Ashes

ashes

 

Grade Level: Fifth

Finally, after seven loooooong years, Laurie Halse Anderson brings us the final installment in her Seeds of America Trilogy: Ashes. This book wraps up the story of Isabel, Ruthie, and Curzon so nicely and puts a neat little bow on top.

Ashes picks up several years after Isabel and Curzon marched out of Valley Forge. At the onset of this novel, Curzon and Isabel are hiding in the woods a mere feet away from the sign that will tell them just how far they have left to travel… and a group of redcoats.

Very early in this book Isabel finds the very object she has been searching for since the middle of Chains: Ruth. After escaping undetected from the British soldiers and Virginia militia, Isabel and Curzon arrive at the Lockton Plantation in South Carolina. They climb a tree to wait for nightfall. They have learned that being patient and scouting out residences is the best way to go, but no sooners has Isabel climbed the tree, when a young slave girl strolls from the barn. Immediately, Isabel senses a familiar air about this young woman. After a few seconds, Isabel recognizes her for her she is and throwing caution to the wind, she runs to greet Ruth. Unfortunately, the greeting and the subsequent travels are not at all what Isabel had in mind.

Through kind actions of the older slave couple at the plantation, Isabel, Curzon, Ruth and another slave from the plantation, Aberdeen, escape. They manage to travel through the woods toward freedom. Much of this time, Isabel is trying to get Ruth to speak to her. The group eventually finds themselves in the midst of the Continental Army and their French Allies.

Isabel and Curzon continue to find themselves in situations where their loyalty to each other is tested. Isabel’s greatest focus during the war was never on those involved in the war, but on finding her sister. Now that she will be forced to choose a side. The final major battle of the American Revolution looms before her, Isabel is forced to choose a side. Ruth seems to want to follow Aberdeen… toward the British. Curzon, the boy she has spent years with, is passionately fighting for the Americans. Which should she choose? How will she know which is the right choice? Can she guarantee her freedom?

In this novel, Anderson will ask her readers to think about independence for all. Isabel will be faced with a difficult decision. And she will ultimately follow her heart.

*Click the cover to check it out on Amazon!*

Lesson Plan Ideas:

*Check out my workbook on Teacher’s Pay Teachers

*Create an Acrostic poem using ISABEL and CURZON’s names. (Or all the characters from the novels.) 

*Write a response to Ms. Serafina’s quote on page 39: “The greatest strength of all is daring to love.”

*Take a page from Isabel’s book. As a family, talk about memories from special events.

*On page 84, Isabel describes the “bedraggled” soldiers. Research the struggles faced by the Patriot army.

*Research the significance of the location of Yorktown.

*Compare the camp at Williamsburg to the camp at Valley Forge. Use chapter XVII to help describe Williamsburg and pages 73-127 in Forge to help describe Valley Forge.

*On page 132, Isabel discusses the walls of Jericho. Read the story in Joshua Chapter 6.

*Compare a regular battle with a siege. How are the two strategies different?

*Research the ending of Yorktown. Who surrendered in Cornwallis’ stead?

*The appendix has some great questions and resources too.

Forge

forge

Grade Level: Fifth

Forge is the second book in the Seeds of America trilogy. I have already written about my unconditional love for the first book, Chains and I fully intend to dote just as much about the final book in this trilogy: Ashes.

Forge picks up with the prelude which is the moment Isabel and Curzon reach the other side of the river. Chapter one picks up 9 months after Curzon and Isabel’s escape. We quickly learn that Curzon is alone because Isabel ran away from him.

I cannot conclusively say that Forge is my favorite of the 3 because I have not Ashes, but it is REALLY AMAZING!

(Click the cover to check it out on Amazon!)

 

 

On his way to find the road to Albany, Curzon finds himself in the middle of the Battle of Saratoga. Curzon follows his instincts and saves a young colonial soldier named Ebenezer. Caught up in the constant movement of camp and in an attempt to further escape slavery, Curzon finds himself signing up for the duration of the war.

Moving out from New York, the 16th Massachusetts beds down in a small town outside of Philadelphia: Valley Forge. There the colonial soldiers must build their own huts with limited to no tools. In order to motivate the soldiers, Washington offers $12 to the squad who builds their hut the fastest.

Curzon lives side by side with the other soldiers at Valley Forge. But despite his service, he still must handle personal attacks and slights made at him because of his color. Curzon continues to serve awaiting the day the war is over and his freedom is granted.

One day, all the men line up because George Washington is bringing in the Continental Congress to show the needs of the men. Among the Congressmen is Mr. Bellingham, Curzon’s master. Through smooth talking and a white lie, Bellingham gets Curzon to move into Moore Hall.

Suddenly and without warning, Curzon finds himself waiting on Bellingham and the other Congressmen. He is angry and bitter, but must maintain proper behavior for the sake of the house maid: Isabel.

The rest of the novel follows Curzon’s desire to rescue himself and Isabel from the life of slavery.

Forge ends just like Chains, with Curzon and Isabel escaping the chains that bind them.

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As with any book set in a war, there are a few more gruesome scenes. On page 14, Curzon describes the death of a British soldier Eben kills. A few characters do die throughout the novel from sickness or battle.

This book is also set during a time of inequality. Curzon will be made fun of and mistreated do to his color.

The majority of the characters in this book are young men who are fighting for independence. In one instance, Benny rips his pants and as a result he “cusses” and his fellow continentals give him a hard time about the possible consequences of frostbite. (Page 95)

War changes people. The reader can see the changes in Mr. Bellingham. On page 196, he tells Curzon that if he tries anything, Isabel will suffer his punishment.

We leave this novel much the same way we left Chains. But this time, Curzon and Isabel are not alone; they are marched out of Valley Forge by Curzon’s brothers-in-arms.

Lesson Plan Ideas:

*Check out my workbook!

*This book is historical fiction and as such lends itself to a lot of research ideas.

-Research the Battle of Saratoga (TEKS 8.4C, the first 10 chapters are all set in Oct 1777)

-Research the Hessians

-Research the resources of the British Soldiers

-Research the role of women in the fighting

-Research the Spy ring created by Washington

-Research the different ways slave owners punished slaves for running away

-Research the use of slaves and Native Americans in the Continental and British armies.

-Research the assistance of Spain and France   

*Compare the officers in the continental army to the privates.

-Write a diary entry as a private at Valley Forge and express your thoughts about the situation of the officers versus your situation.

*Write a response to Silvenus’ thoughts on page 121: “This camp is a forge for the army; it’s testing our mettle. Instead of heat and hammer, our trials are cold and hunger. Question is, what are we made of?”

*Analyze the image: Washington presenting Congressional Committee to soldiers at Valley Forge

*Write a response to Curzon’s thoughts: “We were American soldiers and there was pride enough in that to make a fellow stand tall.” (pg 144)

*Write a diary entry as Isabel discussing your desire to leave with Gideon but your fears at leaving Curzon.

Chains

chains

Grade Level: Fifth

I can not say enough about Laurie Halse Anderson’s Chains. I have read this book three times and as a history teacher I absolutely adore it.

Chains follows two slave girls, Isabel and Ruth, who are sold to a Tory family in New York. Isabel and Ruth should be free but the nephew of their deceased owner sold them instead. Once arriving in New York, Isabel makes friends with Curzon. He tells her that she should keep her eyes and ears open in the house of Lockton. He says that she might learn something of value the Patriots would reward her for.

After several instances of abuse and the selling of her sister, Isabel makes up her mind to find out anything that will set her free. She reports several events straight to the Patriot military. (In one instance Madam Lockton finds her and has her severally punished by branding her face with an I.) Cuzon finds himself a POW and is locked up with other patriots in jail. Isabel visits him regularly to the great dismay of her mistress. Eventually, Isabel will use her wits to break Curzon out of jail. Together they run from New York.  

While she does not gain her freedom legally, she does find freedom. This book is the first of a trilogy. Isabel crosses her river Jordan and there we leave her until Forge.

This book is historical fiction and therefore there are a few things in which to be aware. Ruth suffers from seizures. They call them fits and Mistress Lockton even refers to her having the devil in her. Mrs. Lockton attempts to beat Ruth at one point but Isabel takes it for her. Isabel takes a serious beating and a branding. Toward the end of the book Mrs. Lockton locks her in the potato bin.

The American Revolution sets the backdrop for this incredible story. Each chapter begins with a section from a primary source. It is great to make connections between what the Patriots were fighting for and for what Isabel is fighting. I recommend this book as a support for your American Revolution unit.

*You can check this book out at Amazon by clicking the cover below.*

Lesson Plan Ideas:

*Talk about the location of Rhode Island and New York. It’s important for students to understand that slavery extended throughout all 13 colonies.

*Look up the writings of Phyllis Wheatley. Compare the content of her writings with Isabel’s struggles. (page 228)

*In Chapter 4, Isabel tells the reader: “Ruth and me were housed belows the packet-boats deck with six sheep, a pen of hogs, three families from Scotland, and fifty casks of dried cod.” What does this tell you about the treatment and views of slaves? Why might the families from Scotland be below deck too?

*On page 43, Becky complains about having to make tea. She even says that she could be tarred and feathered for making tea. Why is this? Why is she not allowed to make tea? Who would tar and feather her?

*Read the primary source on page 79. Talk about the importance of Abigail Adam’s idea. Compare what she is asking with the primary source on page 105. What is the situation for women at this time? (This is a great lead into the women’s movement.)

*Curzon and Isabel are talking about freedom on page 160-161. Isabel has suffered from a severe beating and branding by this point. She tells Curzon: “You are blind. They don’t want us free. They just want liberty for themselves.” Do you think this is true? Can you see examples of this in the novel? When is slavery abolished?

*Write a response to Isabel’s comment on page 182: “I was changed between two nations.”

*Write a diary entry as Isabel responding to Nathan Hale’s comment: “I only regret that I have but one life to lose for my country.” (Isabel’s retelling is on page 197)

*There is a great appendix section in the back where the author answers several questions about her novel.

*There is also a discussion section in the back.

Elijah of Buxton

 

elijah

Grade Level: Fifth

I’ll be honest: I picked this book because it was historical fiction! I just can’t help myself. I am familiar with this author’s other works and I knew it would be quality.

Elijah is accused of being “fra-gile” by his friends and family. Growing up Buxton’s first freeborn child, he was allowed the luxury of a childhood. Unlike the adults in the settlement, most of the kids had never been a slave. Elijah spends his days attending school, playing with his best friend Cooter, helping out at the stables and helping Mr. Leroy. When he isn’t working or attending school, Elijah enjoys fishing with only Old Flapjack the mule for a companion.

The goal of the settlement is “One helping one to uplift all.” They do just that. The characters are so sweet and encouraging to one another. The only odd character of the group is the preacher. He is not the actual preacher of the settlement but he calls himself a preacher. He carries around a fancy pistol and a lot of odd stories.

About three-fourths of this book is back story and chronicles the daily adventures of Elijah. The real action starts when Elijah finds himself on the back of a horse headed for America. Elijah’s dear friend, Mr. Leroy spends everyday working to save enough money to buy his family out of slavery. Finally, he manages to save enough. He is planning on how to buy his family with Elijah’s father when the preacher appears and offers to take the money for Leroy to a little logging village an hour out of Detroit. Leroy is so excited about his family that he doesn’t heed Elijah’s father’s warning. The days that follow send Elijah on the grandest adventure of his life. He is forced to accompany Mr. Leroy to the small town outside Detroit to try and find out where the preacher is and what happened to his money. There, Elijah is confronted by the truths of slavery and goes from a “fra-gile” boy to a courageous young man.

The biggest caution in this book is the character of the preacher. It is clear from the beginning of the novel that he is not a very good person. He is a smooth talker and manipulator. Towards the end of the novel, Elijah does find the preacher near Detroit. He is dead. He was killed brutally by slave catchers. One of the slaves Elijah meets describes the scene: “I knowed when they brung him in here and bust his teeth out and split his tongue in two… I (Elijah speaking now) could see now it was ropes that were keeping the Preacher’s arms spread out to the sides. He was strunged up twixt two beams. Another rope was wrapped ‘round and ‘round his neck and was pinching his throat narrow and tight.” (Page 304-305)

Elijah nearly uses the N word, but catches himself. He receives QUITE the lesson from Mr. Leroy on pages 96-99. On the way to the lake, Elijah’s Ma and Mrs. Holton start discussing their lives as slaves. Ma quotes her mistress and uses the word “pickaninnies” (208).

The dialogue is also a little challenging but could make for a great read aloud.

This book is well researched and Christopher Paul Curtis does not sugar coat the evils of slavery. I think this book would be a great introduction to the topic of slavery and the underground railroad.

 

Lesson Ideas:

*There are several ideas/topics you could journal about.

-The Buxton creed is “One helping one to uplift all”. Write a journal entry explaining what that means and why a settlement of former slaves might make that their creed.

-Was it ok for the preacher to take a “tithe” from Elijah? What does that tell you about this character?

-In chapter 6, Elijah talks about learning a lesson in school versus learning a lesson in real life. Write a response to Elijah’s comment on page 92: “But classroom learning just don’t work the same as when something happens to you personal.”

-Write a response to Mr. Leroy’s lesson on page 99: “‘You thinks just ‘cause that word come out from twixt your black lips it mean anything different? You think it ain’t choke up with the same kind of hate and disrespect it has when they say it? You caint see it be even worst when you call it out?’” Why do you think this word upset Mr. Leroy so? Use text evidence.

-Write a journal entry as if you were Ma when she was a little girl. Talk about how you felt when you mom threatened to kill you if you didn’t try and run away next time you were close to Canada. (Page 210)

-Write a journal entry as Elijah and talk about your experiences in America. How did you feel when you met Chloe? Why did you go back to the stable? What do you think will happen now that you have Hope?

*There are several vocabulary words you could have your child look up, define, and draw a picture for each.

*Take a paragraph and correct the grammar.
*The author himself has a list of activities in the back of the book you could look into as well.

Hattie Ever After

Hattie Ever After

 

Grade Level: Fourth

 

This book is wonderful! And I am not just saying that because the main character, Hattie, and I share the same birthday. Although, that is pretty awesome. This book is the epitome of what I was hoping to find and share with people. I will admit, I did not pay attention to the top of the cover which lets the reader know this is the sequel to another book. But you need not have read Hattie Big Sky to enjoy Hattie Ever After.

 

In Hattie Ever After, Kirby Larson gives us a strong, independent female lead. She not only tries new things, but she leans on the Lord for strength and comfort. Hattie receives an opportunity to travel to San Francisco as a wardrobe mistress for a travelling vaudeville group. Her biggest doubt: moving farther away from her love, Charlie. Hattie realizes that at the ripe age of 17, she still has a lot to find out for herself before settling down. I should add that this novel is set in 1919.

 

Hattie’s true desire is to be a newspaper reporter. She finds such an opportunity in San Francisco. This book is full of loving and encouraging characters. Hattie makes fast friends with Maude, Bernice, and Spot. Not to mention several newspaper reporters. All the characters in the book give Hattie love and support and push her to be bold in going after her dream.

 

While she is working on her newspaper career, she is researching about her Uncle Chester and why he left San Francisco for Montana. She will discover that her friend Ruby is not her friend at all but instead a confidence woman who pulled off a few cons with Hattie’s Uncle. Ruby manages to manipulate Hattie out of some of her hard earned money. Hattie’s friend, Ned, also hurts her in that he steals her story idea out of jealousy. Hattie handles both situations with maturity and wisdom. She never speaks ill of those who hurt her.

 

She does find herself in a bit of a love triangle unbeknownst to her. Even though she moved to California, she still holds Charlie dear to her heart. She never says or does anything that might lead him on. While in San Francisco, Ned develops feelings for her, but I believe that Hattie doesn’t really realize that until later in the novel. She does kiss Charlie before leaving for California and she also receives a kiss from Ned later in the novel. He does make the following comment to Hattie after driving her home from work late one night: “As much as I would love to take you home with me, I think you’d best get out.” Overall, I believe Hattie handles these relationships well and is very upfront with both gentlemen.

 

Hattie prays throughout the novel and even quotes scripture. She is sweet and caring to all who extend a hand of friendship. She will have to work through her feelings for Charlie and her desire to be a reporter. She does decide which is more important by the end of the novel.

 

Lesson Plan Ideas:

  1. There are a lot of large vocabulary words in this novel. It might be good to front load those words. You can download my list of difficult words from teachers pay teachers for FREE! 
  2. Your child could take on the roll of a reporter and ask family members questions about their childhood. If their grandparents are still living, that would be a great place to start. I loved all the stories I hear from my grandparents about their childhood. They could even mail their newspaper to other members in the family.
  3. Vaudeville is discussed in the novel. Your child could research vaudeville and perhaps create their own show with friends or siblings.
  4. Write a letter to a dear friend encouraging them.
  5. Discuss/journal about the downfalls of pride. Include verses from Proverbs.
  6. Write a response to Hattie’s quote on page 19: “‘Of all the words of tongue or pen, the saddest are these: it might have been.’”

Chasing Lincoln’s Killer

Chasing Lincoln's Killer

 

Grade Level: Seventh Grade

 

Chasing Lincoln’s Killer was an amazing read! The author, James L. Swanson, is incredibly educated about the assassination of Lincoln. The historical information presented in this book is outstanding.

 

As I read through this book, my heart would beat faster as Swanson described the chase for John Wilkes Booth. The description of the plot to assassinate Lincoln was well laid out. The description of the days later were intense. I did not know about the near misses in arresting Booth. He manages to escape from the calvary multiple times.

 

There are several things to be aware of in this novel. Mostly, the descriptions of the murder of Lincoln and the attacks on the other governmental official. On page 41, the author writes, “The ball ripped through his chestnut-colored hair, cut the skin, penetrated the skull, and because of the angle of Lincoln’s head at the moments of impacts, made a diagonal tunnel through Lincoln’s brain. The wet brain matter slowed the ball’s speed…” Later he mentions Dr. Leale’s attempt to relieve pressure on the brain. In both instances, the author states that the doctor uses his finger to remove the blot clot from the bullet wound. In one description he mentions “Fresh blood and brain matter oozed through Leale’s fingers.” (page 77)

 

Chapter III presents a vivid description of the attack on Secretary of State Seward. The author describes how Powell attacked multiple people in the house that night in attempt to get to Seward. These attacks include pistol whipping Seward’s son Frederick. Powell engages in hand-to-hand fighting with a veteran and guard of Seward. He also attacks Seward’s daughter Fanny. Swanson writes, “The blade slashed open Seward’s cheek so viciously that the skin hung from a flap, exposing his teeth and fractured jawbone.” Later on page 169, there is a picture of Seward showing the scar he received from the attack.

 

Most of the book focuses on the chase for Booth. Swanson lays out the route Booth took after shooting Lincoln. He lists the people who assisted him on his way south. In one instance, Booth hires an African-American to help him. Personally, I found this interesting seeing as Booth was a very proud confederate and pro-slavery.

 

In the epilogue, Swanson mentions the fate of those charged with the assassination of Lincoln, Seward, and Vice President Johnson. One of those was Mary Surat. She was the first woman hanged by the US Government. Swanson uses pictures from newspapers from the time throughout his book. A word of warning: the image of the hanging of the four members of Booth’s plot is in the epilogue. Swanson also tells his readers that the man in the booth with Lincoln goes crazy and kills his wife.

 

Overall, this book was an amazing read. The information is strongly supported by historical sources and much research on the part of the author. If your child is interested in Lincoln, then this book is a must read.

 

Lesson Plan Ideas:

  1. Your child could do a science experiment over coagulation.
  2. Use the map on page 62 to practice directions. They could plan an alternate route for Booth to take from Ford’s Theatre.
  3. Create a timeline over the events of the two week search. TEKS 8.1A talks about using chronology and identifying important eras and dates in history.
  4. Kids can create a newspaper article over the assassination of Lincoln or even the capture and death of Booth.
  5. Write a diary entry as one of the characters.
  6. Create a witness statement.
  7. Created a wanted sign for Booth and the men in his group.

Lincoln’s Spymaster

Lincoln's Spymaster

 

Grade Level: 7th Grade

Lincoln’s Spymaster: Allan Pinkerton, America’s First Private Eye by Samantha Seiple is an engaging read. Similar to that of The Hour of Peril, Lincoln’s Spymaster focuses on the detective agency started by Allan Pinkerton. This book starts a few days before the plot to assassinate Lincoln on his way to the White House. Seiple uses this plot as an introduction to Pinkerton’s skills. She continues on through Pinkerton’s career discussing his involvement with Union General George McClellan as well as his experiences fighting the Reno Brothers’ Gang and the James-Younger Gang.

Seiple does a great job of introducing vocabulary to the reader. She presents the facts in short spurts that are easily digested and followed by the reader. She keeps the story short and sweet outlining all of Pinkerton’s cases.

I enjoyed this book for several reasons. One, she uses a lot of pictures. It is always fun to see pictures of the people being discussed in the book. The images used give the reader a chance to better visualize this time in history. One particular image on page 166 shows the Younger brothers. I found it fascinating because they do not look like what one might think outlaws would look like. The author also mentions that they came from a wealthy family. I found this interesting. I thought both the picture and that particular fact opened up the possibilities of conversation with kids. You could talk about how we cannot always tell things about people by their outsides. It also lent itself to a conversation about greed.

Two, this book lends itself to Civil War research. It talks about the Battle of Ft. Sumter ( page 53), the Battle of Antietam (page 112) and Bleeding Kansas (page 154). All three of these events are listed in the Texas Essential Knowledge and Skills (TEKS) under 8.8B. Seiple does a great job of introducing these events and the role the difference characters in the book played in them.

Three, this book is a great introduction to Wild Rose and The Hour of Peril. All three of these books are set during the mid to late 1800s. Many of the characters are seen in all three of these novels. I think this would be a great book to start with and if your child shows continued interest in Pinkerton or the issues surrounding the Civil War, they could look into the other two books.

Part I of the book is really child friendly. Part II is a little more violent. The second part of the book focuses on Pinkerton’s hunt of outlaws. This particular topic lends itself to a little more violence. On pages 140 & 147, Seiple describes the hanging of a group of outlaws. These lynchings are at the hands of a vigilante mob. For example, at the bottom of page 139 and continuing on page 140 she writes, “The nooses were tightened around each one of their necks. The barrels they were standing on were kicked away. Instantly, they were hanging by their necks, their bodies flailing until finally limp.” The scene on 147 is a little more graphic because she describes the assault on the sheriff before the mob kidnaps the robbers and hangs them. Chapters 13 and 14 also contain graphic information. Several Pinkerton guards are killed while investigating the James-Younger Gang. An example of one of the deaths described can be found on page 171: “There was a dead man lying in the road. His hands and feet were tied. The dead man’s body was shot all to pieces.”

I really enjoyed this book. It was very interesting to think about the issues West of the Mississippi in the late 19th century. While the level of this book is 7th grade, I encourage you to think about the maturity of your child. I do believe this book opens up discussion about the development of the US. Many people don’t think about the development of law enforcement. It’s hard to imagine a time where people really believed in an “eye for an eye”. Outlaws and vigilante forces are a fact in American History and should not be overlooked, but this book may not be the best choice for your child depending on their age or maturity.

 

Lesson Plan Ideas:

*Read all of Lincoln’s Inaugural Address and summarize his thoughts on secession.

*Read Jefferson Davis’ Inaugural Address and fill out a Venn Diagram comparing and contrasting his thoughts on the Union and secession with Lincoln’s. (This is TEKS 8.8C)

*List and define all vocabulary mentioned in the book.

*Create a wanted poster for a member of one of the gangs.

*Write an obituary for Pinkerton.

Flygirl

Flygirl

Grade Level: 4th

 

Flygirl by Sherri L. Smith was a very delightful read. It not only discussed events of WWII, but it zeroed in on the sacrifices made by women.

Overall, I enjoyed reading this book. It was empowering to read about the role of women in WWII. This book opens a discussion on gender, race, and religious issues. The main character, Ida Mae, is a fair skinned African-American woman living in Louisiana. She was taught to fly a small crop duster by her father but was unable to get her pilot’s license because of her color. Upon hearing of the WASP recruitment, she decides to use her fair complexion to get into the program.

This book does show readers the challenges faced by African-Americans in the 1940s as well as the challenges all women faced. The male characters in the book make snide comments about the ability of women to fly planes. There is even some ribbing between the women in regards to one girl being Jewish. On page 76, one of the characters says: “‘Carnies and hicks and Jews, oh my!”’

Because of the racial slanders, general belittling of women, and religious slurs, I would highly encourage parents to read this book before their child to get a better sense of the content and then decide if their child is mature enough to handle it. One of the friends of Ida Mae is very flirty and boy crazy. The author does a good job of making her comments nothing too risque. For example, on page 26 Jolene says, “… but I’ll be alive and looking good when those boys come home again. Remind them of what they’ve been fighting for.” There are also a few times where the girls visit local bars.

This book does lend itself to a whole lot of research potential. Your child can look into the planes mentioned, the WASP program, roles of Russian women in their military, and the roles of minorities in the army.

 

Overall, I believe that Flygirl is a worth-while read and would pair nicely with any nonfiction reading or research your child is doing over WWII. I think it would make a great book for a discussion group.
*All opinions and thoughts in this blog belong to the blogger and are not affiliated with the author.

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