Nory Ryan's Song - Historical Fiction

Bibliography

Giff, Patricia Reilly. 2000. NORY RYAN’S SONG. New York: Delacorte Press. ISBN 0-385-32141-4.

         
Plot Summary

            In NORY RYAN’S SONG it is 1845 Ireland and Nory Ryan and her family have a hard life due to British subjugation, many of the people in the village, along with Nory’s older sister, have left to make a new life in America. One horrible day the potato blight strikes Ireland, because they cannot pay the rent to the British, the entire village is starving and Nory explores any possibility, no matter how dangerous, to find food for her family. She rejects a chance to leave for America with a friend’s family, asking them instead to take her younger brother so he will survive the famine. Nory is a courageous spirit, who embodies the values of family, home, loyalty, valor, hope and unselfish love and her spirit will continue because this book is the first of a trilogy, Nory Ryan’s song will continue to be sung.

Critical Analysis

            Two major elements of historical fiction are the accurate representations of places and people, and Patricia Reilly Giff presents an excellent portrait of poor Irish in the 1800’s in NORY RYAN’S SONG. At that time Ireland was a land under English domination. The Irish were kept uneducated and impoverished. Giff’s descriptions of this harsh life create a feeling of despair and hopelessness. She depicts a life of bare existence. Sleeping on straw, making their own clothes out of scraps and foraging wherever they could for food creates the atmosphere of sadness that was prevalent at the time. Giff recreates Ireland in vivid detail not just in the people’s lives, but in depictions of the land itself. The rolling green hills, the craggy coastlines and most importantly the blackened potato fields are all brought to life.

          The inhabitants of Nory’s village each have a distinct voice. Giff’s characterization is strongest in her portrayal of Nory, the English Lord Cunnigham and Nory’s neighbor Anna, a local healer. Nory is a young girl who refuses to be beaten down by her circumstances. She is always singing, and always quick to offer a positive word. The English Lord Cunningham is a cold, cruel man who delights in making life miserable for the Irish who live on his land. His goal is to drive the Irish from their lands and turn it into pasture for his sheep. He raises taxes and destroys homes without a second thought. Anna is a woman who has been shunned by some neighbors for being a witch, yet she is befriended by Nory. Anna’s voice represents the older generation who will never abandon their home no matter how bad life becomes. Giff’s writing style is both reflective of the setting and easy for younger readers. The dialogue and narrative is simple and easy to comprehend, but sprinkled with native Irish words to strengthen the characters. These words are italicized and there is a glossary in the beginning that defines them for the reader.

          Finally, the plot is realistically presented. The reader feels great sympathy for these characters and experiences an accurate sense of the hardships they went through. The reader feels the hunger, the despair, and the hope because the historical specifics of the potato famine and exodus of people are well represented. Giff’s characters reinforce these details and make them come alive. Through their decisions and actions readers see how the potato famine would have affected not only an individual family, but an entire nation. Eventually, Nory follows many of her fellow countrymen and leaves Ireland for the United States. This is the first book in a trilogy and readers are left wondering about Nory’s fate. For resolution they would have to read Giff’s next two books MAGGIE’S DOOR and WATER STREET.

 

Review Excerpts and Awards

Parents' Choice Award 2000: Gold Fiction

Golden Kite Award Honor Book for Fiction 2001

VOYA review 2001: “Vivid detail brings to life the fields filled with rotting crops, the merciless landlords, and the rocky landscape that offers no respite to the starving families. Readers will be drawn to Nory's spirit and admire the courage she shows while helping her family and friends.”

CHILDREN’S LITERATURE JOURNAL review 2000: “Based on her own family's history and extensive research of the Great Hunger, Patricia Reilly Giff has written a tender and uplifting story of a remarkable girl who saw hope in spite of tragedy. The writing is as proud, strong, and dignified as the people who suffered through this difficult time. It is the author's gift and tribute to the courageous spirit of the Irish.”

Connections

·       This book is part of a trilogy, and if readers enjoyed NORY RYAN’S SONG, they should be encouraged to read Patricia Reilly Giff’s two sequels, MAGGIE’S DOOR, ISBN 0440415810 and WATER STREET, ISBN 0440419212.

·       As an activity for a history class, students could research the history of Irish immigration to the United States. A good companion to this is the History Channel documentary THE IRISH IN AMERICA, ASIN B0002V7NQ6.

·       Another good research topic would be a compare and contrast between the Irish famine and famines today. How are they alike and different? How do the affect the populations?

·       Random House offers a Teacher’s Guide to this book that can be found at this web address http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780440418290&view=tg.

Chains - Historical Fiction

Bibliography

Anderson, Laurie Halse. 2008. CHAINS. Audiobook narrated by Madison Leigh. Grand Haven: Brilliance Audio.

Plot Summary

            Laurie Halse Anderson’s CHAINS is set in New York, 1776 and early 1777, at the outset of the American Revolution. Isabel and her sister Ruth are African American slaves who were promised freedom in the will of their mistress Mary Finch; however, upon Mary’s death her nephew Mr. Robert Finch sees more profit in selling Isabel and Ruth to the Lockton’s, a Tory couple who support King George IV. Isabel is approached by a fellow slave, Curzon, and offered her freedom by the Patriots if she will spy on her master, but soon it becomes clear to Isabel that the Lockton’s know she is a spy for the Patriots and she is to be sold, so she develops a plan to escape to New Jersey with Curzon, and at this point, the book suddenly ends. The reader learns that CHAINS refers not only to the chains that bind slaves to their masters, but also the chains that bind a nation to another nation; both seek freedom and a release from those chains, but it is uncertain at the end of the story if either Isabel or the country will receive that precious freedom.

Critical Analysis

            Laurie Halse Anderson’s written depiction, and Madison Leigh’s audio portrayal of the characters, is in depth and realistic. Through characters such as Isabel, the Lockton’s and various Rebel officers, the listener is given a glimpse of what New York City was like at the outset of the American Revolution. The characters all speak with an authentic voice, and their radically different lives and points of view are shown expertly. Isabel in particular is a character that truly represents the time. Anderson’s descriptions of slavery show the drudgery, uncertainty and abuse that slaves suffered at the hands of their masters. While perhaps not a character many young readers could identify with, Isabel still fittingly represents the idea of fighting for what is right despite overwhelming hardship. This idea is represented not only by the slaves, but also by the American colonists fighting for freedom from King George IV.

 Nothing in the storyline is glossed over. The listener experiences not only what slavery was like, but also what it was like to live in a city under siege during a war. It is the little details that Anderson adds that make the book so believable. Details such as the Revolutionary army charging into people’s homes and removing any lead fixtures to melt down for ammunition. Leigh gives voice to these events in a dramatic, emotional way. Through her we experience the characters outrage, fear and uncertainty as the Revolution erupts around them and their lives are thrown into chaos.

          Anderson provides the readers with the setting in several ways. First it is described, not only in words, but through the characters. When Isabel and her sister Ruth first arrive in New York, from a farm in Rhode Island, Isabel describes her impressions of this new city. Through Isabel’s eyes the listener experiences the unfamiliar setting of a large city, with its many streets and tall buildings. Another way Anderson shows the setting is through quotes at the beginning of each chapter. These quotes are all from letters and other documents of the time that were written by people who figured prominently in the Revolution, such as John Adams.

Listeners should take notice of the fact that this book concludes with a cliff hanger ending. Isabel has helped Curzon escape from prison, and both have crossed the Hudson River into New Jersey. Here, abruptly, the book ends. The reader does not get a resolution to either Isabel or the Revolutionaries dilemma. To find that resolution readers must go on to examine Anderson’s sequel FORGE.

          The CHAINS audio book was unabridged and downloaded, through Audible.com, to a Kindle. It was performed by one individual, Madison Leigh. The different characters were identifiable through changes in the tone, depth and pitch of Leigh’s voice. The sound quality was excellent and there was no background noise or static to mar the recording. Sound effects such as city noise, cannon fire and other war related noises were incorporated. These sound effects added a further dimension of reality. Overall, the listening experience was enjoyable. Leigh had a very engaging voice and reading style that kept you entertained and interested in the narrative. The introductory and closing comments were very similar, with only a few differences. Both stated the title, author copyright date and performer of the audio recording. They also both identified the publisher, Brilliance Audio, and specified that the audio recording was unabridged. The introductory comments included the book dedication, while the closing comments provided the listener a phone number and web address for Brilliance Audio, should they want more information on other audio recordings. The closing comments also included credits naming the directory, Jim Bond, and the engineer, Troy Harrison. The CHAINS audio book had the ability to absorb the listener’s attention from the very beginning. It is Anderson’s writing combined with Leigh’s narration that makes this work very appealing. The audience will be captivated.

Review Excerpts and Awards

Cybil Award Winner 2009

National Book Award Finalist for Young People’s Literature 2008

Scott O’Dell Award Winner 2009

BOOKLIST Starred review 2008: “Anderson explores elemental themes of power (“She can do anything. I can do nothing,” Isabel realizes about her sadistic owner), freedom, and the sources of human strength in this searing, fascinating story.”

VOYA review 2008: “This exceptional book pulls in readers from the first sentence and keeps them engaged through the last with its gentle pacing and gripping portrayal of a young woman struggling to stay true to herself and fighting for her freedom in any way she can. The layers of complexity, detail, and rich imagery found within these pages allow more mature readers to delve deeply while still giving younger middle school readers a story and characters they will appreciate.”

Connections

·       Laurie Halse Anderson’s sequel FORGE, ISBN 1416961445 must be recommended so readers will be able to continue the story.

·       A project for older students would be to take some of the lesser known names mentioned in the quotes at the beginning of each chapter and research them.

·       Older students could use this book to engage in classroom debates. Relevant issues such as Patriot vs. Royalist and slavery make excellent debate topics. 

·       Laure Halse Anderson’s website provides pages for both CHAINS and FORGE. On the CHAINS page is a section entitled CHAINS: LINKS, a list of references to things like ADAM’S FAMILY PAPERS, JOURNALS OF THE CONTINENTAL CONGRESS and CHAINS TEACHERS SECTION. On Anderson’s page devoted to FORGE the author provides a similar list of references entitled FORGE: LINKS. Also on the FORGE page is a Teacher’s Section, Bibliography and FORGE: QUESTIONS. The website can be found at this URL http://madwomanintheforest.com/historical-chains/.

 

The Evolution of Calpurnia Tate - Historical Fiction

Bibliography

Kelly, Jacqueline. 2009. THE EVOLUTION OF CALPURNIA TATE. New York: Henry Holt.
ISBN 0-8050-8841-5.

Plot Summary

            Calpurnia Tate is an eleven year old girl living in Texas in 1899 who prefers to spend time with her grandfather Walter, a passionate naturalist, who imparts his knowledge and values to her, and her story is told in THE EVOLUTION OF CALPURNIA TATE by Jacqueline Kelly. The knowledge her grandfather conveys changes Calpurnia and she begins to have a dream of attending the University and becoming a scientist, a goal unheard of for a girl in Victorian America. One day, they discover what they think may be a new species of vetch and they submit their findings to the Smithsonian in Washington, DC and after half a year, the Smithsonian responds that they have in fact discovered a new species which will be named after them. Calpurnia’s dream is reinforced and she realizes that through study, determination and hard work it might be possible to make her future whatever she wishes it to be.

Critical Analysis

            Setting is a very important aspect of historical fiction. It must be established early and clearly in the story, and Jacqueline Kelly creates a clear picture of late nineteenth century, small town Texas life. Fentress is a small, out of the way little town known for its cotton farms and its cotton gin. Calpurnia’s own little world, her house, the river, and town are vividly described. Other elements of the story help define the setting as well. For example  Calpurnia discusses the subjects she is studying in school with her grandfather and she tells him, “We’re studying Reading, Spelling, Arithmetic and Penmanship. Oh, and Deportment.” This description depicts what is deemed appropriate for children to study in the 1890’s. The issue of slavery also creates a feeling of the time period. The Civil War has ended but Calpurnia’s family still has African American workers and at several points in the novel the hardships of slavery are discussed. Finally, there are the new technologies that are mentioned, the telephone and automobile. The reader gets a real sense that these are new and exciting inventions and no one quite knows how they will revolutionize life.

          The novel is told from a first person point of view, Calpurnia’s, and the writing style is an effective representation of the era. For example, the family must all sit down to dinner together, no one is allowed to be late, they must be washed and dressed presentably and display proper manners at all times.  As Calpurnia states, “We were expected to be on time for dinner, washed and brushed, or else.”

          The characters are well depicted for the time period as well. Calpurnia’s mother, for example, wants her daughter to excel at being a housewife and stop spending time with her grandfather learning about science; something she views as nonessential. Calpurnia, in contrast, is not your typical girl for the time. She dreams of a life beyond the home, and is more concerned with keeping a caterpillar alive long enough for it to turn into a butterfly than she is about learning how to bake apple pie. Young girls will identify with Calpurnia on several levels. She has big dreams and aspirations. She knows she wants to go to the University to be a scientist, but she also knows that society would shun her for that. She is on the cusp of finding out just how far her dreams can take her, and many girls who don’t quite know what they want to be will see a kindred spirit in her.

          Each chapter opens with an excerpt from Charles Darwin’s book THE ORIGIN OF SPECIES. This addition to the text has multiple meanings. First, the excerpts relate to what the chapter will be about. Second, Calpurnia is trying to read the book, which was given to her by her grandfather, and understand the naturalist world with the guidance of her grandfather who knew Charles Darwin. Third, like the evolution of the natural world, Calpurnia is experiencing a personal evolution. She grows and changes as a person over the course of a year just like the caterpillar evolves into a butterfly.

Review Excerpts and Awards

Newberry Medal Honor Book 2010

Josette Frank Award Winner 2010

BOOKLIST Starred review 2009: "...though really the main story here is Callie’s gradual self-discovery as revealed in her vivid first-person narrative. By the end, she is equally aware of her growing desire to become a scientist and of societal expectations that make her dream seem nearly impossible. Interwoven with the scientific theme are threads of daily life in a large family—the bonds with siblings, the conversations overheard, the unspoken understandings and misunderstandings—all told with wry humor and a sharp eye for details that bring the characters and the setting to life.”

KIRKUS review 2009 “Calpurnia is not a boilerplate folksy Southern heroine who spouts wise-beyond-her-years maxims that seem destined for needlepoint—her character is authentically childlike and complex, her struggles believable. Readers will finish this witty, deftly crafted debut novel rooting for "Callie Vee" and wishing they knew what kind of adult she would become.”

Connections
 

·       Teachers could use this book to introduce scientific concepts to their class. Darwin’s ideas, and the flora and fauna mentioned would make excellent topics for lessons.

·       A discussion with children who have read the book about what technological advances have changed their lives and how those changes have affected not only them, but also the world.

·       You Tube has a book trailer for THE EVOLUTION OF CALPURNIA TATE at this URL http://www.youtube.com/watch?v=NqTm0D0huBw  

·       The website DARWIN ONLINE has a wealth of information on Charles Darwin in the form of letters he both wrote and received, manuscripts and other writings. Both students and educators would benefit from this site and its wide array of information not only on, and written by, Darwin, but also concerning his voyage on the Beagle.The website can be found at this URL http://darwin-online.org.uk/ .
·        THE DARWIN CORRESPONDENCE PROJECT has the full text of over 7,000 of Darwin’s letters, with additional information for over 7,000 more. The letters are categorized by theme. There are also lesson plans available for educators on how Darwin’s writings can be used in conjunction with a variety of subjects from history to science. This is the URL: http://www.darwinproject.ac.uk/

Lafayette and the American Revolution - Nonfiction and Biography

Bibliography

Freedman, Russell. 2010. LAFAYETTE AND THE AMERICAN REVOLUTION. New York: Holiday House. ISBN 978-0-8234-2182-4.

Plot Summary

            LAFAYETTE AND THE AMERICAN REVOLUTION by Russell Freedman depicts the life of Gilbert de Lafayette, a French aristocrat who held the title of marquis and came to America to aid the colonists in their fight for freedom during the American Revolution. He served under General Washington and proved his bravery and dedication to such an extent that Washington looked upon him as the son he never had. Lafayette was instrumental in the surrender of Cornwallis at Yorktown ending the revolution, after which Lafayette then returned to France and continued to campaign not only for French political freedom, but also for liberty for all people.

Critical Analysis

             Russell Freedman’s book is extensively researched. He has written several books dealing with the Revolutionary era in America and is well versed in his subject. One of the major criteria for biography is the ability to document the subjects own words. Therefore any quotes used in a biography should be accompanied by reliable, historically sound source documentation. Freedman’s source documentation adheres to these criteria. He depicts Lafayette’s character through his own words and provides source notes on the quotation indicating the publication containing the quote. In addition, he provides a Selected Bibliography describing the main resources used and why they were selected.

          Freedman’s book is structured and presented to the reader in a well-organized fashion. It presents a chronological history of Lafayette’s life starting from his early years in France, continuing with his participation in the American Revolution, and concluding with his final years back in France striving for liberty and freedom. The writing style is very readable and supported by engaging illustrations.

          The book is organized so that reproductions of paintings or documents from the actual time period are found on the same page as the text to which they refer. These illustrations give the reader a visual reference to the information being chronicled. Each of the reproductions is of the highest quality and fits seamlessly with the surrounding text. Overall, the book is dynamic and thought-provoking. The author’s detailed knowledge and admiration of his subject makes the book more intriguing.  Freedman presents the life of an interesting, charismatic figure, a hero of the American Revolution and a champion of liberty for all people, to a young adult audience very successfully.  

Review Excerpts and Awards

Christopher Award Winner 2011

Robert F. Sibert Informational Book Medal 2011 Honor Book

BOOKLIST Starred review 2010:  “In this solidly researched and smoothly written biography, Freedman creates a vivid portrait of Lafayette as he matures from an impetuous young man and inexperienced solider to a leader capable of wisdom as well as valor.”

THE BULLETIN OF THE CENTER FOR CHILDREN’S BOOKS review 2010: “With its attractive, heavily illustrated layout, timeline, source notes, bibliography, and index, this invaluable addition to the collection of Revolutionary War material should serve report writers and engross middle-school fans of military history.”

Connections

·       Other books by Russell Freedman that also deal with the American Revolution include WASHINGTON AT VALLEY FORGE ISBN 0823420698 and GIVE ME LIBERTY! THE STORY OF THE DECLARATION OF INDEPENDENCE ISBN 0823417530

·       Have the class create their own modern “Declaration of the Rights of Man.”

·       An Educator’s Guide for LAFAYETTE AND THE AMERICAN REVOLUTION and WASHINGTON AT VALLEY FORGE can be found at this URL http://holidayhouse.com/docs/Lafayette_ValleyForge_Ed_Guide.pdf. This guide offers educators activities, discussion topics and research information pertaining to both books.

·       The Library of Congress offers a list of resources for teachers on the American Revolution at this URL http://www.loc.gov/teachers/additionalresources/relatedresources/ushist/chrono/revoluti.html#. Here teachers can find information on Lafayette, George Washington, Valley Forge and a multitude of other topics relation to the American Revolution.

Claudette Colvin: Twice Toward Justice - Nonfiction and Biography

Bibliography

Hoose, Phillip. 2009. CLAUDETTE COLVIN: TWICE TOWARD JUSTICE. New York: Melanie Kroupa Books. ISBN 0-374-31322-9.

Plot Summary

            Everyone has heard the story of Rosa Park, the woman from Montgomery, Alabama who refused to give up her bus seat to a white passenger, however 9 months before, a young girl had taken the exact same stance in defiance of existing segregation laws. Phillip Hoose, in CLAUDETTE COLVIN: TWICE TOWARD JUSTICE, depicts the story of this remarkable and courageous 14 year old girl. Unfortunately Claudette was portrayed by both Black and White society as “feisty” and “emotional”, compounded by the fact that she became pregnant at the age of sixteen, she was deemed unsuitable to be the public face of a bus boycott. To her extreme credit, she never gave up that struggle and ultimately played a key role in the lawsuit that ended segregation on Alabama busses.   

Critical Analysis

            CLAUDETTE COLVIN: TWICE TOWARD JUSTICE begins with Colvin’s own words about Jim Crow and what the laws meant for African American’s in the south in the 1950’s and 1960’s. The first voice we hear is hers, which is appropriate as she will continue to define and bring into greater perspective the historic events that ended segregated buses in Montgomery, Alabama. The book is like a documentary movie depicting chronologically this little known hero of African American rights. This technique creates a fast paced, visually interesting history.

Hoose’s biography of Claudette Colvin is presented in two ways. First is the text written by Hoose, second are what the author calls ‘Claudette Sections,’ her own words about the events described. Hoose conducted fourteen interviews with Colvin, which were the source for these sections. He was also able to conduct interviews with other key people that related to Colvin’s story. Hoose meticulously documents his sources for quoted material, and lists an impressive bibliography of related material.

           The majority of the illustrations in the book are black and white photographs of the people and events depicted in the story. Interspersed among these photos are additional photos of documents, such as Colvin’s arrest report and newspaper articles, that are pertinent to the text. Each photo is located next to its written context and the layout highlights and compliments the text. In addition, the photos convey the history of the time. 

          Hoose is extremely knowledgeable about the subject matter and his writing reveals an emotional attitude toward the material that enlivens the reading.  His admiration for Claudette is evident throughout his writing and his belief in the importance of presenting her story is manifest in his extensive research. He has written several other books on the subjects of the Montgomery Bus Boycott and about young people and their contributions to history.

Review Excerpts and Awards

Newberry Medal Honor Book 2010

National Book Award Winner for Young People's Literature 2009

Orbis Pictus Award for Outstanding Nonfiction for Children Recommended Book 2010

Robert F. Sibert Informational Book Medal Honor Book 2010

BOOKLIST Starred review 2009: “Hoose’s lucid explanations of background figures and events alternate with lengthy passages in Colvin’s own words, and the mix of voices creates a comprehensive view of the Montgomery bus boycott and the landmark court case, Browder v. Gayle, that grew from it.”

COOPERATIVE CHILDREN’S BOOK CENTER CHOICES review 2010: “Phillip Hoose’s narrative, which was drawn in large part from interviews with Colvin and others as well as additional research, paints a fresh, insightful picture of those life-changing times in Montgomery, looking at them through the experiences of a teenager who faced challenges for being both young and Black.”

Connections

·       NPR’s website provides additional information on Claudette Colvin in the form of an article and an audio recording. The URL for that website is http://www.npr.org/templates/story/story.php?storyId=101719889.

·       A discussion would be held where children would be asked about any instances where they stood up and fought for something they believed in.

·       Other books that detail the story of the Montgomery Bus Boycott include FREEDOM WALKERS: THE STORY OF THE MONTGOMERY BUS BOYCOTT by Russell Freedman ISBN 0823421953 and THE MONTGOMERY BUS BOYCOTT by Dennis Brindell Fradin ISBN 0761442588.
·       A Curriculum Guide for CLAUDETTE COLVIN: TWICE TOWARD JUSTICE can be found at this URL http://media.us.macmillan.com/teachersguides/9780312661052TG.pdf.

Bootleg: Murder, Moonshine and the Lawless Years of Prohibition - Nonfiction and Biography

Bibliography

Blumenthal, Karen. 2011. BOOTLEG: MURDER, MOONSHINE AND THE LAWLESS YEARS OF PROHIBITION. New York: Roaring Brook Press. ISBN 978-1-59643-449-3.

Plot Summary

Karen Blumenthal’s book BOOTLEG: MURDER, MOONSHINE AND THE LAWLESS YEARS OF PROHIBITION chronicles the nearly fourteen year saga of Prohibition in America. Nearly fifty percent of the book is devoted to the history that led up to Prohibition; the effects on our country and the eventual repeal of Prohibition in 1933 comprise the balance of the book. Blumenthal’s thesis states that Prohibition was a law that attempted to regulate morality, radically reduce crime and keep people out of jail and sober, however it proved to be extremely ineffective at accomplishing any of these goals.

Critical Analysis

The first half of BOOTLEG: MURDER, MOONSHINE AND THE LAWLESS YEARS OF PROHIBITION serves as a precursor, laying foundation for the depiction of the Prohibition era that is about to be presented. That history is developed in a very concise, chronological fashion. The book transitions from making general statements about alcohol and its negative aspects, to more specific statements about why the country’s leaders, and certain segments of society, believed Prohibition was necessary. As the book progresses from general to more detailed information, Blumenthal begins to incorporate stories of individuals who played larger roles in the fight to achieve Prohibition. Blumenthal’s organization technique initially presents larger issues, reinforcing the validity and accuracy of that issue through the use of individual stories. This technique intermingles a sequential recounting of the history of Prohibition with social and psychological commentary on the issue.

The latter half of the book provides the reader with details of the sweeping, abrupt changes Prohibition caused in the United States. Blumenthal’s writing is absorbing, with a tone of immediacy which creates the frantic mood of the time with statements like, “Exactly one minute after January 16, 1920 became January 17^th, daily life in America was immediately changed.” Now, everyday actions such as selling a beer, or sipping a drink in public were illegal activities, and all alcoholic beverages had to be removed from restaurants, bars, country clubs all locations where alcohol was stored or sold. The atmosphere Blumenthal creates describing the citizens who comprised the nation’s drinkers is one of desperation. By describing the urgency and extreme methods by which alcohol was being stockpiled in homes, the only place it was legal, she evokes the frenzied atmosphere of the time.

Blumenthal uses the Epilogue to attempt to answer the question ‘Was Prohibition a success or a failure?’ A summary of the final years of some of the key players in the Prohibition era including Morris Sheppard and Al Capone are discussed demonstrating that Prohibition was an immense failure. Passing laws with the intent of governing an entire country’s behavior, particularly in a country as varied in its views as the United States, proved to be unproductive. However one positive result of Prohibition, according to Blumenthal was that, “Americans became more educated more urban and enjoyed far more entertainment. Even young people had better things to do then hang out in a bar.” Blumenthal ends her Epilogue by stating that Prohibition’s biggest failure “was on a personal level.” Alcoholism is still a major problem in this country. Programs such as Red Ribbon Week in schools, which encourage students to pledge to be drug and alcohol free, and the efforts of groups like MADD, have made strides, but the problem still exists. Ultimately, as Blumenthal states, people must be responsible on an individual basis to decide whether or not they want to drink to excess. The government cannot regulate behavior or the right to choose; it can however, provide children and adults with information on the dangers of alcohol allow them to make an educated decision. 

BOOTLEG: MURDER, MOONSHINE AND THE LAWLESS YEARS OF PROHIBITION has a very detailed bibliography, and source notes on every chapter. The bibliography is divided into sections such as ‘Prohibition, Temperance and Alcohol,’ and ‘Women and the WCTU.’ This extensive bibliography enables anyone researching Prohibition to identify resources on a specific topic covered by Blumenthal. There is also a glossary covering the major terms she uses in the book. Many topics that are not typically known about Prohibition are presented in this book. The photos and reproduced documents are in black and white providing a sense of history. The majority of these photos and documents are inset into the text and provide the reader with visual references to the text being discussed and create an ambiance of the 1920’s in visual format.

Review Excerpts

BOOKLIST Starred review 2011: “Plenty of archival images lend to the book’s pleasant design, and an ample bibliography and source notes close out this top-notch resource, which will also help spark discussion on the current War on Drugs.”

VOYA review 2011: “Students or anyone interested in the turbulent prohibition era will find this a very worthy resource.”

Connections

• The Ken Burns documentary PROHIBITION ASIN B004NJC0R0, either all or selections, would be an excellent companion to this book.
• As a complement to Ken Burn’s documentary and Blumenthal’s book, PBS has a website, PROHIBITION IN THE CLASSROOM which provides educators with Lesson Plans and Snapshot Activities. The website can be found at this URL  http://www.pbs.org/kenburns/prohibition/educators/.
• The National Archives website TEACHING WITH DOCUMENTS: THE VOLSTEAD ACT AND RELEATED PROHIBITION DOCUMENTS is an excellent tool for educators creating lessons on the subject of Prohibition. The website contains documents, teaching activities, document analysis worksheets and more. The website is located at this URL http://www.archives.gov/education/lessons/volstead-act/.

·       A You Tube video entitled THE PROHIBITION YEARS can found at this URL https://www.youtube.com/watch?v=6zGVpwVN4L0. This video provides a catalyst for a class discussion on whether it was effective then, or is effective now for the government to try to control people’s behavior.