Claudette Colvin: Twice Toward Justice (Newbery Honor Book; National Book Award Winner)

By Phillip Hoose

NATIONAL BOOK AWARD WINNER AND NEWBERY HONOR BOOK ● Before Rosa Parks, there was 15-year-old Claudette Colvin. Read the first in-depth account of an important yet largely unknown civil rights figure in this multi-award winning, mega-selling biography from the incomparable Phillip Hoose.

“When it comes to justice, there is no easy way to get it. You can't sugarcoat it. You have to take a stand and say, ‘This is not right.’” —Claudette Colvin

On March 2, 1955, an impassioned teenager, fed up with the daily injustices of Jim Crow segregation, refused to give her seat to a white woman on a segregated bus in Montgomery, Alabama. Instead of being celebrated as Rosa Parks would be just nine months later, fifteen-year-old Claudette Colvin found herself shunned by her classmates and dismissed by community leaders. Undaunted, a year later she dared to challenge segregation again as a key plaintiff in Browder v. Gayle, the landmark case that struck down the segregation laws of Montgomery and swept away the legal underpinnings of the Jim Crow South.

Based on extensive interviews with Claudette Colvin and many others, Phillip Hoose presents the first major biography of a remarkable civil rights hero, skillfully weaving her riveting story into the fabric of the historic Montgomery bus boycott and court case that would change the course of American history.

Awards and Praise for Claudette Colvin: Twice Toward Justice
National Book Award Winner
A Newbery Honor Book
A YALSA Award for Excellence in Nonfiction for Young Adults Finalist
A Robert F. Sibert Honor Book
Amazon.com 100 Biographies and Memoirs to Read in a Lifetime

“Hoose's book, based in part on interviews with Colvin and people who knew her—finally gives her the credit she deserves.” —The New York Times Book Review

“Claudette's eloquent bravery is unforgettable.” —The Wall Street Journal

★ “This inspiring title shows the incredible difference that a single young person can make.” —Booklist, starred review

• Language: English
• Publisher: Macmillan Publishers
• Release date: Jan 20, 2009
• ISBN: 9781429948210

Phillip Hoose

Phillip Hoose is an award-winning author of books, essays, stories, songs and articles. Although he first wrote for adults, he turned his attention to children and young adults in part to keep up with his own daughters. His book Claudette Colvin won a National Book Award and was dubbed a Publisher's Weekly Best Book of 2009. He is also the author of Hey, Little Ant, co-authored by his daughter, Hannah; It’s Our World, Too!; The Race to Save the Lord God Bird; The Boys Who Challenged Hitler; and We Were There, Too!, a National Book Award finalist. He has received a Jane Addams Children’s Book Award, a Christopher Award, a Boston Globe-Horn Book Award, and multiple Robert F. Sibert Honor Awards, among numerous honors. He was born in South Bend, Indiana, and grew up in the towns of South Bend, Angola, and Speedway, Indiana. He was educated at Indiana University and the Yale School of Forestry. He lives in Portland, Maine.

Book preview

CLAUDETTE COLVIN:

TWICE TOWARD JUSTICE

ALSO BY PHILLIP HOOSE

Building an Ark: Tools for the Preservation of Natural Diversity Through Land Protection

Hoosiers: The Fabulous Basketball Life of Indiana

Necessities: Racial Barriers in American Sports

It’s Our World, Too!: Young People Who Are Making a Difference

Hey, Little Ant (with Hannah Hoose)

We Were There, Too!: Young People in U.S. History

The Race to Save the Lord God Bird

Perfect, Once Removed: When Baseball Was All the World to Me

CLAUDETTE COLVIN:

TWICE TOWARD JUSTICE

BY PHILLIP HOOSE

pub

Text copyright © 2009 by Phillip Hoose

All rights reserved

Distributed in Canada by Douglas & McIntyre Ltd.

Printed in the United States of America

Designed by Jay Colvin

First edition, 2009

1 3 5 7 9 10 8 6 4 2

www.fsgteen.com

Library of Congress Cataloging-in-Publication Data

Hoose, Phillip M., date.

Claudette Colvin : twice toward justice / by Phillip Hoose.—1st ed.

p. cm.

Includes bibliographical references and index.

ISBN-13: 978-0-374-31322-7

ISBN-10: 0-374-31322-9

1. Colvin, Claudette, 1939–—Juvenile literature. 2. African Americans—Alabama—Montgomery—Biography—Juvenile literature. 3. African American civil rights workers—Alabama—Montgomery—Biography—Juvenile literature. 4. African American teenage girls—Alabama—Montgomery—Biography—Juvenile literature. 5. African Americans—Segregation—Alabama—Montgomery—History—Juvenile literature. 6. Segregation in transportation—Alabama—Montgomery—History—Juvenile literature. 7. Montgomery (Ala.)—Biography—Juvenile literature. 8. Montgomery (Ala.)—Race relations—History—20th century—Juvenile literature. I. Title.

F334.M753C6554 2009

323.092—dc22

[B]

2008005435

The Black Man Speaks, from The Collected Poems of Langston Hughes by Langston Hughes, edited by Arnold Rampersad with David Roessel, associate editor, copyright © 1994 by the Estate of Langston Hughes. Used by permission of Alfred A. Knopf, a division of Random House, Inc.

Still I Rise, copyright © 1978 by Maya Angelou, from And Still I Rise by Maya Angelou. Used by permission of Random House, Inc.

To Gerald E. Talbot,

for keeping alive the history of African-American life in Maine

—P.H.

CONTENTS

PART ONE

FIRST CRY

Injustice anywhere is a threat to justice everywhere.

—Dr. Martin Luther King, Jr.

f0002-01

CHAPTER ONE

JIM CROW AND THE DETESTED NUMBER TEN

I swear to the Lord

I still can’t see

Why Democracy means

Everybody but me.

—Langston Hughes

CLAUDETTE C OLVIN : I was about four years old the first time I ever saw what happened when you acted up to whites. I was standing in line at the general store when this little white boy cut in front of me. Then some older white kids came in through the door and started laughing. I turned around to see what they were laughing at. They were pointing at me. The little white boy said, Let me see, let me see, too. For some reason they all wanted to see my hands. I held my hands up, palms out, and he put his hands up against my hands. Touched them. The older kids doubled up laughing. My mother saw us, and she saw that the boy’s mother was watching. Then my mom came straight across the room, raised her hand, and gave me a backhand slap across my face. I burst into tears. She said, Don’t you know you’re not supposed to touch them? The white boy’s mother nodded at my mom and said, That’s right, Mary.

That’s how I learned I should never touch another white person again.

common

IF, LIKE CLAUDETTE COLVIN, you grew up black in central Alabama during the 1940s and 1950s, Jim Crow controlled your life from womb to tomb. Black and white babies were born in separate hospitals, lived their adult lives apart from one another, and were buried in separate cemeteries. The races were segregated by a dense, carefully woven web of laws, signs, partitions, arrows, ordinances, unequal opportunities, rules, insults, threats, and customs—often backed up by violence. Together, the whole system of racial segregation was known as Jim Crow.

Jim Crow’s job was not only to separate the races but to keep blacks poor. In 1950, nearly three in five black women in Montgomery, Alabama’s capital city, worked as maids for white families, and almost three-quarters of employed black men mowed lawns and did other kinds of unskilled labor. The average black worker made about half as much money as the average white. The only professional jobs . . . open to blacks were . . . pastoring a black church and schoolteaching, which was open because of segregated schools, recalled the Reverend Ralph Abernathy, the minister of the First Baptist Church in Montgomery during the 1950s.

Jim Crow kept blacks and whites from learning together, playing or eating meals together, working or riding buses or trains together, worshiping with one another, even going up and down in the same elevator or throwing a ball back and forth in the same park. Black and white citizens drank water from separate fountains and used different bathrooms. They were forbidden to play sports on the same team, marry one another, or swim together in the same pool.

WHO WAS JIM CROW?

Between the 1830s and the 1950s, minstrel shows starred white performers who smeared burnt cork on their faces and ridiculed African-American life. Thomas Daddy Rice is credited with popularizing minstrel shows with the song Jump Jim Crow, which, he said, he’d heard from a black singer. After the sheet music sold widely, Jim Crow became a standard character in minstrel shows and then evolved into a term to represent the whole system of laws and customs that segregated black and white Americans.

f0004-01f0005-01

The Jim Crow South

f0006-01f0006-02

Some of the segregation laws didn’t matter too much in the daily lives of black citizens, but the bus was different. Riding the bus was like having a sore tooth that never quit aching. Montgomery’s neighborhoods were spread out, and the maids and yard boys—people like Claudette Colvin’s parents who scraped together a few dollars a day by attending to the needs of white families—depended on the buses to reach the homes of their white employers. Thousands of students also rode the buses to school from the time they were little, learning the transfer points and schedules by heart. They gathered in clusters at the corners, chatting and teasing and cramming for tests, until the green and gold buses chugged into view and the doors snapped open. Most blacks had to ride the bus.

But everything about riding a bus was humiliating for black passengers. All riders entered through the front door and dropped their dimes in the fare box near the driver. But, unless the entire white section was empty, blacks alone had to get back off the bus and reenter through the rear door. Sometimes the driver pulled away while black passengers were still standing outside.

In other Southern cities, like Atlanta and Nashville and Mobile, black passengers sat in the back and whites sat in the front of the bus, with the two groups coming together in the middle as the bus filled up. When all the seats were taken, riders of both races stood.

MONTGOMERY: TRANSPORTATION PIONEER

In 1886, Montgomery became the first city in the Western Hemisphere to convert a street railway system to electricity. The trolley line was proudly known as the Lightning Route. Twenty years later, on November 23, 1906, Montgomery also became the first U.S. city to totally segregate public transportation. A city ordinance passed on that day said blacks in all public accommodations had to be completely separated from whites. Despite the grumblings of the trolley company owners, who did not want to pay for new cars, totally separate trolley cars for blacks were established.

But Montgomery had its own rules and traditions. Here, each bus had thirty-six seats. The first four rows of seats, which held ten passengers, were reserved for white passengers only. Day after day weary black passengers remained standing over empty seats in front. Trying to hold on to their packages and small children, they jostled for balance even as the aisles became jammed with dozens of seatless passengers. Seating behind the first ten seats was up to the driver, who constantly glanced into the mirror above his head to keep track of who was sitting where. If the ten white seats in front were filled, the driver ordered black passengers to surrender their seats in the middle and rear of the bus to newly boarding white passengers. In fact, if even one white passenger wanted to sit in a row occupied by four black riders, the driver would glance up and yell, I need those seats! All four blacks were expected to stand up and make their way to the rear.

It didn’t matter if they were elderly, pregnant, ill, or balancing children on their laps. It also didn’t matter that the city bus law—or ordinance, as city laws are called—had said since 1900 that no rider had to give up a seat unless another was available. Drivers simply ignored the law until it became customary for blacks to move when the driver told them to. When he said to get up, he expected people to get up, and they did. If there were no seats left in the rear, black passengers were simply out of luck.

The Montgomery City Lines bus company hired tough men to command their buses. And Montgomery’s city ordinance gave them police powers. Every driver understood from the day he was hired that his main job, other than driving the bus, was to enforce the Jim Crow rules. Some drivers carried pistols.

Having to stand up at the end of a long day within plain sight of an empty seat was both depressing and infuriating. The ten empty seats became an obsession to weary workers, wrote Jo Ann Robinson, an English professor at Alabama State College at the time. "The number ten became a damnable number . . . Nobody wanted that number on anything that belonged to him. And being packed together inside a small tube magnified the rudeness of segregation. There were no Negro drivers, recalled Martin Luther King, Jr., of the Montgomery buses. It was not uncommon to hear [drivers] referring to Negro passengers as . . . ‘black cows’ and ‘black apes.’ "

Over the years, a few black riders stood up to the drivers. In 1946 Geneva Johnson was arrested for talking back to a driver and not having the correct change. Charged with disorderly conduct, she paid a fine and her case was dismissed. A few years later Viola White and Katie Wingfield were arrested for sitting in seats reserved for whites. They also pleaded guilty and paid fines.

In the summer of 1949, sixteen-year-old Edwina Johnson and her brother Marshall, one year younger, had come down from New Jersey to visit relatives in Montgomery. During their stay they climbed aboard a city bus and sat down next to a white man and his son. The white boy ordered Marshall to move. Deeply offended, Marshall refused. The driver twice ordered the Johnsons to the back, but they stayed put. Why should things be different here than back home? The exasperated driver radioed police, who were waiting at the

Reviews for Claudette Colvin

[bell7_1 · Rating: 3 out of 5 stars]

When the Montgomery bus boycott began, Rosa Parks may have been at the center of the protest, but she was not the first African American to refuse to give up her seat on the bus for a white person. Nine months before that, teenager Claudette Colvin had done the same thing, and was arrested and treated brutally for her troubles. Though largely forgotten by history, her actions and the subsequent court case in which she testified were instrumental in changing the laws about where white and black people could sit on the bus.Drawing extensively on interviews with Claudette Colvin and quoting substantially from them, Philip Hoose does a nice job of shedding light on a nearly forgotten person in the civil rights movement. The narrator does a nice job with the sidebars and infusing Ms. Colvin's interviews with emotion. My rating on this one suffers a bit partially because it's for young readers and having the American court system's workings explained overmuch for me. There were elements I wish were explored more that just wouldn't have worked for a kid's book. Also, because I was listening to the audio before I fell asleep, it was sort of drawn out for me "reading" even though it was short and probably felt more repetitive than it was because I had to keep rewinding back to where I left off before falling asleep so that I didn't miss anything.

[rdthomps · Rating: 5 out of 5 stars]

I'm not going to lie. Usually when the Civil Rights movement is covered in any of my English or Social Science courses, I feel discouraged and resigned. I did not always feel this way. Over the course of a LOT of years of formal schooling, I began to harbor these feelings not because I don't sympathize with the plight and struggle of African Americans, but rather because of all historical events that have been covered in my classes, Jim Crow was without a doubt studied the most. Honestly though, was it really "studied"? The same events with the same actors were covered over and over: Brown v. Board, Rosa Parks, the Bus Boycott, etc. Is that studying or is that beating a dead horse? Am I the only one who feels this way? Needless to say, I was intrigued when I picked up this book. I got a sense that its topic was the Civil Rights movement, but I had never before heard of Claudette Colvin. If someone had written this book's title only on a blank piece of paper and showed it to me, I may have guessed its topic correctly on the fifth try. That's how little I have heard of Claudette Colvin during my time in school. What a shame that is. After I read this book, I began to wonder why Rosa Parks gets all the attention. Her job was easy by comparison, a fact I didn't know until I had finished this book. The real sacrifice, the real dirty work, was performed by Ms. Colvin. For what this book revealed, I can honestly say that this is the best book pertaining to the Civil Rights movement I have ever read and it has by itself served to enhance my interest in the period. Phillip Hoose really did a lot of painstaking work to compile this information in a readable manner, and the fruits of his labor glisten. I like the way Hoose sprinkled his fourteen interviews with Ms. Colvin at random points throughout the book. He did it in such a way that the book's organization revolves around her words, which really in my view brings home how authoritative this book is. A lot of what Colvin had to say was anecdotal in that it dealt with her early life and how life was in Montgomery in general, while the rest of it dealt with her experiences in the context of the Civil Rights movement itself. Hoose organizes this information nicely, placing the anecdotal in the front and the historical and informational dialogue later on to fit the course of his narrative. I couldn't help but be reminded of my AP English Composition class as I was reading the first half of this book. We had studied the art of the Vignette, and I think this first half fits the bill of a Vignette nicely, or at least it served as a reminder to me of it. A story is told, then is interrupted by a contextual anecdote about daily life, the story resumes, is interrupted again, and the process repeats. The result is often a humorous yet poignantly humanizing account of life, a broad contextual portrayal of existence--I suppose for this course the closest parallel is the photographic essay. Organizing the book in this manner really did a good job exposing how brutally Ms. Colvin was treated and how shamefully Jim Crow influenced Alabama and the rest of the South during this time period (but especially Alabama). I also appreciated the manner in which the reader's unasked questions are answered by Hoose. Some authors seem to have a natural gift of perceiving which questions could arise from the words they write down. As Kelly Gallagher likes to say, the best readers are the best writers, and the best writers are the best readers. I have no doubt that Mr. Hoose is very well-read. Hoose makes sure to include several possible reasons why Ms. Colvin has been forgotten in the annals of history (e.g. her out-of-wedlock pregnancy, her teen-aged disposition, her lack of social stature even among the black community, etc.), and why Rosa Parks was seen as a better replacement for possessing virtually the opposite characteristics as Ms. Colvin (esteem that comes with age, occupational respect, etc.). Even during this time period, it seems that black familial and friendly relationships were communitarian in nature, and Hoose does a good job describing to the reader who is related to whom as well as outlining the interesting dynamics that existed between "ordinary" blacks and those who were seen as pioneers of the Civil Rights era (MLK, Rosa Parks, E.D. Nixon, Jo Ann Robinson, Fred Gray, etc.). I also appreciated how Hoose reminds us that Brown v. Board was important but that the Gayle v. Browder case has been overlooked in history. I completely agree with this. Brown v. Board only dealt with segregation in schools, but Gayle v. Browder seemed to be more broadly applicable to all public transportation. This book is just a fantastic read and a real page-turner, and the breadth of primary source content as well as the voluminous amount of citations at the end of the book really emphasizes the book's documentary nature and makes it authoritative. It seems to me that this book could have a broad range of appeal as well. I would definitely consider using this book in any social studies class, particularly in the lower grades of high school and possibly even the higher grades as well. I feel this way because the reading level seems more advanced compared with the books I have studied for this class thus far, and the picture illustrations, while relevant and interesting; seem less frequent. I think that's a good thing though. It's the content that's important here. We are talking about fundamental human rights, after all.

[desirichter · Rating: 4 out of 5 stars]

Reading Phillip Hoose's, Claudette Colvin: Twice Toward Justice had a redemptive quality to it, and the thing being redeemed wasn't Claudette herself or even the rights of African Americans (though to be sure this was an important thread in the narrative). The thing being redeemed was Claudette's story itself, her well-deserved place in the Civil Rights movement. Hoose went to great lengths to embed Claudette's actions in in history such a way that their import was obvious to readers. Every line seems penned with the intent to rightly situate a young Claudette within the milieu of her times, to show how she was both a product of and a changer of those times, to right what I think Hoose and Claudette view as an epic oversight of her bravery (twice). Even the title, Twice Toward Justice, seems linked to Hoose's cause. I can't help but wonder if Hoose's choice is a bit double entendric. With boldness and clarity of purpose, Claudette Colvin twice fought back against the regime that threatened her very existence; yet twice her bravery was seemingly overlooked. Hoose wanted to remind us all of Claudette's unflinching stands, and in doing so, he brought justice to Claudette. Hence the redemption. How did Hoose accomplish his mission? How did he frame Claudette's story so that it had the gravitas, that resounding "thud" that would make reader's stop and say, "This woman made history! Why haven't I ever heard of her before?" Beyond a very apt title, he did this by simply telling her story, many times in her own words. Claudette's story is told in a way that I term "documentary" style. I can easily picture viewing this book as a film, the camera zooming back and forth between the big, "This is life according to Jim Crow" and Claudette's, "Here's how it was for me" moments. A narrator (who would be the perfect cast for this? Morgan Freeman?) could take on the third person portions of the book, and Claudette herself could speak the first person parts, sometimes with pictures from the text scrolling across the screen, sometimes with the lens capturing Claudette's steady gaze. I would watch this film in a heartbeat. But, since that film doesn't exist except for in my brain, I think that Hoose gave us the next best thing: He used third person to contextualize Claudette's actions and first person to bring those reflections into sharp focus. (I guess I can content myself with inserting Morgan Freeman's voice and saying "roll tape" in my head). Every chapter included this toggling back and forth between perspectives, and the reader is clued into a "scene change" by textual markers. Bolded typeface, ellipses and all caps let us know when we are hearing the narrator and when we are encountering Claudette in her own words. I love Hoose's approach. If the whole narrative had been in either first or third person, I think it's possible that Claudette's words would have become watered down. As it stands, the organization caused me to sit up and take notice whenever Claudette herself was clearly speaking. Passages like this, "Claudette was still furious about Jeremiah Reeve's plight, when, on the first day of her sophomore year, she met someone who gave her the confidence to transform her anger into action" proved a satisfying lead in into their subsequent first person sections like this: "Miss Geraldine Nesbitt dressed sharp – more like a saleslady than a schoolteacher. She was slender and petite..." What an effective use of alternating point of view on Hoose's part. And while all aspects of the book, encylopedic-like entries clarifying what Jim-Crow is, served to anchor this text in the reality, this simple toggling between perspectives (with clear textual delineations between the two) employed in every chapter is, in my view, the most powerful organizational tool that Hoose used to redeem Claudette's lost place in history. The writer in me labels this the "zoom in/zoom out" approach and thinks "Oooh, I wanna try that!"

[salsabrarian · Rating: 4 out of 5 stars]

Before Rosa Parks, there was Claudette Colvin who refused to give up her seat on the bus for a white woman. This is a readable and compelling account of how one teenager, frustrated with the adults around her putting up with Jim Crow ways, finally rebelled against the system. Unfortunately, she wasn't the desired "face" for the movement because of her background. An adult Claudette recalls her experiences and emotions through interviews with the author. Descriptions of the detailed organization of the boycott, leadership behind-the-scenes and the Browder vs Gayle trial clearly show young readers what a pivotal moment the bus boycott was in civil rights history, and that, yes, young people CAN make a difference.

[spoko_1 · Rating: 5 out of 5 stars]

I was surprised at how good this was. I got it for my daughter, and thought I would read it alongside her. So glad I did, because it lets you see the Civil Rights struggle through fresh eyes. Colvin is an unsung hero; I thought I knew her story, but I feel now like I didn't know the half of it.

[ssperson_1 · Rating: 5 out of 5 stars]

The story of Claudette Colvin, a teenager who refused to give up her seat to a white woman on a Birmingham bus almost a year before Rosa Parks made headlines for the same thing, is especially poignant in our troubled times. The descriptions of what black people had to deal with on the bus system in Birmingham, as well as what people (even the police) did to boycotters and those who supported them and testified in court about the boycotts is horrifying.

The narrator of this book was very good, and did a great job of differentiating Claudette's voice from the others quoted in the book and the narrative of the book.

[ehwall · Rating: 5 out of 5 stars]

I am amazed at not only how well this book is researched, but the detail to which that research is documented. Over 20 pages in the back of the book are dedicated to bibliographies, acknowledgments, notes, and even an additional interview with Claudette herself. All quotes from primary sources are cited and even a note asking any party that feels they were not acknowledged properly to contact Mr. Hoose to be acknowledged in future editions. Phillip Hoose wants this book to feel as authentic as possible and that goal is achieved only through thorough combing of primary sources. He went to Birmingham, visited the house where Claudette was raised, and spoke with the people involved in the events leading up to the bus boycott.

The extremely liberal use of quotations really made the book feel like a story; almost half of the book was told from the point of view of Ms. Colvin in the first person. As the reader moves through Claudette's life, we feel more and more attached to the "character". Especially being from the south, the language was very relatable and could be easily read by most readers above a third grade reading level. The comfortable font being broken up by photographs and information boxes also helps the book read so easily.

[lavaturtle · Rating: 4 out of 5 stars]

I didn't realize when I requested this book from the library that it was a juvenile book. Fortunately, while the writing style is somewhat simplified, it doesn't shy away from actually telling the history it's about. Claudette Colvin's personal story is intertwined with details about the Montgomery Bus Boycott. I learned a lot about Colvin's activism, and about Browder v. Gayle, the case that struck down the segregation law. Would definitely recommend to anyone who wants a quick read to learn more about this chapter of the civil rights movement.

[bookwyrmm_1 · Rating: 4 out of 5 stars]

This reminded me of the type of biographies that I actually enjoyed reading when I was a preteen (and would use as sources for high school papers). Very cool to read about a little-known civil rights activist.

[gemerritt · Rating: 3 out of 5 stars]

I enjoyed this book more than I thought I would. Although some of the inserts were a bit distracting, most of the pictures and captions were nicely done. The reading level is at times higher than some forms of YA, but this would not be out of place from any 5th through 7th grade discussion on racial equality and personal experience writing.

[tahamilton-1 · Rating: 5 out of 5 stars]

Claudette Colvin: Twice Toward Justice is about a young girl named Claudette who refused to give her seat up to a white person on a bus nine months before Rosa Parks did. She was also a key witness in Browder v. Gayle court case, which ended legal segregation on buses.

I really liked the way the book was organized and the content the author decided to contain. The opening paragraph was very intense and kind of slapped the reader across the face with a reality. A white child walking up to Claudette, and touching her hands in fascination, while he and his friends giggle and snicker. Then Claudette’s mother comes and slaps her across the face, and tells her “Don’t you know you’re not supposed to touch them,” while the white boy’s mother praises her. “That’s right Mary.”

The book chronicles not just Claudette’s eventual civil rights landmark, but her early life growing up. The book makes sure to present herself as a person and not just an unknown, untouchable figure. The author did an excellent job of intertwining historical facts with Claudette’s own personal accounts of what happened throughout her life. The author also included background information in black boxes, to help the reader understand certain people, events, and places better. I thought it was an excellent idea for the author to include one of his interviews with Claudette where she answered some of the most asked questions. It felt like we were included in a conversation with a person who was both reflecting on their experience and still very present in their experience.

I think this was an excellent book and I would definitely use it in my English class. I could use it several ways, but one subject that I would definitely explore with my students is, the idea of perception and how it shapes our reality. Claudette didn’t have the right “look” or the right “life.” Even though at the time she wasn’t pregnant, Claudette being an unwed teenage mother with a light skinned baby wasn’t what some in the civil rights movement wanted to represent as the face of their movement. Because of this so many people believe that Rosa Parks was the first person to not give up her seat on a bus. The reality is that wasn’t true and knowing the story of Claudette changes people’s perspective and therefore the reality of the situation.

[j.davidson · Rating: 5 out of 5 stars]

Phillip Hoose's award-winning biography of Claudette Coleman follows the life and times of a 1950's Alabama teen who chose to oppose segregation in the heart of the Deep South. The author hooked me with the first chapter and kept me engaged throughout with the narrative of Colvin's life, told from both Claudette's personal accounts as well as through a historical lens. Although the book centers on Colvin's life, particularly the years when she was actively challenging segregation in the court system, it also sheds light on the people and events surrounding the African American struggle for civil liberty. The bulk of events in the book take place essentially in one year, but the scope was far wider than such a short length of time. When I think back on the happenings in and around Montgomerey, I guess I never gave as much attention to particular years as I did to the decade as a whole. This said, it's amazing how much happened in such a short time. Hoose does a great job of touching on the multitude of events without losing focus on Colvin's story.

Structurally, the book follows a chronological order after the first chapter, beginning with Claudette's birth and ending with a conversation between her and the author in present time. The narrative structure made the book a great read for me personally, as it held my interest throughout. I really enjoyed the use of so many direct quotes, both recounted from cited works as well as from Colvin's interviews. The narrative becomes so rich with dialogue that at times it's easy to forget one is reading a work of nonfiction, for it takes on the essence of fictional prose. This was particularly true for me during the chapter that covered the Browdre v. Gayle case. The narration itself is clever as well, splitting time between first and third person. I've read other books, fiction and nonfiction alike, where this technique can muddy the text, but Hoose does a great job of intertwining the two while keeping clarity. Internally, there are examples of cause and effect structures, as the events of the book are based on multiple legal decisions and their respective ramifications.

The book makes good use of organization within its structure. Following a table of contents, the text is divided into two parts, each representing one of Colvin's chance for justice. Both parts have relevant chapters that follow, chronicling Colvin's life as well as events of the time in a clear, concise, logical pattern. Inserted information appears in both blocks and sidebars throughout the book, providing details on relative people, places, events and laws during the years of civil rights activism. An epilogue extends the story from1957 to the current time, told again in split narration. In the author's note and afterword, Hoose tells us of his inspiration as well as his struggle to make the book happen, mostly due to Colvin's secluded nature. It also has an interview with Colvin in which she talk about her life today. A well organized bibliography and index complete the text.

[charleshollis · Rating: 4 out of 5 stars]

I greatly enjoyed this book because it actually sought to portray a more human element to the Civil Rights Movement, particularly the Montgomery Bus Boycott. I found it very interesting because rather than showing the participants as pure figures acting purely upon ideals, I showed that there was a set plan of action to achieve the goals of their movement. While some may find their shrewdly setting aside Colvin in favor of their plan for Parks objectionable and apt to portray the leaders in a negative light, I felt that it actually provided the NAACP with far more agency. They were concious of how they would be precieved and worked within the social expectations to dismantle the oppressive injustices afflicting them. On the topic of agency, I also liked how Hoose's presentation of events credited the Blacks on the ground of the movement with effecting change rather than perpetuating the tired trope that the White Federal Government GAVE them their rights. It is a far better, and more accurate, tale to say that these were rights WON. Speaking about Colvin herself, there has been a trend in the study of History to place greater focus and emphasis on the faceless actors of History and their contributions to it, rather than the great figures credited with effecting massive changes. To this end, the book is no different and I appreciate that this author has written about someone that very few people have heard about, but who sparked a larger movement.
Finally, I greatly enjoyed the format of the book in that there was a flow back and forth between the first person narrative of Ms. Colvin and the author's providing background information on the situation in Montgomery to place her testemony in a broader perspective

[jrnewman-1 · Rating: 5 out of 5 stars]

This was a really great book, though it was somewhat strangely organized. My own classes in high school never even mentioned Claudette Colvin. The civil rights era is generally covered in some detail in middle and high schools, but the focus tends to be on Dr. King and Rosa Parks more than anyone or anything else. This account of the Montgomery bus boycott felt different, and more personal than any I have ever read before. Furthermore, hearing about the struggles and trials of the girl who was arguably the catalyst for the bus boycott would likely engage many high school students more effectively than some more "objectively" situated narratives. This book will be added to my collection.
Learning the history and some details of the community interactions surrounding the twenty one months of the boycott was enlightening, and it brought up a whole slew of questions and thoughts on the intricacies of the ever evolving social climate of the United States. For example, the way that Claudette Colvin was treated in the wake of her court appearance by virtue of the fact that she was an unwed mother with a light skinned baby could an excellent segue into discussions of gender and racial intersectionality and the ways that various factors play into our relationship with the hierarchical power structures upon which oppression is built.
I did take some issue with the organization of the book. Yes, the chronological flow was good, and I appreciated the inclusion of segments from interviews with Ms. Colvin, but the picture and sidebars were somewhat disorganized and inconsistently useful. Furthermore, the sudden, jarring inclusion of and all-black page stating "PART TWO" is completely unnecessary and strange - to say the least. Right before part two is the transition into part two which is simply a logical continuation in the flow of the book. It would have felt like an out of place mile marker sign at the center of a trail if it weren't for the fact that it appears so near to the end of the book anyway. Why did the author suddenly need a break between two chapters which happen in logical continuity with one another and the rest of the book? I will admit that this one bit of strangeness probably bothered me more than it should, and that, on the whole, the book is of such good quality that I would still highly recommend it to anyone curious about this chapter in the civil rights movement.

[mpresti-1 · Rating: 5 out of 5 stars]

This is truly an amazing addition to history. Claudette Colvin's story, together with Philip Hoose's historical portrayal, brings new life to the history of African American struggle against racial segregation. We are accustomed to hear the names of Rosa Parks and Martin Luther King Jr. whenever the Montgomery Bus Boycott comes up in discussions. This book makes us question why we have never heard of Claudette Colvin. I, for one, had never heard of her story before reading this book. As the story gradually unravels, we come to discover that it was her example, almost a year earlier than Rosa Parks' demonstration, that sparked the desire for the Boycott. We also learn that she was shunned publicly by the black leaders in the civil rights movement for being too young and for having a light-skinned baby.

As the book presents various facets of the situation in Montgomery of which few today are aware, this book is excellent for young adult readers interested in the civil rights movement. Colvin is presented as an initiator of the spirit of revolt on the buses, while Hoose places her in a long line-up of African American bus rabble-rousers. When history books usually speak of Montgomery, there is usually no mention that there was constant unrest on the buses, or that the bus drivers were given police authority. As the story unfolds, Hoose shows how it was the court decision in Browder v. Gale that eventually ended the year long boycott, and how Colvin's testimony was perhaps the nail-clincher in the case. The case is also admired for its timing: at the moment that the leaders of boycott were arraigned in court to be sentenced for illegal carpooling, the ruling came from the Supreme Court in favor of the four women plaintiffs in the Browder case. Colvin and her attorney Fred Gray were the saving grace of the movement, which would have been a much wearier struggle without their involvement.

Among the many virtues of this book, is having Colvin tell her story in her own words. Each chapter is an interweaving of her story alongside Hoose's historical account. The story highlights the insane violence against the leaders of the civil rights movement, both black and white. At the end of the books we also get Hoose's notes on how he first came across Colvin's story and his mission to bring it to a wider audience of readers. There is also an afterword where Hoose gives Colvin a short interview where he gets her answers to the most common questions she is usually asked by curious readers. This book makes us want to learn more about the Civil Rights movement, as it offers us a more intimate look at what is mostly taken for granted (that there were many involved in protesting the buses, not just the leaders of the civil rights movement).

[kmmoore-1 · Rating: 4 out of 5 stars]

Almost everyone knows the story of Rosa Parks refusing to give up her seat on a Montgomery bus. What most students do not know is that nine months earlier Claudette Colvin, a fifteen year old girl, did the same thing in Montgomery. Phillip Hoose introduces his readers to Colvin’s story and shows how a simple action of a young girl brought about a major civil rights movement and eventually the end of bus segregation.

Hoose organizes his book chronologically into two parts. The first part, divided into eight chapters, introduces the reader to Claudette and life in Alabama in the 1940s and 1950s. We see how Claudette’s life and experiences influence her decision to not give up her seat on March 2, 1955. The second part is two chapters that covers Claudette and her involvement with the court case of Browder v. Gayle and the aftermath of the its decision. Hoose uses information gathered from interviews done with Claudette in conjunction with historical information he presents to his readers. There is a natural flow between Claudette’s story and the supporting historical information from the time. Hoose uses pictures and news articles from the 1950s to support what he is presenting to the readers. At the end of the book, Hoose tells his readers how his interest in Claudette Colvin came about and how he tried for four years to get her to share her story with him. His also presents his list of primary and secondary sources and provides the credits for all the photos.

I believe this book would be an important and great addition to any middle school and high school class studying the Civil Rights. This book not only gives the reader Claudette’s story, it also provides the reader with historical content from the time. I think this is also a great book to show students that you do not have to be an adult to make a difference. One simple act of standing up for what you believe in can help no matter your age. Claudette was fifteen years old when she took a stand against something she knew was wrong. Yes, it seems that history had forgotten her for a brief time; but with the help of Hoose and others, her story will not be forgotten again.

[rupsarkar · Rating: 4 out of 5 stars]

Claudette Colvin: Twice Towards Justice is a strong book about the American Civil Rights Movement. It tells us about Claudette Colvin, a 15 year old African American girl who refused to give up her seat on the bus. The book contains many historical images and documents. From a content standpoint, these documents and images add a great deal of depth to the story. The narrative style shows how life was in segregated America. There are several information boxes scattered throughout the text which help support content. They give more information about important people and places. The book is further bolstered by Claudette Colvin's own words. She recounts the struggles of everyday life and the challenges he family faced. Colvin's arrest took place before Rosa Parks'. Browder v. Gayle was the monumental court case that ended the bus boycotts. This case overturned the doctrine of "separate but equal" facilities.

This is an important book to have in the classroom. The reading level is a bit too advanced for younger children but this book is appropriate for fifth and sixth graders. It gives enough detail to interest students. The narrative style is clear and easy to follow. Colvin's own words add a great deal of depth and verify the accuracy of the story. The various documents, pictures and textual interludes add a strong sense of focus. This book supplements a lesson about the Civil Rights Movement and can show students that other individuals besides Rosa Parks were affected by the restrictive nature of segregation.

[nmathur-1 · Rating: 5 out of 5 stars]

The purpose of the book is to inform the readers about the brave act of Claudette Colvin, a 15-year-old girl from Alabama. Colvin was born at a time when South was racially segregated. There were many rules in place that treated the blacks as second grade citizens. For example Claudette remembers the time when she could not try on clothes or hats in the store before buying or could not sit in a chair at the optometrist’s office. However, the rule that really affected their lives was the ones that were enforced by the Montgomery bus service. The first four rows of seats were reserved for white passengers. Black passengers would have to remain standing eve if the first rows were empty. However, if there was a white passenger that couldn’t get a seat in the first rows, then the “black passengers have to surrender their seats in the middle and the rear of the bus.” On March 2nd 1955, Colvin was arrested for not giving up her set on the bus to a white woman. Although her arrest enraged the black community, nothing much was done. However it set the stage for a revolt, when a few months later Rosa Parks was arrested for the same thing. This time the whole community rallied. People like Martin Luther King Jr joined the fight to attain equal rights. Buses were boycotted and people started walking to work. “Thousands of black workers, including many who were elderly, set out from home in the pre-sawn darkness and walked miles. ” (p. 75-76). In retaliation arrests were made and police cracked down on the black community. The NAACP filed a lawsuit against the city. Colvin was one of the plaintiffs. She bravely faced the prosecution. The decision, in favor of the plaintiffs rocked the city. A few months later, US Supreme court also supported the lower court’s decision. Although there was widespread terror, the “Montgomery buses had to be integrated.” (p.108). Claudette played a key role, yet she was never given her due credit. She was a teenage mother, yet no one helped her. “I hoped maybe some of the boycott leaders would understand my situation and help me, after what I had done. I needed money and support so badly.” (p.105) Still she had no animosity against anyone. She understands that she was shunned due to her pregnancy. Claudette kept on the sidelines until a reporter told her story to the world.
The book written by Philip Hoose, is a winner of many awards, notably the winner of the national book award. I believe the book serves its purpose of informing the readers about Colvin and her contributions to the Civil Rights Movement. The book is intended for young adults. It is within the comprehension and interest range of its intended audience. The story is told in a fashion that keeps its readers hooked. Colvin’s personal statements are interspersed with the author’s take on the events of those times. The subject is adequately covered with sidebars. The author used a number of primary and secondary sources. For primary source, he used Colvin herself. His interview with her is included in the afterword. There is also an author’s note, informing the readers, the authors research methods and how he found Colvin. The bibliography is fairly extensive with titles from books, articles and websites. The notes section refers to the sources that were used in each chapter. Omissions are acknowledged in the picture credit. Accompanying photographs support the text and show the true picture of the times. The book is intended to tell Colvin’s story and hence shows the events through her perspective. The author gives a single viewpoint, and that is hers.

In all a great read that portrays the plight of the black community before segregation and their struggle to get equal rights. It could a book that can be used to introduce young audiences to the Civil Rights Movement.

[skm88-1 · Rating: 4 out of 5 stars]

Primary source information about a 15-year-old girl named Claudette Colvin and how she refused to give up her seat to a white person. This occurred several months before Rosa Parks refused to give up her seat, yet Claudette Colvin was shunned by her community and ignored by the law.

[jpmeehan-1 · Rating: 5 out of 5 stars]

Although less than 150 pages, “Claudette Colvin: Twice Toward Justice” is easily one of the best books I have every read about the modern Civil Rights movement. Winner of the 2009 National Book Award Winner for Young People's Literature, author Phillip Hoose does a masterful job explaining how Claudette was arrested for refusing to give up her seat on a Montgomery, Alabama city bus to a white person nine months before Rosa Parks. But for several reasons, Claudette did not receive the support of her classmates or friends in the black community, and did not become the face of the Montgomery Bus Boycott. And her name has largely been lost to history – until now.

Published by Farrar, Straus and Giroux Books for Young Readers, a division of MacMillan, the book is recommended for grades 5 through 12. I could see this book as an outstanding addition to any school social studies library, or the subject of a teacher's social studies unit on the modern civil rights movement. Hoose does his readers so many favors, providing numerous historic photos and other primary sources, as well as first rate definitions and explanation of terms and historic events (including the clearest definition of "Jim Crow" I have ever read).

Hoose convinced Claudette Colvin to let him tell her story for the first time, and tell it he does – giving us both the back story of what happened and why, and letting Claudette fill in the blanks, remembering her own thoughts and feelings at the time in her own words.

Most importantly, this book reminds us once again that the Civil Rights Movement of the 50s and early 60s was in large part about young people, fought out in schools and the courts and the streets – from the Topeka 8 to Emmitt Till to Claudette Colvin to Ruby Bridges to the four little girls (Addie Mae Collins, Carole Robertson, Cynthia Wesley and Denise McNair) killed by a bomb in a Birmingham church in 1963. And as such, it is critical that the school children of today learn what role the school children of that era played for the freedom of all of us.

[jmoreeda · Rating: 4 out of 5 stars]

Claudette Colvin: Twice Toward Justice is filled with photographs, images of newspapers, and other illustrations that demonstrate the vast rift in society at the time of Claudette's story. The book uses contrast, black textboxes and white typeset, to draw the reader’s attention to particularly "dark" points during the text.
The illustrations paired with the compelling story create an emotional reaction in readers. Personally, I have loaned this book to several students. Middle school students tend to be on the verge of developing the young-adult idealistic opinions about world. Yet at this age,I hear them claim to be "too young to do anything about it." This book is an interesting read for those students.

I find that this book is written and organized in a way that creates a flow of information while introducing Claudette Colvin as a catalyst for the Montgomery bus boycott. The text shifts from Claudette's first person account to the author's voice and vice versa throughout chronological retelling of the story. This style helps the author differentiate between his information and the point of view of his subject. Additionally, the author highlights breaks in parts of the book and specific additional information by using white type on black pages. This contrast to standard typesetting is, to this reader, a device that draws attention to the segregation or the feeling of something different, something set aside. The photographs assist the text in informing or introducing the reader to the civil rights movement. I believe the appropriate audience is middle school.

[bjpetrie · Rating: 5 out of 5 stars]

This book was so well done, using first hand interviews and research to tell a story from before the Civil Rights movement really took off. This book is an excellent way to introduce the movement to young readers. With the main character being a young person, it will help them identify with the story more than an older protagonist would. As a teacher, I would gladly have my students read this book before our class discussions of the Civil Rights movement that followed the events of the story. In addition, the photographs in it will make for excellent visual aids when discussing the world before the Montgomery buss boycotts. Some of the most interesting parts of the book are seeing many of the key figures in the movement before we usually join them in our historical studies. Hearing about Dr. King and Ms. Parks before they really entered the national eye was fascinating.

[melissalorio · Rating: 5 out of 5 stars]

I am writing this book review after a class discussion in which my particular group of classmates unanimously decided that we liked everything about the book. It was done in a respectful way regarding its subject; the photographs are compelling; the black and cream color scheme effective; the table of contents are well organized and named; the book is assembled in a pleasing and logical way; the epilogue, afterword and author's note informative and satisfying;the bibliography excellent in that it informs why the particular sources were used; and there are notes, an index, and photo credits as well. Phillip Hoose is well qualified to write a book such as this one, and was successful , obviously, in that it won several awards. We also said that Colvin's story is told in a rhythmic and timely manner, with the photos and inserts occurring at just the right times.


What we did not say in class was this: Hoose knows how to craft a good, readable story. The narrative is loosely chronological,with Claudette's and others' first person accounts interwoven with the news of the day, and the narrator telling the story. It flows. The illustrations and documents that are included come at just the right time in the story, and include interesting things like fingerprint documents, mug shots, diagrams, and newspaper clippings. The story builds-- Colvin is out of the picture when she gets pregnant and decides to come back to Alabama, eventually testifying in the case that legally ends the segregation of buses. Her testimony in the case is the climax of the story. She nails it. She gets her chance to make a difference.....And then is completely overlooked. Her triumph in helping to start a movement and then effectively sealing its success are forgotten and/or diminished by those who benefitted from it. Reading this book felt like uncovering a secret, one that should be shared. Although this book is about the fight for racial equality and the brave souls who engaged in it, it is also about the marginalization of the contributions made by a young girl, because she had the audacity to become pregnant out of wedlock. As African Americans were working toward justice for people of color, the world was still discriminating against women.

There were so many poignant parts of this story. I think the most affecting part was the elderly woman who refused a ride during the bus boycott. She said, "I'm not walking for myself. I'm walking for my children and my grandchildren." She walked because it was her personal stand. Her chance to be a part of righting the wrongs of America. There were a million personal stories that combine to make the big one. It is also emotional when Colvin succeeds with her testimony, not allowing the slick lawyer to make her flustered or say something she didn't mean to say. The tension leading up to her turn to speak was palpable. The reader is on edge, praying she will get through it. And then the reader sighs, and smiles, when she shows them what she's made of.

I can't say enough about this book, other than that I want everyone to read it. Young and old. Excellent.

[alguerra-2 · Rating: 4 out of 5 stars]

Claudette Colvin: Twice Towards Justice is the true story of a teenage girl that stood up for Civil Rights. Her story is not as well known as other Civil Rights' activists such as Rosa Parks and Martin Luther King, Jr. This is a great book for an American history class for middle to high school students to learn from. The book is separated into two parts, with a total of 10 chapters. The first part of the book is about Claudette's experiences with the Jim Crow Laws and how she refused to get out of her bus seat for a white person. The second part is about the federal court case Browder vs. Gayle and her testimony during within the case. The photos within each chapter include newspaper clippings, photos of Claudette and other personnel, etc. and provide the reader a look into what it was actually like then and what African Americans went through. Within each chapter, the author separated the parts of when Claudette was speaking and when the author was speaking by placing three dots after the previous paragraph, bolding the first line, and wrote and bolded "Claudette:" when Claudette was speaking.

The cover of the book invites the reader in by displaying a picture of an African American girl with a background displaying the words "Alabama," "Negro," "Colored," etc. There are no endpages preceding the title page that invite the reader in.
The table of contents shows that there are two parts with a total of 10 chapters. The first part has 8 chapters and the second part has 2 chapters. This shows the reader that they will be learning a lot about the events leading up to Claudette's defiance on the bus to what happened next. The chapter titles aid the reader in locating specific content, for example: Ch. 4 "It's My Constitutional Right!" lets the reader know that that is the point in which Claudette stood up for her rights. As well as Ch. 7 "Another Negro Woman Has Been Arrested" in which Rosa Parks gets arrested.
The index provides access to visual and verbal text (i.e. Grand Ole Opry radio show). The index is complete and detailed with almost every topic highlighted and page number provided.
The bibliography provides a list of sources that allows the reader to conduct further research. It highlights primary and secondary sources, as well as the books, articles, and websites that were used within the book. Within some of the resources, the author includes notes that document his research process (i.e. Frank Sikora, "The Judge").
The "Author's note" section describes the author's research process and how the book was started. There is a separate section of notes that refer to quoted materials within each chapter.
The photos are included to give the reader an insight and to depict what that page was referencing (example: Ch. 5, p. 46 shows a newspaper clipping titled "Negro Girl Found Guilty..." after Claudette's trial. Near each picture is an explanation of what the photo is showing.

I enjoyed this book because it provides me information on the "lost" story of an African American teenager who wasn't afraid to stand up for her rights. Unfortunately, her story was not as popular as Rosa Parks' story and I think that is crazy. This book provides the reader to understand what African Americans went through and why Claudette Colvin was at her breaking point and what made her to suddenly decided to refuse to give up her seat on a bus for a white person. Her bravery shows that someone, no matter what age, can (and should) stand up for what they believe in without creating violence.

[tables-2 · Rating: 4 out of 5 stars]

This book was a wonderful read and interesting study of how historical narratives are shaped. The book had a nice format. The photographs were appropriate and accurately labeled. The black, in-text boxes helped to further explain concepts and background information to readers. I liked the quotes at the beginning of each chapter, and separating the book into two parts clarified how Colvin had twice stood up for justice. I thought sections where Claudette speaks for herself were also a nice touch.

[leighle5 · Rating: 5 out of 5 stars]

Claudette Colvin's story as shared through Hoose's writing was an interesting, engaging read that gave me a new lens through which to view the civil rights struggles. So often big names in the civil rights movements are the only ones we know of; Claudette's story was new to me and is inspirational that a teen is able to understand, internalize and overcome such obstacles. I appreciated the reality of the book. It certainly didn't paint a "rosey" picture for students as I have found that some not-so-great non-fiction books have done. Although I did not share this book with my students, I could have shared parts of it with them due to the writing style being factual and engaging. Perhaps I'll revisit this when we're discussing heroes and people who can make a difference next school year. I am interested to see what my students make draw as a connection to Claudette (besides the obvious connections to Rosa Parks.)

[jonathantoups · Rating: 5 out of 5 stars]

Phillip Hoose's Claudette Colvin: Twice Toward Justice is a comprehensive and impressive inquiry into a largely unknown teenage civil rights activist. The novel can be used in both language arts and social studies classrooms and is certain to become a favorite among students. Colvin is a truly accessible heroine of the Jim Crow south: she stood up for what she believed in when others wouldn't, but is also far from perfect.

Structurally, the novel is arranged into two parts, with each part covering two very separate heroic acts of Colvin in her early life: first, her refusal to surrender her seat to a white woman on a Montgomery bus; second, her role as the star witness is the federal case surrounding the Montgomery bus laws, Browder v. Gayle. There are a total of ten numbered chapters, perhaps representing a liberation of the number ten from its detested association with the Jim Crow laws. Throughout the chapters are vitally important photographs and newspaper clippings depicting the life of Colvin and the setting of the civil rights movement within Jim Crow Alabama. Also interspersed are key events, people, and details associated with the civil rights movement and the Montgomery bus boycott. The photos, newspaper clippings, and background information really help place the reader in the era.

Supplementing the traditional omnipotent narration is Colvin's own commentary and view of the events, taken directly from interviews Hoose conducted with Colvin. The personal narration coming from Colvin truly made it feel like the book was co-written by Colvin herself. In fact, in the author's notes in the back, Hoose describes how, even before publishing, he read the book to Colvin, who made corrections and changes even down to connotative details. Hoose supplemented Colvin's accounts with other primary sources still around, such as interviews with Fred Gray, Colvin's lawyer and the prosecuting attorney in Browder v. Gayle. Indeed, the accuracy of this book is hard to deny, and the awards it earned certainly seem warranted.

To me, Hoose's biggest important accomplishment was the dignified manner he covered Colvin's teenage pregnancy out of wedlock. Indeed, this seems to be the reason Colvin is not better known, was not the face of the bus boycott, and virtually disappeared into obscurity. There is no doubt in my mind that civil rights leaders were, to some degree, ashamed of Colvin's pregnancy and turned their back on her, but it is also clear from the story that this was necessary, not malicious, and accepted as the right move by Colvin. The novel also does not vilify Colvin for getting pregnant. Instead Colvin and Hoose, while purposely not going into great detail about the ordeal, remind people that young girls were not educated about sex. Indeed, Hoose's handling of this aspect of the narrative not only provides necessary information about the Montgomery civil rights movement, but it also provides compelling insight as to why Colvin was almost all but forgotten about.

This story has truly educated me fully in the events surrounding the Montgomery bus boycott, and also given me important insight into an unsung hero of the civil rights movement. Perhaps more importantly, it has caused me to ask lots of questions. Was the NAACP going to use Colvin to represent their cause before finding out she was pregnant? Did this revelation of her pregnancy to the public, which the novel points out happens just before Rosa Park's protest, actually spur Parks, who was a close associate of Colvin, to become the face of this movement? Did the NAACP have a hand at convincing Parks, an otherwise quiet woman, to protest on a bus to become the face of the movement after Colvin had let them down, a fact which the NAACP would have to hide since they didn't want it to seem like the leaders were inciting the people to revolt against the bus companies? Or did Parks, knowing that Colvin couldn't represent their movement anymore, take matters into her own hands when learning about her friend Colvin? Like any good novel, this novel gives great information, which only leads to more questions. This novel deserves all the praise it has already received, and more, and has proved to be an exciting, informative, and interesting read.

[dscalia-1 · Rating: 5 out of 5 stars]

Philip Hoose tells of an enlightening story of a black teenage girl who refuses to get out of her seat for a white person during the time of Jim Crow in Alabama. This happened before Rosa Parks did the same thing and helps the reader reflect on why Rosa Park became famous over her stance and not Claudette Colvin. It is a biography of Ms. Colvin and a history of the civil Rights Movement in Montgomery, Alabama. It tells of how white government officials, police and citizens discriminated and belittled the blacks. It tells of how many blacks were furious over it but said nothing in public, which infuriated Ms. Colvin. This can be an excellent discussion for students as to why they think that happened. It tells of the violence that occurred to those who stood up against the discrimination. It tells of young Martin Luther King, Jr. and how instrumental and charismatic he was in empowering the black community. It also tells of the lawsuit against the City of Montgomery and the brave women and lawyer who were willing to speak out. Claudette Colvin, still a teenagers was one of them. This story also tells of Claudette's life and how she had to withstand the ridicule of her classmates and how the adult leaders didn't stay connected or support her afterward. It helps the reader to understand her decision to move to New York. It tells of her return to Booker T. Washington High School where she had been expelled because she was pregnant. The reader sees the difference then in comparison to when Ms. Colvin returned. And it helps one understand why Ms. Colvin decided not to stay an activist but to work hard at her profession and support her second son. Hoose is thorough in gathering information for this book. He interviews Ms. Colvin 14 times and some were in person. He also lists books, articles and websites he used. It is one of the most thorough bibliographies I've seen. It is basically in chronological order with Hoose explaining the events and then Claudette expressing her thoughts, which gives insight to her strength, determination, and perseverance even when she was shunned at school for standing up for what was right. It helps the reader better understand Claudette as a whole person, not just the facts of the civil rights movement. The content is carefully organized and language is accessible to readers. Hoose quotes Ms. Colvin accurately, showing her dialect. This reflects who she is and engages many readers. The language is vivid and precise at times helping to almost picture the event in the readers mind. At the point that "Knabe kept hammering at the point he was trying to get Claudette to make for him." one can see the precise wording. The arrest of Ms. Colvin on page 34 was vivid when the officer was talking about getting ready to arrest Ms. Colvin. Disrespectful is a mild word describing the way police treated her, and yet she was the one who was arrested and convicted. The tone of Hoose is partisan. Though he tells the story with accuracy. He helps the reader to see the injustices that were done under the mask of "separate but equal".
The cover is bright but doesn't necessarily draw a reader into the book. One can tell by the photograph it will be about a young black girl and the title talks of justice twice, which can pull the reader in. The award medals help one realize the several awards given to the book which means it should be good. The front end pages show of the many reviews explaining how it is an outstanding book. The back end page tells about Phillip Hoose and the many honors his books have received. It gives a website where the reader can learn more about him. The table of contents shows how the book is organized and it is divided into two parts, which are "First Cry" and "Playing for Keeps". The chapter titles don't always lead the reader to know what occurs. Some titles do. The chapter titles do help the reader to wonder what a chapter is about, such as "Coot".
The index is 8'pages which is detailed. There are credits for the photographs so the reader can reference the picture from the page noted. The sidebars are the black boxes further explaining an aspect of the story. They are quite valuable. There isn't a glossary or pronunciation guide, but there didn't seem to be a need. There are inserted pictures, photographs of letters and documents which add insight for the reader. The drawing of the bus seating helped for the reader to clearly understand the way the system worked. The books bibliography was thorough. Hoose gives books, articles and websites he used. The notes are divided by chapters so a reader can further look into insights easily. He acknowledges individuals who helped him in gathering information and how the Claudette sections information was gathered. There were many photographs, pictures of articles and documents which helped the reader more clearly see what was happening and what individuals looked like. It made it real. Though photos were black and white and not as clear as photos now, they clearly depicted the situation and would help students understand what was happening during the civil rights movement in Alabama. This book is a powerful, yet shows a a personal side of an angry and frustrated teenager and how she continues to live her life beyond the civil rights movement.

[supendleton · Rating: 5 out of 5 stars]

I was impressed with this biography by Hoose. This was fascinating book about a woman I did not know anything about. I had studied the importance of Rosa Parks but did not know the story of Claudette Colvin. The book is organized by chapters and separated into 4 parts. The information is presented in chronological order and documents Colvin's life as well as the Civil Rights Movement. The chapter titles draw the reader into the story, and the use of quotes below each title causes the reader to reflect on the possible meaning and connection to the text. I especially liked the way the author intersperses interviews with Colvin throughout the book. I think students will connect with her story in a much more personal way because of these passages. It helps to tell her story, the way she saw the world as a young child, and how she tried to make sense of an unfair system. Her personal experiences with racism such as the fact blacks could not even try on clothes or shoes, really made an impression on me and, I am sure these personal stories would leave an indelible mark on a teenage reader.

Although the author does not include a glossary, the chapters have informational text embedded to explain concepts to readers. There are excerpts about important people and ideas that readers need to know. The fact that these are presented on the pages makes it more accessible; you don't have to go searching through the glossary. There are many historical photographs from the time period which show the stark reality of this time of segregation in our history. There are also newspaper clippings, the police report from when Claudette was arrested and documents from the time such as a segregated movie ticket stub. It is obvious the author took great care to research his subject thoroughly.

The "Author's Note" provides information about why he chose to write a book about Colvin. Instead of interviewing her just once for his research, he interviewed her fourteen times. He also includes an "Afterward" which serves as a follow up piece to the story. Once again, he interviewed her in 2010 and asked her some of the questions students and adults wanted to know about her life. I especially liked her quote: "The truth is the truth regardless of the color of the author." The "Bibliography" lists primary sources and secondary sources for students to explore. It also list newspaper and journal articles as well as selected websites. The "Notes" section is careful to document all pictures and writing sources used in the text. An "Acknowledgments" section is also included in which he thanks the numerous people and organizations that helped him in his research.

The author's simple style of writing draws the reader in. His use of rhetorical questions in the text is appealing to students and adults. His ability to tell Claudette's story from her point of view while also telling the story of the fight for civil rights makes this a personal reading experience. The author serves as an observer and a mouthpiece for Claudette. By letting the descriptions of her mistreatment and her personal struggles tell the story, it creates a personal connection between the reader and the text. Students are learning about the history of the civil rights in an accessible manner.

[sandert1 · Rating: 5 out of 5 stars]

This was an excellent book! I think this book really shows the possibilities that are out there in terms of access features-- an exemplary text! Normally I wouldn't think that the bright orange color of the cover would be an inviting color, but it provides an eye-catching contrast to the blue and the black & white photograph. Of course all of the glossy award-winner "stickers" are pretty enticing, too. The cover suggests innocence with Claudette's young face, but black and white pictures are also kind of creepy to me and suggests some sort of ill fate or historical relevance unknown. I'm really glad I got the paperback book because I think that the hardcover yellow copy is not as attractive.

The end pages include all of the awards this book/author have won and praise for the author, which always makes the book more appealing to me. Likewise, I like that they included the "About the author" section in the end pages rather than on the back cover.

The table of contents and chapter titles add to the mystery and appeal of the book but they don't give much away in terms of content of the chapters. I like that many of the chapter titles come from quotes and explanations directly from Claudette herself. On the first page of each chapter below the title itself there were additional anticipatory quotes included from relevant figures in that chapter that added to the suspense and my investment in reading.

I also thought that the division of the book into two parts was fitting, the first go-round with the bus boycott and surrounding events, and then the second part when they finally took action directly in the Browder vs. Gayle lawsuit.

There is also a very thorough index included-- from what I can tell, some of the visual text is included in the index but not all of it. The index suggests any and all topics that I could think of related to the book itself, and most of the entries have at least two or more page references.

There is no glossary, but I think that it would not be necessary with this type of text. It is easy enough to look up people and place names in the index and refer to the cited page to make a determination where definitions outside of that are not really necessary.

I also felt that the sidebars and inserted information were thoughtful and contributed to the text. When things were inserted they followed a natural and logical progression from the main text and answered related questions that arose as I was reading. I also thought that the titles of the sidebars -- the font and capital letters -- as well as the black box design were attractive and engaged me as a reader if I wanted to know more, but were also very clearly offset if I wanted to continue reading on without interruption and revisit them later. I loved all of the photographs that were included as well. I thought the author and the book's artists did a great job of showing unique photographs or laying them out in a way that was unique and interesting rather than the dull sort of insert that you find in a lot of nonfiction texts. The varied sizing and positions on the pages added visual variety and engagement in the content as well. The images that were chosen also felt very personal-- like really looking deeply into this life at this time.

The author acknowledges that he consulted many hundreds of sources for the book and notes that he has included the most helpful in the bibliography- these are arranged by books, articles and web pages. The arrangement and inclusion is very clear and not overwhelming.

There are also notes included after the bibliography with additional information and explanations ordered according to chapters and page numbers, but I did not initially realize they were there and then had to go back and re-read the earliest ones to see if I had missed anything that would influence or clarify my reading of the main text. The notes range widely in length and substance. I really appreciated that the author explained how he got his descriptions of people and places as on page 137 he describes how he got the description of Claudette's reactions during the court trial from interviews and additional primary sources. I thought overall this reflected a level of seriousness, dedication and transparency on the part of the author.

I was slightly confused when I came to the end of the book and found separate sections for an epilogue, author's note, afterword, and acknowledgements. I realize that the epilogue is a continuation of the narrative itself, but I"m not sure why the author's note and acknowledgements were not put together or placed next to one another in the text?

In the author's note he does go on to describe how he came to take on the book and research project and notes his relationship to Claudette Colvin during that time. Overall, I believe the author was very thorough in explaining his intent and approach to the content/ subject. The acknowledgements section adds to this and lists several people to whom he is indebted for the work, etc. I also read the afterword that was included in this paperback edition and it did shed some light on questions that I had as well about Claudette's life after she grew up and moved to New York.

However, even after reading the 2005 afterword, I'm still feeling like something is missing from Claudette's narrative. It doesn't make sense to me that she dropped out of college because she didn't like the course offerings when she had been so committed to getting there and becoming a lawyer. It seems like she and the author are skirting some unspoken information that maybe Claudette didn't want included? There still seems to be some kind of disconnect or missing links in the narrative-- especially where it concerns Raymond, the fact that he never lived with her, his drug abuse and then early death.

I kept wishing there was something more that would be revealed but I wonder if the way her life turned out was just a result of the realities of the Civil Rights leaders having turned their backs on her and being a teenage mother? I would've thought she would have rallied her spirits and gotten through college if she came that far. It just still seems strange to me that she was so reluctant to speak out later in life but I think I perhaps just can't imagine truly what that would have been like.