The Beatitudes: From Slavery to Civil Rights

Name of Book:  The Beatitudes: From Slavery to Civil Rights

Author:  Carole Boston Weatherford

Illustrator:  Tim Ladwig

Publisher:  Eerdmans Books for Young Readers

Audience:  Ages 6-9

Summary:  This is a story of African American history in the United States from slavery to present day. The author highlights 13 historical figures and shares a bit about their story through the lens of the Beatitudes. The illustrations are specific to each story shared, portraying life-like portraits and accurate accounts of the stories of each person. The book begins with an overview of African American history and the sharing of the Beatitudes from Jesus’ Sermon on the Mount, and then carefully moves through the unique stories of the historical figures.

Literary elements at work in the story:  This is a first person story told from the perspective of God. It is a poem that winds through 13 powerful stories, each one told with a corresponding line of the Beatitudes. The characters in the story are the 13 historical figures along with God as the narrator. This book is written as a free-flowing poem, and each story is set in the time and location of the person’s story being told. Twice in the book God is referred to as “he.”

How does the perspective on gender/race/culture/economic/ability make a difference to the story?  The book is purely African American and focuses on the stories of African American ancestors throughout history and including present day. The stories are inclusive of genders, all socio-economic backgrounds and cultures as well. Given history, the book does portray white Americans in a negative and oppressive light. The story is most powerful in the way scripture is tied into the African American heritage, as introduced at the start of the book, and how the author has included God as a part of the stories as well.

Scripture: Amos 5:23-24

Theology:  As God’s creation we have a responsibility to love and care for one another. Life in Christ commands us to be devoted to one another through care, honor and sincere love. We are to put the needs and care of others above the care of ourselves, as God did for us through the life, death and resurrection of Christ Jesus. God demands justice and righteousness for all of God’s creation. God despises when we are complacent and ignore the needs of our Christian brothers and sisters.

Faith Talk Questions

1. Do you know someone who has suffered because of their race? Have you suffered?
2. How does God feel when people treat each other as less than God’s own children?
3. When has God called you to step out in faith and go against what everyone else is doing?
4. How can we care for all of God’s children when we see them being treated unfairly?
5. Did you know that God was involved in all of these historical stories?
6. How can we strengthen our faith and rely on God when we feel like we’re being mistreated?

This review is written by Union Presbyterian Seminary alumna Katie Todd.

A Year Down Yonder

Name of Book:  A Year Down Yonder

Author: Richard Peck

Illustrator: None

Publisher: Puffin Books

Audience: Ages 10+ (all the way up to senior citizens!)

Summary:  A Year Down Yonder, winner of the 2001 Newberry Medal, is the sequel to A Long Way from Chicago.  The first book was narrated by Joey; this one is told by Mary Alice.  The year is 1937.  Dad has lost his job, so the family had to give up their apartment.  The parents have moved into a room just big enough for the two of them.  Brother Joey (now called “Joe”) is in the Civilian Conservation Corps and is planting trees out west.  Fifteen-year-old Mary Alice must go to live with her grandmother in a sleepy town somewhere between Chicago and St. Louis.  All she has with her is a small trunk containing her clothes, her transistor radio, and her cat Bootsie.  Mary Alice’s year with Grandma in the country is anything but boring as she watches—and sometimes helps—Grandma shake up the neighbors.

Literary Elements at work in the story:  The book is set during the Great Depression of the 1930s.  The generation that experienced this period is now elderly.  For young readers of this book, that era is almost as remote and as far removed from today’s world as the age of dinosaurs is.  The book matter-of-factly portrays a time when people routinely made do with very little and did not whine, complain, or pout over their lot in life.

Perspective on gender/race/culture/economic/ability:  The book is set in the Great Depression, a time when most people had little money and few programs to aid people existed.  But Grandma looked out for others, especially ones that might have been overlooked.

Scripture: James 1:27; Matthew 6:3; Exodus 20:12; Proverbs 14:31

Theology:  Caring for others; Love of neighbor; Community

Faith Talk Questions:

1. Mary Alice arrived in Grandma’s town with her entire wardrobe (all the clothes she owned) in a small trunk.  If you had to pack all of your clothes in one small trunk, what would be in there?
2. Mary Alice is also carrying her transistor radio and her cat, her two most prized possessions.  What did the radio and the cat means to Mary Alice?  What are your two most prized possessions?  Explain why these possessions are prized.
3. Grandma did things throughout the book that we are told not to do.  She steals pecans and pumpkins to make pies, tells lies, and calls people names.  Is she a good person?  Why?
4. The Bible tells us to take care of people who need someone to stand up for them.  How does Grandma help people?  How is her method different from the method used by others?

Review prepared by Union Presbyterian Seminary alumna Mary Anne Welch

Bread and Roses, Too

Name of Book: Bread and Roses, Too

Author: Katherine Paterson

Publisher: Sandpiper an imprint of Houghton Mifflin Harcourt

ISBN: 978-0-547-07651-5

Audience: Grades 4-8

Summary: A historical fiction novel that follows Jake and Rose, two children whose lives are impacted by the struggles of immigrant workers during a labor strike of a mill during the industrial revolution.

Literary elements at work in the story:

Genre: Historical fiction

Setting: Lawrence, MA at the turn of the 20^th century textile mill community and Barre, Vermont

Characterization: Poor immigrant workers and their struggle for fair labor practices.

Plot: How two children’s lives come together unexpectantly during a labor strike by immigrant workers protesting unfair labor practices.

Theme: Justice and grace

Point of View:  Children of immigrant workers and child laborers

Style:   Narrative

Perspective on:

Gender: Girls and boys are both reflected equally.

Race: Immigrants from Western Europe only.

Theology: God’ grace and hope can be find in the most unlikely situations.

Faith Talk Questions:

1.      What does the title of the book really mean?

2.      How does the community help one another during the strike?

3.      What does Rose discover about the meaning of family by the end of the book?

4.      What does Jake discover about the meaning of family by the end of the book?

5.      How does this story connect to current events and what should be the response of the church?

Review by Union Presbyterian Seminary student Jill Kimbirl

Harvesting Hope

Name of Book:  Harvesting Hope: The Story of Cesar Chavez

Author:  Kathleen Krull

Illustrator:  Yuyi Morales

Publisher: Harcourt

Audience: 10+

Summary: At the age of 10,  Cesar’s family had to migrate to California in search of farm work after being displaced from their ranch in Arizona due to a severe drought which resulted in their inability to pay their bills.  Cesar quits school after the eighth grade to work on the farms and help support his family. The working conditions on these farms were harsh and poor with low wages.  Cesar feels that the workers are being treated as less than human.  When he could no longer tolerate the conditions, he organizes the first National Farm Workers Association and in a non-violent protest he fought for justice.  He organized a strike and a non-violent march from Delano to Sacramento the capital, a total of 340 miles to ask for government help.  As a result of the march, Cesar’s protest against the grape company became well publicized. The National Farm Workers Association was recognized and a promise of better pay and working conditions was the result.  Cesar celebrates this victory but he states that “it is well to remember that there must be courage but that in victory there must be humility.”

Literary elements at work in the story:

Genre: Picture book partial biography of a Mexican American Cesar Chavez

Setting: Inhumane working conditions on the grape farms in California during the life of Cesar Chavez

Characterization: Cesar Chavez portrays courage, determination and hope of changing the inhumane conditions in which the farm workers had to work. He organized the first farm workers union.

Plot: The author gives a chronological account of Chavez’ life to the point where he organizes a non-violent protest to bring about change and justice to a group that was disenfranchised by wealthy land owners.

Theme:  The theme of this book is centered in having the hope, determination and courage to bring about change and justice through a non-violent protest.

Point of View: Written from a third person point of view

Style: Beautifully illustrated with warm colors that draws the reader in and brings the story to life.

Perspective on:

Gender: No gender stereotyping; Story is specifically about Cesar Chavez;

Race: The main character is Chavez a Mexican America who sought change for Mexican American Farm Workers

Culture:  Mexican American working for predominantly white farm owners in California during a specific time period

Economic:  Suppress a specific ethnic group—Mexican American Farm Workers by wealthy land owners.

Ability:  No representation of anyone being handicapped

Scripture :  Jeremiah 33:15-16

Theology talk:

1)      The Lord raises people up for a purpose

2)      Righteousness and justice

Faith Talk Questions:

1)      How does it make you feel when certain people are treated incorrectly because of how they look?

2)      How does God expect us to treat each other?

3)      What other leaders or heroes used non-violent resistance to create change?

Review prepared by Union Presbyterian Seminary student Dee Osbourne-Smart

Elizabeth Leads the Way

Name of Book: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote

Author: Tanya Lee Stone

Illustrator: Rebecca Gibbon

Publisher: Henry Holt and Company

Audience: Ages 4 – 10

Summary: This is the remarkable story of a remarkable woman, Elizabeth Cady Stanton.  From a very young age Elizabeth felt strongly that ALL people should matter, ALL people belonged, ALL people should have rights and protections, and ALL people should have choices.  This is the story of Elizabeth Cady Stanton’s life, loves, ambitions, and her campaign for a woman’s right to vote.

Literary Elements at Work: There are two important literary elements at work in this story: the extraordinary life and ambitions of Elizabeth Cady Stanton and the artistry. Tanya Lee Stone tells the story of Elizabeth Cady Stanton in a straightforward and interesting narrative, unlike many other biographical early readers!  Ms. Stone tells us that Elizabeth learns for the first time at age four that boys are treated and thought of superiorly to girls.  And this injustice will set Elizabeth off on a lifelong journey to prove that girls are just as brave, just as smart, just as physical, and have just as much value as boys.  The climactic moment comes when Elizabeth realizes that the only change that will prove useful for the betterment of all women is the right to vote.  Interestingly, it was Elizabeth Cady Stanton that wrote the initial language that would later become the Nineteenth Amendment, giving women the right to vote.  It took FORTY-FIVE years from the first time the legislation was introduced in Congress to become law!  Elizabeth did not live to see women obtain the right to vote.  The illustrations are bright and colorful, just as is the woman they portray!  Each illustration gives context for Elizabeth’s life and the injustices she railed against during her various life stages.  Rebecca Gibbon pays particular attention to historical detail, giving each illustration an authenticity to the plight of women and slaves.  Ms. Gibbon uses period dress, lighting, housing, transportation, and other everyday common items consistently throughout this narrative, taking the reader/listener back to the early to late nineteenth century.  Tanya Lee Stone and Rebecca Gibbon make a delightful team in telling the spirited story of Elizabeth Cady Stanton.

Scripture: Genesis 1:27,  Isaiah 43 selected verses : “Thus says the LORD, he who created you, O Jacob, he who formed you, O Israel: Do not fear, for I have redeemed you; I have called you by name, you are mine…Because you are precious in my sight, and honored, and I love you.”  Galatians 3:28 ; Adapted from Matthew 10: Jesus summons his twelve; gives them authority to cast out unclean spirits, cure every disease and sickness; and sends them out with these instructions: go to the lost sheep, proclaim the good news, cure the sick, raise the dead, cleanse the lepers, cast out demons.  (NRSV)

Theology: God creates us, forms us, redeems us, calls us by name, honors us, and loves us.  Why?  Because we are precious in God’s sight.  This good news seems throughout history to be relegated only to a few, sometimes whites only, sometimes males only, sometimes Germans only, sometimes heterosexuals only, sometimes Americans only, sometimes the rich only, sometimes the healthy only, etc.  And…yet…the Bible tells us that God created ALL people—male, female, black, white, short, tall, rich, poor, sick, healthy, American, African, on and on in the image of God.  Thus, we need a constant reminder that God creates, forms, calls, honors and loves us and EVERYONE else.  We are to go and do likewise.  Or, as Jesus says, we are to go to the lost sheep, proclaim the good news, cure the sick, raise the dead, cleanse the lepers, cast out demons.

Faith Talk Questions:

Sit down beside your child, let her hold the book and turn the pages.  Ask her to point to Elizabeth as you read.  Repeat this process on each page, considering the following:  In the story, Elizabeth wants to ride horses, raft across a river, learn French, religion, math and science, earn money, and vote.  What does her father tell her? What do her friends tell her?  What does her husband tell her?  What does her school tell her?  What does her culture tell her?  What does the law tell her?  What does Elizabeth do?  How does Elizabeth answer her father?  Her husband?  Her friends?  Her school?  Her culture?  The law of her land?  What if someone told you, “No; you cannot learn to read!  No; you cannot ride horses!  No; you cannot run fast, jump high!”?  And you ask, “Why?”  And the answer is, “Because you are a girl!”  What do we do when the Bible tells us one thing (that we are created, formed, called, loved, honored by God and precious to God), and the world tells us something else (that we are not honored, valued, precious, loved, called)?  Does that mean God does not love you?  Form you?  Call you?  Honor you?  That you are not precious to God?  Wait for responses.  LISTEN (without interrupting) to what your child thinks. Can you think of other people that God loves and values but the world does not?  Consider African Americans, Native Americans, folk with mental illnesses, folk with physical illnesses and/or deformities, homosexuals.  List others.  Say, “God creates, forms, loves and calls all people all the time because you and I and they are precious in God’s sight!”  Say a prayer thanking God for all those that God forms and loves and calls.  Say a prayer of intercession for those who hear so often from the world, “NO; you cannot!”  What did Jesus say?  What did Elizabeth do?  What can we do?  Who does God love, form, call, honor?  Who is precious in God’s sight?

Additional thoughts:

Terezin

I was once a little child

Three years ago,

That child who longed for other worlds.

But now I am no more a child

For I have learned to hate.

I am a grown-up person now,

I have known fear.

By Hanus Hachenburg, a teenager imprisoned at the Nazi camp, Terezin[1]

Review prepared by Union Presbyterian Seminary student Kim Lee

---

[1] Qtd. Rubin, Susan Goldman. Fireflies in the Dark: The Story of Fiedl Dicker-Brandeis and the Children of Terezin. Holiday House: New York, 2000, p. 25.

Henry’s Freedom Box

Name of Book: Henry’s Freedom Box

Author: Ellen Levine

Illustrator: Kadir Nelson

Publisher: Scholastic Press

Audience: 3 – 99

Summary: Henry’s Freedom Box is the poignant, harrowing and true story of Henry Brown, an African American slave, who in the mid-nineteenth century escaped slavery by mailing himself to freedom.  Henry traveled 350 miles in a large box, sometimes upside down and always cramped, from Richmond, Virginia to Philadelphia, Pennsylvania, garnering national and international attention for the plight of slaves.  Henry’s story is not his alone.  The impetus for Henry’s escape is the selling off of his beloved wife and children.  His story is illustrative of the horrors families in slavery faced and the ways in which these families longed to love and grow together in peace and freedom and yet most often, if not always, encountered violence, degradation, humiliation, and separation.  The story gives voice to our human condition: the desire to know that we belong, that our lives matter, that the lives of our loved ones matter no matter how seemingly insignificant we or they are.

Literary Elements at Work: There are two important literary elements at work in this story: artistry and the straightforward narrative of Henry’s life and plea as representative of all life and everyone’s plea: I am a human being, and I long to be free. The paintings throughout this book are inspired by a mid-nineteenth century anti-slavery artist, Samuel Rowse.  Mr. Rowse’s original paintings of Henry were used to raise funds for the abolitionist movement.  Mr. Nelson uses crosshatch pencil lines, and layers of watercolor and oil paint for each painting, giving an aged, almost folk art feel to each scene.  These paintings are visually stunning; this is a beautiful storybook. Mr. Nelson’s facial expressions, use of color, and scene context provide a thoughtful engagement with the emotion of Henry’s story as well as a thoughtful understanding and interpretation of the word story Ellen Levine tells.  Ellen Levine tells the story of Henry’s life, from a young boy in his mother’s lap to his rending away and separation from his boyhood family when he is given to another master; and again in his later life, from his courtship and marriage to Nancy, resulting in three children, to his own family’s rending away and separation from him.  Throughout Henry’s tale, Ellen Levine cleverly gives voice to many of the atrocities that all slaves faced: agelessness, slaves did not have birth dates; namelessness, slaves did not have ancestral or recorded names; disconnectedness, slaves’ marriages were not honored and families were separated; powerlessness, slaves had no human voice, no economic voice, no political voice, no social voice, and yet, in the midst of social, political, economic, and personal isolation, slaves scratched, clawed and created a cultural and spiritual identity and network that enabled some to escape to freedom.  Interestingly, Henry gives himself a birth date when he arrives in Philadelphia.  Henry’s freedom date becomes his birth date, giving Henry in particular, and therefore slaves in general, a beginning grounding point. 

Scripture: Exodus 20:2 , Deuteronomy 5:12-15, Galatians 3:23-29

Theology: It is clear from the beginning of the Bible to the end of the Bible that the Lord God has created us (all of us—red and yellow, black and white) for freedom—freedom to worship, rest, provide hospitality and live faithfully.  Worship, rest, providing hospitality and living faithfully are not ways we seek to be free, rather we are free.  In freedom, we live as citizens of God’s kingdom and citizenship implies participation.  We participate in God’s kingdom when we worship, rest, provide hospitality and live faithfully.  The truth about Henry’s life and all life is that God intends, wills, and works for us to be free!  When we enslave one another, then no one is free.  I heard Bill Clinton say at Rosa Parks’ funeral that when he and his friends heard that black people no longer had to sit at the back of the bus, then he and his friends knew that they no longer had to sit at the front of the bus.  The old saying is true: as long as one human is not free, then all humanity is not free.  And that is not the way God intends our lives, wills for our lives, and works for, in and with each of our lives.  In Christ, we are heirs of the promise—freedom.

Faith Talk Questions:

Sit down beside your child, let her hold the book and turn the pages.  Ask her to point to the characters as you read.  Repeat this process on each page, considering the following:  In the story, Henry does not have a birth date; ask your child, “Can you imagine that?  Not having a birthday party?  Not knowing how old you are?”  You can ask a lot of “what if” questions about birthdays, imagining no presents, no parties, no friends or families to sing and celebrate with.  Tell your child, “Think about Henry’s mom, Henry, Henry’s wife, Henry’s children, Henry’s trip,” ask, “What do you think his mother is feeling?  Henry?  Henry’s wife?  Henry’s children?  What do you think about Henry’s trip?” Read other books on slavery and slavery’s after effects—Coming On Home Soon by Jacqueline Woodson, Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford, Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport, Coming Home: from the life of Langston Hughes by Floyd Cooper—just to name a few.  Take a trip to the Harvey Gantt Museum for African-American Arts + Culture in Charlotte, or look for a local museum or African-American cultural center in your community.  Consider and list other groups of people who have been treated this way in the past or are currently treated this way. Some groups who may appear on the list could include: Native Americans, children, Jews, homosexuals, and women. Explore our world with reference to slavery.  Talk about intercessory prayer.  What would an intercessory prayer look like, sound like, feel like for these—the enslaved?  Think of someone you would like to pray for.  Imagine that person.  Close your eyes and say a prayer from your heart.  Ask your child to say a prayer from her heart.   Paint, draw, write, sing your prayers from the heart.  This could prove to be a lifelong conversation.

Review prepared by Union Presbyterian Seminary student Kim Lee

Fly Away Home

Name of Book:  Fly Away Home

Author:  Eve Bunting

Illustrator:  Ronald Himler

Publisher:  Clarion Books

Audience:  ages 5+

Summary:  A small boy and his father live in a busy airport.  The story explores some of the problems facing the homelessness as seen through the eyes of a homeless child.  Although there is no “and they lived happily ever after” ending, the story does end on a note of hope.

Literary Elements at work in the story:

Setting—a busy airport

Theme—some problems facing the homeless

Point of view—told by a small boy

Perspective on gender/race/culture/economic/ability:

Race—culturally generic

Economic—the homeless are seen as a diverse group

Scripture:  Psalm 68:5-6, Romans 8:14-16, Deuteronomy 6:12-13, James 1:27, Proverbs 17:17, Ecclesiastes 4:9-12, Acts 2:44, 1 John 3:16-18

Theology:  Community, hope, fatherhood (human) – responsibilities

Faith Talk Questions:

• Why do the homeless at the airport have to be invisible?
• How can we help those who are homeless?
• What other groups of people are “invisible?”
• Why should we “see” those who are “invisible?”  How can we “see” them?
• Where is hope?  In the book?  In your life?

Media Tie-in:    View the movie The Pursuit of Happyness (PG-13) for another view of homelessness seen from the point of view of a single parent.  Compare and contrast the problems, difficulties, and outcomes faced in Fly Away Home and The Pursuit of Happyness. Be aware that the book is appropriate for younger children for whom the movie may not be appropriate.

Review prepared by Mary Anne Welch, 2008 MDiv graduate of Union-PSCE, Charlotte.

A Wreath for Emmitt Till

Name of Book:   A Wreath for Emmett Till

Author:   Marilyn Nelson

Illustrator: Philippe Lardy

Publisher:   Houghton Mifflin Harcourt

Audience:  Youth 14-18 and adults

Summary:  This book is a collection of sonnets that the author put together to speak about the tragic lynching of Emmett Till, a young African American who was visiting relatives in Mississippi in the summer of 1955. The boy was accused of whistling at a white woman, dragged from his home and murdered.  Those that committed the crime were found not guilty.  The final sonnet is composed of the first lines of the preceding sonnets.  Notes are included in the back of the book to further explain each sonnet. There is also a reference to a PBS website which offers additional resources that can be used to explore the life and death of Emmett Till.

Literary elements at work in the story:  The primary literary element at work in this book is the author’s use of fourteen sonnets to tell the story of the Emmett Till. Different layers of his life are captured in each sonnet. Illusions to other poets such as Robert Frost, Walt Whitman, and Shakespeare can also be found in the author’s words.

Perspective on gender/race/culture/economic ability:  These sonnets were composed about a boy who lived at a time in history when African Americans were viewed as an inferior race. Schools, businesses, and even restrooms were segregated.  Although Emmett Till’s story happened at a particular time in history, it still resonates with the reader in light of the broken world in which we all live.

Scripture:  Romans 12:1-2, Micah 6:8, Ephesians 4:14-15, Romans 15:5-6

Theology:  Christians are called to live their lives as the transformed and redeemed children of God that they are.  Our actions towards others should be grounded in justice, kindness, and humility.  When we choose to “speak what we see”, we are speaking the truth in love and growing up into the image of Christ.   Living in harmony with one another glorifies God.

Faith Talk Questions:

1. What do you think Emmett’s mother meant when she shared this Mississippi anecdote with him:  “Some white folks have blind souls.”?
2. How can hate “slaughter” innocence?  Can you think of examples of this occurring in our world today?
3. Why do you think the author compares writing “an obituary of a life lived well and wisely” to the victimhood of Emmett Till?
4. How does the story of Emmett Till mirror that of Christ?
5. The author describes grace as something which “melts the ice shards of hate and makes hearts whole.”  What does this mean in light of humankinds’ sinfulness?
6. What does it mean to “speak what we see”? How can we as Christians do that in our neighborhoods and communities?
7. Why do you think that people such as those who lynched Emmett Till would be afraid?

Review prepared by Marcia Rauch, MACE, Entering cohort Fall 2006

Jubilee

Name of Book: Jubilee

Author: Ellen Yeomans

Illustrator: Tim Ladwig

Publisher: Eerdmans Books for Young Readers

Audience: Can be used with all ages

Summary: Jubilee paints a beautiful picture, through words and illustrations, of what Heaven will be like, but also speaks to the glory of the Kingdom of God and our need to strive for justice, equality, and joy (jubilee) here on earth.  In this story, all people are equal and live in joyous celebration of the wonder of God’s creations.

Literary elements at work in the story: If you could imagine a picture-perfect day, not too hot and not too cold, where the grass is green and the sky is blue, and you are surrounded by beautiful trees, that would be the image Ladwig has captured in his illustrations in Jubilee.  In this picture book, the words are poetic and take on a rhythm or song-like quality as soon as you start reading, with each section ending in the word “jubilee”.  There is not a story or plot per se…the reader simply gets a glimpse of a world through the eyes of an observer, where people of all ages, races, genders, ethnicities, and interests, live together in harmony and rejoice in the splendor of their blessings and their surroundings.  

Perspective on gender/race/culture/economic/ability: Jubilee celebrates equality and social justice (like the Year of Jubilee found in the Old Testament).  Every person, no matter his age, race, gender, economic status, ability, etc. is valued and loved.  All are happy to see one another as together they celebrate the glory of God’s kingdom.

Scripture: Leviticus 25:10b , Numbers 36:4, 1 Peter 4:10

Theology: The Jubilee represents a return to the concept of equality before God.  In the Old Testament, the year of Jubilee was a reaction against oppression and poverty based on the idea that the land is from God and must be restored.  The Jubilee year was intended to be a joyous celebration of the sovereignty of God in which God’s people were emancipated and lived as partners for social justice.  This book represents this joyous celebration through beautiful words and illustrations.

Faith Talk Questions:

1. Look closely at the pictures.  What do you see people doing?
2. How are the people in this book treating the earth God has created?
3. When you look at these pictures, how do they make you feel? Do they remind you of how we tend to interact with others and enjoy God’s creations?  How is the “real world” similar to these pictures? How is it different?
4. Do you think human beings have trouble treating each other as equals? Why?
5. At the end of the story, you are invited to join them…to “come along”.  What can you do everyday to create “jubilee”?

Review prepared by Erin Mills, MACE, Entering cohort Fall 2007