The Year of the Dog

Bibliography:

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

Summary:

8-year old Pacy goes by Grace, her American name, at school. She is Taiwanese-American, but also feels Chinese-American because the cultures are similar. The book begins with the Chinese New Year; it’s the Year of the Dog, which means a year in which you find friends and find yourself. Pacy wants to find out who she is in this confusing mix of cultures, as well as what she wants to do when she grows up. She becomes best friends with Melody, a new Taiwanese-student in her grade, and they enter the science fair together, have a crush on the same boy, and try out for the school musical. At home, Pacy participates in family traditions with her parents and her two sisters – Lissy and Ki-Ki. They go to a Red Egg party for their new cousin Albert and go to Chinatown in New York City. Through school projects and encouragement from others, Pacy decides she wants to be an author and illustrator when she grows up. She finds both a friend and a career, so the Year of the Dog was a success!

Analysis:

Pacy’s American name (Grace) is the same as the author’s name, and the story and notes reveal that this is largely autobiographical. Grace Lin wrote the story she wished she had when growing up: a book about a Taiwanese-American girl. She succeeds admirably in writing a story that will appeal to all kids, but especially to those who may not see their culture as often in the pages of a book. Pacy/Grace is American: she and her sisters convince their parents to cook a turkey on Thanksgiving and get a Christmas tree. She only speaks English and feels out of place when her parents take her to a camp where other children speak Chinese.

But Pacy is also Taiwanese, and the book is full of references to the food they eat at home (dumplings, rice noodles, egg drop soup, etc) and the customs and traditions they celebrate, including the Chinese New Year. In addition to showing the differences between American and Taiwanese culture, the book also points out differences between the two Taiwanese families in the book.

The author draws black and white illustrations throughout the book, usually just small ones in the margins, and this accompaniment is a highlight of the book. The book is narrated by Pacy, and these drawings are supposed to be done by her as well. They illustrate various things talked about in the text, like a family dinner or a school event or meeting a new person. Throughout the book, Pacy’s mother tells stories about when she was a young girl in Taiwan, or about after she first immigrated to America. These stories share valuable cultural and historical details and usually have a lesson for the kids, such as being kind or not being greedy.

Reviews/Awards:

2006 ALA Children’s Notable
2006 Asian Pacific American Librarian Association Honor

“Readers follow Grace, an American girl of Taiwanese heritage, through the course of one year–The Year of the Dog–as she struggles to integrate her two cultures. Throughout the story, her parents share their own experiences that parallel events in her life. These stories serve a dual purpose; they draw attention to Grace’s cultural background and allow her to make informed decisions.” School Library Journal

“When Lin was a girl, she loved the Betsy books by Carolyn Hayward, a series about a quintessentially American girl whose days centered around friends and school. But Lin, a child of Taiwanese immigrants, didn't see herself in the pages. Now she has written the book she wished she had as a child. Told in a simple, direct voice, her story follows young Grace through the Year of the Dog, one that Grace hopes will prove lucky for her. And what a year it is!” Booklist, starred review

Connections:
*Read more in this series about Pacy Lin, continuing with The Year of the Rat and Dumpling Days.

A Single Shard

Bibliography:

Park, Linda Sue. 2001. A Single Shard. New York: Houghton Mifflin. ISBN: 0395978270.

Summary:

Tree-ear is a 13-year-old orphan in 12th-century Korea. He lives with father figure Crane-man under a bridge, and they forage for food around the small village of Ch’ulp’o. But when he gets a break from looking for food, what Tree-ear likes to do best is watch the potter Min work at his wheel. Ch’ulp’o is famous for a particular kind of beautiful pottery – Koryo celadon - and Min is a master. When Tree-ear accidentally breaks a piece, he starts working for Min to pay off his debt, and then he continues working for no pay because his deepest desire is to learn the trade himself. Min is short-tempered and is burdened by a tragic past, but his wife loves Tree-ear and sees that he and Crane-man have enough food. Tree-ear goes on a long journey to the capitol city to show Min’s work, and even though robbers break the precious vases, a single shard of the fine pottery is enough to gain Min a royal commission – the lifelong dream of all potters. When Tree-ear returns, he is heartbroken to find out that Crane-man has died, but Min and his wife take him in as their son.

Analysis:

The story is set in medieval Korea, and an author’s note discusses the cultural and historical details she wove into the story and shows that she did extensive research for the book in order to make it as accurate and authentic as possible.

This is a great coming-of-age story, as Tree-ear struggles with his past and future and questions of right and wrong. He is loyal to the potter, even when Min at first refuses to ever teach him to make pottery. He is respectful and kind, and he cares for Crane-man (who is disabled) as best he can. But Tree-ear can also be impetuous and resentful, and has to learn the right way (and often the slow way) to do things.

The book is well-written, with an engaging plot and easy-flowing dialogue. Park portrays cultural details in the food (rice, fish, eating with chopsticks), customs (bowing, apprenticeship, temples), landscape (small villages, Rock of the Falling Flowers), and more. Readers will learn a lot about making pottery from start to finish.

Reviews/Awards:

2002 Newbery Award Winner

“Park convincingly conveys how a community of artists works (chopping wood for a communal kiln, cutting clay to be thrown, etc.) and effectively builds the relationships between characters through their actions… She charts Tree Ear's transformation from apprentice to artist and portrays his selflessness during a pilgrimage to Songdo.” Publisher’s Weekly

“Many of the issues transcend centuries and cultures: What is home? Can one own a creative idea? How much of an art object must be seen in order to judge its quality? This book will engage both individual readers and discussion groups.” School Library Journal

Connections:
*Study celadon pottery and the way potters made their ware in medieval Korea.

Tea with Milk

Bibliography:

Say, Allen. 1999. Tea with Milk. Boston: Houghton Mifflin Company. ISBN: 0395904951.

Summary:

Allen Say both writes and illustrates this picture book about a young Japanese-American woman who grew up near San Francisco but moved back to Japan with her parents after finishing high school. In Japan, May/Masako (American/Japanese) feels like a foreigner. She doesn’t speak the language well or understand the customs. All she wants to do is go to college and live on her own, but her parents want her to marry a good Japanese man. In frustration, Masako goes to Osaka to be in a big city again. She gets a job at a department store and lives in a boarding house. Then she meets a Japanese man who went to an English school and had English foster parents. May and Joseph have a lot in common, including a love for tea with milk. They get married and stay in Japan.

Analysis:

The end of the story reveals that the author is writing about his mother and father, and he says they always spoke both English and Japanese and had elements of both cultures in their home. The book is a wonderful portrayal of cultures coming together, and of home being where you make it. It is also a poignant story of not feeling at home in a country, even if you look like everyone else on the outside. Throughout the book, May/Masako goes by different names in different situations, but she really feels that her name is May. The interchanging of names reveals the identity problems that she faces, and so does the word “gaijin” (foreigner) that people unkindly call her.

The watercolor illustrations are mostly in subdued colors, except for a few bright dresses. Say shows facial expressions well; for more than half the book, May looks sad and stoic, but then she smiles when she gets to speak English for the first time in Japan. The illustrations are beautiful, and portray cultural details that really add to the story.

As May experiences Japan for the first time, the reader is also able to learn about the culture. The story references things such as young children learning English in school, tea ceremonies, calligraphy, matchmakers, cultural expectations for women, kimonos, and more.

Reviews/Awards:

“Say explores familiar themes of cultural connection and disconnection. He focuses on his mother Masako, or May, as she prefers to be called, who, after graduating from high school in California, unwillingly moves with her parents to their native Japan. She is homesick for her native country and misses American food…. The pages are filled with detailed drawings featuring Japanese architecture and clothing, and because of the artist's mastery at drawing figures, the people come to life as authentic and sympathetic characters. ” School Library Journal

“Declaring ‘I'd rather have a turtle than a husband,’ the independent-minded Masako heads for the city of Osaka and gets a job in a department store. With his characteristic subtlety, Say sets off his cultural metaphor from the very start, contrasting the green tea Masako has for breakfast in her home, with the ‘tea with milk and sugar’ she drinks at her friends' houses in America. Later, when she meets a young Japanese businessman who also prefers tea with milk and sugar to green tea, readers will know that she's met her match.” Publisher’s Weekly

Connections:
* Read another book about Allen Say’s family history: Grandfather’s Journey.

The Birchbark House

Bibliography:

Erdrich, Louise. 1999. The Birchbark House. New York: Hyperion. ISBN: 0786822414.

Summary:

Omakayas (Little Frog) is 7 years old in 1847, and she is a member of the Ojibwa tribe. Her family and community live on an island in Lake Superior. Omakayas fights with Pinch, her annoying little brother, but she enjoys taking care of Neewo, her adorable baby brother. She both admires and envies her older sister, Angeline, and she looks forward to seeing her cousins at large family gatherings. Omakayas listens to her grandmother Nokomis’s wisdom and treats animals with respect. She befriends two bear cubs and has a very intelligent crow for a pet. The rhythms of life in her community go on mostly as normal until a stranger brings the dreaded disease of smallpox into their midst. Omakayas’s family will never be the same, but the return of spring brings hope and renewal.

Analysis:

Erdrich is a member of an Ojibwa band, and was inspired to write the book as she researched her family history. The author does a great job of creating a story that is culturally rich and yet has universal themes. It also incorporates historical details, like the white men pushing the Indians farther west, and the horrors of smallpox. The cultural details are too numerous to discuss in detail, but include: story-telling, prayers and rituals, dreams, hunting, making clothes, preparing food, harvesting rice, and much more.

The book is divided into four sections for the four seasons of the year. It begins with the joys and chores of summer, from eating delicious berries to tanning a moose hide. In the fall, Omakayas’s father, Deydey, comes back from trading and the family prepares for winter. Winter brings story times around the fire, but it also brings sickness, death, and grief. The new buds of spring signal that the time of hunger is over, and the family can rediscover laughter and continue on. Erdrich uses many Ojibwa words in the text; some can be figured out from context, and there is a complete glossary in the back that includes pronunciation. These Native-language words lend to the feeling of authenticity in the text.

The author has black-and-white pencil illustrations throughout the book that give faces to the characters and contribute to the story.

Reviews/Awards:

National Book Award finalist
American Indian Youth Literature Award Winner 2006

“Against the backdrop of Ojibwa cultural traditions, Omakayas also conveys the universal experiences of childhood - a love of the outdoors, a reluctance to do chores, devotion to a pet - as well as her ability to cope with the seemingly unbearable losses of the winter. The author hints at Omakayas's unusual background and her calling as a healer, as well as the imminent dangers of the "chimookoman" or white people, setting the stage for future episodes.” Publisher’s Weekly

“While this title will not appeal to fans of fast-paced action, readers who enjoy a variety of deftly drawn characters, relationships that ring true, and fascinating details about the daily life of the Ojibwa will be attracted to this endearing and irrepressible girl.” School Library Journal

Connections:
*Continue reading The Birchbark House series (there are now four books)

Jingle Dancer

Bibliography:

Smith, Cynthia Leitich. 2000. Jingle Dancer. Ill by Cornelius Van Wright and Ying-Hwa Hu. New York: Morrow Junior Books. ISBN: 068816241x.

Summary:

In this picture book, Jenna is a young girl who wants to dance at the upcoming powwow. She is a contemporary member of the Muscogee (Creek) Nation, and she admires the way her grandmother jingle dances. The powwow is coming up soon, so Jenna borrows a row of jingles each from four different friends and family members, and her grandmother helps her sew them on her regalia. At the powwow, Jenna’s dress has a voice and it sings as she dances!

Analysis:

Smith is a mixed-blood member of the Muscogee (Creek) Nation, just like Jenna is portrayed in the story. Both the text and illustrations reveal a contemporary Native American community: living in modern suburban houses and neighborhoods, using technology, wearing jeans and t-shirts, and working in careers (such as a lawyer). This is a refreshing break from stereotypes. The book also highlights the community’s valuable traditions, though. Jenna eats and helps make fry bread, a traditional food. Jenna’s great-aunt tells her an old Muscogee folktale. The entire book focuses on the specific tradition of jingle dancing at the powwow. At the back of the book are a brief glossary and an author’s note with cultural information.

The number four is important in the story, and the author explains that four is a sacred number to many Native Americans. Jenna borrows four rows of jingles from four women, and she walks east, south, north, and west to visit those friends and family. She visits them at four different times of day, and the times are described in terms of what the sun and moon do (sun at midcircle, sun kissed moon, and so on). The author also successfully uses rhythm throughout the book, such as “brum, brum, brum, brum” and “tink tink tink tink,” which is important in a book about dancing and music.

The illustrations are full-page watercolor, and they are warm and beautiful. The illustrators are not of Native American heritage, but they did research and they portray diverse and authentic characters and scenes.

Reviews/Awards:

Reading is Fundamental 2011 Multicultural Books List

“Smith's language consciously evokes legend. For example, ‘As Sun caught a glimpse of the Moon’ indicates the time of day; and Jenna is careful to borrow only a limited number of jingles, ‘not wanting to take so many that [another's] dress would lose its voice.’” Publisher’s Weekly

“When the big day arrives, the girl feels proud to represent these four women and carry on their tradition. Watercolor paintings in bright, warm tones fill each page. In scenes where she is dancing, backgrounds of blurred figures effectively represent both the large audience and the many generations whose tradition the gathering honors. Seeing Jenna as both a modern girl in the suburban homes of her intertribal community and as one of many traditionally costumed participants at the powwow will give some readers a new view of a contemporary Native American way of life.” School Library Journal

Connections:
* Share this book along with a video of jingle dancing (found on the Internet), and discuss the tradition.

The Girl Who Helped Thunder

Bibliography:

Bruchac, James and Joseph Bruchac. 2007. The girl who helped thunder and other Native American folktales. Ill by. Stefano Vitale. New York: Sterling. ISBN: 9781402732638.

Summary:

This picture book collects folktales from various Native American tribes. It is part of a series called Folktales of the World. Some tales explain the origin of things, such as how a crow brought corn to a young boy to plant, or how the Sun helped the people make a drum. Other tales show the importance of family, bravery, or generosity. Seven brothers go to great lengths to rescue their sister from a buffalo. The moon gave up one eye to give people the gift of darkness and rest. Still other stories demonstrate the bad things that happen when someone is selfish or proud. Owl hid food from his starving children so he could eat, and now he only comes out at night because he is ashamed.

Analysis:

The authors (or re-tellers) arrange the book according to regions of the United States, from the Northeast to the Far North. Each section has a preface that tells about the major American Indian tribes that come from that region, and introduces the stories. There are 3 or 4 stories per section, each one from a different tribe. Although the book is a compilation of stories, the authors do a good job of making it clear that the tribes and regions are all unique. The prefaces provide valuable historical and cultural information. The sources for each story are listed in the back of the book. The stories are short, easy to read in one sitting, and accessible for children. There are only a few non-English words, and they are translated in the text. For reading aloud, it would have been useful if a pronunciation guide for names had been included.

The stories are accompanied by color illustrations, which are beautiful and whimsical. The Italian illustrator has no Native American background, but is known for his folk art. The images are of a more traditional representation rather than modern, and perhaps occasionally verging on stereotypes, as in the image of a man sitting cross –legged in front of a fire and wearing a feather headband. The faces are diverse, though, and children will enjoy the various animals depicted.

Reviews/Awards:

“The individual stories are concise, spanning only a few pages, allowing them to be read in a single sitting, while the many animal personalities found within-some mischievous, some heroic-will capture the imagination of storytime audiences.” School Library Journal

Connections:
* Find other folktales from a specific tribe of interest. This website (http://www.native-languages.org/legends.htm) indexes various legends and tales by tribe.