Bibliographic information:
Bartoletti, S. C. (2014). They Called Themselves the K.K.K.: The Birth of an American Terrorist Group (Reprint edition). HMH Books for Young Readers.
Plot description:
S.C. Bartoletti takes the reader through the beginnings of the organization that eventually went by the name of the Ku Klux Klan. Tennessee in 1866 was a racially segregated and politically volatile state. Six men took that toxic mix and created the country's most notorious and storied hate group. Bartoletti has carefully and exhaustively gathered dozens of poignant historical documents that help the reader understand how the United States of America allowed, and even fostered, the growth of the K.K.K. She uses personal stories, newspaper articles, political cartoons and governmental documents that serve to underline the powerful movement that was tearing the country apart in the years directly following the Civil War.Quantitative reading level:
ATOS Book Level:7.0Interest Level: Grades 7-10
Lexile Measure: 1180L
Qualitative reading analysis:
They Called Themselves the K.K.K. starts with a Table of Contents, followed by a Note to the Reader. Bartoletti cautions the reader that she has made no attempt to censor the language or images that she has included in the book. The book is then split into manageable chapters. Each chapter includes a narrative on a given aspect of the K.K.K.'s formation and rise, and includes reproductions of original documents and photographs. At the end of the book, Bartoletti includes a Civil Rights Timeline, as well as her Bibliography and Source Notes.
Bartoletti uses easily understood language that will reach many levels of readers. Some of the language used in the original period documents might be confusing or upsetting for younger readers (middle school kids), but the author does an excellent job framing the context in which they were originally produced. Little prior knowledge is needed in order for readers to grasp all that Bartoletti offers in this book, though less mature readers might benefit from a conversation about the time period and the attitudes of the people living in those times.
Content area:
Social Studies - American History
Content area standard:
CCSS.ELA-Literacy.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author's claims.
Assess the extent to which the reasoning and evidence in a text support the author's claims.
CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
Compare and contrast treatments of the same topic in several primary and secondary sources.
Curriculum suggestions:
Since Bartoletti has gathered so much media from the time period she writes about, an interesting way for students to look at the subject matter would be for them to compare and contrast documents portraying African Americans in that day and age, and current documents. For example, how are caricatures of Barak Obama different from or similar to some of the caricatures in They Called Themselves the K.K.K.
Supporting digital content:
Uncovering the K.K.K. - https://www.teachervision.com/us-history/printable/46089.html
The Rise and Fall of Jim Crow - http://www.pbs.org/wnet/jimcrow/index.html
Awards:
2011 ALA Notable Children’s Books, Older Readers
Booklist 2011 Top 10 Books for Youth, Black History
2011 NCTE Orbis Pictus Recommended
IRA Notable Books for a Global Society 2011
Booklist 2010 Editor’s Choice, Books for Youth, Nonfiction, Older Readers
Booklist Lasting Connections of 2010, Social Studies
Horn Book Fanfare, Best Books of 2010, Nonfiction
Kirkus Reviews 2010 Best Books for Teens
Publishers Weekly Best Children’s Books 2010, Nonfiction
School Library Journal Best Books 2010: Nonfiction
YALSA Award for Excellence in Nonfiction for Young Adults Finalist, 2011
Personal thoughts:
They Called Themselves the K.K.K. is an essential title for libraries serving children in grades 7-12. Bartoletti's unflinching look (supported by more than 100 original documents and photographs) at the formation and rise of this hate group will allow readers to understand not only those event, but current events that are shockingly similar in their intent.
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