Review: THE PIRATE OF KINDERGARTEN by George Ella Lyon.

1. BIBLIOGRAPHY:

Lyon, George Ella. 2010. The Pirate of Kindergarten. Ill. by Lynne Avril. New York: Atheneum/Richard Jackson Books. ISBN-10: 1416950249

2. PLOT SUMMARY

Ginny is a kindergartner who loves books and story time. The only problem is that she sees two of everything; the chairs in the reading circle, the words on the pages, and everything else. Ginny is not sure which chairs are real and which ones are not, so she sometimes runs into them. She sees all of the words written on the page twice, and even though her teacher tells her to just read them once, Ginny reads them twice just to be sure. When the vision screening is conducted for the school year, the school nurse discovers that Ginny has double vision. Ginny’s mother took her to the eye doctor, who prescribed glasses, exercises and a special patch to wear to fix her double vision. Thus, Ginny becomes the “pirate of kindergarten” with her eye patch. Now Ginny sees one of everything just like the other kids, and she can “read, read, read.”

3. CRITICAL ANALYSIS

George Ella Lyon used the format of a picture book to create this fictional story about a little girl with vision problems. In a way which kindergartners will be able to understand, he explained the difficulties that Ginny had and explored her feelings about being different from the other kids. Lyon has created a character who enjoys school, “Ginny loved Reading Circle” but is frustrated by seeing two of everything, “She knew only half of them were real, but which ones?” The character of Ginny is easy for children to relate to, because she loves some aspects of school and is frustrated by other parts. The book is set in the kindergarten classroom, which is a familiar environment for young children. Children who might be afraid to say that they weren’t able to see clearly or don’t know how to describe what they are seeing will be encouraged by this book. Cultural authenticity is maintained in this story by the representation of characters from a variety of ethnicities with varying skin tones and hair color. The illustrations also show a male nurse which is not a stereotypical gender role. Another cultural marker is the way the student with a visual disability is portrayed; not as someone who is to be pitied, or is not as smart as the rest of the class, but as someone who is just as good as everyone else, but with a problem which needs special assistance. Lynne Avril’s colorful mixed media illustrations allow the reader to see the world through Ginny’s eyes. The illustrations add to the words of the text and bring it to life. The pictures show a brightly colored and lively classroom, while the text tells the story in short sentences which are easy for a young child to follow along with, making this an excellent book for a read-aloud.

Children who might be afraid of going to the eye doctor and having their eyes checked, or of getting glasses will be reassured when they read about Ginny getting her eyes checked and see the equipment the eye doctor uses. Ginny’s relief at being able to see just one of everything and her new ability to do the things all the other kids can do will also be encouraging. The kindergartners through 2^nd graders for whom this book is recommended will enjoy reading or listening to this story.

4. REVIEW EXCERPTS

School Library Journal Review: “Kindergarten-Grade 2—Ginny suffers from undiagnosed double vision, and seeing two of everything is causing her difficulties in school. On vision screening day, a nurse discovers the problem, and the prescribed eye patch gives Ginny a new identity—the pirate of kindergarten.”

Booklist Review: “Created with pastels, acrylics, and colored pencils, Avril’s bold and wonderfully vivid mixed-media illustrations sometimes portray the classroom through Ginny’s eyes, with overlapping images of chairs, books, and people, though they usually present an outside perspective. Based on Lyon’s own experience, the sensitively written story radiates empathy and good humor. Even children who have not experienced Ginny’s problem will understand her occasional frustration and find it intriguing that one person can literally see the world differently from another.”

5. CONNECTIONS

Other books about children with visual problems:

Kostecki-Shaw, Jenny Sue. My Travelin’ Eye. ISBN-10: 0805081690

Shaw, Beth Kobliner. Jascob’s Eye Patch. ISBN-10: 1476737320

Other books by George Ella Lyon:

Lyon, George Ella. All the Water in the World. ISBN-10: 1416971300
Lyon, George Ella. Trucks Roll. ISBN-10: 1416924353
Lyon, George Ella. Which Side Are You On?: The Story of a Song. ISBN-10: 1933693967

Review: ASK ME NO QUESTIONS by Marina Budhos.

1. BIBLIOGRAPHY:

Budhos, Marina. 2006. Ask Me No Questions. New York: Atheneum Books for Young Readers. ISBN 9781416903512

2. PLOT SUMMARY

Fourteen-year-old Nadira is the narrator of this fictional story of a family of illegal aliens living in New York City. Nadira’s family came to America from Bangladesh several years ago and disappeared into the masses of New York, staying after their visa expired. As Nadira explained “everyone does it.” But after 9/11 things changed. All Muslim men over the age of 18 from certain areas were required to register and were subsequently either thrown in jail or kicked out of the country. When the book opens, they are fleeing to the Canadian border seeking asylum, because Nadira’s father says, “Why should we wait for them to kick us out. I want to live in a place where I can hold my head up.” After Nadira’s family is turned back at the Canadian border, her father is taken into custody awaiting trial, and her mother stays there to be with him. Nadira and her sister, Aisha, must go back to Queens alone, stay with their uncle’s family and pretend that nothing has happened. Everyone thinks that Aisha is the star of the family, “the smart one”, but it is Nadira who comes up with the solution to their problem and holds her family together.

 3. CRITICAL ANALYSIS

 

Marina Budhos, an award winning author, did an excellent job writing this novel from the perspective of Nadira, the 14-year-old narrator who tells what it is like to be a Muslim teen living in America post 9/11. Ask Me No Questions highlights the issues facing the illegal aliens within the borders of the United States, especially in the wake of 9/11 and the institution of the patriot act. The characters are believable, and have multi-faceted personalities. Budhos also explores the tensions within the family structure. Nadira and her sister Aisha are opposites. Aisha is the one who always knows what to say in any situation, is popular at school, and gets straight A’s. Nadira, on the other hand, is more of a home-body. It is she who curls up at the feet of her elders and listens to their stories. The main character, Nadira grows significantly from the beginning to the end of the book. She grows from a girl who is shy, average, and doesn’t want to be noticed, to the one who holds her family together and has decided that the answer to their problem is to stop blending in, “sometimes you have to tell them who you are. What you really think. You have to make them see us.”

Cultural markers are apparent in this novel. Budhos draws attention to the issues of the large population of illegal students, “We’re not the only illegals at our school. We’re everywhere. You just have to look,” and Nadira sums up the unwritten policy at their school as “ask me no questions and I’ll tell you no lies.” Her father has told her that “the most important thing … was not to stick out. Don’t let them see you.” Budhos makes the reader think about the scope of illegal immigration in the United States. She not only exposes the issues of new Muslim immigrants, she also talks specifically about those from Bangladesh such as Nadira’s family. One example of this is when Nadira gives a brief historical account of Bangladesh and its geographic location, and relates some of their family’s personal history.

The narrative discusses the religious practices of the Muslims such as Ali-Uncle who works at a discount electronics store, prays faithfully five times a day, and explains the Koran and Bengali literature at the local mosque. Nadira also refers to the feast of Ramadan and that it has been a long time since her father has pulled the prayer rug out of the closet. Gender roles and how they vary between their native Bangladesh and America are also referred to. The author contrasts the traditional male-female roles with modern ones. For instance, Nadira’s Uncle is upset that his wife has a job, and says that “I didn’t come to this country so that my wife could work” and “Daughters are not daughters, and wives don’t act like wives.”

Teenagers and adults will not only enjoy reading this informative novel, but will gain insight into the problems facing new immigrants and their struggle to gain citizenship.

4. REVIEW EXCERPTS

BOOKLIST REVIEW: Gr. 7-10. “What is it like to be an illegal alien in New York now? In a moving first-person, present-tense narrative, Nadira, 14, relates how her family left Bangladesh, came to the U. S. on a tourist visa, and stayed long after the visa expired (Everyone does it. You buy a fake social security number for a few hundred dollars and then you can work. ). Their illegal status is discovered, however, following 9/11, when immigration regulations are tightened.”…”Readers will feel the heartbreak, prejudice, kindness, and fear.”

VOYA REVIEW: Budhos's descriptive writing style helps the story seem more realistic. Nadira's conflicting emotions are portrayed in such a way that even though teens might not identify with her situation, they can easily relate to her feelings. The topics addressed in this book are very relevant in today's society, and teens will quickly be able to make real world connections.

5. CONNECTIONS

This would be a good novel for students to read when studying about immigration in the United States, and could be used in conjunction with learning about Ellis Island. Students could gain perspective of the hardships faced by new immigrants when the country was first founded and compare them to those faced today.

Other Books by Marina Budhos:

Budhos, Marina. Tell Us We’re Home. ISBN-10: 1416903526

Budhos, Marina. Remix, Conversations with Immigrant Teenagers. ISBN-10: 1556356102

Budhos, Marina. The Professor of Light. ISBN-10: 0399144730

 

Review: IN OUR MOTHER'S HOUSE by Patricia Polacco

1. BIBLIOGRAPHY:

Polacco, Patricia. 2009. In Our Mothers’ House. New York: Penguin Group Inc. ISBN ISBN-13: 9780399250767

 2. PLOT SUMMARY

In Our Mothers’ House, is narrated the eldest adopted daughter of this nontraditional family. The family is different because there are two mothers; Marmee, and Meema who have created a household which is full of love and laughter. The narrator tells how each of the siblings was added to the family, from a variety of geographic locations and ethnicities. The family lives in a large house with a staircase, a spacious kitchen where Meema cooked, and a large brick fireplace which was “the heart of their home.” Together with a large group of extended relatives they had noisy holiday celebrations which always began in the kitchen with the cooking. The family was raised in a friendly, supportive neighborhood where they worked together to build a backyard tree house, held block parties, tea parties, and went trick-or-treating in homemade costumes. Although there was one family who “just plain didn’t like us”, the narrator says that they “always tried to be respectful and friendly, the way our mothers taught us to be.

3. CRITICAL ANALYSIS

Patricia Polacco has featured an untraditional in this lively picture book. Not only does this family have two mothers instead of a mother and father, the children are all adopted.  Cultural markers in this book would be the fact that instead of being a family with a mother and father, this family has two mothers. Instead of focusing on the differences of this lifestyle, however, Polacco has chosen to focus on the ways in which the family created by the two females is similar to traditional families: it is full of love; they all have different personalities, they get sick, go to school, and celebrate holidays with extended family members.

The colorful pencil and marker drawings by Polacco depict the features, while the text tells us the narrator’s memories of how each child was added to the family. It is obvious that the children come from different ethnicities: the eldest child is black, one sibling is Asian, and the other is a red-headed Caucasian. The skin tone of the characters is varied according to their ethnicity, and accurate according to the race being depicted. The colors and drawings created by Polacco add to the energy and liveliness of the text. There are brighter tones used in the illustrations when the children are young and there is a lot of activity in the house, and darker tones as mothers get older and the story draws to a close. For example the statement “We watched our mothers grow old together in that house” is set against a dark background and picture of the aged parents.

Although the representation of the mothers is sometimes stereotypical, “We had never seen either of them in a dress…ever!,” it also portrays them as individuals, “Our mothers were so different from each other that all of us often wondered how they found each other at all.” This story will help students with same-gender parents feel more accepted, and help children from traditional families better understand those who are not traditional.

 4. REVIEW EXCERPTS

CHILDRENS LITERATURE REVIEW: “The family ‘in our mothers' house’ is like many others, filled with love and fun, clearly seen in the smiling characters on the jacket. It is unusual only in that there are two mothers. The narrator is the eldest of three adopted children. She tells the story of her adoption and that of her brother Will and sister, Millie. The children play, sing, and dance together, catch the flu, and celebrate holidays with the extended family.

SCHOOL LIBRARY JOURNAL REVIEW:” Eventually, the children grow up, marry heterosexual spouses, and return home to visit their aged parents with their own children. Is this an idealized vision of a how a gay couple can be accepted by their family and community? Absolutely. But the story serves as a model of inclusiveness for children who have same-sex parents, as well as for children who may have questions about a "different" family in their neighborhood. A lovely book that can help youngsters better understand their world.”

5. CONNECTIONS

Other picture books about families by Patricia Polacco:

Polacco, Patricia. Christmas Tapestry. ISBN-10: 0142411655

Polacco, Patricia. The Keeping Quilt. ISBN-10: 0153052120
Polacco, Patricia. The Blessing Cup. ISBN-10: 1442450479

Other picture books about family diversity:

Adoff, Arnold. Black is Brown is Tan. Ill. by Emily Arnold McCully. ISBN-10: 0064436446

Polacco, Patricia. Chicken Sunday. ISBN-10: 0698116151
Richardson, Justin. And Tango Makes Three. ISBN-10: 0689878451

TEA WITH MILK by Allen Say

1. BIBLIOGRAPHY

Say, Allen. 1999. Tea with Milk.Boston: Houghton Mifflin Co.ISBN-10:0395904951

2. PLOT SUMMARY

Born into a Japanese family, but raised in San Francisco, May, (Masako at home), is used to one way of life at home, and another at her friends’ houses. At home they speak Japanese, everywhere else they speak to her in English. “At home she had rice and miso soup and plain green tea for breakfast. At her friends’ houses she ate pancakes and muffins and drank tea with milk and sugar.” May has big plans for her life after she graduates high school. She plans to go to college and live in San Francisco. That changed when her parents decided to move the family back to Japan because they were homesick. May finds herself in a place where she is an outsider in a strange country, “they called her gaijin (foreigner) and laughed at her.” May had to go to Japanese high school to learn Japanese, flower arranging, calligraphy and other skills needed to find a good husband. When her parents hire a matchmaker, May(Masako) rebels and goes to the large city of Osaka where she finds a job and an apartment, and eventually meets her future husband who also likes tea with milk and speaks English.

3. CRITICAL ANALYSIS

Tea with Milk, which is written and illustrated by Allen Say, begins with comparisons between the two cultures in which his mother grew up.  Although Say was born in Yokohama, Japan, but his mother spent her early years in San Francisco. Say uses beautiful watercolor paintings which accurately capture the expressions on the faces of the characters who are shown with varying facial features and skin tones. For instance, when Masako (May) returns to Japan with her family and has to “wear a kimonos and sit on the floor until her legs were numb,” the author paints her standing slumped over with an unhappy look on her face. When Masako meets with the potential husband who was chosen for her by the matchmaker, both characters are sitting stiffly upright on a bench and turned slightly away from each other. When May discovered the department store that looked like “a gleaming palace” and first got the idea to try to get a job there, the text says “Her heart beat faster and faster. She felt dizzy and confused,” while the picture shows May with an excited and slightly bemused look on her face.

The Japanese culture is well represented in this book which recounts the experiences of Allen Say’s mother as she struggled to find her own way in a life balanced, and sometimes torn between two cultures. Traditional Japanese foods such as green tea, rice, and miso contrast with the spaghetti and hot dogs common to America. Accurate drawings show the architecture of Japan. The differences in the cultural expectations for young women, (go to college and live on your own versus learning the necessary skills to find a husband from a good family), and the clothing, (kimono versus brightly colored dress from California) are revealed in both text and illustrations.

Young readers (recommended for grades K – 6) will enjoy this story of May longing for the home she is used to, struggling to fit in and find a place she can call home, meeting her husband and finding that "home isn't a place or a building that's ready-made and waiting for you, in America or anywhere else,” you have to make it for yourself.

4. REVIEWS/EXCERPTS

SCHOOL LIBRARY JOURNAL REVIEW: “The pages are filled with detailed drawings featuring Japanese architecture and clothing, and because of the artist's mastery at drawing figures, the people come to life as authentic and sympathetic characters. This is a thoughtful and poignant book that will appeal to a wide range of readers, particularly our nation's many immigrants who grapple with some of the same challenges as May and Joseph, including feeling at home in a place that is not their own.”

HORN BOOK REVIEW: "Continuing to explore place and home, Say tells the story of his mother, first introduced to readers in TREE OF CRANES. Born in California to Japanese immigrants, Masako is miserable when she moves to Japan with her parents after high school. The illustrations capture Masako's unhappiness and also her eventual contentment as she learns to combine two cultures."

5. CONNECTIONS

This a great book to read to a class to challenge students to explore their own heritage. Students could talk to parents and grandparents and record their memories and stories of their own family history.

Other books by Allen Say:

Say, Allen. Grandfather’s Journey. ISBN-10: 0547076800
Say, Allen. Emma’s Rug. ISBN-10: 0618335234
Say. Allen. Tree of Cranes. ISBN-10: 054724830X

Review: THE YEAR OF THE DOG by Grace Lin

1. BIBLIOGRAPHY:

Lin, Grace. 2006. The Year of the Dog. New York. Little, Brown and Company. ISBN-10: 031606002X

2. PLOT SUMMARY

When this story opens, Pacy’s Taiwanese-American family is preparing for Chinese New Year’s. Pacy was born in “The Year of the Dog”, so she knows that this will be a lucky year for her. Her mother also tells Grace (Pacy), that "since dogs are honest and sincere, it's a good year to find yourself."Pacy doesn’t know what she is good at or wants to be. She is not even sure of her culture: Is she American? Taiwanese? Chinese? While Pacy, (Grace) struggles to find herself, she also finds a new friend, Melody, who is Taiwanese-American like her.Pacy and Melody become good friends and work on their science project together. When Melody and Pacy’s families both attend Taiwanese camp, Pacy has a good time until Melody leaves and the other girls at the camp are unkind to her because she is “Americanized.” By the end of the year though, not only has Pacy discovered what she wants to be in life, but she’s found a good friend too.

3. CRITICAL ANALYSIS

The Year of the Dog, by Grace Lin is a fictional story told in the first person and based upon experiences the author’s own childhood. It is targeted for ages 8–12. In the author’s note, Lin says “I wrote this book because it is the book I wished I had growing up.” Through the story, Grace Lin shares snippets of information about her ownTaiwanese heritage.The author addresses the issues which troublePacy as she tries to “find herself” and shows the significant amount of personal growth this personable protagonist makes in one year, which turns out to be a really “Happy Year of the Dog” for her.

There are many cultural markers in this story such as the family celebrations which are described like Chinese New Year and Pacy’s cousin’s Red Egg party. An example of the blending of her heritages is shown when Pacy is assigned to fill up the Chinese New Year’s tray with candy. She fills it half with Chinese candy and half with M&M’s. Pacy’s father responds that “We should have both Chinese and American candy for the new year. It’s just like us--Chinese-American.”

Mixed in with Pacy’s first-person narrative, are stories her mother tells of her own childhood experiences. These stories parallel many of the experiences that Pacy is having, and serve two purposes: Pacy’s mother helping her through tough decisions and telling the reader more about the culture Pacy’s parents grew up in.
Lin does not try to make the personalities of the characters the same. For instance, even though they are both Tiawanese, Pacy and Melody’s mothers are quite different.One example is the food they feed their families. Grace’s mother prepares her food in a more traditional manner and always has fruit, candy and cookies on hand, while Melody’s mother is very health conscious and only has items such as rice cakes “which taste like paper” and peanuts in the shell without any salt.The book is enhanced by the author’s black-and-white drawings and captions which illustrate and humor and depth to the text.
 
4. REVIEW EXCERPTS

PUBLISHERS WEEKLY REVIEW: “Lin, best known for her picture books, here offers up a charming first novel, an autobiographical tale of an Asian-American girl's sweet and funny insights on family, identity and friendship. When her family celebrates Chinese New Year, ringing in the Year of the Dog, Pacy (Grace is her American name) wonders what the coming months will bring. Her relatives explain that the Year of the Dog is traditionally the year when people "find themselves," discovering their values and what they want to do with their lives. With big expectations and lots of questions, the narrator moves through the next 12 months trying to figure out what makes her unique and how she fits in with her family, friends and classmates.”

CHILDREN’S LITERATURE REVIEW: “Pacy knows The Year of the Dog will be lucky for her. It was the year in which she was born and her mom tells her "since dogs are honest and sincere, it's a good year to find yourself." Will she be a scientist? A writer? This readable short novel is even more approachable because of its amusing drawings and instructive family anecdotes.”

5. CONNECTIONS

Other stories by Grace Lin:

Lin, Grace. The Year of the Rat. ISBN-10: 0316033618
Lin, Grace. Dumpling Days. ISBN-10: 031612589X
Lin, Grace. The Ugly Vegetables. ISBN-10: 0881063363
Lin, Grace. The Red Thread: An Adoption Fairy Tale. ISBN-10: 0807569224

Review: THE DRAGON PRINCE by Laurence Yep

1. BIBLIOGRAPHY

Yep, Laurence. 1997. The Dragon Prince: a Chinese beauty and the beast tale.Ill. by KamMak.Harper Collins. ISBN-10: 0064435180

2. PLOT SUMMARY
The Dragon Prince is a Chinese re-telling of a beauty and the beast story. When a poor farmer who has seven daughters, is captured by afierce dragon, it is up to one ofhis daughters to save him by marrying the ferocious creature. One by one, all of his daughters refuse until the youngest daughter, Seven, agrees to marry the dragon to save her father’s life. She is taken by the dragon to his magical underwater home deep in the sea, where the dragon turns into a handsome prince. As with all fairytale princesses, Seven is given beautiful clothes, maids, and lives happily until she becomes homesick and begs to go see her family. Seven is allowed ten days to visit her family, but trickery by her jealous older sister, Three, almost keeps Seven from returning to her prince.

3. CRITICAL ANALYSIS

In The Dragon Prince, Laurence Yep has created a picture book which is "a Southern Chinese version of a traditional Chinese tale."He has skillfully woven a lesson about family loyalty, sibling rivalry, and the triumph of kindness and integrity over evil into the captivating and magical story. The figurative language in this text such as “the sleepy words became a ball of dark velvet and the lakes silvery sequins” and “his scales gleamed like jewels in a golden net and his eyes shone like twin suns,” make the narrative flow and capturing the attention of the 5 through 8 year olds who are its targeted audience.

Cultural markers are present thorough this story beginning with the naming of the farmer’s daughters who are named in birth order, following Chinese tradition.Also representative of the Chinese culture, are the rich colors and the presence of the dragon in the mystical story. This story is beautifully illustrated with rich colors and textures by KamMak. His illustrations add to the cultural markers in the book. The rich, jewel toned paintings are typical of the culture, and scenes captured, such as the dragon seen flying over the tile roofs of China, traditional clothing of the characters, and the realistic features and skin coloring of the characters further exemplify the characteristics of the culture. Mak, who grew up in New York’s Chinatown, intersperses the magical illustrations of the dragon and his powers with the realistic paintings of the farmer’s dry and barren field in a way which adds suspense and mystery to the plot.

Young readers will be fascinated by the magic, mystery and beautiful illustrations in this story, whether they read it themselves, or it is read to them.

4. REVIEWS/EXCERPTS
KIRKUS REVIEWS: “Yep tells the tale with colorful descriptions and repeated refrains, while Mak's splendid, realistic paintings, in dark jewel tones bordered with white, extend the text elegantly--the scene of the dragon flying over Chinese tile roofs is especially beautiful.”
BOOKLIST REVIEW: “In this Chinese variant of "Beauty and the Beast," dragon and girl soar into the night sky and then plunge into a deep sea, where the girl's courage and character are tested again before she discovers that her future husband is a handsome human and ruler of the sea kingdom. After spending some time in her husband's kingdom, she visits her family's home, where both her inner and her outward strength are further tested. Mak's illustrations dramatically combine realism and fantasy. The suspense of the story and the charm of its language should appeal to readers of different ages. A good choice for reading aloud.”

5. CONNECTIONS

Students could read different versions of Beauty and the Beast stories from different cultures and make comparisons.
How does Seven show that she honors her father? What other family relationships are present in this story? Do the characters and the way that they treat each other make the students think of any personal experiences?

Otherbooks by Laurence Yep:

Yep, Laurence. Dragon’s Gate – An Image of Poetry. ISBN-10: 0064404897
Yep, Laurence.Dragonwings. ISBN-10: 0064400859
Yep, Laurence.The Earth Dragon Awakes. ISBN-10: 0060008466

Review: NAVAJO CODE TALKERS by Andrew Santella

1. BIBLIOGRAPHY:

Santella, Andrew. 2004. Navajo Code Talkers. Captstone Press. ISBN-13: 9780756510206

2. PLOT SUMMARY

During WWII, the Allied forces needed to find a way to communicate quickly, accurately and secretly in order to get the victory. Although radio was efficient for this communication, the Japanese could also listen in on conversations and find out what the Allied forces knew. Secret codes were quickly broken, requiring more and more complicated codes to be devised. Thanks to Philip Johnston, a Los Angeles Engineer who had grown up among the Navajos, they found a solution. The Navajo language was very intricate and difficult even for other Native American Peoples to understand, so Johnston proposed that a code based upon the Navajo language be created. The government recruited 29 Navajos to develop the code and serve as communicators. These “Code Talkers” served on the front lines, reporting on progress, enemy plans, and requesting reinforcement as needed.

3. CRITICAL ANALYSIS

Navajo Code Talkers by Andrew Santella is part of the “We the People” series from Compass Point Books. In this book, Santella brings to light the secret contributions the Navajo recruits made to the success of World War II. The authenticity of Santella’s information is supported by various direct quotes such as this statement by Marine Major Howard Connor who said that “were it not for the Navajo, the Marines would have never taken Iwo Jima” and the battle report from Marine Captain Ralph Stuckey that “the code talkers were the simplest, fastest, and most reliable means available to send secret orders.”The list of content advisors on the book’s title page also bears credence to the accuracy of the information provided.  

Santella did not ignore the Navajo culture in this book. He devoted several pages to the history of the Navajo people, their mistreatment and relocation by the United States Government. At the beginning of the book, Santella tells the reader that the Native American students at government-run schools were forbidden to speak their native language, and would get their mouths washed out with soap for doing so. The author includes pictures of Navajos herding sheep on the reservation, the Navajo leader Manuelito, Shiprock, (a spiritual symbol of the Navajo Nation), and a photo of a Navajo woman with a baby on her back to help the reader to connect to the history of the Navajo nation.

This book is recommended for ages 9 – 11, and Andrew Santella does an excellent job of conveying this important page of our nation’s history in language which is easily understood and interesting to this age group. The plentiful collection of archival photographs adds to the high interest level of the book. In the back of the book, the reader will find a glossary, a “Did You Know?” page, a timeline, list of important people, and a list of sources where those who are curious can look for more information. Boys especially will be interested the war photos, the sample page of the Navajo dictionary and explanation of how the code was made. 

4. REVIEW EXCERPTS

CHILDREN’S LITERATURE REVIEW: “This book is easy to read and visually interesting. The text has a good balance of simple language and complex ideas. It is illustrated with historical photographs and graphs explaining the code. While the glossary is very small, the other reference tools are very informative. It even has a web site that will help with additional research. This is an excellent book, especially for struggling readers.”

SCHOOL LIBRARY JOURNAL REVIEW: Gr 4-6-“According to Marine Major Howard Connor, ‘Were it not for the Navajo, the Marines would have never taken Iwo Jima." During that battle, "six code talkers worked day and night to send more than 800 messages. They made not a single mistake.’ Their story is told with brevity and directness and illustrated with archival war photos, a sample of the code, and other documents and maps. This is a high-interest topic and a good first source that will certainly spark imaginations.”

5. CONNECTIONS

Nathan Aaseng's Navajo Code Takers (Walker, 1992) and Deanne Durrett's Unsung Heroes of World War II: The Story of the Navajo Code Talkers (Facts On File, 1998) are for older readers but could be used in conjunction with this title.

Students could be challenged to create codes of their own using the Navajo code, the English Language or numbers. Once they have created a code, they can write a secret message and challenge a friend to decipher it.

Review: CROSSING BOK CHITTO: A CHOCTAW TALE OF FRIENDSHIP & FREEDOM by Tim Tingle

1. BIBLIOGRAPHY:

Tingle, Tim. 2008. Crossing Bok Chitto. Ill. by Jeanne Rorex Bridges. Cinco Puntos Press. ISBN-10: 1933693207

2. PLOT SUMMARY

“On one side of the river lived the Choctaws. On the other side lived the plantation owners and their slaves. If a slave escaped and made his way across Bok Chitto, the slave was free.”  

Martha Tom is a Choctaw girl who lives with her family and tribe on one side of the Bok Chitto River. One day, Martha Tom’s mother sent her to pick blackberries, and even though she knew it was forbidden, Martha Tom crossed the river using a secret path of stones just under the water’s surface. Martha Tom found her blackberries, but became lost and stumbled upon the meeting of a secret slave church. When she is discovered by a kindly slave, Martha Tom is escorted back to the river’s edge by his son, Little Mo. Martha Tom shows Little Mo the secret path ("Only the Choctaws knew it was there, for the Choctaws had built it,") and as the two become good friends they use the path to visit for years. When Little Mo learns that his mother is to be sold, he comes up with a plan to cross the river and seeks Martha Tom’s help.

3. CRITICAL ANALYSIS

Tim Tingle is an award-winning Choctaw story teller who brings this picture book of historical fiction to life with the flowing rhythm that one would expect from an accomplished storyteller.. The story is set on the Bok Chitto River which runs through Mississippi. In this story, the Bok Chitto River divides the Choctaw Nation from the slaves living on the other side of the river “in the days before the War Between the States” and “before the Trail of Tears. ”Crossing Bok Chito reveals a part of Native American history that is not well known; that of helping run-away slaves.

Historical and cultural authenticity is well represented through the end pages which contain history of the Choctaw Nation and an author’s note on Choctaw storytelling. In the author’s note on Choctaw storytelling, Tingle tells of his visit with a tribal elder who pointed out a home where, “those folks used to help runaway slaves.” The elder also took Tingle to where he could catch a glimpse of a Choctaw wedding ceremony such as the one mentioned in Crossing Bok Chitto.

Jeanne Rorex Bridges is an award winning artist who is of Cherokee ancestry. Her soft, mural-like paintings capture the reader or listener’s imagination. The illustrations are simple and bold enough that children will be able to see them easily when the story is read to them. Muted colors set the serious and somewhat sacred tone of the book and add depth to the text.

This is the story of friendship and bravery; it is a story of helping others and doing what is right even when it is dangerous. The book is recommended for ages 5 and up, but an even wider range of readers will enjoy the captivating story and mesmerizing pictures.  

4. REVIEW EXCERPTS

SCHOOL LIBRARY JOURNAL REVIEW: “The paintings are dark and solemn, and the artist has done a wonderful job of depicting all of the characters as individuals, with many of them looking out of the page right at readers.” “This is a lovely story, beautifully illustrated, though the ending requires a somewhat large leap of the imagination.”

BOOKLIST STARRED REVIEW:  “In a picture book that highlights rarely discussed intersections between Native Americans in the South and African Americans in bondage, a noted Choctaw storyteller and Cherokee artist join forces with stirring results.”

AWARDS

Texas Institute of Letters Best Children’s Book of 2006

Texas Bluebonnet Master List 2008-2009
American Indian Library Association (ALA) 2008 Award for Best Picture Book
ALA Notable Children’s Book 
Jane Addams Honor Book

5. CONNECTIONS

Other books by Tim Tingle:

Tingle, Tim. Saltypie: A Choctaw Journey from Darkness into Light. ISBN-10: 1933693673.

Tingle, Tim. Walking the Choctaw Road : Stories from Red People Memory. ISBN-10: 0938317741.
Tingle, Tim. Spirits Dark and Light: Supernatural Tales from the Five Civilized Tribes. ISBN-10: 0874837782.
Tingle, Tim. When Turtle Grew Feathers: A Tale from the Choctaw Nation. ISBN-10: 0874837774.
Tingle, Tim. Danny Blackgoat, Navajo Prisoner. ISBN-10: 193905303X.

Review: RAIN IS NOT MY INDIAN NAME by Cynthia Leitich Smith

1. BIBLIOGRAPHY:

Smith, Cynthia Leitich.2001. Rain is not My Indian Name. Harper Collins; 1st edition. ISBN-10: 0688173977

2. PLOT SUMMARY

Fourteen-year-old Cassidy Rain Berghoff’s story begins with a journal entry recalling her birthday 6 months ago; which was also the last time she saw her best friend Galen. Their close childhood friendship had just begun to show signs of turning into romance when he was killed in an accident on the way home from her house that night. Grief-stricken, Rain could not bring herself to attend Galen’s funeral or speak to his mother, and has been virtually a hermit since Galen’s death. This is not Rain’s first experience with the loss of a loved one, her mother died six years before, and Galen was the one who comforted her then.

One of the few Native Americans in Hannesburg Kansas, Rain acknowledges her Native American heritage, but hasn’t really learned more about it like her mother said she should. Her Aunt Georgia’s Indian Camp is at the middle of controversy, and Rain has been hired to take pictures of the camp. Is Rain ready to take sides, stand up for her heritage, and start living again?

3. CRITICAL ANALYSIS

Cynthia Leitich Smith has set this novel in the mostly white mostly white Midwestern community of fictional Hannesburg, Kansas. Through first-person narrative, and the pages of Rain’s diary, Smith tells this story of fitting in, of recovery from loss and grief, of growing up, and starting to live again. Rain is a 14 year old girl, who has had several losses in her life: her mother died six years ago, her best friend was killed on Rain’s last birthday, and her father is currently stationed in Guam.

There are several cultural markers in this story set in a fictional small town in Kansas. The title itself is one example. Rain writes in her journal that “Rain is not my Indian name, not the way people think of Indian names. But I am Indian, and it is the name my parents gave me.” Rain refers often to being “mixed” and the misconceptions people have about Native Americans. Throughout the book, Rain casually makes mention of attending powwows, her mother’s tear dress, and the Indian Camp. The author is not stereotypical in her representation of the characters. Rain’s brother is a web-site designer, her father is in the air force, and she is into photography.  Leitich Smith is careful not to generalize the Native American population, and has Rain refer to the specific nations which make up her heritage. For example, Rain says that she is “Muscogee Creek-Cherokee and Scots-Irish on her mother’s side, and Irish-German-Ojibway on her dad’s side, and that her mother referred to their family as a “patchwork tribe.”

Rain is an appealing character who is easy for the 10 to 14 year-old target audience to relate to as she copes with friendships, loss, family relationships, her heritage and finding her way in the world.

4. REVIEW EXCERPTS

PUBLISHERS WEEKLY REVIEW: “Some of Smith's devices such as opening each chapter with a snippet from Rain's journal add depth and clarify Rain's relationships for readers, although other elements (the detailing of song lyrics playing in the background, for instance) seem stilted. 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.” Ages 10-14.

SCHOOL LIBRARY JOURNAL REVIEW: “There is a surprising amount of humor in this tender novel. It is one of the best portrayals around of kids whose heritage is mixed but still very important in their lives. As feelings about the public funding of Indian Camp heat up, the emotions and values of the characters remain crystal clear and completely in focus. 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."

5. CONNECTIONS

Other books by Cynthia Leitich Smith:

Smith, Cynthia Leitich. Indian Shoes. ISBN-10: 0060295317
Smith, Cynthia Leitich. Jingle Dancer. ISBN-10: 068816241X

After reading this novel, students could investigate their own family tree. They could question family members to find out about their own heritage and what things have been passed down through generations.

Book Review: HURRICANE DANCERS by Margarita Engle

1. BIBLIOGRAPHY
Engle, Margarita. 2011. Hurricane Dancers. New York: Henry Holt and Co. ISBN-10: 0805092404.

2. PLOT SUMMARY

Hurricane Dancers by Margarita Engle is the story of a young boy who is called Quebrado by the sailors on the ship where he is a slave.  Quebrado means “the broken one” because he is the “child of two shattered worlds.”  His mother, (now deceased), was a native, and his father, (who abandoned him), was a Spanish sailor. For years, Quebrado has been the slave of the pirate, Bernardino de Talavera, who finds his ability to speak two languages, (his mother’s native Taino, and his father’s Spanish), useful. In this story in verse, Quebrado is rescued from his life of slavery by a hurricane, and saved by a kind native fisherman who was hunting for turtles. He finds a new chance at life on land with the friendly natives, and ultimately, he gets to decide the fate of his captors.

3. CRITICAL ANALISYS

In Hurricane Dancers, Margarita Engle has captured the imagery which is so prevalent in writers of Hispanic literature. She skillfully wove historical details and characters as well as the subject of slavery into this novel in verse. The story, set in Cuba in the early 1500’s, is historical fiction, but while the main character, Quebrado, is fictional, the others are real historical figures. The story is told through the first person narrative of its main characters, and reflects their individual culture and personalities. The setting of the story begins on the pirate ship with Quebrado’s narrative about his beginnings and his current life as the slave and later moves to the island of “cu ba” - “Big Friend,”

There are many cultural markers in this book. The native superstitions of the Taino Indians who originally inhabited Cuba are revealed when Quebrado expressed those beliefs in the spirits of the sky, sea, and land when he referred to the hurricane as “the Woman of the Wind taught all these creatures how to fly.” Another character, Caucubu, expresses the same belief in the spirit world when she tells us that “ancient beings emerged from caves” and “some turned into trees or birds, while others became people.”  Examples of customs of the Taino Indians demonstrated when the fate of the pirate and his hostage are determined through a “trial by sphere game” which was a common practice; and again when one of the chieftains arranges a diplomatic marriage for his daughter. Throughout this story, Quebrado changed his name to signify personal growth and change. He began as Quebrado “broken one”, changed to Hurara “Born of Wind” when he washed ashore during the hurricane to Yacuyo “Far Light” at the end of the book.

Hurricane Dancers reminded me a bit of Treasure Island when I read it. There is a magic & lyrical quality to the words, which makes it easy for the capture a visual image of the hurricane, the shipwreck and the slave boy who gained his freedom through that terrible storm. This story is recommended for children grades six through 10, though I know many 5^th graders who would enjoy it. Boys will love this because it has pirates and horses. There is enough garish detail to hold their interest, while there is also romance to warm the hearts of the young girls.

4. REVIEWS/EXCERPTS

A 2012 Pura Belpré Author Honor Book

BOOKLIST STARRED REVIEW: Once again, Engle fictionalizes historical fact in a powerful, original story. With the exception of Quebrado, all the characters are based on documented figures (discussed in a lengthy author’s note), whose voices narrate many of the poems. While the shifting perspectives create a somewhat dreamlike, fractured story, Engle distills the emotion in each episode with potent rhythms, sounds, and original, unforgettable imagery. Linked together, the poems capture elemental identity questions and the infinite sorrows of slavery and dislocation, felt even by the pirate’s ship, which “remembers / her true self, / her tree self, / rooted / and growing, / alive, / on shore.”

SCHOOL LIBRARY JOURNAL REVIEW: “Unique and inventive, this is highly readable historical fiction that provides plenty of fodder for discussion.

HORN BOOK MAGAZINE: “Like intersecting rip tides, several first-person narratives converge in this verse novel of the sixteenth century.”

5. CONNECTIONS

“Quebrado” means the broken one. Most names have meanings. Have students research their own names to find out the meanings. If they could change their names as Quebrado did, what would they change them to and why?

Other young adult nonfiction books and novels in verse by Margarita Engle:

Engle, Margarita.  The Surrender Tree. ISBN-13: 9780312608712

Engle, Margarita. The Poet Slave of Cuba. ISBN-13: 9780805077063

Engle, Margarita. The Firefly Letters. ISBN-13: 9780805090826

Engle, Margarita. Tropical Secrets. ISBN-13: 9780805089363

Book Review: YUM! !MMMM! !QUE RICO! AMERICAS' SPROUTINGS

1. BIBLIOGRAPHY

Mora, Pat. 2007. Ill. by Rafael Lopez. Yum! !MmMm! !Que Rico Americas’ Sproutings. Lee & Low Books. ISBN-13: 9781584302711

2. PLOT SUMMARY

In Yum! !MmMm! !Que Rico Americas’ Sproutings, Pat Mora introduces foods native to the Americas with beautiful Haiku poems which describe them in mouthwatering detail. From blueberries which “fill your mouth with blue” to chili peppers with their “green mouth fire”, and chocolate described as “brown magic” which “melts on your tongue,” foods native to America are explored.  Corn, pecans, prickly pear, cranberries, peanuts, papaya, tomatoes, pumpkin, and vanilla are all described in mouth-watering detail. Ending with vanilla ice cream running down your face, this book describes fourteen different types of food native to the Americas, and gives details about their particular region of origin and history.

3. CRITICAL ANALISYS

Pat Mora made me hungry! She did an excellent job combining the beautiful lyrics and cadence of Haiku poetry with an exploration of foods native to the Americas. Each food is introduced with an amusing poem such as the one accompanying the smiling slice of bread with peanut butter on it: “Peanut- Smear nutty butter, then jelly. Gooey party, my sandwich and me.” The setting of this book of poetry is anywhere in North, Central or South America, although it has a definite tropical flair which is more reminiscent of the warmer regions of the Americas.

Cultural markers are evident in the Spanish words sprinkled throughout the narrative, as evidenced in this phrase from the Haiku poem about the prickly pear: “cactus fruit becomes syrup and dulces. Surprise!” Multicultural themes are evident also in the artistically arranged compositions of foods and in the complimentary colors which make the foods stand out in delicious appeal. The humans in the illustrations wear colorful, clothing and have black hair and a variety of skin colors and features common to Hispanic cultures. The animal characters are shown with bold colors and designs unique to the Hispanic culture which remind me of what one would find in a Mexican market. Yum! !MmMm! !Que Rico Americas’ Sproutings is a winner of the Pura Belpre award.

Artist Rafael Lopez has used brightly colored acrylic on wood-panel illustrations to create images of a smiling sun and moon, dancing pineapple and many other humorous pictures which make this book fun to read or just look at. While the factual information at the edges of the pages might lose the interest of the younger group of the pre-K through 3^rd graders that this book is recommended for, they will certainly be attracted by its vibrant colors and fun illustrations. This book will capture the attention of children who hear it, and make the adults who are reading it, ready to run to the kitchen or the nearest farmers market.

4. REVIEWS/EXCERPTS

CHILDRENS LITERATURE: “Boldly-colored illustrations, acrylic on wooden panels, accompany poems lauding the attributes of foods native to the Americas. Each poem conveys the essence of the subject foodstuff.” “Each two-page spread includes a detailed sidebar. Some readers might just enjoy the haiku and the wonderful drawings. The additional information is interesting”.

KIRKUS REVIEWS: “Haiku celebrating the diversity of edible plants native to the Americas-blueberries, chocolate, prickly pears, pecans and more. Each spread includes an informative paragraph explaining the probable origin, history and some trivia for the plant described in the poem.

5. CONNECTIONS

Yum! !MmMm! !Que Rico Americas’ Sproutings would be an awesome book to read during a poetry unit. This could be read at the beginning or end. Students could be invited to create their own poetry after reading this book. In fact, the subject could even be about food. I would gather a quantity of “kid foods” such as pizza, chips, peanut butter, etc and invite students to taste them, then write a haiku poem about them and illustrate it.

Yum! !MmMm! !Que Rico Americas’ Sproutings would also fit quite well into a Social Studies unit about natural resources. After reading the book, students could collect pictures of other natural resources native to their own region and write Haiku poetry about them.

Other children’s books by Pat Mora:

Mora, Pat. Book Fiesta!: Celebrate Children's Day/Book Day; Celebremos El dia de los ninos/El dia de los libros. ISBN-10: 0061288772
Mora, Pat. Gracias / Thanks. ISBN-10: 1600602584
Mora, Pat. Tomas and the Library Lady. ISBN-10: 0375803491