Fallout: J. Robert Oppenheimer, Leo Szilard, and the politcal science of the atomic bomb

Ottaviani, J. (2001). Fallout: J. Robert Oppenheimer, Leo Szilard, and the political science of the atomic bomb. Ann Arbor, MI: G.T. Labs.  ISBN: 0-9660106-3-9 

Author: Jim Ottaviani
Website: http://www.gt-labs.com/writers.html

Artists:
Janine Johnston Website (under construction): http://www.janinejohnston.com/
Chris Kemple Website: http://www.redvengeance.com/
Steve Lieber Website: http://www.stevelieber.com/
Vince Locke Website: http://vincelocke.com/
Bernie Mireault Website: http://bem.spiltink.org/
Jeff Parker Website: http://www.parkerspace.com/

Media Used: The cover of the hardback edition is in color, while the rest of the graphic novel is illustrated in shades of black, gray, and white.

Summary:  Ever wonder just how the atomic bomb was created?  Learn about the people and politics behind the creation of the atomic bomb in this graphic novel about the lives of Oppenheimer and Szilard, two of the bomb's creators.

Personal Reaction:  The use of multiple artists, and thus multiple styles of drawing, in creating this book seemed to me to be a good idea.  The multiple styles helped to highlight the different viewpoints, time periods, and events that were taking place. One of my favorite artistic portions of the book included the 'interludes' and 'epilogue' portions which were created by Bernie Mirault because the format (classic comic book style) was easier to follow along with.  The portions by Locke ('school') and Parker ('work') were really hard for me to focus on because of the more messy penciling technique used.  Honestly, I really wanted to just skip over these parts of the book because I was so distracted by the style.  My first impression upon opening the book was "OMG! So much text crammed is crammed onto the page!" This worries me because I don't know many young adults who would be willing to move past that first impression when reading for pleasure.  But, I really enjoyed how the information being discussed was explained either in the dialogue, in small notes. or in the back section.  The book does have a lot of good information crammed into it.  I would recommend for an older (10th grade & up) audience with a strong interest in physics, scientists, or nuclear development.
Non-Fiction in Graphic Novel Format

Use of Onomatopoeia: "Pop" (p.86) is spelled out in the liquid spraying from the champagne bottle to mimic the sound of the cork being released.

Use of Repetition: The word "click" is repeated 61 times on pages 83 to 85 to mimic the constant sound of the control circuit instruments which were vital to determining the scientists safety.

Use of Allusion: The flowers pictured on p. 55 (and in the rest of the book) reference a story told by Frank Oppenheimer in The Day After Trinity which tells how Robert Oppenheimer would go to the woods to pee and return with a flower. [This is explained on p. 215 of Fallout].

Use of Metaphor: "The cloud resembled a giant brain, the convolutions of which were constantly changing." (p. 136)

Use of Simile: "It [the bomb's heat] was like opening a hot oven..." (p. 137).

Curricular Connection: Grades 9 to 12 Chemistry & 11th Grade History
California Standard:  Chemistry: Nuclear Processes - this book can be used to connect historical nuclear development when learning about nuclear processes.   
History: 11.7 Students analyze America’s participation in World War II - 11.7.6. Describe major developments in aviation, weaponry, communication, and medicine and the war’s impact on the location of American industry and use of resources.
11.7.7. Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).

Beowulf

Hinds, G. (2007). Beowulf. Cambridge, MA: Candlewick Press. ISBN: 978-0-7636-3023-2

Original Author: Unknown
Adapted and Illustrated By: Gareth Hinds
Website: http://www.garethhinds.com/

Media Used (discussed in detail): The story of Beowulf is divided into three separate books: Book 1) Beowulf vs. Grendel - which was drawn in ink by using a dip pen and brush, then colored digitally; Book 2) Beowulf vs. Grendel's Mother - which was drawn on painted wood panels using technical pen, watercolor, acrylic, and color pencil; and Book 3) Beowulf vs. the Dragon- which was drawn in ink by using a dip pen and brush, then colored using Dr. Martin's dye and white charcoal. Hinds brilliantly depicts the fighting scenes which are so essential to the story's plot. The jumbled snapshots of Beowulf rolling around, grappling with the monsters, mimic the chaos present in a live fight. Book 1 and Book 3's illustrations were my favorite which I attribute to Hinds' use of drawing with ink with dip pen and brush. I especially like how Hinds uses a map of the constellations as the background image for the dead warrior's pyres on the ocean and for the sky as seen through the banquet hall. The constellations were an eye drawing focal point which had me seeking out the ones I knew. Appropriately accenting Beowulf's death in Book 3, the sober hues are a stark contrast from the vibrant colors used to depict Beowulf's victories.

Summary: Follow the epic tale of Beowulf, in graphic novel format, as he battles barehanded against the evil monster called Grendel, vanquishes Grendel’s vengeful Mother, and fights his final battle against a rampaging dragon in order to protect his kingdom.

Personal Reaction: I really enjoyed this graphic novel adaptation of the epic poem, Beowulf. Hinds did a good job depicting Beowulf and the monsters. The wordless pages which depict certain scenes carries the plot better then if text had been incorporated. Hinds states on his website that the Candlewick Press version of Beowulf is slightly different from the first draft that he self-published. Candlewick Press chose A.J. Church's "more straightforward prose" whereas Hinds originally chose to use Francis Gummere's "more archaically-flavored" translation. I personally liked the choice of wording in the Candlewick Press version, it flowed well and suited the young adult graphic novel audience. An overly archaic worded translation I believe would be off putting to the reader.  This adaptation of Beowulf successfully tells the tale of Beowulf on its own, but I would still recommend using it as a supplement in the current curriculum.

"The Classics Revisited" Group Project - Check out our group's presentation of this and other literary classic graphic novel adaptations that we have suggested for high school students.

Adaptation of a single book-length poem

Use of Onomatopoeia: [There are several instances present throughout the text, often incorporated into the graphics rather then the word bubbles]. "Boom" - text seems to be coming from the hall doors as they are opened.  "Crunch" - text is closely wrapped near Grendel's mouth as he bits a man's head.  "Smash" - written in line with Beowulf's arm and body motion as he drives Grendel's body into a table.

Use of Rhythm: [The wording of Beowulf's speech has a particular cadence that gives the reader a sense of it being presented to a large audience. The '/' represents where the reader might put an emphasis when reading aloud.]

Therefore/ I shall carry neither sword/ nor shield/ nor coat of mail/ to this battle. With the grip of my hands only/ will I confront this enemy,/ struggling with him, / life for life./ But who shall live/ and who shall die,/ let it be/ as God/ shall will. 

Use of Personification: [Fate is personified as someone who gives orders that cannot be disobeyed]. "But that which Fate has ordered shall come to pass."

Use of Simile: The image of the ocean is replaced with a map of the constellations thus likening the ocean to the sky. 

Curriculum Connection: Grades 9 to 12 Reading Literary Response and Comprehension
California Standard: Narrative Analysis of Grade-Level-Appropriate Text - Read literary texts and use detailed sentences to describe the sequence of events [Read and describe in detail the events that occur in the Beowulf story].  Structural Features of Literature - Identify several literary elements and techniques (e.g., figurative language, imagery, and symbolism); Read and identify ways in which poets use personification, figures of speech, imagery, and the "sound" of language; Identify the functions of dialogue, scene design, and asides in dramatic literature.

Owen & Mzee: The Language of Friendship

Hatkoff, I., Hatkoff, C., & Kahumbu, P. (2007). Owen & Mzee: The language of friendship. New York, NY: Scholastic Press.
ISBN: 0-439-89959-1

Book & Author's Website: http://www.owenandmzee.com/

Photographs By: Peter Greste
Website (must request access): https://twitter.com/petergreste 

Media Used: Color photographs. 

Summary: The continuing story of the unusual friendship between Owen, a 2 year old orphaned hippo, and Mzee, a 130 year old tortoise.  Discover how they have learned to communicate and how they dealt with being separated for the first time.

Personal Reaction: What can be more lovable then watching a baby hippo and a grumpy old tortoise become friends? This picture book sends multiple messages about friendship (between Owen and Mzee), acceptance (despite being a different species), conservation (importance of saving endangered animals and providing spaces for them to live), and recovery (Owen from being orphaned and Mzee from loneliness).  The story of how far people went, despite the risk of personal injury, to save Owen after the tsunami is inspiring in and of itself.  The color photographs capture Owen and Mzee's friendship wonderfully and help to explain just how they have learned to communicate with one another. 

Curricular Connection: 6th & 7th Grade Earth Science
California Science Standard: Shaping Earth’s Surface 6.2.d - Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats [tsunami that affected Owen & the limestone quarry that was reshaped into a wildlife preserve]. Earth and Life History 7.4.g - Students know how to explain significant developments and extinctions of plant and animal life on the geologic time scale [compare to current animals in danger of extinction].

The Call of the Wild

London, J., & Kleid, N. (adapted by). (2006). Jack London's The call of the wild: The graphic novel. New York, NY: Puffin Books.

ISBN: 0-14-240571-X

Original Author: Jack London
Website (not official): http://london.sonoma.edu/

Adapted By: Neil Kleid
Website: http://www.rantcomics.com/

Illustrated By: Alex Niño
Website: No illustrator website

Media Used: Pen and pencil sketches on a white background. 

Summary: Follow Buck, in this graphic novel, as he is taken from his home and into the wild frozen Yukon. Taught the law of club and fang, Buck becomes a superior sled dog until abandoning civilization and joining a wolf pack.

My Personal Reaction: I loved this book as a teenager and it was really refreshing to reread it in a graphic novel format.  The illustrator, Alex Nino, captured the movement and body language of the dogs in the story perfectly.  The body language of the dogs also helps the reader to understand the dogs moods and feelings.  The sketches are mostly outlines and facial expressions, light on details and scenery (which given the frozen white setting is appropriate).  Kleid adapted the story well, managing to keep all of the main storyline (that I could remember) from the original story in the graphic novel.  I can only imagine how much of a challenge it is to take a full length novel and shorten it to a cohesive graphic novel format.  Some movies I know can't even accomplish that, and they have a lot more to work with.  This graphic novel does successfully tell the story on its own alone but could also be used as a supplement to the original novel to further aide the reader's understanding.   

"The Classics Revisited" Group Project - Check out our group's presentation of this and other literary classic graphic novel adaptations that we have suggested for high school students.
 

Fiction in Graphic Novel Format

Use of Sophisticated Language: (1) "Cunning, intelligent; virile and dangerous, he had become a thing of the wild." (2) "Buck watched with apprehension as they haphazardly loaded the sled."

Use of Simile: "And truly Buck was the fiend incarnate, raging at their heels and dragging them down like deer."

Use of Metaphor:  "And truly Buck was the fiend incarnate, raging at their heels and dragging them down like deer."

Curricular Connection: 9th to 12th Grade Classic Literature
California Reading Standards for Literature for grades 6 to 12: Craft and structure - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; [for example the phrase "the law of club and fang"].

Benno and the Night of Broken Glass

Wiviott, M. (2010). Benno and the Night of Broken Glass. Minneapolis, MN: Kar-Ben.

ISBN: 978-0-8225-9929-6

Author: Meg Wiviott
Website: http://megwiviott.com/
 
Illustrator: Josée Bisaillon
Website: http://joseebisaillon.com/

Media Used (discussed in detail): Bisaillon uses a mixture collage, drawings and digital montage to create the illustrations.  The collage illustrations work well with the material being discussed.  It helps to add a stark or sharp edged look which fits in with the chaos of Kristallnacht (the Night of Broken Glass).  I particularly like the way Bisaillon depicts fire, complete with the flickering shadows a fire casts, within the illustrations.  The images of book burning particularly stuck with me, as did the image of the professor laying on the floor before being dragged away.  The people Benno visits regularly are fully depicted with a range of expressions that reflect the mood of the story.  Bisaillon made an appropriate choice to only show the reader the legs and shadows of the "men in the brown shirts."  It helps the reader to imagine the faceless mobs that gathered as well invoked a feeling of fear and dread.

Summary: Follow Benno the cat as his peaceful neighborhood changes as people's attitudes towards Jews change in 1938 Germany. Learn what happens to the neighborhood when the men in the brown shirts come and destroy Jewish businesses and homes.

Personal Reaction: This book was suggested to me by a friend at work when I mentioned that I was looking for a book that deals with cultural and acceptance.  I thought that in teaching people to accept one another, we must also look at what happens when people do exactly the opposite.  This book shows what happened near the beginning of the Nazi movement against Jews.  It shows the changes in people's attitudes towards one another as a result.  It illustrates how mistrust and violence is the first step towards war. 

Use of Alliteration: "The air filled with screams and shouts, sounds of shattering and splintering glass."

Curricular Connection: 10th grade history
California Standard 10.8: Students analyze the causes and consequences of World War II.

The Dark Hunters Vol. 1

Kenyon, S., & Fialkov, J. H. (adapted by). (2009). The dark-hunters: Volume 1. New York, NY: St. Martin's Griffin. ISBN: 0-312-37687-1

Original Author: Sherrilyn Kenyon
Website: http://www.sherrilynkenyon.com/

Adapted By: Joshua Hale Fialkov
Website: http://www.thefialkov.com/

Art By: Claudia Campos with Glass House Graphics and Groundbreakers Studios
Website: http://www.glasshousegraphics.com/creators/pencilers/ClaudiaMedeiros/index.htm

Art Adapted By: Bill Tortolini
Website: http://www.tortolini.com/

Media Used: Printed in black and white using a traditional manga art style.  The book also reads in the tradtional manga format from right to left (as opposed to the Western style of left to right) and from back to front (when compare to the the Western style of reading). 

Summary: A quiet night alone, far away from men, was all Amanda wanted. Instead, mistaken for her twin sister, she wakes up handcuffed to a gorgeous guy in leather, who claims vampires are after more than blood, they’re after their souls.

Personal Reaction: Ahhh Sherrilyn Kenyon's Dark Hunters series, my guilty pleasure.  I love her books and have read a large portion of the fiction book version of her series just in the last year.  So imagine my joy when I found out she had started a manga version of the series! But would it be good enough? Would the art and the adapted text stand up to the original? YES! Unlike some adaptations that I've read, the adapted text and the illustrations work wonderfully together.  Kenyon's jokes, sarcasm, action and romance translates wonderfully into a manga format.  While the text was paired down, what was left was still the original wording that Kenyon crafted so well. My only complaint? Volume 1 of the manga ends at Chapter 10 of the book! And now I need to go hunt down Volume 2 asap!

Use of Symbol: (1) The bow and arrow mark on the back of Kyrian/Hunter's shoulder represent his status of a Dark-Hunter in service to the Greek Goddess Artemis.  It also represnts his commitment to protecting human kind from the Daimans/vampires/Apollolites. (2) Kyrian/Hunter's eye color changes to represent whether his powers are present (black) or not (hazel-green).

Use of Sophisticated Language: (1) "Valerius was incensed." (2) "There's nothing in Acheron's database about his exact modus operandi and when when I talked to Ash earlier, he said he had no idea where Desiderius came from or who all his targets have been."

Use of Onomatopoeia: Several instances appear in the text.  Some examples from the text include: "Jingle" (keys jingling), "Bark Bark Bark" (dog barking in warning), "Gasp!" (deep breath upon waking up from a blackout), "Click" (door unlocking), "Gah!" (noise made when trying to pull something heavy), "Flush" (sound of a toliet)

Fiction in Graphic Novel/Manga Format

Surfer of the Century: The Life of Duke Kahanamoku

Crowe, E. (2007). Surfer of the century: The life of Duke Kahanamoku. New York, NY: Lee & Low Books.
ISBN: 978-1-58430-276-6
Book Website: At Lee & Low Books

Author: Ellie Crowe
Website: http://www.elliecrowe.com/

Illustrator: Richard Waldrep
Website: No illustrator website

Media Used (discussed in detail): The text is set in 13 point Venis.  The illustrations were rendered in gouache with colored pencil detailing.  The illustrations mimic the art deco paintings that were popular during Duke's time.  The colors and sharp lines used help to capture the moments beautifully.  Looking at the illustration of Duke swimming in the ocean with his arms stretched away from his body, I can almost see him swimming right towards me and off of the page.  The illustrator gives the illusion of a body swimming in motion beautifully.  The iconic picture of Duke surfing with a girl on his shoulders brought back memories of old beach movies I used to watch with my mom - which were more then likely inspired by Duke himself.  I believe the art deco themed illustrations really pair well with the story's time period and mood.      

Summary: The biographical story of five time Olympic swimming medalist, Duke Kahanamoku. Considered to be the ‘father of modern surfing,’ Duke introduced surfing to the world as well as spread his love for the ocean and for Hawaii.

Personal Reaction: Living near Huntington Beach, CA and having seen the statue of Duke Kahanamoku located near the pier, I found it interesting to learn more about his life.  I really only knew that he was a great and iconic surfer, I wasn't aware that he was an Olympic medalist.  While there is some comments on the racism that Duke faced it isn't the main point of the story like some of the other books I've read.  The story also mostly glosses over the financial hardships Duke faced except to point out that he choose to stay as an unpaid amateur in order to continue qualifying for the Olympic games.  The story's text has a very uplifting, almost relaxing, quality to it that reflects the Hawaiian lifestyle wonderfully. 

Use of Onomatopoeia: "BAM! The pistol shot rang out."

Use of Simile: "Wiggling like a little tadpole, Duke made his way back to the canoe."

Curricular Connection: 7th Grade Art
California Standards: (7.2) Creative Expression - Skills, Processes, Materials, and Tools [students could replicate the illustrator's techniques with gouache with colored pencil detailing to create their own drawings]. Connections and Applications (7.5.1) Study the music and art of a selected historical era and create a multimedia presentation that reflects that time and culture [Study of art deco, Hawaiian music, & Duke's time period in America].  (7.5.3) Examine art, photography, and other two and three-dimensional images, comparing how different visual representations of the same object lead to different interpretations of its meaning, and describe or illustrate the results [Students compare photos, and videos of Duke surfing to the illustrations and statues of Duke].

Satchel Paige: Striking Out Jim Crow

Sturm, J., & Tommaso, R. (2007). Satchel Paige :Striking out Jim Crow. New York, NY: Jump at the Sun/Hyperion Books for Children.
ISBN: 978-0-7868-3900-1
Book Website: http://cartoonstudies.org/books/paige/

My Personal Top Ten

Author: James Sturm
Website: http://www.drawnandquarterly.com/artStudio.php?artist=a3dff7dd55f39b

Illustrator: Rich Tommaso
Website: http://richtommaso.com/home/

Media Used (discussed in detail): James Sturm, who is a cartoonist, provided pencil drawn drafts of the story for Rich Tommaso to use as a guide.  Tommaso used both pen and brush in developing the final illustrations. Photos from the Farm Security Administration-Office of War Information (FSA-OWI) Collection  provided the artists with visual references of how rural life was like during the Jim Crow years.  Tommaso studied the lighting and composition of Thomas Hart Benton which influenced the book's style.  The illustrations in this book definitely set the moods found in the story.  The images of Paige tying his shoes, stretching, and moving the dirt highlight how methodical and unrushed he was regardless of who he was pitching to or who was talking to him.  The fact that each of Paige's motions, from adjusting his belt to raising his hands to lifting his leg,  is illustrated in a separate panel makes you feel the hitter's anxiety and Paige's slowness during his windup while quick transition of the ball then appearing in the catcher's glove illustrates how fast Paige could throw the ball.  My favorite set of panels was when Emmet was fading in and out from the pain of breaking his knee.  Anyone who has been knocked out and has had people standing over them will relate to those panels.  The other panel that really jerked at my emotions was the lynching scene on page 37.  Even though the author had been hinting at it in the text and the illustrator placed the panel last in a 2 page spread, it still seemed to sneak up on me which drove home the reality of the terrible injustices that were happening at that time.

Summary: Baseball hall-of-famer Leroy "Satchel" Paige's story, told from a fictional sharecropper's point of view. During his career he played for dozens of teams, was one of the Negro Leagues’ fastest pitchers, and played as a major league pitcher.

Personal Reaction: I have a soft spot for sports of all kinds in my life, but baseball and softball have always been my favorites.  So you would think that I would enjoy reading sports themed books, but that is usually not the case.  This book's text and illustrations captured the feelings and emotion of the game, as well as that of the time period, extremely well.   I would definitely recommend this book to a baseball or softball fan who is learning about this time in American History.  This is probably best used as a book for older readers (8th grade and up) because of the lynching scene, the scene where Emmet's son gets beaten up, and the one instance of the N-word being used.  A younger audience might not understand the context of these scenes within this time period.     

Use of Repetition: (1) The illustrations of the catcher with the ball in the glove is repeated to stress that Paige pitched so fast the ball just seemed to appear in the catcher's glove. (2) The re-occurring illustrations of Paige's pitching motions which show how he moved at his own pace and no one else's.

Lesson Plan #4: Segregation

Curricular Connection: 8th Grade American History
California Standard 8.11.3: Understand the effects of the Freedmen’s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and "Jim Crow" laws.

Brave Margaret

San Souci, R. D. (1999). Brave Margaret: An Irish adventure. New York, NY: Simon & Schuster Books for Young Readers.
ISBN: 0-689-81072-5

Author: Robert D. San Souci
Website: http://www.rsansouci.com/

Illustrator: Sally Wern Comport
Website: http://www.artatlargeinc.com/

Media Used (discussed in detail): The book's text is set in Clearface Roman and the illustrations were originally done in pastels.  Pastels are one of my favorite mediums as they offer a chalky yet vibrant look to the illustrations.  The pastels also allow for a wonderful blending  of colors which helps to give the illustrations a unique textured look.  The book's illustrations are mostly set up in a portrait like fashion - depicting certain action scenes that are described in the text in a way that highlights the emotions and feelings of the story.  My two favorite scenes are the opening picture in which Margaret is leading her cows, due to the bright use of color, and the scene where the the old woman becomes young again using the water of healing because of how life like the glow of the the healing water is.

Summary: Retells the Irish folktale of Brave Margaret, a young woman who falls in love with a ship's captain, battles a sea serpent, and defeats a giant troll.

Personal Reaction: The illustrations of this book really help to highlight the different important events that happen throughout the story.  The story flows well making it a good candidate for reading aloud to a group despite the length.  The depiction of a strong female heroine in a traditional folktale is always a welcomed reading addition.  Margaret's only desire is to travel and be with her love, Simon, in all other things she is brave and selfless.  I also like how the author ended the tale.  Rather then a traditional "happily ever after" or "the end" phrase, I particularly like San Souci's ending sentence: "Their wedding lasted nine nights and nine days, but their happiness lasted a lifetime."

Use of Rhythm: "Fee, fum, fo, fay,  What foolish mortal comes this way? Churl or champion, king's son or knave, One blow of my club puts you in your grave!"

Use of Rhyme: (masculine rhyme - a rhyme in which the stress is on the final syllable of the words)

"Fee, fum, fo, fay, 

What foolish mortal comes this way?

Churl or champion, king's son or knave,

One blow of my club puts you in your grave!"

Use of Personification: "The stones of the black castle danced when the giant slammed the ground with his club."

Use of Alliteration: "But Margaret, spurred on by the sight of Simon's lifeless body, charged forward." 

Use of Onomatopoeia: “The monster hissed but hesitated.”

The Magic Horse fo Han Gan

Chen, J. H. (2006). The magic horse of Han Gan. (Claudia Zoe Bedrick Trans.). New York, NY: Enchanted Lion Books.
ISBN: 1-59270-063-2

Author & illustrator: Chen Jiang Hong
Website (publisher's): http://www.enchantedlionbooks.com/node/26

Media Used: Chen Jiang Hong painted the illustrations using the same technique that Han Gan used.  The illustrations were painted, using ink and pigment, directly on prepared silk.

Summary: Tells about how the Chinese artist Han Gan became renowned for the horses he drew.  The horses were so realistic looking that a legend was started about how his magical horses could come to life.

Personal Reaction: The book's illustrations are large and would do well when sharing with a group.  The horses are drawn wonderfully - exhibiting strength, power, and movement.  The first part of the book tells the biographical story of Han Gan and the second part of the books transitions into to the legend of the magic horse.  I felt that the story flowed smoothly and was presented much like it would be told during an oral storytelling.  A good legend to me is one that could have happened and a good way to achieve that is to blend fact and fiction.  Unlike most picture books, the pages are numbered which is actually quite helpful if you were presenting this to an older group and wanted them to reference a page during a writing response exercise.

Use of Repetition: Horses, which were Han Gan's favorite thing to draw, are drawn into almost every scene in the book.

Curricular Connection:  5th grade Art
California Standard 5.3: Historical and Cultural Context - Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

The Great Race: The Story of the Chinese Zodiac

Casey, D. (2006). The great race: The story of the Chinese zodiac. Cambridge, MA: Barefoot Books.
ISBN: 1-905236-77-8

Author: Dawn Casey
Website: No author website

Illustrator: Anne Wilson

Website (not official): http://www.illustrationweb.com/artists/AnneWilson/profile 

Media Used: Typeset in Present and Cerigo. The illustrations were prepared in printed collage papers with acrylic and printed backgrounds. 

Summary: Tells how the Jade Emperor choose the 12 animals of the Chinese calendar by holding a race across a wide river.  The 12 years of the the calendar would be named after the animals in the order that they arrive. 

Personal Reaction: I really enjoy the artwork of this book.  It is comprised of colorful layers which draw the eye across the page.  I've personally read this book for a variety of ages, in order to help introduce the Chinese New Year, and it has always done well.  This is one of the few story time quality picture books about the Chinese Zodiac that I enjoy reading aloud - and surprisingly unlike my usual story time material it doesn't rhyme.  Possible follow up discussion topics - figuring out which animal of the zodiac you are; comparing the similarities and differences between the Western and Chinese calendars; learning about other important Chinese festivals; or an art lesson plan such as the one offered by the publisher, Barefoot Books.

Curricular Connection: 6th grade World History
California Standard 6.6: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.

21: The Story of Roberto Clemente

Santiago, W. (2011). "21": The story of Roberto Clemente. Seattle, WA: Fantagraphics Books.
ISBN: 978-1-56097-892-3
Book's Website: http://www.21comix.com/

My Top Ten Selection

Author & Illustrator: Wilfred Santiago
Author's Website: http://www.wilfredsantiago.com/

Media Used: Use of a yellow and dark blue color scheme (when mixed together also created a dark black blue color) inspired by the Pittsburgh Pirates uniform.  English speakers were represented by orange colored word bubbles and Spanish speakers represented with white colored word bubbles.  Used a cartooning and caricature style of drawing in order to help express the story in fun but realistic way while avoiding a "static" feel ("Creator Q&A | 21 author Wilfred Santiago," Mautner, 4/1/2011).

Summary: Chronicles the life of Roberto Clemente including his growing up in Puerto Rico, his baseball career highlights, and his life on and off the field.

Personal Reaction: Roberto Clemente was the first Latino inducted into the National Baseball Hall of Fame.  He grew up in a poor family in rural Puerto Rico.  He came to the United States to play baseball during the Civil Rights movement, and he, himself, was subjected to what was the common inequalities of the time.  This book shows Clemente's own personal beliefs in kindness and justice.  A great book to suggest for young baseball fans learning about inequality and the civil rights' movement (though it is more baseball then civil rights).           

Use of Allusion: As a child Roberto is shown reciting in class the phrase "Amarillo is yellow!" which alludes to the color of the Pittsburgh Pirates uniform color that he will wear in the future.

Use of Simile: "It's like he has eyes on his fingertips!" & "Arm's like a bazooka!"

Non-Fiction in Graphic Novel Format
Curricular Connection: 9th to 12th grade Social Science
California Historical Interpretation Standard #3: Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.
California Standard 11.10.5: Students analyze the development of federal civil rights and voting rights by discussing the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.

30 Days of Night

Niles, S. (2004). 30 days of night. San Diego, CA: Idea & Design Works, LLC.
ISBN: 978-0-971977-55-6

2009 Students' Top Ten List Nominee
Author: Steve Niles
Author's Website: http://www.steveniles.com/#tp


Illustrators: Ben Templesmith (art) & Robbie Robbins (letters & design)
Ben Templesmith's Website: http://www.templesmith.com/faze3/
Robbie Robbins Website: No illustrator website
Media Used: Mostly color illustrations against a smoky black and blue grey background with computer graphic letter art.  Comic panels are set against a solid black background.  Use of soft fuzzy lines enables the reader to envision looking out through a snowstorm or a dark foggy night. 

Summary: Barrow, Alaska is a remote town that experiences 30 full days of night once a year.  Vampires have descended on the town, cutting off all communications, in order to enjoy feeding on everyone living there without fear of the sun rising.

Personal Reaction: Just by looking at the cover, you know that this is a horror tale about vampires and not some Twilight love story.  Though to be honest the hero of the book does sacrifice himself selflessly for his wife and the townspeople - so there is a little bit of love.  As with most horror stories, the characters here a fighting a desperate fight simply to survive both the vampires and the extreme Alaskan weather- barely finding enough food or shelter.  The use of soft fuzzy illustrations allows your mind to make its own images of the horror going on.  The limited use of bright splashes of color (particularly the splashes of red blood throughout the scenes) draws the readers eye from scene to scene.  I particularly enjoyed how the first scenes in the book of the sun setting mimics the last scenes when the sun once again rises.      

 Awards: Nominated for Eisner Award (2005)

Maus: A Survivor's Tale - Part I: My Father Bleeds History

Spiegelman, A. (1986). Maus: A survivor's tale. Part I: My father bleeds history. New York, NY: Pantheon Books.
ISBN: 0-394-74723-2

Author: Art Spiegelman
Author's Website: http://www.barclayagency.com/spiegelman.html

Illustrator: See Author
Media Used: Black ink on a white background.

Summary: Maus tells the story of Art Spiegelman's father, Vladek Spiegelman, a Polish Jew and Holocaust survivor. The story simultaneously tells of Vladek’s life before and during World War II as well as his life later in New York.

Personal Reaction: Once I picked up this book, I was unable to put it down.  It illustrates what daily life was like for Jews before and after the Nazi's came into power.  The hardships and fear they lived with.  Vladek's story of life in Poland is interrupted by his present day life - which improves the telling of the story rather then distracts from it.  The stark black and white illustrations fit the story's material well.  A great recommendation for students learning about the Holocaust.

Metaphor Use: The Jews in the story are represented as skinny mice, the polish as plump pigs, and the Nazis as big buff cats.  Spiegelman used different groups of animals to represent the different nationalities, religions and races involved in the war.  All the animals within a group were identical to one another except for their clothing which helped to highlight how people during that time viewed other's by their race or religion first and foremost.  Characters who were hiding by pretending to be of another race were represented as wearing another animal's face as a mask. 

Non-Fiction in Graphic Novel Format
Curricular Connection: 10th Grade World History
California Standard 10.8: Students analyze the causes and consequences of World War II.

Awards: Pulitzer Prize Special Award Winner (1992)