Review: HOW CHIPMUNK GOT HIS STRIPES by Joseph Bruchac & James Bruchac

1. BIBLIOGRAPHY

Bruchach, Joseph and James Bruchach. (Retold). 2001. How Chipmunk Got His Stripes. Ill. By Jose Aruego and Ariane Dewey. New York: Dial Books for Young Readers. ISBN 0803724047

2. PLOT SUMMARY

The story begins with Bear walking through the forest bragging that he is the biggest, strongest and loudest of all the animals. Brown Squirrel foolishly challenges Bear’s claim, (that he can do anything), by asking him if he can stop the sun from rising. Bear confidently accepts the challenge and commands the sun to not rise.The long night is spent with Bear and Brown Squirrel facing east chanting respectively, “The sun will not come up, Hummph!" and “The sun is going to rise, oooh!” When the sun refuses to obey Bear’s command and rises, Brown Squirrel is there to tease Bear by calling him foolish, silly and stupid. In retaliation, Bear traps Brown Squirrel under his paw and gets ready to eat him. Brown Squirrel manages to escape, but in the process acquires scratches on his back. The stripes heal leaving long, pale stripes on his back, thus turning him into Chipmunk, the striped one.

3. CRITICAL ANALYSIS

In the author’s note, Joseph and James Bruchac indicate that they have collected versions of this folktale told by East-coast Native American storytellers and fleshed it out over time and re-telling to make it their own. In this re-telling of a traditional Native American story, Brown Squirrel learns a lesson about teasing, and Bear learns one about pride. The Native American culture is well represented by this pour quoi tale which explains how the chipmunk got his stripes. As with many folktales, How Chipmunk Got His Stripes seeks to explain how something happened in nature and delivers a story with morals and wisdom still applicable today.

The illustrations are as bold as the personality of the braggart bear and the teasing little chipmunk; with the comical looks on the faces of the forest animals adding to the humor of the tale. Bear’s anger can almost be felt when Brown Squirrel teases him, and the gleeful look on Brown Squirrel’s face reflects his joy at being right. Repetition of the phrases in the story and its predictable conclusion, make it a prime candidate for retelling and audience participation. Children can relate to Bear and Brown Squirrel, because bragging and teasing are a common occurrence in the classroom.

4. REVIEW EXCERPT(S)

SCHOOL LIBRARY JOURNAL review: “While the story begs to be told, Aruego and Dewey's vibrantly hued trademark watercolors add significantly to the humor. A priority purchase for most collections”

BOOKLIST review: “This retelling of a traditional Native American story teaches lessons about anger and pride.” “An author's note explains oral tradition and the story's history. The simplicity of the tale makes this ideal for introducing students to the concept of mythology.”

5. CONNECTIONS

Second grade students actively participated in the reading of this story by chanting along with Bear and Brown Squirrel without any prompting on the teacher’s part. They enjoyed this story and accurately predicted that Brown Squirrel was going to get himself in trouble by teasing an animal as large as Bear. This folktale is a good lesson for young readers about respecting each other’s feelings and what can happen when they tease.

How Chipmunk Got His Stripes would work well as a reader’s theater or play production. Children could make simple puppets and props to assist in the production. 

*Other folktales about pride:

Bruchac, Joseph and James Bruchac, Turtle's Race With Beaver. ISBN 0142404667

Bruchac, Joseph and James Bruchac, Racoon's Last Race. ISBN 0803729774