  This opening in the skull proves to benefit Phineas, since it allows room for his brain to expand when it begins to swell.  A few days after the accident, Phineas seems to become worse.  He develops a high fever and what appears to be an infection, although this was before the medical profession was aware of bacteria and what it could do.  Dr. Harlow continued to treat Phineas by draining the infected area and give him good care.  It was this care, along with Phineas' strong immune system that most likely allowed him to live. But was Phineas the same? 

According to various accounts, his behavior had changed drastically.  Gone was the confident and able bodied man who could be a foreman and direct other workers.  Although Phineas regained his physical abilities to work, his socialization skills seem to be severely lacking and he was unable to relate to others since he changed his mind often and became angry at a moment's notice.  This caused Phineas to be fired and he left Vermont to pursue work elsewhere.  Dr. Harlow eventually lost track of his patient, only to find out years later that Phineas continued to live for over 11 years after his accident.  He eventually died in 1860 due to multiple and persistent epileptic seizures. Dr. Harlow wasted no time in getting permission from Phineas' mother to dig up the corpse of Phineas and study his skull.  This skull is still on display in a Harvard medical museum, along with the tamping rod that Phineas carried with him for the rest of his life that was also buried alongside him.

At the time of this accident, there were so many different theories surrounding the functions of the brain, and several groups who negated each other in their findings.  The tamping iron had struck the left hemisphere of Phineas' brain and grazed the right hemisphere on its exit.  Most of the damage seemed to occur within the frontal lobe.  But what was the function of the frontal lobe?  There were so many theories at this time and so much was still unknown about the brain.  Fleischman discusses the various areas of the brain and its functions and compares what was known and believed then to what is known today.  This study of Phineas as well as other patients with similar injuries raises many questions about human social behavior and the brain.  How does all of this relate to current brain injuries? What areas of the brain impact social behavior? This unique and engaging story answers some of these questions and raises even more.  What I find interesting is that regardless of how many studies are conducted on the various parts and functions of the brain, it always seems that each discovery only makes us realize how little we really know.

Front/Back Matter: Acknowledgements, Glossary, Resources, Index

*Bibliographical citation information, award information, as well as image retrieved from www.bwibooks.com (Titletales).

The Good, The Bad, and The Barbie: A Doll's History and Her Impact on Us by Tanya Lee Stone

Bibliographical citation:  Stone, T.L. (2010). The Good, The Bad, and The Barbie: A Doll's History and Her Impact on Us. New York: Viking. 130 pages. ISBN: 9780670011872.

Awards: SLJ Best Books of the Year (2010)

Author's website: www.tanyastone.com/

Annotation:  This narrative follows the 1950s birth of a cultural icon, Barbie, and discusses her impact and influence upon young girls in America.  Is Barbie a forward thinking role model or a depiction of all that is sexist in this country?

Personal Reaction: Tanya Lee Stone follows the birth and development of Barbie, created from an idea by Ruth Handler, owner of the Mattel Company.  In the 1950s, Handler started thinking that older girls needed a doll to play with when she noticed her own daughter as well as other girls had stopped playing with their baby dolls at a certain age. They seemed to move away from the idea of being a "mom" to these babies and instead were looking for something else. The girls enjoyed playing with and dressing up paper dolls, giving Ruth an idea.  Soon after, the first Barbie was born and after a short delay, she was a hit!  Girls enjoyed playing with and dressing their teen models, which always reflected the current fashion trends.  Since Barbie grew up during the womens' rights movement, she became a target for attack, with some opinions saying that they believed that she was a poor representation for young girls.  The controversy included the idea that the doll focused too much on looks and was, in fact, sexist.  Some argued that Barbie's measurements were impossible to attain and unrealistic, causing young girls to have poor body image.  Others believed that Barbie was a forward thinking role model, since Mattel created dolls that were astronauts, policeman, and members of the military just to name a few.  Her creator, Ruth Handler, believed that Barbie was about choices, and that young girls who played with the doll were simply role playing and experimenting with things that pertained to their own lives. 

Stone explores and discusses a few different views of psychologists.  To many, Barbie is simply a toy and they feel that young girls do not project their self image on this doll.  Yet other psychologists will argue that the Barbie image causes eating disorders.  There is also another perspective, that claims that the doll has nothing to do with these teenage issues, but that society is to blame, since we are always projecting the "perfect image" via magazines with models, etc.

Mattel has worked hard to offer so many types of Barbies in order to satisfy an array of multicultural representations, yet there are always a few that just aren't happy or feel that the Barbies that are created are not realistic enough or don't accurately portray their culture.  As a girl who grew up in the 70s with plenty of Barbie dolls and accessories, I never thought of her as anything but a doll.  What could be more fun than to dress something up in a variety of outfits, and also enjoy the use of the Barbie airplane? I enjoyed this history of my beloved childhood playmate as well as the controversy that surrounds her.  Stone includes beautiful photographs of Barbie through the ages that really help to make this book special.

Front/Back Matter: Table of Contents, Foreword, Prologue, A Note from the Author, Acknowledgements, Source Notes, Bibliography, Photo Credits, Index.

*Bibliographical citation information, award information, as well as image retrieved from www.bwibooks.com (Titletales).

The Mighty Mars Rovers: The Incredible Adventures of Spirit and Opportunity by Elizabeth Rusch

Bibliographical citation:  Rusch, E. (2012). The Mighty Mars Rovers: The Incredible Adventures of Spirit and Opportunity. Boston, MA: Houghton Mifflin Books for Children.  79 pages. ISBN: 9780547478814.

Awards: none (yet!)

Author's website: http://www.elizabethrusch.com/

Annotation:  Was there life on Mars? Read this story to follow the journeys of two Mars Rovers, Spirit and Opportunity, to the red planet where they collect groundbreaking information and communicate with scientists while enduring harsh and challenging climates.

Personal Reaction: This very exciting and engaging title in the Scientists in the Field Series is about exploration on Mars by two very unique rovers named Spirit and Opportunity.  This exploration began with Steven Squyres' dream of sending a robot to Mars.  He imagined a robot that would take the place of a geologist in order to study and test the rocks on Mars.  Although the surface of Mars appeared to all be the same, Steven Squyres knew that closer study and inspection would reveal more information about Mars than has previously been obtained.  He used his stubbornness and perseverance to write proposals to NASA to fund a Mars rover.  After eight years of refusals, NASA finally contacted him asking not for one rover, but two.  This was the chance of a lifetime, and Squyres and his team of 170 scientists had to work quickly to complete their tasks in order to meet the launch windows to send spacecraft to Mars since these only occur approximately every twenty-six months.

The mission was successful in getting the rovers to Mars without incident.  Once there, it took teams of engineers and scientists to slowly and safely navigate the rovers through the unfamiliar and sometimes dangerous terrain of Mars. On their journeys, the rovers sent thousands of pictures back to Earth and provided so much important information that has given us new awareness of Mars. These rovers performed far beyond what was expected and initially planned.  Instead of a period of three months, the rovers have lasted more than six years, and Opportunity is still going!  Filled with wonderful photographs, this title offers a great deal to fans of space exploration and science.

Front/Back Matter: Table of Contents, Mission Update, Sources, Chapter Notes, For Further Exploration, Acknowledgements, Photo Credits, Glossary, Index.

*Bibliographical citation information, award information, as well as image retrieved from www.bwibooks.com (Titletales).

The Lincolns: A Scrapbook Look at Abraham and Mary by Candace Fleming

Bibliographical citation:  Fleming, C. (2008). The Lincolns: A Scrapbook Look at Abraham and Mary. New York: Schwartz & Wade Books. 181 pages. ISBN: 9780375836183.

Awards: ALA Notable Children's Books (2009), SLJ Best Books for Children (2008), Orbis Pictus Honor (2009).

Author's website: http://www.candacefleming.com/

Annotation:  This unique and intimate portrait of the lives of Abraham Lincoln and Mary Todd gives readers a fresh perspective of this famous couple.  Using a scrapbook format, along with historical documents and photos, this narrative provides great history and entertainment.

Personal Reaction:  I thoroughly enjoyed and learned from this title by Candace Fleming.  Fleming gives readers a comprehensive and intimate look into the lives of both Abraham Lincoln and Mary Todd Lincoln.  Two people that came from very different backgrounds, Abraham and Mary had a very strong relationship due to the enormous love and respect they had for one another.  Lincoln never forgot his beginnings as a poor and hardworking laborer who was self taught and who educated himself by extensive reading and writing.  Abraham was known for  reading anything that he could get his hands on.  When Mary and Abraham first married, it was a difficult adjustment for Mary, since she had come from a wealthy family who owned slaves.  In the early days of their marriage, Mary had to learn to do all of the household chores.  Despite their great differences, they seemed to have a meeting of the minds as well as the hearts.  Mary loved to talk about politics and Lincoln often looked to her for advice.  Mary saw the greatness in Lincoln before anyone else did, and her love and faith are what helped to propel him along, making him more politically ambitious.  The Lincolns enjoyed their role as parents, bestowing much love and affection onto their children.  Lincoln himself appeared to be a laid back father who allowed his kids to be rowdy, thereby giving their children the label of "brats."

The Lincolns were both beaten down by grief from their devastating personal losses and the strain of the Civil War.  Mary's fragile state after losing children only worsened after enduring the shooting and assassination of her beloved husband.  Fleming looks at all of these events from Mary's perspective, giving readers an understanding of Mary Todd Lincoln that otherwise is not depicted.  The general idea that Mary was an unhappy and mean woman who browbeat her husband seems very far from the truth after reading this book.  Instead, it is a more realistic view of a marriage and family that persevered despite the many challenges and obstacles that they encountered.

This narrative shares all of the ups and downs of their lives together, and readers are given unique insight into both Mary and Lincoln's political lives and personal lives.  The authentic photographs and copies of articles and letters lend themselves to really making this narrative feel like a historical family scrapbook. 

Front/Back Matter: Acknowledgements, Table of Contents, Introduction, The Lincoln Years, More About the Lincolns, Notes, Picture Credits, Index.

*Bibliographical citation information, award information, as well as image retrieved from www.bwibooks.com (Titletales).

Blizzard! The Storm That Changed America by Jim Murphy

Bibliographical citation:  Murphy, J. (2000). Blizzard! The Storm That Changed America. New York: Scholastic Press. 136 pages. ISBN: 0590673092 .

Awards:  SLJ Best Books (2000), ALA Notable Children's Book (2001).

Author's website: http://www.jimmurphybooks.com/

Annotation:  Using historical newspaper articles, quotes from victims, and photographs, Jim Murphy depicts the devastation from the Great Blizzard of 1888.  This story shows the many ways that people were affected, and how the impact of the storm changed American society.

Personal Reaction:  This narrative about the Great Blizzard of 1888 is a riveting one.  Author Jim Murphy explains how missed weather signals and the closing down of the weather station for the Sabbath created conditions where people were completely oblivious to this very dangerous and  threatening storm.  The story begins with introductions to people of all ages and all walks of life and follows each of them through their particular storm experience.  Many victims were caught unaware as they didn't realize the dangerous potential of this snowstorm.  As the snow piled up and temperatures dropped, citizens continued to try to get to work, school, and wherever else they were supposed to be, simply ignoring the unsafe and hazardous conditions of the weather.

Once food became scarce because of the inaccessibility of transportation, price gouging occurred and many suffered.  The poor were impacted the most, of course, since their paychecks were barely enough to survive under regular conditions, and the increases of  a few pennies for items such as milk, meats, or even coal forced these families to go hungry.  Luckily the danger of the storm passed very quickly and things soon returned to normal.  This didn't happen, however, without this blizzard first claiming many victims.

This storm forever changed the way that things were handled by many politicians, as well as the government.  The lack of communication that occurred because of the conditions made people realize how vulnerable our country and people are, and led to many changes in the upkeep of roads, the laws surrounding snow removal, and the expectations that citizens keep their properties clear of debris that can be hazardous.  This particular storm and the losses that occurred because of it is well documented and still survives today because of the enormous impact that it had upon its victims.  Murphy connects today's readers directly to this crisis that happened over 100 years ago by utilizing the words of the people who experienced it and the pictures that display just how crippling this storm was to them.

Front/Back Matter: Table of Contents, Notes on Sources and Related Reading Material, Index.

*Bibliographical citation information, award information, as well as image retrieved from www.bwibooks.com (Titletales).