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.