Inclusive Literature

Habibi

Bibliography

Nye, Naomi Shihab. 1997. HABIBI. New York: Simon & Schuster Books for Young Readers. ISBN 0689801491

Plot Summary

Fourteen-year-old Liyana and her family are moving to Israel, where her Palestinian father grew up. Through all of the changes in her life, Liyana is struggling with the loss of her home in America, as well as with her friends that she is leaving behind. However, when she arrives in Israel and meets her father’s family, she sees the beauty of the country as she becomes more familiar with the land and the people.

Critical Analysis

The setting of the story is mainly in Israel where much of the change in Liyana’s life occurs. Israel is strange to her at first and makes her homesick for St. Louis, but as she gets to know the people such as the spice seller and her Sitti (grandmother), she becomes more comfortable and starts to love the people and the country. However, as danger comes into her life and her father is arrested, Liyana learns that the law is very different in Israel than it is in America. She also learns that her friend in the refugee camp has been shot by a Jewish soldier because they think that he might have set off a bomb. Liyana must learn to grow and adapt to these changes to help the people that she loves.

The culture of the Palestinians can be seen throughout the book. This is especially seen in Sitti’s house where the family gather around and eat together out of the same plate and where all of the relatives show up to greet Liyana and her family. Their family warmly welcomes them with lots of hugs and kisses and a big dinner with a freshly killed lamb prepared in their honor. Liyana learns that there is much that she cannot do in Israel that she was able to do at home, such as wearing shorts, kissing boys, and combing “…her long wet hair on the open front balcony of [her] house…” (Nye 1997, 118). Liyana is somewhat resistant to the changes she must make but slowly adapts to them.

The Arabic language is used sporadically throughout Habibi especially with Sitti who does not speak any English. Liyana is slowly learning the language and the culture from Sitti and her new friend Omer, who is Jewish. The Arabic language used in the story adds further depth to the story and gives the reader a better understanding of Liyana’s new environment and language barrier.

Review Excerpts

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.”

Publishers Weekly: “Nye's climactic ending will leave readers pondering, long after the last page is turned, why Arabs, Jews, Greeks and Armenians can no longer live in harmony the way they once did.”

School Library Journal: “Though the story begins at a leisurely pace, readers will be engaged by the characters, the romance, and the foreshadowed danger.”

Connections

-Discuss the how Liyana’s life changed when she moved to Israel with her family.

Further reading about life in the Middle East:

Barakat, Ibtisam. TASTING THE SKY: A PALESTINIAN CHILDHOOD. ISBN 9780374357337

Ellis, Deborah. PARVANA’S JOURNEY. ISBN 0888995199

Jolin, Paula. IN THE NAME OF GOD. ISBN 9781596432116

Staples, Suzanne Fisher. SHEBANU: DAUGHTER OF THE WIND. ISBN 0440238560

Whelan, Gloria. HOMELESS BIRD. ISBN 0060284544

Things Not Seen

Bibliography

Clements, Andrew. 2002. THINGS NOT SEEN. New York: Philomel Books. ISBN 0399236260

Plot Summary

Bobby’s world is turned upside down when he wakes up one morning and discovers that he is invisible. While he is invisible, he becomes friends with Alicia, who is blind and someone Bobby confides in. Bobby and his family, along with Alicia and her family, are soon trying to find a cure for Bobby’s invisibility as the police are questioning Bobby’s whereabouts. 

Critical Analysis

The setting of the story is in the Chicago suburbs where Bobby and his family live. The setting takes on a big part of the story, especially in Bobby’s new circumstance of being invisible. He must be careful in his surroundings so that no one discovers he is invisible. The excitement of discovery adds drama to the story and makes it dangerous every time Bobby walks outside of his house.

The characters in the story are focused on Bobby’s problem, as they all struggle to help find a solution to his invisibility. Bobby’s invisibility brings the major characters together, leaving the reader with a sense of wondering whom Bobby will tell next. However, the characters add more to the story by letting Bobby grow and mature. Bobby learns more self-control with his anger as he discovers that his dad is seeing him more as an adult and comes to realize that Bobby is “...not a kid anymore…” (Clements 2002, 163) Furthermore, Bobby’s relationship with Alicia gives him a friendship with someone who challenges him to be more understanding and who knows what he is feeling and going through.

Bobby’s invisibility and Alicia’s blindness connect with each other and glue the story together. Alicia is often angry and sarcastic about her blindness but Bobby, on the other hand, wants to ask her questions and get to know her better despite her angry sarcasm. His developing friendship helps Bobby to understand blindness better and the how other people treat his friend Alicia. Despite all that has happened in Alicia’s life, she remains strong and determined to be self-sufficient and independent. Furthermore, Alicia’s blindness lets the reader into the family life of someone who is blind. The reader can see how much care and concern Alicia’s mother has for her daughter, for whom she gave up her job, so that she can focus on caring for Alicia more. Alicia feels bad and somewhat guilty about her mother having to give up so much for her.

Review Excerpts

Booklist: “Clements isn't heavy-handed, but readers will easily be able to imagine what it must be like to have the world disappear.”

Publishers Weekly: “As preposterous as the teen's predicament may be, the author spins a convincing and affecting story, giving Bobby's feeling of helplessness and his frustration with his parents an achingly real edge.”

School Library Journal: “The author successfully blends reality with fantasy in a tale that keeps his audience in suspense until the very end.”

Connections

-Start a discussion on how Bobby’s invisibility relates to Alicia’s blindness.

-Have readers search for resources and associations on blindness to find out what information is available.

-Set up special computer equipment for blind people to allow children to explore and become familiar with.

Further reading about characters with blindness:

Ingold, Jeanette. THE WINDOW. ISBN 0152012648

Keller, Helen. THE STORY OF MY LIFE. ISBN 0812968867

Maclachlan, Patricia. THROUGH GRANDPA’S EYES. ISBN 0060240431

Miller, Sarah. MISS SPITFIRE: REACHING HELEN KELLER. ISBN 1416925422

Strong, Frances Dinkins. BETH’S FELLA. ISBN 0972026762

Antonio’s Card

Bibliography

Gonzalez, Rigoberto. 2005. ANTONIO’S CARD. Ill. by Cecilia Concepcion Alvarez. San Francisco: Children’s Book Press. ISBN 0892392045

Plot Summary

Antonio loves to spend the afternoons reading under a tree with his mother’s partner, Leslie. However, when some of the kids at school see Leslie, they think that she “…looks like a guy” (Gonzalez 2005, 6). Antonio starts to feel embarrassed around his classmates when Leslie comes to see him. One day the teacher has the students create Mother’s Day cards and Antonio tries to decide if he should include Leslie on the card.

Critical Analysis

The relationship between Antonio’s mother and her partner Leslie is never obviously stated but subtlety discussed throughout the story. Antonio lives a normal life and loves his mother and Leslie, and he does not realize the difference between his family and other families until the kids at school start to make fun of the way that Leslie looks. Antonio starts to feel embarrassment but soon overcomes it because of how much he loves Leslie. The reader can get a sense of the nurturing and loving relationship that they have with Antonio as he struggles with his embarrassment and his reluctance to put Leslie in his Mother’s Day card.

The setting of the school greatly impacts Antonio’s life. At home he feels no embarrassment but at school things are different because Leslie is being judged by people who do not know her. The comments that the kids at school make almost break apart Antonio’s peaceful life with his mother and Leslie, and face him with the dilemma of recognizing Leslie publicly in his life.

The supporting characters in the story play a major role in the decision that the main character Antonio makes about his Mother’s Day card, especially regarding Leslie. Leslie adds drama and conflict to Antonio’s life; however, she is also a main source of the happiness in his life. The supporting characters such as Leslie, Antonio’s mother, and the kids at school help Antonio to develop and overcome his sense of embarrassment. Antonio has an inner struggle to overcome, and the patience and love from his mother and Leslie help him overcome this conflict.

Review Excerpt

School Library Journal: “Sensitively written in English, with an excellent translation by Jorge Argueta, the narrative captures the social worries and concerns that children in nontraditional families may experience.”

Connections

-Prepare a Mother’s Day card to give to your mother/guardian.

-Discuss Antonio’s relationship with Leslie.

Further reading about gay and lesbian family relationships:

Bryan, Jenifer. THE DIFFERENT DRAGON. ISBN 0967446864

Garden, Nancy. MOLLY’S FAMILY. ISBN 0374350027

Gregg, Jennifer C. FLYING FREE. ISBN 1594579725

Newman, Leslea. HEATHER HAS TWO MOMMIES. ISBN 1555835430

Richardson, Justin. AND TANGO MAKES THREE. ISBN 0689878451

Asian American Literature

Dragon’s Gate

Bibliography

Yep, Laurence. 1993. DRAGON’S GATE. New York: HarperCollins Publishers. ISBN 0060229713.

Plot Summary

Otter lives with his mother in China while his father is away in America working for the railroad. One night while Otter is out with his friend, he gets into an argument with a Manchu soldier, who falls on his weapon and dies. Otter’s mother sends him to America to work with his father. However, Otter learns that the Golden Mountain is not everything that he has heard about and is thrown into a life of slavery.

Critical Analysis

The Chinese culture can be seen throughout the whole story. However, the actual Chinese words are shown in English, but to show when the American characters are speaking, the words become italicized. The importance of family in the Chinese culture can be seen at the beginning of the story when Otter is still living with his mother. The reader can get a sense of the importance of family when Otter’s father and uncle come back from America and the whole town gathers to welcome them while Otter’s mother presents her husband with embroidered slippers. The importance of home is also seen when Otter’s father lovingly traces the lattice and says, “Now I know I’m home” (28). Distinctive events like this give the reader a sense of longing that the father had for home and makes it relatable to the reader.

The setting of the story takes place in China and Nevada where the reader embarks on a journey of the differences of the two places. In China Otter’s father is seen as a hero, but in Nevada he is no more than a slave who works on breaking the mountain. The Nevada mountain is an important part of the story because it is where Otter learns more about his father, about his uncle, and about himself. Otter develops hatred toward the mountain that drives him on in his work.

Review Excerpts

School Library Journal: “Yep uses the lively storytelling techniques of his "Dragon" fantasy-adventure novels to re-create a stirring historical event-here, the construction of the transcontinental railroad.”

Kirkus Reviews: “In a story enlivened with humor and heroism, Yep pays tribute to the immigrants who played such a vital role in our country's history.”

Connections

-Have young adult readers discuss the hardships that Chinese railroad workers faced and how Otter’s actions changed the whole camp.

-The reader will discuss how the characters felt being so far from home. Then the reader can make a list of things that they cherish or think about when they reflect on their home.

Further reading about Asian American history:

Houston, Jeanne Wakatsuki. FAREWELL TO MANZANAR: A TRUE STORY OF JAPANESE AMERICAN EXPERIENCE DURING AND AFTER THE WORLD WAR II INTERNMENT. ISBN 0553272586

Kadohata, Cynthia. WEEDFLOWER. ISBN 0689865740

Recorvits, Helen. MY NAME IS YOON. ISBN 0374351147

Uchida, Yoshiko. A JAR OF DREAMS. ISBN 0689716729

Uchida, Yoshiko. JOURNEY TO TOPAZ. ISBN 1890771910

Tree of Cranes

Bibliography

Say, Allen. 1991. TREE OF CRANES. Boston: Houghton Mifflin Company. ISBN 039552024X

Plot Summary

One cold day the boy plays in a neighbor’s pond and gets sick. His mother sends him to bed but does not keep him company, so the boy feels that his mother is very angry at him for going to the pond. However, later he sees his mother digging up a tree that was planted when he was born. As they decorate the tree together, she explains to him the meaning of Christmas.

Critical Analysis

The Japanese culture can be seen greatly in Say’s illustrations. The home does not look like a typical American house. There are wooden sliding doors, the characters wear wrapped clothing, and the boy’s bed is on the floor. Say puts a lot of detail of the Japanese culture into each picture, from the chopsticks that the boy uses to eat his rice gruel to his “Papa’s big cup” with Japanese symbols (14).

The setting of the story mainly takes place at the pond and in his home. Not only does the reader get a sense of calmness from the pictures, but also of loneliness when the boy is eating his gruel alone. The reader can see the sad expression on the boy’s face. However, the reader also comes to understand the relationship between the boy and his mother. The reader gets a sense that the boy does not like to disappoint his mother and that he cherishes the time he spends with her, especially when he is sick and wants his mother to be with him.

At the end of the story the reader learns that the mother was from California and gets a sense of how she misses Christmas. You can almost hear the longing in her voice when she whispers to the boy that she lived in “A warm place called Ca-li-for-ni-a” (20). The celebration and idea of Christmas is passed from her childhood to that of her son as she decorates the tree and the boy discovers a present under the tree the next morning. 

Review Excerpts

Publishers Weekly: “The story is a poignant one, illuminated with finely drawn illustrations reflecting the serenity of a Japanese home and the quiet love between mother and son.”

Kirkus Reviews: “Geometric forms in the austere Japanese architecture provide a serene background for softer lines defining the appealing little boy and his pensive mother.”

Connections

-Have an origami lesson and let children hang their origami on a tree or in a window.

-Discuss relationship that the child has with his mother.

Further reading of the Asian American culture growing up in America as an Asian American:

Cummings, Mary. THREE NAMES OF ME. ISBN 0807579033

Kadohata, Cynthia. KIRA-KIRA. ISBN 0689856407

Mochizuki, Ken. BASEBALL SAVED US. ISBN 1880000199

Say, Allen. GRANDFATHER’S JOURNEY. ISBN 0395570352

Yang, Gene Luen. AMERICAN BORN CHINESE. ISBN 1596431520

This Next New Year

Bibliography

Wong, Janet S. 2000. THIS NEXT NEW YEAR. Ill by. Yangsook Choi

Plot Summary

A celebration of Chinese New Year is underway in this story. A Chinese-Korean boy is excited about all of the celebrations to come, such as lighting fireworks, eating “duk gook, the Korean new year soup,” and getting money in red envelopes (Wong 3).

Critical Analysis

Several cultures are discussed throughout the story and give the reader an understanding of how various cultures celebrate Chinese New Year. The young boy in the story describes how his friends, such as his Hopi-Mexican friend who receives the red envelopes with money from her neighbor, to his French-German friend whose family orders Thai takeout. Everyone in the community, regardless of their culture, enjoys the Chinese New Year celebration as each celebrates it in his own special way.

The illustrations throughout the book reflect the warmth and excitement of the celebration to come. This is especially seen in the illustration of the family sitting down together eating the “duk gook.” The facial expressions on the characters are welcoming to the reader and give off the excitement of the moment, especially of the bond and friendship that they have toward one another.

The setting of the story is mainly in the young boy’s home where he helps his mother “…move these mountains of bad luck off the floor and into the trash...” as they prepare to welcome good luck into the house. The home is a focal point in the story and the celebration because it is about getting rid of the bad things in life and welcoming a fresh start to the new things to expect in the next year.    

Review Excerpts

School Library Journal: “Youngsters will enjoy the bright colors and the sense of motion and activity conveyed as the boy helps his mother clean, flosses his teeth, and cringes from the noise of the firecrackers.”

Booklist: “Children of diverse backgrounds will connect with the boy's earnest desire to help change the family's luck and realize his own potential.”

Connections

-Celebrate Chinese New Year by inviting Asian Americans from the community to come and speak to the children.

-Invite Asian American dance groups to celebrate Chinese New Year by performing New Year dances for the children.

Further reading about Asian American celebrations:

Chin, Oliver. THE YEAR OF THE DOG: TALES FROM THE CHINESE ZODIAC. ISBN 1597020028

Demi. HAPPY NEW YEAR! KUNG-SHI FA-TS’ AI. ISBN 0517709570

Lin, Grace. BRINGING IN THE NEW YEAR. ISBN 0375837450

Vaughan, Marcia K. THE DANCING DRAGON. ISBN 1572551348

Waters, Kate. LION DANCER: ERNIE WAN’S CHINESE NEW YEAR. ISBN 0590430475

Native American Literature

Rain Is Not My Indian Name

Bibliographic data

Smith, Cynthia Leitich. 2001. RAIN IS NOT MY INDIAN NAME. New York: HarperCollins Publishers. ISBN 0688173977

Brief plot summary

Rain is coping with the death of her best friend who died in an accident. Rain is learning to move on with her life. She starts to open her eyes and realize what other people are coping with in their lives, such as the new baby her brother and his fiancé are going to have, how her best friend’s mom is coping with her grief, and how her father dealt with her mom’s death years ago.

Critical analysis

Much of the story centers on the modern world of Native Americans. The setting of the Kansas town in which Rain lives has a small Native American population, and Rain’s Aunt George wants to have an Indian Camp. However, there are some people in town that say that the budget cannot support the camp. Rain struggles with supporting the Indian Camp, her grief for her friend, and her own Native American culture.

Rain knows very little about her own culture, except for several trips that she took with her mother to Oklahoma to visit family. The journalist Flash even tells her “You don’t seem to talk about being a Native American much…” (Smith 2001, 114). Rain struggles with wanting to know more about her heritage and becomes more interested in the Indian Camp.

The journalist Flash is covering a news story of the Indian Camp, which brings attention how outsiders view the Native American culture. As he is asking questions about a spiritual ceremony, Rain’s Aunt George lets him know “…that it might be best for an outsider to leave the details alone” (Smith 2001, 58). This focuses on how sacred ceremonies and traditions are to Native Americans and how some traditions are too sacred to talk about with those outside of one’s culture.

Review excerpts

Publishers Weekly: “…readers will feel the affection of Rain's loose-knit family and admire the way that they, like the author with the audience, allow Rain to draw her own conclusions about who she is and what her heritage means to her.”

School Library Journal: “It is one of the best portrayals around of kids whose heritage is mixed, but still very important in their lives.”

Connections

-Have readers discuss the importance of Rain’s camera and how it was used throughout the story.

-Have a discussion on how our culture affects our everyday lives, including how it impacts with how we interact with other people.

Other books about Native American teens and children today:

Alexie, Sherman. THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN. ISBN 0316013684

Bruchac, Joseph. EAGLE SONG. ISBN 0141301694

King, Sandra, and Catherine Whipple. SHANNON: AN OJIBWAY DANCER. ISBN 0822596431

Lacapa, Kathleen. LESS THAN HALF, MORE THAN WHOLE. ISBN 0873587340

Smith, Cynthia Leitich. INDIAN SHOES. ISBN 0060295317

Crazy Horse’s Vision

Bibliographic data

Bruchac, Joseph. 2000. CRAZY HORSE’S VISION. Ill. by S.D. Nelson. New York: Lee and Low Books Inc. ISBN 1880000946

Brief plot summary

Curly is learning to become a leader from the time he is born, as he travels the path of becoming a young man. He witnesses the United States army slaughtering his people and he feels that he must do something to help his people, so he goes on a vision quest. A few days after seeking his vision, without food or water, he sees a vision of a rider on his horse with some Lakota carrying him and some trying to pull him down. Later in Curly’s life his father gives him a new name Tashunka Witco, which means Crazy Horse who became an important leader to the Lakota.

Critical analysis

Joseph Bruchac and S.D. Nelson give readers a glimpse into the life the important Lakota leader Crazy Horse. Bruchac makes the reader feel like a storyteller is right there next to them, sharing his history. Much of the book and illustrations reveal the setting in which the Lakota people lived which is a key point to the plot that Crazy Horse was raised. Crazy Horse or Curly, as he was known when he was growing up, develops his generosity and leadership through his desire to help his people. Curly is growing up in a time of great change as more outsiders move on the Lakota land, causing conflict between the Lakota and the outsiders.

The Lakota culture is rich in the story and the illustrations. Bruchac takes the reader on some very intense and important journeys throughout Curly’s life, such as when he tames a wild horse, hunts his first buffalo, and receives his first vision. Lakota tradition is also seen when Curly receives his new name, Tashunka Witco, which was his father’s name.

S.D. Nelson provides readers with a strong and rich illustration of the life of Crazy Horse. The people throughout the book have no facial expressions and the background uses exceptional textures. The reader can get a sense of Lakota life in the 19^th century, such as the Lakota women stretching a skin, a buffalo hunt, and climbing a cliff to reach an eagle’s nest. Symbols such as scenes of buffalo hunts that Lakota used on tipis and painted images on the horses also depict Lakota culture. A famous battle called The Battle of Little Big Horn can also be seen in the book, which provides reader the devastation that the battle had on the Lakota. There are women and children running away from bullets and the Lakota men try to fight off the white soldiers. Overall, readers can learn more about the life of the important Lakota leader Crazy Horse and how life was for the Lakota people during a time when peace and promises from the army were forgotten and a boy grew up throughout all of this violence to help lead his people.

Review excerpt(s)

Kirkus Reviews: “This makes inspirational reading and affords a glimpse into the heart of a renowned American leader.”

Booklist: “Bruchac has created a memorable tale about Crazy Horse’s childhood…Sioux artist Nelson fills the pages with both action and quiet drama.”

School Library Journal: “A find introduction to a hero long overlooked.”

Publishers Weekly: “Bruchac’s description of the vision quest is compelling…[Nelson] sweeping vistas…bolster the book’s visionary theme.”

Connections

*Parents’ Choice Gold Award

*ALA Notable Book

*Reading Magic Award, Parenting magazine

*Notable Book for a Global Society, International Reading Association

-Start a discussion about famous historic Native American events and leaders.

-Other books about Native American history:

Armstrong, Jeanette. NEEKNA & CHEMAI. ISBN 0919441157

Bruchac, Joseph. SQUANTO'S JOURNEY: THE STORY OF THE FIRST THANKSGIVING. ISBN 0152060448

Bruchac, Joseph. ARROW OVER THE DOOR. ISBN 0141305711

Bruchac, Marge. MALIAN’S SONG. ISBN 0916718263

Santiago, Chiori. HOME TO MEDICINE MOUNTAIN. ISBN 0892391766

How Rabbit Tricked Otter and Other Cherokee Trickster Stories

Bibliographic data

Ross, Gayle. 1994. HOW RABBIT TRICED OTTER AND OTHER CHEROKEE TRICKSTER STORES. Ill. by Murv Jacob. New York: HarperCollins Publishers. ISBN 0060212861

Brief plot summary

Gayle Ross and Murv Jacob bring a collection of stories and illustrations about a time when animals could talk, especially a boasting Rabbit. Rabbit was a trickster and loved to show off to all of the animals. He often got into trouble because of his boasting, such as when he tried to cheat in his race against deer and when he stole Otter’s coat.

Critical analysis

Ross provides readers traditional Cherokee stories that explain how animals received some of their unique traits. For example, he tells how deer got their antlers, how rabbits got a split in their nose, and how possums have bare tails. Ross presents the stories in the way that a storyteller would talk to an audience. The stories center on Rabbit as the main character and the setting is the forest where the animals lived.

The language and culture of the Cherokee can be seen throughout the book. Several Cherokee words are also spoken usually by Rabbit such as when he says “Osiyo—hello. Are you the one they call Flint” (Ross 1994, 9). Also in the story “Rabbit Helps Wildcat Hunt Turkeys” he says “Galagi ‘na hasuyak,” which means “Pick out your gobbler” in the Cherokee language (Ross 1994, 40). The inclusion of the Cherokee language adds texture and culture to the story and helps readers connect with the characters. The Cherokee culture is also seen in the story “Rabbit Dances With the People” when he dresses up and wears the mask of a young man. The reader can see the illustration of Rabbit all dressed up in his Cherokee dancing clothes and mask. The reader can see the elaborate clothes with painted symbols and fine jewelry.

Murv Jacab provides a distinctive look to Rabbit, such as the illustration in “Bear Dines With Rabbit.” The reader can get a sense of the Cherokee culture in the illustration, such as the open fire, sharing of a meal, and the beads and leather waistcloth with painted designs. All of this gives readers the sense of the importance of sharing a meal. Furthermore, the illustrations are painted in a way that is almost folksy and that is surrounded by symbols and backgrounds filled with texture.

Review excerpt(s)

Publishers Weekly: “Unusual artwork presents textured still life, like tapestry wall-hangings; these convey both the history and morality of the stories and, at the same time, portray splendid detail.”

School Library Journal: “Although the stories are a bit repetitive, all in all this is a sweet offering that will be an enjoyable addition to any collection.”

Connections

Other Native American from long ago:

Bruchac, Joseph. CHILDREN OF THE LONGHOUSE. ISBN 0140385045

Bruchac, Joseph. THE FIRST STRAWBERRIES. ISBN 0140564098

Crow, Moses Big. A LEGEND FROM CRAZY HORSE CLAN. ISBN 1877976032

Harrell, Beatrice Orcutt. HOW THUNDER AND LIGHTNING CAM TO BE: A CHOCTAW TALE. ISBN 0803717482

Lacapa, Michael. ANTELOPE WOMAN: AN APACHE FOLKTALE. ISBN 0873586476