Monday, October 31, 2016

THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN

 THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN
by Sherman Alexie

Image credit: www.hachettebookgroup.com
1. Bibliography
Alexie, Sherman. 2007. The Absolutely True Diary of a Part-Time Indian. New York: Little, Brown & Company. ISBN 978-0-316-01368-0

2. Plot Summary
This is the story of Arnold "Junior" Spirit as he navigates the perils of being a teenager while living on the Spokane Indian reservation.  Junior was born with a variety of health issues, including hydrocephaly, which result in his unusual appearance.  His appearance causes him to be the favorite target for bullies on the reservation.  His saving grace is his best friend Rowdy, who acts as Junior's protector and sticks up for him.    When Junior gets frustrated with his situation and lashes out at school, his eccentric geometry teacher steps in and challenges Junior to leave the reservation and become a success.  This sets Junior into action and he decides to transfer from the run-down reservation school to the high school in the all-white farm town that is 22 miles away.  There, he starts out as an outcast, but manages to befriend the school nerd, Gordy, get a popular girlfriend, and make the varsity basketball team.  Just when things are going well for Junior, his home life begins to crumble as his grandmother passes away and then his sister, as well.  Although he has loving parents, his father's alcoholism and his family's poverty are a constant struggle.  

3. Critical Analysis
This story is a compelling and honest coming of age tale with an interesting perspective.  There are already numerous stories that depict Native Americans as a relic from the past, but this one shows Native Americans in a contemporary setting.  It does not show the reservation as a refuge or gloss over the struggles the people face in today's society.  In fact, this story tackles many of the stereotypes head on and dispels some of the misconceptions about life on a Native American reservation.  Through the point of view of Junior and the cast of interesting characters in his life, a young reader would delve right in to this story of a difficult adolescence.

The cultural markers are plentiful as Junior describes what life is like on the reservation.  He has even more cultural observations after he transfers to an white high school across town.  On the reservation, the schools are inadequate, poverty is rampant, and alcoholism is commonplace.  Junior experiences all of this firsthand, but finds solace in humor and his cartoon drawings.  At the school in Reardan, the students are scholarly, have money, and do not regularly get in fistfights.  Junior learns that they are very suspicious of him and that they call him derogatory names since he is a "reservation Indian".   

4. Review Excerpts and Awards
SCHOOL LIBRARY JOURNAL (December 2011) "Alexie draws us into this semi-autobiographical story of poverty, alcoholism, and the dignity of upholding ancient traditions with poignantly witty prose and well-paced compelling and culturally authentic narration deserving of the 2009 Odyssey Award."

HORN BOOK MAGAZINE (September 2007) "Junior's spirit, though, is unquenchable, and his style inimitable, not least in the take-no-prisoners cartoons he draws (as expertly depicted by comics artist Forney) from his bicultural experience. 
  • National Book Award, 2007
  • Boston Globe-Horn Book Award, 2008
  • Publishers Weekly Best Children's Book Award, 2007
  • School Library Journal Best Books of the Year, 2007
5. Connections
  • There are many possible reader's response questions that could pair well with this story such as "Compare yourself to Arnold Spirit, Jr.  What do you have in common? What differences do you have?" or "Tell how Junior changes as a character throughout the story."

CROSSING BOK CHITTO: A CHOCTAW TALE OF FRIENDSHIP AND FREEDOM

CROSSING BOK CHITTO: A CHOCTAW TALE OF FRIENDSHIP AND FREEDOM
by Tim Tingle
Illustrated by Jeanne Rorex Bridges

Image credit: www.cincopuntos.com
1. Bibliography
Tingle, Tim. Crossing Bok Chitto. Ill. by Jeanne Rorex Bridges. El Paso, TX: Cinco Puntos Press. ISBN 978-0-938317-77-7

2. Plot Summary 
One morning, a Choctaw girl, Martha Tom, is asked by her mother to gather a basket full of blackberries.  She cannot find the berries, so she decides to use the stone path that goes across the Bok Chitto.  The Bok Chitto is the river that snakes through Mississippi, but it also separates the Choctaw land from the plantation where slaves are working.  Martha Tom eventually finds blackberries on the other side of the river, but she gets lost and ends up in the middle of a slave church service in the woods.  A kind African American man finds her and has his son, Little Mo, help her back to the river.  At the river, Martha Tom shows Little Mo the secret stone path she uses to cross the river.  On that day, the two children begin a lasting friendship.  When Little Mo's mother finds out she has been sold and will be separated from her family forever, Little Mo decides to lead his family to the stone path in the river.  The Choctaw people come out to help them cross safely and Little Mo's family makes it across the Bok Chitto to freedom, led by Martha Tom who appears to be an angel walking on water.

3. Critical Analysis
This moving story of friendship and courage is a convergence of two cultural groups, the Native American and African American.  An interaction between these two groups is not often seen in children's literature which makes this book especially interesting.  Martha Tom and Little Mo begin the story as unruly children, but, by the end of the story, they show wit and bravery to help Little Mo's family escape toward freedom.  The fast-paced plot paired with the bold portraits of the characters is perfect for a classroom read-aloud.  

Bridges's somber paintings with muted earth-tones bring gravity to the events in the story, while still being visually appealing.  The details in Bridges's illustrations accurately portray differences in each culture.  The various skin tones, facial features, and hairstyles depict Native American, African American and white people in a unique way.  The illustrations show the Native American women wearing "white cotton dresses", which the reader learns is a ceremonial garment in their culture.     

The cultural markers abound in this text as the two cultures are placed side by side.  Even the sounds of the cultures are celebrated in this story.  When Martha Tom hears the voices of the "forbidden slave church", she "had never heard music like this before, but it touched her deeply".  Little Mo is similarly affected by the "old wedding song" of the Choctaw people.  Although the Bok Chitto is meant to serve as a physical barrier dividing the people of two cultures,  in this story, it only brings the two groups together.

4. Review Excerpts and Awards
BOOKLIST (April 2006) "Sophisticated endnotes about Choctaw history and storytelling traditions don't clarify whether Tingle's tale is original or retold, but this oversight won't affect the story's powerful impact on young readers."

PUBLISHERS WEEKLY (March 2006) "Bridges creates mural-like paintings with a rock-solid spirituality and stripped-down sensibility, the ideal match for the down-to-earth cadences and poetic drama of the text.  Many of the illustrations serve essentially as portraits, and they're utterly mesmerizing-strong, solid figures gaze squarely out of the frame, beseeching readers to listen, empathize, and wonder."
  • American Indian Youth Literature Award, 2008
  • American Library Association Notable Children's Book, 2007
  • Jane Addams Peace Award Honor Book
  • Oklahoma Book Award for Best Children's Book, 2007
  • Oklahoma Book Award for Best Illustrations, 2007
  • Paterson Prize for Books for Young People, 2007
  • Skipping Stones Honor Book, 2007
  • Texas Bluebonnet Master List, 2008-2009
5. Connections
  • Students that enjoyed this interesting story might read Tim Tingle's other stories of Native American life, such as Saltypie or When Turtle Grew Feathers.
  • This story could be paired with a story about the Underground Railroad, so that students could compare the many ways that slaves made their way to freedom against great odds.

SQUANTO'S JOURNEY: THE STORY OF THE FIRST THANKSGIVING

SQUANTO'S JOURNEY: THE STORY OF THE FIRST THANKSGIVING
by Joseph Bruchac
 Illustrated by Greg Shed

Image credit: www.amazon.com
1. Bibliography
Bruchac, Joseph. 2000. Squanto's Journey: The Story of the First Thanksgiving. Ill. by Greg Shed. Orlando: Voyager Books.  ISBN 978-0-15-201817-7

2. Plot Summary 
This is the story of Squanto, told from his own point of view.  He hails from the Patuxet people or "People of the Falls".  He begins by explaining how he was tricked by an Englishman and taken to Spain as a captive.  In Spain, he was sold into slavery, but was set free by a clergyman and escaped to England.  In England, Squanto worked hard to learn English and, eventually, went back to America on a ship.  He returned home to find most of his people wiped out by illness.  Squanto worked with the elders from different groups of Native Americans as a "guide and interpreter" for the English.  He taught the English many survival skills, such as how to grow crops, hunt, and fish.  The story ends with Squanto giving thanks together with the Englishmen.  They have a feast to share in the bounty of the harvest.    

3. Critical Analysis
Squanto's Journey provides details about Squanto's early life and a recount of the First Thanksgiving told from the perspective of a Native American.  The reader is able to see that the familiar feast was not had without great struggle.  Squanto had been captured, enslaved, lost his family, and still survives despite the hardships he had endured.  It is apparent that the Englishmen and Native Americans did not immediately form a bond, but it took many meetings and careful diplomacy from both sides.  Readers will be interested to learn about the journey of a famous Native American in this historically accurate version of the First Thanksgiving.

This story is rich with cultural markers beginning with the clothing seen throughout the story.  The pilgrims are dressed in well-worn clothes in drab colors.  The Native Americans wear a variety of clothing items including fur shawls, tall boots, woven belts, and bead necklaces.  Shed's gouache illustrations have a weathered quality that seems fitting for the historical events in this story.  Shed carefully depicts a variety of garments and accessories, as well as facial features and hairstyles.  The Wampanoag men are not adorned with the typical headdresses full of feathers, but a few feathers hanging in their hair earned in battle.  Even the food depicted in a double-page spread appears to be rustic and authentic with muted, warm colors.  

Through these cultural markers, this book could dispel some misinformation that readers have heard regarding this part of American history. In the Author's Note, Tingle explains that Squanto's story is "an incredible saga of both survival and acceptance" which is why he is such an intriguing historical figure.  Squanto was able to bridge the broad chasm between the Native American and English cultures and "live successfully" in both worlds.  This book is a must-read for children studying the origins of the Thanksgiving holiday.

4. Review Excerpts
HORN BOOK GUIDE (April 2001) "Squanto's tale is told with respect and dignity, without glossing over the more difficult aspects of his life or the relationships between the native inhabitants and the colonists." 

SCHOOL LIBRARY JOURNAL (November 2000) "Shed's full-page gouache illustrations are beautifully executed in golden, autumnal tones. There is a richness of detail in the pictures that echoes the passion for historical accuracy in costume and interior-and-exterior dwellings."

5. Connections
  • This story could be compared and contrasted to another version of the First Thanksgiving, so that students could examine the differences in a story told from the Pilgrims' versus the Native American point of view.
  • If students enjoyed this book, then they could read other titles from Joseph Bruchac's large collection of Native American stories such as Thirteen Moons on a Turtle's Back: A Native American Year of Moons.

Monday, October 10, 2016

Esperanza Rising

ESPERANZA RISING
by Pam Munoz Ryan
Image credit: http://www.pammunozryan.com

1. Bibliography
Ryan, Pam Munoz. 2000. Esperanza Rising. New York: Scholastic. ISBN 9780439120425

2. Plot Summary
Set during the Great Depression, Esperanza begins her life as a privileged young girl in Mexico growing up on a large ranch with servants and surrounded by a loving family.  When her father suddenly dies, Esperanza and her mother have no choice but to abandon what is left of their burned-down home and flee to California.  They leave Aguascalientes in secret with a family of ranch workers and begin their lives as agricultural laborers.  Esperanza is less than pleased to live in a camp with hundreds of other workers in cramped quarters, where she is expected to do chores and look after younger children each day.  When her mother falls ill with Valley Fever, Esperanza realizes she must  rise to the occasion and begin working to try to bring her Abuelita to California.  Esperanza works hard and saves her wages, until finally her family's former ranch hand Miguel surprises her by bringing Abuelita to the camp.

3. Critical Analysis
In this coming of age story steeped in adversity, the reader gets a taste of the difficult struggle it is to be an immigrant in the United States. As Esperanza must leave her homeland, her friends, and her Abuelita behind, she gets thrown into the reality of working for little wages and living in uncomfortable conditions.  With well-rounded characters and a strong protagonist in Esperanza, this story hooks the reader until the end. Esperanza begins to learn about the injustices of the world as an undocumented worker from Mexico.  As a worker, she witnesses laborers on strike fighting for higher wages and must continually work hard to keep her job packing fruits and vegetables.  Esperanza is forced to grow up quickly and focus on survival in her difficult situation.

The cultural markers are plentiful in this text as it is a story of a Mexican family immigrating to the United States.  From the close-knit relationship of the families to the celebrations that are described, such as the "jamaicas" on Saturday nights in the camps, the Latino culture is clearly depicted.  In the camp, the food enjoyed is distinctly Latino as the women prepare homemade tortillas, large pots of beans, and chorizo with eggs.  Esperanza is motivated to work to help bring her grandmother to California as they are very close, which is often seen in the Latino culture. Ryan is known for seamlessly interweaving the Spanish language throughout her texts to accurately portray the Latino characters, while also exposing the reader to a few Spanish words.  Through this story, the reader will be able to get a glimpse of what life is like as an immigrant new to the United States during the Great Depression while becoming engrossed in a heartfelt tale.

4. Review Excerpts and Awards
BOOKLIST (December 2000) "Set during the Great Depression, the story weaves cultural economic, and political unrest into Esperanza's poignant tale of growing up: she witnesses strikes, government sweeps, and deep injustice while finding strength and love in her family and romance with a childhood friend."

PUBLISHERS WEEKLY (October 2000) "Ryan fluidly juxtaposes world events ...with one family's will to survive - while introducing readers to Spanish words and Mexican customs."

Jane Addams Children's Book AwardPura Belpre Medal 
The Willa Cather Award 
ALA Top Ten Best Books for Young Adults

5. Connections
  • After reading Esperanza Rising, students could perform the Reader's Theater found here written by Pam Munoz Ryan.
  • Students could also listen to Pam Munoz Ryan discuss the story at www.teachingbooks.net.  In this 3 minute audio clip, Ryan shares the backstory of writing Esperanza Rising.

The Skirt

THE SKIRT
by Gary Soto
Image credit: www.penguinrandomhouse.com

1. Bibliography
Soto, Gary. 1992. The Skirt. New York: Delacorte Press. ISBN 9780385306652

2. Plot Summary
Miata is riding home from school, but she leaves her folklorico skirt on the bus.  The skirt is special because it was her mother's and she plans to wear it at her performance this weekend.  Anxious and distraught, she gets home and hopes her best friend Ana will get the skirt off the bus. Ana does not get the skirt, but Miata devises a plan.  The following morning, Miata convinces Ana to go with her to sneak into the bus lot and look for the skirt.  They eventually get the skirt off of the bus, but then Miata's father shows up to repair one of the buses.  Miata and Ana must hide and finally make a run for it with the help of a boy from school, Rodolfo.  Miata goes through a lot of heartache to get the skirt back, but the morning of the performance, her mother gives her a brand new folklorico skirt.  Miata is excited about the new skirt, but decides to wear the old one underneath it during the performance to honor her mother.

3. Critical Analysis
This approachable realistic fiction novel is perfect for students that are just beginning to independently read chapter books.  The main character Miata is charming and spunky.  The plot is easy to follow and moves along quickly. Readers will identify with Miata who often loses things and doesn't want to tell her parents about the skirt for fear of getting in trouble.  There is just the right amount of suspense when Miata goes to retrieve her skirt from the bus and a clear resolution at the end when she performs her dance in the new skirt. 

Like other titles in Soto's repertoire, this story has some cultural elements, but the plot and characters are still relatable to many readers.  The main character's troubles could happen to any child.  This story depicts Latino life in California as the family has recently moved from Los Angeles to the San Joaquin Valley.  The cultural element in this story that stands out is the strong sense of family and their connection to the traditional dance folklorico.  It is obvious that Miata's parents are very proud that she will be performing folklorico.  Miata is proud of her culture as well, which the reader can see because she took her skirt to school to "show off" and continues the traditional style of dance her mother once performed.  Soto intertwines some Spanish words throughout the text to lend authenticity to the text, but the reader can easily use context clues to understand these words.  Throughout this novel, there is an undertone of Latino culture without feeling heavy handed.      

4. Review Excerpts and Awards
SCHOOL LIBRARY JOURNAL (September 1992) "A fine read-aloud and discussion starter, this story blends cultural differences with human similarities to create both interest and understanding."

PUBLISHERS WEEKLY (August 1992) "Readers will be introduced to a few words, foods and customs that may be new to them, but will also relate to Miata's true-to-life, universal experiences and relationships."

Texas Bluebonnet Winner 1994

5. Connections
  • To help students understand the cultural elements in this story, show a video clip of Ballet Folklorico on YouTube.com.  Even students with Hispanic heritage may be unfamiliar with this traditional style of dance and a video will make the story come to life.
  • A reader's response question after reading The Skirt could be: Do you think Miata should have told her parents the truth or was what she did okay?
  • Students that enjoyed The Skirt might also want to read other Gary Soto books that portray Latino life and culture such as, Baseball in April or Local News.

Yum! ¡Mmmm! ¡Que Rico! Americas' Sproutings

YUM! ¡MMM! ¡QUE RICO! AMERICAS' SPROUTINGS
by Pat Mora
Illustrated by Rafael Lopez

Image credit: www.patmora.com

1. Bibliography
Mora, Pat. 2007. Yum! ¡Mmmm! ¡Que Rico! Americas' Sproutings. Ill. by Rafael Lopez. New York: Lee and Low Books. ISBN 9781584302711

2. Plot Summary
From blueberries to tomatoes to pecans, there are many foods that are native to the Americas that are now enjoyed in dishes around the world.  In this poetry collection, these native foods are described in 14 haikus. Along with each haiku is a short paragraph explaining the origin of the food, its Spanish name, and a few more unique facts.  The haikus are a fun introduction to each food item such as the one about cranberries, "Marsh-floating hard bead / simmers then POPS! in hot pot / Scarlet fireworks".  Then, the reader can delve into a bit of history by reading the paragraph that explains more information about each food. 

3. Critical Analysis
This poetry collection could be read and enjoyed by students of many ages.  There are common foods that every child has tried such as corn and potaotes and a few exotic ones such as papaya and prickly pear.  The haiku style is brief, but descriptive and the accompanying paragraph is interesting without overwhelming the reader with facts.    

The illustrations add a great deal of interest to make this poetry collection stand out.  The vivid acrylic on wood panels are a lively and animated background for each poem.  From the dancing, trumpet-playing peanut butter sandwich to the fire-breathing Dad who just ate a chile, there is spectacular artistry on each double-page spread.  The people depicted have various skin tones and a variety of hairstyles as they hail from a variety of locales from Peru to Wisconsin. 

Yum! ¡Mmmm! ¡Que Rico! Americas' Sproutings is culturally relevant as it mentions many of the countries throughout South and Central America, in which these foods originated.  Mora carefully explains the Spanish name and credits the Latino (or Native American) people that first started preparing these foods.  For example, the "Aymara Indians of Bolivia developed more that two hundred varieties of potatoes" or "papaya... are believed to originated in southern Mexico and Central America".  Readers of all cultural backgrounds can learn something new from this book and enjoy the poetry.  Latino readers might have a deeper connection with some of the descriptions of foods that are traditionally prepared in their culture.     

4. Review Excerpts and Awards
BOOKLIST (December 2007) "This inventive stew of food haiku celebrates the indigenous foods of the Americas. Each of the 13 poems appears on a gloriously colorful double-page spread, accompanied by a sidebar that presents information about the origin of the food. From blueberries to prickly pears to corn, the acrylic-on-wood panel illustrations burst with vivid colors and stylized Mexican flair."

SCHOOL LIBRARY JOURNAL (September 2007) "Teachers will find this a welcome addition to their social studies units, but it should also win a broad general audience for its inventive, fun-filled approach to an ever-popular topic: food."

ALA Notable Books for Children 2008
Americas Award for Children's and Young Adult Literature Commended 2008
Bank Street Best Children's Books of the Year 2008
Great Lakes Great Books Nominee 2008-2009
Texas Bluebonnet Award Nominee 2008-2009

5. Connections
  • Show students a video interview with the author, Pat Mora, on YouTube.com.
  • Students could be challenged to write their own "food haiku" poems during a poetry unit.
  • Use any of the ideas and activities on Pat Mora's website that include "plan a Yum! party with your colleagues or class" and "create an art piece (watercolor, collage, etc) incorporating the 14 foods in the book".