1. BIBLIOGRAPHY
Reilly
Giff, Patricia. Water Street. New York: RandomHouse, 2006. Print.
ISBN 978-0385730686
2. Evaluation
Nory Ryan
immigrated from Ireland to America to become a healer in Brooklyn and her
daughter, Bird, is following in her footsteps. Thirteen-year-old Bird wants to
learn to heal just like her mother does, but there are other things pecking at
her attention. There's the slow building of the Brooklyn Bridge that some
consider a bit of late 19th century folly. And there's that new boy, Thomas,
who just moved in above Bird's apartment. Thomas is the only son of a drunken,
if kindly, man and he immediately gravitates to both Bird and her kin. As a
result he's unofficially adopted by the family and is pulled into their
problems. Bird, while visiting a harrowing bit of bloody healing, suddenly is
re-examining her calling. More frightening still, her older brother Hughie is
getting into bar fights and shaming the family. As Bird and Thomas begin to
rely more and more on one another they grow, face difficulties head on, and
embody 1875 Brooklyn at its best.
Obviously there's a bit of violence, anguish, and pain here and there. After
all this is old-timey Brooklyn, but somehow in the midst of all this Water Street is never anything but a joy
to read. The plots and problems of the characters tie together nicely (perhaps
too nicely in some instances). There's an arc to the tale, and a wonderful
solution to the mystery of Hughie's actions. This book is a continuation of a
family’s story, but stands completely on its own. I really enjoyed this tale
without the prior knowledge gained in the previous books.
3. REVIEW EXCERPT(S)
“Though the plot is somewhat predictable and the likable
characters are a bit stereotyped, Giff masterfully integrates the historical
material and presents a vivid picture of the immigrant struggle in the 1870s.”
– Library School Journal
“The happily-ever-after ending never denies the harsh
struggle; the memory of what drove them from the Old Country is always there,
as is the mantra "We have to better ourselves." A poignant
immigration story of friendship, work, and the meaning of home. ”- Booklist
4. CONNECTIONS
I love
the idea of using this book as an option book in a research project. I would
start with a collection of books based on different immigrant’s experiences
from which the student could choose. They would read the book then complete a
research project on the character’s home country and what his or her experience
was like coming into the United States. Then, the student could present their
findings as a book talk/ research. I like the idea of the student’s using their
research to validate what they read.
DISCUSSION AND WRITING
Courage–Ask the class to
define courage. How does it take
courage for Maggie to leave her family and go to America in Nory Ryan’s Song? What does Nory learn from Anna Donnelly about
courage? There are times in Maggie’s Door that Nory almost loses her courage. How does the
image of Anna’s face give Nory the courage to continue her journey? At what
point in the novel does Nory display the greatest strength and courage? Discuss
how Nory and Sean give each other courage.
In Water Street, Nory and Sean are married with three children of
their own. Which of Nory and Sean’s children display the most courage? What does
Bird learn from her mother about courage? Discuss how Thomas offers Bird a
different kind of courage.
Fear–Ask the class to
discuss how the potato famine created an epidemic of fear throughout Ireland.
How does Nory deal with fear in Maggie’s Door? In Water Street, Nory and Sean have settled in Brooklyn. What
type of fear do they face in their new life? Contrast how Bird, Hughie, and
Thomas deal with fear. Discuss how the fears of immigrants today might be
similar to the fears experienced by the Irish immigrants in the 1800s.
Hope–Engage the class
in a discussion about the relationship between hope, fear, and survival.
Explain why life seems hopeless to Nory and Patch in Nory Ryan’s Song. How does Mrs. Mallon give up hope in Maggie’s Door? How are Anna’s hopes expressed through Nory?
Discuss how Bird is a symbol of hope for her family inWater Street. How does Thomas
find hope through his writing?
Belonging–There are many
types of belonging expressed in the three novels–belonging to a family, to
friends, to a native country, and to an adopted country. Ask students to
discuss passages in each novel that best represent these types of belonging.
Describe the sense of belonging that Thomas feels in Water Street when he is with the
Mallon family.
Sacrifice–The Irish made great sacrifices during the potato famine.
Engage the class in a discussion about their sacrifices. In Nory Ryan’s Song, Anna is willing to give her coin to Nory. What
does Anna mean when she says to Nory, “I will give you the coin, but you will
pay for it another way”? (p. 8) Why is Nory willing to sacrifice her future by
staying with Anna? What sacrifices does Anna make by insisting that Nory go to
America?
What sacrifices
does Nory make in Water Street? How do Bird and
Thomas make sacrifices for one another?
Family–In Nory Ryan’s Song, Maggie says to Nory, “You are the heart of the
family with your songs.” (p. 26) Then she describes Celia as “loyal and true.”
(p. 26) Discuss with the class whether Maggie is correct in her assessment of
her sisters. At what point in Maggie’s Door is it evident that Nory and Sean will become a
family? How does Nory remain the heart of her family in Water Street? Thomas feels abandoned because he doesn’t have a
mother, and his father spends so much time in local bars. How does the Mallon
family give Thomas the courage to ask his father for the truth regarding his
mother? Discuss how Thomas gains a sense of family through his writing.
Friendship–In Maggie’s Door, there is a friendship between Nory and Sean. At
what point does the friendship develop into love? How might Bird and Thomas
define friendship in Water Street? Describe the
moment that Bird accepts Thomas as her friend. Ask students to make a
prediction about a future relationship between Bird and Thomas.
SUGGESTED ACTIVITIES
Language Arts–Nory can be
considered bold, dauntless, and brave, the three characteristics that best
describe some of the female characters in Irish mythology. Send students to the
library to locate an Irish myth. Then have them write a short paper that
compares Nory to the main character of the myth.
In Water Street, Sean Mallon gives Bird a copy of Aesop’s Fables. She says that the stories are about animals, but
are really about people. Ask students to use books in the library or sites on
the Internet to locate an Aesop’s Fable that best describes the relationship between Bird
and Thomas. Share the fable in class.
Science/Health–In Nory Ryan’s Song, Anna Donnelly teaches Nory about her cures, and
in Water Street, Nory relays the information to Bird. She uses
“ivy for burns, comfrey for fever, foxglove for heart pain, laurel leaves for
ringworm, houseleek for the eyes, the web of a spider for bleeding.” (p. 145)
Have students find other plants used for medicinal purposes. Then have them
create an illustrated booklet that describes the plants and their uses that
Nory might give to Bird. Include an appropriate title and a dedication page to
Anna.
In Water Street, Bird is called to help a family that has scarlet
fever. Find out the causes, symptoms, and treatment of scarlet fever. Why was
it such a devastating disease in the 1800s? Make a poster that might appear in
the windows along Water Street that warns people about scarlet fever.
Social Studies–In 1882 Ellis
Island became the processing center for all immigrants seeking entrance into
the United States. Send students on a virtual field trip to the Ellis Island
Museum (www.ellisisland.com). Ask them to find out why Ellis Island became
known as the “Isle of Tears.” Instruct students to write a short paper entitled
“Ellis Island: An American Historic Treasure.”
In Water Street, Sean Mallon, Bird’s father, is helping to build
the Brooklyn Bridge. Research the history of the bridge, the actual
construction, and how the bridge changed the lives of people in Brooklyn. Write
an article that might have appeared in the Standard Union or the Brooklyn Daily Eagle on the day the construction began.
Art–In Nory’s Ryan’s Song, Maggie draws a picture that communicates her new
life and her hopes and dreams for her family. Nory finds great comfort and joy
in the picture. Have students create a picture that Nory might draw for Anna
that tells about her new life in America and at the same time expresses her
love for Anna.
Tell students that
the leaves on the four-leaf clover represent hope, faith, love, and luck. Ask
each student to make a large four-leaf clover and draw a scene from Nory Ryan’s Song, Maggie’s Door, and Water Street that best
symbolizes each leaf. How is the picture different for the three novels?
Music–Engage the class
in a discussion about the importance of music in Nory’s life. In Nory Ryan’s Song, she often sings
to Patch to give him courage. Have students find examples of Irish folk songs,
lullabies, or ballads that could be considered songs of courage. Then ask them
to select a song that Nory might sing to Anna on the day that she leaves for
America. In Water Street, Thomas Neary is
like a son to Nory Mallon. What song might she give to Thomas on the day that
he finds out the truth about his mother?
Drama–Annie Moore, a
15-year-old Irish girl, came to America several years after Nory Ryan does in Maggie’s Door, and was the first immigrant to pass through
Ellis Island. Ask student to use books in the library or sites on the Internet
to find out more about Annie Moore (www.irishaci.org/anniemoore.html). Then have them stage a dialogue between Nory
and Annie.
In Water Street, Thomas Neary is valedictorian of the class of
1876 and receives a scholarship to the School of the Arts. Write and deliver
the speech that Thomas might give at graduation.
VOCABULARY
In Nory Ryan’s Song, Giff provides a glossary of Irish words with
pronunciations at the beginning of the novel. Ask students to search for other
unfamiliar words that specifically refer to the Irish and the historical
setting of the book. Such words may include glen (p. 3), currachs (p. 27), and praties (p. 64).
Encourage students
to jot down unfamiliar vocabulary in Maggie’s Door and Water Street, and ask them to try to define the words using
clues from the context of the story. In Maggie’s Door such words may include boreen (p. 9), dulse (p. 13), larder (p. 27), ballast (p. 44), and keening (p. 122). In Water Street such words may includevestibule (p. 6), livery (p. 12), disposition (p. 30), caisson (p. 38), missal (p. 40), impale (p. 73), froth (p. 120) and serene (p. 159).
BEYOND THE BOOK
The Great Irish Famine
www.nde.state.ne.us/SS/irish_famine.html
This site provides
a curriculum guide for teaching about the potato blight.
Irish Immigrants in America
www.kinsella.org/history/histira.htm
This site offers
the point of view of Americans to the influx of Irish immigrants in the 19th
century.
Brooklyn Expedition
www.brooklynexpedition.org
This site discusses
the history and interesting facts about the Brooklyn Bridge
