Middle Grade Novel Analysis: 90 Miles to Havana
August 13, 2024 August 14, 2024
Review
“90 Miles to Havana” by Enrique Flores-Galbis is a heartfelt historical novel that portrays the experiences of Cuban children during Operation Pedro Pan. This significant yet often overlooked historical event saw over 14,000 unaccompanied Cuban minors sent to the United States between 1960 and 1962. Through the eyes of 12-year-old Julian, Flores-Galbis brings to life the struggles, hopes, and resilience of these young refugees.
Plot Summary
Set against the backdrop of the Cuban Revolution, the story follows Julian and his brothers, Alquilino and Gordo, who are sent to the United States by their parents in the hopes of a safer future. The boys find themselves in a refugee camp in Miami, facing the challenges of displacement, bullying, and the uncertainty of their new lives. Julian’s journey is one of adaptation and survival as he navigates the complexities of a new culture while yearning for his family and homeland.
Themes
- Displacement and Identity: Julian’s journey immense sense of displacement felt by young refugees. The novel explores how he and his brothers strive to maintain their Cuban identity while adapting to life in the United States.
- Family and Separation: The emotional heart of the novel lies in the boys’ separation from their parents. The narrative captures the pain of this separation and the strength of the familial bond that keeps them hopeful.
- Courage and Resilience: Julian’s story is a testament to the resilience and courage of children in the face of adversity. Despite numerous challenges, Julian remains determined to protect his brothers and find a way back to his family.
- Friendship and Solidarity: The bonds Julian forms with other children in the camp highlight the importance of friendship and solidarity. These relationships provide emotional support and help them navigate their new reality.
Writing Style
Enrique Flores-Galbis writes with an authentic voice that captures Julian’s perspective with clarity and empathy. The narrative is rich in cultural details, providing a sense of time and place. Spanish phrases and cultural references enhance the story’s authenticity and depth. The prose is accessible and engaging, making it suitable for middle-grade readers and appealing to older audiences.
Educational Value
“90 Miles to Havana” is an excellent educational tool, providing insight into the Cuban Revolution and the experiences of child refugees. The book offers a personal perspective on historical events, making them relatable and understandable for young readers. It encourages discussions about immigration, cultural identity, and resilience.
Conclusion
“90 Miles to Havana” is a powerful and moving novel that sheds light on a crucial historical event through the eyes of a young boy. Enrique Flores-Galbis skillfully blends historical context with personal narrative, creating a story that is both informative and emotionally resonant. The themes of identity, resilience, and family make it a timeless and significant read.
Text Complexity Map
Author: Enrique Flores-Galbis
Publisher: Roaring Brook Press Publication Date: August 3, 2010 Pages: 304
Genre: Middle Grade, Historical Fiction
| Text Description | Recommended Grade Levels |
| When Julian’s parents make the heartbreaking decision to send him and his two brothers away from Cuba to Miami via the Pedro Pan Operation, the boys are thrust into a new world where bullies run rampant and it’s not always clear how to best protect themselves. | Grades 5-8 |
| Quantitative Measures of the Text: 790L | |
| Range: 420L-820L | Associated Band Level: Text is associated with the higher end of the 2-3 band and the lower end of the 4-5 band. 2-3 Band – 420L-820 L4-5 Band – 740L-1010L |
| Qualitative Measures of the Text |
| Levels of Meaning/Purpose: Moderately Complex (More than one level of meaning with levels clearly distinguished from each other; theme is clear but may be conveyed with some subtlety) The story of Julian and his brothers adapting to life in a refugee camp in Florida after fleeing Cuba. Themes of displacement, family bonds, resilience, cultural identity, and the impact of political change on personal lives. |
| Structure: Moderately to Very Complex The novel follows a linear, chronological narrative structure, which is straightforward and easy to follow. While the overall structure is straightforward, the novel contains flashbacks and moments of introspection that add depth to the narrative, that is straightforward to follow. While the overall structure is straightforward, flashbacks and moments of introspection |
| Knowledge Demands: Very Complex Readers benefit from having some background knowledge of the Cuban Revolution and Operation Pedro Pan, though the book provides enough context for readers unfamiliar with these events. Familiarity with themes of immigration, displacement, and historical context can enhance comprehension, but the novel stands alone in providing the necessary background. |
| Knowledge Demands: Very Complex Readers benefit from having some background knowledge of the Cuban Revolution and Operation Pedro Pan, though the book provides enough context for readers unfamiliar with these events. Familiarity with themes of immigration, displacement, and historical context can enhance comprehension, but the novel stands alone in providing the necessary background. |
| Reader and Task Considerations |
| Motivation: Students with an interest in history, particularly the Cuban Revolution, or stories of immigration and resilience will find the book engaging. Background Knowledge: Some understanding of the historical context will enhance comprehension, but the story is accessible without it due to the contextual explanations provided in the text. Complexity of Tasks: Tasks might include discussing themes, comparing the novel to other historical accounts or immigration stories, and reflecting on personal connections to the characters’ experiences. |
| Overall Complexity |
| The book is accessible to upper elementary and middle school readers, but its themes and historical context provide depth that can challenge and engage readers in critical thinking. |
Mentor Text Teaching Points
| Reading Skills Character Analysis: Bebo, Angelita, Julian These three characters represent the main character (Julian) and two characters that impact him. Inference Family Status – Find details to support possible wealth and success (owning a boat, having a cook, having a building business) Romance – Find details to support the older brother having a crush on Angelita Setting (Stated & Inferred) – December 31, New Year’s Eve – Havana – Warm (location, fishing) | Writing Skills Dialect Impact of using proper nouns and correct dialect when writing. Incorporating dialect in a narrative is a powerful tool for enhancing realism, character development, and cultural representation. Setting Show, Don’t Tell – mini-lesson on how to introduce setting using inference. |
| Language, Grammar and Conventions Dialect – Discuss why the author includes Spanish words (El Maestro, chico, El Morro) | Vocabulary – Nautical Terms (horizon, compass, stern, dock, fighting chair, etc.) – empty-handed – squaring my shoulders – musterpaella |
| Mentor Sentence (page 3) What does this sentence allude to in the story? Shift in mood, something is going to change for the family Word Choice – Connotation (no next time, everything is changing, our last) “What if there is no next time? I heard you talking to Mr. Garcia on the phone this morning, you said everything is changing and this could be our last fishing trip.” | |
