THE GREEN GLASS SEA by Ellen Klages

1. Bibliographic data

Klages, Anna. 2006. The Green Glass Sea. New York, N.Y.: Viking. 0-6700-6134-4.

2. Plot summary

The Green Glass Sea is a historical fiction novel written by Ellen Klages. Klages' story revolves around an eleven year-old girl named Duodecima Marie Kerrigan who journeys to live with her father in Los Alamos, New Mexico during World War Two. Known as "Dewey," this little girl thrives on mechanics and loves to learn. The father and daughter live on "The Hill" where chemists, physicists, and mathematicians work together on "the gadget" -- the-A Bomb. Dewey is an outsider in regards to the other children in the camp, but becomes friends with Suze when she lives with the Gordon family while her father goes to Washington. As the scientists complete their magnificent project, Dewey loses her father in a car accident and becomes a part of the Gordon family.

3. Critical Analysis

The Green Glass Sea is a beautiful tale about mystery, life changes, love, loss, friendship, and acceptance. I was very delighted and surprised by this story and count it as one of my favorites in the class so far.

The Green Glass Sea begins in 1943 and ends in 1945. Klages vividly describes the environment within which Dewey lives, starting with the landscape of New Mexico: "One side of the road drops off into a deep canyon scattered with scrubby dark bushes. The walls on the other side of the canyon look like a layer cake that some giant has cut cleanly with a knife. Sheer vertical cliffs are striped in horizontal bands of color, layer after layer of crumbly-looking rock, red and pink and brown, with the green valley below, and the distant mountains turning lavender in the twilight." This description paints a beautiful picture for someone who has never seen such a scene, and shows the reader how different this world is.

Klages also describes the feel of an army camp through Suze's thoughts: "If she stuck her head way, way out the window, she could see mountains and pine trees and the rocky slopes of the canyon and about a million stars at night. That part was okay. Mostly though, when she looked out the window normally, all she saw was laundry and dirt and army-green everything. Green houses, green trucks, green uniforms." Klages' description and Suze's accompanying thoughts reveal what "the Hill" must of felt like through a child's eyes.

These examples of setting - the landscape of the countryside and of the camp - really provide the reader with a sense of life in the camp during World War Two. I felt like Klages did a great job with setting - she did not overload the reader with details, but gave sufficient information to make the reader feel like they were there.

I felt very connected with the main character, Dewey. The story was written through her eyes, except for the parts where Dewey is not thinking, such as when she takes a walk after hearing of her father's death. After Klages has given insight into Dewey's mind, she introduces us to Suze and gives the reader opportunities to become acquainted with her. It was wonderful to know the differences between Suze and Dewey, and then watch as they become close friends. The scene where Suze and Dewey are confronted by the "Girls Scouts" is especially touching:

"[Suze] gripped the wagon handle tighter, and felt Dewey start to move out from under her arm. Suze almost let her go. Because there was still time to--and then she stopped. To what? To pretend that she hadn't been to the dump with Dewey? But she had, and it had been fun."

I absolutely fell in love with Dewey and Suze, and could identify with the childhood issues they were confronting as well as the larger problems in their lives. I shed a tear when Dewey's father died, and was relieved when she was accepted into the Gordon family. Klages' characters are touching and real, although they may never have existed in real life.

As The Green Glass Sea is centered on a child's world, the plot tends to focus on the lives on the children and not the big picture of the A-bomb. The reader only learns about "the gadget" through the children, and we only hear of Franklin's death through the eyes and ears of Suze and Dewey:

"For the rest of her life, Dewey could recall that moment as a series of disconnected memories--the taste of oatmeal-raisin cookies in the back of her throat, a square of yellow-checked oilcloth, the slow, deep voice of Edward R. Murrow, and the almost-painful sensation of Mrs. Gordon's wedding ring pressing into the skin on the back of her hand. Dewey was aware of nothing else."

We live the plot just as the characters do, and we learn how it would feel to live during that time and experience the death of a beloved president. Klages does not overwhelm the reader with details and remains true to the time period. Based on these details and her ability to recreate the events of the past in a manner which evokes feeling and empathy, I feel that Klages use of plot in The Green Glass Sea to be extraordinary.

There are several themes present in this novel. Klages shows that it is important to remain true to yourself and who you are. We should also not be prejudiced of other people. We learn about the power of friendship and love, and we see power of people coming together to fight for the greater good. A big theme during this time period was loyalty, and I think this theme rings true today as well. I feel that there are a great many more themes in this book in addition to these. The Green Glass Sea abounds with meaning and significance, and it will take more than one read to fully understand Klages' message.

A few forms of dialogue are used in this novel, reflecting the diversity present in a group of scientists from all over the world. Dr. Bethe for example, gives insight into his heritage as he speaks to Suze: "We all put in our time...And you, liebchen? How are you tonight?" Other than this example, other languages are not present in the novel. Klages uses many aspects of 1940's language when her characters speak by having them say words such as "snafued" and "fubar," and phrases like "Color me yellow." These words reminded me that these children lived during a different time period, but did not overwhelm or confuse me.

Klages' style was easy to read and I found myself quickly immersed in this book. I absolutely loved it and learned a lot about how it was like to live during that time period. I feel that students and teachers would both learn a great deal about life, relationships, and the A-bomb by reading this book. It is definitely a must.

4. Review Excerpts

"Two girls spend a year in Los Alamos as their parents work on the secret gadget that will end World War II. Dewey is a mechanically minded 10-year-old who gets along fine with the scientists at the site, but is teased by girls her own age. When her mathematician father is called away, she moves in with Suze, who initially detests her new roommate. The two draw closer, though, and their growing friendship is neatly set against the tenseness of the Los Alamos compound as the project nears completion. Clear prose brings readers right into the unusual atmosphere of the secretive scientific community, seen through the eyes of the kids and their families. Dewey is an especially engaging character, plunging on with her mechanical projects and ignoring any questions about gender roles. Occasional shifts into first person highlight the protagonist's most emotional moments, including her journey to the site and her reaction to her father's unexpected death. After the atomic bomb test succeeds, ethical concerns of both youngsters and adults intensify as the characters learn how it is ultimately used. Many readers will know as little about the true nature of the project as the girls do, so the gradual revelation of facts is especially effective, while those who already know about Los Alamos's historical significance will experience the story in a different, but equally powerful, way." - School Library Journal

"In November 1943, 10-year-old budding inventor Dewey Kerrigan sets off on a cross-country train ride to be with her father, who is engaged in "war work." She is busy designing a radio when a fellow passenger named Dick Feynman offers to help her. Feynman's presence in this finely wrought first novel is the first clue that Dewey is headed for Los Alamos. The mystery and tension surrounding "war work" and what Dewey knows only as "the gadget" trickles down to the kids living in the Los Alamos compound, who often do without adult supervision. Although disliked by her girl classmates, "Screwy Dewey" enjoys Los Alamos. There are lots of people to talk with about radios (including "Oppie"), and she has the wonderful opportunity to dig through the nearby dump for discarded science stuff. However, when Dewey's father leaves for Washington, she is left to fend off the biggest bully in Los Alamos. The novel occasionally gets mired down in detail, but the characters are exceptionally well drawn, and the compelling, unusual setting makes a great tie-in for history classes." - Booklist

5. Connections

Related Activity:

After your students read The Green Glass Sea, have them form themselves into groups and research the A-Bomb. After each group presents a project (an oral presentation, a PowerPoint, a poster, etc.), have each student write an epilogue to The Green Glass Sea. Pretending they are either Suze or Dewey, ask students to write how they thought the characters would have reacted to the dropping of the A-Bomb over Hiroshima. How would they have felt? Would they have agreed with what President Truman did? Do you think this event changed their lives? Have students respond freely and honestly.

BARD OF AVON: THE STORY OF WILLIAM SHAKESPEARE by Diane Stanley and Peter Vennema

1. Bibliographic data

Stanley, Diane and Peter Vennema. 1992. Bard of Avon: The Story of William Shakespeare. Ill. by Diane Stanley. New York: Morrow Junior Books. 0-6880-9108-3.

2. Plot summary

Bard of Avon tells the story of William Shakespeare from age five until his death at 52 years of age. Stanley weaves different aspects of Shakespeare's life together such as his family life, his career as an actor, his performance theaters, his dealings with royalty, his favorite actors, specific plays and characters, and much more. Using facts, hypotheses, and theories, Stanley's Bard of Avon attempts to provide the full story of the life of William Shakespeare.

3. Critical Analysis

Tackling any sort of biography that is related to William Shakespeare is a great feat. His life is shrouded in mystery, and scholars and students alike continue to debate matters concerning him and his works. In Bard of Avon, Diane Stanley and Peter Vennema seek to make sense of the confusing life of mastermind.

I feel that Stanley and Vennema are accurate as one can be in their portrayal of Shakespeare. They tell the facts when facts are available, but they also let the reader know where the gray areas lie: "So William Shakespeare went to work, but we don't know what he did. He probably helped his father make gloves, though some people think that he was a schoolmaster's assistant and other that he worked for a lawyer." Stanley and Vennema are accurate in that they let us know about ambiguities.

The significant facts of Shakespeare's life are included: where he grew up, who he married, how he started to write plays, when he wrote plays, etc. I did not feel as if there was a gaping hole in the story. Like the aforementioned example illustrates, Stanley and Vennema have no reservations in stating what is fact and what is theory. Like I said before, I think that this book is as accurate as a biography of Shakespeare could ever be.

The book was sufficiently organized. Stanley and Vennema follow Shakespeare's life as it progresses and interject facts here and there concerning theaters and his plays. I feel like I would have understood the biography better if they had made chapters out of the sections, or at least put headings on the pages. At times, I felt like I was skipping around. There is no index for reference. I found the images that depicted the different parts of the theater to be helpful, but otherwise the pictures weren't necessarily integral to understanding the text. I think that more images and side notes would have made the story more interesting, but, like I said, the text is sufficient as is.

I found the book to be attractive and readable. The font of the text felt very Shakespearean and the pictures showed people in appropriate dress for the period. Stanley's talent for art is showcased in the book, and at times the pictures were more interesting than the text! The pictures made the biography seem like more of a story, which aided in my reading it.

Stanley and Vennema's writing is clear and easy to understand. I would not say that it is particularly lively, but the tone is definitely not boring. They don't talk down, and the vocabulary is easy to comprehend. The authors encourage curiosity and critical thinking as they present all of the different theories revolving around the life of Shakespeare:

"Over the years, there have been people who could not believe that the son of a glove maker, a small-town boy with only a grammar-school education, could have written the greatest series of plays in the English language . . . Historians do not take these theories seriously. Those who knew and worked with Shakespeare during his lifetime never doubted that he had written these plays."

By showing differing view points, Stanley and Vennema give the reader something to think about. The authors also include a postscript that talks about spelling and language during Shakespeare's time. They also include references and titles for additional research. It is obvious that the authors are excited about this subject and want to share it with their readers.

Bard of Avon presents the facts, theories, and fiction of Shakespeare's life and leaves it up to the reader to decide. I would definitely suggest this book as a way for young students to learn about the life of Shakespeare. Beautifully illustrated and informative, this book is a treat.

4. Review Excerpts

"These seasoned raconteurs...neatly piece together the puzzle of Shakespeare's life." - Publishers Weekly

"This is a wonderful book. A fine companion biography to Good Queen Bess (Four Winds, 1990), this life of Shakespeare builds on the methods developed in Bess and Shaka, King of the Zulus (Morrow, 1988). Using the few facts known about their subject, Stanley and Vennema manage a full-bodied portrait of a life and time without resorting to fictionalizing or sloppy speculation. In fact, the book starts with an appealing invitation to examine the historical research process. And, without wasting words in pedantic explanation, it keeps readers on a firm footing regarding the scholarly basis of any assertion. In the course of a brief text, the authors manage to touch not only upon the life but also upon important aspects of many of the major plays. There is even a tantalizing postscript with introductory glimpses of the development of the English language. As with their previous works, the authors provide a short but meaty bibliography. Stanley's distinctive full-color gouache paintings are clearly her own, and just as clearly planted firmly in archival research. They reinforce and expand the text with humor and movement. As icing on the cake, the generous open space and attractive page decoration rival the production given Shaka . Books like these need only be displayed to attract readers. And once opened, they keep their promise. Lucky kids!" - School Library Journal

5. Connections

Related books:

Brown, John Russell. (1982). Shakespeare and His Theatre. New York: Lothrop, Lee & Shepard Books. 068800850X.

Garfield, Leon. (1985). Shakespeare Stories. New York: Schocken Books. 0395861403.

Haines, Charles. (1968) William Shakespeare and His Plays. New York: Franklin Watts, Inc.

Hodges, C. Walter. (1964). Shakespeare's Theatre. New York: Coward, McCann & Geoghegan, Inc.

Stewart, Philippa. (1973). Shakespeare and His Theatre. London: Wayland Publishers.

THE FIGHTING GROUND by Avi

1. Bibliographic data

Avi. 1987. The Fighting Ground. New York: HarperCollins. 0-3973-2073-6.

2. Plot summary

Avi's The Fighting Ground is centered on the world of Jonathan, who lives in a small New England country town. When a band of Hessians is sighted nearby, Jonathan joins forces with the local men and marches to fight. During the conflict, Jonathan runs and is captured by three Hessian soldier, who keep him captive for a few days. When the three men fall asleep in a small cabin, Jonathan escapes with an orphaned boy and meets up again with his comrades. Called to do his duty and reveal the Hessian men's location, Jonathan brings his fellow soldiers back to the cabin. Jonathan attempts to save the Hessians but fails, and all three are killed. Free from his duty, Jonathan returns home.

3. Critical Analysis

Sometimes events like the Revolutionary War can seem very big and impossible to fully grasp and understand - especially for a young child. While simple and void of landmark Revolutionary battles, The Fighting Ground provides readers with a much different experience: a small battle through the eyes of a young boy. This story shows that there is a lot to be learned from even the smallest and seemingly most insignificant events.

While Avi doesn't really describe the countryside in depth, the setting of the story is made apparent in other ways. Through the makeup of the town - the farms, the tavern, and the bell - the reader feels the past. Through the clothing of the soldiers - "fancy blue jacket[s] with red facing, [and] white leggings" - we feel as if the Revolutionary War is taking place. What really stood out to me as being an element of the past were the guns the soldiers used. Long, heavy bits of metal and wood, these weapons are far from what soldiers use today. Although the setting was not described in detail, I feel that Avi gave enough information and description to make one feel as if they were in a New England town in the eighteenth century.

Avi's depiction of Jonathan made it easy to identify with him. As he experiences the horror of battle, we feel his despair as he attempts to escape his enemies: "He ran in terror, straining every muscle, pumping his legs, his arms, not daring to look back. His only salvation was the protection of the woods--he plunged among the trees. Several times the heavy gun almost slipped from his hands. He clutched at it frantically, grabbing it back when it started to fall as if it were the linchpin that held what was left of him together." Jonathan's emotions are made known to us, and his actions are ones that we may have made ourselves - had we been in his situation. Avi makes Jonathan very real for the reader, and we feel as if he really could exist.

Avi makes the story even more real by including the German language. I enjoyed this aspect of the book, although I am not sure that all of the words were used correctly. For example, Avi used the word "fertig" to mean "ready," when it actually means "finished." Other than that, I really liked reading the German and it made me feel like Jonathan was really dealing with a whole different sort of people -- his enemy.

I feel as if the plot was very simple in this book. A lot of the "action" occurs within Jonathan's own head as he seeks to make the correct decisions. Avi doesn't make the story about what happens, but instead focuses on Jonathan's response to what happens. In this way, we live the story along with Jonathan and feel many of the same things he feels. This is a great element to have in a story, especially younger children who need this first-hand experience to really understand.

The main theme in this book is human survival. Through his experiences, Jonathan discovers that it doesn't matter what achievements one might rack up; instead, it's being alive that is the most important: "And suddenly, Jonathan understood more. Understood the most important thing--that he had indeed been spared. Oh, how glad he was to be there. And alive. Oh, alive."

Avi's smooth and descriptive style aided me tremendously when reading this book. I never felt bogged down by historical dates and I found his words easy to read. I especially enjoyed how he divided the chapters into times, and shows the reader how different our two worlds are. While it took Jonathan an hour to walk from the tavern to his home, it takes us an hour to drive seventy miles.

The Fighting Ground is a great story for many reasons. It provides new insight of the Revolutionary War, gives readers a sense of what a young boy would feel like, and plays upon the notion of human survival and compassion. While this theme is relevant in the world today, Avi also shows us how different Jonathan's world is from ours. From the Hessian foreigners, to the young French boy, to the difference in time, to the loading of a gun, our difference are made apparent.

The Fighting Ground is a great little book that can be used to show students a different aspect of the Revolutionary War as well as give them a taste of how a young soldier might have felt. This is a great supplementary book for the classroom and a wonderful quick read for any age.

4. Review Excerpts

"Avi has accomplished his intent: to have readers experience, minute by minute, what it's like to be involved in war." - School Library Journal

"A small stunner." - Bulletin of the Center for Children's Books

5. Connections

Related Books:

Collier, James Lincoln. (2005). My Brother Sam is Dead. New York: Scholastic. 0439783607.

Forbes, Esther . (1998). Johnny Tremain. Ill. by Lynd Ward. New York: Dell. 0440442508.

McGovern, Ann and Thompson, Katherine. (1990). The Secret Soldier: The Story Of Deborah Sampson. Ill. by Harold Goodwin. New York: Scholastic. 0590430521.