Poetry in the Social Studies Class: Wicked Girls

BIBLIOGRAPHY

Hemphill, Stephanie. 2010. Wicked girls. New York: Balzer + Bray. ISBN 9780061853289

CRITICAL ANALYSIS

Wicked Girls by Stephanie Hemphill is a fictional version of the Salem witch trials. This verse novel tells of the maddening period from the perspective of the “afflicted” group of teenage girls.

Section divisions describing the changing seasons also offer the element of foreshadowing, intriguing the reader. Each free verse poem is from the perspective of one of five girls who serve as ringleaders in accusing townspeople of tormenting them. Written using language conventions of the time, details of events are clearly and concisely described in a way that the reader is able to make mental images.

As is common with teenage girls, emotions run high, drama ensues, and loyalties change. In each case, the reader may find his or her loyalties changings as well. Throughout the book, the emotional impact caused audible gasps from this reader.

Free verse novels, known for their succinctness, move the action along quickly. This will retain the reader’s attention. The scandalous topic of the Salem witch trials interests even readers who may otherwise dislike historical accounts. While fictionalized, the novel offers factual information about those accused and events surrounding the hangings in the village.

Some of the vernacular may confuse readers, but with repeated readings, readers will understand multiple-meaning words when seen in context. The incredibility of the strange events will cause readers to question the girls’ motivation, upcoming accusations, and the reasoning of the adults in the situation.  Because the text is written from the girls’ point of view, the reader will see the proceedings with rose-colored glasses and sympathize with the girls until they have a change of heart.

The quality of the poems shows consistency even though the perspective changes. Toward the end of the book, as each girl grows a bit more independent in thought, various moods are represented, which stimulates thought in the reader. Who should one side with? Are they wrong to keep this secret? Should they continue the charade?

Hemphill will keep readers intrigued with each turn of events.  The chronological order, complete with seasonal section headings and incantations of the girls clearly details each incident. At the beginning of the book, Hemphill provides a short biographical piece on each girl involved. Under the title of each poem, she includes the name and age of the girl telling her viewpoint. This fabulous feature prevents confusion.

At the end of the book, Hemphill adds factual information about the girls who cast accusations and the accused victims. The concluding author’s note details Hemphill’s motivation for writing the text as well as a selection of the sources she consulted during her research.

Even reluctant readers will enjoy the suspense, romance, and scandal incorporated into this retelling of a historical occurrence.

POETRY SPOTLIGHT

“I am Afflicted” (p.58)

Ann Putnam Jr., 12

Someone makes my legs

whip about like sheets in the wind.

Someone curls and bends

my arms behind my neck.

All turns black and cold.

“Who goes there?” I cry.

I scream until the room comes lit,

and then I see witches

the same as the Minister’s girls—

Tituba, the Parrises’ slave, and Goody Good.

I swear to Father ‘tis the witches

who twist my limbs and cause me ache.

I blink my eyes and the witches disappear,

but I saw them stand before me,

felt them pinch my arm,

I know that I did.

This poems is an early turning point in the book: the time at which the girls quit playing silly games and begin taking others’ lives into their own hands. Because of the drama encompassing the poem, the way it is initially shared ought to be equally dramatic.

To dramatically introduce this poem, the reader (teacher or librarian) needs to memorize the first stanza and the first line of the second stanza. With all lights out, recite this part of the poem, playacting as if the affliction has been upon you. When you get to the line “I scream until the room comes lit,” turn on the lights and continue the poem, moving about the listeners for added dramatic affect.

After giving a brief synopsis of the book’s format and the girls’ background, have students gather in several groups to create and perform a skit depicting one of the afflictions detailed in the text. The poem containing the specific incident could be shared aloud before, during, or after the skit. Allow students to use or create costumes and/or props to add authenticity.