Module 10: Boxes for Katje

APA Reference of Book: Fleming, C. (2003). Boxes for Katje. New York, NY: Farrar, Straus and Giroux.

Summary: Katje and her mother live in a small Dutch town called Olst during post-World War II Europe. She receives a package from an organization called The Children’s Aid Society, filled with a bar of soap, wool socks, chocolate, and a letter from a girl named Rosie, who sent the items. Katje writes back to thank her, which sparks up a friendship correspondence. During the summer and especially throughout the hard winter, Katje receives more packages and letters from Rosie. At the time when the Olst townspeople were the most despondent about surviving during the winter, they receive several packages filled with necessities such as clothing, bags of sugar, and canned food from Rosie and her whole community. Their thoughtful gifts help the townspeople get through the rough winter. Katje decides to send a package back to Rosie filled with tulip bulbs to plant during the fall, so that they will bloom in the spring as a surprise.

Impressions: I was pleasantly surprised to find out at the end that this book was based on a true story that happened to the author’s mother, who sent a box to a family in Europe in May of 1945. The oldest girl in that family was also named Katje. The story made me more aware of what it was like for many Europeans living in post-World War II. I did not fully consider that some Europeans had to endure hunger and a lack of warm clothing because of a war-torn economy. I liked it that the some parts of the story was told through the letters that were exchanged between Katje and Rosie, written in child-like handwriting. The illustrations are full spread and attractively colorful. There are many books written about World War II, but a story about post-World War II is unique. This is a good introduction to this time period for children, and it might encourage them to begin corresponding with an overseas pen pal or donate items to other countries in need.

Professional Review: “After the war, there was little left in the tiny Dutch town of Olst. The townspeople lived on cabbages and seed potatoes. They patched and repatched their worn-thin clothing, and they went without soap or milk, sugar or new shoes." Set in post-World War II Holland and based on an actual incident, this story illuminates a little-known episode in history. To offset the devastation left by the war, the Children's Aid Society and other relief agencies encouraged American students to send boxes of basic necessities to victimized children. When Katje in Olst receives such a box from Rosie in Mayfield, IN, the two begin a correspondence that eventually triggers a relief effort that enables this small Dutch town to make it through an unbearably frigid winter. Fleming does an estimable job of bringing time and place into focus, and presents endearing, fleshed-out characters with whom readers can easily empathize and sympathize. Dressen-McQueen's warm-toned colored pencil, oil-pastel, and acrylic illustrations accurately reflect dress, architecture, and other details, and the facial expressions and body postures of the characters effectively convey their joy in these much-appreciated gifts. A good choice for story hour as well as for independent reading and an excellent discussion starter.”

Oliff, G. (2003). Boxes for Katje [Review of the book Boxes for Katje, by C. Fleming]. School Library Journal, 49(9), 177-178. Retrieved from http://libproxy.library.unt.edu:2200/ehost/detail/detail?vid=2&sid=7020c4c2-d90b-4c05-88ef-2f5abedd834e%40sessionmgr105&hid=130&bdata=JnNjb3BlPXNpdGU%3d#AN=518415358&db=brd

Library Uses: After reading the story to the children, invite them to write letters to pen pals from other countries who are in need, and tell them to ask their parents to help them get supplies (hygiene items, socks, hats, mittens, school supplies) and little gifts to fill up a small box to send to their pen pal’s family. Provide writing supplies for them and encourage them to decorate their letters with stickers, markers, colored pencils, etc. Provide them with brochures to take home from a relief organization that will deliver the letters and packages overseas.

Module 9: Who Pushed Humpty Dumpty?

APA Reference of Book: Levinthal, D., & Nickle, J. (2012). Who pushed Humpty Dumpty?: and other notorious nursery tale mysteries. New York, NY: Schwartz & Wade Books.

Summary:  A police detective named Binky investigates various nursery rhymes from the point of view of a mysterious crime scene. He solves the case of who broke into the three bears’ house, ate their porridge, sat on their chairs and slept in their beds, who turned out to be Goldilocks. Then he investigates the case of a missing witch who lured Hansel and Gretel into her candy house. Hansel and Gretel were presumed guilty until their story proved to be a true case of self-defense. Next, Binky discovers the identity of the culprit who pushed Humpty Dumpty off the wall. The villain turns out to be a pig who was not allowed to sing in Humpty Dumpty’s band, called All the King’s Horses and All the King’s Men. Binky also solves the case concerning who poisoned Snow White during the Forest Beauty Pageant. In his final case he investigates the cause of an earthquake and an explosion, which came from Jack growing the beanstalk and escaping from the giant, who falls and crashes to the ground.

Impressions: This is a very interesting picture book that has unique perspectives on various nursery rhymes and fairy tales. Goldilocks is normally seen as the victim of the well-known nursery rhyme, but this particular tale focuses on the point of view of the Three Bears instead. Hansel and Gretel’s story is also an interesting one, because Binky does not know if he should believe in Hansel and Gretel’s story at first. It is interesting to think that they could be children who are lying, which would mean that the witch is innocent. The crime scene investigation theme is an interesting spin on these familiar stories, because it dramatizes the situation of each story and turns each of them into a mystery. Children would have fun seeing these tales from a new perspective. It would allow them to exercise their creativity in reimagining these stories and other fairy tales and nursery rhymes.

Professional Review: “Binky, a stout, warty police detective toad who looks like he's downed a few donuts over the years, gets the call when things go bad in the forest in this latest entry in the flourishing genre of nursery noir. The Three Bears report a housebreaking; Hansel and Gretel are acquitted on self-defense in the murder of a witch; a pig chef who runs an omelet stand confesses to pushing Humpty Dumpty off the wall; Snow White is rushed to the hospital on a 911 call from a dwarf; a boy named Jack caught high-tailin' it away from a scene of devastation proves to be the hero who rescued a kidnapped Golden Goose from a giant. The stories are too underdeveloped to carry much weight, and they're not nearly as amusingly manic as episodes in Scieszka's venerable Stinky Cheese Man. Nickle's acrylic illustrations, however, are more than up to the job, with their eerie, other-worldly cast of ne'er-do-wells. Scene setting and visual characterization are aimed at kids who know the stories thoroughly and can therefore appreciate the unrepentant, blue-eyed glare of Goldilocks behind bars; the shell shard and tighty-whities wreckage of Humpty Dumpty; and the rotten teeth and distended bellies of the animals who have gorged on the witch's candy house. Readers who are just starting to question all those happily-ever-afters might find a few answers here.”

Bush, E. (2012). Who pushed Humpty Dumpty?: and other notorious nursery tale mysteries (review) [Review of the book Who pushed Humpty Dumpty?: and other notorious nursery tale mysteries, by D. Levinthal & J. Nickle]. Bulletin of the Center for Children's Books 66(2), 94-95. Retrieved from http://libproxy.library.unt.edu:2124/article/486501

Library Uses: Assign each group of children to reinvent a favorite nursery rhyme and creatively change the ending or add a twist to it. They can act out these re-imagined nursery rhymes as a play, dramatically acting like the characters. Props and costumes are optional but are encouraged.

Module 8: The Doll People

APA Reference of Book: Martin, A. M., & Godwin, L. (2000). The doll people. New York, NY: Hyperion Books for Children.

Summary: A collection of porcelain dolls, named the Doll Family, has been passed on from one generation to the next. The family has lived in the same house for one hundred years, so their lives completely change when a new doll family, the Funcrafts, moves in to live with them. The Funcrafts are different than them because they are made of plastic, laid back, and do not strictly follow the doll code of honor. Annabelle Doll, the daughter of the Doll Family, is determined to solve the mystery of Auntie Doll’s disappearance for 45 years. Annabelle and her new friend, Tiffany Funcraft, set out on an expedition to find Auntie Doll because the rest of the Doll Family is too afraid to do so. Throughout the course of the story, the dolls face challenges such as having to hide from their owner's pet cat, Captain, pretending not to be alive when humans are around, and avoiding Doll State and Permanent Doll State, which can both happen to dolls when they break the doll code of honor by being discovered by a human. In the end, after Annabelle and Tiffany find Auntie Sarah, the two families learn to accept their differences and fully love each other as neighbors and friends.

Impressions: Although this story reminded me of Pixar’s Toy Story film, it was unique in its own way. The idea of Doll State and Permanent Doll State was interesting. It added to the conflict and suspense of the story, especially when the dolls were in danger of being seen by their owners. The authors did a good job of instilling suspense when the dolls would peek around a corner, reach the top of the stairs, or pull open a door, because they were afraid of being seen by their owners or the intimidating pet cat, Captain, who could appear at any moment. I could sense the dolls’ fear when Papa Doll was captured inside Captain’s jaws. It was also interesting when the two doll families explained to each other the differences in technology. For example, the modern Funcrafts had to teach the old-fashioned Doll Family about microwaves and barbecues. The illustrations are whimsical and very detailed pencil drawings. The story was fun and reminded me of my childhood love for dolls.

Professional Review:  “A lighthearted touch and a dash of drama make this a satisfying read. When Annabelle Doll finds her Aunt Sarah's journal, she hopes it offers a clue to the whereabouts of her aunt, who has been missing for 45 years. Annabelle is forever eight years old-the same age as Kate, the current owner of the Victorian dollhouse in which she and her family have lived for the past century. Their new neighbors, the all-plastic Funcrafts, who arrive for Kate's younger sister's birthday, are modern and brashly confident. Their pink plastic house has a barbecue, a computer, and a VCR. Tiffany, the Funcraft doll-girl, is just the right age to be a first real friend for Annabelle, and her daring spirit inspires the child's quest for her aunt. Determined and brave, she persuades her cautious parents to let her venture out of the dollhouse in search of her relative. Along with the usual perils of moving about in the real world, there is the risk of being seen by a human and succumbing to "doll state" or even worse, "permanent doll state." Selznick's illustrations are perfectly suited to the innocent charm of the dolls and do much to draw readers into their world. The delightful endpapers, which resemble pages from toy catalogs past and present, tell their own tale about the characters. A light and uncomplicated fantasy/adventure in the tradition of Rumer Godden's doll stories or even Pam Conrad's The Tub People (HarperCollins, 1989).”

Meizner, K. (2000). The doll people [Review of the book The doll people, by A.M. Martin & L. Godwin]. School Library Journal, 46(11), 128. Retrieved from https://libproxy.library.unt.edu/login?url=http://search.proquest.com/docview/211709139?accountid=7113

Library Uses: Cut out blank ginger bread-shaped figures to represent the different dolls. Allow the children to draw faces on the dolls and design outfits for them with markers, buttons, stickers, glitter, etc. The children can recreate the doll families from the book or they can create their own doll characters.