Chapter Book #3


Author:  Karen Cushman
Title:  Catherine, Called Birdy
Illustrator:  N/A
Readability Score:  Grade 6 to Grade 8
Genre:  Fiction
Subgenre:  Historical Fiction, Humor
Theme:  Choosing your own path;  staying true to self.
Primary and secondary characters:  Catherine, George, Morwenna, Robert, Father, Mother, Edward, Meg, Shaggy Beard, Stephen, Aelis
Awards:  Newbery Honor
Date of Publication:  1994
Publishing Company: Harper Collins Publishers
ISBN number:  0-06-440548-2

Catherine, Called Birdy gives a hilarious account of life for a girl coming of age in the year 1290 in England.  Catherine is forced by her brother, Edward, to keep a journal so that she will become more mature.  Her father, who she gives all kinds of evil names, is forcing her to marry.  Catherine does not wish to marry any of the suitors he chooses, so she comes up with clever ways to send them off.  She pretends to be mad.  Catherine is in love with her Uncle George, but he loves her friend, Aelis.  The journal provides an in depth look at the harshness of living in a time with no modern medicine and amenities that we are accustomed to having at our fingertips.  Catherine finally meets her match when Shaggy Beard comes to marry her.  Her father won't accept her attempts to reason with him.  One day until Shaggy Beard is supposed to collect her, Catherine runs away to her Uncle George's.  His wife, Ethelfritha, comforts her.  George takes her home, where she discovers that Shaggy Beard has died and she must marry Stephen, his son.  Catherine realizes that even though she is still caged, she is happy to marry Stephen.  She takes on the responsibility of coming of age, marriage, and duty to her family.

This book gives an in-depth look of the societal views towards women in the Middle Ages.  The people of this time set forth high expectations for women as early as 13 years old.  I would have my students read this book and then compare the expectations of women during that time period to women's expectations today.  Each student will work with a partner to create a list of expectations labeled 1290 and Today.  Then, they will compare and contrast.  They will talk about what is the same and what is different between the two time periods.  To extend the lesson to include higher order thinking skills, I will ask the students in a grand conversation questions such as, "Can you relate to the responsibilities and expectations Catherine experienced?" "Do you think the views of women have changed?"  "Why do you think the views of women have changed since 1290?"  "What kinds of expectations do you have?"  "Who makes these expectations?" "Do you think these are fair responsibilities?"  This conversation will help students  connect the reading to their own experiences and help them to understand society today.