BIBLIOGRAPHYAWARD(S) and STARS
- Robert F. Sibert Informational Book Medal, 2001
- Booklist Book Review Stars, 2001
- Bulletin Blue Ribbons, 2000
- Bank Street College of Education Best Children’s Books of the Year, 2001
- Kirkus Book Review Stars, 2000
- School Library Journal book Review Stars, 2000
- YALSA Best Books for Young Adults, 2002
PLOT SUMMARY
In 1888, the greatest blizzard to date hit the East Coast. Lasting for three days, the “white and hostile visitor lurking outside” stopped trains, took down power lines and trapped hundreds of people away from home. This riveting account chronologically takes the reader through the events of the terrible storm, dotted with other historical facts including construction details about the Brooklyn Bridge, the creation of the subway system and other significant winter storms. Follow the individual accounts of various people like Sergeant Francis Long who climbed the 200 feet pole to fix the anemometer which measured and recorded the wind velocity during the storm. Learn how the people survived, or didn’t; adapted to the weather like burrowing in a snow cave to escape the brutal weather; and what changes came about as a result of this mighty natural disaster.CRITICAL ANALYSIS
With sensitivity, humor and documented detail, Jim Murphy shares the harrowing experiences of those affected by the “Great Blizzard” during the 19th century. Without sensualizing the storm, each event is written accurately showing the determination and fortitude of some, the lack of sense of others and the effects of such an unrelenting storm. Written narratively, Murphy weaves first-hand accounts of the storm with newspaper accounts, weather maps, actual photographs and illustrations documenting this traumatic time. Each of these additional features is accompanied by an explanatory caption further enhancing the text’s factual information. Murphy takes the reader beyond the events of the storm by outlining the long-term impact on how we live in the United States today, for example, buried company wires, tougher ordinances for clean streets and detailed emergency plans. Also included are an index and “Notes of Sources and Related Reading Materials” to assist the reader or researcher.
REVIEW EXCERPT(S)
· Booklist (2001) – “Like Murphy's award-winning The Great Fire (1995), this is an example of stellar nonfiction. The haunting jacket illustration grabs attention, and the dramatic power of the splendid narrative, coupled with carefully selected anecdotes, newspaper accounts, and vintage and contemporary photos, will keep the pages turning. Murphy does a fine job describing the incredible storm, the reasons behind the tragic consequences, and the terrifying fates of victims.”
· Children's Literature (2001) - “Murphy provides the personal touch with his accounts of individuals; some survived the storm and others did not. His clear and even-handed approach to describing the details makes this a page-turner.”
· Kirkus (2000) – “Murphy's ability to pull in details that lend context allows him to tell this story of a place in time through the lens of a single, dramatic episode that will engage readers. This is skillfully done: humorous, jaw-dropping, thought-provoking, and chilling.”
CONNECTIONS
- Using a Venn diagram or chart, compare and contrast the blizzard of 1888 to more recent blizzards or with those discussed in the book. Discussion points can be made about the resources that are now available compared to the resources in 1888, what types of equipment are now available for blizzard-like weather, and invite participants to discuss how their families deal with emergency situations.
- The book discusses changes that occurred after this mighty storm such as each community created detailed emergency plans. Students can find out what their community’s emergency plan is for their type of extreme weather (tornadoes, snow storms, hurricanes) and create an educational poster to share with classmates or post in the community.
- This book discusses a natural phenomenon that occurred in 1888. Students may not know much about that time; students can research what the time period was like – what did people wear, what was the transportation like, what kind of music was popular, how many states were there in the United States? Time can be allotted to develop questions to research and then find the answers using various resources. After the information has been researched, students can present the information or write and illustrate an informational paragraph to be compiled into a class book.
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