1. BIBLIOGRAPHY
Nye, Naomi Shihab. 1997. HABIBI. New York: Simon & Schuster Books for Young Readers. ISBN 0689801491
2. PLOT SUMMARY
Liyana is an Arab-American 14 year old girl living in St. Louis with her parents and brother, Rafik. One day after Liyana’s first kiss, her parents inform them that they will be moving to their father’s homeland of Jerusalem. Liyana is heartbroken to know she will have to leave her friends and culture and customs she knows. As the story progresses, Liyana starts up a friendship with Omar, a Jewish boy, and then begins to fall in love with him. Through the story Liyana faces many struggles with cultural differences which helps her remain strong and embrace her heritage.
3. CRITICAL ANALYSIS
HABIBI, written by Naomi Shihab Nye, has won the Jane Addams Children’s Book award and the American Library Association Notable Books for Children. Nye brings authenticity to this story because she has lived both in America and the Middle East giving her first hand knowledge of the cultures within. Nye gives her readers a vivid description of the village outside the city, “The dusky green of olive trees planted in terraced rows up hillsides, walls of carefully stacked stone, and old wells with real wooden buckets.” (Nye 52) Other cultural markers include the religious practices such as the muezzin which gave the call to prayer on a loudspeaker from the Mosque in the village that Sitti lives in. Nye examines the physical descriptions of the characters. Dr. Kamal is described as “rumpled black hair and dark eyes.” Liyana’s mother as “long brown hair, which she usually wore pulled back in a straight ponytail, and hazel eyes.” Liyana is described as, “a half-half American girl with Arab eyes and her and her brother as both looking more like their Palestinian father than their American mother.
There are also cultural customs addressed. An example is when Liyana meets Omer, a young Jewish boy and finds out that dating is not allowed, “It’s inappropriate for a girl to invite a boy anywhere in this part of the world.” (Nye 229) To further complicate their developing relationship the violence and mistrust that exist between Palestinians and Jews cultures makes it more difficult. Another custom included when Liyana’s relatives prayed, “they unrolled small blue prayer rugs from a shelf, then knelt, stood, and knelt again touching their foreheads to the ground, saying their prayers in low voices.” (Nye 52) Throughout the story there are Arabic and Jewish words integrated to help bring authenticity to the text such as booza (ice cream), shiva (a time when family members remove their shoes, do not leave the house and mirrors are covered to mourn the dead. One important cultural difference that is clearly portrayed is the strife between the Arabs, Jews, and Palestinians. These differences have created conflicts between these groups causing bombings, attacks, and imprisonment. Due to all the tension between these groups Liyana learns first hand when her dad is falsely imprisoned for a day because he was trying to help Khaled after being shot by soldiers. Through all the struggles and cultural changes, Liyana begins to realize she is no longer homesick for the U.S. and begins to feel at home in Jerusalem.
The cover of the book illustrates three people who each bring a variety of beliefs. It portrays Omer who is in a yellow checked shirt, Liyanna who is in her American clothes and Sitta, her grandmother who is wearing the traditional Arabic clothing.
This story is written which conveys anger, passion and fear which will grab any reader’s attention and keep their interest all the way through.
4. REVIEW EXCERPT (S)
Booklist: “The story is steeped in detail about the place and cultures: food, geography, history, shopping, schools, languages, religions, etc. Just when you think it is obtrusive to have essays and journal entries thrust into the story, you get caught up in the ideas and the direct simplicity with which Nye speaks.”
Publisher’s Weekly: “This soul-stirring novel about the Abbouds, an Arab American family, puts faces and names to the victims of violence and persecution in Jerusalem today.”
Kirkus Review: “Liyana's romance with an Israeli boy develops warmly, and readers are left with hope for change and peace as Liyana makes the city her very own.”
5. CONNECTION
Nye, Shihab Naomi. WORDS UNDER THE WORDS; SELECTED POEMS. ISBN 9780933377295
Nye, Shihab Naomi. WHAT HAVE YOU LOST. ISBN 9780380733071
Nye, Shihab Naomi. THE FLAG OF CHILDHOOD: POEMS FROM THE MIDDLE EAST. ISBN 9780689851728
Friday, November 21, 2008
Monday, November 10, 2008
Dragon's Gate
1. BIBLIOGRAPHY
Yep, Laurence. 1993. DRAGON’S GATE. New York: HarperCollins. ISBN 9780064404891
2. PLOT SUMMARY
Dragon’s Gate is about a young teenage Chinese boy named Otter who dreams about going to America. Otter wants to join his father and uncle who have been working with other Chinese workers to build a tunnel for the transcontinental railroad through the Sierra Nevada Mountains. Otter’s mother will not agree to Otter leaving China until he accidentally kills a Manchu. Otter does join his father, uncle and other Chinese workers and experiences the many hardships that come with it. The Chinese are treated harshly by the American bosses. They are made to work long days while suffering in the cold from hunger and exhaustion. Through these hardships, Otter becomes a strong young man and decides not to return to China. Instead he decides to stay in American and carry on the “Great Work.”
3. CRITICAL ANALYSIS
Dragon’s Gate is set in China during 1867. Yep helps to lay the background by describing the Chinese Culture in the late 1800’s so the reader can have a better understanding of what has happened by saying, “Some two centuries ago, a barbarian tribe called the Manchus came thundering down from the north to conquer the Middle Kingdom, or China, as it’s called in the Land of the Golden Mountain. For two hundred years, our family has been trying to drive them off the dragon throne; and we have paid the price with our blood and our souls.” (Yep 5) This novel is a fast-paced and action packed. The characters are fully developed and interesting. The main theme is about Chinese immigrant’s adjustment to life in America. Readers will find that there are cross culture conflicts throughout. These conflicts include the conflict between the Chinese immigrants and the American bosses and between the Chinese immigrants themselves.
Readers will find there are symbols, dragons and demons talked about and seen through myths and folklores throughout the story. Readers also get a feel for the Chinese culture when Otter’s uncle tells him, “You listen to your parents and your parents listen to the clan elders and the clan elders obeyed the wishes of the dead- as tradition requires.” (Yep 35)
This is a book that anyone would enjoy reading. Even though this is a historical fiction it is based on the Chinese immigrants that did help build the transcontinental railroad in America. It is known that the working conditions were bad and the work was dangerous. Laurence Yep does include an Afterword at the back to show where he got his research information.
4. REVIEW EXCERPT(S)
Booklist: “This is an engaging survival-adventure story, a social history, a heroic quest.”
School Library Journal: “Yep uses the lively storytelling techniques of his ``Dragon'' fantasy-adventure novels to re-create a stirring historical event-here, the construction of the transcontinental railroad.”
Kirkus Review: “In a story enlivened with humor and heroism, Yep pays tribute to the immigrants who played such a vital role in our country's history.”
5. CONNECTION
Yep, Laurence. DRAGONWINGS. ISBN 9780064400855
Yep, Laurence. THE DRAGON’S CHILD. ISBN 9780060276928
Yep, Laurence. CHILD OF THE OWL. ISBN 9780064403368
Yep, Laurence. 1993. DRAGON’S GATE. New York: HarperCollins. ISBN 9780064404891
2. PLOT SUMMARY
Dragon’s Gate is about a young teenage Chinese boy named Otter who dreams about going to America. Otter wants to join his father and uncle who have been working with other Chinese workers to build a tunnel for the transcontinental railroad through the Sierra Nevada Mountains. Otter’s mother will not agree to Otter leaving China until he accidentally kills a Manchu. Otter does join his father, uncle and other Chinese workers and experiences the many hardships that come with it. The Chinese are treated harshly by the American bosses. They are made to work long days while suffering in the cold from hunger and exhaustion. Through these hardships, Otter becomes a strong young man and decides not to return to China. Instead he decides to stay in American and carry on the “Great Work.”
3. CRITICAL ANALYSIS
Dragon’s Gate is set in China during 1867. Yep helps to lay the background by describing the Chinese Culture in the late 1800’s so the reader can have a better understanding of what has happened by saying, “Some two centuries ago, a barbarian tribe called the Manchus came thundering down from the north to conquer the Middle Kingdom, or China, as it’s called in the Land of the Golden Mountain. For two hundred years, our family has been trying to drive them off the dragon throne; and we have paid the price with our blood and our souls.” (Yep 5) This novel is a fast-paced and action packed. The characters are fully developed and interesting. The main theme is about Chinese immigrant’s adjustment to life in America. Readers will find that there are cross culture conflicts throughout. These conflicts include the conflict between the Chinese immigrants and the American bosses and between the Chinese immigrants themselves.
Readers will find there are symbols, dragons and demons talked about and seen through myths and folklores throughout the story. Readers also get a feel for the Chinese culture when Otter’s uncle tells him, “You listen to your parents and your parents listen to the clan elders and the clan elders obeyed the wishes of the dead- as tradition requires.” (Yep 35)
This is a book that anyone would enjoy reading. Even though this is a historical fiction it is based on the Chinese immigrants that did help build the transcontinental railroad in America. It is known that the working conditions were bad and the work was dangerous. Laurence Yep does include an Afterword at the back to show where he got his research information.
4. REVIEW EXCERPT(S)
Booklist: “This is an engaging survival-adventure story, a social history, a heroic quest.”
School Library Journal: “Yep uses the lively storytelling techniques of his ``Dragon'' fantasy-adventure novels to re-create a stirring historical event-here, the construction of the transcontinental railroad.”
Kirkus Review: “In a story enlivened with humor and heroism, Yep pays tribute to the immigrants who played such a vital role in our country's history.”
5. CONNECTION
Yep, Laurence. DRAGONWINGS. ISBN 9780064400855
Yep, Laurence. THE DRAGON’S CHILD. ISBN 9780060276928
Yep, Laurence. CHILD OF THE OWL. ISBN 9780064403368
Tuesday, November 4, 2008
Tree of Cranes
1. BIBLIOGRAPHY
Say, Allen. 1991. TREE OF CRANES. Ill. by Allen Say. Boston: Houghton Mifflin Company. ISBN 039552024X
2. PLOT SUMMARY
Tree of Cranes is about a young boy who has been warned by his mother, not to play in the icy pond. Despite his mother’s warnings, he plays in it and comes home with a cold. His mother is upset with him for disobeying. She prepares a hot bath and then sends him off to bed. When the boy hears a noise in the garden, he goes to investigate it and finds his mama digging up his pine tree that was planted for him when he was born. She brings the tree into his room and decorates it with origami cranes and candles. This becomes the boy’s first Christmas tree. He begins to listen to his mama as she tells him about her Christmas back in California.
3. CRITICAL ANALYSIS
Tree of Cranes takes place in Japan. It is narrated by a young Japanese boy who thinks he is in trouble for disobeying his mother. The text is written in simple form and reveals the special relationship between the young boy and his mother. There are several cultural markers throughout the passages. Examples include the boy eating rice gruel (which is fed to those who are sick) out of his Papa’s big cup, a tradition of planting a tree for the young boy’s birth, so that “he would live a long life like the tree.” (pg. 18) The author has also brought two cultures together when the mother tells her son about the Christmas she celebrated in California and shows him how to decorate his first Christmas tree by using origami cranes and candles.
The illustrations in this book provide cultural marker by showing the characters with light skin tones and black hair. The mother is seen wearing a traditional kimono and the son is placed in one after his bath. The furnishings of the house are in Japanese style such as the mattress on the floor, the tub in the wooden box, the sliding doors and the chopsticks being used to eat with. The illustrations help to give authenticity to this book and will help readers make the connections to the Japanese culture.
4. REVIEW EXCERPT(S)
Kirkus Review: “Say's exquisitely designed illustrations are as elegant as those for The Boy of the Three-Year Nap (1988, Caldecott Honor). Geometric forms in the austere Japanese architecture provide a serene background for softer lines defining the appealing little boy and his pensive mother.”
Booklist: “Say's watercolors not only capture fascinating details of the boy's far away home--his tall, wooden tub, his futon, his mother's tiny tree--but also depict, with simple grace, the rich and complex bond between mother and child that underlies the story.”
Publisher’s Weekly: “The story is a poignant one, illuminated with finely drawn illustrations reflecting the serenity of a Japanese home and the quiet love between mother and son.”
5. CONNECTION
Say, Allen. KAMISHIBAI MAN. ISBN 9780618479542
Say, Allen. EMMA’S RUG. ISBN 9780618335237
Say, Allen. TEA WITH MILK. ISBN 9780395904954
Say, Allen. 1991. TREE OF CRANES. Ill. by Allen Say. Boston: Houghton Mifflin Company. ISBN 039552024X
2. PLOT SUMMARY
Tree of Cranes is about a young boy who has been warned by his mother, not to play in the icy pond. Despite his mother’s warnings, he plays in it and comes home with a cold. His mother is upset with him for disobeying. She prepares a hot bath and then sends him off to bed. When the boy hears a noise in the garden, he goes to investigate it and finds his mama digging up his pine tree that was planted for him when he was born. She brings the tree into his room and decorates it with origami cranes and candles. This becomes the boy’s first Christmas tree. He begins to listen to his mama as she tells him about her Christmas back in California.
3. CRITICAL ANALYSIS
Tree of Cranes takes place in Japan. It is narrated by a young Japanese boy who thinks he is in trouble for disobeying his mother. The text is written in simple form and reveals the special relationship between the young boy and his mother. There are several cultural markers throughout the passages. Examples include the boy eating rice gruel (which is fed to those who are sick) out of his Papa’s big cup, a tradition of planting a tree for the young boy’s birth, so that “he would live a long life like the tree.” (pg. 18) The author has also brought two cultures together when the mother tells her son about the Christmas she celebrated in California and shows him how to decorate his first Christmas tree by using origami cranes and candles.
The illustrations in this book provide cultural marker by showing the characters with light skin tones and black hair. The mother is seen wearing a traditional kimono and the son is placed in one after his bath. The furnishings of the house are in Japanese style such as the mattress on the floor, the tub in the wooden box, the sliding doors and the chopsticks being used to eat with. The illustrations help to give authenticity to this book and will help readers make the connections to the Japanese culture.
4. REVIEW EXCERPT(S)
Kirkus Review: “Say's exquisitely designed illustrations are as elegant as those for The Boy of the Three-Year Nap (1988, Caldecott Honor). Geometric forms in the austere Japanese architecture provide a serene background for softer lines defining the appealing little boy and his pensive mother.”
Booklist: “Say's watercolors not only capture fascinating details of the boy's far away home--his tall, wooden tub, his futon, his mother's tiny tree--but also depict, with simple grace, the rich and complex bond between mother and child that underlies the story.”
Publisher’s Weekly: “The story is a poignant one, illuminated with finely drawn illustrations reflecting the serenity of a Japanese home and the quiet love between mother and son.”
5. CONNECTION
Say, Allen. KAMISHIBAI MAN. ISBN 9780618479542
Say, Allen. EMMA’S RUG. ISBN 9780618335237
Say, Allen. TEA WITH MILK. ISBN 9780395904954
Saturday, November 1, 2008
Sixteen Years in Sixteen Seconds
1. BIBLIOGRAPHY
Yoo, Paula. SIXTEEN YEARS IN SIXTEEN SECONDS: THE SAMMY LEE STORY. 2005. New York: Lee & Low Books. ISBN 158430247X
2. PLOT SUMMARY
In the summer of 1932, twelve year old Sammy Lee stood by at the local pool and watched white kids swimming and diving off the diving board. As Sammy watched, he decided that he wanted to learn how to dive but being a Korean American, a person of color, he knew that he would only be allowed to use the pool once a week.
Sammy was determined to learn to dive so he continued to push through the obstacles of discrimination to reach his goal of someday being an Olympic gold medalist. While pursuing his dream, Sammy’s father wanted him to lay aside his diving and focus on becoming a doctor. For the next sixteen years, Sammy studied hard to become a doctor but continued to enter diving competitions. In 1943 Sammy lost his dad to a heart attack and stopped diving so he could finish his doctor’s degree. After graduating Sammy started working in hospitals and continued to see people being discriminated against. In 1948 Sammy entered the Olympics and became the first Asian American to win the Olympic gold medal.
3. CRITICAL ANALYSIS
Sixteen Years in Sixteen Seconds is a picture book biography about Sammy Lee who overcame racial discrimination to win a gold medal in the 1948 Olympics. Paula Yoo who is a journalist and television writer came across this story while studying the history of Korean American which helps to bring authenticity to this biography. The author begins this story by taking the reader back to the 1930’s where racial discrimination was prevalent. We are told this when the narrator explains why Sammy was not allowed to enter the public swimming pool any time he wanted, “ Sammy would have to wait until Wednesday, when people of color were allowed to go inside.”(pg 1), when Sammy was not allowed to attend his senior prom because only white students could, when he wasn’t allowed to eat in a restaurant with his friends, and when there was rumor of him not being allowed to compete in the Olympics because he wasn’t white. In the Asian American culture, working for a better life is very important and throughout this story Sammy’s father continues to tell Sammy that, “In America, you can achieve anything if you set your heart to it.” The narrator revels to the readers that Sammy’s parents, “left Korea for a better life in America. His father worked hard at their family’s restaurant, saving money in the bank and putting his tips in a shoe box for his son’s future.”(50) Another culture marker that Yoo brings out is honor. Asian Americans talk about honor and the importance of it. Sammy watched as a customer was rude to his father. Later he wanted to know why his father allowed the rudeness and his father made the comment, “ instead of losing my temper, he acted with honor.”(14)
The underlying theme is, “You can be and do anything you want no matter what your skin color is.” At the end of the book readers will have the opportunity to read the Author’s Note which gives extra details of what Sammy did after the Olympics.
The acrylic illustrations that are throughout the book are done by Dom Lees who is an award winning illustrator of many children’s books and is a native of Seoul, Korea. These illustrations that Lees has presented in the book are very realistic and have the feel of old photographs. Lee has used darker tones to illustrate Sammy and his father’s skin tones along with slanted eyes to portray the Asian facial features. He has also depicted the time period with the types of cars and clothing worn in the 1930’s. Both the text and the illustrations will help readers make the connection and keep their interest to the very end.
4. REVIEW EXCERPT(S)
Horn Book Magazine: “She creates a picture of a person who succeeded through determined hard work -- not a larger-than-life hero, but an ordinary person of great achievement.”
Publisher’s Weekly: “Yoo debuts with an inspiring tribute to the first Asian-American to win an Olympic gold medal, in 1948.”
School Library Journal: “This inspirational biography recognizes the life of the first Asian American to win an Olympic gold medal, at the 1948 Games in London.”
5. CONNECTION
Yoo, Paula. GOOD ENOUGH. ISBN 9780060790851
Mochizuki, Ken. PASSAGE TO FREEDOM: THE SUGIHARA STORY. Ill by Dom Lee. ISBN 9781584301578
Mochizuki, Ken. HEROES. Ill by Dom Lee. ISBN 9781880000502
Yoo, Paula. SIXTEEN YEARS IN SIXTEEN SECONDS: THE SAMMY LEE STORY. 2005. New York: Lee & Low Books. ISBN 158430247X
2. PLOT SUMMARY
In the summer of 1932, twelve year old Sammy Lee stood by at the local pool and watched white kids swimming and diving off the diving board. As Sammy watched, he decided that he wanted to learn how to dive but being a Korean American, a person of color, he knew that he would only be allowed to use the pool once a week.
Sammy was determined to learn to dive so he continued to push through the obstacles of discrimination to reach his goal of someday being an Olympic gold medalist. While pursuing his dream, Sammy’s father wanted him to lay aside his diving and focus on becoming a doctor. For the next sixteen years, Sammy studied hard to become a doctor but continued to enter diving competitions. In 1943 Sammy lost his dad to a heart attack and stopped diving so he could finish his doctor’s degree. After graduating Sammy started working in hospitals and continued to see people being discriminated against. In 1948 Sammy entered the Olympics and became the first Asian American to win the Olympic gold medal.
3. CRITICAL ANALYSIS
Sixteen Years in Sixteen Seconds is a picture book biography about Sammy Lee who overcame racial discrimination to win a gold medal in the 1948 Olympics. Paula Yoo who is a journalist and television writer came across this story while studying the history of Korean American which helps to bring authenticity to this biography. The author begins this story by taking the reader back to the 1930’s where racial discrimination was prevalent. We are told this when the narrator explains why Sammy was not allowed to enter the public swimming pool any time he wanted, “ Sammy would have to wait until Wednesday, when people of color were allowed to go inside.”(pg 1), when Sammy was not allowed to attend his senior prom because only white students could, when he wasn’t allowed to eat in a restaurant with his friends, and when there was rumor of him not being allowed to compete in the Olympics because he wasn’t white. In the Asian American culture, working for a better life is very important and throughout this story Sammy’s father continues to tell Sammy that, “In America, you can achieve anything if you set your heart to it.” The narrator revels to the readers that Sammy’s parents, “left Korea for a better life in America. His father worked hard at their family’s restaurant, saving money in the bank and putting his tips in a shoe box for his son’s future.”(50) Another culture marker that Yoo brings out is honor. Asian Americans talk about honor and the importance of it. Sammy watched as a customer was rude to his father. Later he wanted to know why his father allowed the rudeness and his father made the comment, “ instead of losing my temper, he acted with honor.”(14)
The underlying theme is, “You can be and do anything you want no matter what your skin color is.” At the end of the book readers will have the opportunity to read the Author’s Note which gives extra details of what Sammy did after the Olympics.
The acrylic illustrations that are throughout the book are done by Dom Lees who is an award winning illustrator of many children’s books and is a native of Seoul, Korea. These illustrations that Lees has presented in the book are very realistic and have the feel of old photographs. Lee has used darker tones to illustrate Sammy and his father’s skin tones along with slanted eyes to portray the Asian facial features. He has also depicted the time period with the types of cars and clothing worn in the 1930’s. Both the text and the illustrations will help readers make the connection and keep their interest to the very end.
4. REVIEW EXCERPT(S)
Horn Book Magazine: “She creates a picture of a person who succeeded through determined hard work -- not a larger-than-life hero, but an ordinary person of great achievement.”
Publisher’s Weekly: “Yoo debuts with an inspiring tribute to the first Asian-American to win an Olympic gold medal, in 1948.”
School Library Journal: “This inspirational biography recognizes the life of the first Asian American to win an Olympic gold medal, at the 1948 Games in London.”
5. CONNECTION
Yoo, Paula. GOOD ENOUGH. ISBN 9780060790851
Mochizuki, Ken. PASSAGE TO FREEDOM: THE SUGIHARA STORY. Ill by Dom Lee. ISBN 9781584301578
Mochizuki, Ken. HEROES. Ill by Dom Lee. ISBN 9781880000502
Saturday, October 25, 2008
Rain Is Not My Indian Name
1. BIBLIOGRAPHY
Smith, Cynthia Leitich. 2001. RAIN IS NOT MY INDIAN NAME. New York: HarperCollins. ISBN 006029504
2. PLOT SUMMARY
Rain is has just turned 14 and has already faced several tragedies. Her mother died after being struck by lightning not long ago and on her birthday she is told her best friend Galen has been killed in a car/pedestrian accident. Rain’s father is in the military and is stationed overseas leaving Rain and her older brother Fynn to live with their grandfather. Fynn’s girlfriend, Natalie has moved in rather quickly only to find out that she is pregnant. After Galen’s death, Rain goes into seclusion for almost six months, not taking phone calls or attending Galen’s funeral. Rain decides to come out of seclusion when a local paper has asked her to photograph the Indian Camp that her aunt has put together in their community. When Rain accepts the job, she quickly realizes that there is racism and bigotry that accompanies the camp. When Rain steps up to join the fight she begins to honor her heritage and accept Galen’s death.
3. CRITICAL ANALYSIS
Rain Is Not My Indian Name is a heart wrenching story about a thirteen year old girl who must come to grips with her heritage and the tragic deaths of her mom and best friend, Galen. The setting for this story is in a small town in Hannesburg, Kansas. It is a community where inaccurate rumors are spread about Rain and Galen’s last night together. Smith gives enough details that make Hannesburg a town that is believable to readers. Cynthia Leitich Smith writes this story by drawing on her own experiences as a mixed blood Muscogee Creek Member, therefore bringing authenticity into the passages. Smith addresses the stereotypical labels placed on American Indians when Rain talks about how her school teaches about Native Americans around “Turkey Day by the cardboard cutouts of Pilgrims and the pumpkins and the squash taped to the windows at McDonalds. And the so-called Indians look like the bogeyman on the prairie, windblown cover boys selling paperback romances, or baby-faced refugees from the world of Precious Moments.”(13)Smith makes references to physical attributes such as Rain’s wheat colored hair and hazel eyes to Fynn’s darker complexion. Smith also includes a variety of Native American events, symbols, and customs such as the powwow that Rain and Galen attend back in June in Oklahoma City, the Indian taco they ate and the picture Rain describes while watching a girl dance, “a girl turning with a rose-quilted shawl. I shot her two ways, first to capture one footstep, one flying rose, and the slower to preserve the blur of her dance, the rhythm of the drums.”(6)
Another culture marker that brings Rains’ culture to the forefront is when she pulls out her mother’s “traditional tear dress.” Rain acknowledges that the dress, “looked wrong somehow, more like a museum piece than part of living.”(21)
Smith has written this story in a way that helps readers to connect to the Native American culture and open their eyes to the prejudices that they face like Rain did on a daily basis.
4. REVIEW EXCERPT(S)
Publisher’s Weekly: “Even so, readers will feel the affection of Rain's loose-knit family and admire the way that they, like the author with the audience, allow Rain to draw her own conclusions about who she is and what her heritage means to her.”
School Library Journal: “It's Rain's story and she cannot be reduced to simple labels. A wonderful novel of a present-day teen and her "patchwork tribe."-
Kirkus Review: “Tender, funny, and full of sharp wordplay, Smith's first novel deals with a whole host of interconnecting issues, but the center is Rain herself.”
5. CONNECTION
Smith, Cynthia Leitich. INDIAN SHOES. ISBN 9780060295318
Smith, Cynthia Leitich. JINGEL DANCER. ISBN 9780688162412
Smith, Cynthia Leitich. 2001. RAIN IS NOT MY INDIAN NAME. New York: HarperCollins. ISBN 006029504
2. PLOT SUMMARY
Rain is has just turned 14 and has already faced several tragedies. Her mother died after being struck by lightning not long ago and on her birthday she is told her best friend Galen has been killed in a car/pedestrian accident. Rain’s father is in the military and is stationed overseas leaving Rain and her older brother Fynn to live with their grandfather. Fynn’s girlfriend, Natalie has moved in rather quickly only to find out that she is pregnant. After Galen’s death, Rain goes into seclusion for almost six months, not taking phone calls or attending Galen’s funeral. Rain decides to come out of seclusion when a local paper has asked her to photograph the Indian Camp that her aunt has put together in their community. When Rain accepts the job, she quickly realizes that there is racism and bigotry that accompanies the camp. When Rain steps up to join the fight she begins to honor her heritage and accept Galen’s death.
3. CRITICAL ANALYSIS
Rain Is Not My Indian Name is a heart wrenching story about a thirteen year old girl who must come to grips with her heritage and the tragic deaths of her mom and best friend, Galen. The setting for this story is in a small town in Hannesburg, Kansas. It is a community where inaccurate rumors are spread about Rain and Galen’s last night together. Smith gives enough details that make Hannesburg a town that is believable to readers. Cynthia Leitich Smith writes this story by drawing on her own experiences as a mixed blood Muscogee Creek Member, therefore bringing authenticity into the passages. Smith addresses the stereotypical labels placed on American Indians when Rain talks about how her school teaches about Native Americans around “Turkey Day by the cardboard cutouts of Pilgrims and the pumpkins and the squash taped to the windows at McDonalds. And the so-called Indians look like the bogeyman on the prairie, windblown cover boys selling paperback romances, or baby-faced refugees from the world of Precious Moments.”(13)Smith makes references to physical attributes such as Rain’s wheat colored hair and hazel eyes to Fynn’s darker complexion. Smith also includes a variety of Native American events, symbols, and customs such as the powwow that Rain and Galen attend back in June in Oklahoma City, the Indian taco they ate and the picture Rain describes while watching a girl dance, “a girl turning with a rose-quilted shawl. I shot her two ways, first to capture one footstep, one flying rose, and the slower to preserve the blur of her dance, the rhythm of the drums.”(6)
Another culture marker that brings Rains’ culture to the forefront is when she pulls out her mother’s “traditional tear dress.” Rain acknowledges that the dress, “looked wrong somehow, more like a museum piece than part of living.”(21)
Smith has written this story in a way that helps readers to connect to the Native American culture and open their eyes to the prejudices that they face like Rain did on a daily basis.
4. REVIEW EXCERPT(S)
Publisher’s Weekly: “Even so, readers will feel the affection of Rain's loose-knit family and admire the way that they, like the author with the audience, allow Rain to draw her own conclusions about who she is and what her heritage means to her.”
School Library Journal: “It's Rain's story and she cannot be reduced to simple labels. A wonderful novel of a present-day teen and her "patchwork tribe."-
Kirkus Review: “Tender, funny, and full of sharp wordplay, Smith's first novel deals with a whole host of interconnecting issues, but the center is Rain herself.”
5. CONNECTION
Smith, Cynthia Leitich. INDIAN SHOES. ISBN 9780060295318
Smith, Cynthia Leitich. JINGEL DANCER. ISBN 9780688162412
Monday, October 20, 2008
Sees Behind Trees
1. BIBLIOGRAPHY
Dorris, Michael. 1996. SEES BEHIND TREES. New York: Hyperion. ISBN 0786822155
2. PLOT SUMMARY
Sees Behind Trees is a coming-of-age story about a young Native American boy, Walnut, who must prove his readiness to move from boyhood to manhood by completing a skills test that requires shooting a bow and arrow. If Walnut passes the test, he will then earn his adult name. Walnut becomes frustrated because his poor vision hinders him from accurately shooting. Walnut’s uncle figures out the problem and relays it to his mom. Walnut’s mom then begins to work with him on seeing things without his eyes open. When the skills test begins all the boys are given a special test that requires them to see with their eyes shut. Walnut passes his test and is given his adult name “Sees Behind Trees.” Sees Behind Trees’ skills are put to the test when he goes on a journey with Gray Fire, who wants to find the “Land of Water”, which he found when he was little. During their journey Sees Behind Trees and Gray Fire come across strangers which are the first time Sees Behind Trees have ever seen any. The strangers offer them pieces of jerky and tea. After a little while the couple brings out a baby to show Sees Behind Trees and Gray Fire. The couple then invites them to stay the night. The next morning they set off on their journey. They finally reach their destination only to lose Gray Fire to death. When Sees Behind Trees begins the journey back alone he goes back to the stranger’s camp only to find it has been burned and the couple has been taken. Sees Behind Trees does find the couple’s baby and takes her and finds his way back home.
3. CRITICAL ANALYSIS
Michael Dorris has written Sees Behind Trees as a coming-of-age story that is in chronological order with several memory flashbacks sprinkled throughout. This story is written through the eyes and voice of Sees Behind Trees. The plot centers around Sees Behind Trees poor vision and the gift to use his senses to help Gray Fire find his “Land of Water,” which he has never been able to go back to. There are several underlying themes including, you can take your weakness and turn it into strength and overcoming problems are a big part of life. This story is intertwined with cultural markers all throughout. These markes include; when the boys of the tribe become men when they turn twelve by taking a skills test, their years are counted by the passing of the moons, when they pass the skills test they are given an adult name which signifies their ability such as Gray Fire and Brings’ the Deer; clothes and tools that were used by Native Americans such as, “I pulled a deerskin robe closer around my chest,” (48) and “I packed some flint, shell knife, a strong coiled rope of grapevine.” He hesitated. “Ashes from the cooking fire,” he added gruffly. “ To remind you where you live.”(50), There is also the mention of using medicine which Native Americans used to heal, an example is when Gray Fire explained how Otter wrapped his damaged foot in poultice (soft, moist mass of cloth, bread, meal, herbs applied hot as a medicament to the body) made of leaves. (43) Another cultural marker described Gray Fire with, “black hair was streaked with white and his face was brown and round as a chestnut. With so many cultural markers it helps to give authenticity to the story that will help readers to connect to the emotions that are presented and the knowledge that, it doesn’t matter what culture or century you grow up in, growing up has the same basic elements.
4. REVIEW EXCERPT(S)
Publisher’s Weekly: “The authenticity of the characterizations and setting will ease readers toward acceptance of the quasi-mystical adventure that crowns the story. It's a thrilling read, with the pleasures compounding at every turn of the page.”
School Library Journal: “There's a timeless quality to this 15th-century adventure that will be meaningful and immediate for young people today.”
Kirkus Review: “The exquisitely crafted language remains so simple it can be enjoyed by middle-graders, while the brevity and adventure promise wide readership among less-skilled teenage readers.”
5. CONNECTION
Borris, Michael. MORNING GIRL. ISBN 9780786813582
Borris, Michael. GUEST. ISBN 9780786813568
Borris, Michael. THE WINDOW. ISBN 9780786813179
Dorris, Michael. 1996. SEES BEHIND TREES. New York: Hyperion. ISBN 0786822155
2. PLOT SUMMARY
Sees Behind Trees is a coming-of-age story about a young Native American boy, Walnut, who must prove his readiness to move from boyhood to manhood by completing a skills test that requires shooting a bow and arrow. If Walnut passes the test, he will then earn his adult name. Walnut becomes frustrated because his poor vision hinders him from accurately shooting. Walnut’s uncle figures out the problem and relays it to his mom. Walnut’s mom then begins to work with him on seeing things without his eyes open. When the skills test begins all the boys are given a special test that requires them to see with their eyes shut. Walnut passes his test and is given his adult name “Sees Behind Trees.” Sees Behind Trees’ skills are put to the test when he goes on a journey with Gray Fire, who wants to find the “Land of Water”, which he found when he was little. During their journey Sees Behind Trees and Gray Fire come across strangers which are the first time Sees Behind Trees have ever seen any. The strangers offer them pieces of jerky and tea. After a little while the couple brings out a baby to show Sees Behind Trees and Gray Fire. The couple then invites them to stay the night. The next morning they set off on their journey. They finally reach their destination only to lose Gray Fire to death. When Sees Behind Trees begins the journey back alone he goes back to the stranger’s camp only to find it has been burned and the couple has been taken. Sees Behind Trees does find the couple’s baby and takes her and finds his way back home.
3. CRITICAL ANALYSIS
Michael Dorris has written Sees Behind Trees as a coming-of-age story that is in chronological order with several memory flashbacks sprinkled throughout. This story is written through the eyes and voice of Sees Behind Trees. The plot centers around Sees Behind Trees poor vision and the gift to use his senses to help Gray Fire find his “Land of Water,” which he has never been able to go back to. There are several underlying themes including, you can take your weakness and turn it into strength and overcoming problems are a big part of life. This story is intertwined with cultural markers all throughout. These markes include; when the boys of the tribe become men when they turn twelve by taking a skills test, their years are counted by the passing of the moons, when they pass the skills test they are given an adult name which signifies their ability such as Gray Fire and Brings’ the Deer; clothes and tools that were used by Native Americans such as, “I pulled a deerskin robe closer around my chest,” (48) and “I packed some flint, shell knife, a strong coiled rope of grapevine.” He hesitated. “Ashes from the cooking fire,” he added gruffly. “ To remind you where you live.”(50), There is also the mention of using medicine which Native Americans used to heal, an example is when Gray Fire explained how Otter wrapped his damaged foot in poultice (soft, moist mass of cloth, bread, meal, herbs applied hot as a medicament to the body) made of leaves. (43) Another cultural marker described Gray Fire with, “black hair was streaked with white and his face was brown and round as a chestnut. With so many cultural markers it helps to give authenticity to the story that will help readers to connect to the emotions that are presented and the knowledge that, it doesn’t matter what culture or century you grow up in, growing up has the same basic elements.
4. REVIEW EXCERPT(S)
Publisher’s Weekly: “The authenticity of the characterizations and setting will ease readers toward acceptance of the quasi-mystical adventure that crowns the story. It's a thrilling read, with the pleasures compounding at every turn of the page.”
School Library Journal: “There's a timeless quality to this 15th-century adventure that will be meaningful and immediate for young people today.”
Kirkus Review: “The exquisitely crafted language remains so simple it can be enjoyed by middle-graders, while the brevity and adventure promise wide readership among less-skilled teenage readers.”
5. CONNECTION
Borris, Michael. MORNING GIRL. ISBN 9780786813582
Borris, Michael. GUEST. ISBN 9780786813568
Borris, Michael. THE WINDOW. ISBN 9780786813179
Friday, October 17, 2008
Skeleton Man
1. BIBLIOGRAPHY
Bruchac, Joseph. 2001. SKELETON MAN. New York: HarperCollins. ISBN 0060290765
2. PLOT SUMMARY
Skeleton Man is about Molly who wakes up one morning to find her parents have disappeared. Social Services steps in and takes her only to release her to a great-uncle that she has never met or heard about. When Molly moves in with her uncle he locks her bedroom door at night. Molly begins having dreams about the Skeleton Man, which comes from and Old Mohawk tale that her father use to tell. These dreams seem to be warning Molly that she is in danger but in order to help herself she must understand what they mean.
3. CRITICAL ANALYSIS
In this fictional tale, Molly is the heroine and protagonist of the story. Molly’s uncle is the antagonist. Both characters are well developed enough that the readers experiences the emotions that Molly express and the eerie feelings that surround her uncle. Although this is a fictional tale and has a supernatural touch to it is grounded in reality therefore giving the tale an element of probability.
There are several Native American markers that can be found throughout the tale. The first is Molly’s explanation of the Mohawk’s Skeleton Man story told by her father whom she believes is coming true after her parents disappear and she moves in with her uncle. Another marker is when Molly dreams and explains them as “aware dreams,” where she is wearing deerskin and moccasins. Bruchac makes it evident to the readers that Molly has been influenced by Native American teachings when he writes that Molly’s father tells her to “trust your dreams….That’s our old way, our Mohawk way. The way of our ancestors.” (48) and “Something my dad said comes back to me, some of the Mohawk warrior wisdom he was always teaching me. It doesn’t matter if you are the hunted or the hunter. Sometimes the most important thing you can do in a tough situation is to keep quiet, breathe slowly, and think.”
Bruchac gives hints about Molly’s Native American appearance by describing her with thick eyebrows that almost meet in the middle and ink-black hair that grows thick. (30) There are also a few black and white pictures that can be found throughout the tale that portray Molly with dark hair and braided. Although the pictures do not enhance the text, it is nice to see pictures that depict what Molly and the Skeleton man look like.
Skeleton Man is definitely a chilling and suspenseful tale that will keep readers on edge.
4. REVIEW EXCERPT(S)
Publisher Weekly: "The mix of traditional and contemporary cultural references adds to the haunting appeal, and the quick pace and suspense will likely hold the interest of young readers.”
Kirkus Review: “Bruchac adds believable details, vigorously cranks up the suspense, and pits a deliciously ghastly creature who likes to play with his food against a resourceful young heroine who draws both on courage and cultural tradition to come out on top. A natural for under-the-blanket reading.”
School Library Journal: “In the classic horror tradition, Bruchac offers a timely tale that will make hearts beat and brows sweat, and it has the bonus of a resourceful heroine to put the world right again”.-
5. CONNECTION
Bruchac, Joseph. THE RETURN OF SKELETON MAN. ISBN 9780060580926
Bruchac, Joseph. BEARWALKER. ISBN 9780061123092
Bruchac, Joseph. WABI: A HERO’S TALE. ISBN 9780142409473
Bruchac, Joseph. 2001. SKELETON MAN. New York: HarperCollins. ISBN 0060290765
2. PLOT SUMMARY
Skeleton Man is about Molly who wakes up one morning to find her parents have disappeared. Social Services steps in and takes her only to release her to a great-uncle that she has never met or heard about. When Molly moves in with her uncle he locks her bedroom door at night. Molly begins having dreams about the Skeleton Man, which comes from and Old Mohawk tale that her father use to tell. These dreams seem to be warning Molly that she is in danger but in order to help herself she must understand what they mean.
3. CRITICAL ANALYSIS
In this fictional tale, Molly is the heroine and protagonist of the story. Molly’s uncle is the antagonist. Both characters are well developed enough that the readers experiences the emotions that Molly express and the eerie feelings that surround her uncle. Although this is a fictional tale and has a supernatural touch to it is grounded in reality therefore giving the tale an element of probability.
There are several Native American markers that can be found throughout the tale. The first is Molly’s explanation of the Mohawk’s Skeleton Man story told by her father whom she believes is coming true after her parents disappear and she moves in with her uncle. Another marker is when Molly dreams and explains them as “aware dreams,” where she is wearing deerskin and moccasins. Bruchac makes it evident to the readers that Molly has been influenced by Native American teachings when he writes that Molly’s father tells her to “trust your dreams….That’s our old way, our Mohawk way. The way of our ancestors.” (48) and “Something my dad said comes back to me, some of the Mohawk warrior wisdom he was always teaching me. It doesn’t matter if you are the hunted or the hunter. Sometimes the most important thing you can do in a tough situation is to keep quiet, breathe slowly, and think.”
Bruchac gives hints about Molly’s Native American appearance by describing her with thick eyebrows that almost meet in the middle and ink-black hair that grows thick. (30) There are also a few black and white pictures that can be found throughout the tale that portray Molly with dark hair and braided. Although the pictures do not enhance the text, it is nice to see pictures that depict what Molly and the Skeleton man look like.
Skeleton Man is definitely a chilling and suspenseful tale that will keep readers on edge.
4. REVIEW EXCERPT(S)
Publisher Weekly: "The mix of traditional and contemporary cultural references adds to the haunting appeal, and the quick pace and suspense will likely hold the interest of young readers.”
Kirkus Review: “Bruchac adds believable details, vigorously cranks up the suspense, and pits a deliciously ghastly creature who likes to play with his food against a resourceful young heroine who draws both on courage and cultural tradition to come out on top. A natural for under-the-blanket reading.”
School Library Journal: “In the classic horror tradition, Bruchac offers a timely tale that will make hearts beat and brows sweat, and it has the bonus of a resourceful heroine to put the world right again”.-
5. CONNECTION
Bruchac, Joseph. THE RETURN OF SKELETON MAN. ISBN 9780060580926
Bruchac, Joseph. BEARWALKER. ISBN 9780061123092
Bruchac, Joseph. WABI: A HERO’S TALE. ISBN 9780142409473
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