74 pages • 2 hours read
Pam Muñoz RyanA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more. For select classroom titles, we also provide Teaching Guides with discussion and quiz questions to prompt student engagement.
Summary
Chapter Summaries & Analyses
Prologue
Part 1, Chapters 1-5
Part 1, Chapters 6-10
Part 1, Chapters 11-16
Part 1, Chapters 17-21
Part 1, Chapters 22-26
Part 2, Chapters 1-5
Part 2, Chapters 6-11
Part 2, Chapters 12-17
Part 2, Chapters 18-24
Part 3, Chapters 1-5
Part 3, Chapters 6-10
Part 3, Chapters 11-16
Part 3, Chapters 17-21
Part 4, Chapter 1-Epilogue
Character Analysis
Themes
Symbols & Motifs
Important Quotes
Essay Topics
Tools
Ivy’s father, Victor, explains the whereabouts of the property owners, the Yamamoto family. They are confined to an internment camp, and the Lopez family will look after the land when they are gone. In return, they receive a salary, and will be given the deed to the house upon Mr. Yamamoto’s return. His son, Kenneth, a U.S. Marine, will sign the papers after observing the Lopez’s quality of care. Ivy asks why the Yamamotos are enemies if their son is a Marine and learns that Mr. Yamamoto fought for the U.S. in World War One. In addition, she learns that Mr. Ward has bought the property of several Japanese families already. A slur, “Japs! Yellow Enemies!” is painted on the Yamamoto house (419). Ivy imagines the house restored to its former glory, with the two Yamamoto sisters, who could have been her friends, inside.
Ivy and her mother go to the picturesque Ward house. There, Susan encourages her to join the school orchestra, and to play the flute. Susan mentions her brothers; later, Ivy’s mother informs her that while one, Tom, is in the army, the gold flag outside the Ward’s house announces that the other, Donald, has died in action.
Ivy and Susan meet up between their two properties at a wagon, where Susan’s’ brothers’ names are inscribed alongside Kenneth Yamamoto’s. The two talk about their brothers. Susan tells Ivy that Donald died at Pearl Harbor, and that her father blames Kenneth, whom he calls a “jap spy” (435). Ivy bristles at the language and seeks to correct Susan. Susan reveals that she doesn’t have many friends because her father is “worried sick about losing another child,” and thus keeps her close to home (441). Susan goes on to ask Ivy if she has seen anything suspicious at the Yamamoto’s house, scaring Ivy.
Ivy boards the bus, where Susan has saved her a seat. However, when they get to Lincoln School, the bus driver prevents her from getting off. Susan seems to understand and tells Ivy to save her a seat on the way home. Ivy is brought to Lincoln Annex, an ugly building, and notices that all the students “[look] the same: brown-eyed, dark-haired, and olive-skinned, like her” (447). A boy, Ignacio, tells her that students are segregated regardless of their abilities, although they can participate in afterschool activities at Lincoln Main. When teachers realize Ivy is fluent in English, they ask her to assist in a 3rd grade classroom. When she finally gets home, she lets out her pent-up tears.
Ivy’s parents are outraged at the segregation of Mexican students, and her father is determined to have her moved to Lincoln Main. However, his attempts are unsuccessful, and his only recourse is to join a lawsuit with other families. They contemplate moving back to La Colonia, but Ivy thinks of the Yamamotos in a camp, and “how their humiliation had to be ten times—a hundred times—worse” (461). She tells her parents she can endure and asks to go to the orchestra meeting. In bed, she feels dirty.
These chapters reveal that Orange County was “too good to be true,” illustrating the effects of war as well as the ugliness of racism. Ivy’s story resonates with both Friedrich’s and Mike’s.
Friedrich saw the beginning of Nazi Germany, where Jews were shunned; here, Ivy sees rampant racism against Japanese Americans, including veterans. Like Martin, Victor and Luz have taught their children the values of tolerance. But Ivy’s friendship with Susan will threaten that tolerance: her friend’s belief that the Yamamotos may be spies gets in her head.
These chapters suggest that Mr. Ward’s unfriendly face, as well as his prejudice towards the Japanese, are caused by his personal pain at the loss of his son. His sadness has turned into bitterness, and he has taught his daughter to embrace the same racist views. Ivy very compassionately considers the effect that Fernando’s death would have on her family and sympathizes with both Susan and Mr. Ward. However, that does not immunize her from their racism and paranoia.
Like Mike and Friedrich, Ivy also faces shame when others make it clear they perceive her as “different.” The principle of Lincoln Main refers to Mexican children as “dirty,” and she begins to feel dirty after hearing this comment. She is subjected to direct racial prejudice for the first time in her life and is shocked by it.
These sections also suggest that Ivy’s time with the orchestra will be an escape from the fear and racism she now experiences in her daily life; once again, music is a refuge.
By Pam Muñoz Ryan