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

Latino Literature

Mice and Beans

Bibliographic data

Ryan, Pam Munoz. 2001. MICE AND BEANS. Ill. by Joe Cepeda. New York: Scholastic Press. ISBN 0439183030

Brief plot summary

Rosa Maria is putting a birthday party together for her granddaughter, Catalina’s seventh birthday. However, Rosa Maria has a problem with mice in the house. While she is busy preparing, she sets out mousetraps. The next morning the mousetrap is gone. Several things such as a candle and a cloth napkin keep disappearing, too. When Catalina’s birthday arrives, Rosa Maria forgets one important thing to do for the party. However, the mice have helped her out and the party is wonderful for Catalina and the family. 

Critical analysis

The plot and setting blend in nicely with the Hispanic birthday traditions. Rosa Maria’s character combines her knowledge of the Hispanic and English language into her dialogue, but in a way that lets readers who don’t speak Spanish understand the meaning of what she is saying. Several elements in the story such as the piñata and the dinner that was not complete “without rice and beans” bring the Hispanic culture to the story and give readers the sense of what a Hispanic party is like and how important family and food are to the culture.

The illustration of Rosa Maria’s world is unique and even sometimes provides the reader with the perspective of the mice in the story. The colors used to illustrate Rosa Maria are as vibrant as the character. Rosa Maria is depicted as a friendly grandmother with red-rimmed glasses and a kind smile. Some of the Hispanic culture can also be seen in the illustrations, such as the illustration near the end of the story where the whole family is gathered. The illustration almost screams the importance of family gatherings and celebrations in the Hispanic culture. The importance of family is also shown on Rosa Maria’s walls throughout the story where pictures of family members are displayed.

Overall, the Hispanic culture is celebrated and the illustrations complement the setting of a Hispanic house and the importance of the grandmother in the culture. Several positive factors are used in the story, such as the use of the Hispanic language throughout the story, which adds a depth and richness to the story that the reader can fully enjoy and appreciate. Another positive aspect of the story is the tenderness and care that Rosa Maria takes to prepare for her granddaughter’s birthday. This draws the reader further into Rosa Maria’s world and shows them the importance of celebration in life and family.

Review excerpt(s)

Publisher’s Weekly: “The dialogue is rich in Spanish phrases ("­Qu‚ boba soy! Silly me"), descriptions of Mexican food and images of a boisterous extended family…”

Booklist: “The story is charming, but what makes it special is the quiet authenticity of the Hispanic characterizations.”

Connections

-Discuss and share birthday traditions and recreate a Hispanic birthday party.

-Discuss the similarities and differences that children have at their birthday parties and the one that Rosa Maria creates for her granddaughter.

-Further reading about Hispanic family and tradition:

Bunting, Eve. GOING HOME. ISBN 9780064435093

Cameron, Ann. MOST BEAUTIFUL PLACE IN THE WORLD. ISBN 9780394804248

Cisneros, Sandra. HAIR/PELITOS. ISBN 9780679890072

Garza, Carmen Lomas. IN MY FAMILY (EN MI FAMILIA). ISBN 9780892391639

Soto, Gary. TOO MANY TAMALES. ISBN 9780698114128

Confetti Poems for Children

Bibliographic data

Mora, Pat. 1996. CONFETTI POEMS FOR CHILDREN. Ill. by Enrique O. Sanchez. New York: Lee & Low Books Inc. ISBN 1880000253

Brief plot summary

The assorted poems in Confetti give the reader a feeling of life through the eyes of a Hispanic girl as she describes her experiences. The topics of family, nature, and community are described through the senses. The little girl encounters sight, hearing, smell, touch, and even taste within the poems.

Critical analysis

The poems are interspersed with Spanish words which add to the flavor of the culture. The glossary in the back of the book helps readers to not only understand the Spanish words, but also to pronounce them which is very important to a book of poetry. Moreover, the Spanish words chosen throughout the poems are not difficult for the reader to interpret. For example when the Hispanic girl is talking about

Many of the poems are very appealing to the senses such as smell in “Mexican Magician.” The Hispanic girl is watching the baker prepare his pastries and “empanadas.” She describes what she sees and smells as the “panadero” or baker prepares his pastries, “His hands brim with sweet secrets, he folds into thick fillings” (Mora, n.p.). The Hispanic words give the reader a true taste of the culture and help the reader to feel like they are watching the “panadero” as he “…cha-chas round the room” (Mora, n.p.).

Nature is also very present in the poems, such as “Leaf Soup.” The Hispanic girl describes the scene of a bird bath with “leaves spin quiet into puddles…” (Mora, n.p.). The poem uses similes  when she compares leaves to “mariposas” or butterflies. The use of “mariposas” allows the readers to really drink in the Hispanic culture.

The illustrations by Enrique O. Sanchez are bright and vivid almost as if the characters and objects depicted are in motion. The Hispanic girl is present in each of the pictures as she guides the reader throughout her world. Furthermore, Sanchez uniquely displays the elements of nature and uses the theme of the poems for his illustrations. For example, when he illustrates the sun in “Sun Song,” he uses bright colors such as orange, yellow, and white to depict the early morning sun. The colors are a little more subdued and relaxing in “Abuelita’s Lap,” as the girl is resting in her grandmother’s lap.

Overall, Pat Mora and Enrique O. Sanchez together provide a journey for the reader into the Hispanic culture. They introduce the reader to a kindly “Abuelita,” a “panadero,” a wood carver, and even bring the reader to a family celebration. All of these experiences are seen through the eyes of a little girl who welcomes the reader to her Hispanic culture.

Review excerpt(s)

School Library Journal: “The beauty of the natural world is captured in Sanchez's acrylic illustrations.”

Booklist: “Using Spanish and English, this collection of poems is as much fun to look at as it is to read.

Kirkus Reviews: “The best of these poems that mix English and Spanish (``I say yo soy libre'') warmly evokes familiar touchstones of Mexican-American life.”

Connections

-Give children objects and materials to act out the poems and let the rest of the children guess which poem is being acted out.

-Discuss the importance of the Latino culture within the poems.

Further Latino stories to read and share:

* Pura Belpre Honor Book Award

Ada, Alma Flor. GATHERING THE SUN: AN ALPHABET IN SPANISH AND ENGLISH. ISBN 0688170676

Herrera, Juan Felipe. CALLING THE DOVES/EL CANTO DE LAS PALOMAS. ISBN 0892391669

*Perez, Amada Irma. MY DIARY FROM HERE TO THERE/MI DIARIO DE AQUI HASTA ALLA. ISBN 0892391758

Canto Familiar

Bibliographic data

Soto, Gary. 1995. CANTO FAMILIAR. Ill. by Annika Nelson. New York: Harcourt Brace & Company. ISBN 0152000674

Brief plot summary

Traditional family situations, such as mealtime and playing with siblings, are honored by Soto in Canto Familiar. Soto uses simple descriptions and comparisons to illustrate these events. The Hispanic culture is also portrayed in the brilliantly colorful illustrations by Annika Nelson.

Critical analysis

Gary Soto uses descriptions of family eating together on Sunday in “Papi’s Menudo.” Soto gives the reader a glimpse of special moments throughout the meal. Soto uses similes to help the reader picture the cozy scene at the table, such as when the father “…squeezes [t]he lemon until [i]t collapses [l]ike a clown’s frown” (Soto 2).

Furthermore, Soto uses characters that the reader can easily relate to. Especially in “Left Shoe on the Right Foot.” Soto uses simple situations that are common to families such as when the two brothers decide to wear their shoes on the wrong foot, which provides for interesting events that the boys get themselves into. Then, the brother decide to do everything backwards such as when they put their coats on backwards or when they ran backwards instead of forwards to kick the ball (Soto 11). These simple events bring the reader into the excitement of the moment.

Annika Nelson provides some very colorful illustrations to engage the reader. She uses heavy black lines to bring movement to the characters and background. The illustrations seem to be almost folksy, almost like a woodcarving.

A negative feature of the book is that Soto does not provide a glossary for the Spanish words used in the poems. It would be very helpful and enhance the meaning of the poems for the readers who do not speak Spanish. However, the Spanish words add flavor to the poems and give the reader an opportunity to experience the Hispanic culture and learn more about the language. A positive feature of the book is that the poems are written in a simple style that that doesn’t distract from what is being said.

The Hispanic culture is not dominant throughout the book; however, family situations are. The situations in the poems are such that any family would experience. The Spanish words provide the link to the Hispanic culture. Overall, the poems offer readers a traditional glimpse of family life in a Hispanic household.

Review excerpt(s)

School Library Journal: “Although the landscape may be unfamiliar, readers are guided to this Mexican-American neighborhood, welcomed inside this home, and invited to share a child’s thoughts about these universal experiences.”

Booklist: “This is a collection to read aloud and get kids writing about themselves.”

Connections

-Help children share dinnertime stories of events at their own house.

-Art project: have children use crayons to color a full page of paper. Then use black ink to roll over the paper and let it dry. Give children a pen to draw over dry ink and make a colorful family scene.

Further reading about Hispanic culture and traditions:

Blanco, Alberto. ANGEL’S KITE/LA ESTRELLA DE ANGEL. ISBN 0892391561

DeSpain, Pleanant. THE EMERALD LIZARD: FIFTEEN LATIN AMERICAN TALES TO TELL IN ENGLISH AND SPANISH. ISBN 0874835526

Hayes, Joe. THE DAY IT SNOWED TORTILLAS/EL DIA QUE NEVARON TORTILLAS. ISBN 0938317768

Nye, Naomi Shihab. THE TREE IS OLDER THAN YOU ARE. ISBN 0689820879