Culture 6: Inclusive Literature

Module 6

Clements, Andrew. 2002. Things not seen. New York: Philomel Books.
ISBN 0-399-23626-0

Summary: Bobby gets up one morning and discovers that he is invisible. This creates a problem for his family, who must figure out how to explain why he is “missing”. His father is a physicist and busily tries to figure out if there is some scientific reason for this phenomenon. In the meantime, Bobby meets Alicia, a blind girl who knows he is there because she bumps into him. At first she doesn’t know he’s invisible, but then he tells her his secret. Eventually, her parents also get involved in trying to help Bobby. When it seems all is lost, the story ends with a surprising twist.

Critical Analysis: In this young adult novel, Clements is exploring invisibility from several different angles. The book is bordering on science fiction with its theories of how Bobby becomes invisible. Physical invisibility, though, is only one element. Invisibility can also be psychological. We also learn that sometimes Bobby feels invisible or unimportant in his family (a common adolescent feeling). His father is so involved in his research and his mother with her teaching that he often feels insignificant.

The other element is the physical disability of blindness, which affects Alicia. While the physical realm is invisible to her, she learns to “see” things in other ways that sighted people cannot. Her hearing and other senses are heightened.

Both Bobby and Alicia must come to grips with their disabilities. Alicia, who has dealt with hers for longer than Bobby gives him some insight. Together they are able to work towards a goal of discovering how to make Bobby visible.

The story will keep readers in suspense as Bobby’s family struggles with the issue of his invisibility. When Bobby figures out that the electric blanket might be a key to getting his visibility back, we see how he reasons with himself that this will make him more than visible. It will also help him gain respect in this father’s eyes.

Alicia’s character shows how people with disabilities can have depth of character, and can be “normal” in most of the ways teens are. We see how hard it was for her to accept her disability but we also see her strength in not letting it define who she was. In that way, she had lessons to teach Bobby and all of us.

This inclusive literature book is a great read. It is recommended for ages 12 and up.

Review Excerpts:
"As preposterous as the teens predicament may be, the author spins a convincing and affecting story," (Publisher’s Weekly, 2004)

“Through Alicia Bobby learns that there is something worse than being invisible, and that is being made to feel invisible.” (VOYA, Feb. 2002)

“As always, Clements's genius for developing credible plot lines (even from oddball premises) makes suspension of disbelief no problem. . . . . A readable, thought-provoking tour de force, alive with stimulating ideas, hard choices, and young people discovering bright possibilities ahead.” (Kirkus Reviews)

Connections: Have students read The Invisible Man by H.G. Wells, the classic of “invisible” stories. Also, young readers may enjoy these other books with invisibility themes:
• Up from Jericho Tel (E.L. Konigsburg)
• The Schwa was Here (Neal Shusterman)

Habibi

Module 6

Nye, Naomi Shihab. 1997. Habibi. New York: Simon and Schuster Books for Young Readers.
ISBN 0-689-80149-1

Summary: Liyana’s family is moving from Missouri to Jerusalem. Her father is Palestinian and his family lives there but Liyana has never met this part of the family. Also, she isn’t sure she wants to leave the only home she’s ever known. Still, she is thrown into a completely new culture where she must learn to adapt. She also learns first hand about the struggle between two cultures, and how to find ways to build bridges instead of walls.

Critical Analysis: This novel is, in a sense, autobiographical. Nye had a Palestinian father and an American mother. She writes about these cross-cultural issues from an insider perspective. She has lived in both the United States and the Middle East, so is well equipped to write authentically about these cultures. She also understands well the Arab Israeli conflict that plays a major role in this story.

The Abboud family is not stereotyped. The father who is a doctor, has more enlightened views than most of us would expect from a Middle Eastern man. Even so, he counsels his daughter against public kissing in their new home. Liyana has been used to the more permissive American culture, and it is hard for her to adjust. The contrast between America and Israel is great. Not only are the language, the dress and the food different, but even relationships with the opposite sex.

Religion is an important theme in this story. We see the struggle between the Muslim and Jewish faith. Never is this more apparent than in Jerusalem, a city that is considered sacred to both. Interestingly, amidst all this religion, the Abboud family didn’t consider themselves a “traditionally religious” family. Their beliefs were a mixture of positive thinking, Hinduism, Buddhism, with a little Christianity thrown in for good measure. This flies in the face of traditional Islam and Jewish religions, but sets this family apart as individuals, rather than stereotypes. The family has some interesting discussions about religion.

The names and terms of address are cultural markers in this book. Liyana and Rafik’s names reflect their heritage. The clothing worn in Israel is different from the clothing the children wore in the States and shows the adjustment they have to make to the new culture. Shorts and blue jeans are frowned upon. Food is another marker. The author describes some of the local dishes: honey-dipped dates, baked lamb with rice and pine nuts, liquid yogurt, hummus, katayet.

Also, some unusual customs are mentioned. When the children’s grandmother meets them at the airport, she makes a loud trilling noise to show her excitement. Also, Liyana notices that her grandmother has tattoos, which is another custom in that part of the world.

A main theme of the story seems to be building bridges between cultures. When Liyana meets a boy named Omer who is Jewish, she is worried about her family’s reaction. Surprisingly, it is her grandmother who accepts Omer and makes him feel welcome. The theme of reconciliation between cultures is strong.

This is a well-written novel that helps to break down a lot of barriers. It may be unrealistic to think that the Jewish and Palestinian people would find peace, but this book offers hope. It is recommended for young adults.

Review Excerpts:
“Nye expertly combines the Abbouds' gradual acceptance of Omer with a number of heart-wrenching episodes of persecution (by the different warring factions) against her friends and family to convey the extent to which the Arab-Israeli conflict infiltrates every aspect of their lives. Nye's climactic ending will leave readers pondering, long after the last page is turned, why Arabs, Jews, Greeks and Armenians can no longer live in harmony the way they once did.” (Publisher’s Weekly)

“Poetically imaged and leavened with humor, the story renders layered and complex history understandable through character and incident. Habibi succeeds in making the hope for peace compellingly personal and concrete...as long as individual citizens like Liyana's grandmother Sitti can say, "I never lost my peace inside." (School Library Journal)

Connections: Read other books about families living in the Middle East.
Some examples are Breadwinner and Parvana’s Journey, both written by Deborah Ellis. These books show a different perspective of people living in that part of the world.

King and King

Module 6

DeHaan, Linda and Stern Nijland. 2000. King and king. Berkely, CA: Tricycle Press. ISBN 1- 58246-061-2

Summary: The queen wanted her son to take over the kingdom, but he wasn’t married. She decided it was time for the prince to choose a princess to wed. The next day, princesses from near and far arrive. None of them meet the princes’ expectations. The truth is, the prince doesn’t care for princesses. Instead he falls in love with the brother of one of the princesses, Prince Lee. So they were married and as the story says “everyone lived happily ever after.”

Critical Analysis: This picture book is written like a fairy tale, but it takes the elements of a traditional fairy tale and rearranges it to create a different message. The intended message tries to get across an updated social idea or message. In this case, the message the authors are trying to convey is the acceptance of the gay lifestyle. By presenting this topic in a fairy tale form, the message doesn’t come across in a strong overbearing way. While the book definitely strays away from “traditionalism, it isn’t preachy about it. It simply presents a story from a particular perspective.

The illustrations are bright and colorful and use a mixture of watercolor and collage. Some of the pages are a little “busy” artistically. One of the illustrations of the queen is actually scary. For these reasons the book may not be the best choice for very young children, who need simple, clear illustrations.

This book is controversial because of the subject matter. It presents an alternative lifestyle, which some conservative families may find offensive. Librarians and teachers should be aware that this book might be challenged. On the other hand, alternative lifestyle families may appreciate this book as a way of passing on their values.

Originally published in the Netherlands, this book has received the Lamda Literary Award. It has been recommended for grades 3-5.

Review Excerpts:“This story recognizes no differences between homosexual and heterosexual relationships. Many youngsters will accept this in a matter-of-fact way, but others will have questions so parents should be prepared with age-appropriate answers. “ (Children’s Literature, 2002)

“Some of the details in the artwork are interesting, including the "crown kitty" performing antics in the periphery. However, that isn't enough to compensate for page after page of cluttered, disjointed, ill-conceived art. The book does present same-sex marriage as a viable, acceptable way of life within an immediately recognizable narrative form, the fairy tale.” (School Library Journal 2001)

Connections: Readers who enjoy this book, may wish to read its sequel, King and King Family which continues the story of the two kings.

Culture 5: Asian American Literature

Module 5

Yep, Laurence. 1991. Star fisher. New York: Morrow Junior Books. ISBN 0-688-09365-5

Summary: The Lee family moves from Ohio to West Virginia. They are originally from China and must adjust to life in America. When they move into the new community and set up their new Chinese laundry business they run into a lot of prejudice. This affects the family’s ability to make a living and causes hardships. Even so, their perseverance against all odds pays off in the end.

Critical Analysis:
Laurence Yep is a Chinese American, so he is writing from an insider perspective. Also, he drew from his own family history to write this story. His knowledge of his own Chinese American family (his mother’s family lived in Ohio and West Virginia) gives him his Chinese American identity which he is able to express in the story. He didn’t live in the time period and did not directly experience the events but he obviously did his research for this culturally specific purpose.

The story is told from the point of view of Joan, the fifteen year old daughter in the family. We see from her perspective what it means to feel like an outsider when you really want to just fit in.

The main theme of the story seems to be the immigrant family’s adjustment to life in America. We see the very real struggles of this family as they must accept certain realities about living in America. Mr. Lee was a scholar and a poet in China. Here he must accept his lot of running a Chinese laundry: not his idea of the American Dream. As many immigrants do, he misses his homeland and traditions and talks about returning.

We get a bit of Chinese history, when Mr. Lee talks about the Manchus and how life in China changed before he came to America. This gives us a bit of background on the Chinese culture and lends authenticity to the story.

The issue of race and prejudice is also a strong theme in this book. The family deals with a lot of discrimination when they first move to West Virginia. The Lee parents are especially isolated by their culture and language.

Cultural markers are obvious in the story. While Chinese words are not used, we know that Chinese is spoken as the first language in the Lee home. While the parents struggle with speaking English, the children, like many second generation immigrants, are bilingual. As is typical, the children must often translate for their parents. The laundry run by the family was a typical business operated by Chinese immigrants.

The children have English names, which shows some assimilation into American culture. The children seem to want to fit into the American culture which is common for immigrant children.

There is a lot of cross cultural conflict in this story. The Lee parents misunderstand Miss Lucy and don’t want her help. The family also experiences a lot of prejudice from the town people. We get a glimpse of this early in the story when they arrive at the train station and a man calls them “darn monkeys”. It’s interesting that even though Mr. Lee doesn’t know exactly what the man is saying, he knows prejudice when he sees it.

Even so, the family does assume a rather proactive role in solving their problems and forging cross cultural bonds. It starts when the girls go to tea with Miss Lucy. It continues when their mother tries her best to make an apple pie that will be enjoyed by the church people. They have searched for and found an Asian American identity.

In the beginning, Miss Lucy comes across as being a “savior” to the Lee family. The author quickly changes our opinion as we see how this immigrant family can fight their own battles.

The characters in this story have depth. They are not the quiet, always cheerful Asians that have long been the stereotypes in American literature. Yep shows the family with all their feelings and problems.

In the end, this family has to adjust and become more like Americans to fit in. It may be perhaps a bit unrealistic to think that simply making a good pie helped Mrs. Lee to be accepted, but it does show the truth that those of other cultures have to make more adjustments to find their place in American society.

This book is recommended for ages 12 and up.

Review Excerpts:
“Drawing on his mother's immigrant experience as the basis for this moving story, Newbery Honor author Yep ( Dragon wings ; The Rainbow People ) skillfully avoids pat or reductive explanations. He gives his heroine, for example, the maturity to recognize the biases her own family holds as well as the courage to stand up to the more blatant and violent prejudices of her neighbors.” (Publisher’s Weekly)

“Joan's story will appeal to any reader who has ever felt excluded, but she and her family seem to hold many more stories begging to be shared. Based on tales Yep gleaned from his mother and her family, whose resilience and humor shine through.” (School Library Journal)

Connections: This book could be paired with another by Laurence Yep (along with Kathleen Yep) The Dragon's Child: A Story of Angel Island, which also tells a story about Chinese American immigrants. This story is also based on experiences of Yep’s family. Talk about how children can take stories from their own family and write a new story that is part fiction and part fact. Discuss how writing about what we know makes for a better and more authentic story.

Tree of Cranes

Module 5


Say, Allen. 1991. Tree of cranes. Boston: Houghton Mifflin Co. ISBN 0-395-52024-x

Summary: A young Japanese boy wants to visit a neighbor’s pond because it has bright colored carp. His mother is afraid that he will drown and warns him not to go, but he disobeys her. One day he comes home with wet mittens and his mother, afraid that he is ill (and perhaps a little upset with him) makes him take a hot bath, feeds him rice gruel, and puts him to bed. He thinks his mother is angry with him as her watches her work in the garden. Finally she brings in a small tree in a pot and decorates it with paper cranes. This is his first introduction to Christmas, a holiday his mother celebrated when she lived in the United States. He also receives his first Christmas present, a samurai kite.

Critical Analysis: This beautiful picture book by acclaimed writer/illustrator Allen Say is written from the perspective of a young Japanese boy. Say borrowed from his own recollections of growing up in a Japanese American family which immigrated to the United States.

This book provides a wonderful cross cultural experience. The mother in the story shares her recollections of growing up in California and celebrating Christmas. She blended both Japanese and American customs in a beautiful tree decorated with origami cranes.

The young boy is like many other young boys his age. He is interested in exploring his world, even to the point of breaking the rules.

Cultural markers are present throughout the story. The setting is definitely Japanese. The house has the typical Japanese sliding doors and windows. The clothing worn by the characters is a combination of Japanese and western style. In the home, the mother wears the traditional kimono, and when the boy comes home he also puts on more traditional Japanese clothing. The clothing he wears outside the home is more of a western style. Also, we notice that the father wears western style suit when he is at work. The furniture in the house is more Japanese style; the beds are mats on the floor. The bath is the traditional Japanese style bathtub with the implements for washing before one enters the tub. The food served in the story is traditional Japanese: rice gruel, sour plum and radishes.

The making of origami cranes is very old Japanese tradition. As the story suggests it is a tradition that is associated with making wishes,

Say authentically illustrates his Japanese characters. The skin and hair tone are accurate and there are no negative stereotypes. The illustrations are beautifully rendered in watercolors and set the tone for the story.

As the story is set in Japan, there are no indicators of racial prejudice or struggle. The main struggle, is a young boy’s worry about his relationship with his mother. The respect for parents and elders is more common in Japanese culture. Also, the quiet way in which the characters communicate with each other is more typically Japanese.

The young boys mother has successfully integrated both the American culture and the Japanese culture into her life. She has also passed on this cultural identity to her son. She wants her son to know about Christmas, an American holiday, but the gift she gives him (a samurai kite) is Japanese.

This lovely picture will give children ages 4-8 an authentic picture of Japanese life and culture.

Review Excerpts:
“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. Say ( The Bicycle Man ; El Chino ), who came to this country from Japan when he was a teenager, again exhibits a laudable sensitivity to Eastern and Western cultures--and to both the differences and the similarities between them. (Publisher’s Weekly)

”Japanese life-style is delicately described in the paintings which convey a sense of peace, quiet and love.” (Children’s Literature)

Connections: Read Tree of Cranes along with these other books about Japanese Americans by Allen Say:
• Emma’s Rug
• Stranger in the Mirror
• Music for Alice
• Allison
• Tea with Milk

When My Name was Keoko

Module 5

Park, Linda Sue. 2002. When my name was Keoko. New York: Clarion Books. ISBN 0-618-13335-6

Summary: Sun-hee and Tae-yul lived in Korea when it was ruled by Japan. When Japan took over they forced Koreans to speak only Japanese and even to change their Korean names to Japanese ones. Their uncle was part of the resistance, but went into hiding when it is feared that he would be discovered. After World War II begins Tae-yul decides to join the Japanese army and winds up volunteering to serve as a kamikaze (suicide) pilot. Then the family receives word that he died on a mission. When the Japanese surrender, the family receives a great gift.

Critical Analysis: Linda Sue Park is the daughter Korean immigrants and draws from her family history to write this novel. While a fiction story, it is based on very true facts about what happened in Korea during the time of Japanese rule. Also, some of the incidents are based on stories from the childhood of her parents, who lived during that time.

The book is written in the first person, alternating between the viewpoints of Sun-hee and Tae-yul, who are brother and sister. This helps us to see the same events through the eyes of two different people.

The book is painfully descriptive of the plight of the Korean people and their suffering under the Japanese. The Koreans had their identity stripped away during that time period. Having to speak Japanese only and having their names changed was a terrible blow to their national pride. The Korean people were proud of their culture with its distinctive qualities. To be forcibly absorbed into the Japanese culture was very difficult and caused a lot of cross cultural conflict.

The search for cultural identity is a significant theme in this book. The children cling to what they can of their culture even when they have to do it privately. The family found secret ways to maintain their identity by choosing names carefully to honor their family history. Another way was keeping one small rose of Sharon tree hidden from the Japanese after they were forced to burn the rest. In spite of the danger, they kept it as a symbol of their identity.

The author tries to point out the differences between Korean and Japanese cultures. She makes a point to describe their physical characteristics as different. Also, she points out the difference in names: Japanese family names are usually long while Korean ones are short. Japanese and Korean words are used throughout the book. The terms of address s are Korean: Abuji and Omoni are the parents. This is a very important part of the culture and create authenticity for the story. A note at the beginning of the book explains the Korean terms of address used in the story.

Cultural markers help to make the story more credible. Respect for elders is an important element. Children bow to their parents (and others) and are very careful not to offend them. Traditional foods are mentioned. Rice was a staple; red beans and rice was a delicacy, but during the war was largely unavailable. A special treat named duk (sweetened rice cake) is mentioned. Along with this is the way the family acts at mealtime. A traditional saying is mentioned by Uncle: “ . . . eat when you are eating, talk when you are finished.” In other words, it wasn’t good manners to do both at the same time.

Women in the culture were also traditionally subservient to the men. This was shown in the way Sun-hee and her mother related to the men in the family. The mother in this story tends to dress traditionally and wears her hair in a braid coiled in a bun. Keoko wore trousers to school and had her hair cut short with bangs because it was required (another way the Japanese were trying to kill the Korean culture).

Respect for learning and education is an important part of the culture. They found ways to learn about their history and culture in private, secretive ways.

The story was difficult to read because so much of it really happened. Although the Japanese tried to wipe out all vestiges of Korean culture, the Korean people showed their strength in tradition Korean ways: silently and secretly. This helped them survive this difficult time. Linda Sue Park has successfully given us an authentic look inside of a culture.

This book is recommended for ages 10-14.

Review Excerpts: “As she did so effectively in her Newbery Award winner, A Single Shard, Park makes Korean history emotionally compelling in this excellent novel. . . . This is a gripping read.” (Book Magazine)

"Through the use of the shifting narrators, Park subtly points up the differences between male and female roles in Korean society and telling details provide a clear picture of the siblings and their world.” (Publisher’s Weekly 2004)

“Park is a masterful prose stylist, and her characters are developed beautifully. She excels at making traditional Korean culture accessible to Western readers. This lovely and powerful novel is one clearly deserving of award consideration. “ (VOYA, 2004).


Connections: Read these other books by Linda Sue Park:
• A Single Shard
• The Kite Fighters
• Project Mulberry

Culture 4: Native American Literature

Module 4

Dorris, Michael. 1992. Morning girl. New York: Hyperion Books for Children. ISBN 156282-284-5

Summary: Morning Girl and her brother Star Boy live on an island in the Bahamas in 1492. Brother and sister are as different as night and day, just as their names are. Like any brother and sister, they have trouble getting along. Even so, we see that family ties are very important and that eventually she will as her mother predicts, be friends with her brother. Life on the island is filled with other normal family events and some not so normal. A hurricane touches the island and afterwards the community gathers together to celebrate the fact that they have survived. At the end of the story, Star Girl sees strangers coming to the island. These strangers will bring change to the islanders and to history.

Critical analysis: The characters in this fiction book are of the Taino culture, which was a dominant during the pre-Columbian period in the Caribbean islands. They are considered part of historical Native American cultures and were probably some of the first people that Columbus saw when he came to the Americas. An epilogue at the end of the book contains a journal entry from 1492 which was written by Christopher Columbus and lends authenticity to the historical facts of the culture.

The author uses a style of writing that alternates point of view. Morning Girl and Star Boy take turns, each one taking every other chapter to tell their story. This helps us know what both of them are thinking and feeling.

The story seems to focus on family relationships. Brother sister relationships seem to be the same, no matter what century you live in. Morning Girl and Star boy are the same as many modern brothers and sisters: they have trouble getting along. And just as in today’s culture, “blood is thicker than water”: Morning Girl is the first to defend her brother when someone else is criticizing him.

Other family relationships in the story are cultural markers that fit in with the characteristics we see in modern Native American literature. Family is very important in these cultures. We see the respect and love that Morning Girl and Star Boy have for their parents. When their mother loses her baby, they are saddened and want to comfort her. Their father is someone who is there for them emotionally and physically; their respect for him is deep. Also, respect for elders and grandparents is evident. When Star Boy is caught in the middle of the hurricane, he hears his dead grandfather’s voice telling him that he will be safe.

The names of Star Boy and Morning Girl are indicative of the culture. Native Americans frequently gave their children names that had something to do with their character. Names had meaning and sometimes the names changed. For example, as the story tells us, Star Boy was once called Hungry. As Morning girl said, “ If your name is true, it is who you are.”

The description of the environment clearly sets the story in the Carri bean islands. The climate, the beaches, palms, conch shells, flowers and birds are all part of that culture. Some of the foods mentioned, coconuts and fish, would have been part of their diet. After the hurricane, the people dressed up to celebrate by painting their bodies and wearing flowers.

Also, after the hurricane hits, we see the importance of community to this culture. They all band together to help each other and to celebrate that they are all alive. They shared food, including favorite recipes. Also, the community banded together to chastise Star Boy when he took too much food at the celebration.

This story is a delightful picture of a family and a culture, which existed long ago but has much in common with Native American cultures today. The epilogue, a journal entry by Christopher Columbus gives us a sad commentary on the attitudes of Europeans who came to the Americas. The myth of Anglo superiority comes across quite clearly in Columbus’ statements when he refers them as capable of becoming “good and intelligent servants”. This also comes out in his attitudes about their lack of religion.

This book is recommended for ages 8-12.

Review Excerpts:“A story of a Taino girl and her brother, set in 1492 in the Bahamas. Sibling rivalry, jealously, and love all are related with elegance and warmth, reflecting a simplicity of lifestyle and universality of experiences. ( School Library Journal, Oct. 1992)

“This gentle story reveals the rhythms of life on the island before the Europeans came, showing listeners the richness of the islanders' lives.” (School Library Journal, 2005)

Connections:Have children write a sequel to this story. What do they think happened after Columbus arrived? They might want to read other books that give an account of how the European arrival affected the Native Americans.

Rain is not my Indian Name

Module 4

Smith, Cynthia Leitich. 2001. Rain is not my Indian name. New York: HarperCollins Publishers. ISBN 0-688-17397-7

Summary: Cassidy Rain is only 14 but when her best friend Galen dies, she feels as if her life is over too. Her family tries to get her involved in an intertribal Indian camp but at first she isn’t interested. Then, when it looks as if some people in the town are fighting against the camp, she gets involved. She must decide if she will learn to appreciate her heritage. In the process she learns to deal with her grief and begin to live her life again.

Critical Analysis: This story is more about breaking down stereotypes about Native Americans than perpetuating them, as so much literature in the past has done. Smith is writing from an insider perspective as one who understands about the real stereotypes that exist.

The story is told from the perspective of a young girl who has some Native American blood, At the start of the story, we simply see her as a young girl going through her first love and all the ordinary things teenagers go through. We can’t count on her environment to give us any cultural markers. She lives in a mostly white community, and we get the feeling that even though she is Native American,she would rather just fit in and not have to be different. We do get some identification of the culture in the tribes that she lists that her family are members of . She is a mix of Muskogee Creek-Cherokee and Ojibway. But she also has Irish blood. She calls herself an Indian, but says that “Rain is not her Indian name”.

The story is set in modern times and we get very little traditional representation. There is not much mention of the traditional foods, religious practices or music that relates to a specific Native American culture. The characters are well assimilated into American life. There are no language patterns or dialects that sets them apart.

There are a few markers to indicate where she comes from culturally. There is a description of a traditional tear dress that belonged to her mother. Her mother had come from Eufala, Oklahoma (known as an Indian reservation area) and had attended a school for “Indians” in Kansas. We learn that other relatives had worked for the Bureau of Indian Affairs and the Indian Health Service.

Rain describes her skin tone in this way : “Nobody’s impressed that I can look out the window and get a tan.” When she describes her Aunt Georgia she says that . . . “From a distance, nobody would have guessed that she was a Muskogee Creek Cherokee” because of the new red hair dye job.

Rain seems to be in conflict about who she is. She knows all too well the stereotypes about her people. When her aunt invites her to Indian camp, she though it” “sounded like the kind of thing where a bunch of white kids tromped around a woodsy park, calling themselves “princesses”, “braves” or “guides.” “ We also see this in her description of Turkey Day, where the “so called Indians always look like bogeymen on the prairie . . . or baby-faced refugees from the world of Precious Moments.”

The book can be read on a couple of different levels. It is the story of an adolescent girl going through a normal coming of age who also has to deal with great loss. We see how she progresses from grief and works through to acceptance. On another level, we see how she must come to terms with who she is as a Native American.

The author has done a good job of helping to clear away stereotypes about Native Americans. We need more books like this, that show Native Americans in modern settings, living just like other Americans to sweep away the negative representations from the past. This book is recommended for ages 10-14.

Review Excerpts:
“Smith (author of Jingle Dancer) portrays a protagonist with a genuine voice and an appealing sense of humor. Aunt Georgia's red hair, Grampa's notes from Las Vegas, pasta bridges and all, this rendering of a contemporary family of Native American heritage is wonderfully far from stereotypical "dreamcatchers, the kind with fakelore gift tags”. (Children’s Literature, 2001)

“A quick and easy read that will appeal to preteen and young teen girls, this novel is especially suited to ethnically mixed, Native American, or reluctant readers.” (VOYA, June 2001)

Connections: This book can be paired with other by Smith such as Jingle Dancer and Indian Shoes. Discuss some of the Native American nations that are mentioned in the books and learn specific things about each one. Check out web sites that provide information about different Native American cultures. An example is found at http://www.bigorrin.org/creek_kids.htm

The Great Ball Game: A Muskogee Story

Module 4

The great ball game: A Muskogee tale. 1994. Retold by Joseph Bruchac. Ill. by Susan L. Roth. New York: Dial Books for Young Readers ISBN 0-8037-1539-0

Summary: The animals wanted to settle a disagreement. The Birds thought they were superior because they had wings. The Animals thought they were better because they had teeth. Instead of going to war they decided to have a ball game: the winner would be the first side to score a goal. They divided up into two teams: those with teeth and and those with wings. The bat had both teeth and wings so he wasn’t accepted by either team. Finally the Bear felt sorry for him and accepted him onto the Animal team. At the last moment when it seemed that the Birds would win, the bat saves the day and helps the animal team win. Bat set the penalty for the Birds. That is why Birds fly south for half of each year.

Critical Analysis: This picture book is a retelling of a story from the Muskogee (Creek) Indian Nation. There are other versions of the story from the Ojibway and Cherokee nations which are also in print. The author based this story on a tale told to him by an Oklahoma Muskogee elder. Native Americans have long passed down their stories orally, from generation to generation. It is an important contribution when an author such as Bruchac puts these stories down in print before this oral tradition becomes a thing of the past. By doing so, he is helping to preserve Native American culture.

While the author is an “insider” from the perspective that he is a Native American, he is not a member of the Muskogee tribe (he is Abenaki). Still, he researched the background of the story well, which lends authenticity. The stories are Native American but as animals are the main characters, we do not have to deal with stereotypes and other issues frequently present in Native American literature.

The ball game is a significant element in Native American culture. These games were played in various forms by many of the Native American tribes/nations. And often these games would be played to settle an argument instead of going to war.

The use of talking animals with human characteristics is common in Native American folk tales. It seems to be an effective way of making a point or teaching a lessons about human nature. This also seems to fit in with the Native American tendency to respect nature and the environment.

The illustrations, by Susan Roth are created in collage with paper which she collected from all over the world. Some of the paper was handmade. They are interesting, creative and give a folk art “feel”. Children will enjoy the humorous looking animals.

This book is recommended for ages 4-8.

Review Excerpts: “This porquoi tale is told in clean, spare sentences with the emphasis on action and character.” (School Library Journal, 1994)

“With clear, minimal language, Bruchac. . . wisely lets the myth carry itself.” (Publisher’s Weekly, 1994)

Connections: Read other similar type stories by Joseph Bruchac: How Chipmunk got his Stripes, Turtle’s Race with Beaver, and Raccoon’s Last Race.

Culture 3: Hispanic Literature

Module 3

Soto, Gary. 2003. The afterlife. Orlando: Harcourt, Inc.
ISBN 0-15-204774-3

Summary: Chuy, a boy of Mexican descent living in Fresno is murdered simply because he made a comment about someone’s shoes. When his physical life ends his spirit roams around Fresno and is able to see things from a new perspective. He sees as his family grieves and prepare for his funeral. He misses his family and friends, but is unable to communicate with them. Finally he meets another spirit, a girl named Crystal who also recently died. Finally he is able to face the afterlife.

Critical Analysis: We learn in the first chapter that Chuy is Mexican American and there are many indicators of his culture. There is a great deal of code switching (using a mixture of English and Spanish) throughout this book. This is common in the culture and helps to make the story authentic in the cultural representation. Gary Soto is also writing from an insider perspective which also lends credibility.

This is definitely a modern representation of Mexicans living in America. While the characters retain some of their cultural traits, they are not overly romanticized. Also, they are not typecast. Chuy is an average boy who “ran cross country, ate lunch with my friends . . . and crowded around the fountain eyeing girls.” He just happened to be Mexican.

We do see several cultural markers in the story. The names used are indicators of this. Chuy’s proper name is Jesus, a common Mexican name. Some of his friends names are Angel and Julio. Interestingly, some of the forms of address he uses for family members are in English. For example he calls his grandfather “Grandfather” and his uncle is “Uncle Richard”. Also, some of his friends have American names, which shows some assimilation into the American culture.

We also get a sense of the macho or machismo coming out in Chuy’s attitude toward girls. This is brought out when he is standing in front of the mirror at the club and telling himself to “be Senor GQ” and to use his “lover boy strategy.”

The family relationships are another cultural marker in the book. Chuy’s concern for his “familia” is obvious when he is wishing he could comfort them after his death. We see the close relationship he had shared with his uncle Richard while he was still alive: Richard had allowed him to use his Honda on the night he died.

When Chuy’s mother wants one of Chuy’s friends to find and kill Chuy’s murderer, we get a glimpse of a kind of “revenge” attitude that we sometimes see in this culture, particularly in areas where there are gangs. In a sad way, it is representative of familial love carried to the extreme.

Representations of Mexicans show the diversity in the culture. Chuy is surprised to learn that Crystal is Mexican because she looks different than him with light brown hair and freckles. Also, her family appears to have more money than Chuy’s, which breaks down the stereotypes that all Mexicans are poor. When Chuy and Crystal joke about her making tortillas points out their understanding about the stereotypes which exist about their culture.

The gang element is a fact of life in Mexican American neighborhoods such as the one in which Chuy lived. It is entirely conceivable that someone could be murdered for simply making a comment about someone’s clothing or shoes.

Religion is another cultural marker. Chuy visits a Catholic church and prays before a candle in one part of the story. Mexicans are predominantly Catholic and for many it is not really a religion of the heart, but merely of culture, something they are born into. Yet the church has a strong influence, which comes out in the guilt that many Mexicans feel. Chuy admits that he was bored in Mass as a child. In his spirit form he starts to see things a little differently. We get a sense of the guilt Chuy feels when he confesses his sin of cussing in church.

This book is disturbing because it presents a true picture of life in some neighborhoods. Young lives are senselessly destroyed for no good reason every day. Yet the story is also filled with humor which lightens up the heaviness. When the dead homeless man jumps inside the body of Chuy’s murderer and makes him go to church and “get him to behave and not be such a punk”, we have to laugh.

The book is thought provoking. Young people are always interested in the spirit world. While they may find it disturbing, it may also raise some important issues. It is recommended for ages 12 and up.

Review Excerpts:
"Soto pens a sort of Lovely Bones for the young adult set, filled with hope and elegance," . . . "The author counterbalances difficult ideas with moments of genuine tenderness as well as a provocative lesson about the importance of savoring every moment.” (Publisher’s Weekly, 2005)

“Soto's simple and poetic language, leavened with Mexican Spanish with such care to context that the appended glossary is scarcely needed, is clear, but Chuy's ultimate destiny isn't.” (School Library Journal, 2003)

Connections: This book could be paired with two other books by Gary Soto with similar themes: Petty Crimes and Living up the Street.Also, it could be compared and contrasted to Julia Alvarez’s book How Tia Lola Came to Visit (Stay). That book gives a different perspective on Hispanics living in America.

How Tia Lola Came to Visit (Stay)

Module 3

Alvarez, Julia. 2001. How Tia Lola came to visit (stay). New York: Alfred A. Knopf. ISBN 0-375-90215-5

Summary: When Tia Lola comes to visit from the Dominican Republic Miguel doesn’t know how to feel. Even though they are family, they don’t speak the same language. At first Miguel is embarrassed by his aunt’s different customs and behavior. Then he and his sister begin to be exposed to their heritage and to understand Tia Lola. Eventually he sees how she brings life and joy to their family.

Critical analysis: This book is a rather humorous look at a family who is experiencing several transitions. The story gives a modern representation of an Hispanic family from the Dominican Republic. The children, Miguel and Juanita are second generation, having been born in America, and are deeply steeped in American culture. They are definitely not stereotyped or typecast. In fact, they do not know as much about their root culture because their family has so well integrated into American culture. When Tia Lola comes, it gives them an opportunity to learn more about their roots.

There are a few language cultural markers in the children’s speech. While they really don’t use much Spanish in the beginning, they do address their parents with the names “Mami” and “Papi”. Also, their names are Spanish. When Tia Lola comes, the amount of Spanish dialogue increases. This points out the fact that second generation Hispanic Americans are not always bilingual, which is a common stereotype.

Miguel and Juanita’s parents are definitely different from the stereotypical Hispanic immigrants. Their mother is educated and works as a counselor. Their father is an artist who sets up department store windows. The stereotype is that Hispanic women do not have careers, or they work low paying jobs. Also, the parents are getting divorced, which seems unusual for Hispanic marriages. Even so, the sense of family commitment is still evident in the story. Their father remains an important of their life. Also, Tia Lola is the essence of the cultural marker of strong family relationships.

The general environment of the story does not set it apart as a story about Hispanics. The family lived in New York and moved to a farmhouse in Vermont. In the city the children walked to school. In the country they rode the bus, just like other children in the area.

There is a contrast in the types of foods eaten by the family before Tia Lola arrives and after. Before,they ate foods like SpaghettiO’s, Pringles, pizza, hot dogs and french fries. Afterwards they ate pastelitos, salchichon, black beans and empanaditas de queso. The food seems to have a magical element that Miguel finally identifies as love.

In this story, we see the cultural marker of how celebrations are important in the Hispanic culture. Tia Lola takes birthday party planning to the extreme.

Skin tone and appearance as a cultural marker is brought out briefly in this story. Miguel knows that in Vermont “his black hair and brown skin stand out.” We get a little glimpse of how different he feels. The description of Tia Lola is similar: “Her skin is the same soft brown as theirs”. The stark contrast between the way Tia Lola dresses and Miguel’s mother dresses show the varied representations of people from the same culture. The author is trying to make a point about stereotypes. This is also evident in the discussion between Miguel and his father about baseball and Dominicans.

The book gives us a taste of the Dominican culture and some of its specific traits. This delightful story gives us a picture of what it’s like to appreciate your root culture while being totally immersed in American life. It is recommended for ages 9-12.

Review Excerpts:“Readers will enjoy the funny situations, identify with the developing relationships and conflicting feelings of the characters, and will get a spicy taste of Caribbean culture in the bargain” (School Library Journal, 2001)

“. . . a story that is alternately affecting and treacly. . . “ (Publisher’s Weekly, 2001)

Connections: Compare this book to one by Pam Munoz Ryan called Becoming Naomi Leon. Ryan’s book is about a young girl of partial Mexican heritage who discovers her roots in a slightly different way than in the Tia Lola story. While her family situation is vastly different (especially from a socioeconomic point of view), we see the similarities of children who are learning to appreciate their Hispanic roots and heritage.

A Library for Juana

Module 3

Mora, Pat. 2002. A library for Juana: The world of Sor Juan Ines. Ill. By Beatriz Vidal. New York: Alfred A. Knopf. ISBN 0-375-80643-1

Summary: Juana Ines lived in colonial Mexico in the 1600s. She loved books, even though she was too young to read. When her older sister went to school, she decided to go too. Even though she was small the teacher allowed her to learn along with the other students. As Juana grew, so did her desire to learn. Even though she wasn’t allowed to attend the university (where only men could go), she found a way to keep learning, reading and writing. She also helped to start one of the largest libraries in the Americas (at that time).

Critical Analysis: This picture book is historical because it is based on the life of Sor Juana Ines de la Cruz who is well known in Mexico for her poetry. We do not have much personal information about Sor Juana other than when she lived and died. We do know something about colonial Mexico when it was ruled by Spain. References to the viceroy who was appointed to rule over Spain, the name of Nueva Espana (New Spain) give the story historical authenticity.

Sor Juana’s poems are the best way we have to learn about Sor Juana. Her poetry speaks of her feelings, have survived for hundreds of years and are still popular in Spanish speaking countries.

The story does seem to overly romanticize the experience of Juana Ines. Even though she was born in a rural village in colonial Mexico, the story makes her life seem idyllic. The characters in the story aren’t well developed and they seem to be too “nice” all the time. Even though her mother does her own housework, she always dresses very well (almost like the Hispanic version of June Cleaver).

The author incorporates Spanish words and phrases within the English text. This lends a Mexican flavor. Forms of address for family members are typically Mexican: Mama, Abuelo, Senora etc. Her poems are also written in Spanish.

Abuelo Pedro, her grandfather, appears to live with Juana and her family. Close family relationships are an important cultural marker in Mexican American Literature.

The role of women in the Mexican culture is traditionally one of submissiveness to men. This comes across in the attitude about Juana going to university. Even so, it’s obvious that the author is not writing about a stereotypical Mexican woman. Juana Ines received more education than most women in her time.

The emphasis of the Catholic church is strong in Mexican culture. It makes sense that if Juana Ines was more interested in learning than in her looks, choosing the church over marriage and family would be an obvious choice. In that time period and culture, there weren’t many options.

The brightly colored illustrations were created by Beatriz Vidal using a magnifying glass and small brushes in watercolor guache. The skin tone of Juana and her family is lighter and makes them appear more Spanish or European. A few of the characters have darker skin which would be more typical of Mexicans descended from the Mayans. This is a cultural marker which shows the diversity of Mexican people.

Because we do not have all the facts about Juana Ines, the author obviously had to use her imagination. While the story may be a bit unrealistic (I’m not sure if Juana really correctly answered all the questions from the forty scholars) we do learn a bit about her life and poetry. A glossary at the end of the book defines some of the Spanish words and we also find an English translation of one of her poems there.

This book is recommended for ages 5-8.

Review Excerpts:
“An internationally known bibliophile and poet whose works are studied in university Spanish literature courses, she was a Renaissance woman in the most complete sense of the word. Mora's beautifully crafted text does credit to its subject, following her from birth to death. Sor Juana Ines comes across as intelligent, headstrong, humorous, and kind, and her retreat to the convent as a place of learning seems natural.” (School Library Journal, 2002)

“Even with the book's rather abrupt ending, the heroine's journey, coupled with Vidal's depiction of expressive faces and lovely renderings of flowers that spill from the borders of the pictures make for a memorable volume.” (Publishers Weekly, 2002)

Connections:This book could be paired with other picture books about libraries. For example, you could use Tomas and the Library Lady, also written by Pat Mora. Other titles could include Library Dragon (by Carmen Agra Deedy), Library Lion (by Michelle Knudsen), Library Mouse (by Daniel Kirk) and The Boy who was Raised by Librarians (by Carla Morris)