Breaking Stalin's Nose by Eugene Yelchin

Truth. Full of Challenges. 

Denial. Self-Development. Father and Son.

Yelchin, 2011.

Breaking Stalin's Nose

Written and illustrated by Eugene Yelchin.

Published by Henry Holt, 2011

Yelchin, 2011.

“Mr. Yelchin has compressed into two days of events an entire epoch, giving young readers a glimpse of the precariousness of life in a capricious yet ever-watchful totalitarian state.” –Wall Street Journal

“A miracle of brevity, this affecting novel zeroes in on two days and one boy to personalize Stalin's killing machine of the '30s. …black-and-white drawings march across the pages to juxtapose hope and fear, truth and tyranny, small moments and historical forces, innocence and evil. This Newbery Honor book offers timeless lessons about dictatorship, disillusionment and personal choice.” –San Francisco Chronicle

"The cat-and-mouse chase that pits Sasha’s whole world against him will rivet middle-grade readers, but this title will hold special appeal for older students whose grasp of content outstrips their reading proficiency." –BCCB

"Picture book author/illustrator Yelchin (Won Ton) makes an impressive middle-grade debut with this compact novel about a devoted young Communist in Stalin-era Russia, illustrated with dramatically lit spot art." –Publishers Weekly

“…this brief novel gets at the heart of a society that asks its citizens, even its children, to report on relatives and friends. Appropriately menacing illustrations by first-time novelist Yelchin add a sinister tone.”–Horn Book, starred review

“Yelchin’s graphite illustrations are an effective complement to his prose, which unfurls in Sasha’s steady, first-person voice, and together they tell an important tale.” –Kirkus Review

"Yelchin skillfully combines narrative with dramatic black-and-white illustrations to tell the story of life in the Soviet Union under Stalin.” –School Library Journal

Yelchin, 2011.

2012 Newbery Honor Book

One of Horn Book’s Best Fiction Books of 2011

Written by a Newbery Honor Winner, Eugene Velchin's opens the story with Sasha Zaichik, a yearning Young Pioneer, who waits patiently for his father. He sits at his desk, writing a letter to his leader, Comrade Stalin, praising him for his great leadership and gratitude. His father finally comes home, but is eventually arrested during the night. Leaving Sasha an orphan, his father told him to go to Aunt Larisa's home and to become a Young Pioneer who is dedicated to Communism and its leaders. However, as Sasha reflects and thinks about what has happened to his father, the breaking of Stalin's nose, the arresting of Four-Eyes, and learning that Vovka's father was executed, Sasha learns that he does not want to be part of the Young Pioneers or any part of the hostile environment that the "grateful" and "fortunate" Comrade Stalin has exposed over the people. He chooses what is most important to him and waits... in the freezing cold and drops everything that he ever once wanted... to find his father, himself, and overall, he learns "the cynicism of the system he trusted" (The Horn Book Magazine, starred review).

Extras: Included in this novel is an author's note, short biography of the author, link to the author's official homepage,  praise and reviews, brief summary of the novel, and beautifully illustrated black and white drawings that will have young readers engaged and excited to read this novel about a young boy who finds himself and the truth about his country.

Literary Genre: Historical Fiction

Reading Level: Lexile Framework 670L, Grade 4/5

Suggested Delivery: Small group read

ISBN-13: 978-0805092165

****************************************************************************

Teachers... Here are some resources to help 

you teach Breaking Stalin's Nose!

Author of Breaking
Stalin's Nose.

Electronic Resources:
Eugene Yelchin's Books - This is an interactive and exemplary source for students because they are able to receive an inside look of the main character's life, filled with information and graphic photos. Students are able to learn about who Sasha's mother and father are, a deeper look at the Young Soviet Pioneers, the inside of Sasha's school, Comrade Stalin, enemies of the people, inside of Lubyanka prison, and many more. Great for students to review before reading as a way to engage and interest student's. Also, so that students can increase their schema and connect ideas while reviewing this and then reading.

Youtube: Eugene Yelchin accepts the Newbery Honor... - This is a Youtube of Eugene Yelchin thanking the John Newbery Award committee for honoring him this award.

Teacher's Guide - Included in this great discussion guide for teachers are a biography about the book, pre-reading activities that activate student's prior knowledge, vocabulary words, link to the author's website, chapter by chapter comprehension questions, discussion/short answer questions, essay topics (for older students), other possibly essay topics (the levels for these essays vary), language art connections, advanced literary techniques, advanced study (for older students), book reviews and praise, and a brief biography of the author. Perfect for teachers to review and to add to their lesson plans or activities.

Yelchin, 2011.

Additional Resources - The Classroom Bookshelf is a blog written to "posts an entry on a recently published book for children or young adults. Each entry includes three sections: Book Review, Teaching Invitations, and Further Explorations. Our goal is to identify books that can be used in k-8 classrooms in a variety of ways" (Mary Ann Cappiello, Erika Thulin Dawes, & Grace Enriquez, 2012). Great for teachers to review before reading so that they can include these additional resources to their lesson plan or activity.

Kids Britannica: Soviet Union Facts for Kids - This is a credible source for students to research the former Soviet Union before reading. Included in this great source at facts and the history of the Soviet Union, people and culture, plants animals, the economy during that time, war, and many more. There are also photos of the leaders that controlled Russia as well.

Soviet Union flag.

National Geographic for Kids: Facts about Russia - This is a great source for students to review before, during, after reading because it will give students a purpose for reading and to give them background information about the setting of the novel. If students are interested more about Russia, they are able to read more here. Included in this link are facts and photos, videos, maps, e-cards, and the ability to print the resources so that students and teachers could have a copy at hand.

Forms of Government - This link is a great source for students to view about the different types of governments that countries use to run their country. Great way to give students prior knowledge before reading and to correct misconceptions about certain forms of government.

Key Vocabulary: communist, communism, democratic, democracy, progressive, vigilant, capitalist, communal, infiltrating, rations, synagogue, mausoleum, traitor, defaced, reliable, conspirators, heinous, treachery, proverb, terrorism, executed, orphanage, comrade, complacent, naive, solemnly, renounce, faltered, 

Teaching Suggestions:

1. Use this text in Social Studies as a supplement to explore and teach about the Cold War and World War II.
2. Use this text to discuss how certain countries persecute and discriminate people by their race and religion. Have students make text-to-world connections to reflect what countries in the past went through this type of horror that they read in other articles, news, etc.
3. Use this text in Geography to locate the country of Russia and to outline the major cities, rivers, and other geographical features.
4. Use this text in Science to discuss the type of climate, topography, etc. that Russia endures and compare and contrast it to the United States.

Yelcin, 2011.

Comprehension Strategies (You do not necessarily have to do all the activities, they are just suggestions):

• Before Reading: 
• This book delves into the topic of communism in the former Soviet Union. Students will not understand communism, but educating the basic concept of what communism is and its characteristics will give students prior knowledge to understand the concepts while reading in the book. Introducing vocabulary will also help with student's ability to construct meaning.



Yelchin, 2011.

• Also, have students read the Author's Note that is provided in the back of the book and discuss with the students why the author chose to leave his country and what were the reasons? How does writing this novel reflect his childhood and leaving his old country? What was his purpose of writing the novel? To educate who?
• Discuss the basic concept of communism and democracy. Educate to students that communism and democracy are two forms of governments. Countries follow the principles of these concepts and model their government by it. Have students use a Venn Diagram to organize and compare and contrast. A great way to relate this concept is how student follow principles or rules in their school, i.e. responsive classroom, positive behavior, traditional style, etc.
• Discuss the culture and history of the former Soviet Union which represents the setting of the novel. Explore the traditions, education, language, clothing, religion, or examine the Soviet Union flag and what it symbolizes during that time period.
• Research the communist leader Joseph Stalin. Who was Joseph Stalin and how did he play a significant role in the Soviet Union.
• During Reading: 

• Discuss with students the literary term: foreshadowing. Ask students what they think this terms means and how it portrays in this novel. Model to students the characteristics of foreshadowing and how to interpret it. Give students this example from the book, "Anything ever happens to me, go to Aunt Larisa. She'll put you up!" on page 18 (Yelchin, 2011). Ask students why this is foreshadowing and have students predict what will possibly happen to the Sasha? Why did the father say that to him? Is he going to leave Sasha? What are other examples of foreshadowing in the story? Remind students to provide evidence, i.e. page numbers, paragraph number, etc.
• There is a letter that Sasha writes to Stalin in the beginning of the story. He expresses his gratitude to his leader and how fortunate he is to have someone that is looking over the Russian people. When Sasha writes, "I am fortunate to live in the Soviet Union, the most democratic and progressive country in the world...," ask students why he wrote democratic and progressive country when the Soviet Union was really a communist country. Discuss that the characteristics of a communist country do not reflect democracy or progressivism. Discuss the irony or misrepresentation in this situation. Why do you think the author had the character write this? What was its purpose?
• Also, have students monitor their reading by providing students bookmarks that have metacognitive and vocabulary strategies and a writing journal. This book has difficult concepts and it is significant to encourage students that it is okay if they do not understand and realize that they do not know. Thus, this is a great way for students to have a list or marks of what they do not know or predictions so that they could discuss with other students that may have answers or the same concern. It will give students time to discuss and have students build connections with one another. Also, it gives them the option to look up certain topics online so that they will be able to understand and further expand their learning.
• Provide discussion questions to use during small group sessions - Why does Sasha decide not to join the Pioneers? Why is his dad being arrested, will Sasha ever see him again? Why was it significant in trying to find the person who broke Stalin's nose? What is the importance of the red scarf? Why does Vovka act up in class? What changed him from being top of his class to the lower? Why are they giving Sasha a chance to be in the Young Pioneers even though Sasha's dad is put in to prison? How do the State Security have people confess even if some of the people do not do the crime? What is the point of the Young Pioneers?
• What does Luzhko mean when he said, "is that when we blindly believe in someone else's idea of what is right or wrong for us as individuals, sooner or later our refusal to make our choices could lead to a collapse of the entire political system" (Yelchin, 2011). Does what he say apply to how the Soviet Union citizens live everyday under the rule of Stalin? Does Stalin dictate what is right and wrong that there is no individuality? Have students discuss this concept and how it plays an important role in the story. Also, how it shapes Sasha's beliefs in his country.
• After Reading: 

• After reading the story, provide students either an exit slip or Reader's Response as a way for students to express their thoughts or feelings about the book they read, overall, to make text-to-self connections, other connections to similar books or to society. For their journal, ask student how they felt if they were misrepresented, guided in the wrong directions, or been accused of something that they did not do. How do these actions impact one's lifestyle? How does it feel to live in fear all the time and have to watch every word or action you do? Is this type of environment healthy? How would it feel if the United States were under a communist form of government, instead of a democratic system? Is Russia still undergoing the negative stigma of living in the past or have they pressed on? Why or why not?
• Have students produce a timeline of Sasha's characteristics and views of his country from the beginning to the end of the story. How does he view the system of government and the people in control in the beginning to the end? How and what caused him to change? Is he a static or dynamic character? Provide examples to support the timeline.
• Have students research what happens to the Soviet Union after Comrade Stalin is no longer in power. Is the government placed in order or is it chaos?

Student Writing Activity (You do not necessarily have to do all the activities, they are just suggestions):

• Have students create a Poem for Two Voices/Acrostic Poem/Haiku for the two forms of government: communism and democracy.
• Have students reread the first letter that Sasha had wrote about his country and how fortunate he is to have a leader like Joseph Stalin. Then have students rewrite the letter on how Sasha actually really feels about his country and the "great" leader that he once valued and sought after. Have students provide examples from the text. What would Sasha write to Stalin now? Does it describe his love or hatred for him?
• Have students develop a different title for Breaking Stalin's Nose and book jacket. Then, have students write an expository letter (persuasive letter) to the Publishers defending or explaining why their title and book jacket would be best for the book rather than the original. Why would it bring attention or interest to other students to read this novel? Students could also include their own summary (evaluate their ability to retell the story) and book review within the book jacket.
• Ask students if they were ever given a chance to interview Eugene Yelchin, what interview questions would they ask him about. Thus, have students create a list of interview or discussion questions that they would ask Eugene Yelchin about his life living in the Soviet Union and why he chose to emigrate Soviet Union and immigrate in to the United States and not any other country?

Yelchin, E. (2011). Breaking Stalin's nose. New York: Henry Holt.