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Breaking Stalin's Nose

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Breaking Stalin's Nose is one of Horn Book’s Best Fiction Books of 2011


Sasha Zaichik has known the laws of the Soviet Young Pioneers since the age of six:

The Young Pioneer is devoted to Comrade Stalin, the Communist Party, and Communism.

A Young Pioneer is a reliable comrade and always acts according to conscience.

A Young Pioneer ...

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Breaking Stalin's Nose is one of Horn Book’s Best Fiction Books of 2011


Sasha Zaichik has known the laws of the Soviet Young Pioneers since the age of six:

The Young Pioneer is devoted to Comrade Stalin, the Communist Party, and Communism.

A Young Pioneer is a reliable comrade and always acts according to conscience.

A Young Pioneer has a right to criticize shortcomings.

But now that it is finally time to join the Young Pioneers, the day Sasha has awaited for so long, everything seems to go awry. He breaks a classmate's glasses with a snowball. He accidentally damages a bust of Stalin in the school hallway.  And worst of all, his father, the best Communist he knows, was arrested just last night.


Eugene Yelchin's moving story of a ten-year-old boy's world shattering is masterful in its simplicity, powerful in its message, and heartbreaking in its plausibility.

A 2012 Newbery Honor Book

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Editorial Reviews

Publishers Weekly
Picture book author/illustrator Yelchin (Won Ton) makes an impressive middle-grade debut with this compact novel about a devoted young Communist in Stalin-era Russia, illustrated with dramatically lit spot art. Ten-year-old Sasha lives with his father, a State Security secret policeman whom he worships (almost as much as he worships Stalin), and 46 others in a communal apartment. The story opens on the eve of the fulfillment of Sasha's dream—to become a Young Soviet Pioneer—and traces the downward spiral of the following 24 hours, as he resists his growing understanding that his beloved Communist state is far from ideal. Through Sasha's fresh and optimistic voice, Yelchin powerfully renders an atmosphere of fear that forces false confessions, even among schoolchildren, and encourages neighbors and family members to betray one another without evidence. Readers will quickly pick up on the dichotomy between Sasha's ardent beliefs and the reality of life under Stalinism, and be glad for his ultimate disillusion, even as they worry for his future. An author's note concisely presents the chilling historical background and personal connection that underlie the story. Ages 9–12. (Sept.)
Children's Literature - Jody Little
10-year old-Sasha is proud of his Communist father. He believes that Comrade Stalin is the greatest leader and teacher of all time. Sasha lives in a communal apartment with his father and 48 other people. The night before the Pioneers rally at which Sasha will officially become a young Communist, his father is taken away. Sasha is confused. Why would Stalin allow his father to be taken? Sasha decides to get answers for himself and sets out on a quest which takes him to his aunt's home, his school and ultimately to Lubyanka, a prison. As the search for his father continues, Sasha begins to doubt everything he once believed: the comforts of his home, the nature of his father's work, and Stalin's leadership. Set during the heart of Stalin's reign in the Soviet Union, the author brings the scenes, the language and the beliefs of Communism to readers as only one who has lived it could do. The main character is thoughtful, spunky and courageous, and the book's illustrations will captivate readers. This is a well-written and accessible work of historical fiction for young readers. Reviewer: Jody Little
School Library Journal
Gr 5–7—Velchin skillfully combines narrative with dramatic black-and-white illustrations to tell the story of life in the Soviet Union under Stalin. Sasha Zaichik, the 10-year-old son of a member of the secret police, is bursting with pride because he is ready to become a Young Pioneer. He is equally excited that his father will be officiating at the ceremony. But then he watches as his father is taken away to prison, turned in by a neighbor vying for bigger living quarters. Sasha joins his peers in taunting Borka Finkelstein, their only Jewish classmate, even though readers sense that he doesn't really want to do it. The question of who is a good Communist underlies much of the plot. The book's intriguing title refers to Sasha's accidentally breaking the nose off a bust of Stalin. Borka, desperate to see his imprisoned parents, confesses to the action, with the hope that he will be taken to prison, too. Sasha does not admit his own guilt. Eventually disillusionment overtakes homeless Sasha as he waits in line to visit his father. Velchin's illustrations are filled with pathos and breathe life into the narrative. Though there are many two-dimensional characters, mostly among the adults, Sasha and Borka are more fully drawn. While the story was obviously created to shed light on the oppression, secrecy, and atrocities under Stalin's regime, Sasha's emotions ring true. This is an absorbing, quick, multilayered read in which predictable and surprising events intertwine. Velchin clearly dramatizes the dangers of blindly believing in anything. Along with Ruta Sepetys's Between Shades of Gray (Philomel, 2011), this selection gives young people a look at this dark history.—Renee Steinberg, formerly at Fieldstone Middle School, Montvale, NJ
Kirkus Reviews

"There's no place for the likes of you in our class," Sasha Zaichik's teacher tells him, and that seems to be the motto of the whole Stalinist nation.

Yelchin's debut novel does a superb job of depicting the tyranny of the group, whether residents of a communal apartment, kids on the playground, students in the classroom or government officials. It's the readiness of the group to create outsiders—bad ones, "unreliables," "wreckers"—by instilling fear in everyone that chills. Not many books for such a young audience address the Stalinist era, when, between 1923 and 1953, leaving a legacy of fear for future generations. Joseph Stalin's State Security was responsible for exiling, executing or imprisoning 20 million people. Sasha is 10 years old and is devoted to Stalin, even writing adoring letters to Comrade Stalin expressing his eagerness at becoming a Young Pioneer. But his mother has died mysteriously, his father has been imprisoned and Sasha finds he has important moral choices to make. Yelchin's graphite illustrations are an effective complement to his prose, which unfurls in Sasha's steady, first-person voice, and together they tell an important tale.

A story just as relevant in our world, "where innocent people face persecution and death for making a choice about what they believe to be right," as that of Yelchin's childhood. (author's note) (Historical fiction. 9-12)

From the Publisher
"Mr. Yelchin has compressed into two days of events an entire epoch, giving young readers a glimpse of the precariousness of life in a capricious yet ever-watchful totalitarian state." Wall Street Journal

"A miracle of brevity, this affecting novel zeroes in on two days and one boy to personalize Stalin's killing machine of the ’30s. . . . Black-and-white drawings march across the pages to juxtapose hope and fear, truth and tyranny, small moments and historical forces, innocence and evil. This Newbery Honor book offers timeless lessons about dictatorship, disillusionment and personal choice." —San Francisco Chronicle

"The cat-and-mouse chase that pits Sasha’s whole world against him will rivet middle-grade readers, but this title will hold special appeal for older students whose grasp of content outstrips their reading proficiency." —BCCB

"Picture book author/illustrator Yelchin makes an impressive middle-grade debut with this compact novel about a devoted young Communist in Stalin-era Russia, illustrated with dramatically lit spot art." —Publishers Weekly

* "This brief novel gets at the heart of a society that asks its citizens, even its children, to report on relatives and friends. Appropriately menacing illustrations by first-time novelist Yelchin add a sinister tone." —The Horn Book, starred review

"Yelchin’s graphite illustrations are an effective complement to his prose, which unfurls in Sasha’s steady, first-person voice, and together they tell an important tale." —Kirkus Reviews

"Yelchin skillfully combines narrative with dramatic black-and-white illustrations to tell the story of life in the Soviet Union under Stalin." —School Library Journal

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Product Details

  • ISBN-13: 9780805092165
  • Publisher: Henry Holt and Co. (BYR)
  • Publication date: 9/27/2011
  • Edition description: First Edition
  • Edition number: 1
  • Pages: 160
  • Sales rank: 353,825
  • Age range: 9 - 12 Years
  • Lexile: 670L (what's this?)
  • Product dimensions: 5.90 (w) x 7.10 (h) x 0.90 (d)

Meet the Author

Eugene Yelchin has illustrated several books for children, including Who Ate All the Cookie Dough? and Won Ton. He lives in California with his wife and children.

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Read an Excerpt

Breaking Stalin's Nose


MY DAD IS A HERO and a Communist and, more than anything, I want to be like him. I can never be like Comrade Stalin, of course. He's our great Leader and Teacher.

The voice on the radio says, "Soviet people, follow our great Leader and Teacher—the beloved Stalin—forward and ever forward to Communism! Stalin is our banner! Stalin is our future! Stalin is our happiness!" Then a song comes on, "A Bright Future Is Open to Us." I know every word, and, singing along, I take out a pencil and paper and start writing.

Dear Comrade stalin,

I want to thank you personally for my happy childhood. I am fortunate to live in the soviet Union, the most democratic and progressive country in the world. I have read how hard the lives of children are in the capitalist countries and I feel pity for all those who do not live in the USSR. They will never see their dreams come true.

My greatest dream has always been to join the Young soviet Pioneers—the most important step in becoming a real Communist like my dad. By the time I was one year old, my dad had taught me the Pioneers greeting. He would say, "Young Pioneer! Ready to fight for the cause of the Communist Party and Comrade stalin?" In response, I would raise my hand in the Pioneers salute.

Of course, I couldn't reply "Always ready!" like the real Pioneers do; I couldn't talk yet. But I'm old enough now and my dream is becoming a reality. Tomorrow at my school's Pioneers rally, I will finally become a Pioneer.

It's not possible to be a true Pioneer without training one's character in the stalinist spirit .

I solemnly promise to make myself strong from physical exercise, to forge my Communist character, and always to be vigilant, because our capitalist enemies are never asleep. I will not rest until I am truly useful to my beloved soviet land and to you personally, dear Comrade stalin. Thank you for giving me such a wonderful opportunity.

Forever yours, sasha Zaichik, Moscow Elementary chool #37

When I imagine Comrade Stalin reading my letter, I get so excited that I can't sit still. I rise up and march like a Pioneer around the room, then head to the kitchen to wait for my dad.

Copyright © 2011 by Eugene Yelchin

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Reading Group Guide

Chapter-by Chapter Comprehension Questions
To check foundational and literal reading comprehension, have students answer each of the questions below in complete sentences. This can be done in a journal or on separate paper to hand in. You may also review grammar by requiring that each answer contain such elements of your lessons as compound/complex sentences, adverbial phrases,
adjectives, and verb tenses.
1. Why is Sasha Zaichik excited to become a Young Pioneer? When will this occur?
2. How much privacy do the residents of the komunalka have? Explain.
3. What does Sasha’s father do for a living?
4. Why is Sasha embarrassed to look at Stukachov? (page 14)
5. Why is Sasha’s father coming to his school?
6. Why have the State Security come for Sasha’s father?
7. What may be Stukachov’s reason for “reporting” Sasha’s father? How does Stukachov act toward Sasha?
8. Why does Sasha decide not to sleep near the stove in the komunalka? What does he decide to do instead?
9. How is Sasha greeted at the Kremlin?
10. Why won’t Aunt Larisa and her husband allow Sasha to stay with them?
What prediction does the uncle make about Sasha becoming a member of the Young Pioneers?
11. Describe Sasha’s memory of his mother’s death. Why do you think his Aunt Larisa said that his father “looked guilty, not sad”? (page 44)
12. What do you think Amerikanetz means?
13. What does Vovka Sobakin mean when he says, “Who’s not with us is against us”? (page 52)
14. Describe and give examples of how uncooperative students are treated in Sasha’s classroom.
15. Describe Borka Finkelstein.
16. Why does Borka want help getting inside Lubyanka prison? What is Sasha’s
reaction to this request?
17. What is Sasha’s fantasy in the main hall, and how does this cause damage to the bust of Stalin?
18. What does Sasha predict will happen to him for damaging the statue?
19. Who knows that Sasha damaged the statue? What does he say will happen to Sasha?
20. What are the students forced to do upon learning about the damage to the statue?
21. Who does Principal Sergei Ivanych say caused the damage? Search for and use a direct quote from the book. Why does Sasha feel “this time he’s gone too far”?
22. Who confesses to the crime? Why does he wink at Sasha?
23. What was Borka’s plan for seeing his parents?
24. What happened to Vovka’s father, and how does Vovka react to Nina Petrovna
telling the class? (page 100) What kind of student was Vovka before this event? What was it like for him afterward? Refer to chapter 13 if needed.
25. Where is Principal Ivanych sending Vovka and Sasha? What is the “deal” Vovka tries to make with Principal Ivanych?
26. Why is Sasha now an enemy of the state? Why is this ironic?
27. Based on the joke told by Stalin’s nose, what can you infer about the interrogation of prisoners? (chapter 25)
28. Who did Vovka blame for damaging the statue? What evidence was found and where was it?
29. What does the State Security senior lieutenant want from Sasha? What does the lieutenant suggest happened to Sasha’s mother? His father?
30. What prompted the lieutenant to make Sasha an offer? What is Sasha’s decision about the lieutenant’s offer?
Discussion / Short–Answer Questions
Discussion questions are intended to stretch students beyond literal comprehension and to require them to support their opinions with evidence from the book. Highlight a student’s ability to reinforce his/her viewpoint by citing specific lines or phrases from the story. This can be accomplished in writing or in small discussion groups. This is also an excellent time to teach or review the correct use of quotation marks. Examples of discussion questions are below. Students can practice developing discussion questions of their own to share with the class.
1. The Stalinist propaganda machine helped establish a belief that children in capitalist societies were less fortunate than those in Russia. Find and describe at least one instance of this in the story. Why would Stalin want to spread this belief?
2. The author, Eugene Yelchin, vividly describes the harsh winter conditions of
Moscow. How do these descriptions act as a metaphor for the political system under which Sasha lives?
3. In chapter 12, how does the snowball fight reinforce patriotism to Russia?
4. Based on what you now know about Stalinist Russia, what do think will happen to Sasha in the near future? Compose your answer on evidence from the book rather than what you wish for Sasha.
5. How does fear motivate the characters’ decisions throughout this story? Give at least three examples.
Essay Topics (for older students)
Breaking Stalin’s Nose offers many areas for students to examine through a comprehensive essay. A literary essay is an excellent opportunity for students to analyze a text and to practice critical writing skills. Areas that are important to review or teach include the following:
• Thesis development. Students should be able to construct a single, arguable statement around which their entire essay will be developed.
• Paragraph development. Review topic sentences, supporting details, proper quotation citation, transitional sentences, and closing paragraphs.
• Analysis of evidence. Remind students not to assume the evidence speaks for itself. Be sure they specifically address why a quotation or passage supports the thesis.
• Transitional sentences. These help organize the essay and keep it flowing smoothly.
The following link is an excellent teacher and student source for these skills:
Possible Essay Topics
Expository Essay (Lower Level)
Describe and explain Moscow under Stalinist rule using only the novel as evidence.
What was life like for its citizens? Who was favored and who was outcast? Choose
three areas to examine such as setting, occupations, hopes or fears of citizens, and
relationships between characters. Use quotations or passages from the book to support
your opinion.
Cause and Effect (Middle Level)
Stalinist tactics of control created fear and paranoia among its citizens. Choose at least
three instances in the book of behavior directed by fear or paranoia. Analyze why the
characters chose to act the way they did and what consequences came of their actions.
What are the dangers of this system? What was the purpose?
Comparative (Higher Level)
In Stalinist Russia, the anonymous accusation of a crime was enough to get someone
imprisoned, perhaps forever. How does this process of law differ from that of the
United States? Refer specifically to the sixth amendment of the U.S. Constitution and
the concepts of a public trial, an impartial jury of one’s peers, the right to confront one’s
accuser, and the right to counsel. Based on what you learned in Breaking Stalin’s Nose,
compare your rights with those of Russians under Stalin’s rule.
Language arts Connections
Breaking Stalin’s Nose is an excellent opportunity to review the elements of a story with
students. Have students understand and identify the elements below as they read. The
use of a large graphic organizer in class can help students recognize and understand the
elements as the story is read. Flipchart or butcher paper is a good method of making
this information visually available to students throughout the unit. Some elements will
be immediately apparent while others may be revealed slowly. For example, the charac-
terization of Sasha may be an on-going discussion as Sasha is confronted with various
The setting is the time and place in which a story takes place.
Have students be as detailed as possible about Sasha’s world. Use both quotations and the author’s illustrations as support.
The atmosphere is established by the setting and is an emotional feeling or coloring of the story. A story may feel gloomy, hopeful, or oppressive.
Have students describe the atmosphere of the story and have them find specific phrases or words to support their opinion.
This is the plan of the story—the arrangement and sequence of incidents and details. It often starts with a situation or problem that is vital to the main character. The main character struggles with these conflicts creating a growing or rising action towards the climax, or highest dramatic point of the story. Following the climax comes the denouement, which is the final unraveling or solution of the plot.
Have students map the plot as it occurs. Have them identify the climax and the denouement.
This is the struggle between two opposing forces, usually the main character and
another element. Conflict can be of four main types:
1. man vs. man—the main character is in conflict with another person or persons
2. man vs. nature—the main character is in conflict with a force of nature (storms,
drought, disease, etc.)
3. man vs. him/herself—the main character is in conflict with him/herself (shame,
fear, temptation, etc.)
4. man vs. society—the main character is in conflict with acceptable societal rules/
values (government, etc.)
Conflict can also be internal or external. External conflict is usually physical and easy to recognize. Internal conflict is represented by a character’s struggle with herself or her conscience, or between what is and what should be.
Have students identify and provide evidence for the many conflicts in this story. Remind students that a story may have more than one type of conflict.
The theme is the central idea on which the story is based. Sometimes this is explicit and sometimes it is only implied. Themes can often be stated in one or two sentences and often gives a comment about life from the author’s point of view. Examples of themes are
1. Honesty is the best policy.
2. All that glitters is not gold.
3. People must ultimately be responsible for their own actions.
Have students identify possible themes of Breaking Stalin’s Nose. Possibilities include the power of fear, the dangers of blind allegiance and group-think, and the limits of family loyalty.
Suspense is created when there is a feeling of uncertainty in a story. This is usually accompanied by a feeling of anxiety, apprehension, or excitement. The author increases the suspense by withholding information that would satisfy the reader’s curiosity.
Ask students to identify suspenseful moments in the story and to explain the reasons for the suspense.
A symbol is something that represents or suggests a relationship or association. For example, a flag represents patriotism; a lamp represents knowledge; a cross stands for the church.
Have students identify symbols throughout the story. Possible symbols in Breaking Stalin’s Nose are the Young Pioneer banner, the statue of Stalin, or the gloomy weather in Moscow.
This is a hint of things to come—a word, a phrase, or a sentence that contains an important clue purposely inserted by the author to prepare the reader for a later event.
Have students identify moments of foreshadowing in the story such as the reaction of Sasha’s aunt upon hearing of his mother’s death.
Point of View
Point of view is the viewpoint from which a story is told. Point of view is almost always one of two types
• First-person narrative: A character tells the story in his or her own words. The author can reveal only what the narrator might be expected to know
or think.
• Third-person narrative: The author tells the story from an all-knowing, omniscient point of view. The reader may know what is happening to many characters in many locations at once.
Have students identify the point of view, but also discuss how the story would be different if it were told from a different viewpoint.
Tone is the writer’s attitude toward his subject and characters. It may be sad or sorrowful, sentimental, angry, sympathetic, hopeless, humorous, or objective.
Have students identify words or phrases that reveal Mr. Yelchin’s tone throughout the book.
To be believable, a character in a story must act in a reasonable, consistent, and
natural way. Characterization is the method used by a writer to develop a character. The method includes the following:
1. describing the character’s appearance
2. displaying the character’s actions
3. revealing the character’s thoughts
4. letting the character speak (dialogue)
5. getting the reactions of others toward the character
Have students gather, discuss, and provide evidence for the ways in which Sasha’s character is revealed throughout the novel.
Advanced Literary Technique:
Magical Realism
In addition to the elements of a story discussed above, the author also uses the literary technique of magical realism with the appearance of Stalin’s nose as a character. Magical realism is the use of fantasy or surreal elements in an otherwise rational world and story. Introduce this term to your students and have them identify where in this story it appears. Explore the genre by asking students why such a technique can be powerful. What is its purpose? In what other stories have they encountered magical realism? It’s important to remind the students that this technique is different from the genre of fantasy or science fiction.
Advanced Study (for older students)
Gene Sharp, a professor at University of Massachusetts Dartmouth, is the author of From Dictatorship to Democracy, a short manual used around the world to understand and overturn dictators. Dr. Sharp advocates nonviolent resistance and maintains that dictators derive their power from one or more of the following six areas:
1. Perceived authority—the feeling among the citizens that the dictator is correct
in his objectives and that there is a moral obligation to obey.
2. Material resource—the control and distribution of money, food, housing, and
other resources necessary for citizens to live.
3. Human resources—this may be two kinds: quality and quantity. A dictator must
have sufficient followers to enforce his or her will. Additionally, a dictator must
have qualified and powerful people who support his or her vision of the dictatorship.
4. Sanctions—punishment or the fear of punishment for not following the rules.
5. Skills and knowledge—the custody and use of specific skills, knowledge, or
abilities to which the citizens do not have privilege.
6. Intangible factors this can be propaganda, idolatry, superstitions, or other beliefs
held by the citizens that give the dictator a demigod status.
Have students look for Stalin’s use of these sources of power throughout the book. How many can they find and support with evidence?
To read Professor Sharp’s manual From Dictatorship to Democracy,

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Customer Reviews

Average Rating 4
( 20 )
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Sort by: Showing all of 20 Customer Reviews
  • Anonymous

    Posted March 7, 2013

    Will never be forgot

    Yes this book was short but that didnt stop the author to not write a great book im in 5th grade and finshed this book in a day ! To me this book wasnt scary at all well except the suthors note that sorta freaked me out im glad i dont live in russia . The whole pionner thing made me think about boy scouts. I knew there was a message to the whole book i just didnt get it that clear but i will most likly read this book next year to maybe understand it more . I will highly recomend this book from ages 10-14 becuase it is a nice book and the story was very well writen sonetines. My only negitave thing to say is things happend so fast i was like whaaaasaaaaaaaaaaaaaaaaaaaaaaaaaaaaht??? Any way this guy has to write a sequel are another book . This book will be a great book to read whenever IT WILL NEVER BE FORGOT EVER!!!!!!!!!!!!!!!

    2 out of 3 people found this review helpful.

    Was this review helpful? Yes  No   Report this review
  • Posted November 16, 2013

    This book should be read by anyone who beleives that people should be free.

    A young Russian boy accidently breaks the nose off of a bust of Stalin. He is concerned for his life as he is surrounded by people he cannot trust because his family members and classmates keep disappearing.

    1 out of 1 people found this review helpful.

    Was this review helpful? Yes  No   Report this review
  • Anonymous

    Posted April 25, 2013


    Are you single

    1 out of 7 people found this review helpful.

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  • Anonymous

    Posted March 28, 2012


    I just finished reading and loved it. The ending is good but doesnt tell enough. I hope there is a book after this one.

    1 out of 1 people found this review helpful.

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  • Anonymous

    Posted March 18, 2012

    Read it

    Get this book!

    1 out of 1 people found this review helpful.

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  • Anonymous

    Posted March 10, 2012


    It looks like a good book.Is it?

    1 out of 4 people found this review helpful.

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  • Anonymous

    Posted March 10, 2012

    People peeps

    I heard about it in class

    1 out of 5 people found this review helpful.

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  • Anonymous

    Posted December 14, 2014

    Okish Sup Sup Sub par meteokir Sub par meadeoker t best Decebt Decent


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  • Anonymous

    Posted May 19, 2014

    Great book

    I thought this book was very well written and it kept my attention from the start. It is a very different perspective of Stalin. The boy wants to be like Stalin. The only reason I rated it four stars instead of five was because the ending seemed like a cliffhanger, so I'm wondering if there is a sequel. I would read it if there was.

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  • Anonymous

    Posted April 9, 2014


    I hated it it was fricin crap sucs to

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  • Anonymous

    Posted January 13, 2014


    Worst book I've ever read

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  • Anonymous

    Posted February 4, 2013



    0 out of 2 people found this review helpful.

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  • Anonymous

    Posted January 24, 2013



    0 out of 2 people found this review helpful.

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  • Anonymous

    Posted October 17, 2012


    This book was the boom

    0 out of 1 people found this review helpful.

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  • Anonymous

    Posted June 10, 2012

    Not my kind of book.

    I was excited to find another newbery ( did I spell that right? ) at the library, and eagerly began reading this. I must admit, I was very dissapointed. I am a cheerful girl, but I do enjoy sad books if they are deep. I found this book to be depressing and shallow. I had no respect at all for the main character, and the book ended very abrubtly, with the few things they wrapped up being shoved in to the last three pages. I am sorry to be do harsh, and I'm just giving my opinion. It is historical fiction, and I know that the book was set tn a depressing time. The author captured that well. Maybe this is a fantastic book, just not for 11 year old girls.

    0 out of 2 people found this review helpful.

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  • Posted April 5, 2012

    Breaking Stalin's Nose caught my attention, I love titles, howev

    Breaking Stalin's Nose caught my attention, I love titles, however, working as a school librarian I am confused as to what age group Eugene Yelchin is targeting? Sash'a life changing experience had me glued to the book. It teaches communism, and Stalin's cleansing in a nut shell. Very simple for 6th to 9th graders. If a 1st grader to 4th, came home with this book, as a parent I might be upset. First, I don't think they would get the message, and second it was kinda scarey. When I recieved this book for my collection it was cataloged as juvenile fiction, I cataloged it as YA. Ya is more age appropriate. I also passed the book on to a 7th grade teacher who utilzes Youtube, among other contemporary approachs to teach communism. Good book excellent illustrations.

    0 out of 1 people found this review helpful.

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  • Anonymous

    Posted April 1, 2012

    IT WAS OK.

    This book was okay.It has lots of picture but it was short.

    0 out of 1 people found this review helpful.

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  • Anonymous

    Posted January 4, 2012

    No text was provided for this review.

  • Anonymous

    Posted March 18, 2013

    No text was provided for this review.

  • Anonymous

    Posted April 7, 2012

    No text was provided for this review.

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