This week's discussion will focused on pages 74 - 146. The questions from those pages are below and I encourage you to think about them either during or after reading and of course leave some comments or other questions for us!
Magpie
Do you see any problem with the
Tezacs moving into the apartment vacated by the girls family? Knowing what
happened 60+ years earlier, would you live in the remodeled apartment? How does the
apartment on la rue de Saintonge unite the past and present action—and all the
characters—in Sarah’s Key? In what ways is the apartment a character
all its own in? Do you see any problem with the
Tezacs moving into the apartment vacated by the girls family? Knowing what
happened 60+ years earlier, would you live in the remodeled apartment? Revealing family secrets can be very healing or very damaging. Do you think
it would have been better if Julia left her family secret alone?What is the difference between keeping a
family secret and a country keeping its secrets/history quiet? Did Mame remember what had happened?Or was she becoming agitated because of the Dementia? By page 79 the girl begins to see what the reader sees, she has become
someone else.Why is it just now that
she sees it? On page 80 the girl describes the children following her like bedraggled
sparrows.Some folklore uses sparrows as
an omen of death or the catcher of lost souls.Do you think the author chose this bird specifically because of this? What ways does the girl show a great deal of courage and strength while at
the children’s camp? (p. 81 with haircut and staring at red head guard, p90
when caught) On page 84 Julia comments on a space in the apartment as being a “good
hiding place. If these walls could talk…”But she says she didn’t need them to because she knew what happened here…..do
you feel like the author is baiting you with a line like this? de Rosnay’s
novel is built around several “key” secrets which Julia will unearth. Discuss
the element of mystery in these pages. What types of narrative devices did the
author use to keep the keep the reader guessing? Does de Rosnay
make Bertrand so “French” so it is easier to dislike him? When the girl
and Rachel are caught do you think the guard would have let any other child
go?Do you think he let her go because
he knew her or because she was so calm and mature, or because of his
guilt?If Julia could interview the man
for her story what would he say? On page 103 we
see a hopeful Julia prepare to tell Bertrand about the baby.As the reader are you as hopeful as Julia
about his reaction or do you worry that she doesn’t know her husband all that
well? When you learn
all of Bertrand’s reasons for not wanting the baby he says it won’t fit into “our”
life.Do you believe him or is it really
more about him? On pages 116
Julia learns the children who had been left behind were mixed with other adults
as to not raise suspicion, but we learn on page 144 the locals could hear the “roaring”
of the mothers being separated from their children.Do you think the authorities plan worked? On page 118 the
girl finally gives her name “Sirka”, why now does the reader get her name? Again, Sirka
thinks of her brother while being cared from by Genevieve and believes he would
be with her where she could care for him if she hadn’t hidden him.As the reader are you as confident as she? As Julia requests
information from Monsieur Levy about the family in her apartment he is careful
to reveal information to her as he feels protective of the people’s identity he
has collected.He reminds her that “Truth
is harder than ignorance”.Is he
right?Is Julia ready for everything
that we as a reader already knows? (p124) On page 132
Sirka tells Genevieve that her adult name is Sarah.Why this change? During the trip
to Drancy the readerlearns again of two
places where the events of the past are ignored, the train station and the
actual camp.Is de Rosnay using these
events as a call to action for the reader? While
discussing the baby, Bertrand calls it a seed and not even a human yet.Setting aside personal viewpoints on the
point when life starts, is de Rosnay using the baby as a metaphor for how
easily many people ignored the humanity of the Jews? Genevieve and
Jules have shown great kindness in caring for Sarah, does this give you hope
for her as you continue to read? Discuss how
Sarah’s quest for her brother and Julia’s quest for the truth connect them and
make them stronger. At the end of
page 146 Julia thinks about Sarah and what it was like walking for she and the
other children to walk to their “solitary deaths”.How does this make you feel?Does it call to mind the likely death of
Michael?
This week the group will be reading pages 74 - 146 of Sarah's Key. After doing a very general Google search I came upon some interesting articles that I wanted to pass along.
One thing that I always ask my folks to try and do is read the assigned reading. I know that can be hard to do, especially when reading fiction, but it helps to keep the discussions from going too long when you only have an hour. This week's discussion will be focused on pages 1-73. The questions from those pages are below and I encourage you to think about them either during or after reading and of course leave some comments or other questions for us!
Enjoy the reading and I look forward to hearing from you, Magpie Were
you surprised by what you learned about Sarah’s history? Take a moment to
discuss your individual expectations in reading Sarah’s Key. You may wish to
ask the group for a show of hands. Who was satisfied by the end of the book?
Who still wants to know—or read—more? Do you believe
the situation described in Sarah’s Key could ever occur in the United
States? To your knowledge, has anything similar happened in the U.S.?
Do you think the
Japanese Americans felt similar to “the girl” on page three when she says “Then
we are safe, thought the girl.If they
are French, and not Germans, we are not in danger.If they are French, they will not harm us.”
Can you
recollect a time when you wanted to see you parent be brave, only to be disappointed
in seeing them be fragile?Or perhaps
just that first time you clearly saw your parents as “real.”
When you are
first introduced to Julia do you see any similarities between she and “the girl”?
What
similarities or differences do you see between Zoe and “the girl”?
On page 9 “the
girl” makes a promise to her brother, that as a reader, we are not as confident
as “the girl” is in the possibility of her keeping it.Was “the girl” naïve to make such a promise?
On page 13 “the
girl” has revealed to her mother where her brother Michael has been hidden, and
thinks, “The boy would be safe.They
would never find him. Never.”As a
reader how did this make you feel?
Julia begins to
describe her colleagues, Josh, Bamber, and Alessandra, and part of their
description consists of their nationality.Do you find it odd that Julia uses their nationality as part of their
description, when she clearly doesn’t like being described by hers in a similar
way?Do you find it interesting the
nationalities and how they match with the personalities and how she describes
them; American, British, Italian?
The age of 10
and 11 are compared and contrasted with “the girl”, Zoe, and Julia each.As a reader we’ve already been told that Zoe
is “too mature for her age” (p5), and Julia had a “sheltered childhood” (p34). How would you describe “the girl”?
On page 40 “the
girl” discusses how her parents had tried to protect her but ends with: “If
they had told her, if they had told her everything they knew, wouldn’t that
have made today easier?”When looking at
Zoe and her perception of things at the same age and her clear knowledge of who
her parents are and what situations are around her do you agree with “the girl”?Or do you think “the girl” was right to be
kept as a child more like Julia?
As a reader are
you concerned about Guillaume’s initial reaction that he doesn’t like the topic
at dinner because he thinks it should be forgotten?Are you surprised to his connection to the
events at the Vel’dHiv?
On pages 45 and
46 “the girl” talks about what it must be like for Michael, but goes on to say
it had to be better than where she was.Do you agree with “the girl”?
Guillaume tells
Julia on page 50 about the numbers the Gestapo requested but how the French
wanted to deport the maximum number of Jews including the French children.We you shocked at the reason they Gestapo
didn’t want the children?Why do you
think the French police amended their orders?
As the family
begins to make their way to the train “the girl” now is disappointed in her
father as well.Why did it take this
second disappointment for her to realize that things weren’t going to be the
same?Why was this last thing the thing
to make her realize she was “no longer a happy little ten-year-old girl”
Throughout the
book, Julia discovers small plaques about Rafle du Vel’ d’Hiv, but the French citizens seem largely unaware of the
story. How familiar were you with the “Roundup” in Paris, before reading Sarah’s
Key? How familiar are you with memorials and historical plaques in your
geographical area?
Can you blame
the citizens of Paris for not knowing about the event when such a small sign is
the only marker of the event having taken place?
When
interviewing the “old woman” she said “We did not think anything bad was going on.I remember someone said, ‘It’s the French
police, no one will harm them.’ So we did not worry.”Is it okay for a people to forget “the
darkest days of their country”?
Were you glad to
see one more last fight from “the girls” mother?Do you think it was good for her to see that
after having already thought her mother was broken?Or was this the final break for her mother?
As of page 73
you still don’t know “the girls” name.Why do you think the author make the choice to not give you her name
yet?
Today I'm giving you two blogs and who doesn't like two for one! Next Tuesday is a big day for me and my book groups. It is the first time in years that I'll be leading a summer discussion group, and even more terrifying, its the first time a few students will be joining the faculty and staff group. This is one of those moments I've confessed to before, I'm nervous, and excited! (See clip from Armageddon below, I totally get Owen Wilson here)
So here's the deal if you want to join us and follow along, please do. We are reading Sarah's Key by Tatiana De Rosnay. I actually read the book after a referral from a friend and was then excited that my students selected it this past fall as one of their selections. When I noticed I had enough books left over I made the suggestion to my faculty and staff that we could read it this summer, and of course they were in.
Sarah's Key is a great book that examines how two different women's lives intertwine in Paris, one in July 1942 the other in 2002. This is one of those books that reminds me why I chose to study History in college but also fell into my second degree with English Literature. I'm always drawn to stories from the Holocaust and how it touches so many lives both then, and now. Some stories from our history aren't easy or comfortable to read, but I'm a big believer that it is important to learn about them. They remind us how important it is to be kind to each other and not make the same mistakes again. (I'm stepping off my soapbox now.)
So if you would like to join us, the reading assignment for the next four weeks is below. I'd love to hear your feedback, questions, or comments for me or the group.
June 18 1 - 17 June 25 74 - 146 July 2 147 - 220 July 9 221 - 293
You have finally got your group, you've picked a day, a time, a meeting place, and now its time to have that discussion. You are the designated leader for the week and now you have to actually lead them. What do you do, how do you start, what if they hated it, what if you..........? Stop all that right now! I'm going to be honest, I always have those thoughts in my head and I always get a little nervous too. But being nervous does no one any good. I mean it, stop doubting yourself. You aren't curing cancer, or saving the world, you are just coming together to do something that you are supposed to be fun, its just book group after all! I know what you are thinking, its easy to say that she's done this before, true, but every book is a new experience and every group is going to react differently.
Let's take it step by step.
1. When you read the book, take notes, underline passages you like, or that struck a cord with you, or that you have questions about. Some of you will be comfortable writing in the book. I'm sorry I just can't break that rule my elementary school librarian gave of never writing in a book. If you are like me, I suggest using those skinny to do lists that you see in the dollar section of stores. They fit inside the book well and as I'm reading I can slip them in at the end of assigned readings. (You can't read the writing on the one on the left it says: funny...I don't recall asking for your opinion. It was a gift from a friend who knows me too well.
2. Do a Google search with the title of your book with key words like, discussion questions, synopsis, book group, questions, talking points, etc. You will see some repetition if the book is a popular one but its always good to get a few questions to use, or to spark questions of your own. This isn't cheating, you are using resources out there to help you be a better leader.
3. Depending on the topic of the book do some extra research and find interesting links on the book or the subject it relates to. I always encourage my group to do that as it enriches the reading and discussion experience.
4. No matter what is going on in your life, crazy work day, a death in the family or anything else that is on your mind. Leave it at the door. Your focus for the time you are together is about the book group and on your fellow participants.
5. Just listen. You need to listen to what they are saying. If you are leading, some of the best questions can come when you play the devils advocate, play dumb or simply ask, "Why?"
6. As you are having your discussion learn to be okay with the awkward silences, trust me it happens, but its so fun to let it ride. I promise you, someone will break because they can't stand it!
7. Find your allies in the group. Every time I've led a group there has always been one or two people in the room that I can count on to have other questions and thoughts. Learn to read their body language and when they are ready make eye contact with them and let them take the floor. These are also normally the folks who jump in during those awkward silences.
8. Be willing to grow and change. Some books have been chosen by the group that either myself or some of the group weren't overly jazzed about. What's fun is watching a change in them as we progress in the reading or discussion, you can always be surprised by what you thought you weren't going to like.
9. This should have been my number one rule. I always say, you can hate the book, but you have to be able to articulate to me why. Is it the writing, is it the author, is it the content. I don't let anyone get away with, "I don't like it."
Remember this is meant to be fun, so go have fun! Magpie
"How do you pick the books?" This has got to be the most asked question I get, and true to form it's usually a bit of a long and unsatisfying answer for most people.
One of the great perks of my job is that I get to go to a conference every year and at that conference publishers from large to small are there peddling their wares hoping a school will select one of their titles to use for their common reading program. The university I work for no longer has a common reading program, but with the size of our university sometimes the amount of books I purchase for my groups can be comparable to what some small colleges would buy anyway. Suffice to say, as a total book nerd I can't help but get every free copy of a book that looks good to me. This usually means before I fly home I have to find a shipping company to ship one, or two boxes of books to the office for me. This is an example of what this years haul looked like. Isn't it fabulous!?
For the faculty and staff book group, once I get home I will go through the books again and pull the copies of the books that I think they will most likely select or have mentioned they would like to read. In addition to these selections the group also can submit titles they have an interest in. I compile all of those titles with a brief synopsis onto a long list and each participant gets to pick three books. The top three titles are selected and I'll have my books selected for the fall, spring, and summer book group.
For my students I do things in a bit more of a fly by the seat of my pants kinda way. As students are making their way through summer orientation I have a clipboard at our info fair where they can sign up to participate and suggest book titles. As the summer goes on I compile that list of titles and then I have to do some weeding out. I'm always a bit amazed in a good and bad way by some of the titles they suggest. Austen, Fitzgerald, Heller or King tend to always be on the list, classics will always be around and students will always want to read them. The shocking has happened more in the past two years, I can't tell you how many times 50 Shades of Grey has been suggested. That is not going to happen for SO many reasons. They may be in college, but I have some parameters as a leader. Don't get me wrong, its each persons business what they read, but I am not going to have a discussion with 18 year old's about S&M, sorry just not gonna happen!
Moving on. Similar to the faculty group once I have narrowed down their list the students each get to select six books and those will be what we read that year.
For both groups there are a few other things I do look at: 1. the price 2. the length 3. hard cover vs paperback 4. Young Adult vs. Adult 5. Serial vs Non Serial 6. Fiction, Non-Fiction, Biography, Self-Help, Science
If the book is to expensive (usually hardback), or too long, I am vary wary of choosing it because I do have to buy so many and I also want to make sure people will read them. For the student group in the past I have done my best to omit young adult and serial literature from the lists, but I've given in on that. If they want to read it and if I think I can have a valid discussion with it I'll do it. The faculty group tends to read non-fiction so I really make an effort to try and make selections that aren't too similar to what we have chosen in the past.
If you don't have the option of going to meet with publishers like I do - don't fret, there are other ways to make your selection. Some groups read selections by certain authors, a certain genre, others pick based on current events. Those are all great ideas. If that isn't something your group likes the idea of, look at some resources you can find easily, check your local newspaper or magazines for the weeks top sellers or new releases, browse the top sellers section at the book store or simply get your book group to come up with a list of books they've always wanted to read, create a list of those and start reading.
One word of warning: BEWARE PRAISE IN REVIEWS. I will highlight this issue more in other blogs, but just know, a good review doesn't mean you will love the book. Also a good review can also be a bad thing when you select a book based on them only to find out the author lied or plagiarised him/herself when writing.
I'd love to hear feedback on how your group picks its books, Magpie
