ed 373 329 cs 214 451 title novels and …document resume ed 373 329 cs 214 451 title novels and...

DOCUMENT RESUME

ED 373 329 CS 214 451

TITLE Novels and Nonfiction Annotated Listing for English10, English 13, English 20, English 23, English 30,English 33. Senior High English Language Arts.

INSTITUTION Alberta Dept. of Education, Edmonton. CurriculumStandards Branch.

REPORT NO ISBN-0-7732-1187-XPUB DATE 94NOTE 155p.

AVAILABLE FROM Lea . . Resources Distributing Centre, 12360 142

Street, Edmonton, Alberta, T5L 4X9, Canada (Order No.269135-01) .

PUB TYPE Reference Materials Bibliographies (131)

EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS Annotated Bibliographies; Controversial Issues

(Course Content); *English Instruction; *Fiction;Foreign Countries; High Schools; *Nonfiction; ReadingMaterial Selection; Teacher Developed Materials

IDENTIFIERS *Alberta; Educational Issues

ABSTRACTThis annotated listing of fiction and nonfiction

works suitable for use in Senior High English courses was written anddeveloped by teachers, in Alberta, Canada. It contains 83 new titlesand 44 titles carried over from the 1983 list. A specific edition ofeach of the novel and nonfiction titles in the list has beenauthorized because of such features as the translation, the forewordand back notes, the cover, and availability. A Canadian maple leafidentifies Canadian titles in the list. After an introductory sectionand a discussion of issues for English teachers, the listing isorganized by course, and each course is divided into fiction andnonfiction categories. Appendixes present suggestions regardingchallenges to book selection and the Alberta Education Policy onControversial Issues. (RS)

* Reproductions supplied by EDRS are the best that can be madefrom the original document.

US DEPARTMENT OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER tERIE)

fi!( This document has been reproduced asreceived born the person or °IT-rumor,originating it

0 Minor changes have been made tounprcoe reproduction quality

Points 01 view or opinions staled in th:sdocument dc not nor essaray representofficial OF RI position oi policy

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1.11HE EDUCATIONAL RESOURCESNFORMATION CENTER (ERIC)"

AlbertaEDUCATION

Curriculum Standards Branch

Senior HighEnglish Language Arts

Novels and Nonfiction Annotated Listing

English 10English 13English 20English 23English 30English 33

for


Alberta Education

1994

ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA

Alberta. Alberta Education. Curriculum Standards Branch.Senior high novels and nonfiction annotated listing.

ISBN 0-7732-1187-X

1. Nonfiction novelBibliography. 2. English languageFictionBibliography. 3. English prose literatureBibliography.4. Language arts (Secondary) Alberta. I. Title.

PN 3385 A333 1994 820

Copies of this document may be purchased from the:

Learning Resources Distributing Centre12360 - 142 StreetEdmonton, AlbertaT5L 4X9Telephone (403) 427-2767: Fax (403) 422-9750LRDC Order No. 269135-01

Every effort has been made both to provide proper acknowledgement of the original source of quotedmaterial and to comply with copyright regulations. The source is acknowledged on the page of thequote. If cases are identified where this has not been done, it would be appreciated if AlbertaEducation could be notified, to enable appropriate corrective action to be taken.

The primary intended audience for this document is:

Administrators

Counsellors

General Audience

Parents

Students

Teachers

Copyright ©1994, the Crown in Right of Alberta, as represented by the Minister of Education. AlbertaEducation, Curriculum Standards Branch, 11160 Jasper Avenue, Edmonton, Alberta, Canada, T5K 0L2.

Permission is hereby given by the copyright owner for any person to reproduce this annotated listing, or any part thereof, foreducational purposes and on a nonprofit basis, with the exception of materials cited for which Alberta Education does not owncopyright.

4

ACKNOWLEDGEMENTS

Alberta Education expresses its appreciation to those individuals and groups who assisted in thedevelopment and production of this annotated listing and acknowledges their contributions.

SENIOR HIGH NOVELS AND NONFICTION COMMITTEE

From December 1991 to April 1994, this committee carefully read hundreds and hundreds of books forthis project, identified potential new titles for field validation and wrote the annotations contained in thisdocument. Their work and commitment to this project is gratefully appreciated.

Laurie Chomany Taber School Division No. 6Linda Davis Calgary School District No. 19Barbara Esdale Alberta Education (Chair)Doug Gregory Stettler School District No. 1475David Jackel University of AlbertaAngela Lemire Jasner School District No. 3063June Menzies EdmontonTeddy Moline County of Strathcona No. 20Ric Morales Foothills School Division No. 38Carol Young Grande Cache School District No. 5258Dianne Tchir Whitecourt Roman Catholic Separate School District No. 94 [1991 -92]

Appreciation is also extended to the 53 senior high English teachers who volunteered as readers inDecember 1993 to validate small numbers of the proposed new titles and to provide suggestions for theannotations.

ALBERTA EDUCATION


Lorraine Crawford Editor

Kim Bievins Proofreader

Jennifer Annesley Graphic Designer

Shelley Gauthier Desktop PublishingLin GrayDianne HohnsteinEsther Yong

Developed Under the Direction of:Lloyd Symyrozum DirectorMery Thornton Assistant DirectorBarbara Esdale Project Coordinator, Secondary English Language Arts

Library Services

Christina Andrews Research Librarian

iii

TABLE OF CONTENTS

ACKNOWLEDGEMENTS iii

INTRODUCTION 1

Background 1

Selection Criteria Guidelines 1

Review Process 1

Teacher Selection of Titles 2

Teaching Suggestions 2

Availability of Resources 3

ISSUES FOR ENGLISH TEACHERS 5

Promoting Tolerance and Understanding in the Classroom 5

The Students' Right to Read 6

Controversial Great Literature in the Classroom 9

ENGLISH 10

Fiction

The Adventures of Huckleberry Finn 11

Animal Farm 12

The Chrysalids 13

Dragonsbane 14

The Education of Little Tree 15

Green Days by the River 16

Oliver Twist 17

Riverrun 18

Silas Marner 19

Something Wicked This Way Comes 20To Kill a Mockingbird 21

Waiting for the Rain: A Novel of South Africa 22Who Has Seen the Wind 23The Wizard's Tide: A Story 24

Nonfiction

The Book of Small 25My Family and Other Animals 26A Night to Remember 27Rick Hansen: Man in Motion 28Three Came Home 29

Note: The titles in italics in this Table of Contents were carried over from the 1983 Senior High Novelsand Nonfiction list. See additional note page ix.

IV

ENGLISH 13

Fiction

The Blue Sword 31

Children of the River 32Dare 33Deathwatch 34Fish House Secrets 35Hatchet 36Hunter in the Dark 37Lyddie 38Never Cry Wolf 39The Pearl 40Whiteout 41

Yuletide Blues 42Z for Zachariah 43

Nonfiction

The Autobiography of Miss Jane Pittman 45A Child in Prison Camp 46The Great Escape 47On the Lines: The Adventures of a Linesman in the NHL 48Terry Fox: His Story 49Why Shoot the Teacher 50

410 ENGLISH 20

Fiction

The Apprenticeship of Duddy Kravitz 51Barometer Rising 52A Bird in the House 53Brave New World 54Cat's Cradle 55Dinner at the Homesick Restaurant 56Ethan Frome 57Fifth Business 58Fried Green Tomatoes at the Whistle Stop Cafe 59The Great Gatsby 60Jane Eyre 61The Joy Luck Club 62Lord of the Flies 63My Name Is Asher Lev 64Obasan 65The Old Man and the Sea 66The Queen of October 67The Road Past Altamont 68A Separate Peace 69


v

A Tale of Two Cities 70

2001: A Space Odyssey 71

The Wine of Astonishment 72

Wyrd Sisters 73

Nonfiction

An American Childhood 75

Death on the Ice: The Great Newfoundland Sealing Disaster of 1914 76

Frozen in Time: Unlocking the Secrets of the Franklin Expedition 77

The Ghost Walker 78

Metamorphosis: Stages in a Life 79

The Moon by Whale Light: And Other Adventures among Bats, Penguins,Crocodilians, and Whales 80

ENGLISH 23

Fiction

The Bumblebee Flies Anyway 81

Dances with Wolves 82

Dear Nobody 83

The Eagle Has Landed 84Flowers for Algernon 85

Forbidden City 86

The Hitch Hiker's Guide to the Galaxy 87Of Mice and Men 88

Right Church, Wrong Pew 89

The Runner 90

Shoeless Joe 91

A Thief of Time 92

Nonfiction

Adrift: Seventy-six Days Lost at Sea 93

Gifted Hands 94Ryan White: My Own Story 95Something for Joey 96

Tisha: The Story of a Young Teacher In the Alaska Wilderness 97

ENGLISH 30

Fiction

The Bean Trees 99Crime and Punishment 100

Davita's Harp 101

A Farewell to Arms 102The Grapes of Wrath 103


sVI

Great ExpectationsThe MetamorphosisMizzly Fitch: The Light, The Sea, The StormMonsignor QuixoteThe Mosquito CoastThe OutsiderPride and PrejudiceSaint MaybeThe Stone AngelUnder the Ribs of DeathThe WarsWild GeeseWind flowerWuthering Heights

Nonfiction

The Broken CordThe Day I Became an Autodidact: And the Advice, Adventures, and

Acrimonies That Befell Me Thereafter 120Night 121

Oscar Peterson: The Will to Swing 122Pilgrim at Tinker Creek 123Stephen Hawking: Quest for a Theory of Everything 124To Destroy You Is No Loss: The Odyssey of a Cambodian Family 125Touch the Earth: A Self-portrait of Indian Existence 126

104105106107108109110111

112113114115116117

119

ENGLISH 33

Fiction

All Quiet on the Western Front 127The Chosen 128Fahrenheit 451 129Fallen Angels 130Jurassic Park 131King Rat 132Letters from Wingfield Farm 133Medicine River 134The Midwich Cuckoos 135One Day in the Life of Ivan Denisowch 136Siddhatha 137The Suspect 138

Nonfiction

Alicia: My StoryBush Pilot with a Briefcase: The Happy-go-lucky Story of Grant McConachieDeath and Deliverance: The Haunting True Story of the Hercules Crash

at the North PoleWalking with the Great Apes: Jane Goodall, Dian Fossey, Birute Galdikas

139140

141

142


vii

APPENDIX

Challenges to Book Selection 143

Controversial Issues Policy 144

INDICES

Author IndexTitle Index

147149

TITLE IN ITALICS

AUTHOR DATES

BIBLIOGRAPHICINFORMATION

WHITE SPACE

APPENDIX

INDICES

SPECIAL FEATURES IN THIS DOCUMENT

An italicized title in the Table of Contents indicates a book from the1983 list that has been carried over to this 1994 list, but may,however, have been moved to a different course. All such titles arestill in print and available, provide a valuable classroom study, andadd balance to the new list. Titles that are out-of-print, or no longeravailable, were not considered for inclusion on this 1994 list; otherswere withdrawn because new titles provide more challenge at thecourse level or better balance for course selection.

The birth and death dates of the author have been included toprovide an indication of the era in which he or she lived and wrote.A thorough search has been done for these dates, but where theyhave not been located, they are indicated by pj.

A specific edition of each of the novel and nonfiction titles has beenauthorized because of such features as the translation, the forewordand back notes, the cover, availability, etc. The bibliographicinformation noted for each annotation contains the publication date ofthe authorized edition. The original date of publication of the work,where known or where different from the above, is also included, andindicated by (original date]. Books that have been translated fromanother language have been so noted, and the name of the translatoris also indicated. New editions of titles from the 1983 list were notreviewed in this project, and there may be more current editionsavailable.

The Canadian maple leaf identifies Canadian titles and can be foundin the lower corner of the appropriate annotation pages. Of the 127titles on this 1994 list, 31 per cent are Canadian.

Teachers should note that a fair amount of "white space" exists oneach annotated page. The intent is for teachers to have room to addrelated resources, such as texts, other novels, poems, stories, films,videos, or additional notes.

An Appendix containing suggestions regarding challenges to bookselection is included, as well as the Alberta Education Policy onControversial Issues.

Author and title indices are included at the end of this document toassist teachers who nay wish to find titles written by a particularauthor or identify titles readily.

IX

INTRODUCTION

BACKGROUND

SELECTION CRITERIAGUIDELINES

REVIEW PROCESS

In December 1991, the Senior High Novels andNonfiction Committee was established by AlbertaEducation to review the existing 1983 list of seniorhigh novels and nonfiction recommended for seniorhigh English courses, to review potential new titles,and to compile a new list. The committee's first taskwas to establish guidelines for selection. Theguidelines used in the development of the 1983 seniorhigh list and the 1990 junior high novels and nonfictionlist were referenced.

The following seven guidelines were used to selectthe resources in this 1994 listing. Please note that notall titles will meet all selection criteria guidelines, butthe entire list of titles for each course should bebalanced and reflect the criteria.

Offer a variety of purposes, human experiencesand values.Provide an interesting and a challenging readingexperience suitable for the age, ability and socialmaturity of the students.Elicit a thoughtful response and a criticalappreciation of literature.Illustrate literary merit, with a range of style andstructure.

Broaden student understanding of social,historical, geographical and cultural diversity.Develop a sensitivity to and an understanding ofindividual differences, such as age, gender,ethnicity, religion, disability. etc.Use language effectively and responsibly, and uselanguage that is essential to the integrity of thework.

The committee decided to organize this 1994 list bycourse, and divided each course into fiction andnonfiction categories. More than 1000 new titles wereread from December 1991 to June 1993, and all titlesunder serious consideration were read by a minimumof four readers. In many cases, titles were read bymost or all of the committee members. In addition,the titles on the 1983 list were all reread, and many ofthem have been retained on this new list. Titles thatwere out-of-print or no longer available were notconsidered for inclusion on the new list.

Introduction / 1

A list of 96 potential new titles was identified throughthe review process. Validation reviews were initiated.The potential title:, all received an analysis todetermine if tolerance and understanding guidelineshad been met, and several books were submitted forNative or other content validation. More than 50classroom teachers across the province alsoparticipated in the process by reviewing a few fictionor nonfiction titles for a specific course. All of thefeedback gathered from these teacher readers andfrom the other reviews assisted the committee inmaking the final selections.

The new 1994 list for English 10, 13, 20, 23, 30 and 33contains 83 new titles and 44 titles carried over fromthe 1983 list. Of these 127 titles, 93 are fiction and 34are nonfiction. In terms of Canadian content, 31 percent of the 1994 list is Canadian.

No list such as this is able to satisfy everyone,particularly if personal favourites have not beenincluded. It is the hope of the committee that bydescribing the process of establishing criteria andmaking selections, our deliberations will be helpful toteachers selecting titles for novel and nonfictionstudies.

Each course offers a balance of titles with suchconsiderations as various historical periods, novelstructures, a variety of writing styles, male/femaleprotagonists, Canadiali content, etc. The annotationsincluded in this document have been written by thecommittee members to offer information about eachtitle. The committee strongly recommends thatteachers read the books prior to selection andcarefully consider the sensitivities of both thestudent audience and the community. To assist inthis selection, some annotations indicate material thatmay be sensitive in some Alberta communities.

It is the classroom teacher who makes the finaldecision as to which book(s) will be used. However,if an individual student, for whatever reason, isunable to read the book that has been selected, itis recommended that the option of an alternativechoice be offered.

2 / Introduction

TEACHER SELECTIONOF TITLES

TEACHINGSUGGESTIONS

AVAILABILITY OFRESOURCES

The annotations in this document do not containspecific teaching suggestions. The Senior HighEnglish Language Arts Teacher Resource Manual,1991 presents a sample unit for English 23 (pages225-245), which provides suggestions for full lengthnovel and nonfiction study. The unit does not identifyspecific titles for study, so many of the ideas can beadapted easily to the authorized titles. Genericcooperative activity outlines and sample evaluationforms are also included. Teachers can also refer tothe introductory pages in the Junior High Novels andNon-fiction Booklet, 1990. It includes suggestions forpromoting a response to literature in the classroomand some activities for teaching fiction and nonfictionwhich may be applicable to senior high.

The approved fiction and nonfiction titles on the 1994list are available from a number of distributors andpublishers. The Learning Resources DistributingCentre will not be stocking the titles on this list.Teachers or teacher-librarians ordering books shouldcontact their favourite book distributors or UnitedLibrary Services (Telephone 252-4426 Calgary or Fax258-3426 or Fax 1-800-661-2806) or National BookService (Telephone 438-1550 Edmonton, or 244-4420Calgary, or 1-800-387-3178). The CanadianPublisher's Directory put out by Quill and Quire mayalso be helpful.

Since some books lend themselves better to smallgroup or individual study rather than full class study,teachers may wish to consider purchasing smallernumbers of these titles. Some suggestions of this sorthave been made in the annotations.

Introduction / 3

ISSUES FOR ENGLISH TEACHERS

PROMOTINGTOLERANCE ANDUNDERSTANDING IN THECLASSROOM

In today's classrooms and communities, Englishteachers are often challenged by issues related toclassroom work with students. This sectionaddresses areas of concern for some educators,such as the need to incorporate more multiculturalliterature into their programs and suggestions forhandling potentially controversial literature.

Teachers may wish to use the following questions toevaluate their efforts to promote tolerance,understanding and respect for diversity in theclassroom.

* Are my instructional strategies and assessmenttechniques sensitive, and do they recognize thediversity of individual needs in the classroom?

Does the climate of my classroom promoterespect for diversity? Take note of religioussymbols, celebrations, minority groups, leadershipopportunities for students, classroom rules andgrouping procedures?

Do I encourage links between my classroom andthe community?

Do any of my students have special needs(learning disabled, gifted and talented, recentimmigrants. students of English as a SecondLanguage, visual or hearing impaired, physicallydisabled)? To what extent can these needs beeffectively met within the classroom? How do Ibalance their needs with the right of all students tolearn?

Do some authors or characters present bias andstereotyping? Where resources containproblematic content, do I use that content topromote critical thinking? Do students have theskills to recognize a slanted viewpoint? Can theycounterbalance the discussion?

Do I promote tolerance, understanding andrespect through novel and nonfiction study?

* Source: Adapted from John Kehoe, A Handbook for Enhancing the Multicultural Climate of the School, 1984. Reprintedwith permission of Pacific Educational Press, University of British Columbia.

15

Introduction / 5

Canadian multicultural, Native, world and historicalliterature can broaden the reading experience ofstudents and, simultaneously, welcome many voicesinto the English classroom.

Some themes explored in such literature include theexperience of immigration, cultural conflict insocieties and families, the search for identity,changing roles of men and women, and prejudice andstereotyping. Sensitivity to human experiences andvalues is a prerequisite to working with literature ofthis scope.

By including authors with whom students canidentifyethnically, racially, personallyteachers canbroaden student understanding of culture in literature.By reading such Caribbean works as The Wine ofAstonishment, students may be encouraged to bringoral dialect into their imaginative writing. Becausecultural or historical background is often required byreaders of literature, English teachers may want towork collaboratively with social studies teachers.Obasan, by Joy Kogawa, or Dickens' A Tale of TwoCities, for example, can be linked to social studieslearning. Alternatively, teachers could teach a jointlydeveloped unit.

There are several books on this new list written by orabout Natives or containing Native characters. Forfurther information about additional resources withNative content, consult the Native Library ResourcesBibliography from Alberta Education's NativeEducation Project.

The National Council of Teachers of English haspublished material known as "The Right to Read"which is addressed to parents and the community atlarge.

EXPANDING STUDENTS'HORIZONS

THE STUDENTS' RIGHTTO READ

*The right to read, like all rights guaranteed orimplied within our constitutional tradition. can be usedwisely or foolishly. In many ways. education is aneffort to improve the quality of choices open to allstudents. But to deny the freedom of choice in fearthat it may be unwisely used is to destroy the freedomitself. For this reason. we oppose the efforts ofindividuals or groups to limit the freedom of choice ofothers or to impose their own standards or tastesupon the community at large.* Source: Excerpts from The Students Right to Read, The National Council of Teachers of English, 1982, pages 5-7

Reprinted with permission of NCTE.

6 / Introduction 16

The right of any individual not just to read but to readwhatever he or she wants to read is basic to ademocratic society. This right is based on anassumption that the educated possess judgment andunderstanding and can be trusted with thedetermination of their own actions. In effect, thereader is freed from the bonds of chance. The

reader is not limited by birth, geographic location, ortime, since reading allows meeting people. debatingphilosophies, and experiencing events far beyond thenarrow confines of an individual's own existence.

In selecting books for reading by young people,English teachers consider the contribution whicheach work may make to the education of the reader,its aesthetic value, its honesty, its readability for aparticular group of students, and its appeal toadolescents. English teachers, however, may usedifferent works for different purposes. The criteria forchoosing a work to be read by an entire class aresomewhat different from the criteria for choosingworks to be read by small groups. . . . But theteacher selects, not censors, books. Selectionimplies that a teacher is free to choose this or thatwork, depending upon the purpose to be achievedand the student or class in question, but a bookselected this year may be ignored next year. and thereverse. Censorship implies that certain works arenot open to selection, this year or any year. . .

Students and parents have the right to demand thateducation today keep students in touch with thereality of the world outside the classroom. Much ofclassic literature asks questions as valid andsignificant today as when the literature first appeared.... But youth is the age of revolt. To pretendotherwise is to ignore a reality made clear to youngpeople and adults alike on television and radio, innewspapers and magazines. English teachers mustbe free to employ books, classic or contemporary,which do not lie to the young about the perilous butwondrous times we live in, books which talk of thefears, hopes, joys and frustrations peopleexperience, books about people not only as they arebut as they can be. English teachers forced throughthe pressures of censorship to use only safe orantiseptic works are placed in the morally andintellectually untenable position of lying to theirstudents about the nature and condition of mankind.

Introduction / 7

The teacher must exercise care to select orrecommend works for class reading and groupdiscussion. One of the most importantresponsibilities of the English teacher is developingrapport and respect among students. Respect forthe uniqueness and potential of the individual, animportant facet of the study of literature, should beemphasized in the English class. Literature classesshould reflect the cultural contributions of manyminority groups .. . just as they should acquaintstudents with contributions from peoples [of othercountries].

Freedom to Read Statement of the Learning ADDITIONAL FREEDOM TOResources Council of Alberta Teachers' Association. READ STATEMENTS

*Intellectual Freedom comprehends the right ofevery individual to have access to all expressions ofknowledge and creativity. This basic right requiresthat students be granted freedom to read as anintegral part of their education. Because studentsrequire practice in handling the freedom to read. itbecomes the responsibility of professional educatorsto make available material representing the widestrange of interests, so that students may freely explorethe world of ideas, be they popular or unpopular.

Canadian Library Association Intellectual Freedom-Position Statement.

**All persons in Canada have the fundamental right,as embodied in the nation's Bill of Rights, and theCanadian Charter of Rights and Freedoms, to haveaccess to all expressions of knowledge, creativity andintellectual activity, and to express their thoughtspublicly. This right to intellectual freedom, under thelaw, is essential to the health and development ofCanadian society.

* Source: Excerpt from President's Newsletter. School Library Council, Alberta Teachers' Association, March 1972.Reprinted with permission.** Source: Excerpt from Intellectual Freedom-Position Statement, Executive Council, Canadian Library Association,November 1985. Reprinted with permission of the Canadian Library Association.

8 / Introduction18

CONTROVERSIAL GREAT Some books may contain issues or content that mayLITERATURE IN THE be sensitive in some Alberta communities. TheCLASSROOM Toronto Board of Education has stated some

arguments for the continued use of controversialbooks.

*Some arguments for continued use of controversialbooks are:

they may demonstrate growth in understandingand tolerance of cultural diversity over the yearssince they were writter

attitudes and opinions that were both current andsocially acceptable in th writer's day may now betotally unacceptable

opinions expressed by a character are. notnecessarily those of the author and thereforeneed not detract from the worth of the book.Some objectionable opinions are intended toillustrate the unsympathetic nature or lack ofunderstanding of a character and certainly do notelicit support or approval from the student

it is important to attempt to understand the valuesystem of other cultures and other times.Different value systems that may now appeardeplorable were nonetheless facts of life indifferent times and places and are legitimatesubjects for study and discussion

given the diverse nature and maturity of thestudent body, it becomes increasingly importantto confront important issues and bring them intothe open for discussion. Bear in mind that astudent will have accumulated a variety ofexperiences and opinions shaped by family.community and the media

the teacher's own abilities, awareness andsensitivity should shape the presentation ofcontroversial material so that it will promote furtherunderstanding and sympathy rather than give orcause offense.

The adoption of a position, such as this, should bebacked up by policies for resource selection andbook challenges. Investigate what policies yourschool system has in place to help preventdifferences of opinions from becoming fullblowncontroversies.

* Source: Adapted from Elias. Controversy. and Censorship in Language Arts.English: A Teacher Guide, June 1989.Reprinted with permission of the Language Study Centre, Board of Education for the City of Toronto.

introduction / 9

To satisfactorily resolve a challenge, AlbertaEducation's Controversial Issues Policy of 1972(revised in 1991) could be referred to as a means ofsupport for a position. This policy and othersuggestions for dealing with challenges to bookselection, may be found in the Appendix.

The novels and nonfiction titles on this 1994 list wereselected to provide opportunities for a challengingliterary experience for Alberta high school studentsthrough the 1990s. Since some titles require amature reader and contain potentially sensitive orcontroversial themes and content, teachers areencouraged to preread carefully and select thosebooks that will provide their English students with asuccessful novel or full length nonfiction study.

20

10 / Introduction

THE ADVENTURES OF HUCKLEBERRY FINN

Markham, ON:Penguin Books, 1966.[original 1884]374 pages.

ISBN: 0140430180

Note: This edition was on the1983 Senior High Novels andNonfiction list. There may be amore current edition available.

Mark Twain1835-1910

Huck Finn, son of the town drunk, runs away toescape his father's brutality and the tenderministrations of the well-meaning woman who wishesto "civilize" him. He joins Jim, a runaway slave, whois fleeing to avoid being sold "down the river." Thenarrative traces the adventures of the two fugitives asthey float down the Mississippi on a raft. The novelbegins as a boy's adventure story, moves into adevastating criticism of society in the central part ofthe book, and returns once more to youthfuladventure at the conclusion.

The strength of the novel lies in its delineation ofcharacter, its humour, its satire, and is an excellentbasis for discussion of society and human nature.The novel also allows for discussion of suchconcepts as point of view, thematic development, plotstructure and the characteristics of the picaresquenovel.

The book reflects that the society of the timesupported slavery and denied the slaves anyopportunities. Jim's apparent ignorance, therefore,loses all taint of discrimination and becomes not onlyunderstandable but inevitable. It is the white societyMark Twain criticizes, not the black. Howeverignorant Jim may appear, he is immensely superiorin his humanity and moral standards to the majorityof the whites he and Huck encounter on their travels.

21

English 10, Fiction / 11

ANIMAL FARM

George Orwell1903-1950

The animals on Manor Farm drive out their master,Jones, and take over and administer the farm,adopting new principles consisting of sevencommandments. The last of these is: "All animalsare equal." Conditions on the farm soon becomeoppressive again and the animals discover that, "Allanimals are equal, but some animals are more equalthan others" , especially the intelligent pigs thatadminister the rules and assume dominate positions.

This fable satirizes dictatorship and the abuse ofpower, integrating complex political ideas andparalleling closely the events of the RussianRevolution and its aftermath. Orwell believed thatStalin betrayed the Marxist revolution and wanted toexpose the nature of Russian communism. AnimalFarm is a satiric utopia, an indictment of dictatorshipand the abuse of power.

The novel is reinforced by irony and symbolism,revealing both the good and evil aspects of society.The plot moves full circle from hopelessness tooptimism to hopelessness, and is likely to generate agreat deal of class discussion.

22

12 / English 10, Fiction

Middlesex, England:Penguin Books,1979.[original 1945]111 pages.

ISBN: 0451514696

Note: This edition wason the 1983 Senior HiohNovels and Nonfictionlist. There may be amore current editionavailable.

0

THE CHRYSALIDS

London, England:Penguin Books, 1955.200 pages.

ISBN: 0774010991


John Wyndham1903-1969

After a nuclear war in Labrador, civilization believesthe devastation is a punishment from God; and as aresult, rigidly structure society so that any deviationfrom the "norm" is considered to be seditious. DavidStrom leads a group of young people who havetelepathic powers and when their deviation isdiscovered, they must escape. At the climax of thepursuit, David and his friends are rescued by theNew Zealanders, members of a neighbouring societythat depicts the next stage of evolutionarydevelopment where telepathic communication isaccepted.

Two themes are strongly emphasized. First,humankind must be able to accept individualdifferences and to adapt to change, while intoleranceleads to hate and the destruction of civilization.Second, ambition and pride may be destructive whenone attempts to control all others.

The novel provides for interesting small and largegroup discussions. As with all speculative fiction,there may be concerns regarding future worlds withdifferent ideologies.

2 ,)English 10, Fiction / 13

DRAGONSBANE

Barbara Hambly19[?] -

John, a dragonslayer, and Jenny, a mage, journey tokill the dreaded Morkeleb, the fiercest of dragons.Through a series of adventures, Jenny is able tosearch for truth and realize her destiny. Jenny'ssense of purpose and growing awareness of herneeds and desires provides a powerful ending whenshe realizes that she can become a dragonallpowerful, or a human wife and mother.

Interesting discussions will develop regarding goodversus evil, the use of power, and the giving up ofone's life in the aid of others. Although the novel is afantasy. thematic links to our struggles against evilwhile searching for truth are universal to humankind.

The use of magic and sorcery does not demand thatstudents believe in this fantasy, but rather it is a toolto develop plot. The strength of this novel is in itswriting style, character development, and decision-making processes. Students should enjoy classdiscussions regarding the moral dilemmasencountered by Jenny and John.

A


New York, NY:Ballantine Books, 1986.Del Rey Book edition.[original 1985]341 pages.

ISBN: 0345349393

THE EDUCATION OF LITTLE TREE

Albuquerque, NM:University of New MexicoPress, 1976.216 pages.

ISBN: 0826308791

Forrest Carter1927[?]-1979

After his parents die, Little Tree, a young Cherokeeboy, is brought up by his grandparents in a smallmountain community in early 20th century America.He grows and matures as he learns about toleranceand understanding, while becoming sensitive to otherpeople and the world of nature around him. Not onlyis Little Tree educated, but the reader also gainsgreat respect and love for the Cherokee way of life.The story is told by Little Tree and is limited by hisperceptions as a child, suggesting naivete andhonesty. The novel should promote anunderstanding of and empathy for Native peoples, aswell as pride in Native culture.

Portrayals of animals are both positive and sensitive,using some Native cultural symbols and theirimplications to life. The Cherokee are presented asthrifty, sensitive and full of love, while the Caucasiansare seen as powerful and insensitive. Anystereotyping of Native or white cultures reflects thevalues of the characters and can be dealt with in theclassroom context. It is recommended that criticalthinking exercises be presented that would enable astudent to obtain a more balanced perspective on theracial/ethnic, religious, social/economic, and politicalaspects of the novel. These issues should bediscussed during the study of this novel. Physicalviolence, racial epithets, and profanity are reflectiveof the early 20th century.

Each chapter is anecdoted and could be discussedindependently. The novel's humorous style and useof satire develop the story's gently mocking tone.While the novel uses an autobiographical voice, it isa fictionalized account using a child's perception toenhance the humorous style. Characterdevelopment and point of view are also strongfeatures of the novel. It may be most appropriate foreither small group or individual study.

2rEnglish 10, Fiction / 15

GREEN DAYS BY THE RIVER

Michael Anthony1932-

This short novel tracing the universal journey fromchildhood innocence to adulthood is set in Trinidad.The narrative reveals the character of Shell, a youngboy who blames his father for being ill and weak.Because of his father's health, the family is forced tomove to a small village. Here, Shell begins toencounter conflicting and confusing emotions whendealing with girls and adults. When his father dies,Shell must assume adult responsibilities in order tohelp his mother pay for food, shelter and clothing. Tothis end, he is drawn to Mr. Gidharee, a man whopossesses health, energy, an attractive daughter anda pack of fierce hunting dogs. Shell begins to seeMr. Gidharee as a father-figure and Mr. Gidharee, inturn, sees Shell as a potential son-in-law. Shell mustsort out his feelings toward Rosalie, Gidharee'sdaughter, and another girl, Joan.

Because of the social and cultural context of thenovel's setting, the characters' dialect may bedifficult to understand at first, and some oral readingmay assist students in grasping the rhythm of thelanguage. Attitudes toward females exhibited by afew of the characters and some blasphemouslanguage may be offensive to some students, andshould be critically examined within the context of thenovel. The skilled reader should seek to understandthe prevalent attitudes, mores and customs of thesocial milieu from which the characters evolve.

The strength of this novel is in the presentation ofShell's struggles during his adolescent years, atheme that is universal regardless of society,ethnicity or origins.

16 English 10, Fiction

2G

Portsmouth, NH:HeinemannEducational, 1973.Caribbean WritersSeries edition.[original 19671192 pages.

ISBN: 0435980300

OLIVER TWIST

New York, NY:Bantam Books, Inc., 1981.Bantam Classic edition.[original 1838]419 pages.

ISBN: 0553210505


Charles Dickens1812-1870

The overall tone of this novel is romantic andsentimental, and the characters are charming, butthe events do reveal the miseries of the poor. It isalso a bitter social criticism set in London during theearly 1800s. Oliver, who is illegitimate, starved andill-treated, eventually becomes involved with a gangof thieves and pickpockets. After many adventures,he finds both friends and fortune.

The plot provides for interesting discussion on thevaried characters, most of whom are one-sided, andreveals the extremes of human nature. Dickens'novel reflects how society at that time discriminatedagainst the Jews and the poor.

Experienced readers should enjoy the novel, andclass discussion may lead to further research intothat era. The events that surround Oliver Twist maywell surround some of our own poor, and that shouldencourage some interesting discussion.

2 English 10, Fiction / 17

RIVERRUN

Peter Such1939-

This moving story of the last of the Beothuks inNewfoundland, is told through the voices of theremaining three. Nonosabasut, last of the tall ones(204 cm), is leader of one small group that includeshis wife, Demasduit, who is captured by the whiteswho then kill her husband, and Shawnadithit, lastsurvivor, who dies in the home of some well-meaningwhites in 1829. The unusual construction, the shiftingpoint of view from character to character, is easilyrecognized and enables students to appreciate moresensitively the tragic events that led to the end of theBeothuks.

Spellbinding, lyrical and well written, this short andreadable work leads to effective discussions onstructure, style, imagery and symbolism, as well asto discussions on more earthy, controversial issues,such as the treatment of early settlers and resultingeffects on Natives, differing lifestyles in early Canada,and the genocides that occur around the world today.

2818 / English 10. Fiction

Toronto, ON:Clarke, Irwin & CompanyLimited, 1973.145 pages.

ISBN: 0772006202

Note: This edition was onthe 1983 Senior High Novelsand Nonfiction list. Theremay be a more currentedition available.

SILAS MARNER

Oxford, England:Heinemann Educational,1993.New Windmill Classicsedition.[original 1861]202 pages.

ISBN: 0435126040

George Eliot1819-1880

This classic is a relatively short, yet stylisticallypolished novel providing a social, moral, religious,and psychological commentary on 19th century ruralEngland.

Eliot traces the life of Silas Marner, a skilled weaverin the village of Raveloe and a reclusive miser. Hisbeloved gold is stolen but its place in his heart istaken by a small golden-haired child whomysteriously arrives at Marner's cottage, and whomMarner adopts and cares for. The plot has othermysterious and dramatic events, but it is essentially afable of loss and redemption through love.

In spite of its brevity, this is a complex novel with astow moving, two-fold plot that is united in the lastthird of the book. The vocabulary and use of dialectmay prove challenging, but this edition contains ahelpful glossary. There is also a good introductionand end pages of interesting "Activities" which areadaptable to students of different ability levels.

This may be a novel best reserved for a moreadvanced English 10 class, or for individual study.


SOMETHING WICKED THIS WAY COMES

Ray Bradbury1920-

Suspense and foreboding emanate from the verybeginning of two boys' involvement with the Carnivaland Pandemonium Shadow Show. They are caughtin an evil nightmare where the old turn young and theyoung turn old, mirrors steal souls, and the exhibitswithin a wax museum are of living people. Beforethey can escape, they must confront the ultimate evil.This fantasy develops the idea of a secret dream orwish, but after that wish is granted, things are neverthe same.

The plot develops the idea of youth and goodnessversus the carnival of evil. Youth is presented aswise, while those who are older, especially males,are shown to be desirous of the qualities of youth.One of the themes of the novel is that our own fearsmay destroy us. While there is horror, there is nodescriptive violence. The book provides anopportunity to look at language and the power ofindirect description. There are some racial andreligious references, but they are used as abackdrop for the social setting of the carnival.

This is an excellent novel for small groupdiscussions or for those students who enjoyspeculative fiction and would like to enhance theirreading skills in this area.

30


New York, NY:Bantam Books, 1963.The Grand Masteredition.[original 1962]215 pages.

ISBN: 0553280325

TO KILL A MOCKINGBIRD

New York, NY:J. B. Lippincott Company,1960.296 pages.

ISBN: 044508376X


Harper Lee1926-

In Alabama, during the Depression, Scout, theprotagonist, develops a growing awareness of goodand evil in the world around her; racial and classprejudice within both the black and whitecommunities, and the religious prejudices of thevarious sects of the area. Counterbalancing this arethe positive qualities of compassion, sympathy,understanding and wisdom demonstrated by variouscharacters, primarily Scout's father, Atticus.

Told from Scout's point of view, the novel is a look atthe past: a child's experiences described with theperception of an adult. The novel deals with complexethical issues, and may require a great deal of classdiscussion. Characters, such as Atticus,demonstrate that one individual can make adifference.

Treatment of blacks in Alabama is described clearlyand movingly, and the historical time frame isaccurate. Some of the characters use languageindicating racial and class prejudices; however, thislanguage reflects the attitudes and circumstances ofthe people at that time. The novel promotestolerance and understanding through the maincharacters of Scout and Atticus Finch.

31English 10, Fiction / 21

WAITING FOR THE RAIN: A NOVEL OF SOUTH AFRICA

Sheila Gordon1927-

This South African tale of a friendship between twoboys, one black and one white, shows a harmoniousrelationship during their childhoodoblivious to thediscord around them. As the boys grow older, theirdifferences are accentuated. Unlike Tengo, Frikkiehas many opportunities for advancement in society.Tengo is shocked by the injustice to andmaltreatment of his people on the farm, in thetownships and cities. When Tengo and Frikkie meetagain, both their dreams have been altered by thedemands of their respective societies.

Through this rather simple narrative, the writerpresents opposing views, factions and precepts ofSouth African society. The innocence of youth istransformed by the burdens and tensions of atroubled society. While this subject matter may bechallenging and sensitive to some students, thestrength of this novel is its structure, characterdevelopment, point of view, setting and symbolism.


New York, NY:Bantam Books, 1989.[original 1987]214 pages.

ISBN: 0553279114

WHO HAS SEEN THE WIND

Toronto, ON:Seal Books, 1982.[original 1947]293 pages.

ISBN: 0770417701

Note: This edition was on the1983 Senior High Novels andNonfiction list. There may bea more current editionavailable.

W. 0. Mitchell1914-

This Canadian classic tells the story of Brian, a boygrowing up in a small prairie town during the thirties.He gradually comes to accept life as he finds itimperfect, sometimes brutal and tragic, but orderedsomehow by a benevolent, all-pervading power.

Failure and frustration are often visible as Brian looksat the life of his small town. Superficially, the view istragic despite its whimsically humorous atmosphere.Brian encounters defeat, cruelty, injustice,misunderstanding and death. But, in spite of hispersonal contact with the harsh realities of existence,he emerges with a view of life that is essentiallypositive: birth and death, struggle and failure, are apart of nature and belong in the scheme of things.The book offers rich material for the study ofsymbolism, prose style, character, setting, plotstructure, philosophy and psychology.

The novel can be approached from the philosophical,the psychological or the literary point of view. Athorough study should include all aspects.


THE WIZARD'S TIDE: A SI ORY

Frederick Buechner1926-

The Wizard's Tide is the story of a childhood, and thestruggle of one family, in particular the parents, tosucceed during the Great Depression. Through theinnocence of a child's voice, the story of theSchroeder family unfolds. It is this innocence, toldwith simplicity and beauty, that draws the reader intothe world of childhood. Teddy, the narrator, revealsthe joy and sorrows of his little sister, Bean, andhimself while growing up in an upper-middle-classfamily who experience a tragic fall, emotionally andeconomically, during the Depression. This talespeaks of healing the inner child that lives within.

Teachers using this novel will likely need to providestudents with background information on the GreatDepression, King Edward VIII and Wallis Simpson,and the socio-economic attitudes of the upperclasses of that era.

Although this is a short novel, only 104 pages, theteacher should not be deceived by its brevity andapparent simplicity. Buechner's narrative isdeceptively simple and provides meaningful materialfor advanced English 10 classes.


New York, NY:HarperSanFrancisco,1990.104 pages.

ISBN: 006061160X

THE BOOK OF SMALL

Toronto, ON:Clarke, Irwin & CompanyLimited, 1966.[original 1942]168 pages.

ISBN: 0772002231


Emily Carr1871-1945

Emily Carr, one of Canada's great painters, recallsher growing-up years in Victoria, British Columbia, inthe 1870s. "Small" is her nickname as the youngestof three sisters: Big, Middle and Small.

This series of short, readable: lively literary sketchesprovides a sense of a Victoria which, even in itspioneer days, displays the Englishness andeccentricity that becomes part of its character. Italso reflects the sensitivity to vivid detail of the artistas a child. The writing is simple, unaffected; the tonewarm, often whimsical and humorous.

The Book of Small might be used to encouragestudents to write their own autobiographicalsketchesor writing up the reminiscences of familymemberswith particular attention to imitating Carr'sselectivity, economy and eye for detail. It would alsobe suitable for oral reading or readers' theatre.

English 10, Nonfiction / 25

MY FAMILY AND OTHER ANIMALS

Gerald Durrell1925

Persuaded by her eldest son, Larry, Mrs. Durrell sellsher home in England and takes her family to live onthe island of Corfu for five years. The amusing andeccentric antics of the family are rivalled only by theauthor and youngest child's reminiscences of hisboyhood. Gerald's fascination with animals resultedin incidents, such as snakes living in the bathtub andmagpies ransacking the house. Freed from therigours of regular schooling, Gerald spends his timeinvestigating nature and acquiring a miscellany ofoddly named pets. Upon their departure from Corfu,a custom official characterizes the Durrells as "atravelling circus and staff."

Durrell's deft touch in creating humour is rare innonfiction. Students may wish to use his writing as amodel for creating their own comedy. The bookinspires personal response and may be presentedfor full class, small group or individual study.

36

26 / English 10, Nonfiction

Toronto, ON:Penguin Books, 1977.[original 1956]301 pages.

ISBN: 0140013997

A NIGHT TO REMEMBER


ISBN: 0553205099


Walter Lord1917-

On April 12, 1912 the Titanic, the "unsinkable" Britishliner, began its maiden voyage from Southampton toNew York with over 2000 passengers, including theelite of British and American society. When theTitanic hit an iceberg and sank, over 1000 peopledrowned. This account emphasizes a fatal sense ofinvulnerability on the part of owners, crew andpassengers. The fairly rigid class system in the earlypart of the 1900s is seen, to some extent, asdetermining the fate of all.

A Night to Remember is retold as a moment-by-moment, person-by-person account, from the sightingof the deadly iceberg to the rescue of survivors bythe Carpathia, five hours later. The emphasis is onindividual human reactions to the disaster as it

occurs, and on the memories of survivors, 63 ofwhom the author interviewed in the process of writingthe book. In spite of the number of people followed inthe account, the story is relatively fast-paced andgripping. Lord's style is simple, cliar, dispassionate:the vocabulary undemanding.

The sinking of the Titanic holds a continuingfascination for students which is increased by thesaga of the search for, and discovery of, thewreckage. This book could be used as part of a"survival" nonfiction unit: or in conjunction with theequivalent type of "disaster" fiction, to examinesignificant differences in approach and treatment.


RICK HANSEN: MAN IN MOTION

Rick Hansen and Jim Taylor1957- 1937-

Born in British Columbia, Rick Hansen was disabledat a young age, but never let this inhibit his athletic orother endeavours. While in his 20s, he undertook aworld Man in Motion tour, in his wheelchair, to drawattention to persons with disabilities, their aspirationsand needs.

This is the modern success story of a man who giveshope and encouragement to all people, as well as tothose in circumstances similar to his own. Hisactivities, supported by many volunteers, created arecognition of and commitment to an awareness ofthe hopes, dreams and feelings of those withdisabilities.

The book promotes critical thinking and an evaluationof personal values and attitudes toward people withdisabilities. Students could be encouraged to look forsimilarities among all people. For example, Rick hasa romance with his physiotherapist, Amanda Reid,whom he later marries. While Rick Hansen's Man inMotion tour occurred in the mid-1980s, he remains anexcellent role model of a very successful individual.

3S28 / English 10, Nonfiction

Markham. ON:Penguin Books CanadaLtd., 1988.[original 1987]206 pages.

ISBN: 014011713X

THREE CAME HOME

Toronto. ON:McClelland and Stewa:1Limited, 1947.[original 1946]317 pages.

ISBN: 0771045026

Note: This edition was on the1983 Senios High Novels andNonfiction list. There may bea more current editionavailable.

Agnes Newton Keith1901-

Members of the Keith family were captives in aJapanese prison camp from 1942 to 1945. HarryKeith was a British civil servant in North Borneo atthe time of the Japanese invasion. He, his wifeAgnes, and their young son, George, were internedand treated as prisoners of war. Agnes Keithrecounts the story of their day-to-day life from hersecret diaries, which she managed to hide and saveuntil the family was eventually released.

Keith writes a brave and compassionate tale withgaiety and courage. It is a very human account,impressive because of the honesty of the writer; thereis no whitewashing or blackballing of charactersnotall the prisoners are good, not all the captors are evil.One of the strengths of the book is Keith's continuedinsistence that it is war that is the evil, and itsinevitable effect on people on both sides.

The style is personal, chatty, and very readable; theformat is in chronological diary form and easy tofollow. The book might be used in conjunction withother diaries, or accounts of other types ofimprisonment, with a view to studying the ways inwhich humans deal with islolation and suffering.

39 English 10, Nonfiction / 29

THE BLUE SWORD

New York, NY:The Berkley PublishingGroup, 1987.Ace Books edition.[original 19821248 pages.

ISBN: 0441068804

Robin McKinley1952-

When Harry Crewe's father dies, she leaves herhome and travels to the frontier where her elderbrother, Richard, is stationed. Living under the careof her brother's superiors, Sir Charles and LadyAmelia, Harry finds life confining until Corlath, ruler ofthe neighbouring kingdom of Daria, conies seeking analliance against the threat of Thurra and his empire.Inspired by his "gift", or "kelar", Corlath believes thatHarry is important to the survival of his people, and sohe kidnaps her. She trains as a king's rider, and inthe end defies Corlath, whom she has come to love,and saves his kingdom. Corlath admits hismisjudgement, and this fantasy ends happily.

In this novel, women are shown to be equally powerfuland worthy of respect as are men. The relationshipbetween Harry and Corlath demonstrates theimportance of love and respect in keeping peopletogether. Tolerance for other cultures and for thedifferences between people is encouraged. The bookmay appeal particularly to female readers, though theaction should attract the interest of all students.


CHILDREN OF THE RIVER

Linda Crew1951-

Sundara flees Cambodia with her aunt, uncle,grandma, and two nephews to the United States,where they struggle to make a living and adapt to anew culture. Sundara falls for an all-American boy,but their different political and cultural backgroundsmake a relationship impossible until they are able toreach an understanding of each other's heritage.Sundara also has to face her overwhelming feeling ofresponsibility for her niece's death.

A tender, moving and believable story, this novelidentifies and highlights the di'ficulties of moving intoa different culture, especially len the past involvesviolence and sexual abuse. Toe flashbacks are well-integrated, and students in small group or full classstudy should find an interesting blend of internal andexternal conflicts that lead naturally to research. Thebook strongly emphasizes the idealistic universalmessage that individuals have a personalresponsibility to make a positive difference.

Regardless of origin or mother tongue, studentsshould be able to identify with the intergenerationalconflicts and can be expected to respond strongly tothe differences between Cambodian and NorthAmerican culture and politics.


New York, NY:Dell Publishing, 1989.213 pages.

ISBN: 0440210224

DARE

Toronto, ON:General Paperbacks,1990.[original 1988]191 pages.

ISBN: 0773672672

Marilyn Halvorson1948-

An angry and confused 15-year-old Dare and his12-year-old brother, Ty, have lived with theirgrandmother in the same small Alberta town for fiveyears. When they are left orphaned after her stroke.Laura McConnell, a substitute teacher and rancher,lets them live with her. Dare is the typical rebelcharacterswearing, drinking and driving, fighting,and even spending some time in jail. However, Darematures as he learns to accept responsibility andconfronts his part in his mother's death.

The realistic dialogue and intensity of Dare'semotions enable students to identify with thischaracter's turmoil, yet realize how feelings can bechanged without losing face. Effectivecharacterizations of a rebellious, defiant teenagerand sensitive and believable adults add to an action-filled story that is best suited for full class study.

4 4English 13, Fiction / 33

DEATHWATCH

Robb White1909-

This fast-moving and easy-reading narrative revolvesaround the tale of Ben, a young geology studentworking as a hunting guide. Ben finds himself lockedin an intense struggle to survive when the expeditionhe is on turns into a manhunt.

Madec, an oil executive, hires Ben to escort himthrough the Southern California mountains in searchof bighorn sheep. Madec accidentally kills an oldprospector, and Ben's sense of justice demands thathe report this incident to the authorities; however,Madec wants to ignore the death and continue thehunt. These two men are chained together by theirdifferent outlooks on the situation. A struggle to outwiteach other soon develops.

Deathwatch presents clear contrasts in setting, moodand character types. A study of foreshadowing,symbolism, conflict and plot could also beundertaken. The ending, although abrupt, providesopportunity for open-ended discussion and variouswriting projects relating to decision making and thequestion of ethics.

43


Toronto, ON:Doubleday Canada,1972.228 pages.

ISBN: 0440917409

Note: This edition wason the 1983 Senior HighNovels and Nonfiction list.There may be a morecurrent edition available.

FISH HOUSE SECRETS

Saskatoon, SK:Thistledown Press Ltd.,1993.[original 1992]159 pages.

ISBN: 1895449103

Kathy Stinson1952-

Chad and his father arrive at his Nova Scotiagrandparent's house, and it is here where Chadmourns and accepts his mother's death. He meetsJill, a Halifax runaway, and while helping her eludethe authorities, Chad comes to terms with his owngrief, guilt and rebellion. References to emergingsexuality and abortion reveal empathy for others andare dealt with sensitively.

Chad and Jill have typical teenage actions andcharacteristics, but their portrayals go beyondstereotyping. The clashing of youth and parents, theneed to assert oneself, the need to communicate, theneed for self-esteem and the need for independenceare some of the discussion topics that this bookshould generate. The novel's style, using innerchapters, reveals both Chad's and Jill's personalstruggles and their willingness to forgive and beginagain. It could be used either for small groupdiscussion or for full class study.


HATCHET

Gary Paulsen1939-

As 13-year-old Brian Robson flies to visit his father inthe Canadian wilderness, the pilot dies from amassive heart attack. Brian crash-lands the plane ina remote lake and survives a two-month ordeal withonly a hatchet, a few camping skills, and his instinctfor survival.

This action-packed adventure offers plot detail andcharacter development. Students should beinterested in the physical and emotional growth ofBrian, as well as his ability to cope withinsurmountable odds.

Brian's fragmented thinking is juxtaposed with thenarrator's sequential descriptions. This writing styleshould interest English 13 students. The novel is aneasy read, but can provide interesting discussions insmall group or full class situations.


Toronto, ON:Puffin Books, 1988.[original 1987]195 pages.

ISBN: 014032724X

HUNTER IN THE DARK

New York, NY:Avon Books, 1984.[original 19821131 pages.

ISBN: 0380677024

Note: This edition was onthe 1983 Senior HighNovels and Nonfiction list.There may be a morecurrent edition available.

Monica Hughes1925-

In this short novel, 16-year-old Mike Rankin comes toterms with himself, his family and his fear of death.The author develops relationships and conflictsthrough a rapidly-moving plot with realistic charactersand dialogue. The survival theme is developedthrough the goal of taking one more hunting trip.

Tact and delicacy should be used in dealing with themortality theme in this novel as many students havesome personal knoWledge of someone who has, orhad, a terminal illness. The family's attitude of denialin this story may mirror the students' ownexperiences. This novel could facilitate discussionsleading to creative writing and/or research.


LYDDIE

Katherine Paterson1932-

Set in the United States during the IndustrialRevolution, this story of unions and personal couragefollows Lyddie, a young girl who goes to work in thegarment factories where she learns to weave andreadthereby finding her future. Lyddie's strugglefor independence, for her rights as a woman. and forher rights as a factory worker, reflect the socialconditions of that time.

The novel should encourage interesting discussionson character development, on the conflict betweenright and wrong, and on the value of education.Gender references, and the treatment of the birth of achild out of wedlock according to the social mores ofthe 1800s, are also potential topics. Some studentsmight be interested in researching the emergence ofunions and women's rights.

While topic is universal, students may wish toconsider the changing roles of women and examinethe issues of women's rights today. This couldpromote some lively discussions in the English 13classroom.

4 7


Toronto, ON:Puffin Books, 1992.[original 1991]182 pages.

ISBN: 0140349812

NEVER CRY WOLF

Toronto, ON:McClelland-Bantam,Inc., 1979.Seal Books edition.[original 1963]164 pages.

ISBN: 0770421377

Farley Mowat1921-

In this fictional narrative, Farley Mowat embarks on amission to investigate claims about the wolves' rolein the diminishing caribou population. Isolated in thefrozen tundra among howling wolf packs. Mowatdevelops a respect and admiration for these animals.The narrative is developed with humorousrecollections of encounters between man and animal.In his journal, Mowat writes of observations,enlightened feelings and lonely encounters with thewolves. His findings conclude that the wolves havebeen wrongfully blamed for the destruction of otheranimals in the North.

This deceptively simple narrative with its humorousdetails provides another perspective about an animalthat has been falsely maligned. The appeal of thisbook is in its presentation, simplicity and anecdotalrecording.


THE PEARL

John Steinbeck1902-1968

A Mexican pearl diver, Kino, and his wife discover avaluable pearl. To Kino, this prize symbolizescomfort, security, health and happiness: and hisdreams become larger and more urgent. Threeattempts are made on Kino's life as thieves try tosteal the pearl. Desperation and greed alter the livesof all who covet the wealth of the pearl.

In this novel, Steinbeck captures the ethnic flavour ofthis Mexican family, using a smooth-flowing style;many references reflect the rich musical heritage ofthe people. Detailed descriptions of the land and seaare presented.

The main characters are representative of humanfrailties. The structure is conducive to plot mapping,and the study of symbols, conflict and character.The novel can be used easily for either small groupor individual study.

40 / English 13, Fiction 49

New York, NY:Bantam Books. 1947.[original 1945]118 pages.

ISBN: 0670545759


WHITEOUT


ISBN: 0773673458

James Houston1921-

Jonathan Aird, a rebellious and fatherless 17-year-oldcity boy, is sent to a remote Arctic settlement onBaffin Island to fulfill his community workrequirements as part of a rehabilitation program.Jonathan must come to terms with the harsh reality ofthe environment. While doing so, he matures andlearns to accept responsibility for his actions.

Jonathan's self-discovery is paralleled by his initialstereotyping of the Inuit and his final understanding oftheir ways. As he learns to admire their strength andcourage, he develops into a mature young man. Astrong emphasis on action and plot is highlighted byaccurate descriptions of life in the Arctic.

The story contains characters of Scottish, Inuit andPolish origins, and these individuals are portrayed intraditional/stereotyped roles. Inuit religious beliefsare presented and the novel provides an empatheticlook at Inuit culture, thus demonstrating a need foracceptance and understanding.


YULETIDE BLUES

R. P. Maclntyre1947-

Lanny, a young hockey player, plans to stay with hisfavourite aunt while his parents are on holidays.Before their departure, this aunt, an artistic eccentric,attempts suicide and Lanny must go to a reclusivegreat- aunt's place. DOring his stay, he breaks hisleg, .ind discovers that his best friend has become athief. Lanny comes to terms with individualdifferences and deals with the emotional, physicaland psychological limitations of both aunts.

Students can easily relate to this episodic, humorousstory that should lead to excellent class discussionand personal reflection on issues, such asdelinquency, sexuality, aging, depression, loneliness,personal responsibility and peer pressure. Theteenage vernacular will be appealing to students aswell. Because the novel contains some swearingand references to sexuality and suicide, the bookmight best be offered for either small group orindividual study.


r- 1

Saskatoon, SK:Thistledown Press Ltd.,1992.[original 1991]237 pages.

ISBN: 1895449049

Z FOR ZACHARIAH

New York, NY:Dell Publishing Co., Inc.,1974.256 pars.

ISBN: 0440999014


Robert C. O'Brien1918[?]-1973

Sixteen-year-old Ann Burden believes she is the lastsurvivor of an atomic war. She has subsisted byeating "safe" food from the nearby village store.farming her father's land as best she can, andkeeping her sanity by writing a diary. The discoveryof another individual, Loomis, leads to doubt andconfusion, resulting in an escape from thecomfortable valley. The conclusion amplifies Ann'scourage and desire for self-preservation.

The narrative is straightforward, the vocabulary terse,and the structure chronological. Students should beable to comprehend the actions of the charactersand go beyond the plot to understand the emotionsthat Ann describes so well in her diary. This novelcan provide for interesting discussions regardingspeculative fiction.


THE AUTOBIOGRAPHY OF MISS JANE PITTMAN

New York, NY:Bantam Books, 1972.

[original 1971]246 pages.

ISBN: 0553205854


Ernest J. Gaines1933-

Ernest Gaines taped Miss Jane Pittman'sreminiscences in 1962 when she was already over100 years old. In essence, the book is a searchingportrayal of life as a black woman living in the deepAmerican south. Her account details the sufferingand 'iumiliations that blacks faced in their daily lives.However, through it all, Pittman maintains her faith.As a result, this uplifting perspective celebrates theunfolding of a determined spirit in the face ofadversity.

Gaines writes in a clear, readable style, usingPittman as the first person narrator. The structure ischronological and well suited to an averageEnglish 13 class.

53English 13, Nonfiction / 45

AN

vwo..o

A CHILD IN PRISON CAMP

Shizuye Takashima1928-

Artist Shizuye Takashima records in words andpaintings, her experiences as a child in a prisoncamp. At the age of 11, she and her family, alongwith other Japanese Canadians, were removed fromtheir homes on the West coast of Canada and sentby the Canadian government to an internment campin the interior of British Columbia. The family losttheir civil rights, their home, and their business.Takashima vividly describes the actual camp, thehousing, the schooling, the humiliation, and the lossof freedom and rights

The book is an example of racism in Canadianhistory. Not only does it describe the actualhappenings, but Takashima's story shows the effectsof childhood experiences on one's life. It was notuntil 1984 that the Canadian government condemnedthis internment and offered financial restitution.

Teachers may need to explain the historicalbackground before beginning the book. Sensitivity tothe subject is needed for successful presentation ofthis personal account. Discussion of why -,nd howpeople react in a time of crisis is important. Thisbook would work well with a combined English/socialstudies approach and could lead to studuili esearchon such topics as World War II, the atom bomb,Japanese culture, the human will to survive, andprejudice. Either full class or small group studywould be effective.

5446 English 13, Nonfiction

Montreal, PQ:Tundra Books, 1989.[original 1971]97 pages.

ISBN: 0887762417

THE GREAT ESCAPE

New York, NY:Fawcett Crest, 1978.[original 1950]223 pages.

ISBN: 0449237176


Paul Brickhill1916-1991

In a suspenseful and spine-chilling thriller, a WorldWar H PoW tells how more than six hundred Britishand American air force officers escaped from StalagLuft III. Under cunning leadership, these prisonersoutsmarted, even manipulated, their Nazi captors intounwittingly assisting them in their escape; which wasmade possible through persistence, camaraderie,humour and the coordination of a multitude of talents.The author follows the experiences of key individualsthrough to eventual escape or death, and includesthe later war trials and the sentencing of the Naziofficers who ran the stalag.

The book is written in short chapters full of action andadventure. Brickhill inserts sketches of thecompound, equipment used in the escape, maps anddrawings. He uses technical vocabulary whendescribing the construction and excavation of thetunnels. Even though this book was written just fiveyears after the war ended, Brickhill remains fairlyobjective in his portrayal of prison life. He writes witha sense of excitement, a touch of humour and dwellson the enormity of the task rather than the dailydrudgery of living in a prison.


ON THE LINES: THE ADVENTURES OF A LINESMAN IN THE NHL

Ron Finn with David Boyd19[?1 - 19[?1 -

Ron Finn tells a story of hockey from another point ofviewthat of a linesman in the National HockeyLeague. After he realizes he will not make the "big"league as a player, Finn begins to take up officiating.As a linesman, he is able to relate many importanthockey incidents from the best view in the house.Finn's love of hockey has continued throughout hislife. To him, hockey is a part of Canadian culture andtradition, and he displays a positive outlook towardlife and people through his association with hockey.

This book will appeal to any student who has a stronginterest in sports. Finn talks of not only the hockeyplayers from the 1970s and 1980s, but also of otherswho are behind the "stars". He reinforces the viewthat, in order for a sport to continue at any level, theremust be more than the "stars".

Coarse language is used in the book, but it is aneasy read and will appeal to students interested inhockey. The foreword is written by Wayne Gretzky.Individual or small group study would be effective andcould lead to research in areas such as hockeybiographies, aspects of the National Hockey League,media in sports, violence in sports, and careers insports.

48 / English 13, Nonfiction 5f3

Oakville, ON:Rubicon PublishingInc., 1993.142 pages.

'SF's!: 0921156464

TERRY FOX: HIS STORY

Toronto, ON:McClelland and StewartLimited, 1981.176 pages.

ISBN: 0771080174


Leslie Scrivener1950-

Leslie Scrivener's sensitive account of the Marathonof Hope is based on Terry Fox's personal diary ofthe journey. The book begins by describing Terry'sfirst day of the cross-Canada run and then fills in hisbackground. He was diagnosed with osteogenicsarcoma just after entering university. Theamputation of his leg, and subsequent drugtreatment, terminated Terry's studies but did notdampen his determination to conquer his illness. Hispersonal pledge to run across Canada was theresult. in four and a half months, Terry ran two-thirdsof the distance before he was again stricken withcancer. His run was given national news coverageand raised 18.5 million dollars for cancer research.Since his death on June 28, 1981 Canadians havecontinued to raise funds in his memory.

Scrivener follows Terry's diary closely, quoting himdirectly in journalistic style and filling in details of therun from her own observations and from interviewswith Terry, his brother Doug, friends, family androadside observers. The story is an objectiveaccount of one of Canada's modern heroes, andconcludes with an epilogue written by Terry.

Terry Fox is portrayed as a man determined to reachhis goal. This universal theme contributes to areader's knowledge and understanding of self. Thebook is enjoyable and thought-provoking, eliciting anemotional response from all who read it.


WHY SHOOT THE TEACHER

Max Braithwaite1911-

Braithwaite writes about his first year of teaching in asmall school district during the Dirty Thirties. Hetalks, in a series of light and humorous anecdotes, ofthe Depression years and the people who survivedthem. His experiences with school dances,Christmas concerts and political rallies present agood description of social activities in ruralSaskatchewan.

The author's style is direct. He creates a concise setof episodes that facilitate easily organizable units forclassroom discussion. The vocabulary is mediumrange. The point of view is that of an insecure, self-doubting young man who encounters employment,meager subsistent living, and poverty on the prairies.The book is recommended, not only for its historicalperspective, but also for its readability and humour.

50 / English 13, Nonfiction 56

Toronto, ON:McClelland and Stewart,1965.162 pages.

ISBN: 0771015992


THE APPRENTICESHIP OF DUDDY KRAVITZ

Harmondsworth, England:Penguin Books, 1964.[original 1959]319 pages.

ISBN: 0140021795


Mordecai Rich ler1931-

This novel traces Duddy's important relationshipswith his grandfather, Simcha; his father, Mack theHack; his French-Canadian girlfriend, Yvette; the"Boy Wonder", Jerry Dingleman; his brother. Lennie;his friend, Vergil, and some other characters. Evenbefore Duddy leaves high school, his every action ismotivated by the need to acquire enough money tobuy land. During his first summer job as a waiter in aposh Laurentian hotel he sights a piece of resortproperty he covets and, throughout the novel, usesany method to obtain money to purchase this land.

Much of the comedy is situational and satirical, withthe dialogue in colloquial, often coarse language.Duddy's use of a more formal and correct style,including his change of name to Duddy Kane, isreserved for situations when he is "wheeling anddealing." Rich ler develops the novel as satiricalcomedy, directed not only against the culture, settingand characters of the novel, but also Duddy's actionsmust be analyzed in the light of any individual who istotally devoted to rising above his own social station.

Some students may have difficulty comprehendingDuddy's single-mindedness. his motivation and driveat the age of 17, but the plot movement andcharacter schemes sweep readers along, if only tofind out who Duddy will "con" next.

5n English 20, Fiction / 51

BAROMETER RISING

Hugh MacLennan1907-1990

Set in Halifax, Nova Scotia in 1917, Barometer Risingis a story of entrapment and colonization. The focusof the novel is as much on the city as it is on itsinhabitants. This work is a study of catastrophe: theexplosion of the ship Mont Blanc in the HalifaxHarbour, the burning of the city, and the ragingblizzard that followed. The elements of earth, fire andwater purge the city as well as the novel'scharacters. Havoc by nature is paralleled to thedistant destruction of World War I and the moreimmediate personal plights of the characters.

The lives of Penelope Wain and Neil Macrae are thecentre of the character study. Presumed dead byPenelope, Neil returns home to reveal the truth abouthis military action overseas. The lovers are reunitedonly hours before the Halifax explosion occurs.

The graphic description of physical devastation isbalanced by minute details of character study.Halifax is symbolically reflected in the strong butisolated characters. Occasionally, the languageused is graphic and may be considered offensive bysome.

The time frame of the novel is short. The storybegins Sunday, December 2 and ends Monday,December 10, 1917. The events of these eight daysprovide a window through which we view the yearsthat bring the characters and culture to this precisehistorical moment. The work is an investigation ofhow time is both arrested and accelerated bycatastrophe. The city is levelled, and the novelcloses with the suggestion that new life and hope willbe built from ruin.


60

Toronto, ON:McClelland & StewartInc., 1989.[original 1941]235 pages.

ISBN: 0771099916

A BIRD IN THE HOUSE


ISBN: 0771099851

Margaret Laurence1926-1987

A Bird in the House is a collection of closelyconnected short stories set in the small Manitobatown of Manawaka in the 1930s and '40s. Each storypresents an episode in the arowing awareness andmaturity of Vanessa MacLeod, from the age of 6 toabout 20. The same family characters appear andreappear: on her father's side the Connors,dominated by the uncompromising patriarchGrandfather Connor; on her mother's side theMacLeods and the gentler but equally unyieldingGrandmother MacLeod. Amongst them they presenta vivid picture of the Scottish -Irish protestant valuesthat pioneered the West and can still be detectedtoday. In many of the stories Vanessa sees herselfrebelling against her grandfather, but in maturity,comes to recognize, reluctantly, that she is his"monument."

Margaret Laurence has identified this work as being"semi-autobiographical." The young Vanessa, whoplans to be a writer, records with shrewd observation,sympathy and humour the tensions within the family.Vanessa, like Laurence in her growing years in asmall prairie town during the Depression, develops"the sight of her own particular eyes."

Each story is well-crafted and can be studiedseparately, with focus on the use of narrative voice,character development, irony, symbolism and theme.The book can also be read as a whole as a variedchronicle of a girl's growing up, with the opportunityfor individual or small group presentation on howeach story contributes to the total impression.


BRAVE NEW WORLD

Aldous Huxley1894-1963

A few hundred years into the future, a carefully-controlled society has been established in whichscience reigns supreme. Reproduction, fromfertilization of the egg to birth and after, is alaboratory process. Workers are mass-producedaccording to specifications. Family life, and itsrelated emotional involvements, are forbidden.However, in New Mexico, an area of primitive cultureis kept for scientific study. There, a young man isfound who is the offspring of a forbidden alliancebetween two visiting research workers. The youngman is a "savage", self-educated with the aid of anold copy of Shakespeare's plays. As an experiment,the young man and his mother are brought toLondon, where the mother dies shortly thereafter.The son, appalled by a society that stifles all beautyand all humanistic endeavour, eventually commitssuicide.

Rather than merely a story of human beings living ina world of the future, the book is an examination ofthat world. The reader's attention is directed to themechanical and philosophical aspects of the society.Appreciation of such a society requires anunderstanding of satire. Discussion could centre onsuch topics as the importance of the arts andhumanities to the quality of human life; the problemsarising from the artificial and controlled propagationof the species; the breakup of family life; the use ofdrugs; promiscuous sexuality; government control.

This novel requires teacher assistance to guide moststudents to an understanding and appreciation of thespecific elements of Huxley's moral satire.


New York, NY:Harper and Row, 1969.[original 1932]206 pages.

ISBN: 0060830956


e

CAT'S CRADLE

New York, NY:Dell Publishing Company,1974.[original 1963]233 pages.

ISBN: 0440511496

Note: This editign was onthe 1983 Senior High Novelsand Nonfiction list. Theremay be a more currentedition available.

Kurt Vonnegut1922-

Cat's Cradle is narrated by a young American writernamed Jonah, who is collecting material for a bookto be called The Day the World Ended (the day thefirst atomic bomb was dropped on Hiroshima). Hisresearch takes him to the fictional and fantasticCaribbean republic of San Lorenzo, where he iscaught up in events that lead to the end of the world.The end, however, is not fire, but ice. And the agentof destruction is "ice-nine," which alters molecularstructures and locks all moisture into rigidity. Thisrigid misapplication of science produces a world inwhich people cannot choose to be human; theychoose, instead, to die.

The combination of science fiction, fantasy, comedy,satire, and a deliberately choppy narrative, make itdifficult on a first reading to see the moral andspiritual values that Vonnegut is asserting. Somereaders may misinterpret the novel as satirizing allorganized religion.

Nevertheless, Vonnegut's novel is a comedy, not atragedy. The author's humour and playfulnesspermeate the novel, although the humour issometimes grim and sardonic, and the playfulnesscan be bizarre and fantastic. The tone is notpessimistic or despairing. Critical satire, particularlyof technology, is combined with a sympathetictreatment of humanity's strengths and weaknesses.


DINNER AT THE HOMESICK RESTAURANT

Anne Tyler1941

Abandoned by her husband in 1944, Pearl Tull raisestheir three children on her own. The novel opens asPearl, on her deathbed, contemplates her life. Herreveries are the framework for the plot line whichfollows each of the children through childhood toadulthood. The connections made and pathsfollowed by each reveal obsessions, hates andpassions, which are rooted in the life of the family.These elements have affected decisions made by thecharacters, and the ways in which they haveinfluenced each other, as well as others who haveentered their lives. Jenny is strong, deliberate andcontrolled in her goals and self-discipline but cannotdeal with the emotional issues of her relationships.Cody is obsessed by the drive to be economicallysuccessful, to control and manipulate but is neverable to be satisfied or to curb his personal jealousies.Ezra, the unwitting hub of the family, is driven by anobsession to mold the Tulls into the perfect family.Characterization is strong and deliberate, and theemotional isolation of each is believable in spite ofthe eccentricity of the Tufts.

The writing is straightforward and the flashbacktechnique is effectively used. The tone is bittersweetand invites the inquiring mind to search for motiveand consequence in the obvious dysfunction of thisfamily.

64


New York, NY:Ivy Books, 1992.First Ballantine Booksedition.[original 1982]343 pages.

ISBN: 080410882X

ETHAN FROME

New York, NY:Charles Scribner'sSons, 1970.[original 1911]192 pages.

ISBN: 0684174871


Edith Wharton1862-1937

This tragic love story is set in a wintry and bleak NewEngland. It is told by an observer who comes intothe community of Starkfield (well-named) twentyyears after the events and is curious about EthanFrome. Local residents tell him what they know, andthe story is retold of Ethan's suppressed love forMattie, a young cousin of his sickly wife, Zena. Theirlove is initially unspoken, deeply felt, but hopeless.Eventually, desperate at the thought of losing eachother, they attempt suicide on a toboggan run. Theironic ending is suggested by the narrator at the start,but the reader is still kept in suspense throughout.

Ethan Frome is a novel with an almost perfect,seamless form and with a deceptively simple but veryevocative style. It is very short and easy to read, butrequires a fairly mature reader who can appreciatethe narrative and descriptive skills, as well asWharton's keen psychological revealing of character.It is excellent for the teaching of narrative techniques,particularly novel structure and economical characterdelineation. It would be interesting as part of athematic unit on choices or the sense of identity.


FIFTH BUSINESS

Robertson Davies1913-

"My lifelong involvement with Mrs. Dempster beganat 5:58 o'clock p.m. on 27 December 1908, at whichtime I was ten years and seven months old." Thusbegins Dunstable Ramsey's lifelong journey into theinner rc,alms of hagiography, magic, guilt,psychology, religion and the theatre. The storybegins in Deptford, a small village in turn-of-the-century Ontario. An errant snowball thrown atDunstable causes Mary Dempster to slip on the ice,go into labour, and deliver her son Paul 80 daysearly, which in turn causes her to go "simple." Sincethe snowball was aimed at him, Dunstable develops alifelong sense of guilt, which he tries to absolve byproving Mrs. Dempster to be a true saint.

The story follows Dunstable through childhood, WorldWar I, his teaching post a' a private boy's school andon various journeys around the world studying saints,and the dual world of history and legend. As well,much of the novel focuses on his relationship with his"lifelong friend and enemy" Boy Staunton. It isparadoxes such as this that Davies uses, not only todevelop plot and character, but to reveal several ofhis themes.

There are two scenes of a sexual nature in this novel,which serve as vehicles in developing Dunstable'scharacter. One occurs in his youth when hediscovers Mrs. Dempster and a tramp copulating inthe local gravel pit; the second occurs late in his lifewhen he is seduced by the hideously beautiful Liesl.

This is a richly comic, offbeat novel which shouldappeal to most English 20 students.


Toronto, ON:Penguin BooksCanada Ltd., 1977.[original 1970]266 pages.

ISBN: 014004387X

FRIED GREEN TOMATOES AT THE WHISTLE STOP CAFE

New York, NY:McGraw-Hill BookCompany, 1988.[original 1987]403 pages.

ISBN: 0070212570

Fannie Flagg1941-

The narration of this novel is controlled byMrs. Threadgoode, a colourful elderly woman who isliving in the Rose Terrace Nursing Home in the1980s. She slowly unravels the history of the peopleof Whistle Stop, Alabama to Evelyn Couch, anunhappy, middle-aged woman who accompanies herhusband on weekly visits to his mother, Big Momma.As the visits and weeks go by, Mrs. Threadgoodetells the story of the two powerful women who ran theWhistle Stop Cafe, a cafe known for fine barbecue,good conversation and fair play. Superimposed onthis main plot is the modern dilemma of Evelyn,which is gradually shaped, as she herself is, by theinadvertent influence of Mrs. Threadgoode'sstorytelling.

Eoth plots are based on the theme of victimization.The primary plot centres on murder as a result ofracial prejudice and sexual inequality in the 1930s;the secondary plot explores contemporary issues ofself-discovery and the role of the middle-aged,middle-class woman of the 1980s.

The flashback technique and narration style maycause problems for some students. Flagg deals withinteresting but sensitive issues, and the language,which is graphic and racist at times, may offendsome readers. Students should critically examinethe negative behaviours exhibited by a fewcharacters. There are violent scenes in the novel,but they are necessary to the representation ofparticular characters and the development of theplot. This novel may be most appropriate forindividual or small group study, or offered on anoptional basis.

Fannie Flagg writes with strength, humour andpoignancy. The important individuals in this noveltake responsibility for one another, and in so doing,shape their own lives of integrity and worth.

s7 English 20. Fiction / 59

THE GREAT GATSBY

F. Scott Fitzgerald1896-1940

Nick Carraway, the narrator of this novel, moves toNew York and rents a home in the Long Islandcolony of West Egg. From a relatively neutralvantage point, Nick is able to observe the lives ofthose he encounters. The contrast between povertyand wealth and the struggles to achieve an"American Dream" are depicted through eachcharacter.

A reflection of the historical values and morality of the1930s becomes evident as Nick examines the plightof Gatsby in his pursuit of Daisy, Tom Buchanan'swife, Tom Buchanan's adultery, the escapades inNew York, and the adherence to the superficialvalues of riches and self-gratification. Despondent bywhat he sees and learns, Nick leaves New York.

This edition contains introductory material, aglossary, and study suggestions. The novel providesstudents with an opportunity to examine structure,style, character development, narrative voice andpoint of view, and symbolism and setting.

66


Essex. England:Longman Group UKLimited, 1991.[original 1925]185 pages.

ISBN: 0582060230

I

JANE EYRE

Toronto, ON:Bantam Books, 1981.[original 1847]448 pages.

ISBN: 0553210203


Charlotte Brontë1816-1855

Jane Eyre recounts her life through a series ofdramatic, even melodramatic, events: an unhappyorphaned childhood, her grim schooling, employmentas a governess, a brief period of happiness as theintended bride of her employer, Mr. Rochester, adisastrous wedding day disruption, her desperateflight and near destitution, and finally, independenceand a happy reconciliation with the blindedRochester.

The choice of Jane Eyre as first person narratorplaces her firmly at the centre of the story. The styleis highly subjective, mirroring the inner developmentand spiritual and emotional struggles of Jane who is,from the first, a strong character refusing to accepther appointed place in society and holding a"passionate sense of the dignity and needs of hersex." Jane is not the traditional heroine: she isneither pretty nor passive. She possesses anindependent moral force which pervades the novel.

As a mid-19th century novel, it is interesting to studyas a forceful and realistic examination of a woman'sstruggle for self-fulfillment in an era that had yet tocome to terms with such issues.

6 ;)English 20, Fiction / 61

THE JOY LUCK CLUB

Amy Tan1952-

Jing-mei, also known as June, is invited to take herlate mother's place in a mah -jong foursome andbegins a powerful and compelling journey recountingthe stories of immigrant Chinese mothers and theirvery American daughters. Chapters alternate thevery diverse stories of the lives of the older andyounger generations, and promote empathy formothers and daughters alike. Characters are alive,complicated and human, but some are manipulatedand treated with disrespect and denigration. Thenovel is an especially rich source for characterstudies that would allow students to apply criticalthinking skills in judging people and their actions.The powerful bonds and persistent tensions betweengenerations and cultures are illuminated in poetic andimaginative language and narrative.

The book provides much insight into Chinese andChinese-American lifestyles. The chapters about themothers' iives in China cover a difficult time in itshistory, and the novel includes examples of themistreatment of women, as well as violence, death,robbery and abortion. There is some use of vulgarlanguage. Hardships, poverty, family pride and thefear of losing face dominated the lives of the mothers:however, they survive incredible hardships and stillstrive to help their daughters.

Some research on Chinese culture should be doneby the teacher or students. The importance offantasy as a strategy in Chinese culture should bediscussed with students. While many students ofChinese origins may welcome the opportunity to readand discuss their culture, there should be sensitivityto the discomfort that can accompany an in-depthexploration of one's culture.

Each chapter could be dealt with individually, thougha study of the entire novel deeoens the understandingof characters and themes. The oral nature of thewriting suggests reading aloud, readers' theatre orother such activities. This novel speaks strongly toCanadians: whether immigrants children ofimmigrants or long established residents: of mothersand daughters: and to varying perspectives ofdivergent cultures, experiences and expectations.


New York, NY:Ivy Books, 1990.First U.S. BallantineBooks edition.[original 1989]332 pages.

ISBN: 0804106304

iss

LORD OF THE FLIES

New York, NY:Coward-McCann, 1962.[original 1954]243 pages.

ISBN: 0698102193


William Golding1911-1993

A group of English schoolboys, being evacuatedduring a nuclear war, are stranded on an uninhabitedtropical island. Under the leadership of Ralph, whois staunchly supported by the pragmatic Piggy andthe visionary Simon, all goes well initially. Butirrational fears arise threatening the boys' sense of

security. irresponsible behaviour increases; thechildren, under the dictatorial influence of Jack,rapidly sink into savagery. Simon is mindlessly andbrutally killed. Evil has been unleashed. At theculmination of the story, help arrives in the person ofa naval officer; ironically, the boys will return to anadult world where the apparent order of civilization isthreatened by the same forces of disorder they havejust experienced.

Golding has said that his purpose in the novel was totrace the defects of society back to basic defects inhuman nature. Several elements combine toillustrate the forces of reason and morality at war withthe dark forces of human nature. The same evilforces prevail in the adult world as well.

Characterization, conflict, plot development,foreshadowing, irony, suspense, imagery andsymbolism are prominent aspects. A careful readingof the book reveals an allegorical and critical view ofmodern society. The tightness of structure, thepower of the narrative and the imaginativeness of thewriting give a dramatically forceful depiction of the"darkness in the human heart".


MY NAME IS ASHER LEV

Chaim Potok1929

Asher Lev, an Hasidic Jew, is the son of twoimportant members of Brooklyn's Ladovercommunity. This novel tells of the conflicts he facesbetween his artistic talent and his deep religious faithand traditions. He is expected to follow the traditionsof his family and faith, and work to help spreadLadover Hasidism when he comes of age. However,even at a young age, Asher is a gifted artist, and it isthis gift that moves him into conflict with hiscommunity, faith and father. In the middle of thisclash between father and soil is Asher's mother, whobecomes embroiled in a painful struggle to remainloyal to her husband and to her son. As a result ofher suffering, Asher, now in his late teens, createstwo symbolic paintings of her crucified between herhusband and Asher. These two paintings bring theconflict to an explosive ending, and send Asher intoexile to Paris.

This novel is a demanding one for student andteacher alike. Students may require information onthe differences between Judaism and Christianity,and care must be taken to ensure that nomisconceptions develop about either. Equallyimportant, students must be aware that Hasidic Jewsare representative of only one sect of the Jewishfaith.

The novel is suitable for an above average English 20class.


New York, NY:Fawcett Crest, 1972.350 pages.

ISBN: 0449234983


OBASAN

Toronto, ON:Lester & Orpen Dennys,1981.250 pages.

ISBN: 0140067779


Joy Kogawa1963-

Obasan depicts the evacuation, internment anddispersal of British Columbia's Japanese Canadiansduring World War II. Naomi and her brother areseparated from their mother and father and others oftheir extended family, and are raised, during the waryears, by their aunt (Obasan) and uncle.

Despite being treated as outcasts, the charactersmaintain their identity, dignity and self-worth at a timewhen racism and intolerance were accepted andpromoted in Canada.

Contrasts between hope and despair, anger andresignation, beauty and ugliness, and pleasure andpain are presented through calm documentation.One of the strengths of the novel is its poetic andlyrical style, which should inspire personal responseand provide a model for student writing.

73English 20, Fictioil / 65

THE OLD MAN AND THE SEA

Ernest Hemingway1899-1961

An old Cuban fisherman, Santiago, who has lived withthe hope that he will catch the largest fish in theoceandoes. Without appropriate fishing equipmentor sufficient food, he uses his wit and skill to conquerthis prize, a large marlin. Throughout the struggle heis buoyed by the memories of his youthful,competitive arm-wrestling and his baseball hero whonever gave up. Badly cut, exhausted and hungry,Santiago begins the long sail home with his large fish,only to fight off numerous vicious sharks who areafter an easy meal. In the course of a day and anight, the prized marlin is completely consumed byocean scavengers. Santiago arrives home in thenight to a deserted dock, single-handedly secures hisboat, and furls the sail. Manolin, a devoted youngfriend, finds him close to death the following morning.

Written in short, descriptive sentences and withminute detail, Hemingway draws the reader intoSantiago's struggle. The novel is one long chapteremphasizing the extended battle. Hemingway makesuse of figurative language, foreshadowing, irony,allegory and symbolism. Although teachable as astory of personal struggle, there are deeperimplications. Santiago is figuratively struggling withlife: its obstacles and triumphs.


A

New York, NY:Charles Scribner'sSons, 1952.127 pages.

ISBN: 0684718057


THE QUEEN OF OCTOBER

Chapel Hill, NC:Algonquin Books ofChapel Hill, 1992.[original 1989]301 pages.

ISBN: 1565120035

Shelley Fraser Mick le1944

This is the story of 14-year-old Sally Maulden, who isliving with her grandparents in Coldwater, Arkansaswhile her parents are getting a divorce. She meets avariety of interesting, and often eccentric, people inColdwater and matures in the process.

This is a sympathetic story of a girl eventuallycoming to terms with a fairly common familysituation. Her initial anger with her parents' "bust-up"gives way to tolerance and a learning to loveherself." She also learns to understand her aginggrandparents and the variety of off-beat characters ofdifferent races and backgrounds that she encounters.

The simple, straightforward narrative avoidssentimentality, and the tone is warm and humorous.Colloquial language, occasional racial slurs, andfrank prejudices reflect the sometimes stereotypedcharacters, but lead to increased understanding andsensitivity, all reinforced through a child's voice andperceptions.

7 5 English 20, Fiction / 67

THE ROAD PAST ALTAMONT

Gabrielle Roy1909-1983

Eight-year-old Christine, a young girl from St.Boniface, Manitoba, eloquently describes heradventures and presents the reader with impressionsof her mother, Eve line, her grandmother, and theneighbours of her childhood.

This novel is divided into four sections, each of whichis a complete story and could be read as such.Each section describes a journey: to thegrandmother's house on the edge of the Manitobaprairie; to the lake; from one side of Winnipeg to theother in a mover's cart; and to Altamont, a country ofmemory and dreams that may or may not exist. ForChristine, these journeys recalled from childhood toadulthood serve as a foundation for her writing.

The tone of each adventure is nostalgic and sh Duldengage student interest. Ray's writing can also bestudied in terms of structure and style. This delightfulfirst person narrative is easy to read and is ideal forsmall group study.

7G68 / English 20, Fiction

Toronto, ON:McClelland & StewartInc., 1989.Translated from theFrench by JoyceMarshall.[original 1966]152 pages.

ISBN: 0771098561

A SEPARATE PEACE

New York, NY:Bantam Books, 1959.196 pages.

ISBN: 0553104403


John Knowles1926-

During World War II, the boys in a New Englandpreparatory school eagerly anticipate the day whenthey will turn 18 and be drafted. Gene causesPhineas, his best friend, to fall from a tree andseverely fracture his leg, thus ending Phineas' hopesof ever enlisting. Phineas returns to school andappears to have accepted his new limitations, butGene is guilt-ridden. He is accused of purposelycausing the fall. Phineas, angry and disbelieving,accidentally falls again and dies, leaving Gene with areinforced sense of his responsibility in the death.

The plot moves swiftly and the characters are well-developed. Symbolism adds to the texture of thisnovel, and the emotional moods of gloom and sorrowmake this a powerful and moving work. Knowles'characterization is an effective topic for classdiscussion.

7 7 'English 20, Fiction / 69

A TALE OF TWO CITIES


Set in London and Paris during the FrenchRevolution, this is the story of Doctor AlexanderManette, his daughter Lucie, and Charles Darnay.Dr. Manette, having been unjustly imprisoned forcrimes committed by the Marquis of St. Evremonde,is called to identify Darnay at a trial in London yearslater. Darnay is accused of treason and is onlysaved by Sidney Carton, a dissolute man who bearsa striking resemblance to Darnay. Darnay andCarton become friends of the Manette family andDarnay eventually marries Lucie. After the birth oftheir first child, Darnay returns to France at the heightof the revolution to rescue an old servant of hisaristocratic family, the St. Evremondes. Caught,imprisoned, and sentenced to death, Darnay isrescued by Carton who then dies in Darnay's place.Darnay and Lucie are reunited in England.

This classic novel has a complicated plot replete withintrigue and suspense. The important element in thenovel is the portrayal of the social conditions ofDickens' era, with such themes as "violence begetsviolence," "the gap between rich and poor," and the"sacrifices required of individuals tc overcomepoverty and the abuse of power." WI-..le not preciselyaccurate from a historical point of view, this noveldoes give the reader a sense of history.

This edition contains biographical notes on Dickensand a helpful introduction. Teachers may wish tooffer the novel in a humanities unit, or study the novelat the same time that the French Revolution is beingdiscussed in social studies.

7S70 / English 20, Fiction

Markham, ON:Penguin Books CanadaLtd., 1985.Penguin Classicsedition.[original 1859]410 pages.

ISBN: 0140430547

S

`)001: A SPACE ODYSSEY

Markham, ON:Penguin Books CanadaLtd., 1991.[original 1968]221 pages.

ISBN: 0451450639

Arthur C. Clarke1917--

This science fiction novel, with a new introduction byClarke, explores the origin and development ofhumankind. It begins as early civilization is visited byaliens from outer space, and follows human progressto the time of space travel.

When a mysterious object called TMI is detectedclose to Saturn, a manned-mission flight is launchedto determine if other life forms exist in the Universe.Guided by HAL, an almost-human computer, thevoyage ends in chaos and David Bowman, the onlysurviving crew member, encounters the unknown byhimself. Isolated from Earth. David experiences ashocking journey and undergoes a transformationthat changes his life forever.

This novel presents an intriguing plot and an unusualview of humankind. The philosophical concepts, thesymbols and ethics regarding computers andtechnology, should arouse student interest,particularly in small group study.


THE WINE OF ASTONISHMENT

Earl Lovelace1935-

Lovelace presents the history of a TrinidadianSpiritual Baptist ("Shouter") community, from the timewhen the sect's practices of worship were banned in1917 until the ban was lifted in 1951. This edition hasa good introduction which deals with both contextualissues and characterization, thus providing a solidstarting point.

The novel is excellent social history, but socialhistory made vivid and immediate by a first personnarratorEva, a black peasant woman who has livedthrough these years. The rhythms of her dialect andher eye for the significant details of life, are the strongpoints of this novel. Some students may needassistance with the Trinidadian dialect, and oralreading might be helpful in this regard.

Major characters in the work show different reactionsto colonialism. Ivan Morton chooses an "English"education, losing touch with his community as aresult. Corporal Prince chooses to serve his colonialmasters, and deals even more callously with hispeople than do they. Bolo is courageous and defiant,wanting to aid his people, yet unable to direct hisanger effectively. Bee, in some ways a Christ-figure,is heroic in his spiritual growth and adherence to hisideals. Lovelace's characters all have humanstrengths and weaknessob, and he presents themwith sympathetic insight.

Colonialism, oppression, civil rights, religious beliefsand the value of human dignity are major issues inthis novel, and students should critically examinethem in order to gain a more balanced perspective.Some research may also be required in order toenhance meaning and students' understanding of thesocial and historical context of the novel.


Oxford, England:Heinemann InternationalLiterature and Textbooks,1986.[original 19821146 pages.

ISBN: 0435988808

WYRD SISTERS

Toronto, ON:Penguin Books CanadaLtd., 1990.[original 1988]319 pages.

ISBN: 0451450124

Terry Pratchett1948-

"(Starring Three Witches, also kings, daggers,crowns, storms, dwarfs, cats ghosts,spectres, apes. bandits, demons, forests,heirs, jesters, tortures, trolls, turntables,general rejoicing, and divers alarums.)"

Terry Pratchett identifies the magic and mysticalworld of the kingdom of Lancre. Another of hisDiscworld novels, Wyrd Sisters is the rollicking storyof three witches who, while gathered around theircauldron, are interrupted by murder and mayhem.Worse yet, they are burdened by the sudden arrivalof a royal baby. The sisters give the prince away toa travelling troupe of actors, and assume theirtroubles are over. However, their lives are furthercomplicated by the appearance of the King's ghost,who petitions them to recover his child and restorethe kingdom to the rightful heir.

This fantasy novel is designed with clever allusionand word play. The dialogue is rich and engagingand the imagery imaginative and colourful. Plotcomplications are funny and fast-moving, and therole of the occult is not to be taken seriously in thiswork. The tone is richly comic and cleverly deliveredtongue-in-cheek.

Granny Weatherwax and the spell sisters provide acomic characterization in a farcical plot, which is acounterpoint to Macbeth. The use of language is adelightful modern parody of Shakespearean wordplay. The book should provoke some interestingdiscussion on style and satire, and may be mostappropriate for individual or small group study, or onan optional basis.


AN AMERICAN CHILDHOOD

New York, NY:Harper & Row Publishers,1988.Perennial Library edition.[original 1987]255 pages.

ISBN: 0060915188

Annie Dillard1945

An American Childhood focuses on the memories ofAnnie Dillard's childhood in Pittsburgh, Pennsylvania.Dillard particularly focuses on the nuances of hergrowing up that bring meaning and beauty to youth.Her writing style, which is simple and direct, paintsclear and vivid accounts of her youth, and providesan excellent model for detailed student personalwriting.

Do not be deceived by the word "American" in thetitle. This is a collection that transcends nationalboundaries and can easily be used, understood andenjoyed by Canadian students. Many of Dillard'smemories are common to Canadian youth andshould offer insight and delight. In particular,Dillard's accounts of winter in Pittsburgh should ringtrue for Canadians.

The author's partisan views of the wars between theNatives and Caucasians as childhood memories arebased upon the literature of the times which she readas a child. There is some stereotyping of Natives inthese sections. As well, Dillard reveals herchildhood anti-Catholic bias. These issues ofstereotyping and negative images should be criticallyexamined by students during this nonfiction study.

An America Childhood is a sensitively written workof nonfiction that lends itself to personal responseessays for an advanced English 20 class. The bookmay be most appropriate for individual or smallgroup study.

84 English 20, Nonfiction / '75

DEATH ON THE ICE: THE GREAT NEWFOUNDLANDSEALING DISASTER OF 1314

Cassie Brown with Harold Horwood1919-1986 1923-

Cassie Brown documents the 1914 Newfoundlanddisaster in which a series of blunders, and somecallous misjudgements resulted in the deaths of 78sealers. This "investigative journalism" is based ona meticulous study of primary sources, such asnewspapers, court records, transcripts andinterviews. Maps and photographs are provided forclarification.

The author reveals an underlying sympathy with thesealers, who are treated with indifference by theirskippers and by ship owners who are concerned onlywith profit. A new perspective is provided on thewhole topic of sealing: the men are the victims, notthe seals. It is debatable whether or not students willbe able to see this irony, but they might beencouraged to do some similar research intD theconflicting sides of a public concern, or into similarcur,ent problems in Newfoundland and the Maritimeprovinces.

The dramatic qualities of the account override theamount of historical detail. The dialect used shouldpresent no problem to the average reader.


Toronto, ON:Doubleday CanadaLimited, 1974.[original 1972]270 pages.

ISBN: 0385050372


FROZEN IN TIME: UNLOCKING THE SECRETSOF THE FRANKLIN EXPEDITION

Vancouver, BC:Douglas & McIntyre,1992[original 1987]166 pages.

ISBN: 1550540483

Owen Beattie and John Geiger1949- 1960-

This is an account of the investigative scientificexpeditions led by Dr. Owen Beattie, a forensicpathologist at the University of Alberta, to the Arcticgrave site of three of the sailors from the doomedFranklin expedition. This 1848 British expedition tofind a North-West passage ended in the mysteriousdisappe lrance of all 129 crew members. Themystery has aroused speculation for more than acentury.

The first four chapters set out backgroundinformation: the nature and personnel of the Franklinexpedition, and the documentation of previousfindings. The rest of the book is a painstaking.detailed account of the exhumation of the frozen andwell-preserved remains and the subsequent solutionof a 133-year-old mystery. Beattie, and a team ofAlberta scientists, applied the techniques of physicalanthropology to investigate the Franklin remains inthe same way that modern forensic sciencedetermines the causes of death. Thus, the bookcombines the elements of z. good detective story withhistory and science.

The account is scientific and the descriptionsdetailed without approaching the macabre. Theremay be readers wnose fascination is moderated (butmore likely increased) by the vivid photographs of thebodies and by the clinical description of autopsymethods, or hints of cannibalism. Further researchand study projects should promote lively discussion.


THE GHOST WALKER

R. D. Lawrence1921-

The author is a naturalist and an environmentalist. In

this book, Lawrence spends ten continuous monthsobserving a cougar in its natural habitat. Hedescribes his interest in and previous experience ofthe study of the puma and his decision to settle on aspecific territory in the Selkirk mountains for anextended field study. He tells of his preparation forliving in isolated territory and details preciseobservations of many kinds of wildlife: bears,wolverines, porcupines, pack rats.

His eventual discovery of one puma, which he callsGhost Walker, is followed by e close study of itsbehaviour and the development, of what Lawrencecalls, his own kind of strange, extrasensory ability tocommunicate with the animal. He describes not onlyhis observations of the puma, but also the gradualintensification of his own senses through isolation andpatient concentration.

The work is well-written, easy to read, and hasenough suspense and stylistic skill to hold studentinterest. Lawrence's experiences as a naturalist andwriter are evident, and the association between manand animal is not sentimental.

78 / English 20. Nonfiction

8 e1

Toronto. ON:Harper Collins PublishersLtd., 1991.Harper Perennial edition.[original 1983]242 pages.

ISBN: 0006377041

METAMORPHOSIS: STAGES IN A LIFE


ISBP.': 077367215X

David Suzuki1936-

This autobiography to 1988, by David Suzuki, adds"some meat to [his] electronic persona." Suzukiorganizes the book as a series of transformations inhis life, which he identifies as the metamorphosesnecessary to the development of the human as wellas of the fruit fly.

The early chapters are particularly interestingbecause of the author's candid examination of the"hybrid" quality which he sees as an essential part ofbeing Japanese-Canadian. Suzuki identifies, withoutrancor, the racism and suspicion that sent hisJapanese family to internment in interior BritishColumbia during World War II. Along with changesin his personal and family life, Suzuki comments onhis career in genetics, his teaching, and his role inthe media. It is heartening throughout to noteSuzuki's emphasis on and loyalty to, his Canadianidentity.

The last two chapters seem rather disjointed, but inthem Suzuki examines such dilemmas as "geneticsand social responsibility" and "the media: newsversus truth." The book might be ful in ahumanities approach, as an introduction to a varietyof related discussion topics such as Canadianhistory and social justice, or the ethical roles ofgenetics and the media.


THE MOON BY WHALE LIGHT: AND OTHER ADVENTURESAMONG BATS, PENGUINS, CROCODILIANS, AND WHALES

Diane Ackerman1948-

This collection of four "nature" essays originallyappeared in The New Yorker magazine. Ackerman,author of bestselling A Natural History of the Senses,describes her adventures in field studies of creaturesthat have not always had good press: bats andcrocodilians, as well as the more popular whales andpenguins.

The approach is personal, perceptive and fresh,without being cute. Bats are discovered to be "shyand winsome creatures," and wry connections areoften made with the human animal, such as thepenguins' view of humans as freakish fellowspecimens who "stand upright, travel in groups, talkall the time, sort of waddle." Ackerman correctscommon misconceptions and myths, asks curiousquestions, and provides new and shrewdobservations from her own experience of a 20-millionbat cave, an alligator farm, a whale study station andan Antarctic expedition.

Developing sensitivity in both scientific and humanterms, the essays make easy and fascinatingreading, suitable for a range of student abilities andinterests: natural history, biology, the environment,adventure. They might be used separately, withsmall groups of interested students or for individualstudy.

8!80 / English 20, Nonfiction

New York, NY:Vintage Books, 1992.[original 19911240 pages.

ISBN: 0679742263

THE BUMBLEBEE FLIES ANYWAY

New York, NY:Dell Publishing, 1991.Laurel-Leaf edition.[original 1983]241 pages.

ISBN: 044090871X

Robert Cormier1925-

Sixteen-year-old Barney Snow can't remember whatlife was like before he came to the experimentalclinic for the terminally ill. He mistakenly believesthat he is a control subject and that it is all the otherpatients who are sick. However, while he helps afellow patient, Mazzo, Barney unexpectedly uncoversthe secret that he too will die.

The construction of the Bumblebee, a car, on therooftop of the clinic, and its ultimate flight, are theresult of the love, the compassion, and the empathythe boys share with, and for, each other. The flightdoes question assisted suicide and moral obligationsto the terminally ill.

The theme needs to be dealt with sensitively andrequires a great deal of acceptance andunderstanding. Small group discussions leading tofull class discussions may facilitate increasedcomprehension of the novel. It is eloquently written,and students should have no problems visualizing thecharacters and the action. It is a compelling story.

8uEnglish 23, Fiction / 81

DANCES WITH WOLVES

Michael Blake1943-

Under ironic circumstances. Lieutenant Dunbar isassigned to an abandoned prairie army outpost.Isolated in the wilderness, Dunbar is drawnirrevocably to the nearby Comanche camp where hebegins a cultural odyssey that changes him forever.He gradually becomes part of the proud nomadicpeople who fascinate him so much. Finally, he facesa critical choice by the inevitable movement of thearmy against his new home and people.

Although lengthy, the story line is fast-paced andshould hold student interest. Specificcharacterization, although interesting, is secondary tothe study of the moral dilemma that Dunbar faces;essentially this is a story of one man's choices. Theplot has the classic elements of isolation andsurvival; it is the study of "civilized man" and whatthat means to Dunbar, and more importantly, whatthat means to the reader.

The writing is descriptive and image-laden and hasthe ability to transport readers to the world Dunbarinhabits. His motives are essentially understandableand noble in spite of the brutal and tragic elements ofhis life.

8 on82 / English 23, Fiction

New York, NY:Fawcett Gold Medal,1988.313 pages.

ISBN: 0449134482

DEAR NOBODY

London, England:Hamish Hamilton Ltd.,1991.152 pages.

ISBN: 0241130565

Berlie Doherty1943-

Helen, the main narrator of the novel, is pregnant asa result of a brief sexual relationship with a youngman named Chris. Her letters to her unborn child,whom she calls "Nobody", are a record of heranxieties, her confusion and her growing maturity. Atfirst, she hates the unborn child and attempts,unsuccessfully, to abort it. As her pregnancyprogresses, the letters to "Nobody" develop a veryreal bond. When Helen gives birth to her baby, shenames her daughter Amy, a name meaning lovedone, or friend.

Chris, in contrast, has no sensitivity. He has someshort-lived feelings of guilt, but runs away from theconsequences of his actions. Chris shares thenarration with Helen, and his thoughts and deedsshow that he cares for no one but himself. Only atthe end of the novel does he begin to admit hisweaknesses.

The issues in this book are difficult and, for somereaders, perhaps controversial. Yet this Britishauthor's focus is clearly on the importance of moralchoices. There are no depictions of sexualintercourse, or even of childbirth. Throughout hernovel, Doherty emphasizes the importance ofresponsible behaviour, of self-knowledge and of love.


THE EAGLE HAS LANDED

Jack Higgins1929-

After intense training, a small force of Germanparatroopers lands on the Norfolk coast of England inNovember 1943, with the aim of capturing WinstonChurchill.

This action-packed wartime thriller contains elementsof heroism, duplicity, bloodshed, irony and surprise.The theme, though certainly subordinate to plot andcharacter, focuses on the fact that war is a fight forsurvival and, therefore, will expose many people todanger. This novel is an excellent vehicle for thestudy of plot development.


London, England:Pan Books Ltd., 1976.[original 1975]347 pages.

ISBN: 0330246305


FLOWERS FOR ALGERNON

New York, NY:Bantam Books, 1966.216 pages.

ISBN: 0553124986


Daniel Keyes1927--

Charlie Gordon, who has an IQ below 70, participatesin an experiment that gives him above averageintelligence. Recorded as a diary, Charlie'sprogression is revealed through h. initial poor writingskills and his later sophisticated language abilities.

The novel focuses on man's inhumanity to man.Charlie is seen by his co-workers as a source ofhumour, but as he progresses intellectually, he isshunned by these same people. The novel criticizesscience for pursuing knowledge without consideringmoral implications, and suggests that the intellectualside of huinan nature needs to be balanced withcompassion and love. Charlie's progression fromhis childlike state of innocence to his intellectual-social maturity prompts the reader to questionsociety and its motives.

Class discussion should include the idea thatloneliness and the inability to communicate occur atboth ends of the intellectual spectrum. The novelmay promote an interesting study of acceptance andunderstanding.

9 2English 23, Fiction / 85

FORBIDDEN CITY

William Bell1945

Alex Jackson, the 17-year-old son of a CBC newscameraman, is with his father on assignment inChina's capital, Beijing. As Alex relishes theexcitement and adventures of his new residence, hereveals to the reader the events leading up to theTiananmen Square massacre of 1989 and the forcescontrolling the lives of the Chinese people.

The events are told through personal accounts inAlex's diary. His sojourns into a tranquil city, his zestto understand the language and the people, and hisencounter with the university students are suddenlytransformed into a battlefield. Government turces arehorridly depicted as opposing unarmed citizens,whose goal is simply to seek an audience with thosein authority.

The novel provides us with an outsider's view ofconditions within China. As the opposing forcesclash, Alex is shot and seeks refuge in strangesurroundings. As a student sympathizer, he is nowthe one who is being entrusted with the responsibilityto capture the scenes of injustice and present thetruth to the outside world. What began as anadventure now becomes a mission.

This is a thought-provoking novel that lends itself todiscussion about changing political and social orderin the world.



ISBN: 0773673148

THE HITCH HIKER'S GUIDE TO THE GALAXY

London, England:Pan Books Ltd., 1979.

159 pages.

ISBN: 0330258648

Douglas Adams1952-

Arthur Dent, resident of a perfectly uneventful Britishtown, is rescued by Ford Prefect, editor of theelectronic book, Hitch Hiker's Guide to the Galaxy,just as Earth is blasted apart by Vogons. In a classicepisodic science fiction novel, made up of equalparts of adventure and humour, Arthur hitch hikesthrough space in a quest for the meaning of life, theUniverse, and everything! A nontraditional femalecharacter provides added zest to the unexpected,fast-paced happenings.

This somewhat irreverent approach to the creation ofthe Universe and humankind is essentially British inapproach and language. It uses both subtle andslapstick humour to parody revolution, racism,government, politics, religion, and even literature.Mature students, working individually or in smallgroups, should have ample opportunity to criticallyexamine popular opinions and a variety of ideologiesduring this novel study.

94


OF MICE AND MEN


Steinbeck tells the story of two ironically-nameddrifters, George Milton and Lennie Small, who arriveat a California ranch during the Depression. Notrealizing his own strength or size, the intellectuallydisabled Lennie has, in the past, accidentally killedhis pet mice, and eventually he kills his boss'daughter-in-law. George, who has lovingly cared forand looked after Lennie, realizes that this death haskilled his dream of acquiring his own ranch, and thathe must find Lennie before the ranch hands do.George does find Lennie first and realizes that hemust kill his friend as an act of love, in order toremove him from further suffering.

"A guy needs somebodyto be near him. A guygoes nuts if he ain't got nobody . . . I tell ya a guygets too lonely an' he gets sick." These words,spoken by Crooks, a black ranch hand, identify thetheme. The style of the novel is simplethe wordsare mainly monosyllabic, suggesting the nature of thepeople Steinbeck is describing. The sentencestructure is often rhythmic, poetic, portrayingsometimes a mood of peace and tranquility, andsometimes one of violence. The simplicity of thesetting lends itself to a discussion of unity, symboland theme.

In the classroom, it is important to reflect on thesocial considerations of alienation, desire, love,dignity and commitment. Some of the characters useprofane language, but this punctuates the emotionsthat have been stirred up and reflects the attitudesfound in the lives and circumstances of Americanworkers at that time.



ISBN: 0553131001

Note: This ediiion wason the 1983 Senior HighNovels and Nonfiction list.There may be a morecurrent edition available.

RIGHT CHURCH, WRONG PEW

Toronto, ON:McClelland & Stewart Inc.,1991.[original 1990]213 pages.

ISBN: 0771083017

Walter Stewart1931-

On his doorstep one summer morning, CarltonWithers, a small-town bachelor reporter, finds thebody of the man accused of killing his parents. Asthe most likely murder suspect, Carlton is eyed withsuspicion by his neighbours, employer, friends, andhis new female photographer partner. He is relievedwhen his best friend, a retired detective, takes on thecase in this humorous, romantic and intriguingmystery.

Some slightly sexist comments in the novel accuratelyreflect the characters and only provide fuel for thephotographer partner, a festy, intelligent femaleprotagonist, who eventually solves the murders.Students should enjoy the humour, plot development,character study and the sardonic look at small-townlife.


THE RUNNER

Cynthia Voigt1942-

In a small rural community in North Carolina, Bullet, ayoung man from a dysfunctional family, struggles tomaintain his self-worth by becoming a top, cross-country runner. His father is overly restrictive, hissiblings have run away from home, and his motheracquiesces to whatever his father wishes. In thisloveless existence, Bullet retains his sanity throughstoicism, self-discipline and exercise. Hisrelationship with a black runner allows Bullet to dealwith his own racial prejudice and stereotyping. It isuntimely that the Vietnam war ends Bullet's struggleto escape from his father's domination.

The story accurately reflects the racist language andsocial climate and attitudes of the times, focusing onthe racial tension in the United States of the 1960s,the integration/segregation issue, and the Vietnamwar. Through full class, small group, or individualstudy, students should appreciate how the authorskillfully illustrates breaking down barriers throughcommunication and understanding.

0 1.1

(..7 I90 / English 23, Fiction

New York, NY:Fawcett Juniper, 1986.First Ballantine Booksedition.[original 1985]217 pages.

ISBN: 0449702944

SHOELESS JOE

New York, NY:Ballantine Books, 1983.First Ballantine Booksedition.[original 1982]224 pages.

ISBN: 0345342569

W. P. Kinsella1935-

Ray Kinsella, a small time farmer with a mission,dreams that he is destined to build a baseballstadium to which his hero, Shoeless Joe Jackson,will come to play ball. Ray begins his quest, makesa baseball field, brings J. D. Salinger to his farm, andwatches as the ghosts of great players from the1920s arrive to replay timeless games. Ray'sconversations with the spirits of past baseball heroesare nostalgic and unusual, as the ghosts are able toright the wrongs of the past. Ray dreams ofcorrecting errors from the past, and therebyachieving self-fulfillment.

An interesting blend of fantasy and history, this well-crafted novel allows students the opportunity toreflect on the power of dreams and on the possibilityof attaining them. The many allusions and interestingcharacterizations may be best suited to small groupor individual study.

9S English 23, Fiction / 91

A THIEF OF TIME

Tony Hillerman1925-

When noted anthropologist, Dr. Eleanor Freidman-Bernal, walks into a moonlit canyon of Anasazipictographs she hears the flute sounds of Kokopelli,the "Humpbacked Flute Player" god of thosevanished, ancient people. That night, the Anasazi arenot the only missing people. Dr. Freicman-Bernalherself vanishes, which brings Lieutenant JoeLeaphorn and Officer Jim Chee of the Navajo TribalPolice onto the scene to investigate herdisappearance. When two bodies later appear amidbones at an ancient burial site, Leaphorn and Cheemust rely on their own knowledge of history,archeology, religion and the "Navajo way" to solvethe murders and find the missing Eleanor.

The protagonists, Leaphorn and Chee, are strong,well-developed characters who do not fall into thecategory of stock or stereotype "Natives". Theyexhibit the full range of human emotions and providemuch for the study of character development in thisnovel.

This is a detective novel that blends strongcharacterization with a riveting plot to create empathyand respect for the Navajo people and their complexculture. Hillerman takes great care in creating, withprecise details, the intricacies and nuances ofNavajo social and family structures, and theirreligion.


New York, NY:Harper & Row Publishers,Inc., 1990.[original 1988]334 pages.

ISBN: 0061000043

ADRIFT: SEVENTY -SIX DAYS LOST AT SEA

New York, NY:Ballantine Books, 1987.First Ballantine Booksedition.[original 1986]344 pages.

ISBN: 0345340833

Steven Callahan1952-

Steven Callahan, sailing solo across the Atlantic, isleft with only a life raft, knife, emergency kit, smallsail, and a sleeping bag when his sloop sinks. For76 days, his ingenuity and resourcefulness keep himalive in his small life raft, Rubber Ducky III. Hesurvives on raw fish, tiny amounts of painstakinglycollected water and anything even remotely edible.He expresses clearly the emotional roller coaster ofhope and despair as he is at the mercy of theweather, the sea, sharks and large fish during hislengthy ordeal. Emaciated and covered in sores, helands in Guadeloupe, having saved his own life withhis initiative, skill and endurance.

This is a survival story that should especially appealto male students, and to students who are able toemphathize with Callahan. Diagrams and illustrationsallow the reader to visualize the hardships enduredby the author.


GIFTED HANDS

Ben Carson, M.D., with Cecil Murphey19[?] - 19[ ?] -

Abandoned by his father, son of a single, uneducatedmother, black and growing up in the tenements ofBoston, Ben Carson is an unlikely candidate tobecome a leading neurosurgeon. Yet, he overcomesdisadvantages, such as prejudice and peer pressure,to succeed. His ability to work hard and laugh, andhis belief in God, permeates his story.

This easy-to-read biography offers the example of apositive role model who overcomes much adversitywith the support and encouragement of adults. Thenarrative enhances the reader's views of blacks andsingle mothers.

Ben Carson's story proves that one can achievegoals with dedication and discipline. Students coulddiscuss or write about how they or their families haveovercome adversity in their lives.


New York, NY:HarperCollins Publishers,1993.[original 1990]232 pages.

ISBN: 0061042536

RYAN WHITE: MY OWN STORY

New York, NY:Signet, 1992.[original 1991]326 pages.

ISBN: 0451173228

Ryan White and Ann Marie Cunningham1971-1990 19[?] -

Ryan White, a hemophiliac, is determined to live anormal life. However, at age 13, he is diagnosedwith AIDS as a result of receiving contaminated bloodwhile being treated for hemophilia. Ryan recountshis experiences with being shunned by friends,barred from attending school, the legal battle toreturn to school, and having to move to anothercommunity. Before his death, at age 16, Ryan wasbefriended by a number of celebrities who helpedpublicize his difficulties and the plight of many AIDSpatients.

Biographies of teenagers are rare, and Ryan's widelypublicized fight for fair treatment should interest manystudents. His ability to cope with a life-threateningand socially unacceptable disease is a strength ofthe book.

Teachers should be prep. red to discuss frankly theissue of AIDS, if this nonfiction work is selected. Thecandid discussion of discrimir:ation faced by Ryanand his family offers many possibilities for commenton an important social issue.

10 2 English 23, Nonfiction / 95

SOMETHING FOR JOEY

Richard E. Peck1934

Joey Cappelletti was a victim of leukemia. This storytells of himself and his brother John, their mutual loveand support, and their struggle to overcome ib.e'shurdles.

John was a football halfback at Pennsylvania StateUniversity. Joey was a feisty 8-year-old who idolizedhis older brother. When Joey was diagnosed withleukemia, his parents put him on an experimentaltreatment program. An attack of chicken pox put himinto a coma. With constant stimulation from familymembers, Joey slowly revived from his unconsciousstate. Meanwhile, John's popularity and skill grewwith each football game.

Peck skillfully draws the parallel between Joey's fightto overcome his infirmity and John's struggle toreach professional standards in football. Joey is ableto travel to New York to watch his brother win theHeisman Trophy. An emotional climax is reachedwhen John presents the trophy to his ailing brother.

The author writes in an easy-flowing, conversationalmanner, showing the Cappelletti family's strength andlove for one another during a time of crisis. Thisstory provides an opportunity to look at the familyunitits strengths and its weaknesses. Students whohave experienced a death in the family, or knowsomeone who suffers from a life-threatening illness,may need support during the discussion of this book.

96 1 English 23, Nonfiction

New York, NY:Bantam Books, Inc.,1978.184 pages.

ISBN: 0553142259


TISHA: THE STORY OF A YOUNG TEACHERIN THE ALASKA WILDERNESS

Toronto, ON:Bantam Books, 1977.[original 1976]342 pages.

ISBN: 0553145622


Robert Specht1928-

In 1927, Anne Hobbs, a 19-year-old school teacherfrom Colorado, moves to the isolated gold miningcommunity of Chicken, Alaska. There she findsherself the centre of interest and curiosity.

Few of her nine pupils, from Grade 1 to Grade 8,have formal schooling or knowledge of the outsideworld. In the beginning, she pleases students andparents alike. She gains her nickname, Tisha, fromone young student who couldn't say "teacher".However, as time passes, community animositygrows toward Anne as a result of her adoption of twoNative children, and her romantic relationship with ayoung male Metis.

Based on a true story, Specht constructs a realisticscenario, using techniques of fictional writing,emphasizing action and character conflict. Thisbiography introduces some controversial issuesconcerning the cultural differences amongst theinhabitants of Chicken. Teachers should be awarethat this book may evoke discussion concerningracism, stereotyping and isolation.

1 04English 23, Nonfiction / 97

THE BEAN TREES

New York, NY:Harper Perennial, 1992.[original 1988]232 pages.

ISBN: 0060915544

Barbara Kingsolver1955-

Taylor Greer escapes rural Kentucky in a dilapidated'55 Volkswagen. She arrives in Tucson, Arizona atan auto repair shop called "Jesus Is Lord UsedTires," which also doubles as a sanctuary for CentralAmerican refugees. En route, she is persuaded totake responsibility for a 3-year-old Native Americanchild whom she names Turtle. Together, theybecome an unlikely family, bonded by love andoptimism, helping others and being helped, as theymake their way through life.

Thematically, the book is warm and rich, loving andwise. Trauma is counterbalanced by genuinehumanity, and violence is tempered by the warmth ofhuman relationships. Stylistically, the narration iscasual and relaxed, but the novel does contain somecoarse language and controversial religiousreferences that may be offensive to some readers.The characters are driven by understandable humanmotives in such a way that they, and the reader, canlaugh in spite of some of life's tragedies andinjustices.

Although the author deals with the trauma of childsexual abuse, and the distress that comes ofabandonment and poverty, these issues are relevantto the plot and consistent with the characterizationand development of theme. Teachers may also wantto address the issue of inter-racial adoption. Thewisdom of the book is simple and clearly drawn. Itencourages the reader to acknowledge the power ofunexpected alliances and resources.

1 F.English 30, Fiction / 99

CRIME AND PUNISHMENT

Fedor Dostoevsky1821-1881

Crime and Punishment is the story of a murdercommitted on the principle of the superman whoplaces himself above society. In an effort to prove heis intellectually and morally superior to Russiansociety, Rodion Raskolinikov brutally murders apawnbroker and her innocent sister with an axe. Thenovel traces the psychological breakdown that leadsto Raskolinikov's eventual confession and sentenceto a Siberian prison.

This classic is a study of the complexities of humanpsychology. It examines the processes that lead anindividual to break under the pressure of a flawedphilosophy. Dostoevsky's sinister portrait of life in19th-century St. Petersburg, with its gloomytenemz,nts and rampant drunkenness, contributes toRaskolinikov's psychological breakdown and adds tothe debate of nature versus nurture.

This is a lengthy, complex novel that providesinsights into psychology and the nature of humansuffering and redemption. It is best suited for anadvanced English 30 class.


Oxford, England:Oxford University Press,1980.The World's Classicsedition.Translated from theRussian by JessieCoulson.[original 1866]527 pages.

ISBN: 0192815490

DAV !TA'S HARP

New York, NY:Fawcett Crest. 1986.First Ballantine Booksedition.[original 1985]438 pages.

ISBN: 0449207757

Chaim Potok1929-

Ilanna Davita Chandel is the daughter of David andChannah Chandel. Her father is a nonbelievingChristian, her mother a nonbelieving Jew, and bothare Communists. Davita's story begins in pre-WorldWar II Brooklyn, where her parents are workers forthe communist cause. Her world is anything butnormal. Because of their views, her parents areforced to move from ona apartment to another, andtheir home is always alive with meetings promotingcommunism. The family is thrown into turmoil whenDavita's father is tragically killed in Guernica, Spainwhile covering the Spanish Civil War as a reporter.Furthermore, when Stalin signs the nonaggressionpact with Hitler, Davita's mother becomesdisillusioned with communism, which exacerbatesher crisis of faith. However, this crisis eventuallybrings Channah and Davita closer to one anotherand eventually leads them both back to the mother'sJewish roots.

Students may require extensive backgroundinformation on the differences between Christianityand Judaism, the Spanish Civil War, and pre-WorldWar II America and Europe. There is one mentionof a rape, a scene of sexuality, some violence and adescription of a lynching. However, none isgratuitous; each incident helps to shape Davita'scharacter.

Davita and Channah are strong female protagonistswho defy or overcome many of the conventions andtraditions placed before them. Davita's Harp is apoignant coming-of-age story that may be mostappropriate for the mature reader in small group orindividual study, or offered on an optional basis.

1 1) 7English 30, Fiction / 101

1111011101111111111111111111111111111111111011111111111111

A FAREWELL TO ARMS

Ernest Hemingway1899-1961

During World War I, Lieutenant Henry, an Americanambulance driver on the Italian front, meets and fallsin love with a beautiful English nurse, CatherineBarkley. The intensity of their love is juxtaposed withdescriptions of soldiers demoralized by war. It is astory of love amidst a world of chaos, where love andpain co-exist, yet move toward a fatalism that is feltby Henry and Catherine.

War is not glorified, and the soldiers speak withcharacteristic earthiness and irreverence. Studentsshould be reminded that the novel is set in thetrenches of the Italian countryside and stereotyping ofwomen was common at that time. After Hemingway'sdescription of the German attack on Corpetto, abetter understanding of the grim realities of asoldier's world is revealed.

Considered to be one of Hemingway's finest novels,A Farewell to Arms is focused on the pointlessnessof war and is a lyrical novel of great power. It is anintense masculine portrayal of the effects of war, andreveals an attitude and a literary methodcharacterized by Hemingway in the 1930s. The useof rich language and detailed description should beof interest to students, and the contrasting actions ofloyalty and desertion should provoke discussion andemphasize the futility and horrors of war. The novelis appropriate for small group discussion and is bestsuited to the mature reader.


New York, NY:Collier Books, 1986.First Scribner Classicedition.[original 1929]332 pages.

ISBN: 0020519001

THE GRAPES OF WRATH

New York, NY:Penguin Books, 1976.[original 1939]502 pages.

ISBN: 0140042393



This novel traces the journey of the Joad family in themid-1930s from a dried-out Oklahoma tenant farm tothe "Promised Land" of California, where theydesperately struggle to make a living picking fruit. Inspite of the efforts of Ma Joad to keep the familytogether, the hardships encoun redhunger,sickness, discrimination, exploitation, ueathall taketheir toil.

The Joads are one fictional family intended torepresent the thousands who followed the same routeand encountered similar problems. Steinbeck,himself, travelled with these migrants in 1937 andpublished newspaper articles and documentaryevidence of their plight. The Grapes of Wrath is asocial novel, a vivid protest against the victimizationof workers in a time of crisis; yet, despite the grimstory line, it is not pessimistic in tone, but rathercelebrates the beauty and triumph of the humanspirit.

The novel is useful for a variety of teachingpurposes: socia' criticism; in conjunction withparallel Canadian Aerature about the 1930s; forclose study of varied novel techniques, such as theuse of interchapters; and for Biblical parallels andsymbolism. It lends itself well to small group work, tobackground research, to the comparison of fiction todocumentary, or art to propaganda.


GREAT EXPECTATIONS


Philip Pirrip, called Pip, is an orphaned village boywho, through a series of mysterious events, findshimself with "great expectations" of becoming a"gentleman." His new-found good fortune takes himto London and elevates his social class, but doesnothing to improve his character. The startlingdiscovery of the real source of his fortune, and theeventual recognition of the needs of others, finallyshows him the true meaning of "gentleman." By theend of the novel, Pip has become one, in the realsense.

The book could be useful in the study of thenovel: structure, character development, point ofview, setting, symbolism, style. It relates well to otherfiction on the theme of innocence and growth throughexperience.

Great Expectations is considered by many to beDickens' greatest literary achievement. It containsthe usual Dickensian variety of characters, humour,pathos, mystery, plot complications and suspense.Thus, it sustains reader interest over its considerablelength, though it should probably be chosen for themore skilled reader.

h 1 0


New York, NY:Bantam Classic Press,1958.[original 1861]546 pages.

ISBN: 0553210157


THE METAMORPHOSIS

New York, NY:Bantam Books, 1986.Translated from theGerman by StanleyCorngold.[original 19151201 pages.

ISBN: 0553213695

Franz Kafka1883-1924

Gregor Samsa awakens one morning to find himselftransformed into a monstrous insect. He hasbecome a "filthy stinking vermin", and is increasinglyrejected and ignored by his family and all otherpersons who encounter him. Confined to his room.excluded from any human relationships, Samsadeteriorates, messily disintegrates, and dies.

The story is often read allegorically: as a depictionof alienation; as a religious parable dealing with theloss of faith; as an indirect version of apsychoanalytical case study of delusion and despair.Biographical comparisons can also be made toKafka's own circumstances as an Austrian Jew.

The text of The Metamorphosis is short, only 58pages. However, included in this edition is anintroduction by the editor/translator, explanatorynotes, material by and about Kafka. and a lengthyselection of critical material (much of which may betoo specialized for all but advanced students). Aselected bibliography is also appended.

Some students may have difficulty accepting theinitial, unusual premise. Once it is accepted,however, readers can respond to the story's clarityand its careful use of descriptive detail. Then,various interpretations can be developed,interpretations that need not be either allegorical orbiographical.

This work is best suited for advanced students.


MIZZLY FITCH: THE LIGHT, THE SEA, THE STORM

Murray Pura1954

Mizzly Fitch, as the sound of his name suggests, hasled a miserable existence. As a young man in NovaScotia he wants to be a fisherman, but his motherwants him to be a minister. He struggles with hisfeelings about God and about what he sees aroundhimthe sea and the many deaths it causes. Hefeels cursed for surviving, for helplessly watchingwhile his father and brothers die. The deaths causehis mother to reject him. For years he lives alone asa lighthouse keeper. Eventually, Mizzly marries, buthe drives his wife away, afraid that she and their sonwill be cursed too and taken by the sea. She leaves,but does not take their son, the symbol of their love.

The first person narration by a protagonist, whoblames God for the deaths of his family and others,causes serious reflection about life and about howpeople endure tragedy and maintain their faith.Significant potential exists for discussion of themeaning of life and of the relationship betweenchallenging events in life and one's belief in God.

Teachers should be sensitive to the religious valuesof their students and community, which may notcoincide with those of Mizzly. The conflict betweenMizzly and his mother over differing dreams andexpectations are experiences familiar to many highschool students. The book contains some violenceand strong language, and may be most appropriatefor small group or individual study.

This is an unusual, fascinating story rooted in theharsh lifestyle of East Coast fishermen. The dialectrequires some adjustment on the part of the reader,but the oral style makes the novel accessible. Manyissues raised in the novel encourage critical thinking.


Toronto, ON:Simon & Pierre PublishingCompany Limited, 1988.135 pages.

ISBN: 0889242011

MONSIGNOR QUIXOTE

Markham, ON:Penguin Books CanadaLimited, 1983.[original 1982]256 pages.

ISBN: 0140065970

Graham Greene1904-1991

Here is an engaging dialogue between two oldfriends who are travelling the countryside together.The novel affords the reader the opportunity toexplore two apparently diverse points of view, butthese marked differences between the charactersmask profoundly similar hearts. Father Quixote andhis Sancho Panza, an unseated communist mayor,are two innocents abroad in modern Spain,embarked on a journey that humorously, butphilosophically, parallels Cervantes' 17th-centurystory of Don Quixote.

Despite different political, religious. economical, evensexual perspectives, the priest and the mayor arebound together by generosity of spirit, appreciation ofcreation and a longing for truth. Their friendship andtheir growth allow the reader to uncover theenigmatic elements of human goodness and moralresponsibility to society. Their journey providesbackground for witty conversation and allows thereader to explore how differences of opinion can leadto strong bonds of friendship. The book is acommentary on the moral person as well as themoral citizen.

Readers should not be put off by the seeminglyirreverent treatment of Christianity and the RomanCatholic church. While it may appear that Greene isdelving into profound theological issues, he is reallydealing with basic human struggles common to alldenominations, and is simply using Catholic theologyand socialism as the symbolic language of the novel.

In order to understand the difficult references andallusions in this novel, the reader needs to acquire asubstantial knowledge of Christianity, Marxism,communism and the Roman Catholic church. It isalso recommended that students be aware of toneand theme in the writing styles of both Cervantes andr3raham Greene. Time, maturity and critical thinkingskills should lead to an understanding of MonsignorQuixote on a symbolic level. The novel may be mostappropriate for mature English 30 students, or offeredon an optional basis.


THE MOSQUITO COAST

Paul Theroux1941-

Al lie Fox packs up his family and escapes thecapitalist world of America for the Mosquito Coast.An eccentric misfit in the United States, he transfershis inventive way of life to his new world. Al liebelieves that "any sufficiently advanced technology isindistinguishable from magic," and therein lies themotivation for his personal pilgrimage and hisattempts to overpower others. Theroux interweavesthe physical and metaphorical details of thedeliverance of this family in such a way as to engagethe reader in their isolation and turmoil.

Al lie is abusive but spellbinding in his eccentricity.The narrator, his son Charlie, is one of his victims,and yet Charlie's experiences are also hisadventures. Although exploited by his father,Charlie's confusions are both understandable andcompelling. The book is a powerful social satirebecause the control exercised by the self-centredAl lie Fox parallels the rapid industrialization of thewestern world. H. leads himself to self-destruction,taking with him those he loves. The novel can be avehicle for an exploration of many issues in ourtechnological and capitalistic society. Becausereligious references may be controversial in somecommunities, and the treatment of theme andcharacter are earthy and sometimes vulgar, the novelmay be most appropriate for mature English 30students, or offered on an optional basis.

This is a story of desperation and the breakdown cfindividuals and society. The characters are trappedby Al lie's magnetic personality, as well as by theirown motivations. Their emotions move in manic-depressive swings: hope to despair, love to hate,quest to resignation. Al lie's family is forced to livewith his genius and his dysfunction. They areinteresting in terms of their growing sense ofdiscernment and evaluation, as well as the capacitythat each has to change the course of events in heror his own life.

108 / English 30, Fiction114

New York, NY:Avon BOOKS, 1983.[original 1982]374 pages.

ISBN: 0380619458

THE OUTSIDER

London, England:Penguin Books, 1983.Translated from theFrench by Joseph Laredo.[original 1942]119 pages.

ISBN: 0140180184

Albert Camus1913-1960

This novel was first published in French in 1942 asL'Etranger. Meursault, a young man in the Frenchcolony of Algiers, tells the story of the last year of hislife. With almost equal emphasisor lack of ithedescribes his mother's funeral, a casual affair with awoman, his acquaintance with a neighbour and hisdog, a day at the beach, his killing of an Arab underthe hot sun, his trial and conviction, and his lastthoughts in prison before his execution.

The simple, frank and unemotional narration reflectsa man who refuses to "play the game": to pretendmore than he feels, to lie, to judge himself or others.He is, therefore, seen as a threat to a conventionalcolonial society, to the legal system, and to theChristian church. As a result, he is condemned todeath as much for his refusal to conform as for hiskilling of the Arab. Meursault is an example of whatCams calls "the Absurd Hero," one who findshimself a stranger in an indifferent universe, and whodoes not require explanation of or justification for hisexistence, but rather, accepts the simple fact of lifeitself.

The novel is short and deceptively simple innarration. Its unconventional protagonist, unexpecteddevelopment and strangely flat style attracts theinterest of students and stimulates thoughtfuldiscussion and evaluation of the existential view oflife. It is also useful in the study of novel techniques:structure, style, character development, and socialand metaphysical themes.

1 1 rEnglish 30, Fiction / 109

PRIDE AND PREJUDICE

Jane Austen1775-1817

"It is truth universally acknowledged, that asingle man in possession of a good fortune,must be in want of a wife."

This opening statement from Pride and Prejudiceneatly combines the typical Austen subject matter.the search for a suitable marriage partner, with theironic tone of the novel.

Mr. and Mrs. Bennet of Longbourne, Hertfordshire.with an estate entailed on a fatuous male cousin.have five unmarried daughters, and so the quest forwealthy husbands for at least the two oldestdaughters is a serious matter. The arrival in theneighbourhood of an eligible young bachelor, Mr.Bing ley, sets all the mothers atwitter and scheming.The eldest and most beautiful Bennet daughter, Jane,seems a perfect choice for Bing ley, but the plot of thenovel centres on her sister, the lively and opinionatedElizabeth, and Bing ley's supercilious and aristocraticfriend, Darcy. Pride and prejudiceon both sidescomplicate the plot.

This classic novel is probably the best known, andmost popular, of the Austen canon. It can be readnot only for its story but studied for its fictionaltechniques, especially the development of characterby speech and gesture, and a subtly controlled ironicstyle. This edition contains a substantial introduction,a select bibliography, Austen's chronology and someexplanatory notes.


Oxford, England:Oxford UniversityPress, 1990.The World's Classicsedition.[original 1813]351 pages.

ISBN: 019282760X

SAINT MAYBE

Toronto, ON:Penguin Books CanadaLtd., 1992.[original 1991]363 pages.

ISBN: 0140159592

Anne Tyler1941-

Baltimore, Maryland is the home of the ideal,"all-American" family, the Bedloes. However, thisidyllic world is soon shattered when Ian, the youngestchild, learns a secret that has tragic consequencesfor Dan, his older brother. This tragedy alters Ian,sending him on a lifelong and painful search forredemption. His journey begins at "The Church ofthe Second Chance" whose theology expounds thatforgiveness is not given freely, but must be earned.After years of arduous labour, Ian finally gains hisredemption when he meets Rita, marries her, andthey have a child.

In typical Tyler fashion, the characters in SaintMaybe are quirky and off-beat, yet are easilyunderstood and accepted by the reader. Somecharacters, however, are presented as stock figures.For example. the Bedloes have a series of "MiddleEastern" neighbours, university students, who arenever named, and are portrayed as people whonever seem to adapt to "Western standards," yetbecome part of the Bedloes' extended family.Students could examine whether or not Tyler doesthis to ridicule a particular ethnic group, or is sheusing satire as a way of examining society's viewstoward immigrants.

Tyler also uses many religious references to depictIan's quest for forgiveness and makes his religionone of the focal points of the novel. When pre-reading, the teacher should consider possiblecommunity concerns about the ethic or religiousreferences Tyler presents. During novel study,students should critically examine these issues aswell as the references to foreigners, particularlythose of Middle Eastern origin.

Overall, this is an excellent novel to use in examiningcharacter development, an individual's search forredemption, and the evolution of family.

1t7English 30, Fiction / 111

THE STONE ANGEL

Margaret Laurence1926-1987

This novel tells of the last few days in the life ofHagar Shipley, a proud, stubborn old woman of 90.Age has rendered her incapable of livingindependently, she bitterly resents the assistance sherequires, and she struggles to escape from her son'shome. Her tired old mind wanders into the past,calling into life, once more, the peopleespeciallythe menwho have been important to her. Herfather, from whom she inherited her stubborn prideand inability to express the softer side of her nature;her husband, who died never suspecting herunspoken love; her favourite son, John, willful andunmanageable like herself, are all dead now. OnlyMarvin, her eldest son, is left, and when she finallyforces herself to voice the approval he longs to hear,the words are a lie. Hagar dies as she has livedproud and independent.

From a technical point of view, this novel providesgood material for the study of plot structure, point ofview, symbolism, characterization, and effective useof stylistic devices. Central among these devices isthe stone angel, which Hagar's father has erected,ostensibly a memorial to his dead wife, but moretruthfully, as a monument to his own pride and asymbol of Hagar herself.

The characters are interesting and convincing, andtogether they offer a realistic portrayal of humannature. The background provides a view of westernCanadian life from the 1920s through to the 1960s.Student discussion of the novel could consider theextent to which Hagar is individual and idiosyncratic,or representative of elderly women of her time andplace.



ISBN: 0771091591


UNDER THE RIBS OF DEATH


ISBN: 0771098669

John Marlyn1912-

In Winnipeg during the late 1920$, a young immigrantboy struggles to become Anglicized. AlthoughSander is Hungarian, he could be any immigrantfrom anywhere, and the story follows him throughpoverty to success and to poverty once again. In hisquest for wealth, Sander rejects his family, friendsand ethicsonly to regain these values, love offamily, spiritual goals. and a sense of pride anddignitywhen he once more finds himself indigene:.

The novel reflects the social mores of the era anddeals with the non-Anglo immigration experiencethrough stereotypes of the "English" and the"foreigner." In so doing, the prejudices of EnglishCanadians, and the effects of the Great Depressionare revealed. The writing style uses examples ofdour humour contrasted with expressions of despairand poverty. While there is some blasphemy, it isused to reveal the despair of the characters.

This novel provides opportunity for discussionregarding theme, point of view, irony andcharacterization. Sander's struggle for identityreveals the ironic need to be simultaneouslyindependent and dependent.


THE WARS

Timothy Findley1930--

Robert Ross, a gentle 19-year-old Canadian,experiences the horrors and personal dilemmas ofwar as a young officer in France during WorldWar I. He undergoes moral and physical violation,and makes personally courageous but politicallytreasonous decisions, which lead to court-martial.The novel is a strong and sensitive condemnation ofall "wars" against the human spirit. In the midst ofdeath, Ross is a young man committed to, andaffirming of, the value of all life.

Findley is critical of organized religion and, althoughhe doesn't emphasize it, it is clear he doubts theability of the church to respond meaningfully in timesof either public or private crisis. Robert's mother, analcoholic who suffers terribly over Robert'sinvolvement with the war, derives little comfort fromthe church. There are two explicitly sexual scenesthat may need to be considered if selecting this novel.One is set in a brothel near Lethbridge where Robertobserves his war hero, Captain Taff ler, in ahomosexual act; another is the gang-rape of Robertby his fellow officers, in the officers' dark steam bath.Both scenes, however, are essential to thedevelopment of the central character and to thethemes of the novel. Because of the religious andsexual references, the book might be best offered onan optional basis.

As a novel study, The Wars is interesting for its uniquenarrative structure: the use of different points of viewas collected by a contemporary researcher, throughclippings, photographs, letters and interviews. Shiftsin time may cause some initial reader confusion, butthe purpose soon becomes clear. In spite of itsserious subject matter, the novel is fast-paced,immensely readable, and written with a sure, finetouch.


Markham, ON:Penguin Books, 1978.[original 1977]190 pages.

ISBN: 0140050116


WILD GEESE

Toronto, ON:McClelland & Stewart Inc.,1989.[original 1925]309 pages.

ISBN: 0771099940

Martha Ostenso1900-1963

Set on a farm in Northern Manitoba, this novelportrays the life of Caleb Gare who cruellysuppresses his family. He blackmails his wife withthe threat of exposing her illegitimate son, MarkJordan, to the truth about his real father. The plot isfurther developed when Mark falls in love with thevisiting school teacher, Lind Archer, whoseconfidante is Jude, Caleb's daughter. Jude'sstrength and sexuality are contrasted to Lind'sdelicacy and tenderness. Later, Jude rejectsCaleb's belief in the necessity of immigranthardships, and triumphs over her father'soppression.

The novel provides for an interesting discussion ofthe family farm as a backdrop for a story of passionand manipulation of power. The characters'emotions are paralleled to the conditions of the land;Caleb is "a spiritual counterpart of the land, as harsh,as demanding, as tyrannical as the very soil fromwhich he drew his existence," and he exerts thispower over his family.

The story is set in the period between the arrival ofthe geese in the spring and their departure inautumn, further symbolizing the natural world asrepresentative of the characters. The novel shouldprovide for interesting discussions on language,character development, symbolism and theme, andis appropriate for full class discussion.


WNDFLOWER

Gabrielle Roy1909-1983

Elsa, a young Inuit girl, is seduced by an Americansoldier in Fort Chimo, Northwest Territories. Thechild who is born, Jimmy, becomes the object of hisyoung mother's devotion. She attempts to immersehim in the Inuit culture, but finally loses him to thewhite man's world and his wars. Windflower is atranslation of La Riviere sans Repos, one of fourstories in which Roy clerk:is the Inuit in an uneasytransition between two worlds, not fully at home ineither.

Various themes emerge: the imprisoning effect ofmaterial possessions; the brotherhood of man; thecyclic nature of life; and the brief joys of love andmotherhoodsymbolized by the short-lived tundrawindflower.

The novel is short, easy to read, informal in style andclear in structure. It provides a sym )athetic insightinto the Inuit way of life, which is warmly andcompellingly portrayed.

116 English 30, Fiction

Toronto, ON:McClelland and Stewart,1975.New Canadian Libraryedition.Translated from theFrench by JoyceMarshall.[original 1970]152 pages.

ISBN: 0771092202


siWUTHERING HEIGHTS

New York, NY:Bantam Classic Press,1981.[original 1847]338 pages.

ISBN: 0686697278


Emily Brontë1818-1848

The saga of the inhabitants of Wuthering Heights isnarrated by a new arrival on the wild Yorkshiremoors, John Lockwood, whose informant is hishousekeeper, Nel ly Dean. She recounts to him, in aseries of vivid flashbacks and time shifts, the eventsmaking up the troubled love story of CatherineEarnshaw and the dark and passionate Heathcliff astory of love and vengeance, which passes on to thenext generation in the characters of Cathy, the deadCatherine's daughter, and Linton, Heathcliff's son.

The novel can be read as a love story, but at adeeper level, as an exploration of the darker side ofhuman nature. Some readers may find some of theincidents, such as the strangling of a dog, or thehanging of puppies, troubling and distastefulbutthey are part of the vein of undeniable cruelty thatunderlies the human nature portrayed.

This Brontë classic has both a poetic and a moralstructure. The intensity of the characters' emotions,the wildness and remoteness of setting, and theGothic atmosphere, make the novel fascinating anddisturbing.


THE BROKEN CORD


ISBN: 0060916826

Michael Dorris1945

As a young bachelor, Michael Dorris adopts a youngboy, Adam. Over the course of the next 15 years,Michael gradually and painfully discovers that hisadopted son is epileptic and severely limiteddevelopmentally. The challenges of physical andmental limitations strain Michael's resources, andwhen he marries, family relationships as well.Finally, after years of uncertainty, Adam is diagnosedas a victim of fetal alcohol syndrome, or FAS. Theeffects of his mother's drinking during pregnancyhave been catastrophic to Adam and eventually leadto his death. Adam is unable to imagine, to foreseethe consequences of his behaviour, or to rememberfrom one time to the next the results of his actions.As Adam becomes an adult, his adopted parents areless able to protect him from himself and fromothers.

This account reads like a novel, though it includesscientific evidence and statistics, as well as a briefautobiography of Adam. But most of all, it shines withlove and impotent fury for a life destroyed before itwas ever lived. Dorris, a well-educated, articulateNative American, draws attention to FAS and itseffects. This book is best suited to the mature readerand offers a sensitive yet important issue for studentsto discuss.

1 ?4 English 30, Nonfiction / 119

THE DAY I BECAME AN AUTODIDACT: AND THE ADVICE,ADVENTURES, AND ACRIMONIES THAT BEFELL ME THEREAFTER

Kendall Halley1966-

Kendall Hai ley, the daughter of Californian playwrightOliver Hai ley, and novelist, Elizabeth Forsythe Halley,records her experiences after she decides at the endof Grade 10, with family support, that "it's overbetween me and formal education." The book is ajournal of her attempts at self-education in the form ofextensive reading, some writing, and a good deal ofthinking and systematic self-examination of "What I

Did" and "What I Hope to Do."

This may sound pompous and possibly alienating tothe non-self-starter high school student, but the writeris disarmingly frank and fresh in her approach.Students of much the same age might enjoy readingabout Hai ley's adolescent experiences, even if a bitdaunted by the amount of reading she manages toget through. Although the allusions to the books shereads and the plays she sees may baffle somestudents, they may well, with teacher encouragement,whet an appetite for reading the classics.

The book might best be used in excerpts to stimulatethe writing of diaries or personal response journals.

120 / English 30, Nonfiction 1?5

New York, NY:Dell Publishing, 1988.278 pages.

ISBN: 0440550130

NIGHT

New York, NY:Bantam Books, 1982.Translated from theFrench by Stella Rodway.[original 1958]

109 pages.

ISBN: 0553272535

Elie Wiesel1928-

Night is the terrifying account of a Nazi death campas told by survivor Elie Wiesel. Wiesel was still ateenager when he was taken from his home inSighet, Transylvania, to the Auschwitz concentrationcamps and then to Buchenwald. The horror turnedthis young Jewish boy into an agonized witness to thedeath of his family, the death of innocence and thedeath of his God. Even through all this, the story isone of hope and bravery. Night is a warning tohumankind to ensure that such an atrocity neverhappens again.

Teachers should undertake the teaching of this novelwith considerable preparation and care. The topic is,by its very nature, a sensitive one. The descriptionsof violence and cruelty may be objectionable tosome students and community members; however,they reinforce that the treatment of Jews inconcentration camps during World War II wasfocused on humiliation, suffering and deprivation.Some of the scenes are particularly unnerving anddepressing. Reference is made to a cultured peoplewho were victims of genocide while the worldremained silent.

Although this personal account deals with anhistorical event. the issues are timelessman'sinhumanity to man, the struggle to survive against allodds, and the hope that such things will neverhappen again.

Through a series of short, powerful, painful glimpses,its pace and style m ''ke Wiesel's story agonizing andconvincing. This excellent cross-curricular bookparallels studies in Social Studies 30, and could leadto related research about genocide today. The bookis suitable for full class, small group or individualstudy.

126 English 30. Nonfiction / 121

OSCAR PETERSON: THE WILL TO SWING

Gene Lees1928-

Oscar Peterson, a young black man from Montreal,became an internationally known musician while stillin his 20s. In this biography, Gene Lees examinesthe challenges and struggles that Peterson faced ashe worked to become one of the world's greatest jazzpianists.

Peterson is characterized as a positive role model.He works hard, he actively fights to combat racism,and he exemplifies those who lack economicadvantages and still succeed. However, somestudents may be offended by the coarse languageand examples of racial discrimination and prejudicethat appear in this work, and should critically examinethese instances as well as the negative behaviours ofsome of the individuals presented. The bookpromotes the idea that people of all racial/ethnicgroups can achieve and interact positively.

The content of the book should be interesting to thosestudents with musical interests and would be mostappropriate for either small group or individual study.


Toronto, ON:Lester & Orpen DennysLimited, 1988.282 pages.

ISBN: 0886191297

PILGRIM AT TINKER CREEK


ISBN: 0060915455

Annie Dillard1945-

Annie Dillard says of herself. "I am above all anunscrupulous observer." Pilgrim at Tinker Creek is aseason-by-season series of her personalobservations of nature. They centre on a poet andnaturalist's "receptiveness and concentration" on thecountryside around Tinker Creek. Virginia and rangefrom minute observations of such phenomena ascaddis fly larvae to speculations about the principleof indeterminacy, or Einstein's "holy curiosity" aboutthe nature of the Universe.

There is a passing allusion to a "simple and cruelEskimo tale" (source, Farley Mowat) which iseffective in a disturbing way. This work alludesmainly to male philosophers, artists and scientists butthis is counterbalanced by the overall strong andsensitive voice of the woman who is writing. Dillard'sstyle is lucid, often witty, and personal. The writermoves calmly, and often poetically, from theconcrete to the abstract, from observation tointrospection. The scientific eye is balanced by avery human approach and a reverence for the dignityof all forms of life.

Since the whole work may demand more stayingpower than can be expected from all but the mostable and determined readers, teachers mightconsider using excerpts from this book. Passagesfrom it would be excellent as models for the teachingof writing and for developing "the secret of seeing,"which lies behind most effective writing.


STEPHEN HAWKING: QUEST FOR A THEORY OF EVERYTHING

Kitty Ferguson19[?]

This nonfiction book is an account of the life andwork of Stephen Hawking, eminent physicist of the20th century who is diagnosed with amyotrophiclateral sclerosis (Lou Gehrig's disease) at the age of20. His quest for truth in the world of theoreticalphysics becomes a triumph of the spirit and mindover extreme physical disability.

Hawking's search, discoveries and theories arediscussed in relatively simple terms. Numerousclarifying diagrams are provided, as well as aglossary at the end, which will aid the reader inunderstanding. His quest covers the exploration andexplanation for "a theory of everything," which isnothing short of an explanation of the Universe andeverything that happens within it.

This biography should be of special interest tostudents fascinated by physics, science or sciencefiction. Research projects could follow, such asgroup studies of "people who have made adifference." Students not particularly interested inscience might still become involved in thebiographical material of a brilliant and courageousman. A glossary, to assist with some of the scientificterms, is included at the end of this edition.


New York, NY:Bantam Books. 1992.[original 1991]161 pages.

ISBN: 055329895X

TO DESTROY YOU IS NO LOSS: THE ODYSSEYOF A CAMBODIAN FAMILY

New York, NY:Doubleday, 1989.Anchor Books edition.[original 1987]288 pages.

ISBN: 0385266286

Joan D. Criddle and Teeda Butt Mam1935 - 19[?] -

To Destroy You Is No Loss is a compassionatebiography that tells of a Cambodian family's ordealduring the Khmer Rouge holocaust in Cambodia from1975 to 1979. The preface gives an excellentbackground to the events leading up to and duringthe holocaust. The book, itself, traces the life of onevery courageous young woman, Teeda Butt Mam,and her family during those years of servitude andgenocide while Pol Pot and the Khmer Rouge heldthe country in a death grip. Following the fall of thePol Pot, the family become refugees and find theirway to the United States. The co-author, JoanCriddle, helps sponsor the Butt family's emigration toAmerica. She dedicates the book "To Teeda andher family for a willingness to recount painfulexperiences, to make their ordeal public, in orderthat we might understand."

Students who are concerned with the politics of theAsiatic world, who wish to study political leaders andsocieties, who wish to learn more about theCambodians among us, who are interested in worldrefugee problems, and who are concerned withman's humanity or inhumanity to man, should beinterested in this book.

A remarkable "tour de force" that demonstrates thestrength of the human will to survive, this biographywould fit well with Social Studies 30 or in a

humanities program.

130 English 30. Nonfiction / 125

TOUCH THE EARTH: A SELF-PORTRAIT OF INDIAN EXISTENCE

T. C. McLuhan19[?] -

This book is a sepia photo-illustrated compilation ofspeeches and excerpts from documents, all told inthe voice of the North American Indian, many ofwhom, like Chief Joseph, Tecumseh and Geronimo,are well-known historical figures. Their voices rangein tone from the nostalgic and philosophical, to thebitter and defiant.

The material spans a century and records the Nativeview of the white man's betrayal of nature and of anindigenous race. Section headings indicate therange of topic and tone: "The Morning Sun, the NewSweet Earth and the Great Silence;" "The Hairy Manfrom the East;" "My Voice is Become Weak;" "If WeSurrender, We Die." Early parts of the bookreinforce the closeness of the Native to the land andprovoke interest in a time of increasing concernabout the environment.

The book promotes an empathy toward Nativepeoples and provides for increased understanding ofthe spiritual significance of many facets of Native life.There is, however, a marked imbalance. All Nativesare perceived positively; almost all Caucasians arestereotyped negatively. While this might be seen asa restoring of the balance against the negativestereotyping of the Native in past literature andhistory, teachers should be aware that Touch theEarth is not suitable as a whole "stand-alone"resource. Its bias should be recognized and thebook used only if accompanied by other material andactivities, either to balance the "white view" oftenhistorically presented, or with literature that revealssome examples of Caucasians who have interactedpositively with Native people. The book may be mostappropriate for either small group or individual study.

The voices in this book are powerful, but studentsshould be aware that they are not reading a balancedhistory, but a personal, literary and artistic view ofhistory. The language is often lyrical and passionateand, as a sort of anthology of prose poetry, the booklends itself to oral reading of selections.

126 / English 30, Nonfiction 131

New York, NY:Simon & Schuster,Inc., 1971.185 pages.

ISBN: 0671222759

New York, NY:Fawcett Crest, 1982.First Ballantine Booksedition.Translated from theGerman by A. W. Wheen.[original 1928]296 pages.

ISBN: 0449213943

ALL QUIET ON THE WESTERN FRONT

Erich Maria Remarque1898-1970

Paul Baumer, a German schoolboy, enlists with hisclassmates in World War 1. Although youthful andoptimistic, they lose their childhood, their connectionto humankind, and their lives, through years of horror.Paul tries to fight against the hate that destroys all theyoung people regardless of country or uniform.

Preservation of life and the overcoming of prejudicesare the main themes of the novel. The destructivepowers of war, both mental and physical, aredepicted through the many hardships the soldiersendure. Their struggles are heroic and universal.Classroom discussions can be enriched by therealization that people everywhere are similar, nomatter what war they are fighting or cause they aredefending.

As in all war stories, there is profanity, violence,sexuality and stereotyping, all necessary for theframework of the novel's setting. War is violent anddestructive, and these young boys initially respond ina similar manner, but they also mature, realizing thesenselessness of violence and death, and becomeaware of the need for greater tolerance andunderstanding in the world.

This novel relates well to the social studiescurriculum and is appropriate for full class study.

13 2.English 33, Fiction / 127

THE CHOSEN

Chaim Potok1929-

The Chosen is a story of friendship which developswhen two Jewish boys are rivals duri ig a baseballgame. Reuven Malter is an Orthodox Jew: DannySaunders is a Hasidic Jew and oldest son of hissect's rebbi. In spite of their religious differences, thetwo develop a strong bond of love and friendship thatis able to survive all adversity. The story not onlyrevolves around their friendship, but also examinesthe difficulties faced when the desires of a child donot match the desires that parents and culture placeon the individual. A central question of the novel is:Should the individual sacrifice personal desires to theaspirations of the community?

Students may require extensive backgroundinformation on the differences between Orthodox andHasidic Jews. Furthermore, students need tounderstand that the Hasidic Jews do not representthe mainstream of Jewish thought and belief.

This is an excellent novel for the study of characterand how society helps define who and what anindividual is. It is a complex novel best suited to anadvanced English 33 class.


New York. NY:Fawcett Crest, 1982.First Ballantine Booksedition.[original 1967]271 pages.

ISBN: 0449213447

FAHRENHEIT 451

New York, NY:Ballantine Books, 1981.[original 1953]167 pages.

ISBN: 0345294661


Ray Bradbury1920-

In this speculative fiction work, the state controls allthinking. The general theme is that "Books are bad.Books are burned because books are ideas." Theprotagonist, Guy Montag, is a fireman whose job is toburn books. Complications arise in Montag'sprofessional and personal life when, out of curiosity,he steals a book from a burning library and issubsequently denounced by his wife and workmates.He escapes to a faraway land where books arepreserved in an amazing manner.

The ideology of state-controlled communication, asoutlined by Montag's fire chief, Beatty, is closer totoday's reality; e.g., information highways, than it wasat the time Bradbury wrote the novel. The authorequates freedom with the expansion of ideas throughreading, writing and conversation.

The novel is an excellent example of social satireand should generate lively discussions bytechnologically astute students. Although the style isfairly simple, and the plot easily followed, theemphasis is on character study and the idea ofindividual choice.


FALLEN ANGELS

Walter Dean Myers1937-

Perry, a 17-year-old black youth, has no future inHarlem, and so enlists in the army to fight in theVietnam war. He and his friend, Peewee, survivephysically, but not before the horrors of war and thedeaths of men, women and children embedthemselves in their psyches. Disillusioned, Perrymust find meaning in life. Realistic, harsh languagereflects the violence and killing that is constantlyquestioned throughout the plot. The novel leads tophilosophical reflections on war, as young soldiersyearn for the child within.

Overcoming ethnic differences, political biases,religious beliefs, interpersonal relationships and racialhatreds are all components of the novel. However,concerns may arise when dealing with this well-written, compassionate novel. Teachers should beprepared for the controversial discussions andresponses that this work may engender. Sensitivity toVietnamese students in the classroom, school orcommunity is strongly recommended.

This is a powerful and moving novel. Thecomposition, tempo, craft and rhythm are well-tunedand ring true. Although engrossing, fascinating andviolently graphic, the male characters displayblasphemy, prejudice, discrimination, sexism, despairand violent reactions within a war setting. This novelmay be most appropriate for small group or individualstudy, or offered on an optional basis.


New York, NY:Scholastic Inc., 1988.309 pages.

ISBN: 0590409433

JURASSIC PARK

New York, NY:Ballantine Books, 1991.[original 1990]399 pages.

ISBN: 0345370775

Michael Crichton1942-

Dr. Allan Grant and Dr. Ellie Sattler join otherconsultants and guests at a dinosaur theme island offthe coast of Costa Rica. Dinosaurs have beencloned from Jurassic-era DNA, combined with morerecent DNA from frogs. The resulting offspringdevelop overly aggressive characteristics leac!ing tolots of excitement, adventure and violence, in whichall the bad guys die, and all the good guys survive.

Although somewhat gruesome and violent, thisfuturistic novel should encourage extensivediscussion on philosophical ideals, the implicationsof genetic and scientific research, the ethics ofreproductive technology, dinosaurs, and ecosystems.These topics lend themselves to cross-curricularresearch, discussion or projects. The "Malcolmtheory," named after one of the novel's scientists,provides a focus for moral and ethical discussionsand observations. Either full class or small groupswdy should elicit strong personal responses to thisw


KING RAT

James Clavell1925

King Rat depicts the life of British and Americanpersonnel in a Japanese prisoner of war camp. Thekey figure in the novel is "the King," an Americancorporal who manages to retain a standard of livingenvied by all other Po Ws. The King is surrounded bycountless underlings who both support and betrayhim. He has one friend. British Flight LieutenantPeter Marlowe. The King's "greatest enemy" isL. Gary, Provost Marshall, a lonely fanatic who isdetermined to entrap him.

Clavell carefully describes th highly structurednature of a PoW camp and the 'ritish concern with"class." These descriptions parallel one another andare used to advantage to reveal the individuals whomanipulate the system. The incidents that make upthe story help to develop the idea that survivalrequires adaptation.

Some of the characters use colloquial language thatmay, at times, be considered offensive. However, thesetting is a prisoner of war camp, and the languageused realistically reflects these circumstances. Thetransvestite Clavell writes about is sympatheticallyportrayed. Women, as in most war stories, arepresented in traditional and subservient roles. Thisnovel may be most appropriate for mature readers insmall group or individual study.


New York, NY:Dell Publishing, 1982.[original 19621352 pages.

ISBN: 0440145465


LETTERS FROM WINGFIELD FARM

Toronto, ON:Seal Books, 1990.[original 1989]150 pages.

ISBN: 0770423868

Dan Needles19[?] -

Walt Wingfield leaves his position as board chairmanof a Toronto brokerage house to take over the "oldFisher place" on Rural Route 1, Persephone County.He begins to farm his newly acquired 100-acre plotas a philosopher-farmer. He believes he canestablish an economically viable operation based onsound, big business principles, while using onlyhorse-drawn equipment.

In his attempt to become one with the land, Waltencounters many of the well-established locals. Twoneighbours in particular, a dour, inarticulateauctioneer, and an old horse trainer, providecolourful characterization in vignettes about Walt'smishaps as a farmer.

Wingfield's Pyrrhic victories are chronicled with wit inthe form of letters to the editor of the localnewspaper. By the end of the novel, Walt's lettersreflect a respect and appreciation for his new life andfriends, and reveal his emerging self-awareness.Although humorous. Walt's growth is no lessimportant or evocative.

The letter format of this novel can provide studentswith a refreshing approach to journal writing. Themain character laughs at himself and his mishaps,and invites the reader to do the same. Rich in irony,understatement and dramatic pacing, the work isvaluable as a study of dramatic characterpresentation and the vignette format.


MEDICINE RIVER

Thomas King1943-

Thomas King has created a tongue-in-cheek accountof the inhabitants and the social structure of MedicineRiver. The protagonist, Will, returns to a smallBlackfoot community in southern Alberta to sort outthe details of his mother's death. This return to hisroots stirs many long-buried issues from hischildhood and forces him to confront his true values.His encounter with Harlen Bigbear results in a seriesof events which direct his life and affairs intootherwise unconsidered directions. He opens theonly Native photography shop in Medicine River andagrees to compile the band directory. This project isthe framework for Will's encounter with the Nativepopulation. A progression of escapadessometimespainful, often hilariousbrings Will to anunderstanding of his own identity and commitments.

The characters in this novel are warm and engaging,and the story line is lighthearted without beingpredictable. Will's qu,,st to understand himself isuniversal, in spite of his unique experiences. Life inMedicine River exposes dilemmas and contradictionsthat exist in many small Alberta towns.

This novel is written in a clear, forthright manner andcontains enough good character dialogue and plotintrigue to hold student interest. Often, the personalstories are painful and touching, but there is anoverriding sense of humour and optimism to thework, which leaves the reader with a sense ofcompassion for and understanding of the charactersand an appreciation of Native culture.


139

Toronto, ON:Penguin BooksCanada Ltd., 1991.[original 1989]261 pages.

ISBN: 0140126031

THE MIDWICH CUCKOOS

Markham, ON:Penguin Books CanadaLtd., 1960.[original 1957]220 pages.

ISBN: 0140014403

John Wyndham1903-1969

In a futuristic society. the residents of a small Englishtown are sedated by aliens for 24 hours. All thewomen of childbearing age become pregnant, andthe resultant sets of twins are all telepathic. Theyeventually gain the power and knowledge to controlthe village inhabitants. Only through a violent, self-sacrificing climax are the aliens exterminated. In theprocess, human behaviour is re-evaluated.

The novel provokes readers to examine such topicsas human nature, individual versus group behaviour,biological and judicial law, all of which can enhancestudent understanding of self and society. Theauthor incorporates philosophies and beliefs abouthuman behaviour, and explains how a new societymight evolve.

The idea of alien intervention in evolution may besomewhat controversial; however, the novel isspeculative and should be treated as such.


ONE DAY IN THE LIFE OF IVAN DENISOVICH

Alexander Solzhenitsyn1918-

Incarcerated in a Siberian camp for politicalprisoners, Ivan Denisovich depends upon hisshrewdness and skills as a mason to survive.Solzhenitsyn introduces Ivan at 5 o'clock on a coldwinter morning, and the reader follows him through atypical day. In Ivan's life, the overriding factor is self-preservation.

The novel is short and easy to read. Its apparentsimplicity is deceptive. Based on Solzhenitsyn's ownexperiences, Ivan becomes a type of "Everyman" ina novel whose main theme is the overwhelmingimpulse and courage of the human spirit to survive.The book is not depressing in tone, in spite of therigours and privations of a prison camp.


London, England:HeinemannEducational BooksLtd., 1974.New Windmill edition.Translated from theRussian by RalphParker.[original 1963]124 pages.

ISBN: 0435122002


SIDDHARTHA

New York, NY:New Directions PublishingCorporation, 1957.Translated from theGerman by Hilda Rosner.[original 1922]153 pages.

ISBN: 081120068X

Hermann Hesse1877-1962

This novel traces the life of a young Indian man,Siddhartha, as he embarks on a spiritual quest.Throughout his journey, he struggles with worldlymaterialism, sensuous pleasures and inner conflictsof spiritual truth.

The novel's rich imagery and numerous allusions tothe life of Buddha will provide the skilled, moremature student with exposure to an Easternphilosophy. This work, however, should not beconstrued as a document for teaching aboutBuddhism.

The novel is most suitable for small groups of maturestudents who may wish to explore the quest motif, themetaphor of life as a journey, the difficult and elusivenature of wisdom and truth, and the complexity of theimperfections of humankind.


THE SUSPECT

L. R. Wright1939-

George Wilcox, at the age of 80, commits the near-perfect crime. The murder happens quickly, quietly,and very unexpectedly, in a small town on theSunshine Coast in British Columbia. This unusualturn in George's life would have gone undetected hadhis conscience not started to bother him. Thesuspense mounts as George befriends the locallibrarian, Cassandra Mitchell, and her new boyfriend,Karl Alberg, the local RCMP Staff Sergeant.Together, these three find themselves on a collisioncourse of conflicting values and loyalties.

This Canadian mystery allows for the study ofcharacterization, plot development andforeshadowing. Also, the examination of right andwrong could lead to interesting response journalwriting, character analysis and the examination ofpoints of view. Students may need help withvocabulary, particularly at the beginning of the book.

Teachers should be aware of blasphemy and scenesof domestic violence, which may be distressing tosome students. However, the depiction of suchviolence provides a classroom opportunity to discussthe issue of domestic violence, its traumatic causesand effects.


Toronto, ON:Seal Books, 1986.[original 19851217 pages.

ISBN: 0770421229

ALICIA: MY STORY


ISBN: 0553282182

Alicia Appleman-Jurman19(?] -

Between the ages of 10 and 15, Alicia, a Polish Jew,suffers the horrors of living and trying to surviveunder the Nazis. She sees her mother murdered,and experiences terrible hardships while hiding fromthe Nazis and their collaborators. Through luck,street sense, and the help of many good people, sheis able to hide, survive and maintain her faith in thefamily and the essential goodness of people.Eventually, she organizes and leads a group whosettle in the Palestine region. Later, she marries anAmerican and moves to the United States.

This vivid personal account of survival, and greatpersonal courage, deals with atrocities committed forracial and ethnic reasons; an account of man'sinhumanity to man. The topic, by its very nature, maybe sensitive in some communities. Teachers shouldalso be aware that this lengthy biography containssome stereotyping of Germans and Ukrainians.

Alicia Appleman-Jurman's autobiography, however,has the potential to broaden understanding andsensitivity to personal sufferings and to holocaustevents. While chapters are short, the book may bemost appropriate for small group or individual study.

144-English 33, Nonfiction / 139

BUSH PILOT WITH A BRIEFCASE: THE HAPPY-GO-LUCKY STORYOF GRANT McCONACHIE

Ronald A. Keith1914[?]-1985

From his youth in Edmonton to, at age 38, his rise topresident of Canadian Pacific Airlines, and throughhis continuing escapades, Grant McConachie was anirrepressible figure. As an early bush pilot flying overthe rugged and dangerous northland, his ebullientself-assurance, sheer force of personality, and luck,enabled a meteoric rise to the top.

This biography, written in a well-paced and colourfulstyle, is an easy, absorbing read. Despite carefulfocus on McConachie. the result seems more asurface treatment than an analytical study. The bookillustrates the effects of personal relationships andthe force of personality in achieving success.


1 4

Markham, ON:Paper Jacks Ltd., 1973.[original 1972]322 pages.

ISBN: 0770102093


DEATH AND DELIVERANCE: THE HAUNTING TRUE STORYOF THE HERCULES CRASH AT THE NORTH POLE

Toronto, ON:Macfarlane Walter &Ross, 1992.271 pages.

ISBN: 0921912498

Robert Mason Lee1956-

On October 31, 1991 a military transport airplanecrashed 10 miles short of its destination Alert, NorthWest Territories. Fourteen people survived the crashto face a bitter arctic storm with little protection.Hampered by weather and inadequate and outdatedequipment, Canadian search and rescue technicians,or Sartechs, risked their own lives to save thesurvivors. A number of Edmontonians were involvedin the crash and the rescue.

This intensely personal account reveals the thoughts,feelings and dreams of the survivors and theirrescuers during the three tense days betweenleaving the south and arriving in Alert. Theoccasional use of vulgar language is realistic in time,.character and situation. This easy-to-read survivalstory may be especially appealing to male studentsor to those who enjoy plentiful technical details.


WALKING WITH THE GREAT APES: JANE GOODALL, DIAN FOSSEY,MUTE GALDIKAS

Sy Montgomery1958-

Jane Goodall's work with the chimpanzees ofGombe; Dian Fossey's defence of the mountaingorillas of Risande; and Birute Galdikas' study oforangwas in Borneo, preeent a composite picture ofthree women who forge careers through their study ofprimates. While this book portrays the work of thesewomen, it also compares the different psychologicalcharacteristics of each researcher and is, therefore,as much a perceptive study of the women as it is ofthe primates.

Different perspectives can be obtained from readingthis book. From one point of view, three admirablewomen scientists are presented as role models andinnovative leaders in their field. Also, it can beviewed as a perceptive and insightful portrait offeminist ideas. From another point of view, the bookcould be interpreted as extreme and bizarre, andillustrative of a spiritual relationship with animals thatcould be defined as animistic, or possibly evenshamanistic. While there are images of death,sexuality and violence, a study of this nonfiction bookcould give students insight into various ways ofseeing, understanding and appreciating others,especially those with different cultures, religious andbelief systems. It might be best offered on anoptional basis.

This book is a fascinating read for a wide range ofstudent abilities and interests. Further reading onenvironmentalism and interaction with nature couldeasily follow.


New York, NY:Houghton MifflinCompany, 1991.280 pages.

ISBN: 0395611563

APPENDIX

CHALLENGES TO BOOKSELECTION

Challenges to book selection occasionally arise.Challenges may be based on the ideas in a book, thematurity required for understanding them, or thelanguage used to express those ideas. Since theschool is a reflection of society, it represents variouspoints of view and makes resources available thatallow students to explore those points of view that arewithin their understanding.

If a resource is challenged, every attempt should bemade to resolve the matter at the school level. Theideas from the National Council of Teachers ofEnglish material known as "The Right to Read" (seepages 6-8), the selection criteria guidelines for thetitles on this list (see page 1) and the Toronto Boardof Education's arguments for the continued use ofgood literature in the classroom (see page 9) mayhelp to present the rationale for studying anddiscussing authors' viewpoints through their writingand in terms of their historical periods.

When questions occur, the following procedures maybe helpful.

Encourage the challenger to read the entireresource prior to discussion.

Reviews of the book available from the publiclibrary, from the annotation in this document, etc.,may be useful.

Attempt to resolve the issue informally throughdiscussion and consensus. The English teacherand administrator could:

explain the selection procedure and criteriaexplain the reason for the book's inclusion inthe English courseindicate that every parent's right to restrict hisor her own child's reading is acknowledged,but that the rights of other parents to have theresource available to their children should alsobe respected.

In the classroom, the teacher can usually respond toa challenge by giving the student a choice ofalternative titles to choose from. Generally, this willdefuse most concerns that may arise.

148 Appendix / 143

Alberta Education has a Controversial issues Policy.Details of the policy follow.

*Controversial issues are those topics which arepublicly sensitive and on which there is no consensusof values or belief. By their nature, controversialissues generate diverse opinions and debate on thedistinctions between right and wrong, justice andinjustice, and on interpretations of fairness andtolerance. They include topics on which reasonablepeople may sincerely disagree.

Opportunities to deal with sensitive issues and topicsare an integral part of the education programs andschooling process in Alberta. Alberta Educationrecognizes that education cannot remain neutral on allissues or avoid all topics that are controversial.Alberta Education also recognizes that courses ofstudy and education programs offered in Albertaschools must handle controversial issues in a mannerthat respects the rights and opinions reflected indifferent perspectives, but that rejects extreme orunethical positions.

For sound judgments to be made, students shouldhave experiences in selecting, organizing andevaluating information. The educational benefits to begained by studying controversial issues include thedevelopment of critical thinking, moral reasoning, andan awareness and understanding of contemporarysociety.

Alberta Education believes that studyingcontroversial issues is important in preparingstudents to participate responsibly in a democraticand pluralistic society. Such study providesopportunities to develop students' capacities tothink clearly, to reason logically, to open-mindedlyand respectfully examine different points of view,and to reach sound judgments.

School Act

25(1) The Minister may do the following:

(e) subject to the right of a board to providereligious instruction, by order prohibit theuse of a course, an education program orinstructional material in schools; . . .

CONTROVERSIALISSUES POLICY

BACKGROUND

POLICY

LEGISLATION

* Source: Alberta Education Policy Manual, Document Number 02-01-07, Alberta Education, September 10, 1991.

144 / Appendix

149

PROCEDURES

Other legislation:

Alberta Bill of Rights, R.S.A. 1980, Chapter A-16

Canadian Charter of Rights and Freedoms,Constitution Act, 1082

The Ministerial Order under section 25(1)(f) of the Actas cited in the Ministerial Orders and Directivessection of this Policy Manual.

1. Sensitivity on the part of teachers, students andother participants in controversial issues shall beexercised to ensure that students and others arenot ridiculed, embarrassed, intimidated ordegraded for positions which they hold oncontroversial issues.

2. Information regarding controversial issues should:(a) represent alternative points of view, subject to

the condition that resources used are notrestricted by any federal or provincial law;

(b) appropriately reflect the maturity, capabilitiesand educational needs of the students:

(c) meet the requirements of provinciallyprescribed and approved courses of study andeducation programs; and

(d) reflect :he neighbourhood and community inwhich the school is located, as well asprovincial, national and international contexts.

3. Controversial issues which have been pre-plannedby the teacher and those which may ariseincidentally in the course of instruction should beused by the teacher to promote critical inquiryrather than advocacy, and to teach students howto think rather than what to think.

4. The school should play a supportive role toparents in the areas of values and moraldevelopment, and shall handle parental decisionsin regard to Controversial Issues with .-aspect andsensitivity.

1.50Appendix / 145

The Controversial Issues Policy should be used as aguide in presenting various points of view about anissue raised in a novel or piece of nonfiction. In part.this policy states in principle, it is an objective of theAlberta educational system to develop students'capacities to think clearly, reason logically, examineall issues and reach sound judgments. Frequentlythese types of works present only one or twoviewpoints on an issue. In discussing the issue inclass, teachers should encourage the discussion ofthe other viewpoints as well.

151

146 / Appendix

AUTHOR INDEX

AAckerman, DianeAdams, DouglasAnthony, MichaelAppleman-Jurman, AliciaAusten, Jane

BBeattie, Owen and John GeigerBell, WilliamBlake, MichaelBradbury, Ray [Fahrenheit 451]Bradbury, Ray

[Something Wicked .]

Braithwaite, MaxBrickhill, PaulBrontë, CharlotteBronte, EmilyBrown, Cassie with Harold HorwoodBuechner, Frederick

CCallahan, StevenCamus, AlbertCarr, EmilyCarson, Ben with Cecil MurpheyCarter, ForrestClarke, Arthur C.Clavell, JamesCormier, RobertCrew, LindaCrichton, MichaelCriddle, Joan D. and

Teeda Butt Mam

DDavies, RobertsonDickens, Charles [Great Expectations]Dickens, Charles [Oliver Twist]Dickens, Charles [A Tale . .]

Dillard, Annie [An American . .] ....Dillard, Annie [Pilgrim at . . .1

Doherty, BerlieDorris, MichaelDostoevsky, FedorDurrell, Gerald

808716

139110

778682

129

20504761

1177624

9310925941571

13281

32131

125

58104

17

7075

12383

119100

26

EEliot, George

FFerguson, KittyFindley, TimothyFinn, Ron with David BoydFitzgerald, F. ScottFlagg, Fannie

GGaines, Ernest J.Golding, WilliamGordon, SheilaGreene, Graham

HHailey, KendallHalvorson, MarilynHambly, BarbaraHansen, Rick and Jim TaylorHemingway, Ernest [A Farewell . .1

Hemingway, Ernest [The Old Man . . ]

Hesse, HermannHiggins, JackHillerman, TonyHouston, JamesHughes, MonicaHuxley, Aldous

KKafka, FranzKeith, Agnes NewtonKeith, Ronald A.Keyes, DanielKing, ThomasKingsolver, BarbaraKinsella, W. P.Knowles, JohnKogawa, Joy

LLaurence, Margaret [A Bird .]

Laurence, Margaret [The Stone Angel]Lawrence, R. D.Lee, HarperLee, Robert MasonLees. GeneLord, WalterLovelace, Earl

19

124114486059

456322

107

120331428

10266

137849241

3754

10529

14085

1349991

6965

53112

7821

141

1222772

152 Author Index / 147

MMaclntyre, R. P.MacLennan, HughMarlyn, JohnMcKinley, Robin

4252

11331

SScrivener, LeslieSolzhenitsyn, AlexanderSpecht, RobertSteinbeck, John [The Grapes . . ]

4913697

103McLuhan, T. C 126 Steinbeck, John [Of Mice .] 88Mick le, Shelley Fraser 67 Steinbeck, John [The Pearl] 40Mitchell, W. 0. 23 Stewart, Walter 89Montgomery, Sy 142 Stinson, Kathy 35Mowat, Farley 39 Such, Peter 18Myers, Walter Dean 130 Suzuki, David 79

N TNeedles, Dan 133 Takashima, Shizuye 46

Tan, Amy 620 Theroux, Paul 108

O'Brien, Robert C. 43 Twain, Mark 11Orwell, George 12 Tyler, Anne [Dinner at ] 56Ostenso, Martha 115 Tyler, Anne [Saint Maybe] 111

P VPaterson, Katherine 38 Voigt, Cynthia 90Paulsen, Gary 36 Vonnegut, Kurt 55Peck, Richard E. 96Potok, Chaim [The Chosen] 128Potok, Chaim [Davita's Harp] 101 Wharton, Edith 57Potok, Chaim [My Name .] 64 White, Robb 34Pratchett, Terry 73 White, Ryan and Ann MariePura, Murray 106 Cunningham 95

Wiese!, Elie 121Wright, L R 138

R Wyndham, John [The Chrysalids] . 13Remarque, Erich Maria 127 Wyndham, John [The Midwich . . .] 135Rich ler, Mordecai 51Roy, Gabrielle [The Road .] 68Roy, Gabrielle [Windt lower] 116

148 / Author Index

153

TITLE INDEX

AAdrift: Seventy-six Days Lost at SeaThe Adventures of Huckleberry FinnAlicia: My StoryAll Quiet on the Western FrontAn American ChildhoodAnimal FarmThe Apprenticeship of Duddy KravitzThe Autobiography of Miss Jane

Pittman

9311

139127751251

45

DeathwatchDinner at the Homesick Restaurant . .

Dragonsbane

EThe Eagle Has LandedThe Education of Little TreeEthan Frome

345614

841557

FB Fahrenheit 451 129

Barometer Rising 52 Fallen Angels 130The Bean Trees 99 A Farewell to Arms 102A Bird in the House 53 Fifth Business 58The Blue Sword 31 Fish House Secrets 35The Book of Small 25 Flowers for Algernon 85Brave New World 54 Forbidden City 86The Broken Cord 119 Fried Green Tomatoes at theThe Bumblebee Flies Anyway 81 Whistle Stop Cafe 59Bush Pilot with a Briefcase: The Frozen in Time: Unlocking the Secrets

Happy-go-lucky Story of of the Franklin Expedition 77Grant McConachie 140

GC The Ghost Walker 78

Cat's Cradle 55 Gifted Hands 94A Child in Prison Camp 46 The Grapes of Wrath 103Children of the River 32 The Great Escape 47The Chosen 128 Great Expectations 104The Chrysalids 13 The Great Gatsby 60Crime and Punishment 100 Green Days by the River 16

D HDances with Wolves 82 Hatchet 36Dare 33 The Hitch Hiker's Guide to theDavita's Harp 101 Galaxy 87The Day I Became an Autodidact: And

the Advice, Adventures, andHunter in the Dark 37

Acrimonies That Befell Me JThereafter 120 Jane Eyre 61

Dear Nobody 83 The Joy Luck Club 62Death and Deliverance: The Haunting Jurassic Park 131

True Story of the Hercules Crashat the North Pole 141 K

Death on the Ice: The Great King Rat 132Newfoundland Sealing Disasterof 1914 76

154Title Index / 149

LLetters from Wingfield Farm 133Lord of the Flies 63Lyddie 38

MMedicine River 134The Metamorphosis 105Metamorphosis: Stages in a Life 79The Midwich Cuckoos 135Mizzly Fitch: The Light, The Sea,

The Storm 106

Monsignor Quixote 107The Moon by Whale Light: And Other

Adventures among Bats. Penguins.Crocodilians, and Whales 80

The Mosquito Coast 108

My Family and Other Animals 26My Name Is Asher Lev 64

NNever Cry Wolf 39Night 121

A Night to Remember 27

0Obasan 65Of Mice and Men 88The Old Man and the Sea 66Oliver Twist 17

On the Lines: The Adventures of aLinesman in the NHL 48

One Day in the Life of Ivan Denisovich 136Oscar Peterson: The Will to Swing . . 122The Outsider 109

The Pearl 40Pilgrim at Tinker Creek 123Pride and Prejudice 110

0The Queen of October 67

RRick Hansen: Man in Motion 28Right Church, Wrong Pew 89

Riverrun 18

The Road Past Altamont 68The Runner 90Ryan White: My Own Story 95

150 / Title Index

SSaint Maybe 111

A Separate Peace 69Shoeless Joe 91

Siddhartha 137

Silas Marner 19

Something for Joey 96Something Wicked This Way Comes 20Stephen Hawking: Quest for a Theory

of Everything 124The Stone Angel 112

The Suspect 138

TA Tale of Two Cities 70Terry Fox: His Story 49A Thief of Time 92Three Came Home 29Tisha: The Story of a Young Teacher

in the Alaska Wilderness 97To Destroy You Is No Loss: The Odyssey

of a Cambodian Family 125To Kill a Mockingbird 21

Touch the Earth: A Self-portrait ofIndian Existence 126

2001: A Space Odyssey 71

Under the Ribs of Death 113

wWaiting for the Rain: A Novel of

South Africa 22Walking with the Great Apes:

Jane Goodall. Dian Fossey,Birute Galdikas 142

The Wars 114Whiteout 41

Who Has Seen the Wind 23Why Shoot the Teacher 50Wild Geese 115

Windflower 116The Wine of Astonishment 72

The Wizard's Tide: A Story 24Wuthering Heights 117Wyrd Sisters 73

Yuletide Blues 42

Z for Zechariah

155

43

ed 373 329 cs 214 451 title novels and …document resume ed 373 329 cs 214 451 title novels and...

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