62 pages 2 hours read

Linked

Fiction | Novel | Middle Grade | Published in 2021

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Symbols & Motifs

The Paper Chain

Within the narrative, the paper chain symbolizes the six million Jewish people who died in the Holocaust. On another level, the paper chain also symbolizes how one small action can grow into something larger when a community acts together. The project begins with one loop, and then a few hundred loops created by students at Chokecherry middle school, but it grows to six million because more and more people get involved. First, it is community organizations within Chokecherry, and then it is communities across American and the world. Each student and each community that joins the project is a “link” in the chain of humanity that carries knowledge forward. As Link says at his bar mitzvah, “The Nazis tried to cut off my family line. With your support, I’m here to show that it’s still going” (208). As long as there are people to remember, the chain will continue to grow.

The Blank Wall

In Chapter 1, Michael describes the swastika as “spray-painted in red on the blank expanse of wall above the staircase leading to the second story” (5). The custodians quickly repaint the wall in white, but across the narrative, characters mention that the specter of the swastika lingers long after it has physically been removed. Until the students confront and respond to what has happened, its effect continues to be felt. A harmful action cannot be painted over and ignored. This reflects Chokecherry’s attempt to paint over its history; by the end of the narrative, both of these things have been brought to light, with efforts toward reparations and remembrance.

After his classmates carry him out of his bar mitzvah, Link finds himself standing in front of the wall where he painted the swastika. He “gaze[s] up at the blank wall, and for the first time in forever, [he doesn’t] see the swastika [he] put there” (211). Though it had “been washed off and painted away for months,” it is only after Link’s bar mitzvah and his reconciliation with his community, after acknowledging what he did and striving to make amends, that “it’s finally gone” (211). This coincides with the community push to build a tolerance museum, which will feature remnants from the Night of a Thousand Flames. In this sense, the blank wall at the end of the novel symbolizes that there is a way forward after making a mistake, but only once the mistake is acknowledged and true amends are made.

Types of Learning

A recurring motif in Linked is types of learning and how they contribute to the education of young people. The students’ learning about the Holocaust comes in stages. The students reference a unit on the Holocaust that they studied in elementary school, but whatever they learned has not remained with them in a meaningful way. The tolerance education unit reinforces their learning, but it is passive. Though a crucial stage of learning, it is insufficient for grasping the magnitude of the tragedy. It does nothing to get the students involved; even Dana feels it is an overblown response to the swastika’s appearance. However, it provides preparation for the next stage, which is active engagement. The project makes the knowledge they learned less abstract and more tangible. This then prepares them for the impact that meeting the Holocaust survivors has, which Michael describes: “We’ve been working on this chain for weeks, churning out millions of links on our journey to six million. But for the very first time, we don’t see loops of construction paper. We see faces” (152).

Korman shows that all types of learning are important. Each occurrence scaffolds their education, solidifying their understanding from various angles. This ensures that the students will carry what they learned forward into adulthood and that they will not repeat the mistakes of their predecessors and try to bury the past.

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