Iron Thunder

Iron Thunder
by Avi

About the book: When his father is killed fighting for the Union in the War Between the States, thirteen-year-old Tom Carroll must take a job to help support his family. He manages to find work at a bustling ironworks in his hometown of Brooklyn, New York, where dozens of men are frantically pounding together the strangest ship Tom has ever seen. A ship made of iron.

Tom Becomes assistant to the ship’s inventor, a gruff, boastful man named Captain John Ericsson. He soon learns that the Union army has very important plans for this iron ship called the Monitor. It is supposed to fight the Confederate “sea monster”—another ironclad—the Merrimac. But Ericsson is practically the only person who believes the Monitor will even float. Everyone else calls it “Ericsson’s Folly” or “the iron coffin.”

Meanwhile, Tom’s position as Ericsson’s assistant has made him a target of Confederate spies, who offer him money for information about the ship. Tom finds himself caught between two certain dangers: an encounter with murderous spies and a battle at sea in an iron coffin…

About the guide:

This guide includes discussion questions intended to provoke thought and insight into the themes of the book, which include duty, family, risk, choices and war.

Pre-reading:

Brainstorm a list of everything you know about the Civil War. Then, try to categorize the information into subject areas. Finally, circle any information that you think may be relevant to understanding the novel.

Discussion Guide:

1.      As the novel opens what is Tom’s biggest problem? What is the exact setting (in both time and place) of the story? How are these clues given to the reader?

2.      Why must Tom work? What job does he land? What kind of job do you think you could do to help your family if they needed an extra income?

3.      What do you think of the saying “…geniuses were like madmen.” (p.19) Who seems to fit this description best? What other historical figures have also been seen this way? Why do you suppose they get these labels?

4.      Describe Tom’s first encounter with the ironclad. Would you want to be first to try out an invention like this? What would be an equivalent invention for our own time? Why is the ironclad so important to the war effort? What is her main objective? How is related to her name?

5.      Who is Ogden Quinn? What does he want with Tom? Is Tom wrong for accepting food and coins even though he hasn’t disclosed anything about the ironclad? Defend your answer.

6.      Why does Tom begin staying full-time on the Monitor? How does Captain Worden convince other sailors to join Tom? After losing his own father in the war, were you surprised by Tom’s commitment to serve? Would you be willing?

7.      What finally happens with the Copperheads? Who would you turn to when in such a situation? How do you know who to trust?

8.      Explain some of the difficulties the crew has with the mechanics of the Monitor. What problems arise with communication, air quality, and safety? With cooperation they were able to gain control once more. How? Have you ever worked as a team to accomplish a difficult task like the Monitor’s crew? What did you learn?

9.      Compare and contrast the Monitor and the Merrimack. What advantages and disadvantages are on both? How do these play out during the battle? Describe what happens between these two amazing vessels.

10.  What was the most interesting thing you learned while reading the novel? How can historical fiction help us better understand an event rather than a straight non-fiction account? Which would you prefer reading and why?

Projects:

History:

Avi says in the author’s note that even “…the facts— even those put forward by witnesses—can and should be disputed.” (p. 202) Why does he believe so? How can you dispute the facts of an historical event? Research the Merrimack’s version of the events and write a brief account of the battle through the eyes of a shipman on that vessel as an alternative.

Or, research one of the terms from the glossary. Create at least three different projects that show your understanding of the term (pamphlets, powerpoints, art projects, models, primary source summaries, etc.)

Explore these historical treasures at the Library of Congress website: http://www.loc.gov/exhibits/treasures/tr11b.html#civil

Science:

On page 51 Tom experiments with a sheet of metal to understand the laws of “force and displacement.” Using the chart below create your own experiments with a variety of materials to see first-hand what will float or sink. Discuss your results.

SINK or FLOAT?

Material:	Shape:	Prediction:	Result:

The Floating Circus

Discussion Guide

The Floating Circus by Tracie Vaughn Zimmer

                                                                                                                         

Pre-reading:

As a class, brainstorm a list of words associated with a circus. Then, see if you can classify these words in a few different ways (for example: nouns, verbs, people, etc.)

Discussion Guide:

1.       Describe Owen Burke. Is he a person you’d like to make friends with? How does he change while on the boat? What is the most important thing he learns about himself and the world?

2.       Why does Owen decide to leave his brother on the orphan train? Would you be willing to make such a sacrifice? Do you think he’s making the right choice?

3.       Explain how Owen ends up on the River Palace. Do you consider this a lucky or unlucky turn of events? Would you want to work on the River Palace? Why or why not?

4.       Compare life on the River Palace with Owen’s life in the orphanage. How are they different? How are they similar? If you had to choose between them which would you pick? Why?

5.       Solomon says about orphans, “Even a slave is worth more.” What does he mean by this? Do you agree? How does Solomon help Owen to see things differently? Are there still groups of people today (like orphans and slaves in Owen’s time) who are treated as less important? Why or why not?

6.       Owen says, “Slavery just was. I hadn’t questioned it any more than I’d questioned why leather was brown.” Why hadn’t Owen ever questioned the institution of slavery before meeting Solomon? How do his views on it change over the course of the novel? Is it possible that we accept things in our own world now that should be questioned? What kind of things?

7.       What would you most like to see on the River Palace? Which job would you most like to have? Least like to have? Do you think a River Palace would be popular today? How was it special for that time?

8.       Explain how Owen comes to know and care for the elephant, Little Bet. Would you want the responsibility of caring for such an enormous animal? What would be the most interesting aspect of it? What would be the most difficult?

9.       Discuss which of the literary elements you find most interesting in the novel—the unique setting, Owen’s  character or conflicts, or maybe the events themselves? Which of the five elements (character, plot, setting, conflict, theme) is most important for you as a reader? Do you think this relates directly to the kinds of books you most like to read? Why?

10.   Owen makes a difficult decision at the end of the novel. Would you have made the same choice? Is sacrifice a natural consequence of growing up?

Projects:

Language Arts—

Write letters from Owen to Zachary as you read the novel, summarizing what Owen is experiencing and feeling as he goes on his adventure.

Reading—

Solomon desperately wants to learn how to read. Unfortunately, many adults today are illiterate like Solomon. Research the programs available in your area for literacy, and then hold a fundraiser to support this important cause.

History—

Create a timeline of the five years before the novel and five years after, and list ten major events in the decade. Find at least two facts about each event, and include that information on the timeline. In a short essay, explain why this period is such a pivotal moment in American history.

In small groups, research one of the following topics from the novel and present the information to the entire class. Use at least three different resources for your information, only one of which can be from the Internet.

The Fugitive Slave Act

The Mason-Dixon Line

Yellow fever

Orphan trains

History of the circus

Historical treatment of people with disabilities or differences

Mississippi River

Slavery

Underground Railroad

Art—

Design one of the sets for the movie adaptation of the novel. Use photography, computer design programs, or any media that helps you best depict your vision of the scene. In a brief paragraph, explain why you made the choices you did concerning color, lighting, and architectural elements.

Robert Smalls, The Boat Thief

Robert F. Kennedy, Jr.’s

American Heroes

Robert Smalls: The Boat Thief

Illustrated by Patrick Faricy

About the book:

On a moonlit night in the spring of 1862, a group of slaves stole one of the Confederacy’s most crucial gunships from its wharf in the South Carolina port of Charleston and delivered it to the Federal Navy. This audacious and intricately coordinated escape, masterminded by a twenty-four-year-old black sailor named Robert Smalls, astonished the world and exploded the Confederate claim that Southern slaves did not crave freedom or have the ability to take decisive action.

Robert Small’s heroic career had only begun. A brilliant military strategist, he was quickly promoted to the rank of captain in the Federal Navy, where he served fearlessly in many critical battles. Not only was Smalls a great soldier, he was also a powerful activist, whose eloquent appeal to Abraham Lincoln convinced the president to enlist 5,000 former slaves in the Union armed forces, shattering the color barrier that had kept black men out. Smalls drew great crowds as a spokesman for the abolitionist cause, and his fame as a man of outstanding character inspired the broad public support that encouraged Lincoln to issue the Emancipation Proclamation. Smalls also served six terms in the United States Congress.

In this moving picture book, Robert F. Kennedy, Jr. tells the story of another great American hero, a man whose dedication to the cause of freedom gave him courage in the face of extraordinary dangers.

About the author:

Robert F. Kennedy, Jr. is a lawyer for the Natural Resources Defense Council, president of Waterkeeper Alliance, and a professor at Pace University Law School Environmental Litigation Clinic. He has written two books for adults and two other books for children, Saint Francis of Assisi: A Life of Joy and Joshua Chamberlain and the American Civil War, the first in his series of “American Heroes” biographies. He lives with his wife and children in West Chester County, New York.

About the illustrator:

Patrick Faricy is a graduate of the Art Center College of Design in Pasadena, California. He has illustrated several children’s books, and his work has appeared in numerous magazines. He lives with his wife and three children in a suburb of Saint Paul, Minnesota.

Pre-reading:

How could a boat thief be an American hero? What type of person do you think Robert Smalls is? Why?

Discussion Guide:

1. Why do you think Robert Small’s mother taught her son about the cruelties of slavery? What else did he learn from his mother?
2. Explain how Robert learned to sail. Who profited from his skills and hard labor? How would your feel if you could only keep 1/16 of what you earned each month?
3. Why was The Planter such a pivotal ship to the Confederate army? What else did Robert Smalls know that would serve the Union army that he learned while a slave?
4. Why did Smalls choose the early hours of May 13, 1862 to execute his plan? Explain the steps in preparing the crew and families for the adventure.
5. List the steps Smalls had to take to deliver the Planter to Federal navy. Which part do you think was most dangerous?
6. How did Lincoln reward Robert Smalls and his crew for their bravery? What was the Confederate response to the loss of the Planter?
7. Why was Robert Smalls promoted to captain on Morris Island? Why was this such a distinction?
8. Explain how Smalls was instrumental in shattering the color barrier in military service. How else did he serve President Lincoln?
9. What event prompted Philadelphia to decide to integrate their streetcars? What modern example of civil disobedience does this remind you of?
10.  Describe how Smalls served the people of South Carolina after the war. How did he show that he was not bitter from slavery or his mistreatment by white supremacists?
11. How did South Carolina and other southern states lose ground in equality and freedom after the Civil War? How did Robert Smalls combat this movement?
12.  Which illustration in the book is your favorite depiction of Robert Small’s heroic life? Why do you think the illustrator chose the pallet of colors that he did?

Projects:

History:

Create a timeline of Robert Smalls’s life based on the book by Robert F. Kennedy, Jr. Add important political dates to your timeline too (like the beginning and end of the Civil War). Add at least three pictures or illustrations to your timeline.

Math:

Research the cost of common goods and land just after the Civil War. How much was Robert Smalls’s reward worth? Calculate what that same money would be equivalent to today.

Reading:

Fill out the following chart wit details from the story which show how Robert Smalls was intelligent, courageous, and action-oriented. Then, give examples of how you might show the same qualities in your own life.

	Intelligent	Courageous	Action-Oriented
Robert Smalls
You

Language Arts:

Write an episode of heroism from a modern-day hero. Use Robert Smalls: Boat Thief as a mentor text. What qualities of good writing are used in the story that you can apply to your own writing? How does Kennedy “show not tell” important information? How does he include important information without losing his reader?

Abe's Honest Words by Doreen Rappaport Illustrated by Kadir Nelson

Abe’s Honest Words: The Life of Abraham Lincoln

by Doreen Rappaport

Illustrated by Kadir Nelson

About the book:

From the time he was a young man, Abraham Lincoln was pained by the cruelty and evil of the institution of slavery. A voracious reader, Lincoln spent every spare moment of his days filling his mind with knowledge, from history to literature to mathematics, preparing himself to one day lead the country he loved toward greater equality and prosperity.

Despite the obstacles he faced as a self-educated man from the backwoods, Lincoln persevered in his political career, and his compassion and honestly gradually earned him the trust of many Americans. As president, he guided the nation through a long and bitter civil war and penned the document that would lead to the end of slavery in the United States. The passion for humanity that defined Lincoln’s life shines through in this momentous follow-up to Martin’s Big Words and John’s Secret Dreams. Told in Doreen Rappaport’s accessible, absorbing prose.

About the author:

Doreen Rappaport has written numerous award-winning books for children, including: Freedom Ship and The School Is Not White, both illustrated by Curtis James: Martin’s Big Words: The Life of Dr. Martin Luther King, Jr., a Caldecott Honor Book, a Jane Addams Children’s Book Award winner, and a Coretta Scott King Honor Book, and John’s Secret Dreams. The Life of John Lennon, both illustrated by Bryan Collier. She lives and writes in upstate New York.

Kadir Nelson is the illustrator of many books for children, including Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford, an NAACP Image Award winner, A Caldecott Honor Book, and a Coretta Scott King Illustrator Award winner. He is also the author-illustrator of We are the Ship: The Story of Negro League Baseball. He lives with his family in southern California.

 

Pre-reading:

Brainstorm a list of everything you know or believe about Abraham Lincoln.

Questions to consider:

1. Why do you think the author makes a point to tell us in the first sentence that Lincoln was born in a slave state?
2. Describe Lincoln’s early years and compare them to your own.
3. Why are some of the words in the book written in italic? Why do you think the author decided to include them?
4. Why do you think Abraham Lincoln lived in so many different places? Why do people move? Has that changed over time or not?
5. Who did Abraham Lincoln like to listen to? Who do you? Why?
6. What did Lincoln see happen in New Orleans? Do you think it changed him or only convinced him of the feeling he had? Defend your answer.
7. What jobs did Lincoln have? Did they match what he liked to study? How did he get them to match? Which job would you most like to have? Least like to do?
8. Why did people like Lincoln? Did he always win the office in government that he wanted?
9. What happened just as Lincoln to the office of President? Did he think of the south as the enemy of the union? What makes you think so or not?
10. Why did people doubt Lincoln’s skill to lead the country during war? How did he react to everyone’s negative views of him?
11. What was the Emancipation Proclamation? Why was it important? Where did it count the most? How did Lincoln get it to count in the North too?
12. How did Lincoln plan to put the country back together without hatred? Why did he never get the chance?

Projects:

Language Arts:

Inspired by the clear and lyrical prose of Doreen Rappaport write a biography of another important American hero inspired by Abe’s Honest Words.

Reading:

In the following chart pull important facts, quotes, or details from the book and list them on the left side. On the right share your reactions including feelings, thoughts, memories or connections you made to the text.

Important quotes, facts or details	Connections and reactions:
Ex. “He had just a mite of schooling.”	Wow! I just figured that Lincoln went to school a lot to end up being the President!

Music:

Learn the lyrics for both “Yankee Doodle” and  “Dixie Land” after singing them, discuss what the lyrics mean.

Social Studies:

Create a dimensional map of the United States as it looked during the Civil War. Be sure to label which states fought on the Union and which Confederate.