Das Haus Nummer 13

BASIC INFO	LANGUAGE LEVEL	COMPREHENSION-AIDING FEATURES
Book Title Das Haus Nummer 13 (House Number 13) Author: Theresa Marrama Illustrators Cover art: Kevinregen Interior art: Sumit Roy Other Contributors Translator: Yvonne Hitzl-Samhaber Genre Mystery and Adventures Publication date 2021 Self-published #Ownvoices YES This book is also published in Spanish and French. La Maison du 13 rue Verdon (French) La casa en la calle Verdón (Spanish)	Level From the author/publisher’s website Level 3 Total Word Count Approximate total word count: 4,300 Approximate unique word count: 350	Illustrations YES Glossary YES Guiding Questions YES Context NO Other

IDENTITIES PRESENT IN THE TEXT		SYNOPSIS
Races, Ethnicities, and Nationalities Not mentioned in the text. All characters are portrayed as white in illustrations. Languages spoken German Sex and Genders Female Male Ages Teenager: 13-18 Mid-life Adult: 35-65 Senior Adult: 65+ Social classes Middle class	Sexual Orientation None mentioned (Dis)Abilities and Neurotypes None mentioned Religions, Syncretism, and Spirituality None mentioned Relationship and Family Structures Heteroparental Single parent Body Descriptions None mentioned	From the back of the book or the author/publisher’s website Clara and her mother have just moved into an old house on Verdon Street. From the minute they pull into the driveway, Clara is struck with a strange feeling. Following the death of her father, the already difficult becomes more terrifying when Clara begins to question exactly who–or what–is living in the house. In the first couple of days on Verdon Street Clara is plagued by strange noises and sightings that force her to believe that the house is haunted, a feeling that her mother does not share. Then, when Clara’s best friend Lara visits for the weekend, she experiences similarly strange things. The girls set out to learn more about the house and its past. Will they be able to uncover the truth before it’s too late?

ILLUSTRATIONS	STORY	SOCIAL JUSTICE
To what extent do the illustrations present positive and thoughtful representations of identities? All characters are portrayed as white, and illustrations lean towards realism. Throughout the story, illustrations depict Clara wearing a hoodie and jeans, and her Lara wearing a t-shirt, jeans and glasses.	We understand identities are complex and no single story represents the spectrum of identity-based experiences. Also, a text may address a stereotype, misrepresentation, or generalization without relying on it. *Does any stereotype, misrepresentation, or generalization affect any positive and thoughtful representations of identities in the text?* No	This section is for teachers who are working towards sourcing more texts within the four domains of anti-bias education. We are excited about reading all books and we understand that not all books are written for this specific purpose. *Does this text work toward goals within any of the* four domains of anti-bias education as defined by Learning for Justice? No

LLLAB’s REVIEW
Content warning: Death of a parent by cancer; horror elements. Das Haus Nummer 13 tells the story of a young girl named Clara who moves into a new house with her mother after her father dies from cancer. Clara is skeptical of the new house because of its large size, and because she begins seeing strange apparitions of a little girl. The apparitions gradually increase in frequency and they begin to interfere with the family’s daily life to the point where Clara fears for her safety. Things escalate until finally the house locks one of Clara’s friends in a bedroom. This leads Clara and her mother to move out of the house. The epilogue indicates that the cycle of haunting continues, as a new family arrives to look at the house. The book discusses death and illness in the context of Clara’s father’s recent death. The story suggests that Clara is struggling with grief: “Ihr Vater ist vor einem Jahr gestorben. Er hatte Krebs. Es war sehr schwer für Clara, ihren Vater so zu sehen. Er hatte davor immer soviel Energie” / Her father died one year ago. He had cancer. It was very difficult for Clara to see her dad like that. He used to have so much energy (p. 21). Clara and her mother’s relationship provides an example of positive familial support in times of grief. “Seitdem ihr Vater gestorben ist, fragt ihre Mutter sie jeden Tag wie es ihr geht” / Ever since her father died, her mom asks her every day how she’s doing (p. 6). Das Haus Nummer 13 thus offers teachers the potential to discuss the multifaceted processes of grief, including seeking the support of professional mental health providers. Even when Clara does not want to go to the psychologist, her mom maintains the importance of outside support: “‘Clara, wir haben heute einen Termin beim Psychologen.’ …. ‘Oh, Mama. Ich will dort nicht hingehen. Können wir heute zu Hause bleiben?’… ‘Nein, heute nicht. Wir müssen heute dort hingehen. Es ist wichtig’” / “Clara, we have an appointment with a psychologist today.” “Oh, Mama. I don’t want to go there. Can we stay home today?” “No, not today. We have to go today. It is important” (p. 20). Teachers may wish to engage students in intercultural comparisons of practices and perspectives surrounding grief, including accessibility of mental health services and healthcare, and the roles of social/support networks. After the house alarm sounds, a security alarm inspector arrives at the house. When he asks to enter the home, Clara’s mom opens the door to let him in. “Ich bin Inspektor Martin. Ich bin hier, weil ihr Alarm aktiviert worden ist. Ich habe einige Fragen an Sie. Darf ich hereinkommen? Die Mutter von Clara öffnet die Tür und der Mann kommt in das Haus. Er sieht sich im Haus um” / I am Inspector Martin. I am here because your alarm was activated. I have a few questions for you. May I come in? Clara’s mom opens the door and the man comes into the house. He looks around the house (p. 72). Teachers may wish to consider discussing situations in which one may interact with strangers who have approached one’s door, as well as the potential consequences of engaging with people of authority (such as emergency responders), particularly when they do not show credentials.

LLLAB’s REVIEW

Content warning: Death of a parent by cancer; horror elements.

Das Haus Nummer 13 tells the story of a young girl named Clara who moves into a new house with her mother after her father dies from cancer. Clara is skeptical of the new house because of its large size, and because she begins seeing strange apparitions of a little girl. The apparitions gradually increase in frequency and they begin to interfere with the family’s daily life to the point where Clara fears for her safety. Things escalate until finally the house locks one of Clara’s friends in a bedroom. This leads Clara and her mother to move out of the house. The epilogue indicates that the cycle of haunting continues, as a new family arrives to look at the house.

The book discusses death and illness in the context of Clara’s father’s recent death. The story suggests that Clara is struggling with grief: “Ihr Vater ist vor einem Jahr gestorben. Er hatte Krebs. Es war sehr schwer für Clara, ihren Vater so zu sehen. Er hatte davor immer soviel Energie” / Her father died one year ago. He had cancer. It was very difficult for Clara to see her dad like that. He used to have so much energy (p. 21). Clara and her mother’s relationship provides an example of positive familial support in times of grief. “Seitdem ihr Vater gestorben ist, fragt ihre Mutter sie jeden Tag wie es ihr geht” / Ever since her father died, her mom asks her every day how she’s doing (p. 6). Das Haus Nummer 13 thus offers teachers the potential to discuss the multifaceted processes of grief, including seeking the support of professional mental health providers. Even when Clara does not want to go to the psychologist, her mom maintains the importance of outside support: “‘Clara, wir haben heute einen Termin beim Psychologen.’ …. ‘Oh, Mama. Ich will dort nicht hingehen. Können wir heute zu Hause bleiben?’… ‘Nein, heute nicht. Wir müssen heute dort hingehen. Es ist wichtig’” / “Clara, we have an appointment with a psychologist today.” “Oh, Mama. I don’t want to go there. Can we stay home today?” “No, not today. We have to go today. It is important” (p. 20). Teachers may wish to engage students in intercultural comparisons of practices and perspectives surrounding grief, including accessibility of mental health services and healthcare, and the roles of social/support networks.

After the house alarm sounds, a security alarm inspector arrives at the house. When he asks to enter the home, Clara’s mom opens the door to let him in. “Ich bin Inspektor Martin. Ich bin hier, weil ihr Alarm aktiviert worden ist. Ich habe einige Fragen an Sie. Darf ich hereinkommen? Die Mutter von Clara öffnet die Tür und der Mann kommt in das Haus. Er sieht sich im Haus um” / I am Inspector Martin. I am here because your alarm was activated. I have a few questions for you. May I come in? Clara’s mom opens the door and the man comes into the house. He looks around the house (p. 72). Teachers may wish to consider discussing situations in which one may interact with strangers who have approached one’s door, as well as the potential consequences of engaging with people of authority (such as emergency responders), particularly when they do not show credentials.

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