LS 5653 - Culture 6-IN OUR MOTHERS' HOUSE

BIBLOGRAPHY

Polacco, Patricia. 2009. IN OUR MOTHERS' HOUSE.New York: Phiomel Books. ISBN: 978-0-399-25076-7.

PLOT SUMMARY

This is a story about two women partners, Meema and Marmee, who adopt three children. The story is narrated by the eldest daughter who is African American. Her siblings are Will, oriental, and Millie, white with red hair. Meema is a doctor of Italian descent and loves to sew. Marmee is a paramedic and keeps the house organized and loves to clean. The story talks about how they play old records, slide down the banister, make memories in front of the clinker brick fireplace, learn to cook Gnocci with Nonno who is Meema’s father. The story also includes the character of Mrs. Lockner who does not like their family relationship and is very vocal about it especially at the neighborhood block party. The narrator describes the situation as that the children do not understand what the problem is all about. The story finishes with all three children marrying into a heterosexual relationship with someone who has similar skin tones and features. The narrator tells of the passing of Meema and Marmee and how Will now lives in the house and is raising his family.

CRITICAL ANALYSIS

This text covers a controversial subject matter with same sex parenting. The author does an excellent job at simply explaining everyday life with only a few incidents of less tolerant neighbors. It is positive that even the extended family is included in the story and the children have good memories of them. The story’s ending is interesting that all of the children marry and one of them moves into the house with his family. It is one way to show that same sex parents did not influence their children’s relationship decisions.

REVIEW EXCERPTS

Children’s Literature – “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.”

School Library Journal- “This gem of a book illustrates how love makes a family, even if it's not a traditional one. The narrator, a black girl, describes how her two Caucasian mothers, Marmee and Meema, adopted her, her Asian brother, and her red-headed sister. She tells about the wonderful times they have growing up in Berkeley, CA.”

CONNECTIONS

This book touches on controversial subject matter. As a teacher I would not bring this topic up on my own. If a student asked then a discussion about different types of families could follow.

Website - http://lesbianfamily.org/
Website - http://www.prideandjoyfamilies.org/
Website – P.F.L.A.G.- http://community.pflag.org/Page.aspx?pid=194&srcid=-2
Kaeser, Gigi and Gillespie, Peggy. LOVE MAKES A FAMILY:PORTRIATS OF LESBIAN, GAY, BISEXUAL AND TRANSGENDER PARENTS AND THEIR FAMILIES. ISBN: 1558491619.

Book cover image from Barnes & Noble.

LS 5653-Culture 6 - JOEY PIGZA SWALLOWED THE KEY

BIBLOGRAPHY

Gantos, Jack. 1998. JOEY PIGZA SWALLOWED THE KEY. New York: Farrar, Straus and Giroux. ISBN: 0-374-33664-4.

PLOT SUMMARY

Joey Pigza is a delightful young boy who has an attention problem. He tries to attend regular school and varying events cause him to visit the Special Education room downstairs. He tries to calm down and his mother had taken him to the doctor for medication. Sometime after he was born his father and mother left him with his paternal grandmother. She asked him to do many things which sometimes scared him and sometimes made him happy. His mother finally returned and the grandmother left. The mother tries hard to teach Joey and help him but his attention disorder is a huge problem. There is a very bad accident at school and Joey is suspended to the Special Education Building downtown. Joey is scared but then sees many students who are “more messed up” then he is on his worst day. They try and help him at the center and he gets to see a different doctor who gets him different medication that seems to work better. After six weeks he is able to return to a mainstream classroom with visits to the Special Education room in the building. Joey and his Mother learn a lot from each other through the story.

CRITICAL ANALYSIS

Joey is a young man who has the diagnoses of Attention Deficit Disorder or ADD. The text relays that Joey’s mother and father leave him and his grandmother cared for him. However, as the text unfolds you see Joey’s grandmother portrayed as sometimes cruel and not knowing how to help Joey and resorts to unconventional efforts. When Joey’s mother returns the grandmother up and leaves one day. Joey’s mother tells Joey that when he takes his medicine she will take hers (an alcoholic drink). Joey’s behavior is expertly conveyed in the text. As you read you can almost see the whirlwind of a child in front of you going through all of the motions. The new doctor at the Special Education Center really tries to help Joey and gets him some different medicine. This seems to help and Joey is excited and scared to return to his mainstream school. This book allows a glimpse into the life of a child and his family dealing with ADD. Until you have lived and worked with a child with this disability you will not truly understand the day to day struggles they encounter.

REVIEW EXCERPTS

American Library Association Notable Children's BooksCalifornia Young Reader MedalNational Book Awards - FinalistSchool Library Journal Best Books of the Year
(accessed from http://www.jackgantos.com/joeypigzaswallowedkey.html)

Horn Book Review, Starred – “In this rollercoaster of a ride, ingenuously and breathlessly narrated by Joey himself, readers are treated to an up-close and personal introduction to life with attention deficit disorder.”
Publisher’s Weekly, Starred –“In a starred review, PW called this National Book Award finalist "an accurate, compassionate and humorous appraisal of a boy with attention-deficit disorder."

VOYA-“There are plenty of Joeys in schools today, and it is good to have one of their stories told with such skill and sympathy.”

Children’s Literature-“Gantos takes the reader into the fractured world of the child with what we today call ADHD. Whose road to what we might call normalcy is rocky beyond imagining. The reader follows that road in this story, with Joey's direct, edgy, matter-of-fact voice as guide. Gritty, often disturbing, yet ending with a glimpse of the awesome resilience of this young protagonist.”
School Library Journal, Starred-“Joey Pigza is wired. His prescription "meds" are no match for his mood swings. His mom's been warned that if he keeps acting up he could be transferred to the downtown special-ed center for problem kids.”
Kirkus Reviews-“Gantos takes readers right inside a human whirlwind where the ride is bumpy and often frightening, especially for Joey. But a river of compassion for the characters runs through the pages, not only for Joey but for his overextended mom and his usually patient, always worried (if only for their safety) teachers. Mature readers will find this harsh tale softened by unusual empathy and leavened by genuinely funny events.”
CONNECTIONS

This book touches on a child with a disability. This is an opportunity to discuss other disabilities that children in the school or area may have. Some children may be reluctant to share private information and should not be forced to share.

ADD/ADHD Parenting tips - http://helpguide.org/mental/adhd_add_parenting_strategies.htm
ADD/ADHD Teaching tips - http://www.kidsource.com/kidsource/content2/add.html
C.H.A.D.D. (Children and Adults with Attention Deficit/Hyperactivity Disorder)- http://www.chadd.org/


Book cover image from Barnes & Noble.

LS 5653 - Culture 6- HABIBI

BIBLOGRAPHY

Nye, Naomi Shihab. 1997. HABIBI. New York: Simon & Schuster. ISBN: 0-689-80149-1.

PLOT SUMMARY

Liyana is a young girl with one brother Rafik and her parents, Kamal and Susan. Her father is a doctor in the United States but grew up in Jerusalem. Liyana is doing just fine with her life and visiting with Peachy Helen, her maternal grandmother, when her father announces that they are all moving to Jerusalem. Liyana and Rafik and not pleased about leaving all of their friends and home and moving half way across the world. Dr. Abboud tells the family that he wanted to move back sooner but the “unrest” in the area was too great and not safe. It is now safe to move back. Upon arriving in Jerusalem Liyana is confused with meeting all of her father’s relatives and especially the appearance of Setti, her paternal grandmother, with her tattoos and shrill noise making. Rafik takes to the new surroundings better than Liyana. She does befriend a young boy named Omer. Omer happens to live on the other side of Jerusalem and is Jewish. This goes against the religious practices of her father’s family. Liyana grows and discovers many new things in her new world – a kiss, unrest, an unjust world, cruelty, and lack of acceptance.

CRITICAL ANALYSIS

This book was very interesting to read. I felt like I had to keep reading. There are no illustrations in the book except on the cover. You have to use your imagination from the text to create your own mental image of the landscapes, clothing and cities. This book tells the story of a young girl and her family relocating in to a politically charged city. Liyana is young and does not seem to understand the thousands of years of history of the city and how certain peoples do not get along. This would be a challenging text for young people as it does not just tell a story of a young girl but the political and militant state in which she lives. There is one interesting part when Omer comes with Liyana’s family to meet her Setti. Omer makes a comment that he didn’t know the land was so beautiful. It showed that even Omer had been told things that were not true of the city and its surroundings. The title of the story is translated as dear one or loved one or darling.

REVIEW EXCERPTS

Jane Addams Children’s Book Award

Publisher’s Weekly-“This soul-stirring novel about the Abbouds, an Arab American family, puts faces and names to the victims of violence and persecution in Jerusalem today. Believing the unstable situation in that conflict-ridden city has improved, 14-year-old Liyana's family moves from St. Louis, Mo., to her father's homeland. However, from the moment the Abbouds are stopped by Jewish customs agents at the airport, they face racial prejudice and discord.”

Children’s Literature-“In this first novel by poet Naomi Shihab Nye, the conflict between Arabs and Jews is vividly depicted through characters whom readers will admire and come to care about.”

VOYA – “This story is told mainly from sensitive, introspective Liyanna's point of view, with a few disrupting shifts to those of her parents, Rafik, and her grandmother.”

School Library Journal- “An important first novel from a distinguished anthologist and poet. When Liyana's doctor father, a native Palestinian, decides to move his contemporary Arab-American family back to Jerusalem from St. Louis, 14-year-old Liyana is unenthusiastic.”

Kirkus Reviews – “In the process, some of the passages become quite ponderous while the human story—Liyana's emotional adjustments in the later chapters and her American mother's reactions overall—fall away from the plot. However, Liyana's romance with an Israeli boy develops warmly, and readers are left with hope for change and peace as Liyana makes the city her very own.”

CONNECTIONS

This book contains so many different topics that can be drawn out into lessons: Jerusalem, religion, political unrest, youth, growing up, cultural differences, discovering new lands and foods and trying to conform. I would recommend this title for middle school and above. The political unrest in the novel may be advanced for younger readers.

Book cover image from Barnes & Noble.

LS 5653-Culture 5- THE BOY OF THE THREE-YEAR NAP

BIBLOGRAPHY

Snyder, Dianne and Say, Allen. 1988. THE BOY OF THE THREE-YEAR NAP. Boston: Houghton Mifflin Company. ISBN: 0-395-44090-4.

PLOT SUMMARY

This story is set in a fishing village of Japan. The main character, Taro, a young boy who just eats and sleeps all day and is very lazy is the opposite of his mother who toils at making fine clothes for the wealthy to wear. Taro comes up with a plan after a wealthy merchant comes to the village. Taro gets his mother to sew him a priest’s outfit and ambushes the merchant into thinking he is a “ujigami” or spirit. Taro then demands that the merchant’s daughter marry Taro or she will become a clay pot. The merchant is very distressed over the situation and goes to Taro’s mother. She then begins to create a plan to have her home fixed up by the merchant since she is not able to provide for the daughter as she should properly. After the home is fixed the merchant asks Taro’s mother again for consent to the marriage and the mother arranges for Taro to work for the merchant to provide for the daughter. In the end Taro ends up doing a good job of working for his father-in-law and they all live happily.

CRITICAL ANALYSIS

The illustrations in the book really make you think that you are in the little village seeing the story unfold before your eyes. The rice paper screen doors, kimonos, other clothing, cooking pots, gardens, shrines, houses, even the custom of taking off ones shoes before entering the home is illustrated. This story takes place in the past before technology or motorized vehicles. The characters are drawn with black hair and almond shaped eyes. The men wear pants with a tunic style top and sometimes a robe. The ladies are in kimonos or long skirts with work shirt style tunics. The women have their hair in a bun style on top of their heads.
The story itself could have happened in any culture but the addition of the customs and other dialogue make the story authentic to the place and time. The culture in the book is Japanese. The mannerisms and voice of the characters tends to make you think of that culture. The only religious practice is the mentioning of the shrines and when Taro plays the trick on the merchant. Shrines are still popular in Japan today and many people visit them and pay money to get a “fortune”.

REVIEW EXCERPTS

Caldecott Honor Book
Boston Globe-Horn book award
ALA Notable Children’s book

Publisher’s Weekly – “Say's art, with stylized Oriental touches, comically animates the sprightly tale, perfectly matching the abundant wit of Snyder's adaptation.”

Children’s Literature – “This humorous Japanese folktale follows a young man "as lazy as a rich man's cat." While he's snoozing, though, the quick-witted mother hatches a plan that gains him wife, job-and very limited nap time.”

School Library Journal –“The accuracy of the visualized Japanese landscape and architecture help considerably in casting this retold folktale into an Oriental mold.”

CONNECTIONS

This resource is one that would be another good choice to include in a study about folktales from other cultures.
Ed Young – LON PO PO. ISBN-9780399216190
Byrd Baylor – THE TABLE WHERE RICH PEOPLE SAT. ISBN-9780689820083
One could also include this story in a study about obeying your parents, being lazy, how to provide for yourself and consequences of your actions.

Book cover image by Barnes and Noble.

LS 5653-Culture 5-THE YEAR OF THE DOG

BIBLOGRAPHY

Lin, Grace. 2006. THE YEAR OF THE DOG. New York: Little, Brown and Company. ISBN: 0-316-06000-3

PLOT SUMMARY

Pacy is a young girl living in the United States and has the culture of Taiwan or China from her parents. She has two sisters, Ki-Ki and Lissy. The story begins with a Chinese New Year celebration and goes through Pacy’s adventures at school and trying to understand how she fits into the world having two cultures, American and Taiwanese/Chinese. Pacy meets another girl at her school Melody who is just like her. Their mothers met at a grocery store and the girls become fast friends. Throughout the story are mini-stories about her parents and family in Taiwan/China. The family seems to have a good time together and there is lots of laughter in the book.

CRITICAL ANALYSIS

This story is set in modern times except for the “rememberings” of family member’s stories. Pacy does describe herself in the way she looks and comments that the other children in school do not look like her until she meets Melody. The cafeteria worker will almost not give Pacy her lunch confusing her with Melody. Pacy does identify with Chinese/Taiwanese culture, food and practices throughout the book. Pacy does explain to friends about her name. She uses a different name at school then at home because the teachers at school had difficulty pronouncing her name. The family celebrates Chinese New Year with a feast of authentic food and red envelopes with money. They also go to celebrate a birth in the family and the baby receives red envelopes with money for good luck. There are minimal illustrations in the book and they are black pencil drawings on the paper the text in printed on. So, in essence the background is a manila color. They do show the dark hair and facial features of almond shaped eyes.

REVIEW EXCERPTS

2006 Fall Publisher's Pick

• Starred Booklist Review

• 2006 ALA Children's Notable

• 2006 National Parenting Publications Awards (NAPPA) GOLD Winner

• 2007-2008 Texas Bluebonnet Award Masterlist

• 2007 Nene Awards Recommended List (Hawaii's Book Award Chosen by Children Grades 4-6)•

2007 Cochecho Readers' Award List (sponsored by the Children's Librarians of Dover, New Hampshire)

• NYPL 100 Titles for Reading and Sharing 2006

• Kirkus Best Early Chapter Books 2006

•2006 Booklist Editors' Choice for Middle Readers

•Cooperative Children's Book Center Choice 2007•Boston Authors Club Recommended Book

•2007-2008 Great Lakes Great Books Award nominee

•2007-2008 North Carolina Children's Book Award nominee

•2007-2008 West Virginia Children's Book Award nominee

•2009 Beverly Cleary Children's Choice Award (OR) nominee

•2009 Pacific Northwest Young Readers Choice Award (WA, OR, ID)nominee
(accessed from http://www.gracelin.com/content.php?page=book_yeardog&display=awards_reviews)

Publisher’s Weekly – “The book's inviting design suggests a journal, and features childlike spot illustrations and a typeface with a hand- lettered quality. Girls everywhere, but especially those in the Asian-American community, will find much to embrace here.”

Booklist – “Lin does a remarkable job capturing the soul and the spirit of books like those of Hayward or Maud Hart Lovelace, reimagining them through the lens of her own story, and transforming their special qualities into something new for today's young readers.”

5th grade student -“This is a good book. It gives an idea of how someone from another culture keeps their traditions and also makes new friends.”

CONNECTIONS

This story would be a good introduction to how we are all different and how we get along in America. It also introduces the custom of Chinese New Year. Presented properly this holiday is very interesting to students.

Marx, David F. CHINESE NEW YEAR. ISBN: 9780516273754

Gleasen, Carrie. CHINESE NEW YEAR. ISBN: 9780778742982

MacMillian, Dianne M. CHINESE NEW YEAR: ISBN: 9780766030381

Book cover image from Barnes and Noble.

LS 5653 - Culture 5 - SEESAW GIRL

BIBLOGRAPHY

Park, Linda Sue and Tseng, Jean and Tseng, Mou-sien. 1999. SEESAW GIRL. New York: Clarion Books. ISBN: 0-395-91514-7

PLOT SUMMARY

Jade Blossom is a very spirited young girl in Korea in a time where well off women were not allowed outside the home. She longed to go on trips with her father, a counselor to the king, and her brother, Tiger Heart, to see beyond the walls of her home. Jade Blossom likes to create mischief within the household but her world is turned upside down when her Aunt, Willow, is married and moves out of the family home to live with her husband’s family. Jade Blossom even escapes the confines of her home to try and visit Willow who refuses to see her. Jade Blossom experiences many things on this adventure beyond the walls and is fueled by her desires to know more of the outside world.
There is an Author’s note at the end as well as a bibliography of references regarding the prisoner’s mentioned in story.

CRITICAL ANALYSIS

This story takes place in past before motorized transportation. There are very few illustrations in the book which are in grayscale. They show the people with a different eye shape and black hair. The women mostly have their hair high up on their heads. The females are wearing a kimono style clothing. The men have pants with a tunic style shirt. The housing is shown with rice paper doors, shoes being left outside, screens, and low furniture. The culture represented is Korean. Jade Blossom learns how to do embroidery on silk and longs to have educational lessons like her brother. She does not seem to like the rules imposed on her simply for being a girl. Jade Blossom also has difficulty accepting without questioning.

REVIEW EXCERPTS

School Library Journal Best Books, 2001
ALA Booklist Editors' Choice, 2001
New York Public Library, "100 Titles for Reading and Sharing", 2001
Parents' Choice Memorable New Title, Fall 2001
(accessed from http://www.lindasuepark.com/books/seesawgirl/seesawrev.html)
Children’s Literature – “In this historical look at Korea, readers are taken to the third century of the Choson Period (1300-1880), when upper class females were not allowed to leave the inner court of their family compound. Young Jade Blossom feels so confined by this and other confining traditions that she plays pranks on the boys, escapes to the outside world for a brief time, and even dabbles in the male art of painting.”

School Library Journal – “Her mother recognizes Jade's longings and shows her that it is possible to be content with her life. Like Jade's stand-up seesaw, Park's novel offers readers a brief but enticing glimpse at another time.”

Kirkus Reviews-“Park's afterword tells of a Dutch ship that ran aground in Korea near the time of the story, and what happened to the prisoners Jade's father defended. The evocative descriptions and Jade's intensity in creating new ways to learn will capture and hold readers.”

CONNECTIONS

The book could be used as a way to show how the Korean culture has changed throughout the years. It can also be used to compare and contrast how women were and are viewed in various cultures in the world.

Kristof, Nicholas D. and WuDunn, Sheryl. HALF THE SKY: TURNING OPPRESSION INTO OPPORTUNITY FOR WOMEN WORLDWIDE. ISBN: 9780307387097

Thomsen, Natasha. WOMEN’S RIGHTS. ISBN: 9780816068098

Alter, Judy. WOMEN’S RIGHTS.ISBN: 9781602791336

Book cover image from Barnes & Noble.

LS 5653 - Culture 4 - THE STORY OF THE MILKY WAY

BIBLOGRAPHY

Bruchac, Joseph and Ross, Gayle and Stroud, Virginia A. 1995. THE STORY OF THE MILKY WAY: A CHEROKEE TALE. New York: Dial Books for Young Readers. ISBN: 0-8037-1737-7.

PLOT SUMMARY

This story is a Cherokee folktale that has been passed down through the generations. It describes how most of the stars got into the sky. The story starts in the past when the Cherokee’s gathered large amounts of corn to sustain themselves through the winter. One morning an elderly couple discovers the lid of a basket knocked off and some of the corn meal had been taken. They are very upset and their grandson decides to wait in the forest that night and keep a vigil. What is sees startles him as it is an eerie light in the shape of a dog eating the cornmeal. He tells his family about the incident and they all go to the Beloved Woman, a leader in the tribe. She was wise and developed a plan. The entire town waited that night in the forest with their drums and rattles. When the spirit dog came to eat they made loud noises and chased him off. He leapt into the sky and everywhere the cornmeal landed became a star in the sky. The Cherokee call it” the place where the dog ran”. And that was the beginning of the Milky Way.

CRITICAL ANALYSIS

This story exhibits a concept that has been used for many years. The art of storytelling for the purpose of explanation. Many cultures have come up with stories to explain events that happened in nature or the world around them. The Native American culture has been known of treasuring Mother Earth and her blessings.
The clothing displayed in the illustrations is not what one would consider typical of Native American clothing. The people wore what looked like loomed cloth in many colors and patterns that had been cut and sewn together to make long dresses, pants, robes and turban looking hats for the men. Their hair was long on the women and short on the men with no braids. The text exhibited a storyline that I would consider a folktale passed along through time. It contained references to the wise woman and a spirit like dog. Their interactions along with the people of the village explain how so many stars got into the sky. The story was short and to the point without a lot of extra events that clouded the main purpose of the text.

REVIEW EXCERPTS

Publisher’s Weekly – “With lyric simplicity this retelling of a Cherokee folktale posits an explanation for the origin of the Milky Way, at the same time stressing the merits of communal labor.”

Children’s Literature – “Great things can be accomplished when a community works together. This is the timeless message conveyed in this traditional Cherokee legend.”

School Library Journal – “Bruchac and Ross retell a Cherokee tale with simplicity and respect.”

Booklist – “Beautifully illustrated in Cherokee-Creek artist Stroud's signature style, this charming retelling of a traditional Cherokee legend will appeal to listeners young and old. Source notes and a brief history of the forced removal of the Cherokees, known as the Trail of Tears, are included.”

CONNECTIONS

Joseph Bruchac has written over seventy books for children and adults including fiction, poetry and folktales. This would be an excellent addition for an author study. Another choice would be to include this work with other folktales from different cultures.
Nelson Mandela –NELSON MANDELA’S FAVORITE AFRICAN FOLKTALES. ISBN-9780393329902
Jane Yolen- FAVORITE FOLKTALES FROM AROUND THE WORLD. ISBN-9780394751887
Peninnah Schram –THE HUNGRY CLOTHES AND OTHER JEWISH FOLKTALES. ISBN-9781402726514

Book cover image from Barnes and Noble website.

LS 5653 - Culture 4 - JINGLE DANCER

BIBLOGRAPHY

Smith, Cynthia Leitich and Van Wright, Corneluis and Hu, Ying-gwa. 2000. JINGLE DANCER. NewYork: Morrow Junior Books. ISBN: 0-688-16241-X.

PLOT SUMMARY

This story is about Jenna who happens to be of the Muscogee Nation and also of Ojibway descent. Jenna is a young girl of Native American descent and has dreams of dancing the jingle dance at the powwow. Jenna watches video of her Grandma Wolfe dancing to learn the steps and her Grandma agrees to let her dance with the girls at the next powwow but there is no time to make jingles for her dress. Jenna is sad that her dress will not “sing” when she dances because it will be missing jingles. Jenna goes to see three female family members and friends and asks them for a row of jingles for her dress. Her Great-aunt Sis gives her a row and tells her that her legs don’t work well anymore. Mrs. Scott gives her a row of jingles since she will be selling fry bread and Indian tacos at the powwow. Cousin Elizabeth gives her a row of jingles since she will be working of a big law case and won’t make it to the powwow. Jenna decides to ask her Grandma Wolf for the last row of jingles for her dress. Grandma agrees and they work on her dress together to get ready for the powwow. Jenna is very proud to dance the bounce-steps in her jingle dress at the powwow and she remembers all those ladies who lent their jingles.

CRITICAL ANALYSIS

There is an author’s note at the end of the book giving more detailed information about the jingle dress and dance. Also, a glossary of a four words follows the author’s note and gives more explanation as to their meaning in Native American culture.
The illustrations depict what I would term a typical American home and lifestyle. There are only a few items in the pictures that would discern a culture: Jenna’s dream, eagle feathers, the video on the tv, a dress hanging on a door, a bag of jingles, Mrs. Scott’s jewelry, her cousin’s dreamcatcher, Jenna’s moccasins for the dance, a braided basket on a table and the powwow itself. The character’s appearance is dark hair and tan skin tones.
As Jenna is on her search for jingles her Great-aunt Sis tells her a Muscogee Creek Story about Bat. This story helps Jenna realize that she must try hard even though she is small to make a difference with her jingle dance. Jenna shows great pride in her heritage and wants to continue the tradition of the jingle dancer. Many times young people either except their heritage or try to deny their culture and choose a new route. Jenna embraces the dance and its meaning and finds a way to borrow jingles so her dress will “sing” like Grandma Wolf’s dress. She meticously practices the steps so she will know them at the time of the powwow.

REVIEW EXCERPTS

Notable Children's Trade Book in the Field of Social Studies and a Selector's Choice for 2001
2001 2 x 2 Reading List of twenty books recommended for children ages two through second
grade by the Texas Library Association
One of five finalists for the children's/YA division of the Oklahoma Book Award
Runner-up for the Storyteller Award from the Western Writers Association
Named a CCBC Choice for 2001
Debuts That Deliver (Book Magazine)
Editor's Choice, Library Talk
featured in GREAT BOOKS ABOUT THINGS KIDS LOVE by Kathleen Odean
2002 Read Across Texas Bibliography (Texas State Library and Archives Commission

Children’s Literature – “Jenna dreams of having a dress with jingles for the upcoming powwow, but as her grandmother notes, there aren't any extras and there isn't enough time to make them.”

School Library Journal – “This picture book will not only satisfy a need for materials on Native American customs, but will also be a welcome addition to stories about traditions passed down by the women of a culture.”

Kirkus Reviews – “The author is deliberately showing us, it would seem, that all Native Americans are not poor or live on rundown reservations. A useful portrayal of an important cultural event in a Creek girl's year.”

CONNECTIONS

This text would be a good starting point for a study of Native American Cultures.
Boraas, T. THE CREEK: FARMERS OF THE SOUTHWEST. ISBN: 9780736815666
WILLIAM AUGUSTUS BOWLES : DIRECTOR GENERAL OF THE CREEK NATION.
ISBN: 9780820335582

One would have to be careful as to the age of the audience and what materials are used. There are many events in the Native American culture that would be inappropriate for younger students.

Book cover image by Barnes and Noble website.

LS 5653 - Culture 4 - CLOUD CHAMBER

BIBLOGRAPHY

Dorris, Michael. 1997. CLOUD CHAMBER. Thorndike, Maine: Thorndike Press. ISBN: 078620981

PLOT SUMMARY

This is the story of Rose Mannion and her descendents. The story starts in Ireland and ends up in the United States across Kentucky, California and finally to Montana. Rose loves a man who is an English sympathizer and ends up hung for his actions. Rose makes a table from the tree and carries it to America along with Martin McGarry who seems to be caught up in the whole mess of trouble. Rose and Martin have two sons, Andrew and Robert. Each man had different ends but Rose outlived all the men in her life. Robert married, Bridie, and had two daughters, Edna and Marcella. Marcella had an affair with an African American, Earl, and became with child. Edna helped them run away to California where Elgin was born. Earl joins the military service and is killed overseas. Marcella and Elgin return to Kentucky and by the time Elgin is out of high school he has enlisted in the service. In a strange twist of events he finds his way to where his father was killed and discovers that his father had been living in the small town up until three years ago when he died. Elgin decides not to tell his mother of the events and returns to the states where he has a romance with Christine, an Indian from Montana, and has a daughter, Rayona. In the end Rayona takes on the name of Rose, the matriarch of the family and the reason for some many things in the past.

CRITICAL ANALYSIS

As this culture we are studying was Native American I expected more of that culture to show through instead of Ireland and Kentucky. The chapters and numbered and named for a character or main event in the story. The only part of the story where Native Americans are mentioned is near the ending when Rayona takes on her new name and her father, mother and Aunt come to Montana for the occasion. This happens in modern times and there are mentions of the reservation and these living conditions they are faced with on a daily basis.
The story itself was sometimes difficult to follow with the twists and turns of the characters and even jumping backward in time. The story did not have any illustrations to support the text and one had to use the descriptions the author provided to visualize the story. This was not was I expecting by the title of the book and the culture we are analyzing.
The story does show how a family developed, tolerated each other, loved each other, kept secrets and through all of the events in their lives spanning five generations had a type of enduring quality that one could connect with their own family. I particularly enjoyed the part when Edna and Marcella go back to Ireland to spread Rose’s ashes by the tree that took her only love. It makes you wonder what you would do for a family members last wishes.
When you read Dorris’ biography online you will note that his characters take on some of the characteristics in his own life.

REVIEW EXCERPTS

Publisher’s Weekly – “Dorris brings the strands of his narrative together in a deft conclusion-a naming ceremony, in which Rayona takes Rose's name, and in which we see the youngest member tenderly managing three disparate generations and loving them all in her own intrepid way. Thus Dorris provides a moving and persuasive image of a reconciliation for which America still yearns.”

Library Journal – “Altogether, this is a fine book whose literary excellence is matched by its accessibility to general readers and young adults. Highly recommended.”

The Washington Post - Alice McDermott – “The book's distinction is its vivid, intelligent portrayal of our perpetual, universal and most inextinguishable longing for both transcendence and—here's the rub—communion in love.”

Chicago Tribune - Sandra Scofield – “A thoroughly absorbing novel remarkable for its lyricism, compassion, humor and thumping good story, all characteristics one has come to expect of the author's work. To my mind, Cloud Chamber is his best yet.

CONNECTIONS

This book is suitable for older students due to the content of the text. You could pair this book with others that explore several generations of a family in one resource. Being a work of fiction you could try and find those points which are historical.

Book cover image from Barnes and Noble.

LS 5653 - Culture 3 - TOO MANY TAMALES

BIBLOGRAPHY

Soto, Gary and Martinez, Ed. 1993. TOO MANY TAMALES. New York: G.P. Putman’s Sons. ISBN: 0-399-22146-8.

PLOT SUMMARY

This is a story about Maria and how she helps her family make tamales for a Christmas meal. In helping with the tamales Maria puts on her Mother’s special ring. Later, after all the tamales have been cooked Maria remembers the ring and convinces her cousins to help her eat all of the tamales to find the ring. They eat all the tamales only to discover – no ring! Maria goes to her mother head hung low and just as she gets ready to recount the events she sees the ring on her mother’s finger! Maria tells her mother about the tamales and the whole family goes to the kitchen to make some more tamales. Maria’s cousins are not very happy with the thought of eating any more tamales!

CRITICAL ANALYSIS

Soto shows a combination of Hispanic and American influences in the story. The food and how it is prepared is authentic even with a few Spanish words here and there. The illustrations show a cross over with the American culture. The clothing of the characters is not typically Hispanic or Spanish. The men are wearing sweaters and even a tie. The ladies are in dresses or skirts that do not show the flair for colorfulness that one would think of for the Hispanic culture of the past. The illustrations are portraying a more modern family. The story itself is heartwarming as Maria does not want to disappoint her mother and lose the ring and shows how across the cultures cousins can persuade each other to help out in a crisis. None of the adults seem bothered by the situation it is only the children who ate “too many tamales” that are groaning in the background, except for Maria who is happily kneading the masa once more to make more tamales to replace the ones eaten.

REVIEW EXCERPTS

Publisher’s Weekly –“Soto allows the celebrants a Hispanic identity without making it the main focus of the text.”

Children’s Literature –“ Everyone can identify with Maria's panic and the too-full tummies, but this also inspires children to share the way their own family celebrates holidays.”

Booklist starred review- “More than the usual feel-good holiday celebration of ethnic pride, this warm picture book about a Latina child at Christmas is rooted in cultural tradition and in the physicalness of happy family life, with echoes of universal fairy tale. It's also a very funny story, full of delicious surprise.”

CONNECTIONS

This story has been used in classrooms a lot. There have even been study guides written to go along with the story. This is an excellent book to teach honesty, helping out your family and even Christmas traditions.
Website – Teacher Vision - http://www.teachervision.fen.com/lesson-plan/reading-comprehension/48613.html

Website – Scholastic discussion guide - http://www2.scholastic.com/browse/collateral.jsp?id=36802

Santiago, Esmeralda. LAS CHRISTMAS: FAVORITE LATINO AUTHORS SHARE THEIR MEMORIES OF CHRISTMAS ISBN: 9780375701559

Book cover image is from the Barnes and Noble website.

LS 5653 - Culture 3 - THIS BIG SKY

BIBLOGRAPHY

Mora, Pat and Jenkins, Steve. 1998. THIS BIG SKY. New York: Scholastic Press. ISBN: 0-590-37120-7

PLOT SUMMARY

The book is a collection of poems written by Pat Mora. The titles of the poems allude to topics such as the sky, lizards, snakes, mountains, suspense, people, raccoons, holidays, night, deserts, birds, and dusk.

CRITICAL ANALYSIS

This book of poetry contains poems about items that you might encounter in the southwest region of the United States and possibly Mexico. There is a sprinkling of Spanish words in a few of the poems which lends itself to authenticity. The poem topics deal with animals, people, or items that one would find in the Hispanic culture or demographic area especially the southwest. There is a glossary at the back of the book to translate those words along with the pronunciation guide. There is not a set format for the poems as some of them are longer than others and then some are spaced out differently than regular text. All of the poems do not necessarily have rhyming parts at the ends of the lines. When you read the poems you can imagine the sounds or sights Mora is trying to guide you to in the reading. The poems are short no more than page at the longest. The illustrator, Jenkins, does a good job at placing just enough visionary detail as to not detract from the poem but just add some detail for the poem.

REVIEW EXCERPTS

Book Publishers of Texas Award for Best Book for Children or Young People, Texas Institute of Letters, 1998
1999, Notable Children’s Trade Book in the Field of Social Studies
"One Hundred Books for Reading and Sharing, 1998," The New York Public Library Finalist, PEN Center USA West 1999 Literary Award in Children’s Literature
Publisher’s Weekly Starred Review -"Mora celebrates America's vast, otherworldly Southwest in 14 poems that will delight readers with their playfully evocative images. Jenkins offers cut-paper art in tones that reflect the sun-baked region."

Children’s Literature - “These spare and dramatic poems transport readers to the American Southwest-where the sky often does seem big.”

School Library Journal – “This gem is both a lovely poetry book and an evocative look at a magical place.”

Kirkus Reviews –“Some of the poems have an ear-pleasing music that lifts the words from the page and sets them dancing.”

CONNECTIONS

This is an excellent book to introduce young students to poetry with a Latino background. Pat Mora also has several other poetry and story books that could be used in an author study.
ABUELOS -ISBN-13: 9780888997166
AGUA, AGUA, AGUA -ISBN-13: 9780673362926
THE BAKERY LADY -ISBN-13: 9781558853430
A BIRTHDAY BASKET FOR TIA -ISBN-13: 9780689813283
BOOK FIESTA! -ISBN-13: 9780061288777
CONFETTI -ISBN-13: 9781880000250
DELICIOUS HULLABALOO-ISBN-13: 9781558852464
THE DESERT IS MY MOTHER-ISBN-13: 9781558851580
LISTEN TO THE DESERT-ISBN-13: 9780618111442
MARIA PAINTS THE HILLS-ISBN-13: 9780890134016

Book cover image is from Barnes and Noble website.

LS 5653 - Culture 3- PAINT THE WIND

BIBLOGRAPHY

Ryan, Pam Munoz. 2007. PAINT THE WIND. New York: Scholastic Press. ISBN -13:9780439873628.

PLOT SUMMARY

This is a very moving story of a little girl named Maya. Maya has lived with her very strict Grandmother in California after her parents are killed in an accident six years ago. Her father was a businessman in California and her mother was a free spirit from the mountains. In a strange twist of events her Grandmother passes away and Maya is sent to live with her Mother’s family which the Grandmother kept away from Maya. Maya begins to understand her passion for horses and how her life is intertwined with a horse named, Artemisia. Maya makes an adult decision to help Artemisia and gets separated from her family by an earthquake and flood. Artemisia comes to Maya’s rescue and helps her get back to camp where her family is waiting. Maya understands the freedom her mother felt being with the horses and does not try and keep Artemisia captive and lets her go free on the range.

CRITICAL ANALYSIS

Pam Munoz Ryan does an excellent job of meshing the elements of the story together. This was a book that I did not want to put down but keep on reading. They way she describes the people and the environment you can “see” the mountains and the camp and even the staunch Grandmother’s house. The descriptions are what I would expect of the Hispanic culture as far as the clothing and hairstyles for a modern story set in the United States. This story does not present the culture of Hispanic’s in their native land. The characters in the story have been “Americanized” in a matter of speaking. There were no illustrations in the text. I enjoyed seeing the character of Maya unfold as she discovers information about her parents from her mother’s side of the family. Her paternal grandmother had cut her mother out of every photograph in every album in the house. Maya only had one photo she kept hidden of her mother along with some toy horses of her mother’s. Through the dialogue with the other characters Maya learns why her grandmother would have done such things as keep her away from her family. Maya grows and learns a lot in the pages of this story.

REVIEW EXCERPTS

Publisher’s Weekly – “When her imperious grandmother dies suddenly, 11-year-old Maya, an orphan, is sent to Wyoming to live with her mother's family-strangers to her, thanks to her grandmother's high-handed notions.”

VOYA –“Told through the eyes of Maya, a young girl kept in recluse-like conditions by her grandmother since her parents' death, and by Artemisia, a wild horse on the Western ranges, the chapters move from walk through gallop, which girl and horse must both learn to do.”

Children’s Literature –“The story will enthrall young horse lovers while also pleasing fans of Ryan's previous work featuring strong female protagonists who solve their own problems in a unique way.”

School Library Journal – “Against enormous odds, Maya makes it to safety with the help of Artemisia, and through these experiences her connection to her family and to the natural world are secured.”

CONNECTIONS

This story would be a good addition to a unit about families, wild horses, life in the mountains and coming of age.
Here are a few resources that would go well with the story.
Ginger Kathrens's Cloud: Wild Stallion of the Rockies (BowTie, 2001) ISBN: 9781889540702
TOUCHING WILD HORSES, DVD
CABALLO:WILD HORSES OF NORTH AMERICA, DVD
One could also research the wild mustang relocation centers.

Book cover image is from the Barnes and Noble website.

LS 5653 - Culture 2 - TEARS OF A TIGER

BIBLOGRAPHY

Draper, Sharon M. 1994. TEARS OF A TIGER. New York: Atheneum Books for Young Readers. ISBN: 0-689-31878-2.

PLOT SUMMARY

This is the first book in a trilogy about Hazelwood High School. The book is about a young man named Andy and how he relates after driving a car that was involved in an accident that killed his best friend. The book covers a seven month period and delves into the lives of Andy and his friends: Keisha- the girlfriend, B.J.-friend in the accident, Tyrone – friend in the accident, and Rhonda- friend to all. All of Andy’s friends and teachers try to help him adjust and move on but it seems very difficult for Andy to shake loose of the guilt from the accident. Andy does see a psychologist for a while after the accident and seems to be better and the sessions are called to an as needed basis. After this Andy’s academic, social and mental well being begin to spiral downward. The book ends tragically with Andy unable to cope with life after the accident and he commits suicide.
The social indications in the book surrounding the characters seem true to African Americans in today’s society. The language used between the students and interactions with the teachers were authentic. There were only a few references to clothing which seemed appropriate.

CRITICAL ANALYSIS

This book is very relevant to today’s youth since the novel covers: drinking and driving, car accidents, teenage death, responsibility and consequences, school, college, parents expectations, actions of parents and interactions between friends. Many parts of the book we see on the news and it reminds us of our own mortality. There is one section of the book where Andy tries to call out for help and the doors keep shutting in his face. It makes you wonder if someone you knew committed suicide and did you shut a door or leave it open. Draper does an excellent job portraying the characters and their interactions between newspaper articles, police reports, notes, letters, phone calls and just talking. The different modes of communication kept the reader interested in finishing the story. This story was written in a mainly African American high school but the topics are cross culturual since they apply to all of American culture.

REVIEW EXCERPTS
Coretta Scott King Award 1995
John Steptoe Award for New Talent
1996 ALA Best Book for Young Adults

VOYA – “As compelling a novel as any published in the last two decades. Buy it, read it, share it” (back cover)

School Library Journal “ This moving novel will leave a deep impression.” (back cover)

Publisher’s Weekly –“Draper's ambitious first novel tackles teenage drinking, suicidal depression and other front-page topics-and relates the action through dialogue or compositions ``by'' the characters.”

Booklist – “The story emerges through newspaper articles, journal entries, homework assignments, letters, and conversations that give the book immediacy; the teenage conversational idiom is contemporary and well written.”


CONNECTIONS

This would be an appropriate book for seventh grade and older. The topic would be useful when discussing drinking and driving and the consequences for actions taken. This would be an appropriate resource for Red Ribbon Week.

Website - Red Ribbon Week - http://www.justice.gov/dea/ongoing/red_ribbon/redribbon_history.html

Book cover image from Barnes & Noble.

LS 5653 - Culture 2 - SHOW WAY

BIBLOGRAPHY

Woodson, Jacqueline and Talbott, Hudson. 2005. SHOW WAY. New York:G.P. Putnam’s Sons. ISBN: 0-399-23749-6

PLOT SUMMARY

The story starts in the South of the United States during slavery. It talks about a little girl being sold away when she was just seven. She learns to sew and the quilt squares she sews becomes a way to “show” others the way to freedom. It goes on to show that the little girl grew up and had a little girl, Mathis May, who learned to sew and was also sold at age seven. Mathis May then sews quilts to “show the way” and clothes for the whites and slaves. She then has a little girl, that history lost her name, and when grown has a little girl named Soonie. Soonie learned to sew and grew up right after the Civil War in the 1860’s. Her family were sharecroppers. Soonie learned to sew the quilt squares also and others remembers the way. Soonie then had Georgiana who grew up to be a teacher and she had Caroline and Ann. These girls faced the Civil rights movement and segregation. The grow up and Ann has Jacqueline. Jacqueline learns to sew the quilt patches also and has a girl named Toshi. Toshi is told her family story by her mother and by the quilts.

The illustrations support the storyline. There are not any “spoken” parts of the characters it is just a story of their lives.

CRITICAL ANALYSIS

I enjoyed this book because it showed a chronological progression of a family line and how they interacted with slavery, war, independence, segregation, civil rights and true freedom. Sometimes the spoken words of the characters can muddle the story. This story had a clean and direct message of showing the way and preserving the family history. The story also had very relevant illustrations showing the conditions and tradtions of the slaves at that time period. Seeing how one family grew through the generations of slavery, share cropping, civil rights, segregation and then today's society was moving. The family never gave up even under painful circumstances.

REVIEW EXCERPTS
Newbery Honor Book

Publisher’s Weekly “Talbott uses the quilt motif in rousing ways, piecing together quotes or news items for a pair of spreads about one generation "walking in a line to change the laws" as well as in softly quilted patterns that tie together the love of a child, a theme throughout this elegantly designed volume.”

Children’s Literature, Susie Wilde-“This story sets up a pattern of how fabric, tales, and familial love thread through Woodson's family tree, becoming "show ways" that first guide slaves to freedom and later become symbols of how each generation found courage to live brave, artistic, full lives.”

School Library Journal “An outstanding tribute, perfectly executed in terms of text, design, and illustration.”

Kirkus Reviews “In this beautiful volume, quilts are the connecting threads of the generations, from Soonie's great-grandmother, sold away from her Virginia home as a girl of seven, to Soonie's great-great-granddaughter Toshi, Woodson's daughter.”

CONNECTIONS
This is an interesting way to tell a family history. One could tie this to a multitude of units of study: family, slavery, freedom, underground railroad, quilts and their meanings.
Here are some other resources that follow the same subject matter.
Deborah Hopkinson's Sweet Clara and the Freedom Quilt (1993) ISBN-13: 9780679874720
Deborah Hopkinson’s Under the Quilt of Night (2001) ISBN-13: 9780689877001
Doreen Rappaport's Freedom River (2000) ISBN-13: 9780786803507

Book cover image from Barnes & Noble.

LS 5653- Culture 2- MINTY

BIBLOGRAPHY

Schroeder, Alan and Pinkney, Jerry. 1996. MINTY: A STORY OF YOUNG HARRIET TUBMAN. New York: Dial Books for Young Readers. ISBN: 0-8037-1889-6

PLOT SUMMARY

Minty, AKA Araminta or Harriet, was living on the Brodas plantation in Maryland. She does not like her life as a slave and is sent from working in the house to the fields. She sets some animals free from their traps just as she wishes she was free. For this she is whipped and is then even more determined to run away. Her father, Old Ben, teaches her some skills in case she does decide to run away. She learns how to swim, catch food and “read” the forest. He also shows her the North Star and the “Drinking Gourd” to follow to freedom. The book ends with her crying herself to sleep and dreaming of freedom. The Author’s Note at the end the of book tells the factual story of Harriet Tubman’s adult life.
The language and clothing portrayed seem to fit the time period and ethnicity of the characters. The slaves did not speak proper English and were pictured in work clothing.

CRITICAL ANALYSIS

Even though the book was fictional as little is know of Harriet’s early life it still inspired the reader as to the strong will of such a young child to know that life was not right and there was a better place somewhere else. The illustrations support the text and add the vision one may need as reading through the story. When you finish reading the story you almost wish it were nonfiction so you could have a glimpse into her life as a young child. The book does show that it didn't matter to the slave owners how old the slaves were when they were punished. Minty is whipped as a young child. This is a fictional account but we do not know if the event really happened. This shows the disregard that the owners had for the slaves and some of them truely treated them as property and not people.

REVIEW EXCERPTS
Coretta Scott King Award Winner
ALA Notable Book
An American Bookseller "Pick of the Lists"A Time Magazine Best Children's Book of the YearWinner of the Christopher AwardAn IRA/CBC Children's Choice

Publisher’s Weekly “This fictionalized account of Tubman's childhood on a Maryland plantation provides a cruel snapshot of life as a slave and the horrid circumstances that fueled the future Underground Railroad leader's passion and determination.”

Children’s Literature “Schroeder gives a slice of Tubman's early life that reflects her spirited desire for freedom and the obstacles she faced in its attainment.”

School Library Journal “This is a dramatic story that will hold listeners' interest and may lead them to biographical material.”

Kirkus Reviews “Told in rhythmic prose and colloquial dialogue, the plot has actual events that are small, but it is rich with melodrama, suspense, pathos, and, of course, a powerful vision of freedom.”

CONNECTIONS

This would be an excellent book to introduce slavery, the Civil War, the underground railroad and many other topics for this time period. Even though it is fiction I think it gives a good beginning picture for younger students to understand what African Americans went through during this time.
Here are a few other references.
David A. Adler's A Picture Book of Harriet Tubman (Holiday, 1992) ISBN-13: 9780823410651
Ann McGovern's Wanted Dead or Alive: The True Story of Harriet Tubman (Scholastic, 1991) ISBN-13: 9780833562142

Book cover image from Barnes & Noble.

LS 5653 Culture 1- HELLO BABY!

BIBLOGRAPHY
For, Mem and Jenkins, Steve. 2009.HELLO BABY!. New York: Beach Lane Books. ISBN: 978-1-4169-8513-6

PLOT SUMMARY
The book is for reading aloud to young children. It starts with a babies hand and then shows a part of an animal or shadow and on the following page it show the animals and gives a short sentence for the animal. The animals portrayed are not all from one area but from different continents. At the end of the story you see an adult and babies hands reaching for each other. On the previous page there is the endearing question “ Are you my treasure?”.

CRITICAL ANALYSIS
The book was short as it was meant to be read aloud to young children. The illustrator, Steve Jenkins, did a good job in rendering the illustrations using a collage technique. I think this lends depth to the animals using the different layers. The book introduces the listener to different animals that they may not have encountered before in life. This is a simple book that can be used in a variety of different ways.

REVIEW EXCERPTS

Publisher’s Weekly Starred Review :“In mellifluous motherese, the narrator poses a series of playful questions to a baby” from the Mem Fox website

Kirkus Reviews Starred Review: “This picture book brims with fascinating animals, brilliant words and engaging artwork; it begs for cozy nightly readings.” From the Mem Fox website

Booklist Review:” Here, her rhythmic, rhyming couplets take the form of queries inviting kids to compare themselves to a zoo full of animals.” From the Mem Fox website

School Library Journal: “This collaboration results in a lovely read-aloud for preschool storytimes or a perfect selection for one-on-one sharing.-Lisa Glasscock” from http://search.barnesandnoble.com/Hello-Baby/Mem-Fox/e/9781416985136/?itm=3&USRI=hello+baby!#TABS

CONNECTIONS
This is a great read aloud for younger children. This could easily be used in a unit study about families and/or animals and their young.

Mem Fox website: http://www.memfox.com/welcome.html
Growing up wild 1: amazing animal babies, DVD
Shaw, Marjorie Betts. ZOOBOOKS: ANIMAL BABIES. ISBN-13: 9781888153057
Martin, Jr, Bill. BABY BEAR, BABY BEAR, WHAT DO YOU SEE?. ISBN-13: 9780805089905

Book cover image from Barnes and Noble website.

LS 5653 - Culture1 - THE SHADOWS OF THE GHADAMES

BIBLOGRAPHY
Stolz, Joelle. 2004. THE SHADOWS OF THE GHADAMES.New York:Delacorte Press. ISBN 0-385-90131-3
(originally published in France in 1999 by Bayard Editions Jeunesse(Les Ombres de Ghadames), translation by Catherine Temerson)

PLOT SUMMARY
Malika, about 12 years old, lives in a time where women have very different cultural roles than men. Malika has a half brother, Jasim, who is a little older than her. Her mother, Meriem, is steeped in tradition and does not like change. Her father’s second wife and Jasim’s mother is Bilkisu. She is a little more worldly and knows how to read and write. At the beginning of the story Malika’s father is getting set for a long journey to Turkey for business. In his absence many things happen including Bilkisu’s decision to go against tradition. Stolz’s description of the way the houses looked, the appearances of the people and dress and the customs of the times come to life throughout the story.

CRITICAL ANALYSIS
I enjoyed reading the story about two strong women who had different ideas of the future and how they were being conveyed to a young girl. Malika is approaching the age of marrying and forever leaving her childhood wonderings behind. She pays close attention to the unsaid looks and gestures as well as the spoken words in the household. I would have liked the story to be a little longer or have a follow up book.


REVIEW EXCERPTS
The Batchelder Award 2005
ALA Children’s Notable book 2005

Children’s Literature “This novel's females are independent, strong, and resourceful, mentoring each other, questioning rules, and adjusting societal expectations” Elizabeth D. Schafer from : http://search.barnesandnoble.com/The-Shadows-of-Ghadames/Joelle-Stolz/e/9780385901314/?itm=2&USRI=stolz%2c+joelle

School Library Journal “This quiet story is notable for the intimate picture of the traditional Muslim world that it conveys; unfortunately, not until the author's note at the end is the time period made evident.”Kathleen Isaacs from: http://search.barnesandnoble.com/The-Shadows-of-Ghadames/Joelle-Stolz/e/9780385901314/?itm=2&USRI=stolz%2c+joelle#TABS

Kirkus Reviews “Setting her tale at the end of the 19th century, Stolz not only weaves the sights, sounds, and daily rhythms of life in Ghadames into a vivid tapestry, she creates a cast of distinct characters, each of which displays a unique blend of strengths and weaknesses, as well as sometimes unexpected intelligence and compassion.” From : http://search.barnesandnoble.com/The-Shadows-of-Ghadames/Joelle-Stolz/e/9780385901314/?itm=2&USRI=stolz%2c+joelle#TABS

CONNECTIONS
This book would be useful for ages eight and above in studying world cultures, especially the middle east .

Willis, Terri. LIBYA. ISBN: 9780531124802
Hasday, Judy L. LIBYA. ISBN: 9781422200834

Book cover image from Barnes and Noble website.

LS 5653 Culture 1 - SOUL MOUNTAIN

BIBLOGRAPHY
Xingjian, Gao. 2000. SOUL MOUNTAIN.New York:Harper Collins.ISBN 0-06-621082-8
(originally published as LINGSHAN in Taiwan in 1990 by Lianjing Chubanshe later translated from the Chinese by Mabel Lee)

PLOT SUMMARY WITH CULTURAL MARKERS

The narrator is in China during the mid 1900’s. The narrator is the main character with some minor companions along the way. The narrator does not have a name in the story. The main theme is that the narrator is on a journey to document folk songs of the different villages and find a particular village by the name of Lingshan. During this journey the descriptions of the landscapes, people, housing, welfare and way of life are very detailed. Xingjian describes the different faces and houses of each of the villages the narrator encounters. The narrator has interactions with the local peoples and a lot of Chinese history is discussed.

CRITICAL ANALYSIS

In reading this book I discovered that although part of the book contained historical facts part of the book was fiction. As you read through the chapters you were thrown back and forth into different what seemed to be sub novels. There was his (the narrators) time in the mountains with the panda scientists, the stories with the young nurse, stories from his childhood which often were intertwined within the other stories, stories where he is on his own and exploring without a companion. The stories with the young nurse were hard to follow because of the back and forth conversations between them it was challenging to ascertain what was a “story” and what was really happening between them .

I understand that when a country goes through a cultural revolution (which is mentioned several times in the book) that many horrific events can take place. Over 30 of the 81 chapters in the book reference sex and most often rape. In some chapters it is mentioned more than once. In this respect this book was difficult to read to completion.

The well written descriptions of the landscapes and colors of the sky, people, ruins and other items were so expertly done that one could close their eyes and “see” the picture in front of them. The encounters with the priests and rituals were well documented and when reading you could feel the emotion of the time.

There is one line early in the novel that suggests he has found Lingshan. However, near the end of the novel he is still looking for Lingshan. The jumping around chapter to chapter in different places and with different people kept you on your toes to follow the storyline which at times seemed nonexistent.

REVIEW EXCERPTS AND AWARDS
Nobel Prize for literature 2000

Publisher’s Weekly “Seeking out old singers and shamans like a connoisseur of extinct cultures, Gao has created a sui generis work, one that, in combining story, reminiscence, meditation and journalism, warily comes to terms with the shocks of both Maoism and capitalism. Agent, Georges Borchardt. (Dec)” from http://www.amazon.com/gp/product/product-description/0060936231/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books


Booklist “Gao Xingjian's masterpiece expresses sorrow and anger, wonder and confusion, humor and metaphysics, lust and tenderness, and a profound longing for meaning and freedom. Donna Seaman” from http://www.amazon.com/gp/product/product-description/0060936231/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books


The Economist “He travels on the margins of society to evade political persecution and the horrors of collectivism in China's Past are often evoked.” From http://www.bookbrowse.com/reviews/index.cfm?book_number=686

Le Monde “Chinese literature [of the future] will have to contend with the creative energy and the daring of Gao Xingjian.” From http://www.bookbrowse.com/reviews/index.cfm?book_number=686

Courier-Mail ( Austrialia) “It is a relief to come to a book that celebrates the pleasures of literature with such gusto and knowingness.” From http://www.bookbrowse.com/reviews/index.cfm?book_number=686

CONNECTIONS
This would be a novel that could be used as part of a study about Chinese culture or history. Due to the sexual references I would exercise caution to the type of audience that would use the novel.

Nobel Prize Biography : http://nobelprize.org/nobel_prizes/literature/laureates/2000/gao-bio.html
Guillian, Charlote. CHINESE CULTURE. ISBN: 1432912186
Chai,May-Lee. CHINA A TO Z.ISBN: 97804522888874
Doeden, Matt. THE CHINESE:LIFE IN CHINS’A GOLDEN AGE. ISBN: 9780822586814

Book cover image from Barnes and Noble website.

LS5643 - Literacy and phonics

The Beginning
Without the right skills being literate is difficult and can affect daily life. The National Reading Panel in 2001 gave us the five pillars of reading: phonics, phonological awareness, comprehension, fluency and vocabulary. Phonics and phonemic awareness are my focus. A phoneme is a part used to create a word. There are forty-four in the English Language. One needs to understand the phonemes to decode and comprehend words.
When you are a baby you start to encounter language. Parents introduce words and concepts by speaking to the child. As the child grows their grasp of the language grows and they begin to speak on their own.

Phonics in Schools
A school library media specialist is in the right position to collaborate with teachers to find the best resources for children. They can also work on mini literacy lessons together. As students move through the grade levels their knowledge of phonics and phonemic awareness should grow with their ability to read, write and speak correctly. Some students do not move in a typical pattern and either excel quickly or lag behind their peers.

Phonics for Adults
Adult learners encounter many issues with phonics. They are either lagging behind in skills or coming from another language completely. Our class text case studies showed how being literate improved lives and self confidence. Public libraries and schools are trying to provide programs to help adults with literacy issues.

The Future of Phonics
The future is not clear as to what path phonics may take in our schools. We do know that it is a necessary part of learning to read. We just do not know how much emphasis will be placed on this concept over other methods of reading.

Conclusion
Phonics is very important to reading. Phonics and phonemic awareness are just two components in the reading process. We need to find a way to enrich children's lives before they are school age. The business world is recognizing that there is a gap and they are trying to help with grants and volunteers. It also depends on where you live in the United States as to how you pronounce certain words. In Texas we say "git" and mean "get". This can make it very confusing to learn English. We use phonics daily in our reading, writing and speaking even though we may be unaware we are using a skill taught so early in life. When everyone,parents, children, schools and community, work together to improve literacy then we improve our nation for generations to come in the future.