62 pages 2 hours read

Linked

Fiction | Novel | Middle Grade | Published in 2021

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Chapters 11-17Chapter Summaries & Analyses

Chapter 11 Summary: “Lincoln Rowley”

Watching soccer practice frustrates Link, who reflects on the pointlessness of the pranks he has pulled. He resents his father for pulling him from sports but acknowledges it may be for the best that he is not playing, especially since he has his bar mitzvah and the paper chain to work on.

When Pouncey and his friends tease Link about wanting to be Jewish, he reminds them of their Holocaust unit, noting, “[T]hat could have been me” (71). He explains this is why he wants, and needs, to learn about Jewish heritage. Pamela says they will support him, but the expression on her face makes Lincoln question whether his friends really are behind him.

Chapter 12 Summary: “Michael Amorosa”

Fourteen swastikas have now appeared on school grounds. Michael reflects that they need the paper chain project but worries that he will be blamed if it fails. If he were Link, he too would want “to connect to the heritage [he] never knew [he] had” (73). The police continue to suspect Michael. He wonders who the real culprit is while simultaneously not wanting to blame someone who is innocent, as the sheriff is doing to Michael himself. Nevertheless, worried about being the prime suspect, he makes a list of who he thinks could be responsible.

Christopher Solis is mean and known for having vandalized before. Clayton Pouncey is the son of a known “jerk” and “bigot,” and his grandfather is rumored to have ties to the KKK. Jordie Duros can be thoughtless, and the second swastika was painted in roofing tar. Caroline McNutt could be trying to “rally the troops” to get people more involved (76). The eighth graders are negative, generally. Mr. Kennedy was the custodian on site when the first swastika appeared and could be trying to get back at the rude kids he has to clean up after. Michael wonders if the swastikas are about racism or something else.

The paper chain project officially kicks off. Michael is appointed its art director and Caroline its project manager. Mr. Brademas credits Link, annoying Caroline, who complains that “cool people get credit for everything” (77). During school hours, the art room is overcrowded, and squabbles and frustrations occasionally erupt. Things move more smoothly after the crowd thins out. Pouncey comes running in to announce another swastika has been found burned into a lab table with acid. The news spurs the students into action, and they work with speed and precision until Mr. Brademas tells them it is time to go home. The students are deflated to learn they have constructed fewer than 1,000 links, but Mr. Brademas encourages them to be proud of what they have accomplished.

Chapter 13 Summary: “Dana Levinson”

Dana receives a sympathetic text from her friend Angela in New York who heard about the swastikas at Chokecherry from Adam Tok. Dana reflects that Chokecherry “doesn’t feel like a racist place” (81). Though someone obviously must be, that person does not represent the majority. Larger numbers of volunteers show up every day to work on the chain, which now has over 6,000 links.

Dana’s father continues to drive her to school every day. As a parent, he supports the paper chain project but, as a scientist, notes that the math “doesn’t exactly seem realistic” (83). Dana reminds him that the point is for them to reflect on the number, whether or not they achieve the goal. The school gym has been made available to students working on the project, and it is pandemonium, with at least 100 volunteers. Dana overhears eighth-grade basketball player Erick Federov complaining about the gym “being hogged by a bunch of do-gooders” and referring to her as “the Jewish girl,” dousing cold water on the good feeling the project had given her (84).

Link is waiting for her at lunch and asks for help preparing for his bar mitzvah, which is proving more difficult than he had expected. Moved by his commitment, which goes against his reputation as a prankster, Dana vows to help as much as she can. They notice a commotion in front of the school. Adam has arrived to film them. Mr. Brademas has his car towed, but Adam is unconcerned. When he overhears Link talking to Dana about his bar mitzvah, he pulls out his camera and asks for the story.

Chapter 14 Summary: “ReelTok”

In a transcript of Adam’s short interview with Link, Adam notes that Link’s father is suing him, but he likes being sued since it means headlines. He has already told his audience, “TokNation,” about Link’s grandmother. He asks Link about his “pretend bar mitzvah” (92), and when Link corrects him, he reveals that he has already spoken with Rabbi Gold. Adam announces that he will be live-streaming Link’s bar mitzvah. Link feels nervous but calls it “awesome” (91). Adam comments that Link is brave for choosing to be Jewish while the swastika incident is ongoing, but Link says, “You don’t pick who you are. You just are” (92).

Chapter 15 Summary: “Caroline McNutt”

The paper chain project has drawn hundreds of student volunteers. The gym is crammed full of workers and dominated by the massive paper chain. Caroline figures she deserved it since she has been wishing for an activity that would draw high participation. Her mother complains that Adam is too negative, only focusing on the swastikas rather than the good in town. Caroline notes that he has shared photos of the project in his videos, though he has not seen it for himself because he is banned from campus.

The audience response has been overwhelmingly positive, so when Caroline is called into Mr. Brademas’s office, she assumes that he wants to congratulate her. Instead, he reveals that the project has been ended because the entire district has run out of construction paper. No amount of pleading and promising to fundraise changes Mr. Brademas’s mind. Michael tries to cheer up Caroline, but she does not want to feel good about quitting.

Chapter 16 Summary: “ReelTok”

In a transcript from Adam’s interview with Caroline, she complains that the paper chain project has been cancelled, noting that if the school board is willing to pay for sports equipment and field trips, it should be willing to pay for “something that’s a million times more important” (98). Adam encourages her angry ranting. However, when Adam accuses the town of “knuckl[ing] under to intolerance,” allowing “some lowlife” to “get away with drawing swastikas,” and trying to silence him and her, she questions his motives (98-99).

Chapter 17 Summary: “Clayton Pouncey”

Pouncey’s rule is “Things are stupid. People are annoying” (100). He resents the paleontologists for what he perceives as their judgment of Chokecherry and thinks Link having a bar mitzvah is “the stupidest thing” he has “ever heard” (100). He blames it on getting “too mixed up with family” (100). He tries not to think about his own, especially his grandfather. He barely recognizes Link, whose bar mitzvah preparation is dominating his time. From googling “bar mitzvah,” Pouncey learns that it is about becoming a man and reflects that, in his family, “becoming a man usually involves shooting something” (102). He wonders whether, with his grandfather, it also meant “shooting someone” (102). Link insists that he wants to have the bar mitzvah because he wants his life to be about something important.

School has not been the same since the paper chain project has taken over everything. Pouncey thinks it is stupid, and the people obsessed with it are annoying, but he signs Caroline’s petition to protest the closure of the project. Adam has also become annoying, though Pouncey used to enjoy his videos.

When Caroline catches the custodians trying to cut down the paper chain, she makes a fuss, drawing the attention of the whole school. Kids storm the gym and refuse to leave. Teachers and Mr. Brademas try to disperse them to no avail. Pouncey joins Caroline, primarily to vex Mr. Brademas, and then Link rushes in to say a truckload of donated construction paper is outside, waiting for the principal to sign for it. Pouncey notes that the project is starting to grow on him.

Chapters 11-17 Analysis

The Complexity of Motives figures prominently in this section. In addition to the students’ personal perspectives, two ReelTok interviews are also featured, which illuminate Adam’s selfish motives in coming to town: attention. Adam enjoys being sued because it puts him in the spotlight, and he deliberately pushes Link and Caroline, angling to entertain his audience rather than present an unbiased, thorough report on the situation. Despite this, it becomes clear that the attention his videos bring to events in Chokecherry enables the paper chain project to continue. Though his coverage is negative, the story inspires people to donate the paper necessary for the project. Thus, even though Adam’s motives are unsavory, they lead to a good outcome.

This section plants another breadcrumb leading to Pamela as the culprit when Link observes the disconnect between her words and her expression. Korman’s clues thus far have been subtle, and Pamela is not yet a prominent enough character for her motives to be clear. Link notes that her expression implies she does not actually support his bar mitzvah, but this moment occurs after Link’s other friends also joke around with him about it. Thus, Pamela’s suspicious reaction blends in with the others’ dismissal.

Michael’s anxiety over remaining a suspect inspires him to consider who the real culprit might be. His review of potential suspects highlights the potential range of motives. He considers the more obvious possibilities, like bigotry, destructiveness, and thoughtlessness, but he also considers that the motive could be something personal. In both her own chapters and those narrated by others, Caroline is portrayed as being fixated on getting students involved in student government, prompting Michael to wonder if she made the swastikas in a misguided attempt to mobilize students to act. Michael also wonders if Mr. Kennedy might be trying to frame the students out of his own frustrations with them. In each case, the act was bad, but the motives cannot necessarily be reduced to clear hatred.

A turning point in this section is that the students have become committed to the paper chain project as a response to what is happening at their school. Unlike the tolerance education unit, which the students grew tired of, building the paper chain fuels them. When swastikas continue to be discovered, rather than becoming disheartened and quitting, they become more focused and passionate. The passive learning of the tolerance unit was not itself enough to create change in the students, but it is clear that it was necessary for the students to understand what the swastikas represented. This understanding then prepares them to actively take part in the paper chain project, as they have a foundation of understanding for its importance. Both kinds of learning are necessary and helpful. The Power of Individual and Community Action can be seen when the community, upon learning of the project’s cancellation, sends over large amounts of paper. This occurs shortly after the students themselves refuse to allow the school to take down their work, showing that deeper comprehension has sparked a passion for acceptance within the students.

Dana’s character undergoes a transition in this section as she realizes that it is possible for people to care about and seek to combat bigotry that is not directed against a group they belong to. Through Dana, Korman shows the nuances of navigating the world as a member of a marginalized community: She is touched by Link’s serious approach to his bar mitzvah and the general outpouring of support for the paper chain project, but she also overhears others complaining about the project and othering her. However, on the whole, Dana is beginning to feel accepted in Chokecherry. Dana’s friend from New York, Angela, sympathizes with Dana being isolated in Chokecherry, but Dana does not feel she is living in a racist community. One bigoted person has not cancelled out the many students who do care and show up every day to make links in the chain.

In the only chapter in the novel narrated by Pouncey, he is portrayed consistently with his characterization in Chapter 6: as a typical early adolescent who copes by using humor and keeping himself at a distance. Pouncey’s chapter lends greater insight into his earlier appearance, in which he acknowledged but brushed off his family’s past involvement with the KKK. Pouncey dismisses Link’s new interest in his Jewish background because he wants nothing to do with his own family. Pouncey is somewhat of a foil to Pamela; though he’s been raised in a bigoted family with a violent past, Pouncey has chosen to distance himself from them as best he can, leaning on dismissive jokes and nurturing inner resentment. Though he signs Caroline’s petition primarily to annoy the principal, he nevertheless becomes more involved in the project and eventually grows to support it. This speaks to the power of community action and the interconnection of good and bad: Community action can draw people together for any number of reasons, some positive and some less so. What’s important is that Pouncey has an opportunity to grow in a positive direction, even if the route there is less than ideal.

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