Maggie's Door by Patricia Reilly Giff

Bibliography:

Giff, Patricia Reilly. 2008. Maggie’s Door. New York, NY: Yearling. 9781439521694

Plot Summary:
In this heart wrenching novel of survival, desperation, and determination Nory and Sean share their long and treacherous journey to Maggie’s (Nory’s sister) door in New York. Nory and Sean must quickly leave Ireland, separately and alone, to avoid starvation from the Irish Potato Famine. This is the story of their miraculous and dangerous journey to America.

Critical Analysis:
Giff takes great care to introduce the reader to the reality of the Irish Potato Famine in the plot of the story by providing readers with a fictitious firsthand account of how one might survive such a large scale starvation. At the beginning of the book the author provides readers with a glossary of terms and at the end of the book the author has even provided an “Afterword” to further discuss the facts of the Irish Potato Famine.

 Throughout the entire book the narrator changes from Nory to Sean in order to magnify their trials and tribulations as they share their stories with the readers. Each story is about the narrator trying to make their way across the ocean in order to reach Maggie’s door in Brooklyn, NY. The narrators discuss the horrific living conditions they were all forced to endure while traveling on the boat heading for America. When Nory speaks of the filth on the ship she daydreams on how Brooklyn would be:

     “In Brooklyn everything would be clean, she thought. Clean straw smelling of sunny fields, clothes washed, hands washed, faces washed.” (p. 106)

The author further details the truth behind the ship’s living conditions on page 111:

     “People are going to die,” Eliza said.
     Nory glanced at Patch, his thumb in his mouth, his large eyes staring. “Don’t,” she said, angry that Eliza would frighten him.
     “Look around you,” Eliza said. “It’s not only the storm, although I think we’re in for it, but there will be fever. No air, no food, and people are coughing.” She lowered her voice, leaning forward, pointing. “They are coughing out bad spirits that swirl around us. I can feel them. They call it ship fever.”

Readers might experience emotional attachment to the main characters thanks to the fantastic way Giff presents the character’s emotions of fear, anxiety, determination; sadness and courage. Readers might find it difficult not to shed a tear during some parts of the book.

I enjoyed the way Giff described the truth behind the journey to America. Giff was honest and did not hold back on the facts in order to make the book easier to digest. As a personal note, I have done a lot of research on Irish immigrants since my great-great grandfather traveled from Ireland to New York in the late 1800's. This is the first novel I have read depicting the immigration process for the Irish and I have to say, the book really makes me appreciate the courage it takes to survive.

Recommended for ages 9 and up.

Review Excerpt(s):

• Booklist (2003) “Giff brings the immigration history to life through the heartbreaking experiences of parting, loss, and, sometimes, thrilling reunion.” 
• School Library Journal (2003) “A welcome addition to any historical-fiction collection.”

Connections:

• Pair this title with other great historical favorites such as:
         Our Only May Amilia by Jennifer Holm
         Lizzie Bright and the Buckminster Boy by Gary D. Schmidt
         Between Shades of Gray by Ruta Sepetys
• Locate several nonfiction books which discuss the Irish Potato Famine in order for the child(ren) to gain a better understanding of this historical crisis. Before explaining to the child(ren) why the potato crops failed, generate a discussion by asking the child(ren) why they think the crops failed. Once each child has been given the opportunity to hypothesize go ahead explain why the crops failed then introduce the books to the class.
• Create or locate a map handout with Europe, the Atlantic Ocean and the United States on the map. Have the child(ren) locate Ireland, the Atlantic Ocean, and New York. Once these areas have been located have the children draw a line connecting the two and speculate the time it would take to cross the ocean. To include more historical content you could discuss the living conditions on the boat in further detail.