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Christopher Paul Curtis's Buxton Novels Discussion Guide DISCUSSION GUIDE Grades 3 – 7 Christopher Paul Curtis’s Buxton Novels Meets Common Core State Standards—SEE INSIDE PHOTO CREDIT: UM PHOTO SERVICES, LIN JONES ABOUT THE AUTHOR Hailed as a modern-day Mark Twain, Christopher Paul Curtis grew up in Flint, Michigan. After high school, he spent thirteen years on the assembly line at Fisher Body Flint Plant No. 1, hanging car doors. He graduated from the University of Michigan-Flint, where he began writing fiction. His first novel, The Watsons Go to Birmingham—1963, was awarded both a Newbery Honor and a Coretta Scott King Honor. His second novel, Bud, Not Buddy, won the Newbery Medal and the Coretta Scott King Award in 2000. Elijah of Buxton, his sixth novel, was also a Newbery Honor Book, a Coretta Scott King Award winner, and a Canadian Library Association Book of the Year. Visit Christopher online at nobodybutcurtis.com. GUIDE TO THE COMMON CORE STATE STANDARDS CITED IN THIS GUIDE READING LITERATURE SPEAKING AND LISTENING Key Ideas and Details Comprehension and Collaboration RL. 5-7.1 Refer to details and examples in a text when SL. 5-7.1 Engage effectively in a range of collaborative explaining what the text says explicitly and when drawing discussions (one-on-one, in groups, and teacher-led) inferences from the text. building on others’ ideas and expressing their own clearly. RL. 5-7.2 Determine a theme of a story from details in the SL. 5-7.3 Identify the reasons and evidence a speaker text; summarize the text. provides to support particular points. RL. 5-7.3 Analyze how particular elements of a story or Presentation of Knowledge and Ideas drama interact (e.g., how setting shapes the characters or SL. 5-7.4 Present claims and findings, sequencing ideas plot). logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye Craft and Structure contact, adequate volume, and clear pronunciation. RL. 6-7.4 Determine the meaning of words and phrases as SL. 5-7.6 Adapt speech to a variety of contexts and tasks, they are used in a text, including figurative and connotative demonstrating command of formal English when indicated meanings; analyze the impact of a specific word choice on or appropriate. meaning and tone. Integration of Knowledge and Ideas WRITING RL. 5-7.9 Compare and contrast texts in different forms or Text Types and Purposes genres in terms of their approaches to similar themes and W. 5-7.2 Write information/explanatory texts to examine a topics. topic and convey ideas and information clearly. W. 5-7.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive READING INFORMATIONAL TEXT details, and clear event sequences. Integration of Knowledge and Ideas RI. 5-7.7 Integrate information presented in different media Production and Distribution of Writing or formats (e.g., visually, quantitatively), as well as in words, W. 5-7.4 Produce clear and coherent writing in which the to develop a coherent understanding of a topic or issue. development and organization are appropriate to task. W. 5-7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed LANGUAGE by planning, revising, editing, rewriting, or trying a new Vocabulary Acquisition and Use approach. L. 5-7.4 Determine or clarify the meaning of unknown and W. 5-7.6 Use technology, including the Internet, to produce multiple-meaning words and phrases based on reading and and publish writing, as well as to interact and collaborate context. with others. L. 5-7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meaning. Research to Build and Present Knowledge W. 5-7.7 Conduct short research projects that build knowledge through investigation of different aspects of a HISTORY/SOCIAL STUDIES topic. Integration of Knowledge and Ideas W. 5-7.8 Recall relevant information from experiences or RH. 6-8.7 Integrate visual information (e.g., in charts, gather relevant information from print and digital sources, graphs, photographs, videos, or maps) with other take notes and categorize information, and provide a list of information in print and digital texts. sources. RH. 6-8.8 Distinguish among fact, opinion, and reasoned W. 5-7.9 Draw evidence from literary or informational texts judgment in a text. to support analysis, reflection, and research. ELIJAH OF BUXTON Hardcover: 978-0-439-02344-3 • $16.99 Hardcover in Canada: 978-0-545-155664-6 • CAN $18.99 Paperback: 978-0-439-02345-0 • $7.99 (CAN $8.99) Ebook: 978-0-545-28119-5 • $7.99 Eleven-year-old Elijah lives with his parents in Buxton, Canada, a settlement of runaway slaves near the U.S. border. Elijah is the first child in town to be born free, but he knows about slavery and the meaning of freedom from the stories told by those in his community. Unfortunately, all that most people see is a “fra-gile” boy who’s scared of snakes and tends to talk too much. But Elijah learns a “growned-up” lesson about the untrustworthiness of strangers when a former slave steals money from Elijah’s friend, who has been saving to buy his family out of captivity in the South. Elijah’s efforts help bring his own life full circle when he transports a baby girl to freedom. As a baby, Elijah was made a symbol of hope by Mr. Frederick Douglass, and now he has earned this distinction by becoming the youngest conductor on the Underground Railroad. A NEWBERY HONOR BOOK WInnER OF THE CORETTA SCOTT KING AWARD Winner of the Scott O’Dell Award for Historical Fiction Winner, Canadian Library Association Book of the Year Finalist, Governor General’s Literary Award An American Library Association Notable Book H “Rich, masterful storytelling. no doubt many readers, H “Curtis’s talent for dealing with painful periods of young and old, will finish and say, ‘This is one of the history with grace and sensitivity is as strong as ever.” best books I have ever read.’” —School Library Journal, starred review —Kirkus Reviews, starred review H “A fine, original novel from a gifted storyteller. H “Elijah . is an irresistible character. This arresting, Readers drawn to the book by humor will find surprising novel of reluctant heroism is about nothing themselves, at times, on the edge of their seats in less than nobility.” suspense and, at others, moved to tears.” —Horn Book, starred review —Booklist, starred review PRE-READING ACTIVITY THEMATIC CONNECTIONS Engage the class in a discussion about the Underground TRUST Railroad. In what ways was it like a “railroad”? What was Describe the Right Reverend Deacon Doctor Zephariah the role of the conductor? Ask students to visit or research Connerly the Third, the man Elijah and Cooter call the some of the “stations” in various states along the routes Preacher. What is the first clue that he can’t be trusted? What (www.nps.gov/nr/travel/underground/states.htm). How does Elijah’s father mean when he calls the Preacher “a jackleg did the slaves know that these “stations” were safe? man of the Lord” (p. 53)? Elijah knows that the Preacher can’t Locate Buxton, Ontario, on a map. Determine which be trusted. Why does it take him so long to admit it? Why does “stations” might have served a slave traveling from Virginia. Mr. Leroy put so much faith in the Preacher? Map out a sample route. RI. 5-6.7; RH. 6-8.7 FAMILY Compare and contrast Elijah’s and Cooter’s families. Elijah has CURRICULUM CONNECTIONS the reputation of being “fra-gile.” How does his family try to LANGUAGE ARTS help him deal with this character trait? At what point in the Explain the following simile: “And that means the man [Mr. novel does Elijah’s mother think that he has finally overcome Travis] is on you like a tick, you caint get away from him no his “fra-gile” condition? Explain how Elijah’s family welcomes matter where you go” (p. 78). Find other examples of similes the new free people to Buxton. in the novel. Instruct students to select a favorite scene that involves Elijah, Cooter, or the Preacher and write a simile that FRIENDSHIP describes the situation. L. 5-7.5 Describe Elijah and Cooter’s friendship. How is Elijah a better friend than Cooter? Explain what Mr. Leroy means when he The dialogue in the novel is written in dialect. Ask students says to Elijah, “’member that we gets ’long but I ain’t your to find a favorite passage and rewrite it in Standard English. friend” (p. 100). Why does Mr. Leroy think it’s important that How does this change the authenticity and tone of the story? Elijah understand the difference? Discuss whether Mr. Leroy RL. 6-7.4 ever sees Elijah as a friend. SOCIAL STUDIES RACISM Read about people of the Underground Railroad on the Mr. Leroy is offended when Elijah uses a racial slur. Elijah following website: pathways.thinkport.org/library/people.cfm. explains, “Sir, I only said it ‘cause I hear lots of children say it” Ask students to select one of the lesser-known people and (p. 99). Why would Elijah think that hearing the word makes write a tribute to that person from Elijah’s point of view. Use it okay to say it? How does Mr. Leroy help Elijah understand photographs and maps to enhance the tribute. If possible, have the “hatred” wrapped around the word? Living free in Canada students post their writing on the schoolwide network for doesn’t guarantee the people of Buxton a life without prejudices.
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