Aristotle and Dante Discover the Secrets of the Universe

BIBLIOGRAPHY

Sáenz, Benjamin Alire. 2012. Aristotle and Dante Discover the Secrets of the Universe. New York: Simon and Schuster. ISBN 9781442408920

PLOT SUMMARY

Aristotle (Ari) and Dante become quick friends during the summer of 1987.  Although it appears that they don’t have much in common, they later realize that they had more in common than they ever thought.

CRITICAL ANALYSIS

Ari is a character that most teenagers will relate to.  He struggles with finding a niche and doesn’t feel that he fits in.  He doesn’t have many friends.  When he meets (and becomes friends with) Dante, it is the first true friend he has really ever had.

This book chronicles the evolution of the boys’ friendship over about 2 years.  Dante and his family move to Chicago for the school year, but return the next summer.  The boys’ relationship ebbs and flows like real-life friendships. 

Aristotle and Dante Discover the Universe is truly a story of self-discovery, of Ari’s discovery of himself. 

Before reading this story, I had read reviews that made me think that homosexuality would be a much larger part of this story than it actually was.  I had made the assumption that this would be story about a romance between two boys.  And in some ways, it is.  But this story is bigger than that.  Sáenz has successfully created a story that makes homosexuality only a minor characteristic of characters and in no way is negative.  As a parent, I found the Ari’s and Dante’s parents’ love for them to be beautiful and powerful. 

The impact that this book may have on teenagers who are struggling with their sexuality should not be underestimated.  It is beautifully written and I highly recommend it.  This is the kind of book that leaves you thinking about the characters long after you finish it.

REVIEW EXCERPT(S)

Horn Book Guide: “Two boys, Ari and Dante, strike up a friendship that will change their lives in ways both subtle and profound. When Ari saves Dante's life but breaks his own legs in the process, it cements the bond between the two Mexican American families. Ari's first-person narrative--poetic, philosophical, honest--skillfully develops the relationship between the two boys from friendship to romance.”

Publisher’s Weekly: “The story swells to a dramatic climax as Ari’s loyalties are tested, and he confronts his most deeply buried fears and desires. It’s a tender, honest exploration of identity and sexuality, and a passionate reminder that love—whether romantic or familial—should be open, free, and without shame.”

CONNECTIONS

Emily M. Danforth. The Miseducation of Cameron Post. ISBN 9780062020574

David Levithan. Two Boys Kissing. ISBN 9780307931900

Close to Famous

BIBLIOGRAPHY

Bauer, Joan. 2011. Close to Famous. New York: Viking. ISBN 9780670012824

PLOT SUMMARY

Foster McFee and her mother are on the run from Elvis when they stop in the small town of Culpepper.  They don’t plan on staying, but Foster and her mother quickly carve out a place in the town.

CRITICAL ANALYSIS

After reading this book, I fell in love with Joan Bauer’s writing style.  This story is witty, fresh, and engaging.  Foster is such a likeable character that I was completely hooked before the end of the first chapter.  This book will mostly appeal to girls, but its content could apply to both genders.

Foster and her mother are on the run from her mother’s abusive boyfriend.  Readers quickly learn that Foster’s short life has not been easy.  Her father died in Iraq years before and she struggles with his death.  She also has a learning disability.  She tries to overcome these obstacles by excelling as a baker. 

Despite the fun minor character and cute plot lines, the real focus of this story is Foster’s struggle to learn to read.  Foster becomes unlikely friends with Miss Charleena, a movie star, who works with her on her reading.

Bauer is very respectful with her explanations of Foster’s struggles.  Foster may struggle with reading, but like everyone, she has other talents.  Bauer has created an accurate and respectful example of what life with a learning disability is like.

I highly recommend this book.

REVIEW EXCERPT(S)

Horn Book Guide: “On the run from Mom's ex-boyfriend, twelve-year-old cupcake-baker Foster McFee and her mother wind up in Culpepper, West Virginia. There, an odd assortment of characters come together like the ingredients for one of Foster's favorite confections. Foster's engaging first-person voice and interior monologue, the solid characterization, and the nimble, fast-paced prose are the quality ingredients of this tale cooked to perfection.”

School Library Journal: “The story is fast paced, and readers will be rooting for likable and gutsy Foster, who expresses her views on life in baking metaphors. The quirky residents of Culpepper are equally believable and appealing. Youngsters will find this story tastier than a batch of Foster's triple chocolate cupcakes.”

Publisher’s Weekly: “Bauer skillfully brings readers to the heart of Culpepper with rich depictions of a contemporary small town and its residents and rhythms. The characters' eventual triumphs are the type that this author's fans eat up.”

CONNECTIONS

Lisa Greenwald. My Life in Pink and Green. ISBN 9780810989849

Heather Hepler. The Cupcake Queen. ISBN 9780142416686

Habibi

BIBLIOGRAPHY

Nye, Naomi Shihab. 1997. Habibi. New York: Simon Pulse. ISBN 9780606163200

PLOT SUMMARY

Liyana and her family move from St. Louis to Palestine.  In Habibi, Naomi Shihab Nye details Liyana’s transition and exploration of Palestine.

CRITICAL ANALYSIS

The protagonist of this story, Liyana, is a character typical of any American girl.  As the story begins, Liyana has just gotten her first kiss as her parents announce they are moving to Palestine.  Liyana’s father is Palestinian and moved to the United States when he was training to be a doctor.  Liyana’s mother is American.  The parents have decided that it is a good opportunity for their children, Liyana and Rafik to discover their Palestinian roots.  Liyana and Rafik represent typical American children and readers will be able to relate to their actions.

The setting of this story is split between St. Louis and Palestine, with the majority of the story taking place in Palestine.  Throughout the story, Liyana must navigate a new world.  Her clothing is no longer appropriate and her behavior faces criticism from her father.  Liyana quickly befriends Omer, a Jewish boy.  Liyana’s family’s tentative acceptance of Omer speaks to the open hearts that many people have.

The conflict between Palestinians and Jews was not thoroughly explained in the book.  While that may be appropriate for younger readers, I found myself curious about how Liyana’s family would fit into the conflict.

Nye expertly includes cultural markers throughout this story and they are an integral part of this story.  Food preparation was frequently included and Liyana refers to her mother’s cooking often.  Although Liyana’s grandmother lives a very traditional lifestyle, Liyana and her family are very modern.  In this way, Nye defies some stereotypes and it was refreshing to see that, although there were many differences, there were also many similarities between their lives in both countries.

REVIEW EXCERPT(S)

Horn Book Guide: “When Liyana Abboud is fourteen, her father decides that the time is right to move the family from St. Louis to his native Jerusalem. Inevitably, Arab-Israeli tensions enter into the story, but the message isn't preachy and remains almost secondary to the story of Liyana's search for her identity. The leisurely paced text contains poetic turns of phrase that accurately reflect Liyana's passion for words and language.”

Booklist: “The story is steeped in detail about the place and cultures: food, geography, history, shopping, schools, languages, religions, etc. Just when you think it is obtrusive to have essays and journal entries thrust into the story, you get caught up in the ideas and the direct simplicity with which Nye speaks.”

School Library Journal: “Though the story begins at a leisurely pace, readers will be engaged by the characters, the romance, and the foreshadowed danger. Poetically imaged and leavened with humor, the story renders layered and complex history understandable through character and incident.”

CONNECTIONS

Readers who enjoyed Habibi might also enjoy these books that have similar settings:

Ibtisam Barakat. Tasting the Sky: A Palestinian Childhood. ISBN 9780374357337

Cathryn Clinton. A Stone in My Hand. ISBN 9780763647728

The Year of the Dog

BIBLIOGRAPHY

Lin, Grace. 2006. The Year of the Dog. New York: Little, Brown and Company. ISBN 0316060003

PLOT SUMMARY

The Year of the Dog tells the story of a young girl, Pacy, and her experiences growing up as a Taiwanese-American.

CRITICAL ANALYSIS

In The Year of the Dog, Lin writes a story that is engaging and delightful.  The story chronicles Grace (or Pacy as she is known at home) and her quest to “find herself.”  Pacy is a charming main character, and readers will like her immediately.  Readers, especially young girls, of all races will be able to relate to her feelings about trying to fit in and navigate the social circles of school.  This theme is present throughout the story. 

At the beginning of the story, Pacy meets another Taiwanese-American girl, Melody.  The girls become fast friends.  Although they are similar, they find that they are quite different as well. 

Lin has incorporated small black and white drawings throughout the story.  These drawings are simple and add to the authenticity of the narration.

Throughout the story, Line breaks up the story by inserting stories from Grace’s different family members.  This provides a historical and cultural context for Pacy’s experiences.

Lin excels at including cultural markers in this story and examples can be found on almost every page.  The story is narrated by a childhood and throughout the story, Pacy explains cultural issues to the reader.  Her explanations are directed to young readers and are simple, yet informative.  For example, when Pacy has a new cousin, she explains how the extended family gives red eggs to the baby. 

Lin also tackles tougher issues, like racism.  For example, Pacy and her family attend a Taiwanese convention.  Pacy struggles with not being American enough for the Americans and not Chinese enough for the Asian population.  While at the convention, Pacy encounters this racism:

“You’re a Twinkie” another girl said.  “My brother said Chinese people who are Americanized are Twinkies.  Yellow on the outside, but white on the inside!” (p. 101).

This example is a brief summarization of Pacy’s identity struggles that continue throughout the book.

I especially enjoyed Pacy’s description of her family’s Thanksgiving celebrations in Chapter 27.  Her descriptions make it clear to readers how the family has adopted customs from both cultures.

Overall, this book was an enjoyable read and it presents cultural issues respectfully and with humor.

REVIEW EXCERPT(S)

Publisher’s Weekly:  "Lin creates an endearing protagonist, realistically dealing with universal emotions and situations," in this "autobiographical tale of an Asian-American girl's sweet and funny insights on family, identity and friendship.”

Horn Book:  “For Taiwanese-American Pacy, sorting out her ethnic identity is important, and she wonders what she should be when she grows up. Writing and illustrating a book for a national contest makes her think that perhaps she can become an author of a "real Chinese person book." Lin offers both authentic Taiwanese-American and universal childhood experiences, told from a genuine child perspective.”

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.”

CONNECTIONS

Readers who enjoyed The Year of the Dog will enjoy the following books in the Pacy Lin series:

Grace Lin. The Year of the Rat. ISBN 1439596891

Grace Lin. Dumpling Days. ISBN 0316125903

Tree of Cranes

BIBLIOGRAPHY

Say, Allen. 1991. Tree of Cranes. Boston: Houghton Mifflin. ISBN 039552024X.

PLOT SUMMARY

Tree of Cranes is the story of a young Japanese boy who is celebrating his first Christmas.

CRITICAL ANALYSIS

The protagonist of this story is a young Japanese boy.  Although Say does not identify his age, the boy is “not yet old enough to wear long pants” (p. 4).  The story begins with the young boy catching a cold from playing near the pond, even those his mother had warned him not to play there.  The boy returns home, and his mother acts strangely for the rest of the day.  He is confused about her behavior and she finally admits the reason—she has been preparing for Christmas.  Even though the mother is Japanese, she was born and raised in California.  In Tree of Cranes, she introduces the American custom of Christmas to her young son.

The beauty of this story is in the fusion of the two cultures.  Instead of decorating the Christmas trees with traditional American’s decorations, the mother uses paper cranes and candles.

Say’s illustrations are beautiful and culturally accurate.  The mother and boy wear traditional clothing in the pictures, but the father is wearing a Western suit and tie.  Skin coloring and hair texture are accurate and respectful of the culture.  The colors of the watercolor illustrations are vibrant.

In addition to the cultural markers in the illustrations, Say identifies typical food (rice gruel, sour plum, and yellow radishes).

Overall, this book would be a wonderful introduction to the holiday celebrations in other cultures.  This story is unique as it presents Christmas from an outsider’s perspective. Tree of Cranes would be a wonderful addition to any collection.

REVIEW EXCERPT(S)

Booklist: “Infused with gentle nostalgia, the quiet, graciously told picture book is a perfect blend of text and art.”

Publisher’s Weekly: “Heedless of Mama's warnings, a Japanese boy cannot resist playing at an ice-cold pond ``filled with carp of bright colors.'' When he comes home, he is immediately treated for a cold, with a hot bath and rice gruel. His mother's attitude chills him more than the weather, though; he cannot understand why she seems to be ignoring him. Hearing a noise in the garden, the boy spies Mama digging up the pine tree that was planted when he was born. She brings it inside and decorates it with paper cranes and candles. It is a Christmas tree, the first for the boy, and the first in many years for his mother, who tells her son she comes from ``a warm place called Ca-li-for-ni-a.'' 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. Say (The Bicycle Man, El Chino), who came to this country from Japan when he was a teenager, again exhibits a laudable sensitivity to Eastern and Western cultures--and to both the differences and the similarities between them.”

CONNECTIONS

The following books by Allen Say offer similar themes and illustrations:

Allen Say. Grandfather’s Journey. ISBN 0395570352

Allen Say. Bicycle Man. ISBN 0812474279

When My Name Was Keoko

BIBLIOGRAPHY

Park, Linda Sue. 2002. When My Name was Keoko. New York: Clarion Books. ISBN 0618133356

PLOT SUMMARY

In When My Name Was Keoko, Park tells the story of Japanese occupation of Korea during WWII.  The story is told from the perspective of young Sun-hee and her older brother, Tae-yul.

CRITICAL ANALYSIS

When My Name Was Keoko is told from the alternating perspectives of Sun-hee and Tae-yul.  The story begins with the children having to give up their Korean names and adopting Japanese names in their place, a requirement from the occupying Japanese government.  As the story continues, the children’s family must endure other hardships enforced by the Japanese.  As children, Sun-hee and Tae-yul do not always understand what is happening or the larger implications of the Japanese occupation.

Both of the main characters are likeable children.  Boys may relate better to Tae-yul and girls may relate better to Sun-hee.  By using both characters, Park gives readers of both genders a main character with whom they can identify.  Although the siblings often quarrel, their love for each other is evident, especially when Tae-yul joins the Japanese army.

The theme of pride for one’s heritage is present throughout this book.  The children’s uncle first introduces them to the Korean flag, but must do so subversively as the Japanese have outlawed it.  He teaches the children about the flag and gives the children hope that the flag will fly again one day:

“It is against the law to fly this flag—even to put up a picture of it.  Korea is part of the Japanese Empire now.  But someday this will be our own country once more.  Your own country” (p. 14).

Both children remain optimistic that Uncles’ words are true and that one day they will be living under the Korean flag again.

The Author’s Note at the end of the book adds to the historical authenticity of this story.  In addition to the Author’s Note, Park provides and extensive bibliography.

Cultural markers are thoroughly incorporated into this story.  Specifically, forms of address are explained in a foreword.  The culture is specifically identified as Korean.  The Kanji form of writing is also explained several times throughout the book.  In addition to the Korean focus of the book, the story explores Japanese cultural markers as well, especially noting the difference between the Korean and Japanese cultures.

Most historical fiction novels set during WWII focus on the European experience during the war.  This novel presents a unique, authentic, and engaging perspective.  I highly recommend this novel. 

REVIEW EXCERPT(S)

Publisher’s Weekly”  “A brother and sister alternate as narrators in Newbery Medalist Park's (A Single Shard) well-constructed novel, which takes place from 1940-1945 in Japanese-occupied Korea. The Japanese government forbids the Korean language to be spoken and the country's flag to be flown, and even forces Korean families like Tae-yul and Sun-hee's to change their names (Sun-hee becomes Keoko). Through the use of the shifting narrators, Park subtly points up the differences between male and female roles in Korean society; and the father's process of choosing the family's Japanese name speaks volumes about his strength and intelligence. As the war intensifies, each family member asserts his or her individuality, from Sun-hee, who continues to keep a journal after a soldier calls it "a crime against our Divine Emperor," to her uncle, who prints a revolutionary newspaper in hiding, to Tae-yul, who joins the Japanese army to avoid helping the military police capture his uncle only to be chosen as a kamikaze pilot. The son comes to an understanding of his father rather abruptly at the novel's close, and some readers may wonder why Tae-yul was not labeled a chin-il-pa ("lover of Japan" ). But, in the end, telling details provide a clear picture of Sun-hee and Tae-yul and their world. Readers will come away with an appreciation of this period of history and likely a greater interest in learning more about it.”

Kirkus Review:  “This powerful and riveting tale of one close-knit, proud Korean family movingly addresses life-and-death issues of courage and collaboration, injustice, and death-defying determination in the face of totalitarian oppression.”

CONNECTIONS

The following books by Linda Sue Park might appeal to readers who enjoyed When My Name Was Keoko:

Linda Sue Park. A Single Shard. ISBN 0395978270

Linda Sue Park. The Kite Fighters. ISBN 054732863X

The Absolutely True Diary of a Part-Time Indian

BIBLIOGRAPHY

 

Alexie, Sherman. 2007. The Absolutely True Diary of a Part-Time Indian. Ill. by Ellen Forney. New York: Little, Brown and Company. ISBN 9780316013680

PLOT SUMMARY

Fourteen year-old Arnold Spirit (also known as Junior) has always been an outsider in the Spokane Indian reservation where he lives.  This coming of age stories chronicles Arnold’s quest to better himself.

CRITICAL ANALYSIS

In The Absolutely True Diary of a Part-Time Indian, Alexie provides a good introduction to life on a reservation to readers unfamiliar with the lifestyle.  Similar to other coming of age stories, Arnold does not fit in in his community.  He has always been bullied and only has one true friend, Rowdy.  When Arnold decides to switch schools to better himself, he is ostracized by the reservation’s community.  At his new school, Arnold is the only American Indian.  He is able, however, to carve himself a spot within the school’s social structure. 

Teenagers, especially boys, will be able to relate to the main character, Arnold.  Arnold is a realistic character and Alexie has succeeded in creating a likeable and authentic protagonist.  Because this story is written in the first person, readers will feel like they personally know Arnold.

The setting of this book is split between the reservation and the white school, Reardan.  In his descriptions of the reservation, Alexie provides enough detail that readers will understand the poverty that the residents are experiencing.  The opposite is true with Alexie’s descriptions of Reardan.  The most prevalent theme in this story is the theme of identity, as Arnold is trying to discover who he is as an individual, apart from his tribe.

At 229 pages, this is definitely a chapter book for older readers.  Despite the length, Forney’s illustrations are included every few pages.  The black and white cartoons are supposed to be drawn by Arnold and definitely supplement the story nicely.  The illustrations add information to the story, such as the description of the differences between whites and American Indians on p. 57.  The illustrations also add to the appeal of this book to male readers.  This novel would be a good suggestion for readers who typically read graphic novels.

Cultural information is integral to this story.  Alexie does not include many physical descriptions, but he excels at describing the reservation culture.  Most notably, Alexie informs readers about the widespread alcohol abuse among American Indians.  Throughout the story, Arnold mentions alcoholism like it is not a big deal.  This, combined with the frequency it is mentioned, makes readers understand how widespread and “normal” alcoholism is.  For example, after describing his friend’s parents, Arnold says that “My mother and father are drunks too, but they aren’t mean like that” (p. 16).  Later, Arnold says that “I only know, like, five Indians in our whole tribe who have never drunk alcohol” (p. 158).  Alexie succeeds at describing cultural differences between American Indians and whites, but he also does well in explaining how the two cultures are similar.  Arnold’s parents, like parents of other ethnicities, want better for their children than they had themselves:

“But it isn’t weird that my parents so quickly agreed with my plans.  They want a better life for my sister and me.  My sister is running away to get lost, but I am running away because I want to find something.  And my parents love me so much that they want to help me.  Yeah, Dad is a drunk and Mom is an ex-drunk, but they don’t want their kids to be drunks.”

Throughout this story, Alexie uses humor address some tough issues.  This is an entertaining read and effectively teaches readers about cultural intricacies.  Some of the topics may be mature for very young readers, but readers in grades 8 and up will be a perfect fit for this story.    

REVIEW EXCERPT(S)

Booklist: “Younger teens looking for the strength to lift themselves out of rough situations would do well to start here.”

School Library Journal: “The teen's determination to both improve himself and overcome poverty, despite the handicaps of birth, circumstances, and race, delivers a positive message in a low-key manner. Alexie's tale of self-discovery is a first purchase for all libraries.”

CONNECTIONS

In the following books, Alexie presents similar themes:

Sherman Alexie. War Dances. ISBN 9780802144898

Sherman Alexie. The Lone Ranger and Tonto Fistfight in Heaven. ISBN 9780802141675 

Sherman Alexie. Face. ISBN 9781931236706

 

 

Morning Girl

BIBLIOGRAPHY

Dorris, Michael. 1992. Morning Girl. New York: Hyperion. ISBN 07681358X

PLOT SUMMARY

In Morning Girl, Dorris tells the story of a young Taino girl, Morning Girl, and her younger brother, Star Boy, who live on a Bahamian island in 1492.

CRITICAL ANALYSIS

The plot of this story is interesting because it explores a well-known story (the arrival of Christopher Columbus in the New World) from a unique perspective.  Morning Girl and her brother, Star Boy, are living normal day-to-day lives.  Readers familiar with the history of conquest in the Americas will read anxiously read this story, waiting for the inevitable disruption in these children’s lives.  The arrival of Europeans is only a brief moment of the story, but it is powerful to realize the magnitude of the impact their arrival will have on the community.

Each chapter in this story alternates between the perspectives of Morning Girl and Star Boy.  This allows readers to understand the motivation behind each of their actions in addition to allowing readers to form a deeper relationship with both characters.  Most readers will be able to relate to the characters.  Even though the story takes place more than 500 years ago, readers will be able to relate to the tension between siblings that takes place in Morning Girl.

Morning Girl takes place on an island in the Bahamas.  The vivid descriptions allow readers to easily visualize the setting.  The importance of family is a theme often explored throughout the story.  Morning Girl’s mother loses a baby and Star Boy goes missing during a hurricane.  During these events, Dorris relates the importance of the family members to each other.

Cultural markers are thoroughly integrated throughout this story.  Dorris excels at using metaphors from nature to add to his descriptions.  For example, Morning Girl describes the color of her skin: “tan as the inside of a yam after the air has dried it” (p. 31).  Later in the story, Star Boy has a conversation with dead ancestors.  Although a brief scene, it is a good example for readers of how the native belief system may differ from their own.  Dorris also does a good job of explaining daily life activities.  After the hurricane he describes how the families would build their houses and leisure activities that community members would take part in (p. 46-47).

This is a short story at only 74 pages.  There is a brief epilogue at the end of the story that includes an excerpt from the diary of Christopher Columbus.  Although the story is short, readers will quickly bond with the characters.  The abrupt ending will leave readers contemplating what happened next.

 REVIEW EXCERPT(S)

Horn Book Guide: “A book not to be missed.”

Kirkus Review: “Saddening, compelling--a novel to be cherished for its compassion and humanity.”

School Library Journal: “Dorris has written a reverberating story of coming-of-age, both for the two characters and for the world.”

CONNECTIONS

The following stories also tell about white conquest from a young American Indian perspective:

Scott O’Dell. Sing Down the Moon. ISBN 9780547406329

Jane Yolen. Encounter. ISBN 9780152013899

The Arrow Over the Door

BIBLIOGRAPHY

 

Bruchac, Joseph. 2002. The Arrow Over the Door. Ill. by James Watling. New York: Puffin Books. ISBN 0141305711

 

PLOT SUMMARY

 

In 1777, the American colonies are facing conflict in all directions and colonists fear attacks by both the British army and the Indians in the area. The Arrow over the Door tells the story of two young boys who have a meaningful meeting in a Quaker Meetinghouse.

 

CRITICAL ANALYSIS

 

Based on a true story, The Arrow Over the Door tells the story of a gathering between Quakers and an Abenaki Indian scouting party in 1777.  There are two main characters in this story.  Samuel Russell is a thirteen year-old boy living near Saratoga, New York.  Stands Straight is a young Abenaki boy.  The story is told from both of their perspectives, alternating between chapters.  Readers, especially young boys, will be able to relate to both characters.

 

Although the setting of this story is the American colonies, the setting is a minor detail to this story.  The historical context in which this story is placed is much more important.  Readers will benefit if they have a working knowledge of the American Revolution, but it is unnecessary.

 

In addition to telling about American Indian culture, this book also expands on Quaker culture, which is often underrepresented.  It is likely that children will be unfamiliar with Quaker history and this book would be helpful in introducing them to the topic.  Most notably, Bruchac includes accurate dialogue between Quaker characters.  The Quakers use a lot of thees and thous, for example.

 

Despite the Quaker cultural references, this book thoroughly explores American Indian cultural markers.  It is an accurate and respectful piece of fiction.  Near the beginning of the story, Bruchac describes Stands Straight:

 

“Though his trousers and his shirt were the kind that could be seen from Montréal to the Gaspé Peninsula, his long black hair, the brown color of his skin, and the Algonquin features of his handsome face revealed the fact that he was an Indian.  So did the moccasins and the leather pouch decorated with the beaded shape of a rabbit, which hung at his waist” (p. 11).

 

Stands Straight speaks both French and Abenaki, a result of being an altar boy.  This illustrates the French influence on the native population and his historically accuarate. 

 

The simple black and white illustrations by James Watling add to the story.  The illustrations show characters from both cultures in traditional clothing.

 

The Author’s Note at the end of the book adds to the historical accuracy of the story.  In the Author’s Note, Bruchac explains what historians think really happened during this event and he explains his personal connection to the story.

 

Overall, this was an interesting story.  At only 89 pages, it may appeal to reluctant readers, especially boys.

 

REVIEW EXCERPT(S)

 

School Library Journal: “With a surprising amount of drama and even suspense, this tale of pacifism triumphant makes a good choice for historical fiction collections.”

 

Booklist: “A truly excellent example of historical fiction for the middle-grade/junior-high audience.”

 

CONNECTIONS

 

Readers who enjoyed The Arrow Over the Door might also enjoy the following books by Joseph Bruchac:

 

Joseph Bruchac. Children of the Longhouse. ISBN 0140385045

 

Joseph Bruchac. March Toward the Thunder. ISBN 0142414468

Rainbow Tulip

BIBLIOGRAPHY

Mora, Pat. 1999. Rainbow Tulip. Ill. by Elizabeth Sayles. New York: Viking. ISBN 0670872911

PLOT SUMMARY

Stella is a Mexican-American girl who feels torn between two worlds.

CRITICAL ANALYSIS

Pat Mora is well-known for delivering culturally accurate stories and Rainbow Tulip does not deviate from this standard.  Stella, known as Estelita at home, is a young girl who feels different than the other children in her class.  Stella looks different than the other children and speaks a different language at home.  Her mother dresses differently than the other students’ mothers.  As the school May parade celebration approaches, Estelita/Stella embraces these differences.  Throughout this story, Mora celebrates diversity and presents the theme that being different can be a good thing.

Although this is a beautiful story and all readers will be able to appreciate it, young immigrant girls will be able to identify with the main character, Estelita/Stella, the most.  This group will understand the feeling of being surrounded by one culture at home, and another in public.  Although Estelita/Stella is proud of her different rainbow costume, she feels “quiet as a snail inside.”  This feeling especially will be familiar to many readers. 

Mora sprinkles Spanish phrases throughout this story.  Most of the words will familiar to readers, such as mamá or sí.  Words that may be unfamiliar, like abrazo, are translated within the text.  As Mora describes Estelita’s parents, her descriptions make them seem very reserved.  Estelit’s mother wears dark, traditional clothing.  Mora writes:

“My mother does not wear colors that sing and dance. My mother likes to wear black, brown, gray, sometimes light blue.  My mother is quiet like her colors.”

Estelita/Stella expresses embarrassment that her mother does not speak English or dress like the other mothers.  Estelita/Stella wishes that her mother “looked like the other mothers with their makeup and short dresses.” 

The oil-pastel illustrations in this story are soft and bright.  Sayles expresses emotion through her illustrations by depicting different postures and facial expressions.  Sayles has also created culturally accurate illustrations by using appropriate skin tones and hair colors.

At the end of this story, Mora has included a brief author’s note.  In this note, she reveals that Rainbow Tulip is based on her mother’s experiences in a May parade in El Paso, Texas during the 1920s.  Mora also expresses the importance of celebrating family heritage within her comments.

Rainbow Tulip is suggested for students in grades 3-6.  Although they may not understand some of the deeper implications of this story, younger readers will enjoy this story and accompanying illustrations.

REVIEW EXCERPT(S)

Booklist: “What many immigrant kids will enjoy is the bicultural experience. The scenarios in words and soft-toned pictures show the warm, loving family and also the fun and success at school. At first, the child is ashamed of her quiet, old-fashioned mother, but her parents keep a piece of Mexico at home, and Estelita/Stella comes to value her dual heritage, even though it is hard to be different.”

Library Journal: “Based on a story from the author's mother's childhood, and perfectly extended by soft, warm pastel drawings framed in white, this tale of family love and support crosses cultural boundaries and may remind youngsters of times when their families made all the difference.”

Kirkus Review: “Sayles's softly colored illustrations, by turns wistful and vibrant, capture the times and the tone as a young child finds her place in her parents' new country.”

CONNECTIONS

The following picture books from Pat Mora offer similar cultural themes:

Pat Mora. A Birthday Basket for Tía. ISBN 0689813287

Pat Mora. Pablo’s Tree. ISBN 0027674010

Before We Were Free

BIBLIOGRAPHY

Alvarez, Julia. 2002. Before We Were Free. New York: Alfred A. Knopf. ISBN 0375915443

PLOT SUMMARY

Told from the perspective of twelve year old Anita, Before We Were Free is the story of Anita’s experiences under the Trujillo regime.

CRITICAL ANALYSIS

In 1969, many things are happening in the Dominican Republic that young Anita de la Torre cannot explain.  Her family members are disappearing and Anita knows she is not being told the entire story.  Gradually, Anita discovers more information that leads her to believe that her family is involved in a secret plot to overthrow General Trujillo. 

Young readers, especially girls, will be able to relate to Anita.  Before We Were Free is told in first-person and Anita is a likeable character.  Readers will be able to understand Anita’s feelings of frustration when her family does not tell her the entire story.  In addition to Anita’s dramatic experiences under the Trujillo regime, Anita experiences things that any girl does, like having a crush on a boy, fighting with her sister, and starting her period. 

The importance of family and freedom are prominently featured throughout this story.  The de la Torre family is willing to do almost anything for each other.  The family must remain courageous through everything they face.

In addition to Dominican culture, readers will learn a bit about Haitian culture through the character of Anita’s maid, Chucha.  Chucha adds more intrigue to the story and is almost able to see the future. 

Spanish phrases are sparsely scattered throughout this story.  Physical descriptions include the mention of dark hair (p. 59).  When Anita and her sister, Lucinda, talk their American neighbor into having a quinceañera celebration, readers will learn about how important this celebration is in Hispanic culture. 

Before We Were Free focuses on life under the Trujillo regime.  This story is so interesting that it will prompt readers to learn more about Dominican history.  Alvarez explains the history just enough to leave readers wanting to know more. 

At the end of the story, Alvarez includes a brief author’s note that details her personal experiences under the Trujillo regime.  This addition makes this work of fiction more significant.

                                                                                                                                                      

REVIEW EXCERPT(S)

Horn Book Guide: “This is a compelling account of a girl growing up too quickly while coming to terms with the cost of freedom.”

School Library Journal. “Readers will be convinced by the voice of this Spanish-speaking teenager who tells her story entirely in the present tense. Like Anita's brother Mundín, readers will bite their nails as the story moves to its inexorable conclusion.”

Publisher’s Weekly: “Alvarez conveys the hopeful ending with as much passion as suffuses the tragedies that precede it. A stirring work of art.”

CONNECTIONS

Readers interested in Anita’s experience might enjoy the following stories that also have young protagonists who are growing up under dictatorships:

Lyll Becerra de Jenkins. The Honorable Prison. ISBN 0525672389

Beverley Naidoo. The Other Side of Truth. ISBN 0064410021

Jesse

BIBLIOGRAPHY

Soto, Gary. 1994. Jesse. San Diego: Harcourt Brace & Company. ISBN 9780152403296

PLOT SUMMARY

During his senior year in high school, Jesse leaves home to attend community college and live with his older brother, Abel.  The two brothers experience economic hardship and struggle to find their place in the community.

CRITICAL ANALYSIS

This story takes place during the Vietnam War.  Although Jesse is too young to be drafted at the beginning of the story, the threat of the war is always in the background.  It will be helpful for readers to have background knowledge of the war, but it isn’t necessary.  The Chicano movement in California is also heavily featured throughout this story.  Knowledge of this movement will be helpful as well.  The story will be less meaningful for readers who are unfamiliar with César Chávez or Dolores Huerta.  There are several political references throughout the book and a working knowledge of these concepts will be useful.  Soto expertly addresses these issues in addition to the poverty that Jesse and Abel, like other migrant workers, faced.  Although this story is a work of fiction, Soto clearly explains an important time in Chicano history.

Because this protagonist in this story is male, male readers may identify more with this story than female readers.  Despite the difference in time periods, Jesse is a relevant character to young readers today.  Many of my students have experienced hardships similar to those experienced by Jesse in this story and will easily be able to relate to Jesse.  The history of the poor, Latino, migrant worker is not a story often written.  Jesse fills a gap and is a valuable story.

Jesse takes place in southern California.  The setting is important because there was a large Latino population in the area during the 1960s and1970s.  In addition, migrant workers played an important role in the agricultural economy of California.  Poverty is the most prevalent theme of this story, but other themes include the themes of prejudice, tolerance, and the importance of family. 

Soto includes cultural markers throughout Jesse.  Soto has expertly woven them into the story and they absolutely authenticate and add to the story.  The most obvious cultural marker is the addition of Spanish phrases throughout the story.  The meanings of the phrases are obvious in the context of the story and non-Spanish speaking readers will understand them.  The addition of these Spanish phrases accurately depicts how common it is for bilingual people to switch between languages.  Additionally, many of the words are slang (such as gavachos), and are indicative of a lower socioeconomic class, such as the characters in Jesse.  Many of the foods mentioned in the story are traditionally Hispanic.  For example, Jesse and Abel’s mother often makes them tortillas throughout the story and Jesse is eating mole on p 57.  Other non-Hispanic foods are mentioned using their Spanish name. such as huevos.  Although most descriptions of clothing are traditionally American (bell-bottoms, turtlenecks, etc.), Soto’s descriptions of Jesse’s friend Raul include traditionally Mexican clothing, such as huaraches and a serape.  Raul is involved with the Chicano movement so more traditional clothing fits his character well.  The absence of this traditional Mexican clothing for the other characters shows that not all Mexicans are constantly wearing serapes. 

Jesse is a beautifully written story.  Although the absence of hope was an accurate sentiment for many people similar to Jesse, I found the ending to be sad.  After connecting with a character, it was disappointing to realize that Jesse was unlikely to better his situation.  This feeling, however, makes the reader realize how many people are stuck in similar situations, with little opportunity to improve.

REVIEW EXCERPT(S)

Horn Book: “Soto captures Jesse's tentative forays into adulthood and depicts the lives of Mexican Americans in southern California during the Vietnam War era's cultural and political turbulence. A moving, engrossing novel that has strands of both humor and despair.”

Kirkus Review: “The mere depiction of this teen's life, and his attempts to better himself, are a far greater indictment of racism and class distinction than any finger-pointing sermon could be. A satisfying and enlightening story.”

School Library Journal: “Readers looking for a finely written, contemplative narrative will appreciate this work.”

CONNECTIONS

The following coming of age stories will appeal to readers who enjoyed Jesse:

Sandra Cisneros. The House on Mango Street. ISBN 0679734775

Gary Soto. Buried Onions. ISBN 0152062653

Copper Sun

BIBLIOGRAPHY

Draper, Sharon M. 2006. Copper Sun. New York: Simon Pulse. ISBN 9781416953487

PLOT SUMMARY

Copper Sun tells the story of a young African girl, Amari, who is ripped from her homeland and sold into slavery.  Her life is changed instantly when slave traders invade her village.  After an atrocious trip across the ocean, Amari arrives in the Carolinas where she is sold to Mr. Derby as a gift for his sixteen year-old son.  Copper Sun details her experience as a slave and her later escape from slavery.

CRITICAL ANALYSIS

There have been many historical fiction novels that explore slave life in the early United States.  Few, however, detail the emotions of capture and subsequent enslavement as well as Sharon Draper’s Copper Sun.  The story begins with the main character, Amari, in Africa.  Readers will understand what life was like for her before she was captured.  Draper quickly describes how strong Amari’s love was for her family, which makes the loss of them even more devastating.  Throughout the story, Draper is able to expertly explain the horrors of slavery while maintaining an age appropriate frankness.

As a reader, I enjoyed the contrast between the two main characters, Amari and Polly.  On the surface, it appears that they have few things in common.  Throughout the story, they realize just how much in common they do have.  The history of indentured servants is frequently minimized in the retelling of our nation’s history.  The character of Polly gives a face to this situation and children will learn that white people also experienced a form of enslavement.  Amari and Polly are both about fifteen years old.  As a result of their young ages, readers will be able to relate to the girls’ experiences.

Draper excels at creating a clear setting for this novel.  The story takes place in several different locations, but Africa, the slave ship and the Derby plantation are the most memorable settings.  Of these three places, Draper described the conditions on the slave ship the best.  The conditions were undeniably crowded and harsh, but readers will have a good understanding of just how horrific the conditions were.  After explaining how the men were stacked up like logs, Draper describes how disgusting the ship was:

“The men on the bottom were splattered with the blood of the men who had been beaten, as well as the vomit and urine and feces that the men chained above them had no choice to eliminate where they lay” (43).

The conditions were undeniably crowded and harsh, but readers will have a good understanding of exactly how horrific the conditions were. 

The themes of endurance and hope are constants in this story.  Despite all of the hardships that Amari and Polly face, they remain determined to better their situation.  During the voyage to the Carolinas, Amari forms a relationship with an older woman, Afi.  Afi encourages her to stay hopeful and these thoughts remain with Amari during her enslavement.  Later, Amari and Polly are mentored by a slave woman, Teenie.  Teenie encourages Amari to remember her past saying “Long as you remember, chile, it ain’t never gone” (109).

Copper Sun is written from the perspective of both Amari and Polly.  This contrast allows for readers to better understand the prejudices on both sides.  This stylistic element increases the impact that Copper Sun will have on readers. 

Cultural markers are included throughout this story and it would be impossible to mention all of them.  Draper explains the role of women in Amari’s village of Ziavi, writing that “Tomorrow the women would dye the yarn, and when it was ready, her father, a master weaver, would create the strips of treasured fabric on his loom” (4).  Later, Draper emphasizes how important music and storytelling are to the culture.  After Amari is sold and begins living on the Derby plantation, Draper explains how ingrained racism was in society.  Throughout the story, she includes dialogue between whites that shows how slaves were viewed.  For example, Clay Derby says, “Slavery just makes good sense to me.  Anyway, our slaves are better off here than in some jungle eating bugs and slugs like savages” (143-144). 

The complexity of the relationships between the two races comes to a climax with the relationship between Mrs. Derby and her slave, Noah.  Although this particular situation may be difficult to read, Draper captures just how multifaceted the relationships between owners and slave could be.  Another difficult scene to read was the one where Tidbit was used as alligator bait.  As a mother, this scene was powerful to me because I could imagine my child in that situation.  Younger readers will be able to relate to how scary that would be and understand how vicious some slave owners were capable of being.   

At the end of the story, Draper includes an Afterword, extensive bibliography, and discussion questions.  These elements add to the authenticity of the story and it is obvious that Draper conducted years of research.  Although this story is historically accurate, its content is difficult and rape is mentioned repeatedly.  Most reviews recommend Copper Sun for grades 8 and up.

By creating a likeable character like Amari, Draper is able to put a face on this experience and make it more personal.  As a result, this story makes the history of slavery more horrifying to readers than it may be if they were reading a nonfiction account of the slave trade.  This is a powerful and engaging story that I highly recommend.  After connecting with the characters, I was sad when the story ended.  Copper Sun would be an excellent foundation for a series.  It would be interesting to discover what happened to the characters and future generations.

REVIEW EXCERPT(S)

School Library Journal: “This action-packed, multifaceted, character-rich story describes the shocking realities of the slave trade and plantation life while portraying the perseverance, resourcefulness, and triumph of the human spirit.”

Booklist: “Draper builds the explosive tension to the last chapter, and the sheer power of the story, balanced between the overwhelmingly brutal facts of slavery and Amari's ferocious survivor's spirit, will leave readers breathless, even as they consider the story's larger questions about the infinite costs of slavery and how to reconcile history.”

CONNECTIONS

The following award-winning novels about slavery might appeal to readers who enjoyed Copper Sun:

Mary E. Lyons. Letters From a Slave Girl: The Story of Harriet Jacobs. ISBN 9780689800153

Gary Paulsen. Nightjohn. ISBN 9780440219361

 

Black Cowboy, Wild Horses: A True Story

BIBLIOGRAPHY

Lester, Julius. 1998. Black Cowboy, Wild Horses: A True Story. Ill. by Jerry Pinkney. New York: Dial Books for Young Readers. ISBN 0903717873

PLOT SUMMARY

Bob Lemmons is a black cowboy who tracks wild mustangs and captures them.  Black Cowboy, Wild Horses focuses on Lemmons’ attempts to corral a particular herd of mustangs.  Before overtaking the herd, Lemmons must first join the herd before challenging the stallion.  Black Cowboy, Wild Horses is based on a true story, but Lester does not overwhelm to reader with historical facts. 

CRITICAL ANALYSIS

Bob Lemmons was a former slave whose mustang tracking skills were legendary.  Besides the brief mention of other cowboys, Lemmons is the only human character in this story.  The rest of the characters are the horses.  Lester refrains from assigning anthropomorphic characteristics to the horses which allows the story to remain realistic.  Throughout the story, Lester is able to convey how deep the bond is between Lemmons and his horse, Warrior.  The two are able to communicate easily without the use of words.

Although this story is factual and not a tall tale, the style in which it is written gives it the feeling of a tall tale.  Metaphors are used extensively.  A review from School Library Journal states that “Lester's overuse of metaphor is … a drawback.”  I strongly disagree with this review.  I found the language of the story to be a perfect match for the magnificence of the mustangs.

The figurative language matches well with the beautiful illustrations that Pinkney has created.  Disappointingly, the story is presented in opaque text boxes that obstruct some of Pinkney’s illustrations.  The story’s artwork was created using pencil, gouache, and watercolor on paper.  While I enjoyed the story, the illustrations stole the show.  The illustrations are indicative of Pinkney’s style and are absolutely beautiful.  Pinkney is able to capture movement and emotion with his art.  On some pages, the clouds are in the shape of horses running.  This is not done in a whimsical way and it adds to the beauty of the story.

Pinkney accurately presents Lemmons as a black man in the illustrations.  Other than the brief mention of his status as a former slave and his inability to read, the story does not focus on the color of his skin.  Lester and Pinkney both include insightful notes at the end of the story.  Pinkney states that “one out of three cowboys was black or Mexican.”   These notes add to the historical accuracy and significance of this story.

This story may be too long for very young readers, but older children (especially boys) will enjoy both the story and the illustrations.  Because this story is based on fact, it would be a wonderful addition to a lesson on the Wild West.

REVIEW EXCERPT(S)

Booklist: “Pinkney's earth-colored gouache and watercolor paintings add the look of the Texas plains to Lester's account and capture the energy of the horses as they gallop across sweeping, double-page spreads. Lester and Pinkney's manifest love and respect for the West and cowboys of color, whose contributions have been too long overlooked, distinguish their latest collaboration.”

Kirkus Review: “The text is ably matched by Pinkney's big, dappled watercolor scenes of open prairie and muscular, galloping horses. Lemmons may not have the name recognition of Nat Love or Bill Pickett, but his exploits were no less spectacular.”

Publisher’s Weekly: “Lester studs his seamless prose with powerful descriptions, such as when a hawk is "suspended on cold threads of unseen winds," or the mustangs sweep toward the corral as "a dark surge of flesh flashing across the plains like black lightning." The fluid brushwork of Pinkney's watercolors seem tailor-made for the flow of muscle, mane and tail of wild mustangs galloping across the prairie. Notable for the light it sheds on a fascinating slice of Americana, this book is essential for anyone interested in the Wild West.”

CONNECTIONS

 

These related books might interest young readers:

Andrea Davis Pinkney. Bill Pickett: Rodeo-Ridin’ Cowboy. ISBN 0152021035

 

Lillian Schlissel. Black Frontiers: A History of African American Heroes in the Old West. ISBN 9780689833151