Burn Baby Burn

 Bibliography: Medina, M. (2016). Burn Baby Burn. Candlewick Press. ISBN: 978-0-7636-7467-0

Plot Summary: The story takes place in New York during the 1970's. The protagonist, Nora, is a young Hispanic woman facing many challenges: a dysfunctional family, tense relationships and the fear of the "Son of Sam" serial killer. As she finishes high school Nora faces issues of identity and racism, but finds strength through her growing romance with Pablo. Nora has important decisions to make about her future, and the background of her story makes her life even more complex. 

Critical Analysis: Though many references and events to the Son of Sam serial killer are clearly fictional, they help to enhance the story's mood. What is accurate,  is the impact the murders had on New York City. But these only serve as a backdrop to Nora's struggle, which is the main focus of the book. The story is told in first person, through Nora, who speaks as an average young adult would . The word choice is fairly simple without being condescending, as a result. The author uses desciptive phrases well and they create a vivid imagery for the reader. In reference to the back of Pablo's jeans, Nora notes "When he walks, it looks like a delicious rooster tail" (83) and when dancing alone in her living room, picturing Freddie Prinze as her partner "I shake my body, feel his love in my bones for exactly who I am" (216). It was a fairly quick and easy read, and the story was pretty good. A good read for middle or high school students. 

Reviews:

    Kirkus Reviews: "An important story of one of New York City's most dangerous times. 

    CommonSenseMedia.org: "Riveting coming-of-age tale set in dangerous summer of '77."

Awards:

    Kirkus Prize Finalist, 2016

    School Library Journal Best Book of the Year Award, 2016

    Booklist Editor's Choice Award, 2016

Connections:

    Use in a middle or high school History class or a high school Criminal Justice clas. Have students read primary sources regarding the Son of Sam serial killer and compare them to the accounts in the book.

    (From teachingbooks.net) Use in a high school English class and have students complete guided reflection comparing their experience with those they see in the text. "This may include reflecting on concepts such as privilege, power, and/or bias that might be in the text."

    


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