Background and
Summary
Jean
Craighead George’s book, Julie of the
Wolves, received the Newbery Award in 1973 and is the first book of a
trilogy (Julie and Julie’s Wolves). Julie of the Wolves is split up into three parts: “Amaroq, the Wolf”
which is set in Julie’s present circumstances; “Miyax, the Girl” which is a
flashback of Julie’s circumstances before she ran away to the tundra of Alaska;
and “Kapugen, the Hunter,” which returns the reader to Julie’s present circumstances.
George deals with several themes in her book such as “family, generation,
ethnicity and culture, challenges and triumphs, individual versus society,
nature versus science, animals, and adventure” (Swiderski par. 4).
George’s life
greatly influenced her writing, especially when she wrote Julie of the Wolves. George was born, July 2, 1919 to “a family of
naturalists” (“Jean Craighead George: Biography” par. 1). Her family believed
that the laws of nature control the universe and nothing existed beyond the
natural universe. Her family “were students of nature” (par. 1). George
graduated from Penn State University “with a degree in Science and Literature (par.
3). She continued her family’s love of nature by collecting one-hundred and
seventy-three wild animals in her home and backyard (par. 3). Many of these
pets “became characters in her books” (par. 3). George’s My Side of the Mountain (1958) received the Newbery Honor.
Throughout her lifetime, her books have received 20 other awards. When George learned
of a scientific study about wolves and their form of communication, she
travelled to Barrow, Alaska, to learn what the Naval Arctic Research Laboratory
had discovered (par. 5). While there, George began to create a story about a
girl wandering the “tundra outside Barrow, and a magnificent alpha male wolf” (par.
5). Thus, Julie of the Wolves was
born. After several requests from readers over the years, George wrote the
following books, Julie and Julie’s Wolf Pack which address Julie’s
life with her father and the lives of Amaroq’s wolf pack. George started
writing in third grade and did not stop until she died last May.
The first
part of Julie of the Wolves “Amaroq” is
set during Julie’s current circumstances. The book first introduces Julie with
the name Miyax, who is a thirteen year-old Yupik girl lost on the tundra of the
North Slope of Alaska. She finds herself in the company of a pack of wolves and
recalls her father’s stories of surviving by learning to speak to the wolves.
Miyax hopes to survive by the same means, but is at a loss as to how she is
supposed to gain trust of the alpha male, whom she named Amaroq. After much
observation, Miyax learns that through hand gestures for ears, contortions of
her facial expressions, and growls, whines, and yips that she can communicate
with the wolves. Miyax gains their trust and for a time, all seems well for
her. But when Miyax begins to notice the signs of winter, worry creeps in on
her with the realization that the wolf pack will soon move on, and she has no
hope of keeping up with the pack. Miyax determines after a night’s rest that
she will go with the wolves, but when she awakes, the pack is gone.
Part two,
which is titled “Miyax”, is a flashback of Miyax’s childhood and the
circumstances that led up to her current predicament on the tundra of the North
Slope of Alaska. Miyax recalls her father Kapugen and how he was a great Eskimo
hunter. He had taught her all he knew of their people’s ways. For a time, the
pair had been happy and existing quite well, but Miyax’s Aunt Martha came to
inform Kapugen that he is required, by law, to send Miyax to school (George
82). Before he sent her off to live with her aunt, Kapugen assured her that she
can leave her aunt by marrying his friend, Naka’s son Daniel. The moment the
boat leaves the dock was the last moment Miyax saw her father. Miyax left the
village she and her father lived in to live with her aunt and go to school. At
the English speaking school, “Miyax became Julie” (George 83). With the news of
her father’s disappearance, Julie began to abandon the lessons he had taught
her and tried to fit into this new culture – she was becoming Americanized.
Eventually, Julie began writing to Amy, a girl who lives in San Fransisco, and
longs to visit her friend in the sunny city. When Julie turned thirteen, she
left her Aunt Martha to marry Daniel. She wanted to get away from her aunt and
used the excuse that “the old ways are best” (George 89). Julie truly did not
believe in the old ways anymore, she only wanted to find a way to get to San
Fransisco and living with her aunt would not help her achieve her goal. Julie
married Daniel, a mentally handicapped young man. Soon, her idea of married
life fades. Julie became an employee to Daniel’s family – only without pay.
Julie made friends with a girl named Pearl, who, like Julie, was in an arranged
marriage. Pearl assured Julie that no one really puts any stock in the
marriages, and Julie could leave whenever she wanted. The moment that incited
Julie to leave occurred when Daniel, upset with the mocking from other young
men of the village, attempted to rape Julie. Unable to follow through with his
plan, Daniel left her. Julie, horrified with what had almost happened, ran away
with the intention to get to the coast and from the coast to San Fransisco
(George 103-104). Upon the beginning of her journey, Julie declared that she is
dead and only Miyax is left (George 104).
Part three,
titled “Kapugen”, returns to Miyax’s current situation. Alone once again, Miyax
decides that her only course of action is to continue her journey to San
Francisco. She has several adventures on her journey, such as an encounter with
a grizzly bear (George 131-133). To her surprise, even though the wolves are
wandering for the winter, they are never too far from her. With the knowledge
that they have not completely abandoned her, Miyax takes comfort but continues
on toward the coast in search of a way to San Fransisco and Amy. Miyax rescues
and keeps a golden plover, a type of bird, who she names Tornait (George 135-136).
Traveling now with Tornait and the wolves, Miyax feels like she can survive.
However, one day she hears planes overhead, and Miyax realizes that it is
hunting season. At first, her concern is for herself and her own safety during
the season until she realizes that the hunters in the plane are shooting at
Amaroq (George 140). She watches with horror as Amaroq is gunned down. To
ensure that the same fate does not befall Kapu, the pup she names after her
father, she disregards her own safety in order to save him. Her connection to
the wolf pack and her grief over losing Amaroq brings about a change in Miyax.
While she once rejected her ancestors’ traditions and her father’s teachings,
Miyax determines to live like a true Eskimo and honors Amaroq’s spirit. She
heals Kapu, and, when he is fully healed, he and the wolves leave her again.
However, this time, Miyax does not continue toward the coast. Now she is
content to survive by herself on the tundra like her ancestors before her. Miyax
lives for several days on the tundra with Tornait and the wolves. One day she
meets up with a hunter and his family. Miyax learns from the hunter of her
father’s whereabouts and determines to join him at the village he is living in.
Miyax reunites with her father only to learn that he has abandoned the ways of
the Eskimos, and he is the hunter that shot Amaroq. Filled with disappointment
and resentment, she leaves the village and her father for the tundra once more.
Shortly after she leaves, Miyax realizes that Tornait is dying. With regret,
Miyax comes to the final realization “that the hour of the wolf and the Eskimo
is over” and returns disillusioned to her father and his village (George 170).
Interest
Julie of
the Wolves would most interest girls, because the story has Miyax, a girl,
as the main character, because the cast of characters is small with Julie and
the wolf pack being prominent, and because the timing of this story takes place
over a few months. Also an adolescent girl can easily relate to Miyax’s
emotional reactions toward circumstances, such as the mocking of the other
girls in her school (George 83-84).
As for
the interest of this book for adolescent reading stages, I have two groups in
mind. Julie of the Wolves should by
all accounts be interesting to early adolescence. Julie of the Wolves is an animal story with adventure elements that
involves a girl growing up in another part of the world. However, the truly
appropriate age differs from the publisher’s recommended age. I believe, due to
certain objectional content, which I address below, that Julie of the Wolves is better suited for middle to late adolescents.
The main point of interest for these ages is Miyax’s search for personal
values. Should she become Americanized or hold fast to the old ways?
Developing
Mature Readers
Julie of
the Wolves deals with several tasks adolescents face as they become adults.
One of them is growing independent from one’s parent. In a way, Miyax was
forced to become independent by her father and aunt. When her father realized
that he must send her away to live with her aunt and go to school, he goes off
to war and is never heard from again. The provisions he made for her – the
arranged marriage – forced her to run away to the tundra of Alaska and fend for
herself. Miyax’s whole situation came upon her because she was forced to grow
up independent too quickly. This task would relate well with the adolescent
reader, because in many homes adolescents have to become independent. Some
adolescents are left at home while a parent or both parents are at work. Many
adolescents have to grow up quickly in order to take care of themselves and
others because a parent is unable to.
Another
task the book deals with is that of finding a vocation. Miyax finds a vocation
in the wolf pack as a protector and provider. She becomes a part of the pack
and in a sense, is also responsible as the pups’ babysitter like Jello was.
When Miyax rescues Kapu from being killed by the hunters, she chooses the
“vocation” of being a true Eskimo and living off the land. I believe this task
would relate well with the adolescent reader, because the adolescent years is
the time that adolescence begin to question what they are going to do with
their lives and where they fit into the community.
The book
also deals with the task of gaining a sense of achievement. The most evident
example of her achievement is in the very beginning of the story when she
discovers how to communicate with the wolves. By communicating with them, she
can then gain the means to survive – another achievement. When the wolves leave
her, Miyax continues to prove to herself that she can survive on her own. She
hunts, scavenges, and protects herself. I believe this task would connect with
the adolescent reader, because gaining a sense of achievement is important. An
adolescent must realize that the only way to achieve a goal is if he actively
looks for a solution. Miyax had to observe the wolves for a long time before
she realized what she must “say” to gain their trust or what she must “say” to
get food. Adolescents can learn how to achieve a goal through observation and
trial and error.
Finally,
Julie of the Wolves exhibits the task
of becoming aware of and living consistently with his or her beliefs and
values. Originally, Miyax wanted to fit in with the girls at school and became
Julie. She wanted to move to San Fransisco and wished she looked like her pen
pal Amy. Julie rejected the old ways because they were not scientific. However,
when she needed to survive, it was not science or modernization that helped
her, it was the old ways of her ancestors that helped. Miyax realized the
benefits and how important it was to keep the old ways of her family. She
realized that the old ways would always be with her. Even at the end of Julie of the Wolves, despite the fact
that she says the way of the Eskimo was no more, Miyax in the books Julie and Julie’s Wolves, the reader can discover that she does not give up
all the old ways. She fits her ancestors’ beliefs and practices into science,
but still practices the old ways. I believe this is especially beneficial for
an adolescent reader of a different ethnicity and whose culture is rich with
traditions. In America, so many adolescents try to fit in, but, by doing so,
they lose their familial identity. An adolescent can realize that she can be a
part of the American culture, but also her own family’s culture.
Potential Issues
with This Book
Julie of the Wolves does have some
potential issues. I came across Common Sense Media while researching materials
for Julie of the Wolves. Common Sense
Media describes Julie of the Wolves
as a positive message with a positive role model and is presented with very
little violence. However, from a Christian perspective, the violence and other
objectionable elements are a bit weightier.For violence, the book presents Julie and the wolves killing animals for food. George does not depict these hunts as overly gratuitous and emphasizes the fact that this is a part of nature and survival. In fact, the only negative presentation of hunting is the hunters in the plane killing Amaroq for nothing more than sport. However, the main problem for violence is a scene where Daniel almost commits spousal rape. George is not promoting violence or rape in any way. She shows that Miyax’s reasons for running away are not frivolous but for a very good reason. However, she could have used an issue that is not so inappropriate for her targeted audience.
Christians may also have difficulty with the spiritualism of the Eskimos. Miyax speaks of the spirits of the animals and prays to the spirits from time to time. George, as a naturalist, is presenting some of her beliefs, but is also introducing the reader to a different culture. I believe she is merely using this as a tool to introduce her readers to a different culture and is not advocating for her readers to become naturalists like her.
Recommendation
I cannot recommend this book for
a Christian school English class. Albeit that Julie of the Wolves is a good book and I did enjoy it, I do not see
a great deal of merit for the book as a class project. I would, however, recommend it as outside reading for certain
readers at the parents’ discretion, but I certainly would not suggest this book
for an immature reader or for an adolescent I know has a difficult family
situation. I know that some public schools require Julie of the Wolves for their middle school English classes. If I
were to teach this book in a class, I would have an in-depth discussion of the
violence and the spiritualism used in the book. Overall, I enjoyed Julie of the Wolves, but I feel that the
objectionable elements are too serious for me to promote it.
Resources for
Teaching or Research
Teachers have several resources
that are both helpful for the teacher and fun for a class. Scholastic.com has a
list of free teaching resources such as writing prompts, discussion guides,
bulletin board projects, and vocabulary lists. All of these resources relate to
the book in some way with some very insightful ideas. Web English Teacher has a
study guide for the book as well as some pre-reading activities, research
projects, discussion guides, and some media related group projects. Books R4
Teens had three teaching ideas, including an excellent collaborative
illustration project. All of these activities and resources would definitely
make this book understandable and enjoyable.
Teaching Reading Strategies
Story Skeletons
One teaching strategy that can help visual learners is
the story skeleton. The story skeleton is a picture book that helps readers
organize a story’s plot in a logical order. Like the body, a story has a
skeleton that holds up the content. What happened to cause Julie to run away?
What did she do to gain the trust of the wolves? Etc. After the students had
finished reading Julie of the Wolves,
teachers can the students start with the events from Part II (Miyax, the Girl),
which are events from Julie’s past, so they can see where Julie started, what
caused her to run away, and how she found the wolves. From that point, the
students can map out the events of Part I and III (Amaroq, the Wolf and
Kapugen, the Hunter), or, in other words, Julie’s present. The reason teachers
can have the students go in this order is that the set-up of the story could be
confusing to a reader if he or she did not understand that Julie has a flashback
to the events leading up to her current situation. After the events are mapped
out, the students will form into groups and illustrate the events as they have
mapped them, giving the students a visual aid for the book.
Virtual Field TripsSince I cannot take my students on a fieldtrip to Alaska, I would set up a virtual field trip for my students. I would search for educational websites that explore the Yupik Indians and their customs, habits of wolves and their packs, and maps of the Alaskan tundra and the path Julie took. The students would then fill out a handout I would provide which had questions about the content they read from the sites. This strategy would be beneficial for teaching the students to research and understand the content they read more deeply.
Word Choice: Vocabulary
While Julie of the
Wolves targets early adolescent readers, the story still has vocabulary
that would be suitable for a middle to late adolescent readers. There are 39
age-appropriate words in the novel that an adolescent ought to learn. By
focusing on 10 of these words, the students will be familiarized with words
they do not know. To choose which words the students as a whole are most
unfamiliar with, I would have an ungraded pre-quiz with all 39 words. Teachers
can explain these words in depth, and discuss places that they originated. These
units would benefit readers as they read the novel.
Works Cited
Bergman, Eric, and William B. Owens,
eds. “Jean Craighead George: Biography.” Jean
Craighead George. Web. 16 Apr. 2013.
Common Sense Media. “Julie of the Wolves: Book Review.” Common Sense Media. Web. 16 Apr. 2013.
George, Jean Craighead. Julie of the Wolves: Treasury. New York:
HarperCollins, 1972. Print.
“Jean Craighead George Lesson
Plans.” Web English Teacher.
HotChalk/Glam, 21 Feb. 2013.
Scholastic. “Julie of the Wolves by Jean Craighead George.” Scholastic. Web. 16 Apr. 2013.
Swiderski, Shannon. “Book Review: Julie of the Wolves.” Books R4 Teens. Ed. Jennifer E. Moore. U
of Texas at Austen. Web. 16 Apr. 2013.
