D i s c u s s i o n G u i de
Finding Family by Tonya Bolden
• A u niq u e novel told in words and p hotogra p hs •
Delana has never known her parents. Raised by her Aunt Tilley and an aloof grandfather, Delana
has led a sheltered existence, nurtured on her aunt’s wild family histories. But when Aunt Tilley
dies, Delana confronts her pent-up curiosities and embarks on a quest to unravel her aunt’s
fictions and draw out her mysterious grandfather. In searching for her true history, Delana finds
herself, and a home in the one place she never thought to look. This moving fictional story is
imagined from real antique photographs that author Tonya Bolden has collected. Bolden’s wellresearched historical details about 1905 Charleston, West Virginia lend authenticity, while her
spare, lyrical writing make this young girl’s coming-of-age resonate.
 “This richly lyrical and historically persuasive coming-of-age story explores
the ties that bind, break and renew an affluent African-American family. . . . Period
photographic portraits from Bolden’s personal collection illustrate the book. Each
carefully posed subject is a fascinating enigma.”—Kirkus Reviews, starred review
978-1-59990-318-0 • $15.99
192 pages • 5 1/16 x 7 3/4
Black-and-white photographs
Ages 8 to 12 • Grades 3 to 6
Available September 2010
TONYA BOLDEN has written more than twenty books for children and adults, many of them award-winning, including the Coretta Scott King Honor Book Maritcha: A
Nineteenth-Century American Girl. She lives in New York City.
www.tonyaboldenbooks.com
English Language Arts
Reading, Writing, Listening, Viewing, Speaking
Discussion Questions
pre-reading
• What was the quality of life in West Virginia like for black Americans in late 19th century and early 20th century?
• How had life for black Americans changed from the period of enslavement to the late 19th century and early 20th
century?
d u r i n g r e a d i n g
• Is the main character well-to-do? Find evidence that supports the economic status of Delana and her grandfather.
• How does “The Book of Bewares” affect Delana?
• Why do Aunt Tilley and Grandpa keep the truth from Delana?
• What is Delana’s great aunt’s wish?
• Why does Aunt Tilley say, “Thirteen . . . that’s the age of accountability”? (pg. 57)
• The death of Aunt Tilley also represents Delana’s coming of age. Her transition from being a 12 year old to becoming
a teenager brings changes within her that lead to learning some truths about her parents. What does it mean to be
part of a legacy?
• What does Ambertine mean when she says: “When I got word that she was gone, I decided it was time for you know
some things, get some freedom wings”? (pg 145)
• Who talks to Delana throughout the story?
• How does Grandpa adopt the philosophy of Blanche K. Bruce to become a wealthy person?
• Wereslaveownersalwayswhite?HowdoesGrandpagethisstartaftertheendofslavery?
• WhydoesGrandpaaddonalibrary?HowdoesGrandpamakeuseofthelibrary?Isthereevidencethathecanread?
• HowdoesGrandpachangewhenDelanabeginsaskingquestionsaboutherlife?
• HowdoesDelanachangefromthetimidfearfulcharacterdepictedinthebeginningofthebooktothecharacter
shownduringherpicture-takingatGatesStudio?
Post ReADinG ActiVities
liTer ary deVi CeS
Goodreadersnoticeliterarydevicesusedthroughoutthestory.
Define these devices, discuss how they are used in the book and what they helped the author
accomplish.
personification
dragonflies
Symbolism
dragonflies
Alliteration
jumpjackjoy,dumbDelana(pg.6),makingmerry,shimmershine,primrose
pink(pg.8),CousinClare,clockchimed(pg.10),glimmersofgold(pg.25),
CousinCora,beehivebusy(pgs.27)
Repetition
thump-thumping(pgs.4,5)
Lists
round,square...,beatupboots...(pgs.9,62)
Voice
hetup(pg.7),‘Lawdamercy’(pg.4)
Simile
sharpasatack(pg.25)
l anguage eXperienCe
Goodreadersnoticeunfamiliarlanguagethroughoutthestory.
Determine, discuss and interpret meanings of words and/or phrases chosen by the author
Haunch(pg.3)
Sittingroom(pg.11)
Danger-likepeople(pg.47)
Meek(pg.3)
Yondergaze(pg.11)
Eagleeyed(pg.47)
Churn(pg.4)
Holyspecialness(pg.23)
Satchel(pg.47)
Spaciousmind(pg.5)
Bureau(pg.25)
Melungin(pg.48)
Horde(pg.6)
Maypops(pg.25)
Laurel-wreaths(pg.51)
Flitting(pg.9)
Trinket(pg.25)
Tongue-tied(pg.51)
Twitchy(pg.9)
Hankering(pg.28)
Notions(pg.52)
Crochet(pg.10)
Hatbox(pg.33)
Momento(pg.53)
Settee(pg.10)
Steamertrunk(pg.33)
BookofBewares(pg.56)
Mantel(pg.11)
Damsels(pg.34)
Gussiedup(pg.61)
parlor(pg.11)
Lucre(pg.35)
C H a r a C T e r i Z aT i o n
Goodreadersnoticeinternalandexternaltraitsofcharactersmetthroughoutthestory.
Describe the below characters using examples from the book.
ViolaKimbrough
Adena
Th
eMullinsFamily
Delana
AuntTilly
Grandpa
MartinDelany
AlexanderDommas
CousinClare
AuntViney
uncleMatthias
MissIda
PhotograPhy
Th
roughthephotographsinthenovelFinding Family,theauthorweavesanarrativeoflossanddiscoveryfortheprotagonist.
DelanaHannibal,daughterofthedeceasedJolineHannibal.DelanaisraisedbyherAuntTilleyandgrandfatherSamuel,with
limitedinsightintoherfamilyhistory.AuntTilleysuppliespiecesofinformationaboutthefamilymemberswhenthey“visit
kinfolk,”lookingthroughabasketofphotographsAuntTilleyhaskept.
Th
ereare30photographsandpostcardsinthetextthataremostlyfromtheauthor’scollectionofantiquephotographs.
Th
eyspanatimeperiodfromthe1870stotheearlytwentiethcentury.Th
ephotographsareposedportraitsofpeople,whilethe
postcardsshowplaces.
Discussion Questions
• AuntTilleyhadverystrongpositiveandnegativefeelingsaboutthefamilymembersdepictedinthephotographs.
WhateffectdidAuntTilley’sdescriptionsofDelana’saunts,unclesandcousinshaveonDelana?(Viewpages12,13,
14,16,32,34,36,37,58,76)
• Whatwerethesurprisesinthephotosonpages88and130ofthebook?
• DoesAuntTilleybecomemorediligentinsharinginformationaboutDelana’sfamily?
• WhatinformationdidAuntTilleyomitfromhervisitstokinfolk?Why?
• WhyweretherenopicturesofDelanainthebasket?
• CousinAmbertinerevealsherselfafterAuntTilley’sdeath.Why?
• WhatphotographicinformationdidCousinAmbertineprovidetohelpDelanagainher“freedomwings?”
ActiVities
use photocopies of the pictures to create a family tree of Delana’s family.
Begin collecting pictures of your family going back several generations.
create a photo-analysis of one or more of the photographs in the text. Describe
the details of the person or place—clothing, background of the photo, facial
expression and purpose of the image.
in Q uiry
Th
eauthorusedauthenticphotosofpeopleasinspirationforFinding Family.
using an inquiry approach to the photographs, question students about a
specific image:
• Whatweretheperson’sambitions?
• Whatwasthepersonthinkingaboutwhenthepicturewastaken?
• Whywasthepersondressedinthismanner?
• Whydidthepersonhavethispicturetaken?
ActiVitY FoR inQuiRY
using your notes from the inquiry process, use the rAft format to develop writing possibilities
from one of the photographs.
r A f t =role Audience format topic
FormoreinformationabouttheRAFTwritingstrategy,seewww.readingrockets.org/strategies/raft
l e a r n i n g a B o u T T H e p H oT o g r a p H i C p r o C e S S
Th
eauthorusesherextensivecollectionofantiquephotographsrangingfrom2½x4carte-de-visite
(callingcards,orwhatAuntTilleycallscardvisits)and4½x6½cabinetcardstoimagesproduced
usingmetalprocesses—tintypes(melainotypesandferrotypes).pleaseseeAuthor’sNoteattheback
ofthebook.
ActiVities
research questions: use this information to create a timeline of photography.
• Whoinventedphotography?
• Howwerephotographsfirstused?
• Whendidphotographybecomea“popular”formofrecordingpersonalhistories?
• Whataresomeimportantinventionsthathavetakenplaceasphotographyevolvedintoitscurrentforms?
• Whatarethenamesofcamerasusedinthehistoryofphotography—stillcamerastovideocameras?
research vocabulary that describe photographic processes:Stereographicimage,albumenprint,tintype,daguerreotype.
social stuDiEs
The History of the United States, World History, Geography,
Economics, Civics, Citizenship and Government
HiSTory
Inthis“imaginedhistory,”theauthorincludesrealnamesandeventsthatareof
historicalsignificance.Youcanlearnaboutsomeoftheseeventshere:
http://www.cacwv.org/projects.php
priM ary So urCeS
Inpages123–126,DelanaisreadingthenewspaperclippingfromtheWheeling IntelligencerofSeptember23,1891.As
oneofthe“HeroesoftheRace,”BlancheK.BrucespeaksattheEmancipationDaycelebration.Youcanfindacopyof
thisarticlehere:
http://wheeling.weirton.lib.wv.us/history/afr-am/EMAN91B.HTM
After you’ve studied these websites, use the following questions to lead a discussion.
Discussion Questions
• Canyoudetectthewriter’spointofviewastheEmancipationDayandReceptionaredescribed?
• HowdoesBlancheK.BrucedescribetheimportanceofEmancipationDaycelebrations?
• WhatmessagesdidSenatorBruceseektogetacrossabouttheimportanceofeconomyandowningahouseand
property?
• Whatarethedutiesofcitizenship?
• Whatwasthe“ColonizationNonsense”thatSenatorBrucereferredtoinhisspeech?
• Whatqualitiesshouldyoungwomenlookforinthechoiceofahusband?Whatdoeshemeanbytheword“dude”?
• HowhaveblackAmericansimpactedthehistoryandcultureofWestVirginia?
• WhatdoesEmancipationDaycelebrate?
• ExplainwhyEmancipationDayiscelebratedinSeptemberinWestVirginia.
• WhatdoyouthinkwouldbeafittingwaytocelebrateEmancipationDay?Whowouldyouinvitetospeakonthat
day?Why?
• WhodoAuntTilleyandDelanarefertowhentheysay“FatherAbraham”(pgs.125–126)?Doyouthink“father”isa
propertitle?Whyorwhynot?
• WhatdoesreconstructionmeanfortheAfricanAmerican?Whatweresomeoftheoutcomesofreconstruction?
• WhoweresomeofthenotableAfricanAmericansofthattime?Whatweretheiraccomplishments?
i M a g e a n a ly S i S
In Finding Family the author uses primary sources and artifacts that help to ground the events in “real” or authentic events. This
website is an image of Heroes of the Colored Race, the poster seen on page 125:
http://loc.gov/pictures/resource/pga.01619/
Print out a copy of this picture and study it with your class.
Discussion Questions
• Identifythepicturesinthelithograph.Whyaretheyconsideredheroesofthe“coloredrace”?
• Whowouldyouconsidertheheroesofthe“coloredrace”today?Whywouldyouchoosethesepeople?
• Whatdothecornerscenesdepict?Whywerethesesceneschosenforthislithograph?
TiMeline
Pose questions about historical events from 1862–1896 related to black Americans to give your students a better
understanding for the context of the book.
http://www.shgresources.com/wv/timeline
http://www.shgresources.com/ca/timeline/
http://www.shgresources.com/il/timeline/
http://www.shgresources.com/ma/timeline/
http://www.shgresources.com/wv/timeline
http://nyctimeline.com/data5.HTM
• usingtheabovelinks,examinethetimelinesforeventsthataffectAfricanAmericans.Doanyof
theeventsrelate?How?
• Canyoufindanyreferencestoeventsonthesetimelineswithinthestory?
thE arts
Art, Technology, Music, Physical Movement, Theatre
F o o d a n d C u lT u r e S
Th
roughoutthestory,therewereseveraldishesmentioned—cornsoup(pg.26),rabbitstew(pg.56),applestackcake(pg.49).
• Discussthesedisheswithyourstudents.Aretheyfamiliarwiththem?Whattypesofrecipesaretreasuredbytheir
ownfamilies?
• Gatherstudents’familyrecipesandmakecopiesforaclassroomcookbook.
MuSiC
HaveyourstudentslistentotheVirginiaOffi
cialSongEmeritus:“CarryMeBacktoOldVirginny,”foundhere:
http://www.netstate.com/states/symb/song/va_carry_me_back.htm
use the following questions to discuss the song.
Discussion Questions
• Th
issongwaswrittenin1878byJamesBland,anAfricanAmericanman.DuringwhichperiodofAmericanhistory
wasthissongwritten?HowmightthissongreflectthefeelingsofsomeAfricanAmericansatthattime?
• Virginiaadopted“CarryMeBacktoOldVirginny”asitsstatesongin1940.WhatdoesthisactionoftheVirginia
governmentsuggest?Whywouldsomeoneopposetheadoptionofthissongasastatesong?
• In1994thesongwasrevised.Ifyouweretheonemakingtherevisionswhatwordswouldyoureplace?Whatwords
wouldyouuseinstead?
G e n e a lo g y
Study Delana’s family tree with your students. Have them talk with their own families about their family trees and ask them to
bring in photographs of their relatives. Discuss how many different types of families there are and compare their families to
Delana’s.
A Q&A with the author, tonya bolden
Teachers require students to write papers over and over.
How often do you revise your writing before it’s ready for
publishing?
I may write seven or ten drafts before my editor sees the
“first draft.” After that, I usually do two or three more
drafts. I revise when I get the copyedited manuscript. I
revise when I see the book laid out. You can always make
your writing better—re-break a paragraph for better flow,
tighten up a sentence, make a phrase clearer or more
lyrical. In a way, it never ends.
Who or what inspired you to publish the books you write?
For the most part, my work springs from my passion
for history. History is so fascinating, so full of timeless
lessons, and so important for making sense of ourselves
and our present era. I want to make history come alive for
young people because when I was young I encountered
very few books that did that.
Many of your books are historically based. What other
genres have you written or plan to write?
Poetry is my first love. (My book Rock of Ages: A Tribute
to the Black Church is a poem). I don’t know what’s in my
writing future. Maybe a collection of poems. Maybe a
screenplay. I’m open!
Where do you get your illustrations?
Some visuals in my books come from my personal
collection; others come from libraries, historical societies,
museums, and other places. With my picture books, the
art is created by an illustrator.
Who are your favorite authors? What was the last book
you’ve read leisurely?
My favorite authors include James Baldwin, Toni Cade
Bambara, Anton Chekhov, Eric Foner, Charles Johnson,
and Flannery O’Connor. (It’s a long list!) Because most
of my books require a lot of research and thus a lot of
reading, it’s been a very long time since I’ve read a book
just for pleasure.
We noticed that you dedicated this book to your father.
When you wrote this book were you thinking of your own
family?
When you write on the subject of family you can’t help
but think of your own family. At the outset, I didn’t plan
to base any characters in Finding Family on members of
my family, but lo and behold facets of some of my kinfolk
slipped into some of Delana’s.
for further reading
Themes: Friendship, “Coming of Age,” Racism, Fiction.
Bulla, Clyde R. Shoeshine Girl. New York: HarperCollins Publishers, Inc., 1975.
Hesse, Karen. Witness. New York: Scholastic, Inc., 2001.
Schmidt, Gary D. Lizzie Bright and the Buckminster Boy. New York: Yearling Books, 2004.
Tate, Eleanora E. Celeste’s Harlem Renaissance. New York: Little Brown and Company, 2007.
Tate, Eleanora E. The Minstrel’s Melody (History Mysteries from American Girl). Middleton, WI: Pleasant Company Publications,
2001.
Taylor, Mildred D. Roll of Thunder, Hear My Cry. New York: Puffin Books, 1976.
Taylor, Mildred D. Let the Circle Be Unbroken (Sequel to Roll of Thunder, Hear My Cry). New York: Puffin Books, 1981.
Thomas, Joyce C. I Have Heard of a Land. New York: Joanna Cotler Books, 1995.
Non-fiction Sources:
Bolden, Tonya. Cause: Reconstruction America, 1863–1877. New York: Alfred A. Knopf, 2005.
Ollhoff, Jim. West Virginia (Checkerboard Geography Library). Edina, Minnesota: ABDO Publishing Co., 2010.
The guide was written by Jacqueline Brathwaite, Library Media Specialist, Shelley Sanderson, social studies specialist
and Earnestine Sweeting, teacher.