Yep, Laurence. WHEN THE CIRCUS CAME TO TOWN. Ill. by Suling Wang. New York: Harper Trophy, 2002. ISBN 0064409651
When ten year old Ursula gets smallpox and decides not to go out in public until her face heals, it is Ah Sam, a Chinese cook working for her parents, who helps her realize she is more than her appearance. Set in the early twentieth century, WHEN THE CIRCUS CAME TO TOWN, is a book based on a similar event in Montana.
In WHEN THE CIRCUS CAME TO TOWN, ten year old Ursula is our main character. She is white and living in Montana during the pioneer days. Everyone around her is white except for one man, Tom, who lives outside of town. Tom is a Native American and not always accepted by people in town and those traveling through. Ursula's parents are kind to anyone of any culture and teach Ursula to appreciate all people. This offers a unique contrast during this time period and is integral to the other important character, Ah Sam. Ah Sam is Chinese and moved to America to provide for his family still in China.
When Ah Sam comes to work for Ursula's parents at their restaurant townspeople were not happy. "They said Chinese used a drug called opium. They would cheat and steal. They said a lot of other things too." Ah Sam gives a lot of cultural markers to the story. His appearance is what Ursula notices first: "The cook was a small man with long, slender fingers. His skin was a light tan, and his eyes were strange. But his hair was the funniest. It was shaved on the crown so his forehead looked real big. In back, though he wore his hair in a long pigtail. Ma called it his queue." Ah Sam later tells Ursula why he wears his hair in a queue: "the Manchus would kill me if I cut it...They are the barbarians who rule China...They make us wear our hair like horse tails. That reminds the Chinese of the horses the Manchus rode when they beat us."
Yep does a great job showing Ursula as well as readers that all people have similarities. When Ursula learns Ah Sam has a daughter in China she wants him to not feel sadness and also wants to know more about where he's from. She works hard to include him in her family's Christmas celebration and when she learns what it's about and to recreate it for him in her hometown. She learns that some things they do to celebrate are "important for Heaven. But we do other things, like eat lots, clean our houses. Men get haircuts. Maybe they trim their queue a little. And they shave the crowns of their heads. Anyone who has debts pays up. And we put money in red envelopes and give them out to children. We set off fireworks and beat gongs to scare away the bad spirits and have a dragon parade." Ursula gets all the town members to contribute and they all learn about Chinese New Year and that people from different cultures are valuable.
The town puts all their heart into Ursula's project because Ah Sam, a former circus performer in China, was able to get Ursula out of her house after smallpox left her face with permanent reminders. Ah Sam learned how much Ursula loved the circus and brought his cousins, also circus performers, to her hometown to perform, but said they couldn't perform without music. So Ursula's new-found skill of playing the harmonica was vital to her emotional healing process.
Yep blends so much cultural information with a strong story line of a young girl's emotional healing process that readers will learn about Japanese culture and not realize how much they are being taught. It's an excellent historical fiction work with cultural authenticity.
Find Elliot Paul's memoir which this story is based on:
A GHOST TOWN ON THE YELLOWSTONE
ISBN 9781417983353
Read other books by Laurence Yep:
DRAGON'S GATE
ISBN 9780064404891
DRAGON CAULDRON
ISBN 9780064403986
Sunday, July 22, 2007
Culture 5 - Asian Pacific American: Tree of Cranes
Say, Allen. TREE OF CRANES. Boston: Houghton Mifflin Company, 1991. ISBN 039552024X
Set in Japan, a boy learns about Christmas and his mother when she decorates a special tree with handmade paper crane ornaments.
TREE OF CRANES is full of cultural markers for Japanese culture through words and Say's watercolor illustrations. The story is set in Japan so cultural authenticity is a must and is evident throughout.
The opening line sets the reader's mind for awareness of differences between the Japanese and American cultures: "When I was not yet old enough to wear long pants,..." It seems odd because as the story progresses one realizes it is set in December and the boy narrating the story is wearing shorts, gloves, a thick sweater, and a scarf. The boy is playing at a pond, gets wet, and gets a chill. He heads home knowing his mother will be upset but evidence of a strong family bond is shown when he thinks to himself, "she might be happy just to see me." He is surprised she doesn't come right out to greet him so assumes she is sick. She takes great care of him to help him get over his cold, further evidence of a close bond.
The mother is also preparing a special celebration for her son. She is very secretive and the boy finds this very unusual. We discover through her story to her son that she was born and grew up in California. She is teaching him about Christmas but adds some Japanese touches. The tree is decorated with origami cranes she folded which are associated with making wishes. She tells him how the trees would be decorated with lights and ornaments and would have presents underneath. Right away he gets into the spirit of presents and asks for "a samurai kite!" He asks his mother what she would like as well and makes her a promise as his gift. When he wakes up Christmas morning he finds his kite left by the tree and the excitement he feels is the same as American children on Christmas day.
Many cultural markers are found in the illustrations. The traditional clothing worn by the mother throughout the story and by the boy when he is inside his house is accurately depicted. The home and furnishings are also culturally authentic. Readers will see sliding doors with rice paper windows, sparse furnishings with clean, simple lines, and the boy's bed - a futon with one pillow and a simple coverlet. The dishes used to serve the boy consist of a simple cup with Japanese symbols, a rectangular plate, a bowl, and chopsticks. When the boy looks out his bedroom window at his mother we see her in their outer courtyard which contains a well-kept garden. The most intriguing furnishing of the house was the wooden bathtub. It will capture reader's attention and lead to discussions of whether or not houses in Japan are really like the pictures in the book.
TREE OF CRANES is a beautiful book which will peak students' interest in Japanese culture. I shared this book with elementary students and they commented on every picture and had so many questions and comments about things that were unfamiliar to them.
PUBLISHER'S WEEKLY - "The story is a poignant one, illuminated with finely drawn illustrations reflecting the serenity of a Japanese home and the quiet love between mother and son."
BOOKLIST - "Infused with gentle nostalgia, the quiet, graciously told picture book is a perfect blend of text and art."
Research and study Japanese clothing and housing.
Read other books by Allen Say:
THE BICYCLE MAN
ISBN 9780395506523
EL CHINO
ISBN 9780395778753
Set in Japan, a boy learns about Christmas and his mother when she decorates a special tree with handmade paper crane ornaments.
TREE OF CRANES is full of cultural markers for Japanese culture through words and Say's watercolor illustrations. The story is set in Japan so cultural authenticity is a must and is evident throughout.
The opening line sets the reader's mind for awareness of differences between the Japanese and American cultures: "When I was not yet old enough to wear long pants,..." It seems odd because as the story progresses one realizes it is set in December and the boy narrating the story is wearing shorts, gloves, a thick sweater, and a scarf. The boy is playing at a pond, gets wet, and gets a chill. He heads home knowing his mother will be upset but evidence of a strong family bond is shown when he thinks to himself, "she might be happy just to see me." He is surprised she doesn't come right out to greet him so assumes she is sick. She takes great care of him to help him get over his cold, further evidence of a close bond.
The mother is also preparing a special celebration for her son. She is very secretive and the boy finds this very unusual. We discover through her story to her son that she was born and grew up in California. She is teaching him about Christmas but adds some Japanese touches. The tree is decorated with origami cranes she folded which are associated with making wishes. She tells him how the trees would be decorated with lights and ornaments and would have presents underneath. Right away he gets into the spirit of presents and asks for "a samurai kite!" He asks his mother what she would like as well and makes her a promise as his gift. When he wakes up Christmas morning he finds his kite left by the tree and the excitement he feels is the same as American children on Christmas day.
Many cultural markers are found in the illustrations. The traditional clothing worn by the mother throughout the story and by the boy when he is inside his house is accurately depicted. The home and furnishings are also culturally authentic. Readers will see sliding doors with rice paper windows, sparse furnishings with clean, simple lines, and the boy's bed - a futon with one pillow and a simple coverlet. The dishes used to serve the boy consist of a simple cup with Japanese symbols, a rectangular plate, a bowl, and chopsticks. When the boy looks out his bedroom window at his mother we see her in their outer courtyard which contains a well-kept garden. The most intriguing furnishing of the house was the wooden bathtub. It will capture reader's attention and lead to discussions of whether or not houses in Japan are really like the pictures in the book.
TREE OF CRANES is a beautiful book which will peak students' interest in Japanese culture. I shared this book with elementary students and they commented on every picture and had so many questions and comments about things that were unfamiliar to them.
PUBLISHER'S WEEKLY - "The story is a poignant one, illuminated with finely drawn illustrations reflecting the serenity of a Japanese home and the quiet love between mother and son."
BOOKLIST - "Infused with gentle nostalgia, the quiet, graciously told picture book is a perfect blend of text and art."
Research and study Japanese clothing and housing.
Read other books by Allen Say:
THE BICYCLE MAN
ISBN 9780395506523
EL CHINO
ISBN 9780395778753
Saturday, July 21, 2007
Culture 5 - Asian Pacific American: A Step from Heaven
Na,An. A STEP FROM HEAVEN. New York: Speak, 2001. ISBN 0142500275
A STEP FROM HEAVEN is the story of a Korean girl's life from age four to college. It is her life's story of her family's transition from Korea to America which she thought would be heaven. Her family's world is shaken because the reality of moving didn't match their dream of moving.
"Uhmma", "Halmoni", "Apa", "Harabugi" are family names used interlingually throughout A STEP FROM HEAVEN. Clues given in the text help readers learn what each word means: "Halmoni, who is old and has a sleepy blanket face, says that a long time ago Apa was young like me and she could boss him around." A few other Korean words are used in the text but a significant one is "Mi Gook" which means America. Young Ju believes they both mean "heaven", so she has great expectations when she moves there. She hopes her father, Apa, will stop drinking and breaking things in the house. When her parents find out for sure they will be moving she sees and feels peace. "No more mean eyes over the rice bowl, and my stomach keeps the rice inside like a good stomach is supposed to do. I hope they will talk about Mi Gook forever and ever."
Much of the story centers around family dynamics and their importance for the Korean culture. In Korea Young Ju's family that lives together includes her grandmother and they move to America without her. Young Ju is upset by this. Her parents want desperately to fit in with the American way of life and feel it's the best place for people with big dreams of prosperity. Young Ju's aunt and uncle already live in America and offer her Coca Cola to drink because "you can become a Mi Gook girl. Here, try this drink. Everyone in Mi Gook love Ko-ka Ko-la. They drink it like water. You will love it too." Young ju looks at it and doesn't drink it right away. Her father becomes very upset and Young Ju knows she "cannot show bad manners." She forces herself to drink it out of respect for her father and other family members. This passage shows the conflict within her father of wanting the American lifestyle but clinging to his Korean background where children would not disrespect, disobey, or question a parent. As the story progresses and the American dream is not coming true for Young Ju's father more conflict becomes evident. The violence he has at home towards his wife and children increases because he is drinking more. He is missing work more often, shirking responsibility which is a trait taken very seriously in his culture. We see references to the Korean newspaper and his demands that Young Ju speak Korean at home and not befriend an American girl because "she is a bad influence." He expects Young Ju never to question him or "be someone other than a good Korean girl daughter."
Young Ju shows readers how it feels wanting to fit in with peers yet being pulled back because her parents don't approve of all things American. She is torn because she knows her parents brought her to America for a better life yet she is corrected for not being Korean. She feels embarrassed by her home and family and keeps it hidden from her American friend. She will not allow her friend to see her home or meet her family. Yet, Young Ju feels comfortable going to the Korean church. The author really allows us to see the struggles of each member of this family that most would never have realized existed because many display a strong, unified front.
Another cultural marker related to the family values is the importance placed on education. Young Ju excels at school because her parents value education and she strives to please her parents. When she receives an award at school for her grades her mother is sad she could not attend because she had to work. Her mother wants to know it she bowed or had to make a speech and if she should send a gift to the principal because "he is a very important man."
A STEP FROM HEAVEN is a great book to help readers understand that just like abuse is often well-hidden within a home, so too are the struggles of a family moving from one country to another.
BOOKLIST: "As in the best writing, the particulars make the story, a first novel, universal."
THE HORN BOOK: "An Na displays an astonishing and memorable force."
Locate Korea on a map and try to learn other words in Korean.
Read other Michael Printz Award winners:
LOOKING FOR ALASKA by John Green
ISBN 9780142402511
POSTCARDS FROM NO MAN'S LAND by Aidan Chambers
ISBN 9780142401453
A STEP FROM HEAVEN is the story of a Korean girl's life from age four to college. It is her life's story of her family's transition from Korea to America which she thought would be heaven. Her family's world is shaken because the reality of moving didn't match their dream of moving.
"Uhmma", "Halmoni", "Apa", "Harabugi" are family names used interlingually throughout A STEP FROM HEAVEN. Clues given in the text help readers learn what each word means: "Halmoni, who is old and has a sleepy blanket face, says that a long time ago Apa was young like me and she could boss him around." A few other Korean words are used in the text but a significant one is "Mi Gook" which means America. Young Ju believes they both mean "heaven", so she has great expectations when she moves there. She hopes her father, Apa, will stop drinking and breaking things in the house. When her parents find out for sure they will be moving she sees and feels peace. "No more mean eyes over the rice bowl, and my stomach keeps the rice inside like a good stomach is supposed to do. I hope they will talk about Mi Gook forever and ever."
Much of the story centers around family dynamics and their importance for the Korean culture. In Korea Young Ju's family that lives together includes her grandmother and they move to America without her. Young Ju is upset by this. Her parents want desperately to fit in with the American way of life and feel it's the best place for people with big dreams of prosperity. Young Ju's aunt and uncle already live in America and offer her Coca Cola to drink because "you can become a Mi Gook girl. Here, try this drink. Everyone in Mi Gook love Ko-ka Ko-la. They drink it like water. You will love it too." Young ju looks at it and doesn't drink it right away. Her father becomes very upset and Young Ju knows she "cannot show bad manners." She forces herself to drink it out of respect for her father and other family members. This passage shows the conflict within her father of wanting the American lifestyle but clinging to his Korean background where children would not disrespect, disobey, or question a parent. As the story progresses and the American dream is not coming true for Young Ju's father more conflict becomes evident. The violence he has at home towards his wife and children increases because he is drinking more. He is missing work more often, shirking responsibility which is a trait taken very seriously in his culture. We see references to the Korean newspaper and his demands that Young Ju speak Korean at home and not befriend an American girl because "she is a bad influence." He expects Young Ju never to question him or "be someone other than a good Korean girl daughter."
Young Ju shows readers how it feels wanting to fit in with peers yet being pulled back because her parents don't approve of all things American. She is torn because she knows her parents brought her to America for a better life yet she is corrected for not being Korean. She feels embarrassed by her home and family and keeps it hidden from her American friend. She will not allow her friend to see her home or meet her family. Yet, Young Ju feels comfortable going to the Korean church. The author really allows us to see the struggles of each member of this family that most would never have realized existed because many display a strong, unified front.
Another cultural marker related to the family values is the importance placed on education. Young Ju excels at school because her parents value education and she strives to please her parents. When she receives an award at school for her grades her mother is sad she could not attend because she had to work. Her mother wants to know it she bowed or had to make a speech and if she should send a gift to the principal because "he is a very important man."
A STEP FROM HEAVEN is a great book to help readers understand that just like abuse is often well-hidden within a home, so too are the struggles of a family moving from one country to another.
BOOKLIST: "As in the best writing, the particulars make the story, a first novel, universal."
THE HORN BOOK: "An Na displays an astonishing and memorable force."
Locate Korea on a map and try to learn other words in Korean.
Read other Michael Printz Award winners:
LOOKING FOR ALASKA by John Green
ISBN 9780142402511
POSTCARDS FROM NO MAN'S LAND by Aidan Chambers
ISBN 9780142401453
Sunday, July 15, 2007
Culture 4 - Native American: The Girl Who Married the Moon
Bruchac, Joseph and Gayle Ross. THE GIRL WHO MARRIED THE MOON. Colorado: Fulcrum Publishing, 1994. ISBN 9781555915667
This is a collection of various nations' stories celebrating female rites of passage. It shows women as strong, brave and role models for younger generations.
The book begins with a note from Gayle Ross. Readers will learn much from reading this because it contains information about the importance of women in different nations and different regions in North America. "[A]mong all Native cultures, no force was considered more sacred or more powerful than the ability to create new life."
The book is divided into four sections for four regions in North America. Each section consists of four stories. Four is an important number in Native American culture, "four seasons, four winds, four directions, four stages in a person's life."
"Arrowhead Finger" tells the story of a girl who shows bravery and strength in the face of danger. Native language is seen in several stories. This one begins with the work, "Kita!" for listen. This story, like others, also gives details about lifestyle, foods, the importance of names, and types of houses. Different regions and landforms have different types of houses: longhouses, lodges and teepees.
The themes of respect and obeying elders is seen in most of the stories. Grave consequences follow those who do not follow advice from their elders as seen in "Chipmunk Girl and Owl Woman" when Chipmunk Girl's heart is cut out and eaten because she spoke to Owl Woman. Chipmunk Girl had been told by her grandmother "to be careful of dangerous people like Owl Woman and never talk to them."
Native traditions and ceremonies are also shown in relation to various tribes. In "How Pelican Girl was Saved" a girl disobeys after her special ceremony for her becoming a woman and became very sick. It took much to heal her but she learned from her mistakes to become a wise woman who was able to teach others.
This book is an encouraging book for girls of any culture but gives us a special glimpse into a culture we know little about because of stereotypes. This is a book that should be read if doing any type of lesson on Native Americans. The sources listed in the back of the book is also a valuable resource.
BOOKLIST: "Ross introduces the collection by noting that the role of women in traditional native cultures is 'perhaps the most falsely portrayed,' and indeed these tales bring a perspective that is little known outside the communities they represent."
PUBLISHER'S WEEKLY: "An afterword and source notes close this useful resource for storytelling and multicultural learning."
Rewrite a chosen story as a Reader's Theater.
Read other books by Gayle Ross:
HOW RABBIT TRICKED OTTER (AND OTHER CHEROKEE STORIES)
ISBN 9780930407605
This is a collection of various nations' stories celebrating female rites of passage. It shows women as strong, brave and role models for younger generations.
The book begins with a note from Gayle Ross. Readers will learn much from reading this because it contains information about the importance of women in different nations and different regions in North America. "[A]mong all Native cultures, no force was considered more sacred or more powerful than the ability to create new life."
The book is divided into four sections for four regions in North America. Each section consists of four stories. Four is an important number in Native American culture, "four seasons, four winds, four directions, four stages in a person's life."
"Arrowhead Finger" tells the story of a girl who shows bravery and strength in the face of danger. Native language is seen in several stories. This one begins with the work, "Kita!" for listen. This story, like others, also gives details about lifestyle, foods, the importance of names, and types of houses. Different regions and landforms have different types of houses: longhouses, lodges and teepees.
The themes of respect and obeying elders is seen in most of the stories. Grave consequences follow those who do not follow advice from their elders as seen in "Chipmunk Girl and Owl Woman" when Chipmunk Girl's heart is cut out and eaten because she spoke to Owl Woman. Chipmunk Girl had been told by her grandmother "to be careful of dangerous people like Owl Woman and never talk to them."
Native traditions and ceremonies are also shown in relation to various tribes. In "How Pelican Girl was Saved" a girl disobeys after her special ceremony for her becoming a woman and became very sick. It took much to heal her but she learned from her mistakes to become a wise woman who was able to teach others.
This book is an encouraging book for girls of any culture but gives us a special glimpse into a culture we know little about because of stereotypes. This is a book that should be read if doing any type of lesson on Native Americans. The sources listed in the back of the book is also a valuable resource.
BOOKLIST: "Ross introduces the collection by noting that the role of women in traditional native cultures is 'perhaps the most falsely portrayed,' and indeed these tales bring a perspective that is little known outside the communities they represent."
PUBLISHER'S WEEKLY: "An afterword and source notes close this useful resource for storytelling and multicultural learning."
Rewrite a chosen story as a Reader's Theater.
Read other books by Gayle Ross:
HOW RABBIT TRICKED OTTER (AND OTHER CHEROKEE STORIES)
ISBN 9780930407605
Culture 4 - Native American: Rain is Not My Indian Name
Smith, Cynthia Leitich. RAIN IS NOT MY INDIAN NAME. New York: Harper Collins Publishers, 2001. ISBN 9780688173975
Rain is a 14 year-old girl with some Native American background. After Rain's best friend dies, she hides from everyone and everything. An assignment to shoot pictures of Indian Camp is the beginning of stepping out of her darkness. She realizes life is still going on and she wants to be a part.
Rain is a 14 year-old girl who is dealing with the death of her best friend. She is a typical girl who is experiencing things most girls are with friends, boys and family issues. Rain also has Native American heritage from both sides of her family, "I'm Muscogee Creek-Cherokee and Scots-Irish on Mom's side, Irish-German-Ojibway on Dad's."
Rain's aunt has decided to start an Indian Camp in their hometown for the few Native Americans there. Rain has decided not to attend but worries about "having hurt Aunt Georgia's feelings or having shown disrespect." Respect is an important characteristic with Native American groups.
The author gives several examples of negative stereotypes relating to Native Americans. Rain mentions how she's always hated the "song about counting 'little Indians' " and how things like "construction-paper feathers, a plastic paint pony, and Malibu Pocahontas" are indicators that "seem Indian." Rain gives readers insight into how it feels when others look at her and wonder about her being Native American because of her lighter coloring. People ask her, " 'How much Indian are you?' (About forty-five pounds' worth.) And 'Are you legally [or a card-carrying] Indian?' (Yes, but only on my mother's side.)" The issue of respect is mentioned again in reference to these questions asked of her.
Although Rain has grown up feeling distant from her Native American heritage by the time the story is wrapping up she wants "to connect with the Ojibway side of my heritage." It is a good message to encourage readers to find out about their heritage.
The author's note in the back of the book explains that the book is a work of fiction. Several of the places mentioned are true, for example, Haskell Indian Nations University.
KIRKUS: "Tender, funny, and full of sharp wordplay. Smith's first novel deals with a whole host of interconnecting issues, but the center is Rain herself."
PUBLISHER'S WEEKLY: "[R]eaders 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."
Students should find out what cultural heritage they are and research it.
Check out http://www.oyate.org for authentic Native American information and resources.
Rain is a 14 year-old girl with some Native American background. After Rain's best friend dies, she hides from everyone and everything. An assignment to shoot pictures of Indian Camp is the beginning of stepping out of her darkness. She realizes life is still going on and she wants to be a part.
Rain is a 14 year-old girl who is dealing with the death of her best friend. She is a typical girl who is experiencing things most girls are with friends, boys and family issues. Rain also has Native American heritage from both sides of her family, "I'm Muscogee Creek-Cherokee and Scots-Irish on Mom's side, Irish-German-Ojibway on Dad's."
Rain's aunt has decided to start an Indian Camp in their hometown for the few Native Americans there. Rain has decided not to attend but worries about "having hurt Aunt Georgia's feelings or having shown disrespect." Respect is an important characteristic with Native American groups.
The author gives several examples of negative stereotypes relating to Native Americans. Rain mentions how she's always hated the "song about counting 'little Indians' " and how things like "construction-paper feathers, a plastic paint pony, and Malibu Pocahontas" are indicators that "seem Indian." Rain gives readers insight into how it feels when others look at her and wonder about her being Native American because of her lighter coloring. People ask her, " 'How much Indian are you?' (About forty-five pounds' worth.) And 'Are you legally [or a card-carrying] Indian?' (Yes, but only on my mother's side.)" The issue of respect is mentioned again in reference to these questions asked of her.
Although Rain has grown up feeling distant from her Native American heritage by the time the story is wrapping up she wants "to connect with the Ojibway side of my heritage." It is a good message to encourage readers to find out about their heritage.
The author's note in the back of the book explains that the book is a work of fiction. Several of the places mentioned are true, for example, Haskell Indian Nations University.
KIRKUS: "Tender, funny, and full of sharp wordplay. Smith's first novel deals with a whole host of interconnecting issues, but the center is Rain herself."
PUBLISHER'S WEEKLY: "[R]eaders 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."
Students should find out what cultural heritage they are and research it.
Check out http://www.oyate.org for authentic Native American information and resources.
Culture 4 - Native American: The Great Ball Game
Bruchac, Joseph. THE GREAT BALL GAME. Ill. by Susan L. Roth. New York: Dial Books for Young Readers, 1994. ISBN 0803715390
Bruchac retells the Muskogee Indian Nation legend about the disagreement between the animals and the birds. Bat has characteristics of both groups but proves invaluable for one side in the end. It is fun to read pourquoi tale.
The introduction to THE GREAT BALL GAME is the first indication of cultural authenticity. It explains where the story comes from, "the Muskogee (also known as the Creek) Indian Nation that lived in the area we now call Georgia" and the fact that similar stories abound from various regions of the United States. It also mentions that this version is based on a telling from an elder in the Muskogee Nation.
Showing the animals and birds working out their disagreement by playing a game as opposed to fighting shows Indians to be peaceful where typically many think of them as battle ready: " ' Let us have a ball game,' Crane said. 'The first side to score a goal will win the argument.' "
One positive thing the book does is tell a story from a Native American perspective but does not use things that too many people associate with Indians such as feathers, war paint and violence.
The artwork does not identify the story as a Native American story because there are no people or other objects that most would expect in a story from Indians. The artwork is memorable because it is collages with different types of papers to add lots of visual interest. The papers give lots of texture and the colors are earthy while still being colorful.
This is a fun book that tells a great story but more importantly gives children a culturally authentic view of Native Americans. It is a good springboard for creating interest in this culture.
BOOKLIST: "Short and well told, this appealing pourqoui tale lends itself to reading aloud."
HORN BOOK GUIDE: "Artful cut-and torn-paper collages feature creatures juxtaposed against brilliantly colored or patterned backgrounds."
Read another version of the tale by Lloyd Arneach called THE ANIMALS' BALLGAME.
ISBN 9780516051390
Visit the official Muscogee (Creek) Nation website:
http://www.muscogeenation-nsn.gov/index.htm
Bruchac retells the Muskogee Indian Nation legend about the disagreement between the animals and the birds. Bat has characteristics of both groups but proves invaluable for one side in the end. It is fun to read pourquoi tale.
The introduction to THE GREAT BALL GAME is the first indication of cultural authenticity. It explains where the story comes from, "the Muskogee (also known as the Creek) Indian Nation that lived in the area we now call Georgia" and the fact that similar stories abound from various regions of the United States. It also mentions that this version is based on a telling from an elder in the Muskogee Nation.
Showing the animals and birds working out their disagreement by playing a game as opposed to fighting shows Indians to be peaceful where typically many think of them as battle ready: " ' Let us have a ball game,' Crane said. 'The first side to score a goal will win the argument.' "
One positive thing the book does is tell a story from a Native American perspective but does not use things that too many people associate with Indians such as feathers, war paint and violence.
The artwork does not identify the story as a Native American story because there are no people or other objects that most would expect in a story from Indians. The artwork is memorable because it is collages with different types of papers to add lots of visual interest. The papers give lots of texture and the colors are earthy while still being colorful.
This is a fun book that tells a great story but more importantly gives children a culturally authentic view of Native Americans. It is a good springboard for creating interest in this culture.
BOOKLIST: "Short and well told, this appealing pourqoui tale lends itself to reading aloud."
HORN BOOK GUIDE: "Artful cut-and torn-paper collages feature creatures juxtaposed against brilliantly colored or patterned backgrounds."
Read another version of the tale by Lloyd Arneach called THE ANIMALS' BALLGAME.
ISBN 9780516051390
Visit the official Muscogee (Creek) Nation website:
http://www.muscogeenation-nsn.gov/index.htm
Friday, July 6, 2007
Culture 3 - Hispanic/Latino(a): Cuba 15
Osa, Nancy. CUBA 15. New York: Delacorte Press, 2003. ISBN 0385900864
CUBA 15 gives us a fairly detailed view of part of a school year of a Cuban-American girl's life at an important time. Violet Paz lives in Chicago and is preparing for her quinceanero to celebrate her 15th birthday. Her strong-willed Cuban grandmother is the one who introduces Violet to this tradition, but it is Violet who makes it her own by combining all that is important to her. Readers will identify with Violet as she shares her high school experiences on the speech team, a boyfriend, good times with friends and an eccentric family. Cuban history and culture is woven in to help readers appreciate other's uniqueness.
The largest cultural marker is the quinceanero Violet is preparing for. Since she has not heard of this celebration before she must learn from books, family and herself how this celebration will best represent her. Violet's grandmother teachers her and her brother what the celebration is about, "The quinceanero, m'ijo, this is the time when the girl becomes the woman...The quince is the time when all the resto del mundo ass-cepts your dear sister as an adult in the eyes of God and family. And she, in turn, promises to ass-cept responsabilidad for all the wonders in the world of adults." As Violet learns about the special occasion she also learns about herself.
Violet also learns about her Cuban background which can be a sore point with her father since he mostly grew up in the U.S. and didn't want to acknowledge his background growing up. Her father learns he needs to share his knowledge with his children. "Maybe we should talk a little bit about Cuba sometime." Violet also learns about Cuba from her grandmother, aunt, music and some of her own research. She goes to a Cuba-focused peace rally with her friend and really begins to want to know her background. "I was fascinated. People all over the globe were working to normalize relations with the island. People who weren't even Cuban. I wanted to ask them why."
Osa uses Spanish interlingually which helps give authenticity to the story. The use of Spanish varies according to the characters. Violet's grandmother uses the most Spanish and the author gives her a "Spanglish accent". "We plan the fiestecita for next ehspring. My little Violeta is becoming una mujer!", "He die in Coo-ba. Is a long time ago. But always he is with me...I think I inherit some-sing from him." The use of Spanish also varies depending on who is talking to whom. Violet's dad speaks more Spanish to his parents than to his children. Violet speaks to this when she is thinking about what her grandmother tells her about the quinceanero: "I couldn't plead ignorance-as-usual and say No comprendo, because this time I understood her Spanish, but only because she'd used a cognate."
Playing dominoes for dimes, smoking cigars, food and music are also cultural markers in the story. All of these elements are combined at a large multi-day party at Violet's house for her friends and extended family. So much detail is used to describe many of the aspects of their party. "The house smelled of garlicky frijoles negros and frying platanos-green plantain chips, the kind I liked; they'd be salty-sweet and too hot to eat, but in no time they would disappear, leaving just an oil-spotted paper towel and spilled salt on the plate.", "Friday night, I fell asleep to the alternate clacking of dominoes and Tito Puente's timbales. The only time I could get a dime in edgewise on one of the packed porch tables was when I woke up in the middle of the night to use the bathroom and found Abuelo and two friends still playing...The men signaled me to throw in a dime, and a new game began."
Readers will love the glimpse into a family that has so much going on as well as learning about a culture they may not have known much about.
PUBLISHER'S WEEKLY: "As a bonus, readers get some exposure to Cuban history and culture, including a smattering of Spanish words and phrases."
SCHOOL LIBRARY JOURNAL: "Among the many strengths of this book are its likable and very real protagonist and her introduction to the nexus of politics and family.
Read other books about quinceaneras:
QUINCEANERA MEANS SWEET 15 by Veronica Chambers
ISBN 0786804971
QUINCEANERA: CELEBRATING FIFTEEN by Elizabeth King
ISBN 0525456384
CUBA 15 gives us a fairly detailed view of part of a school year of a Cuban-American girl's life at an important time. Violet Paz lives in Chicago and is preparing for her quinceanero to celebrate her 15th birthday. Her strong-willed Cuban grandmother is the one who introduces Violet to this tradition, but it is Violet who makes it her own by combining all that is important to her. Readers will identify with Violet as she shares her high school experiences on the speech team, a boyfriend, good times with friends and an eccentric family. Cuban history and culture is woven in to help readers appreciate other's uniqueness.
The largest cultural marker is the quinceanero Violet is preparing for. Since she has not heard of this celebration before she must learn from books, family and herself how this celebration will best represent her. Violet's grandmother teachers her and her brother what the celebration is about, "The quinceanero, m'ijo, this is the time when the girl becomes the woman...The quince is the time when all the resto del mundo ass-cepts your dear sister as an adult in the eyes of God and family. And she, in turn, promises to ass-cept responsabilidad for all the wonders in the world of adults." As Violet learns about the special occasion she also learns about herself.
Violet also learns about her Cuban background which can be a sore point with her father since he mostly grew up in the U.S. and didn't want to acknowledge his background growing up. Her father learns he needs to share his knowledge with his children. "Maybe we should talk a little bit about Cuba sometime." Violet also learns about Cuba from her grandmother, aunt, music and some of her own research. She goes to a Cuba-focused peace rally with her friend and really begins to want to know her background. "I was fascinated. People all over the globe were working to normalize relations with the island. People who weren't even Cuban. I wanted to ask them why."
Osa uses Spanish interlingually which helps give authenticity to the story. The use of Spanish varies according to the characters. Violet's grandmother uses the most Spanish and the author gives her a "Spanglish accent". "We plan the fiestecita for next ehspring. My little Violeta is becoming una mujer!", "He die in Coo-ba. Is a long time ago. But always he is with me...I think I inherit some-sing from him." The use of Spanish also varies depending on who is talking to whom. Violet's dad speaks more Spanish to his parents than to his children. Violet speaks to this when she is thinking about what her grandmother tells her about the quinceanero: "I couldn't plead ignorance-as-usual and say No comprendo, because this time I understood her Spanish, but only because she'd used a cognate."
Playing dominoes for dimes, smoking cigars, food and music are also cultural markers in the story. All of these elements are combined at a large multi-day party at Violet's house for her friends and extended family. So much detail is used to describe many of the aspects of their party. "The house smelled of garlicky frijoles negros and frying platanos-green plantain chips, the kind I liked; they'd be salty-sweet and too hot to eat, but in no time they would disappear, leaving just an oil-spotted paper towel and spilled salt on the plate.", "Friday night, I fell asleep to the alternate clacking of dominoes and Tito Puente's timbales. The only time I could get a dime in edgewise on one of the packed porch tables was when I woke up in the middle of the night to use the bathroom and found Abuelo and two friends still playing...The men signaled me to throw in a dime, and a new game began."
Readers will love the glimpse into a family that has so much going on as well as learning about a culture they may not have known much about.
PUBLISHER'S WEEKLY: "As a bonus, readers get some exposure to Cuban history and culture, including a smattering of Spanish words and phrases."
SCHOOL LIBRARY JOURNAL: "Among the many strengths of this book are its likable and very real protagonist and her introduction to the nexus of politics and family.
Read other books about quinceaneras:
QUINCEANERA MEANS SWEET 15 by Veronica Chambers
ISBN 0786804971
QUINCEANERA: CELEBRATING FIFTEEN by Elizabeth King
ISBN 0525456384
Culture 3 - Hispanic/Latino(a): Confetti
Mora, Pat. CONFETTI: POEMS FOR CHILDREN. Ill. by Enrique O. Sanchez. New York: Lee & Low Books Inc., 1996. ISBN 1880000857
CONFETTI is a collection of poems from the perspective of a young Mexican-American girl living in the Southwest. The girl is celebrating the things around her such as the sun, cloud shapes, leaves and sounds. The poems really point to using your senses to notice things around you.
CONFETTI uses interlingual Spanish and translates words in the text as well. Some of the interlingual Spanish is best figured out with the illustrations. "Oh, I see caballitos that race the wind high in shimmering blue" in "Cloud Dragons" with pictures of clouds in the shape of horses. "Castanet Clicks" uses English and Spanish numbers to make the poem sing-songy. "Uno, dos, one two, baskets blue."
"Abuelita's Lap" is about the little girl's feelings of comfort from her grandmother. All readers will be able to relate to these feelings for a special family member no matter what they call them.
Sanchez's illustrations will capture readers' attention because they are so colorful and vibrant. The bright colors of orange, yellow, red, blue and purple go well with the Southwest theme. They have a simplicity that allows the colors to take center stage. The pictures help tell the stories of each poem. "Purple Snake" is about carving wood into animal shapes but the poem doesn't use the word "carve" until the middle. In the beginning the author says the animal is "asleep in a piece of wood". The picture accompanying the poem shows the little girl watching a pair of hands with a knife working on a purple snake. In the background are paint cans with bright colors and in the foreground two other animals already carved.
The characters are also illustrated culturally accurate. They are colored with dark hair and brown skin. Their children's clothes are simple and would be suitable for any child of any current culture.
Objects in the illustrations are also cultural markers for the Southwest. Bright green cacti, pottery and baskets adorn many pages. Another interesting addition drawn on some of the objects are simple line details of contrasting color that give the art an ancient feel.
BOOKLIST: "Using Spanish and English, this collection of poems is as much fun to look at as it is to read."
SCHOOL LIBRARY JOURNAL: "Narrative poems in free verse capture the rhythms and uniqueness of the Southwest and its culture as seen through the eyes of a Mexican-American girl."
Read other books by Pat Mora:
A LIBRARY FOR JUANA
ISBN 9780375806438
MY OWN TRUE NAME
ISBN 9781558852921
CONFETTI is a collection of poems from the perspective of a young Mexican-American girl living in the Southwest. The girl is celebrating the things around her such as the sun, cloud shapes, leaves and sounds. The poems really point to using your senses to notice things around you.
CONFETTI uses interlingual Spanish and translates words in the text as well. Some of the interlingual Spanish is best figured out with the illustrations. "Oh, I see caballitos that race the wind high in shimmering blue" in "Cloud Dragons" with pictures of clouds in the shape of horses. "Castanet Clicks" uses English and Spanish numbers to make the poem sing-songy. "Uno, dos, one two, baskets blue."
"Abuelita's Lap" is about the little girl's feelings of comfort from her grandmother. All readers will be able to relate to these feelings for a special family member no matter what they call them.
Sanchez's illustrations will capture readers' attention because they are so colorful and vibrant. The bright colors of orange, yellow, red, blue and purple go well with the Southwest theme. They have a simplicity that allows the colors to take center stage. The pictures help tell the stories of each poem. "Purple Snake" is about carving wood into animal shapes but the poem doesn't use the word "carve" until the middle. In the beginning the author says the animal is "asleep in a piece of wood". The picture accompanying the poem shows the little girl watching a pair of hands with a knife working on a purple snake. In the background are paint cans with bright colors and in the foreground two other animals already carved.
The characters are also illustrated culturally accurate. They are colored with dark hair and brown skin. Their children's clothes are simple and would be suitable for any child of any current culture.
Objects in the illustrations are also cultural markers for the Southwest. Bright green cacti, pottery and baskets adorn many pages. Another interesting addition drawn on some of the objects are simple line details of contrasting color that give the art an ancient feel.
BOOKLIST: "Using Spanish and English, this collection of poems is as much fun to look at as it is to read."
SCHOOL LIBRARY JOURNAL: "Narrative poems in free verse capture the rhythms and uniqueness of the Southwest and its culture as seen through the eyes of a Mexican-American girl."
Read other books by Pat Mora:
A LIBRARY FOR JUANA
ISBN 9780375806438
MY OWN TRUE NAME
ISBN 9781558852921
Culture 3 - Hispanic/Latino(a): Neighborhood Odes
Soto, Gary. NEIGHBORHOOD ODES. Ill. by David Diaz. Orlando: Harcourt, Inc., 1992. ISBN 0152053646
NEIGHBORHOOD ODES is a collection of poems about life in a Mexican-American community. Soto takes seemingly insignificant things like pomegranates, family pictures and tortillas and shows how they can bind people together.
The interlingual use of Spanish is a distinct cultural marker from the first poem, "Ode to Los Raspados". The Spanish words are defined in a glossary so as not to disrupt the picture being painted. "Papa drives a truck Of helados and Snow cones, the Music of arrival Playing block After block." Some poems are all English and others are a combination, "Ode to El Guitarron" and "Ode to Pablo's Tennis Shoes". The Spanish words are used with clues to be able to figure out the meaning without interrupting the poem. "The high school novios Are now married, Belinda and Rudolfo," from "Ode to Weddings".
Celebrations mentioned in the poems also present cultural markers. "Ode to La Pinata" is about a girl's birthday party and the fun of hitting a candy-filled pinata. "Ode to Weddings" mentions different family and friends: "Abuelo, compradres, tias, viejos".
The poem that presents a strong cultural aspect is "Ode to La Llorona" which tells the story of a ghost weeping for her children who drowned. This is a legend that has been told for years within this culture.
The illustrations by David Diaz also contribute to the feel of the book. They are all black and white and look similar to the paper art, papel picado. They look simplistic but are beautiful and anyone who has any experience with the Mexican-American culture will be familiar with it.
I shared "Ode to Family Photographs" with a group of students and shared personal pictures that did not turn out well. The students loved it and were anxious to discuss their own families.
HORN BOOK GUIDE: "With humor, sensitivity, and insight, Soto explores the lives of children."
SCHOOL LIBRARY JOURNAL: "Black-and-white illustrations blend well with the astute verbal imagery."
Read other books of poetry by Gary Soto:
A FIRE IN MY HANDS
ISBN 9780152055646
CANTO FAMILIAR
ISBN9780152000677
Have students write their own odes to things in their neighborhoods.
Visit the following website to read one version of La Llorona:
http://www.literacynet.org/lp/hperspectives/llorona.html
NEIGHBORHOOD ODES is a collection of poems about life in a Mexican-American community. Soto takes seemingly insignificant things like pomegranates, family pictures and tortillas and shows how they can bind people together.
The interlingual use of Spanish is a distinct cultural marker from the first poem, "Ode to Los Raspados". The Spanish words are defined in a glossary so as not to disrupt the picture being painted. "Papa drives a truck Of helados and Snow cones, the Music of arrival Playing block After block." Some poems are all English and others are a combination, "Ode to El Guitarron" and "Ode to Pablo's Tennis Shoes". The Spanish words are used with clues to be able to figure out the meaning without interrupting the poem. "The high school novios Are now married, Belinda and Rudolfo," from "Ode to Weddings".
Celebrations mentioned in the poems also present cultural markers. "Ode to La Pinata" is about a girl's birthday party and the fun of hitting a candy-filled pinata. "Ode to Weddings" mentions different family and friends: "Abuelo, compradres, tias, viejos".
The poem that presents a strong cultural aspect is "Ode to La Llorona" which tells the story of a ghost weeping for her children who drowned. This is a legend that has been told for years within this culture.
The illustrations by David Diaz also contribute to the feel of the book. They are all black and white and look similar to the paper art, papel picado. They look simplistic but are beautiful and anyone who has any experience with the Mexican-American culture will be familiar with it.
I shared "Ode to Family Photographs" with a group of students and shared personal pictures that did not turn out well. The students loved it and were anxious to discuss their own families.
HORN BOOK GUIDE: "With humor, sensitivity, and insight, Soto explores the lives of children."
SCHOOL LIBRARY JOURNAL: "Black-and-white illustrations blend well with the astute verbal imagery."
Read other books of poetry by Gary Soto:
A FIRE IN MY HANDS
ISBN 9780152055646
CANTO FAMILIAR
ISBN9780152000677
Have students write their own odes to things in their neighborhoods.
Visit the following website to read one version of La Llorona:
http://www.literacynet.org/lp/hperspectives/llorona.html
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