The Wave
Todd Strasser’s The Wave is a fictionalization of the incident which occurred in April 1967 at Ellwood P. Cubberley High School in Palo Alto, California. I say fictionalized because some of the characters developed by Strasser aren’t based on real individuals. However, the improvisation exercise described within the novel comes straight from the actual history teacher’s notes. Personally, I found that information disquieting.
The Wave was remarkably easy to read and, as Jen previously posted, it comes in about 138 pages. The novel does bring up the ideas of student conduct in the classroom, presentation of self, peer pressure and team work. More importantly, the story discusses social activism, civic responsibility and individuality, which are definitely topics relevant to students today.
I think The Wave is actually better suited for a potential “Citizenship” course than Longwood Seminar. I think with the right instructor and the right group of students, the book (and perhaps some supplemental reading) could lead to thought-provoking discussions. While some students would “get something” out The Wave if it were used in LSEM, I don’t feel like the majority would.
Overall rating: 3/5 stars
Laura
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As an avid fan of young adult fiction, I tried to ignore that passion and read Every Day critically, thoughtfully, judiciously. I considered whether “A’s” experiences would be unsettling or negatively received by a student (or a parent, for that matter), and ultimately decided the themes David Levithan weaves throughout the story outweighed any concern. To me, the heart of the story isn’t about romantic love as it a message about personal integrity, respect for each individual, and cherishing the experiences and opportunities life presents.
A’s age and mindset make the character relatable to the students. Many of A’s experiences could be a great springboard to discussing transitional concerns a first time student might have, such as meeting family expectations, making connections, and the consequences of reckless behavior. As for consequences, A’s decisions give the reader the opportunity to think about engagement and other perspectives than his/her/zir own.
I probably didn’t read the book critically enough, but I set high expectations. When I checked it out from Greenwood Library, a student work, a girl I vividly remember from New Lancer Days, said, “Every Day. I really loved (that book).” I saw that as a positive sign. Moreover, I keep going back to one quote on page 320 (of the 2012 Hardback edition) from the book:
“If you stare at the center of the universe, there is a coldness there. A blankness. Ultimately, the universe doesn’t care about us. Time doesn’t care about us.
That’s why we have to care about each other.”
That’s a powerful message to send to our students, if they’ll heed it.
Overall: I’m not familiar with the rating system, so I’ll give it at least 4/5 Stars.
Laura
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If we are using the old system: 2-3/5 stars. While the book is short (138 pages) and meets the requirements for readability for a 17/18 year old, it didn’t strike me as a book that would be interesting for incoming first year students to read. It was fairly predictable and slow at times. I think asking first year students to read this may come across as “preachy” (since there is a clear lesson attached to the story).
LSEM could easily discuss this book, but I don’t see it being a robust conversation.
-Jen Cox
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If we are using the old system I’d give this 5/5 stars. I thought the book was easy to read and that the incoming class could relate to the characters. The story is about loss and grief (the book opens with the line “Lydia is dead”), but also about secrets that family members keep from each other. Ng does a nice job writing about family dynamics among the siblings and even the way the parents act/interact with each child.
LSEM classes could unpack plenty with this particular book. While some parts are a little slow, overall I think this one has potential.
-Jen Cox
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