☀️ Copper Sun ☀️

Historical Fiction can often be used to launch rich, and relevant discussions focused on issues of social justice. It presents terrific stories that offer children a rich aesthetic experience” (Temple, 2014). Temple’s words came into my mind as I was reading Sharon Draper’s 2006 novel Copper Sun. Reading the phrase “The strangers whom Besa had spoken of arrived an hour later. Everyone in the village came out of their houses to see the astonishing sight-pale, unhealthy looking men who carried large bundles and unusual-looking sticks as they marched into the center of the village” (Draper, 2006), had me feeling intrigued on what would happen next. Never having read any of Draper’s work before, I wanted to know what would happen.

For those who have not read Draper’s Copper Sun, the book addresses the complex social issue of slavery and the slave trade. It tells the story of fifteen-year-old Amari, an African villager, who is harshly and inhumanly taken away from her village. A group of white strangers arrive one summer evening with some neighboring villagers, and they burn down Amari's village and kill her people. Amari is taken away, and she tells her horrific and dramatic experiences from leaving her village to being taken away on ships to an "unknown place" and to being sold on American soil. Amari then befriends Polly, a white indentured servant who, at first, complains about Black people. Polly mentions how black people" talk funny, they smell bad, and they are ugly. Why would the Good Lord put people like this on the Earth? The worst part is that I cannot compete with them because they work for free" (Draper, 2006).

As the story goes on, these two become friends with the same idea of wanting freedom. This story fits well with historical fiction because, as we know, African people were taken as prisoners from their land and taken to American to be sold as slaves. Amari tells readers her thoughts and experiences, as well as Polly. Draper's usage of having both perspectives jump back and forth in the book gives readers a better glimpse of what both women are thinking. Just like Temple (2014) stated, "historical fiction contains "time markers" that situate it in a particular time period. Writers strive to tell stories—stories that show how living in a specific time and place in the past shaped the lives of people, especially ordinary people. This is important because when readers read books like these, they need to realize events like those in Copper Sun did happen.

From reading Temple's text on Historical Fiction, I would classify Copper Sun as being a historical fictionalized history, as well as a fiction based on research (Temple, 2014). I chose these because what happened to many native Africans during the slave trade was real. We may not have lived it in person, but for many people, these were their ancestors. This tragic event was REAL, people did suffer, and many did perish due to mistreatment. For Sharon Draper, this story hits home. She is the granddaughter of a slave. For her, knowing that her people were mistreated, has a great significance to her. Amari's spirit lives within her and for many others. Like Temple stated, "Quality historical fiction is well researched and can serve as a valuable vehicle for learning about the past, especially because historical fiction engages readers in the drama of historical events. This dramatic element is something too often missing from textbooks." When students read books that make you reflect and play with your emotions, like Copper Sun, you know it made a real impact on the reader. It was challenging to read this book; my feelings were everywhere. I recommend this book to anyone and encourage educators to read this with students.

Thank you for reading.

See you next week!

-Melissa