This is one of those books that I am so glad I decided to pick up. Through this novel, Ms. Woodson gives us insight into a difficult situation that a family might face: that making a major decision can have significant consequences that affect the whole family. As the family in this book learns, making a decision to do the right thing does not necessarily give a person peace and might end up causing other problems. As a good author of contemporary realistic fiction, Ms. Woodson gives us (the readers) a chance to experience a situation that could really happen and allows us the chance to really contemplate and explore the issues at hand. What would we do if we witnessed an injustice such as the one the father sees: an unarmed black boy shot by not one, but two fellow police officers? Would we tell the truth as to what we saw or keep quiet and save the reputation of our friends? If we were part of his family, would we support him in his decision, even if it meant moving, changing our names and our lives. It is not just a story about a family forced to go into the Witness Protection Program, but a story of a family’s struggle to stay intact after such a life-altering choice is made. It is about people trying to find themselves, when everything else has been taken away.
This story is even more poignant since it is told from the point of view of a girl on the precipice of her teenage years. This is already a trying time in a young girl’s life, but when she is challenged by outside forces as well, she is forced to meet this collision head-on. She must ask herself some difficult questions about the world, life, herself, and how she fits into all of this. Ms. Woodson addresses these frustrations and difficulties with honesty, showing each character’s weaknesses along with their strengths. Each of the family members must deal with issues in his or her own way. While the author does not necessarily answer the tough questions brought forth in this novel, she does provide the characters, and us, with a sense of hope. Even decisions to choose right over wrong have consequences. These might not be ideal, but life is what you make of it.
This book is especially suited for 6th through 9th graders. (I would note, though, that the words “damn” and “hell” are used once or twice in the book. These are consistent with the tone of the story and not used gratuitously. I would, perhaps ask the principle what he/she might do about this, while pointing out the great merit of incorporating this coming-of-age story in the curriculum.) I would have the students read the first three chapters in order to figure out what major issue instigates the story; what is the challenge the family faced with. Then I would assign reading in chunks/ sets of pages at a time, having students keep track of how each family member deals with the crisis at hand. I would have them note the turning point for each character and how/ if the character finds peace with these decisions. I would also have students note the use of point of view, asking them why/ how it makes a difference that the story is told by a girl at the beginning of her teenage years. Probing further, I would pose two questions: 1) Why do you think the author chose to tell this story through Toswiah/Evie’s point of view? (Author’s purpose); 2) How would the story have been different if it had been told from a different character’s point of view? Some possible assignments would be: 1) Write another chapter talking about what the family would be like in a year or two (or more), 2) Find a part of the story and write about what happens from the point of view of one of the other characters, 3) Use a graphic organizer to show how each family member deals with the father’s decision and the subsequent move/ becoming part of the Witness Protection Program (see earlier in the paragraph about noting character development; 4) Write about what might have happened had the father made a different decision at the beginning of the story. What decision would that be? What might have occurred? How would people in the story have been affected? All of these assignments would focus on character development, decisions and their consequences, and voice/ point of view. The third assignment would be a good, straight-forward way to see the development of each character. It would also be appropriate for those in need of a visual, clear way of organizing information or students, such as students with Asberger’s Syndrome, to be able to approach the idea of character development, even if they have trouble with the emotional, empathetic aspects of understanding Voice and Point of View. This novel also might be paired with such other works as “Anne Frank: Diary of a Young Girl” (historical/ biography) or other stories that involve preteens and teens dealing with identity issues in circumstances where there are outside forces controlling/affecting their lives. Comparisons and contrasts can be made looking at how these situations affect the child who is already going through the transformation from child to teenager/ teen to adult. How did the characters show personal growth, inner strength, maturity, etc?