Number the Stars

Name of Book:  Number the Stars

Author:  Lois Lowry

Publisher: Laurel Leaf

ISBN: 978-0440227533

Audience: Ages 12 and up

Summary:  This is a story about a ten year old Danish girl, Annemarie, trying to help her Jewish friend, Ellen, in the middle of World War II. Annemarie’s family takes Ellen to be apart of their own in hopes of hiding her from the Nazi soldiers who are just beginning to search out Jewish family in their small Danish town of Copenhagen. Annemarie makes a daring journey to save her friend and her uncle from potential capture from the Nazis and shows that anyone with love for their friends can be a hero.

Literary elements at work in the story: The setting is in Copenhagen in the early 1940’s after Nazi Germany had occupied Denmark. The characters move around some and eventually end up close to the border of Sweden. Suspense also plays a key role in this story. From time to time the main characters encounter Nazi soldiers and it is unclear in the moment if they will go untouched.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story?  The main character, Annemarie, is a ten year old girl who is faced with growing up much to fast. She is stuck between being a child who is carefree and more concerned with winning footraces than anything else, and a young woman who must face the Nazis in the midst of an overtaken country. She must also face the threat her friend Ellen has on her life simply because she is Jewish. Annemarie comes of age in this story and becomes a hero. It is uplifting to have a female child as the hero as this story would appeal to many experienced readers.

Theological conversation partners:  Matthew 22:34 -40 When the Pharisees heard that he had silenced the Sadducees, they gathered together, and one of them, a lawyer, asked him a question to test him. ‘Teacher, which commandment in the law is the greatest?’ He said to him, ‘ “You shall love the Lord your God with all your heart, and with all your soul, and with all your mind.” This is the greatest and first commandment. And a second is like it: “You shall love your neighbor as yourself.” On these two comandments hang all the law and the prophets.’

Annemarie and her family show unconditional love of their neighbors the Rosens. During the time of World War II they could have been easily killed for supporting their Jewish friends, but they give a great example of our calling as Christians to love our neighbors as we love ourselves.

Faith Talk Questions

1. Do you know people of other religions?

2. We live in a country with freedom of religion, but often times people outside of Christianity can be viewed differently because of their beliefs. How should we treat others that believe differently than we do?

3.  Have you ever lied to protect someone? Explain the story.

4.  How would God view that type of lie?

5.  What would you say to the Nazi soldiers?

6.  How would you comfort a friend who is scared?

7.  Who would you consider to be your neighbor?

8.  What can we do to better love our neighbor?

This review was written by Union Presbyterian Seminary student Russ Pearson.

The Butterfly

Name of Book:  The Butterfly

Author:  Patricia Polacco

Illustrator:  Patricia Polacco

Publisher:  Philomel Books

ISBN:  0399231706

Audience:  Grades 1-5 (although in places the subject matter may be too harsh for the lower end of this age range)

Summary:  Late one moonlit evening in World War II-eraParis, Monique finds a little ghost girl perched on the end of her bed, petting her cat.  This apparition turns out to be Sevrine, a Jewish girl whose family is being hidden by Monique’s mother in their cellar. The two little girls visit one another at night as often as they can without waking their parents, playing dress-up and having late-night tea parties.  These scenes of childish play stand in stark contrast to the terrible things that the “tall boots,” the Nazi soldiers, are doing in the town.  One night, Monique’s next-door-neighbor spots the two girls as they stand at a window to release a butterfly, and, terrified, they run to awaken Monique’s mother.  She quickly arranges to send Sevrine’s parents off to the next safe house, and she and Monique themselves take Sevrine to a rendezvous point and send her off to what they hope will be asylum.  Although they hear no word about Sevrine’s whereabouts, several weeks later as they are working in their garden, Monique and her mother are surrounded by several dozen Monarch butterflies. “It’s a sign, Maman…!” Monique cries, sure that Sevrine is letting them know that she is safe.

Literary elements at work in the story:  In this work of historical fiction, the setting of Nazi-occupiedParis is of primary importance.  All of the action of the plot is set in motion by this time and this locale.  Although the story is told in the third person, the point of view is definitely that of a child’s.  The joys of friendship and of the natural world are at a child’s eye level, and the terrors described here are exacerbated by the fact that Monique has no idea why her world has been turned upside down.  Polacco emphasizes the contrast between childlike innocence and the evil of Nazism with her art.  Scenes with Monique in her house or with Sevrine are depicted in bright colors and bold shapes, while incidents with Nazi soldiers are painted in dull colors.  Polacco’s trademark wide-open hands appear throughout the book, indicating her characters’ willingness both to give and receive without reservation.  At the very center of the story, we see a bright painting of Monique with her hands wide open in her flower garden as she reacts to the grey fist of the Nazi soldier crushing a butterfly in front of her.

How does the perspective on gender/race/culture/economics/ability make a difference to the story?  No mention is ever made of Monique’s father (although one could surmise that he is off fighting in the war), so this is a story about a very courageous mother who is part of the French Resistance inParis.  Monique is uncomprehending when she encounters racial hatred.  She and a school friend witness the vicious beating of a beloved shopkeeper in town, and when her mother tries to explain that the Nazis hate Jews like their friend, Monique’s classmate responds, “But Monsieur Marks is a Frenchman!”  Monique’s innocence makes clear that her mother has sheltered her from a world turned upside down by racial prejudice and that, conversely, hatred is something that has been learned by others.

Theological conversation partners:  Monique’s mother’s work in the Resistance echoes the ancient Hebraic social command:  “You shall not oppress a resident alien; you know the heart of an alien, for you were aliens in theland ofEgypt.” (Ex 23:9)  God’s people know what it means to be strangers, and they are drawn to take care of others who are strangers, too.  Further, Jesus showed us a way of life that demands sacrifice on others’ behalf.  “This is how we know what love is:  Jesus Christ laid down his life for us.  And we ought to lay down our lives for our brothers [and sisters].” (1 John 3:16)  The butterfly, though it seems to be a bit of a clunky device in this story, has long been a symbol for freedom and resurrection.  At the end of the story, when the butterflies appear in Monique’s garden, they also recall Jesus’ consoling words to his disciples, “…if I go, I will send a comforter to you.” (John 16:7)  Potent role models (particularly women role models) of courage in the face of injustice are greatly needed in the church today.  Polacco’s book would be a powerful tool in discussions with older elementary students about what it means to live the Christian life in a world that is often in opposition to it.  This would also be a particularly good book to share with a congregation that was considering refugee resettlement work.

Faith Talk Questions: 

1. Why do you think that Monique’s mother was hiding Sevrine’s family in her cellar?
2. Why do you think that Monique’s mother hadn’t told Monique about Sevrine and her family?
3. How would you have felt if you were Sevrine, hiding in a cellar for a long time?  What about when she was being moved from Monique’s house?
4. Polacco doesn’t mention Monique’s family’s religious beliefs directly in the story.  What clues do you get about how they felt about God?
5. Who are some people who might need help in our world today?
6. What sorts of things could you do to help them?  What about your family?  The church?

This review was written by Union Presbyterian Seminary student Beth Lyon-Suhring.

Number the Stars

Name of Book:  Number the Stars

Author:  Lois Lowry

Publisher:  Sandpiper

ISBN:  978-0547577098

Audience:  Ages 10-14

Summary:  Young Annemarie Nielsen and her friend Ellen Rosen live in occupied Copenhagen in 1943. Though young, they understand that the occupation of their city by the Nazis is frightening and dangerous, especially for Jews like Ellen and her family. When the Nazis begin to relocate the Jews, Annemarie and her family take many risks to save Ellen and her parents. Faced with difficult choices, frightening truths, and hope for a time beyond war, Annemarie learns about her own strength and courage as she works to save her friend.

Literary elements at work in the story:  In very age-appropriate ways, this short novel brings to life the historical events of Europe during WWII. Lowry develops Annemarie’s character across the novel as she matures from a carefree school girl to a young lady burdened by the reality of war. Annemarie is insightful, intelligent, caring, discerning and brave. The novel’s action rises quickly as Annemarie’s family works to save their neighbors, the Rosens. While the plot is not complicated, the author slowly unveils the secret that Annemarie’s family must keep. This skillful plot development allows the reader to experience tension – and hope – alongside Annemarie. Additionally, as various family members come forward to help the Rosens, the author maintains her focus on Annemarie and the fears she must face, thus allowing a young reader to relate to this difficult period in history.

Perspective on gender/race/culture/economics/ability: With a backdrop of Nazi-occupied Europe, this novel explores the treatment of the Jews at the hands of the Nazis. Through Annemarie, a Lutheran, and Ellen, a Jew, the author reinforces the idea that love and friendship are not bound by such distinctions as race or religion. Throughout the novel, in fact, the two families are shown to be loving neighbors who are respectful of their varied traditions. Annemarie and her sister Kirsti, in fact, are frequently invited to the Rosen’s home to see the lighting of the Sabbath candles. In terms of gender, Annemarie is depicted as a strong girl, capable of carrying out a dangerous mission. However, the author is also careful to be realistic in her characterizations for this particular time and place. When Annemarie and her mother visit Uncle Henrik, Annemarie’s mother notes the clutter and announces that Uncle Henrik needs a wife. Finally, while Annemarie must present herself as a “silly, empty-headed little girl,” the great irony is that this pretense is what allows her to be her most daring, brave, and quick-witted self.

Theological Conversation Partners:  Genesis 15:1-6; Psalm 147 (Quoted in the novel); Isaiah 41:8-13; Mark 12:28-34; I John 3:11-22

Faith Talk Questions:

1. Ask children to identify some of the things that frighten people. Ask them to consider why we become fearful in certain situations.
2. The novel makes the point that bravery is not the absence of fear, but the putting aside of fear for a greater good. In what ways were Annemarie and her family brave in the face of great fear?
3. Ask students to brainstorm for a list of examples from scripture that show bravery in the face of fear.
4. What do you think motivates people to set aside their fears and act bravely?
5. How does faith play a role in facing fears?  What are some examples of the role of faith in this novel?
6. The Rosens and the Nielsens are neighbors. What does scripture say about the relationship between neighbors? How is this lived out in the action of the novel?
7. Peter reads Psalm 147 during the dark and frightening night of the Rosens’ escape. How does this psalm offer hope to those gathered? How does it offer hope to us?
8. Abraham was promised as many descendants as there are stars in the sky. Consider the use of stars in this novel. How do Ellen’s necklace, the title of the novel, Psalm 147 and the story of Abraham in Genesis 15 work together to speak of hope in the midst of the persecution the Jews faced in Europe in 1943?

This review was prepared by Union Presbyterian Seminary student Catherine Lovejoy.

The Bracelet

Name of Book: The Bracelet

Author:  Yoshiko Uchida

Publisher:  Puffin

ISBN: 978-0698113909

Audience:  Ages 4-9

Summary:   During World War II, Second grader Emi is one of thousands told they must give up everything and move to an internment camp. Why? Because their relatives came from Japan. In many cases, as in Emi’s, those relatives came one or two generations before this and they are now citizens of the United States, but that does not matter. They are considered possible traitors or spies. While they are packing, Emi’s best friend Laurie comes to say goodbye and gives her a gold bracelet. Emi promises to always wear it to remember her friend. When Emi arrives in Montana, she realizes she has lost the bracelet. At first she is upset as the bracelet was the only link she had with her friend. As time passes, though, she begins to realize that she does not need the bracelet to remember her friend.

Literary elements at work in the story: Uchida uses a simple, descriptive style, that allows a child’s feelings to show through without becoming sentimental. Yardley’s watercolor illustrations match the characters and are historically accurate.

How does the perspective on gender/race/culture/economics/ability make a difference to the story: This story is about the history of the Japanese Americans in the United States during World War II. The history is portrayed with grace without diluting the fact that it was wrong. The conversations with Emi and Laurie are particularity good at showing how confusing this part of our history was. An afterword gives historical context to the story.

Scripture:  Jonah 2: 1-9.  When Jonah first arrived in the belly of the whale, he must have felt a bit like Emi when she lost her bracelet. He must have felt that he had lost all connection with the outside world. However, he, like Emi, begin to remember and understand and eventually hope comes. With hope he, like Emi, can see clearly. For Emi it means that she will not forget her past. For Jonah hope means that even in the belly of the whale, God will save him. When you are in the “belly of the whale,” when you are in distress, pray as Jonah did, as if you are already saved, for you are!

Faith Questions:

1. How did Emi feel about leaving her home?
2. What did the bracelet mean/represent to her?
3. How did she overcome her unhappiness about loosing the bracelet?
4. Have you ever been sad like Emi was when she had to leave her home and when she lost her bracelet?
5. What did you do?
6. How did Jonah feel about being in the belly of the whale?
7. Who did he come to understand would save him?
8. Why?
9. Can you think of something that makes you unhappy?
10. Can we go around the table and ask God to help us find hope in our unhappiness?

Review prepared by guest blogger Janet Lloyd