Monday, August 3, 2020

Johnny Tremain

Time and Place
In the 1770s, the city of Boston was almost an island. It projected out into Boston Harbor, connected to the mainland by a thin strip of land called “the Neck.” This was both good and bad for
Bostonians. It was good because it provided easy access to Boston Harbor, while the Neck’s
guarded gates helped protect the city from attack. It was bad because it meant that the city could
be easily isolated from communities on the mainland.
The city itself was a fairly typical eighteenth-century British-style town. A main feature was
the Common, which still exists today. This land was shared by all and was used for pastureland,
military training, horse-riding, and general recreation. People gathered at the Common to
exchange news, as they did at the many water pumps scattered throughout the city.
Did You Know?
Johnny Tremain, like many poor boys of his time, was apprenticed to a master craftsman to learn
his trade: silversmithing. Apprentices worked and usually lived with their masters for a period of
about seven years. In exchange for the boy’s efforts, the master would train, house, and feed him.
Paul Revere, whom Johnny consults for advice on a difficult smithing task, was a very talented and well-regarded silversmith in Boston. He learned the trade during an apprenticeship
with his own father. Revere was particularly famous for his ability to keep the basic beauty of a
design, while adding many decorative frills that were popular at the time.

Time and Place
As early as 1767, the British were taxing the tea that was shipped to the American colonies. Some
colonists began boycotting British tea; as a result, tea exporters such as The East India Company
lost a great deal of money. To help this important business, the British government gave it exclusive
rights to sell tea in the American Colonies, under The Tea Act of 1773. In September of that year,
the East India Company filled seven ships with tea bound for the colonies. These ships, carrying
hundreds of thousands of pounds of tea, were headed for Boston, New York, Philadelphia, and
Charleston. Protests broke out in all these cities, and several of the ships turned back to England.
The ships bound for Boston reached their destination in November 1773. The Patriots responded
with a dramatic protest that you will read about in the next section of the novel.
Did You Know?
In the 1770s, Boston was a key American shipping port, both because of the fine ships built there
and the many different products traded on the Boston wharves. Most Bostonians were somehow
connected to the shipping trade or to the fishing industry: a variety of craftspeople built ships;
unskilled workers loaded and unloaded merchandise from ships and warehouses; other Bostonians
made a living catching and selling fish and oysters. Many of Boston’s wealthy families had made
their money through shipping and trade.
Time and Place
Bostonians responded with outrage to the closing of their port and the arrival of British soldiers
and warships. The Committees of Correspondence that Sam Adams began in the early 1770s
evolved to play an even more active role. In September 1774, all the colonies except Georgia
sent representatives to the First Continental Congress in Philadelphia. The Congress decided on
a boycott of British goods and promised to stand together in defense of Boston. One result of this
promise was the forming, arming, and training of colonial militias. The Congress also prepared a
summary of its complaints for King George. The king, however, was not interested in reviewing
these complaints and sent more soldiers and ships to Boston.
Did You Know?
Colonial militiamen had no uniforms and had to supply their own guns and ammunition, as well
as food and other accessories. Many had learned to shoot while hunting for food or fighting
Native Americans in the countryside. They were hardly prepared for the organized and almost
polite method of warfare practiced by the British army, in which soldiers lined up on opposite
sides of the battlefield and advanced toward the enemy, shooting. Though the militiamen’s rifles
were accurate, they held only one shot and often lacked the bayonets (knives) attached to British
guns. This meant that while the militiamen were reloading, they were defenseless. On the other
hand, the British soldiers’ bright-red uniforms made them easy targets.


https://www.amscopub.com/products/pdfs/e_tr/74737%20Johnny%20Tremain.pdf


The story of Johnny Tremain begins in
1773 in the Boston home and workshop of
old Mr. Lapham, a master silversmith.
Fourteen-year-old Johnny Tremain is one of
three apprentices who live with the Lapham
family while learning the silversmith trade.
Although Johnny is an orphan, he had the
advantage of a mother who taught him to
read and write. These abilities, along with
Johnny’s intelligence and superior skill as an
apprentice silversmith, make him overly
proud. He wins no friends with his haughty
attitude toward the other two apprentices.
Johnny is so proud and aware of his value to
the Laphams that, at times, he even treats his
master’s family disrespectfully.
As the story begins, Johnny is far more
interested in his personal ambitions than in the
political turmoil brewing all around him. At
this time, the colonies were on the eve of the
American Revolution, and Boston was a hotbed
of tension and unrest. Many colonists were
fiercely engaged in debating how much control
Great Britain should have over the colonies and
whether to form a separate nation.
Johnny’s story is filled with characters,
places, and events that make Boston, as it
existed in the early 1770s, come alive. Some
characters are mostly interested in their daily
lives. Other characters are passionately interested in the political changes erupting around
them. Though many of these characters are
fictional, Forbes has skillfully interwoven their
stories with those of real people and events
from history. In fact, the author has combined
fact and fiction so seamlessly that readers may
not always know what is real and what is
invented. In the words of one critic, “If
Jonathan Lyte Tremain never lived in the flesh,
he lives vividly with the men of his time.”
In writing Johnny Tremain, Forbes drew
upon the extensive research she did for her
biography of a famous Boston patriot: Paul
Revere. With Forbes’s vivid descriptions,
readers can imagine what it was like to walk
down Boston’s cobblestone streets in the early
1770s. They can share the sense of danger
and excitement surrounding such real events
as the Boston Tea Party, Paul Revere’s famous
ride, and the Battles of Lexington and
Concord. Readers also learn more about such
great Patriot thinkers and leaders as Sam
Adams, John Hancock, and John Adams.
In Johnny Tremain, readers share not
only a historical journey but also Johnny’s personal journey of growth and discovery. When
planning the novel, Forbes was determined “to
give Johnny room enough to change and grow.”
She also wanted “an obstacle [for] Johnny . . .
to face from the beginning to the end of the
book. . . . This obstacle was to have psychological significance.” At the beginning of the
novel, Johnny is an arrogant and impulsive
boy, but then life knocks him around quite a
bit. He runs into some bad luck and also
creates some problems for himself with his
excessive pride. He has to face his problems
and try to figure out who he is and what
matters to him. When the dramatic events of
the American Revolution involve Johnny, he
must decide what ideas and beliefs are worth
fighting for.
THE TIME AND PLACE
The story of Johnny Tremain takes place
mainly in Boston, beginning in the summer of
1773 and ending in April 1775. At this time,
Boston was an important colonial city with a
thriving economy. The thirteen American
colonies were well established and had grown
in population to two and a half million. The
geographic area of the colonies was larger
than that of the mother country, Great
Britain. Transportation within and between
colonies was very slow, with horse or horsedrawn carriage the fastest method of travel.
Mail service was minimal and news could take
days, weeks, or months to circulate.
The circumstances leading to the momentous historical events described in Johnny
Tremain had been brewing for more than a
decade. In 1763 Great Britain found itself
deeply in debt after the end of the French and
Indian War. The British government decided
that it was time that the American colonies
helped pay for their own defense. Between
1763 and 1775, the British Parliament
approved a variety of laws requiring colonists
to pay new taxes. Many colonists objected
strongly to paying these taxes because they
had no representatives in Parliament. Thus,
they said, Parliament had no authority to tax
them. “No taxation without representation”
became the rallying cry of colonists opposed
to the new taxes.
One of the new laws, the Stamp Act,
meant colonists had to pay a tax—in cash—
for most products made from or using paper.
As this tax affected nearly every purchase,
the colonists decided to protest by boycotting, or refusing to buy, British goods.
Some protests led to violence. The most
important effect of the Stamp Act, however,
was that the colonies began to unify. People
like Sam Adams began to organize groups
dedicated to the cause of fighting British
tyranny.
Another event that helped trigger the
American Revolution was the Boston Massacre
in 1770. Confusion during a routine street
dispute led to violence and bloodshed
between colonists and British soldiers who
were stationed in Boston. This event further
convinced Patriots such as Sam Adams that
all the colonies should unite against Great
Britain. He encouraged regular communication
between important leaders from the different
colonies. Eventually, Adams’s “committees of
correspondence” became the Continental
Congress, which met for the first time in 1774.











Sunday, August 2, 2020

Thunder Rolling in the Mountains

Thunder Rolling in the Mountains


At the request of the late Newbery medalist O'Dell ( Island of the Blue Dolphins ), his widow, Hall, collaborated on this story about Sound of Running Feet, the daughter of Chief Joseph of the Ne-mee-po, or Nez Perce Indians. Sound of Running Feet narrates the betrayal of her people, their flight, last battles and final surrender. In typical O'Dell fashion, the novel serves up a generous helping of historical fact and general information about the Ne-mee-po and their way of life. Unfortunately, a formal and reserved tone (``I had loved him for a long time, for as many moons as there were stars'') keep the reader at arm's length from the characters, which in turn does little to amplify or personalize their plight. Readers may find that the novel's choicest parts are those trimmed closest to the factual bone--though topping Chief Joseph's ``Hear me, my chiefs'' speech will prove difficult, this work may encourage youngsters to sample some of its source material. Ages 10-14.

In the late nineteenth century, a young Nez Perce girl relates how her people were driven off their land by the U.S. Army and forced to retreat north until their eventual surrender.

Scott O'Dell, Elizabeth Hall
Dell, 1993 - Juvenile Fiction - 128 pages

It is spring of 1877 when fourteen-year-old Sound of Running Feet, daughter of Chief Joseph of the Nez Perce, sees white people panning gold in the little creek that feeds the Wallowa River, and brings word of them to her father.

"They are the first, but more are on the way," he says. "We are few and they are many. They will devour us."

It is Sound of Running Feet who narrates the story of her tribe's fate. Readers will be gripped as she shares with us her respect for her father, her love for handsome Swan Necklace, and her destiny.

https://www.novelstudies.org/downloads/Thunder_Rolling_in_the_Mountains_Novel_Study_Preview.pdf

http://www.lawesterners.org/wp-content/uploads/2013/10/193-FALL-1993.pdf


Saturday, August 1, 2020

The Sign of the Beaver

The Sign of the Beaver by [Elizabeth George Speare]
Book Summary: The Sign of the Beaver
 Twelve-year-old Matt and his father went to Maine ahead of the rest of their
family to build a cabin on their recently purchased land in 1768. Matt’s father leaves
him there while he returns to their old home to collect the rest of the family. Matt runs
into trouble quickly when a man tricks him and steals his rifle, which was Matt’s only
way to feed himself. He gets so hungry he decides to steal some honey from a
beehive. He ends up getting stung so many times that he nearly dies. He is saved
when a Native Indian man and boy rescue him and heal him.
 To thank them, he offers one of his only possessions... a book. They end up
making an agreement that Matt will teach the boy, Attean, how to read. They both end
up learning from each other. Attean learns a little of how to read. Matt learns how to
hunt and survive off the land.
[SPOILER] Many weeks have passed... far more than the seven weeks Matt’s father
said he would be gone. Attean’s grandfather offers to take Matt with them when they
go on their hunt. He doesn’t want to leave the boy alone in the woods, when it is
possible that Matt’s father will never return. Matt says no, that he must wait for his
family. He knows he will never see Attean or his grandfather again because they are
moving their tribe to escape the increasing number of white settlers taking their land.
After many weeks, Matt’s father and family finally arrive and are amazed at how well
he has managed to survive.
Author Biography: Elizabeth George Speare
 Elizabeth George Speare was born November 21, 1908 in Melrose,
Massachusetts. Speare discovered writing at eight years-old. She earned her Bachelor
of Arts from Smith College in 1930 and a Master’s degree in English from Boston
University. She taught high school English from 1932 to 1936. In 1936, she met her
future husband, Alden Speare. They moved to Connecticut where they married and
raised two children. Speare intended to write, but found the duties of motherhood
drained away any free time. She only began to seriously write when her children were
in junior high.
 Speare published her first novel, Calico Captive, in 1957. The next year she
completed the Witch of Blackbird Pond, which won the Newbery Medal. She also
won a Newbery Medal in 1961 for The Bronze Bow. In 1984, The Sign of the Beaver
was published. It received a Newbery Honor, the Scott O'Dell Award for Historical
Fiction, and the Christopher Award. In 1989, Speare received the Laura Ingalls Wilder
Award for her contribution to children's literature.
 Elizabeth George Speare died of an aortic aneurysm on November 15, 1994 in
Northwest General Hospital in Tucson, Arizona. She was 84 years old.

Discussion Questions
1. At twelve-years-old, Matt’s father leaves him alone for seven weeks. Do you think kids in the
1700s were more mature than kids today or is it just a matter of doing what you have to do to
survive? Why do you think so?
2. Matt tries to do the right thing in cooking for Ben and making him welcome. He ignores his
own misgivings (p. 17) and treats him like a guest. Did Matt do the right thing? If you were
miles from anyone else and someone needed a place to stay for the night, would you let them? Or
would it be better to send them away to fend for themselves? Why?
3. The more time Matt spends with Attean, the more he realizes that the foolish way the native
man in the story of Robinson Crusoe is portrayed is not something that is logical (p. 43, 57).
Why does it take living a similar experience for him to realize that?
4. Matt seems to accept the idea that animals can understand people talking when Attean speaks
to the fish he throws back (p. 50) and when he apologizes to the bear’s spirit for killing it (p. 73).
Do you think that animals can understand? Why or why not?
5. Attean says they must leave the trapped fox because it is another tribe’s hunting ground. Does
it seem right that because someone owns something they can do whatever they want and you
shouldn’t stop them? Or should you do what you think is the right thing, no matter the situation?
(p.64)
6. When Matt realizes that the land his father bought was the Indians’ and that they were tricked
because they couldn’t read what they were signing, how do you think he feels? Consider that he
knows his father paid money for the land, but because of it, his friend is leaving his homeland
forever. Is there anything he could do about it?
7. Do the Indians have a right to dislike the white settlers? They were cheated out of their land
and many killed. Attean’s grandmother hates white people (p. 87). How can these bad feelings
be overcome? If there is a solution, why do we still have racism today?
8. Could Matt have survived the winter without Attean’s training and the Indian’s gifts? Why or
why not?
9. Does Matt do the right thing in staying behind instead of going on the hunt with the Indians?
Why? What would you have done in that situation?
10. In 2001, at Pinellas County (FL) elementary school someone tried to ban this book because it
used the word squaw to refer to Native American women. Should a book use terms that would
have used during the time the story takes place or should they use terms that are okay today? Do
you think books that use offensive terms like these should still be read? Why or why not?





https://journeythroughthird.weebly.com/uploads/3/0/6/8/30682161/signofthebeaverinteractivebookproject.pdf