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  • Written by Katherine Ayres
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  • Written by Katherine Ayres
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Written by Katherine AyresAuthor Alerts:  Random House will alert you to new works by Katherine Ayres

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On Sale: September 09, 2009
Pages: 192 | ISBN: 978-0-307-53801-7
Published by : Yearling RH Childrens Books
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ABOUT THE BOOK ABOUT THE BOOK
ABOUT THE AUTHOR ABOUT THE AUTHOR
PRAISE PRAISE
READER'S GUIDE READER'S GUIDE
Synopsis|Excerpt

Synopsis

Mike Costa has lived his whole life in The Strip, Pittsburgh’s warehouse and factory district. His father’s large Italian family runs a food wholesale business, and Mike is used to the sounds and smells of men working all night to unload the trains that feed the city. But it’s 1933, and the Depression is bringing tough times to everyone. Money problems only add to Mike’s worries about his beloved grandfather, who is getting forgetful and confused.

Mike is being tormented at school by a loud-mouth named Andy Simms, who calls Mike “Macaroni Boy.” But when dead rats start appearing in the streets, that name changes to “Rat Boy.” Around the same time Mike notices that his grandfather is also physically sick. Can whatever is killing the rats be hurting Mike’s grandfather? It’s a mystery Mike urgently needs to solve in this atmospheric, fast-paced story filled with vibrant period detail.


From the Hardcover edition.

Excerpt

1

Macaroni Boy

"Hey! You! Macaroni Boy!"

Mike Costa whirled. He'd recognize that voice anywhere--Andy Simms, the worst kid in the Strip. And I have the rotten luck to have him sitting right next to me in Sister Mary John's sixth-grade class.

As Mike searched the sidewalk and alley behind him, his fingers curled into fists. With weasel-faced Simms on the loose, a guy needed to be ready.

"Macaroni Boy!" The shout came again, louder and closer this time. "I got a present for you."

A small, round blur flew in Mike's direction. He jumped backward, but not in time. Something smacked hard against his legs, spattering as it landed. Cripes, a rotten apple. Before he could take a breath, two more apples hit, mashing brown goo onto his socks and shoes.

"I'll get you for this," Mike shouted, running in the direction the apples had come from.

"Got to catch me first!"

Mike's shoes slapped against the pavement and he rounded the corner by a fruit market. As he raced onto the side street, he caught a glimpse of Simms, half a block ahead, ducking into an alleyway. Shoving past empty vegetable crates, Mike pushed his legs harder and turned into the alley, closing the distance between them.

In the narrow brick confines of the alley, Simms was a moving shadow, but Mike was sturdy and fast. He reached out to grab at Simms' skinny shoulder. "Got you, you punk."

"Says you, Macaroni Boy." Simms twisted away.

Mike ran and reached again, this time catching a good grip on the sleeve of Simms' coat. "You're a louse, Simms," he growled. Pulling closer, he aimed his fist at the kid's jaw and let it fly.

Simms ducked and the blow connected solidly with the side of his head. He grunted, then spun around and shoved, driving Mike belly-first into the railing of a fire escape. Simms yanked hard, freeing his arm.

For a moment Mike couldn't move, couldn't even breathe, his chest hurt so bad. By the time he could stand up and look around, all he could see was a brick wall. He ran his fingers along his ribs--sore, but nothing felt broken. His lungs burned as he tried to catch his breath, but each time he breathed in, a rotting, apple-y smell hit him smack in the nose.

He kicked at an empty tin can and sent it spinning up the alley, wishing he could kick Simms like that and send the bum into the cold, filthy water of the Allegheny River.

Mom would get after him for this, Mike knew. She had enough to do, keeping up with all the ordinary washing and ironing, she didn't need extra. He dragged himself from the alley and checked his legs to see how bad the damage was. His knickers seemed clean enough, but reddish-brown apple slime covered his socks and shoes.

Mike sped along Penn Avenue, past small shops and big food warehouses. He didn't stop until he reached 29th Street and his house. Ducking into the backyard, he peeled off his socks and shoes first. Cripes, even my legs are covered, he thought. If Mom sees this I'll be in for it. Maybe I can clean up quick and nobody will know.

Careful as a cat burglar, he eased open the back door and peered into the kitchen. Nobody. He inched inside and headed for the cellar stairs. Once in the cellar, he grabbed a tin pail and set it under the hot water tap. While the pail filled, he collected old rags and the bar of strong soap Mom used for washing clothes.

Phew. Even the cellar was starting to smell like rotten apples. Mike turned off the water, grabbed the bucket and his supplies and ran back upstairs and outside. The cold stone of the back step chilled his feet, but he didn't let that stop him, just sat down to scrub the mess off. Once his legs looked clean, Mike dried them on an old ripped towel, then dumped the stained socks into the pail, swishing them around to loosen the worst of the muck.

"Hey there, Michael."

Mike looked up to see Grandpap marching across the backyard toward him with his fishing pole over one shoulder. A couple of ugly mud-brown river catfish dangled from a string in his hand. Mike wondered what sort of mood the old man would be in today.

"What you doing, kid?" Grandpap asked, stopping near the step. "And what's that smell? You smell like a cider press."

Good, Mike thought. Grandpap's making sense. It must be one of his good days. "A kid I know, he threw apples at me."

"Got you in the legs, did he? Must have pretty good aim. You get him back?"

"I chased him and I caught him too . . . ," Mike began.

"You scrubbing those socks to help your mother out? Or to keep from getting in trouble?" Grandpap's dark eyes gleamed.

"Both, I guess."

The old man chuckled. "Smart boy. You didn't throw apples, did you? Hard times like we're having, it's a sin to waste good food. Lots of folks are going without."

That wasn't news. It was 1933 and the whole country was suffering from what the newspapers were calling the Great Depression. From New York to California, men were out of work and their families were going hungry. It was a tough time to be in the food business, Mike knew. The family business, Costa Brothers Fine Foods, hadn't folded yet but it sure wasn't raking in mountains of moolah these days.

"Well?" Grandpap asked. "Did you throw apples or not?"

Mike shook his head. "No, sir. I know better than to waste food. I just popped him one with my fist." He went back to soaping his socks.

"Good for you, Michael." Grandpap set down his fishing pole and reached into his pocket for the knife he used to clean fish. "Scrub your shoes off too," he said. "So you won't muck up your mother's clean floors."

"Yes, sir." I'd like to mop the floors with Andy Simms, Mike thought. I'd mop so hard, Mom's floors would shine for a month. And good old Simms, he'd be waterlogged.

". . . Well, boy, what do you say?"

Darn it. Grandpap was looking at Mike as if he expected an answer to a question. Mike hadn't been paying attention, so he didn't know whether he'd missed the question or Grandpap was having one of his forgetful spells.

"What do I say about what?" He shoved his dark hair back from his face.

"My fish, of course. Caught a couple nice ones. Plenty to share. Shall I have your mother fry up some for you?"

He really didn't need this, not on top of Simms. Mike looked down at the pile of fish guts at Grandpap's feet and tried to decide whether Grandpap was joking or the old man really didn't remember that Mike hated fish, especially those nasty-looking, long-whiskered river cats.

A laugh from Grandpap, then a sharp elbow in the ribs told Mike that Grandpap was joking. Okay, this really was a good day.

Mike wrinkled up his nose. "No thanks, Grandpap. You can keep your ugly catfish. I don't eat anything with whiskers. Besides, those fish stink worse than my socks and shoes." He picked up the left shoe and swiped at it with his soapy rag.

Grandpap laughed again. "Tell you what, once you wash off all the mess, dab a little kerosene onto a rag and mix it with shoe polish. That will kill off the smell and your shoes will look as good as new. Nobody will suspect a thing." The old man winked. "Tough guys like us, we gotta stick together."

Mike grinned and winked back. "Thanks."

"You're welcome. And when you get a chance, get rid of this garbage for me, will you?" Grandpap stood and pointed toward the fish heads at his feet.

"Yes, sir." Mike would have to hold his breath to clean up the fish mess, but it was worth it for Grandpap to be in such a good mood. He was like his old self, teasing and joking, Mike realized. That had to be a good sign.

Grandpap carried his cleaned fish into the kitchen as Mike finished wiping off his shoes.

Holding his breath, Mike shoveled Grandpap's mess onto a thick newspaper and studied the bloody fish heads and guts. Nasty, he thought. How could anybody eat fish, especially after cleaning them?

He was bending to fold the newspapers into a tight bundle when an idea crept into his mind, sneaky as a rat. Those fish guts kinda looked like a present, wrapped up nice in newspaper. And by tomorrow they'd be plenty ripe. They'd smell ten times worse than rotten apples.

Do I dare? Sure, I'll do it, he decided, tucking the package between a rock and the back fence. Happy birthday to you, Andy Simms.


From the Hardcover edition.
Katherine Ayres

About Katherine Ayres

Katherine Ayres - Macaroni Boy
Katherine Ayres is the author of Family Tree, which has been named to several state award lists, and North by Night: A Story of the Underground Railroad.
Praise

Praise

“An involving and informative kid’s-eye look at several aspects of city life in the 1930s.”—School Library Journal

“Vivid touches abound.”—Kirkus Reviews


From the Hardcover edition.
Reader's Guide|About the Book|Author Biography|Discussion Questions|Suggestions|Teachers Guide

About the Book

BULLYING: A GUIDE
Macaroni Boy by Katherine Ayres
Blubber by Judy Blume
Spider Boy by Ralph Fletcher
True Blue by Jeffrey Lee
Feather Boy by Nick Springer


The books in this guide all deal with bullying. Use the questions to open discussion with your students on this important topic. Additional themes include challenges, friendships growing up, peer pressure, and self-discovery.

ABOUT BULLYING
Bullying isn’t a new problem in schools. Almost all adults will say that they either encountered or knew a bully in their childhood. Some will say they were victimized, and others will admit to being innocent bystanders. And, some may even reveal that they were bullies themselves.
No one wants to be called names or teased and taunted. No one wants to be left out of a ballgame or a school activity. No one wants their personal belongings ruined or their secrets revealed. New kids in school, and children who are different, especially mentally and physically challenged kids, are often the targets. These kids are already on the outside, and therefore vulnerable. Bullies are seeking attention and want to feel important. They feed their low self-esteem by being mean to others.
Newspapers, magazines, television and radio news are filled with incidents of schoolyard bullying. Why has bullying become such a worldwide issue in schools today? Is bullying the beginning of school violence? Whatever the reasons, schools and parents must develop ways of helping children cope with the local school bully. Children who are being bullied are often quiet about it. The bully may have threatened them if they “tattle” or they may feel embarrassed.
HOW TO RESPOND
Observant adults will notice if a child is quieter than usual, suddenly afraid of going to school, shows a drop in grades, and doesn’t want to play with friends or participate in after school activities. Ask questions. Engage them in conversation about the way they are feeling. Role-play a hypothetical incident. Encourage them to talk with someone they trust. Suggest they write about their feelings in a journal. Give them books to read.

About the Guide

Set in Pittsburgh, Pennsylvania during the Great Depression, 12-year-old Mike Costa risks a bloody battle with Andy Simms, the school bully, when he sets out to solve the unexplained illnesses and deaths plaguing his neighborhood.

About the Author

INTERVIEW WITH JUDY BLUME
Pat Scales (PS): Blubber has been popular with kids since the day it was first published. They continue to read it, and pass it around to their friends. How did you decide to write this novel?

Judy Blume (JB): When my daughter was in fifth grade, she would come home at night and tell us stories about what was going on in her classroom. She was the shy, quiet kid, and the observer, like Rochelle in the book. She was clearly disturbed by what was going on around her. One day she told us that some of her classmates, directed by the class leader, had put a girl in the class on trial. But I don’t think my daughter felt brave enough to jump in and do anything about it. It’s scary because you never know if someone will turn on you, and do that to you. That’s why I think a lot of kids keep quiet.

PS: I think the book remains popular because there are so many kids who identify with each of the characters. There is a Wendy, Linda, and Jill in almost every classroom. And, of course, there are bystanders who, like your daughter, are watching. They all get something out this book, because they can identify in some way.

JB: Pat, you’ve worked with kids for years in schools and you’ve met a lot of kids like Wendy. What do you think makes a Wendy do what she does?

PS: I think a kid like Wendy is seeking popularity, or seeking attention. And if she feels that she is succeeding, she will go after it even more. Sometimes a Wendy is jealous of other classmates, and to bully makes her feel better. It’s typical for a Wendy to tease the kids who are different and vulnerable–kids like Linda Fisher who is perceived by her classmates as being overweight. Picking on a kid like Linda elevates a person like Wendy, and makes her seem important.

JB: Mrs. Minish wasn’t a tuned in teacher, and could have stopped the situation before it got out of hand. Pat, you work with teachers. Do you see the difference in classrooms when teachers are aware of the social dynamics?

PS: Sure, there is a big difference when a teacher is aware of what is going on in the classroom regarding the social interaction of the students. When a teacher is willing to get involved and open a discussion with kids, they can often stop hurtful situations. One of the best ways to deal with bullying and other negative interaction is through using novels like Blubber–allowing the fictional characters to help kids see through this real life situation, and relate it to their own lives.

JB: I think what most kids really want to know is what they can do if it happens to them.

PS: The first thing you should do is to talk with your teacher. If that doesn’t work, you should go to the school counselor or principal. And, you should always talk with your parents, or adults you feel close to, about it. If there’s another kid in the school, maybe not even in your class, but a best friend you can trust, it’s a good idea to talk with them and maybe take them with you when you talk to the principal or counselor, so you don’t feel alone.

JB: A kid who is being bullied feels so humiliated, and because it is such a terrible experience, they don’t want to talk about it. But, like you, I believe the best thing you can do if it happens to you is don’t keep it a secret, because keeping it a secret makes it that much worse. One kid wrote to me and said, “The fear is sickening.” So, don’t keep that fear in. Talk to the people you trust most.

Discussion Guides

1. Ask the class to discuss what causes a person like Andy Simms to become a bully. Why is Mike Costa his special target? Why is Simms so upset that Mike follows him home? How does seeing Andy’s living situation help Mike to better understand him?

2. Mike has no problem coming face to face with Andy Simms. What gives him the courage to face the bully? Compare how Mike Costa deals with his bully to the way Bobby Ballenger deals with Chick Hall in Spider Boy.

3. Joseph, Mike’s friend, suggests that they recruit his older brothers and Mike’s uncles to go with them when they face Andy and his gang. Why doesn’t Mike like the idea? Discuss whether Joseph is a coward. How and why does Mike’s father support his fights with Andy?

4. Andy Simms holds the key to the mystery of why people are getting sick. Mike and Joseph plot ways to get Andy to talk. Joseph wants to beat it out of Andy, but Mike has a different theory–“If you wanted somebody’s help, you had to act polite, even if he was the scum of the earth.” (p. 156) Explain how Mike’s theory works with Andy.

5. Mike solves the mystery by using his head and his heart. Discuss the times when Mike uses his head? When does his heart take over? How might Mike Costa be good at conflict resolution? Andy Simms does say thank-you to Mike Costa. Why is it unlikely that they will become friends?

Suggested Readings

Additional Reading and Activities

Roy Eberhardt, the main character in Hoot, Mike Costa in Macroni Boy, and Robert Nobel in Feather Boy each become involved in social causes. Compare and contrast their social cause, and discuss how their involvement helps them come to terms with their bully.

List the traits of each of the bullies in the 5 novels featured in this guide. How are they alike? How are they different? Which of the victims suffers the most pain? What advice would you give to the victims?

Ask the class to brainstorm classroom rules against bullying. How would such rules be helpful to teachers like Mrs. Minish in Blubber? Consider the above 5 novels and discuss which teachers appear the most aware of the bullying problem. Which parents in the novels appear the most tuned in to the fact that their child is being bullied? How should students, parents, and teachers work together to stop bullying?

To read the complete teachers guide for Hoot, please visit www.randomhouse.com/teachers


RELATED INTERNET SITES

No Bully Alliance
www.nobully.org
This site answers questions about bullying.

National Mental Health Association
www.nmha.org/pbedu/backtoschool/bullying.cfm
This site from the National Mental Health Association discusses the widespread problem of bullying in schools, and suggests ways to help.

Focus Adolescent Services
www.focusas.com/Bullying.html
The website for Focus Adolescent Services discusses what parents and teachers should know about bullying.

Bullying and Your Child
www.kidshealth.org/parent/emotions/behavior/bullies.html
Types of bullying (e.g. physical, verbal, racial, sexual, and emotional intimidation) are discussed at this site.

Bullying: Information for Parents and Teachers
www.lfcc.on.ca/bully.htm
Information for parents and teachers on bullying. This is an excerpt from the second edition of A.S.A.P.: A School-based Anti-Violence Program.

This guide has been prepared by Pat Scales, Director of Library Services, SC Governor’s School for the Arts and Humanities, Greenville.

Teacher's Guide



ABOUT THIS BOOK

During the Great Depression in Pittsburgh, Pennsylvania, 12-year-old Mike Costa faces off with a school bully and tries to solve the mystery behind his grandfather’s illness and the deaths of two hobos.

It’s 1933 in Pittsburgh, Pennsylvania, and 12-year-old Michael Costa sees hunger and suffering all around him, the result of the Great Depression. Mike’s family is doing all right, though, because they own Costa Brothers Fine Foods, and his Grandpap had been a shrewd businessman who did not trust the banks with his money. Mike’s biggest worries are his Grandpap’s dementia and the torment Mike himself suffers at the hand of Andy Simms, a school bully. When his grandfather becomes physically sick, Mike begins to suspect a connection between his grandfather’s illness, the deaths of two hobos, and the great numbers of dead rats in the warehouse district where they live. Mike, along with his best friend Joseph, investigates and finds that Andy Simms may hold the answer to the mysterious illness. It takes courage for Mike to approach the bully, but by solving the mystery, he will help his grandfather and the entire neighborhood.

ABOUT THIS AUTHOR

Katherine Ayres is a founding member of the Playwright’s Lab at the Pittsburgh Public Theater. She teaches writing at Chatham College, where she also coordinates the Master of Arts programs in children’s and adolescent writing. Her middle-grade novels include Macaroni Boy, Stealing South: A Story of the Underground Railroad, Silver Dollar Girl, North by Night: A Story of the Underground Railroad, and Family Tree.

TEACHING IDEAS

PRE-READING ACTIVITY

Ask students to take a photo journey through the Great Depression at the Documenting America Web site (see Internet Resources). Instruct them to use the index and locate specific photographs taken in Pittsburgh. Print the photographs and display them on a bulletin board for further reference.

THEMATIC CONNECTIONS
Questions for Group Discussion

Family
—Describe the Costa family. Discuss Mike’s relationship with Tony. How is Tony more like a brother to him than an uncle? Why are the Costa brothers so upset when Tony decides to join the Civilian Conservation Corps (CCC)? Mike has mixed feelings about Tony joining the CCC. How is he both happy and sad for Tony? Mike’s father keeps telling him to “make the family proud” in school. How does Mike make his father proud at the end of the novel?

Intergenerational Relationships—Start a discussion about Mike’s relationship with his Grandpap. How is Mike in denial regarding his Grandpap’s dementia? What does Mike see about his Grandpap’s condition that his father and uncles don’t see? Have the class talk about why Mike is so determined to prove that his Grandpap is suffering from something more than dementia. Why is his Grandpap such a revered person in the family, especially now that they are in the middle of the Great Depression?

Friendship—How might Mike define friendship? Mike says, “Not every kid had someone like Joseph for a friend.” (p. 152) Describe his friendship with Joseph. What do their families have in common? Discuss whether this contributes to their friendship. Have students write a brief description of each boy from the point of view of the other.

Survival—Mike notices that hobos and men in Shantytown pick up pieces of coal that have dropped off of coal cars from trains passing through. This is considered “insurance against a cold winter’s night and empty pockets.” (p. 11) What does Mike’s family do to help get themselves through these tough times? What do people who have even less than Mike’s family—like Andy Simms and his mother—do? How does Father Cox help the poorest people, the hobos?

Bullying—Discuss the characteristics of a bully. Engage the class in a discussion about why Andy Simms bullies Mike Costa. How and why does Mike’s father support him when he fights Andy? Why is Andy so upset when Mike follows him home? Discuss how Mike deals with Andy’s bullying. Contrast the way Mike handles Andy in the beginning of the novel to the way he handles him in the end. After Mike has helped him, Andy says, “I ain’t gonna say thanks, Macaroni Boy.” (p. 176) Why is it so difficult for Andy to say thanks?

Resourcefulness—Ask students to define resourcefulness. How does Mike’s father teach him to be resourceful? Discuss how this quality in Mike helps him as he conducts the investigation regarding the cause of his Grandpap’s illness. How does his resourcefulness help him in dealing with Andy Simms? How does Mike use his brain and his heart in solving the mysterious illness? Discuss how his father validates Mike’s resourcefulness at the end of the novel.


CONNECTING TO THE CURRICULUM

Language Arts
—Ask students to refer to the photographs from the Great Depression in Pittsburgh (found in the pre-reading activity). Have them write captions and a brief description of each photograph.

Mike and Joseph are intrigued with the famous gangsters Al Capone and Pretty Boy Floyd. Explain the elements of a graphic novel. Then ask students to research the lives of these men, and write a graphic short story about one of these gangsters.

Social Studies—Though making and selling liquor was against the law during the Great Depression, there were people making money off moonshine. Mike and Joseph think that moonshine might be the cause of Grandpap’s illness, and they have a dangerous encounter with the men who are making it. Find out when Prohibition began in the United States. What was the penalty for making and selling moonshine? When did Prohibition end? What are the laws today for selling illegal alcohol in your state?

Mike and Joseph appear to be good investigators. After they are successful with locating the cause of Grandpap and Andy’s illness, they are determined to find out who blew up the bananas. Brainstorm good investigative tactics. What questions can Mike and Joseph ask in their investigation? Have students work in pairs to make a detailed plan for Mike and Joseph’s work.

Tony Costa joins the Civilian Conservation Corps. Have your class research this organization and the many projects they supported during the Great Depression. Each student should write a short paper describing the social contribution that the CCC made to America during this time.

Art—Refer students to the Songs of the Great Depression Web site (see Internet Resources). Ask them to read the lyrics of “Brother, Can You Spare a Dime?” and “We’re in the Money.” What do these lyrics reveal about the condition of the country in 1933? Ask them to illustrate a record album cover for one of these songs.

Science—Mike’s Grandpap suffers from dementia. Ask students to find out the signs of dementia. What is the difference between dementia and Alzheimer’s disease? Which national organizations are responsible for most of the research regarding the cause, treatment, and cure of this disease? Create a brochure for Mike to read that describes his Grandpap’s condition.

Grandpap and Andy Simms are very ill from eating the catfish they caught in the Allegheny River. Water pollution from sewage sources often caused epidemics of cholera and typhoid in the days before regulations were placed on sewage plants. Ask students to find out the symptoms and treatments for these two deadly diseases. Then ask them to make a poster that Mike and Joseph may have made to warn the people on the Strip about these diseases.Encourage students to find out what local agencies regulate sewage plants and water pollution.

Music—Mike’s mother listens to swing music on the radio. Research this type of music. What is its relationship to jazz and the blues? How might swing music been a solace to people during the Great Depression? Some students may wish to find specific examples of swing music to share with the class.

VOCABULARY

The vocabulary in this novel isn’t difficult, but students should be instructed to jot down unfamiliar words and try to define them from the context of the story. Such words may include: agitated (p. 29), ruffians (p. 48), and ethylene (p. 65). Students may also want to identify vocabulary that makes specific reference to the Great Depression. Such words may include soup kitchen (p. 22), hobos (p. 44), and Shantytown (p. 22).

BEYOND THE BOOK

INTERNET RESOURCES

Documenting America
http://memory.loc.gov/ammem/fsowhome.html
This site features photos from the Great Depression from the Library of Congress.

Songs of the Great Depression
www.library.csi.cuny.edu/dept/history/lavender/cherries.html
Song lyrics from the early 1930s.

The Strip District
www.clpgh.org/exhibit/neighborhoods/strip/strip_n10.html
This section of the Carnegie Library of
Pittsburgh’s site gives information about
Father Cox and Shantytown.

Neighbors in the Strip
www.neighborsinthestrip.com
This is the official Web site for Pittsburgh’s Strip
District and includes industrial history as well as information about the Strip today.

Institute for Brain Aging and Dementia
www.alz.uci.edu/index.html
This well-organized site includes answers to
frequently asked questions on dementia,
Alzheimer’s disease, and brain donation.

OTHER TITLES OF INTEREST

Bud, Not Buddy
Christopher Paul Curtis
Great Depression • Family
Resourcefulness • Survival
Intergenerational Relationships
Grades 4-7 / 0-440-41328-1
HC: 0-385-32306-9
Dell Yearling / Delacorte Press

Cat Running
Zilpha Keatley Snyder
Great Depression • Family
Friendship • Survival
Grades 4-7 / 0-440-41152-1
Dell Yearling

A Letter to Mrs. Roosevelt
C. Coco De Young
Great Depression • Family
Friendship • Survival
Grades 3-6 / 0-440-41529-2
HC: 0-385-32633-5
Dell Yearling / Delacorte Press

ABOUT THIS GUIDE

Prepared by Susan Geye, Library Media Specialist, Crowley Ninth Grade Campus, Crowley, Texas.

COPYRIGHT

Prepared by Pat Scales, Director of Library Services, the South Carolina Governor’s School for the Arts and Humanities, Greenville.

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