Hitler Youth: Growing Up in Hitler's Shadow

BIBLIOGRAPHY

Bartoletti, Susan Campbell. 2005. Hitler Youth: Growing up in Hitler’s shadow. New York: Scholastic Nonfiction. ISBN 97804399353793

BOOK SUMMARY

Many accounts of Hitler’s reign and the Holocaust describe horrific events instigated by adults. However, in Hitler Youth: Growing Up in Hitler’s Shadow tells how children and adolescents in Germany are recruited and trained in Nazi principles and practices. The author states that this book is not about the rule of Adolf Hitler but about the young people who followed him heart and soul as part of the Hitler Youth.

CRITICAL ANALYSIS

More than typical books about World War II and the Holocaust, Hitler Youth uses a vast range of primary sources—participants in and victims of the Hitler Youth—to bring together the telling of this historical epoch. Author Susan Campbell Bartoletti introduces the reader to these sources with a brief description of their partaking in the Hitler Youth regime. Not all were supporters of the Führer and many explain in their own words how they paid the price.

The author explains at the conclusion of the book how she was inspired to write it and the process she went through. She compiled her bibliographic sources in several pages—over 60 cited sources! The numerous photographs are each cited with a caption. Bartoletti most definitely did her research! The sources for photographs range from U.S. National Archives, to German archives and even include former members’ personal collections. I would count this book as one of the most accurate sources about World War II and the Holocaust written for children.

The book follows many children through the years as they rise in age and rank in the Hitler Youth. The chronological sequence helps readers connect Youth activity with other historical events occurring simultaneously in the world. The organization of the book almost resembles that of a storybook with a conflict, rise in action, climax, and resolution—not because Bartoletti has authored it as a storybook but due to the natural order of events. Access features include a table of contents and index. In this text, the chapter titles serve their purpose—informing readers what the chapter contains.

The physical appearance of the book draws the readers’ attention. The oversized book has raised letters along with a photograph (as opposed to an illustration) on the cover. Each chapter beginning contains a full-page photograph opposite the text. The photographs add authenticity to the text as if proving the writing correctly describes actual events. Throughout the chapter, photographs are strategically placed to both break up an abundance of text and complement the topic being discussed.

Bartoletti reveals in an author’s note how the idea for this book was born. Her passion for the subject drove her to travel abroad for research, request interviews with former participants, and dig for truth. Despite the author’s passion, the text is very facts-based and non-judgmental. She allows readers to form their own judgments based on the information. She serves simply as an informant.

Many Hitler Youth participants were similar to the intended audience—kids in school who want to take pride in their country and follow their leaders. Bartoletti explains to the reader how quickly these kids’ thinking was changed along with their lifestyles—everything that was done was done to the glory of Hitler. This ought to encourage readers to think critically about why they believe what they believe.

Because of the depth and expanse the Hitler Youth came to have, the text is abundant and at times overloaded with information. However, it is not enough to prevent readers from understanding the occurrences. The vocabulary or official terms used are not watered-down. Bartoletti uses the German phrases for organization names and gives either an English translation or an acronym to help the reader.  While the content is at times violent and gruesome, Bartoletti does not shy away from the serious truths that occurred during this era. For this reason, I would consider Hitler Youth to be one of the best books designed for young adult readers concerning youth’s role in World War II and the Holocaust.

REVIEWS

Newbery Honor Book, 2006

Sibert Honor Book, 2006

"So many books on the Holocaust have been published for young people, yet ‘Hitler Youth: Growing Up in Hitler's Shadow’ is nonetheless an invaluable introduction to the ways that children and young adults were indoctrinated into Nazi ideology.”

—The New York Times Book Review, August 2005

“This well-contextualized narrative allows readers largely unfamiliar with the history to gain a solid understanding not only of Hitler and his legions of youth but of the deeper connections back to the first World War, the Treaty of Versailles, and the anti-Semitism of the nation, and the abundant details effectively function to broaden understanding rather than dragging the plotline down.”

—Bulletin of the Center for Children’s Books, April 2005

“The power of the account is matched by the many period candid and propaganda photographs, well-married to the text by strong captions and placement.”

—The Horn Book, May/June 2005

CONNECTIONS

Related Books

Altman, Linda Jacobs. 2010. Shattered youth in Nazi Germany: Primary sources from the Holocaust. Berkeley Heights, NJ: Enslow Publishers. ISBN 9780766032682

Hughes, Dean. 2001. Soldier boys. New York: Atheneum Books for Young Readers. ISBN 0689817487

Ayer, Eleanor H. 1995. Parallel journeys. New York: Atheneum Books for Young Readers. ISBN 0689318308

A Day In the Life

Research further the strict schedule and duties required of members of Hitler Youth and make a schedule accompanied with journal entry as if you were a member of the group.

Booktalk

Create a podcast/video podcast giving a booktalk promoting this book. For a written example of a booktalk, visit http://www.scholastic.com/teachers/article/hitler-youth-growing-hitler39s-shadow-booktalk.

Timeline

Create a timeline to follow the events and changes that occurred in one of the divisions of Hitler Youth. Add original illustrations to document these events.

Mr. Sam: How Sam Walton Built Wal-Mart and Became America’s Richest Man

BIBLIOGRAPHY

Blumenthal, Karen. 2011. Mr. Sam: How Sam Walton built Wal-Mart and became America’s richest man. New York: Viking. ISBN 9780670011773

BOOK SUMMARY

“We sell for less”. “Satisfaction Guaranteed.” These are slogans heard by millions and identifiable as Wal-Mart’s trademark claims. Mr. Sam: How Sam Walton Built Wal-Mart and Became America’s Richest Man travels through Wal-Mart founder Sam Walton’s life and journey that established the largest and most recognizable chain in the United States. From competitive child to equally competitive adult, this biography shows the drive and ambition had by the founder of a powerful company.

CRITICAL ANALYSIS

Author Karen Blumenthal tapped into many resources as she gathered information for this biography. She interviewed people who worked with or knew Walton. Photographs, advertisements, and articles were used to further support this work. The book contains six pages of bibliographic references at the end and numerous photo credits in the title page verso. When “facts” are given they may actually be truth stretchers, Blumenthal mentions their possible inaccuracy. For example, Walton may have half-truthed some of the information in his autobiography, so Blumenthal made mention of that and backed up her thoughts with reputable sources close to Walton.

The chronological order of the book made the events easy to follow.  The chapters flowed in a logical order. However, the table of contents is less than helpful with chapter titles such as “Sell! Sell! Sell!”, “Grow! Grow! Grow!”, and “Go! Go! Go!”. The index helps more with locating specific information.

The design of the book helps readers stay interested. To break up the monotony of pages of print, the author inserts several special features. The most meaningful features are the photos of Walton—as a child, with his family, working with associates, keeping his end of a bet, etc. Photographs (compared with illustrations) make the book seem more authentic.  Many times the pictures complement the text. (Other times, this is not so. Still, this is an enjoyable feature.)

Another added feature is a small insert called “Retail Detail” that gives the reader background information about the retail business (profit, fiscal years, etc.). “Sam Stories” adds flair with anecdotes that otherwise wouldn’t fit in with the chronology of the book. To help the reader grasp the value of the American dollar at different points in history, Blumenthal adds “Our Money” which shows how an average family would spend their money.

The style of the writing is clear and described as “straightforward” and “no-nonsense” on the book jacket cover. Rather than watering down technical terms, the author keeps her audience in mind and explains the meanings of those terms. Blumenthal clearly has an interest and passion for the business world and demonstrates that with the detail she provides. However, the information at times is overwhelming. More is given than what is palatable. Walton’s childhood is described but as he grew older, we read more about what is happening to him in regards to Wal-Mart and less of his personal life.  Conversely according to the book, as an adult, Wal-Mart was his life.  Blumenthal makes mention of Walton’s biography in several places, enticing readers to read what Walton had to say about himself.

REVIEWS

“Written in a fluid, journalistic style and enhanced by photos, boxed-out ‘Sam stories,’ charts tracking changes in Americans' spending habits, and a lavish source list, this account of the man who created what is today the world's largest company makes compelling reading.”

—Booklist, June 2011

“Frequent black-and-white snapshots provide a visual overview, but the more than half a dozen graphics showing the distribution of income for typical American families from 1918 to 2008 don't have a clear connection to the text.”

—School Library Journal, July 2011

CONNECTIONS

Other biographies of successful businessmen:

Isaacson, Walter. 2011. Steve Jobs. New York: Simon & Schuster. ISBN 9781451648539

Bill Gates Biography: www.biography.com/people/bill-gates-9307520

Walt Disney: A Short Biography http://www.justdisney.com/walt_disney/biography/w_bio_short.html

Ray Krock Biography: http://www.thebiographychannel.co.uk/biographies/ray-kroc.html

Henry Ford: http://gardenofpraise.com/ibdford.htm

Making a Budget

Using one of the “Our Money” dollar value images, make a yearly budget for a family of four.

Entrepreneur Blog

Further research a self-made businessman (or woman) and write a short biography about him/her. Post biography on blog for a compilation of many business biographies.

Bio-Cube

Use the interactive resource from Read, Write, Think to create a printable graphic organizer that summarizes a biography. The print-out can be folded into a Bio-Cube. Find this resource at http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html.

Twosomes: Love Poems from the Animal Kingdom

BIBLIOGRAPHY

Singer, Marilyn. 2011. Twosomes: Love poems from the animal kingdom. Ill. by Lee Wildish. New York: Alfred A. Knopf. ISBN 9780375867101

BOOK SUMMARY

Twosomes: Love Poems from the Animal Kingdom is a short book of fifteen silly, pun-filled love poems about animals.

CRITICAL ANALYSIS

Marilyn Singer’s rhyming couplets are filled with puns regarding relationships among animals. The quick two-liners do not leave much room for sophisticated language or numerous syllables. This is quite all right in most of the poems. In rare cases, such as in “Horses”, the rush to fit in all the syllables and the pun makes for an awkward sounding second line. Some of the rhymes feel forced, but as mentioned before, the intent is to create funny poems rather than a serious analysis of animal relations.

The puns Singer writes are specific to each animal. Singer uses interesting techniques to allude to the intended animal. In “Dolphins”, she writes, “You’re the porpoise of my life.” In “Squirrel”, Singer begins with “It’s a-corny thing”. Each poem’s pun gives the reader a hint about the animal being described.

The intent of this book of poems is to entertain readers. Children and adults alike would enjoy the silliness found within the book. Illustrator Lee Wildish adds comical illustrations of the smitten characters. His amusing images nicely complement the humorous lines of rhyme found in this simple, short gift book.

REVIEWS

“The smooth writing is simple (in a good sense) and accessible. The color cartoon illustrations, while not distinctive, are engaging nevertheless.”

—School Library Journal, April 2011

“This is a tiny gem! It is perfect for Valentine’s Day fun in school, at any other time for a poetry unit, or as a great little gift.”

—Library Media Connection, June 2011

CONNECTIONS

SCIENCE

After studying inherited traits of animals, readers write their own rhyming couplets describing an animal.

PUNS

While studying puns and the examples found in this book, identify puns used in other text, on television, or in songs.

VALENTINES PUNS

Create your own Valentine’s Day card with a rhyming couplet that includes a pun or other figurative language such as personification, similes, or metaphors. Consider using alliteration or onomatopoeia to add “sound effects”.  

The Llama Who Had No Pajama: 100 Favorite Poems

BIBLIOGRAPHY

Hoberman, Mary Ann. 1998. The llama who had no pajama: 100 favorite poems. Ill. by Betty Fraser. Boston: Houghton Mifflin Harcourt. ISBN 9780152055714

BOOK SUMMARY

Mary Ann Hoberman combines 100 poems in a collection covering numerous topics. Pulling from several previous publications such as Yellow Butter Purple Jelly Red Jam Black Bread (1981), Bugs (1976), and Hello and Good-by (1959), The Llama Who Had No Pajama: 100 Favorite Poems offers a wide sampling of Hoberman’s beloved writings.

CRITICAL ANALYSIS

The poems in this collection scream to be read aloud. In fact, as I was reading through them, I caught myself reading, not silently in my head, but aloud. Most of the poems are short in length—no more than 15-20 lines with a peppy rhythm that might induce a bit of head bobbing. Many lines consist of only a few syllables—less than 10 syllables, producing a fluid sound.

The ABAB or AABB rhyme scheme of the poems adds bounce to the lines as they’re read aloud. The rhyme patterns do not sacrifice the meaning or quality of the text.

Hoberman uses onomatopoeia in poems like “Raccoon”, “Click Beetle” and “How Many?”.  These poems are especially enjoyable to read aloud when readers can add the sound effects already incorporated in the text. Several poems have lists of actions performed by the poems’ subjects, such as in “Fish” where the creatures are described as “Wiggling / Swiggling / Swerving / Curving”. “Worm” also includes a list of descriptive words. The lists, read aloud, help create a light, whimsical feel to the poems.

In type, the stanzas are arranged in a number of ways. It seems almost as if poems like “Mouse” and “Comparisons” are meant for multiple voices because parts of the poems are aligned differently with the text sounding like a response to what has already be written. While no notations are included to give direction for how poems ought to be read, Hoberman offers hints such as italicizing the last line of a poem as if suggesting a single voice read it. In “Foxes”, the final line is italicized and necessitates a single, quieter voice to emphasize the closing of the poem. Emphasis is also added with italics in “Mosquito”—however, this poem requires a louder voice to end the piece.

The alignment of the poems adds to the character of the poem. In “Time”, the stair-step format of the words shows the reader a “ticking away” of time as the clock struck. The dual column in a portion of “Windshield Wipers” describes how windshield wipers move by separating the phrase “This way  / That way”.  The small variations Hoberman adds is just enough to set each poem apart and make them special in their own right.

Hoberman’s poems have very literal meanings with vivid imagery to assist readers in creating a mental image. In particular, the poem “Shrew” painted a clear picture to me of what the creature’s short life is like. I could visual its movements as it “scampers about along tunnels and trails” and as “her motor runs down / It gets lower and lower / Goes slower and slower / And finally / Stops”.

Several of the poems in this collection give information about insects and animals. These poems provide readers with hearty information about different species while adding a fanciful kick to what could be otherwise dull information.  Other poems tell of childhood playtimes (“Lets Dress Up” and “Here We Go”), weather (“Hello, Rain” and “Snow”), and silly scenarios (“Advice” and “The Folk Who Live in Backward Town”). The points of view are those children can relate to and adults can reminisce about. The poems are light-hearted, sometimes nonsense poems designed to entertain the reader.

The collection is loosely organized by topic. Many insect poems are together. Other animal poems are grouped together but separate from the insect poems. Childhood activities and nonsense rhymes can be found near one another.

While the poems are not even organized by their original publication, I found it fascinating that the one illustration on a page spread sufficed for the 2-6 poems found across those pages. Illustrator Betty Fraser nicely sketched scenes that would encompass a number of poems, rather than focusing on only one poem on the page. A wonderful example of Fraser’s ability to tie poems together with an illustration is on pages 56-57. The poems “Fish”, “Way Down Deep”, “A Thought”, and “Whale” are all included within the illustration.

In efforts to easily locate poems, the book includes a table of contents and an index of first lines.

While this collection’s appeal may be directed at young readers, intermediate and adult readers alike will enjoy the playfulness of the poems that hide non-fictitious information in with memories of playing pretend. No matter the age of the reader, The Llama Who Had No Pajama: 100 Favorite Poems includes a poem for all ages and interests!

AWARDS AND REVIEWS

“Animals and bugs, as well as a variety of ordinary childhood experiences, are featured in poetry that is sometimes funny, and often playful in its rhythm and repetition of sounds. Fraser's illustrations add a cheery, appealing look to the book without overwhelming the text.”

—Susan Dove Lempke, Booklist, April 1998

“Good for beginning or experienced readers of poetry, this should indeed become a favorite.”

—Nina Lindsay, School Library Journal, April 1998

A National Parenting Publications Gold Award Winner

A Books Sense Book of the Year Finalist

Author Mary Ann Hoberman, Children’s Poet Laureate 2008-2010

CONNECTIONS

SCIENCE

Read some examples of Hoberman’s animal poems. After researching a different animal, write a descriptive poem informing readers of that animal’s inherited traits.

CHILDHOOD MEMORIES

Brainstorm a list of childhood memories, games, or activities. Choose one event about which you’ll write a 4-8 line poem using AABB or ABAB rhyme. Also incorporate the use of one simile.

READ ALOUD

Choose one poem that sounds neat when read aloud. After practicing, record yourself reading the poem aloud. Once you’ve listened to it, write a 3 sentence critique explaining good qualities of the recording and ways to improve your reading.

What My Mother Doesn't Know

BIBLIOGRAPHY

 

Sones, Sonya. 2001. What my mother doesn’t know. New York: Simon & Schuster. ISBN 978068985553

PLOT SUMMARY

Ninth grader Sophie gives accounts of everyday, seemingly ordinary interactions with friends and relations that lead to rather substantial ordeals in the adolescent’s life. From reminiscing about her boyfriends, how she grew close to her friends, to the daily drama within her home, Sophie covers most areas in which adolescents face trying situations. 

CRITICAL ANALYSIS

Written in free verse, What My Mother Doesn’t Know, reads much like prose. Many stanzas are simply complete sentences. Other times it may contain multiple sentence structures or incomplete ones—dependent upon the emotion Sones wished to convey. In the poem “Forearms”, Sones uses sentence fragments and italics to give added emphasis. Free verse fits this fast-paced novel in verse. Had the author decided to use a structured rhyme scheme, each poem would have sounded too whimsical to garner the emotional response desired from the reader.

Sones carefully selected words and phrases to tell the story by including only the most crucial details in just a limited number of words. This does require the reader to make inferences about the events that happen in between poems (when the poems are not immediately chronological but fast-forward a bit). However, Sones provides enough information in her chronological sequence and inserted flashbacks that the reader has sources to draw from in regards to previous knowledge about the characters.

The author utilizes personification regularly with phrases such as “His wild eyes / are dancing with mine, / swimming into mine.” (“Is It My Imagination”, p.134). Other sensory-rich phrases help the reader to see what Sophie sees: “ancient faces” and “gnarled hands” (“At the Library”, p.201). Most of the verses are written using simple, literal language. Sones’ choice of words clearly paints a picture of the events, allowing the reader to fully envision the scenes.

While the language and pace of the novel guide readers through the story, the story would not be worth reading if it were not for the strong emotional pull. Sones puts into print words adolescent girls have been terrified to share, feelings they are afraid to admit. The feelings Sophie has for Murphy, the subject of merciless taunting in school, may have seemed unique to female readers until taking in Sophie’s account. A teenage girl may believe herself to be the only person who hides the complete truth from her friends. Sophie’s descriptions of how she felt for Dylan comforts girls who are experiencing a crush for the first time. Sones’ free verse, quick-moving poems paired with Sophie’s honest, relatable emotions make What My Mother Doesn’t Know a winning choice for reluctant, adolescent readers.

AWARDS & REVIEWS

ALA Best Book for Young Adults, 2002

ALA Top 10 Quick Pick for Reluctant Young Adult Readers, 2002

Booklist Editor’s Choice 2001

“Sones's book makes these often-difficult years a little more livable by making them real, normal, and OK.”

—Sharon Korbeck, School Library Journal, October 2001

“…teens looking for a quick and pleasant read may appreciate both the brevity of these poems and the familiarity of their content.”

—Bulletin of the Center for Children’s Books, December 2001

CONNECTIONS

Related Texts

Sones, Sonya. 2008. What my girlfriend doesn’t know. New York: Simon & Schuster. ISBN 0689876033

Cisneros, Sandra. 1991. House on Mango Street. New York: Vintage Press. ISBN 0679734775

Alternate Perspectives

This book is about Sophie and from her perspective. Rewrite a verse from the perspective of Rachel, Grace, Dylan, Murphy, or Sophie’s parents illustration the same situation with a varied perspective.

Read What My Girlfriend Doesn’t Know (Sones, 2008), which is written in the same format from Murphy’s perspective. Compare Murphy and Sophie’s perspectives on their relationship and how others view them.

Keeping a Diary

Readers can keep a diary for one week of happenings around them—both significant and insignificant (just like Sophie’s). Transform one diary entry into verse, utilizing imagery, figurative language, rhythm and/or rhyme.